If you are a coach new to the game of soccer, this clinic will give you information on OYSA, team management, plus practice and game organization. This clinic is for coaches who are coaching U-8 and below. On the practical side, the OYSA coaching staff likes the coaches to find out about the game from the game, just like the kids!

1. Team management
1. Administration
2. Equipment
3. Fields
4. Aids
5. Practice organization
6. Game organization
7. First aid
8. Library
2. PRACTICAL
1. Warm-up
2. Passing
3. Dribbling
4. Shooting
5. Heading
6. Juggling
7. Fun games
8. Line up (3-2-1, 2-2-2)

Coaching kids 8 to 12 years old. The Preliminary Clinic is the most important step in young players’ development. If they do not learn the proper techniques of the game, then they will struggle to enjoy the game as they get older. The important part for the kids is that the coach recognizes the fundamental mistakes and is able to correct them.

1. Lecture (the coach)
1. Influence
2. Game/practice organization
3. Talented player development
4. National, international organization
5. Respect from players and parents towards referees
2. Practical
1. Warm-up
2. Passing and receiving
1. How to keep the ball on the ground when passing
2. Passing the ball while running
3. Controlling the ball when it is coming to you
4. Controlling the ball from the air
5. How to keep possession of the ball
3. Dribbling
1. Running with the ball
2. Controlling the ball while running
3. Changing direction with the ball
4. Turning with the ball, left and right, without stopping
5. Dribbling the ball past an opponent
4. Tackling and defending
5. Shooting
1. Shooting the ball at goal with right foot, left foot
6. Heading
7. Juggling
8. Goalkeepers
9. Formations (systems)

The Preliminary/Advance Clinic retains a lot of the fundamentals from the Preliminary Clinic, but the staff have added some small-sided games where the kids have to make tactical decisions.

• Player development
• Warm-up (including the Wiel Coerver movements)
• Dribbling (including the Wiel Coerver movements)
• Passing and receiving (including wall passes)
• Shooting
• Crossovers
• Tackling and defending 1v1
• Heading
• Games (2v2, 3v3)
• Goalkeepers
• Tactics (1v1, 2v2, 3v3)

This clinic is for coaches who are coaching at classic, premier and high school levels. The staff covers how to introduce wall passes, crossovers, overlaps, and running off the ball into the offensive play, and how to stop the opposition from scoring (how and when to mark a man, a zone). Set plays and the play of the goalkeeper become more important as kids get older, stronger and, hopefully, wiser. This clinic can be taken prior to taking the state "D" license or even as a refresher after completing the "D" license.

• Warm-up
• Wall passes
• Crossovers with/without the ball
• Movement off the ball
• Overlap
• Goalkeeping
• Set plays
• Covering
• Marking too tight / too loose
• Man-to-man, zone
• Forwards vs. defense
• Full game

1. Components of good goalkeeping
1. Physical dimensions
2. Effective shot handling
3. Tactical knowledge
4. Psychological factors
2. Catching the ball
1. Ground balls
2. Balls above the knees & below the shoulders
3. High balls
4. Diving
3. Distribution of the ball
1. With hands
2. With feet
3. Half volley
4. Full volley
4. Other factors
1. How to use your feet
2. Angles
3. Positioning
4. Passback rule

