Louise Waxler Nscaa'S 58th President

Official Publication
Publication of
of the
the National
National Soccer
Soccer Coaches
Coaches Association
Association of
of America
America
Official
January-February 2006,
2006,Vol.
Vol. 51,
51, No.
No. 11
January-February
www.NSCAA.com
www.NSCAA.com
Louise
Waxler
NSCAAs
58th President
NSCAA_Jan06_cov1
12/13/05, 8:24 PM
Cover
12/13/05, 8:29 PM
Volume 51, Number 1
January/February 2006
NSCAA photo by Perry McIntyre Jr..
Soccer Journal January/February 2006

Published by: The National Soccer Coaches
Association of America
Editor: Dr. Jay Martin
Edwards Gym
Ohio Wesleyan University
Delaware, OH 43015
Office: 740-368-3727
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Associate Editors: Frank Spurlock, Pat Madden
Editorial Council: Ray Alley, Joe Bean, Hardy Fuchs,
Schellas Hyndman, Mike Lentz, Alan Maher, Perry
McIntyre Jr., Steve Smith, Karen Stanley, Jeff
Vennell, Dr. Laurie Whitsel, Doug Williamson,
Amy Walz
NSCAA Executive Director: James Sheldon
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Marylands freshman goalkeeper, Chris Seitz, came up with a big save on a New Mexico
penalty kick to help the Terrapins to the NCAA Mens Division I championship.
In this Issue
10
12
16
The Emphasis: Fair Play Don Kirkendall reviews the 10 points of FIFAs Fair Play
program. Focus: International Soccer. Ages: All.
20
28
Patching Things Up Dr. Rhys Jones advocates a patch-based incentive program to

inspire young players to work on their skills. Focus: Coaching. Ages: U-15 and under.
Zipping Along Ken Lolla has returned the University of Akrons mens program to
the level of success in enjoyed in the 1980s. Focus: SJ Interview. Ages: All.
Integrating the Entire Team Dr. Stephen Smith and Lee Schopp offer insight into
planning a quality practice that incorporates the goalkeeper. Focus: Coaching. Ages:
U-10 and up.
Using 5 v. 2 to Develop Passing Skill In this issues Retro Journal, we conclude the
two-part series by Dave Nicholas that first appeared in 1984. Focus: Retro Journal.
Ages: All.
32
36
Seeing Choices Fran Kulas offers several drills designed to improve player vision
and creating passing options. Focus: Coaching. Ages: U-15 and under.
41
Coaching in the Game Methodology NSCAAs Director of Coaching Development

Jeff Tipping examines what he considers to be one of the most important additions
to the NSCAA Academys approach to the game.
44
Soccer Shorts Video to motivate; Soccer on the Internet, Technical Training for U12s and U-14s; a look at two sports studies.
Five Favorite Practices This months issue offers the top five from Tony Waiters, a
member of the NSCAA Academy National Staff. Surprisingly, given Waiters extensive
experience in coaching goalkeepers, all five involve field play. Focus: Drills. Ages: All.
Reproduction or reuse of this material

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National Soccer Coaches
Association of America.
Departments
Presidents
3 The
Corner
5 Center Circle
Soccer
Network
On the Cover: Louise Waxler becomes the 58th president of the National Soccer
Coaches Association of America. She is the third woman to hold the position, following
Laurie Whitsel and Janet Rayfield.
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SOCCER
AMERICA AD
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THE PRESIDENTS CORNER
Neutral Territory
NSCAA must embrace everyone associated with soccer
By Louise
Waxler
I have a skeleton
thats lurking in my
coaching closet, but
Ive decided letting
it out in the light is
the right thing to
do. Before I
introduce you to my
skeleton, however, Id like to introduce myself
and address the year ahead as I see it.
Thank-you to Schellas
I would be remiss, however, to not first
thank outgoing president Schellas Hyndman
for the time and energy he has given to the
NSCAA. Schellas is not only an NSCAA
Academy coach, but is also head mens coach
at NCAA Division I Southern Methodist
University in Dallas. And even as he gave
many, many hours to serving as NSCAA
president, he guided his SMU team to the
NCAA Division I College Cup, only losing to
eventual champion Maryland in the
semifinals. I congratulate him on his success
both on and off the field.
The cornerstone of Schellas term of
office was successfully expanding the global
recognition of the NSCAA and the excellence
of its coaching education. He also helped
bring on staff a full-time advocate for NCAA
Division I intercollegiate soccer. It is
daunting to follow in his footsteps.
Its all about the kids
As I look to the year ahead and my term
in the office as NSCAA president, I draw
upon my own roots in the game, grassroots
if you will, for my goals.
I started my soccer career as a soccer mom.
That term entered Americas pop lexicon in the
last decade and has been used with both
admiration and dismissal. My daughter was a
youth player, who progressed to travel clubs
and then on to college ball. Her soccer career
often was the center of our familys life, but her
soccer career also guided me on a path that has
made soccer the core of my professional life.
I am committed to the philosophy that
soccer is all about the kids. We coach,

administer, referee and otherwise serve to
offer Americas soccer playing youth greater
opportunities than have ever been available
before. It is one of my goals to see both our
boys and girls have the opportunity to play
at the professional and world level. However,
it is equally my goal to see every soccer
playing boy or girl have such a wonderful
experience that even if their playing career
goes no further than their neighborhood rec
team, they will be lifelong fans of the game
we all love.
I believe coaches at every level are the
key to accomplishing both those goals.
My skeleton revealed
Now I want to introduce you to my
skeleton: I am not a coach, nor did I play the
game as a child. I have served the coaching and
soccer community at the youth, college,
professional and even World Cup level, but I
never have coached on the field. Because of that,
some may not see me as a soccer person.
I understand that I am the first president
of the NSCAA that has not been a coach. I
believe, however, that there are many ways to
serve the good of the sport we all love.
Professionally, I am president of a soccer
marketing and events company. For 12 years,
I have served on the NSCAA board of
directors, representing the youth and womens
soccer perspective, but also assisting my
fellow board members to better understand
how all the levels of our sport can work
together. During that time, Ive heard that
term soccer person used, and Ive
wondered just how you become a soccer
person. Some have a very narrow definition,
that the soccer person must have played and/
or coached for a number of years.
I believe soccers greatest strength is its
tremendous diversity. Our definition of what
makes a soccer person should be inclusive,
recognizing all who give their time, talent
and passion to growing the game in so many
different ways, from the coaches and referees
on the field to the administrators who spend
long hours organizing clubs, tournaments
and state associations.
I believe in the power of soccer the
youth or college or pro or international

game. But the potential of that power cannot
be achieved until all levels of the game are
linked together to accomplish the greatest
possible success for our sport in America.
NSCAA must be soccers Switzerland
In my years as an NSCAA board member,
I have always believed in leaving individual
political hats at the door. The NSCAA is one
of only a tiny handful of organizations in
American soccer that can truly claim to be a
Switzerland in the game. When I joined
the NSCAA and came to my first convention,
I was greeted with a warmth and acceptance
that I hope will always remain a part of our
organizational culture.
A key goal of my administration is to
ensure that we continue to be inclusive
organization, inviting all to work with us.
Frankly, I dont like soccer politics. I think
they weigh us down. The youth soccer
organizations of our sport are experiencing
dramatic changes and we, as the NSCAA
simply want to offer our support to them all.
The professional game faces its own
challenges and again, we as the NSCAA want
to offer our support in every way possible. And
as our U.S. team makes its way to Germany
and the World Cup in the tough group of
competitors, the NSCAA will offer its support
and enthusiasm in every way possible. Coaches
are the most passionate fans of all!
A special salute to the NSCAA staff
The NSCAA has the best staff of any
organization in American soccer. I have
worked with most of the soccer organizations
in this country and there are many, many good
people working in all of them. But with the
leadership of Executive Director Jim Sheldon
and Associate Executive Director Steve Veal, I
see a group of people who believe deeply in
service to their membership, the wise use of
limited resources and putting the larger
organization ahead of any individual egos or
careers. I am honored to work more closely
with them during the year ahead.
I look forward to serving as your president
during the 2006 World Cup year. I commit my
time, my energy and my enthusiasm.
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C E N T E R
C I R C L E
Tough Times Ahead

The road to MLS stardom is steeper because of improved talent levels
By Jay Martin
Quaranta, players such as DaMarcus Beasley,

Bobby Convey, Taylor Twellman, Eddie
As we enter a
Johnson, Clint Dempsey and Landon
new year a World
Donovan moved from MLS newcomers to
Cup year it is
MLS regulars to senior team participants.
appropriate to
They were thrown into the MLS, learned on
ponder Where is
the job and became better players. The
American soccer
quality (or lack thereof) in MLS allowed this
today? Is American
type of progression.
soccer getting better?
But today the roster openings for players
Is Major League
selected from the MLS SuperDraft have
Soccer getting better? Certainly the perfordecreased each year. New players are
mance of the U.S. Mens National Team in the realizing that it is very difficult to earn
2002 World Cup, the current world ranking
among the top 10 and the record of the
national team in the past three years gives us
some hope. But is this success a result of an
overall improvement in U.S. Soccers player
development (i.e. the MLS); or is the United
States just lucky to have this current group of
senior players playing for Bruce Arena?
When MLS started 10 years ago many
soccer observers thought it was the most
important and final piece of the puzzle to
help move the U.S. to true soccer nation
status. They argued that without a professional league the U.S. would not be able to
compete on the international stage. In fact,
playing time on an MLS roster. The earlier
the U.S. was granted the 1994 World Cup
with the stipulation that a professional league practice of playing yourself onto the team is
be developed. So MLS was created. Has MLS now a challenge. Look at the struggle of last
years Hermann Trophy winner, Danny
served the purpose of aiding the development of U.S. players? Is the quality of play in ORourke. After starting 12 of the first 13
games for San Jose, he did not see any
MLS improving?
playing time in the next 20 games. Five years
In the Oct. 17 issue of Soccer America,
ago he would have been thrown into the
Ridge Mahoney wrote an article about the
improvement of Freddy Adu in his second year team and learned on the job. While this
comparison is not exactly like Adu and
as a professional. Despite the improvement
Mahoney made it clear that Adu would not be
Quaranta, it does support the notion that
on the U.S. team in Germany this summer. He earning MLS time is getting difficult.
made the comparison to Adus D.C. United
But MLS was different a few years ago.
teammate Santino Quaranta. Quaranta came
The quality was at a level where young
into the league in 2002 as a 16-year-old. In the players could, in fact, survive in an MLS
past few years he has learned on the job. As his game. Has the level of play increased so
playing time increased he improved as a player. much that the younger players cannot make
this type of move into the league?
Now he is in the 30-player pool for the
Columbus Crew goalkeeper Jon Busch
National Team.
This was a common situation a few years thinks it has. He believes the league has
changed a great deal for the better! Busch
ago in MLS. Young players were brought in
should know. It took him five years playing
and thrown into the game and they tried to
in the USLs A League to get a shot in MLS.
survive. Many did very well. Besides
He has been a starter since.

He cites an observation from a recent
Columbus Crew mini-camp run by new head
coach Sigi Schmid. The Crew invited a few
youngsters, including the very good Oforie
Sarkodie. Busch said it was interesting to see
that these highly regarded young players
struggled against seasoned MLS players. He
contends that the quality of MLS play has
improved so much that it is very difficult for
good but inexperienced players to find
playing time. Learning on the job is over.
Another example Busch mentioned is
New players are realizing that it is difficult

to earn playing time on an MLS roster.
The earlier practice of playing yourself
onto the team is now a challenge.
how difficult it has been for teammate Danny
Szetela to make a mark with the Crew. He
was highly regarded by MLS. The Crew won
the Danny S lottery and everyone in
Columbus was excited, but he has struggled
for playing time with an MLS team that
clearly is in the bottom half of the league.
Busch goes on to say that Szetela and Adu
would be playing in the academy program if
they played for a European team. They would
be getting good coaching and good playing
experience as they prepared to make the first
team. So it seems the MLS is getting better.
But, what about the young players where
can they go to get better?
Until recently MLS and the A League
(now the USL First Division) had an
agreement that allowed MLS teams to send
young players to designated A League teams
to play. It was a farm system for MLS.
When that agreement dissolved two years
ago, it was replaced by the MLS Reserve
League. That is now the main place for
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young players to gain experience.

