U . S .

S O C C E R F E D E R A T I O N

PLAYER DEVELOPMENT
FRAMEWORK
AGE GROUP LEARNING PLANS

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U.S. Soccer Player Development Framework Slide #1
 U . S . S O C C E R F E D E R A T I O N

PLAYER DEVELOPMENT
FRAMEWORK
STAGES OF DEVELOPMENT

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U.S. Soccer Player Development Framework Slide #2
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

STAGES OF DEVELOPMENT

INTRODUCTION

Children progress through various stages of growth and development. At any stage, social, emotional, physical and cognitive characteristics
affect the players’ soccer experience and the learning process.

It is important for coaches to understand how children grow and develop by looking at growth and development through these different lenses
in order to promote holistic child development.

Coaches must be able to create a player-centered, developmentally appropriate learning environment. A learning plan must first take the
players’ developmental needs as a starting point in order to help them become confident learners.

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U.S. Soccer Player Development Framework Slide #3
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

STAGES OF DEVELOPMENT

INTRODUCTION

Children progress through various stages of development:

INFANCY CHILDHOOD ADOLESCENCE ADULTHOOD

Substages exist

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U.S. Soccer Player Development Framework Slide #4
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

STAGES OF DEVELOPMENT

AT EACH STAGE OF DEVELOPMENT

A CHILD IS LEARNING IN SEVERAL AREAS AT THE SAME TIME

SOCIAL EMOTIONAL LANGUAGE COGNITIVE PHYSICAL

DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT

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U.S. Soccer Player Development Framework Slide #5
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

STAGES OF DEVELOPMENT

AREAS OF DEVELOPMENT: SOCIAL DEVELOPMENT

• The ability to build relationships

• The process of gaining knowledge and skills needed to interact successfully with
others

SOCIAL EMOTIONAL LANGUAGE COGNITIVE PHYSICAL

DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT

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U.S. Soccer Player Development Framework Slide #6
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

STAGES OF DEVELOPMENT

AREAS OF DEVELOPMENT: EMOTIONAL DEVELOPMENT

• The ability to master feelings and emotional responses to events

• The process of gaining knowledge and skills for self-reflection, self-awareness, self-
management, and self-development

SOCIAL EMOTIONAL LANGUAGE COGNITIVE PHYSICAL

DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT

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U.S. Soccer Player Development Framework Slide #7
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

STAGES OF DEVELOPMENT

AREAS OF DEVELOPMENT: LANGUAGE DEVELOPMENT

• The ability to understand language

• The ability to verbally express yourself

SOCIAL EMOTIONAL LANGUAGE COGNITIVE PHYSICAL

DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT

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U.S. Soccer Player Development Framework Slide #8
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

STAGES OF DEVELOPMENT

AREAS OF DEVELOPMENT: COGNITIVE DEVELOPMENT

• The ability to think and learn

• The ability to identify and solve problems (decision-making)

• How a player perceives and gains understanding

• Conceptualization
• Perception
• Information processing

SOCIAL EMOTIONAL LANGUAGE COGNITIVE PHYSICAL

DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT

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U.S. Soccer Player Development Framework Slide #9
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

STAGES OF DEVELOPMENT

AREAS OF DEVELOPMENT: PHYSICAL (BIOLOGICAL) DEVELOPMENT

• The physical maturity of the body, the changes in size and shape, physical abilities and
coordination (CNS)

- Gross motor skill development: the child’s ability to use large muscles

- Fine motor skill development: the child’s ability to use small muscles

SOCIAL EMOTIONAL LANGUAGE COGNITIVE PHYSICAL

DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT DEVELOPMENT

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U.S. Soccer Player Development Framework Slide #10
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

STAGES OF DEVELOPMENT

DEVELOPMENT IS INDIVIDUAL
Although children all progress through the same stages of development, their individual
development is influenced by various factors, such as:
• Biological factors: gender, genes, …

• Psychological factors: levels of stress, motivation, ….

• Cultural/Educational/Social Factors: Culture, parents, friends, …

• ….

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U.S. Soccer Player Development Framework Slide #11
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

STAGES OF DEVELOPMENT

WHO IS IN FRONT OF US?

A PLAYER-CENTERED APPROACH TO PLAYING THE GAME
CHILD DEVELOPMENT AS STARTING POINT TO CREATE THE SOCCER ENVIRONMENT

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U.S. Soccer Player Development Framework Slide #12
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

STAGES OF DEVELOPMENT

CHILD DEVELOPMENT GUIDES OUR DECISIONS IN PLAYER DEVELPOMENT

ADJUST THE LEARNING ENVIRONMENT & THE LEARNING PROCESS TO THE PLAYERS’ NEEDS

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U.S. Soccer Player Development Framework Slide #13
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

STAGES OF DEVELOPMENT

WHO ARE THE PLAYERS?

HOW ARE THEY AFFECTED BY THE WORLD AROUND THEM?
WHAT ARE THEY ABLE TO UNDERSTAND?
WHAT ARE THEY ABLE TO LEARN?
WHAT TASKS CAN THEY EXECUTE?
STRIVE TO UNDERSTAND WHO THE PLAYERS ARE AND WHAT THEY NEED

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U.S. Soccer Player Development Framework Slide #14
 DEVELOPMENTAL STAGES
B-U5 B-U6 B-U7 B-U8 B-U9 B-U10 B-U11 B-U12 B-U13 B-U14 B-U15 B-U16 B-U17 B-U18
G-U5 G-U6 G-U7 G-U8 G-U9 G-U10 G-U11 G-U12 G-U13 G-U14 G-U15 G-U16 G-U17 G-U18

AGE SOCIAL CHARACTERISTICS EMOTIONAL CHARACTERISTICS LANGUAGE CHARACTERISTICS COGNITIVE CHARACTERISTICS PHYSICAL CHARACTERISTICS

• Are self-centered & egocentric • Emotions are linked to desires (likes & dislikes) • Basic vocabulary - easy words • Can name some colors and some numbers • Rapid growth is steadily declining
(see the world from their point of view) • Take all feedback personally • Can understand basic analogies “hop like a and recognize basic shapes • Develop fundamental movement skills
• Start to develop friendships: • Act out emotions physically bunny rabbit” • Are quickly distracted (locomotion, object manipulation, and
- Like to see themselves as a friend • Behavior and expressions of emotions may be • Beginning to use symbols to develop language • Have a short attention span stability)
• Enjoy play and to be with other children (learning ‘over the top’ • Define objects by how they use it “jumpaline” = • Can only perform one task at a time • Have the capacity to tumble, spin, and roll
U5 to cooperate, but still selfish) • Enjoy attention trampoline • Learn new concepts through experience, helping their brain develop the ability to keep
• Look for security (parent/guardian watching) • Communicates best within a small group discovery, and repetition track of the body's orientation (determining
• Ask many questions which way is up and which way is down) so
• Life is dominated by fantasy/readily engage in they may fall down easily
fantasy play • No concept of pace or understanding of the
• Are visual learners concept of fatigue (they play at full speed)
• Are less self-centered & egocentric than the • Enjoy activity and movement, have fun • Vocabulary is increasing • Start to understand the basics of time, space • Growth rate becomes more steady
previous stage: (which is primary reason for participation) • Understand more than they can verbalize and direction • During the prepubertal years, males and
- can listen while others are speaking • Vulnerable to corrective and negative feedback • Range and ability to respond to simple guided • Eager to learn and learn rapidly females will follow similar rates of
- are more willing to take turns and share • Eager for positive support and praise questions is increasing rapidly • Beginning to use basic logic and reason development in growth and maturation
• Play in ways that include fantasy and imagination • Increased emotional control (learning rules and expected behavior) • Continuing the development of
• Can play with others to achieve a common goal • Become slightly more aware of • Still have a short attention span (but can hold fundamental movement skills through
• Begin to identify with their own team other people's feelings focus longer than the previous stage) dynamic balance (standing and hopping on one
U6 • Identify with older children (most likely siblings) • Have difficulty “thinking backward” or foot) and coordinated movement (running
• Are impulsive: sometimes cooperative, imagining how to reverse the steps in a task becomes more fluid)
sometimes demanding • Perception is focused locally and on what is • Increased reaction speed
• Develop friendship: immediately in front of them (have a ‘here and • Strength, speed, power, endurance, and
- are aware of gender / teams /groups now’ perspective) coordination will develop at similar rates for
- wants to be liked: compare self to others both sexes throughout childhood
- want to please friends
- imitate friends’ and coach behavior
• Start to show more independence from parents • Increased self-awareness (ego) • Language becomes more mature and complex • Continuing to develop the concept of time & • Steady growth from age 6 to the onset of the
& coaches • Self-confidence and self-esteem are fragile (e.g. use metaphors) space relationship adolescent growth spurt (avg. 5 cm or 2 inches
• Place more importance/value on friendship and • Extremely sensitive to opinions of others • Able to have conversations and fit language to • Can count & understand the concept of per year)
enjoy being a part of groups • Can be very self-critical the situation scoring • Continued development of both fine and gross
U7 • Begin to develop a sense of loyalty to groups, • Can be jealous of others • Can understand how to use a word (concept) • Able to focus for a longer periods and use their motor movements
enjoy belonging, and having a best friend • Have difficulty in understanding the impact of by being told the definition cognitive abilities for a specific purpose • Increasing ability to optimize movement in all
• Able to work with and help other players their actions and behaviors on others • Understand words have multiple meanings • Can direct attention to a variety of stimuli directions (agility)
• Begin to understand social norms and team rules • Can better articulate questions (multiple things at once) • Higher ability to coordinate full body
• More conscious of fair play and respect for • Able to articulate their emotions and express • Beginning to think logically and understand movements
others themselves cause and effect to be able to problem solve • Greater ability to develop rhythmic movement
• Become opinionated and learn to voice opinions • Can begin to respond to low-order questions • Beginning to categorize knowledge (things are • Improved ability to recognize and respond
similar or different) quickly to sensory (visual, auditory, tactile)
• Able to connect present to past and future, but stimuli
still have a short-term view on potential • Continued development of endurance
U8 consequences
• Can plan and carryout basic projects with adult
support. Becoming more self-directed in
activities
• Learn from each other
U.S. Soccer Player Development Framework Slide #15
 DEVELOPMENTAL STAGES
B-U5 B-U6 B-U7 B-U8 B-U9 B-U10 B-U11 B-U12 B-U13 B-U14 B-U15 B-U16 B-U17 B-U18
G-U5 G-U6 G-U7 G-U8 G-U9 G-U10 G-U11 G-U12 G-U13 G-U14 G-U15 G-U16 G-U17 G-U18

