Coaches Manual 09 10 SOL CoachPlaybook

Upward Soccer
Coach Playbook
©2009 Upward Unlimited.

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All Scripture quotations are from the Holy Bible, New International Version, ©1973, 1978, 1984, by International
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Office by International Bible Society. Use of either trademark requires the permission of International Bible Society.
Table of Contents
INTRODUCTION
Mission and Values of Upward........................................................ 4
Introduction ................................................................................... 5
SECTION ONE: COACHING UPWARD SOCCER

Becoming an Upward Coach .......................................................... 8
Communicating with Children ....................................................... 11
Communicating with Parents ........................................................ 12
Player Safety ............................................................................... 12
Upward Awards Celebration ......................................................... 13
An Extra Ministry Touch ............................................................... 13
SECTION TWO: PRACTICE

Preparing for Practice .................................................................. 16
Practice Format ........................................................................... 16
Practice Outlines ......................................................................... 17
Devotions .................................................................................... 18
Scripture Learning ....................................................................... 18
Practice Chart ............................................................................. 21
Weekly Practice and Devotion Guides
Practice 1 - Dribbling Level One .............................................. 26
Devotion 1 - Who are you?.......................................................38
Practice 2 - Passing Level One ................................................ 46
Devotion 2 - Who is God?.........................................................60
Practice 3 - Shooting Level One............................................... 68
Devotion 3 - What does God do?..............................................80
Practice 4 - Tactics Defense Level One .................................... 84
Devotion 4 - What does God want?...........................................94
Practice 5 - Tactics Offense Level One................................... 100
Devotion 5 - How does God see me?......................................112
2 Upward Soccer Coach Playbook

Table of Contents
Practice 6 - Dribbling Level Two ............................................ 117

Devotion 6 - Who is Jesus?....................................................117
Practice 7 - Passing Level Two & Gospel Presentation ............ 122
Devotion 7 - How do I begin a relationship with God?...............122
Practice 8 - Shooting Level Two ............................................ 128
Devotion 8 - How do I build a relationship with God?................127
Practice 9 -Tactics Defense Level Two ................................... 131
Devotion 9 - How do I become better?....................................131
Practice 10 - Tactics Offense Level Two ................................ 137
Devotion 10 - How do I bond with others?...............................137
Practice 11 - Best of the Season ........................................... 142
Devotion 11 - Whose bucket can I fill?....................................142
SECTION THREE: GAME DAY

Circle of Criticism and Circle of Affirmation.................................. 148
Upward Soccer Philosophy ......................................................... 150
Game Format ............................................................................ 150
Rules for Upward Soccer ............................................................ 155
Indoor Soccer Format ................................................................ 160
Indoor League Specifications ...................................................... 162
Indoor Soccer Rules................................................................... 165
Substitutions ............................................................................. 171
Game Day Recognition............................................................... 174
SECTION FOUR: FORMS

Substitution Forms..................................................................... 176
Star Distribution Form ................................................................ 185
Notes........................................................................................ 186
Upward Soccer Coach Playbook 3

MISSION STATEMENT
To introduce children to Jesus Christ by creating opportunities
to serve through sports.
VALUES
The Expectation of God Moments
We believe that God is at work all around us.
The Life of Integrity

We believe that how we live is more important than what we say.
The Discipline of Excellence

We believe in serving that exceeds expectations.
The Priority of Children

We believe that Every Child Is A Winner.

Introduction
Introduction
Welcome to Upward Soccer! This playbook is designed to provide you, a
volunteer coach, with what you need to be successful in the Upward Soccer
Ministry. The information on the following pages is designed to guide you
through the season and includes the weekly devotions and rules unique to
Upward Soccer.
For all Upward coaching needs, visit www.upward.org/upwardcoach.
This page has been created to equip you as an Upward coach and is only
accessible through this URL. You will find the weekly devotions, practice
outlines, rules unique to Upward Soccer and much more.

Section One:
Coaching Upward Soccer

Section One: Coaching Upward Soccer
Becoming an Upward coach

The coach is the key component to fulfilling the mission of Upward: “To
introduce children to Jesus Christ by creating opportunities to serve
through sports.” This entire mission is in the hands of the coach.
The success of a coach is not based on wins and losses. The success
of a coach is characterized by how he or she conveys Christ in actions
and attitudes on and off the field as well as how he or she teaches and
encourages within the sport of soccer. That is the Upward Experience. The
Upward Experience is where solid ministry components and great sport
instruction meet.
› Share the love of Jesus Christ with each player. You may provide
the only opportunity for children to know and hear about Jesus.
› Recognize the “Winner” in every child. Find ways to encourage and
show each player that he or she is valued through Jesus Christ.
› Prepare for practices and games. Be prepared not only to teach
soccer skills, but look for ways to instill confidence, boost self-
esteem, and share Christ with your players.
› Teach the fundamentals of soccer. Upward Soccer is designed to
teach fundamental soccer skills.
› Know your role in the Circle of Affirmation. People care more about
what you do than they do about what you say. The Circle of Criticism
and the Circle of Affirmation are found on pages 148 and 149.
› Support the referee with positive comments. Choose to start the
Circle of Affirmation. Your lead will instill respect for authority and
create a positive atmosphere for all who participate or watch.

› Distribute Upward Stars. The multi-colored stars should be

distributed at the end of each game, and the Scripture learning star
should be distributed at the end of each practice. These stars play
an important role in building the self-esteem of your players. Explain
why the player is receiving a particular star. Be sure to include the
parents. This should be a special time for parents and players.
A great Upward coach is one that is equally strong in ministry components

and sport components. An Upward coach that is strong with all ministry
aspects but is weak in teaching the sport will leave many parents
appreciative of his/her efforts, but unfulfilled in their child’s sport
development. Likewise, an Upward coach strong in sport but weak in the
ministry components will leave parents frustrated and with an impression
that this is “just another soccer league.”
So what is it that creates a great ministry experience through an

Upward coach?
› Connecting with each player as the season progresses
The coach should know each player’s name and encourage him or her
at every opportunity. They need to communicate that they care about
them as a person and not just as a player by their actions. Get down
to their level and interact with eye contact and smiles. Showing an
interest in each player goes a long way when connecting with them.
› Sharing meaningful devotions at each practice
This should be an important time for the coach. Preparation is key
so that this time is not breezed through. Devotions are the most
important time of each practice.

› Coaching with the 2 Corinthians 4:18 philosophy:

“Don’t focus on the seen but the unseen.
The seen is temporary but the unseen is eternal.”
Winning and losing games is completely temporary. Most of the time,
the results are forgotten within a few weeks. However, the ability
a coach has to make an eternal difference in the life of a child by
sharing their faith with players could make an eternal impact. You
should keep this perspective as the season progresses.
› Sharing Christ through your actions
It is not through sharing devotions alone that a child is impacted. It is
through a coach showing Christ in their actions. Do players see Christ
reflected through their coach?
So what is it that creates a great sport experience through an

Upward coach?
› Knowledge of the sport
Coaches should know the sport well so you are able to teach it.
› Teaches fundamentals
Fundamentals are the building blocks to success in any sport. A great
coach can build the fundamentals in each player. You should place
more emphasis on teaching fundamentals rather than strategy.
› Applies life principles to sport moments
Life lessons can be taught through sports. In many situations, you
can tie in life principles. For example, how do you react when your
team loses? We do not always win in life. So, how does a coach
translate that to a life application to teach a child a lifelong lesson?
› Transfers a love for the game
At this young age, it is important to transfer a love for the game. As
kids grow up and stop playing organized sports, they should still be
active and enjoy the opportunity to play the game.

Communicating with Children

Being an effective coach means being an effective communicator. Here are
a few guidelines on communicating with your players:
› Create a positive environment by greeting each player as he or
she arrives at practice and games each week. Greet players with
enthusiasm and show them how glad you are to see them.
› Remember that you are a coach, friend, and spiritual guide
for each player.
› When teaching soccer fundamentals, focus on one skill at a time.
Remember that too much, too fast, won’t last.
› When distributing stars, give specific reasons why each child earned
a particular star.
› Personalize the devotion. Be confident and remember that God is
working through you. You can impact a child in your weekly 5-8
minute devotion, especially as these truths are reinforced by what
you do and say.
› Allow time for each player to participate in and respond to devotions.
› Pray for each player by name throughout the season, both in group
prayer times and when praying alone.

Communicating with Parents

Get to know the parents and family members of your players. Include
parents in your team meeting at the first practice. At that time, introduce
yourself and share your excitement about the season.
Many parents and family members want to support you and the team and
will offer to help throughout the season. Here are some ideas to keep
parents and family members involved:
› Give them a copy of the team roster and encourage them to get to
know each other.
› Look for ways outside of soccer to connect with players’ parents.
› Ask one parent to put together a schedule for families to rotate
bringing snacks to games.
› Look for parents to help run practice.
Player Safety
Coaches should strive to create a safe environment for all players. Although
this is not an all-inclusive list, the following are suggestions for steps that
coaches may wish to take as they strive to keep the players safe.
› Keep spectators and equipment at a safe distance from the field.
› All excess soccer balls should be put in an area away from the drills.
› Walk the fields before every practice or game to ensure that there are
no holes or objects on the field.
› Make sure that the players are wearing shin guards.
› Have water available.
› If lightning is anywhere near the area, suspend the practice or game.
› Keep players under control during practices and games.

› Lead players in warming-up before games and practice.

› Check corner flags for their safety.
› Have an adult at the field whenever players are present.
These suggestions are provided for general informational purposes only.
They are not intended to be a complete list, and it may be necessary to
adapt or modify them to a sports program’s special circumstances. Coaches
should recognize that each individual sports program, including its location,
participants and other factors may present unique safety considerations
that should be evaluated and addressed by coaches and by the Upward
Soccer Program church sponsor.
Upward Awards Celebration

Your Upward Awards Celebration is the highlight of the season. This
celebration offers you the opportunity to demonstrate your love and support
for the players. Every player will receive an award to serve as a reminder
to be Christ-like and to remind them of their participation in the league. All
coaches should attend this special time of fun and fellowship.
An Extra Ministry Touch

You are encouraged to develop relationships with players and their families
as the season progresses. Be sensitive to their needs. Be prepared to
answer any questions a child may have about beginning a relationship
with Christ. When children make a decision to follow Christ, share this
information with their family members and your follow-up commissioner.
Here are some recommendations to consider:
› Visit the child within that week.
› If the family does not attend a church, invite them to your church.
› Find out what Sunday school, small group, or Bible study class each
family member would attend.

Section Two:
Practice

Section Two: Practice
Preparing for Practice

As a coach, it is essential that you come ready to practice. Following
the weekly skills and drills or laying out a detailed practice outline and
being prepared for the practice devotion will make your practice focused,
efficient, and meaningful.
Practice Format
1. Team meeting (3-5 minutes) – Cover specific soccer rules and
the basics of soccer. Teach and review proper techniques for each
skill needed for practice drills. Continue to teach and review rules
throughout the season. Teach no more than two skills per practice.
2. Warm up activity (3-5 minutes) – This provides players the
opportunity to slowly warm-up their muscles and can be done with
dynamic stretching. Drill one from the previous practice can be used
as a review as well as making it a part of the team warm-up.
3. Practice skills and drills (20 minutes) – Take the skills that were
taught during the team meeting and implement the drills to reinforce
learning. Each skill should be followed up with three or four drills.
4. Devotions (5-8 minutes) – Conduct the practice specific devotion
for each week.
· Prepare for object lessons – Some devotions require you to bring
an object to add emphasis to the devotion.
· Review the devotion prior to practice – Become familiar with
the devotion.
· Prepare a personal story – When players hear a personal faith
story from a coach, the spiritual impact will be much deeper.
· Review Scripture learning – Know the Scripture learning verse that
will be shared at practice.

5. Scrimmage/Skills Game (20 minutes) – Game situations are a

great way for players to practice skills they have been taught. This
also gives you time to coach technique and strategy. Stop play to
teach as you see necessary. Skills Games are included in the weekly
practice and on www.upward.org/upwardcoach.
6. Post-practice meeting (5 minutes) – Distribute Scripture learning
stars and the Scripture Learning Card for the next practice. Review
the skills learned and encourage players to practice those skills
at home. Make any necessary announcements. After practice is a
great time to engage in conversation with players’ parents.
Practice Outlines
Blank practice outlines are available before each weekly devotion and online
at www.upward.org/upwardcoach. When scheduling and practicing
fundamentals, remember these key tips:
› Carefully explain skills and drills in a manner that players can
easily understand.
› Always provide encouragement to each player.
› Take time to demonstrate each drill.
› Choose drills that involve the most players at one time to avoid a long
wait between turns and touches on the ball.
› Most importantly, have fun!

Devotions
At the midpoint of every practice, the head coach will lead a five- to eight
minute devotion. Use the age-appropriate devotion guide found in this
playbook. Devotions are provided for each of these three age-group levels:
K5 through second grade, third and fourth grade, and fifth and sixth grade.
The goal of these devotions is to help players develop a biblical way of
thinking and ultimately to lead them to personal application and spiritual
growth. A child cannot acquire a biblical foundation in eight to 10 practices.
But Upward’s desire is to plant the seeds of truth in every child and coach
who participates in Upward.
Devotions are written for specific age groups, so choose the devotion for
the age group you coach. If your age groups are divided differently than
the divisions in this book, share the devotion geared toward the youngest
players on your team. Keeping it simple is better than sharing something
that may not benefit all of your players.
During the first practice devotion, take time to get to know your players.
Each subsequent devotion will teach a specific biblical principle or topic.
Scripture Learning
The Scripture learning time is a group activity; children are not required to
recite the verse individually at practice. Players will have the opportunity to
learn a Scripture verse that corresponds with the biblical principle or topic
taught in the devotion. Upward’s desire is to place more emphasis on the
learning of Scripture than on memorization of it. Each child participating
in Scripture learning will receive a green Scripture learning star at the end
of practice.
Scripture learning cards and Scripture learning stars begin with the second
practice devotion. The Scripture learning stars are to be placed on the
Award Poster that players receive in their Player Kit.

The purpose of the Award Poster and Scripture learning cards is to help
players learn the weekly Scripture verse. Encourage players to practice the
verses throughout the season to help them learn God’s word.
Coaches will distribute Scripture learning cards at each practice. Each card
includes the weekly Scripture verse and gives the players the opportunity
to learn these verses before practice. Each Scripture learning card will
be labeled as next week’s Scripture learning verse. The practice number
listed on the lower portion of the card represents the practice that the card
should be distributed.
Each player will receive a Scripture learning card holder with his/her player
items that will be used as a placeholder for each Scripture learning card.
This holder will be a magnet and should be placed in a noticeable place
in the home.
Who is God? Teacher

› Proverbs 2:6
Only the Lord gives wisdom. Knowledge and understanding comes
from him.
What does God do? Loves his students
› Romans 5:5(b)
God has poured out his love to fill our hearts.
What does God want? Relationship
› Hebrews 8:10(c)
I will be their God and they will be my people.
How does God see me? Disobedient student
› Romans 3:23
All people have sinned and are not good enough for God’s glory.

Who is Jesus? Friend Taking Punishment

› Romans 3:25(a)
God sent him (Jesus) to die in our place to take away our sins.
How do I begin a relationship with God? Gospel Presentation

› Romans 10:9
If you declare with your mouth “Jesus is Lord,” and if you believe in
your heart that God raised Jesus from death, then you will be saved.
How do I build a relationship with God? Study (Prayer, read Bible,

Church)
› Hebrews 2:1
So we must be more careful to follow what we were taught. Then we
will not be pulled away from the truth.
How do I become better? Obey the rules

› Proverbs 3:1
My child, do not forget my teaching. Keep my commands in mind.
How do I bond with others? Tutor

› Hebrews 10:24
Let us think about each other and help each other to show love and
do good deeds.
Whose bucket can I fill? Show and Tell

› Hebrews 13:16(a,b)
Do not forget to do good to others. And share with them what you have.

Practice Chart
Practice Practice Focus Team Meeting Rules to Cover Skills & Drills
· Get to know each other · Get to know each other · Practice rules · Dribbling
· Evaluate skills through introductions
1 ·
·
Set practice rules
Teach dribbling
fundamentals
· Discuss practice
ground rules
· Introduce attacking basics
· Continue skill evaluation · Re-introduce players · Re-start (kickoff, · Passing

· Teach passing and coaches corner kicks, goal kicks,
2 fundamentals
· Teach positions and
responsibilities
· Discuss common fouls
· Explain substitutions
throw-ins) Page 158
· Game format
and substitutions
· Review re-start situations · Discuss practice focus · What are the common fouls · Shooting
· Teach shooting
3
week of first game
fundamentals
· Skill development · Discuss practice focus · What happens after a foul · Tactics – Defense
· Review positions and · Discuss successes
4 responsibilities
· Teach defensive tactics
from first game
· Skill development · Discuss practice focus · Review all rules as a · Tactics – Offense
· Answer players’ questions fun quiz
5
· Teach offensive tactics
about the game
· Discuss successes
from previous game
· Continue skill · Discuss practice focus · Continue to review rules · Level Two for each skill
6-1 1
development · Discuss successes for clear understanding (See DVD or the Upward
from previous game website for details)
Through last practice · Answer players’ questions · Improvements from games
about the game

Skills and Drills

Drills are broken down by skill and are setup to progress from introduction
to game situation. Each practice should have one consistent idea and only
cover one skill.
DT = Dribbling Technique ST = Shooting Technique

PT = Passing Technique TO = Tactics - Offense
RT = Receiving Technique TD = Tactics - Defense
This section covers the fundamental skills of soccer, explains why each is
important, and emphasizes the skill’s basic teaching points. To help you
teach your players the fundamental skills of soccer, numerous drills are
included in this playbook, on the coach DVD and on the coach’s website
(www.upward.org/upwardcoach).
When teaching and practicing fundamentals, remember these key tips:

› Communicate – explain skills and drills in a manner that is easily
understood.
› Teach – use one or two players to model a skill before running the drill.
› Be efficient – form two or more lines when possible; keep players busy.
› Encourage – focus on effort and building players’ self-esteem, rather
than performance.
› Demonstrate patience – maintain a loving and caring spirit.
› Have fun!