But Busch thinks that the MLS must have
reserve teams to make this work. Right now
reserve games are for those who did not play
with the first team in the previous game.
Busch also believes that MLS rosters will
have to get bigger to sustain a second or
developmental league. In fact, injuries and
scheduling conflicts caused many MLS teams
to field front office workers for some reserve
games. This is hardly the environment
necessary to develop future MLS players.
The MLS wants to sign young American
talent, but to keep them in this country the
league must provide these promising young
players with quality training and game
opportunities. The reserve program is not
doing the job. While other players are
gaining experience in the lower leagues, the
young MLS phenoms are looking for a
game. The MLS website shows that MLS
teams played 12 reserve games over a sixmonth season. That is not enough. The USL
First Division plays 30 games. Some First
Division players will earn more than the
NSCAA_Jan05_
MLS minimum. Where can the players get

experience today? Will players like Adu and
Szetela get lost in the shuffle?
Is an academy program for each MLS
team a good idea? In terms of player
development the answer is a resounding yes.
In terms of financial stability the answer is no.
Using the European academy model is a
good idea on paper, but it will create many
problems for MLS. The European model starts
with young players of 9 and 10 years old and
continues through the senior team. It would
be very difficult in our existing soccer society
to duplicate this and it would be very
expensive. D.C. United and the MetroStars
have academy programs, but they are not
like the European model. They have active
youth teams, but a gap exists between the
young players and the first team. In fact, most
MLS teams have a Director of Youth Soccer
programs (or similar title) listed in their
directories, but most of these positions deal
with camps, clinics and youth programs in
the local community.
It seems college is not the answer. The
previously mentioned odyssey of Danny

ORourke serves as an example of the best
college can offer falling short of MLS playing
expectations. College has served other
professional sports very well. The NBA and
NFL have used college graduates since their
inception with great results. But the overall
competitiveness of college soccer seems to
prevent total player development. While
U.S. players are in college for four years and
playing about 20 games a year, players in
other countries at the same age are immersed
in soccer training and play 50 to 60 games
each year. The results show.
So it seems that a young player interested
in the MLS should skip college and go directly
into MLS. The problem is the MLS is better
today than five years ago and these players are
not making it onto the MLS field. For further
development of U.S. soccer, we must find a
viable system for these young players. It must
be a system that will provide good training and
good competition so players will develop.
It seems we have a Major League
Dilemma.
12/19/05, 10:40 PM
WCC1 AD
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CHOICE AD
NSCAA_Jan05_
12/14/05, 9:35 PM
SOCCER
NETWORK
500th Win for Martin

Soccer Journal editor reaches plateau in conference tournament championship
Lessig
named to
Connecticut
Soccer
Hall
of
Fame
records of the National

Soccer Coaches Association of America and the
National Collegiate
Athletics Association.
None of the six
coaches that preceded him
to the 500-win mark got
there faster than Martin,
who is in his 29th season
at Ohio Wesleyan. Indiana
University's Jerry Yeagley
also recorded his 500th
win during his 29th
season as a head coach.
Martin has had
phenomenal success since
taking over the Bishop

helm in 1977. His overall
record is 500-97-36, a
winning percentage of
.818. Ohio Wesleyan
compiled the best
winning percentage in the
NCAA regardless of
division during the
1980s, a lofty .815. The
Battling Bishops topped
that during the 1990s,
fashioning a winning
percentage of .825.
But the Battling
Bishops' success is not
limited to a sparkling
Connecticut College
mens soccer coach Bill
Lessig has been selected
to the Connecticut Soccer
Hall of Fame. Lessig will
join the Class of 2006 in a
special induction
ceremony Jan. 28 at the
Farmington Marriott.
Lessig is celebrating
his 35th season as the head
coach of the Camel mens
soccer program. He has
directed to the Camels to
Eastern College Athletic
Conference (ECAC)
Championships in the
1992 and 1996 seasons
and an NCAA Tournament appearance in 1995.
Lessig has compiled a
257-209-35 record at the
helm of the program. On
Sept. 9, 2004, he reached
a career milestone by
reaching his 250th victory
in a 1-0 victory at Eastern
Connecticut State
University.
Under Lessigs direction,
the Connecticut College
soccer program has
produced one U.S. National
Team player and Olympian,

three professional players,
eight All-Americas and 30
All-New England selections.
He also served as head
coach of the Camel
womens basketball
program from 1982-93,
compiling a 162-61 record
and qualifying for postseason play on eight
occasions. The team won
three New England NIAC
Championships during the
run.
Lessig has been a
member and certified by
the United State Soccer
Federation as an A
Licensed Coach since
1976. He has served as a
coaching administrator for
the United States Youth
Soccer Association (USYS)
Region I Olympic
Development Program.
Lessig has also served as
the director of the
Connecticut State Soccer
Special Olympics and as
head coach of the New
England Special Olympic
Team.
won-loss record. Ohio

Wesleyan has competed in
26 of the last 28 NCAA
Division III tournaments
and holds NCAA Division
III records with 28 playoff
appearances and 47
playoff victories.
The pinnacle of
Martin's career came at
the end of the 1998
season, when the Battling
Bishops won their first
NCAA Division III
Dr. Colleen Hacker was inducted into the NAIA Hall of

Fame during activities associated with the womens soccer championship in Olathe, Kan., on Nov. 19. Hacker
was presented by fellow NAIA Hall of Famer Steve Veal
(right), NSCAAs Associate Executive Director.
9
NSCAA_Jan05_
championship.
I'm still the same,
Martin said. After all this
I'm not a better coach,
person or teacher. In the
minds of some, it
validates our program and
now they cant say the
program hasnt reached
positive heights. But
nothing has changed. If
anything, its going to be
even harder this year
and next.
Photo courtesy of the NAIA
When the Ohio

Wesleyan University men's
soccer team defeated
Allegheny, 3-0, on Nov. 5,
it did more than give the
Battling Bishops their fifth
North Coast Athletic
Conference tournament
title in six seasons. It
marked the 500th career
win for Battling Bishop
coach Jay Martin.
Martin, the editor of
Soccer Journal, becomes
the seventh college coach
to reach the 500-win
mark, according to
12/19/05, 10:36 PM
Focus: International Soccer Ages: All
The Emphasis:
FAIR PLAY
By Donald Kirkendall, Ph.D.

The 11th factor in the F-MARC 11 from
the last issue was Fair Play. Before every FIFA
match you see the teams enter the field,
usually accompanied by children. Behind the
players there will be a large yellow flag with
the FIFA Fair Play insignia for all to see. You
hardly give it a second thought. Its just some
slogan on a flag.
Visit FIFA House in Zurich and you will
learn that the Fair Play motto extends to
virtually every aspect of the game. Its the
foundation of commitment to the game at all
levels. From their literature: It is FIFAs
mission to ensure that the good image of
football is always maintained throughout the
world. Special attention is paid to promoting
the concept of Fair Play with a worldwide
campaign aimed at education and ethical
values, including the fight against racism and
attempted corruption in football.
Lofty goals indeed. FIFA has 10 statements on fair play that might seem obvious,
but almost every week some aspect of fair
play is tempted. You cant pick and choose
which of these 10 you want to follow and
which to ignore. For the good of the game,
everyone who is connected to soccer is to
abide by them all. Here are the 10 tenets:
Play to win Obvious, right? But

there are circumstances that might have one
or more players on a team who might not be
trying to win. There are circumstances where
a team may play for a tie. But FIFA exhorts
everyone always to play to win. Anything less
shows disrespect to the game.
Play fair Again, an obvious consideration. But havent you seen a players
jersey pulled? The professional foul? A player
writhing on the ground who reenters the
match as soon as he/she leaves the field? A
dive in the box? An elbow to move an opponent back? Spikes up on a slide? A number of
injuries due to contact are due to foul play
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NSCAA_Jan05_
and not all of those fouls are inadvertent.
Observe the Laws of the Game Play

within the laws as they are set down and
dont try to stretch an interpretation. At a
recent U-10 game, after one team took a
shot, five players stood, fingertip-to-fingertip, across the top of the penalty box forming a gauntlet for the coming goal kick. For
U-10s, a goal kick can be tough. Yes, this
team (and coach) observed the Laws, but
ignored the statement about unsportsmanlike conduct. There was a ton of respect for
the referee that day: on the second occurrence, he turned to the coach and pulled
out the yellow card. I applauded.
Respect opponents, teammates, referees,

officials and spectators Players spit at one
another; give the referee an obscene gesture;
trash talk and curse even players at middle
school games. At a recent NCAA tourney
game a visiting player made a questionable
gesture at the crowd (which also was out of
line). Most people would say that behavior
like this is just getting worse.
Accept defeat with dignity This was

very visible at the 2002 World Cup.
Practically every losing team left the field
with their heads held up. The image of the
U.S. team after its loss to Germany was a
great testament to this.
Promote the interests of football

If it is good for the game, within these
10 guidelines, then promote it.
Reject corruption, drugs, racism,

violence and other dangers to our sport
For the most part, soccer has been resistant
to drug use when compared to other major
sports like cycling, cross country skiing,
American football, baseball, ice hockey and
others, but racism and violence are still
problems, particularly in the stands. Now
we see incidents like that at Bernabeu sta-
dium in November 2004, when black players for England were heckled by Spanish
fans during a friendly match. The Spanish
Federation was fined 100,000 Swiss Francs
because of fan behavior. The same thing also
happened in some Premier League games in
2004, leading to some spectators being
banned from playing grounds. Years ago
when I was playing for an ethnic club, an
African classmate came to practice. One of
the club members (not a player) said that
soccer was a white mans game. Wouldnt
Pel like to hear that!
Help others to resist corrupting

pressures In some countries, the financial state of the game is somewhat shaky
and there might be pressures that could
damage the game. It is everyones responsibility to keep corruption (i.e. gambling)
out of the game.
Denounce those who attempt to

discredit our sport Luckily in the U.S.,
the people who denounce our sport usually
are uninformed media out to make some
waves. A survey prior to the 1994 World
Cup here in the U.S. said two-thirds of the
country didnt even know it was being held.
So? That meant there were 80 to 90 million
Americans who did. That was more than the
population of most participating countries.
Did you realize that in 2002, the U.S. was
the second-largest country participating (to
China) with the second-most participants (to
Brazil)? Speak your mind and defend our
sport without taking the defensive stance
that the anti-soccer media loves.
10
Honor those who defend footballs

good reputation This begins with your
teammates and extends to parents, coaches,
referees, local, state, national and international
administrators. Its the only game the entire
world plays and it is our duty to protect it.
Copyright 2005 Donald T. Kirkendall
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S2S AD
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12/14/05, 9:34 PM
Focus: SJ Interview Ages: All
Zipping Along
Ken Lolla returned the University of Akron
to the glory days it enjoyed in the 1980s
Photo courtesy of University of Akron Sports Information Office.
Ken Lolla revived the University of Akron soccer

program. An NCAA Division I power in the 1980s
under then-coach Steve Parker, the Zips advanced
all the way to the 1986 championship game. Lolla
has led the program back to national prominence,
including a lengthy stay at the top of the NSCAA/
adidas rankings in 2005. A former standout player
at Duke, Lolla also is on the U.S. Soccer coaching
staff. He recently accepted the mens coaching
position at the University of Louisville.
When did you decide to become a soccer
coach? Why?
Once I stopped playing I made a conscious
decision to pursue coaching as a career. I had
done some coaching during my playing career
and I enjoyed having an impact on young
peoples lives while continuing to fulfill my
passion for soccer.
What are the most important ingredients for
a successful team?
The most important ingredients for any team
are integrity and trust, a commitment coupled
with a strong work ethic, positive attitude and a
team-first mentality.
After restoring Akrons program to the

