Goalkeeper Coaching Part 1 Children and Youth Football

Goalkeeper Coaching Part 1
Children and Youth Football
Norges Fotballforbund - Ullevaal Stadion - 0840 Oslo - Norway

Phone +47 21 02 93 00 - Fax +47 21 02 93 01 - www.fotball.no
The Football
Association of Norway (NFF)
Keeper Coach Course 1
Part 1: Children’s Football

Part 2: Youth Football
Lesson Booklet
Participant and Instructor Booklet
The Football Association of Norway

November 2009
Introduction
Keeper Coach Course 1, Part 1 and Part 2, are two new courses released in autumn
2009.
The courses have been set up as basic evening courses of four lessons, with some
theory and a lot of practice, to keep them from becoming too extensive. We hope
that many coaches, both team and keeper coaches, will find them useful.
Keeper Coach Course 1, Part 1 – Children’s Football, reviews keeper training for the
youngest. The main focus is on the age group 10-12 years.
Keeper Coach Course 2, Part 2 – Youth Football, targets the age group 13 years and
above, i.e. those who play 11-a-side football.
The two parts of the course are to a certain degree independent, and Part 1 may
well be taken as a separate course, specially if the course participants devote their
efforts to children’s football. However, we strongly recommend completing Part 1
before continuing with Part 2, as the courses to some extent are built upon each
other.
The best of luck with your keeper coach course: for the benefit of young keepers!

International Department
2 | part 1: children´s football

The Football
Association of Norway
Part 1:
Children’s Football
Lesson Booklet

November 2009
This booklet contains:
• Course ladder for keeper coach training
• Aim of the course
• Lesson contents and overview
This course, Keeper Coach Course 1, Part 1 – Children’s Football, is the first and most
part 1: children´s football
fundamental course in The Football Association of Norway’s coach course ladder.
The previous introductory course for keeper training, “Fun to be a Keeper”, has
been phased out, though the booklet may still be used for own reference. However,
we believe that the course you now are about to embark on is better in relationship
to the target group, i.e. children aged 12 years and below.
NFF’s course ladder keeper coach training:
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AIM OF THE COURSE
After completing this course, the participants shall be familiar with the most im-
portant responsibilities of the keeper on attack and defence. The participants shall
gain experience in sensible activities for children in the age group up to 12 years,
with games and playful activities that are educational in themselves. They shall be
capable of organising sensible activities, and of providing some degree of guidance
and instruction.
It is appropriate that the participants themselves take part in and get a physical
feel for some of the exercises, but players in the age group in question should be
the objects during the practical lessons of the course.
LESSON OVERVIEW
Lesson 1
• Theoretical review of NFF’s Guidelines for Children’s Football and their impor-
tance in keeper activities in five-a-side football.
Lesson 2
• Theoretical review of keeper training for children 10-12 years
• The keeper on defence
• The keeper on attack
• Some fundamental partial skills
Lesson 3–4
• Practical demonstration of exercises and activities
keeper coach course 1 | 5

Lesson 1: Theory
Coaching the Youngest
Guidelines for children’s football up to 12 years.
Devote some time to the first part. The main emphasis of this first lesson shall be
on the important guidelines and the discussion at the end of the lesson!
Remember to also consult the Activity Management Course for Children’s Football.
Introduction
In order to offer the best possible football activities to all players in the ages 12
years and below, it is important to focus on how children’s football should be ma-
naged. The children must be given the opportunity to experience a football game
according to their own development level.
Important guidelines
Security, mastery and enjoyment will be achieved by managing the activities on
the children’s own terms – and with the right activities for the right target groups.
In children’s football, it is more important to be a good activity leader than a good
coach. Well-organised activities provide fun during training and great match
experiences. This stimulates the children to play more football outside formal
practice and matches as well. Remember, instruction is not a core concern for the
youngest players – the best way to learn is to practice in a playful manner.
From the age of 10-12 years, it may be suitable to provide a little more instruction,
specially aimed at children who are eager to improve their football skills. But the
educational skills of the coaches/leaders are more important than their football
technical knowledge at this stage. Parents frequently serve as team leaders in
children’s football. They do not need to be football technical experts, but should
know a great deal about what constitutes suitable and beneficial activities for the
individual child.
Four important conditions to creating good activities for children are:

• Avoid waiting in line, for instance during shooting practice!
• Use few players on each team! Plenty of ball involvement is fun and involving.
• Spend most of the time during practice on various ball games every single
time!
• The ball should be part of just about every activity during practice.
NFF is concerned that everyone in the football organisation be involved and com-
mitted to providing children and young people suitable and secure conditions
for development. As many children as possible shall be provided the best possible
opportunities for the longest possible time. So everyone should be given equal
playing time during matches. And we wish to tone down the importance of results.
Of course winning is fun, scoring goals is fun, that’s the whole idea of football. But

the serious aspects of football will intrude soon enough, and no child must feel
left out. And remember: It pays to arrange activities that children are able to mas-
ter. Achieving something is a great inspiration. So provide them concrete tasks!
A wealth of experience shows that “topping” teams is negative (meaning that

some get significantly more playing time than others). Playing on the best possi-
ble team has little impact on the individual child’s football skill development. The
important thing is the amount of football the child plays. However, topping may
lead to children feeling left out. This is unnecessary at this age.
One should also avoid selecting teams according to the skills of the players. This
sort of differential treatment should be left for later. The myth that the develop-
ment of the most skilful players depends on them playing on good teams still
lingers. Here we must remember that match opportunities are not the most
important factor in this connection. What makes the difference is the amount of
football playing time. And most importantly: That all the children involved enjoy
taking part. Being able to play with friends is far more important than being on
the best team.
One should also provide football playing opportunities all year round – in
children’s football as well. At no point should anyone feel pressured to partici-
pate, but those who want to should be given the opportunity. It is also positive
to be involved in other sports, though this is not essential. Football is a very
versatile sport in itself. But sport clubs should give children who wish to parti-
cipate in more than one sport and/or other organisations the opportunity to do
so. One must therefore work actively to co-ordinate all the activities in the local
community.
How to provide sufficient opportunities for the most skilful children?

Football is for everyone, but that does not mean that the best shall not be given
challenges. The most important factor in improving children’s football skills is
to play a lot of football, both during club practice and matches, and maybe most
importantly; in their own activities.
In addition, the following tools may be suitable:

• Well-organised and entertaining practice sessions stimulate own activities
• In some cases, children may be moved up one year group
• Consider providing an extra training session a week for the most eager chil-
dren (with own team or with another team at the club)
• Give the children different tasks during training according to skill and matu-
rity level
• Be flexible when dividing into teams and groups during practice, the “best”
may sometimes play with and against each other without the others seeing
this as a defeat
• Extend the season for those who want to
• Make sure that your children’s football coaches have the necessary schooling
• Make sure that the club has a coach co-ordinator who can follow up individual
teams, arrange coach meets etc.

Developing keepers in different age-specific groups in children’s football
EXECUTION
AGE (technical skills) CHOICE OTHER ELEMENTS
below 8 Learning by playing Some tips on Games

positioning
Receipt/grip Alternate between

Distribution (throw and being keeper and
kick) field player!
General ball control, feet
and hands
Basic falling techniques
8–10 Ready position Co-ordination, Golden age of mo-

Receipt/grip different footwork tor development
types of shots (high/low) Reaction ability
Distribution Positioning Rules
Falling techniques Direction
Be satisfied
with small
improvements
Alternate between
being keeper and
field player!
11–12 Ready position Positioning and Hunger to learn!

Receipt/grip all types of positioning plays
shots Leap and falling Direction/rules Ideal time for
techniques communication learning.
Simple fieldwork (from Reading/under- Great development
sides and front) standing the potential. Some
Through play football game will start taking
One-on-one situations Ability to im- steps toward be-
Return play and general prove choices, coming keeper.
distribution exercise in match
situations Alternate between
Shots at station- being keeper and
ary ball field player!
This is a suggestion about what a keeper should practice depending on his/her age.
It is a training plan which takes general skill development into account. However,
age is not the decisive factor for what a keeper should emphasise in his/her de-
velopment. Physical and mental resources, as well as skill mastery level, decides
how a keeper should follow such a plan. Fundamental keeper skills should be emp-
hasised and mastered. This improves the starting point for continued skill trai-
ning, where action is combined with choice of action. For a keeper it is important
that the exercises be functional enough as well. A keeper coach must also provide
guidance and instruction about choice.

