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COACH HANDBOOK

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COACH HANDBOOK Powered By Docstoc
					2011    COACH HANDBOOK




       Helping your church reach your community
                             SPIRITUAL CURRICULUM
SHARING WITH CHILDREN
The ways we communicate can influence a child’s sense of worth and can reveal how you
really feel about them. The words we choose can either bring great confusion or clarity when
coaching or helping children understand who Jesus really is.

Stories are fun, easy to pay attention to and all sorts of life lessons can be taken from them.
Maybe this is why Jesus used stories and parables so much. Children especially enjoy
stories

As a coach you have so much influence in the life of a child. Never use your position to
manipulate a child into making a decision to follow Christ and do not be quick to get them to
say the “conversion prayer”. Always encourage children to put their trust in Jesus.
Remember, going to church and praying to God are just a few ways that we can express our
reliance on Jesus.

Tips when sharing with children

   •   Be relevant, address issues that they are facing or will face in the future
   •   Keep it simple. Simplify your language so everyone can understand
   •   Make it fun, exciting and entertaining
   •   Remember to be personable and confident
   •   Be authentic and genuine (listen with your feelings, eyes and posture)
   •   Be specific, rather than making generalizations (e.g., “You made a brilliant pass!”
       rather than, “You’re the best soccer player in the world!”).
   •   Make sure to connect scripture with the message/story you are sharing
   •   Never bash other religions/ Respect the unbeliever
   •   Use statements that begin with “I” to show your own reaction.
   •   Increased spiritual interest/openness

COGNITIVE DEVELOPMENT
According to Piaget’s Theory of cognitive development, children begin to formulate concrete
thinking between the ages of 7 to 12. During this Concrete Operational Stage children begin
to think logically and organize their thoughts coherently. Children closer to 7 years of age
often use mental symbols, words or pictures to represent something which is not physically
present. This makes it very difficult for them to listen let alone understand a very logical
presentation.

STAGES OF FAITH DEVELOPMENT
According to “Children Desiring God”, there are four basic stages to a child’s faith
development. Although they are split into age groups, be discerning when evaluating the
spiritual maturity of the child you are dealing with. Also note that the ages between stages
overlap. Again this demonstrates that this is not an exact science and varies from child to
child.

Discovery Stage
Age: Birth – 5
Children in this stage are in the process of storing new information. They will basically
believe what you tell them just because you tell them. It is easy to get them to pray the


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“sinner’s prayer”. Although you won’t likely be dealing with children in this stage, be aware of
how much they are influenced.

Discerning Stage
Age: 4 – 8
Children in this stage begin to question things and think for themselves. Give them biblical
answers for the questions you can answer and admit you don’t know the answer for the
questions you can’t. At this stage you can challenge the child to make sure they understand
the gospel, not just knowledge of the facts. Another thing children at this stage can be
taught is the concept of our internal sin nature. The fact that God is holy and we can never
live up to the standards set before us. This is done so they can truly understand grace.

Deciding Stage
Age: 7 – 12
At this stage a child understands that the Gospel has implications for them personally. They
are able to understand what it means to surrender to God. It is important to understand that
process of accepting Christ is a journey and can take years. For many, it may very well be a
struggle filled journey. If you making the final step to faith with a child at this age be sure that
you are not rushing them past the struggle and manipulating them to respond to pray for
what we may believe to be their “salvation insurance”. Allowing children to learn and
persevere through struggle can help them greatly down the road.

Discipleship Stage
Age: 10+
This idea of discipleship only follows after a true conversion. Although there may not be
many children at this stage, if you do encounter a child with exceptional spiritual maturity
there are some things to know. This is a period of growth in the child’s faith. As opposed to
planting faith, your job is now to help it grow by teaching from the Word, modeling faith and
raising them up to be genuine followers of Christ.




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WHAT IS THE GOSPEL?

Take a few minutes and share with your group what you think the gospel is.




Is there more than 1 gospel?




Read 1 Cor. 15, Romans 1:16, 1 Cor. 1:17, and Ephesians 3:7. Write down your
observations.




Individualism is the moral stance, political philosophy, ideology, or social outlook
that stresses "the moral worth of the individual.” It makes the individual the focus
and it has a profound impact in every area of life, including the gospel itself. What are
ways that Individualism impacts the gospel?




What do you think are the 4 main chapters to God’s story?




What do you think a gospel centered sports camp looks like?




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SHARING GOD’S STORY

The gospel has been described as a pool in which a toddler can wade and yet an elephant
can swim. It is simple enough for children to understand but so complex that no one can
fully comprehend it. It takes time and help of the Holy Spirit to full comprehend the gospel.

The grid below will help you communicate the simplicity and complexity of the gospel all at
the same time. It allows you to tell the most important parts of God’s story in a very short
period of time, but is flexible enough to spend years working through its implications on all of
creation. This frame work can also be used to help you answer questions during small
group discussions.




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SHARING YOUR STORY

Introduction
Your story is a very effective tool that can help others understand how God relates and
interacts with us on a daily basis. It can also help bring understanding of how the gospel
applies in real life. A carefully prepared testimony will help you speak confidently and
accurately in group settings or casual one-on-one conversations.

Everyone has a story. If you have grown up in a Christian family or became a believer later
in life, your story is important. Someone will always be able to relate to you. Consider the
lives of Paul and Timothy. Paul grew up hunting Christians and had a miraculous
conversion (Acts 9:1-22). His story is very powerful. On the other hand Timothy grew up in
a Christian family and became a great encouragement to many Christians. His story is very
powerful.

Before You Start
     • Ask the Lord to guide your thoughts and written words – Then trust Him to do so.
        Remember, your story can bring glory to Him and also be a plan for the salvation of
        others.
     • Write as if you were sharing with just one person – Don’t make the mistake of
        speaking to a group instead of an individual. If you write as if you are talking to
        one person, your testimony will be more direct. Each person in your audience will
        feel that you are sitting beside him or her personally sharing your life story.
     • Keep it short – Three minutes (about 1½ - 2 pages typewritten double-spaced)
        gives you enough time to explain your experience and include a clear presentation
        of the Gospel.
     • Consider using a theme – A theme is a phrase or idea that is stated in the
        introduction, woven throughout the body of the testimony, and then restated in the
        conclusion. It helps to keep the testimony on track and aids in the listener's
        understanding and retention.
     • Be specific – it is important to talk about specific events and to elaborate on those
        events. Generalizing is often too difficult for people to connect with, which impacts
        people’s ability to pay attention and to really grasp what is being communicated.
     • No timelines –never grass over a serious of events in your life. It’s boring. Pick a
        specific event or issue in your life and elaborate on it.
     • Appropriate disclosure – what you share always depends on your audience (age,
        relationship, maturity, etc). It may not be appropriate to share certain struggles or
        to go into great depth.

The body of an effective testimony generally includes three parts:
     1) What your life was like before you received Christ
     2) How you received Christ
     3) How your life is changing since you committed your life to Christ

This is sometimes referred to as the Before/How/After format. An attention-getting
introduction and a brief concluding thought should also be well thought out.

Before you received Christ
In this section strive to answer these questions:
       1. What things were most important to you? What did your life revolve around?
          (Examples: money, marriage, career, etc.)

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     2. Why were they so important? What basic need were you attempting to fulfill?
     3. How did you try to satisfy that need?

Start at a time in life which relates to your experience with Christ. Remember that this is not
a biography from childhood.

If you became a Christian as a child, but cannot remember making a specific decision to
accept Christ, concentrate on describing your life before it began to change and use that
material as the "before" portion.

People do not like to identify themselves as sinners. Therefore, emphasizing your depth of
sin as a non-Christian probably will not relate best to your audience. Rather, point to your
outward "goodness" (e.g. church attendance, morality, generosity, etc.), as well as to your
inward inadequacies. An example would be to say, "Even though my life looked all together,
I knew something was lacking."

How you received Christ
This section is the climax of your testimony.
      1. When did you first hear the message of Christ and what was your reaction?
      2. When did you first begin to feel positive towards the Gospel and why?
      3. Why did you make the decision to trust Christ and how did you specifically do that?

In answering these questions, you are specifically identifying the process that brought you to
the point of receiving Christ. It is important to emphasize that this is a decision that one
makes as an act of his/her will. If you came to Christ as a child, your "decision" may have
been more of a process. For you, the "when" is not as important as the assurance that
Christ is now in your life.

In this "How" portion, attempt to present the basics of the gospel clearly and concisely. This
may be the only opportunity for a person to know how to become a Christian.

After you received Christ
In this section you will answer these questions:
       1. How did Christ specifically satisfy the basic need you stated in the before section?
       2. What changes have occurred in your life as a result?
       3. How do you know Christ is in your life?

Be practical in describing the changes in your life since you became a Christian. Describe
how God is helping you learn how to trust Him more. Give examples of ways you have
changed or principles you have discovered in God's Word and how you have applied them
in your daily life.

Be sure to mention that Christ does not make life perfect. You still have many problems
every day, but Christ enables you to face them realistically and to solve them God's way.
You are not perfect, but you are forgiven and progressing.

The Introduction
Consider two different versions: one to use in a group setting and one to use with
individuals. The group introduction needs to be memorized word for word so that getting
started is made easier and smoother. You must also be thoroughly prepared to give a
personalized introduction for individuals.

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     1. If sharing your testimony with a group, your opening sentence will be more formal
        than it would be in a conversation with a friend. Consider using an interesting
        quote, a startling question, or an illustration that really captures their attention.
     2. If sharing with an individual, the opening statement should relate to where he or
        she is and include a teaser that piques his or her curiosity about the Gospel.

The Conclusion
     1. Your conclusion should be a summary statement of one or two sentences referring
        back to your initial basic need and the fact that Christ now fills that need.
        Remember that your goal is to explain what Christ has done in your life and to
        stimulate them to think about their own lives. Do not preach.
     2. Leave your audience with a challenging thought. Keep in mind that they will
        generally comment on the last thing you say.

Avoid tacking a Scripture verse onto the end. It is much better to put it in the
"Before/How/After" portion where it best relates.

Write It Down
Start with the body of the testimony. Later, you will add the introduction and conclusion. You
will proceed by writing each of the five sections in the following order:
       1. Before you received Christ
       2. How you received Christ
       3. After you received Christ
       4. Introduction
       5. Conclusion

Because you are trying to be concise, the following tips may help you as you begin to
formalize your ideas:

     1. Write down ideas – Before actually writing the body of the testimony, jot down
        ideas, thoughts, and events.
     2. Determine the purpose or theme – Decide what is most important to your
        testimony. Avoid being too explicit or sensational.
     3. Be organized – Arrange your events, ideas, and thoughts in a logical order of
        presentation.
     4. Write sentences – Develop these brief thoughts and ideas in sentences.
     5. Final Construct – Tie them together with other sentences in a concise, meaningful
        way.

Your Testimony
Remember that a personal testimony is dynamic in that it is constantly changing. From time
to time you may want to change your theme or update your specific details. Seasons of life
change what we emphasize in our testimony.

The goal is to communicate effectively with your audience, whether it is a college student or
young athletes. Preparation is the key. That is what this information is meant to do – equip
you to share confidently in a well-thought out way as God opens doors of opportunity
especially for you.




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LEADING A SMALL GROUP

Small groups provide opportunities for coaches and campers to discuss the day’s theme
together. Our goal is to create a safe environment for campers to ask questions and to
share their thoughts and feelings. It is important to help campers come to their own
conclusions. Here are some tips on leading a small group discussion:

1.   Begin with prayer – A successful small group can happen only with God’s help.
     Prayer is an expression of reliance on God, which He will honour. Always begin with
     prayer asking God to reveal truth through you.
2.   Create and maintain an atmosphere of acceptance – Let the campers know that you
     want to hear what their opinion is, regardless of whether they think it is right or wrong.
3.   Be a good listener – Maintain eye contact, ensure other campers are listening and not
     distracting others. Ask probing questions, which will show that you are listening.
4.   Dealing with silence – Depending on the dynamic and age of the group, you may
     encounter moments of silence. Don’t let it intimidate you. Ask campers if they
     understand the question, rephrase it if necessary. Ask a specific camper.
5.   Don’t give the answers away too easily – The purpose of the small group format is to
     give the facilitator an opportunity to hear from the campers. It is important that you do
     not spoon feed your small group by taking over the discussions and telling them things
     they should believe. Rather, be humble and willing to learn from your campers and
     allow them to wrestle with things – despite the inevitable silence. Ask questions to lead
     the conversation.
6.   Try not to finish early – When other groups see others wandering around before the
     time is up they get distracted. Try and find other things to discuss and finish on time.

Dealing with Issues:
Small group facilitators will inevitably encounter issues throughout the week. Being aware
of these issues and how to deal with them can make for a more enjoyable small group
experience for everyone.
      • Restlessness – It can be a challenge for campers to sit still for the entire duration
          of the small group. A good way to combat this is to keep their attention by using
          fun or interesting activities to begin and end your discussions.
      • Distractions – When campers are distracted you can expect to see them pick
          grass, play with bugs, throw pine cones or watch people walking by. You may
          need to change your location for the rest of the week or face the camper away from
          the distraction.
      • Bathroom Break – Ensure that they go to the bathroom before discussion begins.
      • Monopoly – When one camper dominates the discussion, direct their questions to
          other campers or encourage others to give you their opinion on the discussion at
          hand.
      • Shyness – When campers appear shy, try and get them involved by holding your
          Bible open or by asking them to help you find verses. Be sensitive and careful not
          to embarrass them.
      • Boredom – When campers say, or appear to be bored, this is usually a sign of
          lack of attention. Try and get them involved as their lack of attention will wear off
          on others.

Answering Questions Children have
Children can ask questions that are very difficult if not impossible for many adults or even
scholars to answer. Many times their question comes from their own personal experience.


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As they mature, their questions require more sophisticated answers. When answering
questions that children have it is important to:

•   Use the sharing God’s Story template
•   Give short and simple answers
•   Be honest, don’t give pat answers.
•   It’s okay to not know the answer to a question. Never pretend to know something you
    don’t. Remember to remind them of the things we do know.
•   Never pretend to know more than you do or pass off your opinions as truth.
•   Keep your explanations personal.
•   Be ready to learn from them as their questions and comments can provide you with new
    outlooks.
•   Children need someone who lovingly and thoughtfully helps them explore the great
    truths about God and the many ways God touches our lives.
•   Keep asking them if they have other questions.

Answers for Questions Children Have Asked at Camp
1. Where is God?
    The Bible tells us that God is everywhere. (Psalm 139:7-12)
2. How can Jesus be right here with us?
    Remember that God is a Spirit and He is everywhere. (John 14:16-17)
3. Who made God?
    God was not made He has always existed. (Heb.7:3)
4. Why can't I see God?
    We cannot see God because he is a Spirit. (John 4:24)
5. Can God hear me?
    Yes, God can hear you (1 John. 5:14).
6. Can God see me?
    Not only does he see everything you do, he knows everything you think. (Psalm 139:1-5)
7. Does God love (strangers)?
    Yes, He loves everyone. (Matt. 5:45) He sent Jesus, his own son, to die for all of us. (1
    Peter 3:18)
8. Why am I here on this earth? What's my purpose?
    To love God, love people and love creation. (Mark 12:28-31, Gen. 2:15)
9. How can Jesus be God?
    Jesus declared that he was God. (John 5:58; 10:30; 14:11; 18:5-6) The statement “I AM”
    is how God identifies himself in Exodus. Jesus, by stating “I AM” is claiming deity.
10. Did God write the Bible?
    The Bible was written by God but through man. The words were physically written by
    man but inspired by God. (2 Tim. 3:16)
11. Why do bad things happen?
    We do not fully understand why bad things happen, but we know that evil is a result of
    sin entering the world. (Rom. 5:12) Fortunately, God has given us the ability to become
    stronger through the bad things. (James 1:2-4)
12. Does God still love me when I disobey?
    God demonstrated His great love for us that by sending Jesus to die for us while we
    were still disobedient. (Romans 5:8) The Bible also tells us that nothing can separate us
    from God’s love (Roman 8:35-36). Don’t forget that it still hurts God when we disobey
    him.
13. What if I don't make this commitment?


