U6/u7/u8 Curriculum 2018 Focus on individual ball skills and enjoyment Burlington Bayhawks U6/u7/u8 Curriculum 2018 Focus on individual ball skills and enjoyment

4 corner model: u6/u7/u8 Teamwork and co-operation Individual ball skills Teamwork and co-operation Confidence Positioning Triangulation Transitions Agility Balance Co-Ordination

Session Structure 45 minute sessions for u6/u7/u8 Retreat line used on half way line We want to have a ratio of 1 coach for 6 players Maximum of 1 coach to 10 players All paid coaches are FUNdamentals level minimum All coaches have RIS and MED before working with players All activities should incorporate jumping, landing, agility, balance, acceleration, deceleration and hopping https://www.ontariosoccer.net/grassroots-practices

Methodology Depending on the stage of learning, we will use station work or the GAG Methodology. A simple-to-complex methodology for teaching We strongly encourage guided learning over informing. We will ‘teach’ more than ‘guide’ on occasion where the situation dictates ie based on stages of learning Within the dome, we will use station work as the primary teaching method, with groups of 6-8 max. If players are beyond the initial stage of learning in a ‘technical’ aspect, we will use game based practices to move from Perform to Effective If players are completely new, we will use an autocratic style and isolated practices with the relevant level of competition needed to get from ‘know’ to ‘perform’

Exhibition matches We will play matches of no more than 40 minutes Season length will be 12-16 weeks We will use fluid rosters to allow players to play with more players and experience more opponents We have no more than 20 competition days per season All players will play a minimum of 50% playing time We will use ‘pass ins’ & ‘dribble ins’ to allow quick entries into the game from restarts and increase touches on the ball

Retreat Line All Game play activities which are used will include a ‘retreat line’ This means the opposition must stay behind a line set and can only press once the opponent have taken a touch to bring the ball forward. Once we are in the domes, we will try to modify the rule as best we can with limited space. Players will learn from u9 to use pressure against the opponent and learn how to play through a high press Our build up play model wants us to ‘provoke’ the press so we will always encourage playing with and through a high press Our model of play is based on positioning infront, between and around 2 players to create positional superiority and will never be compromised at any stage of the game.

Stages of learning Know Perform Effective Automatic When we design a practice, or evaluate players to decide if they are ready to have some success at a new type of practice Players will fall into, or between one of these stages of learning Players may be ‘automatic’ at one stage but only ‘know’ at another, so this is not a linear assessment. Example; a player may be an ‘automatic’ player in performing a stepover before crossing in a 1v1 but is only able to ‘perform’ in 1 touch play in small spaces. This may come down to the personality of the player and playing profile. Written by Stevie Grieve

Ages and stages Automatic: Professional Player at national team level in preferred role Effective: Youth International/Professional Player at club level in preferred role Perform: Youth player/amateur player; general game play Know: Beginners Know; 5-9; starting to play and practice using the ball Perform; 7-13; after some practice and game play situations Effective; 12-Adult. Automatic; 15-Adult. Written by Stevie Grieve

Stages of learning How can we identify where each player is per different aspect of play; Technical Strikes, Receives, MWTB, 1v1s; execution of the technique Intelligence Speed of thought, Awareness of space, team mate, opponents, Assessing the defensive /offensive situation of the opponents, Accuracy of Decision Making, Quality of execution Written by Stevie Grieve

Know: Stage of learning A player can tell you what the technique is, but may not be able to accurately do the technique. IE a player may know what an elastic looks like, but can’t do it The player may be able to do it sometimes, but not with any consistency as they understand what it should look like The player may also be able to do the skill in isolation, but with no speed, timing, rhythm or on the move Players at the ‘know’ stage of learning must be guided to help learn the mechanics of the action while making them multi-task; scan for space, change speed and alternate movement patterns to be able to regularly perform the technique Written by Stevie Grieve

