Radnor Soccer Club
Coaching Manual
Travel Teams
Version 3.0
June 2010
By Danielle C. Fagan
Radnor Soccer Club
Coaching Manual
Travel Teams
Radnor Soccer Club Mission Statement
To develop youngsters in body and character through the teaching and promotion of soccer.
To provide optimal playing environments for house/intramural, developmental and
competitive players alike.
Radnor Soccer Club Goals
1. To provide a positive soccer experience for as many of the township’s children as
possible developing technical skills, social skills, teamwork and sportsmanship.
2. To prepare well rounded athletes for high school.
3. To provide a level of coaching and competition that allows as many township children as
possible to learn the game and compete at the highest possible level within their age
group.
4. To provide coaches with an infrastructure, rules and guidelines within which they can
offer a soccer experience to Radnor Soccer Club players that is suited to the team’s goals
and the players’ abilities.
5. To support development of good referees and to foster respect for them.
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Table of Contents
Introduction
4
Radnor Soccer Club Travel Team Program
5
Methodology & Philosophy
6
Characteristics of Players at Different Ages
8
Player Development
9
Coaching Curriculum: The Four Pillars of Soccer
 Dribbling, 1 v 1 Attacking & Shielding
 1 v 1 Defending & Tackling
 Passing & Receiving
 Shooting & Striking the Ball
 Heading
 Possession & Penetration
 Combination Play
 Crossing and Finishing
 Zonal Defending
 Transition
 Restarts
11
14
19
21
28
32
33
37
38
39
41
43
Game-Day Team Management
 Suggested Systems of Play for 8 v 8 and 11 v 11
 Laws of the Game with Modifications for 8 v 8
45
46
47
References & Resources
48
About the Author
49
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Introduction
Coaching youth soccer in the United States is quite different from coaching any American
sports such as football, basketball and baseball as these sports are coach-driven whereas
soccer is player-driven. In most American sports, coaches play an integral role in both
developing players in practice sessions and then giving them instructions and ultimately
making most of the decisions during the games. In American sports there are secret words,
numbers and physical signals given from coaches to players to tell them what plays to run
and essentially what to do at any given time during the game should a certain situation arise.
Moreover, most sports allow for timeouts where coaches can diagram plays and prepare
players for what is coming next. Coaches have an immediate and consequential role in the
outcome of the game.
On the other hand, soccer is a free-flowing sport that presents players with a myriad of
problems to solve and the game changes within seconds so decisions must be made quickly
with limited time and space to process the solutions. It is during practices that coaches
present players with the many problems that arise in the game and some possible solutions so
that players can make decisions on their own when playing the actual game.
Furthermore, players should be encouraged to make decisions based on what they have
learned. For example, when players have the ball they should know whether to dribble and
attack space, keep the ball and shield, pass to keep possession, shoot, or cross the ball to
create scoring opportunities to name a few. When players don’t have the ball, there is no
point guard like in basketball calling a play so the players off the ball need to understand
where they can be during the game to support the play, unbalance the defense and create
scoring opportunities.
Overall, the youth soccer coach is simply a facilitator as the game is the teacher. Winning is
not paramount; rather having fun and creating rewarding experiences should be the main
focus. The coach is there to help the players understand the demands of the game by creating
an environment for learning that is both fun and challenging, to be an enthusiastic role model
for the players and the game, and to give positive feedback so that players continue to learn
and develop a love for soccer. Practices and games should be enjoyable. It is the coach’s
responsibility to understand that the reasons children participate in soccer.
According to the National Soccer Coaches Association of America, below is a list in order of
importance of the reasons children play soccer:
1.
2.
3.
4.
5.
6.
To learn and improve their skills
To have fun
To be with friends
To experience the excitement of competition
To enhance their physical fitness
To demonstrate their competence
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Radnor Soccer Club Travel Team Program
Format
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8 v 8 at U9, U10 & U11; 11 v 11 at U12 and older: PAGS League for Girls, Delco
League for Boys
Fall Season: September – November (approximately 10 games)
2 Training sessions per week
Winter Season: December – March - Option to play indoor leagues and/or
tournaments plus train in local Radnor Township gyms
Spring Season: April – June – Option to play in local tournaments and practice at own
discretion
Tryouts in the spring: 2 90-minute tryouts run by the directors of training, age group
leader, coaching staff and trainers who are independent evaluators
o Players evaluated based on technical, tactical, physical and psychological
aspects of the game.
Organization
Radnor
Soccer Club
Board of
Directors
Radnor
Soccer Club
Coaching
Committee
Director of
Training:
Boys Teams
Professional
Coaches/
Trainers
Parent Coach
Volunteers
Director of
Training:
Girls Teams
Age Group
Leaders
Professional
Coaches/
Trainers
Parent Coach
Volunteers
Age Group
Leaders
Training Sessions: U9, U10 & U11 Teams
 Players will train in an academy style format with all teams in the age group in the
fall. Coaches and trainers will run sessions from June through mid-November.
 The A teams are coached by professional head coaches. The B and C teams are
coached by parent volunteers and assisted by professional traners.
 Parent Coach Volunteers are encouraged to attend training sessions to assist the
trainers.
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Training Sessions: U12 and Older Teams
 Players will train in the fall 2x per week (1x per week for high school age teams).
 Coaches have the option to hire trainers through either of the training directors or
trainers they wish to hire on their own.
 Teams have the option to train in the summer, winter and fall per the team and
coach’s commitment level.
Methodology & Philosophy