Key to Diagrams
FOR DETAILS AND VISUAL COACHING OF THE FUNDAMENTAL SKILLS,

VIEW YOUR COACH DVD
Weekly Practices and Devotion Guides

Upward’s programs are designed to introduce children to Jesus Christ. One
of the best places for this to happen is during the devotion time at practice.
During this Team Huddle, coaches have a chance to get their players thinking
and talking about God and how they can be in a relationship with Him.
The devotions provide you with object lessons, discussion questions, and
more information so that you can succeed during this time. Take time each
week to review your lesson before going to practice. Some devotions will
require the use of common items to illustrate the point being made. See the
list of items (see page 24) that you will need to bring to specific practices.
Being prepared will make your job of leading the devotion easier and allow
you to enjoy the devotion time even more.

Each devotion answers a question about God and life in a systematic yet
simple manner. By the end of the season, your players will learn about key
theological concepts. Devotions 2-6 cover questions about God, Jesus, and
how God sees us. Devotion 7 will present the gospel in a clear way, and it
will also begin our look at the Christian life. This look at the Christian life
takes place using connections to Upward’s stars and five “B” questions. In
devotions 7-11, players will learn how we begin and build a relationship
with God, how we become better as Christians, how we bond with others,
and how we reach out to others by filling their buckets.
Scripture Learning verses shared during each week’s Team Huddle can be
found on the Scripture Learning Cards.
The Team Huddle will be centered on the theme of a teacher. Players will
be taught how God has similar characteristics to that of a teacher who
teaches us what is good.
Page 25 shows this season’s devotion plan. Each week is outlined with the
main question, the point to be made and the picture to illustrate the point.
Supplies needed for devotions:

Practice 2: Cell phone
Practice 3: Bottle of water and empty cup
Practice 4: Blindfold
Practice 7: Upward Gospel Tools (multi-colored bracelets)
and Upward Gospel Magnet
Practice 8: Popped popcorn or small pieces of paper
Practice 11: Small item of value to you. This can be a wedding ring
or even a picture of your child(ren) (K5 through 4th grades only)

Here is what we will try to accomplish in each devotion. By keeping this in mind,
you will know what point you need to make each week and how you can keep from
making points for future weeks too soon.
WEEK QUESTION POINT PICTURE
1 WHO ARE YOU? GETTING TO KNOW

EACH OTHER
NAME GAME
2 WHO IS GOD? TEACHER CELL PHONE
3 WHAT DOES GOD DO? LOVES HIS STUDENTS RIGHT OR WRONG
4 WHAT DOES GOD WANT? RELATIONSHIP SIMON SAYS
5 HOW DOES GOD SEE ME? DISOBEDIENT STUDENT SUBSTITUTE
FRIEND TAKING
6 WHO IS JESUS? PUNISHMENT PARK RIDE
HOW DO I BEGIN A
7 RELATIONSHIP WITH GOD?
HOW DO I BUILD A
8 RELATIONSHIP WITH GOD? STUDY BREAKING RULES
HOW DO I BECOME
9 BETTER?
OBEY THE RULES CONCENTRATION
10 HOW DO I
BOND WITH OTHERS?
TUTOR NEEDING HELP
WHOSE BUCKET
11 CAN I FILL? SHOW AND TELL LOVING NEIGHBORS

t\
Practice 1 - Dribbling Level One

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26
DT - 1:0 Dribbling
Upward Soccer Coach Playbook
• Repetition is the key to becoming comfortable with all styles of dribbling; beginning to advanced.
• Keep the ball tight to the body; without it close, players will lose it to the opponent.
• Players should keep looking up, down and around as often as possible to know their options
and keep the ball close.
Teaching Points/Phrases
• Inside the Foot: The main surtace of the foot for dribbling. The ball touches inside of the big toe and guides
the ball as players lean in the direction they seek to go.
• Inside ID Outside Movement: Ball touches inside the big toe and outside of the small toe while
angling/pointing the foot inside and outside. This is quicker to weave through cones or players.
• Breakaway/SpeerJ Dribbling: The goal here is speed; do not run like a penguin/duck (waddling), use the instep
and outside of the foot for speed. Make strides longer to run and keep touches on the ball as you move in stride.
• 180 Pull Back/Sole Role: A move where the player dribbles in one direction and then moves in the opposite
direction using the sole of their foot.
• ·Choo-Choo": Most dribbling moves have similarities with one switch or difference to fake out the opponent.
In the "Choo-Choo" it looks like the 180 pull back/sole roll, but instead of rolling the ball back the player lifts
their foot over the ball and makes a forward and back motion (like a Train). Once they complete the fake, the
player keeps dribbling in the same forward direction.
DT – 1:0 Diagram

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DT - 1:1 Basic Dribbling

Objective: Training players to keep the ball in their possession with tighVclean touches on the ball.
Equipment: One soccer ball per player and ten markers/cones.
Setup: 1st ha~ of the drill - give each player a soccer ball and spread them out within your practice area. 2nd half of the
drill, divide the team into groups of 3-4, place five cones in a straight line with one yard between each cone in front of
each group.
Procedure: 1st half of the drill- On the coach's signal players begin to freely dribble throughout the practice area using
different parts of their foof to increase confidence wnh the ball. 2nd half of the drill- On the coach's signal the first player
in each group will begin dribbling (weaving) through the line of markers/cones in front of their group. Give players specnic
instructions to dribble through the markers/cones with emphasis on different techniques of dribbling: Inside of the fool
only Oelt and right foof); Outside of the foot only; Inside & Outside (alternating).
Teaching Points/Phrases:
, "Catch a rhythm" or 'Create a rtlythm" as you dribble the ball.
, Try to make consistent touches, avoid randomness and be focused on one technique/skill at a time.
, Focus on making clean touches on the ball; Avoid sloppy balance, body posnioning and loose ankles.
, The purpose of dribbling basics is to get players comfortable with the ball in different body postures.
, Players should do this activity slowly to learn the technique, it is not a race.
, The basics of dribbling work well as a "wanm-up time' to practices; always trying to help players get better.
DT – 1:1 Diagram

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30
DT - 1: 2 Controlled Dribbling One

Objective: Improve ball control with varying types of dribbling.
Equipment: 28 markers/cones and a ball for each player.
Setup: In a 15 x 20 yard area, create two identical dnbbling courses with the following layout: use markers/cones as aSlarting
line, five yards in front of the starting line, set-up 6 markers/cones in a zigzag pattern with 2-3 yards between each marker
cone. Ten yards to either side of the last marker/cone in the zigzag, create 2 parallel lines of markers/cones with 4 yards
separating the lines and 2 yards between each cone. Divide the team into two equal groups and direct them to opposite
Slarting lines.
Procedure: On the coach's signal the first player in each group begins to dribble through the zigzag and continues on
to dnbble between the parallel lines of markers/cones which will take them back to the Slarting line. When each player
reaches the 3rd cone in the zigzag, the next player begins to dnbble through the zigzag. The drill continues until all
players have gone through the course 2-3 times.
• Remind players to try and "catch-a-rhythm" as they dribble, both in body posture and consistency in touch.
• Encourage players as they stari to 'get it". Dnbbling is very unnatural at first so increasing confidence is important.
• Emphasize to players the importance of keeping the ball close and to keep nfrom going "out of bounds".
DT – 1:2 Diagram

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DT - 1: 3 Controlled Dribbling Two

Objective: To teach players ball control within different dribbling fonnats.
Equipment: 15 mal1<ersicones and one soccer ball per player. Corner flags can be used in place of markers/cones to
add to the difficulty of the drill.
Setup: Create 3 separate lines of cones with five yards between each line in the following patterns:
1: Straight line of cones with each mal1<er/cone 2 yards apart.
2: Straight line of cones with each mal1<er/cone 1 yard apart.
3: Zigzag fonnation with markers/cones 3 yards apart.
Divide players into three equal groups and assign each group to one of the lines.
Procedure: On the coach's signal players dribble through their line 3-4 times. When teams finish each line, they will switch
lines as a group until they have completed all three lines.
• "Keep it Tight' - The ball should be kept close and tight control is the emphasis.
• "Catch-a-Rhythm' - Players should try to get a different rhythm for each pattern.
• Instruct player to avoid the kick and run approach. Players may try to touch the ball every two or three steps.
DT – 1:3 Diagram
Variations:
> Cone distances can be
adapted to change the
course. Shorter distance
requires more control;
Longer distances will
encourage faster speed.
> If flags are available, flags
can be good to encourage
players to lean their body
around the flag/opponent
as they dribble.
- - - - - , ....--1fiP
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34
DT - 1: 4 Dribbling Control wI Shadow Defender

Objective: To develop players dribbling ability and ijming to go around an opponent.

Equipment: 20 mar1<ers/cones (1 0 per station) and one ball per player.
Setup: Each station will be made up of two drills. DMde players into groups of four and setup multiple stations as needed for team
size. Drill 1: Setup a starting line (2 mar1<ers/cones) and four cones in a diamond 5 yards away from the starting line. The diamond
represents a defender and their reach for the ball. Drill 2: Setup a starting line (2 markers/cones), posoion one player from the group
to be the 'shad",,' defender and place a marker/cone 1 yard to the len and nght side of the defender. (Shad"" defender only stands
and moves, they do not take the ball yet). Players in this station are to practice dribbling at a defender who shad!1NS.
Procedure: Drill 1: On the coach's signal the first player in line will dribble at the diamond and then cut to the len or right of
mar1<ers/cones. When they complete the dnll, players should dnbble to the back of the line. "" players become better at dnbbling
around the diamoncl of cones they go to dnll 2. Drill 2: On the coach's signal the first player in line dribbles at the 'shadow" defender
and cUll! to the len or right to go to the outside of markers/cones by the defender. When they complete the drill players should become
the new "shadow" defender. The 'shad",,' defender slmp~ stays In the middle of the markers/cones and does not take the ball.
Teaching PoinlslPhrases:
, These dnlls all"" players to become more familiar and comfortable with h"" to Hme their move and dnbble around a defender.
, Each drill should be done 4-5 ijmes by each player or until they have developed the confidence and awareness of h"" to
dnbble around a defender.
, Players leam that they need to start the cuVmove at least 1 yd away from the cones. ~ players hn the cones it means the
defender would have 'won the ball" (laken the ball away).
, 'Time-it-Right"- Players need to leam h"" to "ijme-it-nght' by making their move atiust the right ijme,
not too early and not too late.
DT – 1:4 Diagram
• Real~ encourage them when they get it nght,

this timing ~ sometimes tough for
players to get. nis not uncommon
for players to do the cuVmove toe
laIB and run into the cones or the
shadow defender.
• Start out slow in leaming both
of these efeps and pickup the o
speed as players become more
o 0
confident.
o
~f
vanalions:
• As players dribble at the
diamond or 'shadow' defender,
the coach calls out 'Lelr' or

'Right' and the player must
~~
make the cut to the direction
called out by the coach.
35
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DG - 1:1 Dolphins & Crabs Soccer

Objective: Players practice their dribbling with defenders in the crab position. (Crab Position-- players walk on their
hands & feet with their backside to the ground).
Equipment: 8 cones and one soccer ball for every two players.
Setup: Create a 15 x 20 yard grid divided into three zones (4 comers for the square and 2 for each zone). Divide players
into two equal groups: Team Pr- Crabs (defenders); Team B- Dolphins (offense). Each dolphin should have a ball and lineup
on one end of the grid as a group. Choose one team to be crabs and the other to be dolphins.
Procedure: On the coach's signal the dolphins attempt to dribble from one side of the playing area to the other, without
losing their ball to a crab. Crabs are positioned different zones and their goal is to kick the balls out of the playing area.
Crabs must walk in the crab position (on hands and feet). Points are given for each dolphin successfully getting from one
side to the other wnhout the ball being kicked out. If a player's ball gets kicked out, they are still in the game but they do
not receive a point for that round. Play 5-7 rounds and then swnch the crabs to dolphins and the dolphins to crabs. The
total points at the end of bofh rounds will determine the winning team.
, Players should dribble the ball, not kick it far and run to it.
,A fun game for players to increase their confidence in dribbling while playing against 'partial" defending.
, Encourage players to change their speed and direction as they dribble through the crabs.
DG – 1:1 Diagram

WEEK ONE PRACTICE PLAN

TIME ACTIVITY COACH’S NOTES
Team Meeting
Warm-up
Skills & Drills
Skills & Drills
Skills & Drills
Skills & Drills
Mid-Practice Huddle
Scrimmage/Skills Game
Post-Practice Huddle See topics to be covered after devotions
Mid-Practice Huddle – Devotion 1

Who are you?
K5 through 2nd grades
Coach:
› Gather the players together and get them to sit in a circle.
› Go around the circle and have each player share his/her name and
his/her favorite color.
Once everyone has shared their name and favorite color yell out each color and
as you do, have the players jump up in the air if that was their favorite color.
We all have our favorite colors that are special to us.
In Upward there are stars which have colors that tell us that they mean
something special.

After each game, each player on our team will receive a star. There are five
colors of stars, and each color stands for something different. Your actions
and attitudes on game day will help to determine what star you receive.
Let’s think about what these stars mean.
› The blue star represents Effort. What does it mean to give your best
effort? (Giving your best effort means trying your best at all times on
the field.)
› The gold star represents Sportsmanship. What does it mean to be a
good sport? (Being a good sport means that you treat others the way
you want to be treated, including your teammates, the other team,
your coaches, and the referee.)
› The gray star represents Offense. What do you do on offense?
(Offense means playing the way you are coached to play so that you
and your teammates will be able to score.)
› The red star represents Defense. What do you do on defense?
(Defense means playing the way you are coached to play so that you
can prevent the other team from scoring.)
› The white star represents Christlikeness. What does it mean to
be Christlike? (Being Christlike means that you imitate Jesus in your
actions and attitudes.)
Our team is going to have a great season! We’re going to have fun practicing
together, playing games together, and learning about God together during
our Team Huddle.
Prayer
End your Team Huddle with a prayer in which you ask God to be with your
team this season.

Post-Practice Huddle (players and parents)

› Introduce coaches to parents and distribute coach contact
information
› Review player items
· Reversible jersey (Do not iron. Do not place in dryer.)
· Car Magnet
· Award Poster (Take home and place on bedroom wall. This poster
will be used to collect the Award Stars.)
· Scripture Learning Cards (Coach will distribute at each practice)
· Scripture Learning Card Holder (Magnetic place holder for
Scripture Learning Cards – apply to refrigerator)
· Parent Guide to Upward Soccer
› Explain sticker star application to poster (After each practice and
game, coach will award a star to each player. Take this star home
and place on your Award Poster).
› Reference season’s devotion theme (God is like a teacher who
teaches us what is right.)
3rd and 4th grades

Coach:
his/her favorite color.
Once everyone has shared their name and favorite color yell out each color and
as you do, have the players jump up in the air if that was their favorite color.

We all have our favorite colors that are special to us.

In Upward there are stars which have colors that tell us that they mean
something special.
the field.)

During each practice, we will stop what we’re doing and take a few minutes
to have a Team Huddle. This is the most important part of practice because
it is the time when we will learn together about God’s game plan for each
one of us. This year, we’re going to talk about how God is like teacher who
teaches us what is right and good. During this time, you will be able to earn
a green star for learning your Scripture verse. At the end of each practice,
I’ll give you a Scripture Learning Card that has each week’s Scripture verse
on it so that you can read it on your own and remember it after our Team
Huddle each week.
Our team is going to have a great season! We’re going to have fun practicing
together, playing games together, and learning about God together in our
Team Huddles.
Prayer
team this season.

› Introduce coaches to parents and distribute coach contact information
· Car Magnet


› Reference season’s devotion theme (God is like a teacher who
teaches us what is right.)
5th and 6th grades

Coach:
his/her favorite sports team.
We all have our favorite teams, and we know these teams by their colors.
What is your favorite team’s color? (Go around the circle and have players
share their answer. Keep in mind some may not know.)
Colors are important because they help us identify our favorite teams.
In Upward, there are different color stars that identify different skills and
characteristics.

the field.)
During each practice, we will stop what we’re doing and take a few minutes
to have a Team Huddle. This is the most important part of practice because
it is the time when we will learn together about God’s game plan for each
one of us. This year, we’re going to talk about how God is like a teacher
who teaches us what is right and good. During this time, you will be able
to earn a green star for learning your Scripture verse. At the end of each
practice, I’ll give you a Scripture Learning Card that has each week’s
Scripture verse on it so that you can read it on your own and remember it
after our Team Huddle each week.
Our team is going to have a great season! We’ll have fun practicing
together, playing games together, and earning stars. We’re also going to
have a great time learning about God together and making choices about
how we can follow God. I’m excited about what will happen in our Team
Huddle this year.

Prayer
players this season.

