Optimal Youth Development www.beautifulgame.

ie

OPTIMAL YOUTH FOOTBALL DEVELOPMENT CHECKLIST

By Horst Wein and Dermot Dalton

Part 1 – THE PLAN

In order to ensure optimal development for kids, you must have a detailed or comprehensive plan or
model to achieve your goals.

Constructing a development model requires that you:

1) Decide upon a style of play you want to achieve with the kids. Modern football, as played by
Spain, Barcelona and other progressive teams is based around constructive possession play – The
Beautiful Game. Many institutions (organizations, schools and clubs) are now buying into this
beautiful style of playing football.

2) Use the Game Intelligence Approach to coaching football at all levels. Optimal development for
modern football depends not only on physical, technical and tactical elements, but more importantly
on deeper understanding and reading of the game and better decision making! Game intelligence
consists of 4 phases which must be trained from the earliest ages – perception, understanding,
decision making and execution. FUNiño, The Beautiful Game for Kids as the first building block in an
optimal development model, ensures that football starts in the head and finishes with the feet, not
the other way around.

“Significant progress only occurs in football when

motor learning is combined with cognitive learning!”

Horst Wein

3) Construct logical, progressive, age-appropriate stages of development to achieve the ultimate

goal over a given period of time. This applies to the competitions that the children play as well as
their training.

4) Use a comprehensive training curriculum to cover all aspects of the game for each
developmental stage in training. Each training module must relate directly to the age-appropriate
competition game they play!

5) Integrate all aspects of play (cognitive, tactical, technical and physical). In modern football, you
must use training time efficiently and also ensure that what the children are learning directly related
to the game. This is best achieved by a game-oriented programme in training rather than isolating
the individual elements as in normally the case using drills. The Game must literally be the teacher,
this ensures:

• Greater understanding of the game of football and ability to “read” the game and make
good decisions. (Game Intelligence!)

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• Greater transfer of skills into the real game.

• An all-round development of players.
• Greater efficiency as the physical and technical elements are catered for as well as the
tactical and cognitive.

“Traditional coaching had been entirely teacher-directed and largely

technique-orientated, whilst today emphasis is directed on
tactical problem solving through games play”

Lynne Spackmann

6) Make sure that training is enjoyable. Put simply, games are more fun than drills and physical
exercises and naturally more motivating for young players!

7) Have patience! Coaches, and parents in particular, must allow their children sufficient time to
master each step along the long way to becoming a mature happy human being as well as a good
footballer.

“Nature decrees that children should be children before they become adults.
If we try to alter this natural order, they will reach adulthood prematurely,
but with neither substance nor strength.”

Jean-Jacques Rousseau

The Horst Wein model has been proven, refined and expanded over the last 30 years with the
feedback of over 12,000 coaches globally. It has been the official model in Spain for more than 20
years and is rapidly growing around the world, especially in countries like Germany and Italy and in
South America.

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Part 2: A DEVELOPMENT PHILOSOPHY RATHER THAN WINNING AT ALL COSTS

For many clubs, coaches and parents now is the time when we must choose between winning
medals and trophies or allowing our children the chance to enjoy the game of football and develop
in a more appropriate structure than currently exists.
For the sake of the children themselves, most importantly, and then for the sake of the game, we
need to seriously, not just look at alternatives, but find ways to implement them, and sooner rather
than later.

Jose Mourinho puts it well:

“The problem is, in England (and many other countries), you teach children to win the game, in
Spain, we teach children to play the game.”
Horst Wein who designed the first age-appropriate, optimal development model more than 30 years
ago recommends:

1. No league football before 11 years of age. Having a league for children as young as 7 is entirely
inappropriate. Young children do not think too far ahead into the future and having such long term
consequences can weigh very heavily on them.
If winning the league is all that matters, then many serious problems arise including:
• The Jekyll and Hyde effect on adults. Parents and coaches have a tendency to change
personality once there is something at stake, and quickly lose perspective. Some local games
are treated like Champions League finals, as if there were millions at stake. This pressure
and the behaviour of adults at many schoolboy games ruins the game for children.
If the enjoyment of the game is taken away by adults who rant and rave on the touchline and the
grassroots game becomes, in effect, a computer game controlled by dad’s, the opportunity for
young players to plant the seeds of a lifelong love affair with the game will be diminished.
• The “selection” process denies many children an equal opportunity of participation. When
winning is all that matters, the smaller creative kids don’t get much of a look in. Usually the
bigger, early developers get more football with suits a more direct style of play.
Unfortunately in all sports the relative age effect, where children born early in the sporting year are
chosen over the late-born kids, means that many kids lose out badly in the short and long term.
Studies show that more than 80% of kids who make it into the elite level of sport are born in the first
three months of the year while less than 10% are born in the last three months.
Imagine a club who selects the “best” players to play the highest league at a very young age.
(Children as young as 11 years of age are playing 11-a-side, which is very damaging to their
development). In a squad of 16 players, most clubs that are aiming to win the league, will have a first
11 and 5 “squad” players. These unfortunate 5 substitutes will get very little game time during the
year, and these are supposed to be among the best 16 players at the club!
Many kids are late developers in sport, but unfortunately, the win at all costs system does not cater
for them at all.
When you put all these factors together, it is this authors belief that anything from 50—70% of all
football talent is actually wasted rather than developed in the current system of competitive league
football at the younger ages.
• The quality of football suffers as coaches become more concerned with results than the
style of football played or the natural expression of creativity and skill by the young players.

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“Kick and rush” and the “long ball” prevails. The constructive possession-based football that
we have all come to admire at FC Barcelona and Spain cannot flourish in such a climate.
• The quality of coaching suffers. Playing in leagues at very young ages means that we don’t
actually encourage coaching at all, we create managers, who specialize in winning tactics
and not in developing players.
While a small number of players may do well by playing in early league formats, the majority do not
do well, especially the late-born, smaller, quieter players and the late developers. But even those
bigger players who do well in this system often suffer as they come depend more on their size and
strength and often fail to continue to work at the skill and creativity elements of the game. They are
often over-played, even sometimes playing at older age-groups and unfortunately many suffer burn-
out and end up dropping out altogether in their mid-teens. In the long term, there are few winners
and many losers in this system!
2. An environment of creativity, innovation, exploration and FUN must be created by forward-
thinking organisations, clubs, officials, coaches and parents. The adults in football would do better
to act more like adults and create an environment where children are allowed to be children. Some
progressive organisations have already made great strides by introducing less-competitive structures
and small-sided games. This will go a long way towards creating a healthy environment where young
talent flourishes.
3. Emphasize more constructive football rather than “kick and rush.” It takes courage to stand
against the tide of winning at all costs and the style of football that it engenders. Hats off to all those
who are beginning to show such courage, playing constructive football and allowing the children to
make mistakes and learn from them, they will reap the benefits, in the medium to long-term if they
are willing to sacrifice short term gains.
4. Less shouting and stress for the players during games. Parents and coaches shouting from the
sidelines is very unhelpful to young players for so many reasons. Firstly, they often cannot actually
hear what is being said, and often it is confusing when there is more than one voice to listen to.
Secondly, none of us responds well to orders, and thirdly, it puts the players off their game. This
culture of over-coaching and too much “input” from the sidelines actually thwarts the decision-
making ability of young players, which is a very important part of their development if they are to
make it to the higher levels of the game.
5. Rolling substitutions and equal playing time even for smaller players. All players should have a
right to equal playing time as youngsters. The competitive league football will come soon enough
(probably best from 12 years old or later). Equal playing time engenders a better team atmosphere,
gives all kids a fair chance and benefits both weaker and stronger players.
6. Late specialization.Allow players to play in multiple positions up to 14 years of age. Most small-
sided games, including FUNiño, FORMino and 5/7/8-a-side ensure a natural rotation of players and
fluid roles in the game, and also include many transitions from attack to defence, thus giving ample
opportunity to learn all aspects of the game. This will develop more rounded players who are all
comfortable on the ball and can defend, attack and keep possession as well as show creative flair
when it is required.

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PART 3: PLAYER-CENTRED

1. Players rights as developing children must be respected:

• The right to enjoyment both in training and in competitions, with a wide variety of activities
that promote fun and easy learning.
• The right to play as a child and not be treated like an adult, either on or off the playing field.
• The right to participate in competitions with simplified rules, adapted to their level of ability
and capacity in each stage of their evolution.
• The right to play in conditions of greatest possible safety.
• The right to participate in all aspects of the game.
• The right to be trained by experienced and specially prepared coaches and developers.
• The right to gain experience by resolving most of the problems that arise during the practice.
• The right to be treated with dignity by the coach, their team-mates, and by their opponents.
• The right to play with children of their own age with similar chances of winning.
• The right not to become a champion.