The Game is

Small-Sided Games Approach
o Maximize the number of touches players get on the ball. There should be one
ball for each player as much as possible.
o At this age, players should work as individuals, in partners or in groups of 3 –
6 players maximum
o Make grids for the games/activities appropriate sizes to maximize success
while still challenging the players. It is better to make the grid too large to
start with and then decrease its size rather than making it too small and thus
too difficult for players to accomplish anything. A good guideline to use
when determining grid size is 10 yards for every player involved: 1 v 1 = 10
x 10 yard grid, 2 v 2 = 20 x 20 yard grid, etc.
o Do not be concerned with positions at the younger ages, but rather focus on
the topic of the training session and the individual skills. Small group tactics
can be introduced and covered with the older age groups in this setting.
o Games should be directional (to goals, to targets, to lines) or maze-like
o Avoid elimination games where players are “out” if they lose. Rather, give
players tasks to complete to allow them back in the game or have them join
the player(s) who are “it”.
o Create an environment where players must make decisions and solve
problems.
the Teacher
o Allow players to make decisions and be creative within the flow of the game
and avoid frequent stoppages to make coaching points.
o Use fun small-sided games and activities that replicate the game of soccer
rather than static drills that require players to stand in lines and repeat boring
tasks.
o Each training session should focus on one aspect of the game such as
dribbling, passing, shooting
o Teach the laws of the game within the game itself – keep it simple!
 Kick-Off
 Throw-ins
 Corner Kicks
 Goal Kicks
 Free Kicks – indirect, direct and penalty kicks
o Allow for at least a third to a half of practice time for a scrimmage to two
goals either with or without goalkeepers
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
Organization of a Practice Session
o Equipment
 Balls – each player should bring his/her own ball – pumped up!
 Size 4 ball: U9 – U12
 Size 5 ball: U13 and older
 Pinnies – colored vests to distinguish players/teams
 Cones/Flags – to mark grids and define areas
 First Aid Kit
o Preparation & Management
 Activities in a practice session including the warm-up should be
related to the main topic of the session.
 The session should flow from one activity to the next with minimal
set up and take down.
 Players should constantly be moving so they are not only getting the
skills of the game but the fitness aspect as well.
 Be sure to give enough breaks for water/rest especially in hot/humid
weather. Simply use good judgment keeping in mind that players at
this age cannot gauge their own fatigue, thirst, etc. will tire and get
dehydrated much sooner than adults.
o Warm-Up – Approximately 20 minutes
 Avoid running laps around the field and running for the sake of
running
 Use a fun activity/game that is related to the session topic
 Every player should have a ball or at least every two players
 There should be minimal defense in a warm-up
 Use dynamic stretching whereby players stretch for less than 10
seconds and keep moving between stretches. The idea to run a lap
and then sit in a circle and stretch while counting as loud as possible
to 20 is not beneficial as players do not get to warm-up before they
stretch and then actually start to cool down during the stretching.
o Main Session: 3 – 4 Activities Related to Session Topic – Approximately
35 minutes
 Use activities/games that are related to the main topic of the game. If
the topic is dribbling, the games should be focused on dribbling. For
example, to score a goal, players can dribble over a line or through a
gate.
 Should challenge the players so they can improve
 Should give the players maximum touches on the ball
 Use small groups and small-sided games to teach skills
 Activities should replicate the game whereby players should
constantly be moving, not be waiting in lines, and have the
opportunity to learn by making decisions.
o Scrimmage – Approximately 30 minutes
 Should look like the game of soccer: play to goal (use GK’s or not),
enforce the laws of the game
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
Let them play! Minimize stoppage for coaching points. They are
tired of listening to the coach now and just want to play.
 Good time to review corner kicks, goal kicks, free kicks and throw-ins
as they happen within the flow of the game – but don’t take away the
actual playing of the game!
o Cool-Down and Session Review – Approximately 5 minutes
 Stretch and relax
 Review key points of the session by asking players what they learned
 Give any information for upcoming games, etc.
Making Coaching Points: Catch them being good!
 Socratic Method
o Ask players questions and seek the answers rather than just
giving out information
o Allow for self-discovery
o Give players choices and ask what they would do in a certain
situation and why
 Demonstrations
o Use players to show what you want them to do to perform a
skill – just don’t use the same player all the time and be sure to
allow them to have success
o “Freeze Method” - Re-create situations on the field after they
happen so players can see what they could have done better or
differently and MORE IMPORTANTLY stop players when
they do something right so give positive examples of how to
do things right and to reward players.
o Use trainers and coaches to demonstrate a skill or how to play
a game
o P-N-P Sandwich
 Surround a “negative” comment with two positive
comments. For example: “Susie, that was awesome
how aggressive you were to the ball. Be sure next time
not to lunge in and dive for the ball unless you are sure
you have cover behind you. Keep up the great work!”
Characteristics of Players at Different Ages
- Excerpts from US Youth Soccer Coaching Education
U9 & U10
 Boys and girls begin to develop separately (Girls are ahead of boys tactically and
making decisions while boys solve problems physically)
 Greater diversity in playing ability, physical maturity, physically mature individuals
demonstrate stronger motor skills.
 More prone than adults to heat injury.
 Lengthened attention span, ability to sequence thought and actions.
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Pace factor becoming developed (starting to think ahead).
Intrinsically motivated to play.
Demonstrate increased responsibility:
o Bring ball and water to practice
o Tuck in jersey and pull socks up
o Carry own stuff
Repetitive technique very important, but it must be dynamic not static.
Starting to recognize fundamental tactical concepts such as changing direction of the
ball.
Continued positive reinforcement needed.
Peer pressure starting to be a factor
Adult(s) outside the family may take on added significance.
U11 & U12
 Average age for beginning of pubescence in girls is 10 years with a range from 7 –
14; for boys, age 12 with a range from 9 – 16. Body growth is varied and some
children will have to adjust to their bodies.
 Children are tired and injury-prone at this age as they are often involved in more than
one sport activity in the same day. Energy lessens and they are simply tired.
 They start to have opinions about how the team can play.
 There is a systematic approach to problem solving.
 Beginning to spend more time with friends and less with parents (sleep-over parties).
 Cliques start to form and popularity and fitting in becomes important.
U13 - U16 (excerpts from Best Practices for Coaching Soccer in the United States)
 This is the transitional age into the adult game.
 Emotional, physical and intellectual maturity is the distinguishing factor regarding
how players make decisions and act and react in certain situations.
 These players are more aware of what their bodies can and cannot do with respect to
speed, strength, skill, etc.
 At the older ages, the players start to gain an understanding of responsibilities and
accountability.
Player Development
Principles of Youth Coaching - based on US Youth Soccer’s Model
 Developmentally Appropriate
 Clear, Concise, Correct Information (Brevity, Clarity, Relevance) 10 – 20 seconds
of talking maximum at one time
 Simple to Complex Activities
 Safe & Appropriate Training Area
 Decision Making
 Implications for the Game – “Fun with a Purpose”
 No Lines – No Lectures – No Laps
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Dr. Ronald Quinn, an Associate Professor and Director of Sport Studies at Xavier University
who holds the USSF “A” License and is a member of the US Youth Soccer National
Instructional Staff and considered one of the leading youth soccer educators in the country
states,
“The needs of the child, while playing soccer, should be placed above the needs, convenience
and self-interest of adults. True player development focuses on the development of the
player, not the development of the team! Up to age 12, this should be the only criteria used
in designing and running (youth soccer) programs.”
From US Soccer Best Practices for Coaching Soccer in the United States: Player
Development Guidelines
“Consider this: At the youth level, games are a forum for players to test their ball skills and
game awareness, and should be considered an additional means of development, rather than
the objective. Results are important as it gives the players a competitive focus in the match.
Coaches are encouraged to promote soccer that:
o Is free flowing
o Is coach-guided, not coach-directed
o Demands that all players on the field, regardless of their specified position, participate
in defending and attacking.”
“Ball control is the most important skill a young player could learn. Controlling the ball will
simply make the game easier to play and open up more options instantly. The great thing
about practicing ball control is that there are many different body parts and ways to control
the ball that could prove beneficial in a game. It’s the single skill I find myself doing to this
day on the practice field. I look for two things when I am controlling the ball: I find the
easiest way to control the ball and I control the ball in the direction that will make my next
pass as simple as possible.” – Claudio Reyna, US Men’s National Team Captain
A thought about Winning and Losing while still keeping Player Development as the focus:
“Competition among kids playing games will always exist, whether adults are present or not.
Making soccer ‘fun’ at the younger ages does not mean that competition is removed.
Competition can be positive and healthy. Scoring goals and winning the game are
fundamental parts of soccer. Allow the children to enjoy this aspect without making it the
focus. Set up other skill based objectives as the focal point. At the same time, recognize that
children will find competition in anything you set up.”
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Coaching Curriculum: The Four Pillars of Soccer
1. Technical – Skills: Dribbling, Passing, Shooting, Heading, Tackling
2. Tactical – Decision-Making: Principles of Defense & Attack: Transition, Pressure,
Cover, Balance, Possession, Team Shape, Penetration, Counter-Attack, Speed of Play
3. Psychological – Motivation, Attitude, Leadership, Communication, Confidence,
Teamwork, Concentration, Competitiveness
4. Physical – Speed, Agility, Quickness, Balance, Power, Stability, Endurance, Strength,
Athleticism, Size, Learning Ability
The best practices will incorporate all of the four pillars of soccer into one session. This
concept is known as economical training. By putting players in situations that replicate the
game where they are constantly moving with and without the ball, changing speed and
direction and having to make decisions, the coach can accomplish many tasks at one time to
reach an overall objective. For example, having players run laps around the field without a
ball is a waste of time if they don’t have to make decisions and have limited time and space
in which to make those decisions. All players dribbling in a small grid while going through a
number of gates in a certain amount of time accomplishes the following:
Technical: Dribbling and ball control
Tactical: Decision-making on finding the open space, open gates and avoiding other players
Psychological: Competitiveness and motivation to win the race through the gates
Physical: Speed, agility, quickness and endurance - This is perhaps the best part because
players are working hard and don’t realize it. I like to call this “hidden fitness” because
players run many sprints with the ball and move in a game-like fashion and they enjoy it
because it is a competition and they weren’t told to get on a line to run sprints.
Technical Development is the main focus for the U9 and U10 age group as you must lay a
foundation of skills before going to the tactical part of the game. Keep in mind that you will
have to continue to develop skills after U10, but it is the main focus at these age groups.
Without technique there can be no tactics. If you are trying to teach a tactical aspect of the
game, but he/she has not mastered the technical skill required to perform the tactic, the
session will not be a success. For example, spending an entire session teaching players about
possession is a waste of time if they cannot yet pass the ball with success. Developing a
player’s relationship with the ball such that he/she can control the ball, dribble with
confidence, pass accurately and with enough pace and start to strike the ball on goal while
instilling a love of the game and having fun is paramount for these ages.
In addition, there are considerations of where players are in their growth regarding
psychomotor, cognitive and psychosocial development when attempting to work with players
of this age. Review the section “Characteristics of U9 & U10 Children” for further
information.
Document1 Travel Teams – Page 11
Simple tactics such as 1 v 1 attacking and defending have been included in the section below.
Spacing and simple team shape using groups of 3 players showing triangles and groups of 4
players showing diamonds can also be introduced to players of this age. Be sure to focus on
the skills necessary to execute these tactics.
Based on a 10-week Season, a sample U9 & U10 curriculum is as follows:
Week 1: Dribbling and 1 v 1 Attacking/Moves to beat an opponent
Week 2: Dribbling and 1 v 1 Defending/Tackling
Week 3: Passing and Striking the Ball/Shooting
Week 4: Passing and Receiving
Week 5: Dribbling and 1 v 1 Attacking
Week 6: Dribbling and 1 v 1 Defending
Week 7: Passing and Receiving
Week 8: Striking the Ball/Shooting
Week 9: Dribbling and 1 v 1 Attacking
Week 10: Shooting & Heading
Coaches should consult with trainers on a weekly basis to review what they saw in their
games so the trainers and coaches can work together to prepare training sessions that address
the needs of the players based on what should be accomplished.
Tactical Development should not be addressed until U11 at the earliest. Remember that
technical development does not stop at this age such that the entire focus should not be
tactical. Games and activities should be modified to meet the needs of the players as there
will be varying levels of competency at each age as well as each team. The tactical aspect of
the game deals with decision-making that happens in the game. These activities replicate the
types of decisions players will have to make in the game and exposes them to many different
situations so that they can learn to assess the situation and make the appropriate decision.
The idea is to let the game be the teacher so come game-time, the players will be prepared to
make the decisions without the coach dictating play and giving players play-by-play
instructions on what to do. Players should learn the principles of attack and defense:
Attack & Roles of 1st, 2nd & 3rd Attacker
- Penetration (1st attacker – possession)
- Depth (2nd attacker – support)
- Mobility (3rd attacker – support)
- Width (Team)
- Improvisation (Relative to the thirds of the field with respect to risk and safety)
Defense and Roles of 1st, 2nd & 3rd Defender
- Immediate Chase (1st defender – pressing)
- Delay & Deny Penetration (1st defender – pressing)
- Depth (2nd defender – covering)
- Balance (3rd defender)
- Concentration (Team – related to making the space smaller)
- Control & Restraint (Relative to the thirds of the field with respect to risk and safety)
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Based on a 10-week Season, a sample U11- U16 curriculum is as follows:
Week 1: Passing and Receiving with Possession
Week 2: Striking the ball with Crossing & Finishing
Week 3: Tackling and 2 v 2 Defending
Week 4: Passing and Receiving with Speed of Play
Week 5: Passing and Dribbling with Penetration
Week 6: 3 v 3 Defending
Week 7: Passing and Receiving with Combination Play
Week 8: Transition
Week 9: Team Zonal Defending
Week 10: Striking the ball with Crossing & Finishing
A note on semantics:
Don’t do “drills” at practice as that word connotes something rigid, laborious, boring and
simply not fun. Refer to everything you do as activities and games because quite simply that
is what they are. Drills are for the military. Activities and games are for children learning
to play.
Following are suggested activities for the technical skills of the game along with some simple
tactical games suitable for the U9 and U10 player, as well as tactical activities and games for
U11 and older players. There are thousands of games and activities that will help players
develop the skills of the game. There are descriptions available online, in books on video
and DVD. Coaches are also encouraged to attend coaching clinics such as those offered by
EPYSA, US Youth Soccer and the NSCAA, which have annual conventions offering
sessions covering a variety of topics both on the field using players to demonstrate skills and
tactics, as well as seminars and classroom sessions.
Coaches are encouraged to be creative and to adjust the sessions as they see fit to
accommodate for differences in skill level. It is always better to start easy and make the
game more challenging so the players experience success early on. The game is the best
teacher so the more small-sided scrimmages that take place, the better. Coaches need to
recognize when to make the coaching points in these games and to keep them moving so the
players are learning and having fun.
DIAGRAMS LEGEND
O = PLAYER
X = PLAYER
S = SERVER
D = DEFENDING PLAYER
A = ATTACKING PLAYER
GK = GOALKEEPER
● = BALL
^ = CONE
1> = FLAG
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Activities for Dribbling, 1 v 1 Attacking and Shielding
Coaching Points:
 Keep ball close to body
 Take many touches on the ball
 Use both feet
 Change direction and speed to beat opponents
 Accelerate after doing a move to get behind defenders
 Keep head up to look for open space, teammates, and opponents. Don’t look at the
ball.
Use all surfaces of the feet: inside, outside, laces, sole, etc.
Keep body between ball and opponent on outside foot
Use arms, shoulders, stay low and use body within the rules of the game
Attack the space given by the defender and run at opponents with speed
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1. Tag
Virtually any childhood tag games can be played using a soccer ball as it gets all of the
players moving and works on agility (changing direction with speed and quickness) as well
as teamwork, attacking and defending. Use any tag games (i.e.: freeze tag) or some of the
suggested ones below.
2. Pinnie Tag
Organization/Rules:
 1 ball per player
 1 pinnie per player tucked into shorts like a “tail”
 one or more players who are “it”
 20 x 30 yard grid (increase size for larger numbers)
Players dribble ball in grid trying to avoid getting their pinnie stolen from the player (s) who
is/are “it”. Play either for a time limit (1 minute) or until the player who is “it” has stolen all
of the pinnies. Once players get their pinnies stolen either they can continue dribbling and
help the player(s) who are “it” steal more pinnies or they can juggle the soccer ball in place
or practice a move until the game ends.
Variations:
 Players have to get from one side of the grid to another without getting their pinnies
stolen. If they get their pinnies stolen, they join the other player(s) who are “it” and
the last players left at the end win the game.