AGE SOCIAL CHARACTERISTICS EMOTIONAL CHARACTERISTICS LANGUAGE CHARACTERISTICS COGNITIVE CHARACTERISTICS PHYSICAL CHARACTERISTICS

• Value relationships have stronger desire to • Self-consciousness is increasing, which • Language is evolving - the conversation can be • Beginning to develop enhanced self-regulation • Slow, steady growth (no huge changes)
belong impacts feelings more abstract (e.g., sportsmanship, fairness, (e.g., planning and goalsetting) • Coordination continues to improve (fluid
• Social world expands beyond family • Beginning to develop/establish a clear identity etc.) • Improving memory and ability to problem solve movements)
• Self-awareness improves can have a desire for or sense of self-worth • Like to talk; use language to express • Can sustain focus and pay attention for a • Improved coordination of fine motors skills
U9 privacy which can lead to selfishness • Self-concept can change from activity to feelings/tell stories longer time period than previous stage (skill refinement)
• Are developing an increased awareness of self- activity (leads to a range of emotions) • Ask many questions and want thoughtful • Improving ability to collectively brainstorm for • Vision improves leading to increased spatial
respect and respect for others • Compare performance with that of their peers answers solutions and co-create strategies (better awareness (my body in space and time) as well
• Have a desire to adhere strictly to rules and be which can lead to becoming more competitive able to understand and appreciate different as a growing ability to track moving
fair which can lead to conflict • Sensitive to the feelings or impressions of opinions) objects/people
• May act unreasonable or rude when things don’t others • Start to link practice and effort to • Have a high activity level (energy)
go as planned but can recognize behavior within • Have a strong sense of justice and fairness and performance (they see the benefit of practice) • Individual variability (differences) begins to
themselves and others (need support to deal w internalize anything that is unjust or unfair/take • Can engage in group play on their own which occur for some females (U10)
conflict) it personal leads to cooperative learning
• Are willing to take on more responsibility • Can stand up for themselves and control • Learning occurs through self-discovery and
• Driven to be competitive when playing games emotional response most of the time, however self expression (improved self-direction)
U10 they still experience volatile emotions and • Are curious and have broad interests
moods • Beginning to respond better to some routines
• Use humor without a filter and structure

• Transitioning from a ’safe’ and predictable social • Anxious about growing up, are learning to • Eager to learn. • Growth rate begins to increase due to the
environment to a new and unpredictable one handle emotions such as fear, frustration, and • Active listening increases and can better onset of the adolescent growth spurt and the
(elementary school to middle school) rejection and can struggle in restraining their understand different points of view beginning of puberty for some (early maturing
• Begin growing desire to assert individuality and strong emotions • Beginning to use more logic and also thinking individuals)
independence (in relation to their parents) • Can change emotions quickly- may be overly in abstract terms; can address hypothetical • Because of increased growth rate and
• Very loyal to peer group and are influenced by sensitive and dramatic. Joy, irritation, euphoria situations maturation, players can be more susceptible to
U11 them (judgement) and anger alternate at a rapid pace and are • Still willing to use imagination and creativity. injury (overuse vs. acute injury)
• Are self-conscious of their abilities and sensitive much more extreme than with adults. • Can sequence thoughts and actions; • Increased physical development through the
to what others think of them • Beginning to gain experiences which give them improving ability to perform more complex interaction of exercise and maturation
• Can be critical of peers and adults insight into the fact that someone can have a tasks (within that sequence). Also enjoy (physical qualities like speed/strength improve
• Enjoy more peer dominated group discussions different opinion. (empathy is not yet problem solving and rule-based games. because of the interaction between both
• Struggle to understand intentions of others developed) • Still have difficulty making choices because physical growth and the training environment)
• Become vulnerable to peer pressure because they don’t recognize all the different options • Bigger differences begin to emerge
they are sensitive to the feelings or available, and this can impact their • Females enter adolescence and may begin to
impressions of others perceptions of consequences exhibit early signs of puberty (beginning of
• Don’t accept authority blindly • Self-regulation skills are still developing (can adolescent growth spurt for early maturing
• Females may exhibit more emotional maturity act impulsively), so complex behaviors like individuals developing both primary and
due to the onset of adolescence and beginning independently organizing difficult tasks and secondary sexual characteristics)
of puberty acting in a systematic way can be challenging
U12

U.S. Soccer Player Development Framework Slide #16

 DEVELOPMENTAL STAGES
B-U5 B-U6 B-U7 B-U8 B-U9 B-U10 B-U11 B-U12 B-U13 B-U14 B-U15 B-U16 B-U17 B-U18
G-U5 G-U6 G-U7 G-U8 G-U9 G-U10 G-U11 G-U12 G-U13 G-U14 G-U15 G-U16 G-U17 G-U18
AGE SOCIAL CHARACTERISTICS EMOTIONAL CHARACTERISTICS COGNITIVE CHARACTERISTICS PHYSICAL CHARACTERISTICS
• Transitioning to a new, unknown social environment • Sensitive about their appearance • They can form abstractions and generalizations that apply • Rapid growth leads to increases in height, weight, and visible
(middle school to high school at U14) • May exhibit strong mood swings (struggle with impulse across different situations (i.e., justice, equality, etc.) physical changes (increase in muscles mass and body fat)
• Start asserting individuality and establishing their own control and lack emotional maturity) • Can use their own reasoning to move beyond the • Will have different rates of neuromuscular strength, height,
identity which may lead to conflict with authority; may be • Focused on direct satisfaction of one’s needs and are information given and form conclusions and their own and weight changes
U13 critical of parents and other authority figures opportunistic. They are still impulsive and can often react opinions (not everything is accepted unthinkingly) • May exhibit adolescent awkwardness as a result of rapid
• Unsure about their place in society and are heavily too quickly because they don’t see all consequences • Begin to be mature enough to take responsibility for their changes (injury rates tend to increase during this stage due
dependent on a peer group/best friend • May feel anxious or sad and sometimes worried because own commitment level to physical changes-ankle sprains, tendonitis, patellofemoral
• Can experience conflict between the need to be an they are not able to see all the potential outcomes • Can plan ahead and organize tasks with little to no guidance pain, pain at tendon insertions-Osgood-Schlatters, and
individual while also fitting in with the group • Vulnerable to peer pressure from adults Sever’s Disease)
• In addition to being influenced by friends, are also • May feel embarrassed if parents are around them in social • They can start to pursue gaining expert knowledge in some • In general, early maturing females who have began the
influenced by pop culture, sports culture, and social media settings domains inside or outside school, and began to develop an adolescent growth spurt have been on a slow, steady growth
• Males may be more concerned about play/game and • May begin to be more aware of physical changes and identity around that domain (i.e., ‘the artist’, ‘the midfielder’, spurt compared to early maturing males who may experience
females may be more concerned about the social sexuality particularly in comparison to their peers (early vs. etc.) a much more accelerated growth spurt
interaction late maturing individuals) • Have sense of respect for their sport and can begin to make • The culmination of physical changes plus the start of
U14 • Males may show more assertiveness and may exhibit an • Females may exhibit more fear of exclusion (bullying/social commitments (either in performance or participation) menstrual cycle predisposes females to injuries
inner urge to measure and compare oneself to others media impact) • Due to hormone changes caused by the menstrual cycle,
• Females may be a little bit more ahead and more mature in • Incidents of depression increases after puberty. Females females may experience increased joint laxity (looseness)
their behavior (more disciplined, less impulsive) show higher rates than males • Females may show Increased hip width
• Females may often underestimate their own abilities • Females may exhibit a reliance on quad landing strategies

