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Implementing a Club
Wide Curriculum
Wide Curriculum
By
Jacob Daniel
GA Soccer Director of Coaching
May 2008
Jacob Daniel
GA Soccer Director of Coaching
May 2008
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INTRODUCTION
The future of youth soccer can be captured in two words: ‘Soccer Academies’. Academy is the catch word.
Everyone is looking to position their club as a soccer ‘academy’. But what does it mean? Most people would
agree that the word academy implies a school. A soccer school then. But schools have a curriculum that is
utilized to teach and measure the effectiveness of teaching. Therefore, it doesn’t make any sense to have an
academy but not have a curriculum.
Most clubs already have a ‘Club Plan’ in place that might include a curriculum and job descriptions and club
policies and guidelines. But the questions are: how effective is it? Do the coaches follow it? How is it
monitored and evaluated? Does it reflect the club’s mission and identity? Many clubs are so wrapped up in the
day to day running of their club that they rarely have time to stop, take a step back and try to get a global sense
of the direction the club is going.
This article attempts to provide clubs with the framework for implementing a curriculum. Each club can create a
curriculum that takes into account its own unique parameters. But regardless of the club’s situation, the key
player development principles should still form the basis for everything a club does.
The benefits of having a well planned and progressive curriculum are many fold:
- Gives the club identity
- Thorough educational experience for the players that graduates a ‘complete’ athlete/person
- Gets everyone on the same page
- Coaching staff works as a team rather than a bunch of individual coaches
- Blueprint for staff training
- Easier to monitor and assess effectiveness of programs
- Selling point for the club, Branding
- Keeps administrators and parents from interfering with technical issues
Before a club can design a curriculum, it all must start with a mission and vision statement. The mission
statement is followed by a club philosophy that everyone must buy into. And only then, one can start to design
the curriculum. Lastly, the organization chart, the club policies, and the staff job descriptions are created to
implement the curriculum.
The following pages provide examples of what a club’s mission and philosophy could be, followed by a sample
curriculum. This gives the reader an idea of how everything flows.
Once the curriculum is laid out, comes the more detailed summary for each age group that would assign
priorities to all the topics, the training volume and key coaching points and objectives for each age group.
Measurable expectations should also form a part of the age-specific summary. Playing style and formations
could also be part of the curriculum for certain age groups and levels. And lastly, a set of activities that would
represent the bread and butter of the training sessions prop up everything else. All this information that comes
under the curriculum would vary from club to club and is not included in this article. This is where the club DOC
would fill in the blanks and complete the whole document to suit his/her club.
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Everyone is looking to position their club as a soccer ‘academy’. But what does it mean? Most people would
agree that the word academy implies a school. A soccer school then. But schools have a curriculum that is
utilized to teach and measure the effectiveness of teaching. Therefore, it doesn’t make any sense to have an
academy but not have a curriculum.
Most clubs already have a ‘Club Plan’ in place that might include a curriculum and job descriptions and club
policies and guidelines. But the questions are: how effective is it? Do the coaches follow it? How is it
monitored and evaluated? Does it reflect the club’s mission and identity? Many clubs are so wrapped up in the
day to day running of their club that they rarely have time to stop, take a step back and try to get a global sense
of the direction the club is going.
This article attempts to provide clubs with the framework for implementing a curriculum. Each club can create a
curriculum that takes into account its own unique parameters. But regardless of the club’s situation, the key
player development principles should still form the basis for everything a club does.
The benefits of having a well planned and progressive curriculum are many fold:
- Gives the club identity
- Thorough educational experience for the players that graduates a ‘complete’ athlete/person
- Gets everyone on the same page
- Coaching staff works as a team rather than a bunch of individual coaches
- Blueprint for staff training
- Easier to monitor and assess effectiveness of programs
- Selling point for the club, Branding
- Keeps administrators and parents from interfering with technical issues
Before a club can design a curriculum, it all must start with a mission and vision statement. The mission
statement is followed by a club philosophy that everyone must buy into. And only then, one can start to design
the curriculum. Lastly, the organization chart, the club policies, and the staff job descriptions are created to
implement the curriculum.