Play with teams. Every player has a ball and they try to steal from the other teams.
At the end of the game, give players 2 points for every pinnie they stole from another
team and 1 point for their own pinnies they kept from being stolen.

When players steal pinnies in any versions of the game, they must tuck them into
their shorts as tails and not carry them in their hands.
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3. Snake Tag
Organization/Rules:
 1 ball per person except the player who is “it”
 30 x 40 yard grid (increase size for larger numbers)
Players dribble in grid trying to avoid having their ball knocked away by the player
“snake” who is “it”. If the player gets his/her ball knocked away, he/she joins hands with
the player who is “it” to form a “snake”. As players get balls knocked away, more of
them are added to the snake so it becomes more difficult to get away from the players
who are “it”.
Variation: Have multiple “snakes” of 3 or 4 players holding hands
4. Gates
Organization/Rules:
 1 ball per person
 30 x 40 yard grid
 Multiple gates of various widths spread out around grid denoted by cones
Players dribble through the gates for a certain time period (i.e.: 1 minute) and count how
many gates they can go through during that time. Play multiple times and have players
compete against themselves by having to beat their own score or competing against other
players by getting the highest scores.
Variations:
 Don’t allow players to go through the same gate twice.

Have players go in a certain color order i.e.: yellow gate, orange gate, yellow gate,
etc.

Add a few defenders to knock balls away.

Have players do a move before going through the gates.

Have players or coaches run around and stand in different gates which “closes” them
to the players.

Play with teams so one team is defending and one attacking or all teams are attacking
and they get to add their scores together.

Play with partners where one starts with the ball and goes through as many gates as
possible and if the other player steals the ball, then he/she can go through the gates.
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5. 9 Lives
Organization/Rules:
 1 ball per player
 20 x 30 yard grid (increase for larger numbers)
 Multiple cones spread out randomly inside grid
Players each start the game with 9 lives. Play 1 minute rounds. Players dribble their ball
around the grid avoiding each other, the cones and attempting to keep the ball under control
by staying inside the grid. Players lose lives if they hit a cone or another player or go out of
bounds. At the end of each round, give players opportunities to win “lives” back that they
lost or to get bonus “lives” if they are at 9. Juggling or dribbling moves are good challenges
to win lives. Each round can have its own theme whereby players have to perform a certain
move. Also, coaches can add or remove cones/obstacles inside the grid to make the game
easier or more difficult.
Variation: Add defender(s) or play in teams.
6. Musical Balls
Organization/Rules:
 1 ball per player
 20 x 30 yard grid
Players dribble around the grid and on the coach’s command, they leave their own ball and
run to get another one while the coach steals one ball thereby leaving one player without a
ball. Have that player juggle or do a dribbling move to get the ball back. Have players
dribble with multiple surfaces (inside, outside, laces, sole) and either using one or both feet.
Variations:
 Start the game with one or more players without balls so when the coach calls for a
switch, those players without balls will get one and the ones who have balls will have
to work harder to get another ball.

Play with teams so you can only get a ball from someone on the other team.
 Add defender(s).
Document1 Travel Teams – Page 16
7. Harry Potter
Organization/Rules:
 1 ball per player except for Lord Voldemort and Harry Potter
 Two teams: The Wizards (O) & The Deatheaters (X)
 30 x 40 yard grid with 2 5’ x 5’ squares at each end of the grid
Each player on both teams dribbles their balls around in the grid attempting to keep control
of their own ball while trying to knock balls away from players on the other team. “Lord
Voldemort” and “Harry Potter” do not have a ball and each stand inside their own square in
the grid. If one of their players loses his/her ball, they become frozen in that space and must
hold the ball over his/her head and call for help. Harry Potter and Lord Voldemort must
leave their squares and tag their frozen teammates to get them unfrozen. If Harry Potter or
Lord Voldemort gets hit by a ball while they are out of their “safe square”, then the other
team wins. A team can also win if they freeze all of the players on the other team.
X●
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Lord
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Document1 Travel Teams – Page 17
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Harry
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8. Pirate Ship
Organization/Rules
 Multiple soccer balls (gold/treasure) placed in a small pile in the center of the grid
 40 x 50 yard grid
 Enough 3’ x 3’ grids (“ships”) placed around the perimeter of the grid so that there
are 2 players in each grid
Players start in their pairs in each grid and on coach’s command they run to the pile of soccer
balls in the middle and dribble them back to their “ships”. After all of the balls are taken out
of the middle, players are allowed to steal from other ships. When a pair has 3 balls in their
ship, they win the game. Put all balls back in the middle and play again.
Variations:
 Only one player may leave the ship at a time.

Vary the worth of each ball – i.e.: a red ball is worth more points if they get it – tell
players ahead of time which ones are worth more or keep it a secret until the end of
the game and give bonus points then.

Pairs must have 4 or 5 balls to win the game.