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      You do need to know that the Bible tells us that everyone will face judgment (Matt.
      13:24-30). Those who have not committed themselves to God will be separated from
      Him forever. Understand that this is the worst thing that can happen to you.
14.   How do I tell Jesus that I want to follow Him?
      See “Sharing God’s Story”.
15.   Now that I've decided to follow Jesus, how do I do that at home?
      Begin by reading your Bible (2 Tim. 3:16). It is your game plan for life and will let teach
      you how to follow Jesus in every area of your life. Following Jesus is all about love within
      relationship. (Mark 12:28-31)
16.   How was the devil made?
      The devil was actually an angel who was cast out of heaven because he decided to
      reject God’s authority and go his own way. (Rev. 12:7-9)
17.   Why WOULDN'T people want to follow Jesus?
      Some people don’t want to follow Jesus because they don’t think its worth the cost (Luke
      18: 18-30). The Bible tells us that there are many costs to following Jesus: family,
      money, friends, (vv. 29-30; Luke 14:26). Some people simply refuse to believe that God
      even exists.

Responding to the Gospel
How does a person come to faith? Does God bring us to faith in Him or is it merely a human
decision? This debate lives on in many Christian circles. The scripture are clear that God is
the ultimate decision maker and reveals a mysterious process where humans have freedom
to make their own decision. Let’s take a closer look at a few biblical examples:




The bible is clear that He uses us to call and to draw others to himself. This can be a quick
or long process. It can be a very specific event, such as in Paul’s case, or a rather
ambiguous process similar to Timothy’s experience.

Leading a child to faith in Jesus Christ is no different. It begins by remembering that you are
simply a part of the process. It means you are lucky enough to play an important role in the
harvesting the seed that God and others have planted, watered and nurtured. It is important
to connect to an individual camper’s current reality not in a systematic, scripted and
uncaring manner.

During the week of camp, there is a formal opportunity for children to take steps of faith in
their relationships with God. This is what the final Coach’s Corner will be dedicated to. It is
really, really important to not manipulate a child into making a decision to trust Jesus. This
is the most important decision of their life and it must be on a genuine decision.

It is important to find out your group’s current reality. How many campers are
interested in making a decision to follow Jesus for the first time? How many campers are
interested in recommitting their life to Jesus? How many campers are somewhat interested


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in committing to live for Jesus? How many campers are not interested in committing their life
to Jesus? Here are questions to consider asking:

   -   Do you have any specific questions from this week?
   -   What does it mean to be a Christian?
   -   How you do you know if you are a Christian.
   -   It is easy to be a Christian?
   -   Is anyone interested in becoming a Christian or recommitting their life to Jesus?
   -   Is something holding you back from committing your life to Jesus? Have them
       explain

Remember:
  - Always respect whatever decision a camper makes make.
  - Be sensitive to a child’s background (religion, family, other).
  - Remind them that God loves them regardless.
  - If you feel it is appropriate, be specific and ask if they think there is a God or if you
     could ask God a question what would it be?
  - If the time is right share how you came to faith, why you are a Christian and
     challenges that you are facing. How is God helping you through these tough times
     (Be wise in what you share).
  - Encourage Christians to continue to put their trust in Jesus
  - Remind them of God’s character and His promises to us.
  - Pray for your group

When a camper puts their trust in Jesus:
  - Challenge the camper to tell someone about their decision at camp. This could be
     the camp coordinator, a friend, or their parents. This helps to confirm their decision
     and can encourage others (friends, coaches and volunteers).
  - Talk to the camper about their decision throughout the week. This lets the camper
     know that their decision was an important one and allows you to help address any
     questions or concerns that they may have.
  - Make sure a pastor or leader in the church knows about the child’s decision by
     connecting the pastor and campers. Write a special note on their U-Talk Form.




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BUILDING BELIEVERS

One way that AIA helps churches reach their community through sport is to build believers
in their faith. A big part of your mission this summer is to help church volunteers grow in their
faith, gain a greater understanding of Sports Ministry and to develop leadership skills.
Leading devotions, orientating volunteers, leading briefings, encouraging and delegating are
meant to help facilitate volunteer growth.

Understanding and Applying your bible

Introduction
The Bible is the primary tool to helping believers grow in their faith. Scripture feeds the
human spirit, teaches and trains the Christian in righteousness (2 Tim 3:16). It sheds light
on the attitudes of the human heart and is an agent of refining character. Therefore, being
able to prepare and lead a devotional is a very important part of your summer.

Reading Scripture
Before you begin reading scripture, it is important to pray and ask God to help you
understand the text. Jesus left us the Holy Spirit for this very purpose. He convicts,
teaches, counsels and reveals truth to us. Today, many people choose a verse to prove
their point instead of letting the Holy Spirit reveal what Scripture is truly saying.

When reading a passage it is always best to have a clean slate. We should always read it in
light of its greater context. A word in light of its sentence, a sentence in light of its paragraph,
a paragraph in light of its chapter, a chapter in light of its book, a book in light of its
testament and a testament in light of the entire Bible. This technique is crucial in accurately
interpreting Scripture. It is also important to consider how a verse in one passage is used in
other sections of the bible and other writings.

Comparing different Bible translations is a great way to enhance your understanding of
Scripture. A few Bibles to consider using are the New American Standard Bible (which is
the most literal), English Standard Version (very literal) the New International Version
(somewhat literal) or the New Living Translation and the Message (which is a paraphrase).
Comparing these bibles can increase understand.

Making Observations
As you read, it is important to make observations in regards to the text. This takes a lot of
work as you may need to read a passage over and over. Jewish and Asia Minor writers
often used unique techniques to communicate important points (repetition, compare and
contrast ideas, spend a lot of time on a theme, and conjunctions such as: therefore, and,
etc. As you observe various things make personalized notes in your Bible. Circle words or
phrase that repeat. Underline key points. Write down thoughts, questions, or verses found
in other parts of the Bible. This should be done periodically throughout the entire process of
preparing a devotional.

Genres
One would never interpret figurative language in a literal sense. Nor would one interpret
literally writing in a figurative sense. Knowing and understanding the various genres
used throughout Scripture is very important:

• Narrative: a story describing historical events or fictional.


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• Discourse: presents the message with local reasoning or in the form of an argument. Ex.
Sermons in Acts, NT Epistles.
• Poetry: Hebrew Poetry: Job, Psalms
• Parable: Teaches through story from a moral or spiritual truth. Usually one main point to
each parable (not allegory where every aspect has a special meaning). Often stated in the
parable. Ex. Nathan’s story to David, parables of Jesus
• Apocalyptic literature: Predicative in nature and is often characterized by
symbolism and the description of visions. Ex. Daniel, Revelation

Emphasizing Key Points
Many writers use all sorts of literary devices to emphases important points. The
genre often determines the devise used. Here are devices Biblical writers communicate
points:

• Simile: A comparison of two items using like or as
• Metaphor: A direct comparison of two items
• Symbolism: Using images to represent something
• Personification: Attributing human characteristics or form to something that is not
• Allusion: An indirect reference to something else. The referent and meaning are
understood from the cultural or personal context or knowledge.
• Word play: Biblical writers and speakers, especially prophetic and poetic writers, make
plays on word meanings in the original Hebrew, Aramaic, and Greek languages.
• Hyperbole: Literary exaggeration for emphasis or rhetorical effect.
• Paradox: A statement that seems illogical or contradictory on the surface, but actually
conveys truth.
• Alliteration: Consists in repeating the same consonant sound at the beginning of several
words in close succession.
• Repetition: Words, ideas, phrases, or actions that repeat themselves (exactly or with
different wording) are ways writers’ emphasize important points.
• Comparison: Facts, ideas, people, or actions (alike, similar, or compared) are other
ways authors portray their point.
• Contrasting: Facts, ideas, people, or actions (unlike, different, or contrasted) are also
ways to emphasize a point.
• Cause and effect: A fact, idea, or event leading naturally to, or resulting in another.
• Effect and cause: A fact, idea, or event naturally following or resulting from another
• Means to an end: A fact, idea, or event by which a certain end or purpose is achieved
• General to particular: General statements at the beginning of the passage, followed by
particular statements, examples, or illustrations explaining it.
• Particular to general: Particular ideas or statements followed by a general statement or
concluding summary.
• Explanation: A statement which explains, illustrates, or reinforces a fact, action, or idea
already expressed.
• Progression: A series of events or ideas being developed or moving toward a climax.
• Questions: An author or speaker may use a rhetorical device of asking a question and
then proceed to answer it. An author or speaker may ask a question, the answer to which is
so obvious that no answer is required. It is in effect a statement in question from. An author
may use questions to introduce a topic, to catch the reader/listener’s attention, to stimulate
thinking, or to challenge.
• Conjunctions: These are words that connect ideas to each other. Words like, “therefore”,
“For this reason”, “Now”, etc. It is important to ask, “What is it therefore?”, “For what
reason?”


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Further Investigation
Have you ever come across a strange word or phrase in the Bible that just seems strange?
Our culture and time is drastically different from Bible times, which has caused many words
and phrases to be difficult to understand. Researching the historical context in which a book
of the Bible is written will help shed volumes of light on many of these passages. These
questions surround 6 basic questions (who, what, where, when, how, and why). Here are a
few questions you can ask when examining the cultural context of a passage.

• Who is the author of the passage?
• What issues is the author addressing?
• What can you learn about the author?
• Who is the author writing to? What can you learn about the audience?
• What was the political environment like?
• What sort of government was in place?
• What were the agricultural practices of the day?
• What was the marriage customs of the day?
• How was the legal system structured?
• What labour practices did the Jews follow?
• What was the role of slavery in Jewish/Roman cultural?

Using additional resources can also help you increase your understanding of the Bible. This
takes a lot of hard work, but you and others will benefit from it greatly.

     •   Application Commentaries
     •   Background Commentaries
     •   Theological Commentaries
     •   Exhaustive Concordance
     •   Bible Dictionaries

Consider downloading e-SWORD. It’s a free bible study soft ware that you can download
on to your computer. It has commentaries and bible dictionaries. Check it out at www.e-
sword.net.

Remember, after all this research only include information that helps to enhance
understanding of the text. Sometimes presenters include too much information that is not
useful.

Life Application
Understanding the text in its original context is not enough. We must wrestle with how
Biblical truth and principles apply to our culture. So what does this truth mean to me? How
does this apply to our culture? This is called contextualization and it begins by asking the
question, “So What”? Contextualization begins by gaining a good understanding of our
culture and then figuring out how Biblical truth applies. Consider how the message applies
to:

     •   Relationships                                  •   Sports
     •   Family                                         •   Government
     •   School                                         •   Music
     •   Work                                           •   Church




                                                                                           15
It is good idea to contextualize the truth you’ve discerned to specific issues within your
audience. This requires you to pay close attention to and carefully observe those who you
will be listening to you.

VOLUNTEER ORIENTATION
The Volunteer Orientation is an awesome opportunity for you to encourage believers in their
faith, to build relationships, to help ease their nerves and clarify their roles and
responsibilities at camp. Here is what a typical evening could look like:

     7:00 pm Welcome
     7:10 pm Team building
     7:20 pm Sports Ministry Devotional
     7:35 pm Roles and Responsibilities
     7:40 pm Important Camp Details
     7:45 pm Questions and Concerns
     7:50 pm Corporate Prayer
     8:00 pm Meet billets and travel to billets’ home

Welcome
Begin by introducing yourself and the AIA T eam. Briefly share about Athletes in Action,
Power to Change, and the church itself. Here are some interesting facts about AIA:

     •   AIA is the sports ministry arm of Power to Change
     •   AIA is in over 80 countries around the world
     •   In Canada, there are several divisions (Pro, university, community, international
         are just a few)
     •   AIA has Basketball, soccer, hockey and volleyball camps
     •   International tours
     •   AIA partners with over 40 churches in AB, BC and ON
     •   Over 1600 campers attended AIA Church Camps in 2010
     •   Our vision is to help your church reach your community through sport

Ask the church volunteers to introduce themselves and to share a little about themselves
(name and interesting fact, embarrassing moment). Then have Church Camp Coordinator
share about their church and community. Here are things they could share about:
     • What are the family dynamics in your community?
     • What are some of the biggest challenges your city is facing?
     • What is your hope for the week?
     • What is the spiritual climate of your community

Team Building
After the initial introduction it’s time to break the ice. Consider playing a team building
game:

     •   Name game
     •   Things in a box
     •   2 truths and lie
     •   Best sports injury
     •   Favourite player and why
     •   What they are looking forward to?
     •   Why they chose to volunteer


                                                                                              16
Sports Ministry Devotional
In addition to having a lot of fun, we want to be intentional in building believers in their faith.
Scripture is essential to helping others grow spiritually. Consider asking the Church Camp
Coordinator to lead this part or have an AIA coach. Whatever the case might be, the
purpose of the devotional is to inspire soccer missionaries, integrate life and sport and to
help volunteers know what we want to communicate to campers. It would be great to share
a devotional that relates to Coach’s Corner.

Roles and Responsibilities
Helping Assistant Coaches understand their specific role at camp is important in installing
confidence in them. It also helps camp to run smoothly. As you go through a typical day at
camp be sure to mention the following:

•   Put campers first (lunch, juggling competitions, world cup)
•   Encourage campers
•   Build relationships with a specific group of kids
•   Small groups
•   Stations
•   Take care of camper’s basic needs (bathroom breaks, tying shoe laces, sunscreen, etc)
•   Be energetic and make campers laugh
•   Reinforce key points (on your toes, bend your knees, head up, change of pace)
•   Attend morning devotions (ask if anyone wants to lead one)
•   Attend daily debrief (free to leave after this)
•   Engage campers during Lunch
•   Be familiar with check in/out procedures
•   Dress the part (soccer shorts, camp shirts, etc)
•   Be familiar with Coach’s Corner

Quickly go over Coach’s Corner and its theme. Review each day and briefly describe how
small groups will work. Assign coaches to a particular age group. Have AIA Coaches meet
with volunteers to go over small group discussion questions. This is a good time to ask
church volunteers who might be interested in leading a small group to help keep the groups
smaller.

Important Camp Details
Be sure connect with the Church Camp Coordinator about the following details:

      •   Medical concerns (allergies, special needs, other)
      •   Potential dangers (hwy, trees, construction, etc )
      •   Camp #s
      •   Age Breakdown
      •   Bathroom information
      •   U-Talk Form
      •   Questions/Concerns
      •   Volunteer Night

Communicate vital camp details to all camp staff and volunteers.

Pray
It’s important to pray for camp. Have AIA Coaches and Assistant Coaches remain in their
groups and pray for camp. Finish with corporate prayer. Here are things to pray for:


                                                                                                 17
       •    Campers
       •    Families
       •    Special requests
       •    Safety
       •    God’s revelation
       •    True conversions

Morning Briefing
Each morning we meet with camp staff and volunteers to prepare for each day. This
includes Moring Devotionals and Camp Set up. Both of these things give us the opportunity
to encourage volunteers in their faith and to delegate various tasks. This is a very
important part of the day and all volunteers should be encouraged if not required to attend.
Here are things to consider:

   -       Morning Devo
   -       Provide an overview of the day’s schedule
   -       Communicate important camp info
   -       Pray

Daily debrief
 The purpose of the Daily Debrief is to review the day, encourage volunteers, to provide
solutions to potential issues and to pray for campers. Here are some questions you could
ask:

   -       What struggles did you encounter today?
   -       Does anyone have any suggestions on how to deal with these struggles?
   -       How did Coach’s Corner and Small groups go?
   -       How are children responding to the message?
   -       Did anything exciting happen today?