The following pages provide examples of what a club’s mission and philosophy could be, followed by a sample
curriculum. This gives the reader an idea of how everything flows.
Once the curriculum is laid out, comes the more detailed summary for each age group that would assign
priorities to all the topics, the training volume and key coaching points and objectives for each age group.
Measurable expectations should also form a part of the age-specific summary. Playing style and formations
could also be part of the curriculum for certain age groups and levels. And lastly, a set of activities that would
represent the bread and butter of the training sessions prop up everything else. All this information that comes
under the curriculum would vary from club to club and is not included in this article. This is where the club DOC
would fill in the blanks and complete the whole document to suit his/her club.
3
THE CLUB CURRICULUM FLOW CHART
MISSION AND VISION
STATEMENTS
CLUB PHILOSOPHY
STATEMENTS
CLUB PHILOSOPHY
CURRICULUM
LIFE SKILLS &
PSYCHOLOG
SOCCER SPECIFIC
SKILLS
FITNESS AND HEALTH
ORGANIZATION CHART
JOB DESCRIPTIONS
ANNUAL PLANS
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PSYCHOLOG
SOCCER SPECIFIC
SKILLS
FITNESS AND HEALTH
ORGANIZATION CHART
JOB DESCRIPTIONS
ANNUAL PLANS
4
ELITE YOUTH CLUB MISSION AND VISION
The mission of _________________ youth club is to help foster young players’ physical, mental and
social growth so they can reach their potential in life through their participation in soccer. The club will
provide the highest quality staff, facilities, environment and curriculum to give players the tools to
succeed.
The club’s vision is to develop a reputation for producing well trained athletes and gain the respect of
the national soccer community as a true soccer academy. College coaches, national coaches and
professional coaches will recognize the standards of excellence embodied by the club and expect those
who graduate from the club to be quality players with a solid soccer foundation and good citizens.
social growth so they can reach their potential in life through their participation in soccer. The club will
provide the highest quality staff, facilities, environment and curriculum to give players the tools to
succeed.
The club’s vision is to develop a reputation for producing well trained athletes and gain the respect of
the national soccer community as a true soccer academy. College coaches, national coaches and
professional coaches will recognize the standards of excellence embodied by the club and expect those
who graduate from the club to be quality players with a solid soccer foundation and good citizens.
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YOUTH CLUB PHILOSOPHY
The club’s philosophy is founded on a set of
core principles that govern the policies, direction, actions and
structure of the club. These core principles are:
structure of the club. These core principles are:
Develop the Person, Not Just the Athlete
A youth soccer club has a responsibility for the overall growth of its young athletes. Our club’s philosophy
embraces the holistic approach of developing the complete person. Our aim is to complement the home and
school environments in the pursuit of developing character, values, self-confidence, independence, analytical
skills, social skills, coping skills, and sports skills to prepare young athletes for life. Soccer is just the vehicle for
achieving these aims and helping each athlete reach his/her potential in their chosen path in life.
embraces the holistic approach of developing the complete person. Our aim is to complement the home and
school environments in the pursuit of developing character, values, self-confidence, independence, analytical
skills, social skills, coping skills, and sports skills to prepare young athletes for life. Soccer is just the vehicle for
achieving these aims and helping each athlete reach his/her potential in their chosen path in life.
Individual Development
Our philosophy is based on what is in the best interest of the individual athlete. This is done through
maintaining a healthy balance between individual development and team building. The team is there to serve
the needs of the players and no athlete should be expected to sacrifice his/her potential for the sake of the
team. This does not preclude the fostering of team ethos and team spirit but the team dynamics should provide
the platform for developing interpersonal relationships and social skills rather than surrender individual
creativity and ambition. A youth team is just one temporary step in life’s ladder, not the top of the ladder.
Tomorrow, the athlete will be part of another team.
maintaining a healthy balance between individual development and team building. The team is there to serve
the needs of the players and no athlete should be expected to sacrifice his/her potential for the sake of the
team. This does not preclude the fostering of team ethos and team spirit but the team dynamics should provide
the platform for developing interpersonal relationships and social skills rather than surrender individual
creativity and ambition. A youth team is just one temporary step in life’s ladder, not the top of the ladder.