› Introduce coaches to parents and distribute coach contact information
· Car Magnet
· Scripture Learning Card Holder (Magnetic place holder for Scripture
Learning Cards – apply to refrigerator)
› Explain sticker star application to poster (After each practice and game,
coach will award a star to each player. Take this star home and place
on your Award Poster).
› Reference season’s devotion theme (God is like a teacher who teaches
us what is right).

t\
Practice 2 - Passing Level One

~
46
PT - 1:0 Passing
PT - 1:0 Inside of lIIe Foot Pass "The Push Pass"

o The ball is struck on the inside of the foot, right above the arch of the foot.
o Toes should be raised toward the shin to lock the ankle.
o Posture: Knees should be Slightly bent for balance and the foot is painted in the direction of the pass.
o Focus: Eyes on the ball and the ball is generally hit at it's center with a locked ankle.
o Follow throughwhen first learning. As players progress, it is a quick 'popping' motion-
more force; less follow through.
PT - 1:0 Outside of lIIe Foot Pass

o The ball is struck with the outside of the foot, just behind the small toe.
o Toes should be turned in and down to help lock the ankle.
o Posture: Knees should be slightly bent for balance and the body stance is in a line with the ball.
o Focus: Eyes on the ball and players are to 'crouch/hunch over' for balance and to increase force on the ball.
o Follow throughwhen first learning. As players progress, it is a quick 'popping" motion-
more force; less follow through.
PT – 1:0 Diagram
Teaching PointslPhrases:
> "Keep the ball down" - Keep the ball
on the ground; avoid having the ball
go up in the air.
> "Strike it clean" - Pass wnh a locked
ankle for a clean/solid touch on the ball.
Coaching Emphasis: Imagine aline

drawn through the middle 01 the ball
and strike the ball just above the
line. This keeps the ball from
going up in the air. II you hit
under the line the ball typically

pops up in the pass.
Important: Do not pass with the toe,
because it is not sale nor is it an accurate pass. STRIKINB PDINT
DNTHBBAIJ.
I
47
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48
RT - 1:0 ReceMng the Ball (Trapping/Control)

Sole ollhe 1001: Stop the ball with toes pOinted up and receiveltrap it on the bottom of the foot. Do not stomp on the
ball, simply make your foot like an 'angled wedge" and the ball gets trapped inside both the foot and the ground.
Inside of the foot: When receiving a pass you should try to absorb the speed so it doesn't bounce away.
Beginning Receiving: Support leg holds body weight and the footIIeg receiving the ball moves with the ball once it touches
- being absorbed into the bocy for control.
IntenneliiateiAdvanC8li: Same as above, yet, as a ball arrives with speed you "cut-down" on the ball fast with the inside
ot the foot, this creates a backspin to keep the ball close to the body. This method is effective to control a fast pass.
Posture: When possible, players should step folW3J'd when the ball is approaching to get their body ahead of the ball as
it is received. This will prevent the ball from getting too far away, and it helps with balance when absorbing the ball.
Teaching Points: Players should keep their head/eyes moving up and down, left and right. This helps increase better ball
control and better awareness of other players on the field in the game. Players should learn what to do wnh the ball before
it is ever passed to them.
• "Control & Play'- Receive the ball but keep the game moving, don't stop the flow of the game.
• Encourage players to try different techniques and try not to give too many instructions.
Let players experiment.
• Encourage players to use both feet, but for young players let them build confidence with
their stronger foot.
• Players need repetitive touches on the ball to improve passing and receiving techniques.
• Try to incorporate leaming/drill, then game, learning/drill, then game to help players grow
confidence in skill.
Coaching Emphasis:The force of a pass is absorbed by placing the foot in alignment with the ball while
stepping forward w~h support leg. The ball is absorbed by carrying it backward or wedging it against the
ground with the sale of the foot. This helps with the 'First Touch" which should not bounce up or too far away
from the player receMng the ball.
-----,....--1Jir
49
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50
PT - 1:1 Basic Passing

Objective: Players learn the touch of good passing and receiving/controlling the ball.
Equipment: One soccer ball per 2 players.
Setup: Players pair up (groups of 2) with one ball and spread out around 3-5 yards.
Procedure: On the coach's signal players pass to each other back and forth. After players have passed for 2-3 minutes,
change passing to 10 yards then 20 yards, then progress to jogging around the field and passing.
Teaching Points/Phrases: (c: P1 & R1 Technique Card)
Variation:
, Restrict the playing area to create a more congested situation and players will need to be more aware of their
sunroundings (other players and passes). This should only be done as players get better at passing and moving
throughout the field. Example: 50' x 50' restricted space.
PT – 1:1 Diagram

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52
PT - 1:2 Shuttle Passing

Objective: Reinforce passing skills.
Equipment: One ball per group (groups of 3 or 4).
Setup: Divide players intD two groups of 3 or 4. Posnion tile groups 5 yards apart in asingle file line facing the otIler group.
Procedure: On the coach's signal the group witll tile ball starts the drill by passing the ball to first player in line from the
ofher group. After passing, tile player runs to tile end of tile line that they passed to.
, Players are to focus on good technique for accuracy of pass and tight control in receiving the pass.
, "Pass and follow": Pass and follow by getting in the otller line.
Variations:
, Vary the distance to change the force of the pass. Start groups 5 yards apart tIlen move tD 10 yards.
, Use "two-touch" at first tIlen change tD 'one-tDuch" if players are ready for it.
, Start at a leisurely pace, non-rushed. Then increase speed of run and passes.
, Have players try different passes with both feet (younger players should gain confidence in their strong foot ftrs~.
PT – 1:2 Diagram

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54
PT - 1:3 Numbers Passing

Objective: Learning to pass in a more game-like setting.

Equipment: One ball per group of 4 players.
Setup: DMde players into groups of 4. Assign each player a consecutive number dependant on the group size.
Example: 1-3, or 1-4. Use an unrestricted space to pass to each other, and then move to restricted space grids of
20 x 20 yards when players are successful.
Procedure: On the coach's signal, player "one" passes to player 'two', player "two" then passes to player "three"
continuing in sequence to the last player in the group. As players are passing or waiting to be passed to, they should be
moving to an 'open" area on the field.
• Emphasize the PI & RI techniques - good passing and receMng.
• "Communicate" let players know nyou are the next number, call it out if needed.
, "Anticipate": Try to get in position so the player with the ball can see you.
• "Create Space": Be aware of open spaces and allow open spaces for players receiving the ball.
• "Play to Feet": Play the ball to your target or into the space where your target will be - make it receivable.
• "Keep it Low": Keep the ball on the ground.
PT – 1:3 Diagram
Variations:
• Younger players may want
t.,
1D start by playing handball
1D get the idea, and then
move 1D using their feet.
• Mandatory 2 touch (control
and pass) then players n
successful with 21Duch
",
, '
, ~'
/:t
4
can move 1D l1Duch, S ,, , ""
• Keep track of how many ,, , , ,
successful passes are )'
made in a row, , , , , ' ' ,,
,
,
• Count backwards or coach //,/ '..a
calls out the next number 1D
pass 1D (for older players), <---------------
-----~...--1JiP
55
1
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56
RT - 1:1 Shuttle Passing (Part 2)

Objective: Reinforce receiving skills.
Equipment: One ball per group (groups of 3 or 4).
Setup: Divide players into two groups of 3 or 4. Position tile groups 5 yards apart in a single file line facing the other group.
Procedure: On the coach's signal the group witll tile ball starts the drill by passing the ball to first player in line from the
other group. After passing, tile player runs to tile end of tile line that they passed to.
, Players are to focus on good technique for tight control in receiving tile pass.
, "Keep it Tight': Receive the pass in such a way that it stays tighVclose to the body.
, Anything more than a half step to a step away from tile body is too far and players will probably lose
possession of the ball.
RT – 1:1 Diagram

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58
PG - 1:1 Soccer GoN

Objective: Learning to pass accurately while having fun.
Equipment: One ball per player, tIlree cones per hole (example: 9 holes = 27 cones), large playing area.
Setup: Divide players into groups of 2 or 3. Set-up your golf course with varying distances between the holes. The holes
should be set-up using 3 cones per hole: 1 for 'tee-off" area and 2 for tile hole/goal
Procedure: Have tile groups start at different holes to avoid long waiting time. On the coach's signal, the first player in
each group 'tees-off" (passes the balO. After tile first player in each group takes a shot, the next player goes. Players
continue play by attempting to reach each hole w~h the least amount of kicks possible.
Teaching Points/Phrasas:
, 'Work the Angles": Try to help players see how angles and strategy create a better result in tile game.
, Focus on tile accuracy element of passing.
Variations:
, Play in partners: One partner plays one hole and the otller partner plays tile second. Combine total score.
, Players can use their imaginations to pick tIleir own holes/goals (Examples: Goal post, tree trunk, soccer bag).
PG – 1:1 Diagram
2
3
1
9

WEEK TWO PRACTICE PLAN

Team Meeting
Warm-up
Skills & Drills
Skills & Drills
Skills & Drills
Skills & Drills
Mid-Practice Huddle
Post-Practice Huddle See topics to be covered after devotions.

Who is God? Teacher
Only the Lord gives wisdom. Knowledge and understanding comes from
him. Proverbs 2:6
Object needed: Cell phone

Coach:
› Review Scripture learning verse with players. Give players the
opportunity to say the verse with you a few times.
› Show your players your cell phone.
› Ask them if they know what it is.
› They will immediately answer “phone” or “cell phone”.
You’re right, it’s a cell phone. But it is more than just a phone. It stored different
sounds called ringtones that I can change. Did you know that there is a calendar,
camera and alarm clock? I can set it to vibrate and light up. It stores phone numbers
of people I know inside. It’s made of plastic and metal and runs on a battery. There
is more to this cell phone that what you may see at first. I gave you more knowledge
about this phone as I taught you about it.
The same is true about God. In our Scripture learning verse for this week, we
learn that only God gives true wisdom and knowledge. In many ways he is
a lot like your teacher at school. Your teachers know a lot about what they
are teaching you, and they give you that knowledge so you can learn it. All
knowledge comes from God and he teaches us His knowledge. God also wants
us to know him and live for him every day. One way He teaches us knowledge
and teaches us how to live is through the Bible.
Prayer
End your Team Huddle with a prayer in which you ask God to help your players
be open to learn more about Him this season.

If player kits were not available at the first practice:
· Car Magnet
· Award Poster (Take home and place on bedroom wall. This poster will
be used to collect the Award Stars.)
· Scripture Learning Card Holder (Magnetic place holder for Scripture
Learning Cards – apply to refrigerator)


› Distribute green sticker stars to players and practice 2 Scripture
Learning Cards.
› Encourage players to learn verse and practice the drill on the back of
the card.
If player items were distributed at previous practice:
Learning Cards.
the card.
3rd and 4th grades

Coach:
› Ask them if they know what it is.
› They will immediately answer “phone” or “cell phone”.
You’re right, it’s a cell phone. How many of you have used a cell phone before?
What some of you may not know is that it is more than just a phone. It stores
different sounds called ringtones that I can change. Did you know that there is
a calendar, camera and alarm clock? I can set it to vibrate and light up. It stores
phone numbers of people I know inside. It’s made of plastic and metal and runs
on a battery. There is more to this cell phone that what you may see at first. I
gave you more knowledge about this phone as I taught you about it.

The same is true about God. In our Scripture learning verse for this week,
we learn that only God gives true wisdom and knowledge. In many ways he
is a lot like your teacher at school. Your teachers know a lot about what the
subjects they are teaching you. They pass their knowledge to you so that you
can learn and know it too. All knowledge comes from God and he teaches us
his knowledge, similar to the way our teachers teach us. He also wants us to
know him and live for him every day. One way God teaches us about himself
and how to live for him is through the Bible.
Prayer
End your Team Huddle with a prayer in which you ask God to help your
players be open to learn more about Him this season.

· Car Magnet


Learning Cards.
the card.
Learning Cards.
the card.
5th and 6th grades

Coach:
› Ask players, “What is knowledge?” Allow players to answers.
› What are some ways we receive knowledge?
› Ask your players how many of them have used a cell phone or have
one of their own.
› Ask them what other functions a cell phone has other than a phone.
Cell phones have so many functions. You can change the ringtones to a
sound you like. They vibrate and light up. There is a calendar and alarm
clock. Many cell phones have a small camera in them. And some cell

phones allow you to access

the internet. They are made of
plastic and metal and operate
from a small battery. It stores
information of people we know.
There is so much more to a cell
phone than we originally see or
think of. You may have learned
a few things about it that you
may not have known before
because we shared information
we know. We all learned a little
bit more and received more
knowledge.
God also gives us knowledge.
In this week’s Scripture verse,
we learn that only God gives
true wisdom and knowledge.
In many ways he is a lot like
your teacher at school. Your
teachers are very educated in
the subjects they teach and they give the knowledge they have so you can
learn it and know it as well. God knows all there is to know about everything
and everyone. But in addition to having all knowledge he teaches us and
wants us to know him and live for him every day. One way he teaches us
is through his word, the Bible. In the next few weeks, we will be learning
how God teaches us, how he wants us know him, and wants us have a
relationship with him.

Prayer
End your Team Huddle with a prayer in which you thank God for being our
teacher. Also, thank God for giving you and your team the ability to learn
and to be wise. Close the prayer by asking God to help your players be open
to learn more about Him this season.

· Car Magnet


Learning Cards.
the card.
Learning Cards.
the card.

t\
Practice 3 - Shooting Level One

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68
ST -1:0 Shooting Techniques

How to "strike the ball" I shoot the ball

• Inside the Foot (push-pass): Use for accuracy shooting.
• Instep/Laces of the Foot: Use for power shooting.
• Keep your head down and over the ball when shooting, this will keep the ball from going too high.
Skill progression sequence

1. Teach players to "stJike the ball" while it is stationary to develop confidence.
2. Teach players to shoot with the ball in motion, while they take 2-3 steps to approach the ball and shoot.
3. Teach players to shoot the ball while they and the ball are in motion w~hout defensive pressure.
4. Teach players to shoot the ball while they and the ball are in motion with defensive pressure.
Shooting Accuracy: How to shoot the ball

• Aim for the corners of the goal when shooting.
• Concentrate on shooting the ball through the openings of defenders accurately.
• Far post: When players pertonm this shot they will aim for the post furthest from the ball and
strike the ball with power.
• Near post: Shooting the ball near post is done with a push-pass/accuracy type shot.
ST – 1:0 Diagram
[ INSTEP
OR LACES
› Players should always work on aiming for a “mental target”
within the goal, and not just shooting toward the goal.
› Confidence is critical to scoring. Build confidence in
players by encouraging them as they learn.
› It is very common for players to get excited when
attempting to score and take their eyes off the ball.
When they do this, they often miss strike the ball. [ INSIDE
OF FOOT
Encourage players to keep their eyes on the ball.
› Power is important, but power without accuracy is useless.
Emphasize accuracy so players become better at scoring.
› Place cones in the goal and have players knock them over for
extra points in a scrimmage or in a shooting game.

69
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ST - 1:1 Instep Shooting (Stationary)

Objective: Teach the posture and positioning of how tD shoot the ball.
Equipment: Create four stations, using 18 cones and four soccer balls (one per group of 2 players).
Setup: Using markers/cones, setup four grids that are 5 yards wide and 10 yards long, place two cones at the center of
each grid that are 3 yards apart (to be used as a two sided goal). Divide the team intD groups of two; position players on
the opposite lines facing their partner so they are across from each other.
Procedure: On the coach's signal, the player with the ball shoots the stationary ball through the largeVgoal. The ball
should make thru the largeVgoal where the partner will retrieve the ball and bring it back tD their line. Players should
continue shooting back and forth. As players are shooting, walk from grid to grid to give more detailed shooting tips and
encouragement to players as they practice.
, "Keep the Head Down": Players must position their bodies with their head down tD keeping them
from leaning back and lofting the ball.
, "Knee over the ball": Wnh the knee over the ball, it keeps the shot low tD the ground.
, "Strike n Clean": For players to "strikelhit" the ball clean, they must have their ankle locked,
toes painted down and a smooth clean swinging motion of the leg.
, Instep: Make sure players are making contact with the ball on the "Iaceslinstep" of their foot; it is the hardest part
ST – 1:1 Diagram
Teaching Points/Phrases (cont’d)

› No Toe Shots: Players should
avoid using the toe to shoot the
ball. This shot is not accurate
until players developed their
shooting skills and a lighter
touch on the ball.
Variations: goal goal goal goal

› Vary the distance players
shoot the ball (Set them up to
succeed and increase
confidence in shooting).
› Shorter distance for
younger players.
› Longer distance for older
more advanced players.