2. Players needs as developing children must be considered:

• The need for new experiences

• The need for recognition and encouragement
• The need to be given responsibility
• The need for play
• The need to socialize with others
• The need to be active
• The need to live in the present
• The need for variety
• The need to be understood by adults

3. Players should be the decision-makers on the pitch.

Too often, we as coaches want to control every move and we develop robotic, nervous players on
the pitch, often distracting them from playing the game through a constant barrage of instruction
and criticism.

If the enjoyment of the game is taken away by adults

who rant and rave on the touchline and the grassroots game
becomes, in effect, a computer game controlled by dad’s,
the opportunity for young players to plant the seeds
of a lifelong love affair with the game will be diminished.
Les Howie

4. Players allowed to learn by mistakes.

Making mistakes is part of the lifelong learning experience for every human being, but in football,
especially with young players who are still learning the game, this is not a “luxury” afforded them by
adults. Sadly, criticism does not correct mistakes but creates even greater pressure and
consequently more mistakes.

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“From the brain’s point of view, mistakes are stepping stones

on the journey to deeper knowledge and success.”
Horst Wein

5. Players encouraged to try new things.

Young players are very inquisitive and are naturally inclined to explore and discover new things, the
game of football should be a safe and enjoyable environment for them to experiment in.

6. Players encouraged to find their own solutions.

Nobody likes taking instructions, especially young people, and often the coaches constant
instructions are counterproductive. Far better to let young people find their own solutions. Guided
Discovery as a coaching style brings greater attention and retention than the traditional monologue
of the coach. Quite often we, as coaches, hinder the player’s development rather than aid it. The
term “over-coaching” has often been used about this effect.

7. Players are allowed to dribble.

Everyone complains about the lack of dribbling despite all the drills and moves that are being taught,
but the biggest factor is that players are not given the freedom to express themselves through
dribbling. In our anxiety to rush the adult passing game, we restrict the players’ individual freedom
and in later years we end up with players who cannot beat a man or use their skills to devastating
effect in attack.

8. Resist the urge to “grade” players under 10 years of age.

This is one of the most contentious topics in youth football, at the grassroots level. Despite the
seeming logic of having players play at “their own level,” it is far more natural for children to develop
together in mixed ability environments with their friends. The stronger players have more of a
challenge if their teammates are not as strong and the weaker players benefit from the leadership
and support of having a stronger player in their team. This way, also, late developers are given a
chance to blossom. Often the grading of players has more to do with their size, athleticism and
strength and many times this has to do with the relative age effect, where young players born early
in the year are more advanced than the late-borns.

Most of the grading takes place because of a culture of “winning at all costs” in games that are too
advanced for the young players (e.g. 7-a-side for 7 year olds) and in competitive leagues that begin
too early. We are always in a hurry to force children into the adult game!

Make sure your training and competitions are player-centred and watch them blossom!

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PART 4: AGE-APPROPRIATE COMPETITIONS

The concept of readiness is very important in youth football development. It is important to

recognize the stages of childhood development when putting together a programme of youth
football activities. Unfortunately, in many cases we adults involved in the game are impatient to
introduce young children to the adult game and the adult way of training.

For optimal development in youth football the following points should be considered:

1. The ideal competition structures we would recommend for optimal development are as follows:

• Multilateral games primarily before the age of 7

• 7/8/9 years = 3v3 on four goals (FUNino)
• 10 years = 5v5
• 11/12 years = 7v7
• 13 years = 8v8
• 14+ years = 11v11

Children younger than 7 still need to spend a lot of time developing their Fundamental Movement
Skills, sometimes called the ABCs (Agility, Balance and Coordination). Fun games with lots of
different movements, even without a ball are recommended for this age group. These multilateral
games should still be used in later years, but to a lesser extent.

For children 7-9 years of age we recommend FUNino, our 3v3 game with 4 goals.

10 year olds play 5 –a-side and 11 and 12 year olds play 7-a-side football.

We highly recommend that for one year, players at 13 years of age play 8v8 on a pitch with the goals
moved up to the 18 yard line.

It is far better for children not to play in a league competition until at least 11 or 12 years of age.
Many professional academies do not play competitive football until the late teens.

