Ul0 Flux Phase (The Critical Transitional Period)

The motivation to learn basic skills is very high at this age level. Children gradually begin to change from

being self-centered to being self-critical and develop the need for group and/or team games. The game

itself should be central to all skills training. 11 a-side soccer is too sophisticated and complicated for young players. Small sided games, which provides the right amount of pressure for the child’s level of development is more appropriate for this age group.

Coach:  sensitive teacher, patient, enthusiastic, imaginative, ability to demonstrate, understanding of technique, preferably young.

Certificate:  state youth module, level 2 , USSF “E” certificate or USSF “D” License.

Technique:  repetition of technique through fun games and dynamic activities.

Dribbling:  use of all surfaces, basic turns, basic moves to beat an opponent, speed dribbling into open space.  

Receiving:   body behind the ball, cushion ball, ground balls and all surfaces of the foot from pass, air balls from self service and service from others. Air balls should include controlling with the thigh, chest and top of the foot.

Shooting:  proper striking technique (angle of approach, open body, position of plant foot, ankle locked, strike ball with laces, follow-through), hit moving ball.

Passing: proper technique for laces, inside, outside.

Heading: introduction, build confidence, does not hurt, hit ball with forehead (may need to use soft ball).

Tactics:  fundamental tactical concepts. Play a variety of positions, develop the complete player Attacking 1 v 1, support, width, depth, 3 v 1 Shape.

Defending 1 v 1, goal side, immediate chase, pressure to the ball.

Physical: all fitness through activities, games with the ball, coordination, agility.

Psychological: keep it FUN and ENJOY ABLE to foster a desire to play (intrinsic motivation). Demonstrate increase self-responsibility, give responsibility for preparation, discipline can initiate play, let it happen, learn through self-discover/self-expression, enjoy competition, all activities should have objectives/method of scoring can work in groups, cooperative games and activities.

Individual Technical and Tactical Issues for U-9’s and U-10’s

How many ways can the player kick or dribble or control the ball? There are six surfaces (inside, outside, instep, sole, toe and heel) used for kicking, dribbling or controlling a soccer ball. The ball can also be driven, chipped, volleyed, half-volleyed, side-volleyed, curled and lofted. The U-9/10 player should be challenged to expand their range of surfaces and textures (weights and spins) in an ongoing process of technical refinement.

Is the player two footed? Juggling and dribbling practice should always involve the use of both feet and young players must be encouraged to experiment with all six contact surfaces. For the more motivated players, juggling, kicking and Coerver’s* are essential “homework” activities for developing a comfort level with the ball.

*Coerver’s are individual dribbling moves named after the Dutchman, Wiel Coerver, who created the training program.

Does the player purposely pass the ball towards teammates? Players should be asked to control the ball and look for teammates rather than simply kicking the ball forward or to safety; it is often necessary to remind young players that the goalkeeper is always the most open player on the team when they are under pressure or no obvious forward passing options are available. At this age, the “thinking” behind a passing decision is often more telling than the outcome, and young players must be encouraged to attempt to maintain possession by passing (or dribbling) even as their limited range of techniques fail them.  

How far can the player kick the ball accurately?Players should be encouraged to pass within their technical range. Technique, physical strength and the size and weight of the ball all impact kicking distance and accuracy. In the small-sided games environment, shorter passes should be expected and encouraged, with aimless “boots” to safety, or to the opposition regarded as wasted possessions.

Does the player use disguise and deception when passing?Encouraging more frequent passing (and dribbling) with the outside of the foot will help improve the level of subtlety in young players. The use of the hips to deceive opponents can also become a feature of play for nine and ten year olds. 

Does the player shoot, when possible? A player’s first thought in possession should always be “Can I score a goal from here?” Goals in practice should be wide and high enough to encourage shots from various distances and angles and young players should be reminded that the objective of the game is to score more goals than the opponent in the time provided. Shots can be placed, driven, chipped, curled, volleyed, half-volleyed, side-volleyed, or improvised using any other legal body part.

How many touches does the player take to control the ball? The earlier a player decides what to do with the ball, the faster they will play; however, many U-9 and U-10 players will not look up before they have secured possession because their skill level will not allow them to concentrate on two things (the ball and the next action) at once. Time, space, vision of the field, and a comfort level with the ball are the most important elements in reducing the number of touches necessary to control the ball. 

Does the player understand their tactical options before the ball is controlled?Vision for “What next?” is a key element in the positive use of the “first touch,” and coaches should challenge players to appreciate their immediate tactical situation as early as possible during play. Coaching should attempt to develop “pre-control” vision whenever possible by asking players to assess the availability of space around them before receiving a pass.