• Are more comfortable navigating within their social • Still have strong emotions and quick mood swings but are • Pre-frontal cortex continues to develop executive • Continue to experience effects of rapid growth, increases in
setting (school) while still learning to adapt and conform better equipped to recognize and control them functioning: height and weight, as well as increases in muscle mass and
to rules of the peer group • Begin to question who they are and what they should do with • Develop coordination of attention with memory and body fat
• Develop a stronger sense of self and rely less on the their lives. Frequently ask the question “Why?” and this will the control of behavioral responses and abstract • Essential to monitor body alignment (i.e., ankles, knees, hips,
opinions of others (older teens resist peer pressure better challenge self-regulation skills thought shoulders, and vertebrae), muscle balance (triceps and
U15 than younger teens) • Can handle constructive/unsolicited feedback • Develop deeper moral reasoning and think about biceps, quadriceps and hamstrings), and flexibility
• Although still strongly influenced by peers they continue to • Can develop emotional skills to resist social pressure, the meaning of life • May have increased hormone levels as their bodies are now
be more assertive and separate themselves from however their emotions may be susceptible to • Still a little bit self-centered because they have not naturally producing testosterone & estrogen
parents/guardians/authority figures. They start to form reactions/interactions made in the digital world/social media yet fully learned to correctly assess the intentions -These hormones impact training responses in physical
their own opinion on important topics • Start to develop empathy. Are more open to the fact that of others qualities, such as strength, power, speed and endurance
• May struggle with authority figures and boundaries than others can also have their own intentions and emotions, • May hold a belief that their experiences are unique • With these changes in the body the female movement
have been set by adults. Parents are often viewed as however, they cannot always interpret them correctly and different from those of everyone else competencies change and can lead to injury (especially in the
interfering with a teen’s independence. • Emotional value of contact with peers increases and they • Have a greater capacity for setting goals than previous knee, hip and ankle joints)
• Compare/measure self to others and might be pre- may become emotionally attached to a romantic interest stages. Become better at everyday planning and decision • Height increases continue in males (beginning to reach their
occupied with personal appearance • Extremely sensitive for rewards and can be focused on new making, especially concerning practice and competition peak in physical growth), whereas females are usually finished
• Develop individual relationships and can exhibit more sensations (leads to risky behavior) • They are learning to deal with abstract tasks like growing and may add some weight
interest in intimacy/romantic relationships • May have emotional side effects brought on by puberty anticipating long-term events/decisions and judging • As muscle mass increases in males, so does body satisfaction.
• Proving oneself is an enormous motivation for players at including emotional fragility, insensitivity, unreasonable potential consequences However, many teenage girls become dissatisfied with their
this age (especially males). same in U17 behavior and bad moods occur in both males and females • Lack ability to fully make complex decisions with several bodies and weight due to the increase in body fat. Some teens
U16 • May show a fanatical attitude that often creates conflict alternatives which can lead to making more impulsive and may even resort to eating disorders to feel better about their
with teammates and opponents (especially males) same dangerous decisions than adults bodies
in U17 • Evolving hormone systems (including stress hormones)
can have a major effect on the brain and behavior
• Dealing with more factors that can affect concentration
such as spectators, opponent interactions, and pressure to
perform on demand. Negative self-talk can disrupt
concentration U.S. Soccer Player Development Framework Slide #17
 DEVELOPMENTAL STAGES
B-U5 B-U6 B-U7 B-U8 B-U9 B-U10 B-U11 B-U12 B-U13 B-U14 B-U15 B-U16 B-U17 B-U18
G-U5 G-U6 G-U7 G-U8 G-U9 G-U10 G-U11 G-U12 G-U13 G-U14 G-U15 G-U16 G-U17 G-U18
AGE SOCIAL CHARACTERISTICS EMOTIONAL CHARACTERISTICS COGNITIVE CHARACTERISTICS PHYSICAL CHARACTERISTICS
• The relationship with parents continues to change as they grow • Can begin to apply logic to emotional situations or challenges. • They have better planning and control skills for more complex • Large changes in the body continue to occur
more independent and autonomous. Conflict can decrease as the This means that the way they approach and solve practical tasks and have a good understanding of their individual goals • Muscles are still adapting; this change causes emerging adults
relationship becomes more equal by having a balance between problems in this stage differs from early adolescence where it and how to approach them to learn how to move their developing body (can experience
independence and connection (they can also engage in more was more emotional • Can make more complex choices, especially for mid-term and another phase of awkward movement)
intellectual conversations with parents/adults) • Emotional Intelligence (EI) continues to improve; they are long- term type decisions (still not as good as adults) • Females have typically completed full physical development by
• Society is becoming more complex, and they are still exploring better at recognizing their own feelings and desires, can • Emerging adults think in different ways than do early-stage 15 or 16 years old while some males (late maturing individuals)
and developing their identity and personality process emotional information, and use it appropriately in adolescents concerning their ability to take different points of are now beginning or reaching their peak and/or are close to
• Begin going through different “rites of passage” marker events social contexts view finishing their physical growth
U17 like getting a driver’s license, school-related social events, • May now have more emotional agility/stability and be more in • Begin to move from the thinking process of “I’m right because • 12-18 months after the PHV/growth spurt, physical
graduating high school, turning “18” years old, and gaining the balance with themselves and with the (social) environment I’ve experienced it” to thinking, “I’m not sure who’s right development shows an increase in muscle mass and a
right to vote • Empathy improves their sense of responsibility, and they are because your experience is different from mine.” normalization of body proportions
• Emerging adults engage in more risky behaviors than do any now more capable of assessing and understanding the • Problems and situations that seemed fairly straight forward • Hormones like testosterone and estrogen impact training
other age group of adults. Examples can include thinking they are intentions of others; they can better recognize complex in early adolescence appear more complicated to emerging responses in physical qualities, such as strength, power, speed
invincible regarding risky behaviors like vaping, drinking alcohol, emotions of others adults; the “right thing to do” is much tougher to figure out and endurance.
and being sexually active • Emotions can be impacted by stress of the rites of passage • Rules and norms are viewed as relative to them, not absolute -With these changes in the body the movement competencies
• Can better resist social pressure and emotional influences (graduating/beginning work/leaving for college) (ex. “I am able to text and drive but others should not”) change and can lead to injury
because they can make their own choices • Still fond of excitement and sensation; seek out new and • Have an increased capacity for self-reflection and because of • As muscle mass and height increases in males, so does body
• Friendships are now more diverse, more intense and of longer challenging situations. Often seek out instant gratification and this can be more self-aware (insight into their strengths and satisfaction. However, many teenage females become
duration as they tend to relate more to individual peers rather may struggle with impulse control weaknesses) dissatisfied with their bodies and weight due to the increase in
than groups • Begin taking more ownership and responsibility in their own body fat. Some teens may even resort to eating disorders to
development and understanding how that impacts their feel better about their bodies same in U15/U16
thinking on how they fit in the world • Menstrual cycle impacts individuals differently (physically,
• Can use feedback in a better way than previous stages and are socially, and emotionally)
capable to assess the validity of feedback based on prior
experiences

U18

U.S. Soccer Player Development Framework Slide #18

 U.S. SOCCER FEDERATION - TECHNICAL PLAN

STAGES OF DEVELOPMENT

PLAN FOR LEARNING

WHAT WILL PROMOTE APPROPRIATE DEVELOPMENT?
WHAT DO WE TEACH?
HOW DO WE TEACH?

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U.S. Soccer Player Development Framework Slide #19
 DEVELOPMENTAL STAGE: EARLY CHILDHOOD

B-U5 B-U6 B-U7 B-U8 B-U9 B-U10 B-U11 B-U12 B-U13 B-U14 B-U15 B-U16 B-U17 B-U18

G-U5 G-U6 G-U7 G-U8 G-U9 G-U10 G-U11 G-U12 G-U13 G-U14 G-U15 G-U16 G-U17 G-U18

Game Model: 4v4

•
SOCIAL CHARACTERISTICS
Are self-centered & egocentric •
EMOTIONAL CHARACTERISTICS
Emotions are linked to desires (likes & dislikes) •
LANGUAGE CHARACTERISTICS
Basic vocabulary - easy words •
COGNITIVE CHARACTERISTICS
Can name some colors and some numbers and •
PHYSICAL CHARACTERISTICS
Rapid growth is steadily declining
(see the world from their point of view) • Take all feedback personally • Can understand basic analogies “hop like a bunny rabbit” recognize basic shapes • Develop fundamental movement skills (locomotion,
• Start to develop friendships: • Act out emotions physically • Beginning to use symbols to develop language • Are quickly distracted object manipulation, and stability)
- Like to see themselves as a friend • Behavior and expressions of emotions may be ‘over the • Define objects by how they use it “jumpaline” = • Have a short attention span • Have the capacity to tumble, spin, and roll helping their
• Enjoy play and to be with other children (learning to top’ trampoline • Can only perform one task at a time brain develop the ability to keep track of the body's
U5 cooperate, but still selfish) • Enjoy attention • Communicate best within a small group • Learn new concepts through experience, discovery, and orientation (determining which way is up and which way
• Look for security (parent/guardian watching) repetition is down) so they may fall down easily
• Ask many questions • No concept of pace or understanding of the concept of
• Life is dominated by fantasy/readily engage in fantasy fatigue (they play at full speed)
play
• Are visual learners

DISCOVERY PHASE I

MOVEMENT EXPLORATION AND BALL DISCOVERY

GOALS
• Players discover (explore/experiment) fundamental movement skills (ME AND MY MOVEMENT SKILLS)
• Players discover (explore/experiment) how to manipulate a ball with both hands and feet (ME AND MY BALL)
• Players are introduced to parallel and associative play (ME AND MY FRIENDS)
LEARNING ENVIRONMENT: OBJECTIVES

• To explore and develop fundamental movement skills (walking and running, pulling and pushing, bending and twisting, skipping, hopping, leaping, catching and throwing, lifting and carrying, jumping and landing, kicking and dribbling, etc.)
• To explore different ways to manipulate the ball: playing with a ball becomes more fun as children develop the abilities to kick, throw, and catch more accurately during this stage
-with the hands: eye-hand coordination
-with the feet: eye-foot coordination

LEARNING ENVIRONMENT: ACTIVITIES

• Basic games that involve fundamental movement skills

• Activities are mostly formed around PLAY with the ball (one player - one ball)
-no specific team tactical goals for the training sessions
• Focus on a spontaneous experience and FUN IN GAMES (learning through unstructured play)
• A variety of inclusionary small sided games (1v1) and activities that allow for players’ choice
• Focus on age-appropriate foundational movement skills
• Short activities focus on maximal speed and simple but challenging tasks

LEARNING ENVIRONMENT: COACHING

• Be well-organized (structure and routine) but also adaptable and flexible (games and choice)
• Be enthusiastic, animated and FUN
• Be very patient
• Facilitate and guide
-avoid overly prescriptive coaching
-use multiple brief intervals and breaks
-use very short interactions with simple feedback
• Provide positive and specific praise using the language of the child
U.S. Soccer Player Development Framework Slide #20
 DEVELOPMENTAL STAGE: EARLY CHILDHOOD
B-U5 B-U6 B-U7 B-U8 B-U9 B-U10 B-U11 B-U12 B-U13 B-U14 B-U15 B-U16 B-U17 B-U18
G-U5 G-U6 G-U7 G-U8 G-U9 G-U10 G-U11 G-U12 G-U13 G-U14 G-U15 G-U16 G-U17 G-U18
SOCIAL CHARACTERISTICS EMOTIONAL CHARACTERISTICS LANGUAGE CHARACTERISTICS COGNITIVE CHARACTERISTICS PHYSICAL CHARACTERISTICS

Game Model: 4v4

• Are less self-centered & egocentric than the previous
stage:
- can listen while others are speaking
•

•
Enjoy activity and movement, have fun
(which is primary reason for participation)
Vulnerable to corrective and negative feedback
•
•
•
Vocabulary is increasing
Understand more than they can verbalize
Range and ability to respond to simple guided questions
•