success it enjoyed in the 1980s, Ken
Lolla recently accepted the mens
position at the University of Louisville.
When building a team, what is the first thing you look for in a
player?
The first thing I look for in a player is character. This is the most
important ingredient for the people who make up the team.
Who were your coaching mentors? What was the best advice
you have received from them in regards to coaching?
I have experienced many excellent coaches both as a player and
during my career as a coach. I consider Manny Schellscheidt a mentor in
many ways, but also recognize the impact of Bruce Arena, John Rennie
and Jay Miller in my coaching career. The best advice I received is do not
wait until you think you are completely prepared for an opportunity
before you take it on. Experience creates the best lessons for growth.
How do you define a championship team? What are the most
important aspects of a championship team?
A championship team is one that wins whatever competitive
event it desires to win.
Does a player come with motivation, or is that something a
coach can teach?
People possess certain characteristics that drive them to be
successful. Yet the environment can certainly influence these
characteristics both positively and negatively. I believe strongly in the
power of association with regards to who you become.
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What are three adjectives that best describe

the perfect coach?
A perfect coach is a person of integrity,
competent and a leader.
Does a coach need a philosophy to be successful? What is your philosophy? Has it
changed over the years?
We all need direction in our lives. A
philosophy simply helps define the direction in
which we head. My philosophy continues to be
defined due to my experiences and growth.
Without going too far in depth to my philosophy as a coach, I strive to help each person and
team reach their potential.
Is it important for a coach to be liked by
his players?
It is most important that the coach is
respected and trusted by the players. The liking
comes as a product of the respect and trust.
Looking back on your career, what event(s)

gave you the most satisfaction?
There is no one moment that I remember as
most satisfying. What gives me most satisfaction is doing something I
am passionate about.
Is a coach born with leadership skills, or can they be learned?
I believe that each individual is born with certain qualities. Some
of these qualities will lend themselves to produce a good leader. Yet
without the environment, education and mentorship, these qualities
will never be fully developed.
Can a coach create a competitor, or is that something the
player brings to the team?
Again, a competitive environment will bring out the best qualities
of a competitive person.
Can teams really learn from losing?
Not only can teams learn from losing, they must learn from losing if
they want to be successful. A big part of growth is learning through failure.
Is there a formula for success? Are there any shortcuts to success?
Success is found in your daily habits. These are not shortcuts.
Success is a process by which you create good daily habits that will
lead to positive results.
What is more important, game preparation or adjustments during a game?
They are equally important. You must prepare yourself and the team
the best you can for each match. But, it is not possible to anticipate
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everything that can happen in a game and every possible situation. Thus, you must remain
flexible to change and adjust to what the match and situation demand.
How important is discipline on a soccer team?
Discipline is extremely important. Discipline allows structure and stability.
How does a coach create respect for him/her self in the eyes of the
players?
Respect comes through integrity and competency. Without
one or the other it is not possible for the players to fully
respect the coach.
Lolla believes that coaches should engage themselves on both sides of

the mentoring equation: seek
out mentors to further your
own growth, but also serve
as a mentor to others.
There is significant power
to being on both sides of
that process, he says.
How important is goal setting? Team goals? Coaching

goals? Win-loss goals?
Goals are critical, both short- and long-term. Goals
provide the ideal destination. Once that is determined you can
then develop a road map to get there.
What was the biggest mistake you made in your career?
My biggest mistake early in my career was not having more belief in
myself and my abilities.
How would you describe yourself as a coach?
I would describe myself as an honest, hardworking, leader that is driven
to succeed.
Have you changed as a coach over the years?
Certainly. I continue to seek out other people and coaches
who I respect and ask for their views and ideas. It is important
for our growth that we continue to look for new and different
ways of doing things.
What advice would you give a coach just starting in the
profession?
I would recommend taking responsibility for your growth
and development. Seek out those coaches you respect and want
to emulate. Find a mentor as well as taking the responsibility of
mentoring others. There is significant power to being on both
sides of that process. Remember, coaching is a service. Your
success will depend on the growth and development of others.
How has the game changed during your career?
The game continues to get faster with more of an emphasis
on the physical aspect. Time and space become increasingly
difficult to find and this puts a priority on ones ability to deal the
ball effectively and solve problems quicker. There is no question
that players are becoming better athletes. We must continue to work
to develop the speed of play.
How did you get involved in soccer?
When I was growing up and playing different sports my parents did not want
me playing football in the fall season, so the other option was soccer. That was my
introduction into the game.
Photo by Jeff Harwell, Zips Sports Photography, courtesy of the University of Akron Sports Information Office.
SETTING THE
RECORD
STRAIGHT
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In the Soccer Shorts section of the November/December 2005 issue of Soccer Journal, we
published an article titled Building on an Idea Presented in Soccer Journal. Unfortunately, we
neglected to credit the author.
The writer was Grant McNall, coach at the University of Wisconsin-Rock County in
Janesville, Wis., a small Division III junior college that competes in the Wisconsin Collegiate
Conference. The Rattlers 2005 season was the best in its history, posting a 13-4 record and
winning the conference tournament. Three players were named all-conference first team, with
one named on the second team and another as honorable mention. Coach McNall was named
conference co-coach of the year.
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Focus: Coaching Ages: U-10 and up
Integrating the entire team
Planning a Quality Practice

with the Goalkeeper in Mind
By Dr. Steven Smith and Lee Schopp
In todays game, very few coaches are
expert in coaching every position. In the
professional and collegiate ranks, coaching
staffs often have multiple coaches who
specialize in certain areas. Some target
instruction to forwards, others to midfielders,
some to defenders, a few specialize in
goalkeepers. In addition to these positional
coaches, there are coaches who focus solely on
video analysis and match preparation, fitness
and the psychological health of each player.
On the youth level, many coaches who
first begin instructing young players merely
have read about soccer in a book and lack
the playing experience (or certainly the
playing experience of multiple positions) to
truly be effective at incorporating each and
every player into a quality practice session.
Perhaps the most important positional
player on the field is the goalkeeper. Unfortunately it often is the most neglected player in a
practice session in terms of training and
feedback from coaches. It is essential in todays
game for the goalkeeper to develop wellrounded skills of both the feet and hands to
make him/her more versatile.
Soccer comes down to a game of inches.
One goal often is the difference between
winning and losing. Look no further than the
2005 Champions League Final between
Liverpool and AC Milan. Tied 3-3 in the second
half after a brilliant comeback by Liverpool, AC
Milan had two point-blank shots at the
Liverpool net. The first shot was saved with a
brilliant stop, and the quickness of the
goalkeeper to get up and reload saved a sure
goal on the second shot. The momentum built
by the goalkeeper during that sequence led to
him to saving the deciding shot from the
penalty mark in a shootout, earning Liverpool
the Champions League Trophy. Here is a
sample session with the goalkeeper in mind.
Warm Up
It is certainly not a foreign concept to see
goalkeepers warming up on their own at the
beginning of practice. Many times, coaches
overlook the importance of the goalkeeper
early in the practice session and separate the
teams into two groups, the goalkeepers and
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the field players. Unless the goalkeepers are

going to receive specialized training from a
goalkeeping instructor, this is a mistake.
It is as essential for goalkeepers to develop
the ABCs of a proper warm-up as it is for field
players. Each player needs to obtain the proper
attitude (the affective domain related to mental
preparation), the proper body (the physiological changes necessary for full participation) and
proper cognitive awareness (the players
increasing knowledge of the game). (See the
Nov.-Dec. 2004 Soccer Journal Volume 49, No.
7). This rarely happens when players are left to
warm up by themselves. They miss the
psychological changes that engage their minds
into the practice setting.
Since the goalkeeping position is so
crucial and goalkeepers often are used as
supporting field players to swing the ball
from one side of the field to the other in the
back third, early integration with team skills
is vital. Goalkeepers need to build confidence
in their foot skills by dribbling and passing
with both feet, just as any other player on the
field. Goalkeepers should be comfortable
with the ball at their feet and able to play
quality services out of the back to jump-start
an offensive attack for their team.
A great way for this to happen is during
Brazilian-type warm-ups. Match a goalkeeper
with a forward on the team. While partnered,
have the goalkeeper serve the ball to the
forwards foot. The forward will strike the ball
with the laces back to the goalkeepers chest.
At this time, the goalkeeper is working the
hands and body position associated with
catching and also engaging mentally into the
practice session. When switching, the forward
serves the ball to the goalkeeper. The
goalkeeper is now striking the ball with his
laces back to the forward, thereby working on
striking the ball similar to a punt or drop kick.
Another way to integrate goalkeepers into
team warm-ups is during 5 v. 2 in a grid. In
this activity, if the goalkeeper were one of the
five trying to retain possession, he/she would
use his/her feet like any other field player. In
the event he/she plays a bad pass or has the
ball stolen, he/she moves to the middle and
becomes one of the two defenders. In this
role, the goalkeeper should be able to use
his/her hands. This will allow him/her to
intercept high balls in the air and also take

balls off attacking players feet (simulating a
breakaway during match play).
These are just two examples of how to
effectively incorporate the goalkeeper into the
warm-up. These activities will leave the
goalkeeper feeling connected to the team, and
also will more effectively engage the mind
than if the warm-up happened in isolation
from teammates. In the event the goalkeeper
needs more time to prepare for the main
session, this would be a great time for training
with a goalkeeping instructor. When no other
coach is available to work with the goalkeepers, it is imperative that the goalkeepers are
given clear expectations about what they
should do before integrating them back with
the team for the main session.
Main Session
Practice sessions often are designed and
structured around team needs without much
thought of the goalkeeper. Coaches analyze
film, look at post-match results and statistics
and make observations to determine the course
the team needs to take. In planning for these
practices to make the team better, it is essential
to make the goalkeeper an integral part of these
training sessions and not just an afterthought.
The communication from the coach to
the goalkeeper is essential in giving guidance
and direction by explaining to the goalkeeper
what his/her role is in the activity. For an
example of how to accomplish this, lets look
at a couple of common themes in a practice
session and examine how the goalkeeper can
be a more integral part.
Small-sided play is a common practice
among coaches of all age levels. When
instituting small-sided play, it is imperative for
the coach to have a focal theme. In a 4 v. 4
setting, it would be typical to have forwards
work on finishing. Perhaps the goal is to work
on getting a good first touch, turn the defender,
get the shot off quickly and find the corners.
There is a litany of coaching points for the
forwards, but how would the goalkeeper be
involved in this session? Following are some
key approaches that can be used to integrate
the keeper into the coaching objective.
Have four attacking players on one team
and four defensive players on one team.
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This way, youll be able to focus your efforts

for your goalkeeper. (This can be established
as a 4 v. 4 activity in a 40 x 50 grid).
For the goalkeeper facing the four attacking
players, much of the feedback he/she should
receive will be in his/her shot-saving ability
and communication to the defenders. A key
coaching point that can be made to the goalkeeper is body positioning in the goal when
shots are taken. Is the goalkeeper cutting
down the angle of the shooter properly? Is he/
she attacking the ball when making the save?
Is he/she holding the ball well with proper
hand positioning? Communication with defenders also is essential. Is he/she guiding the
defenders by telling them where to steer the
attacking players? Is he/she telling defenders
when to close the gap, where they are positioned on the field and who to mark?
For the goalkeeper facing the four defending
players, his/her focus should be different.
Encourage him/her to play with feet as
much as possible. Try to get him/her to become a fifth attacker without taking too
much risk. Encourage him/her to provide
support behind the attacking players. Get
him/her to change the point of attack with
his/her feet. He/she will undoubtedly face
some shots in this setting, but the primary
goal should be to expand his/her range and
be more confident with his/her feet.
To improve the goalkeepers experience with
both aspects of this, have them switch sides
of the field part way through the activity.
This will ensure that they are getting feedback to support their entire development.
Another key coaching point for teams is