71
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72
Sf - 1:2 Instep Shoonng (wlMovement)

Objective: Learn the posture and pos~ioning of how to shoot the ball while moving.
Setup: Using markers/cones, setup four grids that are 5 yards wide and 10 yards long, place two cones at tile center of
each grid that are 3 yards apart (to be used as a two sided goal). Divide tile team into groups of two; position players on tile
oppos~e lines facing their partner so they are across from each other. Three yards outside the line where players shoot the
ball, place marker/cone to be the dribbling start point.
Procedure: On the coach's Signal, the player witil the ball will slowly dribble the ball up to tile line and then shoot the ball
through tile targeVgoal, to their partner on tile opposite side of tile grid (Similar to ST - 1: 1, but now players focus on
dribbling up to the line and shooting). The ball should make thru tile targeVgoal where the partner will retrieve the ball and
bring ~ back to their line. Players should continue shooting back and forth. /ls players are shooting, walk from grid to grid
to give more detailed shooting tips and encouragement to players as they practice.
Teaching PointslPhrases:
, "Keep the Head Down": Players must position tileir bodies with their head down to keeping them from leaning back
and lofting the ball.
, "Knee over the ball": With the knee over the ball, it keeps the shot low to the ground.
, "Strike ~ Clean": For players to 'strikeihit" the ball clean, they must have their ankle locked, toes pOinted down and a
smooth clean swinging motion of tile leg.
ST – 1:2 Diagram

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74
Sf - 1:3 Accuracy Shooting

Objective: Teach players accuracy and finishing when shooting w~h the inside of their foof.
Setup: Using markers/cones, setup four grids that are 5 yards wide and 8 yards long, place two cones at the center of
each grid that are 1 yard apart no be used as a two sided goaO. DMde the team into groups of two; position players on
the opposite lines facing their partner so they are across from each ofhe[ Three yards outside of the line where players
shoot the ball, place marker/cone to be the dribbling start point.
Procedure: On the coach's signal, the player with the ball will slowly dribble the ball up to the line and then shoof the
ball through the target/goal, to their partner on the opposite side of the grid (Similar to ST -1 :2, but now players focus
on accuracy and finishing when shooting). The ball should make thru the target/goal where the partner will retrieve the
ball and bring ~ back to their line. Players should continue shooting back and forth. As players are shooting, walk from
grid to grid to give more detailed shooting tips and encouragement to players as they practice.
, Emphasis is not on power but on accuracy; simply pushing the ball into the target/goal.
, "Push-It': To see a space in the goal and "push it'to the target. Many goals are made with this type of push pass
shot. Focus on the accuracy and aiming to hit the designated spot.
ST – 1:3 Diagram

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76
ST - 1:4 Breakaway Shooting

Objective: Increase player's confidence when shooting the ball under pressure and at game speed.
Equipment: Create two stations, using 6 markers/cones, two soccer balls and two goals
(can be made of additional markers/cones).
Setup: Place/create the goal on the end-line, place a marker/cone 5 yams in front of the goal, place a second marker/cone
30 yams from the goal, then place athim marker/cone 35 yams from the goal. Duplicate this setup for the other station.
Divide the team into two groups and assign them to one of the stations. Position player #1 at the marker/cone furthest
from the goal wnh a soccer ball, player #2 is posnioned at the next marker/cone.
Procedure: On the coach's signal, player #1 plays the ball to player #2. Player #2 dribbles at breakaway speed to shoot
on goal, while player #1 who just passed the ball tries to chase down player #2. Player #2 must shoot the ball before
reaching the thim marker/cone. After going through the drill players should collect the ball and go back to the staring
cone. Make sure players switch positions so that one time they are on offense and the next time on defense.
, "Focus": Make sure players work on staying focused; many goals are missed because players get too excited!
, "Keep Them at Your Back": It is important for the attacking player to keep the defender at their back and not at
their side. This will make it more difficult for the defensive player to take the ball.
, Dribble in stride using the instep and outside of the foot. They should not dribble with the inside of their foot only.
~ this is done they will look like a duck or penguin which will slow them down.
ST – 1:4 Diagram
Teaching Points/Phrases (confd)

> Players should be applying
what they have learned in the
previous shooting drills. They
will need to decide whether to ie ~
shoot with their instep for
power and speed or shoot
wnh the inside of the foot for
accuracy.
t .t> 4",.t>
-----~I't® ~> --
'-------
IBIlllAlAWAY DRlBBLE) .t>
>
~_
Variations:
> Make mini-games or contests
~.t> till>
by putting cones to knock I e ~

over in the goal. IB........YDRlBBLE) .t> ~_\_>
> Increase or decrease the -----~ ~>
distance from where players '------- /II >

can shoot to the goal.
------~...--1JiF
77
1
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78
SG - 1:1 Four Goal Shooting

Objective: Develop player's shooting skills through repetition.
Equipment: 12 mal1<erslcones 4 soccer balls and 4 pinnes.
Setup: Using four mal1<erslcones, create a grid that is 15 yards x 15 yards. Use two markerslcones placed two yards
apart to create a goal in the center of each side of the grid. Divide the team into two groups and assign each group two
goals to defend and two goals to attack. Clea~y communicate to the players on both teams which goals they defend and
which goals the score in.
Procedure: When you put the ball in play, players should attempt to win the ball. After gaining possession of the ball,
players should dlibble and pass to get in position to score. Play continues when a goal is scored or the ball is kicked out
of the grid by pulling another ball in play. You should have extra soccer balls close so when needed, you can immediately
put another one in play.
, Encourage players to try the different shooting techniques that they have wo~ on in practice. The more
repetition players can get on shooting techniques the more it will increase their ability to use them in an actual
game.
, "Finish-It": A goal scored by concentration, good fonn and a good touch.
, "GOOOOOO~': Have fun and yell when players make a great shot in the game!
, Remind player of the different things that have been wo~ on, but do not over coach, let them have fun!
SG – 1:1 Diagram

WEEK THREE PRACTICE PLAN

Team Meeting
Warm-up
Skills & Drills
Skills & Drills
Skills & Drills
Skills & Drills
Mid-Practice Huddle
Post-Practice Huddle

What does God do? Loves his students
God has poured out his love to fill our hearts. Romans 5:5(b).

Objects needed:
› Bottle filled with water
› An empty cup
Coach:

Let’s imagine that this empty cup is us, and this bottle of water is God and all of
his love. Today’s verse tells us that God pours out his love in our hearts. The Bible
also tells us that Christ’s love is greater than any person can ever know (Ephesians
3:19). So, if the water in this bottle is God’s love, is this how he pours it into us?
(Coach: Begin dripping water into the cup. Wait for players to respond that you are
not pouring water.) That’s right, to pour I would need to do this. (Pour the water
into the cup. If possible, allow the water to overflow out of the cup.)
That’s what God does. He loves us so much that he pours his love into us to fill our
hearts, which means he gives us all of his love, not just a small portion of it.
Prayer
End your Team Huddle with a prayer thanking God for pouring his love into
our hearts. Ask God to help players understand how much he loves each
of them.
3rd and 4th grades

Objects needed:
› An empty cup
Coach:
Let’s pretend that this empty cup is us, and this bottle of water is God and
all of his love. We’ve learned that God is our greatest teacher. In today’s
Scripture verse, it says that God pours out his love in our hearts. The Bible
also tells us that Christ’s love is greater than any person can ever know
(Ephesians 3:19). So, if the water in this bottle is God’s love, is this how he
pours it into us? (Coach: Begin dripping water into the cup. Wait for players
to respond that you are not pouring water.) That’s right, to pour I would
need to do this (Pour the water into the cup. If possible, allow the water to
overflow out of the cup.)
That’s what God does. He loves us so much that he pours his love into us
to fill our hearts, which means he gives us all of his love, not just a small
portion of it. What are some ways we can see God loves us? (Examples:
parents that love us and take care of us, through friends, etc.)
Prayer
of them.
5th and 6th grades

Objects needed:
› An empty cup
Coach:
I have an empty cup and a bottle of water. We’re going to say that the
empty cup represents us, and the bottle of water is God. The water inside
represents God’s love. Our verse today tells us that God pours out his love
in our hearts. Ephesians 3:19 tells us that Christ’s love is greater than any
person can ever know, meaning that it’s so big, that we can’t quite wrap
our heads around it. So, if the water in this bottle is God’s love, do you think
that this is how God pours his love into us? (Coach: Begin dripping water
into the cup. Wait for players to respond that you are not pouring water.)

You are right. What I am doing is not freely pouring in the water. Pouring
water looks like this.
We’ve learned that God is our greatest teacher. In today’s Scripture verse,
it says that God pours out his love in our hearts. The Bible also tells us that
Christ’s love is greater than any person can ever know (Ephesians 3:19).
So, if the water in this bottle is God’s love, is this how he pours it into us?
(Coach: Begin dripping water into the cup. Wait for players to respond that
you are not pouring water.) That’s right, to pour I would need to do this
(Pour the water into the cup. If possible, allow the water to overflow out
of the cup.)
This is how God loves us – completely to overflowing. He loves us so much
that he pours his love into us to fill our hearts, which means he gives us
all of his love, not just a small portion of it. There is nothing we can do to
change how much God loves us. What are some ways we can see God
loves us? (Examples: parents that love us and take care of us, through
friends, etc.)
Prayer
of them.

t\
Practice 4 - Defensive Tactics Level One

~
84
TO - 1: 0 Tactics - Defense
, Technique relates to skill development, where tactics relates to positioning and movement of
playersiteammates. This set of skill will focus on defensive team movement.
Defensive Do's and Don'IS:

, 00: When approaching the attaCking player, defenders should have a one foot slightly in front of the other
with the knees slightly bent. Players should be crouching low and be on the front part of their feet.
, 00: Be aware of ~ming the 'tackle' or winning the ball from the opponent at the right moment.
. This is done with a technique called "jockeying". Jockeying is done by dropping back as the attacker
dribbles the ball toward the defender and maintaining a defensive body posture. When jockeying, the
defender should "slant' the attacker wnh the ball in the particular direction they want them to go .
. 'Jockeying/Slanting" a player is patient defending; because many times defenders simply wan until the
attacker makes a bad touch on the ball to "win-it" from them. Being too aggressive and jumping into the
situation without thinking can result in a good attacker dribbling right past the defender
Defensive Do's and Don'ts: (confd)
> Do: Play "Iight-on-your-feet" so players can react quickly to the play in front of them.
> Do: Stay in the defensive position as much as possible, keeping the player w~h the ball in front of you
~he defende~.
> Do: Be aware of the whole field.

. Defenders need to be aware of passing lanes and the support players from the
opposing team to limit their options.
> Don't Cross the legs as defenders go side to side. Crossing the legs helps the attacker not the defender.
> Don't Approach the ball "flat" w~h both feet side by side and heels on the ground. This allows the attacker to
dribble around the defender much easier.
Overview:
The objective in defending is to keep good balance, be aware of yourtiming in "winning-the-ball" from an opponent
and to play defense in a clean but hard fought way.
-----~....--~
85
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86
TO - 1:1 Tactics - Defense: IIJockeying/Slanting n

Objective: Teach players good defending body posture.

Equipment: 4 markers/cones and one ball per two players.
Setup: W~h the 4 markers/cones create a 20 yard x 30 yard grid and divide the team into groups of two. The player with
the ball in each pair will line up on the end line of the grid w~h their partner feeing them in a defensive posture.
Procedure: On the coach's signal, the player w~h the ball should dribble slowly toward the defender. The defender
should begin "jockeying/slanting' the attacker. Once the defender "slants' the attacker to a particular point, the attacker
should dribble at an angle away from the defender. This will continue until the attacker reaches the ofher side of the grid,
then players switch positions as defender and attacker. This drill is designed to give defenders practice at
jockeying/slanting attackers; therefore, attackers should not dribble at game speed.
, Defenders should maintain a low center of gravity and a wide stance which helps to 'slant" the attacker.
, Defending in the slant position takes the power away from the attacker and shifts to defender. The defender can
actually dictate (based on their slanting) the direction the player w~h the ball can go.
, "Delay/Delay/Delay": A phrase that trains players to be patient and to simply drop back until the player w~h the
ball miss-touches-it and then the defender steps forward to win-the-ball from the attacker.
, "Slant': A word-image that helps/reminds players to be in the defensive posture and to guide the attacker in a
particular direction.
TD – 1:1 Diagram

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88
m - 1: 2 Taclics - Defense: Defensive Shape

Objective: Training players tD work as a team, by having defensive shape (positioning as a team).
Equipment: 10 markers/cones, pinnies for ~ of the team and one soccer ball.
Setup: With 6 markers/cones create a playing field grid (15 x 20 yards); with 4 markers/cones create two goals (2 yards wide)
on the end lines. Divide the team intD two equal groups and give one group the pinnies. Assign players to an attacking or
defending posnion on the field tD give them starting point.
Procedure: This is not meant tD be a time tD play soccer. Give possession of the ball to one player and have the defense adjust
tD the location of the ball. The attacking team moves the ball at walking speed (not game speed) to another teammate. The
defense should not attampt tD win the ball at this time; they should only be wor1<ing on positioning as a team. After moving the
ball 8-10 times, swnch possession of the balltD the other team.
(Example: Put the ball by the sideline area and move both offense and defensive players Iv recognize the 'shape' they sholJld
tJy Iv be in Iv defend the goal or Iv "win-the-ball' from the apponenO.
• Help players learn tD play soccer defensively.
• Teams should see that they need tD work as a team and support each other in playing smart soccer. They should be
wor1<ing hard but also working smart.
• 'High Pressure': When a team plays 'high pressure' defense they are trying tD "win-the-ball' from the opposing team as
fast as they can. They move quickly and often with more than one player on the ball.
• 'Low Pressure": When a team plays 'low pressure" defense they let the other team pass the ball around and they wait
for them to make a mistake then they go in to "win-the-ball'.
TD – 1:2 Diagram

t\
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90
m - 1:3 Tactics - Defense: Man to Man

Objective: Teach players to work as a team by defending in a man-on-man style.

Equipment 10 markers/cones, pinnies for half of the team and one soccer ball.
Setup: With 6 markers/cones create a playing field/grid (15 x 20 yards); w~h 4 markers/cones create two goals (2 yards wide)
on the end lines. Divide the team into two equal groups and give one group the pinnies and assign each player an opponent
to "mark/defend".
Procedure: Nl the ball is put into play, players will be in a 1 v1 situation in the midst of the scrimmage. Players practice man-
on-man defense and can only take the ball away from the player they have been assigned to mark/defend (Example: Only
Dl can "tack/Illwin-the-bal/' from 01 and D2 can only db this from 02).
, When pairing players to mark/defend put players of similar skill level togefher.
, 'Mark-up": A phrase to alert players to find the player they are "marking/defending" on the other team.
> 'Switch": Used by players to swap the player they are marking because of an advantage in relation to the ball.
> Teach players to talk to each other, helping each other by making sure they each have their player "marked".
TD – 1:3 Diagram

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92
TOG - 1:1 End of the Practice - Scrimmage

Objective: Have fun and allow players the opportunity to apply the defending techniques and tactics they have learned.
Equipment: 10 markers/cones, pinnies for ¥.. of the team and one soccer ball.
Setup: If afull field is not available, use 6 markers/cones create a playing field grid (15 x 20 yards); with 4 markers/cones
create two goals (2 yards wide) on the end lines. Divide the team into two equal groups and give one group the pinnies.
Get teams in position to play and briefly remind them to work on their defensive play.
Procedure: Start the scrimmage and let teams play for a while before making any comments or changes; give them a
chance to show what they have learned.
• Remember the emphasis is on defending.
• Review the different phrases from the tactics defending section.
• Encourage players to apply the techniques and tactics they have learned. This will increase the confidence level in
players as you reinforce their learning.
• Encourage player to talk to each other on the field.
TDG – 1:1 Diagram
Variations: .--j
, ~ players are not applying the different styles of
defense, try a point system by giving teams extra
points for doing well with man-an-man defense or
"delaying" a player in a 1 on 1 situation.
, Create sections of the sclimmage where they
on~ wor!< on "delaying" a player with the bailor
certain times where the on~ style of defense
PRACTICE
played is man-an-man.
f\
v I
HIGH PRESSURE TO I:i!

LOW PRESSURE -
MAN-ON-MAN - TO 1:3
93
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1
WEEK FOUR PRACTICE PLAN

Team Meeting
Warm-up
Skills & Drills
Skills & Drills
Skills & Drills
Skills & Drills
Mid-Practice Huddle

What does God want? Relationship
I will be their God and they will be my people. Hebrews 8:10(c)

Coach:
› Have the players form a large circle facing each other.
› Blindfold one volunteer to stand in the middle.

› Everyone standing in the circle will say “WORLD” over and over in a
normal voice (waiting a few seconds between each time they say it).
› Secretly pick one child on the circle to say “GOD” over and over.
› The object is for the blindfolded child in the middle to listen very
carefully to hear who is saying “GOD” and either point to or go up to
that player.
› That player is blindfolded and goes to the center as you secretly pick
another child in the circle to say “GOD” over and over.
› Continue play as time permits.
› You can also choose other word combinations for the players to say
such as “MONEY” and “JESUS”, or “WORRY” and “PEACE.”
Let’s sit down and look at our Scripture verse for this week. Our verse is
Hebrews 8:10c, “I will be their God and they will be my people.” God wants
to have a relationship with us. We all have relationships – with our parents,
brothers and sisters, friends, other family members.
Imagine that you never saw or spoke to one of your friends at school. You
would not be very close to that person because you didn’t have a good
relationship with him or her. To have a good relationship with someone you
have to spend time with them and get to know them. It’s the same way with
God. The game we just played showed us how sometimes it can be hard to
hear God. But the more we get to know him, the easier it is to hear him.
In the next few practices, we get the opportunity to know who God is so that
we can have a very special relationship with him.

Prayer
Close your time together with a prayer thanking God for the opportunity to get
to know him during the Team Huddles. Ask God to help the players understand
that we all belong to him and need a special relationship with him.
3rd and 4th grades

Coach:
› The object is for the blindfolded child in the middle to listen very carefully
to hear who is saying “GOD” and either point to or go up to that player.

Let’s sit down and look at our Scripture verse for this week. Our verse is
Hebrews 8:10c, “I will be their God and they will be my people.” God wants
to have a relationship with us. We all have relationships – with our parents,
siblings, friends, other family members.
Imagine that you never saw or spoke to your best friend at school. You
would not be very good friends with him/her because you wouldn’t have a
good relationship with him/her. To have a good relationship with someone
you have to spend time with them and get to know them. It’s the same
way with God. The game we just played showed us how sometimes it can
be hard to hear God. But the more we get to know him, the easier it is to
hear him. What are some ways you can get to know God better? (listen for
responses such as “pray”, “reading the Bible”, “going to church.”)
In the next few practices, we get the opportunity to know who God is so that
we can have a very special relationship with him.
Prayer
that we all belong to him and need a special relationship with him.

5th and 6th grades

Coach:
› As this activity begins, have the people in the circle take slow steps to
their right throughout the activity.
› The object is for the blindfolded child in the middle to listen very
carefully to hear who is saying “GOD” and point to that player each
time they hear them say “GOD”.
› The moving circle will add an element of difficulty as the voice will
constantly be moving.

