3.3 US YOUTH SOCCER. Coaching Department. Sam Snow, M. A. Coaching Director. Jill Wiser and Damaris Taylor Programs Assistants.

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2 E d i t i o n 3.3 US YOUTH SOCCER Coaching Department Sam Snow, M. A. Coaching Director Jill Wiser and Damaris Taylor Programs Assistants 9220 World Cup Way Frisco, Texas Phone SOCCER Fax ii

3 CONTRIBUTORS Mr. Glen Buckley, former Director of Coaching for the New York State West Youth Soccer Association Mr. Jacob Daniel, Director of Coaching for Georgia Soccer Mr. Tom Goodman, former Technical Director for Mass Youth Soccer Mr. Fran Kulas, former Director of Coaching for the Kentucky Youth Soccer Association Mr. Gordon Miller, Technical Director for the Virginia Youth Soccer Association Dr. Ron Quinn, Chair of the Sports Sciences Department at Xavier University Mr. Frank Trovato, former Director of Coaching for the Alaska Youth Soccer Association The Coaching Committee provided project oversight. Dr. Tom Turner Committee Chairman Mr. Jim Kelly Region I Member Mr. Adrian Parrish Region II Member Mr. Mike Strickler Region III Member Mr. Mike Smith Region IV Member Distribution Date: April 16, 2012 iii

4 Welcome congratulates and welcomes you to the prestigious position of state Technical Director. Your new position requires many qualities and qualifications. You are primarily responsible for Coaching Education, Club Enhancement and Player Development within your state. You are the professional technical leader. Your job requires many skills. These include, but certainly are not limited to, the ability to teach, to mentor and to provide principled diplomatic leadership to the youth soccer family in your state. Your position is one deserving professional respect from your fellow state association employees and the board of directors. You will be able to deepen that respect through your actions. In fact, you are the one who will provide your board, as well as the entire association, with the expertise and technical vision necessary to move our game forward. Take from this Manual the portions and ideas that you feel will serve you and meet the needs of your state. Welcome to the family and thank you for your commitment to youth soccer. iv

5 Letter from the President Dear Coach, and our Coaching Department thank you very much for all that you have done and are continuing to do for our youth soccer players not only for teaching the game and improving their soccer skills but also for helping them to live their lives that can benefit themselves and their communities. Your commitment, dedication, and time also benefit parents, referees, administrators, and volunteers, and are most appreciated. This Operations Manual is designed to assist state coaching and technical directors and administrators to better understand and implement the role and responsibilities of coaching leadership in each of our State Associations. Both novice and experienced coaches and administrators will find the information and guidance contained in this Manual to be beneficial. All Kids! Thank you again for your efforts and continued education in the Game for Sincerely, John Sutter President v

6 Letter from the Coaching Committee Chair Dear Fellow Coach, The United States Youth Soccer Association () regards its coaches as its most valuable resource. Each youth soccer coach enjoys a rare privilege--becoming an adult role model to a team of kids who are looking to improve their skills, enjoy time with friends, and have fun. Youth soccer in the United States continues to show steady progress in both player volume and player quality. And, with over three million registered players, needs to maximize all of its coaching resources to provide the best soccer environment possible. To achieve this goal, we rely on you, the State Technical Directors, to be our primary bridge to the coaches and players in your state. The State Technical Director s Operations Manual is designed to assist you in two key ways: First, in understanding the personnel management and daily context of your position; and second, by providing ideas on how TD s create positive and productive soccer environments in which coaches can help players reach their potential. The Manual is divided into several sections to make your job easier. If you are experienced as a director of coaching and familiar with national and regional programs, you can go through the basic information and proceed directly to more advanced topics regarding your role within the framework of the national association. If you are new to the role, you can focus on the sections dealing with the structure of the association and the many channels of support available to assist you in performing your job. Once you have covered your job functions and responsibilities, you can check out some of the information on dealing with other state employees, volunteer administrators, as well as how to establish communications with coaches and administrators at the regional and national levels. Important reference information is found at the end of this Manual. Over the coming years, I hope to see the TDs assume a more prominent role in the shaping and reshaping of the environment. Your contributions are vital to the success of this goal and I look forward to working with each of you. Good luck! Tom Turner, Chair Coaching Committee vi

7 Letter from the Director The position of state Technical Director or Director of Coaching as the position is titled in some state associations is a very prestigious and important position. The Technical Director is a soccer leader in the state, responsible for Coaching Education and Player Development, which is a profound responsibility. The state Technical Director must work in a variety of arenas. Working with children, adolescents and adults on the field, in the classroom and in the state association boardroom is no simple task and certainly takes a quality person, you! The state Technical Director must work closely with the national soccer organizations too. It is extremely important to develop and nurture these relationships so that the best interests of the state association membership (players, coaches, referees, administrators and parents) can be achieved. I cherish the relationship that I have with each and every state Technical Director. As the Technical Director, I rely on your professionalism, expertise and service to help me in my efforts at the national level. On behalf of and the Coaching Department, I warmly welcome you to the position of state Technical Director. We will work together to make the soccer environment a better place for our youth players. Sam Snow, M. A. Coaching Director vii

8 Table of Contents Introduction and Welcome i - vii C H A P T E R 1 Structure of Youth Soccer 1 U. S. Soccer Hierarchy 3 National Soccer Organizations 4 Hierarchy 5 FIFA Hierarchy 6 Philosophy 7 Definitions 8 C H A P T E R 4 Subsidiary Programs 58 TOPSoccer 58 Soccer Across America 60 National League 61 Presidents Cup 61 America Cup 62 Parent Education 63 C H A P T E R 2 Job Responsibilities 9 Role of the Technical Director 11 Working for a Volunteer Directed Organization 13 Board Relations 15 The Role of the Board 17 C H A P T E R 5 Profession 66 Program Management 66 Miscellaneous Expenses 71 Politics 72 Leadership 76 Presentation 78 The Role of the State Office 18 Coaching Education 20 Player Development 27 Olympic Development Program 30 Club Enhancement 43 Appendix A 81 Appendix B 89 Appendix C 91 Appendix D 93 Appendix E 97 Chapter 3 Recreational Soccer 48 Success is Critical 50 Education of Recreational 51 Enhancing and Growing 55 Technical Resource 57

9 Chapter 1 Structure of Youth Soccer Hierarchy Organizations Philosophy Definitions U.S. Soccer, charter title: United States Soccer Federation (aka: USSF), is the national governing body of soccer in all its forms in the United States. U.S. Soccer was one of the first organizations to be affiliated with FIFA (Federation Internationale de Football Association) in In its history, the Federation s mission statement has been very simple and very clear: to make soccer, in all its forms, a preeminent sport in the United States and to continue the development of soccer at all recreational and competitive levels. U.S. Soccer is responsible for the National Teams program, Olympic Teams program, and national coaching education and licensing and referee development. is a non-profit and educational organization whose mission is to foster the physical, mental and emotional growth and development of America's youth through the sport of soccer at all levels of age and competition. Making participation fun will instill in young players a lifelong passion for the sport. From its humble beginnings in 1974 with just one hundred thousand registered players, has grown into the largest sport specific youth organization in the world with three million registered players and three hundred thousand registered coaches. A nine member Board of Directors, consisting of a Chairperson (President), Vice-President, Secretary, Treasurer, four Regional Directors and a Member at Large, conducts the national administration of. US Youth Soccer is composed of fifty-five member State Associations, each comprised of a Board of Directors elected by delegates of their member leagues, clubs or teams. Each state association belongs to one of four regions, determined geographically: Region I (East) Region II (Midwest) Region III (South) Region IV (Far West) 1

10 provides a healthy sports environment through its recreational and small-sided games programs. These programs emphasize participation and de-emphasize winning at all costs. s fifty-five member state associations offer elite play, as well, in leagues and tournaments developed for more committed players. The National Championship Series is a year-long event with three qualification rounds of competition. State Cup Tournaments provide the opportunity for the competitive teams to earn a state championship. Regional competition awaits the winners of the State Cup competitions. Finally, the four regional champions in the U14-19 age groups advance to the US Youth Soccer National Championships held in July. The National Cups are: Under 14 Boys Youth Soccer National Cup established in 2001 Under 14 Girls Elmer Ehlers Cup established in 2001 Under 15 Boys adidas Cup established in 2001 Under 15 Girls Kristine Lilly Cup established in 2001 Under 16 Boys D. J. Niotis Cup established in 1976 Under 16 Girls Patricia L. Masotto Cup established in 1985 Under 17 Boys Don Greer Cup established in 1991 Under 17 Girls Laura Moynihan Cup established in 1991 Under 18 Boys Andy Stone Cup established in 1994 Under 18 Girls Francis J. Frank Kelly Cup established in 1994 Under 19 Boys James P. McGuire Cup established in 1935 Under 19 Girls J. Ross Stewart Cup established in 1980 The Coaching Department at is responsible for: Conducting the National Youth License ( Y License) in coordination with U.S. Soccer Creating and modifying coaching education materials for national and state level courses in conjunction with U.S. Soccer Technical guidance for player development at all levels of the game Creating and modifying coaching education materials for youth coaches nationwide Development and implementation of player pathways for participation Working in coordination with the fifty-five state association Technical Directors to improve the quality, consistency and delivery of state level coaching education courses 2

11 Conducting youth coaching symposia/workshops at the national, regional and state level Assisting the State Associations so that they can provide the best player development environment and opportunities for their youth players and coaches U.S. Soccer Hierarchy United States Soccer Federation U. S. Soccer National and Olympic Teams United States Youth Soccer Association 55 State Associations, 4 Regions 3.1 Million Registered Players American Youth Soccer Organization AYSO Soccer Association for Youth SAY National Soccer Coaches Association of America NSCAA Figure 1 U.S. Soccer Hierarchy 3

12 National Soccer Organizations with Players American Youth Soccer Organization (AYSO) Armed Forces Sports Committee Boys & Girls Clubs of America Boys & Girls Scouts Dwarf Athletic Association of America (DAAA) Major Indoor Soccer League (MISL) Major League Soccer (MLS) National Association Intercollegiate Associations (NAIA) National Christian College Athletic Association (NCCAA) National Collegiate Athletic Association (NCAA) National High School Athletic Coaches Association (NHSACA) National Junior College Athletic Association (NJCAA) Soccer Association for Youth (SAY) Soccer In The Streets (SITS) Special Olympics United Soccer Leagues (USL) United States Adult Soccer Association (USASA) U. S. Club Soccer United States Deaf Soccer Association United States Futsal Federation United States Indoor Soccer Association U. S. Paralympics Y-League YMCA National Soccer Organizations without Players National Intercollegiate Soccer Officials Association (NISOA) National Soccer Coaches Association of America (NSCAA) Soccer Industry Council of America (SICA) 4

13 Figure 2 Hierarchy 1 1 Double click on the flow chart above to view a Power Point slide of the chart. 5

14 F I F A H I E R A R C H Y 6

15 Philosophy The coaching department at strongly believes that all of the decisions made by a state association must be focused on the proper development of their youth players. Therefore, state associations must develop quality coaching education, parent education, referee education and club and player development programs that are appropriate for a diverse population of youth coaches, parents, referees, clubs and players. This diversity spans age, level of play, playing and coaching ability, education, special needs and culture. Education is the key to the creation of a quality youth Valuable insights from experienced state directors I C O N K E Y soccer environment. Coaches, administrators, parents, referees and players are all teachers of the game to our youth players. Therefore, quality programs must be available to them so that they can create the proper learning and playing environment for the players. The state Technical Director is crucial to the success of these programs and must lead the way. believes that it is imperative that there be consistency in the curriculum and delivery of education for coaches, parents, referees, administrators and players. We also believe that proper club development is crucial to positive player development because the player spends the majority of their soccer time in training, match play and socially with their club. The state Technical Director has a responsibility to work cooperatively with other state Technical Directors to assure program consistency across the nation. They are colleagues and have a professional responsibility to support each other with their experiences and expertise. supports and fosters this cooperation and works closely with the nationwide network of state Technical Directors. This group of leaders must influence the proper development of our sport at all levels (i.e., club, state, regional and national). It is also imperative that the Technical Director not only take the time to educate board members and administrators but you must also be able to listen to these groups closely and possess the qualities to be able to look at issues from their side as well. The effort has to be a two way street, that works hand-in-hand, if our game is to surge ahead. Be patient, educate, persuade then stand your ground on the issues that truly matter. 7

16 DEFINITIONS Since the definitions of local soccer organizations differ from state-to-state these definitions will be used throughout the manual. Club = an organization that is a member of a State Association that has an identifiable membership of youth soccer players on whose behalf the organization conducts or engages in youth soccer activities. League = a structured group of four or more teams joined for the purpose of inter-team play under a common set of administrative and competition rules. Association = the administrative body within a territory determined by the National Council to carry out s programs for youth players. Even though it has been said in many situations before, 'pick your battles' is a great tip for State Technical Directors. Think carefully and choose which issues really affect what should be your focus - coaching education and player development & selection. Let your Board of Directors do what they want on issues such as state budgets, player registration, office staffing, newsletters and many other such business related topics. While some of these issues may impact your programs, save your voice for issues such as how players are being trained, coaching development, competition and player selection. When these important issues come up at Board Meetings calmly remind the Board why they hired you and then state your professional expertise as to what is best for the players and coaches you oversee. 8

17 Chapter 2 Job Responsibilities Education Development Enhancement S tate Technical Directors have many important responsibilities attached to their leadership position. The four major responsibilities are: 1. Coaching Development and Education 2. Player Development and Education 3. The Olympic Development Program and TOPSoccer 4. Club Enhancement Coaching Development and Education is the single most important of the four responsibilities that you have. The coaches in your state, whether novices or veterans, are responsible for teaching the state s youth soccer payers; this is an awesome and sometimes, quite intimidating, responsibility for adults to undertake. They are responsible for providing a quality soccer environment to a diverse population of children and adolescents who have decided to participate in the beautiful game. The state Technical Director has the important responsibility to create and direct educational programs to prepare and develop youth coaches so that they can provide appropriate age and ability level training environments for these young players. Toward this end, the state Technical Director must provide continuing education programs and coordinate state and national licensing and certificate courses for the state s youth coaches. When identifying and selecting your education staff, you should consider the criteria of integrity, honesty and character, as well as instructional abilities of the instructors. The staff is a reflection of you as well as the state association and we must ensure that, first and foremost, quality people are identified to carry forth the message and represent soccer in a professional manner. Player Development and Education is a natural outcome of proper coaching development and education as explained above. There is a direct relationship between producing quality players and having a well-structured, detailed coaching education program. The key to quality player development is 9

18 a quality-learning environment. The state Technical Director can and must personally impact the youth players in the state by training them in their club/league environments. This is accomplished through special training sessions and clinics. Events like these serve a dual purpose. The state-coaching leader is training the players and the local coaches can assist, observe and learn. The Olympic Development Program was instituted so that players of the highest caliber could be identified and developed for our country s Olympic and National Teams. Because of the necessity for a high-level selection process, the program can be controversial. Therefore, the state Technical Director must conduct a program that is professional, politically correct and beyond reproach! The enclosed explanation of these responsibilities will certainly be helpful in your quest to be a quality state Technical Director. TOPSoccer is The Outreach Program for Soccer. It is an official US Youth Soccer program enriching the lives of players with disabilities through the game of soccer. The TOPSoccer certificate is an integral part of the coaching education scheme for the state association. Club Enhancement is a new realm of work for the state Technical Director. Until recently clubs were left to learn how to start up or improve a club in isolation. The Technical Director should give guidance on the development of soccer clubs in the state. Communication with your membership is vitally important to your success. Set up an distribution list for the club directors of Coaching. Be sure to collect and communicate with the board of directors of every club in the state too. Keep your state and local administrators and coaches in your information loop! 10

19 Role of the Technical Director The relationship between the board of directors, the executive director and the chief technical employee is one of the most difficult to understand and manage effectively in youth soccer. A chief technical employee or director of coaching and player development is hired by the board of directors to meet the technical need of the association the development of players and coaches within the organization and must meet the requirement for the position as defined by the United States Soccer Federation. In most cases the Technical Director has more coaching education and coaching experience than any board or staff member. Ensure that policies are valid in the context of U.S. Soccer and US Youth Soccer coaching policies and practices and in the best interest for the development of the coaches and players. For references in this matter do follow the contents of the Player Development Model and Vision. Also reference the U.S. Soccer Best Practices for Coaching Soccer in the United States. In a non-profit organization boards primarily govern and staff primarily manages. It is incumbent on the Technical Director to ensure that the board is given full and complete information on current coaching and developmental theories and practices to allow them to formulate programs and policies that are appropriate for the audience players, coaches, etc. Each party in this relationship needs to understand its own responsibilities and those that fall in the other's purview and the way in which the board and technical staff conduct their business needs to reflect this understanding. Clear expectations for collaboration between the board and the Technical Director need to be established and maintained. Ultimately, the ideas and actions of the Technical Director, perhaps more than the will of the board, will influence the nature of player and coach development programs in the association. The Technical Director must help determine which issues the board will address and to assemble the information that shapes the discussion, this individual can guide the board towards a true developmental philosophy. The following are four specific methods that can guide the teamwork between the technical and administrative personnel of the state association: PLAN: Use a comprehensive strategic development plan that has been developed in conjunction with the board and supplement it with regular progress reports. This can be a useful tool for the board as it develops its own annual work plans and will keep the board focused on long-term developmental goals and the mission of the association. Regular reports based on this plan will keep board members apprised of progress toward association goals and provide part of the basis for evaluation of the Technical Director. 11

20 INFORM: Provide the board and executive director with relevant materials before board meetings and explain why the materials are coming to the attention of the board. Let board members know how specific agenda items relate to the association s larger mission and what kind of action or discussion is desired of the board on each item. EDUCATE: Provide the board with relevant materials regarding all phases of player development and coaching education including information provided by U.S. Soccer and. Let board members know what other state associations, the regions and the national organizations are doing to enhance player development and coaching education. Being an effective Technical Director requires a constant commitment to continuing education, the same is true for a board of directors and executive directors. FACILITATE: Facilitate board and committee discussions while referring to set policies striving to engage personnel in a dialogue that leads to consensus building. Chain of Command To whom the Technical Director reports differs from state-to-state. In some cases the Technical Director reports to the general manager/executive director who may or may not have a technical background. In other states, the Technical Director reports directly to the president or another board member or committee. They may or may not have a technical background as well. In all cases, it is prudent for the Technical Director to refer to the items above to ensure that his direct superior is fully informed and aware of the issues with which the Technical Director is dealing and is able to evaluate the Technical Director s performance and activities. The state Technical Director must attempt to forge positive relationships with the state executive board. 12

21 Working for a Volunteer Directed Organization A non-profit organization is one that does not declare a profit and instead utilizes all revenue available after normal operating expenses in service to the public interest. These organizations can be unincorporated or incorporated. State soccer associations are non-profit corporations incorporated in the state where they were organized and located. The United States Youth Soccer Association is also a non-profit corporation. The board of directors of a non-profit corporation is legally and financially responsible for the conduct of the organization. It is not a passive role but rather one that must be active for the good of the organization and for reducing liability of the individual directors. It is not just for-profit corporations that are under ever increasing scrutiny for ethical operations. In most youth soccer associations, the members of the board are elected by the member clubs and leagues that belong to the association. The requirements for board membership are wide and varied and without any common thread beyond a desire by the candidate to be a part of the governance of youth soccer in the state. A wide variety of people are attracted to service on a state board from enthusiastic soccer parents who want the sport to run as they envision it to current and former adult players to long time veterans of local club administration whose kids have moved on and who wish to stay involved. The board is organized under officers and through committees typically in accordance with Roberts Rules of Order. This is a practical and effective way to provide governance of most organizations and helps to involve all board members. Traditionally officers include a chair or president who presides at meetings and provides management of the board, a vice-chair/president who presides in the absence of the chair, a treasurer and a secretary. The treasurer and secretary positions may not be needed as today these roles are often assigned to staff of the organization. Committees of the board can include a budget or finance committee, tournament committee, development (fundraising) committee, personnel committee, program committees, nominating committee (future board members) and other areas depending on the needs of the organization. Often smaller nonprofits may have just one or two committees or create temporary (ad-hoc) committees based on present needs. The operation of the board and of the state association is determined by the governing documents, which include the Articles of Incorporation (legal document filed with state government) and by-laws, which define the structure of the organization and the general method of operation. These documents typically require approval of the membership for their adoption and modification. The programs and services of the association are typically governed by State Rules, State Procedures, State Policies or other similar documents adopted by the board of directors and/or the membership. Such documents are 13

22 transitory in that they evolve over time and reflect the conditions, goals and objectives at the time of their adoption. CONSISTENCY Do not change dates, times, personnel and so on for coaching courses or Olympic Development Program trials if at all possible! The more reliable and professional you and your staff coaches are in conducting your duties the more respect you will earn. This will pay dividends as you work with clubs and the state board of directors to improve the soccer culture in your state. 14

23 Cooperating with Volunteer Administrators The relationships between paid professional staff and volunteer elected directors and administrators are complex within any non-profit organization. Volunteers are drawn from a wide variety of backgrounds, interests and levels of knowledge. Requirements for election or selection are often brief or nonexistent. Often the only real requirement is a willingness to serve. Training for volunteers is generally informal and on the job. This results in a wide variety of viewpoints and approaches to issues. Board members are frequently generalists whose specific expertise and knowledge is derived by their past involvement in soccer. On the other hand, most executive directors and Technical Directors have defined job descriptions, which include educational requirements, prior experience in the field and in the case of Technical Directors specific license achievement from U.S. Soccer; i.e., A and Y licenses. This sets up a classic quandary the technical professional versus the volunteer generalist. Ensuring successful relationships between the two requires thought and effort. In dealing with the volunteer, the Technical Director should follow some very simple guidelines: LISTEN CAREFULLY: the volunteer is good at identifying issues and problems but may struggle to express concerns in technical terms. Listening and asking probing questions allows the Technical Director to gain information needed to evaluate the issue or problem. SEEK SOLUTIONS: using models and technical knowledge, seek to develop effective solutions that directly address the volunteer s concerns and explain them in non-technical terms. It is too easy to give a short technical answer, which the volunteer may not understand. In coaching, it is instinctive to provide instruction to the players in terms they can understand; the same is also true in communicating with volunteers. TAKE OWNERSHIP: the volunteer often senses the problem but lacks sufficient information to develop solutions. If the Technical Director takes ownership of the issue, time can be devoted to gaining additional information, surveying available resources and providing an effective solution. PROVIDE SOLUTIONS: the Technical Director should seek to provide solutions to problems not to provide answers or just impose ideas borrowed from experience or other programs. Solutions are carefully thought out, well documented and presented to the volunteer in concise written communications. Some helpful steps to developing solutions include 15

24 SCOPE OF CONCERN: is the issue of wide concern or of limited concern? This basically means determining if the concern revolves around a single incident or if it involves a wide spread problem throughout a program. Knowing what the extent of the problem is allows for development of solutions that are proportionate to the problem. ORIGIN OF CONCERN: analyzing the source is not simple. In dealing with volunteers the motive and origin of the concern may be masked within the explanation of the issue. An issue may be presented in lofty terms while the basic motive is actually to seek advantage for a player, coach, organization or program. STAKEHOLDERS: the volunteer often senses the problem but lacks sufficient information to know what groups within the association are involved or should be involved in developing solutions. Seeking input and buy in from all stakeholders is important in developing solutions that work. RESOURCES: the Technical Director should seek to understand what resources are needed to develop solutions. Money, personnel, communications, facilities and more may come into play. Effects on other programs and activities must also be considered. Some observations on volunteers FOCUS: volunteers can be tightly focused on their own agendas, favored programs and lack perspective on the wider picture of all state programs and activities. PRESSURE: volunteers, especially board members, are often elected and are subject to pressures from those they represent. LIMITED TIME: volunteers are limited in their activities by their families and job commitments and may not always follow through. ENTHUSIASM: personal interests and objectives can motivate volunteers. Volunteers can have high energy and a willingness to devote countless hours if effectively directed and encouraged. The best way to deal effectively is to listen carefully, seek information, express interest and agree to research and then to evaluate and deliver effective solutions that consider all who are involved. This is harder than just giving answers but provides for a greater success ratio. Treating one another with dignity and respect yields quality results that directly affect the game! 16

25 The Role of the Board DETERMINE the association s mission and purpose by providing continuity for the association by setting up a corporation or legal existence and to represent the association s point of view through interpretation of its programs and services and advocacy for them. Provide governance of youth soccer in the defined geographic area. Guide the development of administrators, players, coaches, referees, volunteers, etc. Create governing documents as required to define and structure the mission and purpose of the state association. SELECT and appoint a chief executive to whom responsibility for the administration of the association is delegated, including review and evaluate his/her performance regularly on the basis of a specific job description, including executive relations with the board, leadership in the association, in program planning and implementation and in management of the association and its personnel. Offer administrative guidance and determine whether to retain or dismiss the executive. Delegate or select and appoint a Technical Director who can provide technical direction and guidance to the technical programs (player, coach and club development) within the association. SUPPORT the executive and review his or her performance. Govern the association by broad policies and objectives, formulated and agreed upon by the chief executive and employees and assign priorities to ensure the association s capacity to carry out programs by continually reviewing its work. ENSURE effective organizational planning and devise long range planning with short-term objectives and goals. Set measurable standards to ensure execution of those plans and goals and follow up periodically assessing success or failure. ENSURE adequate resources for the association s operations and to finance the programs and services adequately for the state office location staffing requirements facilities requirements financial resources. MANAGE resources effectively by accounting to the public for the programs and services of the association and expenditures of its funds, including: provide for fiscal accountability, approve the budget and formulate policies related to contracts from public or private resources. Budget effectively and follow up to ensure the budget is met or adapted to changing financial conditions. Ensure adequate financial controls to safeguard to assets of the association. DETERMINE and monitor the association s programs and services while establishing policies, rules and regulations to define programs and services. Require and review reporting on all programs and services. Establish and create new programs and services as needed. Make changes to reflect member needs 17

26 to existing programs and services. Accept responsibility for all conditions and policies attached to new, innovative or experimental programs. ENHANCE the organization's public image by ensuring effective communications and ensure members exhibit proper behavior and practices. SERVE as a court of appeal to resolve disputes and adjudicate grievances. ASSESS its own performance through self-assessment process improvement 360 job evaluation. Find a board member that will go to war for you when you need it as this keeps you out of the politics. The Role of the State Office Many states now have fully staffed professional state offices offering a wide variety of program and event business services to all activities of the state association. Developing a strong working relationship with the state office staff is critical to the Technical Director s overall success in offering and managing coach and player development programs. Just as the Technical Director recognizes that the Technical Director position requires specific technical expertise, he/she must recognize that the state staff members have specific technical expertise in their own areas expertise in marketing, promotions, finance, event hosting, publishing and so on. Treating other staff members as peers and professionals is a proper course to ensure open cooperation and support. The typical office staffer may be working a regular nine to five, Monday to Friday schedule and not implicitly understand the somewhat irregular schedule required by the Technical Director to meet the requirements of the job. Sharing work schedules for the week or the month with the staff allows for clear understanding of what is required to get the job done and aids in covering calls and visitors when not in the office. The staff can also assist the Technical Director in answering basic questions from participants and handling routine requests for information if fully aware of the programs managed by the Technical Director. Staff can also aid the Director in peak times to get the paperwork done if informed and regarded as a part of the program. 18

27 Providing detailed information in advance as to needs such as copying, mailing, web posting, check requirements and other support allows staff to better schedule their time to meet all the needs of the state association. Such communication should be in writing and given well in advance. In some states, communication is with the executive director who advises staff of what will be required and established priorities in the event of competing demands for support. In other cases, communication is direct with the staff member. Coordination in the planning and scheduling of events, courses, tryouts, etc. with the other programs of the state association is a must to be effective and productive. Conflicts with other major state programs and events should be avoided and clear communication makes that possible. A thorough working knowledge of all state programs, events, services and activities is effective in ensuring the smooth integration of player and coach development actives into overall state programming. Demonstrating teamwork such as pitching in to help other programs at their busiest time when time is available goes a long way to having help at the Technical Director s peak time. It is critical that the state administrative staff supports the Technical Director and coaching staff. Time put into the job and misunderstanding of the Technical Director s technical role may lead to resentment. That support must come from the top down. 19

28 Coaching Education provides service and resource support to our member associations at the state and local levels by providing youth coaches with developmental and age appropriate methods and curriculum of coaching. O U R E D U C A T I O N A L P H I L OSOPHY The Game Within The Child (Quinn, 1995) is at the center of all belief, decisions and actions taken by the child, coach and organization. Our goal is to unlock the game within children to reach their full soccer potential. Play- Children come to play the game, not to work, not to listen to the coach lecture and not to discuss the game. They come to PLAY and playing equates to fun. The Game is the Teacher- players learn best by actually playing the game in an environment where they feel free to try new ideas. Organized Spontaneity- Encouragement of free and unbridled play by modifying the playing environment to small-sided games (3v3, 4v4, 6v6, 8v8) and limiting the amount of input from the coach. Again, the game is the best teacher. C U R R I C U L U M A N D M E T H O D O L O G Y believes in an age and developmentally appropriate educational curriculum of coaching education. The needs of U6 players and coaches are different than those of U12 players and coaches. Developmentally appropriate methodology includes addressing the psychomotor, cognitive, and psychosocial implications of child development. will emphasize continual development of our educational curriculum. C O N T I N U I N G E D U C A T I O N The Technical Director must be committed to further the development of a continuing education curriculum. Coaching courses, clinics and seminars as well as multimedia resource material is available or will be developed for the continued improvement of our youth coaches. G O A L S A commitment to provide educational materials and opportunity for education to every parent coach working with players ages five to twelve. Approximately seventy percent of all registered youth soccer players are eleven years of age or younger. These parents are the least experienced and most in need of relevant coaching information. These coaches should complete an introductory education program prior to working with 20

29 youngsters. This could be considered part of their responsibility and commitment. The willingness to accept pertinent information and utilize acceptable methods of coaching in working with youngsters is required from coaches. This would mean that the youth coach would agree that their central role is that of a facilitator: set up the right environment and let the game teach! Adopt modified games of 3v3 for Under 6, 4v4 for Under 8, 6v6 for Under 10 and 8v8 for Under 12 play as outlined in the Handbook for Small-sided Games. This would not only improve the playing environment for players, but also could establish and affirm the role of the youth soccer coach as facilitator. To promote an understanding of the game and that soccer is a vehicle for learning and child development. The game should not be viewed in an adult sense, with competition as a means to an end, but in a child s view of joy and fun. STATE COURSES PLAY IS THE KEY WORD IN PLAYER DEVELOPMENT A certificate course does not involve any testing. As long as a candidate attends the entire course the certificate is earned. A license course involves testing and is a pass or fail course. To earn a license a candidate must attend the entire course and pass the examinations. C E R T I F I C A T E C O U R S E S TOPSoccer Certificate This is a four (4) hour long course for coaches working with players in the TOPSoccer program. The course includes both classroom (theory) and field (practical) sessions. U6/U8 Certificate This is a four (4) to six (6) hour long course for coaches working with children in the U6 (3v3 game format) and U8 (4v4 game format) age groups. The course includes both classroom (theory) [on-line] and field (practical) sessions. [The six-hour course is preferred.] U10/U12 Certificate This is a seven (7) to nine (9) hour long course for coaches working with children in the U10 (6v6 game format) and U12 (8v8 game format) age groups. The course includes both classroom (theory) and field (practical) sessions. [The nine-hour course is preferred.] E License This is an eighteen (18) hour long course for coaches working with pubescent children in the U13 to U15 age groups in the 11v11 game format. The course includes both classroom (theory) and field (practical) sessions. The course includes practice practical sessions for the coaches on the field. 21

30 To pass a certificate course a coach must attend the course in its entirety and participate in the sessions. L I C E N S E C O U R S E S D License This is a thirty-six (36) hour long course for coaches working with adolescent teenagers in the U16 to U19 age groups in the 11v11 game format. The course includes both classroom (theory) and field (practical) sessions. The course includes practice practical sessions for the coaches on the field. The examinations include written tests, video test and a practical coaching test on the field. There are three possible outcomes to the course. Candidates pass with a National D, pass with a State D or fail the course. A National D is required to attend the National C License course. To pass a license course a coach must attend the course in its entirety and participate in the sessions. Additionally the coach must pass the course examinations. Waiver into the D course o Options: No waiver all D candidates must hold the E certificate Standardize the criteria for a waiver into the D course Possibility: Two years coaching experience AND two years playing experience at the college level or higher. Scheduling and organizing state level coaching courses is the responsibility of the state Technical Director. Whether the courses are booked and taught by the state Technical Director and/or other instructors and administrators is immaterial; being sure it all gets done is the realm of the state Technical Director. STATE CLINICS Many state associations also conduct coaching clinics. Clinics can be statewide and offered at the state associations Annual General Meeting or other state soccer events. Clinics can also be developed specifically for one club, league or region of the state any time during the year. These programs, for example, can be age specific in nature or cover a wide range of age levels. Classroom presentations, field presentations or a combination of the two can be offered as part of a state s clinic program. Some state associations conduct state coaching symposia and/or workshops. These are non-certification/licensure offerings for the continuing education of coaches and are usually longer and more detailed than clinics. 22

31 NATIONAL COURSES NATIONAL YOUTH LICENSE conducts the National Youth License, aka: Y License, in coordination with U.S. Soccer. The Y License focuses upon the nature of children and the adjustments adults must make to coach them. The course curriculum covers the ages of four- to twelve-years-old. Each day of the course the focus is upon one of the traditional soccer age groups of U6, U8, U10 and U12. Each day children of the appropriate age group are brought to the course site for the candidates to work with them in a practice training session. The candidates are videotaped while coaching the kids and the video is reviewed with each candidate to aid in the education of the coach. The course combines both classroom (theory) and field (practical) sessions. The course is six (6) days in length. The course concludes with written, oral and practical examinations. The Y License is a state hosted course scheduled through the US Youth Soccer Coaching Department. will assign the course instructors and work with the state association to make all of the arrangements for the course. Contact the Coaching Programs Assistant to book a course in your state. NATIONAL C LICENSE U.S. Soccer conducts the National C License. This course is ideal for coaches of competitive teams in the 11v11 game. The course curriculum focuses on coaching in the area around the ball. The course is nine (9) days in length. The prerequisite for attending this course is the National D License. The C License course is taught at the U.S. Soccer National Coaching Schools and can also be a state hosted course. To host a C course in your state contact the Coaching Department at U.S. Soccer. You may request that the US Youth Soccer Coaching Department assign the course instructors. NATIONAL B LICENSE U.S. Soccer conducts the National B License. This course is ideal for coaches of competitive teams in the 11v11 game. The course curriculum focuses on coaching positional (functional) play in the thirds of the field. The course is nine (9) days in length. The prerequisite for attending this course is the National C License. NATIONAL A LICENSE U.S. Soccer conducts the National A License. This course is ideal for coaches of competitive teams in the 11v11 game. The course curriculum focuses on coaching 11v11 team play through the thirds of the field. The course is nine 23

32 (9) days in length. The prerequisite for attending this course is the National B License. NATIONAL CLINICS U.S. Soccer also conducts Continuing Education Unit (C.E.U.) clinics. These C.E.U. clinics are offered throughout the country at various times of the year and often in conjunction with a U.S. National Team match. C.E.U. clinics are mandatory for A License coaches. The state Technical Director is responsible to sign off on all A License coaches in the state annually on the C.E.U. credits earned during the calendar year. also conducts Continuing Education Unit clinics in coordination with U.S. Soccer. They also offer continuing education for coaches through: Coaches Connection At the beginning of each month a message is sent with sample lessons plans for four different age groups and with tips for administrators, coaches, parents and referees. Members of the Coaches Connection may attend clinics offered by at a discount. Workshop and the NSCAA Convention Clinics for coaches, administrators and referees are held annually at the Workshop now held jointly with the NSCAA Convention. Some of the best educators in soccer from around the world present clinics at this convention held in various cities each January. Symposia and Workshops these events deal with specific topics/issues and provide an interactive environment for the attendees to roll up their sleeves and get it done! Some examples of annual symposia/workshops are: The national state association technical director/referee/president Assembly and the national state Technical Director educational seminar are held annually in February at the adidas Workshop. 24

33 Coaching Education Implications Delivery Staff Development Soccer Environment Player Development Coaching Education Parent Education Professional Development Revenue Marketing Branding Small-Sided Games Mentoring Materials Videos Club Certification COACHES CONNECTION Coaches are key decision makers and influencers Figure 3 Scope of Coaching Education 2 Service Support - Advocacy C O A C H E D U C A T I O N : S T A F F D E V E L O P M E N T Identification: It is the responsibility of the state Technical Director to identify and develop coach educators to conduct U.S. Soccer and courses. The importance of well-qualified instructors is equaled by the importance of identifying instructors who are also good communicators. A good instructor must also be able to empathize with the candidates. The state Technical Director should identify coach educators from a variety of places including club Directors of Coaching and club coaches, high school coaches, college coaches and coaches of professional teams. Having an instructional staff with a wide variety of experience creates an engaging learning environment for candidates. It is generally recommended that the state Technical Director identifies and solicits members of an instructional staff rather than advertise for staff. Training: Assuming instructional staff members are all licensed coaches the primary focus of training is to acquaint instructors with the delivery protocols of the specific module, certificate or license. It is highly recommended that new staff be invited to observe the delivery of courses before being asked to present them. Instructors brought into observe should be paid for their time. Observation should include the evaluation of D License candidate sessions to maintain consistency in grading. 2 Double click on the pyramid above to view a Power Point slide of the pyramid. 25

34 On Going Support: Members of the state instructional staff should be encouraged and supported in all continuing education opportunities. These opportunities should include upgraded licensing, state symposia, regional symposia and national workshops. In-service training is also a helpful tool in staff development. Specific topics, e.g. sports psychology, sports medicine etc. should be presented for the instructional staff on a continuing education basis. Remuneration: It is highly recommended that coach educators be paid a competitive rate for their time, including preparation time and travel time. The state program should cover reasonable expenses. Supporting instructional staff at a rate of pay similar to the ODP staff is recommended. Additionally instructional staff should be equipped with training gear of the state sponsor and required to wear this apparel at all courses. Promotion of Staff: The state Technical Director should be supportive of the instructional staff and promote their contribution. Use of the state website to identify and introduce instructional staff can be very helpful in creating enthusiasm among the staff and expressing value in them. Instructional staff are key to the successful development of coaching resources through coach education. The motivation of the instructional staff should be a desire to educate and their reward comes significantly from their having been identified and promoted by the state Technical Director. Player Participation Objectives Fun! It is critical that players involved in youth soccer enjoy the game in which they are playing. If the organization is able to instill a passion and enjoyment in the game then half the battle is already won. This also relates very closely to how players perceive their coach (es) and their interaction with them. One of the main reasons players Under 12 decide not to continue is that they no longer are enjoying the game; it has become work. Development: A necessary element to support fun, without it training and games get stale because there is no improvement. Life skills: In our case through the sport of soccer (Mission) Jim Cosgrove, Executive Director, Y and A Licensed coach, February

35 Player Development D E V E L O P M E N T The act or process of developing; unfolding; a gradual growth or advancement through progressive changes The truth is that the majority of young players become what they were always going to be largely by their own efforts and a lot of straightforward encouragement. Playing an extraordinary number of matches will not alter that fact. Playing in more tournaments, conducting more or longer training sessions will not change this reality either. Approximately one tenth of one percent will make it onto a National Team be it Youth, Olympic or the full National Team. According to the NCAA only half of one percent of all college athletes will make it onto a professional team in any sport. The NCAA also estimates that only two percent of all high school players in all sports will go on to play college sports. The majority of players will come to full blossom as a player once in their twenties. Soccer is a long-term athletic development sport. Starting to play on teams when barely out of diapers will not amend this fact of the time needed to grow physically and psychologically to become an accomplished player. Since it will take approximately twenty years for a soccer player to develop then a gradual stair step approach to playing adult soccer must be taken. While the players are in primary and secondary school the adults caring for their soccer experience and controlling their soccer environment must be patient with an eye to long-term goals as well as short-term objectives. Fostering a love for the game and allowing talent to develop in a sane environment means a reasonable number of matches and training sessions for the age group, not the level of competition. The idea that the Game is the Great Teacher has been misunderstood and/or misapplied. Some think that if the axiom is true then more games are better. In fact the opposite is true fewer games are better for youngsters. The axiom means that the game will show a player how he or she has progressed. The game teaches players from exposure to their strengths and weaknesses. Teach them how to play the game before they are asked to compete for wins. Let them play matches to learn how to compete and how to play in their preadolescent years. Eliminate national, regional and state championships prior to the age of fifteen. Sports do not build character. They reveal it. - Haywood Hale Brown 27

36 Coaching players to develop to their full potential is more of an art than a science. Each aspect of player development must be addressed at the appropriate time and reinforced until it becomes second nature to the young player. The coach must allow the player the freedom to develop by learning from millions of experiences. The coach must resist the temptation to interrupt the players, realizing that learning takes place by experiencing the game. Good coaches will create sessions in which the players are constantly playing the game whether it is 1v1 or up to 11v11. The exercises will look and feel just like the real game. The players will love these coaches for giving them back the game and allowing them to express themselves on the field. They will develop players who feel the game, rather than players who only think the game. Good coaches provide feedback throughout the session usually without stopping the flow of play. Sometimes, they are cheerleaders, just shouting. great pass. Sometimes, they have a quiet word in the flow of play to give a player an idea about how to solve a problem on the field. When they see a universal problem, they will stop the session, sort it out and restart as soon as possible. A good coach does not try to solve every problem in each session. They understand that development whether individual or team is a long term process. They also understand that players can only assimilate a little information at a time, so they choose their comments carefully. In the end, it does not matter what the coach knows or says it only matters what the players can receive and implement. The best chance a coach has to develop a player is to insure that they love the game. The best way to do this is to let them play the game. Greg Ryan Former Head Coach U.S.A. Women s National Team A G E G R O U P P H I L O S O P H Y The development of a soccer player is a long process in which players progress gradually from a simple to a more complex involvement in the game. This progression requires proper guidance and direction from worthy, knowledgeable, licensed coaches. This process cannot be rushed, but players should always compete at a level that is appropriately challenging and demanding for the age and level of competition. Whether young players choose soccer as a lifelong sport is determined to a high degree by the content of the training program, the expertise and experience of the coaches, the social life in the club and the structure of the formative 28

37 competitions. The art of developing effective training and competition programs for children lies in knowing which kind of practice and competition the player is ready for at any given stage of his or her physical and mental development. Children will only learn quickly, effectively and thoroughly when the demands of the training sessions or competitions they participate in match their intellectual, psychological and motor skills. The concept of readiness (the disposition of a certain degree of maturity) is a prerequisite for any activity and one that should be applied in all aspects of teaching and learning. Regardless of the action, adults must determine the age at which there are certain likelihood s that the child can achieve an objective. The concept of readiness must be applied to children s sports activities. Coaches should ask, At what age is a child ready to successfully face the demands of an adult competition? If officials were aware of the concept of readiness, children under the age of fourteen in our various sports clubs would never have been subjected to testing themselves in competitions for which they were not yet qualified, prepared or simply ready. Children must be exposed to a gradual stimulation in training and to a series of progressive competitions that, over the years, allows them to grow step by step into the adult game. The art of teaching lies largely in knowing for what activity (a technical move, a tactical behavior or a complex competition) the player is prepared for at a particular stage of physical and mental development. Unfortunately, it is the force of habit that constitutes the greatest obstacle to progress in youth soccer. Traditional methods are often followed blindly adherents not giving sufficient thought to the training s consequences or the competition s structure. To achieve better results, coaches, administrators and federations must first review the structure and organization of their youth soccer programs. The complicated adult game has to be simplified; a logical progression of competitions must be created, designed with gradually increasing demands that adapt perfectly to the mental and physical capacities of individual children. Youngsters should be presented with only those exercises, games and challenges that suit their current abilities, interests and expectations. The training programs and competitions for children should be like their shoes: they should fit perfectly and feel comfortable. If we are to improve the development of young players, it is crucial that we recognize past mistakes. Awareness of errors is the first step toward more effective training and learning methods. 3 COUNTENANCE Be aware of your public appearance, words and deeds as you are always being scrutinized and you will be held accountable. 3 DEVELOPING YOUTH SOCCER PLAYERS by Horst Wein; pages

38 Olympic Development Program The Olympic Development Program (ODP) is continually one of the most visible state and regional programs. Determining who the best players are in the state and making appropriate selections through evaluation/try-outs and scouting is very difficult. Parents often perceive the program as an opportunity for a college scholarship; however, the program s number one priority is the identification of players with the ability to move to the next level of competition. As has been well documented over the last few years, particularly within the context of vertical integration, the club coach retains most of the responsibility for player development. ODP certainly has great merit for providing an opportunity for the best players to play against other top players, for the extra training by state staff and the chance to be identified by the regional and national staff coaches. ODP is one of the most prominent youth soccer programs and state Technical Directors have to achieve a number of goals: Providing the best coaches and marrying them with age groups/genders that they have the least conflict with from a club/college standpoint Providing the best players in the state regular games against other states best players Working to ensure the best players turn out at evaluations/tryouts (identify them prior to state tryouts) Organizing evaluations/tryouts to be as fair as possible to everyone Providing ODP opportunities for as low a cost as possible for each player Upon selection state select team players are expected to participate in all activities of their team. These activities may include training sessions, exhibition matches, sub-regional and regional tournaments and regional trials. If players are not available for a specific event an alternate may replace them. Players are expected to take their participation in the program seriously and should be committed to improving their individual skills as well as improving as a team 30

39 player. Players are subject to the ODP Code of Conduct upon entry into the program. Any soccer player is eligible for consideration in ODP provided that he or she meets the age requirements for the established age group and registers with the national state soccer association. Non-citizens are allowed to participate at the state and regional levels. Players are selected on the basis of open evaluations as required by the United States Olympic Committee. These evaluations are conducted by the state staff coaches who are recognized for their ability to identify and train players with superior skills. Selection of these players is not an easy task. Players are evaluated on the four components that make up a soccer player: 1. Technique 2. Tactical awareness 3. Fitness & athletic ability 4. Attitude Players selected to the state select teams may go onto regional trials during the summer. The trials are designed to provide high-level competition and training for participating players. During this training and competition, players who are capable of performing at a higher level of play are identified for possible national trials. Coaches accepting a position as a state staff coach accept the obligation to actively participate in ODP. This obligation requires time and travel. Their challenge is to raise the standard of play of the average US Youth Soccer ODP player, thus creating more healthy competition within the ranks of the players. The ultimate task at the end of each soccer year is to select the best players in the state to represent the state association. The ultimate measure of success is how many players are placed into the regional pool. Staff Age group head coach Age group assistant coaches Goalkeeper coaches Fitness development head coach Mental skills head coach Administrators A T T E N D A N C E A N D P U N C T U A L I T Y For state staff coaches to have a positive impact upon the players they must be at the training sessions. The dates for ODP training sessions should be set a year in advance. It is expected that state staff coaches schedule other soccer events around these dates! The number one criticism of the program by the players is that the coaches don t show up. Other criticisms are that it cost too much, it s political, etc. The one that coaches have direct control 31

40 over is showing up to the scheduled sessions. Coaches and players want more time together to get to know each other, to improve the caliber of play and to more fairly evaluate the players. It is important that coaches set the right example for the players by attending all of the training sessions and being on time. C O M M U N I C A T I O N Since the state staff is spread across the state communication is critically important to do the job well. State staff coaches do not have the luxury of being able to meet face to face on a regular basis as is done at a club, high school or college. Communication is a two-way street! State staff coaches need to communicate on a regular basis with the other coaches assigned to a specific age group as well as with the US Youth ODP administrators and the state Technical Director. Stay in touch with the other coaches in the assigned age group to share notes on players and fitness tests results. At ODP functions discuss the players to ensure the best players in the state are chosen for the state pool. ODP coaches must be sure to keep the state office up-todate with the following information: Postal address address Phone numbers; home, work, beeper, pager, cellular FAX number is now the most frequent means of communication, so please check E- mail accounts regularly. Updates are placed on the ODP page and on the state association web site often. Please check them once a fortnight. The state select teams with the most success are ones where the coaches do a very good job of communicating with players and parents. Talk to the players and their parents at every training session! Clear communication between coaches, players, administrators and parents will solve many problems and perhaps keep some problems from ever developing. Due to the visibility and notoriety of ODP it is often scrutinized and could be a source of controversy. Open communication can decrease the possibility of the program being controversial. The importance of our communication and organization cannot be overstated! S T A T E P O O L S As soccer continues to grow more players will participate in ODP. Any coach may nominate a player for the age group pools. Each initial pool for each age group, female and male, can have a maximum of (number to be determined by the state Technical Director) players, but no minimum. The youngest age group may have a maximum of (number to be determined by the 32

41 state Technical Director). This keeps players in the pool who may not currently be ready for the state select team, but have the potential to develop into a state player. The intent is to broaden the base of the pyramid. U.S. Soccer hired Rinus Michels several years ago as a technical advisor. One of his recommendations to improve soccer in our country is to work at improving the standard of play of the average player. By doing so the better players must continue to improve or be passed by. In other words create neck breathers to push the best players. This player development philosophy is in effect with state pools. A greater number of players are being developed over a longer period of time due to pool training. The state staff coaches will decide if a player is good enough to stay in the pool. Once a player is in the pool it will be up to the player to perform at a high standard to stay in the pool. The state staff coaches may add or drop a player to or from the pool at anytime. After the final selection date only players who have just moved into the state, players from non-affiliated programs and players directly recommended by the state Technical Directors will be considered. The state pool can have a maximum of (number to be determined by the state Technical Director) players in the older age groups. The youngest age group may have a state pool of (number to be determined by the state Technical Director). From the state pool choose players for the state select team. However, no player is guaranteed a permanent spot on the state select team. At anytime a player may be placed back into the state pool and another player chosen from the state pool for the team. The same is done at the regional and national levels. This keeps the players on their toes, knowing that if they do not continue to stay in good form they might be replaced. This is a highly competitive environment. It is likely that this will be the first time that the players have experienced a soccer environment this challenging. They are accustomed to making their club, high school or college team and staying on the team and only worrying about making the starting line-up. On the state select team they have the challenge of making the starting line-up and keeping a spot on the roster. Selection to one competition does not guarantee selection to subsequent competitions. The players must be in top form at all times. For the players and their parents this will most likely be a first, so be prepared to educate them on this matter. Players released from the state select team or state pool can earn their way back into the pool by playing well with their club team. At the beginning of each soccer year those players selected to the regional or national teams are automatically selected into the state pool. Each soccer year a new ODP t-shirt will be distributed. When a player enters the pool for the first time in a soccer year he/she will receive a t-shirt. Players should always wear their t-shirt to each US Youth Soccer ODP session. Having age group pools also allows for the potential of a player being ill or injured and unable to make a scheduled evaluation/try-out. In the past if this 33

42 happened the player was probably out of the picture until the following year. Now that player can register for ODP, be on sick leave, return when released by a physician, and still have a chance at trying-out. The players feel they can have a poor performance on one day and still be considered. Players currently registered and actively participating in the pools could be chosen for a ODP event at anytime of the year. Only players properly registered and currently participating in the training sessions will be eligible for selection. Three state staff coaches are assigned to each age group. The youngest age group will have more coaches since it is allowed to have more than one team with the youngest players. At each pool training session will be goalkeeper coaches. Once a player is in the state pool coaches should ask themselves these questions to further evaluate the players: Are they comfortable outside their club environment? Can they adjust to a different system? How do they react when they are asked to play a different position? What are their playing tendencies when playing along side equal or better players? Are they committed and willing to make the sacrifice? Can they handle the level of competition? Can they perform well under the pressure of: o Matches versus other state select teams? o A championship match? o The observation of college coaches, national scouts and regional staff? o Coming off the bench? S C O U T F O R P L A Y E R S The best players in the state must end up on the state teams. To this end information on ODP and a registration form should be printed in the state newsletter (print & electronic) and posted on the state association web site. This information should also be sent to all of the soccer clubs/leagues in the state. The clubs/leagues should give the registration form to coaches of teams in the ODP eligible age groups. Past participants could receive a direct mailing from the state office. State staff coaches receive the information also and are expected to distribute registration forms in their part of the state. They should be constantly scouting for players at club, high school and college matches. Try to enlist the help of all of the other coaches in the state as scouts for the program. Encourage coaches to get their best players registered for ODP. The registration form could include a player critique. The intent is to get coaches to actually think about their own players abilities when completing the 34

43 critique. It is also to have them feel more a part of the program. State staff coaches need to solicit the assistance of these coaches to help find the best players in the state. Leave no stone unturned! Another aspect of the critique is to give staff coaches some information on the player. It serves as a starting point in the evaluation of the players. It is quite important that the head coach of the player s local team take the time to properly complete the critique. Also on the registration form is a photo of the player. Copies of the photo and critique are made and sent to the age group coaches by the US Youth Soccer ODP administrator. Keep this with the players I.D. number. In this way it is hoped to eliminate any mistakes being made in identifying players chosen for the state team. The scouting aspect of ODP identifies players under match conditions at league matches, tournaments and state cup competitions. Players are observed throughout the year to evaluate their current form. Players respect the fact that they are being observed in their common position under match conditions. When scouting the players look for their comfort on the ball with and without pressure, their positional understanding as it relates to his/her teammates, the opponent and the ball (speed of thought), what is the player s speed over distance, quickness, strength, power, stamina and jumping ability. Look for signs of mental discipline and ability to handle pressure. This can be done by observing their reaction after a loss, after a win, reacting to coaching decisions, reacting to referee decisions, reaction to teammate s criticism and their reaction to the opponent. Questions to ask: Are they playing up? In what division are they playing? What is the strength of their team and what level of success has it achieved? What is the quality of coaching and training they are receiving? F I T N E S S T E S T S Educate the players on the need for them to be physically fit in order to have a good evaluation/try-out against other state teams. To give the players a realistic evaluation of their physical fitness ODP conducts fitness testing. This gives the players some objective feedback on precisely how their fitness relates to this level of play. It gives them something concrete to work on for improvement. The intentions of the fitness tests are to: 1. Keep the players on their toes since they know that they will be evaluated in a scientific way 35

44 2. It let s them know clearly how they compare to others in their age group 3. It identifies weaknesses for them to improve upon 4. It gives more data on the players to help in evaluations It is not the goal to get the players soccer fit. That cannot be done in the few training sessions. The objective is to give them information they can use to get themselves soccer fit. They should be told that they are expected to use this information to improve their fitness between sessions. The fitness development head coach collects the master database from all of these fitness tests. So that the information is valid it is quite important that staff coaches assist him/her in conducting the tests correctly. Be sure to indicate the age group, gender, date, location and type of test being conducted. Indicate what unit of measurement is being used for the test; i.e., seconds, minutes, yards, feet, inches, etc. Record this data precisely for each player. By testing the players and by demonstrating exercises they can use, the players will be able to meet the demands of the game! P A P E R W O R K State staff coaches should have a computer electronic folder with all of the ODP information received. Each state staff coach should create a separate file specifically for the age group they are coaching this year. Also have a three ring binder with a hard copy of notes and all other information received for the age group being coached. Notes here should be in chronological order. One section should be just on the fitness tests conducted and the compiled information received from the fitness development head coach. The more detailed the binder is the easier the job of selecting and developing these players will be. Contact the other coaches in the age group to be sure to have copies of their notes as well. There may be three coaches assigned to each age group and those coaches should all be literally on the same page. Goalkeeper coaches should have a binder on all of the keepers, all age groups and both genders. The binder should be divided by age group and gender. Contact the other keeper coaches to be sure the age group coaches have copies of all of the notes. These efforts on the part of the state staff coaches will help raise the level of professionalism of the Olympic Development Program. P L A Y E R P O A C H I N G Numerous state associations have by-laws regarding player poaching and the Olympic Development Program is often cited therein. Recruiting of players is strictly forbidden at any time. This is an unethical and immoral use of power. It is the responsibility of state staff coaches to make sure that no one from their organization; club, high school or college partakes in any form of player recruiting in connection with ODP. This includes players, parents, administrators, alumni, referees or the coach. If a state staff coach is 36

45 proven guilty or if it is proven that an agent of the club, high school or college undertook any type of recruiting the staff coach will be dismissed from the state staff. If a player approaches a staff coach about joining their organization the coach must tell the player he/she cannot and will not discuss the matter. Any player interested in the staff coach s organization must approach the registrar of the organization at the properly designated time of year. That player must follow the procedures set out by the state association,, U.S. Soccer, and state high school or college athletic association for the respective organization. State staff coaches must make every effort to avoid even the impression of recruiting. Being a state staff coach means greater visibility than most coaches. The public will scrutinize the actions of the staff. Staff coaches must go above and beyond the call of duty to avoid the impression of improprieties on their part. By association with the staff coach and the state position held this extends to the members of the staff coach s organization. A state staff coach accused of player recruitment while participating in US Youth Soccer ODP will be put on suspension until the matter is settled. A state staff coach is expected to read and comply with the state association by-laws concerning the transfer/release of youth players. S T A F F C O A C H E S R O T A T I ON A two-year rotation of the state staff coaches should be established to continuously develop staff. Every two years the staff coach rotates into a new role. Generally this is moving from the second assistant coach to the first assistant coach and then to head coach. Three coaches are assigned to each age group for both male and female. There is a head coach and two assistant coaches. The head coach and first assistant coach are expected to travel with the team to ODP events. The second assistant coach position serves two purposes. 1. An introductory position for novice staff coaches, so that they can gain experience and mentoring from the other two coaches. 2. An active rest for staff coaches who have served for the last four to six years as assistant and head coach. The state coaching staff should also have a corps of goalkeeper coaches to give specialized training to the goalkeepers. They will also provide evaluation of the keepers and will work with the age group head coach regarding the selection of goalkeepers onto the state select teams. The goal of the rotation of state staff coaches is to develop a highly experienced staff. This staff will have coaches who can step in and play any role. Everyone will be given the chance to gain practical experience. Age group head coaches must: 37

46 Attend all ODP activities---training, friendlies, regional trials, state meetings and meetings at regional and national events. Produce quality on the field coaching as assessed by the state Technical Director. Communicate with players, parents and other coaches in the age group, ODP administrators and the state Technical Director. Keep detailed notes on players, report it to age group coaches, and state Technical Director. Keep accurate data on fitness tests. The state Technical Director should evaluate all staff and block a state staff coach from being assigned as a head coach if the coach is not performing up to these standards. A state staff coach s past performances will be taken into consideration when assignments are made. All state staff coaches should be actively involved in the training sessions. Demonstrate ball skills, tactical runs with and without the ball and paint tactical pictures. Show exercises the players can use to improve their fitness. The state staff coaches have the ability to do the things being asked of the players. One good demonstration by a staff coach may be worth a thousand words! E Q U I P M E N T Make every effort to provide the most professional training environment possible. Be sure that staff coaches bring: PERSONAL Water bottle Sunscreen Boots Gloves for keeper coaches Notepad and a writing utensil Watch (with stop watch) Appropriate clothing TEAM Ball pump First aid kit Cones (various colors and sizes are helpful) Training bibs (various colors) 38

47 Be sure to remind the players that they should always bring: A ball A water bottle Shin guards, boots and gloves Their ODP t-shirt Since ODP is a higher level of play every effort possible to set up a first class evaluation/try-out, training and match environment must be made. What are the challenges? Increase the participation of club coaches to recommend quality players to the program Reach out to rural areas, inner-city areas and small clubs more effectively Reduce the subjectivity in the identification process Improve communication between state coaches Have all of the state coaches attend training Getting state coaches to remain open minded during the selection process Increasing the level of competition Eliminating the cost to the players to participate in the program O D P T E A M M A N A G E M E N T G U I D E L I N E S All team equipment behind the team bench, look professional Coaches should wear the same state staff apparel during a match During training and matches shirts must be tucked in and socks pulled up, no jewelry Remind the players whenever necessary no foul or abusive language Coaches should continue to be involved in the warm-up and cool-down Same team cheer before a match State coaches share ideas with each other about each other s teams when on the same campus State coaches and players watch and support the other teams whenever possible Players should wear their ODP t-shirts to all public team functions WORK HARD PLAY SMART said before every training session, this should become the ODP mantra Have mutual respect for teammates and opponents Respect your opponents but fear none! Remember that team spirit is a self-fulfilling prophecy, for better or worse Subs should be cheering for the players on the field Training gear must all be the same. Off the field dress the same. Game gear must all be the same and this includes the goalkeepers. 39

48 When a player comes off the field during a game he/she must do so with a positive attitude. He/she must shake hands with the player coming on and then sit down on the bench respectfully. Remind the players that they should always have pride in their performance as someone is always watching T E C H N I C A L R E P O R T R E Q U I R E M E N T S In an effort to better evaluate the select team process and state staff coaches effectiveness, all coaches of the state Olympic Development Program are required to submit a technical report after each attended event such as optional tournaments, sub-regional events and summer trials. Only one report per team per event is required therefore the report should be a joint effort of the head coach and the assistant. The report must be typewritten and filed with the Technical Director within two weeks after completion of the event. The report should consist of the following parts: Narrative Report: The narrative should consist of general comments on the event, how well it was run, facilities, fields, etc. It should also contain a section on the training and/or matches in which the team participated, general comments that would apply to the team as a whole and specific comments on individual players. The overall results, match results, scoring and assists plus any individual honors should also be included. The report will not be circulated to players, parents or board members other than the administrator overseeing the Olympic Development Program. Copies will be sent to all of the state staff coaches. Match Report: For each match played, a match report should be included. The match report should consist of the opponent, date played, line up for each half with substitutes indicated by the minute of entry, goals and assists by minute of play and an indication of any players who may not have played. Individual Evaluations: Individual evaluations should be included for any optional event that precedes final team selection. After final team selection, individual evaluations that may be furnished by the regional staff should be included. T E C H N I C A L R E P O R T S Here is an outline of how a technical report for any Olympic Development Program competition should be written. 1. Cover page: Age group and gender of the team Name; date (s) and location of the event Names of coach (es) and administrator (es) with the team 2. Preview: Narrative section - A paragraph or two on the event, preparations made for it and what is the objective of the team for the event. 3. Summary of each match (Match Report): 40

49 a) Match # b) Opponent c) Formation d) Half-time score e) Final score f) Kick-off time Example: Match # 1 CA. vs. FL half-time 1-0 final 1-1 4:00 P.M. Write one sentence on weather conditions and the condition of the pitch for the match. Also add any special notes about the match. Show the starting line-up within the team formation. Maas Kuntz Miller Daniel Strickler Williamson Mulliner Vaninger Launder (Dewazian) Atkinson Reserves: Meana, Hoffman, Snow, et al Bradley Injured: Furjanic & Barr Do note all players who participated in the match with the substitutes in parentheses under the name of the player taken out. Next should be a summary of the team s performance within the four components of soccer. Each should be a paragraph or two long. Technical Tactical Psychological Fitness Finish with conclusions on the team s performance, both strong points and areas to be improved and any concluding thoughts on the event itself. Include points on how the state association and the state staff coaches may be able to provide more assistance or make improvements for the team in this event. Individual evaluations on each player are optional. This would be an attachment to the report. Be sure to make the players, administrators and coaches in ODP aware of the TOPSoccer Buddy program, for the players, and the coaching course for the coaches! ENLIGHTEN You have the critical role of educating staff and parents on the reasoning behind the decisions and actions taken in ODP. 41

50 Region ODP Men s- Women s National Team Men s- Women s Olympic Team Futsal State US Youth Soccer ODP Men s- Women s Pan Am Games Team U17 Men s National Team U19 Women s National Team U20 Men s National Team Men s- Women s World University Games Team Figure 4 state level ODP is at the center of the National Teams program 4 Embrace the fact that a Technical Director must be successful on several fronts: communication, organization, technical, and dedication to the task. 4 Double click on the radial above to view a Power Point slide of the radial. 42

51 Club Enhancement Mission Statement. A concise mission statement should clearly identify the purpose of the club and indicate what group or groups of players they serve (competitive, recreational, adult or any combination thereof). Clubs should also indicate what the goals are as a club. The Mission Statement must be well publicized and distributed to all the club members. Hire a Club Director of Coaching. Hire a full time or part-time professional that can work exclusively for the development of the club. Give that person the right to pick the competitive coaches for the club and have the coaches report to him/her. Allow that person to set the technical direction for the entire club. Does the Director of Coaching have the authority to guide the feeder programs into the club s competitive component? Provide Administrative Support. Allow the Director of Coaching to guide the club technically and provide him/her with the necessary administrative support and resources to get the job done. If you hire a technical person don t saddle that person with everything but technical issues. Progressive Player Development Curriculum. Just like in school, a quality club should have year-by-year standards of expectations for players and their coaches should focus on developing players to reach those standards. The must have a standardized curriculum and training priorities for all age groups so that players are being developed by design. Allow the club Director of Coaching to move players up and down in the competitive division for training purposes and selected games. Continuous Coach Development Program. As does any group of professionals, soccer coaches need continuous development. Licensure courses are great and should be regularly scheduled with the state association. However, they should be seen as the booster shot. Clinics, discussions, head competitive coach evaluations, conventions, books, and videos, game analysis sessions and more could be part of a continuous program. As educating coaches is vital to player development, clubs should ensure that they cover the cost of coaching development for their coaches. Minimum Licensing Standards for all Coaches. Educators in any field need to continue their education as their field develops and changes. Soccer coaches are educators. Mandatory education for coaches who are entrusted with training our children should be looked upon very favorably. Within the club evaluation of the coaches is key. Whether you have a coaching director or use coaches to oversee each other, clubs should have some sort of coaching oversight. In an ideal world, a coaching director can watch practices of teams and help improve coaching within practices. This person could also watch games and help coaches 43

52 with game analysis, player analysis and in game coaching. The more the club coaches show a willingness to learn and to work together as a staff, the better for the club. The club should develop a mentorship program. Standardized Player Evaluation Forms and Feedback. Provide evaluations at least two times per year. A copy should be given to the player and verbally reviewed. The other copy should be kept on file at the club for future reference. Parent Evaluation Form. This form is for parents and players to provide feedback to the club. It is hoped parents could make suggestions for improvements. Parents should not fill out information commenting on the technical or tactical expertise of the coach as that s the job of the club Director of Coaching. However, the parents must feel part of the process. Regular Goalkeeper Training. For all interested goalkeepers in the club (should be free/or at a minimum fee to players). A curriculum for each age group goalkeeping should also be standardized and publicized. Open Practices. To allow players who want to train more or want to challenge themselves the opportunity to do so. This also helps create a club feel. Younger players can learn from older players. Pick-up Soccer. Create opportunities for players to get together, without coaches, to play on their own with different age groups. Coaches in the club should also get together to play pick-up with each other. Financial Support. For those families that cannot afford to pay for their children. No children should ever be prevented from playing because of a lack of money. Where does the money come from (e.g., fundraising, grants, and corporate sponsors)? What terms are in place to allocate funding? Paper trail? A Clearly Identified Development Plan. With player development as the primary goal above winning. Winning is a by-product of quality development. A Clearly Identified Grievance Process. With a description of who to bring particular difficulties to and what are reasonable expectations. An Ongoing Parent Education Program. The program includes regular meetings, written information, and web page access. This should address parent expectations and club expectations as well as philosophies of the club and age groups. Centrally Organized Tryouts. These should be run by a coaching director and with a staff of knowledgeable evaluators. Team coaches should be consulted however; tryouts should be centrally organized to prevent the influence of personal relationships. The tryouts themselves should center on games rather 44

53 than drills. Players should be evaluated on decisions they make under game speed. Centralized Training. Wherever and whenever possible the teams in the club should train at a central location. The club Director of Coaching can monitor guide and assist the training. It also produces a club feel when coaches and players see each other work and train. Locker Rooms. Where possible have access to locker rooms. It gives players sanctity and lends a big feel to the sport when they change out of their street clothes and into their soccer attire. Also, development of a clubhouse gives the players a home where tradition can start to be honed. A Clear Delineation of Where your Money is Spent. Is your club a 501(c) 3? An Appropriate Placement for Every Child. If the club does not have an appropriate placement, the club should recommend a place that does and help with placement at that club. A Referee Development Program. Without referees, this game will not be played and youth soccer has a desperate shortage. It is a good way for players to make some money and learn about the game. Identify, recruit and guide candidates towards certification. Regular Indoor Training. Finding indoor time is difficult; however, players should be training at least twice a week for hours per session throughout the winter. Gyms, indoor facilities or outside in the elements are OK. An Association with Speed/Agility/Strength experts. For those players who wish to participate, a club should use its size to help arrange discounted prices for programs. A club should help stress the importance of this domain for injury prevention and help with education of parents and coaches. Provide Nutritional Advice to Players and Parents. Meetings and website information with experts in the field. Provide Sports Psychology Information. Mental training tips for players. Bring in experts and run sessions for players, coaches, and administrators and parents. Provide Physical Therapy Support. So that attention to injuries is taken care in a professional manner and players understand how to care for their bodies in a contact sport. 45

54 Provide Collegiate Players with Recruiting Help. A club should have a standard college recruit profile form and team profile books, as well as give players realistic expectations as to at what level they can play and serve as a reference for the player. The club should educate players and parents as to the recruiting timeline, financial aid, and how to choose a college (recognizing academics are of primary importance). Recommend players for ODP. A club should encourage its best players to challenge themselves further and help them compete for spots on State, Regional and National teams. The honor of playing at a higher level will only highlight the quality of the club. Fields. Space is at a premium, so this is impossible for many. However, if a club does not have fields, they can still arrange practices in a way that allows for teams of comparable ability to scrimmage or practice together or trade coaches every so often. It may also provide players on the cusp a chance to train with the top team. A Different Coach at Least Every Two Years. Coaches all have different strengths, different ways of communication and different views of players. Players should benefit from the strengths of multiple coaches and get a fresh start every couple years. The club Director of Coaching should continually recruit ex-players and non-parent coaches for their competitive teams. Placement of Teams in Competitive Leagues. Teams should be competing in leagues in which they win approximately 50% of the time. If teams are going 10-0 or 0-10 during the season, it does not promote development. Practices should not include Lectures, Lines and Laps. Players should not be standing around, allowed the opportunity to lose concentration or lectured to regularly. Practices should be fun, dynamic, active and challenging. Game evaluations. Other coaches or a coaching director should evaluate teams during games and give the team coach feedback as to what they see as strengths and weaknesses in terms of game management, strategy and halftime adjustments. In addition, team coaches should fill out game reports for every game so the club can keep a binder and track the development of each team from year to year. Annual banquet. Clubs could have an annual banquet to recognize volunteers and those players who exhibit dedication, sportsmanship and leadership. It can be a fun time with give-aways to bring the club together. Social Events. Clubs should promote social events a few times each year. Whether it is a parent vs. child game, 3 vs. 3 tournaments or a ballroom style 46

55 night for parents or trip to the beach for players. Coaching staff should have regular get togethers. Support of and Exposure to Professional Teams. Support of the local professional teams and well as the encouragement to watching high level games on TV is a must for role emulation, motivation and further skill acquisition. Educations on the Field and in the Classroom. Promote classroom sessions and encourage players to watch videos of games and analyze. If done with some thought this could be made a fun competition. Be Responsive. Leadership should respond to concerns and questions and communicate well with membership. Be visible with community relations. Proper Tournament Selection. Teams should be sent to tournaments in which they are competitive. Losing three games in a tournament without scoring a goal is not helpful to development. Nor is dominating a tournament helpful to development. A club should also recognize that a team should play a reasonable number of tournaments per year (~3-4 tournaments/year for teams U13 or older). The Director of Coaching of the club should guide the quality of the tournaments that each team should enter and how long the games are. Appreciation of Volunteers. Volunteers are the heart and soul of every club and although many commit their time for the love of the game or the love of children, a club should still make an effort to show appreciation for the efforts of volunteers. Whether it is with thank you cards, verbal thanks, or with gifts (i.e. t- shirts or polo s), some sort of appreciation should be shown. Appreciation of the Public. Youth soccer can sometimes be stressful and challenging, though a club s leadership should always be nice and respectful. Of course, parents should be as well. Training Ground. The club should set aside a plot of land expressly for training sessions. This are should also have appropriate training equipment available for the coaches and players. The process for making the decision is as important as the decision itself. Involve critical parties in the decision making process. 47

56 Chapter 3 Recreational Soccer Opportunities Challenges Success Education Growth H ere are some broad thoughts to consider, both challenges and attributes, for a state office and Technical Director dealing with recreational soccer. Almost every player and parent will start out in recreational soccer. Every year/season recreational soccer experiences an influx of first-time players, parents experiencing youth sports for the first time, and firsttime, untrained, volunteer coaches. (What a challenge and opportunity!) Each year there are new administrators with little or no experience or training taking charge of recreational soccer programs. Virtually every recreational coach will be an unpaid parent volunteer. Most of the youngest age-group coaches will be first-time coaches, and many may have little or no soccer experience and no coaching experience. Generally volunteers run recreational clubs and most of these volunteers may have no background in youth sports, education, or child development. Many young children start out their sports experience in soccer. (It has been said that, Soccer is the best beginning sport for children. ) Soccer is a game, especially at the very young level, where all skill-levels of children can participate and have fun. Many children try many sports at a young age. Many young players (12 and younger) are in numerous activities and may jump from one to another during the year or may be involved in multiple activities simultaneously. (To a degree, this is a good thing.) Playing team sports helps to instill the importance of teamwork and working together that is vital in adult life. There are some unfortunate circumstances to consider too. Many young kids drop out of all team sports because of an initial bad experience. 48

57 The youngest age-group players are many times taught by untrained, first-time coaches which is a contributing factor to that initial bad experience. Many of the volunteer coaches and administrators in recreational soccer are mired in the winning is the most important thing snare. Many volunteer coaches are coaching their own children. Many times these children are would-be stars in the eyes of their parents. Equal treatment many not happen as a result. Pressure to meet expectations may be intense. According to a study by Martens, about half of youth sport coaches will drop out of coaching within a year. Many of the volunteer coaches and their child will move to competitive/select soccer if the opportunity is there. Losses of recreational coaches tend to occur when kids move to U10 and U12. As a player progresses in age, the game becomes more complex. Many volunteer recreational coaches drop out and potential coaches who may not have coached in the past are hesitant to step forward because of this increased complexity. As volunteers move with their kids to competitive soccer clubs, the recreational clubs lose many of their earlier energetic volunteer administrators and support. Many times, the people taking care of the youngest age groups are the least experienced. Few recreational programs have a director of coaching. Those programs that do many times have a director of coaching who is not well-trained and grounded in training young players or new coaches. As a result of all of the above, the first level of professionals in youth soccer may be found in the state youth soccer office. The state office and state Technical Director must be proactive in providing the assistance and guidance recreational soccer needs. Some positives: The new volunteer coaches at the youngest age group are eager for guidance and training. Most of the new soccer parents in the youngest age group are very protective of their young children and are receptive to the concepts of the inclusive player-centered model for this age group. (Unfortunately, this may be a brief window-of-opportunity until the results-orientated model begins to kick in!) 49

58 Why the Success of Recreational Soccer is Critical W H A T I S T H E N E E D? Making this truly a game for all kids. Simple economics recreational players greatly out number select players and provide a strong revenue stream for all associations. Create a love of the game, and not just playing the game, the eventual adult involvement in the game will not grow without passion for the sport. Without this growth, there is not a sufficient fan base for national teams and professional teams. A starting place for all young players. Initial development of the future elite players. Young people who have constructive and useful activities are less likely to have social problems. Young women who participate in sports are much less likely to face teenage pregnancy or abuse. Building the player though soccer. Clearly, with approximately three quarters of the membership playing recreational soccer, and its state associations need to address the needs of these players. For the Technical Director, recreational player fees are a major source of funding for the association a revenue source that is worth enhancing. A Technical Director must first recognize that recreational programs are important and every player is important. The Technical Director must show a positive, supportive attitude toward the non-elite player. As a role model for all other coaches, his/her example should lead other coaches to viewing this as a vital part of youth development and our sport. Soccer people are everywhere. Passionate individuals who care about the Game and kids deserve respect regardless of their title, position or background in the game. Reach out and involve anyone who desires a positive soccer experience for each individual player. 50

59 Education of Recreational Coaches, Players, Parents and Administrators E N C O U R A G E S M A L L - S I D E D G A M E S Most recreational players are in the U6 to U14 age groups, so the initiative to convert as many as possible to the suggested small-sided games format to allow for them to develop in an appropriate environment must be taken consistently. The player-centered model works exceptionally well in the small-sided games environment. Model Emphasis Excellence Body Decisions Opponents Player-Centered Active participation Perform to capabilities Source of enjoyment Shared Needed Participation is maximized as small-sided games produce active participation and constant opportunities to play with the ball Excellence is achieved as each player has repeated opportunities to perform, perfect skills and to increase tactical capabilities With the increased number of touches, the player is active, gets constant exercise and has opportunities for enjoyment Small-sided games forces shared decision making, players have to think, learn to anticipate and to react Opponents are valued as they increase the opportunities for exploring the game, learning to use the body with skill and enhance participation Small-sided is truly the player s game. Coaching needs are minimized and player involvement is maximized. Selling recreational parents and coaches is easier when they are shown the game with explanations of why it works more touches, more participation and more fun. Asking kids to explain what they like after playing small-sided will often sell the most ardent opponent of less than the real game. A Technical Director can use small-sided games as a tool to grow the older ages as well. With the drop off of players at U14 and U16 due to high school and select play, small-sided provides a way for smaller programs to still offer recreational play for the older players who want to stay involved. The new rules adopted with small-sided no longer require any age group to play 11-a-side. Smaller fields and fewer players have the same benefits for high school players as they do for the younger players. (See the Small-Sided Games manual for further information.) 51

60 S T A T E A N D N A T I O N A L C O U R S E S For recreational coaches state courses stress the characteristics of the inclusive player-centered model for increasing player enjoyment and success. Warn the adults of the dangers of the results-orientated model in discouraging players continued participation. Older players play recreationally for the same reason they skate board, bicycle or play computer games they just want to have fun. Coaches must understand that and seek to meet the players needs, not their own (which are often from the results-orientated model). (See the section in this Manual on Coaching Education for further information.) P A R E N T E D U C A T I O N Parents of novice players and parents of young players may often know little if anything about the game or expected sideline behavior. Use of effective parent education programs works hand in glove with coach education and smallsided games to increase player enjoyment and retention. Parent education with stress on recreational players needing to have fun strengthens recreational programs. (See the section in this Manual on Parent Education for further information.) C O M M U N I C A T I O N S Creating dynamic programming by a Technical Director requires effective communication no matter what the program. Unless people are aware of the program, know the benefits and understand how to participate, a program is doomed to low turnout and marginal success. In preparing any recreational program the challenges are great. Communication with recreational parents and players is difficult for several reasons: Lack of identification with the larger organization recreational parents and players tend to identify only with the team the player is on and perhaps to a small degree with the division in which they play. Often they do not have the sense of belonging to a bigger organization; i.e., the local club or the state association. Lack of commitment to programming in addition to team activities the parents sign their player up to practice and play some games. It s a recreational activity at a local park or play space. They do not automatically connect to additional playing opportunities such as camps, clinics and festivals promoted by their local organization or the state association. Lack of information due to the registration process recreational programs have a reduced emphasis on internal communications. Sorting the players out onto teams and preparing/distributing rosters is generally seen as the cycle. Information such as player and coaches names and addresses are generally submitted toward the end of the season making it difficult to contact them during the playing period. 52

61 Lack of structure due to use of all volunteers to manage the process. Just as the play is more relaxed, so is the administration at the base level of recreational programs. The aim is to form teams and play. Once the games begin, there is little emphasis on administrative activities within the playing groups. The only focus may be on keeping track of games, assigning officials and getting the players to reregister for the next season. The volunteers are parents of the players and they are more involved in getting their player to games and practices than in league administration. What can a Technical Director do to compensate for the difficulty in communications? Develop and maintain structure and consistency in programming. For example, plan and execute coaching education on a regular and consistent basis. Courses should be scheduled well in advance and announced before the coach recruitment process is initiated. The goal should be to create an environment where the volunteers consistently know those courses will always be offered in their area on the X week of August and the X week of March for example. This removes uncertainty and assists in growing participation. Sure the dates will differ from club to club and community to community but for the local groups they will remain the same. Create comprehensive but brief communications regarding programs. A one-page program description with concise enumeration of the program features, benefits, costs, mechanics and how to participate can be created as a template where the details can be updated as needed. Prepared well in advance and distributed to the volunteers in the field improves the potential of copies being made and distributed to coaches when they get their rosters or other information each season. Put the information on-line all the time on the association s website and make sure it is constantly updated. Create an environment where volunteers know to look on-line for details and current information. Use to connect with contacts and provide up-to-date information and reminders. While it is difficult to get local addresses, it is possible to create an tree structure where information can be sent to local volunteers who can forward on to others. Add a line for the address to the registration form for coaches attending a state coaching course. In this way the names and addresses of hundreds or thousands of coaches could be collected annually. 53

62 W O R K S H O P S / S E M I N A R S Use club and league meetings to disseminate information on programs and activities. Having a wealth of information available and being ready to explain it allows for a broad sharing of information. Recreational volunteers often do not know what resources are available. While training the coaches is critical, training the volunteer administers on what resources are available for coach and player development is even more critical. When doing so don t forget handouts, verbal communication gets across ideas, written materials enforce memory and allow the verbal information to be used after the event. I N T H E F I E L D A N D O N T H E F I E L D To be most effective, the Technical Director needs to be in the field more than on the field or in the office. The importance of visiting each member organization and working with their administrators and coaches cannot be over emphasized. Making local contacts ensures statewide success. Technical Directors travel extensively for programs, setting up a short meeting with volunteers while at events can be an inexpensive and productive way to build rapport and make contacts. The most successful Technical Directors are those who are most creative in finding ways to connect with the members as a part of their travel and support of other programs such as US Youth Soccer ODP and coaching education. Offering model field sessions during free time while in a community is a valuable tool to get the administrators to come and learn. Remember, most of the volunteers are parents parents of players. Do something on the field for their player and they will be there to watch and learn. A final tip on recreational programs: you have to go to them as they most often will not come to you. 54

63 Enhancing and Growing Recreational Soccer T H E B E N E F I T S Recreational players provide the foundation and support to many if not most of the state associations. Growing the base enhances all state programs. Another great reason is that the entry players are all recreational. Without a vibrant and growing base, select programs cannot not grow and thrive. Recreational soccer is the base of the whole soccer pyramid in the United States. The broader the base is, the greater the number of potential elite players to be identified, the greater the number of fans for the national teams and the greater the success of the United States in world competition. Finally it is part of our mission at. is a non-profit and educational organization whose mission is to foster the physical, mental and emotional growth and development of America's youth through the sport of soccer at all levels of age and competition. E N C O U R A G E G R O W T H A N D E N H A N C E R E C R E A T I O N A L S O C C E R The simplest ways to encourage growth of recreational players and programs is to ensure that the players get to play in a fun environment. The player-centered model should be used to evaluate and enhance all programs on the state and local level. Model Emphasis Excellence Body Decisions Opponents Pleasure and Participation Active participation Perform to capabilities Source of enjoyment Shared Each program, process, event or competition can be evaluated by the checklist below: Does the program/competition- Encourage active participation? yes no Allow all players to perform to their capabilities? yes no Provide a source of enjoyment? yes no Share decisions with the players? yes no Value and appreciate opponents? yes no Encourage sportsmanship? yes no If yes is the answer on all five then growth is likely. The recreational player s needs are being met and encouraging their continued participation in the sport. For each no answer, there is a need to fix it. Effective and pervasive coaching education programs are a major remedy for many problems in Needed 55

64 recreational play. Education of parents and supporters through parent education and other activities is another major fix it for many other problems. Re-evaluation and program redesign is another fix it up tool. Small-sided games and festivals instead of tournaments are examples of such re-evaluation and redesign successes. Effective training of recreational administrators in the basic precepts of recreational soccer also is a good tool to help keep programs true to the basic requirements of the players. P I T F A L L S T O G U A R D A G A I N S T Programs that are designed well but executed poorly; i.e., become too results oriented Administrators who lose focus as to the realities of recreational soccer Well meaning parents, coaches, administrators and board members who just don t get it who just don t realize why kids play recreational soccer to have fun Volunteers who want to help solely for the benefits they perceive they can obtain for their player, their team, their organization Failure to use the checklist above to identify problems in recreational programs Failure to fix problems identified by using the checklist Focusing solely on elite players and programs to the detriment of the recreational player and programs COMPROMISE Your primary task is being a problem solver! 56

65 The Director as a Technical Resource for Recreational Soccer E N S U R I N G T H A T R E C R E A T I O N A L S T A Y S R E C R E A T I O N A L Because recreational player parents are less sophisticated in the sport, the Technical Director must be able to articulate to the state board the needs of its recreational component. Too often recreational leagues complain about not getting enough support, but can t say what they want. The Technical Director should lead both the leagues and the state board to the realization of what is needed and how it is to be delivered. E N S U R I N G T H A T R E C R E A T I O N A L N E E D S A R E A D D R E S S E D Elite player parents are far more vocal than recreational parents. This causes many boards to focus on select play, the National Championship Series competition and the Olympic Development Program the more noise, the more attention. The Technical Director has to maintain the balance by constantly informing the board on recreational issues and providing information on how programming can be improved and increased. The Technical Director is ideally suited to listen to the feedback from recreational program participants and evaluate the needs to develop solutions addressing the underlying needs of the participants. Bringing those needs and suggested solutions to the state board is critical to the health of any recreational program within a state. A successful Technical Director is innovative and visible while reaching out to all levels of the game. A successful Technical Director connects the different levels of the game diplomatically (recreation to ODP), helping each level to recognize their importance and the importance of the other levels. 57

66 Chapter 4 Subsidiary Programs Special Needs New Programs Adults U S Youth Soccer TOPSoccer (The Outreach Program for Soccer) is a community-based training and team placement program for young athletes with disabilities, organized by youth soccer association volunteers. The program is designed to bring the opportunity of learning and playing soccer to any boy or girl, regardless of age (there is no maximum age for TOPSoccer participation), who has a mental or physical disability. Our goal is to enable the thousands of young athletes with disabilities to become valued and successful members of the family. This section of the manual is to give you a brief overview of the program. For detailed information on TOPSoccer please read the Program Manual from US Youth Soccer. The goal is to enable the thousands of youth athletes with disabilities to develop their physical fitness, technical skills, courage and self esteem through the joy and excitement of playing soccer. This program accommodates all disabilities whether mental or physical and brings the joy of playing soccer to players who have not traditionally had a place in the youth soccer system. The key to this program is flexibility. TOPSoccer can offer opportunities such as single day clinics, jamborees, weekly training, individual skills programs and even recreational league play. Contact your respective TOPSoccer Committee member by using the addresses listed on the website. G E T T I N G S T A R T E D 1. Identify the need in your area. 2. Contact established programs for information 3. Contact your local school districts and universities 58

67 R E C R U I T I N G C O A C H E S Coaching young athletes with disabilities how to play soccer is rewarding. A coach can make a real and meaningful difference in someone s life. Volunteers soccer buddies are needed to work directly with a child with special needs. Parents of children with disabilities are your best advocates. They may know people (gym teachers, physical therapists, special education teachers) that would be interested in helping out. 1. Contact local universities, schools and soccer clubs for volunteers. No special training is required, however it is available: o Through and state association sponsored coaching courses o Through Special Olympics SAFETY is the most important part of the game. The TOPSoccer program should be fun and pressure free. Coaches should be influencing positive attitudes and eliminating any fears the child may have. Conduct the TOPSoccer Certificate state coaching course regularly in the state. Encourage players in ODP to participate as a TOPSoccer Buddy. Please contact the office to receive additional support materials for the TOPSoccer program. Helpful Hints Use color-coded goals or nets (e.g., red goals/yellow nets). Have scrimmage vests available. Have a ball for each player. HAVE FUN! 59

68 S O C C E R A C R O S S A M E R I C A Soccer Across America is designed to introduce the sport of soccer to youngsters living in communities not yet served by existing clubs and leagues. Focused on making soccer available to lower-income children in underserved communities, Soccer Across America provides soccer training and administrative guidance to players and organizations that might otherwise not be exposed to the sport. Soccer Across America also helps new programs find the funding and equipment to begin and then to expand their activities. In the past several years, has donated 8hundreds of thousands of dollars in financial and material support to programs across the United States. It has reached into communities from coast to coast and from north to south. Yet, soccer has not always served inner city and rural communities and all economic and ethnic groups. In order to ensure that every child has the opportunity to play our beautiful game, founded the Soccer Across America program. This section of the Manual is to give you a brief overview of the program. For detailed information on Soccer Across America please read A Program Overview from. Contact your respective Soccer Across America Committee member by using the addresses listed on the website. G O A L S O F S O C C E R A C R O S S A M E R I C A To reach out to children in under-served and socio-economically disadvantaged places in order to offer them an on-going program of positive sports activities through soccer To increase participants self-esteem through participation in an organized and supportive program of team activities To build positive social and life skills To provide important exercise and increase awareness of one's own health through sports To provide the players with positive, cooperative and enjoyable after school and spare time activities 60

69 S U P P O R T N E T W O R K Local leadership, organizers, soccer clubs and leagues State association Soccer Across America Committee representative or coordinator State association Soccer Across America/Recreation Representative to the state Board of Directors /Soccer Across America Committee and regional representatives Distribution of program materials and educational opportunities Soccer Across America website national staff Please contact the office to receive additional support materials for the Soccer Across America program. N A T I O N A L L E A G U E The National League competition is for the nation's top teams in the Under-15, Under-16, Under- 17 and Under-18 boys and girls age groups, consisting of a total of 16 teams per gender age group. The National League offers additional exposure to collegiate, professional and U.S. National Team coaches and offers the highest level of competition in the country. National League teams continue play in their respective State Championships and Regional Leagues to complete their competitive calendar. Teams play a seven-game schedule facing each team within its age group division one time. The League consists of five weekends of play, with the first two being held in conjunction with the Men's and Women's NCAA College Cup. The top team from each division in the Under-15, Under-16 and Under-17 gender age group advances to the National Championships, and the top two teams from each age group division secure a spot to return to National League play the following season. P R E S I D E N T S C U P The Presidents Cup is designed for those teams seeking additional challenges to play against teams of similar abilities for a national title. The cup provides a progressive, competitive experience to teams that might not otherwise get the opportunity to participate in a series of unique experiences highlighting 61