how to start an attack from the back third of
the field. In this activity, emphasize a quick
switch of the ball in the back, quick combination play or look for the long outlet pass to
begin a counterattack (Figure 1).
To begin, set up a 70-yard field in length
with full width for 6 v. 4. Allow the opportunity for the six attackers to develop plays
to attack the goal. As the ball is turned over
to the defense or the goalkeeper makes a
save, two additional outlet players join the
defensive group to make a 6 v. 6. The main
objective is to score in one of the counterattack goals on the width (one point) or
quickly work to attack the center goal at
the opposite end (two points). Play always
begins with the 6 v. 4 formation, with the
advantage given to the attacking group.
During this session, the coaching staff provides feedback to the defensive group of field
players. Key coaching points may be: play the
ball on the floor to feet, limit touches to encourage movement off the ball and combination play, look for the field switch, look for
the penetrating deep ball, etc.
While the field players are receiving this
critical information, it is imperative that the
goalkeeper be included. The goalkeeper can
act as the coach on the field during a
match. The goalkeeper is the only player
who can see the entire field and the spacing
of players all at one time. That being said,
the coach would be wise to get points
across to the goalkeeper first and foremost,
as he/she will be the one directing traffic in
Figure 1
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the back and communicating to the defenders where the options are.
Some practical ways to include the goalkeeper in this activity are to encourage
and demand communication from the
goalkeeper in regards to where outlet
passes should be played. If the goalkeeper
makes a save and holds the ball, demonstrate to the goalkeeper the importance
and advantages of distributing the ball to
the side of the field opposite where it
came. Make goalkeepers aware that punting or dropkicking is advisable only if
there are no players to throw to or there is
not a specific target available. Otherwise,
the goalkeeper risks giving up possession
of the ball at midfield with a 50-50 ball.
Cool Down
At the end of a practice session, many
coaches lead their team in a cool down
activity. Perhaps this is a simple jog and
stretch or some other light form of movement
to allow the body to cool down. This is an
essential time to review with the goalkeeper
the key coaching points of the day.
Great goalkeepers must have the ability to
look forward and not backward. Goalkeepers
face countless situations in a match and cannot
allow a mistake to turn into discouragement or
doubt. They instead must look forward with
confidence and believe that they will make the
proper decision on the next play. By debriefing
the goalkeeper after practice, you are reviewing
the key coaching points from the days session,
allowing for questions from the goalkeeper and
ensuring that he/she will be able to move
forward in the next training or match with
greater confidence.
The coach plays an important role in
developing the confidence and swagger of a
goalkeeper. You need not be a goalkeeping
specialist or former goalkeeper to get the most
out of your goalkeeper. Ignoring your goalkeeper
and not providing feedback while training on a
regular basis can certainly spell disaster. Being
diligent and forthright in your feedback to your
goalkeeper can result in increased self-confidence and success on the field, not only for your
goalkeeper, but for your team as well.
Editors note: Lee Schopp teaches sixth-grade
English at Harbor Lights Middle School for West
Ottawa Public Schools in Holland, Mich. Also, in
his 11 years of assisting at Hope College, three
Hope College goalkeepers have received AllAmerica status, while six have been named to AllRegion teams. Steven Smith is in his 15th year as
head coach of the Hope College team. He also is a
Professor of Kinesiology specializing in growth and
motor development as well as teacher education.
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Focus: Coaching Ages: U-15 and under
Patching
Things Up
By Rhys Jones, Ph.D.
Youth Player Assessment
The leading U.S.

soccer coaching
organizations have
not, as yet, attempted
to produce their
own measurable
youth player
assessment schemes.
As we have moved into the 21st century

the drive for greater assessment and accountability in various areas of personal performance has become evident. Whether it is
assessing children at schools via state
proficiency tests, evaluating teacher performance, measuring business efficiency or
quantifying sales productivity etc., the
emphasis today is on identifying in some
measurable way how people are performing.
In the area of youth soccer the idea of
undertaking measured assessments of
players skills (i.e., assessing by using
numbers and/or times) has received limited
support within the United States. A review of leading soccer coaching
resources such as the Soccer Journal and Success in Soccer indicates
that most discussion about assessment in youth soccer highlights two
areas: coach provision of specifically focused verbal feedback to
players and methods of measuring players physical condition.
Consequently, most of the player skill analysis provided by youth
coaches today tends to be verbal rather than written. If written skill
assessment is used, it may often be brief, general and subjective. For
example, one summer soccer camp coach wrote, Bob tries hard in practice
and games. He has a good shot and heads strongly but needs to work more
on his tackling and getting back in defense. Have a good summer!
Despite the present lack of measured skill assessment, fee-based youth
soccer clubs and summer camps abound, offering claims concerning what
youth players will be able to achieve if they join this club or attend that
camp. Unfortunately, verbal and generalized written comments provide
only minimal evidence in support of such club and camp claims,
particularly when related to skill development.
In fact, the development of players at the youth level seems most
connected to wins and losses. Soccer Journal articles through the years
have bemoaned the perceived concern of many youth coaches with
winning rather than educating. Unfortunately, many parents also
seem to identify the number of wins and losses as the primary criteria
used to gauge the learning achieved by both a team and its
individual players. This narrow perception for assessing player
development and achievement is disconcerting when it is recognized
that youth player burnout and dropout have been related to adults
overemphasis on winning (Jones. 1999).
Therefore, the important question becomes how something as
neglected as measured skill assessment in youth soccer might, in fact,
help balance the more traditional evaluative player criteria involving
subjective coach assessment and/or competitive outcome? In particular,
how might measured skill assessment spur young players to more
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focused and intense efforts, provide parents

with greater clarity regarding player progress
and direction for parental encouragement and
focus associations, schools, clubs, camps and
coaches in providing more effective instruction and guided decision-making?
Certificates, Patches
and Award Schemes
Interestingly, within the U.S. the leading

national soccer coaching organizations have
not, as yet, attempted to produce their own
measurable youth player assessment
schemes, yet countries such as England have
been developing these schemes for several
decades as part of their national youth soccer
education structure.
For example, during the 1970s the English Football Association
(FA) produced what generally became known as the Superskills Award
Scheme. This was a series of seven basic skill tests (i.e., juggling,
heading, passing, control, chipping, dribbling and shooting) presented
at five levels/colors (i.e., blue, red, black, silver and gold) that
progressed from less to more difficult. Passing each of the seven tests at
the different levels was based on the player achieving either a minimum score (e.g., five successes out of 10 attempts) or performing a
prescribed number of successful attempts (e.g., 10 in succession).
Coaches in schools, associations, clubs and camps have easily administered these FA tests to children for several decades (e.g., 25 years at certain
Great Britain Buckeye Soccer camps in the United States). They have been
able to coach the skills, then assess children using a simple grid system that
centered on 10 x 10-yard squares. In England, the FA provided certificates
and patches for those players who attained success with the seven tests at
each level and whose results were submitted by a coach or teacher.
Based on the knowledge gained from the administration of the
Superskill Awards Scheme, the FA introduced the Soccer Star scheme for
youth players during the late 1980s. These new tests focused on running
with the ball, turning, speed, dribbling, heading and shooting. Player
achievement in the Soccer Star scheme is based on times and/or scores.
Results are applied to age appropriate scoring charts, which provide the
number of points achieved by a player for each of the six tests. Players
then can rank themselves on a star achievement table from 1 to 6 (i.e.,
champion star class) based on their cumulative points score.
As with the Superskills Awards the Soccer Star scheme also has
FA patches and certificates for successful players in the 7- to 16-year
age range. In fact, hundreds of thousands of children have passed
through these national schemes based on the youth player test results
that have been processed by the FA. It also is probable that untold
thousands have taken this series of tests purely for the personal
challenge and knowledge without submission to the FA.
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Recently in the U.S., The Patchworks Company, with the support of the U.S.
Soccer Federation, has introduced the U.S. Soccer Skills Kit. This kit is designed
to enable coaches of 5- to 12-year-olds to construct their own skill assessments
(i.e., focus on dribbling, passing, shooting, control and juggling), which might
include measured assessment if the coach so wishes. Those players who are
successful with their skill assessments are rewarded with U.S. Soccer Kit patches.
Patchworks indicates that these awards can provide motivation for players as well
as develop the soccer knowledge of players, parents and coaches. Although
aimed presently at the volunteer coach, this U.S. Soccer Kit concept offers the
potential for a more structured skill assessment format within which coaches at
all youth levels can become involved.
Measured Skill Assessment:

More bother than its worth?
Anecdotally, various reasons have been offered as to why measured skill
assessment has received minimal use in youth soccer within the U.S. At least
three concerns have been raised. First, some coaches talk about the amount
of time that is taken by formally assessing players skills (e.g., Wedemeyer,
2003), time that might be used more profitably actually coaching players or
preparing future coaching sessions. Second, the use of numbers and times as
criteria for the assessment of correct skill performance has been questioned. Third, concern has also been expressed as to the dangers of putting
specific written information into the hands of parents (i.e., something that
might be used later against coaches and organizations).
Are these concerns about measured assessment in youth soccer
valid? First, the perception that precious instructional time is wasted
through the use of measured skill assessment fails to recognize one
important factor: specific, concrete information provides players (as
well as their parents, coaches and administrators) with a clearer
indication of their skill abilities. Yes, it does take time to perform
measured assessments but this is a reasonable trade-off. It is vital to
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recognize one of the main reasons that children start and stay in
youth sport is for the learning experience (Stratton, 2002).
Second, the concern that assessment by numbers/time can hide
incorrect performance is correct. However, there is a relationship
between higher skill levels and improved assessment scores and times.
Clearly, coaches always should maintain qualitative standards in terms
of their classification of correct skill achievement while conducting any
measured assessment test (e.g., toe kicking a ball a required distance
for a chipping test would not constitute a successful chip attempt).
This is why the FA schemes and the U.S. Soccer Skills Kit emphasize
teaching the skill correctly first before testing, then revisiting such skills
through a variety of tasks over time. Further, these different award schemes
provide coaches with either specific ideas for skill-based coaching or
sources to which coaches can go if their coaching knowledge is limited.
Measured assessments also give youth players a base level from
which to undertake future skill development. Ongoing assessment
(e.g., using the same tests i.e., pre- and post-analysis) can help
motivate players who are able to see their own concrete progress/
learning (along with enjoying the certificates and patches). This, in
turn, encourages player self-training that goes beyond that undertaken
during actual association, school, club or camp coaching sessions.
With regard to the third concern about placing written, measured
assessment into the hands of parents, such an approach, in fact,
enables parents to see what their child is or is not able to do. Like the
player, the parent now has a guide as to what are some of the major
elements that the coach and/or organization believe are important in
the development of players. Anecdotally, one complaint of parents is
that they dont know what to focus on or encourage their young
players to practice. Consequently, measured assessment enables parents
to talk about and encourage player self-training and personal responsibility (as with school homework) in pursuit of individual progress.
Nobody would suggest that a coach should emphasize only those skills that
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are to be formally assessed, yet player assessment should be based, in part, on