•
Start to understand the basics of time, space and
direction
Eager to learn and learn rapidly
•
•
Growth rate becomes more steady
During the prepubertal years, males and females will
follow similar rates of development in growth and
- are more willing to take turns and share • Eager for positive support and praise is increasing rapidly • Beginning to use basic logic and reason (learning rules maturation
• Play in ways that include fantasy and imagination • Increased emotional control and expected behavior) • Continuing the development of fundamental movement
• Can play with others to achieve a common goal • Become slightly more aware of other people's feelings • Still have a short attention span (but can hold focus skills through dynamic balance (standing and hopping on
• one foot) and coordinated movement (running becomes
U6 •
Begin to identify with their own team
Identify with older children (most likely siblings) •
longer than the previous stage)
Have difficulty “thinking backward” or imagining how to more fluid)
• Are impulsive: sometimes cooperative, sometimes reverse the steps in a task • Increased reaction speed
demanding • Perception is focused locally and on what is immediately • Strength, speed, power, endurance, and coordination will
• Develop friendship: in front of them (have a ‘here and now’ perspective) develop at similar rates for both sexes throughout
- are aware of gender / teams /groups childhood
- wants to be liked: compare self to others
- want to please friends
- imitate friends’ and coach behavior
DISCOVERY PHASE II
DRIBBLING AND SHOOTING
GOALS
• Players develop fundamental movement skills (ME AND MY MOVEMENT SKILLS)
• Players develop eye-hand and eye-foot coordination (ME AND MY BALL)
• Players are introduced to fundamental soccer skills with the ball (ME AND MY BALL)
• Players are introduced to cooperative play without structured team play (ME AND MY TEAMMATE)
LEARNING ENVIRONMENT: OBJECTIVES
• To explore and develop fundamental movement skills (walking and running, pulling and pushing, bending and twisting, skipping, hopping, leaping, catching and throwing, lifting and carrying, jumping and landing, kicking and dribbling, etc.)
• To explore different ways to manipulate the ball:
- with the hands: eye-hand coordination
- with the feet: eye-foot coordination
• To explore dribbling, short passing and shooting
LEARNING ENVIRONMENT: ACTIVITIES
• Activities are mostly formed around PLAY with the ball (one player - one ball)
-utilize specific soccer goals for the training sessions (introduction of individual player actions)
• Focus on a spontaneous experience and fun IN GAMES (learning through low structured play that allows for players’ choice)
• Utilize inclusionary small sided games: U6: 1v1, 2v1, 2v2
• Focus on age-appropriate foundational movement skills with ball
-promoting ball contact
• Short ball-oriented activities challenging the players’ movement focused on power, speed, agility and mobility
LEARNING ENVIRONMENT: COACHING
• Be enthusiastic, animated, FUN, and supportive
• Be well-organized but also adaptable and flexible (games and choice)
• Facilitate and guide:
- Encourage the players to participate and give their best and have fun
- Encourage the players to move the ball forward by dribbling or passing
- Encourage creativity and autonomous decision-making
- Encourage learning from mistakes
• Use short instructions - limited attention span
- Use the language of the child
- Provide positive specific praise and simple feedback
• Utilize differentiation: provide appropriate individual challenges U.S. Soccer Player Development Framework Slide #21
• Use multiple brief intervals and breaks
 DEVELOPMENTAL STAGE: MIDDLE CHILDHOOD
B-U5 B-U6 B-U7 B-U8 B-U9 B-U10 B-U11 B-U12 B-U13 B-U14 B-U15 B-U16 B-U17 B-U18
G-U5 G-U6 G-U7 G-U8 G-U9 G-U10 G-U11 G-U12 G-U13 G-U14 G-U15 G-U16 G-U17 G-U18
SOCIAL CHARACTERISTICS EMOTIONAL CHARACTERISTICS LANGUAGE CHARACTERISTICS COGNITIVE CHARACTERISTICS PHYSICAL CHARACTERISTICS
• Start to show more independence from parents and • Increased self-awareness (ego) • Language becomes more mature and complex (e.g., use • Continuing to develop the concept of time and space • Steady growth from age 6 to the onset of the adolescent
U7 coaches • Self-confidence and self-esteem are fragile metaphors) relationship growth spurt (avg. 5 cm or 2 inches per year)
• Place more importance/value on friendship and enjoy being • Extremely sensitive to opinions of others • Able to have conversations and fit language to the • Can count and understand the concept of scoring • Continued development of both fine and gross motor
a part of groups • Can be very self-critical situation • Able to focus for longer periods and use their cognitive movements
• Begin to develop a sense of loyalty to groups, enjoy • Can be jealous of others • Can understand how to use a word (concept) by being abilities for a specific purpose • Increasing ability to optimize movement in all directions
belonging, and having a best friend • Have difficulty in understanding the impact of their told the definition • Can direct attention to a variety of stimuli (multiple (agility)
• Able to work with and help other players actions and behaviors on others • Understand words have multiple meanings things at once) • Higher ability to coordinate full body movements
• Begin to understand social norms and team rules • Can better articulate questions • Beginning to think logically and understand cause and • Greater ability to develop rhythmic movement
• More conscious of fair play and respect for others • Able to articulate their emotions and express effect to be able to problem solve • Improved ability to recognize and respond quickly to
• Become opinionated and learn to voice opinions themselves • Beginning to categorize knowledge (things are similar or sensory (visual, auditory, tactile) stimuli
U8 • Can begin to respond to low-order questions different) • Continued development of endurance
• Able to connect present to past and future, but still have
a short-term view on potential consequences
• Can plan and carry out basic projects with adult support.
Becoming more self-directed in activities
• Learn from each other
FOUNDATION PHASE I
SCANNING, RECEIVING, DRIBBLING, SHORT PASSING AND SHOOTING
GOALS
• Players develop scanning skills (ME AND MY SCANNING SKILLS)
• Players develop fundamental movement skills (ME AND MY MOVEMENT SKILLS)
• Players develop fundamental soccer skills with and without the ball (ME AND THE BALL)
• Players are introduced to cooperative, low structured team play (ME AND MY TEAMMATES)
LEARNING ENVIRONMENT: OBJECTIVES
• To develop fundamental movement skills (walking and running, pulling and pushing, bending and twisting, skipping, hopping, leaping, catching and throwing, lifting and carrying, jumping and landing, kicking and dribbling, etc.)
• To develop individual coordinated movements (efficiency, quality, quickness)
• To develop reaction speed and acceleration speed
• To develop spatial awareness (SCANNING) and reduced coordinated movements with teammates
• To play with respect to the rules of the game
• To develop fundamental player actions with a high focus on attacking actions
• To develop the ability to win the ball back
• To introduce and implement team tactical principles
• To develop reflection skills: build self-esteem and self- confidence
LEARNING ENVIRONMENT: ACTIVITIES
• Activities are mostly formed around deliberate PLAY with the ball (one player - one ball) • Utilize small sided games: U7: 1v1, 2v1, 2v2, 3v2, 3v3 - U8: 1v1, 2v1, 2v2, 3v2, 3v3, 4v3, 4v4 (every player is always in situations
- Utilize specific training session goals(player actions / team tactical principles) where they are challenged to make actions to the best of their ability)
• Focus on a spontaneous experience and fun in GAMES (learning through low structured play that allows for players’ choice) • Focus on age-appropriate fundamental movement skills with ball (promoting ball contact)
- Understanding your role in attacking and defending • Utilize short ball-oriented activities challenging the players’ movement focused on power, speed, agility and mobility
- Increased decision-making including short passing as an option • Focus on the development of both feet
• Focus on activities in which players can be successful and score lots of goals
LEARNING ENVIRONMENT: COACHING
• Be enthusiastic, animated, FUN, and supportive • Use short instructions - limited attention span
• Be well-organized but also adaptable and flexible (games and choice) - Use the language of the child & appropriate terminology
• Have an eye for the individual challenges of the players
- Provide positive specific praise and simple feedback
• Facilitate and guide using key words and key questions:
• Utilize differentiation: provide appropriate individual challenges
- Encourage the players to participate and give their best and have fun
• Build self-esteem and self-confidence to recognize strengths and areas of improvement
- Encourage the players on & off the ball to move the ball forward by working together
• Use multiple brief intervals and breaks
- Encourage the players to ask questions and help players think of solutions
- Encourage creativity and autonomous decision-making (be patient & understanding)
© 2023 U.S. Soccer
- Encourage CONFIDENTIAL-Not
reflection and learningto be shared
from without
mistakes U.S. Soccer
(awareness approval
of choice & consequence)
•
•
Help players to apply and respect the rules of the game
Utilize formations as a structure for development U.S. Soccer Player Development Framework Slide #22
 DEVELOPMENTAL STAGE: MIDDLE & LATE CHILDHOOD
B-U5 B-U6 B-U7 B-U8 B-U9 B-U10 B-U11 B-U12 B-U13 B-U14 B-U15 B-U16 B-U17 B-U18
G-U5 G-U6 G-U7 G-U8 G-U9 G-U10 G-U11 G-U12 G-U13 G-U14 G-U15 G-U16 G-U17 G-U18
SOCIAL CHARACTERISTICS EMOTIONAL CHARACTERISTICS LANGUAGE CHARACTERISTICS COGNITIVE CHARACTERISTICS PHYSICAL CHARACTERISTICS
• Value relationships and have stronger desire to belong • Self-consciousness is increasing, which impacts feelings • Language is evolving - the conversation can be more • Beginning to develop enhanced self-regulation (e.g., • Slow, steady growth (no huge changes)
U9 • Social world expands beyond family • Beginning to develop/establish a clear identity or sense of abstract (e.g., sportsmanship, fairness, etc.) planning and goalsetting) • Coordination continues to improve (fluid movements)
• Self-awareness improves and can have a desire for privacy self-worth • Like to talk; use language to express feelings/tell stories • Improving memory and ability to problem solve • Improved coordination of fine motors skills (skill
which can lead to selfishness • Self-concept can change from activity to activity (leads • Ask many questions and want thoughtful answers • Can sustain focus and pay attention for a longer time refinement)
• Are developing an increased awareness of self-respect to a range of emotions) period than previous stage • Vision improves leading to increased spatial awareness
and respect for others • Compare performance with that of their peers which can • Improving ability to collectively brainstorm for solutions (my body in space and time) as well as a growing ability
• Have a desire to adhere strictly to rules and be fair which lead to becoming more competitive and co-create strategies (better able to understand and to track moving objects/people
can lead to conflict • Sensitive to the feelings or impressions of others appreciate different opinions) • Have a high activity level (energy)
• May act unreasonable or rude when things do not go as • Have a strong sense of justice and fairness and internalize • Start to link practice and effort to performance (they • Individual variability (differences) begins to occur for
planned but can recognize behavior within themselves and anything that is unjust/unfair and take it personal see the benefit of practice) some females (U10)
others (need support to deal with conflict) • Can stand up for themselves and control emotional • Can engage in group play on their own which leads to
U10 • Are willing to take on more responsibility response most of the time, however they still experience cooperative learning
• Driven to be competitive when playing games volatile emotions and moods • Learning occurs through self-discovery and self
• Use humor without a filter expression (improved self-direction)
• Are curious and have broad interests
• Beginning to respond better to some routines and
structure

