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DRIBBLING, TURNING, SHIELDING (U8+)

Multi-Skills include: running, leaping, shuffling, kicking, trapping, dribbling, turning,


fast/slow speed, agility, balance
Try incorporating: dribble (hands) like tag rugby or basketball
Learning aim: To develop players ability to attack and defend in 1v1 situations.
Goals set up around area 2 yards wide.

have ball each attackers.

are defenders.
try to beat
and run the ball through the empty goal (empty goals will keep changing
as players move around).

If

wins ball they become an attacker.

After a goal is scored, change possession.


Progression

To make easier

To make harder

Have a target player


behind each goal

Reduce the size of the area

Play one/two with a target


player to score and now
keep possession and attack
another empty goal

Increase the number of


goals

s cannot tackle

Make the area bigger

Inclusion ideas: Make goals bigger.

Reduce the number of


goals
Have to play one/two with
different target players to
score a goal

DEFENDING (U8+)
Multi-Skills include: running, shuffling, dribbling, trapping, fast/slow speed, agility, balance,
coordination, feinting
Try incorporating: rolling to recieve, throw the ball to your partner to control with a different
body part, dribbling (hands) like basketball
Learning Aim: To develop defending skills in a 1v1 situation..

plays ball to .
tries to score in the opposite goal.
tries to stop .
If wins possession, then attacks other end.
Progression

To make easier

To make harder

Play 2 v 2 in 15 x 20 yd area

Reduce the distance


between the goals

Increase the size of the


playing area

Walk

Play 3 v 3 / 4 v 4

Inclusion ideas: Try making the area bigger for players with mobility challenges.

PASSING, SCORING, RUNNING (U10+)


Multi-Skills include: passing, running, twisting/turning, trapping, fast/slow speed, kicking,
dribbling, recieving and sending, chase/flee, agility, balance, coordination
Try to incorporate: passing to hand (rolling, chest pass and overhead pass) to include jumping and hand/eye coordination
Learning Aim: To develop the technique and accuracy of passing and recieving.

6 v 6 .
5 goals are spread around the area 3 yards wide.
Team in possession scores by playing the ball through the goal to one of their own team.
Go and attack another goal after scoring.
The other team try to win possession of the ball.
Progression

To make easier

To make harder

Take one goal away

Increase the size


of the area

Reduce the number of


goals

Reduce the number of


players

Reduce the size


of area

Make the goals bigger

Play two touch football

Increase the number of


goals

Reduce the size


of the goals

Inclusion ideas: Players can be identified to act as a floating player who must touch the ball
before each goal is scored. Designated zone areas - no other players are allowed within the
players space. The method of scoring can be adapted to the ability e.g. kick or throw.

POSSESSION (U12+)
Multi-skills include: passing, trapping, kicking, twisting/turning, walking, running (forwards,
sideways and backwards), fast/slow speed, gradual/sudden speed, agility, dribbling, receiving
and sending
Try incorporating: passing to hand (rolling, chest pass and overhead pass) to include jumping and hand/eye coordination
Learning Aim: To develop passing, supporting, team play and communication skills.
8v4
s keep possession from s.
How many passes can s make?
Progression

To make easier

To make harder

Increase the numbers of


attackers e.g.
play 9 v 3

Reduce the size


of the area

s try to get the ball over


line A to score a goal

Now attack line B

Make the area bigger


Make three passes
to score a goal

Reduce the number of


attackers e.g.
play 7v 5
Play 6 v 6
Play two touch

Inclusion ideas: Players can be identified to act solely as a floating player who must touch the
ball before each goal is scored. Designated zoned areas no other players are allowed within
the players space. The method of scoring can be adapted to the ability e.g. kick or throw.
Create a channel where only players with limited mobility can operate with the team in
possession. Use of grip ball to slow down the speed of the pass.