1. Adult coach & youth player: Values, issues and tools
1. Introduction to psychology of youth coaching which has two goals:
1. By discussing values, developmental issues and basic teaching skills it will provide a format for beginning and experienced coaches to think about general, non-technique issues in coaching.
2. By insuring that all coaches have been introduced to OYSA values about youth coaching and the youth sport experience, it will help to establish and clarify a set of norms for coaching behavior that can be encouraged and enforced by OYSA.
2. "Why are you coaching?" is the beginning point of this clinic
1. A discussion of why the different participants have started youth coaching is the first step in a values clarification process.
2. The next step looks at different coaching value systems on a continuum from "winning is everything" to "winning is nothing" and helps each clinic participant place themselves in that spectrum.
3. The coaching values of OYSA are introduced and discussed.
4. This segment of the psychology section concludes with a look at what values clarification can do for the coach, with an emphasis on developing a hierarchy of values which can:
1. Reveal personal expectations
2. Inform private goal setting
3. Help in the selection and development of coaching techniques
4. Guide evaluation of personal progress as a coach
3. Adult coach & youth player
1. Being a coach of youth players demands an understanding of how children at various ages experience the world differently than adults. There will be an emphasis placed on how adults and children differ and how the adult coach must adjust coaching and teaching styles.
2. This segment of the psychology section will be helping adults understand that the adult way of experiencing the world is neither the only way nor necessarily the correct way. Possible topics include:
1. Learning and communication styles
2. Individual differences in motor development
3. What is "play" and "fun"
4. The effects of sport on children
5. Why children participate in (and drop out of) organized sport programs
6. How sport experiences impact self-esteem
4. A brief introduction to three basic tools of teaching/coaching:
1. Organization
2. Communication
3. Motivation
4. The material will relate these three skill areas back to value and developmental issues and will outline positive coaching techniques and show how they are consistent with developmental tasks of the youth player and with OYSA values.
2. Positive Coaching: Principles and techniques
1. Although most youth sport programs and many individual coaches have accepted the positive approach to coaching, the details of the method are not self-evident. Many of the specific behaviors required of "positive" coaches are not easily developed by adults who relate to children in traditional ways.
2. Positive coaching from a motivational perspective
1. The special motivations of youth athletes (why they participate)
2. How different coaching styles influence these motivations - a contrast between how positive and negative coaching influence:
1. Player attitude
2. Enjoyment
3. Self-esteem
4. Commitment to the sport
3. Goal-setting as a motivational tool
3. The relationship between positive coaching skills and adult-child communication
1. How positive coaching facilitates communication by reducing fear, increasing information and instruction, and creating a more positive learning atmosphere.
2. The involvement of positive coaching skills in both verbal and non-verbal communication channels will be discussed.
4. How positive coaching can be used to solve discipline problems and improve coach-player attitudes.
5. How positive coaching has a beneficial impact on stress reduction and anxiety for coaches as well as players.
6. How positive coaching skills are consistent with both recreational and competitive soccer program values.
7. Basic techniques of positive coaching:
1. Positive reinforcement
2. Shaping
3. Using the "reward sandwich"
4. Reinforcing effort
5. Extinction
6. Performance feedback
7. Other useful tools (modeling, role-playing, group problem-solving)

• Keeping control of the ball (within two feet)
• Shape of body when receiving the ball
• Change of direction
• Change of pace
• Touch
• Use of space and time
• Fakes
• Shooting (techniques and tactics)

• How to tackle
• How to delay the offensive player
• How to show offensive player one way
• Finding distance from offensive players
• How to win the ball from the offensive player
• Where the defender should be in relation to the offensive player and the goal

• Touch in passing
• Type of pass
• Support
• Shape of body when receiving the ball
• How to keep the ball
• When to pass the ball
• How to create space

• Role of first defender
• Role of support player
• How two players win the ball
• Right time to support or delay
• Correct information

• Wall passes; when to use them
• Role of support player
• Role of player on the ball
• When to pass the ball
• How to keep the ball
• How to create 2v1 and 1v1 situations

• Role of first defender
• Role of second defender
• How to create 2v1 defensively
• How to recover when defender gets beat
• When to stay man-to-man; when to zone
• When support player should step up

1. Theory (3 hr)
1. Methods lecture (1½ hr)
1. Introduction / Emphasis of the F curriculum
1. First-time Parent/coach; emphasis on reducing the fear of coaching
2. U-10 age group players, some of whom may be experiencing playing and coaching for the first time
2. Developing a philosophy ("Player development")
1. What is player development?
1. Activities that the child wants to participate in because they are fun
2. Players being exposed to playing all positions
3. Every player has a ball for practice
4. Activities designed to maximize the number of touches by each player at practice
5. Rules modified for players according to their age group characteristics
6. Equipment modified for players according to their age group characteristics
7. Activities designed to promote thinking, not doing drills
8. De-emphasize winning and losing; we do not need to keep standings, statistics, etc.
2. Philosophy of "player development" needs to be conveyed to all players and parents, through a Parent Orientation meeting or written communication to parents
3. Role of the coach
1. As facilitator
1. Reason for facilitator is because most parent/coaches have not been exposed to a soccer environment
2. Objectives
1. Set up the conditions and environment for learning
2. Facilitate the learning
3. Players must have fun
4. Players need to receive positive feedback from the coach
5. Coach must be enthusiastic about what he/she is doing
6. Practices should be run in the spirit of play
7. Activities need to be geared toward the players achieving success, with success measured by FUN
2. As positive role model
1. Demonstrates respect for team members, opponents, referees, parents, spectators, and opposing coaches; has responsibility to the game itself
3. Understands who they are coaching
1. Children are not defined by chronological age alone
2. Each child matures and develops at his/her own pace
3. Treat each child as an individual
4. Not all children participate for the same reasons
2. Team management lecture (1½ hr)
1. Legal and safety issues of coaching
2. Care and prevention of injuries
3. Team organization
4. Implications for coaching youth
5. Organization of a training session
6. Laws of the game
2. Practical (6 hr) - technical skills
1. Dribbling
2. Passing and receiving
3. Kicking and shooting
4. Heading
5. Goalkeeping
3. Course review / Question and answer session (there is no test)