Our verse today tells us that God says that we are his people. God wants
a relationship with us. What are some things we do to have a good
relationship with our good friends? (Examples: talk with them, hang out with
them, etc.) So we can all agree that in order to have a good relationship
with someone, we need to spend time with them? What would happen if we
stopped spending time with and speaking to our best friend? (Allow players
to respond) Over time, you wouldn’t be as close of friends.
It’s the same in our relationship with God. We have to spend time with him to
grow our relationship with him. Sometimes it’s really hard to hear what God
is trying to say to us or know what he wants us to do. But the more time we
spend with him in prayer and reading the Bible, the easier it is to hear him.
Prayer
that we all belong to him and need a special relationship with him

t\
Practice 5 - Tactics Offense Level One

~
100
TO -1:0 Tactics Offense

> Technique relates to skill development, where tactics relates to positioning and movement of
playersiteammates. This set of skills will focus on offensive team movements.
> Offensive tactics are important because they teach players where/how to move without the ball. Often the
player wnhout the ball plays a more important role in a play than the attacker with the ball. This is because
the player without the ball is needed to move to an open space for support of the player wnh the ball and to
create opportunities for the team to score.
> Some examples of Tactics for Oftense are:

• KWlI Pass: The most basic of combination plays in soccer. This is executed as a give-and-go wnh two attackers
against a single defender.
· Overlap: When a player runs forward to the left or right ftank to become part of the attack.
· Diagonal Run: Is simply running diagonally 1Imard the goal rather than straight at n. This tactk: can create open
spacing to allow additional runs to occur and draw defenders away from the ball.
Notes

t\
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102
TO - 1:1 Tactics- Offense: General Soccer Re-starts

Objective: Teach players the general rules/guidelines for playing soccer.

Equipment: A ball, pinnies for half of the team, lines on a field (or use markers/cones)
Setup: Divide players inID two equal groups and give one group the pinnies; setup will change with each scenano.
Procedure: Assign one learn to offense and the other to defense, put players inID positions and cover each of the resIart siluations
bekm, ensunng each player underslands their role. As time allows, have players put the ball in play using each method.
> Kickoffs: A kick-oil is taken from the center circle at the start of each ha~, and after a goal is scored.
> The team kicking 011 may have players in the center Circle, but the opposing team must stay out of the center
circle and be on their side of the field until the ball is kicked. When the ball is kicked, it must go forwand and must
touch another oIIensive or defensive player before the initial kicker touches the ball again.
> Out-of-Bounds Restar1B: In soccer the entire ball must go out-of-bounds to be out of play. ~ part of the ball is still
on or touching the line, the ball is considered still in play.
. Corner Kicks: When the ball goes over the goalline/'end-line" after the defending team kicks it, the ball is
placed on the comer of the field on the side it went out-of-bounds. The attaCking team kicks the ball in play and
the defensive team must stand at least 5 yands away from the kicker.
. Goal Kicks: When the attacking team kicks the ball over the "end-line" the ball is put back into play by a goal
kick taken by the defending team. The ball is placed on the "end-line" 5 yards from the goal on the side of the
field it went out-of-bounds. The defensive team must stand at least 10 yards away from the kicker.
TO – 1:1 Diagram
Out-iJl-Bounds Restarls (continued)

. 1/Jrow-ins: When the ball goes complete~ CNer the
touch line/side line, the ball is put back into play from
the team who did not touch the ball last. The player
CORNER KICK
throwing the ball back into play must have both
hands on the ball; the ball must be brought CNer the
head and released from the hands without the
player's feet leaving the ground. The defensMl player
must be at least 2 yards away from the thrower. ~15 GOAL lJNElENOlJNE
Teaching PointsJPhrases: ~~
, Players should take their time when taking kicks
and emphasize good technique in each restart. i~
• Supporting players should work to get to an open

area or to a clear passing lane.
~
103
----------....- 1fiP
1
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104
TO - 1:2 Tactics - Offense: Offensive Shape

Objective: Teach players offensive "shapes" to provide support to a teammate with the ball.
Equipment: 8 marKers/cones and 2 soccer balls.
Setup: Setup a grid that is 5 yards x 5 yards. Divide the team into two groups of four.
• Triangle: Position 3 players on three of the four corners. Position the fourth player of each group in the middle of the
square as a "shadow defender".
• Diamond: Position the 4 players on each of the corners of the diamond.
Procedure:
• Triangle: On the coach's signal, players psss the ball from comer to comer. After the ball is passed, the players on the
marKers/cones move to support the player who now possesses the ball and keep the tr1angle shape. The "shadow
defender' is psssive on defense by only moving toward the player with the ball. The shadow defender should not attempt
to kickltake the ball away at this time. Change players to be the shadow defender fNery 60-90 seconds.
• Diamond: In the diamond shape, players practice keeping the shape, while passing the ball to one another. The
shape of a diamond provides good width and depth so a team has good spacing/shape.
• "Width, Depth & Support": Players need to learn different terms/concepts to play better as a team
• W'JdtI7: Players spread out giving more space from side-to-side, trying to reach from sideline to sideline.
· Depth: Players spread out gi~ng more space from front-to-back, trying to reach from goal to goal.
· Support Players move to a posnion where they can receive the ball, supporting the teammate with the ball.
TO – 1:2 Diagram
Variations:
, If players are having
difficulty learning this
concept while using their TIIIANllLB 9IIPPIIII'I>BII
t; 1
feet to pass, have players
pass and catch with their
hands to learn the concept
then move back to playing
91f------>~
(~ . i
regular soccer.
, When players have a good
,,
,
' ........
,
comprehension of this skill,
9 ~( m ~9
IIAMIIND ~PIJIITI5IIAPE
remove the markers/cones
__
to help them visualize how
the shape will look in a

game snuation.
--------..--17F
105
1
t\
~
106
Objocllwl: Teach p~ms h... 1o execute nms and oombination passes.

EfJIipmont 12 markBrlVoones and four"",," bao ~ per lIw players).
setup: DMde the 1eam OTto grnu!" of lIw and c_ ooe stalioo fa' each group of lIw. Each run/combination is different, see descnplioo and diagram.
• WiJII Pass: Place three markBrlVoones in astraight line with 2 yards between 0lI1J marker!oone.
• DMIt/ap: Use tI"", markers/cones.lhe first lIw are used as starling points fa' players and the IhOd ";11 represent a defender.
• IJoubIe-I'ass: Use Ih,"" markllslcoo,",. Ihe first lIw are used as slarlng points fa' players and the Ihilll will represent adelander.
• IJiagalalIiIII: Use Ih"" markllslcoo,",. the first lIw are used as sIarIng points for p~rs and the Ihilll.,;n represent the Iarget for p~r B10 run to.
Pnlc8d1l8: Seo TO - 1: 0Tactics - Offense fa' delei. 00 the beklW runs and com~nalioos:
• WiJII Pass: Player A passes Iho ballo player BthIoogh Iho first set of markBrlVOOnes, after the pass player A moyos 10 Iho _"g ., Iho next set
of markllsl""", 10 I'OCOMl the retum pass fim1 player B. Player B's pass s",u~ be a ooe touch, but p~ can oontrol the bal quickly and Ihoo
pass ,.
• DMIt/ap: Player A passes Iho ballo player B, afIlr Iho pass, p~r A makes a run around p~r B10 creaIe space and 10 gNa player BlIw opli"".
Once player A has run around p~r B; player Bhas lIw options: 1: Dnbble into the new space player A creaIed by running out of ,. 2: Player Bcan
pass the ball back 10 player AwiIXl is running doY.fl the fi~ 10 go 10 goeJ or pass the bal., front of Iho goeJ "crossing-Iho-bal".
• IJoubIe-I'ass: Player A passes Ihe bal back ~ from Iho gool) 10 player B, afIlr Iho pass, p~r A make • run in the <WlSite direclioo (aIo.,g
Iheir run around) so Ihat p~r Bcan pass Iho bal forward OTto the qJen space. Th. pass is. good break-away Ijpe pl~ as Iho p~rs ""'" Iho
ball_ bying 10 score. goal.
• DiagooaJ l1li/:f<l Player A• dnbbling Iho bal, player Bruns into an qJen space making. diagonal run 10 I'OCONa the bal fim1 player A.
TlIIIChlng PoInlBlPhrases:
• "Ttme-yrur-l/uns": f<l players loam hM 10 do runs and oomblnalkms, ~ wilileam hM 10 "tlme-thelr-run" .llmng • an Impll1ant pan of
.".,.,.,;jng a run or oomblnallon, and p~rs need 10 understand thellh~ s",u~n't get 10 • specllc space 100 early or 100 1aIB.
TO – 1:3 Diagram
Teachilg PoinlBlPhrases (cllIIlillJOd)

> "Keep-it-5imple"; As players
_OIl an un_ding for
~~" i :f~
paying as a ream, R~ Imporlanltn
remind thom tn "koop-R-slmplo" '"
th.,. got bettor as a ream.
~? ' CE "
> "kIticipatB"; ~ayors need tn be
trained tn Itjnk on thollold, and
should always be askng quosllons
Ilke:"~ my ream Ills tho ball,
whore should I move tn suppal my
t
reammoto with a passing opIion cr
~ ~
DIAGONAL RUN
who can I pass tn thot Is In an open
IIIU........
~'<f~ '
orea? ThInk ahead tn tho rex!
'>-".
move cr seeing a play _OIl Is
k"Itn tactical play.

Yarialions:
> As players grasp tho corcopl of ------- -------~ ~~------~
runs aoo combinations, remove the
markerstcones to them a more
A'Vt~
gamolike_
107
-----~...--~
1
t\
~
108
TO - 1: 4 Tactics - Offense: Free Kicks

Objective: Teach pl~ams how to score 011 of set plays.

Equipment One goal, one soccer ball and pinnies for l> the team
Setup: Using half of afull field, assign one team to offense and the other to delanse. Place the ball somewhere on the field to create
a free kick situation.
Procedure: Free kicks are awarded to ateam that was fouled or after a hand ball. There are two 1)fJes of free kicks: Direct and Indirect.
DirectKiclc: The kicker can score directly wilhoutthe ball fouching another player before enlenng the goal.IndinJctKiclc: The ball must
be touched by another player before a goal is scored. Setup a free kick s.uation by arranging players in anac~ng and delansive
positions. On the coech's signal, players begin m(1/jng to open areas on the field to receive the ball from the free ~ck. After a 2-3
repet~ons, teams roIate offensive and delanslve responslblliHes.
Teaching PointslPh....s:
, "Support"; Players run to an open area so that the kicker has someone to pass to. They also need to recognize what an open
passing lane looks like.
, "MoIiement-dT-the-BalJ"; Players need to undersland that their "movement-ctf-the-ball" is important.
• ~ they move into open areas that allow them to receive a pass from the kicker that is good movement
· Teams that do nof move into open areas that allow them to receive a pass from the kicker, will allen lose possesskln of the ball.
· Good offense requires good "movement-ctf-the-ball" to keep the team in scoring postlon.
TO – 1:4 Diagram
Variations:
Practice other set plays; possibilities
could include:
› Corner Kick: Is awarded to the
attacking team when the
defending team kicks the ball
out-of-bounds over their goal line
or the defensive player touches
the ball inside the shooting arc.
› Kickoffs: A kick-off is taken from
the center circle at the start of
each half, and after a goal is
scored.
› Goal Kicks: When the attacking
team kicks the ball over the
“end-line” the ball is put back
into play by a goal kick taken by direct kick indirect kick corner kick
the defending team. The ball is
placed on the “end-line” 5 yards
from the goal on the side of the

field it went out-of-bounds.
› Throw-ins: When the ball goes
109
completely over the touch line/side line, the ball is put back into play from the team who did not touch the ball last.
t\
~
110
TOG - 1: 1 Tactics - Offense: Handball

Objective: Reinforce tactical moves-off-the-ball.

Equipment 8 markers/cones. pinnies for J> the team. one soccer ball.
Selup: Create a grid 20 yards x 30 yards with two goals (2 mar1<ers/cones should be used for each goaQ, dMde the team info two
equal groups, give one group the pinnies and assign each team a goaV"end zone".
Procedure: Give possession of the ball to one of the teams to slartthe game. The player with the ball passes to ateammale to move
the ball up the field. Players only use their hands to pass and receive the ball. Because there is no dribbling, the only W"'f to move
the ball is by passing to a teammale. After receMng the ball players can only take a total of 3 slaps. If a pass is dropped or
interceptedibroken up by a defender. the possession of the ball changes to the defending team. To score teams must pass over their
goallinel"end zone".
Teaching PolnlslPhrases:
, Players should be moving to open spaces to keep possession of the ball. Encourage them to use a wall pass or overlaps to gel
open. They should also move info the triangle support positions, so players with the ball have alleast two pas~ng options.
, If one team ~ struggling to score, swilI:h a few players around to make the teams more equal.
, "Pas!HJnd-Mo ..": Players must learn the rhythm of passing the ball and moving so you can possibly receive the ball again!
provide support to their teammates who have the ball .
• "WafJ;/Jing": Players should be encoureged to NOT be caught "waIching", they ~mply walch what is going on around them-
they need to gel in the game mentally and physically so the team plays stronger.
TOG – 1:1 Diagram

WEEK FIVE PRACTICE PLAN

Team Meeting
Warm-up
Skills & Drills
Skills & Drills
Skills & Drills
Skills & Drills
Mid-Practice Huddle

How does God see me? Disobedient Student
All people have sinned and are not good enough for God’s glory
Romans 3:23

Coach:
› Gather your players to play a game Duck, Duck, Goose.
› It is important for you or your assistant coach to play as well

› As a player who is “it” goes around the outside of the circle tapping
players other than you, stand up and run after the person even if they
didn’t pick you. Also, you can stay seated if he/she does pick you.
› The point is that you need to deliberately break the rules and make it
obvious that you are not obeying.
› It won’t take long for the players to notice that you are not following
the rules.
What did I do during the game? Why was it wrong for me to not obey
the rules?
Each one of us break the rules and disobey God at some point, no matter
how hard we try not to. We do this when we say wrong things, do wrong
things, or even think wrong thoughts. The Bible calls this sin, and it is what
keeps us separated from God. We have been talking in our Team Huddles
that God is like our teacher that knows everything. When he sees us, he
sees a student that does not obey the rules because we have sin in our
lives. God wants a relationship with us, but first we have to realize that you
disobey him by breaking his rules. Over the next couple of weeks we will
keep talking about having a relationship with God.
Prayer
Close your Team Huddle with a prayer in which you admit that we have all
disobeyed God. Provide a time in which your players can silently tell God
what they’ve done wrong. After a few moments of silence, close the prayer
by saying amen.
3rd and 4th grades

Coach:
› Gather your players to play a game of Red Light, Green Light.

› To play, players form a line shoulder to shoulder, with one person

(caller) in front of the line about 20 feet away with their back turned
to the other players.
› The caller will then say “Green Light” and all players in line will run
towards the caller.
› However, when the caller says “Red Light” and turns around,
everyone must freeze.
› If he/she catches another player moving, that person is out.
› The key to this activity is that you and/or your assistant coach must
participate as one trying to reach the caller.
› As you participate think of ways to deliberately break the rules, from
continuing to move after “red light” is called to hindering others from
getting to the caller. Make it obvious that you are not obeying the rules.
the rules.
Who noticed what was wrong with the way I was playing the game?
Why was it wrong for me not to obey the rules of the game?
The truth is that we all break the rules and disobey God, no matter how
hard we try not to. We do this when we say wrong things, do wrong things,
or even think wrong thoughts. The Bible calls this sin, and it is what keeps
us separated from God. We have been talking in our Team Huddles that
God is like a teacher that knows everything. When he sees us, he sees a
student that does not obey the rules because we have sin in our lives. God
wants a relationship with us, but first we have to realize that you disobey
him by breaking his rules. Over the next couple of weeks we will keep
talking about having a relationship with God.

Prayer
by saying amen.
5th and 6th grades

Coach:
› Gather your players to play a game of Red Light, Green Light.
› To play, players form a line shoulder to shoulder, with one person
(caller) in front of the line about 20 feet away with their back turned
to the other players.
› The caller will then say “Green Light” and all players in line will run
towards the caller.
› However, when the caller says “Red Light” and turns around,
everyone must freeze.
› If he/she catches another player moving, that person is out.
› The key to this activity is that you and/or your assistant coach must
participate as one trying to reach the caller.
› As you participate think of ways to deliberately break the rules, from
continuing to move after “red light” is called to hindering others from
getting to the caller. Make it obvious that you are not obeying the rules.
the rules.

Did anyone have a problem with the way I played the game? Why?
Why is cheating and breaking the rules wrong?
At some point, all of us break the rules or disobey, despite how hard we
may try not to. Whether it’s at home, at school, church, or with our friends,
there are time when we say wrong things, do wrong things, or even think
wrong thoughts. The Bible calls this sin. Sin is what keeps us separated
from God. Sin keeps us separated from God because God is perfect and
cannot be around sin.
We have been talking in our Team Huddles that God is like a teacher
and also has all knowledge. When God sees us, he sees a student that
constantly does not obey the rules because we have sin in our lives.
Because God loves us so much, he wants a relationship with us, but first
we have to realize that we have sinned and disobeyed him by breaking his
rules. Over the next couple of weeks we will keep talking about having a
relationship with God.
Prayer
by saying amen.

WEEK SIX PRACTICE PLAN

Team Meeting
Warm-up
Skills & Drills
Skills & Drills
Skills & Drills
Skills & Drills
Mid-Practice Huddle
Practice 6 - Dribbling Level Two

Review dribbling level one drills with players and implement level two skills
as appropriate for player skill level. Level two skills are found on the Coach
DVD and on the Upward website.