what coaches and/or organizations consider to be important skills for players to
master (related to age, experience and setting). Accordingly, the FA schemes have
provided specific skills tests that increase in difficulty as a players skills progress.
With a slightly different approach the U.S. Skills Kit provides more flexibility for
coaches, offering them the opportunity to design their own tests based on their
players abilities and the coaches personal content knowledge.
Further, coaches need to be able to talk to both their players and parents
about aspects of a players game based on criteria clearly understood by all
parties. This is not to exclude qualitative verbal assessments that coaches
make concerning players attitudes, tactical game play, abilities, etc. After all,
such areas have an important place in overall player development. However,
individual playing time, team placement and club player retention are
important issues in youth soccer, particularly at the travel and premier levels.
Thus, a focused paper trail (including measured assessments) is important
to an understanding of coach player decision-making. Also, a coaching
structure that involves measured assessment can help draw a link between
the work of all the staff within the organization while providing a sense of
program continuity within and between age level squads.
Conclusion
The purpose of this article is to indicate that using measured
assessment is important in youth soccer. It is not something to be
feared or to be perceived as a burden. In fact, if used sensibly it can be
part of a thoughtfully organized soccer program, which holds positive
implications for all participants. Moreover, measured assessments have
also been found to impact learner achievement more influentially than
providing only verbal assessments (Martin, 1982) and they also have
contributed to higher motivational levels in performers (Chen, 2001).
Overall, this approach to skill assessment can lend powerful support to
the goals, curriculum focus, instruction and decision-making of coaches
and administrators regarding players in various youth soccer settings.
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Equally important, measured skill assessment can help young players and
their parents in the learning process; in particular, it empowers youth
players to engage in their own self-motivated soccer development.
References
Chen, D. D. (2001). Trends in augmented feedback research and tips
for the practitioner. Journal of Physical Education, Recreation and
Dance, 72, 32 - 36
Jones, J. R. (1999). Better coaching; Fewer dropouts. Soccer Journal,
44, 28 - 33.
Martin, M. L. (1982). A comparison of the effects of verbal formative
feedback and written formative feedback on student achievement. (Doctoral dissertation, University of Cincinnati), Dissertation Abstracts
International, AAT 8228805.
Soccer Star. (1988). The Football Association. Author. (Available
from Reedswain Soccer Videos and Books). Or at www.thefa.com/
TheFA/FALearning/Soccer+Star/
Stratton, R. K. (2002). Motivation in Young Athletes: Part 2 Continuing
to Participate or Dropping Out. Retrieved Oct. 8, 2002 from the
Internet at http://websearch.cs.com
The Patchworks Company (2005). Retrieved July 10, 2005, from the
Internet at http://soccerpatches.com
Wedemeyer, L. (2003). Good technique is not enough. Soccer Journal, 48, 20 22.
Note: The EFA Superskills scheme is no longer generally available to
coaches, although the author has copies.
Editors note: Rhys Jones, Ph.D. is Head of Health and Physical Education at Charles Eliot School in the Cleveland Municipal School District,
Ohio. He also coaches for GBBS Camps and the Cleveland Cobras Premier Soccer Club. He can be contacted at rhysjones@netzero.net
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Focus: Youth Coaching Ages: All
Reviving articles of interest from

the archives of Soccer Journal
USING 5 V. 2 TO
DEVELOP PASSING SKILL
Second of a two-part series
From Soccer Journal, November/December 1984
Part I of this two-part series appeared in the with the opponent, the defender is trying to
November-December 2005 issue.
leave open various options in order to instill
some decision-making in the mind of the
By Dave Nicholas
attacker, for if he/she is unsure of the
defenders next movement, the game is
During the course of Part I we noted many suddenly more difficult. The defender can
aspects of the 5 v. 2 exercise that need to be
fake a tackle, follow the pass or anticipate
taught and thereafter practiced. It is only
and intercept the pass.
through repetition (and correction by the
coach) that a player will acquire these many,
ANGLE-DISTANCE
sometimes subtle, skills. At the conclusion of
Two considerations at this point are: a)
Part I we examined anticipation, a skill
how close do we get to the player in
necessary for a player to read the game more
possession? b) what is our angle of
Figure 1
completely. For example, a player in possession approach? Distance is dependent on the
may allow himself to be guided in a predictable defenders and/or attackers ability.
direction by a defender. However, he may use
However, the defender should be close
this move to disguise his next movement,
enough to tackle in case of poor control by
which may be based on the anticipation of the the attacker and to prevent or intercept a
defenders ensuing position and/or the
forward pass. (This usually is in the region
movement of a teammate. Again, it is necessary of four to six feet from the attacker.)
to make the disguise realistic.
In approaching the player, the defender
We have thus far only examined the offensive must be examining his/her position by
principles underlying the exercise. However, in
considering several factors: Where is the
order to create a realistic challenge for the five
covering player located? What is the relative
offensive players, the two defensive players must strength of the attacking players i.e., which
be taught their individual roles and responsibiliare the weaker players? In which direction is
Figure 2
ties, as well as how to function in tandem.
play anticipated to move? Which are the
attackers good feet? In general we might
PRESSURE
state that if the defender approaches the
cover (Figure 2).
As soon as the first free pass is made, it
attacker straight on, the attacker has the option
Again, the question arises, how far
is essential that one of the two defenders puts of playing either right or left. We must therefore behind the pressuring defender and at what
pressure on the player in possession. If no
teach the defender to shepherd or channel
angle does the second defender play? In
pressure is applied, the player in possession
play in the desired direction.
terms of distance, the players abilities have
and his/her immediate support should play a
to be taken into consideration. In a normal
series of short passes until a defender is drawn COVER
game, the second player should be close
to them. There should be no diving in or
enough to intercept or tackle the onrushing
What is the role of the second defender?
over-commitment unless there is a guarantee
attacker. In our particular exercise, where
The one thing the defenders are trying to
that the ball will be won. In fact, in this
there is no attacker dribbling through, we
prevent is the through ball, i.e., the pass
particular exercise, defenders should utilize all played between the two defenders. The second still want to train the covering defender to be
their tactical ploys to win the ball and, if
aware of this aspect of distance. In general
defender therefore should not mark an
possible, remain on their feet throughout.
he/she should be six to eight feet behind the
opponent, but rather cover space. Marking an
In approaching an opponent who has the
pressuring defender.
opponent would present a square or flat
ball, a defender must be ready to check his/
In looking at the covering angle, several
formation (Figure 1), and while his/her partner
her forward rush and momentum abruptly. As pressures an opponent, he/she must provide
aspects are considered, but above all a
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through ball must not be allowed.

In Figure 3, the pressuring defender has
assumed a straight-on approach. The second
defender has overplayed slightly to the left, and
the ball will probably be played to 3. In
Figure 4, the pressuring defender has overplayed to the left, with the covering defender
playing slightly to the right. Again, the ball will
probably be played to 3. In Figure 5, both
defenders have overplayed to the left and the
ball will again probably be played to 3.
Remember, in stating that the ball
probably will be played in a certain
direction, the game of soccer is a game of cat
and mouse where the attacker is aware of
the defenders ploys and is trying to do other
than the expected and vice-versa.
The difference between Figures 3 and 4 is
that in Figure 3 the pressuring defender will
move with the pass to 3 as he/she is the
nearest defender while in Figure 4, the covering
defender is closer and thus should be the one
to apply the pressure to 3 with the other
defender now assuming the covering role.
only one option in mind. They must have a

backup should the attacker do something
unpredictable. As was discussed in Part I, a
short, but very valuable amount of time
passes before a second option can be
initiated and enacted. However, the process
can be speeded up if the backup option
already has been initiated and is ready
should the primary option be discarded.
In continuing the last notion, the
pressuring defender can reach out with one
leg to block a lateral pass by the attacker,
but must be ready to recoil and assume a
good defensive position if the attacker is
faking a pass and brings the ball back to the
other side.
Figure 3
OTHER VERSIONS
6 v. 2: (Figure 6) The placement of the

players is the same as that for the 5 v. 2
exercise, with the addition of an extra
attacking player who plays within the
circle of five. The outer players still become defenders should they make an
Figure 4
error, but the designated middle atCOMMUNICATION
tacker stays in for a specific period of
In this exercise communication is vital,
time, regardless of errors.
especially in the early stages. Players eventu8 v. 3 Seven attackers form a circle (apally may play more instinctively once they are
proximately 25 yards across) with three
more familiar with the tactics of the game and
defenders inside the circle. The eighth atwith their teammates. However, for the time
tacker plays within the circle, as in the
being, the covering defender in general should
previous exercise.
be talking to the pressuring defender.
Note: In any of these exercises, the coach
Note: If you are working on defensive princan select the size of the playing area,
ciples do not play one-touch passing. The defendwhich is determined by the age and ability
ers will not have time to pressure and cover and
of the players and the specific objective of
the coach will not have the opportunity to correct.
the exercise.
Figure 5
By adding the inside attacker in both 6
v. 2 and 8 v. 3, the exercises become more
ANTICIPATION
position-related. The inside player can ofWe now refer back to anticipation. Lets
fer constant close support to the player in
look at Figure 5 again (it could apply to
possession, i.e., play as a midfielder. On
Figures 3 and 4 as well). If 2 looks up and
the other hand, the player may take a posees both players overplaying on the same
sition away from the ball and, playing as a
side, the play probably will go to 3. But
striker, show at the approximate support
this could be a deliberate ploy by the
angle, but more distant than in the previcovering defender, for once 2s head goes
ous example.
down and his/her foot initiates the backswing
Open Play Another variation allows a ball
motion, the covering defender already is
that has gone outside the area to be
moving toward 3. This early movement by
Figure 6
played back into the area with a onethe covering defender always should take
touch pass by the attackers; however, the
place before 3 receives the ball. The
defenders can intercept this return pass.
difference in time may be all an attacker
needs to shoot or play a forward pass in a
SUMMARY
game. In this case, the covering defender
While 5 v. 2 is fun and a simple warmdeliberately has set up this play and is
Editors note: Dave Nicholas has been on the
up, it is an exercise that initially demands
anticipating the next move.
USSF National Coaching Staff and has been the
that all the principles and subtle tactics
coach at Lincoln High School in Portland, Ore.
involved in the game be taught. Thereafter,
DECISION MAKING
Soccer Journal welcomes articles of this type,
the development of the game and the fun
Just as the defenders are trying to outwit
which can be adapted to the needs of players at
attackers, the opposite also is true. With this in involved are as far-reaching as the players
all levels of development.
imagination and creativity.
mind, defenders must never challenge with
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Focus: Drills Ages: 15 and under
Seeing Choices
Improving Player Vision and Creating Passing Options
NSCAA photo by Perry McIntyre Jr.
By Fran Kulas
1995). The intensity of the activities

outlined in this session provides players
the opportunity to apply their technical
skill (technique under pressure) in a
game-like environment.
Speed of play is a topic that has

become quite popular among todays
coaches and clinicians. Speed of play is a
term that refers to a players and a teams
ability (or inability) to play quickly. The
Overloaded Environment
primary factor when considering speed of
The activities outlined in this session
play is technical ability. Technical
create a cognitive overload for the
proficiency is critical to speed of play
participants. This notion of complicating
because a player who has made the
the environment above and beyond the
appropriate decision as to what to do is
demands of the actual match aims to
incapable of executing that particular
stretch the players ability to cognitively
action if he/she is technically deficient.
and mentally manage a plethora of stimuli:
A supporting factor when examining
multiple teams and colors, multiple balls
speed of play is tactical awareness or the
and multiple restrictions. Metzler (1987)
decisions a player or players make within
describes the essence of sport as being a
the context of the game. An important
matter of resolving in action, many together
ingredient in tactical awareness is a
and simultaneously, a series of problems
players field vision. The following
not foreseen a priori as to the order in
elements impact speed of play from
which they will appear, their frequency and
tactical and decision-making standpoints:
their capacity.
Spacing Is there space for the
Team sports require that one
player(s) to play or is the space tight?
manage disorder before anything else,
Opponent Is the opponent applying
while preserving a certain order and
immediate pressure or is it passive? In
thus allowing decisions in a not
a match, opposition generates the uncompletely a priori foreseeable environexpected, making it necessary to con- Creating cognitive overload in the practice environment (Grehaigne and Godbout, 1995).
ment can expand players abilities to manage the many
stantly adapt to constraints brought
The goal of placing players in this
stimuli they face in game situations. Freshman A.J.
about by the confrontation (Grehaigne Delagarza (20) deals with pressure from New
overloaded environment is to make the
and Godbout, 1995).
Mexicos Blake Danaher in perhaps the most stressful
decisions they are required to make in
Teammates What is the positioning game a college player could imagine: the NCAA Divia typical soccer match that much easier
sion I championship game, won by Maryland 1-0.
of the supporting or penetrating
for them in the future.
players? The actions of a given player
become contingent upon those of others
FACILITATING V. COACHING
(Grehaigne and Godbout, 1995).
TECHNICAL EXECUTION
The coach or person facilitating this session will
Field of Play In what area of the field is play AND TACTICAL APPLICATION
be presented with opportunities to make any
taking place and how does that impact a
Traditionally, teaching team sports has been
number of corrections or coaching points. While
players vision, decisions and passing options? based on a strategy that puts forward the
coaches often are compelled to present players with
mastery of motor skills prior to actual involvesolutions to the problems that the game presents,
This session is presented under the
ment in the game, thus emphasizing physical
this session is designed to provide an environment
assumption that the players and team the coach capacities more than an understanding of the
for players where they are independently
is training are technically proficient. This
game (Grehaigne and Godbout, 1995). An
empowered to solve the challenges presented by
training session aims to improve a players
inherent problem of discrete skill practice is that the activities. The activities themselves present the
tactical field awareness, field vision and
learning often is decontextualized. That is,
participants with opportunities to solve problems
decisions (both on and off the ball) relative to a pupils often practice a skill wanting to know
and think on the move.
players teammates and opponents.
where the skill will apply (Turner and Martinek,
Singer (1982) has shown that if the purpose
PART OF THE Q COACHING DEVELOPMENT SERIES