1. Opening and Course Administration (½ hr)
2. Theory (5½ hr)
1. Methods of coaching (1½ hr)
1. Emphasis of E curriculum
1. Parent/coaches who may or may not have previous coaching experience
2. Parent/coaches making transition from modified soccer to 11-a-side soccer
3. Development of the player as an individual and as part of the team
4. Development of the player from being technically oriented to refining those techniques and applying them to tactical situations
2. Developing a philosophy - "player development"
1. What is player development?
1. Activities that the child wants to participate in because they are fun
2. Players being exposed to playing all positions
3. Rules and equipment modified for players according to their age group characteristics
4. Activities designed to refine their technical abilities
5. Activities designed to introduce and increase the opportunities for tactical awareness
6. De-emphasize winning and losing; emphasize player development
3. Role of the coach
1. As facilitator
1. Set up the conditions and environment for learning
2. Players must have fun and receive positive feedback
3. Coach must be enthusiastic about what he/she is doing
4. Practices should be done in the spirit of enjoyment and learning
5. Activities need to be geared toward the players achieving success
2. As positive role model
1. Demonstrates respect for team members, opponents, referees, parents, spectators, and opposing coaches; has responsibility to the game itself
3. Understands who they are coaching
1. Children are not defined by chronological age alone; each child matures and develops at their own pace
2. Treat each child as an individual
3. Not all children participate for the same reasons
4. As a teacher
1. How do players learn
2. What to give players
3. How to teach
4. Components of the game
1. Economical training
2. Tactics lecture (2 hr)
1. Definition of tactics
2. Principles of defense
3. Principles of attack
4. Development of players
5. Playing through the thirds of the field (application of tactics by line)
3. Match analysis (1 hr)
1. Guided analysis of the principles of play (video: 3v3, 5v5)
4. Review of take-home tests (1 hr)
1. Care and prevention of injuries
2. Team management and team administration
3. Laws of the game
3. Practical field - Technical (7½ hr)
1. Dribbling (1½ hr) - application of the three types of dribbling
2. Passing and receiving (1½ hr)
1. Choice of technical options in passing (emphasis on driven and flighted balls)
2. Application of first touch
3. Finishing (1½ hr)
1. Review of basic striking techniques
2. Emphasis on shooting out of the air (volleys and half-volleys)
4. Heading (1½ hr)
1. Emphasis on jumping to head
5. Goalkeeping (1½ hr)
1. Getting into line
2. Closing the angle
3. Shot stopping
4. Collapsing
5. Throw distribution
6. Footwork
4. Practical field - Tactical (6 hr)
1. Defending (1½ hr)
1. Pressure - cover - balance
2. Penetration (1½ hr)
1. Individual
2. Creating depth and encouraging mobility
3. Vision
4. Group/team shape
5. Change of speed (rhythm of play)
6. Safety vs. risk issues by thirds
7. When to possess
8. Relationship to time and score
3. Possession (1½ hr)
1. Individual
2. Group/team shape
3. Ball circulation
4. When to penetrate
5. Relationship to time and score
4. Play in the final third (1½ hr)
1. Application of crossing and relationship to attacking runs/spaces
2. Possession
3. Creating individual space and timing of runs
4. Combination play
5. Off-side concerns
5. Questions and answers / Review (½-1 h)

1. Lecture (6 hr)
1. Methods (1½ hr)
2. Team management (1 hr)
3. Tactics (2½ hr)
1. Principles (1½ hr)
2. Systems (1 hr)
4. Game analysis (1 hr)
1. Assignment for coaches to go out and observe a game and come back with a problem, then discuss how to solve it in practice

NOTE: Laws of the game & Care and prevention of injuries will be included in candidates’ notebook; candidates will be responsible for material in a take home test.

2. Field (26 hr)
1. Fitness with the ball (1¼ hr)
2. Technique (13 hr)
1. Instruction and performance (7 hr) - Instructors will involve candidates as coaches in warm-up, organizational set-up, instruction of subjects
1. Passing and receiving low (¾ hr)
2. Passing and receiving high (¾ hr)
3. Dribbling and tackling (1½ hr)
4. Heading (1 hr)
5. Crossing (1 hr)
6. Goalkeeping (1 hr)
7. Shooting / Finishing (1 hr)
2. Practice teaching (6 hr) - Candidates given a lesson plan to follow
3. Tactics (11¾ hr)
1. Instruction and performance (5¾ hr)
1. Defense (2¼ hr)
1. Basic defending - emphasis on defenders 1,2,&3 utilizing up to 5v5 or 6v6
2. Team defending - 7v7 or 8v8
2. Attack (3½ hr)
1. Possession
2. Combination play
3. Penetration
2. Practice teaching (6 hr) - Candidates given a lesson plan to follow
3. Testing (up to 8 hr)
1. Written testing (1½ hr)
1. Methods
2. Tactics
2. Field testing - technical topics only (up to 6½ hr)