Finish with prayer. Do not worry if there is little participation in the debrief. You can invite
response but ultimately, it is up to the individual whether or not they join the discussion. If all
you end up doing at the end of the day is pray, there is nothing wrong with that.

Volunteer Night
We strongly encourage you and your team to designate one evening of the week to hang
out with Church Volunteers. Go for ice cream, play a sport, have a BBQ, praise and worship
night or some fun games. It is important to be integrate some sort of spiritual aspect in
to the evening. This could include a short devotional or stirring up spiritual conversations
with individuals. Some churches may plan a more formal evening where you might need to
share your testimony. Be intentional!




                                                                                                18
FOLLOW UP

AIA’s Role
Your role in camp follow up is to set the church up to continue developing relationships with
their campers by completing the U-Talk Form and to encourage camp coordinators to
consider starting a year round sport and recreation orientated ministry.

Encourage them to check out the Camp Handbook for Follow up Ideas or they can call the
head office for more information (1-800-563-1106).

Church’s Role
As mentioned earlier, a huge part of your ministry is to Church Volunteers. Be sure to
encourage Assistant Coaches to take part in any follow up ministries that churches plan.
These are great opportunities for them to catch up with campers and to encourage them in
their relationship with God. This will also challenge them to continue to serve God.

The U-Talk Form
The U-Talk Form not only helps the church learn more about campers and evaluate camp, it
is also a crucial tool for helping churches to follow up.

The first side of the card asks questions regarding their interests, spiritual, and family
background. This MUST be completed on the first day of camp.

The second side is primarily a camp evaluation. It also asks campers if they made any
commitments at camp. This side MUST be completed on the last day of camp.

Be sure to complete the Coach’s section of the U-TALK FORM. Your name, email and
it is important to leave comments on the cards were you think a serious decision to
follow Christ was made.

PLEASE REMEMBER TO RETURN THE U-TALK FORMS TO THE CHURCH. THEY
NEED THIS IMPORTANT INFORMATION FOR FOLLOW-UP AND TO LEARN HOW
CAMP CAN BE IMPROVED ON THEIR END.

Camp Measurements
Once campers have finished filling out the U-Talk Forms on Friday, collect them and record
the information on the Camp Measurement Worksheet. Then, transfer this information to
the online Camp Measurements found in the AIA Church Camp Coaches’ lounge 2010 on
Facebook. This information helps us collect camp numbers, church background info, and
various commitments made at camp. We use this information to help us improve camp and
to send final invoices to our partners at the end of the summer.




                                                                                             19
TECHNICAL DEVELOPMENT
Courtesy of National Coaching Certification Program and AIA

COACHING THEORY

Introduction
AIA Church Soccer Camps are developmental in nature. Our emphasis is on teaching the
basic skills of soccer. Basic skills such as dribbling, passing, shooting, ball control, Juggling
and Fast Foot Work. Campers will also be introduced to defending and attacking 1v1s.

Role of the Coach
The role of the coach goes way beyond the teaching the game of soccer. Here at Athletes in
Action our desire it to develop “Total Athletes”—players who win on and off the field. We
emphasize five major components in the development of each camper:

1. Spiritually – To help each child understand who God is and to help facilitate growth in
their personal relationship with Jesus Christ.
2. Physically – To see each camper develop in their technical abilities, muscular
endurance, cardio-respiratory endurance, muscular strength, flexibility, and balance.
3. Mentally – To help increase their general understanding of the beautiful game and
increase their knowledge of who Jesus is.
4. Socially – To learn how to interact with coaches and fellow campers in a God honouring
manner – with respect and unconditional acceptance.
5. CHARACTER – to help children develop skills that will last them a life time.
Perseverance, work ethic, team work, responsibility, respect, etc

As a coach you have a tremendous opportunity to influence the life of a child. It is essential
that you teach skills properly and demonstrate what it means to compete fairly, respectfully
and with tenacity. A coach listens to their players and counsels them in sport and in life
while properly teaching the intricacies of the sport. A coach is a leader. A coach is a
counselor. A coach is a teacher.

Leader – As a leader you will be responsible to set realistic goals that will challenge your
campers. You should serve as an encourager, supporting your players to be the best they
can be. As a leader you will need to instil the importance and value of playing fair. It is very
important to demonstrate what it means to compete as Jesus would compete.

Counselor – Counselors listen. You will need to listen to your players’ concerns and deal
with them as best as you can in a supportive way. As a counselor, strive to make sport a
positive and fun activity for campers to engage in.

Teacher – As a teacher you will provide simple teaching points to help the camper learn. It
is important to teach skills properly, as this will challenge youth and instill values such as
hard work and perseverance.




                                                                                               20
STAGES OF DEVELOPMENT
Youth training is not simply a reduced form of adult training, nor is children’s training a
reduced form of youth training. Instead, children’s training is related to the different phases
of an individual’s physical, cognitive and psychological development. Understanding your
athlete’s physical, cognitive, social and emotional development stage is foundational to
being an effective coach. Therefore, the way you teach a skill to one age group is going to
be very different then the other.

6-8 Year Olds
Six to eight year olds have coordination difficulties but like to move. Their attention span is
very short. They are very egocentric and seek the attention of others. They enjoy being
successful and being praised for it and are very sensitive to criticism. They tend to work well
in small groups. Parents, teachers and coaches are very influential. They also struggle with
discerning the difference between fantasy and reality. This is one reason why they have
such good imaginations.

Training for this age group should have lots of activity and should capture their imagination.
General coordination activities should be utilized, such as running and fun games. Playing
small-sided games will really help them gain familiarity with the ball. Be sure to include a lot
of fun, energy, and encouragement in your running, turning and dribbling games. Also at this
age, because of their size, they should technically be using size four balls.

8-10 Year Olds
By the time a child reaches the ages of 8 to10 their coordination significantly improves.
They begin to display strength, enjoy physical contact, have an increased attention span
and are capable of problem solving. Although they are still very sensitive to criticism, they
enjoy team sports and like to be recognized for their sports ability.

Training for this age group will include instruction on basic soccer skills such as running with
the ball, dribbling, ball control, passing and shooting. This age group should technically be
using size five balls. That being said, if a child is too small to use a size five ball, have them
use a size four regardless of age.

10-12 Year Olds
A child in the 10 to 12 age group will be well balanced physically, coordinated, have
improved endurance and be self confident. They will display a desire to learn and will be
able to learn more difficult tasks. Children who are twelve years of age have begun to think
logically and can organize their thoughts coherently. They will often be critical of themselves
and others and will often strive to imitate others.

Training for this age group will include individual and group development of skills such as
dribbling, ball control, passing, shooting and heading. Basic tactical behaviour such as
passing combinations, creating passing opportunities, creating and using space, basic
supporting positions and 1 v 1 competitive games should also be taught in training. Ensure
all campers in this age group are using size 5 soccer balls.

Important Principles to Remember
   • Emphasize fun
   • Encourage the social and team aspect of the sport
   • Include everyone as much as possible



                                                                                                21
    •   Develop a healthy perspective on winning and losing
    •   More practice – less matches
    •   Keep it varied and versatile
    •   Keep it enjoyable
    •   Show respect to team-mates, opponents and officials
    •   Correct equipment should always be used (size 4 balls for ages of 6-8, size 5 for 8+)
    •   Demonstrate a life that lives for Jesus

TEACHING SKILLS
Regardless of the age and stage of development, teaching skills effectively begins with
clear, concise and simple instruction. Verbal communication should be short and to the
point. Visual demonstrations should be utilized constantly. It is crucial to progress from
simple to more difficult skills or situations. Be sure to emphasis what to do, not what not to
do.

Skill Learning
1. Explain – Name the skill and describe it, tell why it’s important and when it’s used,
   highlight the key points. Be sure to use key words and phrases (ex. inside of foot, GGG,
   change of pace, etc). It is important to give several key points in order to cater to a
   broad range of ages and skills.
2. Demonstrate – Properly demonstrating the skill is very important. Demonstrate what
   you want, not what the players are doing incorrectly),
3. Practice – Get players to practice the skill before they go to their stations. Remember,
   perfect practice makes perfect.
4. Feedback – Walk around to see how players are doing and provide specific feedback.
   Always be encouraging and give the “good” picture by acknowledge what is being done
   well, then point out what should be worked on.

Principle of Progression
Progression is so important to being an effective coach. Progression allows you to meet the
needs of your groups and will enable you to get the most of each station. Not only will it
help you meet the needs of campers but it will enable you to get the most out of your group.
Here are some general roles:

   -    Introduce the drill, game or skill
   -    Provide individual and group feedback.
   -    Make the drill into a competition.
   -    Increase the difficulty by adding restrictions. Ex. 1 touch only, 2 touches only.
   -    Keep things fresh by adding variations ex. Adding a soccer ball to jockeys up

Developmental Levels
Be sure to split kids up into their appropriate developmental levels during:
•       Fun Run
•       Fast foot work
•       Skills stations
•       Juggling
•       1V1s
•       World Cup




                                                                                             22
This helps campers get the coaching attention they deserve. Each group should be no
larger than 15 players.

CAMP MANAGEMENT

Camp Atmosphere
A fun and exciting camp atmosphere is important for the longevity of the sports camp.
Youth and campers of all ages are attracted to people who have their best interests in mind.
A fun camp atmosphere is an encouraging environment that fosters trust and openness to
Christ’s message. Positive attitudes break down barriers and allow the Holy Spirit to work.
Laughter is a universal language.

•   Display love – Camp atmosphere is created by staff who love children
•   Be real – All coaches and assistants should be down to earth and fun loving individuals
•   Be spontaneous – It’s important to follow a structured routine, however, it’s just as
    important sometimes to let loose and create FUN. Playing spontaneous games,
    performing gags and keeping the campers on their toes with the element of surprise can
    often lead to lasting memories for many youth (running through sprinklers, water balloon
    fight etc…).

Gaining the Attention of Campers
Starting an activity always begins by getting campers attention. Gaining, and keeping their
attention is an on-going process. It’s important to set up expectations early. Campers need
to know that they need to listen when a coach, assistant coach or any other camp staff
member is speaking. Ideas that help gain campers attention include:

•       Stand up in front
•       Be animated and full of enthusiasm
•       Capture their imagination
•       Make eye contact
•       Put up your hand
•       Speaking quietly to encourage them to listen better
•       Avoid yelling
•       1,2,3 eyes on me, 1,2 eyes on you
•       Get it, Got it

Using the “ready position” (Professional Soccer Pose) to ensure that each camper is ready
to listen and learn the skills is a great idea. Each camper must put one foot on top of the
ball, hands on hips, and a smile on your face because if you’re smiling, you’re listening.

Skill Stations
Skill Stations are effective because they break campers into their developmental levels and
maximize practice time. Each group should be no larger than 15 players. AIA Coaches are
station masters and facilitate each station. Assistant Coaches act as team leaders and take
their group of kids from one station to the next. Each station lasts 15 to 20 minutes.
Consider challenging an Assistant Coach to lead a station.

World Cup




                                                                                          23
At the end of each day campers compete in the World Cup. The World Cup is a great
opportunity for campers to put everything they have learned into practice and for coaches to
build into campers.

Monday to Thursday is the preliminary round of the World Cup. The purpose of these
matches is to reinforce the skill of the day and life lessons learned. For example:
remind players that they are valuable no matter how they perform because God created you
and loves you the way you are. Encourage players to be good teammates, pass, make wise
choices, etc. These matches can also be used to help even out the teams before the
official world cup begins.

When facilitating matches, it is important to go by proper rules:

   -   goal kicks instead of corner kicks
   -   kick ins instead of throw ins (helps develop basic foot skills)
   -   Kick off after each goal
           o Ball must go forward (1 full rotation) before passed back
   -   Goals must be clean and below knee height

The Official World Cup Tournament begins Friday at 1 pm. Be sure to hype this up
throughout the week. Let them know that this is the event that the whole week has been
leading up to. These matches are more formal and coaches are not allowed to play.

See Forms for tournament schedules.

Olympics
The Soccer Olympics are a fun opportunity to review the skills campers have learned. It is
competitive so hype it up as much as possible. The Olympics will be run in a way similar to
the Skill Station.

Depending on camp numbers, keep Olympic groups small. Teams that have 6 to 9 players
is ideal. Attempt to mingle age and skill evenly among groups as best you can. Not only
does this keep teams even but will also allow for some of the older kids to try their hand at
leadership. Each group will have one or more Assistant Coach to help lead them. Have
teams choose a team name and country and then construct a cheer.

Choose stations that incorporate skills learned throughout the week. Consider having an
Assistant Coach run a station. After the cheers have been presented, begin the games and
rotate the Olympic Stations like the Skill Stations.

See Forms for station and master score cards.




                                                                                           24
FULL DAY SCHEDULE


Monday-Thursday
8:00 am    Devotions & Camp Set-Up
8:30 am    Check In & Greetings
9:00 am    Daily Introduction
9:10 am    Camp Warm-Up
9:25 am    Group Game
10:00 am   Fast Foot Work
10:10 am   Move of the Day
10:15 am   Drills & Individual Instruction
10:30 am   Snack BREAK
10:45 am   Drills & Individual Instruction
11:30 am   Coach’s Corner
12:15 pm   LUNCH
1:00 pm    Juggling
1:20 pm    1v1 Training
1:50 pm    World Cup
2:45 pm    Line of Champions
3:00 pm    Home Time
3:30 pm    Coach’s Debrief

Fun Friday
8:00 am       Devotions & Camp Set-Up
8:30 am       Check In & Greetings
9:00 am       Welcome
9:10 am       Camp Warm-Up
9:25 am       Group Game
10:00 am      Soccer Olympics
10:45 am      BREAK
11:00 am      Soccer Olympics
11:30 am      Coach’s Corner
12:15 pm      LUNCH
1:00 pm       World Cup Tournament
2:45 pm       Certificates and Line of Champions
3:00 pm       Home Time
3:30 pm       Coach’s Debrief




                                                   25
INDOOR SCHEDULE S

Full Day
9:00 am      Welcome
9:10 am      Group Game
9:45 am      Station 1
10:15 am     BREAK
10:30 am     Station 2
11:00 am     Station 3
11:30 am     Coach’s corner
12:00 pm     LUNCH
1:00 pm      Relays/Obstacle Course
1:30 pm      Ghost in the Graveyard
1:55 pm      Station 1
2:10 pm      Station 2
2:25 pm      Station 3
2:45 pm      Line of Champions
3:00 pm      Home time

Half Day
8:15 am (12:30 pm)        Morning devo/set up
9:00 am (1:00 pm)         Welcome
9:10 am (1:10 pm)         Station 1
9:45 am (1:45 pm)         Station 2
10:00 am (2:00 pm)        BREAK
10:05 am (2:05 pm)        Station 3
10:30 am (2:30 pm)        Coach’s Corner
11:00 am (3:00 pm)        Relays
11:30 am (3:30 pm)        Group Game
12:00 pm (4:00 pm)        Home Time




                                                26
SKILLS AND DRILLS

THE WARM-UP
This is an essential part of camp in preparing the children for the day, not only for the skills
they will learn, but to set the tone. It is very important to show enthusiasm, energy, love,
and commitment to every camper. The entire warm-up consists of:

o The Fun Run/warm up grid (dynamic stretching)
o Group Game
o Fast Foot Work

Fun Run
Each day, divide campers into 3 or 4 groups and take them through the Fun run. Be sure
that the warm up is appropriate for each developmental group. Have campers partner up
and form a line. Start jogging around the field (VERY VERY SLOW) and integrate dynamic
stretching.