FOUNDATION PHASE I
SCANNING, RECEIVING, DRIBBLING, SHORT COMBINATION PLAY AND FINISHING
GOALS
• Players develop scanning skills (ME AND MY SCANNING SKILLS)
• Players develop fundamental movement skills (ME AND MY MOVEMENT SKILLS)
• Players continue to develop fundamental soccer skills with and without the ball with pressure (ME AND THE BALL)
• Players develop cooperative play, low structured team play based on a style of play (ME AND MY TEAMMATES)
LEARNING ENVIRONMENT: OBJECTIVES
• To develop individual coordinated movements (efficiency, quality, quickness) • Developing formations with specific roles and responsibilities including the goalkeeper
• To continue develop reaction speed and acceleration speed, agility • To introduce age-appropriate individual & collective team tactical principles / player actions in attacking and defending and both transition moments
• To develop fundamental player actions with a high focus on both attacking and defending actions • To experience playing in multiple positions
• To develop skill acquisition (application of technique): mid-range passing and shooting (20 yards) • To introduce of the concept of a warming-up routine
• To develop spatial awareness (SCANNING) and coordinated movements with teammates • To develop reflection skills: about the game
• To cooperate with others as a team to solve problems within the game • To develop reflection skills: build self-esteem and self- confidence
LEARNING ENVIRONMENT: ACTIVITIES
• Activities are not only formed around deliberate PLAY with the ball (one player - one ball), but also focused on small group teamplay
- Utilize specific training session goals(player actions / team tactical principles)
• Focus on a spontaneous experience and fun IN cooperative GAMES (learning through low structured play that allows for players’ choice)
- Utilize inclusionary small sided games: U9: 1v1 à 5v5 (including use of unbalanced games) - U10: 1v1 à 6v6 (roster size) / 7v7 (including use of unbalanced games)
• Focus on progressing foundational movement skills in soccer actions
• Focus on the development of both feet
• Short ball-oriented activities challenging the players’ movement focused on power, speed, agility and mobility
LEARNING ENVIRONMENT: COACHING
• Recognize that individual differences exist
• Be enthusiastic, animated, FUN, and supportive • Be wary of verbal comparisons and- or over criticizing
• Work on a specific topic / training session goal • Challenge the individual players’ level and emphasize effort over outcome to build-up self esteem
• Help players understand their role and increase their focus • Acknowledge frustrations and disappointment and help them develop coping strategies
• Support individual development within the team context • Empower players to resolve conflict
• Encourage and support playing and development in multiple roles and positions throughout the season
• Promote players to provide input and feedback (brainstorm collectively for solutions)
© 2023 U.S. Soccer CONFIDENTIAL-Not to be shared without U.S. Soccer approval
•
•
Maintain zero tolerance for bullying
Incorporate routines and low-level of structure U.S. Soccer Player Development Framework Slide #23
 DEVELOPMENTAL STAGE: LATE CHILDHOOD & ADOLESCENCE
B-U5 B-U6 B-U7 B-U8 B-U9 B-U10 B-U11 B-U12 B-U13 B-U14 B-U15 B-U16 B-U17 B-U18
G-U5 G-U6 G-U7 G-U8 G-U9 G-U10 G-U11 G-U12 G-U13 G-U14 G-U15 G-U16 G-U17 G-U18
SOCIAL CHARACTERISTICS EMOTIONAL CHARACTERISTICS LANGUAGE CHARACTERISTICS COGNITIVE CHARACTERISTICS PHYSICAL CHARACTERISTICS
• Transitioning from a ‘safe’ and predictable social • Anxious about growing up, are learning to handle • Language is evolving - the conversation can be more • Eager to learn • Growth rate begins to increase due to the onset of the
U11 environment to a new and unpredictable one (elementary emotions such as fear, frustration, and rejection and can abstract (e.g., sportsmanship, fairness, etc.) • Active listening increases and can better understand adolescent growth spurt and the beginning of puberty for
school to middle school) struggle in restraining their strong emotions • Like to talk; use language to express feelings/tell stories different points of view some (early maturing individuals)
• Begin growing desire to assert individuality and • Can change emotions quickly- may be overly sensitive and • Ask many questions and want thoughtful answers • Beginning to use more logic and also thinking in abstract • Because of increased growth rate and maturation,
independence (in relation to their parents) dramatic. Joy, irritation, euphoria and anger alternate at a terms; can address hypothetical situations players can be more susceptible to injury (overuse vs.
• Very loyal to peer group and are influenced by them rapid pace and are much more extreme than with adults. • Still willing to use imagination and creativity acute injury)
(judgement) • Beginning to gain experiences which give them insight • Can sequence thoughts and actions; improving ability to • Increased physical development through the interaction
• Are self-conscious of their abilities and sensitive to what into the fact that someone can have a different opinion perform more complex tasks (within that sequence). of exercise and maturation (physical qualities like
others think of them (empathy is not yet developed) Also enjoy problem solving and rule-based games speed/strength improve because of the interaction
• Can be critical of peers and adults • Become vulnerable to peer pressure because they are • Still have difficulty making choices because they do not between both physical growth and the training
U12 •
•
Enjoy more peer dominated group discussions
Struggle to understand intentions of others •
sensitive to the feelings or impressions of others
Do not accept authority blindly
recognize all the different options available, and this can
impact their perceptions of consequences •
environment)
Bigger differences begin to emerge
• Females may exhibit more emotional maturity due to the • Self-regulation skills are still developing (can act • Females enter adolescence and may begin to exhibit
onset of adolescence and beginning of puberty impulsively), so complex behaviors like independently early signs of puberty (beginning of adolescent growth
organizing difficult tasks and acting in a systematic way spurt for early maturing individuals developing both
can be challenging primary and secondary sexual characteristics)

FOUNDATION PHASE III

SCANNING & POSITIONING, RECEIVING, DRIBLLING, QUICK COMBINATION PLAY AND FINISHING
GOALS
• Players develop scanning skills (ME AND MY SCANNING SKILLS)
• Players develop fundamental movement skills (ME AND MY MOVEMENT SKILLS)
• Players continue to develop fundamental soccer skills with and without the ball under a high level of pressure (ME AND THE BALL)
• Players develop cooperative play, moderate structured team play based on a style of play (ME AND MY TEAMMATES)
LEARNING ENVIRONMENT: OBJECTIVES
•
To apply team principles in attacking, defending and transition moments: utilize a Style of Play as a structure for decision making
• To develop more complex movement skills with an emphasis on multi-lateral development: maintain and enhance flexibility, strength, agility and mobility - play in a formation with roles and responsibilities:
• To develop reaction speed and acceleration speed: focus on accelerations and deceleration - focus on anticipation and support
• To develop a systematic approach to solving game situations (collaboration) • To develop a deeper understanding of responsibilities of players off the ball
• To develop coordinated movements with teammates: including increased spatial awareness and interchange of roles during play • To develop player ownership: player to player coaching - using verbal and non-verbal communication
• To develop more complex player actions with a high focus on quick combination play between players (pace and fluidity) • To introduce of the concept of a warming-up routine with responsibilities for the players
• To develop the understanding and execution of 2v1 situations in attacking and defending • To develop self-reflection and self-regulation skills
• To develop teamwork: group reflection skills
LEARNING ENVIRONMENT: ACTIVITIES
• Utilize a variety of activities that help develop physical qualities, technical skills and decision making
• Activities are not only formed around deliberate PLAY with the ball (one player - one ball), but also focused on small group teamplay
- Utilize specific training session goals(player actions / team tactical principles)
• Focus on a spontaneous experience and fun IN cooperative GAMES (learning through moderate structured play that allows for players’ choice)
- Utilize inclusionary small sided games: 1v1 à 9v9 (including use of unbalanced games)
• Use of positional games (rondos)
• Focus on the development of both feet
• Short ball-oriented activities challenging the players’ movement focused on power, speed, agility and mobility
LEARNING ENVIRONMENT: COACHING

• Encourage collaboration: a coach can expect his or her players to understand the game and use teammates to help solve problems.
• Support the idea that field space can be successfully covered by several small passes, or by one properly played long pass.
• Be patient with players that are eager to learn; find the appropriate level of challenge to stimulate and not stifle the learning process.
• Help each player develop at their own rate and not compare themselves to other players.
• Understand the different types of questions to engage players.
• 2023
© Encourage and
U.S. Soccer support playing to
CONFIDENTIAL-Not andbedevelopment inU.S.
shared without multiple roles
Soccer and positions throughout the season.
approval
U.S. Soccer Player Development Framework Slide #24
 DEVELOPMENTAL STAGE: ADOLESCENCE

B-U5 B-U6 B-U7 B-U8 B-U9 B-U10 B-U11 B-U12 B-U13 B-U14 B-U15 B-U16 B-U17 B-U18

G-U5 G-U6 G-U7 G-U8 G-U9 G-U10 G-U11 G-U12 G-U13 G-U14 G-U15 G-U16 G-U17 G-U18

GAME FORMAT: 11v11 SOCIAL CHARACTERISTICS EMOTIONAL CHARACTERISTICS COGNITIVE CHARACTERISTICS PHYSICAL CHARACTERISTICS
• Transitioning to a new, unknown social environment (middle school to • Sensitive about their appearance • They can form abstractions and generalizations that apply across different situations • Rapid growth leads to increases in height, weight, and visible physical
high school at U14) • May exhibit strong mood swings (struggle with impulse control and lack (i.e., justice, equality, etc.) changes (increase in muscles mass and body fat)
• Start asserting individuality and establishing their own identity which emotional maturity) • Can use their own reasoning to move beyond the information given and form • Will have different rates of neuromuscular strength, height, and weight
may lead to conflict with authority; may be critical of parents and • Focused on direct satisfaction of one’s needs and are opportunistic. They are still conclusions and their own opinions (not everything is accepted unthinkingly) changes
other authority figures impulsive and can often react too quickly because they don’t see all • Begin to be mature enough to take responsibility for their own commitment level • May exhibit adolescent awkwardness as a result of rapid changes (injury
• Unsure about their place in society and are heavily dependent on a consequences • Can plan ahead and organize tasks with little to no guidance from adults rates tend to increase during this stage due to physical changes-ankle
peer group/best friend • May feel anxious or sad and sometimes worried because they are not able to see • They can start to pursue gaining expert knowledge in some domains inside or outside sprains, tendonitis, patellofemoral pain, pain at tendon insertions-
• Can experience conflict between the need to be an individual while all the potential outcomes school, and began to develop an identity around that domain (i.e., ‘the artist’, ‘the Osgood-Schlatters, and Sever’s Disease)
U13 also fitting in with the group • Vulnerable to peer pressure midfielder’, etc.) • In general, early maturing females who have began the adolescent
• In addition to being influenced by friends, are also influenced by pop • May feel embarrassed if parents are around them in social settings • Have sense of respect for their sport and can begin to make commitments (either in growth spurt have been on a slow, steady growth spurt compared to
U14 culture, sports culture, and social media • May begin to be more aware of physical changes and sexuality particularly in performance or participation) early maturing males who may experience a much more accelerated
• Males may be more concerned about play/game and females may be comparison to their peers (early vs. late maturing individuals) growth spurt
more concerned about the social interaction • Females may exhibit more fear of exclusion (bullying/social media impact) • The culmination of physical changes plus the start of menstrual cycle
• Males may show more assertiveness and may exhibit an inner urge to • Incidents of depression increases after puberty. Females show higher rates than predisposes females to injuries
measure and compare oneself to others males • Due to hormone changes caused by the menstrual cycle, females may
• Females may be a little bit more ahead and more mature in their experience increased joint laxity (looseness)
behavior (more disciplined, less impulsive) • Females may show Increased hip width
• Females may often underestimate their own abilities • Females may exhibit a reliance on quad landing strategies