Perform: Stage of learning Player can show you what the move is, doing at some speed with regular consistency Player can perform the move against an opponent/with reduced space Player can sometimes perform the move at the correct time or make the correct decision Performance players need to have a higher level of consistency in execution, and be put in positions where they must make the best decision as often as possible. To do this, we need to have a mix of ‘easy to solve’ problems, and ‘reduced space’ practices to improve the technical action with the intellectual aspect of the game Written by Stevie Grieve

Effective: Stage of learning Player can regularly do the move under opponent pressure, with minimal space, with minimal thinking time and at the correct moment of the game Players who are effective will use their individual talents to make the best decision more often than ‘performance’ players Players who are effective will execute the best decision under high pressure with consistency, under fatigue, at critical moments of the game These players need to be placed in direct pressure situations most often to move to automatic Written by Stevie Grieve

Automatic: Stage of learning Player can execute the action in an almost natural way Player will make the correct decision at high speed with minimal time with high level execution Automatic players also understand the best place to use their technique to help the team be successful Automatic players are able to make the best execution at critical moments of the game under multiple pressures; fatigue, pressure, must-win game etc These players need to be play in high pressure situations, be exposed to the possibility of failure and be willing to take responsibility when the team needs them most Written by Stevie Grieve

As previous, in each age group, we will focus on the 4 main components in our technical development

u8 Group Priorities Ball Mastery Turning with both feet Developing team work Physical Literacy – ABC’s 1v1 – 5 scenarios Understanding a diamond shape Developing a love for having the ball

Technical Development Technical Priorities Technical Development Receives Moving with the ball 1v1s Strikes

Technical Analysis Coaches should be able to analyse the technical actions of the players and correct the most appropriate parts to improve the technical action and improve the efficiency of the motion Coaches who are working with BYSC will be expected to learn how to assess and correct technique, especially in the younger ages The following slides are 2 examples of what we may be looking for;

MicroCycle Objectives Cycles Technical Objective Tactical Objective Physical Objective Social Objective 1-16 Develop close control on both feet and evade opponents 1v1 – 3v3 Multiple goal games to develop vision Develop Acceleration Love to play 17-32 Develop ability to accelerate and de-celerate Develop concentration and reactions 33-48 Develop ability to evade opponents to score Develop decision making

MicroCycles 1-16 (16 of 48) Oct/Nov/ Dec/Jan DOME 30x30 area 24 players Week 1,5,9,13 2,6,10,14 3,7,11,15 4,8,12,16 Day 1 Cutting, Changing Direction 1v1s Front Side Behind Cutting, Accelerating with the outstep Tournament Day 2 Inside foot passing and receiving Drilled shooting after changing direction Day 3 3v3 games 2 goals, 4 goals, 6 goals etc 2v1 scenarios and 2v2 games Physical literacy sessions

Example sessions The players entering our u6/u7/u8’s program will have a wide range of maturity, ability, co-ordination and enthusiasm for soccer Some players are comfortable playing in large groups, others are more comfortable in groups or 2 or 3 Our sessions need to be tailored to the maturity, co- ordination, ability and understanding of semi-organised practices Coaches need to be able to identify which players are more suited to certain types of practice and the delivery methods used to help them The following practices are examples for the coaches to use and design new ones for the relevant players.

Physical Literacy

Changing direction

Cutting, turning, faking

Outside foot touches

Shooting

1v1 infront

1v1 diagonal

1v1 side

1v1 behind

1v1 to goal

MicroCycles 1-16 (16 of 48) Feb/March DOME 30x30 area 24 players April outside Week 17,21,26,31 18,22,27,32 19,23,28,33 20,24,29,34 Day 1 1v1 infront Playing 1-2s Cutting, Turning & acceleration Tournament Day 2 1v1 side Shooting Counter Attacking 1v1s and 2v2s Day 3 2v2 games 1-2s to shoot Ball rolling, dragging, spinning, fake touches

MicroCycles 1-16 (16 of 48) April onwards Week 35, 39, 44, 48 36, 40, 45 37, 41, 46 38, 42, 47 Day 1 1v1 behind 2v1 situations Shooting Tournament Day 2 1v1 diagonal Counter attacking 2v2 1v1 to goal Day 3 Counter attacking 1v1 and 2v1 Playing 1-2s 3v2 situations