Variation: Set up various warm-up-grids. During the fun run lead your group to a warm-
up-grid and have them do various dynamic stretches and sprints. Once everyone has gone
through 2 or 3 times jog to the next warm-up-grid and gradually increase the intensity each
time. Repeat until all warm-up-grids have been completed.

Keys to remember:
o  Start off very, very slow
o  Principle of Progression (gradually increase intensity)
o  Strive to go for 15 minutes
o  Include fun games; be creative

Dynamic Stretching
Dynamic stretching prepares the body for intense physical exertion by increasing range of
movement, blood and oxygen flow to soft tissues. It includes lots of movement at a low
intensity and should be incorporated into the fun run itself. Begin with low impact stretches
and gradually progress as muscles warm up.

Low impact (7 min)
o Wheat Pickers: While running, swing arms down and run hand along ground.
o Heels to rear: Kick your heels up behind you as far as possible.
o High knees: With each stride life knees up as high as possible.
o Hand Walks: Starting in a push up position , walk feet up to hands, then walk hands out
   to a push up position and repeat keep back flat.
o Hip In: While jogging stop and lift your knee forwards. Rotate your knee to the side and
   put your foot down. Repeat with other leg.
o Hip Out: While jogging stop and lift your knee to the side. Rotate your knee forwards
   and put your foot down. Repeat with other leg.
o Jog Forward and circle arms forward and backward
o Lateral shuffles, arms side-to-side crossing over body
o Crossovers: Run sideways alternating which leg goes in front and which leg goes
   behind
o Forward shuffle: Open hips, lift leg high externally, rotate hips stepping to 45-degrees.
   Recover and repeat with opposite leg. Perform with skipping motion



                                                                                               27
o   Hip Crossover: Swing leg high upwards and inwards, rotating on forward leg and
    pivoting on planted leg, ending up facing the opposite direction. Repeat with opposite leg

Medium impact (5min)
o Skip Forward/Backwards
o Power skips: Normal skipping motion but bring your knee up high and fast while
  extending the opposite toe.
o Lung walks
o Groin
o Jockeying: Run backwards at an angle and shuffle step keeping knees bent.
o Back Pedal (be very careful with this one!)
o Knee to elbow

High Impact (2min)
o Jumping
o Sprinting
o Bear crawl
o Duck walk

Static Dynamic Stretches: These stretches can be done in the stretching circle after the
fun run.
o Hip Circles: Hands on hips, thrust pelvic out and rotate in a large circle (hula hoop style)
o Trunk Twist: With stationary pelvis, rotate at the trunk looking over the shoulder in the
    direction you are stretching.
o Alternate Toe Touches: With legs wide apart, alternate touching hand to the outside of
    the opposite little toe.
o Knee to Chest: Standing pull one knee to chest and hold for a three count. Reverse
    position.
o Heel to rear: Pull heel to rear and hold for a three count.
o Cradle Walk: Externally rotate leg, pulling the leg up at the ankle. Release and repeat
    taking a step.
o Lateral Lunge with Twist: Step laterally and lower the body to form a 90-degree bend
    in the knee. Rotate the torso to the extended leg side. Trail leg is straight stretching the
    groin area.
o Forward Leg Swings: Swing leg forward and backward.
o Lateral Leg Swings: Swing leg side to side.

Fun Run Games

Chicken Run
o Two lines running around the field
o Coaches shout “let me see your funky chicken”
o Kids and assistants: “what’s that you say”
o Coaches: “Let me see your funky chicken”
o Everyone does their funky chicken (act like a chicken) saying “oh ah, funky chicken”
o Repeat with various actions: lawn mower, shopping cart, etc.
o Make sure the kids know what the actions are and how to do them before you start
   running
o Make sure everyone stays close to each other in their lines.
o End with the statue of liberty, quickly stopping hand on hip and other one raised and
   freeze for any length of time (don’t tell the kids about this one before)


                                                                                             28
Catch the Coaches
o Set the boundaries for the coaches and the kids
o Send coaches to different places within the boundaries
o Coaches get a 10 second head start
o Coaches can continue running until they get tagged; once tagged they are frozen
o Kids run and tag the coaches; they have to tag each coach before they can come back
   to where they started
o To make sure all campers tag each coach, tell them that you know how many people are
   there and that each coach is counting to make sure all the kids came and tagged them

Over-Under
o Two or three lines (separate the kids in their groups)
o Alternate between rocks and bridges
o The person in the back of the line goes under the bridges and over the rocks until they
   come to the beginning of the line, where they either become a rock or a bridge
   (depending on the pattern)
o Can do this until everyone is in their original position or until a certain spot on the field
   (across the field, half the field, etc.)

Human Bop It
o Call out the actions to which the children respond in the following ways:
o Kick it: children kick in front of them (make sure they aren’t kicking someone)
o Twist it: twist their bodies half way around then back, feet remaining in same place on
  the ground
o Spin it: children turn around
o Pull it: imagine they are pulling two levers down above their heads
o Bop it: jump in the air
o Call out a few at a time and see if the kids can remember the pattern that you called out

Here, Where, There
o Arrange the players in scattered formation. Explain that you will give three directions
  and that they must act immediately to follow those directions. Stress that players must
  not touch anyone else.
o When I call “Here” – I want you to run to me
o When I call “Where” – I want you to run on the spot
o When I call “There” and point in one direction – I want you to all run in that direction

Chicken Stretch
o Do not reveal the name of this activity until afterwards! It relies on an element of
   surprise.
o Starting with the legs, ask the kids to try to get their knee to touch their chin. Try each
   leg alternately. Ask for 10 knee to chin touches.
o Then move on to the arms. One side at a time, stick thumb under armpit and "flap"
   (don't use this word) it up and do a side stretch. Three times on each side.
o Explain that it’s important to warm-up one's vocal cords for group games. Grab the skin
  around your Adam's apple (demonstrate) and waggle it side to side. Then ask for some
  guttural noises, as much as possible, and then ask for some animal noises.
o Finally, put it all together - demonstrate and encourage - walking around raising knees in
  air, flapping both arms and making animal noises (at some point start encouraging the



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    chicken noises) and you have a mob of warmed up, feeling silly, kind of outfoxed,
    intrigued kids.

GROUP WARM-UP GAMES
There will be a time of stretching between the Fun Run and the Warm-up Game. These
games are meant to be fun and exciting, getting the children excited for the rest of the day
as well as getting their heart rate up.

Octopus Tag
o Make a grid. The lines are the "shores" and the "ocean" is the area in between. One
   person is selected to be the "Octopus." The object of the game is for the swimmers to
   cross to the other shore without getting caught by the Octopus.
o The Octopus wanders around the ocean while the rest of the players are swimmers
   standing on the shore.
o Swimmers dash across the water when the Octopus yells "Octopus." If the swimmers
   are caught, they become part of the Octopus by linking arms or holding hands.
o Once caught they cannot unlink arms or hands – if they do, the people they catch do not
   count; they have to be linked in order to tag someone.

Linked Tag
o Make a grid and get the kids to partner up and link arms. If there is an odd number, that
    is ok, they can be one of the runners or “it.”
o   Spread the paired players out evenly around the grid. Pull out several of the pairs. Make
    some of them the runners and some of them “it.”
o   The “it” players (with pinnies in hand) try to tag the “runners” (players who are not paired
    up with linked arms). They must tag them with their hand, not whip them with the
    pinnies!
o   As soon as an “it” player tags a “runner,” they exchange roles. The old “it” player throws
    down the pinnie and becomes a “runner.” The old “runner” picks up the pinnie and
    becomes “it.”
o   None of the linked players can be tagged. A runner can escape being tagged (or simply
    take a breather) by linking up with any linked player in the circle. The instant that they
    link arms, the player opposite them must release his or her link and become a runner.

Blob Tag
o All the players are inside the grid. All but three have a soccer ball at their feet. The three
   without a ball form a 'blob' by holding hands. The blob moves freely in the grid and tries
   to kick any player’s ball out of the grid. If a player’s ball leaves the grid they join the blob.
o Once a chain has six or more players, have it break apart into two smaller chains (of
   three people each).
o The last player dribbling is the winner.
Progression
o Change the size of the grid. Bigger grid makes it easier for dribblers
o Have blobs break into two players per blob – harder for dribblers

Sharks and Minnows (British Bull Dogs)
o Create a grid large enough for all the campers to stand side by side on one end and
   about twice as long OR use one half of the field.
o Choose several sharks that will try to tag the minnows when they attempt to cross to the
   other side.
o Anyone who is tagged becomes a shark.


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o The game is over when either one person is left or all are tagged.
Progression
o When someone is tagged they must hold hands with the person who tagged them
o Sharks must dribble a soccer ball and maintain control while tagging campers
o Minnows must dribble a soccer ball and maintain control of it. Sharks can either tag
   them or knock out their ball. The ball must leave the grid otherwise minnows can
   recover it and keep going.

Jockeys Up
o Create a large circle with all the campers in pairs. One camper will be the horse while
   the other is the jockey; they then alternate after each turn.
o The horse remains stationary while on the command the jockey begins jogging around
   the circle.
o When the phrase Jockeys Up! is called, all the jockeys sprint to return to the professional
   soccer pose (ready position) by their horse. Jockeys cannot reverse direction nor cut
   through the circle to get to their horse.
o Last ones to be in the professional soccer pose are out and sit in the center of the circle.
Progression
o Include: skipping, hopping on one or two feet, galloping, backwards, somersaults,
   cartwheels, crab walking, bear walking, etc.
o With ball: toe/sole taps, rollovers, dribble with knees, elbows, head, bum, outside/inside
   of weak foot, good foot, and/or both feet

Squirrels
o The object of this game is to steal as many tails as possible.
o Create a grid 30 x 40 yards depending on many campers you have. Each person is a
   squirrel and needs to insert a portion of the pinney into the back of their shorts to form
   their tail. At least 6 to 8 inches of the pinney must be visible at all times.
o When the whistle blows, the squirrels begin to steal as many tails as possible.
o Tails you collect are to be put in the back of their shorts like the first tail; you cannot
   carry or bank them.
o A tail cannot be stolen while any squirrel is adding a tail. Once the tail(s) are added
   each camper has 3 seconds to get away.
o If a camper goes out of bounds they lose all their tails by throwing them on the ground
   for anyone to pick up.
o Each game ends after a predetermined amount of time (10+ minute games) – see who
   has the most tails.
Progression:
o Once you lose your tails, you sit out
o Have a colour worth more points than the other colours

Crab Soccer
o The object of the game is for the beach bums to dribble to the other side of the beach by
   staying in bounds, maintaining control of their ball, and avoiding crabs.
o Create a grid 20 x 40 yards and line up the campers on one side of the grid in the ready
   position. Chose a king and queen crab along with a few helpers (3).
o The game begins by the crabs asking, “What time is it?” The beach bums say, “It’s
   Lunch time,” and proceed to dribble their ball to the other side.
o Crabs cannot stand up, crawl on their hands and knees, or use their hands to steal balls.
   They must move like a crab at all times. A beach bum becomes a crab when:



                                                                                            31
o The crab steals the ball and holds it between their feet (remind beach bums that they
   cannot kick crabs to regain control of their ball)
o The crab kicks a ball and it leaves the grid
o A beach bum dribbles out of bounds.
Progression
o Deal or No Deal—when 6 campers are left make a deal to add some fun. If a coach or 3
   beach bums make it to the other side they must do a “Beep, Beep I am a Jeep” or other
   creative deals

Raptor Tag (Earthlings and Aliens)
o The object of the game is for the raptors to eat all the scientists by tagging them all
   before time runs out.
o Create a science lab in Jurassic Park (a 30 x 40 grid) and give a few campers pinnies to
   identify themselves as raptors.
o Have the scientists dribble a soccer ball inside the laboratory, while the raptors circle it.
o On your signal, the raptors break into the laboratory and attack the scientists.
o When a scientist gets tagged they pick up their ball, open their legs, and lift the ball up
   over their head and wait to be saved by other scientists.
o Scientists can free other scientists by putting the ball through their legs (nutmeg). A
   freed scientist gets a 3 second getaway.
o The game ends once every dribbler is frozen or time runs out.

Knock Out
o Make a grid and have all the campers dribbling with a ball around the grid.
o When the whistle blows the game begins and one must knock other player’s balls out of
   the grid while keeping control of theirs.
o If their ball leaves the grid they are eliminated. Make the grid smaller as the number of
   competitors decreases.
o Have campers who have been knocked out cheer for their champion.
Progression
o Have a couple of the coaches, assistant coaches, or a couple of kids trying to kick out as
   many balls as they can within a certain time limit
o Have the girls only against girls and boys only against boys. You will then have a girl
   and a boy winner.

Combination of squirrels, knockout, and golden ball
o Set up like squirrels. Everyone has a ball and a tail
o Three stages of the game
o Squirrels: everyone has a ball and they are trying to steal as many tails as they can; no
  one gets out this round or tries to kick out each others’ balls
o Knockout: now you can get tails either by stealing them or knocking someone else’s ball
  out. If you knock out someone’s ball, you get all their tails. At some point, you will have
  a lot of tails; you can ask someone who is already out to be your banker. The banker
  keeps your tails until you lose them. You will still need to have at least one visible tail in
  your short at all times.
o Golden ball: the people who are out get to be part of the game again. They can try to
  get other people out, by knocking their ball out of the grid by passing the ball from the
  outside. If your ball gets knocked out by someone from the outside, you are out and all
  your tails are thrown into the grid as a free-for-all. Coaches and assistant coaches will
  need to be in the middle, clearing balls, so that those outside will have balls; they
  shouldn’t go in the grid. Squirrels and knockout is still being played by those still in.


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Castles
o The object of the game is to steal as much gold from the opposite kingdom.
o Divide the camp into 2 even teams; give pinnies to one side (if you do not have enough
   pinnies then divide the camp by colours). Have each team pick a team name and go to
   their castle. All soccer balls are placed on the centerline.
o To gain balls in the beginning, take a ball from the centerline, once those balls are gone,
   start stealing a ball from the opponent’s castle and dribbling it back into your own castle.
o A player can only take one ball at a time. It must be dribbled, not thrown, kicked or
   passed.
o Once you enter your opponent’s side of the field you can be tagged and frozen. Once
   frozen you raise your pinkie in the air to let your team know that you are frozen. The
   only way to get unfrozen is if a team-mate comes and tags you, then each of you link
   pinkies and walk back to your side with hands held over your head. Both team-mates
   must return to their side before trying to get into the castle or unfreezing someone else.
   You can only unfreeze one person at a time.
o Campers cannot enter their own castle and are safe in the opponent’s castle.
o When someone is dribbling a ball they cannot be tagged. Opponents must tackle the
   ball away in order to stop them from steal their ball. If your ball gets tackled away or you
   lose control of it, the ball goes back to the castle and you have a free walk back to your
   side.
o The game is over when all the balls are in one castle or after a certain time limit.
Progression
o Make some balls worth more bonus points




“Get Out of Here”
o Mark off a field with cones and two nets. Pick a set amount of time (20 min).
o Split the campers into 3 even teams (red, yellow and blue).
o Start blue vs. red (yellow on the sidelines). It is a regular soccer game with 2 additional
   rules to remember:
o Anytime a ball goes over the sidelines, the team that touched it last, gets off the field,
   and the team that was resting plays.
o Anytime a goal is scored, the team that gets scored on has to leave the field, and the
  team that scored the goal stays on, gets the ball, and attacks the opposing goal.
o If the ball goes over the end line, because of a missed shot, it’s a loss of possession but
  the team who shot it over the end line gets to stay on the field.
o If the opposing team blocked a shot and it goes out over the end line they stay on the
  field and the team that shot it goes off.