Players can steal a ball from a ship but get a free pass to dribble back to their own
ship without being tackled.
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Document1 Travel Teams – Page 18
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Activities for 1 v 1 Defending and Tackling
Coaching Points:
 Stay low, knees bent and keep one foot in front of the other so the ball cannot be
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played through the legs for a “nutmeg”
Angle of approach should be bent to force the attacker in one direction
Force attacker either towards the touchline or end line (out of bounds) or force
towards a teammate for double-team or to win the ball (dispossess)
Close space quickly and slow down run with short steps as get closer to the attacker
Don’t lunge in at the ball as the goal is to put pressure
Poke at the ball with the front foot at an angle and weight of body forward
Decision of when to tackle is based on where the player is on the field, the distance
help is from the ball, if the ball has been misplayed and only when in front of or next
to the attacker (tackling from behind is not only a foul but very dangerous).
Slide tackling should not be taught at this age. It is best to teach players to stay on
their feet, delay the attack, pressure the ball and tackle when they can.
1. Golf
Organization/Rules:
 10 x 15 yard grid
 3 yard goal in one corner on end line – or use a PUGG goal
 Multiple balls
 Two teams or more if you have multiple grids
 Defending team lines up behind goal and attacking team lines up at other end of grid
A player on the defending team plays a ball to a player on the attacking team. The defender
runs out to close down the space in a fashion that creates a bend to his/her run so the goal is
covered – but do not play goalkeeper and stand in front of the goal. Only defenders get
points in this game, but as with golf players need the lowest score to win the game. After 5
minutes, switch roles so the attacking team defends and the defending team attacks.
Scoring:
Defender wins ball and dribbles over opposite end line = -2
Defender wins ball and shields opponent for 3 seconds = -1
Defender breaks up play and ball goes out of the grid = 0 (Par)
Defender gives up a goal by allowing attacker to dribble over end line = +1
Defender gives up goal by allowing attacker to shoot ball into goal = +2
AAA
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D● D● D●
Document1 Travel Teams – Page 19
2. 1 v 1 to goal, end line, end zone, player, cone
Organization/Rules:
 1 ball per pair
 Grid sizes will vary but generally should be a minimum of 5 x 10 yds and a maximum
of 10 x 1 5 yards
 Use cone/flag goals, PUGG goals, an end zone at each end, a cone or a target player
for players to score
There are many variations to playing 1 v 1. The idea is to give players opportunities to tackle
and practice when to tackle so they don’t just run into the attacker nor have the attacker
dribble right by without any challenge. Service can start with the attacker, the defender or
from a coach who plays in a 50/50 ball or plays to one player. Vary the pairs so each player
gets to play against different opponents. Each pair should have his/her own grid. Or you can
play two grids at the same time with four teams and add individual scores together.
3. Cross the Swamp
Organization/Rules:
 30 x 40 yard grid
 3 – 4 defenders (“Alligators”) and rest of the players each with a ball as attackers
Attacking players start on one side of the “swamp” and attempt to cross over to the other side
while the defenders “alligators” attempt to steal their balls. If the players get across the
swamp without getting their balls stolen, they get a point. If they get their ball stolen, then
either they become an alligator or leave the game off to the side and can re-enter the game
after they get a certain number of juggles, one-touch passes with other players or the coach as
determined by the coach. Play either with a set amount of time (1 – 2 minutes) or a certain
number of attempts to cross the swamp. Rotate players in as defenders.
A●
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Document1 Travel Teams – Page 20
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Activities for Passing and Receiving
Coaching Points: Passing
 Use inside of foot for most accuracy, laces/instep to pass over a distance and outside
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of the foot for deception
Lock the ankle and position heel down and toe up for inside of the foot passes, toes
pointed down for instep or outside of foot passes
Strike the center of the ball to keep it on the ground
Follow-through with kicking foot to the target and transfer weight forward not
backwards
Square hips to the target
Place non-kicking foot next to the ball pointing towards the target. Make sure the
foot is right next to the ball. If it is too far behind the ball, players will have to reach
and lose power or will hit the bottom of the ball causing it to go in the air.
Remember “P.A.T.” = Pace, Accuracy, Timing – Strike the ball with enough pace to
get to the target and not too much that it passes the target or is difficult to handle;
Play the ball to space or to feet; Players should be able to run onto the ball and not
have balls played to early or too late so they can’t get to them.
Coaching Points: Receiving
 Get in the flight path of the ball and square body to the ball
 Keep eyes on the ball
 Play ball under control at an angle away from the body into space, away from
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pressure – playing the ball directly in front can lead to losing the ball and be sure not
to let the ball get trapped under the body.
Select the correct body part to use when receiving: head, chest, thigh, foot
Take energy out of the ball with a soft touch to keep it under control
On ground balls, receive heel down/toe up with inside of foot
Keep the ball moving – don’t kill it! Note that it is called receiving and not trapping.
Stopping the ball limits options to get away from opponents.
Attempt to receive the ball across the body with the far foot in a position where the
defender is sealed off and you can see most of the field
1. Siamese Soccer
Organization/Rules:
 Players in pairs holding hands except for 1 to 3 players who are “it” with a ball each
 Any confined space is suitable to play this game.
Players who are “it” dribble ball and attempt to hit the pairs who are trying to avoid getting
hit by the ball. The ball must hit either player in the pair below the knees and should be at
least 10 yards away. If either of the players is hit, the pair breaks apart, each get a ball and
try to hit the other pairs. The last pair remaining wins the game. Players who are “it” can
pass to each other if coach decides everyone who is “it” will not have a ball.
Document1 Travel Teams – Page 21
2. Sequence Passing
Organization/Rules:
 Groups of players anywhere from 3 - 6 players per group with one ball
 Number players from 1 to the highest number in the group
 Any confined space is suitable to play this game.
Players pass in numerical order starting with player number 1. All players should be moving,
checking to open space and supporting the ball. They should be ready to receive the ball two
numbers ahead so they are learning to anticipate the play and move into a position to receive
the ball so the teammate who is going to pass it to him/her can see/hear the player who is to
get the ball next. Be sure groups are not separated from one another so they are mixing up
and making it more challenging to find their teammates while still spreading out.
Variations:
 Play with multiple balls.

Play in reverse number order.

Limit the number of touches the players have when they receive the ball.

Only allow the player with the ball to talk or everyone but the player to talk.

Don’t permit anyone to talk which will force them to use non-verbal communication
such as clapping or sprinting to open space in the eye-line of the player with the ball.

Call a number and the players from each group leave their own group and go to
defend in another group.

Have a competition whereby the first team to get a certain number of passes in a row
wins or the team that can get the most number of passes in a certain amount of time
wins.

Have players sprint out of the grid or touch a cone after each pass.
Document1 Travel Teams – Page 22
3. Snakes in the River
Organization/Rules:
 All players have a ball
 Two teams: “Snakes” and “Snake Hunters”
 A grid at least 30 yards wide by 40 yards long. Make adjustments to the width for
longer range passing.
Snakes line up at one end of the river to dribble to the opposite end. Snake hunters line up
along the “banks” of the river. Snakes attempt to dribble to the other end of the river without
getting hit by a ball which is passed from the snake hunters. Snakes get a point every time
they go up the river without getting hit and get another point for dribbling back down the
river without getting hit. Snake hunters get a point every time they hit a snake below the
knees and get 3 points every time they hit a snake’s ball. Play 2-minute rounds, add scores
for each team and switch roles.
Variations:
 Have snakes run up and down the river without balls.

Make it a race to see which team of snake hunters can get to 20 points in the shortest
amount of time.
^
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4. Ball Blaster
Organization/Rules:
 Players in pairs
 2 balls and one cone per pair - 1 ball on top of the cone and the other with one player
 Set up cone with ball between the pair. Distance will vary depending on if you are
working on short or long passes. Minimum distance should be about 5 yards from the
cone to a player and the maximum distance should be about 15 yards from the cone to
a player.
Players compete against each other to knock ball off cone by passing it at the ball. Play for
highest number of points in a time limit or whoever scores 5 points first.
X●
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X
^
Document1 Travel Teams – Page 23
5. Golf
Organization/Rules:
 Players in groups of 2 – 4 each player with a ball
 Set up a golf course using natural boundaries, cones, flags, PUGG goals, balls
 Vary distance from tees to holes
Groups can play as teams or keep individual scores. Set up groups around the course so they
start at different holes to keep the game flowing. Each hole can be a pass through a gate or to
hit an object. Holes can be set up with obstacles in the way so players have to go around
them with passes.
6. Marbles
Organization/Rules:
 Players in pairs and 1 ball per person
 Any open space with plenty of room for all pairs to pass and move
Players take turns trying to hit each other’s ball. One player goes first and knocks his/her
ball away. Once the ball is struck, the partner can hit his/her ball and attempt to hit the
moving ball. If the ball is hit, the player who it the ball gets a point. Players keep alternating
back and forth until a ball is hit. Once it is hit, the player who scored the point knocks
his/her ball away with a new pass. Play until a player in the pair gets the designated score to
win or play for time and the player with the highest score at the end of the game wins.
7. Stuck in the Mud
Organization/Rules:
 2 – 3 players “it” as “Mud Monsters”
 All other players with a ball
 Any confined space depending on numbers and skill level
Players dribble around the space while “Mud Monsters” attempt to knock balls away. If a
player’s ball gets knocked away, he/she is frozen or “stuck in the mud”. That player must
stay in one place holding the ball above his/her head and legs apart until another player plays
his/her ball through the frozen player’s legs. Coaches can set the distance from which balls
must be played through players legs to work on short or long accurate passing. The first
player to unfreeze 5 other players wins the game.
Document1 Travel Teams – Page 24
8. Barcelona Tag
Organization/Rules:
 1/3 of the players with a pinnie in hand who are “it”
 1/3 of the players with a ball in hand who are safe
 1/3 of the players with neither a pinnie or a ball and can be tagged
 Any confined area such as the 18 yard box, center circle or a 20 x 30 yd grid
Players who are “it” attempt to tag players who do not have a ball. Players with balls in hand
pass the ball using their hands to other players so they cannot get tagged. If a player without
a ball is tagged, he/she becomes “it” and takes the pinnie. Play for 2 minutes and players
who are still “it” at the end of the round. After a few rounds, progress to passing the ball
with feet instead of hands.
Variations:
 Increase or decrease the number of players who are “it”