Tomorrow, the athlete will be part of another team.
Intrinsic Motivation, Enjoyment and Natural Ability
Our club’s philosophy is centered on the belief that athletes can only attain excellence when they are
intrinsically motivated and are enjoying their experience. With children, enjoyment and commitment are interdependent
and one cannot exist without the other. There are no guarantees for success and, ultimately, it
depends to a large extent on the player himself/herself. We recognize that it takes a combination of hard work,
strong personal traits and natural athletic ability to reach excellence. But inspiring players to become
intrinsically motivated and measure themselves against high standards will be a core objective of our club.
intrinsically motivated and are enjoying their experience. With children, enjoyment and commitment are interdependent
and one cannot exist without the other. There are no guarantees for success and, ultimately, it
depends to a large extent on the player himself/herself. We recognize that it takes a combination of hard work,
strong personal traits and natural athletic ability to reach excellence. But inspiring players to become
intrinsically motivated and measure themselves against high standards will be a core objective of our club.
Playing Philosophy
Our club believes in playing open, creative, attacking soccer, where players are encouraged to express
themselves. Ball possession is emphasized, with attacks built up from the back and players interchanging their
positions, as dictated by the game. Aimless kicking, kick-and-chase, and over reliance on physical play are
discouraged. Our teams will exhibit good support play around the ball and patience and composure on the ball.
themselves. Ball possession is emphasized, with attacks built up from the back and players interchanging their
positions, as dictated by the game. Aimless kicking, kick-and-chase, and over reliance on physical play are
discouraged. Our teams will exhibit good support play around the ball and patience and composure on the ball.
Staff in Harmony with the Club’s Philosophy
The youth club should foster a positive learning environment in which the technical and administrative staff
creates a supportive, player-centered program. Each member of the staff strives to work in harmony with the
overall club philosophy. The staff should be highly qualified and include all the diverse disciplines necessary for
a sport academy. The staff should work as a team with the single-minded purpose of looking after the welfare
of the players.
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creates a supportive, player-centered program. Each member of the staff strives to work in harmony with the
overall club philosophy. The staff should be highly qualified and include all the diverse disciplines necessary for
a sport academy. The staff should work as a team with the single-minded purpose of looking after the welfare
of the players.
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YOUTH CLUB CURICULUM
Our club recognizes that an integrated, club-wide curriculum is the key for optimum player
development. There must be a line that connects U-6 to U-19, a line that everyone in the club
understands and follows. Without a curriculum, the player development process becomes disjointed,
is difficult to monitor and evaluate, and players graduate with skill gaps. A deficit in one stage of the
development process will tend to inhibit acquisition of more complex skills at a later stage.
Our club will focus on developing skills that go beyond the mere concepts of attack and defense. It’s
just as important to develop problem solving skills, communication skills, leadership skills, and foster a
positive self image, a natural curiosity and an independent, inquisitive mind. This is accomplished by
creating an integrated club wide, age specific curriculum that addresses progressively the following
areas:
development. There must be a line that connects U-6 to U-19, a line that everyone in the club
understands and follows. Without a curriculum, the player development process becomes disjointed,
is difficult to monitor and evaluate, and players graduate with skill gaps. A deficit in one stage of the
development process will tend to inhibit acquisition of more complex skills at a later stage.
Our club will focus on developing skills that go beyond the mere concepts of attack and defense. It’s
just as important to develop problem solving skills, communication skills, leadership skills, and foster a
positive self image, a natural curiosity and an independent, inquisitive mind. This is accomplished by
creating an integrated club wide, age specific curriculum that addresses progressively the following
areas:
Character Development
1. Develop self confidence.
2. Demonstrate the value of sportsmanship and humility.
3. Teach the value of hard work and perseverance.
4. Promote leadership and taking responsibility for one’s actions.
5. Teach respect for mentors and elders as well as opponents.
6. Promote academic education and school study.
2. Demonstrate the value of sportsmanship and humility.
3. Teach the value of hard work and perseverance.
4. Promote leadership and taking responsibility for one’s actions.
5. Teach respect for mentors and elders as well as opponents.
6. Promote academic education and school study.
Soccer Specific Skills
1. Teach individual technique and develop a comfort level with the ball.
2. Develop 1v1 skills that allow players to dominate opponents and win individual duels.
3. Develop tactical problem solving skills.
4. Develop creativity, versatility and adaptability.
5. Develop the ability to play in various playing systems.
6. Develop a self-reliant player who can make his/her own decisions on the field.
2. Develop 1v1 skills that allow players to dominate opponents and win individual duels.
3. Develop tactical problem solving skills.
4. Develop creativity, versatility and adaptability.
5. Develop the ability to play in various playing systems.
6. Develop a self-reliant player who can make his/her own decisions on the field.
Fitness and Health
1. Develop a progressive program for long term fitness.
2. Develop the core soccer fitness needs of speed, agility, strength and stamina.
3. Teach and promote a healthy lifestyle with proper balance.
4. Develop a lifetime commitment to healthy living.
5. Teach nutrition and self-care.
2. Develop the core soccer fitness needs of speed, agility, strength and stamina.
3. Teach and promote a healthy lifestyle with proper balance.
4. Develop a lifetime commitment to healthy living.
5. Teach nutrition and self-care.
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CURRICULUM FOR SOCCER SPECIFIC SKILLS
OBJECTIVES OF SOCCER SKILLS CURRICULUM
Our curriculum is based on the Building Block concept, where players are taught age and level specific
skills in a progressive sequence. One of the key objectives of the curriculum is to provide a strong
foundation with a step by step, progressive plan that enables players to achieve mastery of the ball and
develop the tools and skills needed to play at a high level. Skills from one age group are utilized to
build more advanced skills later in the continuum.
Although soccer is a team game, its flow is characterized as a succession of individual duels. Team
success hinges on the ability of players to win these individual duels. Hence, the ultimate aim is to
develop players who can dominate their opponents and win the majority of their individual duels.
Players who can dominate opponents are able to play at a high level, in any system and any formation,
and are the type of players sought by top level coaches.
skills in a progressive sequence. One of the key objectives of the curriculum is to provide a strong
foundation with a step by step, progressive plan that enables players to achieve mastery of the ball and
develop the tools and skills needed to play at a high level. Skills from one age group are utilized to
build more advanced skills later in the continuum.
Although soccer is a team game, its flow is characterized as a succession of individual duels. Team
success hinges on the ability of players to win these individual duels. Hence, the ultimate aim is to
develop players who can dominate their opponents and win the majority of their individual duels.
Players who can dominate opponents are able to play at a high level, in any system and any formation,
and are the type of players sought by top level coaches.
PRINCIPLES OF PROGRESSION
Players need technical, physical, tactical and psychological tools to win their duels. The technical tools
are the foundation of soccer skills.
are the foundation of soccer skills.
Technique is the body’s mechanical execution of ball manipulation,
such as receiving, dribbling, passing or shooting the ball. Technique leads to skill. Skill is the ability to
select and execute the right technique under pressure of the game. So, technique has to do with ‘how
to’ while skill has to do with ‘when and why’.
However, before a player can learn soccer techniques and skills, he/she must learn to control his
body’s movement. Players must first develop the full range of locomotor (running, jumping, hopping,
turning, etc) and nonlocomotor (pushing, pulling, bending, twisting, etc) movement skills before they
can become adept at manipulative skills (such as propelling or receiving the ball).
Therefore, the club’s curriculum starts at U-6 with teaching locomotor and nonlocomotor movement
along with simple ball manipulative skills. Additionally, motor skills acquisition typically progresses
from gross motor skills to fine motor skills. Gross motor skills refer to movements of the entire body
or large segments of the body, while fine motor skills refer to movement requiring precision and
dexterity, such as manipulative skills. Manipulative skills are basically the eye-to-hand and eye-to-foot
coordination.