                                                                                               33
o You may want to encourage the campers by yelling, “GET OUT OF HERE” to the team
    that lost the ball out of bounds or got scored on.

Example:
o Blue vs. red. The two teams play and if the ball goes over the sideline off blue, its red’s
   ball, and they are now attacking yellow. Red does NOT have to wait for yellow to get on
   the field and set up.

FAST FOOTWORK
Fast footwork is a great way to help players improve their touch and equips them with the
skills that can help them get out of tight situations during a game. It is essential to remind
campers the following key points:

o   On your toes
o   Knees bent (no robot bodies)
o   Head up and down
o   Flow and Rhythm
o   Steady upper body (no liberty bells)

Divide campers up in to 4 age groups. This helps cater the skill to campers’
developmental level. Set up a grid and have campers find open space in the grid.
Progression is essential to maintaining camper’s attention. Demonstrate the skill and have
them practice it. Go around and ensure campers are doing each skill properly. Encourage
them to focus on proper technique before increase their intensity and speed. As campers
begin to become more comfortable add the following progression:

o Pick a fast foot skill and challenge campers to do as many as they can in one minute.
  Have them try again and have them beat their record. Have campers compete against a
  Coach.
o Derive all fast footwork skills from the foundation. Call out the skill and have them
  perform it.
o Have campers dribble inside the grid and perform various fast foot work moves as you
  call them out.

The following fast footwork skills can be worked on in a grid by themselves or as part of a
larger exercise or game

Foundation
o For beginners Campers: have them knock the ball in between the inside part of their foot
   side to side. Always Reminder campers to be on their toes, knees are bent and heads
   are up.
o For advanced Campers: Using the inside of your foot step up and down on the ball as if
   you are running in place with the ball. Do not simply pass the ball sideways between
   your feet. Each step comes down on the ball moving the ball between your feet with
   very soft, light and in control touches. Always Reminder campers to be on their toes,
   knees are bent and heads are up. Encourage better players to work on flow and rhythm.

Sole Taps
o Keep on your toes tapping the top of the soccer ball with the sole of your foot. Alternate
   feet. Progress from stationary movements to: forward, backward, side to side,
   alternating feet, one foot.


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Push Pull
o Push ball forward with the inside of one foot and pull it back with the sole of the same
   foot.

Push Pull 180
o Push ball forward with one foot and pull it back with the sole of the same foot, turn (open
   the hip) and pull the ball in the opposite direction with the inside of the first foot

Roll Over
o Use your right foot to roll the ball across your body. At the same time transfer your
   weight from your left foot to your right foot. Stop the ball with the inside of your left foot.

Step On
o Step on the outside of the ball and push it with the inside of that foot toward the other
   foot.

Triangles
o Stand behind the ball, place a foot on top of ball, pull ball back and push it with the inside
    of that foot toward the other foot; push the ball diagonally forward and repeat

Bowtie
o Stand behind the ball. Place your foot on top of the ball and pull it back. Push it with the
  inside of the right foot to the left foot. Stop the ball by stepping on it with the left foot.
  Repeat but start with the left foot.

Cutting the V
o Start with the ball between your feet. Begin with a rapid movement with your right foot to
   the top of the ball and stop briefly with your cleats on top. This motion should make it
   appear like you are passing the ball to the left. Instead, keep your weight on your left foot
   and pull the ball back to your right foot. This gets the ball rolling back to your right. Then
   turn your hips to the right and touch it with the inside of the right foot to deflect it off to
   the right on a diagonal.

Step Over
o With the ball moving, step over the ball so that the ball is outside the step over foot, turn
   and take the ball with the other foot

Scissors
o Sweep right foot across front of ball, all the way around and plant. Take ball away with
   outside of left foot in opposite direction

Reverse Scissors
o Same as Scissors except you are faking the other way around the ball and taking it to
   the opposite side with same foot.

Rivelino
o Same as step over, but take the ball with outside of step over foot

Ronaldo



                                                                                                 35
o This move is a swerve first to the outside and then back to the inside. The left foot stays
   planted while you push the ball out with the outside of the right foot. Without losing
   contact with the ball, switch the right foot around to the outside and then cut inwards
   across your body with the inside of your foot and accelerate.

Cruyff
o Push the ball forward. Fake a kick with the inside of the foot, but instead pull ball behind
   the standing leg and change directions.

Ronaldinho
o Push ball forward, stop it with the sole of one foot while stepping past it, turn and drag
   ball back with sole of other foot, continue turning all the way around and take the ball
   with the inside of the first foot.

Golden Boy
o Push the ball forward and then pull it back with the sole of the foot, then pass the ball
   behind the standing leg with the inside of the foot. Control the ball with the sole of the
   other foot.

Insides-outsides or outsides insides
o Push the ball with the inside of your right foot across your body, push with outside of left
    foot, cut back with inside left foot and push with outside of right foot and cut back with
    inside of right. Keep repeating. Outside- insides.

   DRIBBLING

   Dribbling is the skill children enjoy the most, because they have a ball at their feet. The
   OBJECTIVE is for each camper to have complete control and mastery of the ball; the
   player must have control of the ball, not the ball having control of the player. This is
   accomplished through constant and repeated interaction with the ball. During any
   dribbling exercises it is important that each child has a ball.

   Key Points
   o  Use inside and outside of the foot
   o  Use both feet
   o  Keep the ball close (about 1-2 paces)
   o  Take a step take a touch
   o  Keep head up, eyes up (look around; be aware of surroundings)
   o  Change of pace/speed
   o  Change in direction
   o  Be Creative

   DRIBBLING DRILLS

   **Set up multiple stations to maximize camper participation

   Cutbacks (see diagram)
   o Dribble to center cone, cut ball back to original cone and then dribble to next cone in
      the square. Continue your way around the entire square in this manner. Focus on
      sharp cutbacks and acceleration out of corners.
   o Variations:


                                                                                                36
o use inside/outside of foot
o just right/left foot




Dribbling Line
o Set up a 20 x 20 yard grid and line up balls on one side
o Have campers line behind a ball on the outside of the grid
o Have campers dribble from one side to the next using a part of the foot that you call
  out (inside only, outside only, left only, right only, roll overs, [inside, outside, inside,
  outsides]
o Progress from easy to more difficult skills
o Encourage them to take a step, take a touch

Dribbling Island
o  Set up a 20 x 20 yard grid and have balls placed randomly in the grid
o  Have campers dribble around the grid.
o  Encourage them to keep the ball close - take a step, take a touch
o  When they hear the magic word they must freeze in the professional soccer pose
   Campers loss points if they loss control of the ball
o Introduce a cut back
o When campers here you say cutback, they must perform a cutback (do this for a
   minute or 2)
o Blow the whistle
o Introduce a 180 turn (ball must stay in front of them)
o Call out cutback or 180 (campers performs what you call out – do this for a minute or
   2)
o Blow whistle
o Introduce (Fake shoot and turn)
o Finish with raptor tag

Shielding Grid
o  Set up a 20 x 20 yard grid and have balls placed randomly in the grid
o  Introduce the concept of shielding
o  Have campers find a partner (1 with ball, 1 with out)
o  Camper with out ball trys to steal ball, camper with ball shields (switch)
o  Finish with a game of knock out

Reaction Dribbling
o Create 20x20 grid
                                                                                                 37
o  Place a flag/cone 7 to 10 yards away from each cone
o  Each players dribbles around grid
o  Coach calls a player’s name, they dribble around the flag/cone
o  Last one back does punishment
Variation
o Assign campers #s call out #s instead of names
o Have leader choose flag, the rest go to the diagonally opposite flag.

DRIBBLING GAMES

Find the Cone
o Make a grid and have cones placed randomly within it. Have campers dribble around
  freely. Encourage them to be creative and to practice moves that have been taught
  (only left or right foot, only inside or outside of foot, etc.).
o When the whistle blows a camper must dribble to an open cone and get in the ready
  position. Only one player is allowed per cone.
o To make things more competitive take cones away or have some cones worth more
  than others.

Dribbling Through Pirates
o Explorers dribble through the river to shore, while the pirates in the middle of the
    river, try to steal gold (the ball) from the explorers
o   Pirates can win the ball by kicking it to the shore
o   Count all the balls that make it to the other side of the shore.
o   Can do this for a certain amount of time or turns
o   Switch the teams so that the pirates can try and beat the other team’s score

Thieves and Robbers
o The object of the game is to steal balls from the middle or from other teams’ corner
   and bring them back to your team’s corner. The team with the most soccer balls at
   the end wins.
o Create a grid 10 yards on each side. Divide the group into 4 even teams and have
   them stand at the corners of the grid. Place 10 balls in the center of the grid.
o On the whistle one player from each team runs to the center and dribbles a ball back
   to their cone and stops it. Those not playing can cheer and suggest which cone to
   steal the ball from.
o Players repeat the process and can take balls from the center, steal them from other
   teams’ cones, or take them from someone else who is dribbling.
o Their team members who are standing at their cones cannot keep others from
   stealing their soccer balls.
o Coach may add 1-2 extra balls while game is in process to help the game go quicker.
o Be sure to keep track of wins and use it to muster enthusiasm.
o Variations:
o Have multiple team-mates steal balls at the same time (try everyone at the same
   time)
o Ask them to use certain parts of their feet or body to dribble the ball (inside/outside,
   toe taps, roll over, weak foot only, a fast foot work skill)
o Make one ball worth 2 points

Number Game
o Coach assigns numbers to certain moves (either fast footwork or types of dribbling:
    one foot only, inside or outside only, etc.)

                                                                                         38
o Call a number out and campers perform the move
o The campers can be dribbling through cones or zig zag...be creative (ie. Set ball up
    on each cone and if they knock it over they must put it back either with their foot or
    hand depending on age; dribble to first cone and back, second cone and back...last
    cone and back; dribbling backwards, etc...)

Multi-Goal Game (see diagram)
o  Pair up 1vs.1
o  Score at any goal inside the grid
o  Cannot score on the same goal twice in a row
o  When a goal is scored the defender now attacks
o  Keep score for 1 minute
o  Most goals wins




Two Team Keep Away
o Use cones to outline a field about 20 by 30 steps (smaller or larger depending on
  age and number). Divide into 2 teams, if you have 5 or more an odd number is okay,
  otherwise the coach plays.
o Have the teams face each other from opposite sides of the field. Give each team one
  ball for every 2.5 to 3 players (e.g., teams with 5, 6 or 7 players get 2 balls).
o On "Go" each team tries to keep their balls and steal the other team's balls.
o The team with the most balls at the end of 2 or 3 minutes wins.
o Record the number of wins each team has
o For Soccer Olympics…have 2 different teams join this station and compete against
  each other

Red Light/Green Light
o The players attempt to dribble from one end of the grid to the other.
o The coach calls ‘Green light’ and the players begin dribbling towards the coach.
o When the coach yells ‘Red light’ the players freeze with their foot on the ball
   (professional soccer pose). If they lose control of the ball while trying to stop or if
   they can’t hold the professional soccer pose, they must return to the starting line
   (coach’s discretion).
o The first player to cross the line where the coach is wins. Turn around and start
   over.
Progression
o Add a yellow light, say red instead of green to trick players, they can only move on
   green.

Reaction, acceleration, winning the ball

                                                                                             39
o  Set up a large grid
o  1 ball per group of 3
o  Person with ball starts to dribble, players without ball jog beside as to shadow
o  On coach’s command, pass the ball 10-15 yards away, all 3 players fight to the win
   the ball cleanly
o Player who wins the ball becomes the dribbler
o Repeat
Progression:
o Make it a competition and play to 5 points
o Juggle and volley on command
Coaching emphases
o Always be ready
o Battle for sole possession




                                                                                    40
PASSING/RECEIVING

The OBJECTIVE is for each camper to be able to demonstrate and explain the correct
techniques for passing and receiving balls with the inside and outside of both feet.
Advanced campers will also be able to demonstrate and explain the correct techniques
for instep passes and lofted balls.

Key Points
o Use your God Given Grove (GGG or inside of foot)
o Face your Target
o Hit the “Pit” (middle of the ball)
o Follow Through
o Cushion the Ball

Inside of the Foot Pass
o Kicking Foot - Foot turned outward, ankle locked and firm, foot contacts ball in the
  middle of it. After contact the leg follows through the ball and toward the target
  (similar to a swing).
o Non-kicking Foot - 3-4 inches from and beside the ball, knee slightly bent, pointing
  towards the target.

Instep Pass
o Kicking Foot – Foot points downward so the instep makes contact with the ball
    through the center of the ball. The ball should be struck with the bone on the instep.
    The angle of approach should be about 30 degrees. Once the ball is struck, follow
    through the ball, landing on the kicking foot toward the target
o Non-kicking Foot – 4-6 inches from and beside ball, knee slightly bent, pointing
    towards the target.

Lofted Pass
o Kicking Foot – Foot slightly bent, and slightly facing out, ankle locked. Strike the
    bottom of the ball with little to no follow through.
o Non-kicking Foot – 4-6 inches from and slightly behind the ball, knee slightly bent,
    pointing toward the target.

Receiving with the Inside of the Foot
o Receiving Foot – Foot turned outward, ankle locked and firm, and slightly in front of
    planted foot. As ball makes contact with the foot, give and pull back slightly to
    cushion the ball.

Partner Drills (1 ball and 2 cones per group – focus on correct technique)
o  Pass through the Cones
o  Have each partner be 5 yards apart and pass the ball through the cones – 2 touch
o  Receive with one foot and play with other as quickly as possible
o  1 touch and move further back

Accordion Passing
o 1 or 2 touch passing moving forwards and backwards varying the distance between
   partners.
o Play around cones – 2 touch – (see diagram)
o Receive with inside of foot and play with inside of other foot
o Receive with outside of foot and play with inside of same foot

                                                                                         41
o Receive with inside of foot and play with outside of same foot
o Receive with outside of foot and play with outside of other foot
o Make sure to switch directions




Lofted pass
o Have partners be 15-20+ yards apart and practice chipping balls to each other
o Driven passes
o Have partners be 20+ yards apart and practice driving balls to each other. The pass
    should never exceed head height and must land at the receiving partners’ feet.