Discussion
How to follow these guidelines in practice? The relationship between self-in-
structing activities and guidance/instruction? How to enable learning in practice?
What can we adults do to make more players want to be keepers? How might we
proceed? What about teams “without” keepers? What do we do? Why is it a good
idea to alternate between being keeper and field player? How do we solve this in
practice?
How do we pave the way for keeper development at the club? When to start with
this?
At this point, we must remember that all varieties of small-sided games are good
activities for keepers as well. Over half the time at practice must be devoted to ball
games, because it is through games we best develop skills! Provide guidance to
keepers according to their maturity and how receptive they are. Remember that
nobody should be “just a keeper”. They must have field play as well!
Leave time for a short chat between participants before summarising.

Lesson 2: Theory Age
group 11-12 years,
seven-a-side football
Some guidelines
In this age group, some have begun to consider whether they should become keep-
ers or field players. Players are ready for somewhat more intensive keeper practice
and training of more specific skills in general. They are still highly motivated, and
wish to learn new things, and they have a better understanding of concrete in-
struction and guidance.
But the most important thing remains to ensure entertaining and well-organised
practice sessions that stimulate own activities, and rather offer extra training to
those who want more practice and practice on other aspects.
Keeper training may be carried out through separate exercises at practice ses-
sions, alone or together with all the players, but the keepers should to the greatest
possible degree be provided guidance in game situations, because there they will
practice both choice of action and action.
Separate keeper training may be carried out with keepers from several teams and
several age groups if appropriate. But remember that keepers are not to be confi-
ned to the goal area! The players shall still rotate positions!
The two main responsibilities of the keeper:

1. Prevent opponents from scoring
2. Contribute to helping own team to score
This means that the keeper has some tasks relating to defence, and some relating
to attack. These tasks may be broken down into choice of action and action. How
good a keeper can become depends on the degree of mastery of these.
A player who has chosen to develop in the role of keeper, should throughout his/
her development also participate as a field player at practice and matches. This au-
tomatically provides understanding of these roles, and helps develop the keeper’s
general football skills.
The keeper – both specialist and team player
The fact that the keeper has a distinct role on the team, as he/she has some parti-
cular rules to relate to, indicates that the keeper is a specialist. At the right point in
his/her development, the keeper should therefore be provided separate and specia-
lised keeper training.

However, such training must not become too dominating or too overly focused on
actions. The actions of the keeper are to a large degree determined by what team-
mates and opponents do – and this must be practiced through game exercises. It is
appropriate keeper training for the coach to provide guidance to the keeper during
play, for instance positioning and when or whether the keeper shall intervene.
The keeper is also part of the team, a teammate. This must be included in his/her
training as well!
In practice, this means that the keeper needs general football skills at the same
level as the field players, but that he/she in addition must develop some specific
keeper skills.
Some important partial skills, age group 11-12 years
1. The keeper on defence

a) Ready position and positioning
b) Grip and reception technique
c) Falling technique
d) One-on-one situations
2. The keeper on attack

a) The keeper’s pass plays
b) Kick-out and throw-out
c) Positioning
Educational components prioritised partial skills

The keeper on defence
a) Ready position and positioning

Purpose:
To have the best possible opportunities to save a shot or heading
at the goal, the keeper must be in the right place and the correct
ready position to optimally utilise the right techniques and cor-
rect action to save the ball.
Educational components:
• Well-balanced body, relaxed
• Weight on ball of foot
• Upper body bent slightly forward
• Hands slightly ahead of body
Note! Remember to provide guidance on ready position and positioning/place-

ment in terms of intercepting through plays behind the defenders as well! Positio-
ning relative to goal line, getting out of the goal cage.

b) Grip and reception technique
Purpose:
The keeper must learn to catch the ball
in the optimal manner to secure the
reception. He/she should avoid losing
the ball and providing returns that
may give the opponents a new oppor-
tunity for scoring positions. When grip

and reception are good, and the keeper
maintains control, this also improves
the opportunity to quickly start an at-
tack. The keeper shall feel confident in his/her own reception skills.
There are three basic grips: along the ground, at knee/stomach height, at chest/
head height and above.
• Keep eyes on ball

• Seek the ball with hands and take it as quickly as possible
• Palms and fingers behind and around the ball
• Try to cushion the shot
• Get behind the ball if possible
• Trap and lock the ball close to body

c) Falling technique
Purpose:
The keeper must sometimes dive side-
ways or forwards to save the ball. It is
therefore important to learn different
forms of footwork, leaping and falling
techniques. This enables the keeper to
shift position and move as quickly, as far or as high as possible. Good execution
here gives the keeper better self-confidence and improves the chance of saving a
ball with a dive.
• Readiness in relationship to ball
• Landing points forwards: knees and underarms
• Landing points to the side: outer thighs, upper body/shoulder
• Arms free, seek ball
• Trapping grip, protect ball

d) One-on-one
Purpose:
If a possessing opponent approaches the keeper alone, the player will either try
to shoot or get past the keeper. If the shot is taken, the keeper must use the pre-
viously mentioned techniques; correct ready position, grip etc. But it may also be
necessary to block the shot with a foot parry. It is important to stay on your feet
as long as possible, so that you are centred when the shot comes. If the opponent
should try to get past the keeper, it is equally important to stay on your feet, and
not be feinted in the wrong direction or dive too early. It is decisive to get as close
to the possessing player as possible to be able to catch the ball with your hands or
parry it with your feet.
• Ready position and positioning
• Gauging distance to and speed of possessing opponent
• Meet/pressure/lead opponent (cut-off angle, stay on feet)
• Keep eyes on the ball and ball carrier’s feet
• Fall sideways, cut off ball trajectory (arms free, seek ball with hands)
• Not too rapid approach, depends on ball carrier’s control
The keeper on attack
a) The keeper’s pass play
Like the field players, the keeper must practice pass plays. In many situations, the
keeper will need to have good footwork control skills.
Let the keeper practice on this with the field players, and remember to let the keep-
er participate as a field player both during practice and matches in this age group.

When the keeper stands in the goal at practice and uses his/her feet in the pass
plays, guidance should be aimed at the choices of action rather than their execu-
tion. Return plays may be practiced with field players when drilling reception and
passing skills.
b) Kick-out and throw-out
The keeper’s role as first attacker is important. If play is started at the right mo-
ment and the right place, distribution can become a good offensive tool. Kick-out
techniques from goal may be drilled with field players when practicing long pas-
ses, training full and half volley kick-outs, as well as solo kick-out drills. These are
gradually integrated into game exercises.
Throw-out:
• Body centred, whole body behind throw
• Hand behind the ball, the power goes through the ball
• Directional, see the movement through with the body as a whole
Kick-out:
• Placement of stand foot, good balance
• Eyes on ball, right point of impact, strike “through” ball
• Stretch out instep
• Direction, length

c) Placement/positioning
The keeper must position him/herself on the pitch when the own team has pos-
session of the ball as well. The keeper may serve as supporting player – or take
a position which makes it as easy as possible to reach the right place if the team
loses possession.

Lesson 3-4: Practical
demonstration of
exercises and activities
for keepers 10-12 years
In this demonstration, we review suggested exercises the course instructor may
use.
We must once again emphasise that games and playful activities have to be the
main focus for the youngest players, while the older children may be given a cer-
tain amount of instruction and specialised training.
All the various forms of small-sided games that are recommended in children’s
football help develop the keeper as well. Remember to rotate positions. These
activities should be used extensively, and the keeper will benefit greatly from
basic instruction in game situations. As they grow older, they may receive additio-
nal instruction in these situations – and be followed up separately through own
exercises.
This is the reason why no keeper-specific exercises are shown for the youngest age
group, up to 10 years. Here it is more important to arrange training sessions with
activities that are well-organised and entertaining, for instance shooting games
where the players constantly switch between different roles, and of course ma-
jority and minority games with different pitch shapes and sizes. Always include
goal approaches and scoring attempts – and saves – in the exercises and game
variations.
For the oldest players in children’s football, those who play seven-a-side football,
we can to a certain degree provide targeted keeper practice, but everyone should
be able to take part here as well – and nobody is yet exclusively a keeper!
SUGGESTED EXERCISES
WARM-UP
Exercise 1
Jogging using arms, varying pace, movement of wrists and fingers. Then with the
ball, jogging, forward movement, backwards, sideways; for instance between cones.
Possibly with ball rebound for rhythm.