Increase or decrease the number of balls
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Increase or decrease the size of the grid
9. Gates
Organization/Rules:
 40 x 50 yard grid
 Players in pairs with one ball per pair
 Gates made with cones set up randomly around the grid. Vary the space between the
cones.
Players pass to each other accumulating points for passing the ball through a gate. Play for a
set amount of time and winners are the pairs who pass through the most gates or make it a
race so that the pair that passes through 10 gates first wins.
Variations:
 Don’t allow players to pass through the same gate twice.
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Have players go in a certain color order i.e.: yellow gate, orange gate, yellow gate,
etc.
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Add a few defenders to knock balls away.
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Have players or coaches run around and stand in different gates, which “closes” them
to the players.
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Play with teams so one team is defending and one attacking or all teams are attacking
and they get to add their scores together.
Document1 Travel Teams – Page 25
10. Gauntlet
Organization/Rules:
 Players in pairs with one ball
 A channel 10 x 40 yards marking off every 10 yards
Players start at the first cone at the beginning of the channel and toss the ball to their partner
who receive the ball with their foot, settle to the ground and pass back. Players then race to
the next cone 10 yards away in the channel and repeat the challenge. Players take turns being
the server and the receiver. Once they get to the last cone and complete the challenge, they
race back to the starting line. The first pairs back are the winners. Each time through the
channel, vary the surface players are using to receive the ball. For example, use the chest,
thigh and head, or have them volley the ball back with the inside of the foot or laces.
Variations:
 Change the size of the grid
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Have players serve with their feet instead of tossing with their hands
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Don’t allow players to settle the ball – for example have them receive with their chest
and return with their foot without bringing the ball to the ground or give players one
bounce and then have them play the ball back to the server.
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Add another station to the channel
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Play in teams
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Have players complete the challenge more than once in each grid
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Play with teams
^
X
Start X
X
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S
Finish
S ----------------------------------------------------------------------
S
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Document1 Travel Teams – Page 26
11. Soccer Tennis/Volleyball
Organization/Rules:
 Set up tennis courts of about 10 x 20 yards (bigger for larger groups and smaller for
singles)
 Use a line, cones or bags for the net
 Play either singles, doubles or groups of 3 – 5
 Set up enough courts for the number of players so everyone is playing
Play timed rounds of 2 – 5 minutes each. Serve must be from behind line and either off one
bounce or out of the air. Ball must go over the net without bouncing. Ball can bounce once
before returning to the other side. Unlimited touches. No hands. Score on the serve only by
one point. Rotate servers. At the end of each round, rotate winners or losers to a new court.
Variations:
 Limit the touches on the ball
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Play without a bounce or more than one bounce
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Score on every play not just the serve
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Play to a certain score instead of for time
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Play a round robin, tournament or scramble players after each round
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Use a higher net such as a bench or the goal
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Give extra points for good controlling touches out of the air
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Have winners play a team of coaches
Document1 Travel Teams – Page 27
Activities for Striking the Ball and Shooting
Coaching Points:
 Non-kicking foot next to the ball pointed towards the target
 Ankle locked
 Toe down
 Knee over the ball and body over the ball
 Keep eyes on the ball with head down
 Strike with the laces for maximum power
 Follow through with body weight forward landing on kicking foot
 Hips pointed to the target
 Aim for the far post or wherever the goalkeeper is not standing
1. Flying Changes
Organization/Rules:
 20 x 30 yard grid
 Two goals either regulation size or use PUGGs, cones or flags
 A goalkeeper if using regulation goals
 A large supply of balls
 Two teams and a server
Server (standing at the midline of the grid) plays a 50/50 ball into the middle of the grid and
either play 1 v 1, 2 v 2, or 3 v 3 with players from each team coming from behind their own
goal. If a player or team scores, they stay in the grid but must sprint back and tag the goal
while the server plays a new ball to a new player or team from the other group. If the ball
goes out of play, a new ball and new players enter the grid. If there is a goalkeeper and
he/she makes a save, play continues. Vary service with ground balls, air balls and bouncing
balls. Team that gets 10 goals first wins the game.
Variations:
 If playing 2 v 2 or 3 v 3, only have 1 or 2 players sprint back to tag the goal after
scoring.
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Limit touches before shooting
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Set up multiple goals on each end line if not using a regulation goal

Keep individual scores
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Give more points for goals scored in corners of the goal
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Have the goalkeepers serve balls either throwing or punting into middle of grid
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Change server’s location so balls are coming from different parts of the grid
Document1 Travel Teams – Page 28
2. Power/Finesse
Organization/Rules:
 One regulation goal
 Large supply of balls located at each goal post
 Two teams and one goalkeeper
 Two servers, one at each goal post
Teams line up about 20 yards from the goal. A player from one team goes first. A server
from one post plays a ball on the ground to the shooter and the shooter gets 1 – 2 touches for
a power shot on goal from about 12 – 15 yards out. The shooter continues running towards
the goal and the other server plays a ball on the ground for a one-time finesse shot about 8 –
12 yards from goal. The power shot should be with the laces/instep and the finesse shot
should be a pass placed in the corners with the inside of the foot.
If the shooter doesn’t score at all, he/she is “out” and must stand behind the goal but can reenter the game if he/she receives the ball out of the air with head, chest, thigh or foot or can
juggle a ball 2 – 3 times. If the shooter scores one goal, he/she returns to his/her team. If the
player scores both goals, he/she can challenge any player from the other team to make both
shots. If the player makes both goals, he/she can either eliminate the challenger or bring
another player back who is “out”. The winning team is the one with at least one player left at
the end of the game. If one team loses all of its players, that team loses.
Variations:
 Serve balls in the air
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Play unlimited touches before shooting
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Put a coach in the goal

Play without a goalkeeper and put flags, cones or PUGGs in the corners so
shooters have to aim there to score
Document1 Travel Teams – Page 29
3. Bowling
Organization/Rules:
 Players in pairs with one ball and either two tall cones or a disc cone and another ball
 Set distance of at least 10 yards between shooter and target
 One player is the shooter and the other stands behind the target to reset the target and
give coaching points to his/her partner
Players work together to score. Shooter gets three chances to score and then switches with
his/her partner. Players keep taking turns until one pair wins by scoring 7 goals. Make sure
players are hitting a moving ball.
Variations:
 Pairs compete against each other

Vary distance shooter has from start point to the target
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Use multiple targets and give various points for hitting smaller targets
4. Lighting
Organization/Rules:
 Two teams and a goalkeeper
 Attacking team with a supply of balls
 Defending team next to the goal with two players inside each post holding the post
with one hand
 Regulation size goal
Attacking team has 2 minutes to score as many goals as possible, shooting one ball at a time.
Players shoot off the dribble or a pass from a teammate. Players must shoot from 10 – 15
yards away. (Adjust distance for skill level.) When the ball goes in the net, the players on
the post must switch out with other teammates. Players on the post can prevent balls from
going in the net, but may not use their hands and must always have one hand on the post.
After two minutes of play, rotate attacking and defending team. Either play a set number of
rounds and the team with the most goals wins or play until whichever team scores 10 goals
first to win the game.
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Document1 Travel Teams – Page 30
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5. Shooter/Keeper/Passer
Organization/Rules:
 Two teams
 Large supply of balls at each goal post
 Regulation goal
Split teams in half with half of the players on one post and the other half about 20 yards away
to be shooters. One player is in goal and rotates out after each shot. One team passes to a
shooter who then shoots and quickly runs into the goal to become the goalkeeper while the
other team passes and shoots. The passers go to the shooting line and continue in the rotation
of shooter to keeper to passer while teams alternate taking turns shooting. Game continues
until one team scores 10 goals.
Passers
Passers
XXX
Shooters
O Keeper
XXXX
OOO
OOO Shooters
Activities for Heading
Coaching Points:
 Hit the ball with the forehead right by the hairline
 Be sure to hit the ball and not let it hit the head “Be the hammer not the nail”
 Keep eyes open and on the ball
 Use the neck, arms, legs and back to throw weight into the ball
 Move the head forward, not up and down
 Chin up
 Use arms for balance and keep one foot in front of the other
o Defensive Heading
 Clear the ball high and wide away from pressure
 Head bottom half of ball to get under it for clearance
 Jump off one foot
o Offensive Heading
 Jump off one foot
 Get over the ball and head down
 Head top half of the ball
 Aim for goal or pass to a teammate or to self
Document1 Travel Teams – Page 31
1. 2 v 2 Heading
Organization/Rules:
 Multiple grids 5 x 15 yards
 Teams of two with two teams per grid
 One ball per grid
Players serve ball to their teammate to try to head ball over the line of the opposing team.
The opposing team must stand on the end line and can stop the ball from going over the line
using anything but their hands. To score, the ball must be below the defending team’s
shoulders. If the ball hits the ground, it is a 50/50 ball and can be picked up by either team.
The teams run back and forth in the grid trying to score with the most head ball goals in 2
minutes. Hand ball by the defending team means that team has to play on their knees for the
next shot. Rotate teams after each round.
2. Juggling Headers
Organization/Rules:
 Groups of 2 or 3
 1 ball per group
Players toss ball to each other trying to head ball up in the air to each other. Count how
many they can get in a row before it hits the ground.
3. 1 v 1 Heading to Goal
Organization/Rules:
 Two goals using flags about 8 yards wide and 10 yards apart.
 Players in pairs each with a few balls
There are two players on each goal line and two players behind each goal with balls. Player
X1 serves the ball over the goal to X2 who will try to head the ball into the goal defended by
player O2. Then player O1will serve the ball over the goal to O2 who will try to head the
ball into the goal defended by X2. Repeat this sequence 3 times and then have the players
rotate so the servers are now the headers and the headers become the servers.
Variations:
 Vary the distance between the goals

