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Sports Domain Academy 2011 Training Curriculum Copy write Ashley‟s Soccer Camp and Soccer Domain this document may not be reproduced without express written permission from Ashley Hammond August 2010 Sports Domain Academy Guidelines for Travel Team Soccer 2011 Introduction This curriculum has been developed using training criteria set by the top soccer clubs in Europe. In using this evolving curriculum, we will install a progressive and developmental training schedule that will optimize the standard of coaching, the level of the practices, and the individual development of every player within its program. Each coaching scheme of work is ability and experience appropriate and has set aims and objectives that will continually be reviewed and developed accordingly by The Director of Training for Montclair United Soccer Club. The Schemes are used as a guide by the coaches when planning sessions and will ensure continuity throughout the year. The curriculum allows flexibility in the training and a variation on the themes to be covered. The aims and objectives of each session can be used as a guide for individual progress and help determine the areas that need to be worked on in the future. In the younger teams a great deal of attention is put towards fundamental ball work, with each player gaining maximum touches on the ball. As the age groups get older the focus shifts towards more advanced techniques, tactical/decision making sessions, functional work, and developing the body of a young athlete. Each team will also receive age appropriate information and advice on conditioning, nutrition, injury prevention, sociology and psychology. THE TEACHING and LEARNING PROCESS I. Lesson Plan/Season Plan The season plan must be made prior to the start of the season and modified each week according to the execution of the weekly lesson plan. Make a lesson plan the evening before practice. Evaluate the lesson plan at the earliest convenience after training. Log the observations and conclusions and adjust the season plan accordingly. Select a topic for training from evaluating the game however the “band aid” approach should not distract you from the path. II. Practice Preparation Bring your equipment (balls, vests, pump and cones). Get rid of unnecessarily distractions, cell phones etc. Arrive ahead of time. Check the field for safety. Organize the field for the exercises. When players arrive spend time with them. III. Organization The players must run through the organization correctly. Look at speed, timing, spacing and internal communication. If they do this correctly, coach the skill or pattern of play or the decision making. If you need to adjust the size of the grid, do so accordingly. IV. Progression 1.1 Welcome players. Shake hands as indication that the practice has started. Functional warm-up. Change the tempo of intensity. Get them in the right mind-set to train. Focus on the values of the game. Reinforce that they do stretching properly. Do not proceed otherwise. Introduce the exercise; explain the objective and state your expectations. Progression of the first exercise. Same exercise, but go with opposite decision making to the prior exercise. For instance, if the first exercise is penetration on dribbling, make the following exercise „penetrate on the dribble, shield, reload. Let the player decide which skill they execute based on what they learned in the first three exercises. Play either possession game or play game related activity. Incorporate your topic into play. Progression of the prior exercise. Free play (stick to the topic). Cool-down. Debriefing. Handshake with the player as closure to the practice. V. After Practice Clean the field. Be available if players and parents want to talk to you. Ensure that each player is taken care of before leaving the field. VI. Coaching Actions Remain attentive in „reading‟ the situations. Recognize the teachable moment. Consider the accuracy, validity and reliability of what you see and what you try to measure. Usually, the longer you wait the more valid but the less reliable the argument. Have a positive demeanor even if you disapprove of the action. VII. Increase Success Increase space. Decrease defenders. Put stronger players on one team. Easier exercises. VIII. Special Considerations With better players, upon arrival give them a chance to organize themselves. Let them play a small sided game, possession or keep-a-way. Let the game always be the focus. They learn from reading the game and not to the obedience of the coach. Ask lots of questions to develop analytical thinking.
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