Exercise 2
Divide into two teams, small pitch. One “keeper” in each goal, the rest are “field”
players. Players alternate in the role of keeper. The players shall play passes to each
other using different distribution techniques. Reception shall always be made
with hands, and goals are scored by throwing or kicking the ball into the goal. The
restrictions can often be changed, so that passes may only be made by over- or un-
derarm throws, half volleys etc. The keeper guards the goal and saves using keeper
techniques. The defenders win the ball when they cut off a pass or the passing
player breaks the rules.
READY POSITION AND POSITIONING
Exercise 3
Throws or shots at keeper who moves sideways in the goal, assumes the ready po-
sition and saves the ball. Then movement in approximate half circle in front of the
goal, repeating the procedure. May be varied by the keeper lying down, leaping up to
assume the ready position and save, or other types of repositioning before shot/save.
GRIP AND RECEPTION

Exercise 4
K1 stands in a seven-a-side goal. K2 stands in an opposing goal, a cone goal if neces-
sary, 7-8 m away. The coach stands in the middle. The coach kicks the ball along
the ground to K2, who catches it correctly and rolls it along the ground toward the
other goal, straight at it or slightly to the right or left side. K1 attempts to catch
it using
the right
technique.
The body
behind the
ball.
18 | del 1: barnefotball

For educational components, see page 12.
Variation: The coach kicks various types of shots for K2 to receive. K2 also throws
various types of shots, or kicks them. In order to exercise grip, the shots should pri-
marily be aimed square on in the beginning. Later the shots may be aimed slightly
more toward the sides, but without forcing the keeper to dive. Remember that
throws are more precise than kick shots.
Exercise 5
K1 stands facing S1 (Player 1), who throws or kicks the ball to K1, who then uses the
right technique to receive. K1 throws the ball back to S1 (with right hand). Then
K1 turns to S2, who also throws or kicks the ball back to K1, who then saves and
throws the ball back (with left hand). Switch roles after for instance 10 receptions.
Variations: low balls, balls at knee/stomach height, at chest/face height and higher.
1
2

Exercise 6
Reception of tall shots, frontal and sideways.
K1 guards a 5 m wide cone goal. The coach stands 4-5 m distant on the extension of
the goal line. The coach throws tall shots toward the front of the goal, first to one
side, then to the other side of the goal. K1 catches the ball.
Variation: K2 may stand in front and throw tall shots directly at the goal.
1
K
K2
Exercise 7
Reception of tall shots with subsequent goal attempt.
The coach stands to the side of the goal, throwing tall shots toward the front of the
goal. K1 catches the ball from the side and rolls it to K2, who attempts to score. If
K2 scores, the keepers switch places.
1
K
1
3 2
K2

FALLING TECHNIQUE
Exercise 8
When learning falling technique, correct progression is important. The keeper may
well start sitting on his/her bottom with bended knees and arms extended. The
coach can then make shots alternately to the left and right of the keeper.
Then the keeper gets to his/her knees and does the same, then lying on his/her
side (using leg thrust to leap sideways), then on one knee and one foot, crouching
down, standing with a low centre of gravity, and finally standing with a tall centre
of gravity.
It is important that all falling technique practice is carried out on a suitable

surface.
Variation: Let the keeper reposition in the goal before diving, for instance from
one goal post to the middle of the goal before diving for the ball.

ONE-ON-ONE
Exercise 9
Two players. One standing with the ball at his/her feet, the keeper about 1-2 m
distant. The player must use two ball contacts in the scoring attempt, but may use
more. The keeper shall try to save the ball before the opponent manages to score.
Switch roles after a certain number of attempts.
Exercise 10
Here an area has been marked up with cones, about 8 m wide and 15-16 m long.
Ordinary seven-a-side goals.
The players stand on the outmost line between the cones, with one ball each. The
players shall attempt to dribble past the keeper and stop the ball inside the goal.
The keeper tries to use correct action to save the ball.
Variation 1:
The players can choose to dribble or shoot.
Variation 2:
The players must play the ball across the shaded area before making another ball
contact. The keeper shall decide whether to rapidly advance to save the ball ahead
of the attacker, or wait for a one-on-one situation.

K1 K2
1
2
3
THE KEEPER’S PASS PLAY

Exercise 11:
Two keepers face each other at a distance of about 10 m, one of them in front of a
goal. K1 plays the ball through the cones to K2, who uses two contacts, reception
and pass, to play the ball back to K1 through cones. K1 then follows the same proce-
dure when he receives the ball from K2.
This may also be performed without cones, depending on skill level.
keepertrenerkurs 1 | 23
Two keepers facing each other. Variation of previous exercise.
Here we have three keepers (players) together. Use half a pitch or more if players
have appropriate skills.
K1 and K3 stand in a square of about 5 x 5 m by the halfway line on either side. One
keeper (K2) in goal. K1 plays the ball along the ground to K2, who receives with foot
and makes pass to K3 upon second contact. Then reverse direction! Switch posi-
tions after a while. Vary the distance between keepers according to skill level.
K2
K3
1
K

KICK-OUT AND THROW-OUT
Exercise 12
Two keepers in opposing seven-a-side goals. K1 kicks ball toward K2 and attempts
to score. The coach decides the choice of distribution technique: half volley, full
volley, shot on stationary ball, rolling ball, underarm or overarm throw, or keeper’s
own choice.
If K1 scores, this player takes the next shot as well. If not, K2 shall attempt to score
against K1. Contest until one player has scored for instance five goals, or for a
certain amount of time. Remember to pursue returns!
1
K
10–12 m
K2
PLACEMENT/POSITIONING
Exercise 13
Ordinary game exercises
Must be worked with in game situations. Guidance in seven-a-side football and
small-sided games.
Remember that games are the best way to develop skills! One must therefore
devote plenty of time to various game forms, one-on-one and keepers, two-on-two
with keepers, majority games three-on-two with keepers, or other varieties – all
the way up to seven-a-side!
–––––––––––––––––
Lesson 3-4 are concluded with a brief summary of the activities.
Short presentation of the next step on the course ladder, Keeper Coach Course 1,
Part 2 – Youth Football.

The Football
Association of Norway
Part 2:
Youth Football
Lesson Booklet

November 2009
This booklet contains:
• Course ladder keeper coach training
• Aim of the course
• Lesson contents and overview
Other course literature:

• Keeper Coach Course 1
• DVD
This course, Keeper Coach Course 1, Part 2, represents the second phase of Keep-
er Coach Course 1. No separate course on this level existed prior to 2009, but
different types of keeper courses have been held based on a selection of books
and booklets (“Good in Goal, training tips for big and small keepers” and “The
Keeper – partial skills and training”).
This course is adapted to keepers, coaches and keeper coaches in youth foot-
ball. The course focuses on keeper training for the age group 13-16 years. Keeper
Coach Course 2, “Skill Development for Keepers”, explores the role of keeper yet
further.
This course is also concerned with the individual requirements made of the
keeper. It will therefore review the technical repertoire of the keeper, both on
defence and attack. In addition, it is important that the keeper is skilled at recog-
nising and assessing various situations and carrying out appropriate choices of
action in each situation. It is also important to choose the right technique in the
situation. What the keeper chooses to do depends on his/her abilities, but also
on the actions of the player’s teammates and opponents. This will be reviewed
in the practical demonstration.
NFF’s course ladder keeper coach training:
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28 | part 1: youth football

Aim of the Course
The participants shall, through theory and practical exercises, gain understan-
ding of how they can organise suitable and quality keeper training for the youth
segment. After completing the course, they shall be able to prioritise the most
important partial skills, and provide guidance and instruction to keepers, as
well as suitable exercises with keepers alone and through functional exercises
and games. In addition, they shall gain understanding of the connection bet-
ween choice of action and action within the concept of football skills.
Partial aims:
• learn the components of the keeper’s technical repertoire
• gain insight into requirements to the keeper
• understand the requirements made of the keeper, relational and in game
situations
• experience practical examples of good exercises for keepers, so as to be able
to compose own exercises
Lesson overview
Lesson 1: Theory. The role of keeper. Tasks and requirements. The keeper on
attack and defence. Keeper development. The connection between
choice of action and action. Technical repertoire.
Lesson 2-3: Practical demonstration. Main emphasis on progression from

technical repertoire to functional exercises and game exercises.
Lesson 4: Theory. Summary of practice and discussion. Guidelines for

keeper training.