Vary the size of the goal
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Vary the distance between the server and the header
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Give the goalkeepers extra points if they save the ball using their head
1>
X1
O2
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1>
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1>
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Document1 Travel Teams – Page 32
Activities for Possession and Penetration
Coaching Points:
 Get body positioned “side-on” to the field and play so as to see the entire field
 Give good angles of support so you are in a position to receive the ball with time and
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space
Create space for yourself and your teammates
Move off the ball with a purpose
Use first touch to keep the ball and create options
Look to split defenders with one pass to advance the ball
Play the way you’re facing
Play simple
Change the point of attack to relieve pressure and find seams
Shape should be a triangle or a diamond so the player with the ball has options both
wide and long and has multiple choices
Decision-making process when a player has the ball should be as follows: Can I
score? If I can’t score, can I get it to a player who can score? If neither of these
options is available, can I keep possession?
Attack the space on the dribble to penetrate the defense and pull them out of shape
1. 4 v 2
Organization/Rules:
 Groups of 6 – 2 players with a pinnie in hand
 1 ball per group
 1 10 x 10 yd grid. Grid size will vary with the skill level of the players. For more
success and less skilled players, make the grid bigger. Better to start with a large grid
and make it smaller than have one too small that will frustrate the players.
4 players are on attack and 2 players are on defense. The 4 attacking players attempt to make
a certain number of passes in a row to accumulate points. If a defending player intercepts or
wins the ball, he/she switches with an attacker by dropping the pinnie on the ground and
starting the play while the attacker picks up the pinnie and becomes a defender.
A
A
D
D
A
A●
Document1 Travel Teams – Page 33
Variations:
 Limit the number of touches per player

Have the 2 defenders work as a team so if they win the ball, they both switch out with
2 attackers

Play for time and see which team can get the highest number of consecutive passes.
2. Double Boxes
Organization/Rules:
 Groups of 8 – one team of 6 in one color and the other team of 2 in another color
 1 ball for the activity and extra balls near the grids
 2 10 x 10 yd grids connected to make 1 large 10 x 20 yd grid. Grid size will vary
with the skill level of the players. For more success and less skilled players, make the
grid bigger. Better to start with a large grid and make it smaller than have one too
small that will frustrate the players.
One grid will have 4 players from one team and 2 from the other team. The ball starts in this
grid. The 4 attacking players must get 3 passes in one box and look to make a penetrating
pass to their teammates waiting in the other grid. If the attacking team can split the defenders
on a through ball, they can go straight to the other grid without making 3 consecutive passes.
When the pass goes to the other grid, 2 attackers join and the defenders follow. Play for 3
minutes and switch. Rather than having the 2 defenders going back and forth between both
grids, you can have 2 defenders waiting outside the other grid and they will run in when the
ball gets there.
Scoring:
3 consecutive passes = 1 point
Through ball split between the defenders = 3 points
Pass to other grid after 3 consecutive passes = 1 point
A
A
D
A
D
A
A
●A
Document1 Travel Teams – Page 34
3. 6 v 6 + 6
Organization/Rules:
 Groups of 6 – each team in a different color
 1 ball for the activity and extra balls near the grids
 1 30 x 40 yd grid
This can be a possession game, a penetration game or a combination of both. Essentially two
of the teams are on attack and working together and the other team is on defense. If the team
on defense wins the ball, they join the attack and the team who lost the ball becomes the
defenders. The object of the game is up to the coach. Scoring can be for a certain number of
consecutive passes in a row, dribbling over a line, passing to a teammate over the end line,
playing to a target player on one of the lines or in the corners, splitting two defenders, etc.
There are many variations to this game and it can be played with any number of players for
example it can be played 2 v 2 + 2 if you have a small group.
4. 21
Organization/Rules:
 Two groups of equal numbers – can use a neutral player if uneven numbers
 1 ball per group for the activity and extra balls near the grids
 Grid size will depend on number of players and how skilled they are. The more
numbers and less skill, the bigger the grid.
This game can be played in phases so you start without pressure and then add pressure. This
is a race between two groups to get 21 passes.
Phase 1: Each group has a ball and must pass the ball 21 times with unlimited touches per
player to win the game.
Phase 2: Same as phase 1, but all 21 passes must be with exactly 3 touches per player.
Phase 3: Play as phase 2 but all 21 passes must be with exactly 2 touches per player
Phase 4: Play as phase 3 with 1-touch passing (This may be a bit challenging for the younger,
less skilled groups, but should still be attempted as it is a great way to instruct on body
position and how movement off the ball is critical.)
Phase 5: Play with 1 ball between the 2 groups. So group A will start passing and get as
many passes as possible. When the ball is stolen by group B, they start counting their passes.
When group A regains possession, they start counting where they left off. Now you can
make points about movement off the ball relative to the position of the defenders, the space
and what the game is giving them for options.
Variations:
 Play with consecutive passes so that groups must start over at the beginning should
they lose the ball.

Play all phases together such that phases 1, 2. 3 and 4 must be done in a row.


Give certain players touch restrictions and others unlimited touch.
Number each player so they have to pass in sequence
Document1 Travel Teams – Page 35
5. Boss of the Box
Organization/Rules:
 Teams of 6 (Team 1: 4 on attack with 2 subs, Team 2: pairs on defense) If you don’t
have the exact even numbers to play this game, you can vary it with 3 – 5 players on
attack and 1 – 3 players on defense, but be sure to adjust the grid accordingly.
 10 soccer balls about 5 yards from the grid with a server or the coach
 10 x 10 yard grid with a starting gate about 10 yards away
The server stands outside the grid and plays a ball in to the four players who pass the ball
keeping possession. On “go” the coach starts the clock and two defending pairs run into the
grid to attempt to win the ball or knock it out of the grid. Once they win the ball or knock it
out, they leave the grid, a new ball is put into play and two new defending pairs sprint into
the grid. Subs are put in after each new ball. The clock stops when all of the balls have been
played. The coach records the time for the first team and the teams switch roles. The team
with the longest time wins as they were the ones who possessed the ball the longest.
^
DDD^
---------------------
DDD^
A
A
^
^
A
A
^
Server/Coach ●●●●●
●●●●●
A Note on Speed of Play: All of the above activities can be used to instruct speed of
play by teaching players to think faster and prepare themselves to make decisions quickly.
The coaching points for speed of play are as follows:
 Play one or two-touch
 Anticipate play so movement is in support of the next play
 Think two to three plays/passes ahead
 Communicate
 Body position/shape is side-on to see the entire field
Document1 Travel Teams – Page 36
Activities for Combination Play
Coaching Points:
 Wall Pass:
o Draw the defender to the ball
o Play to teammate’s far foot
o Sprint past the defender to receive ball back from a one-touch leading pass
 Overlap:
o Dribble down the sideline taking a touch inside to create space on the flank
o A player runs from a position behind the player with the ball and overlaps the
player with the ball on the outside
o Communicate to the player to hold the ball until he/she passes
o Play the ball into the space ahead of the running player so he/she can run onto
it
 Take-Over
o Player with the ball is dribbling across the field in the middle or attacking 1/3
o A teammate runs at the player with the ball and yells “leave”
o Player with the ball yells “take” and leaves the ball as the teammate is
running at him/her
o This is not a pass but simply leaving the ball so the teammate can take it in the
opposite direction
o The teammate should run on the side opposite the defender so the player with
the ball takes the defender with him/her and avoids a collision
1. Windows
Organization/Rules:
 Two teams of equal numbers
 One team on the outside of a large circle (using the center circle on the field is great if
it is available) and one team in the center of the circle
 Each player on the inside with a ball
 Play one-minute rounds whereby the players in the middle have to combine with the
players on the outside and count their passes.
 At the end of each round, the players add their scores together to get a team score.
The players on the inside then switch with the players on the outside of the circle. If
you have an uneven number of players, you can play this game with individual scores
only.
Rounds:
A. Wall Pass: Players in the middle dribble in the circle, 1) pass to a player on the
outside of the circle, 2) run to the space, and 3) receive the ball back.
B. Overlap: Players in the middle dribble in the circle, 1) pass to a player on the outside
of the circle, 2) run around the player on the outside, and 3) receive the ball back.
C. Takeover: Players in the middle dribble in the circle, 1) dribble at a player on the
outside of the circle, 2) exchange the ball with that player, and 3) switch roles.
Document1 Travel Teams – Page 37
2. 1 v 1 + 1
Organization/Rules:
 Two players inside the grid and either a neutral player on the inside of the grid or one
neutral player on each sideline
 Supply of soccer balls on the side of the grid
 5 x 10 yard grid - can play to small goals, large goals, targets, end line or end zone
 2 minute rounds per 1 v 1 pair or switch pairs when the ball goes out of play
Players play 1 v 1 in a grid and get extra points by using the neutral player to combine to
get in behind the defender. You can make it mandatory that the players must combine
with the neutral player before going to goal or you can just suggest it. Or you can give
points for successful combination play even if players don’t score a goal.
Activities for Crossing and Finishing
Coaching Points:
 Time crosses so ball gets to the target as the runs get in the box
 Frame the goal with runs to the far post, near post and the center
 Cross the ball away from the goalkeeper
 Turn hips to get body square to the box to keep the ball in play on crosses
 Select proper flight of the ball either on the ground, driven, or flighted played from
the corner or the end line
 Create 2 v 1 situations on the flank to get yourself into position to cross the ball
 Select power or finesse shot for proper pace and placement to score
1. Channel Flank Game
Organization/Rules:
 Two teams of equal numbers
 Mark off a channel on each side of the field about 5 – 10 yards from the touchline
 Play to 2 large goals on at least half a field
Teams play soccer with normal rules except the ball must be played into the flank before
going to goal. The idea is to get the ball wide quickly, dribble down the flank and have the
player make a decision on when and where to cross the ball. If the player can get to the end
line, the ball should be served hard on the ground in front of the goal aiming for runners at
about the penalty mark. If the player recognizes he/she can get in behind the defense
quickly, he/she can play and early cross and strike a flighted ball over the top of the back line
to teammates running on to the ball at the back post. If the player can get close to the corner
just outside the box, the ball should be driven to the near post to runners framing the goal.
Variations:
 Players may be designated to stay in the channel on the flank or it can be free play so
anyone can be played in with a pass