The SKILL curriculum therefore should progress from gross motor skills (locomotor and nonlocomotor)
to fine motor skills to soccer technique to soccer skills within the U-6 through U-18 continuum.
such as receiving, dribbling, passing or shooting the ball. Technique leads to skill. Skill is the ability to
select and execute the right technique under pressure of the game. So, technique has to do with ‘how
to’ while skill has to do with ‘when and why’.
However, before a player can learn soccer techniques and skills, he/she must learn to control his
body’s movement. Players must first develop the full range of locomotor (running, jumping, hopping,
turning, etc) and nonlocomotor (pushing, pulling, bending, twisting, etc) movement skills before they
can become adept at manipulative skills (such as propelling or receiving the ball).
Therefore, the club’s curriculum starts at U-6 with teaching locomotor and nonlocomotor movement
along with simple ball manipulative skills. Additionally, motor skills acquisition typically progresses
from gross motor skills to fine motor skills. Gross motor skills refer to movements of the entire body
or large segments of the body, while fine motor skills refer to movement requiring precision and
dexterity, such as manipulative skills. Manipulative skills are basically the eye-to-hand and eye-to-foot
coordination.
The SKILL curriculum therefore should progress from gross motor skills (locomotor and nonlocomotor)
to fine motor skills to soccer technique to soccer skills within the U-6 through U-18 continuum.
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THE SKILLS PROGRESSION TABLE
In the Building Block approach, there are 4 main phases of
individual player’s development:
1. Body & Ball Mastery Phase: Player and his/her ball (ages 4-16)
2. Individual Duel Phase: Player versus opponent (ages 6-18)
3. Partner Phase: Player and partner versus opponent (ages 8-18)
4. Team Phase: Player uses ball mastery to help team (ages 12-18)
The starting ages for each phase depend on the natural ability and learning skills of the player and can
vary from those recommended above. But failure to properly address each phase or skipping a phase
or ‘fast tracking’ players will result in under-developed individuals.
Although each progressive phase starts at a different age, it’s important to note that the four phases
eventually overlap. Once they start to overlap, one should not focus on a single phase at the expense
of the other phases. The curriculum should allow for work on phases one, two and three to continue
well into the teens and constantly be reinforced, refined and not be neglected once the Team Oriented
Phase kicks in.
1. Body & Ball Mastery Phase: Player and his/her ball (ages 4-16)
2. Individual Duel Phase: Player versus opponent (ages 6-18)
3. Partner Phase: Player and partner versus opponent (ages 8-18)
4. Team Phase: Player uses ball mastery to help team (ages 12-18)
The starting ages for each phase depend on the natural ability and learning skills of the player and can
vary from those recommended above. But failure to properly address each phase or skipping a phase
or ‘fast tracking’ players will result in under-developed individuals.
Although each progressive phase starts at a different age, it’s important to note that the four phases
eventually overlap. Once they start to overlap, one should not focus on a single phase at the expense
of the other phases. The curriculum should allow for work on phases one, two and three to continue
well into the teens and constantly be reinforced, refined and not be neglected once the Team Oriented
Phase kicks in.