Lesson 1: The Keeper’s
Tasks and Requirements
A football team consists of 11 players – 10 field players and a keeper. The keeper
must relate to a separate set of rules and responsibilities, while also forming
part of the football team. Like all other players, the keeper shall contribute to
the team scoring more goals than it lets through. The keeper is a specialist, but
a team player as well – to the utmost degree. In this course, we focus mainly
on the keeper as a specialist, but we also review, both in theory and practice,
the keeper as a team player. We also refer to Keeper Coach Course 2, “Skill De-
velopment for Keepers”, which particularly focuses on the keeper as part of the
football team.
Requirements to the keeper

In theory, football skill requirements for keepers do not differ greatly from the
requirements to field players. The keeper is also a football player, and must the-
refore focus on developing good football skills.
In the book Skill Development in Football, football skills are defined as follows:
“Football skills are appropriate choices of action and actions toward creating and
exploiting game situations to the advantage of your own team.”
This model provides an overview of which dimensions and resources influence

keeper performance.
Match
dimension
= Climate
of match
Fig. 1. Various
dimensions of
football skills
and the con- KEEPER FOOTBALL SKILLS
nection bet-
ween factors
that influence The The The
the keeper’s individual relational structural
skill develop- dimension dimension dimension
ment (from
Bergo, Johan-
sen, Larsen and
Morisbak, Skill
Development Psycholo-
Physiological Social
in Football, gical
resources resources
2002) resources

The concept of football skills includes the understanding that a player in a given
situation must perform both a choice of action and carry it out. Both these fac-
tors must be present in all skill development. Practice which solely focuses on
execution, on action, may be termed technical practice.
In this particular keeper course we mainly focus on technical repertoire, but at-
tempt to involve the whole concept of skills through both theory and practice. It
is training both choice of action and action that provides skill development!
The keeper often co-operates with one or more teammates. Their actions influ-
ence the keeper’s choices of action and actions. Some attention must therefore
be devoted to this as well.
How the team behaves on defence and attack also influences the keeper’s choi-
ces and actions, as does its relationship to the opponents. More aspects of this
are reviewed in Keeper Coach Course 2.
The keeper’s tasks

In the area of defence, the keeper has two overriding responsibilities: preventing
opponents from scoring and winning the ball.
The keeper’s primary task on defence is to prevent opponents from scoring.
On attack, the keeper’s task is to contribute to his/her own team scoring.

Preventing opponents from scoring is the overriding task. It is the responsibi-
lity of the team as a whole, but the keeper is better situated to achieve this. The
keeper is the most important defence player in such situations.
The keeper’s second task on defence is to win the ball. This can be done by the
keeper catching the ball in a firm grip. The keeper is also important in winning
the ball when opponents get past the defenders. The keeper then functions
as second defender. If the keeper wins the ball close to own goal, he/she also
prevents a rebound goal. If the keeper fails to win the ball in such situations, the
risk of a rebound goal increases.

When the keeper has possession of the ball, either by hands or feet, the keeper
is an attacking player. The keeper will often be the one to initiate the team’s
offensive. The keeper’s tasks on attack are often connected to initiating an at-
tack either against established defence formations or by initiating a transition
offensive. The keeper is also an important figure in the team’s offensive during
return plays. He/she can then provide support and thereby serve as an impor-
tant player in attacking terms.

Developing keepers in age-specific football. General guidelines for children’s
and youth football.
EXECUTION
below 8 Learning by playing Some advice on Games

positioning
Receipt/grip Alternate between
Distribution (throw and being keeper and
kick) field player!
General ball control,
feet and hands
Basic falling techniques
8–10 Ready position Co-ordination, Golden age of mo-

Receipt/grip different footwork tor development
types of shots (high/ Reaction ability
low) Positioning Rules
Distribution Direction
Falling techniques Be satisfied
with small
improvements
Alternate between
being keeper and
field player!
11–12 Ready position Positioning and Hunger to learn!

Receipt/grip all types positioning plays
of shots Leap and fall- Direction/rules Ideal time for
ing techniques Simple communication learning.
fieldwork (from sides Reading/under-
and front) standing the foot- Great development
Through play ball game potential. Some
One-on-one situations Ability to improve will start taking
Return play and general choices, exercise in steps toward be-

distribution match situations coming keeper.
Shots at stationary
ball Alternate between
being keeper and
field player!

Youth football
EXECUTION
13– Developing fundamen- Positioning, Analysis

tal techniques movement Mental training
Fieldwork (inside/out- Direction (commu-
side 16-metre) nication and co-
Through plays, one-on- operation)
one Roles, responsi-
Return plays bilities (keeper with
Shooting stationary ball, teammate
ball with ball, opponent
with ball)
External and inter-
nal feedback
Interaction
Practicing execution (technique)

When the keeper intervenes on defence or attack, technique will have a major
bearing on the result. The keeper’s technical training is about ready position,
grip, movement, diving technique, boxing/fisting technique and tall leap trai-
ning on defence, while the equivalents on attack are: reception, pass, throw-out
and kick-out.
In order to perform these actions in the best possible way, it is also important to
practice a lot on technique, what we can call execution.
Choice of action
When the keepers have gained a good technical repertoire, i.e. that they master
the fundamental techniques well, it becomes essential to couple these together
in more demanding exercises, where several technical components are fit into a
larger context, and where the keeper must choose the correct technique accor-
ding to the nature of the challenge.
In addition, the exercises must contain choices the keeper makes individually,
but also choices that have to be made based on different game situations. This
may be practiced through different exercises with varying functionality, exer-
cises with two or more keepers together, exercises with some teammates and
opponents, for instance through small-sided games and upward to ordinary
games with full teams. The keeper will then be drilled at all levels, both in the
actions themselves and the choices of action.
Note that training must constantly move up and down on the “functionality
scale”. It is essential that the keeper is allowed to practice with high functiona-
lity, but we must not forget to carry out “maintenance training” – in other words
continue to drill fundamental techniques as well.

As a conclusion to this, we can say that we must exercise fundamental techni-
ques isolated with emphasis on execution, but for the keeper to be able to act
correctly in match situations, we must also exercise fundamental techniques in
challenging situations at a pace where a number of techniques must be carried
out in connection to each other, and also in situations where the keeper’s choice
of action is decisive. This is true of both what the keeper chooses to do individu-
ally, and what he/she chooses to do in relationship to the actions of teammates
and opponents.
This is when we train football skills according to the definition: Football skills are
appropriate choices of action and actions toward creating and exploiting game
situations to the advantage of your own team.
TECHNICAL EXERCISES
The football game, 11-on-11

Games 7-on-7, 6-on-6 against two goals
Attack versus defence,

for instance 6-on-4 against one goal

Games 5-on-3, 4-on-2 against one goal
Shot-at-goal games different varieties
Square games, for instance

6-on-3, 4-on-2, 3-on-1
Fundamental skill training with emphasis

on playing together with others
Fundamental skill training, alone or in groups

of three, with emphasis on individual technical
execution and number of repetitions
Different varieties of freestanding games/plays,

for instance football tennis
TOTALITY OF SKILLS

Lesson 2-3:
Practical demonstration
The keeper on defence The keeper on attack
1. Ready position 1. Return plays
2. Grip 2. Restarting
3. Movement/positioning 3. Positioning
4. Falling technique
5. Fieldwork
6. Breakthrough and one-on-one
Through different exercises with focus on execution, via more functional exer-
cises and up to game exercises, the aim of this in-practice session is to demon-
strate how we can develop keepers in terms of both choice of action and action.
In the following you will find suggested exercises and activities the course
instructor may use. The idea is not that all the exercises and partial skills be
demonstrated, there simply won’t be time for this. We suggest that the instruc-
tor, along with the participants, selects some topics. Make sure that both defen-
sive and offensive topics are included, with primary emphasis on the keeper on
defence.
As will become clear by the suggested exercises, it is NOT the point to exclu-
sively convey technical repertoire, or execution as such. This must be briefly
demonstrated and pointed out, and then integrated into partial exercises where
more match-like situations become apparent, and in various game exercises. It
thereby becomes a point to show all the choices the keeper faces in different
situations. To give the keeper more and better instruction in terms of choice
will provide good development. Remember that football skills are: appropriate
choices of action and actions.
In-practice lessons 2-3

Topics and ideas for exercises and activities. At least 2 keepers (3) and player
group of 8-12 field players!
Warm-up
About 15 minutes
a) Easy, playful individual activities with 1 ball for each player.
b) Various supervised activities; moving with ball, dribbling, after a while
keepers may grab ball with hands. Rhythm in rebound.
c) Ball change after signal when moving with ball in rectangle, see ill. 11.
d) “8 + 2 keepers on 4”. Play in rectangle. Keepers use feet or hands,
unmarked. Ill. 2.