There are so many benefits to small-sided games for young players: more touches on the ball, more
creativity and skills exhibited, more goalmouth action and chances to score, more transitions from
attack to defence and vice versa, simpler decision-making and more repetition of basic game
situations, to name a few.

2. Delay 11-a-side soccer until 14 years at the earliest.

Contrary to popular belief, the game of football is not a simple game. There are many tactical
decisions to be made in the complex adult game and having an age-appropriate, step by step
approach to learning and experiencing the game will bear more fruit than rushing children as young
as 11 years of age, sometimes, into the adult game. Also, children before the age of 14 usually
haven’t experienced their growth spurt yet and are very small to be playing on a full size pitch. The
distances young players must run on a full size pitch involves too much anaerobic activity which is

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unhealthy at this age.

The small-sided games above offer a far more appropriate structure for children’s competitions.

3. Multiple Competitions instead of one long competitive league per season which can create all
sorts of pressures from the adults, it is far better to have short tournaments, one day events,
triathlons, pentathlons and decathlons. Children benefit greatly from variety and also from shorter
competition structures. In general having a less competitive structure at the younger ages reduces
stress and enhances creativity along with many other developmental benefits.

4. The right size pitch, ball and goal for each age group.
In our hurry to have young children play the adult game, we often force them to play in the same
conditions, forgetting that they are still developing children. Just imagine the unfortunate 11 year
old goalkeeper in the adult goal playing 11-a-side. He may stand no taller than 4’6” and still has to
defend a goal 8 foot high by 24 foot wide! Size 3 balls are recommended for 6-9 years, size 4 for 10-
13 years and only from 14 years should the size 5 ball be used. Having the right size goal makes a
massive difference to the young players. We recommend 4x2m goals for 5 a side and 6x2m goals for
7 and 8-a-side football.

5. Address the relative age-effect.

Many studies like the one below confirm that across all elite sports, children born early in the
sporting year have a distinct advantage over those born later in the year. In elite football, early born
players are 4 times more likely to succeed than late-borns.

Usually, the simplest and most effective way to address the RAE, is to have non-competitive game
structures up until the age of at least 11 or 12 and ideally until the mid-teens. This way, when

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winning is less important than development, all players are given a fairer chance to play and more
equal access to quality training.

6. Include multilateral competitions, not just football-specific.

Young footballers, even up to the early teens are still developing their Fundamental Movement Skills
(FMS) sometimes called ABCs, (Agility, Balance and Coordination). Including multilateral games, with
different movement patterns will help to establish these fundamental skills, along with the football
specific skills. In training multilateral activities should make up a good proportion of the overall
programme, as much as 60% at 6 years of age, then 10% less for each successive year.

The above structural considerations are already bearing much fruit across Europe and many
countries have moved closer to the ideal game structures recommended here with non-competitive
small-sided games becoming ever more popular.

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PART 5: A MODERN COACHING STYLE

There have been many beneficial innovations in football coaching and education in general over the
last decade or so, but not all coaches have been implementing them. The genuinely modern coach
who has the welfare and development of the kids at heart will endeavour to fulfil the following
criteria:
1. The coach/manager should emphasise development more than results!
2. He should know and respect the rights and needs of his players (see Horst Wein Model) at
each age group and also their individual needs.
3. He should have a good knowledge of the game of football and the appropriate curriculum
for the age group he is working with.
4. He should act fairly and evenly with all the kids under his care to help all of them reach
their full potential.
5. He should use words and actions of encouragement towards the players, creating an
enjoyable and friendly environment for them to blossom.
6. He should use less instruction and more active learning, empowering the players through
giving them responsibility and welcoming their opinions.
7. He should use games more than drills in training, so that the game itself becomes the
teacher.
8. He should use the Guided Discovery method of learning with his young players, employing
more questions/problems which they must answer/solve for themselves. This ensures
greater participation and attention, deeper knowledge of the game and greater retention of
lessons learnt, helping to create decision-makers on the pitch.
9. He should be able to use different games/variables/progressions in training to keep his
players interested and ensure steady progress, always challenging the players, but not
overstretching them, so they develop in a continuous experience of success.
10. He will need a lot of patience and perseverance, bearing with the foibles of young growing
children, and allowing them to develop steadily and naturally. He will also need the moral
courage to defend his players against the pressures from the other adults who demand
more than is fair from the players, especially with regards to results.