PROGRESSION PHASE I

SCANNING & POSITIONING, RECEIVING, DRIBBLING, QUICK COMBINATION PLAY AND FINISHING
GOALS
• Players develop scanning skills (ME AND MY SCANNING SKILLS)
• Players develop fundamental movement skills (ME AND MY MOVEMENT SKILLS)
• Players continue to develop fundamental soccer skills with and without the ball under a high level of pressure (ME AND THE BALL)
• Players develop high structured team play based on a style of play (ME AND MY TEAMMATES)
LEARNING ENVIRONMENT: OBJECTIVES
• To understand injury prevention methods and techniques • To develop more complex player actions with a focus on quick combination play (pace and fluidity) • To develop a deeper understanding of responsibilities of players off the ball
• To continue to develop more complex movement skills with an emphasis on multi-lateral development under high pressure in tight spaces • To develop player ownership and independence:
-maintain and enhance flexibility, strength, power, agility and mobility • To develop the understanding and execution of overload situations in attacking and defending -including a player-led warm-up routine
• To develop reaction speed and acceleration speed: focus on accelerations and deceleration • To apply team principles in attacking, defending and transition moments: utilize a Style of Play as a
• To develop a systematic approach to solving game situations (collaboration) -player to player coaching (using verbal and non-verbal communication)
structure for decision-making • To develop self-efficacy, self-reflection and self-regulation skills
• To develop coordinated movements with groups of teammates: including increased spatial awareness and
-play in a formation with roles and responsibilities:
interchange of roles during play • To develop teamwork: group discussion and reflection skills
-midfield interchange (rotations) -focus on anticipation and support
-penetrations by center backs (dribble with the ball to create numerical overload in midfield)

LEARNING ENVIRONMENT: ACTIVITIES

• Utilize a variety of activities that help develop the U.S. Soccer Key Qualities • Focus on decision-making through GAMES (learning through highly structured play that allows for players’ choice)
• Activities should be flexible enough to allow for individual differences concerning the growth spurt -utilize inclusionary small sided games: 1v1 à 11v11 (based on roster size and including use of unbalanced games)
-activities should be flexible to allow for the workload placed on individuals • Use of positional games (rondos)
• Activities can still be formed around deliberate PLAY with the ball (one player - one ball), but should now focus on small group and team play • Use of activities over both short and long distances to develop different player actions
-utilize specific training session goals(team tactical principles, sub-principles, and player actions)

LEARNING ENVIRONMENT: COACHING

• Promote individuality within the team setting
• Be supportive, challenge appropriately, and prevent/manage conflict
• Continue to be aware of individual differences (especially between boys and girls) in maturation as some players will have already completed their growth spurt.
• Educate players and provide autonomy for them to lead different activities including injury prevention routines
-be aware of early and late developers and help players not compare themselves to others
• Control workload to help prevent injury (as bodies continue to grow)
• Be wary of verbal comparisons and- or over criticizing (also within player-to-player interactions both on and off the field including social media)
-help players understand the difference between “being hurt” and ”being injured”
-maintain zero tolerance for bullying
-coordinate with any other medical professionals or sport coaches
• Acknowledge frustrations and disappointment and help them develop coping strategies
•
•
Encourage and support playing and development in multiple roles and positions throughout the season
Encourage collaboration: a coach can expect his or her players to understand the game, anticipate problems and use teammates to solve them
•
•
Empower players to resolve conflict
Incorporate routines and moderate-level of structure
Slide #25
-promote
© 2023 playersCONFIDENTIAL-Not
U.S. Soccer to ask questions andtoprovide input and
be shared feedback
without [Link]
each other
approval • Understand the different means of engaging players and when to guide versus when to command/instruct (use different types of questions (higher order questions) to engage players)
 DEVELOPMENTAL STAGE: ADOLESCENCE
B-U5 B-U6 B-U7 B-U8 B-U9 B-U10 B-U11 B-U12 B-U13 B-U14 B-U15 B-U16 B-U17 B-U18
G-U5 G-U6 G-U7 G-U8 G-U9 G-U10 G-U11 G-U12 G-U13 G-U14 G-U15 G-U16 G-U17 G-U18
GAME FORMAT: 11v11 SOCIAL CHARACTERISTICS EMOTIONAL CHARACTERISTICS COGNITIVE CHARACTERISTICS PHYSICAL CHARACTERISTICS
• Are more comfortable navigating within their social setting (school) • Still have strong emotions and quick mood swings but are better equipped to • Pre-frontal cortex continues to develop executive functioning: • Continue to experience effects of rapid growth, increases in height and
while still learning to adapt and conform to rules of the peer group recognize and control them • Develop coordination of attention with memory and the control of behavioral weight, as well as increases in muscle mass and body fat
• Develop a stronger sense of self and rely less on the opinions of others • Begin to question who they are and what they should do with their lives. responses and abstract thought • Essential to monitor body alignment (i.e., ankles, knees, hips, shoulders,
(older teens resist peer pressure better than younger teens) Frequently ask the question “Why?” and this will challenge self-regulation skills • Develop deeper moral reasoning and think about the meaning of life and vertebrae), muscle balance (triceps and biceps, quadriceps and
• Although still strongly influenced by peers they continue to be more • Can handle constructive/unsolicited feedback • Still a little bit self-centered because they have not yet fully learned to hamstrings), and flexibility
assertive and separate themselves from parents/guardians/authority • Can develop emotional skills to resist social pressure, however their emotions correctly assess the intentions of others • May have increased hormone levels as their bodies are now naturally
figures. They start to form their own opinion on important topics may be susceptible to reactions/interactions made in the digital world/social • May hold a belief that their experiences are unique and different from those of producing testosterone & estrogen
• May struggle with authority figures and boundaries than have been media everyone else -These hormones impact training responses in physical qualities, such as
U15 set by adults. Parents are often viewed as interfering with a teen’s
independence.
• Start to develop empathy. Are more open to the fact that others can also have
their own intentions and emotions, however, they cannot always interpret them
• Have a greater capacity for setting goals than previous stages. Become better at
everyday planning and decision making, especially concerning practice and competition •
strength, power, speed and endurance
With these changes in the body the female movement competencies
U16 • Compare/measure self to others and might be pre-occupied with correctly • They are learning to deal with abstract tasks like anticipating long-term change and can lead to injury (especially in the knee, hip and ankle joints)
personal appearance • Emotional value of contact with peers increases and they may become events/decisions and judging potential consequences • Height increases continue in males (beginning to reach their peak in
• Develop individual relationships and can exhibit more interest in emotionally attached to a romantic interest • Lack ability to fully make complex decisions with several alternatives which can lead to physical growth), whereas females are usually finished growing and may
intimacy/romantic relationships • Extremely sensitive for rewards and can be focused on new sensations (leads to making more impulsive and dangerous decisions than adults add some weight
• Proving oneself is an enormous motivation for players at this age risky behavior) • Evolving hormone systems (including stress hormones) can have a major effect on the • As muscle mass increases in males, so does body satisfaction. However,
(especially males). same in U17 • May have emotional side effects brought on by puberty including emotional brain and behavior many teenage girls become dissatisfied with their bodies and weight due
• May show a fanatical attitude that often creates conflict with fragility, insensitivity, unreasonable behavior and bad moods occur in both males • Dealing with more factors that can affect concentration such as spectators, opponent to the increase in body fat. Some teens may even resort to eating
teammates and opponents (especially males) same in U17 and females interactions, and pressure to perform on demand. Negative self-talk can disrupt disorders to feel better about their bodies
concentration

PROGRESSION PHASE II
SCANNING & POSITIONING, RECEIVING, DRIBBLING, QUICK COMBINATION PLAY AND FINISHING
GOALS
• Players develop scanning skills (ME AND MY SCANNING SKILLS)
• Players develop fundamental movement skills (ME AND MY MOVEMENT SKILLS)
• Players develop specific soccer skills based on a positional profile (ME AND THE BALL)
• Players develop high structured team play based on a style of play (ME AND MY TEAMMATES)
LEARNING ENVIRONMENT: OBJECTIVES
• To apply more complex team tactical principles in attacking, defending and transition moments: utilize a Style of Play as a structure for decision-making
-develop a system of play within the formation (for both attacking and defending)
-continue to develop coordinated movements with groups of teammates: increased spatial awareness and interchange of roles during play
• To promote injury prevention methods and techniques
-to introduce the positional profile:
• To continue to develop reaction speed and acceleration speed: focus on acceleration and deceleration -place more focus on the individual responsibilities within a position
• To continue to develop more complex movement skills with an emphasis on multi-lateral development: maintain and enhance flexibility, strength, power, agility and mobility
• To develop player ownership, independence, and planning:
• To make aerobic training a priority after the onset of the growth spurt
-include players in the planning process
• To continue to promote skill acquisition - application of technique within a context including perception, decision-making, execution, and reflection
-player to player coaching and motivation (using verbal and non-verbal communication)
• To develop self-efficacy, self-reflection and self-regulation skills
• To develop teamwork: group goal setting and mutual support

LEARNING ENVIRONMENT: ACTIVITIES

• Utilize a variety of activities that help develop the U.S. Soccer Key Qualities • Use activities that introduce individual positional training (based on a positional profile), functional group training, and team training
• Activities should be flexible enough to allow for individual differences concerning the growth spurt • Focus on decision-making through GAMES (learning through highly structured play that allows for players’ choice)
-activities should be flexible to allow for the workload placed on individuals -utilize inclusionary small sided games: 1v1 à 11v11 (based on roster size and including use of unbalanced games)
-activities allow for individualization based on maturity levels • Use of positional games (rondos)
• Activities can still be formed around deliberate PLAY with the ball (one player - one ball), but should now focus on small group and team play • Use of activities over both short and long distances to develop different player actions
-utilize specific training session goals (team tactical principles, sub-principles, and player actions)

LEARNING ENVIRONMENT: COACHING

• Be aware hormonal changes and the differences between genders (testosterone in males may cause ego-centric behavior and try to do everything individually
• Support players in finding personal fulfillment through increased player autonomy while gaining a deeper game understanding • Provide players with opportunity to learn:
• Place more focus on specific individual development -games are played in function of the development of the player
• Be patient an understands that development takes time and players will develop at different rates. -the game objectives are always formulated based on the training session objectives
• Be able to recognize the impact of growth and maturation on performance players. • Use cues/key words to create focus and to refocus is an effective way to maintain concentration.