Ill. 1
On signal,
stop the ball,
run around
cone, take over
another. After
a while, remove
1-2 balls (increa-
ses tempo).
Ill. 2
Game 8 (4+4)
+ 2 keepers vs.
4. Keep ball on
team. 4 red + 4
yellow + 2 keep-
ers vs. 4 blue.
If red players
breach, they
must move to
“middle”. Keep-
ers are “jokers”

I. Ready position
Briefly show ready position for shots.

• be ready to perform save
• centre of gravity forward, on the ball of the foot, feet spread to shoulder
width
• slightly bent ankles and knees, bent hip joint
• arms in front of body, bent elbow joints
• body in balance
II. Grip
The gripping technique depends on the height at which the ball approaches.
There are four techniques:
• balls along the ground
• balls at knee/stomach height
• balls at chest height
• balls at face height and higher
The instructor gives a brief demonstration of these. Two keepers throw balls to
each other at the given heights. The instructor briefly clarifies the educational
components.
III. Positioning and repositioning
The keeper’s position shall be on the imaginary line between the ball and the
midpoint of the goal line.

IV. Exercises for ready position, movement/po-
sitioning and grip on shots at keeper.
Exercise 1
5
1
3 2
4
Shots from 6 field players in turn. Keeper assumes ready position, right positio-
ning for shot 1, saves with the appropriate technique and throws the ball back to
player. Repositions for next player etc. This is a fairly isolated exercise. May be
expanded by player 1 placing pass to player 2, who receives with one contact and
shoots on the next. Length and direction of pass may also be varied (and there-
by also the required repositioning movement) by player 3 placing pass to player
6 etc. The coach decides this.
Exercise 2
Here one keeper guards the goal, while the other keepers, maybe with a coach,
throw or kick managed shots from different positions.
Exercise 3
Ordinary play, 6-on-6 + 2 keepers. Varying pitch size according to age/level.
When playing an ordinary game, the keeper is given practice in all this and
more. Match-like exercise. Here one has constant position changes, movements
and reception/grip. Remember to advise keeper from position behind goal.

V. Falling technique
Falling technique may be difficult. Well-considered progression is therefore
necessary in order to learn it. It may be done like this:
• Keeper sits facing the coach. The ball is played along the ground to the right
and left of the keeper, who catches it lying down.
• As above, but the ball is thrown just above the ground to the right and left.
• The keeper lies on his/her right or left side. The ball is thrown to the right or
left, and the keeper dives/leaps for the ball and catches it.
• The keeper stands on his/her knees.
• The keeper squats.
• The keeper stands with a low centre of gravity.
• The keeper in ordinary ready position
Exercise 1

Exercise 2
Partial skill exercise, falling technique with x number of field players.
1
K
K2
10 m
s1
s2
K1 plays ball to S2, who upon second contact inside the shot zone shoots at K2
goal. K2 then plays the ball to S1, who mirrors the drill. Depending on the num-
ber of players, they are divided between the stations. Note! Avoid waiting in line!
Exercise 3
Long shots
s1
K2
1
K
s2
2 keepers and 8-12 field players.

S1 and S2 approach each other with one ball each. When they meet, they pass
each other following a feint. Turn in the same mirrored direction! Then shots at
K1/K2 respectively. The players then move to the rear on the opposite side. The
next pair of players repeat the drill. Advise keeper in terms of positioning, ready
position and falling technique. The exercise may also be carried out with play-
ers on both sides of each goal.

Exercise 4
Shot following reception.
s2 1
K
K2
s1
2 keepers and 6-12 field players.

S1 takes the ball out to the 5 m line, S2 starts approaching from the opposite side.
S1 plays the ball to S2, who receives and readies for shot on second contact. The
drill is then repeated from the opposite side.
Variation: airborne passes and volley shots, or ball turnover and shot.
Exercise 5
Angled shots.
1
K
K2
s2
s1

2 keepers and 8-12 field players. Pitch approximately double 16 m (33 x 40).
S1 passes the ball to S2, who takes the ball through cone goal and shoots at K1. S1
gets behind S4, S2 gets behind S3. Then the drill restarts from the other side, or
from both sides at the same time.
Exercise 6
Partial skill exercise with co-operation between keeper and defence players on
close and angled shots.
s2
1
K
K2
s1
Pitch approximately 20 x 30 m. 2 keepers and 8-12 field players. Field players po-
sitioned by goal posts as shown above. S1 moves with ball toward K1, and S2 ap-
proaches to co-operate with K1. S1 has to shoot from own half. The shooter gets
in line behind the players on the opposite side of the goal from which he/she
started. Then the exercise continues from the other side by S2 moving toward
K2 and S4 approaching to assist.

Exercise 7
Small-sided game with long shots and co-operation between keeper and field
players.
K1
K2
Pitch approximately 33 x 30 m. Play 3-on-1 on each half of the pitch + keeper. No

return play. K1 throws to a teammate on own half, who tries to conclude quickly
or pass to another, better positioned player. Shots at goal are to be made from own
pitch half. The player on the opposing half handles any returns from keeper.
Exercise 8
Close shots and co-operation between keeper and field players.
K1
Pitch size approximately 25 x 40 m. 1 keeper and 7-8 field players (one may well be
a keeper, positioned outside the 16 m line). Play 4-on-2 within the 16 m line. Two
players are positioned in the outside zone, and pass the ball to the four attackers
within. They shall conclude with a goal attempt as soon as possible. The two defen-
ders try to break and assist K1 in covering shots. If they gain possession, they pass
to the two players in the outside zone, and the drill is restarted.
Variation: The two players outside the 16 m line can also place shots. More
defenders.

Exercise 9
Shots from different angles and co-operation between keeper and field players.
K1
K2
Pitch approximately 33 x 35/40 m. Play 4-on-4 + keepers with 4-on-2 in each 16

m. A third team may be on rest rotation (3 team principle). Shots at distance
and different angles. Keeper starts attack with quick throw-out to own pitch
half. Two players from each team move over to opposite pitch half to repeat the
4-on-2 drill there.
VI. Fieldwork
The instructor starts by demonstrating jump-up techniques, with three-step
rhythm and correct brace and swing leg.
Ball from keeper’s left side, brace on left leg. Opposite leg on ball from right side.
Note! Different types of shots (throws) so that different brace rhythms and legs
must be used, for instance by longer shots to rear pole close to goal, which gives
brace on opposite leg.

Exercise 1
Partial skill exercise with 2 keepers.
1
K
K2
Here two keepers practice together on different jump-up techniques. Kick or

throw ball. K1 throws to K2 and vice versa.
Four different types of shots, at the front post, at middle of goal, at rear post
some distance from goal, and at rear post close to goal.
Note! Move goal 2 to other side after some time (opposite side).
Exercise 2
Partial skill exercise with two keepers. 4 cones forming 10 x 10 m square.
2 K2
3 2
1 K1
4
3
K1 throws tall shot to K2, who starts at cone 2. K2 catches ball and returns it. K1
then throws tall shot at cone 1. K2 catches it with brace on right leg. Returns ball,
and repositions at cone 1 facing K1, throws tall shot between cone 1 and 2. K2 cat-
ches it with brace on left leg. Then the drill is resumed by K2 throwing the ball
to K1 from cone 2 in the same pattern.

Exercise 3
Cross and goal shot from various distances and angles.
1
K
1
2
4 3
2 keepers and 9-12 field players. S1 approaches goal with ball and shoots, turns
up-field to receive pass from S2. Wall play with S2, who takes possession and
shoots. Then pass from S4 to S3 at the edge, who crosses to S1+2, who have run
into the penalty area. Keeper catches goal attempts if possible, or moves and
tries to save the conclusion from one of the two attackers. Then the next group
repeats the drill. Field players may rotate after a while or after a certain number
of attempts.
Exercise 4
Small-sided game against one goal.
K2
1
K
Pitch approximately 30 x 60 m.
The keeper practices positioning plays, movement and co-operation with field
players on cross. Inside 16 m line, 3-4 attackers against 4-5 defenders. Outside,
2 attackers and one keeper. The attacking team shall try to play out into the
free zones (shaded areas), from where they may freely make crosses. The attack
continues until the ball is out of play or the keeper has the ball. Players out-
side the 16 m line can charge at shots. This makes the keeper’s positioning and
moves more match-like. If the defenders gain possession, they try to pass it to
K2 behind goal line. New attack follows immediately. Switch keeper after a given
number of attacks.