PASSING DRILLS

Liverpool Passing (see diagram)
o A plays ball to X (1 or 2 touch)
o X plays back to B who plays back to X
o X back to C, C to X etc.
o Players A,B,C jog backwards to end of the line after pass



                          A B C
Dutch Passing
o  Create a circle large enough for all players 10-15 yards in diameter
o  Divide the group in 2, half the players on the inside, half on the outside
o  Ball begins on the outside
o  Players in the middle checks to a player on the outside
o  Middle players receive ball, play it back and then check to another player
Progression:
o 2 touch, 1 touch
o Check to player with ball, turn and play into 3rd person
o Same as above but receive air balls – 2 touch (foot, thigh, chest, head)
o Same as above with 1 touch volleys

Grid passing (see diagram)
o  10-20 yards square (see diagram)
o  2 balls: corner 1 plays to 2; corner 3 to 4; 2 to 3; and 4 to 1
o  2 touch receiving and passing – follow pass
o  Receive with inside of one foot, pass with inside of other foot
o  Receive with outside of foot, pass with same foot
o  Receive with opposite inside foot, play with same inside of foot
o  Can also use for lofted balls


                                                                                     42
Triangle Passing
o Create small equilateral triangles 3-5 yards with 8-9 people per triangle
o A plays to B; B lays off and spins out towards C; A plays to C who lays off and spins
  out towards A; B plays back into A. Rotate to next line. Repeat.
o A plays to B who plays a quick give-n-go with A; B plays into C who plays a quick
  give-n-go with B, etc.
o Add various combinations depending upon ability of players

Tunnel Passing
o Divide into partners, one ball per partner. Have partners stand about 5-10 yards
   apart
o One player spreads their legs apart, while the other attempts to pass through their
   legs
o Variations:
o Play to a certain number – try to get 10 in a row. If you miss, start again.
o Play for a set amount of time; the team with the most successful passes in a row
   wins

Passing Ladder Relay (see diagram)
o Divide the team into two or three groups depending on how many players there are.
   Set up a "ladder" of cones as shown.
o Players pass and receive, moving the soccer ball up the ladder. Last player in the
  ladder dribbles to bottom and re-starts the passing while the other players move to
  the next cone.
o When the original bottom rung player gets back to the lowest rung the team "wins"




                                                                                        43
PASSING GAMES

Gate Passing
o Set up a starting point with 2 cones one yard apart. Set up 3 gates one yard apart at
   10, 20, and 30 yards.
o Each camper gets 3 balls and must begin at the 10 yard gate, once a gate is
  successfully completed they have the option to try for the next furthest gate or try
  again at the same one.
o Points are scored as 10, 25, and 50.
o Record each team’s score

Soccer Croquet
o Have each player get a partner and a ball; spread out on the sideline. Set up the
  field by placing sets of cones about 2-4 feet apart (to create a goal) all over the
  playing area.
o When the coach blows the whistle, one player dribbles the ball out and makes a pass
  through any goal to their team-mate. The team-mate then dribbles the ball to the
  next goal to make the pass through.
o The players can go through the goals in any order they want but they must pass to
  their team-mate through every set of cones before returning to the sideline with their
  ball.

Mini Golf
o Set-up a mini golf course with tee boxes and holes (gates)
o Players attempt to pass the ball through the gates
o Player to make it through the course with the least amount of passes wins

Hit the Ball
o Divide into partners with 2 balls
o Set up 2 cones 5-15 yards apart
o One player places the ball on the cone while other player attempts to pass their ball
  and knock the ball off the cone; their partner retrieves the ball and takes their turn,
  replacing the ball back on the cone if needed
o Play to a certain number
o Make it into a competition between other partners


                                                                                            44
Curling
o Set up a gate 1 yard apart. 15-20 yards from the gate, set up the house by making a
   center ring, followed by 2 more rings.
o The object is to pass the soccer ball and have it sit in the center of the house.
o Award 15 points, 10 points, and 5 points depending on which ring the ball stops in.
o This emphasizes passing weight.

Golden Ball
o Create a rectangle 10-20 yards in width and set 1 ball in the middle of it
o Divide into 2 teams, every player has a ball
o The object is to knock the center ball over the other team’s line by passing your ball
    at the center ball
o Defending team may not set a ball in front of center ball so it does not cross the line
o Players may not kick the center ball with their foot; it must be hit/blocked with another
    ball
o If ball goes out on the side, place it back into the center at the point of where it went
    out

 Battleship (see diagram)
o  Set up 2 gunning stations, 30 yards from each other
o  Each station has its own team, 2 balls each, and 3 ships
o  These ships are balls on cones set up in varying distances and sizes
o  Every time a player knocks a ball off a cone it is considered to be a hit
o  Be careful not to hit your own ship as that could prove to be very costly
o  The first team to sink all the other team’s ships wins
o  Variation:
o  Have everyone shooting at once
o  Have teams keep track of their points and after a certain length of time see which
   team got the most. Assistant coaches can help keep score. Have a rematch if
   necessary.


    X                                                                            O
            x                              o
            x                              o
            x                              o
                                           o
                    x                                     o
                    x                                     o
                                   x
                                   x                                      o
                                   x                                      o
                                   x                                      o
    X                                                                            O




Soccer Tennis (see diagram)
o Create a grid and divide into 3 teams (see diagram)

                                                                                          45
o X's must get 3-5 consecutive passes, while O's send 2 defenders into the grid to
  steal the ball. Once a number of passes are executed, ball is played over to Y’s grid
  (vary the number of passes to be executed, depending on the skill level)
o Defending team’s players that remain in the center grid can block the ball from being
  played through
o If the ball goes out of bounds or the defending team wins the ball, play the ball to the
  opposite grid and the team that made the mistake now becomes the defenders




Guard the Castle (see diagram)
o This game requires 4-5 players, so you'll need to set up several groups going at
   once. Each group needs a defined play area (use cones) of about 10 x 10 yards.
o In the middle of the square, place an extra ball on top of a cone. This is the "Castle."
  One player stays inside the circle guarding it, while the other players pass the ball to
  each other and towards the castle to try and knock the ball down.
o Use 3 or 4 players on the outside depending upon your age range and how many
  players you have.
o Variation:
o If you find your guardian to be hovering too closely to the castle, feel free to use two
  castles spread out a little bit within the square or not allowing anyone inside the circle




Home Base
o Set up a 20x20 yard grid. In each corner of the grid, mark out a 2x3 yard square
  (home base) with three marker cones in the centre on which you can balance a
  soccer ball. Place nine soccer balls in the middle of the grid.
o Players start the game in their own home base. They have to run to the centre and
  dribble a soccer ball back to their home base and place it on a cone.



                                                                                         46
o Each team can only have one ball at a time and each team member must touch the
    ball before placing it on their cone. This encourages passing.
o Only one person is allowed in their home base to put the ball on their cone. No
    player is allowed to linger in their home base.
o Players can steal a soccer ball from other home bases, but there is no tackling or
    blocking allowed.
o If any of the rules are broken, the coach must take a soccer ball off the cone of the
    offending team and serve it back into the grid.
o If the ball goes out of the grid it must be served back into the grid.
o The first team with three soccer balls in their home base wins.
o The game may take awhile to finish because a lot of soccer balls will be served back
    into the grid. If time does not permit, you can set a time limit and the winner is the
    team with the most soccer balls in their home base.

Soccer Bowling
o For this game you'll need cones. Place a ball on top of a cone, forming a "bowling
    pin." Use additional cones to mark the starting point. The object is to knock the ball
    off the cone, by making a nice pass accurately aimed.
o   Set up the game depending upon how many players and extra balls you have. The
    ideal setup includes teams of two or three players, with each team having three
    targets to hit, spaced 3-4 feet apart and about 10-15 feet away.
o   One player makes a pass towards the pins, fetches the ball, and then passes it back
    to the next player who takes a turn. Whichever team knocks down all three "pins"
    wins.
o   With older players, have them positioned 10-15 yards behind the starting point. This
    allows for an even longer pass back, and adds a bit of dribbling up to the starting
    point.
o   The team that takes the least amount of passes to get all three pins down wins.


SHOOTING

The OBJECTIVE is for each camper to display correct shooting technique and be able to
shoot on goal with power and accuracy.

Key Points
o Kicking Foot – ankle locked, toes pointed down, so that the instep makes contact
    through the middle of the ball. Have the campers find the bone in their instep. Knee
    slightly bent.
o   Plant Foot – must be placed beside the ball, NOT behind it. Leg slightly bent, toes
    pointing toward the target.
o   Hit the Pit – hit the ball in the middle
o   Follow through - the ball and land on kicking foot
o   Head over top
o   Hips square to target.
o   Composure!!! Body needs to be relaxed, calm, and steady.

Technique Training
o Have campers form groups of two (one ball per group)
o One camper kneels with ball in front while other lightly practices the kicking motion.
o Coaches make sure each camper does it correctly


                                                                                             47
o Correct repetition is essential. Make sure that all drills are fun and competitive. Have
  players keep track of goals they score and make it into a competition. Tell players to
  score a certain number of goals in certain amount of time.
o Make sure that other skills such as passing and dribbling are done properly.

SHOOTING DRILLS

*Depending on the size of your group be sure to create multiple lines to maximize
participation

Stationary Ball:
o Coach sets stationary ball for camper to first demonstrate proper technique then
   swing through the ball.




Lay Offs
o Camper plays to coach who lays off for a shot




Cone defenders
o Player dribbles at cone defenders (dribble slowly at the beginning) beats cones and
   shoots – player takes only one step between move and shot




Dribble through cones
o Dribble through cones for shot




Zigzags

                                                                                       48
o Dribble through zigzagged cones for shot




Rapid Fire
o Coach plays balls quickly from end line




Power Finesse Drill
o Campers take a long power shot (instep), followed by a short finesse shot (inside of
   foot)




Player dribbles across for shot
Variation – Pass the ball to the other line as they are moving towards you; they take a
touch then shoot. Repeat process from the other side.




                                                                                          49
SHOOTING GAMES

Power Finesse Game
o Make 2 teams
o One team takes a turn at shooting a long power shot (instep), followed by a short
  finesse shot (inside of foot)
       • If a player does not score they are eliminated
       • if a player scores one goal they stay in
       • if a players scores two goals they get to choose anyone from the other team
           to shoot—if that person does not score on both attempts, then they are
           eliminated.
       • Last team standing wins
o The other team helps collects balls for the other team
o If the team collecting balls can control a missed shoot and juggle it 3 times their team
  gets 5 pts.

Shank You Very Much (see diagram)
o Divide into 2 teams. One team shoots while the other retrieves balls.
o The team that is shooting has one person in the square and the rest in a line at a
   specific spot on the field
o The first person in the line passes the ball to the person in the square. The person in
  the square settles the ball within the square. The person who passed the ball comes
  and takes a shot.
o The shooter remains in the square and the person previously in the square goes to
  the end of the line.
o If a shot goes over (or wide), the retrieving team yells Shank You Very Much!, then
  all the shooting players must run around penalty cone before continuing. Stay in
  your line up, so that everyone has equal opportunities to shoot.
o Try to score as many as possible in time allowed, 1-2 minutes.




Progression:
o If a ball goes over the net give points to players on the retrieving team if they can
   receive the ball in the air and juggle 3 times before the ball hits the ground.

                                                                                          50
o Give bonus points to those who can bring the ball down to the ground under control
    after juggling 3 times. This is for groups that are very skilled.

Go For Goal
o Players form two lines on either side of the coach who is standing 18 to 20 yards
    from a goal that is any size.
o The coach serves the ball toward the goal line while one player from each line races
    to win the ball and shoot. As skills improve, add a goalkeeper.
o The coach should encourage correct shooting technique and a good first touch on
    the ball.

Aim Small, Miss Small
o Place a soccer ball on top of a cone in the corners and, if possible make a target for
    the top corners.
o The kids will take a shot from around the penalty area (depending on their skill level).
    They are trying to kick the ball off the cone.
o   In order to hit the balls, you have to "aim small, miss small." You can't just "kick the
    ball at the goal;" you have to accurately select your target, and aim right for it!
o   POINT SYSTEM:
o   1: Any shot in the goal not hitting the target ball
o   2: Knocking the ball off the cone
o   -1 (Negative one point): Right to the keeper (middle of the net)




War
o Set up cones with soccer balls on them in the corner of the net. Split the team into 2
    groups.
o Players take shots from the penalty mark.
o If they shoot at the middle of the net, missing the corners, they go to the end of the
    other team’s line.
o If they don’t go down the middle but don’t knock of a soccer ball, they go to the end
  of their own line.
o If they knock off a soccer ball, the last player in the opponent’s line goes to the end
  of their line.
o The line that ends with all the players wins

Ouch
o All the kids get a ball in a confined space and must dribble it around until they can
  pass it or shoot it at the Coach who is running around within the space attempting to
  avoid being hit by a ball.
o Every time the coach is struck by the ball he yells "Ouch," usually louder based on
  the strength of the hit. Sometimes you will have to let some hit you.
o As a bonus fall to the ground at the end if struck a couple times well, and then they
  really tee off!

Penalty Kicks
o Shots are taken from the penalty spot. The goal is separated into 2 areas. If they
  score in the corners they will get two points. If they score in the middle part of the
  goal they get one point. Depending on skill level add a keeper
o The spot may be moved closer depending upon the age of the child.

                                                                                           51
o Record the number of points each team received.

Shooting Blitz
o One at a time, pass a ball from beside the post and have them shoot from 10-18
   yards out
o Score as many as possible in 30 seconds – 1 minute
o Point system:
o 3 points = goal from 1st time shot
o 2 points = goal from two touches
o 1 points = goal from more than two touches
o Record the team’s total points

Hit the Coach
o   Make a grid 30 x 20
o   Each camper has a ball
o   Campers dribble around grid and try to hit coach
o   Give points each time they hit the coach

Variation
o If the players are struggling to hit the coach, stop for a couple seconds to give the
    players a chance.
o Use different parts of the foot: Inside, Instep, Right and Left foot.



3 Goal Shooting
o  Use half a field
o  Station portable goals on the side lines 15 yards from center
o  Balls in the half circle where players line up
o  Put goal keeper in each net
o  The first player in line dribbles toward the goal on the right sideline and takes a shot
o  The keeper then distributes the ball to the outside of the cone towards the main goal.
o  The shooter receives the ball from the keeper and shoots on the main goal.
o  The keeper then distributes the ball to the outside of the cone towards the left goal.
o  The shooter receives the ball from the keeper and shoots on the left goal.
o  The keeper then distributes the ball around the cone towards midfield.
o  The shooter receives the ball and dribbles to midfield to the back of the line.
o  The next player in line starts once the goalkeeper on the right side distributes the ball
   to the shooter.

Key points:
o  Speed of play
o  Good shoots
o  Shooting form
o  Change directions
o  Use opposite foot




                                                                                          52
BALL CONTROL

The OBJECTIVE is for each camper to demonstrate the ability to receive balls on the
ground and from the air. This is accomplished through passing and receiving drills, fast
footwork, and juggling. Every time a player touches the ball they become more and
more confident and comfortable with it. Our goal is for the player to enjoy having the ball
at their feet.

Key Points
o Use arms for balance.
o Instep Trap – Foot off ground, toe pointed outward, and foot relaxes and cushions
   the ball to the ground.
o Inside of the Foot Trap – Foot off the ground turned outward as if finishing an inside
   of the foot pass. As the ball makes contact, cushion the ball by moving leg back and
   relaxing foot.
o Thigh Trap – Thigh starts off a little less than horizontal, then gives as the ball hits it
   and thigh cushions the ball to ground
o Chest Trap – Receive ball on pectoral area. Lean back slightly and use your legs to
   cushion the ball as it hits your chest. Or lean chest forward over the ball to force the
   ball downward.

BALL CONTROL DRILLS

Groups of 3
o 2 people with balls 10 yards apart with the 3rd person in the middle
o Person in the middle shows to 1st person receives a toss, controls and pass it back.
  The turn and show to the 2nd person and repeat
o Switch roles every 2 minutes along with body part
o After all body parts have been focused on let the thrower surprise the receiver

Dutch Control
o Half the players in side of the grid and half out side with balls
o Players inside the grid run to a person with a ball that is open, receives the ball with
  their different parts of the body (inside of foot, instep, thigh, chest and then random
  parts) and passes it back.
o Switch every 2-3 minutes along
o Switch body part focus once everyone has gone through
o After all body parts have been focused on let the thrower surprise the receiver

Grid Control
o Set up a starting gate, a 5 x5 grid and a short obstacle coarse
o Have campers line up behind a gate.
o Coach toss the ball to a players body part (instep, side of foot, thigh, chest)
o Camper controls the ball and must keep the ball inside a grid
o If successful they move on to dribble through cones and takes a shoot on goal

TCPD
o Throw, control, pass, dribble
o Have 2 lines of cones about 1 meter apart. Everyone should be standing by a cone.
o The first person in line will throw the ball to the second person. That person will
  control the ball and then pass it back to the first person. The first person then


                                                                                          53
  dribbles the ball to where the second person is who then takes the ball and throws it
  to the third person, and so on.
o The person at the end of the line dribbles with the ball to the beginning of the line
o Make it into a race against the other line. First team to go through the line once or
  first team to make it back to their original positions wins.
o Can add a second ball if there is a lot of people waiting around

Ball Control Games

Steal the bacon
o Make two lines facing each other, with a coach in the middle. The coach stands
   between two players who are both spaced out about 5 yards from the coach.
o The coach toss ball so players must control the ball with different body part. The
   players facing each other cannot run to the ball until it has touched the ground.
o Once the ball strikes the ground the players race at each other to gain control by
   "legal" means.
o The winner is the person who gains "CONTROL" of the ball and dribbles past the
   goal line.