Who is Jesus? Friend taking punishment
God sent him [Jesus] to die in our place to take away our sins.
Romans 3:25(a)
Coach:

We’re going to use our imaginations today. I want everyone to imagine that
you are talking to your best friend in class while your teacher is trying to
teach. The teacher catches you talking and does not give you a warning –
you’re about to get in trouble. Just before the teacher tells you what your
punishment is, your best friend tells the teacher that he wants to take that
punishment instead of you because he is your best friend and does not
want to see you in trouble. How amazing of a friend would that be? If that
were my friend, he would be a friend for life! That is exactly what Jesus
did for us.
In last week’s Team Huddle, we learned that all of us have done wrong
things that are not pleasing to God. Who remembers what this is called?
(Listen for someone to say “sin”) Since we have all sinned, we deserve to
be punished by God. But, in today’s verse, we learn that God sent his son
Jesus to die in our place to take away our sin. He died for all of the bad
things that we have done in the past or will ever do in the future so that
we wouldn’t have to. But the amazing part of the story is that Jesus came
back to life from being dead! He took our place by taking the punishment
that we deserved.
Prayer
Close your Team Huddle by leading your players in a prayer thanking God
for sending Jesus to take our punishment for all the bad things that we
do. Ask God to continue to teach your players more about who Jesus is in
the Team Huddles.

3rd and 4th grades

Coach:
Imagine for a moment that you are sitting in one of your classes at school.
You lean over to ask someone to pass a note to a friend of yours across
the room and just as your begin to whisper, your teacher turns around.
You’ve been caught. Your teacher is not going to give you a warning and
you know you are about to get in trouble. Your teacher begins to tell you
what your punishment is going to be, but before she can say anything, your
best friend who is across the room tells the teacher that he wants to take
your punishment because he is your best friend and does not want to see
you in trouble. That would be an amazing friend! By doing that, your friend
really shows how much they really care about you. If he was my friend, they
would be a friend for life. Well, Jesus has done this for us.
In last week’s Team Huddle, we talked about how we have all done wrong
things that are not pleasing to God. Who remembers what this is called?
(Listen for “sin”) Because we have sinned, we deserve to be punished by
God. The punishment we deserve is to be separated from God for forever.
But, our Scripture learning verse for today tells us that God sent Jesus to
die in our place to take away our sins. Jesus died for each one of the sins
we have done in the past or will ever do in the future, so we don’t have to
be separated from God for eternity. But the amazing part of the story is that
Jesus came back to life from being dead! He took our place by taking the
punishment that we deserved.
This is an example of how God has given us grace. Because of how much he
loves us, he gave us the gift of Jesus even though we didn’t deserve it.

Prayer
for sending Jesus to take our punishment for all the sin that we do. Ask
God to continue to teach your players more about who Jesus is in the
Team Huddles.
5th and 6th grades

Coach:
Imagine for a moment that you are at school. It’s in between classes and
while you only have a couple of minutes to get to your next class, you
decided to walk with a friend to the opposite side of the school because
they have a really exciting story to tell you. The bell rings right after your
friend goes into her classroom and you try and hurry to get to your class.
You walk into the room right after the bell rings and everyone is looking
at you because you’re the last one in. Right before you get to your seat
your teacher turns around and sees that you’re late. You sit down, ready to
hear your punishment. But before your teacher says anything, a friend you
share that class with speaks up. He tells your teacher that he will take your
punishment. That would be an amazing friend! By doing that, your friend
really shows how much they really care about you. If he was my friend, they
would be a friend for life. Well, Jesus has done this for us.
In last week’s Team Huddle, we talked about how we have all done wrong
things that are not pleasing to God; we called this sin. Because we have
sinned, we deserve to be punished by God. The punishment we deserve is
to be separated from God for forever. But, our Scripture learning verse for
today tells us that God sent Jesus to die in our place to take away our sins.

Jesus died for each one of the sins we have done in the past or will ever
do in the future, so we don’t have to be separated from God for eternity.
But the amazing part of the story is that Jesus came back to life from being
dead! He took our place by taking the punishment that we deserved. This
is an example of how God has given us grace – he has given us a gift that
we in no way deserve and can in no way pay back.
Prayer
for sending Jesus to take our punishment for all the sin that we do. Ask
God to continue to teach your players more about who Jesus is in the
Team Huddles.

WEEK SEVEN PRACTICE PLAN

Team Meeting
Warm-up
Skills & Drills
Skills & Drills
Skills & Drills
Skills & Drills
Mid-Practice Huddle
Post-Practice Huddle See Page 126 for Practice 7 Post-Practice Huddle
Practice 7 Passing Level Two

Review passing level one drills with players and implement level two skills

How do I begin a relationship with God?
Gospel Presentation
If you declare with your mouth ‘Jesus is Lord’, and if you believe in
your heart that God raised Jesus from death, then you will be saved.
Romans 10:9

K5 through 6th grades

Object needed:
› Make sure you have the Gospel tool (multi-colored bracelet).
This season we have been talking about how:

1. God loves us
2. God wants to have a relationship with us
3. We have sin in our life and that keeps us separated from God
4. God loves us so much that he sent his son Jesus to die for us so
that we can choose to have a relationship with him
Today we’re going to talk about how we can begin that relationship.
(Pass out Gospel Tool – bracelet)
Let’s all put our bracelet on. What do these colors remind you of? (Listen
for someone to mention the Upward Stars) We are going to use this bracelet
to talk about how the Upward Stars can help us remember how we can
have a relationship with Jesus.
Let’s begin with the color BLUE. Who remembers what our blue stars
is for? (Listen for ‘effort’) That’s right – the blue star is for effort and we
receive it for giving our very best during our game. In our life we try and give
our very best effort, but we all say and do wrong things. Who remembers
what this is called? (Listen for ‘sin’) That’s right - sin. Now can someone
tell me who has sinned? (Listen for ‘everyone has sinned’) That’s right.
The Bible says that, “All have sinned and fall short of the glory of God.”
(Romans 3:23).

The next color on our bracelet is GOLD. What does the gold star stand
for? (Listen for ‘sportsmanship’) Yes, the gold star is for sportsmanship.
God’s grace is the perfect example of sportsmanship. This season we
talked about how God has shown us grace by sending Jesus, his son, to
die on the cross for us, even though we don’t deserve it. Because Jesus
died for us, he has taken away our sins. The Bible says in John 3:16, “God
so loved the world that he gave his one and only Son, that whoever believes
in him shall not perish but have eternal life.” The Bible tells us that we have
to believe that Jesus died on the cross for our sins. So what did Jesus do
for us? (Listen for ‘Died on the cross for our sins’)
What’s the next color on our bracelet? GRAY. We get the gray star for the
great offense we play during our game. The best offense in our life is to ask
Jesus into our heart. We must ask God to forgive us for the things we say
and do and think that are wrong, and we must believe that Jesus is alive.
In Romans, the Bible tells us, “If you confess with your mouth, ‘Jesus is
Lord,’ and believe in your heart that God raised him from the dead, you will
be saved.” What must we ask God to do? (Listen for something similar to
‘Forgive us of our sins or all the things we’ve done wrong’)
The next color is RED. The red star stands for defense. Jesus loves us so
much that he stood in our defense by dying for our sins. Because of this,
we need to repent of our sins. To repent means to turn away from our sin
and run to God. The Bible says, “Repent, then, and turn to God, so that your
sins may be wiped out, that times of refreshing may come from the Lord”
(Acts 3:19). So, how do we repent of our sins? (Listen for something like
‘We turn away from our sins and live for God.)
What does the WHITE star stand for? (Listen for ‘Christlikeness’ or ‘To be
like Christ’) That’s right,Christlikeness We are like Christ when we try to live
as Jesus lived and allow him to live through us. In Galatians, the Bible tells
us,“I have been crucified with Christ and I no longer live, but Christ lives in
me.”So as others see our lives, they should be able to see Jesus in us.

The last color on our bracelet is GREEN. Each week during practice we
receive a green star that stands for the Scripture we have been learning.
By learning Scripture, we come to know more about God and he teaches
us how to grow in our relationship with him.
So how do we begin this relationship with Jesus and become a part of
God’s family? To be in God’s family, we need to understand that we have
sinned. Than we must believe that Jesus took the punishment for our sins
when he died on the cross and God raised him from the dead. We need to
ask His forgiveness and then turn away from our sin.
If you are ready to place your faith in Jesus, you can talk with your parents
or one of your coaches. There are no exact words that can place you in
God’s family – only your faith in Jesus can do that. But a prayer will start
that relationship.
Wear your bracelet so that every time you see it, you can remember what
Jesus has done for you.
Coach:
Here are some more tips to keep in mind as you talk individually with a child
who has further questions about what it means to be a Christian:
› Ask the child if they understand what they have to do in order to
become a Christian.
› If that answer is yes, ask them to explain to you what it means. Listen
for them to say that they have sinned; they believe that Jesus took
their place, and that they want to ask forgiveness.
› If the answer is no, ask the child to tell you what part was unclear.
› Always keep parents informed on questions a child may have and
encourage them to talk further with the child at home.

› If parents are uncomfortable with leading a child to Christ,

be prepared to do this yourself. If you sense that there is an
understanding of this message, encourage the child to tell God in
prayer the things that they told you (they are a sinner, they believe
Jesus died on the cross for them, they want to be forgiven).
› If a child in uncomfortable or unsure how to pray, offer to lead them
in the sample prayer found on their Upward Gospel Magnet: “Dear
Jesus, I know I am a sinner and I need a savior. I believe you took my
place and died on the cross for my sins. I ask that you please forgive
me and I repent from my sins. Come into my life and help me to allow
you to live through me. I love you, Jesus. Thank you for loving me
first. Amen.”
› After the child prays, pray for him or her, thanking God that a new
person is in His family.
› Distribute Upward Gospel Magnet to players.
· Explain the center cut out that fits around their
Scripture Learning Card Holder.
· Explain that this magnet shares the Gospel message that was
shared during the Team Huddle.
› Be available for any players or parents who may have specific
questions about what it means to begin a relationship with Jesus.
› If a player makes the decision to begin a relationship with Jesus,
notify your League Direction.

WEEK EIGHT PRACTICE PLAN

Team Meeting
Warm-up
Skills & Drills
Skills & Drills
Skills & Drills
Skills & Drills
Mid-Practice Huddle
Practice 8 Shooting Level Two

Review passing level one drills with players and implement level two skills

How do I build a relationship with God?
Study
So we must be more careful to follow what we were taught. Then we
will not be pulled away from the truth. Hebrews 2:1
Object needed: popcorn (popped) or small pieces of crumpled paper

Activity for K5 through 6th grades

Coach:
› First, divide your players equally and have them stand in two lines,
facing each other, about 10 feet apart.
› Each child will need to be facing another child.
› They will be tossing either a piece of popcorn or a small piece of paper
rolled into a ball back and forth to the person across from them.
› If you have an odd number of players, one of the coaches can partner
with them or they can count the number of successful catches.
› Give all the children in the first row, called row “A”, a piece of
popcorn or paper, and tell them that on your signal, they will toss it
10 feet across to the person directly facing them in row “B”.
› Tell the kids that the popcorn or paper in this activity represents our
relationship with God. Give the signal and have the children toss the
popcorn/paper.
› Many of the tosses will fall short since the children are so far apart.
› Make sure each child in row “B” has a piece of popcorn or paper.
Each player in row “B” will take one-step towards row “A”. Then on
your signal, have them toss it again. Do this several more times, each
time taking one-step closer until the two rows are together. Once
together, the children can simply drop the item into the hands of the
other child, resulting in no misses.

Coach:

The relationship we have with God is like the game we just played. When
we were far away from our partner, it was harder to catch the popcorn/
paper. It’s the same with God. When we’re not learning about God and
getting to know him better, it’s really hard to have a relationship with him.
But when we are learning about God and getting to know him, it’s easier to
have a strong relationship with him.
Our Scripture verse for this week tells us. “So we must be more careful
to follow what we were taught. Then we will not be pulled away from the
truth.” A few ways to stay close with God and follow his teachings are to
talk to God by praying, reading our Bible, going to church and talking with
other people who are close to God.
Prayer
Close your Team Huddle with a prayer asking God to help all your players
develop a close relationship with God by staying close and learning more
about him. Thank God for these times during the practices to learn more
about God and strengthen that relationship.
3rd and 4th grades

Coach:
Our relationship with God is similar to what we just did. When you were
far away from each other, the harder it was to catch the popcorn/paper.
In the same way, the further we are from God, the harder it is to have a
relationship with God. On the other hand, the closer we are to God, the
easier it will be to have a strong relationship with Him. How do we get close
to God? Today’s Scripture verse tells us that we can get closer to God by
following what God teaches us. This is done through reading the Bible. We
can also get closer to God by praying and doing good things for others.

Prayer
5th and 6th grades

Coach:
Let’s talk a little bit about the game we just played. What happened in the
beginning when we were standing farther apart from each other? (Players
should talk about the difficulty involved in throwing the popcorn/paper to get
it to their partner) As we stepped closer to each other, how did it change? (It
was easier to throw it to their partner) With every step we took closer to our
partner, the easier it was so throw the piece of popcorn/paper.
Our relationship with God is similar to this. When we are far away from
God, the harder it is to have a relationship with him and know what he
wants and how to live for him. But as we take steps to know God better,
our relationship grows.
What are some ways that help us know God better? (Reading the Bible,
praying, going to church, learning Scripture) Let’s choose something we
can do this week that will help us know God better.
Prayer

WEEK NINE PRACTICE PLAN

Team Meeting
Warm-up
Skills & Drills
Skills & Drills
Skills & Drills
Skills & Drills
Mid-Practice Huddle
Practice 9 Tactics - Defense Level Two

Review tactics - Defense level one drills with players and implement level
two skills as appropriate for player skill level. Level two skills are found on
the Coach DVD and on the Upward website.

How do I become better? Obey the rules
My child, do not forget my teaching. Keep my commands in mind.
Proverbs 3:1

Coach:

Use the following scenario to illustrate the importance of following the rules.
› Tell the players that you want to teach them a new technique to help
them score.
› Then pick up the ball and throw it in the goal with your hands instead
of kicking it with your feet.
› Ham up this scenario and talk about how easy it is to score this way
until one of your players tells you that it’s against the rules to pick up
the soccer ball.
› If no player protests, stop after you’ve made a few illegal goals, then
ask the players what rule you are breaking by picking up the ball.
If time allows, tell an embarrassing story about a time when you were
playing a sport and broke a rule because you didn’t know it was a rule.
There’s a difference between hearing the rules and following the rules.
Today’s verse talks about that difference, and it teaches us how we can
build on our relationship with God. This verse tells us that we should obey
by following the rules.
We’ve talked all season in our Team Huddles about how God is like a
teacher. At school, if we follow the classroom rules and listen to what our
teachers tells us to do, we become better students and make the school
better. The same thing happens in our lives when we follow God’s rules.
This helps us build our relationship with God, and it also helps more people
want to begin following God’s rules.
The reason that learning Scripture is important is because it helps us grow
in our relationship with God. Reading and learning scripture help to remind
us of the rules we should follow and help us make sure that we are obeying
the rules so that we can build our relationship with God.

Prayer
End your Team Huddle with a prayer in which you thank God for wanting to
build a relationship with each of us, and ask God to help your players build
a relationship with Him.
3rd and 4th grades

Coach:
them score.
the soccer ball.

What would our games look like if there were no rules?

In a game, the rules are there to make sure we play fair and to help to take
care of the people who are playing. And in our lives, God gives us rules to
make sure that we treat one another with love and respect.
We’ve talked all season in our Team Huddle about how God is like a
teacher. At school, if we follow the classroom rules and listen to what our
teacher tells us to do; we become better students and make the school
better. In fact, more students would probably want to go to a school like
that. The same thing happens in our lives when we follow God’s rules. This
helps us build our relationship with God, and it also helps more people want
to begin following God’s rules.
Each week, we learn a new Scripture verse during our Team Huddle time.
Prayer
5th and 6th grades

Coach:

them score.
the soccer ball.
What would our games look like if there were no rules? Or what would
happen if everyone forgot all the rules?
In a game, the rules are there to make sure we play fair and to help to take
care of the people who are playing. And in our lives, God gives us rules to
make sure that we treat one another with love and respect.

We’ve talked about how God is like a teacher. At school, if we follow the
classroom rules and listen to what our teacher wants us to do, we become
better students and make the school as a whole better. In fact, more
students would probably want to go to a school like that. The same thing
happens in our lives when we follow God’s rules. This helps us build our
relationship with God, and it also helps more people want to begin following
God’s rules.
Why do you think rules are important?
Each week, we learn a new Scripture verse during our Team Huddle time.
What are some other ways besides learning about Scripture that you can
grow in your relationship with God? Pick at least one of these things that
you want to try. Will you commit to trying this thing before our practice
next week?
Prayer

WEEK TEN PRACTICE PLAN

Team Meeting
Warm-up
Skills & Drills
Skills & Drills
Skills & Drills
Skills & Drills
Mid-Practice Huddle
Practice 10 Tactics - Offense Level Two

Review tactics - Offense level one drills with players and implement level
two skills as appropriate for player skill level. Level two skills are found on
the Coach DVD and on the Upward website.