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the yellows join with greens to make anof the learning situation is to lead to the developother team. This creates a 5+4 v. 5 +4 or 9
ment of the learning process and to encourage
v. 9 situation.
learners to think, resolve any situational dilemmas
and adapt to new but related game situations. The Explanation Two colors play against the
other two colors with the restriction that a
encouragement of problem-solving approaches
(guided tactfully by the teacher) in the initial
player from one color cannot pass to a
learning situations then should be advantageous
player of the same color. For example,
(Turner and Martinek, 1995). Ultimately the game
while blues and oranges are playing tois the ultimate problem for players to solve.
gether on the same side, blues cannot pass
to blues, they can only pass to oranges.
Progression Begin this activity with two
Playing Soccer v.
balls in play, then progress to only one.
Thinking Soccer
All over the world, there are millions of
players who play soccer, but there only a small
percentage of those players who can think
soccer. It is a coachs responsibility to place
players in environments where they can join
playing soccer with thinking soccer in an
attempt to improve player development.
Research by Bard and Henry (1976) and French
(1985) indicated that the component of game
performance that differentiated expert and
novice players was the ability to make appropriate decisions within the context of the game
(Turner and Martinek, 1995). The session:
WARM-UP ACTIVITY #1
Set-Up A playing space is 40 x 30; 18 players, two of whom are designated as
taggers. Taggers are distinguished from
the other field players by holding a cone
or a disc. There are six balls in play.
Explanation The object of the activity for
the taggers is to tag any player who is not
in possession of a soccer ball. The object
of the activity for the other players is to
avoid the taggers and to circulate the balls
among each other in an attempt to help
each other avoid being tagged. If a tagger
tags a player who does not have a ball,
that player then becomes the new tagger.
Progression Begin this game with the balls
circulated by hand by the players (in a
team handball fashion), then progress to
normal soccer rules where balls are circulated in a traditional soccer fashion.
ACTIVITY #2
Set-Up In a playing space 50 x 40, 18 players are divided into four groups, each with
a different color: five blues, four oranges,
five yellows and four greens. Blues join
with the oranges to make one team and
for example, if player No. 1 takes three

touches, there are four touches to be spent
between the other players before a shot
must be taken. Once the ball leaves the attacking third, possibly recycled to the
middle third, the touches are cleared and
the attacking team gets a fresh seven
touches for the next time they enter the
attacking third.
All activities in this training session can

be modified based on available players, space
and equipment. Additionally the ability of
This activity can be intensified by
the players also may demand other modificarestricting certain colors to specified touch
tions to allow them to achieve a level of
restrictions. For example, blues can have a
success while at the same time being
maximum of three touches, while oranges are sufficiently challenged.
restricted to one touch.
References
ACTIVITY #3
Bard, C., & Fleury, M. (1976). Analysis of viSet-Up In half of the soccer field, 18 players
sual search activity during sport problem
are divided into two teams of nine players,
situations, Journal of Human Movement
creating a 9 v. 9 situation.
Studies, 3, 214-222.
Explanation Two teams play a possession
French, K.E. (1985). The relation of knowledge
activity where the team achieving 10 onedevelopment to childrens basketball perfortouch passes is declared the winner. The
mance. Unpublished doctoral dissertation,
one-touch passes are not required to be
Louisiana State University.
consecutive, but rather cumulative.
Grehaigne, J.F. & Godbout, P. (1995). TactiProgression The number of one-touch passes
cal Knowledge in Team Sports From a
can be modified by a total higher or lower to
Constructivist and Cognitivist Perspective.
suit the abilities of the players and team.
Quest, 47, 490-505.
Metzler, J. (1987). Fondements th oriques et
pratiques dune demarche
ACTIVITY #4
demseognement des sports collectives
Set-Up In a full-field playing space, 18 play[Theoretical and practical bases for teachers are divided into two teams of nine
ing of team sports}. Spirales, 1 (Compliplayers each, creating a 9 v. 9 game. The
ment), 143-151.
field is divided into thirds: a defending,
middle and attacking third for each team. Singer, R.N. (1982). The learning of motor
skills. New York: Macmillan.
Explanation Two teams compete against
Turner, A. & Martinek, T.J. (1995). Teaching
each other in an attempt to score more
for Understanding: A Model for Improving
goals than the other. Players are restricted
Decision Making During Game Play. Quest,
to three touches in their defending third,
47, 44-63.
two touches in the middle third and one
touch in the attacking third. These touch
Editors note: Fran Kulas is the State Direcrestrictions simulate a demand for a more
tor of Coach and Player Development for the
rapid speed of play when building from
Kentucky Youth Soccer Association. He holds the
the defending to the attacking third.
USSF A and Youth coaching licenses and a
Progression Remove the touch restrictions
Bachelor of Arts and Science Degree in English
from all thirds of the field, but place a
Literary Studies from the University of Delamaximum of seven touches in the attackware. To contact the author, email
ing third of the field before shooting on
fkulas@ArchmereAcademy.org.
goal. These touches are counted cumulatively between all players on the squad
PART OF THE Q COACHING DEVELOPMENT SERIES

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Focus: Drills Ages: All
Five Favorite Practices of
TONY WAITERS
NSCAA Academy Staff
PRACTICE 1: ZONE GAME
Good way to introduce zonal defending.
Objectives
To encourage skilful collective attacking, including third man
and blind side running; to develop good collective defending.
Challenge
To outmaneuver and outscore the opposition.
PRACTICE 2: MIXED BAG

Objectives
To place field players and goalkeepers in decision-making
situations with attacks developed from the flanks.
Figure 1 Zone Game

Figure 2 Mixed Bag
Organization
Mark area 30 x 25 yards, plus additional five-yard end zones.
3 v. 3 or 4 v. 4, plus substitutes if desired.
A goal scored when the attacking team dribbles or passes the ball
into the end zone and it is touched down with sole of foot.
A no-slide tackling rule can be imposed to avoid unnecessary injuries.
Coach keeps a supply of balls to maintain continuity.
Substitutes help recover balls that go out of play.
Later, substitutes can be used as windows on the outside lines as
an outlet if the opposition closes down the space well.
Coaching Points
When two teammates are interpassing, advise third attacker to
look for penetrating run on the blind side of opponents.
Encourage determined dribbling when teammates are occupying
the covering defenders.
Point out that crossover runs by two attackers will confuse defensive organization.
Have the three defenders organize themselves to: a) contain the
player with the ball, and b) cover and mark the dangerous spaces
and so avoid being drawn over from supporting positions by forward runs and crossover runs.
36
NSCAA_Jan05_
Organization
Area marked approximately 40 x 35 yards, depending on numbers.
Team split into two half on the field, half in opposite goal zone.
Depending on numbers can be 3 v. 3, 4 v. 4 or 5 v. 5 on the field.
Goals are scored by one team chipping the ball forward into the
hands of their own players inside the goal zone.
Goals only count if the ball does not touch the ground and the
ball is caught within the goal zone.
Later use windows on the outside as an outlet.
Coaching Points Defenders
Instruct one player to hustle player with the ball, not to dive in
and so prevent the chipped shot.
Keep the immediate support player alert to movement of other
players while maintaining the first support position.
Make secondary defensive support player(s) aware of forward and
diagonal runs and be prepared to track down without sacrificing
defensive shape.
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Coaching Points Attackers

Tell players accurate one- and two-touch passing will break down
defense.
Make the player on the ball aware that the fake and/or dribble can
open up an angle for a chip.
Point out that running off the ball and interchanging the positions
will disrupt defensive organization.
Players must react immediately when the ball is lost to the opposition
to prevent the quick counterattack (and the first-touch chip shot).
Make player on the ball aware that the fake and/or dribble can
open up an angle for a chip.
Point out that running off the ball and interchanging positions
will disrupt defensive organization.
Players must react immediately when the ball is given up to the
opposition to prevent the quick counterattack (and the first-touch
chip shot).
Challenge
To deny space to opposition; to open up the defense of the opposition; to outscore the opposition.
Challenge
To deny space to opposition; to open up the defense of the opposition; to outscore the opposition.
PRACTICE 4: FOUR-GOAL GAME
Objectives
PRACTICE 3: CHIP N DALE
An all-action game encouraging collective attacking and total defendObjectives
ing; in addition, the game highlights supporting play, good passing,
To encourage good collective attacking support and penetrative
ball control (the first touch in particular) and ball possession skills.
play; to develop collective defending.
Figure 3 Chip N Dale
Organization
Area marked approximately 40 x 35 yards depending on numbers.
Team split into two, half on the field, half in opposite goal zone.
Depending on numbers, can be 3 v. 3, 4 v. 4 or 5 v. 5 on the field.
Goals are scored by one team chipping the ball forward into the
hands of their own players inside the goal zone.
Goals only count if the ball does not touch the ground and the
ball is caught within the goal zone.
Later, use windows on the outside as an outlet.
Coaching Points Defenders
Instruct one player to hustle the player with the ball, not to dive
in and so prevent the chipped shot.
Keep the immediate support player alert to movement of other
players, while maintaining the first support position.
Make the secondary defensive support player(s) aware of forward
and diagonal runs, and be prepared to track down without sacrificing defensive shape.
Coaching Points Attackers
Tell players accurate one- and two-touch passing will break down
the defense.
Figure 4 Four-Goal Game
Organization
Mark out square approximately 40 x 40 yards.
Divide players evenly (6 v. 6 or 7 v. 7).
Place four small goals (1 yard wide) five yards in front from each
corner (use cones/poles).
Score in any of four goals from the front only.
Ball can be dribbled or played through and possession retained.
Also five or six consecutive passes count as a goal.
Any interception, or deflection by opposition, breaks the sequence
of passes.
Goals through cones can be scored at any time in a passing sequence and multiple goals (passes or cone goals) scored in any
possession.
When the ball goes out of play, restart with a kick-in (or throw-in
if coach prefers).
Phase in the rules when first introducing the game.
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Coaching Points Offense

Emphasize that maintaining possession gives the best chance of success.
Advise players to be prepared to hold ball (screening) if passing
options are poor.
Encourage switching play, particularly if one or two goals becomes
marked.
Coaching Points Defense
Emphasize importance of positional play to prevent easy scoring
in any of four goals.
Encourage everyone to work hard; otherwise, opponents will easily maintain possession and score passing goals.
Insist that opponent with the ball be hustled.
Challenge
Play in sets like tennis. First team to score six goals wins set.
Play a best-of-three (or five) series. This can be a big challenge for
the coach, too keeping track of the score!
PRACTICE 5: NOAHS LARK

Objectives
To combine the attack and defense in a challenging 2 v. 2 game.
Organization
Area 30 x 20 yards with goals eight yards wide.
6 v. 6, with partners assigned on each team: each partner given a
number from 1 to 3.
Coach shouts a number (1-3) and rolls ball into play.
The two pairs with that number come out of the goals to compete
against each other.
Remaining players must stay within one yard of the goal line and
defend the goal without using their hands.
Goals can only be scored below knee height.
When ball goes out of play, coach can immediately serve in another to the same pairs, or allow pairs to go back to the goal line.
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NSCAA_Jan05_
The ball can be played back to goalkeepers, who must play the
ball back with no more than two touches.
Do not let goalkeepers move out off the goal line. Penalty kick
from six yards out if they do.
Teaching
The animals come out two-by-two Noahs Lark! so quick decisions and good communication by both pairs is essential.
When defending, one player should go to player with ball.
The supporting player must watch other attacker, mark the dangerous space and cover partner all at the same time.
Coach should encourage dribbling, passing and shooting to the
team in possession.
Encourage goalkeepers to defend as a wall together, and to move
as a unit to block the shooting angle.
Challenge
One team v. the other, also pairs to keep a count of goals scored
and conceded.
For information about advertising in The NSCAA Marketplace or to purchase display

advertising in Soccer Journal, contact NSCAA Marketing Director Chris Wyche at 800-4500678 or via email at cwyche@nscaa.com.
Howtocoachsoccer.com
38
Figure 5 Noahs Lark
Now is a great time

to develop a plan
for hosting an
NSCAA NonResidential Course
in 2006. For more
information,
contact Juan
Luengo at the
NSCAA Office via
email at
jluengo@nscaa.com
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COACHING IN THE
GAME METHODOLOGY
An important addition to the NSCAA Academys approach to the game
By Jeff Tipping
NSCAA Director of
Coaching Development
One of the most important additions we
have made to our Academy during my tenure
has been the introduction of Coaching in the
Game (CIG) methodology to our instructional and testing field components. Simply
put, CIG involves coaching players in an
even-sided game with limited or no artificial
teaching conditions (e.g. coned areas, limits
on touches, uneven numbers in certain areas
of the field, etc.). The CIG session is the
ultimate test of a coachs knowledge and
expertise as it tests an individuals ability to
analyze the game and addresses very specific
areas, areas which are directly related to the
actual game and the needs of the players
Figure 1
within the game.