Limit the number of defenders in the channel to 1 or 2
Document1 Travel Teams – Page 38

Limit the number of attackers in the channel to 1 or 2

Prevent any defenders from going into the channel

Give extra points for goals scored off of serves from the channel such as 3 points for
half-volleys, 5 points for volleys and 10 points for headers.
------------O
X-------------
O
^
^
^
^
^
^
X
^
^
^
GK
^
O
^
GK
^
^
^
^
^
^
X
^
^
^
Activities for Zonal Defending
Coaching Points:
 Put pressure on the ball to delay the attack
 Cover for other players from an angle close enough to teammates to avoid being flat






and encouraging being split by a through ball
Stay connected within the line and with other lines. For example, backs should stay
close enough to each other so as not to leave large gaps between them and forwards
should stay close enough to midfielders and midfielders to backs so there are not
large gaps between the lines.
Force play to one side depending on position on the field:
o Attacking 1/3 – Force towards the center in front of opponent’s goal
o Middle 1/3 – Force towards the center into other teammates for help to create
traps and double-team situations
o Defending 1/3 – Force to sideline back near the 18 yard box – can force end
line or into help but be careful not to give an attacker the entire sideline as that
only serves to speed up the play such that the attacker is allowed to dribble all
the way down the line.
Angle and speed of approach to the attacker should be under control but limit the
amount of time and space the attacker has to make decisions.
Keep play in front so as not to allow the attacker to get in behind you either on the
pass or the dribble.
Do not chase players in a man-marking type of defense unless that player is in the box
and in a dangerous position to score.
Communication is critical to make sure players are picking up attackers in their zones
Document1 Travel Teams – Page 39
2. Triangle 1 v 2
Organization/Rules:
 Groups of three players with one ball
 Players are about 10 yards apart in a triangle
 Groups spread out around the field so as to avoid other groups
Players pass the ball around in the triangle in various directions playing one or two-touch
while keeping their feet moving. (Diagram 1) At any given time any of the players may stop
the ball. Once that happens, the other two players must recognize it and the player closest to
the ball calls “I got ball” and quickly closes the space to become the first defender while the
other player becomes the second defender and gets into a covering position. (Diagram 2)
Once that happens, play resumes and players take turns in different roles.
Diagram 1
Diagram 2
X●-----------X
D
●A
D
X
3.
2 v 2, 3 v 3, 4 v 4
Organization/Rules:
 Teams of 2
 Large supply of balls
 Grid is about 10 x 20 but can be adjusted for age and ability
This game is quite simple and can be played to small goals, large goals, the end line or an
end zone. In any of the games, the objective is simply to teach two players to work together
as a team and prevent goals. Players will want to man-mark in this game and chase players
around the grid, but it is your job as a coach to teach them to work in tandem. So as the ball
moves from one attacker to the other, the defender switches instead of chases. The keys in 2
v 2 are to have pressure on the ball at all times by the first defender and cover by the second
defender. So if the ball travels from A1 to A2, then D2 should step up to pressure the ball
and D1 should drop back into a covering position.
● A1
A2
D1
D2
Document1 Travel Teams – Page 40
Variations and Progressions for Zonal Defending
Gradually increase the numbers so you can work in groups of 3 or 4 and increase the size of
the grid (20 x 25 for 3 v 3 and 30 x 40 for 4 v 4). You can also opt to have one team play
numbers down (i.e.: 3 v 4) so that it is impossible to cover all players man-to-man. The idea
is to have the team working together in a zone and not picking up players man-to-man. For
example if the ball is on the flank, one defender puts pressure on the ball while the other
defenders provide cover and balance in a half-smile shape. If the ball is in the center
channel, then the first defender pressures the ball while the supporting players form a triangle
behind. These shapes take place all over the field and are not just limited to the back line.
The system of play you choose will dictate individual responsibilities; however, the
principles remain the same with having pressure on the ball, players in covering positions
and balancing out so they stay compact and don’t get stretched or split. See below.
Ball on the Flank
Ball in the Center Channel
A●
D
A●
D
D
D
D
D
Activities for Transition
Coaching Points: Attack to Defense
 Get numbers behind the ball as quickly as possible
 Put immediate pressure on the ball to delay the attack
 Recovery runs to the goal
 Communicate coverage for open players on the opposing team
 Force play into help or to the sideline or corners
 Take risks relative to position on the field so if the ball is lost in the attacking third,
the player can attempt to win the ball back right away as opposed to losing the ball in
the defensive third where a player will be more conservative and try to simply contain
the attacker and prevent the shot
Coaching Points: Defense to Attack





Play the ball forward as quickly as possible with a long pass if available
Go to goal and shoot if available
Get numbers ahead of the ball to support the play
Make runs off the ball for quick counter-attack to create 2 v 1 situations an numerical
superiority in the attack
Play quickly with minimal touches
Document1 Travel Teams – Page 41
1. Man-Down
Organization/Rules:
 Two teams of equal numbers – use a neutral player if uneven numbers
 Grid sized appropriately for number of players, age and skill level so the players
have success
Teams play either possession or directional to a goal, target player, end line or zone. The
team not in possession of the ball must have at least one player down on one knee. Once that
team regains possession of the ball, the player can rejoin the play. You can control the
difficulty of the game by having more than one player take a knee when on defense. Also,
you can discuss how players decide who takes a knee.
Scoring can be either playing to goal, target player, end line, end zone or by getting a certain
number of consecutive passes for points. The idea is to focus on how quickly teams can
transition from attack to defense and from defense to attack.
Variations:
 Have the player or players who is/are not on attack run back and stand in the goal
or on the end line.

Have one player at a time run around the outside of the grid so one team has
numbers up. Once that player returns to the game, the next player goes. Once all
players on one team have gone, the other team goes. You can limit the touches of
the team that is numbers up to give the players who are on the team that is a man
down an advantage.
2. Penn State
Organization/Rules:
 Three or more teams of equal numbers
 Grid with a goal on each end – can use goalkeepers or not
 Grid sized appropriately for the number of players, age and skill level so the players
have success
Two teams play while others wait in line on the side of the grid. Once one team scores they
immediately retrieve the ball and attack the other goal. The team that was scored upon
immediately leaves the field while the next team in line on the sideline runs on to the field to
defend. This is a fast-paced game which requires teams to pay attention and enter/leave the
field of play quickly and adjust to the state of play.
Variations:
 Play with two grids if you have 4 or more teams so teams have to watch more than
one grid and they join the grid where the goal is scored first.
Document1 Travel Teams – Page 42
3. All Up and Back
Organization/Rules:
 Two equal teams
 Grid with two goals sized appropriately for number of players, age and skill level so
the players have success
Play to goals, but when the team in possession loses the ball, players on that team must all
race to get back until they are all behind the ball to cover defensively. Likewise, when a
team wins possession of the ball, players on that team must all race ahead to get into the
attacking half of the field to make penetrating runs, and the first pass should be as long as
possible.
Activities for Restarts
Coaching Points:
 Attacking
o Look to play quickly if the option is available
o Keep possession of the ball in defensive half of the field
o Shoot on goal or serve over the defending line if in a scoring position
o Movement off the ball staying onsides will unbalance the defense
o Have a few set plays for corner kicks, direct kicks and indirect kicks
o Throw-ins should be used to keep possession or create scoring opportunities if
a player has a long throw and can put it in the box
 Defending
o All players should either stand next to an opponent or be in the wall for direct
and indirect kicks within shooting range using the following guidelines for the
number of players in the wall:
 Walls should not be set up outside the penalty box
 Anything from the corner should only be one or two players and
played like defending a corner kick
 Kicks from the corner of the box should have a 3 – 4 man wall
 Kicks from the center of the box should have a 4 – 5 man wall
 Any kicks inside the box, which would be indirect only as a direct kick
would result in a penalty kick and no players except the GK would be
allowed in the box , should have as many players as possible in the
wall to protect the goal and not block the goalkeeper’s view
o For corner kicks, put a player on the front post holding the post and one on the
back post just inside the goal. These players should stay on the posts until the
ball is cleared to safety, out of play or the goalkeeper has possession. Other
players should mark up and stand “goal-side” between the player and the goal
and follow their movement.
The best way to practice restarts is in the flow of the game. Set up a scrimmage with another
team or within your own team so the activity is fun and exciting for players. The worst thing
you can do is have players standing around while you work with a few of them to review
Document1 Travel Teams – Page 43
how to attack and defend corner kicks, free kicks, etc. Players will lose interest very quickly,
get bored and consequently stop paying attention to what you have to say anyway.
You can run through a few plays very quickly and also review how to set up a wall and
where players should be on attack and defense. After a short review, put the players in a
game and review the various restarts as they happen in the flow of the game. You can also
manipulate the game by playing as follows:
Restart Game Version 1:



Shot on goal = corner kick for team who took the shot
Ball goes out of bounds in attacking half = direct free kick from spot selected by
coach
Ball goes out of bounds in defending half = indirect free kick from spot selected by
coach
Restart Game Version 2:


Play a regular game where each team gets at least:
o 2 corner kicks
o 4 direct kicks (2 central and 2 wide)
o 2 indirect kicks (1 in 6 yard box)
o 1 penalty kick
Scoring
o 6 pts = score off a counter attack
o 5 pts = score off a restart
o 3 pts = score during the run of play
o 1 pt = shot on goal
Restart Game Version 3:

Play a regular game but every time the ball goes out of play anywhere on the
field, instead of giving the team a throw-in or goal kick, they get either a corner
kick, pk or direct kick as decided by the coach
Document1 Travel Teams – Page 44
Game Day Management
1. Arrival Time: 30 – 45 minutes prior to game time.
 This is a good time to make sure the players are properly equipped, shoes are tied.
 Review any questions the players may have
 Encourage players to use the bathroom facilities and to hydrate
2. Pre-Game Warm-up: At least 30 minutes prior to game time
 Start with each player with a ball practicing dribbling skills and moving quickly
in small spaces to raise body temperature. Add some passing and movement off
the ball.
 Intersperse dribbling and passing every few minutes with dynamic stretching so
players can stretch warm muscles and not start to cool down.
 Don’t hold stretches for more than 3 – 5 seconds
 Add skipping, shuffling, grape-vine, high knees, butt-kicks and
other activities to the warm-up and stretching.
 Many teams will run a lap and then sit in a circle to stretch. There are two
problems with this warm-up: 1) Players don’t adequately raise their body
temperature to make the muscles pliable to stretch, and 2) Players start to cool
down if they sit for 15 minutes to stretch.
 Avoid players standing in lines to pass or shoot because they get minimal touches
on the ball and it is not game-like
3. During the Game:
 Encourage the players but DO NOT COACH THEM! This is their time to try
everything you have done in practice. It is not the time for you to choreograph
their every move. The only exception would be on re-starts such as corner kicks
or free kicks but KEEP IT SIMPLE given these players are only ages 8 – 10.
 Give players a quick word of encouragement when they come off the field as a
sub and try to give them a short pointer if they need one.
 Make sure players are watching the game and a particular position where you may
be subbing them in soon.
 Try to rotate players through various positions as they should be learning each of
the positions at this age. Coach them to be soccer players not defenders,
forwards, midfielders or goalkeepers. Also, there is NO SUCH POSITION as
offense in soccer. Everyone is on offense (including the goalkeeper) when your
team is in possession of the ball and therefore on attack. Conversely, everyone is
on defense (including forwards) when your team is not in possession of the ball
and therefore trying to win the ball back.
 Substitutions: The priority should be to get all of the players in the game so they
can learn from the game, practice what they learned in the training sessions and
ultimately to have fun. Therefore, be sure to give everyone plenty of time to play
and not worry about the score, winning, etc. Try not to make too many changes
so as to interrupt the flow of the game; rather, allow for players to play long
enough so they get used to the players around them and there is some continuity.
Document1 Travel Teams – Page 45
4. Half-Time: Approximately 5 minutes
 Review NO MORE than 3 points – highlight something great from the first half
and then give 2 items for the team to work on in the second half
 DO NOT call out individuals in front of the team unless you are going to praise
them.
5. Post-Game Cool-down: Immediately after the game and shaking hands with the other
team, coaches and referees.
 Have players do a light jog as a group and stretch
 Spend no more than 2 – 3 minutes reviewing the game and ask the players for
their feedback
 Make any announcements for upcoming practices, games, etc.
Suggested Systems of Play for 8 v 8 and 11 v 11
There are many systems of play for 8 v 8 and 11 v 11 soccer. Sometimes the coach will fit
the system to the players’ abilities and sometimes the coach will fit the players into the
system. Every system has its pluses and minuses. All players need to understand the role of
their position. Coaches should understand what the strengths and weaknesses are of each
system. For everything you gain in one system, you give something away.
One thing to consider at this age is how the system develops players. Players should be
taught to defend and attack and not be put in positions where they are relegated to only
defending or only attacking. The idea is to use a system where every player is involved and
no one can hide or stand around. Also, players should have the experience of playing all
positions so that they become soccer players and not just gain expertise at a certain position.
The idea is to develop the whole player so that he/she will be versatile. As players get older,
they will gravitate towards certain positions where they feel comfortable and those that play
to their strengths. However, it is important to note that players will often be exceptional
forwards only to be converted to even better backs at the next level. This is possible because
these players have an understanding of the game and all positions.
Backs should be pushing up on attack and forwards should be dropping back on defense. So
that the entire team is on attack when they have the ball and the entire team is on defense
when they don’t have the ball. Note that there are no positions referred to as “offense” in the
game of soccer.
8v8
1-2-3-2: GK, 2 backs, 3 midfielders, 2 forwards
1-3-1-3: GK, 3 backs, 1 midfielder, 3 forwards
1-3-3-1: GK, 3 backs, 3 midfielders, 1 forward
Document1 Travel Teams – Page 46
11 v 11
1-4-4-2: GK, 4 backs (diamond or flat), 4 midfielders (diamond or flat), 2 forwards
1-4-3-3: GK, 4 backs (diamond or flat), 3 midfielders (left, center, right; 3 center: 1 holding
and 2 attacking or 2 holding and 1 attacking), 3 forwards
1-3-5-2: GK, 3 backs, 5 midfielders (3 center and 2 flanks), 2 forwards
1-4-5-1: GK, 4 backs, 5 midfielders (3 center and 2 flanks), 1 forward
Laws of the Game with Modifications for 8 v 8
Soccer has 17 rules called Laws of the Game. There are US Youth Soccer recommended
modifications to the FIFA Laws of the Game. The rules can be found at www.fifa.com and
www.usyouthsoccer.org. Some of the Laws of the Game for 8 v 8 are listed below. Be sure
to consult with individual leagues (PAGS for girls and DELCO for boys) as well as
tournaments for their own rules modifications.
Law 1.) The Field of Play
Dimensions: The field of play must be rectangular. The length of the touchline must be
greater than the length of the goal line.
Length: minimum 45 yards
Width: minimum 35 yards
maximum 60 yards
maximum 45 yards
Law 2.) The Ball – Size 4
Law 7.) Duration of the Match – The match lasts two equal periods of 25 minutes. There
shall be a half-time interval of 5 minutes.
Document1 Travel Teams – Page 47
References and Resources
EPYSA Convention (1997 – 2008), NSCAA Conventions & Coaching Courses: (1999 – 2008), USSF Coaching
Courses (1997 – 2008) Various Coaching Clinics, Courses Sessions and Lectures/Seminars
Fleck T; Quinn, R.W.; Carr, D.; Buren, W.; and Stringfield, V. (2005). US Youth Soccer: The Official Coaching
Manual
The English FA Learning (2004). Psychology for Soccer: Level 1
The NSCAA Coaching Academy (2002 & 2005). NSCAA Coaching Manuals: State Diploma, Regional
Diploma, Advanced Regional Diploma, National Diploma, Advanced National Diploma, Premier Diploma
Quinn, R.W. (1990). The Peak Performance: Soccer Games for Player Development. Cincinnati, OH: QSM
Consultants
Sturla, Biff. (2004). Lower Merion Soccer Club: Coaches Manual for Our 9 and 10 Year Old Teams.
United States Soccer Federation. Best Practices for Coaching Soccer in the United States: Player Development
Guidelines.
Eastern Pennsylvania Youth Soccer Association
FIFA
Fine Soccer
Jeff Pill’s Online Drills
National Soccer Coaches Association of America
Success In Soccer
United States Soccer Federation
US Youth Soccer
www.epysa.org
www.fifa.com
www.finesoccer.com
www.eteamz.com/soccer/pills/jpill.htm
www.nscaa.com
www.successinsoccer.com
www.ussoccer.com
www.usyouthsoccer.com
Document1 Travel Teams – Page 48
About the Author
Danielle C. Fagan is the Founder and Director of soccerdcf: development, character, fun: a
soccer company dedicated to developing soccer players on and off the field
(www.soccerdcf.com). She started playing soccer at age 7, played at Villanova University,
and has been coaching at various levels including college, high school and club for 18 years.
Danielle earned a B.A. degree in English, a minor in Communications, and a Master of
Business Administration from Villanova University.
Selected Experience & Awards
 Director of Training: Girls – Radnor Soccer Club (2005 – Present)
 Head Girls’ Varsity Soccer Coach – Conestoga High School (2004 – Present)
o PIAA AAA Girls State Champions 2007 & 2008
o PIAA District One Champions 2007
o NSCAA State and Regional Coach of the Year 2007
o PSCA and Southeastern PA Soccer Coaches Assn. Coach of the Year 2007
o Main Line Times, Coach of the Year 2004 & 2007
o Main Line Life, Coach of the Year 2004 & 2007
o Main Line Today, “Best of the Main Line 2006: High School Coach”
 EPYSA ODP State Staff Coach, 2007 – Present
 USYSA Region 1 ODP Camp Staff Coach 2009 - Present
 Associate Coaching Academy Staff Member - National Soccer Coaches Association
of America (2004 – Present)
 Head Coach & Director of U8 Developmental Academy – LMSC (1997 – 2009)
 Staff Coach and Eastern PA Director of Recruiting – United Soccer Academy (2003 –
Present)
 Assistant Women’s Soccer Coach – Villanova University (1992 – 1995)
Coaching Licenses & Certifications
United States Soccer Federation “USSF”
A License, 2008
Y (National Youth) License, 2007
B License, 2005
C License, 2000
D License, 1999
E License, 1997
National Soccer Coaches Association of America “NSCAA”
Premier Diploma, 2006
Advanced National Diploma, 2004
National Diploma, 2002
Goalkeeping Institute State Diploma, 2005
Other Certifications
CPR & First Aid, 2009
The English FA – Psychology for Soccer, 2004
Document1 Travel Teams – Page 49