Soccer Tennis: Ball Control Style
o Set up a "tennis court" of about 10 x 20 yards, with cones along the "midline." There
    are two players on each side (set up multiple courts to accommodate your entire
    team).
o   Similar to real tennis, the game starts with one side "serving" the ball over to the
    other side with a soft punt. The other team will try and return it. The conditions that
    apply:
o   The ball must stay in bounds.
o   Players may use an unlimited number of touches as they contain, control, and return
    the ball
o   The ball is allowed to bounce only one time on each side before it is played back (if
    needed).
o   No low kicks across the net. Pretend there's a real three-foot net there which the ball
    has to go over.
o   If any of these conditions are broken, a point is awarded to the other team.

6v6 Control
o Create grid 40 by 60 yards
o make teams of 6v6, goal keeper in each goal or pugs
o Follow this order: 1) Player throws to teammate 2) receiving player must control the
  ball to the ground 3) picks up ball and throws to new teammate
o Opposition tries to win the ball out of the air to ground or by picking up a poorly
  controlled ball
o Goals can be scored from controlling the ball to the ground only




                                                                                         54
JUGGLING

Thigh
o Let ball fall to thigh and catch
o Keep thigh level (angle of thigh determines destination)
o 1 and catch, 2 and catch, 3 and catch and so on
o Alternate thighs

Feet
o Swing leg at the knee
o Hit ball with instep
o 1 and catch, 2 and catch, 3 and catch and so on
o Alternate feet

THINGS TO CONSIDER:
o Control and proper technique are more important than quantity
o Make it easier by allowing the ball to hit the ground once
o Make it harder by limiting the # of touches depending on the skill level.

Key Points
o Keep ball below head
o Control is essential

JUGGLING DRILLS

Pepper
o One touch around the circle

Personal Juggling Records
o Keep track of everyone’s personal record
o Everyone is trying to beat their personal record, when they do, they come and tell
   you
o Make it a big deal when they’ve beaten their record whether it’s 2 or 100

Number Game
o Person who starts calls out number of juggles 1-3
o Next person does them, and on their last touch plays to another person and calls out
   the number of juggles

Simon Says
o One persons starts juggling in increments of one
o Foot, thigh, head and chest can be used
o The rest of the group must do exactly what the other person does

Chip and Juggles (advanced)
o Player A chips the ball to Player B
o Player B receives the ball in the air and tries to juggle 5 times, then settles the ball.
O Repeat

Keep it Ups
O Player A serves the ball to player B


                                                                                              55
O Player B takes 2 touches (or previously determined # of juggles) and serves it back
    to player B
O Repeat
O Determine a team record and have each team strive to beat their record

JUGGLING GAMES

World Cup
o Serve the ball to a person using hands
o Take as many touches as they want then pass to someone in the circle
o The last person to touch the ball before it hits the ground gets a letter. If a person
    spells “BUM” they are knocked out and begins a new circle
o Keep going until you have a winner
o You must save your neighbour.

Juggle Offs
o Have a couple of people juggle off
o Everyone else should be sitting, watching, and cheering
o Someone calls out what they want the people to do: head, thigh, or foot.
o Keep the sequence, adding to it each round.
o The person who can do the most in the sequence wins; give each person a couple of
   tries

Team Juggling
o Create a juggling island (20 x20 grid depending on group size)
o Everyone has the chance to juggle; their highest score gets combined with everyone
    else on their team
o At the end, the team with the most combined juggles wins. Record the number of
    juggles each team did.
o This can count towards their personal record
o Variation:
o The entire team juggles one ball as a group, each person must touch the ball each
    time through. Score the highest total.

Juggling Island
o  Create a grid 15 x 20
o  Have campers dribble
o  If the ball leaves the island give a camper gets a point
o  the team with the fewest points wins.
   Variation:
o 1 pt – hitting the ground
o 5 pts – ball leaving island




                                                                                           56
GAME INSIGHT TRAINING (1 V1)

The OBJECTIVE is for each camper to understand the 1vs.1 situation from an attacking
and defending principle.

Each day a different aspect of 1v1 will be taught. Teach each aspect like the skill of the
day, then branch off and do drills or games.

Defending Key points
o Slow the attach down
o Jockey position
o Roughly 1-2 yards from attacker
o On toes
o Knees bent with one leg slightly in front of other
o Eyes on ball, though be aware of surroundings
o Force one direction
o Be Patient – wait for attacker to make a mistake
o Tackle when attackers foot last touches the ball
o Use back foot to tackle

Attacking Key points
o   Change of Pace
o   Change of Direction
o   Keep ball close to body
o   Dribble with pace
o   Make defender have to make a decision
o   Attack least dangerous foot

Shielding Key points
o  Body turned sideways
o  Legs bent, body low
o  Control the ball with the sole or outside of the foot
o  Use arms for balance and to help know where the defender is
o  Keep you head up
o  Stay composed and keep your eyes open for outlet options

1V1 DRILLS

1v1 to goal
o  Create a 12x5 grid inside the penalty box
o  Place a cone 7 or 8 yards away from grind
o  Place 1 defender in the grid
o  The defenders job is to stop the attackers from getting through the grid and out the
   other side while being restricted to only defending within the grid. The attacker’s role
   is to simply beat the defender and get a shot on goal. The attacker must attack out
   the back of the cones and not out the sides of the grid.




                                                                                         57
Variation:
o Rotate the defenders every 1 to 2 minutes.
o Attacker is stopped, attacker becomes defender

Pirates of the Pug
o   Build a circle (age appreciate size)
o    put a pug in the middle.
o   9 players with a ball: 3 players without a ball (pirates)
o   Pirates (no ball) are to defend the players with a ball
o   When the pirate wins the ball they attempt to score on the pug net
o   If the pirate scores the other person becomes a pirate
    Attacking: keep ball close, head up, if ball is lost recover quickly and fight to win the
    ball back
    Defending: transition quickly to offense, stay focused, find the target.

1vs.1 Shadow Play
o One player dribbles across the field while their partner works on proper defensive
    stance
o Make sure defensive positioning is correct

1vs.1 Exercises (see diagram)
o In a 10 x 15 yard grid
o Ball begins with a coach who passes it to the attacker
o Attacker receives the ball and attempts to score by dribbling past the defender and
   over the end line
Progression
o Attacker must stop ball on end line




                                                                                           58
In a 20 x 30 yard grid
o Make 4 one yard goals at the corners of each end line
o Divide players between the 4 goals
o Balls start with the coach at the center of one end line
o Coach plays a ball to one goal where the first person receives and attacks the
    diagonal goal
o Defender closes the space quickly and attempts to push the attacker towards the
    coach and away from the goal

1vs. 1 Challenge (see diagram)
o Coach plays a ball to the attacker who attempts to beat a defender and score
o After shot or loss of possession, attacker touches cone and then becomes the
    defender
o Keep score




1st Defender: No opposition
o 2 groups defenders on both side of the goal
o 2 attacking players stationed outside penalty area with ball
o Coaches command: 1st defender close the gap, getting body between the ball and
    middle of goal
o Let each player try 4-5 times till comfortable
    Tips:
o Fast controlled approach
o Body positioning Between ball and middle of goal
    Variation:
o Have defenders pass the ball to attackers


Kits Cut Backs
o   Set up 2 cones 10-15 yards a part
o   Place a ball at each cone
o   Have 2 coaches stand in the middle (back to back)
o   campers line up behind each cone and dribbles toward coach
o   dribbling around coach to the next cone (give ball to next person, go to the back of
    the line)
Key points:

                                                                                           59
o  Shoulder drop
o  Change in direction
o  Change in speed
o  Keep ball close
o  Head/eyes up
Variation
o outside of foot only
o step over
o roller over
o scissort

1V1 GAMES

Steal the Bacon: Game Insight Style (see diagram)
o  Divide the group into 2 teams
o  Teams line up on opposite sidelines each player gets a number
o  The coach calls a number and those players must try to score on the opponents goal
o  Keep score
o  Variation
o  call multiple numbers to create different situations

        1      2      3       4




         1     2          3   4



Shielding Game
o  Explain the correct shielding techniques
o  Body turned sideways
o  Legs bent, body low
o  Control the ball with the sole or outside of the foot
o  Use arms for balance and to help know where the defender is
o  Go for 20-60 seconds, whoever doesn’t have a ball at the end must do an exercise

1 V 1 King’s Court
o  Set up a series of 1vs1 Exercise grids
o  First to five points wins
o  Winner moves to the next grid while the loser moves to the lower grid
o  Winner of the “King’s Court” stays there and the same with the loser of the lowest
   court




                                                                                        60
GAME INSIGHT (2V1)

Don’t feel you have to introduce this to all of the kids. If a group of childrens’ skill level is
high enough to progress to this aspect of the game, feel free to teach them.

Key Points
Attacking
o Attack quickly so you keep the advantage, if you take to long other defenders will
    catch up
o Player with the ball runs at the defender, thus forcing them to make a decision
o Player without the ball makes runs (overlap, give and go, take over, or just dribble)
o Take-over
o Wall pass
o Layoff/step ons
o Overlap

Defending
o  Slow down play to allow help to come
o  Try to position yourself to cut down the passing angle and the possibility of dribbling
o  If you get beat get back
o  If committing, commit fully
o  Try to get the player with the ball to keep their head down

Mirroring
o One ball between 2 players
o Players move down the field together
o Player with out ball mirrors the player with the ball

Take over
o  Same as mirroring, but this time the players cross over and take-over
o  Player A dribbles the ball with outside of the foot away from the ball
o  Player B cross over and takes over
o  Accelerate away and repeat

Wall Pass
o One player acts like a figurative rebounding surface (wall)


2V1 DRILLS

Snacks and Ladders
O Make a 3 tiered grid in a 10 x 10 yard area
O Have 3 defenders in 3 different sections of the grid
O Players advance through the grid using:
        •    Take-over
        •    Wall pass
        •    Lay off/
        •    Step-ons
        •    Player’s choice

2 v 1 Grid
o Set up a 10 x 10 grid with 2 goals
                                                                                               61
o Assign 3 players to a grid (2 attackers and 1 defender)

2V1 GAMES

Four Goals
o Works on switching the ball
o Improves vision
o Keep the ball moving and quickly change the point of attack




Channel Game
o  3 channels set up on field which represent defensive, midfield, and offensive thirds
o  Must play through all channels before you can score
o  Variation:
o  allow player with or without ball to enter next channel




Creating and Using Width
o Scrimmage Games with neutral players on the wings
o Teaches players to use the width




Possession Games
o Teaches movement and support

                                                                                          62
o Always need at least two options
Progressions
o 3 vs.1 in a grid
o 5 vs.2 in a grid
o 4 vs.4 plus 2 in a 20 x 35 yard grid



SOCCER OLYMPICS
Divide the camp into even teams varying in age and skill. Assign coaches and
volunteers to be team leaders and divide the campers up by sending them to the
coaches. Starting at one end should help even out the teams (some adjustments may be
necessary).

Each team needs to select a team name and create a cheer. Award points to teams for
various things: best cheer, most original team name, most encouraging team, team
spirit, as well as winning at the stations. Assistant Coaches take their team from one
station to the next. Coaches in charge of the stations collect points for their station and
let the Soccer Olympic Coordinator know the final results.

If there are not enough assistant coaches to help run the stations and lead teams to
each station, have the oldest camper on each team be the leader for the team and take
them from station to station. The camper is still allowed to participate.

You can decide if you want two teams at each station, competing against each other or
just one team at each station. If there are two teams at each station, make sure each
team goes to all the stations.

Pick and choose the games you want to do; you do not have to use all of these games.
Feel free to come up with your own or use games in other parts of the binder.

Here are Olympic Stations to consider:

o Individual Juggling – Each camper gets 2 attempts to juggle, add both scores
    together. Combine the scores to get a team total.
o Team Juggling – Set up juggling island (20x20 grid). The entire team must stay
    inside the grid while juggling or they loose pts. Everyone juggles all at the same time
    and tries to beat their record. Half way through record each person record and
    challenge them to beat it. Accumulate all the personal records together to get their
    team score.
o   Cut-backs – Each camper gets 30 seconds to do as many cut-backs as possible.
    Set cones 3 yards apart. Combine the scores to get a team total.
o   Passing – Set-up a starting point with 2 cones one yard apart. Set-up 3 gates one
    yard apart at 10, 20, and 30 yards. Each camper gets 3 balls and must begin at the
    10 yard gate, once a gate is successfully completed they have the option to try for
    the next furthest gate or try again at the same one. Points are scored as 10, 25, 50.
o   Penalty Kicks – Coach plays GK. Each player gets 3 attempts from the penalty
    mark. The spot may be moved closer depending upon the age of the child. Combine
    the total goals for all shooters.
o   Throw-In Contest – Begin at one end of the field, each camper throws the ball in
    correctly. Wherever the ball lands is where the next person throws from. Keep track
    of the total distance covered.

                                                                                          63
o Chipping Contest – Each player will get three attempts to chip the ball into a bulls-
  eye laid out on the field. The center is worth 50 points and is 1 yard in diameter. The
  next ring is worth 25 points and is 4 yards in diameter. The outer ring is worth 10
  points and is 7 yards in diameter. Combine all points for a team total. Younger
  campers can punt the ball.
o Relay Race – These are team timed events that could include all sorts of obstacles
  (bags, balls, benches, trees, ditches, hills, cones, flags, pugs etc). Make sure
  integrate skills learned at camp as well as fitness components. Be creative and
  consider including the following:

   o Dribbling:
           • Inside/Outside
           • right foot only, left foot only
           • Dribble using different body parts (knees, head, elbows, nose, stomach)
           • Put balls on cones (take points off if balls are knocked off)
           • Dribble through/around cones
           • Fast Foot Work Skills
   o   Passing:
           • Gates
           • Give go
           • Pass to the next person in line
           • Knock a ball off a cone
   o   Shooting:
           • Score on a volunteer for bonus points
           • One time shot
   o   Fitness:
           • Bear crawl
           • Duck walks
           • Sprinting
           • dribbling with various parts of the body (elbows, knees, head, etc)
           • Crab walk
           • Push ups
           • crunches
   o   Fun and Goofy things:
           • Tornados
           • Beep, beep I’m a Jeep
           • Beached whale
           • Bloated seal
           • Run with ball between legs
           • Somersaults

Colour coordinating the relay improves communication. Demonstrate your obstacle
using an Assistant Coach while you give verbal instructions.




                                                                                       64
INDOOR
Sometimes the weather gets so bad that camp must go inside. When you face these
situations please evaluate camp conditions every hour. Here are a few things to
consider when making this decision:

o   How hard is the rain?
o   Are kids shivering or complaining?
o   How are the young ones doing in comparison to the older groups.
o   Does thunder and lightning occur with 30 minutes of each other

Depending on the response to the above questions it could be time to go inside. If you
are forced inside, it is important to treat this time just like soccer camp. Do your best to
continue with the camp schedule as much as possible. It may take some creativity and
accommodation but it can be done. Here are things to consider while you are inside:

o Make decisions with the church camp coordinator.
o Find out the rules for going inside.
o Meet with all volunteers to let them know the plan
o Communicate details to campers.
o Let campers know the inside rules
o Create more stations and smaller groups then normal
o Manage your time – change it up often as attention spans can decrease when
  cooped up inside.
o Focus on dribbling, fast footwork and fitness games and drills
o Staying away from shooting so things don’t get broken.