PASSING FORWARD (U8+)


Multi-skills include: passing, running, twisting/turning, trapping, fast/slow speed, kicking,
dribbling, receiving and sending, chase/flee, agility, balance, coordination
Try incorporating: passing to hand (rolling, chest pass and overhead pass) to include jumping and hand/eye coordination or playing like basketball or tag rugby
Learning Aim: To be able to pass the ball accurately and move into a space.

plays ball to .
s combine or use the floating players
then plays ball to s.
1

to get ball to

to score a goal.

Progression

To make easier

Play 4 v 4 in the middle area Play 2 v 2


Make the area bigger

To make harder
Reduce the size
of the area
Do not have floating
players
Play two touch football

Inclusion ideas: Wheelchair users/players with limited mobility use zoned areas; must
receive a pass to score goal. Clapping or use of voice so a blind player can receive audible cue
to pass and follow.

GOALKEEPING (U8+)
Multi-skills include: catching, throwing, jumping, agility, balance, hand/eye coordination,
running, feinting, twisting/turning
Try incorporating: different types of hand passing
Learning Aim: To develop the technique and distribution skills required for goalkeeping.

4 v4 .
Floating players on outside of the grid.
Target players are in a 5 x 5 square at either end.
s work together to get the ball to to score.
Players can throw the ball to each other.
Players cannot move with the ball.
Target players give the ball to the opposite team after a goal.
1

Progression

To make easier

To make harder

Players can move four steps


with the ball before throwing to a team mate

Increase the size


of the area

Reduce the size


of the area

Increase the size of the target players areas

Increase the number of


players in the middle

Reduce the number of players in middle

No floating players

Have a floating player


working in the middle area
Inclusion: This game is very inclusive already and try to ensure that specific zones can be created outfield to help players also.

DRIBBLING, TURNING, AND RUNNING


WITH THE BALL (U8+)
Multi-skills include: running, dribbling, turning, agility, balance, fast/slow speed
Try incorporating: dribbling (hands), rolling, walking, kicking, sideways/backwards
directions, throwing for hand/eye coordination
Learning Aim: To develop the skill of dribbling and turning in a non-opposed environment.

Place the balls in centre make sure the balls are spread out to avoid collisions.
4 players at each station.
Front player from each line moves in, collects a ball, and takes it back to the station.
Next player then goes.
Collect as many balls as possible.
When all balls have gone from middle, collect from another station.
Play for 45 seconds.
Progression

To make easier

After collecting a ball


Reduce the size of the area
from the centre,
Carry the ball back
the player must go around
cone before returning to the Walk
station

To make harder
Increase size of area
Include other markers
to dribble around on
way back
Introduce a defender

Inclusion ideas: Vary the start position. Game finishes after all the balls in the middle have
been collected. Change equipment; use size 9 ball for wheelchair users, bell ball for blind
players and grip ball for players with limited mobility. For blind players a coach could stand in
the middle and call the player so they receive an audible cue to follow.

SCORING (U8+)
Multi-skills include: throwing, catching, trapping, passing, running (forwards, sideways,
diagonal), attack/defend, fast/slow speed, balance, coordination
Try incorporating: dribble (hands) like basketball and different ways to move the ball up
the pitch
Learning aim: To develop the skill of passing, shooting and support play in a goalscoring scenario.

delivers the ball to .


s work together to attack the goal and score.
Work out different moves as team progresses.
s then attack opposite goal.
Progression
Introduce a defender

To make easier
Reduce the distance

To make harder
Increase the distance

between the goals

between the goals

Player runs with the ball on


own to score

Go in twos rather
than threes

The person shooting


must take a first time
shot

Introduce a defender chasing the attacker from behind

Play 3 v 3
Inclusion ideas: The method of scoring can be adapted to the ability e.g. kick or throw.
Use a grip ball to slow down the pace of the pass. Make the goals bigger.

CONTROL, TURNING & SHIELDING (U8+)


Multi-skills include: dribbling, running (forwards, backwards), balance, agility, twisting/turning, spinning, fast/slow speed, gradual/sudden speed, chase/flee
Try incorporating: dribble (hands) like basketball or tag rugby, attackers have to roll their
own ball or dribble one themselves
Learning aim: To develop dribbling, turning and shielding the ball when in possession.

are the attackers, each with a ball. They travel around the playing area trying to keep
possession of their ball and not let the defenders kick the ball out.