© 2023 U.S. Soccer CONFIDENTIAL-Not to be shared without U.S. Soccer approval U.S. Soccer Player Development Framework Slide #26
 DEVELOPMENTAL STAGE: LATE ADOLESCENCE & EMERGING ADULTHOOD
B-U5 B-U6 B-U7 B-U8 B-U9 B-U10 B-U11 B-U12 B-U13 B-U14 B-U15 B-U16 B-U17 B-U18
G-U5 G-U6 G-U7 G-U8 G-U9 G-U10 G-U11 G-U12 G-U13 G-U14 G-U15 G-U16 G-U17 G-U18
GAME FORMAT: 11v11 SOCIAL CHARACTERISTICS EMOTIONAL CHARACTERISTICS COGNITIVE CHARACTERISTICS PHYSICAL CHARACTERISTICS
• The relationship with parents continues to change as they grow more • Can begin to apply logic to emotional situations or challenges. This means that the • They have better planning and control skills for more complex tasks and have a good • Large changes in the body continue to occur
independent and autonomous. Conflict can decrease as the way they approach and solve practical problems in this stage differs from early understanding of their individual goals and how to approach them • Muscles are still adapting; this change causes emerging adults to learn
relationship becomes more equal by having a balance between adolescence where it was more emotional • Can make more complex choices, especially for mid-term and long- term type decisions how to move their developing body (can experience another phase of
independence and connection (they can also engage in more • Emotional Intelligence (EI) continues to improve; they are better at recognizing (still not as good as adults) awkward movement)
intellectual conversations with parents/adults) their own feelings and desires, can process emotional information, and use it • Emerging adults think in different ways than do early-stage adolescents concerning • Females have typically completed full physical development by 15 or 16
• Society is becoming more complex, and they are still exploring and appropriately in social contexts their ability to take different points of view years old while some males (late maturing individuals) are now beginning
developing their identity and personality • May now have more emotional agility/stability and be more in balance with • Begin to move from the thinking process of “I’m right because I’ve experienced it” to or reaching their peak and/or are close to finishing their physical growth
• Begin going through different “rites of passage” marker events like themselves and with the (social) environment thinking, “I’m not sure who’s right because your experience is different from mine.” • 12-18 months after the PHV/growth spurt, physical development shows
getting a driver’s license, school-related social events, graduating • Empathy improves their sense of responsibility, and they are now more capable of • Problems and situations that seemed fairly straight forward in early adolescence appear an increase in muscle mass and a normalization of body proportions
U17 + •
high school, turning “18” years old, and gaining the right to vote
Emerging adults engage in more risky behaviors than do any other age
assessing and understanding the intentions of others; they can better recognize
complex emotions of others
more complicated to emerging adults; the “right thing to do” is much tougher to figure
out
• Hormones like testosterone and estrogen impact training responses in
physical qualities, such as strength, power, speed and endurance.
group of adults. Examples can include thinking they are invincible • Emotions can be impacted by stress of the rites of passage • Rules and norms are viewed as relative to them, not absolute (ex. “I am able to text and -With these changes in the body the movement competencies change
regarding risky behaviors like vaping, drinking alcohol, and being (graduating/beginning work/leaving for college) drive but others should not”) and can lead to injury
sexually active • Still fond of excitement and sensation; seek out new and challenging situations. • Have an increased capacity for self-reflection and because of this can be more self- • As muscle mass and height increases in males, so does body satisfaction.
• Can better resist social pressure and emotional influences because Often seek out instant gratification and may struggle with impulse control aware (insight into their strengths and weaknesses) However, many teenage females become dissatisfied with their bodies
they can make their own choices • Begin taking more ownership and responsibility in their own development and and weight due to the increase in body fat. Some teens may even resort
• Friendships are now more diverse, more intense and of longer understanding how that impacts their thinking on how they fit in the world to eating disorders to feel better about their bodies same in U15/U16
duration as they tend to relate more to individual peers rather than • Can use feedback in a better way than previous stages and are capable to assess the • Menstrual cycle impacts individuals differently (physically, socially, and
groups validity of feedback based on prior experiences emotionally)

PROGRESSION PHASE III

SCANNING & POSITIONING, RECEIVING, DRIBBLING, QUICK COMBINATION PLAY AND FINISHING
GOALS
• Players develop scanning skills (ME AND MY SCANNING SKILLS)
• Players develop fundamental movement skills (ME AND MY MOVEMENT SKILLS)
• Players develop high structured team play based on a style of play and game plan (ME AND MY TEAMMATES)
• Players continue to develop specific soccer skills based on a positional profile and a highly individualized approach (ME AND MY PERSONAL DEVELOPMENT)
• Players can develop by being integrated at the senior level (ME AND MY CAREER)
LEARNING ENVIRONMENT: OBJECTIVES
• To help each player develop an understanding of own body and individual self-care programs
-continue to help players develop a healthy lifestyle: focus on impact of sleep, alcohol, and nutrition
-continue to monitor body alignment (i.e., ankles, knees, hips, shoulders, and vertebrae), muscle balance (triceps and biceps, quadriceps and hamstrings), and flexibility is essential during this stage
• To develop tactical awareness: engage in conversations about tactics
• To develop players in a specific position based on exceptional qualities: players specialize into one or two main positions
• To introduce the game strategy (the general plan of action in all moments of the game that is developed to increase the probability of success {desired result} versus an opponent considering own style of play and analysis of the opponent in all four moments)
• To continue to promote skill acquisition - application of technique within a context including perception, decision-making, execution, and reflection
• To develop winning mindset: developing players from wanting to win to learning how to win through focus on process and controllables
• To develop emotional awareness
• To continue to develop the player autonomy for self-development

LEARNING ENVIRONMENT: ACTIVITIES

• Continue to utilize a variety of activities that help develop the U.S. Soccer Key Qualities • Focus on competition within the activities (can use game-based scenarios, i.e., down a goal or up a goal w X minutes to play)
-utilize a variety of activities that help develop physical qualities, technical skills and decision making • Use of activities over both short and long distances to develop different player actions
• Focus on individual development within the position, within the functional group and within the team: all connected to the Style of Play -short ball-oriented activities challenging the players’ movement focused on power, speed, agility and mobility
- individual positional training -focus on decision making through GAMES
- functional group training
- team training
LEARNING ENVIRONMENT: COACHING
• Develop players’ own responsibility and insight in team interests: pay attention to the controllables
• Guide players in the process of reflecting on game situations and interpreting their task(s), position on the field in order to make their actions as effective as possible.
-take into account the varying individual rates of brain development that influences each individual’s ability to think in more complex ways
• Be aware that menstrual cycle impacts individuals differently.
• Be aware of a fanatical attitude/big egos that often create conflict with teammates and opponents
-keep in mind that manifesting and proving oneself is an enormous motivation for players at this age

© 2023 U.S. Soccer CONFIDENTIAL-Not to be shared without U.S. Soccer approval U.S. Soccer Player Development Framework Slide #27
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

PHASES OF DEVELOPMENT: DISCOVERY

U5: DISCOVERY PHASE I: MOVEMENT EXPLORATION AND BALL DISCOVERY

• Players discover (explore/experiment) fundamental movement skills (ME AND MY MOVEMENT SKILLS)
• Players discover (explore/experiment) how to manipulate a ball with both hands and feet (ME AND MY BALL)
P • Players are introduced to parallel and associative play (ME AND MY FRIENDS)
L G
A A
Y M U6: DISCOVERY PHASE II: DRIBBLING AND SHOOTING
E E • Players develop fundamental movement skills (ME AND MY MOVEMENT SKILLS)
R • Players develop eye-hand and eye-foot coordination (ME AND MY BALL)
D • Players are introduced to fundamental soccer skills with the ball (ME AND MY BALL)
D E • Players are introduced to cooperative play without structured team play (ME AND MY TEAMMATE)
E V
V E
E L
L O
O P
P M
M E
E N
N T
T

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U.S. Soccer Player Development Framework Slide #28
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

PHASES OF DEVELOPMENT: FOUNDATION

U7-U8: FOUNDATION PHASE I: SCANNING, RECEIVING, DRIBBLING, SHORT PASSING AND SHOOTING
• Players develop scanning skills (ME AND MY SCANNING SKILLS)
• Players develop fundamental movement skills (ME AND MY MOVEMENT SKILLS)
P
• Players develop fundamental soccer skills with and without the ball (ME AND THE BALL)
L G
• Players are introduced to cooperative, low structured team play (ME AND MY TEAMMATES)
A A
Y M U9-U10: FOUNDATION PHASE II: SCANNING, RECEIVING, DRIBBLING, SHORT COMBINATION PLAY AND FINISHING
E E • Players develop scanning skills (ME AND MY SCANNING SKILLS)
R • Players develop fundamental movement skills (ME AND MY MOVEMENT SKILLS)
D • Players continue to develop fundamental soccer skills with and without the ball with pressure (ME AND THE BALL)
D E • Players develop cooperative play, low structured team play based on a style of play (ME AND MY TEAMMATES)
E V
V E U11-U12: FOUNDATION PHASE III: SCANNING & POSITIONING, RECEIVING, DRIBBLING, SHORT COMBINATION PLAY AND FINISHING
E L • Players develop scanning skills (ME AND MY SCANNING SKILLS)
L O • Players develop fundamental movement skills (ME AND MY MOVEMENT SKILLS)
O P • Players continue to develop fundamental soccer skills with and without the ball under a moderate level of pressure (ME AND THE BALL)
P M • Players develop cooperative play, moderate structured team play based on a style of play (ME AND MY TEAMMATES)
M E
E N
N T
T