1. Team Structure
1. Number of forwards
1. Central?
2. Wide - left or right?
2. Midfield composition
1. Number of midfielders?
2. Their roles?
3. Back players
1. How many?
2. Sweeper? His role?
2. Attacking Tendencies
1. Direct / Indirect
1. Territory
2. Possession
2. Game maker - schemer(s)
1. How does he get the ball?
2. Who does he get it from?
3. Where and why is he effective?
4. Left or right footed?
5. What type of service does he provide?
3. Main goal scorer(s)
1. How does he score?
2. From where?
3. What type of service does he prefer?
1. in the air to head
2. to feet
4. Ball played to feet or to space?
5. Who provides his service?
4. Types of runs
1. Players in each third will make certain types of runs.
2. How are t hey dangerous to our defending method?
5. Restarts
1. Free kick specialist
1. type of shot
2. range
2. Targets for headers
3. Restart tendencies
1. shoot ball or multiple touches (free kicks)
2. corners - near post, far post, short, etc.
3. throw-ins
3. DEFENDING TENDENCIES
1. Number of back players
1. Playing with a sweeper?
2. Midfield composition
1. Number in midfield?
2. Static defensive midfielder?
3. Role of forwards in defending
1. Do they track back players? Which ones?
2. How many?
4. High pressure or low pressure defending?
1. All over the field?
2. Edge of middle third?
3. Pressure points vs. pressure pockets
5. Man to man marking, zone, combination
1. Which methods in which areas?
2. Will they mark our key players man-to-man?
6. Restarts
1. Are they slow or quick to reorganize?
2. Strengths and weaknesses we should be aware of?
7. Goalkeeper
1. Positional tendencies
2. Physical make-up
3. Handling
4. Distribution
4. ASSESS STRENGTHS AND WEAKNESSES
1. Speed
1. Overall team speed
2. Individual speed by position
2. Size
1. Overall team size
2. Individual size by position
3. Technical / tactical abilities
1. Overall team abilities
2. Individual abilities
4. How do A, B & C above affect our attacking and defending?
5. What are your recommendations?

• The ACEP program, founded in 1976, provides training for volunteer coaches as well as interscholastic coaches.
• ACEP mission: "ACEP is committed to improving amateur sport by encouraging coaches to embrace the ‘athletes first, winning second’ philosophy, and by providing the education to put that philosophy to work."
• Workshops leading to ACEP certification are built around videotaped lessons and self-study from ACEP texts and are led by a trained facilitator.
• Interested clubs can develop a training program locally. This could be done in association with other youth sports leagues, as much of the program is not sports-specific.
• Coaches in the Portland metropolitan area can learn more about the program by contacting the Tualatin Hills Park and Recreation District, which has offered ACEP training for a number of years.
• Or contact: ACEP, Box 5076, Champaign IL 61825-5076 (800/747-5698).

• The CET program generally takes the form of a 3-hour workshop conducted by
  Dr. Frank Smoll, a noted sports psychologist.
• CET helps the youth sports coach better understand the psychological relationship between coach and player, and provides behavioral guidelines which allow the coach to use this understanding to increase the value of organized sports for young athletes’ personal and social development.
• Coaches in the Portland metropolitan area can learn more about the program by contacting the Tigard Soccer Club or the Tualatin Hills Park and Recreation District, both of which have offered CET workshops for their coaches.
• Or contact: Dr. Frank Smoll, Department of Psychology, University of Washington, Guthrie Hall NI-25, Seattle WA 98195.

Judging a good coach:

• A good coach is someone who knows winning is wonderful but is not the triumph of sports.
• A kids’ coach is someone who goes to work early, misses meals, gives away weekends and plays havoc with family schedules so he or she can help out a group of youngsters.
• A good coach is someone who stays half an hour or more after practice to make sure every one of the players has a safe ride home.
• A good coach is someone who rarely hears a mom or dad say ‘Hey thanks,’ but receives a lot of advice on game day.
• A good coach is someone who makes sure that everyone gets to play.
• A good coach is someone who teaches young people that winning is not everything, but still lies in bed at night staring at the ceiling wondering whether he or she might have done anything differently to have turned a loss into a win.
• A good coach is someone who can help a child learn to take mistakes in stride.
• A good coach is someone who sometimes helps a child to develop ability and confidence that sometimes did not exist before.
• A good coach is someone a youngster will remember a long time after the last game has ended and the season is over.