If the ball is kicked out, when they return they must hold the ball above their heads and
cannot rejoin the game until another attacker has dribbled their ball between the stationary
players legs.
Progression

To make easier

To make harder

Swap defenders over

Make the area


playing area bigger

Reduce the size of


the playing area

Give the defenders a


ball to dribble around
with too

Attackers can only


use their weaker foot
to dribble

Make the game a


competition between
teams

Inclusion ideas: Players can be tagged instead of holding the over head to rejoin the game.
Passive defending, make player turn away without contact.

CONTROL, RECEIVING & SHOOTING (U10+)


Multi-skills include: throwing, catching, turning, dribbling, trapping, passing, running
(forwards, sideways, diagonal), receiving and sending, attack/defend, fast/slow speed,
balance, coordination
Try incorporating: passing to hand (rolling, chest pass and overhead pass) to include
jumping and hand/eye coordination or playing like basketball or tag rugby
Learning aim: To develop the skill of passing, shooting and support play in a goalscoring scenario.

3 players hold hands on the goal line with the goal 8 yards wide.
Play 3 v 3 until the coach shouts Change! then the chain breaks and the players swap
positions and the original chain players become the field players.

Goals and saves are worth 1 point. The players in the chain are not allowed to use their
hands to defend the goal and must control the ball within 5 yards to score a point.

Progression

To make easier

To make harder

Have a target player behind


each goal

Reduce the size of the area

Make area bigger

Reduce the number of goals

Play one/two with a target


player to score and now
keep possession and attack
another empty goal

Increase the number of


goals

Have to play one/two with


different target players to
score a goal

s cannot tackle

Inclusion ideas: Try making the area bigger for players with mobility challenges or
the goals bigger.

PASSING AND SHOOTING (U10+)


Multi-skills include: throwing, catching, turning, dribbling, trapping, passing, running
(forwards, sideways, diagonal), receiving and sending, attack/defend, fast/slow speed,
balance, coordination
Try incorporating: passing to hand (rolling, chest pass and overhead pass) to include
jumping and hand/eye coordination or playing like basketball
Learning aim: To develop the technique of shooting accurately.

4 v 4 plus there are two floating players who play for whatever team has possession of the ball.
Goals can be scored from either side of the goal but no players are allowed in the goalkeepers area.
If a goal is scored the game keeps going!
Progression

To make easier

To make harder

Players can only


score with a first time
shot

Make the area playing


area bigger

Reduce the size of


the playing area

Increase the number


of floating players

Reduce the number


of floating players

Take the floating


players out to have an
equal game
Progress to a normal
match

Increase the
goalkeepers area for
longer range shooting

Inclusion ideas: Players can be identified to act solely as a floating player who must touch the
ball before each goal is scored. Designated zoned areas no other players are allowed within
the players space. The method of scoring can be adapted to the ability e.g. kick or throw.

POSSESSION v DEFENDING (10+)


Multi-Skills include: running, passing, kicking, trapping, dribbling, turning, fast/slow speed,
agility, balance, attack/defend
Try incorporating: dribble (hands) like tag rugby or basketball
Learning aim: To develop players ability to maintain possession under pressure.

The 7

have to maintain possession of the ball while the first three

Once the first

s win the ball, the second three

6 balls so that each group of three

try to win the ball.

s go in for the second ball.

go in twice.

If the ball gets knocked out the grid, a new ball comes in against the same
s to
encourage players to keep the ball (for two passes) when winning it back for their team.
Swap roles after the six balls.
Progression

To make easier

To make harder

Make it a timed activity


and a competition between
the two teams

Make the area bigger

Reduce the size of the area

Increase the number of


attacking players

Start with less attackers

Give teams extra


points/time for number of
passes created

Only send in two

Progress to 7 v 4

Inclusion ideas: Create a channel where only players with limited mobility can operate with
the team in possession. Use of grip ball to slow down the pace of the pass.