Since our inception in 1983, we have
adhered to the German whole-part-whole
coaching methodology, introduced to the
United States by Dettmar Cramer in the early
1970s. It is important to note that we still
strongly hold to the whole-part-whole
philosophy espoused by Cramer. We are
happy with the development of our coaches
since 1983. We have grown enormously in
sophistication and understanding of
techniques and tactics. Often times, however,
we feel as though many of us are not entirely
sure where the part of the whole-partwhole formula fits the real game.
For example, an exercise we use extensively in our Academy is 1 v. 1. Many of our
coaches are comfortable with teaching 1 v. 1
in a grid (with two small goals, etc.) and
understanding the
progression and
Figure 2
succession of coaching
points in 1 v. 1
exercises. But many of
our coaches clearly are
not quite sure where it
fits into a game.
Additionally, the
defensive demands on
an outside fullback in 1
v. 1 are different than
the demands on a
central midfielder. In
either case, players
must make decisions
and execute techniques
in relation to other
attacking and defending players in the area
of the field where they
operate and within the
overall defending
philosophy of the team.
CIG configuration tests
a coachs understanding
of not only the
techniques and tactics
of 1 v. 1 situations, but
also where the dozens of varieties of 1 v. 1

actually fit into a game.
Figure 1 shows a right back (No. 2)
closing down the left attacking flank player
(No. 11), who has received a ball from a
central defender (No. 5). No. 2 will be
closing a player down who is facing him/her
and able to run at him/her with the ball.
In Figure 2, a central midfielder (No. 8)
is closing down a player who is receiving the
ball from a center back (No. 5) and probably
is facing the wrong direction. In this case No.
8 must try and close the back down quickly
before No. 4 can turn without fouling him/
her and without exposing him/herself by
overcommitting should No. 4 play a quick
combination with No. 8. The scenarios
require different techniques and tactical
processes, although they are both 1 v. 1
41
NSCAA_Jan05_
41
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Featuring the insight
of 30 of the nations
top soccer coaches,
covering every aspect
of the game.
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To order, call
800-747-4457 (U.S.)
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42
NSCAA_Jan05_
scenarios.
Figures 3
and 4 show the
part stage of
teaching these
two defending
techniques, but
neither can really
take into account
the big picture of
how these
techniques work
in the whole as
illustrated in
Figures 1 and 2.
We believe a
Figure 3
coach must
have the
ability to
help
players see
where
different
techniques
and tactics
occur in
various
areas of the
field. CIG
helps them
do this.
CIG
methodolFigure 4
ogy is a
vital teaching skill for many other reasons, not
the least being that there are many important
game situations, which must be brought to the
practice field which cannot be replicated in
grids, coned areas, conditioned games, etc.
Important considerations
Knowledge CIG is an advanced teaching
technique. It requires a coach who understands when, where and how it is
best utilized:
a. This method of coaching is appropriate for older players (12 years of
age or greater),
b. CIG frequently is used at the culmination of a practice to reinforce
the theme(s) of practice or highlight an issue from a past game,
c. It generally is used for about 10 to
20 minutes and rarely is used for a
full practice.
Management CIG methodology is demanding on a coachs ability to manage
large numbers of players on the field at
the same time. The numbers involved
generally are 6 v. 6 through 11 v. 11.
Experience Coaches using CIG methodol-
ogy must have a good picture of what

they want to get out of the session.
Coaches who have not watched a lot of
soccer will struggle with this technique.
Match Analysis Skills To maximize the
benefit of CIG, a coach should focus on
very specific patterns or teaching points.
The teaching points or themes are
based on the coachs analysis of a past
match or other match analysis observations. Coaches who have not developed
good match analysis skills will struggle
to derive value from CIG sessions.
Critical factors
in CIG methodology
Theme Teach No. 2 how to close player
down from front.
In the NSCAA National Diploma, the
coaching candidates are asked to develop a
CIG theme in a 6 v. 6 format. The coaches
are asked to arrange the team into a 1-3-1-1
or 1-3-2 alignment and begin the session
with two opposing teams on the field at the
42
12/19/05, 10:03 PM
same time. One coach is asked to begin the

game and to allow the game to flow for a few
minutes. Following an appropriate period,
the coach then begins to make coaching
points. As a session progresses, these
interruptions become less frequent.
For CIG methodology to be completely
effective, the following factors are essential:
Positioning of Players Players must be in
starting positions, which are realistic and
compatible with the theme of the session.
Restarting Technique The restarting technique involves the identification of a
trigger player. The coach indicates to
both teams or to the specific players
We are live when No. 3 takes his/her
first touch of the ball. As the session
progresses and becomes more gamelike, the coach may say We are live
when No. 9 passes to No. 3. The coach
may eventually progress the instructional portion of the session to the point
where the players are live when No. 5
releases the ball to No. 9.
Method of Attaining Repetition Obviously,
if the theme is defending 1 v. 1 it is im-
perative that the opposition have the ball

so defending scenarios can be constantly
created. One way we can accomplish this
is by giving the defending team an easy
goal-scoring option that puts them back
on the defensive. In this session, the goal
for the defending team is to drive the ball
to the opposing goal in the air so the goalkeeper can catch it and restart the exercise. Other goals for the defending team
could be to press the ball to the coach,
run the ball over a line or try to kick the
ball into a predetermined target area.
Specific Coaching Points Coaches should
have an idea of the specific coaching points
they wish to make before the session commences. The customary coaching points in
a session on Closing Down from the
Front are speed of approach, angle of approach, body shape and communication.
These four key teaching points should be
coordinated with the movement of other
defenders and aligned with the overall defending philosophy of the team (channeling inside, double team, etc.).
Coaching Flow The coach allows the players to play for a few minutes, then begins
to choreograph stoppage corrections and

method of attaining repetition. As the
session progresses, the teaching stoppages become less frequent as that players incorporate the new idea into the session. The session must, at some stage, be
allowed to flow so the coach can observe
if the players have digested the teaching
points. It is an accepted principle in
coaching that the more game-like the
session becomes, the less repetition the
focus topic takes place. Hence the coaching skill is to recognize when it happens
in the flow of the real game and reinforce
the moment appropriately.
Coaching in the Game is one many changes
made in the Academy programs in recent
years. We believe it is an essential skill for our
coaches to develop. If you have not already
attended an Academy course, we invite you to
join us to develop your instructional skills. The
craft of coaching has many factors and tasks,
but improving players game understanding
ranks as one of the most critical. CIG methodology helps players by showing them how
techniques and tactics fit into the real game.
43
NSCAA_Jan05_
43
12/19/05, 10:02 PM
Soccer Shorts
A collection of brief articles

of interest to soccer coaches.
Utilizing Videotape for Motivational Purposes

By Tim Schum
One of the hidden treasures in this
country is the great number of coaches who
have achieved worldwide reputations.
Popular convention lecturer Bill Beswick of
Middlesborough FC has acknowledged that
he has gleaned many psychology of
coaching tips from the readings of Pat Riley
and other American coaches. And so it was
while reading the autobiography of University of North Carolina basketball coaching
legend Dean Smith, A Coachs Life, one
becomes privy to the methods Smith used to
bring Tar Heel basketball to the pinnacle of
intercollegiate prominence.
Prior to sharing a coaching idea with our
SJ readers it should be noted that Smith was
not about soccer bashing. At one point he
publicly acknowledged that he hoped to
bring UNC mens basketball to the same level
of success that the schools womens soccer
team has enjoyed under the direction of

Anson Dorrance.
In any case, Smith and his staff spent
hours evaluating videotape of games and,
based on the grading of the tape, they would
choose a team Honor Roll based on play in
each game. These honors would reward
unselfish individual accomplishments. Small
things perhaps, but factors that instilled the
concept of team play over individual accomplishment. The initial awards were for drawing
charges. Later the awards were expanded to
include individual defensive effort, assist/error
ratio, offensive rebounding, screens, good
floor plays, blocked shots and deflections.
The Honor Roll concept sought to reward
unselfish play and make it public. Many coaches
today find a means of recording their matches
and building on the Smith concept. How could
soccer coaches develop an Honor Roll of their
own? Some ideas for categories include:
Best dispossession
Best interception
Best header for possession
Best defensive header
Best penetrating pass
Best shot
Best recovery run
Best run off the ball
Best dead ball service
Best header on goal
Best dribbling for penetration
Best play by a substitute
Best save
Best throw-in
Best tactical decision offensively
and defensively
Best creative move
Obviously there are many other options.
But in all team sports success depends upon
doing the little things well. Give some
thought to this type of awards for your team.
They should pay big dividends.
Soccer on the Internet