Exercise 5
Game exercise.
1
K
2
3
K2
Pitch approximately 50 x 40 m, or somewhat shorter if playing 4-on-4 + keepers.

Here 5-on-5 play + 2 wings on each team which are allowed undisturbed cross
plays. K1 makes throw-out to one of the team wings, who kicks a return cross to
him/her. The keeper catches the ball and puts it in play. The ball is in play until a
goal is scored, goes out of play or is caught by one of the keepers. The defending
keeper restarts with a new throw-out. Variation: Play 6-on-6 or 7-on-7 without
restricted wings. Both teams attempt to play into the cross zones, where the pos-
sessing player may make crosses undisturbed.
VII. Breakthrough pass and one-on-one

The instructor begins by explaining and demonstrating the different ready posi-
tions that apply in such situations, depending on the distance and whether the
ball is on the ground or in the air.
Then:
K1
Exercise 1
Partial skill
exercise.
K2
K2 plays the ball along the ground to K1, who approaches and catches it before
it passes the cones. Vary with straight approaches and approaches to the cone
goals to the right and left.

Exercise 2
Partial skill exercise with progression
K2
1
K
Pitch size approximately 30 x 10 m. 2 keepers and x number of field players.
The players have one ball each, and start outside the last cone pair, about 30 m
from goal. The players approach the goal, aiming to dribble past the keeper and
stop the ball in the goal.
The exercise is then gradually extended by letting the players select whether
to shoot or dribble past, making it more challenging for the keeper in terms of
choice.
It may then be extended further by requiring the players to pass the ball to
themselves across the shaded area before they can make contact again. Keeper
can then choose whether to stand or move.
Variation: Through play from another player from the sides toward player who
starts from centre, or through play from centre to player angling in from wing.
Variation with co-operation

keeper and field player:
1 2
Here the attack takes place following through play from player/coach with attac-
ker under pressure. S1 passes to T (coach), who makes a direct return pass (with
different shots in terms of height, length, speed and angle) to S1, who has passed
the cone ahead. S2, who starts at the final cone, shall also curve around the cone
ahead to pressure S1 in co-operation with K1.

Exercise 3
Game exercise
Pitch 70 x 40 m. Game of 10-12 field players and two keepers. Breakthrough after
pass past defenders.
Two teams, A and B. A plays with K1 and B with K2. The pitch is divided into
three equally wide zones, one middle zone and two attack/defence zones. All
players except the keepers start in the middle zone. One A player approaches
the defence zone and receives the ball from K1. He/she is allowed to play the ball
into the middle zone unpressured. Then free play in the middle zone. When one
of the teams plays the ball into the attack zone, one or more of the attacking
team’s field players can enter to conclude.
The keeper may be allowed return plays, but can then be pressured. Following
conclusion, the exercise is restarted with throw-out from keeper.
Variation: Attacking team can also play the ball into the attack zone. One or
more defence players can follow into the zone once the ball enters it.

Exercise 4
Game exercise. The keeper’s positioning and co-operation with defender row in
central breakthrough passes.
1
K
1 2
3
1
2
3
4
5
6
4
5
6
K2
Pitch approximately 100 x 35-40 m or shorter. 15 field players and 2 keepers.
The pitch is divided into 5 zones, one middle zone, two attack zones and two
backroom zones. Triangle player ▼1 starts the exercise. Triangle players ▼2 and
▼3 are support players for both teams, and are restricted to the middle zone.
Cube ■1-■6 represent one team, while Circle ●1-●6 are their opponents.
No players may enter the backroom zone before the ball. The attackers, for
instance Cube ■4-■6, shall using dribbles or breakthrough passes to enter the
backroom zone for goal attempts. They may use Triangle ▼2 and Triangle ▼3 for
support. If the defenders, here Circle ●4- ●6, gain possession of the ball, they
quickly realign by using Triangle ▼2 or Triangle ▼3, and the attack moves in the
opposite direction.
Variation: When the ball enters the backroom zone, one or more defenders can
follow it.
Or: Attacking players can also shoot from their attack zone. This gives the keep-
ers more challenges, and is more match-like.
Variation: Attackers can also shoot from attack zone. This gives the keeper and
his teammates more challenges, and is therefore more match-like.

VIII. Penalty shots
About one third of all goals scored come following penalty shots. To reduce the
number of goals scored from penalty shots, the defenders must be well-organi-
sed, and all players must know their starting positions. The keeper has the best
overview in such situations, and must therefore assist the field players’ positio-
ning and tasks, but must also take on an important part of the defensive work in
these scenarios.
Here are some fundamental rules for behaviour in the situations corner kick,
free kick and penalty kick.
Corner kick
The keeper must position him/herself to stand halfway facing the pitch. This
provides the best overview. The starting position should be slightly ahead of the
goal line, more or less in the middle of the goal. If an opponent gets in front of
the keeper to block him/her, this player should not be marked. This will make it
even more difficult for the keeper to reach the ball. If more than one opponent
gets in front of the keeper, it may be advisable to mark them.
Different ways of organising defence plays on corner kicks:
Mark players and some zones
The solution is often to let some players mark opponents, while others cover/
mark danger zones, for instance as illustrated above.

Only marking in zones.
Another solution is that the team only marks in zones, as shown in the illustra-
tion above.
Players at posts?
The most common tactic is to have players at both posts. But many teams now
instead choose to use one of these to mark other players or zones in the penalty
area. It is important to find the best solution for each individual team, but as a
rule of thumb, the need for a player at the far post is greatest on in-swerve cor-
ner shots, while the need for a player at the near post is greatest on out-swerve
corner shots. But at the end of the day, it is the quality of the team and the skills
of the individual players, including the keeper, together with the opponents’
variations and qualities, that will decide how this best can be solved.

Sometimes opponents will make short corner shots by positioning two players
for the corner, or by a player making a running approach to the corner flag just
before the kick is taken. The illustration below shows one way of countering this.

Free kick – response/organisation on free kicks from sides and centre
These illustrations show some possible solutions for forming a wall and the
number of players in the wall in some selected situations.
On free kicks toward own pitch half, the keeper must decide whether to form
a wall. One player should in any case get in front of the ball (about 9 m distant
and on the imaginary line between ball and goal).

By forming a wall, the keeper will have assistance in covering the goal. Players
must know how this should be organised so as not to waste time.
The keeper must be able to see the ball without positioning him/herself too
close to the posts, as even with a wall, the responsibility for the entire goal rests
on him/her.
On free kicks from the sides, the keeper must position him/herself to catch the
balls kicked above teammates marking players or zones.
It is essential to have clear guidelines on who shall form the wall and how. The
issues may be how many players should form the wall, who they should be and
which part of the goal they shall cover (usually the area by the forward/closest
post). There are different ways of organising defence plays in response to dif-
ferent kinds of free kicks. This is something the team must practice, and they
must agree on starting positions so that these provide the best opportunities to
handle the challenges.
Penalty kick
The penalty kick is a situation where the keeper is completely on his/her own.
This is a situation which provides a significant scoring opportunity for the at-
tackers, but also an opportunity for the keeper to be the hero. It can often be a
good idea for the keeper to “risk” moving to one side, even though some players
now expect this, and place the shot straight at the middle of the goal. However,
it is extremely difficult to reach a well-placed penalty kick if the keeper does not
react until the shot is made. Years of practice may teach the keeper to “read” the
shooter, but this requires extensive training and experience.
A shooter who uses the right foot will, however, often play the ball to the
keeper’s right, while the left footed will place it to the left, even though this is
not always the case.
Practice aimed at saving penalty kicks may well be organised as competition

between two teams during everyday practice. The two teams shoot at two dif-
ferent keepers, and after a certain number of penalty kicks, a tally is made.

The keeper is not only a defence player. In modern football, he/she is also an
important component in the team’s attack plays in more than one sense. In se-
veral situations, the keeper is the team’s first attacker, and he/she can also be an
important support player and active participant in building attacks and turning
the game. These aspects of the keeper’s responsibilities must be drilled before
the team can use them to their advantage.
I. Return plays
This is defined as a pass from a teammate to a keeper, who then passes the ball
on. With good technique and understanding of the game, the keeper may serve
as an additional pass alternative in building up attacks, or a support player for a
teammate under pressure.
Like the field players, it is important that the keeper has good reception and pas-
sing skills. The keeper must command all forms of reception and different pass
techniques. This is something the keeper should train with the rest of the team,
but also in relationship to the goal and the keeper’s particular role on the pitch,
and in partial exercises and games. These skills must also be practiced match-
like, and not just during matches!
In this booklet we include exercises in relationship to goal and partial exercises

and games. Reception and passing skills – execution – are trained as for field
players.
Exercise 1
Partial exercise with goal
1
K
5
1 2
4
K2
3
KT plays ball to K1, who receives and plays on to K2. He receives and passes to KT.
The exercise is then repeated in the opposite direction.
Variation: Include some pressure on keeper, so that he/she has to choose to

make the second pass with two contacts, or directly into mini-goals positioned
outside the 16 m line. Or require specific foot/specific technique for reception/
pass, or pass with one contact between K1 and K2.