CROSSING AND FINISHING (12+)


Multi-Skills include: catching, throwing, running, jumping,passing, kicking, trapping,
fast/slow speed, agility, balance, coordination, attack/defend
Try incorporating: throwing (like handball) to score
Learning aim: To develop the technique if crossing and shooting from crosses.

GK begins practice by throwing the ball to


the ball into the penalty area.

1, who passes the ball back to

2 to cross

Once the GK throws the ball, two


attackers run down the pitch to try and score from the
cross. Can you encourage the players to make runs to attack the ball that may be difficult to
defend against?
Play continues from the
direction.

GK who repeats the practice for their own team in the opposite

Ensure you practice crossing from both sides and try to vary where the cross is delivered from.
Progression

To make easier

To make harder

Score points for different


goals and make it a
competition

Smaller pitch so the player


crossing has less distance
to kick the ball

Increasing the crossing


distance

Include a defender

Bigger goals

Add 2 defenders

Take two touches to finish

Players must try to score


with only one touch

Inclusion ideas: Begin practice without the throw or use of adapted equipment/pitch. Start
player in attacking area without having to make the run forward

POSSESSION 4 v 4 + 4 (10+)
Multi-Skills include: passing, trapping, kicking, twisting/turning, walking, running (forwards,
sideways and backwards), fast/slow speed, gradual/sudden speed, agility, dribbling
Try incorporating: passing to hand (rolling, chest pass and overhead pass) to include jumping
and hand/eye coordination
Learning aim: to develop passing, supporting and team play skills as well as reacting to changes in possession.
Game begins with

and

playing together as one team to create 8 v 4 against

If
give possession away, they become the defenders and
team of attackers.

and

play together as one

Can you encourage teams to react quickly to gaining or losing possession? When you become
attackers, can you make the pitch as big and wide as you can, when you become defenders,
can you try and deny the attackers space?
Progression

To make easier

To make harder

5 passes to score a point


for your team

Make the pitch larger

Make the playing area


smaller

Progress to 6 v 6
Include goals to play a
small-sided game

Add extra floating players


that are always attackers

Limit the number of


touches per player
Increase the number of
defenders

Inclusion ideas: Players can be identified to act solely as a floating player who must touch the
ball before each goal is scored. Designated zoned areas no other players are allowed within
the players space. Create a channel where only players with limited mobility can operate with
the team in possession. Use of grip ball to slow down the speed of the pass.

ATTACKING 3 (10+)
Multi-Skills include: catching, throwing, running, jumping, passing, kicking, trapping,
fast/slow speed, agility, balance, coordination, attack/defend
Try incorporating: throwing (like handball or American football) to score
Learning aim: To develop skills of attacking and defending play in a game.

GK begins practice by throwing the ball to one of his other


third.

players in the defending

The three
players combine so that one runs with the ball into the shaded area (where
1 player cannot follow) and the other two s stay in the defending zone. This creates 2 v 1
in the shaded third.
The
players can then combine to create 3 v 3 in attacking third (middle
the shaded area) to try and score a goal.

has to stay in

Work the practice back in the opposite direction and make sure players are rotated round.
Progression

To make easier

To make harder

Allow two across to


make it 4 v 3

Make the pitch bigger

Smaller pitch

Add extra attackers

Add an extra
middle third

Take out one defender

Add extra defenders in to


each third

in the

Progress into a game

Non-opposed travelling to
the shaded area

Inclusion ideas: Allow players with limited mobility to use the shaded area unopposed.