Below is a table comparing an ideal modern coach with an extreme example of traditional coaching
in an environment of “Winning at all costs.”

MODERN COACH TRADITIONAL COACH

PLAYER-CENTRED COACH-CENTRED
• The player’s innate potential is valued • The player is considered an “Empty vessel”
• Collaborative learning with the coach • The Coach as the font of all wisdom
• Players empowered through involvement • Players are not as engaged
DEVELOPMENT FIRST WINNING AT ALL COSTS
• Long term development strategy • Short term winning all important
• Recognizes the time it takes to develop • Must have immediate results on the pitch
• Model with progressive curriculum • The next game is all that matters
• Children are allowed to be children • The adult game is forced on children
• Players experience all positions • Early specialization to win games

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• All players get a fair chance • Bigger stronger players get most play
• More rounded, creative players • Obedient competitors but lacking in flair
HAS A PLAN RANDOM TOPICS ONLY RELATED TO WINNING
• A complete Model for Optimal Development • A collection of hints, tips and drills
• Age-oriented curriculum • Not usually age-appropriate
• Step by step approach to coaching • Pressured approach to winning
• Covers all topics comprehensively • Topics mainly related to winning
• Players can reach their full potential • Talent is often wasted
GAME-ORIENTED
DRILLS ORIENTED
• Global Method (Games) for “open” skills
• Analytical Method (Drills) for “closed” skills
• Integration of technical, tactical, physical
• Segmentation of each element
and cognitive elements of the game
• Conditioning using exercises
• Teaching Games for Understanding (TGfU)
• Game usually as a reward at the end
• Simplified Games at the heart of training
• Conditioning drills before the game
• Exercises for correction after the game
• Little motivation for players in training
• Greater motivation for players in training
• Poor transfer to the real game
• Greater transfer to the real game
GUIDED DISCOVERY INSTRUCTIONS
• Active learning • Passive Learning
• Dialogue • Monologue
• Effective questioning • One-way instructions
• Deeper learning experience • Often counter-productive
• Greater retention of learning • Poor retention of learning
• Create Decision Makers • Create obedient robotic players
COACHING SKILLS
COACHING SKILLS
• Knows how to get the most from his players
• Usually focused on winning
• Knows his topics very well
• Focused on winning topics mainly
• Modifies conditions/rules to suit his players
• Usually does not use variables
• Knows when his players are ready to
• Less aware of his players progress
progress
• Doesn’t usually ask questions
• Skilled at asking questions
• Often limited and rigid topics
• Uses a wide variety of stimuli
• Demands obedience and conformity to the
• Gives players opportunities to discover
accepted norms
things for themselves
• Constant instruction frustrates creativity in
• Creates a healthy environment to stimulate
players
creativity and game intelligence
MILITARY BOOTCAMP
POSITIVE ENGAGING ENVIRONMENT
• Fixing “mistakes”
• Stimulation
• Limited variety
• Great variety
• Pressure
• Encouragement
• Games and training often not age-
• Progressive – Success builds on success
appropriate
• Motivated players
• De-motivated players

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PART 6:INTEGRATED TRAINING THROUGH GAMES

Using simplified small-sided games in training rather than isolated physical conditioning through laps
and sprints and technical training in drills is a more integrated approach to player development. It
includes the physical, technical, tactical, psychological and social elements of the real game and,
most importantly, helps players to develop game intelligence, the most important factor in football.
There is a better transfer of technique through playing in games and the physical conditioning is
much more football-specific and intense in small-sided games.

All players, especially young players enjoy playing games much more than drills, which is hugely
motivational.

All four aspects of Game Intelligence – perception, understanding, decision-making and execution
– are improved in simplified small-sided games.
For all youngsters the FUNino games (3v3 with four goals) offer a superior menu of games and
variations to cover many important game situations and develop game intelligence in attack,
defence, transitions and ball possession.

1. Ideally kids should play football every day, often without supervision.
Just as in times gone by, street football, or pick-up games that happen naturally are a great
environment for kids to develop on their own without being over-coached. Alternatively, organized
activities either in school or at the club/academy, will serve this purpose.

2. Kids should train at least three times per week for 90 mins.
Unfortunately football talent, like any other talent, needs time and dedication. Ideally kids should
train regularly and especially using small sided games.