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U.S. Soccer Player Development Framework Slide #29
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

PHASES OF DEVELOPMENT: PROGRESSION

P U13-U14: PROGRESSION PHASE I: SCANNING & POSITIONING, RECEIVING, DRIBBLING, QUICK COMBINATION PLAY AND FINISHING
L G • Players develop scanning skills (ME AND MY SCANNING SKILLS)
A A • Players develop fundamental movement skills (ME AND MY MOVEMENT SKILLS)
Y M • Players continue to develop fundamental soccer skills with and without the ball under a high level of pressure (ME AND THE BALL)
E E • Players develop high structured team play based on a style of play (ME AND MY TEAMMATES)
R
D U15-U16: PROGRESSION PHASE II: SCANNING & POSITIONING, RECEIVING, DRIBBLING, QUICK COMBINATION PLAY AND FINISHING
D E • Players develop scanning skills (ME AND MY SCANNING SKILLS)
E V • Players develop fundamental movement skills (ME AND MY MOVEMENT SKILLS)
V E • Players develop specific soccer skills based on a positional profile (ME AND THE BALL)
E L • Players develop high structured team play based on a style of play (ME AND MY TEAMMATES)
L O
O P U17-U18: PROGRESSION PHASE III: SCANNING & POSITIONING, RECEIVING, DRIBBLING, QUICK COMBINATION PLAY AND FINISHING
P M • Players develop scanning skills (ME AND MY SCANNING SKILLS)
M E • Players develop fundamental movement skills (ME AND MY MOVEMENT SKILLS)
E N
• Players develop high structured team play based on a style of play and game plan (ME AND MY TEAMMATES)
N T
• Players continue to develop specific soccer skills based on a positional profile and a highly individualized approach (ME AND MY PERSONAL DEVELOPMENT)
T
• Players can develop by being integrated at the senior level (ME AND MY CAREER)

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U.S. Soccer Player Development Framework Slide #30
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

STAGES OF DEVELOPMENT

PARALLEL ASSOCIATIVE COOPERATIVE

PLAY PLAY PLAY

• Children do the same activities as • Formal play next to other children • Formal play with other children
the other children at the same • Are part of the same team • Are part of the same team
time, in the same space • Share the same objective • Share the same objective
• May or may not interact • Are autonomous and don’t really • Collaborate towards a common
• Do not share the same objective work together in a purposeful way objective

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U.S. Soccer Player Development Framework Slide #31
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

STAGES OF DEVELOPMENT

IN YOUTH SOCCER, THE FOCUS SHOULD BE ON A POSITIVE EXPERIENCE,

OPPORTUNITY, PERSONAL GROWTH AND SUCCESS, FRIENDSHIP AND FUN IN THE GAME.
-
EACH CHILD CAN PLAY & DEVELOP AS MUCH AS POSSIBLE BASED ON AGE CHARACTERISTICS

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U.S. Soccer Player Development Framework Slide #32
 U . S . S O C C E R F E D E R A T I O N

PLAYER DEVELOPMENT
FRAMEWORK
GAME FORMAT

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U.S. Soccer Player Development Framework Slide #33
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

THE GAME & DEVELOPMENT

WE WANT CHILDREN TO PLAY GAMES IN AN APPROPRIATE ENVIRONMENT

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U.S. Soccer Player Development Framework Slide #34
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

THE GAME & DEVELOPMENT

WE NEED SPECIFIC GAME FORMATS FOR EACH AGE, FORMATS THAT MEET THE NEEDS
AND CHALLENGES OF CHILDREN, IN ORDER TO MAXIMIZE ENJOYMENT AND STIMULATE
CREATITIVY BASED ON THE AGE CHARACTERISTICS

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U.S. Soccer Player Development Framework Slide #35
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

GAME FORMAT

FORMATS MUST ALLOW FOR OPTIMAL DEVELOPMENT AND HAVING FUN WHILE PLAYING

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U.S. Soccer Player Development Framework Slide #36
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

GAME FORMAT

PUTTING FUN AND THE DEVELOPMENT OF THE PLAYERS FIRST

ASK CHILDREN WHAT THEY LIKE ABOUT THE GAME
EMBRACE THE PERSPECTIVE OF THE PLAYER

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U.S. Soccer Player Development Framework Slide #37
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

GAME FORMAT

PUTTING FUN AND THE DEVELOPMENT OF THE PLAYERS FIRST

GAMES WITH LESS PLAYERS POSITIVELY IMPACT ENJOYMENT

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U.S. Soccer Player Development Framework Slide #38
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

GAME FORMAT

APPROPRIATE CHALLENGE
SMALL SIDED GAMES
MORE FUN & ENHANCED DEVELOPMENT

PARTICIPATION AND SUCCESS AS MOTIVATIONAL FACTORS

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U.S. Soccer Player Development Framework Slide #39
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

GAME FORMAT

APPROPRIATE CHALLENGE
SMALL SIDED GAMES
MORE FUN & ENHANCED DEVELOPMENT

MORE ENGAGEMENT

MORE PLAYER ACTIONS

MORE DECISIONS

MORE GOALS

MORE SUPPORT

MORE SMILES

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U.S. Soccer Player Development Framework Slide #40
 U . S . S O C C E R F E D E R A T I O N

PLAYER DEVELOPMENT
FRAMEWORK
GAME FORMATION

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U.S. Soccer Player Development Framework Slide #41
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

GAME FORMATION

WHO IS IN FRONT OF US?

A PLAYER-CENTERED APPROACH TO PLAYING THE GAME
FOCUS ON CREATING A DEVELOPMENTALLY APPROPRIATE GAME ENVIRONMENT

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U.S. Soccer Player Development Framework Slide #42
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

GAME FORMATION

WHAT IS IMPORTANT TO DEVELOP AT THIS AGE?

HOW DOES THE GAME FORMATION IMPACT DEVELOPMENT ?
HOW DOES THE GAME FORMATION IMPACT FUN?

STRIVE TO CREATE FUN AND MAXIMIZE DEVELOPMENT

CHOICES AND IMPACT

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U.S. Soccer Player Development Framework Slide #43
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

GAME FORMATION

1V1 AS A CENTRAL CONCEPT

MORE FOCUS ON INDIVIDUAL DEVELOPMENT

PARTICIPATION AND SUCCESS AS MOTIVATIONAL FACTORS

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U.S. Soccer Player Development Framework Slide #44
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

GAME FORMATION

INTRODUCTION TO FORMATIONS

• The formation is the way we provide a starting structure to the team.

• A formation provides how we line up, gives each player a position, and connects players on the field
without the specific context of a game moment or game situation.

• A formation exists of different lines.

• Many different variations exist.

• The formation in which a team is playing doesn’t necessarily say something about the intentions of the
team.

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U.S. Soccer Player Development Framework Slide #45
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

GAME FORMATION

4v4 7v7 9v9 11v11

U7-U8 U9-U10 U11-U12 U13+

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U.S. Soccer Player Development Framework Slide #46
 U . S . S O C C E R F E D E R A T I O N

PLAYER DEVELOPMENT
FRAMEWORK
PLAYER CENTERED

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U.S. Soccer Player Development Framework Slide #47
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

PLAYER-CENTERED

“SAFETY, BELONGING, FUN, AND DEVELOPMENT

AS KEY PILLARS
FOR A STIMULATING SOCCER EXPERIENCE”

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U.S. Soccer Player Development Framework Slide #48
 FOCUS ON INDIVIDUAL DEVELOPMENT
CREATE A POSITIVE, SUPPORTIVE AND CHALLENGING LEARNING ENVIRONMENT

FUN DIGNITY & RESPECT SAFETY DEVELOPMENT

ALL PLAYERS: ALL PLAYERS: ALL PLAYERS: ALL PLAYERS :
• PLAY A LOT OF GAMES DURING • HAVE THE OPPORTUNITY TO EXPRESS • PLAY IN PHYSICALLY SAFE CONDITIONS • EXPERIENCE THE APPROPRIATE LEVEL
PRACTICE THAT INVOLVE THE BALL AND THEMSELVES AND ARE LISTENED TO • ARE FREE FROM INTIMIDATION, OF CHALLENGE IN TRAINING AND
SCORING OPPORTUNITIES • ARE TREATED FAIRLY AND ENCOURAGED BY HARASSMENT, AND BULLYING COMPETITION
• ENJOY THEMSELVES WITH OTHERS AND THE COACH • PLAY WITHOUT BEING UNDER • ARE CHALLENGED TO MAKE OWN
CELEBRATE SUCCESS • ARE SUPPORTED BY THE PARENTS PRESSURE TO GET RESULTS DECISIONS, TAKE INITIATIVE AND BE
RESPONSIBLE
• TAKE ACTIVE PART IN EACH GAME & PLAY AT
LEAST 50% OF THE TIME • LEARN & IMPROVE THEIR SOCCER
SKILLS
• LEARN TO RESPECT RULES (LAWS OF THE
GAME- FAIRPLAY) • RECEIVE CONSTRUCTIVE FEEDBACK
• LEARN TO RESPECT OTHERS (FAIR AND • EFFORTS ARE VALUED (BUILD SELF-
HONEST TREATMENT OF PEOPLE) ESTEEM)
• LEARN TO COLLABORATE AS
TEAMMATES
• BUILD RELATIONSHIPS

CREATE A CULTURE OF BELONGING

ALL PLAYERS ARE ENCOURAGED TO PARTICIPATE, GIVE THEIR BEST, AND HAVE FUN
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 U.S. SOCCER FEDERATION - TECHNICAL PLAN

PLAYER CENTERED

SOCCER IS A GAME OF EMOTIONS

PLAYERS EXPERIENCE MANY EMOTIONS DURING GAMES AND PRACTICE

A GAME IS AN INTENSE EXPERIENCE WITH DIFFERENT KINDS OF QUICKLY CHANGING EMOTIONS

JOY - HAPPINESS - CONFIDENCE - FRUSTRATION - DISAPPOINTMENT - ANXIETY - GUILT - PRIDE

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U.S. Soccer Player Development Framework Slide #50
 U.S. SOCCER FEDERATION - TECHNICAL PLAN

PLAYER CENTERED

IMPORTANCE OF EMOTIONS: BEHAVIORAL AWARENESS

- We acknowledge that everyone has emotions

- We recognize our emotions (and the ones of others) and understand them

- We talk about emotions (check-in)

- We manage our emotions instead of allowing them to control us

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U.S. Soccer Player Development Framework Slide #51