FOOTBALL AND FUNdamentals WARM-UP (5+)


Multi-Skills include: walking, running, jumping, hopping, leaping, balance, 2-1, 2-2, 1-2,
sliding, shuffling, skipping
Try incorporating: stretching achieved through the use of dynamic movements
Learning aim: To effectively get the body and mind ready for exercise.
Description of movement:
Players travelling around the area, at various speeds and in different directions, forwards,
backwards and sideways.
Move in and around the cones.
Jump over cones (forwards, sideways) wide platforms, narrow platforms for landing.
Hop over cones (forwards, sideways) left to right, right to left.
Leap over cones (forwards, sideways) left to right, right to left.
Run around cone full circle (forwards, backwards, sideways).
Description of dynamic stretching:
Touch cone with foot/knee/chest/hand etc, move off forwards, backwards and sideways.
Sit down on cone, move on.
Domes and Dishes Game: (Duration 30 seconds, 30 seconds rest)
Team 1 must turn the cones over to become dishes, Team 2 must turn cones up to become
domes.
Inclusion ideas: Clapping or use of voice so a blind player can receive audible cue.
Raised cones for wheelchair users.

FOOTBALL AND FUNdamentals


COOL DOWN (5+)
Multi-Skills include: rolling, dragging, balance, coordination
Learning aim: To effectively lower the bodys heart rate back towards normal.
Description of movement: the following practices are aimed at individual players with a ball
each and can be used for warm up practices too, as well as homework sessions for young
players and their parents.
Sole Role sole of the foot in contact with the ball.
rotate in a clockwise/anti-clockwise direction (use left and right foot).
pull ball backwards and forwards.
slide ball from side to side.
rotate in a clockwise/anti-clockwise direction around the body.
pull ball backwards, pass ball forwards with instep to other side of body, stop ball with
opposite foot.
pull ball backwards, pass ball forwards with outside of foot to same side of body, stop ball
with opposite foot.
Drags right foot sole of foot in contact with the ball, pull ball down the side of the body,
use left foot to drag the ball back again.
Pull and Slide ball in front of player, sole of the right foot on the ball, pull back past the
standing foot, slide foot down the outside of the ball, ball goes sideways, stop the ball with
the left foot, repeat left foot to right foot.

ATTACKING PLAY 1 (10+)


Multi-Skills include: running, shuffling, dribbling, trapping, gradual/sudden speed, fast/slow
speed, agility, balance, coordination, feinting
Try incorporating: rolling to receive, throw to control with different body part, dribbling
(hands) like basketball
Learning aim: To develop the skills and techniques of attacking play.

1 starts the practice with a pass to


the gates. 2 acts as the defender.

1 who then attacks and tries to dribble the ball through

If the attacker goes past the first gate, they must attack the second gate.
Look for a good first touch, changing pace and direction, and encourage clever play.
When the extra player comes in, look for how players create space and how they support the
player in possession.
Progression

To make easier

To make harder

Bring in the extra attacker


to create 2 v 1 scenario

Make the pitch bigger

Smaller pitch

Include an extra goal


option to score within

Take out the first goal on


the side to ensure player
has to attack the baseline
goal

Bring in the extra


defender to create 2 v 2
situation

Inclusion ideas: Clapping or use of voice so a blind player can receive audible cue and use a
grip ball to slow down the pace of the pass for them to receive from the defender. Coach to
give instructions from sideline and behind goals for blind players.

ATTACKING PLAY 2 (10+)


Multi-Skills include: running, shuffling, dribbling, trapping, gradual/sudden speed, fast/slow
speed, agility, balance, coordination, feinting
Try incorporating: rolling to receive, throw to control with different body part, dribbling
(hands) like basketball
Learning aim: To apply the skills and techniques of attacking play in a game-related scenario.

1 starts the practice with a pass to any


the goal line.

The three

then play against the four

who must try and score by running the ball over


.

Look for other


to help how and where do they support, where and how do they make a
run to help, the quality of the pass to the
and the communication taking place.
Try and encourage players to make runs in advance of the ball and combine with their team
mates to score a point.
Swap teams over so the defenders become the attackers.
Progression

To make easier

To make harder

Bring in the extra defender


to create 4 v 4 scenario

Make the pitch bigger

Smaller pitch

Progress to Attacking 3
game
Inclusion ideas: Incorporate zoned area for players with limited mobility that others
cannot enter.