SKILLS PROGRESSION TABLE
Age Body & Ball
Mastery Phase
Individual
Duel Phase
Partner Phase Team Phase
U-6
Age Body & Ball
Mastery Phase
Individual
Duel Phase
Partner Phase Team Phase
U-6
Movement Education
(Running, Stopping,
Balance, Jumping,
Hopping, Turning,
Skipping, Rolling, etc)
Develop ball sense
through
Balance, Jumping,
Hopping, Turning,
Skipping, Rolling, etc)
Develop ball sense
through
Dribbling
-----
----
----
----
----
U-8
Movement Education
(Same as U-6 plus Pulling,
Pushing, Stretching,
Bending, Twisting, etc)
Pushing, Stretching,
Bending, Twisting, etc)
Manipulative Skills
(Throwing & Catching
rolling balls,
Bouncing balls)
rolling balls,
Bouncing balls)
Dribbling
, Juggling,
Passing
ground
balls, Shooting
Dribble 1v1 2v0, 2v1
balls, Shooting
Dribble 1v1 2v0, 2v1
Cooperative and
Competitive activities
where two players
work together
to manipulate the ball
Competitive activities
where two players
work together
to manipulate the ball
-----
9
9
Age Body & Ball
Mastery Phase
Individual
Duel Phase
Partner Phase Team Phase
U-10
Mastery Phase
Individual
Duel Phase
Partner Phase Team Phase
U-10
Movement Education
(Same as U-6/8 plus
Running backwards,
Running laterally,
Agility, Flexibility,
Diving, Twirling,
Shuffling, Leaping
Running backwards,
Running laterally,
Agility, Flexibility,
Diving, Twirling,
Shuffling, Leaping
Manipulative Skills
(Throwing & Catching
ground, bouncing
and air balls
ground, bouncing
and air balls
Feints and Dribbling
,
Receiving
with deception,
Juggling
, Passing
(ground and air
balls 10-25 yards, inside
and outside of foot),
balls 10-25 yards, inside
and outside of foot),
Shooting
(instep drive),
Heading
Dribble 1v1
Dribble 1v1
Attacking skills:
Feints
, Shielding,
Defending skills:
Defending skills:
Marking
,
Jockeying
,
Block tackling
2v1 and 2v2
2v1 and 2v2
Attacking skills:
Support
(angle,
position, open
body to field)
position, open
body to field)
Wall Pass
, Overlap
Defending skills:
Marking
(pressure),
Positioning
(cover),
Intercepting
(reading
cues & anticipation)
cues & anticipation)
Two line
Interaction
Interaction
,
Playing through
The lines
Playing through
The lines
U-12
Movement Education
(Same as before, but
increase complexity
and utilize more
agility equipment)
increase complexity
and utilize more
agility equipment)
Feints and Dribbling
,
Shielding
, Receiving
with
deception,
Juggling
,
Passing
within
10-40 yards range
(inside & outside
of foot, bending
passes), Chipping,
10-40 yards range
(inside & outside
of foot, bending
passes), Chipping,
Shooting
(driving,
bending), Volleying,
bending), Volleying,
Crossing
, Heading
Dribble 1v1
Dribble 1v1
Attacking skills:
Feints
, Shielding,
Defending skills:
Defending skills:
Marking
,
Jockeying
,
Block tackling
,
Slide tackling
2v1 and 2v2
2v1 and 2v2
Attacking skills:
Support
(angle,
position, open
body to field)
position, open
body to field)
Wall Pass
, Overlap,
Crossovers, Off-the-
Ball Running
Ball Running
to
Destroy Cover and
create 1v1.
Defending skills:
Destroy Cover and
create 1v1.
Defending skills:
Marking
(pressure),
Positioning
(cover),
Intercepting
(reading
cues & anticipation)
cues & anticipation)
3v3 and 4v4
Attacking skills:
Team shape
(depth & width),
Support angles
,
Triangles
,
Off-the-ball Runs,
Switching Point
Of Attack
Switching Point
Of Attack
Defending skills:
Marking
,
Positioning
,
Intercepting
8v8
Three line
Interaction
8v8
Three line
Interaction
Playing through
The lines
The lines
Zonal Defending
10
Age Body & Ball
Mastery Phase
Individual
Duel Phase
Partner Phase Team Phase
U-14
Mastery Phase
Individual
Duel Phase
Partner Phase Team Phase
U-14
Movement Education
(Same as before, but
increase complexity
and utilize more
agility equipment)
increase complexity
and utilize more
agility equipment)
Feints and Dribbling
,
Shielding
, Receiving
with
deception,
Juggling
, Passing
Within 10-50 yards
range (inside & outside
of foot, bending
passes),
range (inside & outside
of foot, bending
passes),
Chipping,
Shooting
(driving,
bending), Volleying,
bending), Volleying,
Crossing
, Heading
Dribble 1v1
Dribble 1v1
Attacking skills:
Feints
, Shielding,
Defending skills:
Defending skills:
Marking
,
Jockeying
,
Block tackling
,
Slide tackling
2v1 and 2v2
2v1 and 2v2
Attacking skills:
Support
(angle,
position, open
body to field)
position, open
body to field)
Wall Pass
, Overlap,
Crossovers, Off-the-
Ball Running
Ball Running
to
Destroy Cover and
create 1v1.