Does the player open their body when possible when controlling the ball? Players who open their body towards the opponent’s goal before receiving the ball take fewer touches and play faster. Players should only open their bodies when they have space to do so. This skill begins to emerge at the U-10 level, although some younger players can grasp the concept.  

Does the player have the skill to dribble out of pressure, or past an opponent?Dribbling practice should include basic moves to turn away from pressure and also ideas on how to use changes in pace and direction to maintain possession or beat an opponent. As the most artistic aspect of soccer, young players must not be discouraged from learning to dribble the ball through early and repeated failures. At this age, repetition in practicing dribbling moves in isolation and in live tactical contexts is critical for developing touch and creativity. 

Does the player run into open space with the ball? Running forward with the ball is important for making defenders commit to the ball, for shortening passing distances, for changing the rhythm of play and for creating shooting possibilities. Players must be encouraged to quickly dribble the ball into open space and also encouraged to use the outside surface of the foot when “speed dribbling.”

Does the player dribble with their head down and rarely look to pass or shoot? While it is important to encourage young players to quickly dribble the ball into open space, players must also be aware of their passing and shooting options. Given that the ball can travel faster when kicked, it is important to encourage dribbling players to look up during those moments when they are in open space and not touching the ball, and when they are momentarily clear of opponents.  

Does the player use disguise and deception when dribbling? The most difficult opponents are “wrigglers” who are unpredictable in their dribbling. Players should be encouraged to combine dribbling moves and become comfortable making multiple, abrupt changes in direction.

Does the player move with the game or do they pass and stand still?  Young players should not be restricted in their movements on the field and moving “with the game” should become a natural extension of passing. Passing sequences involving two and three players should be encouraged and can be expected at this age. These beginning attempts at combination play will become essential elements of mature play. At the U-9 and U-10 levels, an increase in the speed of ball circulation, coupled with a more controlled rhythm of play can be expected from competent players.  

Does the player move into open spaces when not in possession? Players should be encouraged to “find” new supporting positions away from teammates rather than be told where and when to move. By age ten, some children have started to think more abstractly about the use of space away from the ball; however many others do not yet demonstrate this spatial awareness, making large-group positional instruction irrelevant for the vast majority of nine and ten year-olds. More advanced nine and ten year-olds will often appreciate supporting positions to the side of the field (width) while failing to demonstrate the importance of creating space downfield and ahead of the ball (depth).   

Is the player more comfortable when facing the opponent’s goal than when playing with their back to the opponent’s goal? Some players are uncomfortable checking and receiving the ball with their back to goal. While older players will ultimately be selected to positions based on this skill, all young players should regularly experience this challenge as a natural part of their soccer education. Before the ability to play effectively with “back to goal” develops, young children must first learn to find passing lanes, judge when and how to run for the ball, learn how to control and turn with the ball, and learn how to disguise their movements. Because of the reduced technical and tactical demands, small-sided games create the only natural environments that provide repeated experiences in learning this difficult aspect of soccer.

Does the player try to recover the ball when possession is lost?“Defending” at this age should be no more complicated than encouraging young players to try and win the ball back when lost. The better players can grasp the concept of “marking” an opponent and “picking up” opponents when not in possession, and they will recover behind the ball as a group. However, in deference to the technical difficulties associated with attacking play for most nine and ten year-olds, any concentrated emphasis on “team” defending should be delayed until at least U-11.  

Does the player simply kick at the ball when an opponent is in possession?Tackling for the ball can and should include efforts to regain possession. The player who routinely kicks the ball away should be encouraged to use their body and the open space away from the opponent to attempt to win the ball back.   

Does the player mentally transition after a change in possession? When the ball turns over from the attacker to the defender or from the defender to the attacker, the game offers chances to demonstrate awareness of two very important concepts: immediate recovery of the ball and immediate counter-attack to goal. Players should be assessed on how well they understand these concepts and encouraged to react as quickly as possible to any change in possession. By extension, the players immediately in support of the ball can also be assessed on how well they react to help their teammates. 

Does the player improvise when solving tactical problems? Those players who use non-standard techniques to solve tactical problems are demonstrating signs of creativity. A “good” pass gets to its target at a pace that can be controlled, regardless of the technique used in the delivered; similarly, a goal is a goal, regardless of how it was propelled into the net. Young players who improvise should be encouraged, not scolded, and it must be remembered that for young players, the “thought” behind an action is generally more telling than the outcome, which is often limited by experience and technical range. Three elements impact creativity. The first is technique, the second is tactical awareness, and the third is confidence. Players who have the audacity to think and act out of the ordinary may be future stars of the game, and, while their techniques will be refined over time, their willingness to take risks must be nurtured at every level. Creative players are not always the easiest individuals to coach.