By Len Oliver
Please help SJ by sending along your own
favorite soccer web sites either national or
international. We will share them with the
readers.
NSCAA.com National Soccer Coaches
Association of America tips on playing, membership info, academy info,
rankings, job vacancies, collegiate scores
and Soccer Journal information
DCUNITED.com Schedule, club information, tickets etc. You can add any
MLS team name.
VYSA.com- The Virginia Youth Soccer
Association offers news of all things
youth soccer
ussoccer.com The official site of the
nations national governing body for
soccer. News from the U.S. Soccer Federation, national teams, referees notes,
rules and international news
MLSDiscussions.com News and discussion of all MLS teams
44
NSCAA_Jan05_
mlsnet.com Site for all things MLS

socceramerica.com Daily and highly
informative soccer news
SoccerHall.org News about the National Soccer Hall of Fame the interactive museum, players, builders, tournaments, soccer history and soccer archives. Includes information about
members of the NSCAAs Hall of Fame.
Southernsoccerscene.com The soccer
magazine for Southern states very informative and up to date
Soccerclips.com Video clips from the
world of soccer very worthwhile and
entertaining.
youthsoccer.org A site for all of youth
soccer
Worldclasscoaching.com Ideas on
coaching exercises from around the
world
Successinsoccer.com Ideas on coaching and exercises, primarily from Germany and the U.S.
4skillssoccertraining.com Soccer
coaching ideas
soccertv.com Upcoming games and
soccer on television.
TheFA.com/FALearning Coaching
ideas from the English FA
soccer.org Site of the American Youth
Soccer Organization (AYSO)
ncaa.org Site of the National Collegiate Atheltics Association
naia.org Site of the National Association of Intercollegiate Athletics
saysoccer.org Soccer Association for
Youth site
specialolympics.org Soccer Special
Olympics site
sits.org Website for Soccer in the
Streets
uslsoccer.com Website for the United
Soccer Leagues
If you have sites to add for the membership, please send them along so we can
publish them in a future issue of Soccer
Journal. Email them to info@nscaa.com with
the subject Soccer Web Site List.
44
12/19/05, 10:00 PM
45
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45
12/14/05, 9:09 PM
on the ball. Once again, the players technique is judged in an authentic situation.
The second variation of the 4 v. 4 training
By Steve Freeman, DOC/Founder of researched models limiting the players
Black Watch Premier and US Club
number of possible options, but still enabling model is The Wide Goal Game. Using the
same size grid as above, the structure of the
a player to face true soccer problems and
Soccer Executive Board Member
field now places enormous value on recognizTraining the youth soccer player technidecisions like directionality, the score, time
cally can take on a variety of perspectives.
elapsed and pressure from the opposition, to ing numerical advantage and requires players
to utilize their passing and dribbling skills at a
After participating in several different
name a few. The smaller number of players
coaches symposiums like the KNVB Dutch
on the field translates to less possible options faster pace in order to take advantage of the
numerical advantage and recognize when to
Symposium (2001), the Manchester United
or choices for the player to make, and these
change the point of attack. (Pugg goals or
Coaches Symposium (2003) and the
decisions, coupled with a players technical
Federations National Coaching Licensing
ability, either leads to a player having success other small-sided frames are useful in this
exercise and still give the reward of scoring to
Program, I think developing the players
at that moment or failure.
the attacking team. The wide goals should be
individual technical ability in small-sided
There lies our opportunity to pick and
match-like exercises is the correct premise
choose moments to educate our players from placed two to four yards from each corner on
each of the end lines.)
from which we should lend coaching aid.
either a technical or tactical standpoint, but
This model provides opportunities to work
Training a players technique in isolation,
the learning is authentic. Authentic learning
on proper techniques for passing in close
away from the necessary match decisions and is the application of a skill in a meaningful
the rigors of the game-like pressure from the way whether you are in a classroom or out of proximity as well as distances over 25 yards,
where the instep is needed instead of the
opposition, is too one-dimensional.
the field, and here lies the true training
inside of the foot for shorter distances. The
Technical training can be defined as the
ground for our youth players. Give them
instep pass over 20-25 yards is a pass our
training of the youth soccer players indiexposure to various techniques, then blend
youth players struggle with and a skill that is
vidual technique on the ball dribbling,
those techniques into small-sided exercises
passing, receiving, heading, finishing and
for our youth players to try those techniques desperately needed in gaining the necessary
time to exploit a numerical advantage to either
shooting but I think we can agree that it is and ultimately master them under the
side of the field.
more complicated than this simple definition. demands of the game.
The third variation is The Small Central
Renee Van Muehlsohn, Manchester Uniteds
Under the assumption that we utilize
Academy Director and a product of the
appropriate training models, 4 v. 4 with U-12s Goal Game, which forces players to utilize
dribbling, passing and shooting at the quickest
KNVB, hit it right on the head when he asked and 7 v. 7 with U-14s, we can move forward
pace of all the models to the size of the frame
how do we as coaches identify the best
with the variations of each model that pose
and the location of the goal. Without a
players in the club, the state, the country and direct opportunities to instruct and train our
heightened speed of play, the team will struggle
even the world?
players technical ability. Please keep in mind
Consensus suggested that the best players that these variations, developed by the KNVB to score. This places natural pressure on the
players technique instead of the coachs voice.
are those players who possess a tool box of
and used by many other clubs, associations
Use the same frames as above.
tricks that enables them to beat an oppoand national programs, can be applied to
The final variation of the 4 v. 4 training
nent, win possession from an opponent and
other models 7 v. 7, 11 v. 11, or whatever
ultimately stand out in a match. Players like
small-sided situations you as the coach create. model is The Regulation-Sized Goal with
Goalkeeper Game. Here players utilize all of
Pel, Ruud van Nistelroy, Ronaldo,
The 4 v. 4 model is the smallest model the
their skills dribbling to attack and dispossess,
Ronaldinho, Thierry Henry and Roberto
KNVB utilizes due to the fact it enables a
Carlos to name only a few. At Manchester
player to play both sides of the field as well as shooting, short and long passing combinations,
receiving flighted and driven balls, finishing
Uniteds Academy, van Muehlsohn and his
the ability to penetrate forward and keep the
and shooting on frame with a goalkeeper. The
staff use footage of van Nistelroy, Giggs,
ball in a negative direction. That simple
intensity of training is heightened with the
Scholls and their other superstars to help
premise enables players to utilize their own
opportunity to score on a regulation size frame.
young prodigies emulate and master their
devices to create success in the game.
The grid should be the 18-yard box extended
predecessors tricks in training. This tool box
The first variation of the 4 v. 4 training
to include another 18-yard box or a grid 36
has a variety of techniques used by the
model is End Line Soccer. In this model,
yards long by 40-48 yards wide.
master player. It is where technical training
players have to stop the ball on the
These variations, developed by the KNVB
should begin, according to van Meuhlsohn.
oppositions end line, which increases the
and implemented by such Youth Academies
After attending both of the aforemennatural odds of a player using the dribble to
tioned symposiums, I extracted a common
beat an opponent to score the goal. (The size as Manchester United and Middlesborough,
are the cornerstones of creating the proper
theme. Technical development comes from
of the grid should be between 35-40 yards
the culture of the training environment and is wide and 30-36 yards long.) Tricks like step- environments to enable our youth players to
develop their individual tool boxes in
enhanced by the appropriate methodologies
overs, scissors and the various one-on-one
authentic soccer situations. The ultimate end
put in place by the coach or the director of
moves instructed in the warm-up phase can
is the mastery of the 11 v. 11 match, but first
the club. For example, in Holland, the KNVB now be utilized live in the match from an
a player must master smaller-sided matches
uses different variations of the 4 v. 4 training authentic standpoint. The players will have
like 4 v. 4 and 7 v. 7. In my best judgment, it
model through ages 12 and at 12 to 13 they
to make decisions that are appropriate for
is the programs and their curriculum that
advance the group into training models of 7
success in the game. A player cannot just
will enable the next Ronaldo or van Nistelroy
v. 7. In other words, the KNVB creates
dribble for the sake of dribbling while the
playing environments in suitable brainopposition double- or triple-teams the player to flourish.
Technical Training for U-12 and U-14 Age Groups
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47
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Two Sports Science Studies

By Jeremy Boone
Jump (plyometrics)
Land (plyometrics)
Change of direction
Balance
When was the last time you reviewed the latest sports science
research journal while drinking your morning cup of coffee? Yes, I am
being somewhat sarcastic. But if you are like most soccer coaches,
you barely have enough time to read about the latest approach to a 4These skills can be introduced into your daily team warm-up or
4-2 system, review last weeks game on video and still plan your
dedicate two or three days per week focusing solely on these skills for
afternoon practice. Therefore, I want to share with you two important 30 minutes. The chart on this page might be a training template for
research studies that can dramatically affect your players performance teams that practice two times per week with games on the weekend.
on the field.
These two research studies are only the tip of the iceberg in
solving the athletic preparation equation. Modern sports science is
constantly publicizing information that will continue to help take the
FLAT LEGS SYNDROME IF YOUR BRAIN
guesswork out of developing soccer athletes to their full potential. If
SAYS GO BUT YOUR LEGS SAY NO
you have any questions about these studies or would like a game day
The research study: Acute Muscle Stretching Inhibits Muscle
Strength Endurance Performance. Nelson,
A.G., J. Kokkonen, and D.A. Arnall. Journal of
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
Strength and Conditioning Research 19(2): 338
343. 2005.
Active
Linear
Lateral
Linear
Lateral
Pre-Game
Game
Recovery
Balance
Balance
Balance
Balance
Balance
Routine
What they said: There was decrease in
Plyo
Plyo
performance by 28 percent in the group that
did static stretching prior to the exercise
bout. Researchers concluded that a recomwarm-up template visit www.soccerspeedacademy.com or email
mendation is warranted that heavy static stretching should be
support@soccerspeedacademy.com.
avoided prior to performances requiring maximal strength endurance. They also caution that not all stretching methods will produce
similar results and that timing of stretching routines also plays a
pivotal role in muscle performance.
Why its important: Static stretching is the most traditional form of
stretching prior to performance and is best defined as a stretch and
hold method. The best example would be to bend over and touch
your toes holding the stretch for 10 to 20 seconds. While this may
feel good to your muscles, you may in fact be fatiguing your nervous
system. This type of stretch may cause the players legs feeling flat at
the beginning of your game.
The goal of a proper warm-up is to work up to game effort speed,
not tire yourself out before the competition even begins. Incorporate
dynamic movements such as a skip, a straight leg march, a walking
quad stretch or even a lateral squat walk. Complete each exercise for
20 yards, transitioning into soccer specific skill work. End with a few
minutes of small-sided game play just prior to the start of the game.
CUT YOUR CHANCES OF

SPORTS INJURY BY 50 PERCENT
The research study: Smith et al. The prevention of sports injuries
of children and adolescents Med. Sci. Sports Exerc. 25 (Suppl): 1-7
1993.
What they said: The incidence of injuries sustained by young
athletes could be reduced by 50 percent if more emphasis was placed
on the development of fundamental movement skills before sports
participation.
Why its important: Last year alone there was more than four
trillion dollars spent on ACL surgeries. Imagine if that number could
be cut in half. Including the following fundamental movement skills
into your developmental program will not only make your players
faster, but also keep them in the game all season long.
Sprint (acceleration)
Stop (deceleration)
48
Breakdown
48
12/19/05, 9:56 PM
Cover
12/13/05, 8:27 PM
Cover
12/13/05, 8:55 PM

Louise Waxler Nscaa'S 58th President

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Official Publication

Volume 51, Number 1

Soccer Journal January/February 2006

Fees for NSCAA

Patching Things Up Dr. Rhys Jones advocates a patch-based incentive program to

Coaching in the Game Methodology NSCAAs Director of Coaching Development

Reproduction or reuse of this material

Soccer Journal January/February 2006

Soccer Journal January/February 2006

THE PRESIDENTS CORNER

soccer is all about the kids. We coach,

youth or college or pro or international

Soccer Journal January/February 2006

Soccer Journal January/February 2006

Tough Times Ahead

Quaranta, players such as DaMarcus Beasley,

He has been a starter since.

New players are realizing that it is difficult

Soccer Journal January/February 2006

young players to gain experience.

MLS minimum. Where can the players get

previously mentioned odyssey of Danny

Soccer Journal January/February 2006

Soccer Journal January/February 2006

Soccer Journal January/February 2006

500th Win for Martin

records of the National

taking over the Bishop

Team player and Olympian,

won-loss record. Ohio

Dr. Colleen Hacker was inducted into the NAIA Hall of

Soccer Journal January/February 2006

When the Ohio

Focus: International Soccer Ages: All

By Donald Kirkendall, Ph.D.

Play to win Obvious, right? But

and not all of those fouls are inadvertent.

Observe the Laws of the Game Play

Respect opponents, teammates, referees,

Accept defeat with dignity This was

Promote the interests of football

Reject corruption, drugs, racism,

Help others to resist corrupting

Denounce those who attempt to

Honor those who defend footballs

Soccer Journal January/February 2006

Focus: SJ Interview Ages: All

Ken Lolla revived the University of Akron soccer

After restoring Akrons program to the

What are three adjectives that best describe

Looking back on your career, what event(s)

Soccer Journal January/February 2006

Soccer Journal January/February 2006

Lolla believes that coaches should engage themselves on both sides of

How important is goal setting? Team goals? Coaching

Soccer Journal January/February 2006

Focus: Coaching Ages: U-10 and up

Integrating the entire team

Planning a Quality Practice

the field players. Unless the goalkeepers are

intercept high balls in the air and also take

Soccer Journal January/February 2006

This way, youll be able to focus your efforts