Defending skills:
Destroy Cover and
create 1v1.
Defending skills:
Marking
(pressure),
Positioning
(cover),
Intercepting
(reading
cues & anticipation)
cues & anticipation)
4v4 & 5v5
Attacking skills:
Team Shape
(depth & width),
Support angles
,
Triangles
, Transition,
Off-the-ball Runs
,
Flank Play
,
Possession Rhythm
,
Switching Point
Of Attack
Of Attack
Defending skills:
Marking
, Positioning,
Intercepting
,
Compactness
,
Balance
, Transition
11v11
Three line
Interaction
11v11
Three line
Interaction
Playing through
The lines
The lines
Zonal Defending
U-16
Movement Education
Speed & Agility
Speed & Agility
(Same as before, but
increase complexity
and utilize more
agility equipment)
increase complexity
and utilize more
agility equipment)
Feints and Dribbling
,
Shielding
, Receiving
with
deception,
Juggling
, Passing
Within 10-60 yards
range (inside & outside
of foot, bending
passes),
range (inside & outside
of foot, bending
passes),
Chipping,
Shooting
(driving,
bending), Volleying,
bending), Volleying,
Crossing
, Heading
Dribble 1v1, 1v2
Dribble 1v1, 1v2
Attacking skills:
Feints
, Shielding,
Defending skills:
Defending skills:
Marking
,
Jockeying
,
Double Marking
,
Block tackling
,
Slide tackling
2v2 and 2v3
2v2 and 2v3
Attacking skills:
Support
(angle,
position, open
body to field)
position, open
body to field)
Wall Pass
, Overlap,
Crossovers, Off-the-
Ball Running
Ball Running
to
Destroy Cover and
create 1v1.
Defending skills:
Destroy Cover and
create 1v1.
Defending skills:
Marking
(pressure),
Positioning
(cover),
Intercepting
(reading
cues & anticipation)
cues & anticipation)
5v5 and 6v6
Attacking skills:
Team shape
(depth & width),
Support angles
,
Triangles
, Transition,
Off-the-ball Runs
,
Flank Play,
Possession Rhythm
Possession Rhythm
,
Switching Point
Of Attack
Of Attack
Defending skills:
Marking
, Positioning,
Intercepting
,
Compactness
,
Balance
, Pressing,
Transition
11v11
Three line Interaction
11v11
Three line Interaction
Playing through
The lines
The lines
Zonal Defending
11
Age Body & Ball
Mastery Phase
Individual
Duel Phase
Partner Phase Team Phase
U-18
Mastery Phase
Individual
Duel Phase
Partner Phase Team Phase
U-18
Power, Speed & Agility
(Same as before, but
increase complexity
and utilize more
agility equipment)
increase complexity
and utilize more
agility equipment)
Technical Maintenance
Dribble 1v1, 1v2
Dribble 1v1, 1v2
Attacking skills:
Feints
, Shielding,
Defending skills:
Defending skills:
Marking
,
Jockeying
,
Double Marking
,
Block tackling
,
Slide tackling
2v3, 3v3 and 3v4
2v3, 3v3 and 3v4
Attacking skills:
Support
(angle,
position, open
body to field)
position, open
body to field)
Wall Pass
, Overlap,
Crossovers, Off-the-
Ball Running
Ball Running
to destroy
Cover and create 1v1.
Defending skills:
Cover and create 1v1.
Defending skills:
Marking
(pressure),
Positioning
(cover),
Intercepting
(reading
cues & anticipation)
cues & anticipation)
6v6 and 8v8
Attacking skills:
Team shape
(depth & width),
Support angles
,
Triangles
, Transition,
Off-the-ball Runs
,
Flank Play
,
Possession Rhythm
,
Switching Point
Of Attack
Of Attack
Defending skills:
Marking
, Positioning,
Intercepting
,
Compactness
,
Balance
, Pressing,
Transition
11v11
Functional Roles,
Three line
Interaction
11v11
Functional Roles,
Three line
Interaction
Playing through
The lines
The lines
Zonal Defending
,
High Pressing
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