Exercise 2
Small-sided game
1
K
K2
Pitch approximately 70 x 60 m. Play 6-on-6 with keepers, or more on larger

pitch. The 16 m line and the halfway line serve to limit the pitch lengthwise for
field players. They shall keep possession of the ball by turning the game from K1
to K2. Both keepers join the possessing team. On break, the opposing team tries
to do the same.
Variation: Majority game where the majority team have two contacts and act as
above, while the minority team tries to gain possession of the ball and conclude
against any one of the two goals. They have a free number of contacts and play
all the way in, see illustration below.
1
K
K2
Team ■ plays against ●, and has 4 additional outside players which help the
possessing team, which then becomes 8-on-4, and plays as described in the
previous exercise. If ●, gains possession, two of the wing players enter and assist
them to conclude as usual in a 6-on-4 game.

II. Starting/restarting
Keepers must master the different varieties of throw-outs and kick-outs. This
can to some extent be practiced with the rest of the team, for instance when
practicing long passes. Otherwise, full and half-volley kick-outs, start/restart
from ground (stationary or rolling ball), and throwing practice in the form of
competitions between two or more keepers.
Exercise 1
Keeper competition
1
K
K2
5,5 m
K1 chooses distribution technique and tries to score against K2. If K1 scores, he/
she continues. Otherwise the ball passes to K2, who does the same.
Variation:
• One specific distribution technique.
• On return outside 5 m “line”, shooter continues.
• 10 attempts each, or within given time.

III. Positioning of the keeper (on attack/when own team has possession)
These are skills that are best practiced in match situations with good coaching/
instruction. Here are some guidelines for positioning the keeper when the team
has the ball on own half and return plays/use of keeper in building up attack is
probable.
Good support distance and angle.
When the keeper has time to use more than one contact, the position may be as
above, and the return play can be made straight at the keeper.

.
In more pressured situations, it is an advantage if the pass is played toward the

left or right foot, depending on where the keeper has the best skills at playing
the ball forward on one contact. See also the section on return plays on pages
56-57.

IV. The keeper’s positioning play on attack, general notes
For the keeper, it is essential to pay special attention to own positioning when
the team has possession of the ball close to the goal with good ball control, and
specially when a teammate is under strong pressure. But the keeper has to as-
sume an appropriate position otherwise as well. The keeper must all the time
“live with” the game and shift position according to where the ball, teammates
and opponents are. It is about staying focused and alert, and ensuring that the
position is as good as possible relative to situations where the keeper might
become involved.
The keeper’s positioning on attack must be discussed and structured. Then it

must be drilled and instructed through training and matches with a focus on
synchronisation and relative positioning. More on this in Keeper Coach
Course 2.

Lesson 4: Summary of
practice and discussion
Some comments on the need for keeper training, what to practice on, how, who
should train the keeper and more.
Part 1
Practice session, from technical repertoire to partial skills, and training choice
of action and action?
How well did the instructor succeed in this?
How to instruct on both choice of action and action? The most important
components?
Part 2
Basis for discussion:
Why keeper training?

The requirements to the partial skills of the keeper on defence and attack are
becoming increasingly stringent. Specially the changes in the laws of the game
in recent years have led to stricter demands on the keeper’s ball control ability
and passing skills without using hands. Attack plays in football as such have
also gone through some changes, and more and more teams emphasise exploi-
ting countering opportunities that may arise after regaining possession of the
ball. In such situations, quick and precise assessment and action is necessary,
not least on the part of the keeper.
It also seems that the time is past when the keeper is awarded a free kick upon
any touch by an opponent. This represents new challenges for the keeper in
terms of both physical and mental abilities.
It often takes a long time to develop a keeper to his/her optimal level. It may
actually be tempting to say that it takes too much time! Can the reason be insuf-
ficient practice and match opportunities?
The role of the keeper is special, and therefore requires a lot more attention than
it has been given.
What should the keeper practice on?

In order to reach an optimal level as keeper, it is necessary to practice the fun-
damental techniques on both attack and defence. These techniques must be
regarded as the very cornerstone of the keeper role, but it is just as important to
drill these techniques in game situations where partial skills are challenged. It
is in other words important that the keeper is allowed to practice specific par-
tial skills in co-operation with teammates, while also facing challenges from

opponents. Physical abilities must of course be exercised with a view to general
development, but as in skill training, think specific!
Which physical requirements must be met for the keeper role?

The physical abilities of the keeper are not tested as often and extensively as
those of the field players. But it remains important that the keeper be in good
physical shape when he/she must spring into action. Different situations may
require a great deal of both strength, resilience, speed and agility.
But the result of a match often depends on the keeper’s ability to make the right
decisions and translate these into sensible actions within a fraction of a second.
It may for instance be the case that the keeper must carry out a “fever save”
by the bottom of the post or a reaction save at the feet of the ball possessor. A
keeper will not be able to solve situations like these without having optimal
physical resources.
The keeper’s and thereby the whole team’s ability to perform also depends to a
large degree on the players’ psychological state (mental preparedness), and it is
specially important that the keeper has an offensive, attacking attitude at both
training and matches. Mental factors and qualities like self-confidence, security,
motivation, concentration, stability, decisiveness and authority can absolutely
be trained.
How should the keeper train?

In order to achieve good and lasting results, we must be aware that all skill
training is based on learning, something that requires conscious, active parti-
cipants, conscious in terms of understanding the significance of mastering the
fundamental techniques, and also that these techniques are decisive for the
qualities contributed by the keeper in match-like situations. Optimal learning
depends on training activities built upon recognition, repetition, specificity and
sensible intensity.
All activities are selected based on purpose (what you wish to influence), and in
this connection:
You become good at what you train at, if you train with quality!
– and additionally:
What the keeper does in training situations, the keeper will also do at
matches!
In training fundamental techniques and partial skills, the keeper may be-
nefit from drilling a technique or skill along with the associated partial skill
or technique, for instance “picking down” a cross and then distributing to
teammate.
Training physical abilities is simpler than technique and skill training, but the
concept of quality is decisive for the result here as well. Awareness in keepers is
the best guarantee for good results from training.

Positive mental qualities such as self-confidence, security, team spirit, focus,
decisiveness and motivation are developed by the keeper practicing and succee-
ding in situations where these qualities are challenged.
In this connection, it is important that the challenges are given by shifting

between working with simple activities where the keeper is absolutely confident,
and situations where he/she is challenged close to the limit of his/her abilities.
In order to achieve the best possible development, keeper training should alter-
nate between regular practice with the team and special training before, during
or after ordinary training.
Special training can also be done through individual training, alone, together
with other keepers, field players or in co-operation with the coach. Use of station
training may be one possible way to include the keeper’s special training in the
regular team practice.
It may be a good idea to carry out team practice game activities in such a way as
to prioritise the keeper. This is only about focusing on the keeper in some exer-
cises and game varieties. One example might be to condition the game, such as
having to score following a cross pass. Such conditioning provides the keeper
good fieldwork training.
Warm-up, match preparations and restitution