How do I bond with others? Tutor
Let us think about each other and help each other to show love and do
good deeds. – Hebrews 10:24


› Tell a story of a time when you needed help and got it.
› Talk about what kind of situation you were in, what help you got, and
how that help changed your situation.
› Make this situation as concrete as possible – a time when your car
broke down, a time when you were trying to build something but
couldn’t do it alone, etc.
All of us need help sometimes. If something we need is out of our reach,
we ask someone taller than us to help us get it down. When we are hungry
and need help making a sandwich, we will ask our mom or dad to help us.
When we need help with our schoolwork, we call a tutor. A tutor is someone
who helps with your schoolwork so that you can succeed at school.
In the same way that tutor is able to teach someone and help them learn;
we can also help people and teach them, no matter how old we are.
Today’s Scripture learning verse says, “Let us think about each other and
help each other to show love and do good deeds.” (Hebrews 10:24) The
best way we can teach each other is to show them how to do something
by doing it ourselves. We can love each other and do good things for each
other. By doing this, we are being Christlike. When you see a white star,
like the star we receive on game days, remember that we are supposed
to be like Christ.
Prayer
Close your Team Huddle with a prayer in which you thank God for the
people who have tutored and helped your players learn about what is good.
Have each player name one of these tutors from his/her life. Then say a
prayer thanking God for all of those tutors. Ask Him to help your players
learn to be tutors for the players in their lives as well.

3rd and 4th grades

Have you ever needed help with something? Did getting help make your
situation better or worse?
We all need help sometimes. We may need something that is higher than
we can reach and we ask a taller person to get it for us. Or what happens
when we need a ride to practice? Our parents drive us. And when we need
help at school, we call a tutor. A tutor is someone who helps you with your
schoolwork so that you can succeed at school.
In the same way that a tutor is able to teach someone and help them learn,
we can also help people and teach them. Our Scripture learning verse for
this week says, “Let us think about each other and help each other to show
love and do good deeds.” (Hebrews 10:24) The best way we can teach
each other is by example. Others learn about God by the way we live our
lives and in the way we treat one another. We can love each other and do
good things for each other. By doing this, we are being Christlike. When
you see a white star, like the star we receive on game days, remember that
we are supposed to be like Christ.
Can you think of a time when you have tutored someone in this way?
Can you think of a time when someone else has tutored you in this way?

Prayer
5th and 6th grades

Can you think of a situation where you had to ask someone for help?
What changed in your situations when you asked for help?
We all need help at times in our lives. If we want to go to a friend’s house
to hang out, we will have to ask our parents’ permission as well as asking
them to drive us to their house. If the family car breaks down, your parents
will need to call a tow truck or a car mechanic. When we need extra
help at school, we call a tutor. A tutor is someone who helps you with
your schoolwork so that you can succeed at school. Tutors may be other
teachers or even older students that are good in the subject you need a
little extra help with.

We also have the opportunity to be tutors to others. Our verse this week
tells us that we need to “think about each other and help each other to
show love and do good deeds.” (Hebrews 10:24) How can we help other
people to show love and do good deeds? (Listen for comments that suggest
we be an example for them) Sometimes the best way we can teach people
is to be an example by the way we do something. As we love those around
us – our friends, teammates, parents, siblings, etc – and do good things,
other people will see our example and learn from us. By doing this, we are
being Christlike. When you see a white star, like the star we receive on
game days, remember that we are supposed to be like Christ
Have you ever coached or taught or tutored someone? How did you do
that? Choose something you will do this week that will allow you to be
a tutor to people by the example you are.
Prayer

WEEK ELEVEN PRACTICE PLAN

Team Meeting
Warm-up
Skills & Drills
Skills & Drills
Skills & Drills
Skills & Drills
Mid-Practice Huddle
Practice 11 - Best of Practice

Set-up this practice with your players favorite drills and games from all of
the previous practices.

Whose bucket can I fill? Show and tell
Do not forget to do good to others. And share with them what you have.
Hebrews 13:16 (a,b)

Object needed: small item that is valuable to you.

Coach:
› Bring a small item that is of value to you. This can be your wedding
ring or even a picture of your child.
› Explain to your players what the item is and why it is so valuable to you.
› It is important to use enthusiasm when talking about the item.
Do you have “Show and Tell” time at school? If you do, you know it is a
special and fun time, especially if you are the one showing something. The
reason why “Show and Tell” is so much fun is because you are excited
about and proud of what you are showing to your friends, and want to tell
them all about it.
When we have a relationship with God, he wants us to “show” his love to
others and also “tell” others about him. When we do that, we will be able
to help others to know him too. Today’s verse tells us that we are to do
good things for other people and share with them all you have. When we
do good things for others as Jesus would, we are showing his love. But, it
is not just about doing good things. God wants us to share what we have
by telling others about him and being excited as we do that.
Prayer
players show his love to others this week. Also, ask God to give your players
the courage to tell others about him as well. Thank God for the great season
your team has had together.

3rd and 4th grades

Coach:
› Bring a small item that is of value to you. This can be your wedding
ring or even a picture of your child.
› Explain to your players what the item is and why it is so valuable to you.
› It is important to use enthusiasm when talking about the item.
Have you ever received a present (video game, iPod, clothes, etc.) that
you were really wanting for your birthday or Christmas? How excited
were you when you got that present? Did you want to tell your friends
about it or, better yet, invite them over to see it or play with it?
When we receive something special as our own, it’s hard to keep it to
ourselves. The same thing applies when we receive Jesus into our hearts.
God does not want you to keep all that we have learned and experienced
about him to yourself. In fact, he wants us to do the opposite. He wants us
to share his good news to everyone and to continue to do good things for
others. That is what this week’s verse is all about. We are to share all that
we have while doing good for others.
Prayer

5th and 6th grades

Coach:
How many of you have ever had news that you just couldn’t wait to
share with your friends? I’m talking about the kind of news that gets
you so excited that you feel like it’s going to burst out of you if don’t
tell someone?
Allow a few minutes for your players to share one of their stories of
excitement. If no one volunteers, have an exciting story of your own
prepared. It could be able getting a new car, the birth of a child, getting
married, etc.
This season we have talked about God and the relationship we can have
with Jesus. When we receive Jesus into our hearts, this is very exciting
news. God does not want us to keep all that we have learned and experience
to ourselves. He wants us to share his good news to others, in the same
way that we share exciting news with our friends.
We have also talked this season about how we are an example through our
actions. God wants us to continue to share him through doing good things
for other people around us.
Think of different ways you can get excited about and share about Jesus
with other people. What is something you can do this week?
Prayer

Section Three:
Game Day

Section Three: Game Day
Circle of Criticism and Circle of Affirmation

Remember one of the key points in becoming a Upward Coach is to know
your role in the Circle of Affirmation. Actions and reactions on the field will
have a lasting effect that either opens or closes the door to ministry. The
Circle of Criticism and the Circle of Affirmation are simple diagrams that
illustrate the results of a coach giving a referee either negative or positive
feedback.
› The Circle of Criticism begins when the coach gives a negative
response to a right or wrong call made by the referee.
› The coach’s example gives the parent the implied permission to react
negatively toward the referee.
› The parent’s example causes the child to
assume that it is acceptable to react
in the same way. The result can Start
be a negative attitude toward Volunteer referee
makes a call.
the referee, who represents
authority on the field.
Children respond
to parent’s negative ism
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referee.
Parent follows example

of coach and gives a
negative response to
the referee’s call.

In Upward Soccer, coaches and referees work together as a unified team.

Coaches have the opportunity and the responsibility to stop the Circle of
Criticism by starting the Circle of Affirmation.
› The Circle of Affirmation begins when the coach gives a positive
response to a right or wrong call made by the referee.
› The coach’s example influences the parent to react positively toward
the referee.
› The parent’s example encourages the child to give a positive
response. The result is a positive attitude toward authority.
The Circle of Affirmation goes beyond the referee. A coach’s affirmation of
players inspires encouragement and praise from parents,
family members, and other players. Practicing the Circle
of Affirmation makes the game a better experience
for everyone. Start
Volunteer referee
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Children respond n
to parent’s positive tio
reaction, creating rma Coach gives
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volunteer
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Parent follows example

of coach and gives a
positive response to
the referee’s call.

Upward Soccer Philosophy

The special rules for Upward Soccer exist to recognize that Every Child Is A
Winner by promoting the following:
› Character: Teaching life lessons through Sports
› Self-esteem: Growing in understanding and enjoyment of sports
The rules for Upward Soccer take precedence over all Federation
International Football Association (FIFA) laws. Where the rules unique
to Upward stop, the FIFA Laws of the Game begin. The spirit in which
the game is played is equal to the written laws that govern the game.
Preserving the integrity of the sport is important, but whenever questions
about the interpretation of a foul occur, always refer back to the Rules for
Upward Soccer.
Keep in mind that everyone, novice or experienced, will make mistakes.
However, strive to keep mistakes to an acceptable minimum by learning
the rules for Upward Soccer and the FIFA Laws of the Game. A copy of the
FIFA Laws of the Game can be found at www.FIFA.com.
**The “Why” behind each rule is stated in this font.**
Game Format
› Referees lead both teams in prayer at midfield before the game.
A time to keep things in perspective and set the tone before
the game.
› Referees will call and explain all violations. Teach players the
game of soccer and to play within the rule structure.
› The coaches should determine which team will start the game.
The other team will start the second half. To create an
environment of coaches working together, not against
each other.

› Games consist of two 18 minute halves, one minute for substitutions,

and an eight minute halftime. To keep games under an hour of
and honor family schedules.
› The game clock is maintained by the referee and will only stop every
6 minutes for the predetermined substitutions. To keep games on
schedule and to honor the participants time.
› Teams will switch goals at halftime (except in the K5 division).
To balance any advantage that may occur because of the
playing field.
› Scores are not kept in K5 divisions. To encourage the enjoyment
of the game and focus on fundamentals, not the score.
› No division standings are maintained in any division. Standings add
unnecessary pressure and intensity for players.
› Coaches are allowed to walk the sidelines to support players.
Coaches are encouraged to be on the field with K5 players to help
coach during games. Because the focus is on instructing the
player, we want coaches to encourage and teach players at
all times.
› All coaches will adhere to the substitution rules as detailed in this
coach playbook. This ensures equal playing time for players.
› No yellow cards or red cards are used in Upward Soccer.
Because the focus is on instructing the player and we
don’t want anyone sent off.
› There is no extended time in Upward Soccer. To keep games on

Field of Play
Dimensions: The field should have a width of 60’ and a length of 100’
Field Markings: The field of play should be marked with two touch
lines, two goal lines and divided into two equal sections by the
midfield line and a center circle.
Goal Area: Each goal area will be a 6’ arc (semi-circle) directly in
front of each goal.
Penalty Area: There will be no penalty area marked off.
Flag posts: Placed at each of the four corners of the field. Typically
60” high with a 13” x 13” flag, flexible pole on a spring base.
Corner Arc: Corner arcs will be a quarter circles with a radius of 3’
Goal Size: The goals are 2.5’ x 6’ (4’ x 6’ goal tipped)
Number of Players
Team Size: Eight is the maximum number of players per team.
Team Format: 4v4
No Goalkeeper: Because of the goal arc and the size of the goal
there is no need for a goalkeeper. This facet of the format is meant
to give all players an active role as field players. Players should not
be positioned in front of the goal arc to act as a goal keeper and
not be an active part of the game. As a compromise, coaches may
position a player around midfield to play as a defender.
Additional Players: One additional player may be added to the field
of play by a team that is four goals behind. The additional player may
remain on the field until the score differential is two goals.

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The Ball
K5: Size 3
1st – 2nd Grades: Size 3
3rd – 4th Grades: Size 4
5th – 6th Grades: Size 4
Game Duration
Game Clock: The game clock will be maintained by the referee
Periods of Play: The game will consist of two 18 minute halves with
each have half being divided into three 6 minute periods for 1st – 6th
grades. K5 will play two 18 minute halves being divided in six
3 minute periods.
Half-Time: Half-Time will be an 8 minute interval between the two
18-minute halves.
Substitutions: The substitution system ensures the following:
· Every child will play at least half of the game.
· No child will sit out more than 6 minutes at a time.
· The starting lineup changes to allow every child the opportunity to
be in the starting lineup throughout the season.
· In most cases, each child will play against someone of equal ability.
· Coaches are not open to making unfair substitutions.
· Coaches are free from monitoring playing time for each player.
· Playing time for all players is virtually even over the course
of the season.

Rules for Upward Soccer

› A kick-off begins each half and after a goal has been scored.
Opposing players must remain outside the center circle or 4 yards
away until the ball has been put in play. FIFA Law 8
› The team in possession of the ball at the end of the 1st, 2nd, 4th
and 5th six minute period retains possession of the ball. The team
with possession of the ball will start the next six minute period with a
throw-in at the closest point on the sideline when play was stopped.
The team that did not start the game with the kick-off will begin the
second half of the game with a kick-off.
› Shooting Arc: There is no ball contact allowed within the shooting
arc. If the ball comes to a stop within the arc, a goal kick is awarded
to the defensive team regardless of who touched the ball last. Any
part of the ball or player’s body on the line is considered in the
shooting arc. If the ball has broken the plane of the shooting arc and
a defensive player touches the ball, but the referee determines that
the ball would not have gone in the goal, a corner kick is awarded
to the attacking team. (See Penalty Kick on page 156 for additional
information) If the attacking Player touches the ball inside the arc, a
goal kick is awarded. The plane of the shooting arc extends upward.
› Fouls will result in either an indirect or direct kick. Opposing players
must be 5 yards away from the ball. Indirect Kick: A player other
than the kicker must touch the ball before a goal can be scored.
Direct Kick: The kicker may score directly without another player
touching the ball.

› Indirect kicks are awarded to the opposing team if one of these fouls
is committed. FIFA Law 12:
· Dangerous Play
· Obstructing an opponent
· Delay of game
› Direct kicks are awarded to the opposing team if one of these fouls
is committed. FIFA Law 12:
· Handling the ball
· Kicking an opponent
· Hitting an opponent
· Pushing an opponent
· Tripping an opponent
· Holding an opponent
· Any unsportsmanlike conduct
· Slide tackling or any contact with the ball while the player
is on the ground.
› A penalty kick is awarded for deliberate handling/kicking of the
ball inside the goal arc that denies the opposing team a goal or an
obvious goal-scoring opportunity. The penalty kick will be taken
5 yards from the top of the shooting arc and all players should be
positioned behind the player taking the penalty kick. If the kick does
not result in a goal and the ball is still in the playing field, it is a live
ball and play continues from the spot of the ball.

› A goal is not scored if a player kicks or throws the ball into his or
her own goal. A corner kick is awarded for the opposing team. This
is removes the possibility of a player scoring for the other team and
prevents further embarrassing a player for making this mistake.
› A goal may only be scored from a player’s offensive end of the field.
This prohibits a player from scoring a goal from the center circle on
a kickoff or from a goal kick. This prevents players from attempting
to kick the ball the length of the field rather than passing the ball and
working as a team.
› Offside is not called in Upward Soccer because of the field size.
› Referees should monitor substitutions and help coaches who have
questions. Review the substitution section found in the playbook.
› Slide Tackling is not allowed in Upward Soccer. Players must stay
upright and “on their feet” and may not make contact with an
opposing player. Slide tackling is not a skill covered by Upward and
most players at the ages of 5 – 12 do not have the coordination to
execute the tackle without injuring themselves or other players.
This does not prevent player from sliding to stop/intercept a ball, but
NO contact may be made with opposing players.
› Players who commit two fouls resulting in direct kicks, excluding
handballs, in the same 6-minute segment must sit out the remainder
of that segment. Those players may return during their next
scheduled substitution. This rule allows the offending player time
to regroup during the remainder of the segment while realizing that
there is a consequence for the fouls committed.

Re-starts FIFA Law 8

Kickoffs
A kick-off is taken from the center circle at the start of each half and after
a goal is scored. Kicks must go forward, toward the defending goal. The
ball must touch another attacking player or defensive player before the
initial kicker touches the ball again. If the kick does not go forward or if
the ball is touched second time by the initial kicker before another player
touches the ball, the kickoff should be retaken. A goal may not be scored
from the kick-off, because all goals must be scored from the offensive
side of the field. The kick-off is treated similar to a free kick. This means
the opposing team must stay outside of the center circle (at least 4 yards
away). Both teams must be on their own half of the field and outside of the
center circle until the first touch on the ball is made, after which they may
attempt to win the ball.
Out-of-bounds
The entire ball must go out-of-bounds to be out of play. If part of the ball is
still touching the line, play continues uninterrupted. FIFA Law 9
BALL IN PLAY
BALL OUT
OF PLAY

Corner Kicks
When the ball passes over the goal line by the defending team, the
ball should be placed inside the corner arc on the side it went out-of-
bounds. The defensive team must be at least 5 yards away when the
kick is taken. FIFA Law 17
Goal Kicks
When the attacking team kicks the ball over the goal line or if the
ball comes to a stop within the shooting arc before entering the goal,
a goal kick is awarded to the defending team. The ball should be
placed on the end line/goal line, 5 yards from the shooting arc on
the side in which the ball went out. The defending team must be at
least 10 yards away from the player taking the goal. K5 and first- and
second-grade divisions must retreat behind midfield until the ball is
kicked. FIFA Law 16
Throw-ins
When the ball passes over the sidelines, the last team to touch it last
loses possession and the opposing team takes a throw-in. The player
throwing the ball back into play must throw the ball over his or her head
with both hands, both feet must be touching the ground and the player
must stay behind the sideline while throwing. The defensive team must
be at least two yards away from the thrower. It is recommended that the
K5 players place the ball on the touchline and kick it back into play. A
throw-in is used to restart play at the beginning of the 2nd 3rd, 5th and
6th six minute segment of play. The throw-in is taken by the team in
possession of the ball at the end of the 1st, 2nd, 4th and 5th six minute
segment of play. FIFA Law 15

Drop-Ball
A drop-ball will occur between two players; one from each team to restart
the game after the official had to stop play for a no-penalty situation. The
ball is dropped at the spot where it was last in play unless this happens
in the goal arc, in which case it is dropped at the nearest point five
yards outside the goal arc. The ball may only be kicked after it has
touched the ground. A goal may be scored directly from a drop-ball.
FIFA Law 8
Indoor Soccer Format

For additional information on indoor soccer, see the Futsal Laws of the
Game at www.FIFA.com.
› Referees lead both teams in prayer at midfield before the game.
A time to keep things in perspective and set the tone
before the game.
› Referees will call and explain all violations. Teach players the
game of soccer and to play within the rule structure.
› The coaches should determine which team will start the game.
The other team will start the second half. To create an environment
of coaches working together, not against each other.
› Games consist of two 18 minute halves, one minute for substitutions,
and an eight minute halftime. To keep games under an hour of
and honor family schedules.
› The game clock is maintained by the referee and will only stop every
6 minutes for the predetermined substitutions. To keep games on

› Teams will switch goals at halftime (except in the K5 division).

To balance any advantage that may occur because of the
playing field.
› Scores are not kept in K5 divisions. To encourage the enjoyment
of the game and focus on fundamentals, not the score.
› No division standings are maintained in any division. Standings add
unnecessary pressure and intensity for players.
› Coaches are allowed to walk the sidelines to support players. Coaches are
encouraged to be on the field with K5 players to help coach during games.
Because the focus is on instructing the player, we want
coaches to encourage and teach players at all times.
› All coaches will adhere to the substitution rules as detailed in this coach
playbook. This ensures equal playing time for players.
› No yellow cards or red cards are used in Upward Soccer. Because
the focus is on instructing the player and we don’t want
anyone sent off.
› There is no extended time in Upward Soccer. To keep games on

Indoor League Specifications

Field of Play
Dimensions: Court size can vary given the facilities available
(optimum size 50’x 80’)
Field Markings: The field of play should be marked with two touch lines,
two goal lines and divided into two equal sections by the halfway line and
a center circle (10’ radius).
Goal Area: Each goal area will be a 6’ arc (semi-circle)
directly in front of each goal.
Penalty Area: There is no penalty area marked off.
Corner Spot: Corner spots will be circles with a radius of 12”
Penalty Spot: Penalty spots will be circles with a radius of 12”
and be located 20’ from the center of the End Line
Goal Size: The goals are 2.5’ x 6’ (4’ x 6’ goal tipped)
The Ball
K5 - 1st Grade: Size 3
1st – 2nd Grades: Size 3
3rd – 4th Grades: Size 4
5th – 6th Grades: Size 4
Indoor Soccer Balls: Your indoor soccer facility and style of play will
determine the kind of soccer ball you will use. If there is continual play
off of walls or barriers, a soft suede or synthetic leather-covered ball with
good “bounce” is recommended. This adds to the excitement of the game.
If touchlines and goal lines are used, a felt or synthetic leather-covered
“low-bounce” ball is recommended. This allows the game to keep moving
without the ball bouncing all over the court. Another option is to use a soft
foam-like ball for younger players. These balls can be purchased at most
sporting goods stores or ordered online through the store’s website.

DPTIMAL WIDTH
1----5[] FT.:------1
OIWJl!ND LINE

Number of Players
Team Size: Eight is the maximum number of players per team.
Team Format: 4v4
Additional Players: One additional player may be added to the field of play
by a team that is four goals behind. The additional player may remain on
the field until the score differential is two goals.
Game Duration
Game Clock: The game clock will be maintained by the referee
Periods of Play: The game will consist of two 18 minute halves with each
have half being divided into three 6 minute periods for 1st – 6th grades. K5
will play two 18 minute halves being divided in six 3 minute periods.
Half-Time: Half-Time will be an 8 minute interval between the two 18
minute halves.
Substitutions: The substitution system ensures the following:
› Every child will play at least half of the game.
› No child will sit out more than 6 minutes at a time.
› The starting lineup changes to allow every child the opportunity to be
in the starting lineup throughout the season.
› Coaches are not open to making unfair substitutions.
› Coaches are free from monitoring playing time for each player.
› Playing time for all players is virtually even over the course of
the season.

Indoor Soccer Rules

› A kick-off begins each half and after a goal has been scored.
Opposing players must remain outside the center circle or 10 feet
away until the ball has been put in play.
› Shooting Arc: there is no ball contact allowed within the shooting
arc. If the ball comes to a stop within the arc, a goal kick is awarded
to the defensive team regardless of who touched the ball last. Any
part of the ball or player’s body on the line is considered in the
shooting arc. Once the ball has broken the plane of the shooting arc
and a defensive player touches the ball, a corner kick is awarded.
If the attacking Player touches the ball inside the arc, a goal kick is
awarded. The plane of the shooting arc extends upward.
› Fouls will result in either an indirect or direct kick. Opposing players
must be 15 feet away from the ball. Indirect Kick: A player other than
the kicker must touch the ball before a goal can be scored. Direct
Kick: The kicker may score directly without another player touching
the ball.
› Indirect kicks are awarded to the opposing team if one of these fouls
is committed::
· Dangerous Play
· Obstructing an opponent
· Delay of game

› Direct kicks are awarded to the opposing team if one of these fouls is
committed:
· Handling the ball
· Kicking an opponent
· Hitting an opponent
· Pushing an opponent
· Tripping an opponent
· Holding an opponent
· Any unsportsmanlike conduct
· Slide tackling or any contact with the ball while the player is
on the ground.
· Boarding an opponent (pushing a player into a wall or boards that
are used to keep the ball in play)
· Obstructing an opponent (intentionally getting in the path
of a player)
› A goal is not scored if a player kicks or throws the ball into his or
her own goal. A corner kick is awarded for the opposing team. This
removes the possibility of a player scoring for the other team and
prevents further embarrassing a player for making this mistake.
› Referees should monitor substitutions and help coaches who have

questions. Review the substitution section found in this playbook.
› Players who commit two fouls resulting in direct kicks, excluding

handballs, in the same 6-minute segment must sit out the remainder
of that segment. Those players may return during their next
scheduled substitution. This rule allows the offending player time
to regroup during the remainder of the segment while realizing that
there is a consequence for the fouls committed.

› The ball hitting a permanent structure in the building results in free

kick at the spot the ball was kicked, for the team that did not touch it
last. To not give either team an unfair advantage, play is stopped and
restarted with the free kick.
› If any player uses his or her hands intentionally on their defensive end
of the field, the attacking team will receive a free kick from the penalty
spot. There is no goal keeper so no player is allowed to stop the ball or
change the direction of the ball with their hands.
Re-starts
Kickoffs
A kick-off is taken from the center circle at the start of each half and after
a goal is scored. Kicks may be made in any direction. The ball must touch
another attacking player or defensive player before the initial kicker touches
the ball again. A goal may not be scored from the kick-off, because all
goals must be scored from the offensive side of the field. The kick-off is
treated similar to a free kick. This means the opposing team must stay
outside of the center circle (at least 10 feet away). They also must be on
their own half of the field until the first touch on the ball is made, after
which they may attempt to win the ball.
› The game starts when the offensive team kicks the ball. The first player
to kick the ball cannot touch it again until someone else touches it.

Out-of-bounds
The entire ball must go out-of-bounds to be out of play. If part of the ball is
still touching the line, play continues uninterrupted.
BALL IN PLAY
BALL OUT
OF PLAY
Corner Kicks
When the ball passes over the goal line and is last touched by the
defending team, the ball should be placed on the corner spot on the
side it went out-of-bounds. The defensive team must be at least 15
feet away when the kick is taken.

Goal Kicks
When the attacking team kicks the ball over the goal line or if the
ball comes to a stop within the shooting arc before entering the
goal, a goal kick is awarded to the defending team. The ball should
be placed on the corner spot on the side in which the ball went out.
The defending team must be at least 15 feet away from the player
taking the goal. K5 and first- and second-grade divisions must retreat
behind midfield until the ball is kicked.
· A goal kick from the corner spot cannot go over the halfway line
without first touching the floor or a player.
· If the goal kick goes over the halfway line without first touching the
floor or a player it results in a free kick for the opposing team.
· A goal kick that ends in a foul, will result in the opposing team
getting a free kick, the ball is placed on the penalty spot.

Kick-ins
When the whole ball passes over a touchline, a kick-in is awarded to
the opponents of the player who last touched the ball. The kick is taken
from the place where the ball crossed the touchline. The player kicking
the ball back into play must have a foot on the touchline or outside the
touchline at the time of the kick. The player taking the kick may not
touch the ball a second time until it has touched another player. The
defensive team must be at least 15 feet away from the kicker.
· If a player causes the ball to completely cross over a touch line it
will result in a loss of possession.
· To have the ball re-enter the court the ball is placed on the
touchline and kicked back into play. The defending team must be
15 feet from the ball.
· A goal kick that ends in a foul, will result in the opposing team
getting a free kick, the ball is placed on the penalty spot.
Drop-Ball
A drop-ball will occur between two players; one from each team to
restart the game after the official had to stop play for a no-penalty
situation. The ball is dropped at the spot where it was last in play
unless this happens in the goal arc, in which case it is dropped at
the nearest point 15 feet outside the goal arc. A goal may be scored
directly from a drop-ball.

Substitutions
The substitution system is designed to provide every player equal opportunity
for improvement. The substitution system ensures the following:
› Every child will play at least half of the game.
Eliminates preferential treatment of players
› No child will sit out more than 6 minutes at a time.
Allows each player to be involved in consistent game action.
Assists in keeping players focused and engaged in the game.
› The starting lineup shifts down one player every game allowing every
child to be in the starting lineup.
Gives all players a time to be on the field first and no child feels
as though they are used only as a reserve player.
› Coaches are not open to making unfair substitutions.
Focus is on the development of each player’s salvation, character
and self-esteem and not wins and losses.
› Coaches are free from monitoring playing time for each player.
Because of the substitution system, coaches can focus more
on instruction and encouraging players rather than focusing on
awarding playing time.
› Playing time for all players is virtually even over the course of the season.
To give all players the game experience and to be a contributing
teammate.

Implementing the System

Division commissioners should supply each coach with a team roster that
includes each player’s evaluation score. Beginning with the “A,” coaches
should assign each player a letter according to evaluation score. Players
should not be aware of this system or their rank.
An example of a
seven player team
will be used to
demonstrate the
substitution system.
Gabrielle, Rachel,
Emily, Madison,
Samantha, Ashley
and Grace make up
the Upward United
team. One of the
letters A, B, C, D,
E, F, or G will be
assigned to each
member of Upward
United. Because
Gabrielle has the
highest evaluation
score, she is
assigned “A.” Grace
is assigned “G”
because she has
the most room for
improvement.

Substitutions on the first game day start with Player A. Players A, B, C and
D start the first segment. The starting lineup for Game 1 is the following
players: Gabrielle, Rachel, Emily and Madison.
The second segment of the first game has Samantha, Ashley, Grace, and
Gabrielle playing. The second segment includes Players E, F, G and A. In
the third segment, Rachel, Emily, Madison and Samantha (Players B, C, D
and E) will play. No child has been required to sit out more than 6 minutes
at a time.

Substitutions on the second game day will start with Player B. Players B,
C, D and E will start the first segment. The starting lineup for Game 2 is
the following players: Rachel, Emily, Madison and Samantha. The starting
lineup shifts down one player every game.
Substitutions on the third game day will start with Player C. Players C, D,
E and F. The starting lineup for Game 3 is the following players: Emily,
Madison, Samantha and Ashley.

In K5 Divisions, players substitute every 3 minutes. Follow the same

substitution principle as the other leagues; Player A starts Week 1, Player
B starts Week 2, etc. Having more than eight players on a team will result
in players sitting out two consecutive segments.
Week ___ First Half Second Half

Player’s Name 18 15 12 9 6 3 18 15 12 9 6 3
A
B
C
D

E
F
G
H
To make sure each player has the opportunity

to play a different position on the field, assign
each number a field position when filling out
your substitution form. For example, numbers
1 and 2 would be forwards/attackers and
numbers 3 and 4 would be backs/defenders.
This will help the players know where to play
on the field and assist in their development
as soccer players, If we use the lineup for the
first segment of game 1; Gabrielle and Rachel
would play forwards/attackers and Emily and
Madison would be the backs/defenders.

Game Day Recognition

Regardless of the score, Every Child Is A Winner. Multi-colored stars are
given to all players at the end of every game. This should be a time of
excitement. Parents should be encouraged to cheer for players as each
star is presented to the players. To build the self esteem of your players,
make sure that each player receives all five stars throughout the season.
Use the Star Distribution Form located on page 187 of this playbook to
track star recipients.
Each player will receive a Scripture learning poster in his or her Player Kit.
The poster will serve as a reminder of the stars they have earned, and be a
way to learn the Scripture verses that will be used during the season.
Multi-colored stars.
› Blue represents Effort
› Gold represents Sportsmanship
› Gray represents Offense
› Red represents Defense
› White represents Christlikeness

Section Four:
Forms

Section Four: Forms

Section Four: Forms

Section Four: Forms

Section Four: Forms

Section Four: Forms

Player’s Name 18 15 12 9 6 3 18 15 12 9 6 3
A
B
C
D
E
F
G
H

Player’s Name 18 15 12 9 6 3 18 15 12 9 6 3
A
B
C
D
E
F
G
H

Section Four: Forms

Player’s Name 18 15 12 9 6 3 18 15 12 9 6 3
A
B
C
D
E
F
G
H

Player’s Name 18 15 12 9 6 3 18 15 12 9 6 3
A
B
C
D
E
F
G
H

Section Four: Forms

Player’s Name 18 15 12 9 6 3 18 15 12 9 6 3
A
B
C
D
E
F
G
H

Player’s Name 18 15 12 9 6 3 18 15 12 9 6 3
A
B
C
D
E
F
G
H

Section Four: Forms

Player’s Name 18 15 12 9 6 3 18 15 12 9 6 3
A
B
C
D
E
F
G
H

Player’s Name 18 15 12 9 6 3 18 15 12 9 6 3
A
B
C
D
E
F
G
H

Section Four: Forms
STAR DISTRIBUTION FORM (sample)

Use a pencil to record the color of star that the players receive each day.
Name Game 1 Game 2 Game 3 Game 4 Game 5 Game 6 Game 7 Game 8
Gabrielle
Rachel
Emily
Madison
Samantha
Ashley
Grace
Blue (B): Effort Gold (Go): Sportsmanship Gray (Gr): Offense

Red (R): Defense White (W): Christlikeness

Section Four: Forms
STAR DISTRIBUTION FORM

Use a pencil to record the color of star that the players receive each day.
Name Game 1 Game 2 Game 3 Game 4 Game 5 Game 6 Game 7 Game 8
Blue (B): Effort Gold (Go): Sportsmanship Gray (Gr): Offense

Red (R): Defense White (W): Christlikeness

Section Four: Forms
Notes

Section Four: Forms
Notes
== ~ 189
Section Four: Forms
Notes

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SECTION ONE: COACHING UPWARD SOCCER

SECTION TWO: PRACTICE

2 Upward Soccer Coach Playbook

Practice 6 - Dribbling Level Two ............................................ 117

SECTION THREE: GAME DAY

SECTION FOUR: FORMS

Upward Soccer Coach Playbook 3

The Life of Integrity

The Discipline of Excellence

The Priority of Children

4 Upward Soccer Coach Playbook

Upward Soccer Coach Playbook 5

Upward Soccer Coach Playbook 7

Becoming an Upward coach

8 Upward Soccer Coach Playbook

› Distribute Upward Stars. The multi-colored stars should be

A great Upward coach is one that is equally strong in ministry components

So what is it that creates a great ministry experience through an

Upward Soccer Coach Playbook 9

› Coaching with the 2 Corinthians 4:18 philosophy:

So what is it that creates a great sport experience through an

10 Upward Soccer Coach Playbook

Communicating with Children

Upward Soccer Coach Playbook 11

Communicating with Parents

12 Upward Soccer Coach Playbook

› Lead players in warming-up before games and practice.

Upward Awards Celebration

An Extra Ministry Touch

Upward Soccer Coach Playbook 13

Upward Soccer Coach Playbook 15

Preparing for Practice

16 Upward Soccer Coach Playbook

5. Scrimmage/Skills Game (20 minutes) – Game situations are a

Upward Soccer Coach Playbook 17

18 Upward Soccer Coach Playbook

Who is God? Teacher

Upward Soccer Coach Playbook 19

Who is Jesus? Friend Taking Punishment

How do I begin a relationship with God? Gospel Presentation

How do I build a relationship with God? Study (Prayer, read Bible,

How do I become better? Obey the rules

How do I bond with others? Tutor

Whose bucket can I fill? Show and Tell

20 Upward Soccer Coach Playbook

· Continue skill evaluation · Re-introduce players · Re-start (kickoff, · Passing

Upward Soccer Coach Playbook 21

Skills and Drills

DT = Dribbling Technique ST = Shooting Technique

When teaching and practicing fundamentals, remember these key tips:

22 Upward Soccer Coach Playbook

FOR DETAILS AND VISUAL COACHING OF THE FUNDAMENTAL SKILLS,

Weekly Practices and Devotion Guides

Upward Soccer Coach Playbook 23

Supplies needed for devotions:

24 Upward Soccer Coach Playbook

WEEK QUESTION POINT PICTURE

1 WHO ARE YOU? GETTING TO KNOW

2 WHO IS GOD? TEACHER CELL PHONE

3 WHAT DOES GOD DO? LOVES HIS STUDENTS RIGHT OR WRONG

4 WHAT DOES GOD WANT? RELATIONSHIP SIMON SAYS

5 HOW DOES GOD SEE ME? DISOBEDIENT STUDENT SUBSTITUTE