GOALKEEPING (10+)
Multi-Skills include: catching, throwing, balance, agility, hand/eye coordination,
leaping (1-1), slide, shuffle
Try incorporating: vary delivery height and equipment where possible
Learning aim: To develop the skills and techniques of general handling in goalkeeping.
Practice 1:
Goalkeeper saves shot from

1, then moves to save shot from

2, then onto

3.

Goalkeeper concentrates on quality movement of the feet to get to the next set position for a
shot. Try and encourage your goalkeeper not to cross feet when travelling and a good set
position means having the hands in a ready position, knees slightly bent and the weight on
the front half of the feet. Keep the head still and your nose in front of the toes!.
Practice 2:
Goalkeeper moves forward then sideways to get into a good set position to save shot
from 1.
Goalkeeper then moves in opposite direction to get in set position to save shot from
having returned to the start cone.

2,

Practice 3:
Goalkeeper moves from start cone, forwards and then turns sharply to get into a set position
to save from
1.
Practice is repeated in opposite direction to save from

2.

Inclusion ideas: Try and change the type of service or equipment used within the practice.

EFFECTIVE COMMUNICATION
Learning aim: To ensure the coach delivers successful communication at different levels.
Description: Successful communication through a range of different levels is key if a
coach/teacher or leader is going to develop a successful working relationship with the children
in their charge
Teaching/Coaching Styles:
Command Style
The coach/teacher or leader makes all of the decisions and may perform the demonstrations.
The pupils role is to listen and comply.
Example: I would like you to make a pass with inside of your foot.
Guided Discovery
Discovery learning can be broadly defined as the process by which players can search for
and discover relatively individual solutions to executing skills without direct instruction from
the coach/teacher or leader.
Example: Can you find another way for me of making a pass to your partner?
Reciprocal Learning
Pupils learn from each other, one of the pupils takes the role of the coach and the other
pupils to perform, plan or evaluate skills.
Example: Can you explain to your partner how to make a lofted pass?
Question and Answer
Communication between the coach and the pupil is through questions and answers. This
approach allows pupils to think about possible answers they may give.
Example: Can you show me how to pass with the inside of your foot?
When we communicate to young people it is important that we think about:
The words we choose; try to phrase all your communication in a positive way. For example;
that was good, to improve it further you could try this, can you try and solve this
problem
The tone of your voice in which we talk, try to think about your tone and vary it accordingly
to the environment and the individual circumstances.
Body language, think about using positive body language when communicating with young
people, you are a role model and over 60% of your communication is through body
language.
Listening Skills:
As well as the coach/teacher or leader communicating it is important that as someone who
works with young people you are aware of developing your listening and observational skills.

DEVELOPING AGILITY, BALANCE AND


COORDINATION (U8+)
Multi-Skills include: sprinting, running, jumping, hopping, leaping, balance, 2-1, 2-2, 1-2
Learning Aim: To develop key movement patterns for sport and development of speed, agility and quickness
within football
Description: There is a whole host of innovative equipment and resources available to help develop the young
players ability to be fast and agile, this card highlights several ideas but does not intend to provide an exhaustive
list of exercises within this subject field and would pose the question to the coach about whether you can
expand these further and develop your own ideas, all the time focusing on what is realistic to the game of football.
Equipment: Ladders, hurdles and hoops can all be used during these exercises or simple innovative use of
space markers is a cheaper alternative without specialist equipment. Concentrate on correct running technique
(inc. use of arms) and executing well - technique before speed.
Exercises:
Single feet in each ladder space/ring/hurdle, then both feet in each space
Same exercise but sideways through the equipment
Forwards two, back one, forward two, back one etc.
Single leg hopping, then two footed jumps
Encourage players to relax, theyll move with greater precision and balance if they avoid tensing their muscles.
Learn quickly, by first practising slowly.
Focus on learning one or two drills per training session until you have developed a good base
of exercise options. And dont be afraid to fail! All these type of drills can be learned quickly
if you dont quit on them!
Challenge can you incorporate a ball into the exercises to keep the practices football-specific
and maintain interest of the players?