Warm-up in connection to practice: stage 1-6; match preparation: stage 1-7 and
restitution: stage 8, should take place according to the following guidelines:
1. Varied, versatile movement of moderate intensity (without ball), preferably

with rest of team.
2. Stretching out.
3. Specific football, i.e. movement with ball forward, backward, sideways, direc-
tional and speed changes. Moderate intensity.
4. Specific technical fundamental techniques; grip, falling technique, move-
ment and fieldwork.
5. Shots from different angles and distances, concluded with crosses from vary-
ing distances.
6. Stretching out.
7. If necessary, individual time to concentrate in locker, check equipment. Rein-
forcement of team spirit with team as a whole.
8. Restitution: winding down and stretching out. Both following practice and
matches.
Duration of warm-up: about 20 minutes, match preparations: about 35 minutes,

and restitution: 12-15 minutes.
Training techniques and partial skills, and providing feedback.
The core concept is conscious keepers, i.e. keepers who understand what it’s
about. A conscious keeper is in other words someone who tries and ultimately
manages to register own performance (own level) in relationship to an ideal

image (real model). The ideal image gives the participant an idea of optimal
performance. Conscious keepers continuously develop the ability to observe,
interpret and correct (improve) own performance according to an ideal image.
The best possible understanding of an ideal image, coupled with awareness of
own level, tells the keeper how ambitious he/she should be in relationship to
own skill level.
Keepers who manage to register and correct their own skills, are interesting
keepers precisely because they are able to provide feedback to themselves (inner
feedback) about own skill level.
In training technique, it is very important that keepers work within an intensity

level that does not exceed the level where the participant has full control over
his/her actions, i.e. that the player all the time works with optimal rhythm and
balance, and remember: Well-rehearsed techniques will be decisive for the skill
quality in match-like situations.
The methods used for learning techniques and partial skills should be applied
by alternating between instruction and problem-solving according to the
participant’s qualifications (maturity and skill level).
One model for technical and skill development might be:

1. Demonstration (of ideal image)
2. Understanding (getting a feel of the technical or partial skill)
3. Exercise (think technique and/or partial skill, rhythm, balance)
4. Exercise (controlled actions)
5. Exercise (for automation)
6. Development phase (role training)
Note! In the development phase, where one seeks to develop techniques and
partial skills further, it is important to also carry out maintenance training,
drilling fundamental techniques.
Decisive to how far one may reach in terms of technical and skill development
are factors like:
• Time available (for practice)
• Motivation (how strongly does the player want this?)
• Previous experience (background and current experience level of
participant)
• Talent (potential in the participant that may be developed)
• Age and time perspective (when one starts and for how long one continues)
ALSO KEEP IN MIND THAT FOOTBALL SKILLS ARE

BOTH CHOICE OF ACTION AND ACTION!

Who shall train the keeper?
The head coach has an obvious responsibility for planning the team’s practice
schedule. It is specially important that planning and arranging practice sessions
cover the specific needs of the keeper, and to ensure their quality, there should
be close co-operation between coach and player.
Most coaches have never played in the role of keeper themselves, and this might
be one reason why keeper training often may be seen as a “necessary evil”. But
everyone will profit from the team having the best possible keeper, and it is the-
refore in order to point out that keeper training is a joint responsibility. Though
very few clubs have separate keeper training, this should not lead to limitations
in the quantity and quality of keeper training. Both in specialist practice and
ordinary practice with the team, field players may have co-responsibility for
keeper practice. Injured players may quickly lose their team spirit if they don’t
participate at the team’s practice sessions. The role of assistant coach during
times of injury and restitution can therefore become multiply significant: The
injured player maintains the sense of belonging to the team, helps provide the
keeper practice opportunities, and may use the assistant coach role as a compo-
nent in own development.
However, the important thing must be to enable methodical training – indepen-

dent of temporarily injured players, but that these may activated in some way if
this is appropriate for both the keeper and themselves. The course you now are
in the process of completing will also have provided ideas as to how you as “sole
coach” can carry out sensible keeper training.
When, where and how often should the keeper practice?

The keeper’s training frequency and amount of practice depends on age, matu-
rity and ambitions.
As previously described: Numerous quality repetitions provide results. This me-

ans that a keeper should carry out specialised and individual training in addi-
tion to team practice, but remember to balance training, school/work and spare
time. As for all players, it is vital that the keeper is allowed sufficient time for
restitution (rest) between practice sessions. More important than the number of
sessions is the quality of the training efforts carried out by the keeper.
Although one must emphasise that the keeper, naturally, shall practice under all
weather and pitch conditions in order to “toughen” the player, instruction in the
fundamental techniques and partial skills should always take place on the most
suitable surface possible, and under good weather conditions. This because poor
training conditions create incorrect learning, which may be difficult to weed out
in the automation and development phase.
Themes for discussion

• Emphasis on types of training, isolated technical training versus functional
training and games.
• Who oversees keeper training?
• How to organise keeper training?
• “The development model”
• Other suggestions?

Appendix:
Guidelines for
Youth Football
The term “youth football” refers to all football for girls and boys in the ages 13-19
years. The aim is to give as many as possible appropriate football opportunities in
a good environment. Everybody shall be given opportunities they are happy with
– independent of level and ambitions.
The Football Association of Norway has two different aims for youth football:
1. We shall take care of everyone – we shall create suitable conditions for as many
as possible to remain in the football community for as long as possible.
2. We shall provide our talents the best possible opportunities to become good
players.
It is certainly possible to achieve both these aims. Maybe the Norwegian football
community has had too little focus on the fact that most players don’t have such
huge ambitions? Coaches and leaders may often focus too much on results and
performance. Maybe these factors should be toned down at most teams? Young
people who do not aim to reach that far in the world of football should themselves
contribute to defining their own activities – based on their own wishes and needs!
At the same time, we shall certainly work hard to develop players in the segment
that has talent and ambitions. It’s about differentiating activities! What may suit
some, might not suit others. Most youth players currently play 11-a-side football.
Here coaches and leaders should devote more effort to listening to young people.
Maybe some players would prefer seven-a-side or five-a-side football? And how
often should the team practice? This will probably vary quite a lot, depending
on interest and ambitions. We will manage to keep young people in the football
community longer if we ask them what they themselves think! Involvement and
codetermination prevents dropouts and creates enjoyment!
Another issue is “topping” of teams. There might be too much topping (meaning
that some players get little or no playing time). Could we instead give the best
players challenges by providing them stints as guest players in the year group
above their own (visitation), by offering them extra practice sessions, participa-
tion in talent groups etc? Failing to top the team may impact the team’s match
results, but isn’t it more important to provide good player development and re-
duce the dropout rate among young people? Shouldn’t we have greater emphasis
on the player – rather than the results? And when should one select 1. and 2. teams
according to skills, the desire to practice, or possibly based on more social consi-
derations? There are no universal answers to this, but it may often be advisable
to select teams based on the desire to practice. However, this remains a difficult
issue which the club must discuss thoroughly, and with the necessary professio-
nalism. It may be useful to have a coach co-ordinator in this connection. It should
be his or her responsibility to contribute to giving all players the necessary chal-
lenges they need to enjoy themselves, and to be able to develop according to their
own wishes.

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Goalkeeper Coaching Part 1

Children and Youth Football

Norges Fotballforbund - Ullevaal Stadion - 0840 Oslo - Norway

Part 1: Children’s Football

The Football Association of Norway

The Football Association of Norway

2 | part 1: children´s football

The Football Association of Norway

fundamental course in The Football Association of Norway’s coach course ladder.

NFF’s course ladder keeper coach training:

4 | part 1: children´s football

keeper coach course 1 | 5

Four important conditions to creating good activities for children are:

6 | part 1: children´s football

A wealth of experience shows that “topping” teams is negative (meaning that

How to provide sufficient opportunities for the most skilful children?

In addition, the following tools may be suitable:

keeper coach course 1 | 7

below 8 Learning by playing Some tips on Games

Receipt/grip Alternate between

8–10 Ready position Co-ordination, Golden age of mo-

11–12 Ready position Positioning and Hunger to learn!

8 | part 1: children´s football

Leave time for a short chat between participants before summarising.

keeper coach course 1 | 9

The two main responsibilities of the keeper:

The keeper – both specialist and team player

10 | part 1: children´s football

Some important partial skills, age group 11-12 years

1. The keeper on defence

2. The keeper on attack

Educational components prioritised partial skills

a) Ready position and positioning

Note! Remember to provide guidance on ready position and positioning/place-

keeper coach course 1 | 11

tunity for scoring positions. When grip

• Keep eyes on ball

12 | part 1: children´s football

keeper coach course 1 | 13

The keeper on attack

a) The keeper’s pass play

14 | part 1: children´s football

b) Kick-out and throw-out

keeper coach course 1 | 15

16 | part 1: children´s football

keeper coach course 1 | 17

READY POSITION AND POSITIONING

GRIP AND RECEPTION

18 | del 1: barnefotball

keeper coach course 1 | 19

20 | part 1: children´s football

It is important that all falling technique practice is carried out on a suitable

keeper coach course 1 | 21

Switch roles after a certain number of attempts.

22 | part 1: children´s football

THE KEEPER’S PASS PLAY

24 | part 1: children´s football

Lesson 3-4 are concluded with a brief summary of the activities.

keeper coach course 1 | 25

The Football Association of Norway

Other course literature:

NFF’s course ladder keeper coach training: