FOOTBALL

FOR KIDS

WRITTEN BY KELLY CROSS

National Coach Education Manager

Additional material and technical direction:

HAN BERGER
National Technical Director

PUFFIN BOOKS
FOREWORD You have in your hands Football for Kids, FFA’s latest coaching resource
for coaches of the youngest players. Coaching 5–7 year old kids is chal-
lenging, but it can also be tremendous fun and extremely rewarding if it’s
done the proper way!
This book is a very useful tool for coaches (parents) working in grass-
roots football. It respects the needs and requirements of young players In the National Football Curriculum we call this phase the ‘Discovery
finding their way into the game of football. Phase’.The essence of this is to let kids discover how the great game of
football works in a natural and enjoyable way.
Under consideration of the psychological background of youngsters,
comprehensive recommendations for efficient training are offered. This has been scientifically proven to be the best way to ‘coach’ kids
of this age, so please do not make the mistake to handle them as ‘little
Also, adults with little or no experience in coaching will understand what
adults’.
training at this early stage of development is all about. Consequently
both parties will be beneficiaries, the players and the adults involved. All exercises in this book are constructed according to age-related prin-
ciples and are therefore specifically fun and simple to ‘coach’.

Holger Osieck I congratulate my colleague Kelly Cross on this book and wish you many
Head Coach, Qantas Socceroos rewarding hours as you help the kids develop their natural potential.
(Former Head of Technical Development, FIFA)

Han Berger
NationalTechnical Director
 The overarching focus of this publication is the provision of ‘quality

PREFACE football experiences’. Kids must enjoy football, in a safe environment,

and they need to feel valued as human beings. Moreover, the volunteer
coaches who play such an important role in our game need to feel confi-
Football, more than any other sport, is a game for everybody. Male and dent about the job they are doing.
female players, from the elite to the recreational level, are playing the
I believe this book will help players and coaches achieve those goals,
world game in ever-increasing numbers in Australia. Football is also a
and will make sure they have fun doing it! Football Federation Australia
game that allows for all ages to be involved.
is committed to servicing the game of football at all levels. In an era of
Of all the age groups playing football, it is the young that are the most amazing achievement at the top end of the game, with our Socceroos
important. These players are the foundation of the whole of football; and Matildas performing so well, this book confirms our awareness of
without young players, football has no future. the equal importance of grassroots football.

This book is aimed at the people responsible for nurturing these young On behalf of Football Federation Australia, I would like to thank you for
players. By making their job easier, and by assisting them to design your dedication to the development of Australia’s young players.
appropriate training sessions, the book will be a major contributor to
Australia’s football development.

Ben Buckley
Chief Executive Officer
Football Federation Australia
CONTENTS
Forward ii
Preface iv
Introduction 1
What is coaching kids all about? 3
Enjoyment is the thing, not winning! 4
Organising fun practices 5
What tools do I need? 6
Managing children’s behaviour 10
What are the secrets to training kids successfully? 13
What about defending? 15
What are the ingredients of a training session for kids? 16

THE BEGINNING 25
THE MIDDLE 53
THE END 77
Suggested session timeline 88
Optus small-sided football 89
FFA national football curriculum 99
FFA’s community coaching pathway 104
FFA statutes 105
Acknowledgements 106
References 106
Coaching contacts 107
INTRODUCTION
This book is for community football coaches who are involved with
players aged seven and under.

The coaches of these teams are usually interested parents and volun-
teers.Their involvement will often stem from a desire to help their own
child and the team their child plays in.

FFA has produced this book to help these vital members of the football
family, the volunteer coaches, to perform their crucial role as well as
possible.

With over 50,000 registered players aged seven and under, these coaches
are nurturing the future of Australian football; it is the hope of FFA that,
together, we will be helping whole generations of players to develop a
lifelong passion for this great game.

Football for Kids is designed to accompany and complement the FFA

Grassroots Football Certificate course. Its purpose is to make coach-
ing kids’ teams easy. A suggested coaching format is outlined, and it is
intentionally simple, breaking a session down into three components:

THE BEGINNING
THE MIDDLE
THE END

The relevant sections for each component have been given traffic-light
colours for ease of reference: green for ‘the beginning’  (go!), amber for
‘the middle’ and red for ‘the end’ (stop!).

Within each of the three components, we have tried to simplify the

coach’s job of content selection by giving a range of games and practices. 1
 WHAT IS COACHING KIDS
The coach is encouraged to experiment and find the right blend of prac-
tices for your team, using the framework contained in the book.

By following the guidelines given, coaches will feel better about the job
they are doing, and young players will enjoy themselves, while both are
ALL ABOUT?
developing the necessary skills to improve.
Not so long ago children learned football by playing the game on the street
This is in line with the FFA Coach Education slogan:
or in the park, for hours, making their own rules. It was free play – with no
adults to interfere – and they played because they enjoyed it.
better coaches, better football
For a host of reasons, street football has virtually disappeared. The
It is not an exaggeration to state that grassroots coaches have the
challenge today for coaches of our youngest players is to recreate that
biggest influence on the future of football in Australia. By conducting
environment of fun and freedom and deliver the learning foundation
appropriate training sessions for the youngsters in your care, you really
that street football used to provide.
do touch the future.Your commitment to the task is appreciated by FFA
and the States andTerritories of Australia, and by using the guidelines We believe that this fun and free approach to coaching will give thou-
in this book we feel sure your players will appreciate it too. sands of young players enjoyable football experiences, and hopefully
foster a love and passion for the game that will last a lifetime.
Enjoy the experience!
There is every chance this approach will help us produce more creative
players who can make a difference in a game that people love to watch.

Kelly Cross
National Coach Education Manager
Football Federation Australia

2 3
 ENJOYMENT IS THE THING, ORGANISING FUN PRACTICES
NOT WINNING! Perhaps the first and most important step is to take the word ‘coach’ out
of your mind. Your role is summed up in the above title – see yourself as
When children are training or playing games against other teams they an organiser of fun practices.
need a fun environment where they can play without pressure.The game
It is a mistake, made far too often, for children’s coaches to imitate the
result, for younger players, should be irrelevant.
coaches they see on television. In fairness, these are usually the only
If the emphasis is on winning matches or the competition, the develop- models there are to copy, but unfortunately, the job of a high-profile
ment process is doomed to failure and the fun of junior play is replaced coach in a professional team bears no resemblance to the job of a kids’
by the pressures and frustrations of adult football. coach. Your FFA Grassroots Football Certificate presenter is a much
better model to imitate.
A study of youth sport values showed that the most important values
were: As soon as you think of yourself as an ‘organiser’, or a ‘facilitator of
learning’, you start to see the role in its true light.
 enjoyment
Your job is to plan and organise fun practices.
 personal achievement
And . . . let them play!
The least important value was:
This book will help you select practices that have a role in the long-term
 winning
development of young players.The practice is the teacher, and the kids
The junior coach must value, above all else, the individual development will learn from the experiences provided.
and welfare of every single player. Research has shown that the empha-
Remember that teaching young players and watching them develop can
sis should be on the child experiencing fun and excitement. Children at
give the same, if not greater, satisfaction as winning trophies and med-
this age are still sampling many sports and activities; football coaches
als with senior players.
can have an impact on which sport the child will choose.

Mistakes are often made at the basic training and development

stage. The coaches are responsible for this, because they think
they are working with professional teams.

JOHANN CRUYFF (HOLLAND),WORLD FOOTBALL LEGEND

4 5
 Give lots of praise
WHAT TOOLS DO I NEED? Praise is not only given for doing something well; it is also one of the
greatest motivators for young players.
There is a range of tools that all football coaches require. At this level,
the two main tools needed are personal skills and organisation skills. Encourage after mistakes
Coaches of youngsters should never see the kids’ errors or mistakes as
negatives. Everything that happens is a learning experience.Young play-
PERSONAL SKILLS ers can learn just as much from a miskick or loss of possession as from
a successful shot at goal.
Be enthusiastic
If you look like you are having a good time, it will generally follow that the Display excellent social skills
kids will have a good time.Try to show the children that there is no place Your behaviour is usually imitated by children, so make sure you are a
you would rather be than on the field with them. good role model. Be polite, respectful and calm under pressure. Commu-
nicate with each player individually, and talk regularly to their parents.
Be friendly
The kids need to feel that you are on their side, as a friend as well as Be patient
a mentor. Make sure you greet every player on arrival and say goodbye Training with younger age groups can be frustrating at times, so remem-
to every player when they leave, thanking them for their efforts in the ber that patience is a virtue. Don’t have unrealistic expectations – expect
session. things to go wrong. Usually, it’s not their intent to stop things working,
it’s just their age!
Show your sense of humour
Goo
o d p lanning and organisaat i on sk ills prevent many
Fun is the key word; young players are not preparing for the World Cup,
attiions occcurring.
frustra
so let them enjoy themselves. Letting the children see you laugh is a
great way of showing them you are a warm, likeable person.Try ‘beat the
coach’ activities: you try to tag them in a square; you go in the goal and ORGANISATION SKILLS
they try to score past you; or suggest that ‘If you score ten goals in three
minutes, I’ll have to sprint to the halfway line and back’.
Plan practice sessions in advance
Respect every individual Write a plan before each session. Players do not get the most out of
Children need to feel valued, which helps them develop self-confidence training if the coach makes it up on the spot. Even the most experienced
during this key phase of their social growth. coach will plan and prepare meticulously for training sessions.
6 7
 Arrive early and set up your area Give everyone a fair go!
A player’s time and effort are priceless resources. Don’t waste them! When it’s game time at the weekend, make sure everyone gets equal
You should never leave kids standing around or filling in time while you playing time – it’s not about winning, it’s about enjoyment.
move cones to set up the next practice area.
Research1 shows that children drop out of organised sport when:

Give clear instructions  there is an over-emphasis on winning

The experienced coach will wait until everyone is listening before giving  they don’t get enough playing time
instructions.Then, you should speak in a loud, clear voice accompanied
by distinct hand/arm signals. You might say, for instance: ‘Those of you  they don’t have enough fun
in red bibs, stand up. When I give you the signal, move into that square  the coach directs them too much
there’.

Demonstrate quickly and efficiently

Remember that a good demonstration saves a lot of talking. You don’t
need to be a great player to do this – showing the general idea, even in
slow motion, is usually enough. For example, you might say: ‘You run
towards this cone, dribble your ball around it, then run back’. There is
also nothing wrong with using one or more players from your group to
show the others what they need to do.Try to limit the time spent explain-
ing to about a minute. The objective is to get them active as soon as
possible.

Keep the session flowing

Young children have short attention spans. Keep them interested by reg-
ularly changing the activity, and build this factor into your session plan.

Vary the type of activity

Changing the environment keeps children motivated. Mix and match the
activities described in this book during your session.

8 9
1
Junior Sport Briefing Papers, Australian Sports Commission, 2005.
 MANAGING CHILDREN’S
Here are some tips for dealing with misbehaviour:

 Stay calm and in control.

BEHAVIOUR  Use comments like ‘Melissa, that’s not what we’re meant to be
doing, is it?’

Organising groups of young players and getting them to follow instruc-  Avoid personal jibes such as ‘You are a silly girl’. Don’t abuse
tions can be challenging. However, many potential problems can be the child,butdraw attention to the behaviour; ‘That’s a silly
avoided by using the personal and organisation skills outlined earlier. thing to do’.

Remember:  It is not a good idea to punish everyone for the misbehaviour

of one child.
 If you’re enthusiastic, the players probably will be.
 Avoid using physical activity, like running around the field or
 If the session is planned and set up in advance, there is less
push-ups, as a punishment. Exercise should be seen as fun,
chance of the kids getting distracted.
not a chore.
 If you are patient and keep smiling when things aren’t quite
 Sometimes, simply standing nearer to the child and looking
working for you, you’ll never lose their respect.
at them is enough.
 Try not to overreact when kids don’t immediately do as you ask.
 Find something to praise or encourage, or ask how things are
They are not deliberately trying to spoil your session – they are
going.
just being kids!
 Before acting on it, try to find out if there is another reason
Praise is best why the child is not following instructions. For instance, maybe
they can’t do the exercise, they are injured or upset about
Keep praising kids for good performance and good effort. Give
something, or they didn’t understand the instructions.
more attention to those who are quietly persevering, as opposed to
attention-seeking. If further action is required, try the following:

 In a calm manner, ask the child ‘Do you think you should be
More activity, less misbehaviour
doing that?’, or ‘What should you be doing instead?’
If the session is well-planned, well-organised and enjoyable, the kids
will be too busy participating to misbehave. When problems arise, first  Without losing your cool, ask the child to change what they
ask yourself if this is your fault.The cause of the unrest may be you – have have been doing and to follow the group instructions.
you been running this activity for too long? Is it too hard for the players?
Have you been talking too much?
10 11
 If you’re still having problems, try a ‘time out’, which is a simple way of
dealing with a child who has refused to behave appropriately. Keep the
‘time out’ brief, but long enough to have an effect, and make sure the
WHAT ARE THE SECRETS TO
‘time out’  zone is not too far away so you can keep an eye on the child.
When the child tells you that they are prepared to follow group instruc-
TRAINING KIDS SUCCESSFULLY?
tions, they may return to the group.
Plan the session
Whe
en remo
oving a child from the group, do not physiically grab or Be clear about how you will organise the session.Think about what areas
drag them to the ‘t im
me outt’ zone. to mark out and which activities will be used. Avoid over-planning – sim-
Avoid long lectures, and use firm but calm words. Do not hold a grudge ple sessions are usually the most successful. Some activities will need
against them – they are just children. to be repeated for a few sessions – continuity helps children understand
the activities better, instead of constantly having to learn new ones.

Set up early
Arrive before the players and have the session all set up. Remember to
do a safety check as well.

Get things happening quickly

Give clear and brief instructions. Use a demonstration whenever possi-
ble, making sure the players are looking and listening. Stand where there
are no distractions behind you, and so that the sun is not in their eyes.
Make sure you have been understood – ask if there are any questions
after giving instructions.

Be more of an ‘organiser’ than a ‘coach’

Let them play! Don’t stop them playing so you can talk to them. Remem-
ber, if you follow the guidelines from this book, the activity will be the
coach.

12 13
 Enjoy yourself!
Have fun with football – it’s a game, not a chore. Have fun with the kids WHAT ABOUT DEFENDING?
by talking with them and getting to know them.
At this stage of the players’ development, the focus should be on the
Set some guidelines attacking aspects of the game.There are so many skills and techniques
Let the kids and their parents know what you expect from them in terms for a child to pick up that spending time on defending (which can easily
of such things as behaviour and punctuality. A parent’s information night be taught at a later stage) is a waste of valuable learning time.
followed by a social dinner is a great way to deliver these important mes-
sages and then answer questions. The children and yourself can make
a few rules and talk about what consequences might follow if they are
broken, such as a ‘time out’.

Promote fair team-picking

It’s better if you call out even and odd numbers to form the two teams
rather than letting players pick teams. Being one of the last ones picked
can damage a child’s  self-esteem.

Put WHY before HOW

If players understand why they are doing something, or how it relates to
the game, they will be more enthused about learning how to do it.

Use the KISS principle

The ‘Keep It Simple, Stupid’ principle applies in many walks of life, and
teaching football is no exception.Too many coaches mistakenly believe
that the more complicated they make things, the more advanced their
knowledge is perceived to be. But remember, a more complex practice,
particularly with youngsters, is rarely a better one.

Simplicity is genius.

RON GREENWOOD, FORMER NATIONAL COACH OF ENGLAND

14 15
 SETTING UP YOUR AREA
WHAT ARE THE INGREDIENTS OF
A TRAINING SESSION FOR KIDS? Organising the area for a training session can be daunting and time
consuming for the novice coach. It doesn’t have to be.

Many kids’ teams only get a very small area to train on and that can be
The simplest way of looking at a kids’ training session is to consider that challenging. It shouldn’t be.
it has a beginning, a middle and an end.
Using the guidelines in this book, setting up at the start of a session will
This book aims to help you take this easy approach to session plan- be quick and easy, and you should be able to progress through the train-
ning so you can provide enjoyable and meaningful practices for young ing with little moving of cones. At worst, you can send the children to get
players.The pages of this book have been colour-coded to assist you in a quick drink while you re-adjust. (It is a good idea to let them have brief
finding appropriate activities for each stage of the session. drink breaks anyway, especially in hot weather.)

What you don’t want to do is to keep the kids waiting in the middle of
The Beginning: Relays,Tagging Games a training session while you think about where to put the cones for the
next exercise.

The Middle: Fun Football Exercises The practices in this book are focused around the same basic set-up,
which you can use every time you train. All you will need to do is make
The End: Small-Sided Games quick, minor adjustments, depending on which exercises you choose.

Arriving five minutes before the session begins should give you plenty
of preparation time.

The maximum number of cones you will need is twenty. (This assumes
your training group consists of the six players registered to play as a
team in 4v4 Optus Small-Sided Football at the weekend.)

16 17
 7m
THE BASIC SET-UP
Place nine cones in rows of three (see diagram below). This auto-
matically creates four 10 m × 7 m areas (see diagram 1), two 10 m × 14 m 10 m x 7 m
10 m
areas (see diagram 2) and two 20 m × 7 m areas (see diagram 3), which
are suitable for a wide range of exercises.
1

This basic set-up also creates lines and ‘corridors’ for relays that you 7m 7m
can use in the first part of the session.

7m 7m
2
10 m 10 m x 14 m 10 m
10

7m 7m
10
10 m 10 m

7m 7m

10 m 10 m
10

7 m x 20 m 7 m x 20 m

10 m 10 m
10
3
10 m 10
10 m

18 7m 7m 7m 7m 19
 By moving a few cones you can quickly make areas of different dimen-
sions if needed (see diagrams 4 and 5).

move 2 cones to create

a 10 m
move x 10 mtosquare
2 cones create
a 10 m x 10 m square

10 m
0m 5
move 3 cones to create
5
a 14 3
move x 14 mtosquare
mcones create
a 14 m x 14 m square

4
4
14
4m
10 m
10 m

It is a good idea to leave the four corner cones.These are the key cones
to keep in place for the game at the end of the session.

It is no problem to change the size of an area during a practice if you feel

14 m it is too small or too big. All you may have to do is say, ‘OK, Koalas, just
stop there for one second; you’re doing so well, I think we need a bit more
room! I’m just going to move this cone over here, and this one over here.
OK, off you go again’.

2 21
0
 By removing the middle of these nine cones, your field for the game at
the end of the session is already marked (see diagram 6).

goal
goa You may find that a slightly different-sized basic set-up is better for your
players, but the same simple concept should apply.

6
6

goal

goal

23
2
2
 THE BEGINNING
WARMING UP 26
RELAYS 27

Guidelines for relays 27

TAGGING GAMES 39
Stick-in-the-mud 40

Me and my shadow 42
Double trouble 44
Dribblers and collectors 46

Catch the tails 48

Dribble tag 50
 WARMING UP RELAYS
THE BEGINNNING

THE BEGINNNING: RELAYS

Young players in the 5–7 age group are always active, remarkably GUIDELINES FOR RELAYS
resilient and rarely suffer soft tissue injuries.They do not need the pro-
fessional warm-up that senior athletes might perform.  Avoid long queues.

The biggest mistake seen at grassroots level is well-meaning coaches  Keep players as active as possible (don’t keep them waiting in
sending young kids to run laps and taking them through static stretching line for too long).
routines. Not only are these unnecessary, they have two major flaws:
 Give the group a quick break for a drink when necessary.
 The kids are not having fun!
 All relays in this book can be performed with and without the
 The kids are not playing football! ball (the preference is to always use the ball, but it is fine to
take the ball out of the relays early in the session).
Youngsters do not enjoy running around the field, and they find stretch-
ing boring.They have come to play!  The more skill your players acquire, the more the ball should be
used and the greater the challenges can be.
There is no evidence that static stretching before exercise prevents
injury with players of any age group. In fact, some studies suggest the  If there are more than six players, make another lane of cones
opposite! and keep it to two players in a line (this avoids long queues).

Remember, they are kids, not mini-adults. Make it fun from the very start!

Use the activities in the green pages right from the beginning of your
training session. Not only will the kids enjoy it more, but you will also be
contributing to the long-term improvement of football in Australia.

Don’t waste precious football training time.

26 27
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 If necessary, provide a longer rest between turns by creating two teams
of three (see diagram below).
THE BEGINNNING: RELAYS

THE BEGINNNING: RELAYS

30 31
 For the relay shown below, number 1 goes to far line, touches 2’s out-
stretched hand to allow 2 to start running. Number 2 goes back to the
start line and touches 3’s hand; 3 goes to the far end.
THE BEGINNNING: RELAYS

THE BEGINNNING: RELAYS

Repeat until everyone is back where they started (equals two turns each).

32 33
 For the relay shown below, players dribble their ball round the far cone For the relay shown below, players dribble their ball through the gate,
and go through the gate on the way back. around the far cone and on the way back through the gate again.
THE BEGINNNING: RELAYS

THE BEGINNNING: RELAYS

Twelve cones are required. If you don’t have enough cones, use bibs or Twelve cones are required. If you don’t have enough cones, use bibs or
jackets instead. jackets instead.

34 35
 For the relay shown below, number 1 goes to the far line, touches 2’s out- For the relay shown below, each player’s ball is put behind the far line.
stretched hand to allow 2 to start running. Number 2 goes back to the
Number 1 runs beyond the far line, gets the ball (using their feet only)
start line and touches 3’s hand; 3 goes to the far end.
THE BEGINNNING: RELAYS

THE BEGINNNING: RELAYS

and dribbles the ball back. Number 2 can start running as 1 crosses the
Repeat until everyone is back where they started (equals two turns each). start line. Number 2 runs beyond the far line, gets the ball, and so on.
Repeat until everyone has had a turn.The winning group is the first one
back in line with their ball under their foot.

36 37
 TAGGING GAMES
THE BEGINNNING

THE BEGINNNING
Games that involve chasing and dodging are great exercises for players
young and old, because they:

 are fun
 are motivating
 are competitive
 get players warm
 involve changes of speed
 involve changes of direction

 develop the key skill of ‘faking’ (i.e. making someone think

you’re going to move in one direction, then accelerating in the
opposite direction), which complements the development of
1v1 skills

 help develop vision and decision making

38 39
 STICK-IN-THE-MUD
THE BEGINNNING: STICK-IN-THE-MUD

THE BEGINNNING: STICK-IN-THE-MUD

Mark out a 10 m × 14 m area (move 3 cones as outlined on page 20). Five
players try to avoid one player who carries a ball in their hands.

The ball-carrier attempts to tag the runners by touching them with the
ball (make sure the ball is not thrown and that players aim for the trunk).
If a player is tagged, they ‘stick in the mud’ with their legs wide apart
until a teammate frees them by crawling through their legs.

Each ball-carrier has 30 seconds to tag as many players as possible.

After 30 seconds, change the ball-carrier.

Progression:
tagged player
tagged
 ball-carrier dribbles the ball around the field and tags the musn’t
musn’t move
until a teammate
players with their hand, while keeping the ball close to them
frees them
(if this progression proves difficult for them, make the field
smaller)

tagged player
tagged player ball-carrier
ball-carrier

40 41
 ME AND MY SHADOW
Players get into pairs and one is designated as ‘leader’ and the other as
THE BEGINNNING: ME AND MY SHADOW

THE BEGINNNING: ME AND MY SHADOW

‘follower’.

The ‘leader’ moves around the field, changing speed and direction fre-
quently, and perhaps adding a variation here and there, such as a jump or
a ground touch.

The ‘follower’ then copies everything the  ‘leader’ does.

Change partners regularly.

Progression:
 ‘follower’ has a ball (this is a difficult progression so instruct
‘leader’ to jog at medium speed around the area, with
occasional random changes of direction)

follower leader

42 43
 DOUBLE TROUBLE
THE BEGINNNING: DOUBLE TROUBLE

THE BEGINNNING: DOUBLE TROUBLE

Two players without a ball link hands and move around the area trying to
kick other players’ balls out.

The other players dribble their balls around the area, trying to avoid hav-
ing their ball kicked out.

There are two options for this game:

 Change the chasing pair when everyone is out (when a player’s

ball is kicked out, they fetch it then remain outside until that
game is over).

 Change the chasing pair after a set time period by setting the
challenge: ‘How many balls can you kick out in 30 seconds?’
(When a player’s ball is kicked out, they fetch it and come back
into the area as soon as possible, continuing to dribble and to
avoid losing their ball.)

44 45
 DRIBBLERS AND COLLECTORS
THE BEGINNNING: DRIBBLERS AND COLLECTORS

THE BEGINNNING: DRIBBLERS AND COLLECTORS

Two players without a ball link hands and move around the area trying to
kick other players’ balls out.They are the ‘collectors’.

When a player’s ball is kicked out, they immediately join the ‘collectors’,
so that there are now three players with hands linked chasing the others
(then four and five) until everyone is out.Then two new ‘collectors’ start
chasing.

46 47
 CATCH THE TAILS
One or more players are ‘hunters’.They chase the other players and try
THE BEGINNNING: CATCH THE TAILS

THE BEGINNNING: CATCH THE TAILS

to remove their ‘tails’. If a player’s ‘tail’ is taken, they become a ‘hunter’.
(Bibs tucked into shorts can function as ‘tails’.)

Progression:
 the ‘hunter’ dribbles their ball while trying to remove the ‘tails’

 players with ‘tails’ dribble their balls while trying to avoid the
‘hunter’

48 49
 DRIBBLE TAG
THE BEGINNNING: DRIBBLE TAG

THE BEGINNNING: DRIBBLE TAG

In an area about 10 m × 14 m (half of your basic set-up), players dribble
their balls around.

A ‘chaser’ is nominated and they try to tag the other players while keep-
ing control of their own ball. The other players avoid him or her while
keeping control of their balls.

If tagged, the player must call out their own name loudly so everyone
knows who the new ‘chaser’ is.

chaser

50 51
 THE MIDDLE
FUN FOOTBALL EXERCISES 55
Empty it! Fill it! 56
Robin Hood 58
Feather the nest 60

Pairs through the gates 62

Round ’em up 64

1v1 mini-games 66

Colour code 68

Pass and move 70

Beehive 72

Simon says 74
 FUN FOOTBALL EXERCISES
THE MIDDLE

THE MIDDLE
The middle part of a training session for kids should be made up of fun
exercises that are related to the game of football.

Remember that football is a very complex game and it must be simplified

for younger players.

Your role is to introduce young players to football in its fundamental form

and not to fast-track them into understanding adult, 11v11 concepts.

By using the content of this book, you will best serve the needs of the
players in your care and provide the correct foundation for their future
development.

Children are not small adults. At the earliest stage, a child’s

interest in the game called football must be gradually developed.
Then, the essential rules concerning the playing fields, the ball,
the duration of the game, the number of players, must be adapted
according to the individual age group.

STATEMENT FROM FIFA,THEWORLD GOVERNING BODY FOR FOOTBALL

Nature decrees that children should be children before they

become adults. If we try to alter this natural order, we will reach
adulthood prematurely but with neither substance nor strength.

JEAN J. ROUSSEAU

54 55
 EMPTY IT! FILL IT!
THE MIDDLE: EMPTY IT! FILL IT!

THE MIDDLE: EMPTY IT! FILL IT!

Mark out a 14 m × 14 m square.

Players in two teams dribble balls around the square. Outside the players go here
square, each team has two lines marked: one for their balls and one for
themselves. On the call ‘empty it!’ the teams compete to be the first to
empty the square.

On the call ‘fill it!’ the teams compete to be the first to get all their balls
and themselves back in the square.

b p
ayel

players go here
a

balls go here
l
sr
l g
s o
h
g e
re
o
h
e
re

balls go here

56 57
 ROBIN HOOD
THE MIDDLE: ROBIN HOOD

THE MIDDLE: ROBIN HOOD

Two teams of three split up as shown in the diagram opposite. Each
team starts with an equal number of balls in their ‘safe’. When the
game begins, each team can start stealing balls from their opponent’s
‘safe’ – there is one ‘thief’ who takes a ball and passes it across the first
‘moat’ to their teammate; they then pass it across the second ‘moat’, to
their team’s ‘collector’, who puts it in the team’s ‘safe’.

Meanwhile, their opponents are doing the same with their balls! After a
set time period (e.g. two minutes), see which team has the most balls in
their ‘safe’. The team that passes and controls the balls best will have C
the most balls in their ‘safe’ and will therefore be the winners.

You caan’’tt use your hands – f e e tt only!

thief
thief

saf
safe

C C collector
collector

58 59
 FEATHER THE NEST
THE MIDDLE: FEATHER THE NEST

THE MIDDLE: FEATHER THE NEST

Mark out a triangle with sides 10–12 m long.Three teams of two players
are positioned at each corner with a cluster of balls in the middle of the
triangle.The object of the game is to gather as many balls as possible for
the corner or ‘nest’ within a set time period.

One player from each team runs to the middle of the triangle to get a ball
and dribbles it to their corner, or nest, and leaves it there. Their team-
mate then does the same.When all the balls in the middle of the triangle
are gone, players can take them from someone else’s nest.

Players are NOT allo

owe d to stop others from taking ballls from
their nest – no blocking
g,, defending
g, tackling
g, etcc. No handss!!
Feeet only.

60 61
 PAIRS THROUGH THE GATES
Mark out an area about 7 m × 10 m and set up four small gates – two
THE MIDDLE: PAIRS THROUGH THE GATES

THE MIDDLE: PAIRS THROUGH THE GATES

cones about two metres apart.

The players run around the area in pairs with a ball between them and
pass it through the gates to each other until they have performed a suc-
cessful pass through each gate.

The winning pair is the first to pass through every gate and wait outside
the area.

Before moving to the next activity, have a competition to see which pair
(one at a time) can pass through the most gates in 20 seconds.

62 63
 ROUND ’EM UP
THE MIDDLE: ROUND ’EM UP

THE MIDDLE: ROUND ’EM UP

Five players dribble their balls inside a 10 m × 14 m area. On your call
‘round ’em up!’ the sixth player tries to ‘round up’ all five balls, by kicking
them out of the square.

Allow 30 seconds for players to ‘round up’ as many balls as possible.

Take turns so each player has a go at rounding up the balls.

64 65
 1v1 MINI-GAMES
THE MIDDLE: 1v1 MINI-GAMES

THE MIDDLE: 1v1 MINI-GAMES

Make three small areas about 10 m × 7 m.

Players play 1v1 on each mini-field and score by dribbling the ball over
the opponents’ line.

Think of safety when setting up; avoid scenarios where players could
dribble into each other by allowing buffer zones.

Keep rotating so opponents are changed regularly. Rotation also allows

a period of rest, so control how long rotation takes depending on how
fatigued the players seem. You could also give some brief hints to the
whole group in order to give them a rest.

If enough cones are available, progress to a small goal on each end-line

for players to score in.

You wil l also need a good supply of spare ballls,, as tth

hey tend to
go everywhere wheen shooting is introduced.

66 67
 COLOUR CODE
THE MIDDLE: COLOUR CODE

THE MIDDLE: COLOUR CODE

This activity should be arranged in half of the basic set-up area and
requires cones of at least two different colours (the more colours the
better!).The cones are arranged randomly.

Players dribble their balls round the outside perimeter of the area.

Call out a colour and the kids must dribble into the square, around the
cone of that colour, and back outside the square.The winner is the first
one back outside with their foot on their ball.

Remind players to keep their heads up and watch out for possible
collisions.

Variations with two cones of each colour:

 round the nearest cone of the colour called out

 round both cones of that colour

 call two colours, players dribble round one of each

There are more possible variaat ions, limittee d only by the number
and colour of your cones, and your imaginaattiion!

68 69
 PASS AND MOVE
THE MIDDLE: PASS AND MOVE

THE MIDDLE: PASS AND MOVE

This activity requires two players with a ball and four players without.

The players with the balls start by dribbling. When they see another
player ready to receive the ball, they pass to them, then move to another
part of the area. When a player receives the ball, they dribble until they
can see another player who is ready to receive the ball.They then pass
the ball to that player and move. Players are constantly moving, either
looking to receive one of the two balls, or looking to pass to one of the
players without a ball.

Progression:
 three players with a ball and three without
This activity helps develop vision and communication and introduces
the concept of passing the ball to a teammate, which is often difficult to
grasp for a naturally self-centred under-seven!

Paassing will be gin to be mor e evident from und

de r-eights upwards.

70 71
 BEEHIVE
THE MIDDLE: BEEHIVE

THE MIDDLE: BEEHIVE

Six players with a ball each dribble around an area about 7 m × 10 m (one
quarter of your basic set-up).

They attempt to kick the other players’ balls out of the area while keep-
ing their own ball under control.The players must be careful – while they
are kicking someone’s ball out, someone else might kick theirs out!

If their ball is kicked out, the player must leave the area immediately
without kicking any other balls out. The player can fetch their own ball
and wait until there is a winner and the game starts again.

72 73
 SIMON SAYS Take points off the last player to do what ‘Simon says’ and give points to
the player who does it first.
THE MIDDLE: SIMON SAYS

THE MIDDLE: SIMON SAYS

Players dribble freely around the area with a ball each. Give the kids var-
Take points off anyone who does something when you don’t say ‘Simon
ious tasks and challenges, which they must do ONLY if you say ‘Simon
says’ or give points to those who don’t.
says’ at the start of the sentence.Therefore, sometimes you use ‘Simon
says’ and sometimes you don’t – see who’s listening!
Use instructions likke ‘S imon sayys sit next to your balll’ or ‘S imon
The players must avoid touching anyone else’s ball, and must not let any- g’, to givve the plaay ers a rest wheen
says get a drink from your bag
one else touch their own ball. neeede d.

Possible tasks:

 STOP! (Means stop dead with your foot on your ball.)

 TURN! (Quickly go the other way with your ball.)

 OUT! (Run outside the square and put your foot on your ball.)

 CHANGE! (Leave your ball and find another one to dribble; who
is the last one dribbling a new ball?)

 LEFT! (Dribble around the area touching the ball only with your
left foot.)

 RIGHT! (Dribble around the area touching the ball only with
your right foot.)

 Use your imagination!

74 75
 THE END
SMALL-SIDED GAMES 79

GAME SET-UPS AND VARIATIONS 80

3v3 training game 80

Line football 81
4-goal football 82
Short and wide 83
Pass to score 84

MAKING COMPETITION INTERESTING 86

WRAPPING IT UP 87
 SMALL-SIDED GAMES
THE END

THE END
Always finish your training with a game.

The children must experience the feeling of playing a game every time
they come to the field.They need to develop a sense of what the game is
about.

They will gradually learn concepts like ‘my team against their team’, ‘I
score in that goal and try to stop them scoring in our goal’.

This is part of the long-term development process that culminates with

the full 11v11 game.

Some game guidelines:

 no goalkeeper

 even teams

 if uneven numbers, give one team an extra player, and regularly

change which team gets the extra one (do not put one player
on the sideline to make teams even)

 change team members regularly to keep it interesting

 LETTHEM PLAY!

 praise and encourage but don’t stop them to ‘coach’

 give some brief explanation of the rules they will encounter at

the weekend in Optus Small-Sided Football

Allow plenty of time for the game – try not to get too engrossed in train-
ing the players.The game is the most effective coach there will ever be.

If in doubt, give them longer for the game time, not less.
78 79
 LINE FOOTBALL
GAME SET-UPS AND VARIATIONS
THE END: 3v3 TRAINING GAME

THE END: LINE FOOTBALL

Length: 20–25 m

Width: 15–18 m
3v3 TRAINING GAME
Goal: none

Length: 20–25 m  Usual rules, but method of scoring is to dribble the ball across
the opponents’ end line.
Width: 14–18 m
 This game encourages dribbling and 1v1 skills.
Goal: 2–3 m

goal
goal

goal
goal

80 81
 4- G SHORT AND WIDE
OAL FOOTBALL

THE END: SHORT AND WIDE

Length: 15 m
THE END: 4-GOAL FOOTBALL

Length: 20 m Width: 25 m
Width: 20 m Goal: 2 goals (2 m wide) on each end-line
Goal: 2 goals (4 m wide) on each end-line  This game develops awareness of space.
 There are no goalkeepers.
 This game encourages shooting and scoring.

goal goal
goal
goal goal

goal goal

goal goal
goal goal

goal goal

82 83
 PASS TO SCORE
THE END: PASS TO SCORE

THE END
Length: 15–20 m

Width: 15 m

Goal: none (make 4 or 5 gates of 1–2 m width inside the area)

 To score a goal, pass the ball through any of the gates to a

teammate.

 This game encourages passing.

84 85
 MAKING COMPETITION WRAPPING IT UP
THE END

THE END
INTERESTING At the end of the session, praise the whole group, giving the players
feedback and encouragement.
Here are different ways of keeping the score:
You can also give a quick evaluation of the session by saying, ‘Remem-
 number of goals scored (traditional A versus B scenario) ber how we tried to control the ball when it came to us . . .’

 number of goals scored in a set time period (allows a number of

games to be played within the same set-up, giving both teams HOMEWORK
several opportunities to be the winner.The coach can maintain
interest: ‘That’s three points to the red team, now we’ll play for Youngsters should be encouraged to play with their ball at home.
three minutes and this game is worth five points’, etc.)
You can give them little tasks, like ‘drop it, kick it up, catch it’.
 scoreboard (Use physical items such as cones or bibs, which
Show them how to do this at the end of training and get them to have
are collected or moved to a certain place every time a goal is
a few attempts. Mention that they can show you how many they can do
scored, so players can ‘see’ what the score is. If you have the
next time you train together.
larger traffic cones, they can be knocked down or stood up to
record a goal. ‘The reds have five cones standing there, the Get parents involved, as they can remind the kids to practise.
blues have five there; when you score, go and knock one of your
Other suggestions:
team’s cones down; let’s see which team knocks all their cones
down first’.)  kick ball repeatedly against a wall (great practice!)
 kick ball at a target – how many successes in ten attempts?
(later, increase the distance)

 buy ‘ball-on-a-string’  training aid to practise kicking and ball

feeling without having to continually fetch the ball

86 87
 SUGGESTED SESSION TIMELINE
OPTUS SMALL-SIDED FOOTBALL
WELCOME Your team will be involved in small-sided football at the weekend. But
5 minutes
what is it all about?

Why small-sided games?

THE BEGINNING

10 minutes Expecting a child to comprehend and respond to the complex

situations in the full 11v11 game format will only beget
frustration and feelings of failure. Learning to understand
THE MIDDLE the complex game of football can be best achieved through
45 minutes active time

the practice of a logical progression of simplified games, with

a gradual increase in the number of players on the teams.
15 minutes
HORSTWEIN (WORLD-RENOWNED MENTOR OF FOOTBALL COACHES),

‘DEVELOPINGYOUTH FOOTBALL PLAYERS’

The children are more important than the activities in which they
THE END
are engaged. The game is not the thing, the child is.

UK DEPARTMENT OF EDUCATIONAND SCIENCE, ‘PHYSICAL EDUCATION FORAGES 5–16’

20 minutes
‘Moving step by step, you may travel great distances’

ANONYMOUS
WRAP UP
5 minutes Optus Small-Sided Football is based on the following criteria:

 more fun and individual enjoyment due to smaller fields and

simplified rules
If you feel your players are up to it, training can be increased to 60
 more playing time, which maximises individual participation
minutes active time, but make sure it’s because THEY want to train
and involvement
88 longer, not YOU! 89
  far more repeated touches of the ball by all players on the field Optus Small-Sided Football is a modified form of 11-a-side football,
designed to meet the needs of players under the age of thirteen, who
 more shots at goal
have very different developmental characteristics and needs from adult
 more involvement leads to greater improvement in fitness players. The philosophy of Optus Small-Sided Football is a focus on
enjoyment and freedom of expression with limited emphasis on coach-
 11-a-side football is in essence an adult game devised by and
ing per se, particularly in the formative years of a player’s development.
for adults to play
Almost without exception, young players in the major footballing nations
While the recommendation for implementing Optus Small-Sided Foot-
of the world are introduced to the game through small-sided football.
ball in the context of theTalent Development and Identification Program
Brazil, France, England, Scotland, Ireland, The Netherlands, Germany,
has as an underlying motivation – the development of players with bet-
Japan, USA and Korea all introduce their young players to the game
ter technical skills – there are certainly many other associated benefits
using this approach. Considerable research has been conducted into
that will be realised as a direct result of their inception, as follows.
the benefits of small-sided football in many of these countries. Over-
First and foremost, Optus Small-Sided Football is aimed at young people whelmingly, the findings have shown that small-sided football is enjoyed
of all abilities, not simply the more talented players in each age group. more by children and is a more effective method of improving their tech-
nical ability as footballers (compared to 11-a-side football).
With the emphasis on participation and enjoyment, and an associated
removal of the current emphasis on the importance of winning, children While there are exceptions, in most parts of Australia Rooball has been
are much more likely to enjoy their football playing experience, will be the widely accepted format of the game for new players up to the age
keen to play more often and are less likely to drop out of the game. of eight or nine. The rules and regulations of Rooball vary in terms of
field size and goal size, as does the age at which players progress to
Parents who are new to the game are likely to be more comfortable
11-a-side football. At the age of nine or ten, the general trend is for these
playing the role of ‘game leader’ or ‘supervisor’  of teams playing Optus
players to then move to 11-a-side football on a full-size field, where they
Small-Sided Football. Given that children playing at this age do not need
compete against other clubs in the local area.
to be ‘coached’, and by extension, these adults don’t need to have a great
understanding of the game to be able to carry out this role effectively, There has also been an inconsistent approach in terms of the philosophy
finding parents to volunteer for these roles should become significantly of football at this age, with the emphasis or otherwise on competition,
easier. winning, points tables, finals and the like, with variations depending
upon the particular state or territory and/or association. Whether play-
Optus Small-Sided Football also makes more efficient use of facilities,
ers compete and/or play against other clubs or within their own club is
given there can be multiple games on one standard-size field. Impor-
generally decided on a local basis.
tantly, a significant amount of research has been conducted in countries
where small-sided football is prevalent (including Australia), which For more information on small-sided games, go to:
overwhelmingly highlights benefits such as more touches and greater http://www.smallsidedfootball.com.au/pdfs/handbook.pdf
9 participation, as well as more enjoyment for the children. 91
0
 LAWS OF OPTUS SMALL-SIDED FOOTBALL 2010 Method of scoring
(UNDER 6S & 7S) A goal is scored when the whole ball crosses the line. When goalposts
are not available and cones are used for goals, a goal is scored when the
The field of play ball passes between the cones without touching them, below shoulder
height of the player.
30 m × 20 m

Start of play and re-start after a goal

Goal size
Pass forward to a teammate from the middle of the halfway line. All play-
Minimum 1.50 m wide × 0.90 m high
ers must be in their own half of the field of play. Opponents must be at
Maximum 2.00 m wide × 1.00 m high least 5 m away from the ball until it is in play.The ball must touch a team-
mate before a goal can be scored.
Penalty area
No penalty area Ball in and out of play
The ball is out of play when it has wholly crossed the goal line or the
The ball touchline on the ground or in the air, or when play has been stopped by
Size 3 the game leader.

The number of players Ball crossing the touchline

4v4 – no goalkeeper There is no throw-in. A player from the opposing team to the player who
touched the ball last before crossing the touchline will place the ball on
There is a maximum of two substitutes who may rotate during the entire the touchline and pass or dribble the ball into play. Opponents must be
game.The coach or parent is allowed to make the substitutions while the at least 5 m away from the ball until it is in play. The ball must touch a
ball is in play, but must wait until the substituted player has left the field. teammate before a goal can be scored.

Goalkeeper Ball crossing the goal line after touching the defending team last
The game leader, coaches and managers should continually discourage There is no corner kick. Regardless of which team touched the ball last,
children from stationing themselves in front of the goal. a player from the team whose goal line the ball has crossed will place the
ball anywhere along the goal line and pass or dribble the ball into play.
Duration of the game Opponents must retreat to the halfway line and can move once the ball
2 × 15 minutes (half-time break 5 minutes) is in play.The ball must touch a teammate before a goal can be scored.

This may be flexible depending on implementation format. 93

92
 Ball crossing the goal line after touching the attacking team last GAME LEADER RESOURCE 2010
Regardless of which team touched the ball last, a player from the team
whose goal line the ball has crossed will place the ball anywhere along The main role of the game leader is to keep the game moving fluently,
the goal line and pass or dribble the ball into play. Opponents must limit stoppages and assist players with all match re-starts. Most impor-
retreat to the halfway line and can move once the ball is in play.The ball tantly, they must make every effort to create an environment which
must touch a teammate before a goal can be scored. ensures that all players have fun and have maximum involvement.This
person can be a club official, parent, older child/player or beginning
Offside referee.

No offside
THE BASIC LAWS AND PLAYING CONDITIONS
Fouls and misconduct
Indirect free kicks are awarded for all acts of handball or fouls and mis- The number of players
conduct with opponents at least 5 m away from the ball. (An indirect free
4 players per side
kick is where a goal can be scored only if the ball subsequently touches
another player before it enters the goal.)
Field size
Most acts of handball or fouls and misconduct at this level are caused by 30 m × 20 m
a lack of coordination, with no intent. In this case, try to give the advan-
tage to the attacking team and continue play. If you decide a deliberate Goalkeepers
or serious act of handball, foul or misconduct has occurred, explain to
No goalkeepers
the child that they have done the wrong thing and that they should not do
this again.
Start of play and re-start after a goal
Pass forward to a teammate from the middle of the halfway line. All play-
ers must be in their own half of the field of play. Opponents must be at
least 5 m away from the ball until it is in play.The ball must touch a team-
mate before a goal can be scored.

Ball crossing the touchline

There is no throw-in. A player from the opposing team to the player who
touched the ball last before crossing the touchline will place the ball on
the touchline and pass or dribble the ball into play. Opponents must be
94 95
 at least 5 m away from the ball until it is in play. The ball must touch a  ensure team officials and parents create a safe, enjoyable
teammate before a goal can be scored. and positive playing environment for the children and do not
emphasise winning or losing
Ball crossing the goal line
 encourage children to be involved in all aspects of the game:
There is no corner kick. Regardless of which team touched the ball last, attacking and defending
a player from the team whose goal line the ball has crossed will place the
ball anywhere along the goal line and pass or dribble the ball into play.  understand that most acts of handball or fouls and misconduct
at this level are caused by a lack of coordination, with no intent.
Opponents must retreat to the halfway line and can move once the ball
If you decide a deliberate or serious act of handball or foul and
is in play.The ball must touch a teammate before a goal can be scored.
misconduct has occurred, explain to the child that they have
done the wrong thing and that they should not do this again
Offside
No offside  let the game flow and give instruction to all players on the run
where you can
Fouls and misconduct  praise and encourage both teams
Indirect free kicks are awarded for all acts of handball or fouls and mis-
 be enthusiastic, consistent and approachable
conduct with opponents at least 5 m away from the ball. (An indirect free
kick is where a goal can be scored only if the ball subsequently touches
The child me – be flexiblle and patieentt.
dr e n are l e arning t he gam
another player before it enters the goal.)

The game leader should:

 encourage all children to have fun

 encourage different children to take re-starts

 ensure the correct number of players are on the field

 discourage players from over-guarding the goal

 use a ‘Ready, Set, Go’  prompt to encourage quick decisions

when restarting play

 encourage children to dribble or pass ball into play from all

re-starts rather than a big kick

96 97
 OPTUS SMALL-SIDED FOOTBALL FORMATS FFA NATIONAL FOOTBALL CURRICULUM
PLAYING FORMAT UNDER 6S & 7S UNDER 8S & 9S UNDER 10S & 11S In 2009, FFA launched the National Football Curriculum to guide the
4v4 7v7 9v9
development of football in Australia.
NUMBERS
FIELD SIZE 30 m x 20 m ¼ full-size pitch ½ full-size pitch
Min. – 40 m x 30 m Min. – 60 m x 40 m
Purpose
Max. – 50 m x 40 m Max. – 70 m x 50 m
The Curriculum provides for a soundly based, consistent, coordinated
FIELD MARKINGS markers or line markers or line markers or line
markings markings markings
national Talent Development and Identification Program for football in
nil 5 m depth × 12 m 5 m depth × 12 m Australia that aims to achieve a major improvement in the quality and
PENALTY AREA
width width performance of Australia’s top players, coaches and teams.
GOAL SIZE min. 1.5 m × 0.90 m min. 2.5 m × 2.0 m min. 4.5 m × 2.0 m
max. 2.0 m × 1.00 m max. 3.0 m × 2.0 m max. 5.0 m × 2.0 m
goals, poles or goals, poles or goals, poles or
Objectives
GOAL TYPE
markers markers markers
 To produce the best players (gauged in terms of international
BALL SIZE size 3 size 3 size 4
competitiveness), primarily for:
GOALKEEPER no yes yes
➤ the Qantas Socceroos
PLAYING TIME 2 × 15 minute-halves 2 × 20 minute-halves 2 × 25 minute-halves
➤ the Hyundai A-League
HALF-TIME BREAK 5 minutes 5 minutes 7.5 minutes
➤ theWestfield Matildas
REFEREE Game Leader Instructing Referee Instructing Referee
➤ theWestfieldW-League
POINTS TABLE no no no

& FINALS  To produce a team that is consistently ranked in the top 20 in the men’s
FIFA ranking system by 2015 (and strive for a position in the top
10 by 2020) and a top 10 team in women’s football by 2012.

 To create a Talent Development and Identification Program that

achieves success for generations to come.

 To create a coach development system in Australia that produces

quality coaches who are able to bring the content of the Curriculum to
life to realise the targets.

98 99
  To create a youth development system in Australia that is fully Current status
operational nationwide by 2015 and renowned as one of the world’s A structured pathway is in place for the identification and development
best. of Australia’s elite players in the fourteen to nineteen years age group
 To organise the 2018 or 2022 men’s FIFAWorld Cup and compete at (men’s and women’s) 2.
the highest level, striving to win the tournament.
A uniform nationwide structure is to be put in place for the eight to four-
 To be a medal winner at the 2019 women’s FIFAWorld Cup and the teen years age group.
2020 Olympic Games.
The structure and technical content of this Talented Player Develop-
 To achieve what the FFA has determined: ment Program is provided by the National Curriculum. Implementation
must be nationwide.
➤ a set of principles that will guide action

➤ a national football philosophy and a detailed Curriculum

with specific content

Curriculum development
The key gaps in Australia’s current development of players and coaches
have been identified. The Curriculum has been developed to work
towards closing the gaps.The development has involved learning from
what is done elsewhere, and the consequent results.The Curriculum is
factually and analytically based (not a compilation of opinions!). The
FFA has consulted widely to ensure all relevant ideas and thinking are
considered.

The resulting Curriculum is an Australian solution.

A fundamental transformation of Australian football is needed to

achieve the objectives!

100 101
2
Refer to Achievements and Proposed Initiatives no. 5:Talented Player Pathway.
 AGE-GROUP GUIDELINES THE CURRICULUM (UNDER-6S AND 7S)
MAIN FOCUS AGE GROUP & TEAM GUIDELINES TIC EMPHASIS
COMPETITION Relevant
FORMAT General description training content Remarks
Learning to master U/6–U/7 No formation / tactics Getting a ‘TIC’  Very short concentration span  All sorts of FUN Links to:
the ball 4v4 consist of only very general for football
 Quickly distracted (they notice a
games involving ball  S2S (online
instructions mastering / running
‘little of a lot’) coaching
with the ball (if tool)
Learning to act with U/8–U/9 1–3–3 formation/basic tactical  They all want to have the ball (even
the ball purposefully 7v7 instructions/everyone plays
possible, each child
 Optus
all positions TIC take the ball from a teammate) with a ball)
Small-
 No ability yet for team play  All sorts of small Sided
Learning to play U/10–U/11 1–3–2–3 formation/limited  Not able to pass/make sided games, 1v1, Football
together purposefully 9v9 tactical instructions/talent for 2v2, 3v3 and 4v4 training
specific positions more clear TIC combinations (do not try to change
this!)  The various games DVD
(but still flexible)
 Able to understand very simple
should last no longer  Skills test
Learning the U/12–U/13 1–4–3–3 formation: Extending than 10 minutes
positions and basic 11v11 tactical instruction, rules
tasks in 11 v 11 explaining the positions and TIC  Able to understand very basic
and appeal to the
children’s fantasy
basic tasks
coaching like ‘stay inside the field’,
Learning how the U/14–U/15 1–4–3–3 formation: Choice/ ‘do not use your hands’, ‘go with the  No ‘queue’ exercises
basic tasks link 11v11 specialising for a positions ball to the goal’, etc.  No stretching
together + corresponding tactical TIC  Learning through trial and error  Number of sessions
instruction
Learning how to play U/16–U/17 1–4–3–3 formation: Extending
 The biggest challenge is per week: 2 (+ 1

as a team 11v11 development on one position TIC discovering how to control that game)
related to the team’s output Football rolling and bouncing ‘round thing’  Maximum duration
conditioning per training sessions
with their feet.
Performing/winning U/18–U/19 1–4–3–3 formation: Perfection = 45 minutes–1 hour
as a team 11v11 per position and as a team: TIC
result-oriented teamwork Football
conditioning
T :Technique I : Insight C : Communication

102 103
 FFA’S COMMUNITY COACHING PATHWAY FFA STATUTES
Over recent years, FFA has undertaken extensive research and consulta-
tion to develop national regulations to ensure all participants across the
STARTING POINT STARTING POINT STARTING POINT
country enjoy football on equal and fair terms.The introduction of a uni-
for coaches of for coaches of for coaches of form framework will also ensure that respect and protection is provided
8–11yr olds 12–15yr olds 16yr olds + for coaches, players and referees while assisting volunteers to administer
the game and removing some of the burden currently placed upon them.
The regulations will enable FFA to be in compliance with the various stat-
utes and regulations of FIFA, the world governing body for football.
JUNIOR FOOTBALL YOUTH FOOTBALL SENIOR FOOTBALL
LICENCE CERTIFICATE I CERTIFICATE I Football in this country will now be in line with the rest of the football
world and FIFA.
14 hour practical
7 hour practical 7 hour practical Coaches, together with all other members of official football in Aus-
course including course course
assessment tralia, are bound by the FFA Statutes, which specify the rules and
regulations for the administration of the playing, participating, coaching
and officiating of football within FFA’s jurisdiction.

YOUTH FOOTBALL SENIOR FOOTBALL These Statutes include the National Registration Regulations, National
CERTIFICATE II CERTIFICATE II Code of Conduct, National Spectator Code of Conduct, National Dis-
STARTING POINT ciplinary Regulations and National Grievance Resolution Regulations.
14 hour practical 14 hour practical They can be found at www.footballaustralia.com.au under the ‘Inside
for coaches of
6–7yr olds course course FFA’ section and ‘Statutes’.

GRASSROOTS
YOUTH FOOTBALL SENIOR FOOTBALL
FOOTBALL
LICENCE LICENCE
CERTIFICATE
20 min practical 20 min practical
3 hour practical
coaching coaching
course
assessment assessment

104 105
 ACKNOWLEDGEMENTS COACHING CONTACTS

Norm Boardman ORGANISATION TELEPHONE EMAIL ADDRESS & WEBSITE

Football Federation [email protected]

REFERENCES Australia
02 8020 4000
www.footballaustralia.com.au

 Junior Sport Briefing Papers, Australian Sports Commission, 2005 [email protected]

Capital Football 02 6260 4000
www.capitalfootball.com.au
 ‘Playing for Life’, Australian Sports Commission Resource Kit

 ‘ModernYouthTraining – Ages 5–12’, German Football Football Federation [email protected]

08 8941 2444
Federation (DFB) Northern Territory www.footballnt.com.au

 ‘L’Entrainement des Jeunes’, Football Federation Francaise

Football Federation [email protected]
(FFF) South Australia
08 8340 3088
www.ffsa.com.au

 Carlos Borzi, ‘Futbol Infantil; Entrenamiento Programado’,

Editorial Stadium, Argentina Football Federation [email protected]
03 6273 3299
Tasmania www.footballfedtas.com.au
 ‘Coaching Under-8s’, Royal Dutch Football Association
(KNVB)
Football Federation [email protected]
03 9474 1800
 Alfred Galustian and Charlie Cooke, ‘MakeYour Move’, Victoria www.footballfedvic.com.au

Coachwise Business Solutions

[email protected]
Football Queensland 07 6420 5866
www.footballqueensland.com.au

[email protected]
Football West 08 9422 6900
www.footballwest.com.au

Northern New South [email protected]

02 4964 8922
Wales Football www.northernnswfootball.com.au

Football New [email protected]

02 8814 4400
South Wales www.footballnsw.com.au

106 107
 FIFA ranking system, 99
INDEX FIFA World Cup, 100 J
fouls, 94, 96–7 Japan, 91
A D
Four-goal football, 82 Junior Football Licence, 104
A-League, 99 defending, 15
France, 91
advantage after foul, 94 Double trouble, 44–5
fun practices, 5–9, 39–51, 55–75, K
age-group guidelines, 102 Dribble tag, 50–1
103 KISS principle, 14
attacking, 15 Dribblers and collectors, 46–7
Korea, 91
G
B E
gameleader, 95, 96, 98 L
ball elite players, 101
games, 79 laws of small-sided games, 92–7
crossing goal line, 93, 94, 96 Empty it! Fill it!, 56–7
duration of, 92, 98 Line football, 81
crossing touchline, 93, 95 ending training session, 87
laws and conditions, 92–7
in and out of play, 93, 95–6 England, 91
set-ups and variations, 80–5, 98 M
size, 92, 98 enjoyment, 4–5, 9, 90, 96
Germany, 91 managing children’s behaviour,
Beehive, 72–3
goal size, 92, 98 10–12
behaviour management, 10–12 F
goalkeeper, 79, 92, 95, 98 Matildas, 99
Brazil, 91 ‘faking’, 39
goals, 66, 86, 93, 96 Me and my shadow, 42–3
Feather the nest, 60–1
Grassroots Football Certificate, misconduct, 10–12, 94, 96–7
C feedback, 87
5, 104
Catch the tails, 48–9 field markings, 98
Greenwood, Ron, 14 N
coach development system, 99 field size, 92, 95, 98
National Code of Conduct, 105
coaches, 1, 5, 104 finals, 98
H National Disciplinary Regulations,
coaching tools, 6–9, 13–14 fitness, 90
half-time break, 98 105
Colour code, 68–9 FFA National Football Curriculum,
handball, 94, 96, 97 National Grievance Resolution
conditioning, 102 99–105
homework, 87 Regulations, 105
cone placement for training area, age-group guidelines, 102
Hyundai A-League, 99 National Registration Regulations,
18–23 current status, 101
105
corner kick, 93, 96 development, 100
I National Spectator Code of
Cruyff, Johann, 5 objectives, 99
indirect free kick, 94, 96 Conduct, 105
curriculum see FFA National under-6s and 7s, 103
individual development, 4 Netherlands,The, 91
Football Curriculum FFA Statutes, 105
instructions, 8, 13 number of players, 92, 95, 96, 98
FFA’s community coaching
Ireland, 91
108 pathway, 104 109
 training , 16–23 W
O Rooball, 91
basic set-up, 17–23 warming up, 26
offside, 94, 96 Round ’em up, 64–5
beginning, 25–51 Wein, Horst, 89
Olympic Games, 100 Rousseau, Jean J., 55
end,77–87 Westfield Matildas, 99
one-on-one mini-games, 66–7 rules see laws of small-sided
middle, 53–75 Westfield W-League, 99
Optus Small-Sided Football, 17, 79, games
tips, 13–14 winning, 4, 9, 97
89–103
timeline, 88 women’s football, 99, 101
formats, 98 S
World Cup see FIFA World Cup
laws, 92–7 safety, 66
U wrapping up training, 87, 88
organisational coaching skills, 7–9 scoring, 86, 93
under-6s and 7s curriculum, 103
Scotland, 91
USA, 91 Y
P Senior Football Certificate, 104
youth development system,
Pairs through the gates, 62–3 Senior Football Licence, 104
V 100, 101
parents, 1, 87, 90, 95 sense of humour, 6
varying activities, 8 Youth Football Certificate, 104
Pass and move, 70–1 setting up,13, 17–23
volunteers, 1, 90, 105 Youth Football Licence, 104
Pass to score game, 84–5 Short and wide game, 83
passing, 70, 84 Simon says, 74–5
patience, 7 small-sided games see Optus
penalty area, 92, 98 Small-Sided Football
personal achievement, 4 Socceroos, 99
personal coaching skills, 6–7 start of play, 93, 95
planning training sessions, 7, 13, Stick-in-the-mud, 40–1
16–23, 88 street football, 3
points table, 98
praise, 7, 10, 79, 87, 97 T
tagging games, 39–51
Q Talent Development and
Qantas Socceroos, 99 Identification Program, 90, 99
team picking, 14
R TIC emphasis, 102
referee, 98 ‘time out’, 12, 14
relays, 27–37 timeline for training session, 88
re-start after goal, 93, 95, 96 Three-on-three training game, 80
110 Robin Hood, 58–9 throw-in, 93, 95 111
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