Appropriate Indoor Drills
o  Fun run/dynamic stretching                           o   Gate passing
o  Fast foot work                                       o   According passing
o  Dribbling Grid                                       o   Liver pool passing
o  Star Drill                                           o   Dutch passing
o  Fitness relay                                        o   Line Control
o  Dribbling relay                                      o   Groups of 3 (control)

Appropriate Indoor Games
o Crab soccer                                           o   Find the cone
o Squirrels                                             o   Cat mouse tag
o Red light green light                                 o   Mini Golf
o Octopus tag                                           o   Crochets
o Earthlings and Aliens (raptor Tag)                    o   Thieves and robbers
o Sharks and Minnows (British Bull Dog)                 o   Gate Passing
o Jockey’s Up                                           o   Soccer Bowling
o Curling
o Knock out




                                                                                           65
APPENDIX A: BASIC FIRST AID

It is important that every injury, not matter how seemingly small is reported. Parents should also
be notified if their child has sustained an injury, again, no matter how seemingly small. If it is a
more serious injury than be sure to complete the Accident/Incident Report Form.

JOINT INJURIES

Sprains
A sprain is an injury to a ligament. A 1st degree sprain is a stretched ligament. A 2nd degree
sprain is a partly torn ligament. A 3rd degree sprain is a completely torn ligament. Without
specialization it is hard to determine the difference between these three; therefore, be cautious
when tending to any kind of sprain. Sprains to the wrist, ankle, knee and shoulder are most
common. Symptoms may include:
      • Pain that may be severe and increase with movement of the joint
      • Loss of function
      • Swelling and discoloration

Strains
When a muscle or tendon is over-stretched or forcefully shortened, it can result in a stretch or
tear injury, called a strain. As with sprains, it is difficult to determine the severity of the injury.
Muscle strains of the lower back are most common. Symptoms may include:
      • Sudden sharp pain in the strained muscle
      • Swelling of the muscles cause severe cramps (ex. charley horse)
      • Bruising and muscle stiffness
      • Loss of function
NOTE: Signs and symptoms of a strain often show up many hours after the injury.

How to treat a sprain or strain
Most injuries to bones, joints and muscles benefit from RICE, which stands for:
      • Rest
      • Immobilize
      • Cold
      • Elevation
Rest means stopping the activity that caused the injury and staying off it until a doctor says
otherwise. For minor injuries, gentle use of the injured area is okay provided the person can
tolerate the pain.
Immobilize is for more serious injuries and may involve the use of a sling or splint.
Cold means to apply cold to the injury as soon as you can once the injury has been
immobilized. Cold narrows the blood vessels, reducing pain, swelling and bruising.
Elevation means raising the injured part if possible. Only elevate if it will not cause more pain or
harm to the person. Elevation helps to reduce swelling and makes it easier for fluids to drain
away from the injury which in turn also reduces swelling.

How to prevent a sprain or strain
Proper warm up before exercise is the best way. This is why it is important that you make sure
the children are doing the stretches and warm ups properly at the beginning of the day.

FLESH WOUNDS



                                                                                               66
Nose bleeds
A nosebleed may start for no obviously reason, or may be caused by blowing the nose, and
injury to the nose, or in more serious cases, by an indirect injury, such as a fractured skull.
Follow these principles:
      • If there could be a possible head or spinal injury, tell the person not to move
      • If the blood is mixed with a straw coloured fluid, suspect a skull fracture and get help
           from a certified First Aider right away. Do not try to stop the bleeding. Allow blood to
           drain
      • If a head or spinal injure is not suspected, place the person in a sitting position with
           head slightly forward.
      • Tell the person to compress the entire fleshy par below the bridge of the nose firmly for
           about 10 minutes or until bleeding stops
      • Tell person not to blow nose for a few hours
      • If bleeding does not stop seek medical help

Bug bites/bee stings
Examine the site closely, looking for the stinger that may still be in the skin. If it is there, remove
it by carefully scraping it with a thin hard object (ex. credit card). Do not use tweezers, fingers or
anything that may squeeze more poison into the body. Apply rubbing alcohol, ice or any other
approved ointment to area.

Minor wound care
All wounds are contaminated to some degree. From the moment of injury until the wound is
completely healed there is a risk of infection. Stopping the bleeding is the priority, but do it using
the cleanest materials available. Follow these principles for cleaning a wound:
      • Wash your hands with soap and water and put on gloves if available
      • Don not cough or breathe directly over the wound
      • Fully expose the wound but don’t touch it
      • Gently wash loose material from the surface of the wound. Wash and dry the
         surrounding skin with clean dressing. An antibiotic cream can be used on superficial
         wounds and abrasions
      • Cover the wound properly with a sterile dressing. Tape the dressing in place
      • Wash your own hands and other areas that may have come in contact with blood

HEAT RELATED ILLNESS

What is it?
It happens when the body's mechanisms for controlling temperature fail. While many people feel
sick and faint during heat waves, most of these people are suffering from heat exhaustion, a
related condition usually less serious than heat stroke. Children are particularly vulnerable
to heat-related illnesses, because their bodies do not get rid of heat as efficiently as
adults’ do; they produce more heat, sweat less, and may forget to drink enough.

Causes
Working or exercising in hot conditions or weather without drinking enough fluids is the
main cause of heat stroke. You can get heat stroke by not replacing lost fluids over days or
weeks, or you can bring it on in a few hours by exercising strenuously on a hot day without
drinking plenty of liquids first.




                                                                                            67
Liquids help to cool us down by allowing the body to produce sweat. However, liquids are also
necessary for bodily functions, such as keeping up blood pressure. You can lose large amounts
of body fluid in the form of sweat without noticing any effects, but at a certain point the body will
reserve the remaining fluid for vital functions, and stop sweating. The body's core temperature
shoots up, and cells start dying.

Sweat evaporates more rapidly in dry weather, cooling the body more efficiently than in humid
weather. When working in humid conditions, the core temperature rises more rapidly. This is
why weather forecasts add a humidity heat factor to represent how you will actually feel
outdoors.

Symptoms
Symptoms of heat exhaustion:
       • the temperature of the body's internal organs of up to 39° C
       • cool, pale, clammy skin
       • muscle cramps
       • headache
       • nausea
       • fatigue and weakness
       • dizziness or light-headedness
       • possible fainting, but can be revived
A person suffering from heat exhaustion will usually be sweating profusely in an attempt to get
rid of excess heat. Their pulse rate will be fast and weak, and breathing will be fast and
shallow.

Treatments
The heat exhaustion victim should be put in a cool place. Lay them down and give small
gulps of liquid every few minutes. "Sports" drinks are best but water is often more readily
available. You should watch carefully for signs of deterioration, but there's no need to rush to a
hospital for a normal case of heat exhaustion.

Prevention
     • The way to prevent these problems is to drink very large amounts of liquid during heat
        waves, especially if you're planning on working or exercising outdoors.
     • When in very hot environments, drink every hour whether you feel like it or not, since
        thirst is a late indicator of dehydration.
     • To prevent heat stroke:
               o avoid heavy outdoor activities in the summer during the hottest times of the
                   day
               o wear loose fitting, light-coloured clothes - light colours reflect more sunlight
               o try to relax in the shade during the hottest part of the day
               o avoid coffee and alcohol, due to their fluid loss effect
               o encourage the kids to bring a water bottle, wear hats, and to dress properly
               o coaches corner in the shade
               o water break every hour in the shade
               o set up stations in the shade

Humidex
    • Less than 29: No discomfort
    • 30 to 39: Some discomfort
    • 40 to 45: Great discomfort; avoid exertion


                                                                                           68
     •   Above 45: Dangerous
     •   Above 54: Heat stroke imminent

An extremely high humidex reading can be defined as one that is over 40. In such conditions, all
unnecessary activity should be curtailed. If the reading is in the mid to high 30s, then certain
types of outdoor exercise should be toned down or modified, depending on the age and health
of the individual, physical shape, the type of clothes worn, and other weather conditions.

If working outdoors is an absolute necessity, drink plenty of liquids and take frequent rest
breaks. In hot, humid conditions, there is a considerable risk of heat stroke and sun stroke.

http://www.healthyontario.com/ConditionDetails.aspx?disease_id=68




                                                                                        69
APPENDIX B: CHILDREN WITH SPECIAL NEEDS

Things to Remember
     • These are children first; their special needs do not define them
     • Keep confidentiality, it is not the business of other parents that a child being coached
        has a special need
     • No two special needs children will be the same
     • Some will have multiple disabilities
     • Some will need one on one attention
     • Some will want to be included, others will not, and others will be indifferent
     • Some will have difficulty with communication and socialization
     • Some children with mental disabilities are a flight risk. They may not stop running after
        being told to do so


Tips for interaction
     • Watch your language and jokes; these may be taken out of context by a child with a
          mental disability
     • Keep directions and activities simple
     • Demonstrate the drills and skills for the child
     • Allow the child to express themselves when frustrated; telling them to ask for a break
          and giving it to them
     • Do not make fun or mock in order to discipline a child with special needs
     • When a child is acting inappropriately, in terms of language, anger, or aggression; tell
          the child their actions are not okay and simply explain to them why
     • Include the child in all possible group activities; exclusion will hinder more than help
          them
     • When necessary, give a child their own volunteer to help them to the extent they need
          with every activity
     • Help the child interact with the other children
     • Give praise for their accomplishments as well as compliment them on trying
     • When they are having difficulty with an activity you think they can try, remind them you
          believe in them, “You can do it.”
     • When teaching an activity or skill, use hand over hand action when necessary and with
          the permission of the child. This can refer to picking up their foot with your hand and
          bringing it to the ball in order to show them how to kick.
     • Have fun with the child
     • Have a general knowledge of the special need




                                                                                       70
APPENDIX C: 6 TEAM ROUND ROBIN TOURNAMENT

Team Name               GF       GA          Wins       Losses        Ties       Points
A.
B.
C.
D.
E.
F.

ROUND ROBIN 1                                     ROUND ROBIN 2
Match 1                                           Match 6
                  A vs. B                                         A vs. B
                  C vs. D                                         C vs. D
                  E vs. F                                         E vs. F

Match 2                                           Match 7
                  A vs. C                                         A vs. C
                  E vs. B                                         E vs. B
                  F vs. D                                         F vs. D

Match 3                                           Match 8
                  A vs. E                                         A vs. E
                  F vs. C                                         F vs. C
                  D vs. B                                         D vs. B

Match 4                                           Match 9
                  A vs. F                                         A vs. F
                  D vs. E                                         D vs. E
                  B vs. C                                         B vs. C

Match 5                                           Match 10
                   A vs. D                                        A vs. D
                   B vs. F                                        B vs. F
                    C vs. E                                       C vs. E

Quarter Finals
                                 rd     th
Game 1                          3 vs. 6
                                 th    th
Game 2                          4 vs. 5
                                 st     nd
Game 3                          1 vs. 2                      (Exhibition Game)

Semi Finals
                                             st
Game 4            Winner Game          2 vs. 1
                                               nd
Game 5            Winner Game          3 vs. 2
Game 6            Loser Game           2 vs. Loser Game 3
(consolation)

Finals
Consolation                     Loser Game 4 vs. Loser Game 6
Consolation                      Loser Game 5 vs. Winner Game 6
World Cup Final                 Winner Game 4 vs. Winner Game 5




                                                                                      71
   APPENDIX D: 4 TEAM ROUND ROBIN TOURNAMENT

   Team Name         GF          GA        Wins      Losses    Ties   Points
   A.
   B.
   C.
   D.

   ROUND ROBIN 1                              ROUND ROBIN 2

   Match 1                                    Match 1
               A vs. B                                      A vs. B
               C vs. D                                      C vs. D

   Match 2                                    Match 2
               A vs. C                                      A vs. C
               D vs. B                                      D vs. B

   Match 3                                    Match 3
               A vs. D                                      A vs. D
               B vs. C                                      B vs. C

   Match 1                                    Match 1
               A vs. B                                      A vs. B
               C vs. D                                      C vs. D

   Match 2                                    Match 2
               A vs. C                                      A vs. C
               D vs. B                                      D vs. B

   Match 3                                    Match 3
               A vs. D                                      A vs. D
               B vs. C                                      B vs. C



Semi Final
                           st         th
Game 1                    1      vs. 4
                            nd        rd
Game 2                    2      vs. 3

Finals
Final                     Winner Game 1 vs. Winner Game 2
Consolation               Loser Game 1 vs. Loser Game 2




                                                                           72
APPENDIX E: PERSONAL JUGGLING RECORDS

   Name                        Juggling Record




                                                 73
APPENDIX F: SOCCER OLYMPICS – MASTER SCORE SHEET

Team Name       Team 1   Team 2   Team 3   Team 4   Team 5   Team 6   Team 7



Team Cheer


Encouragement


Team Spirit


Station 1


Station 2


Station 3


Station 4


Station 5


Station 6


Station 7




                                                                         74
APPENDIX G: SOCCER OLYMPICS - STATION SCORE CARD



Station Name:

Team Name              Team 1   Team 2   Team 3   Team 4   Team 5   Team 6   Team 7



Encouragement            /5       /5       /5       /5       /5       /5       /5

                                                                               /5
Team Spirit              /5       /5       /5       /5       /5       /5

Team Score
(points, time, etc.)

Team Placing
  st  nd  rd
(1 , 2 , 3 , etc.)




Station Name:

Team Name              Team 1   Team 2   Team 3   Team 4   Team 5   Team 6   Team 7



Encouragement            /5       /5       /5       /5       /5       /5       /5


Team Spirit              /5       /5       /5       /5       /5       /5       /5

Team Score
(points, time, etc.)

Team Placing
  st  nd  rd
(1 , 2 , 3 , etc.)




                                                                              75
APPENDIX H: AWARDS SUGGESTIONS

These are just a few suggestions for awards. Try to stay away from MVP and “most” or
best. Be creative in coming up with some original awards.

-   110% Award                               -   Great Sportsmanship Award
-   All Around Player Award                  -   King/Queen of Crabs Award
-   Bravest Defender Award                   -   Love of the Game Award
-   Chief and Commander Award                -   Mr. Determination Award
-   Determined Award                         -   Mr./Miss Perseverance Award
-   Diamond in the Rough Award               -   Phenomenal Foot Work Award
-   Energetic Player Award                   -   Precision Passer Award
-   Energizer Bunny Award                    -   Role Model Award
-   Fantastic First Touch Award              -   Roll Over King Award
-   Fun Player Award                         -   Sharp Shooter Award
-   Goal Keeper Award                        -   Silver Bullet Award
-   Golden Boot Award                        -   Sole Tap Queen Award
-   Great All Around Player Award            -   Super Striker Award
-   Great Attitude Award                     -   Team Spirit Award
-   Great Ball Control Award                 -   The Great General Award
-   Great Communicator Award                 -   The Great Wall of China Award
-   Great Defensemen Award                   -   The Kaka Award
-   Great Dribbler Award                     -   The Lionel Messi Award
-   Great Encourager Award                   -   The Steven Gerrard Award
-   Great Fast Footwork Award                -   Tough as Nails Award
-   Great Hustler Award                      -   Tough Defender Award
-   Great Leadership Award                   -   Tough Tackler Award
-   Great Passing Skills Award               -   Winning Spirit Award
-   Great Scorer Award




                                                                                  76

				
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