3. Use games rather than warm-ups/physical training/drills.

Most coaches today recognize the need for small sided games in training, there are so many
benefits, see introduction above.

4. Give players technical homework.

Rather than spend your group training time working on technique, give the young players technical
homework, such as wall-ball or other exercises that they can play with the friends to improve their
first touch, passing, shooting, dribbling etc.

5. Simplified small-sided games should correlate with their competitions.

It is critical that the training is specific to the competitions that the children play. We recommend
that the training games have less numbers than their competition games, e.g. 3v3 training games for
5/7-a-side and 4v4 for 8-a-side. Also they must focus on age-appropriate topics, not just sized-down
adult football.

6. Exercises/drills only when prescribed to fix a deficiency.

Drills/exercises have their place to correct technique and tactics. We find it is much more motivating

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for players when the coach helps them to find any deficiencies in their game and then apply
appropriate “corrective exercises.”

7. Variety.
Players enjoy variety in their training and a good menu of training games with associated variations
not only keeps it interesting but actually helps to reinforce skills and tactics.

8. Repeat specific game situations until lessons have been reinforced.

Usually a minimum of 5 repetitions is required to consolidate learning of game situations. It is
important to give players this time before moving onto a new topic. Through repetition of basic
game situations, players learn to read the game and make better decisions.

9. Let players choose what they would like, sometimes.

Giving players responsibility for their activities is very empowering to them and offers a refreshing
break from being always told what to do.

10. Progress the games as the players achieve mastery.

Once the players have mastered a given situation, then it is time to stimulate them with a new
challenge or a progression of the same lesson they have learned. Development thus becomes a
virtuous path of continuous improvement and success.

THE GAME IS THE TEACHER!

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PART 7: SKILL ACQUISITION & CREATIVITY

1. Develop the A, B, Cs of Agility, Balance and Coordination through multilateral games and activities,
especially from the younger ages (before 7 years of age). This is crucial for their technical development.

Another term for this basic motor development is Fundamental Motor Skills, usually divided into Locomotor
(movement), Stability (balance) and Manipulative (using objects) skills.

Locomotor (movement) Stability (balance) Manipulative (using objects)

Crawling
Walking
Running Standing still Throwing
Galloping Turning & Twisting Catching
Hopping Stopping Striking
Skipping Bending Bouncing
Dodging Landing Dribbling
Jumping Climbing Kicking
Sliding
Leaping

Multilateral games also contribute to the development of the sensory-motor systems in young football
players:

• Vestibular system (balance and sensory control)

• Proprioceptive system (awareness of body movement)
• Tactile system (touch)
• Visual system
• Auditory system

There should always be a strong social emphasis in Multilateral Games, encouraging more cooperation than
competition at this young age.

Multilateral Games should include:

• Running Games
• Jumping Games
• Balancing Games
• Ball games

The best games include combinations of all or most of the elements above.

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For future footballers, regular tag games (from Running Games) are great for improving acceleration, speed,
agility, balance, coordination, perception, anticipation and feinting skills.

It is recommended that 5/6 year olds should dedicate 90% of their session to multilateral games and only 10%
to basic individual football activities. They should not be required to play in teams, not even in 2v2 games as
this contravenes their egotistic nature at this age.
For 7 year olds half of their session should include multilateral games and the other 50% football games and
corrective exercises for the shortcomings discovered in their simplified games. Each successive year the
football specific element increases while the multilateral activities decrease by 10%.

2. Skill and Creativity is best acquired through small-sided simplified games

• From 7 years of age children should play small-sided simplified games in training such as 1v1, 2v1,
2v2, 3v2 and 3v3 (especially ) etc. as they include most of the individual and collective
elements of play and gradually develop their understanding and decision making.
• As previously mentioned, an ideal competition structure would be 3v3 for 7-9 years, 5v5 for 10 year
olds, 7v7 for 11-12 year olds and 8v8 for 13 year olds, while the 11-a-side game is suitable for 14+
years.

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• Allow the kids to find solutions for themselves to stimulate creativity and imagination.
• Do not discourage dribbling in favour of passing at younger ages. Later, from 11 years onwards, the
artistic dribbler will gradually learn to pass at the right time to the right place

Benefits of Small-sided Games (Competitions) for young developing players:

• More touches on the ball

• More dribbling and individual skills
• More 1v1 encounters
• More repetition of basic game situations
• More space and less bunching
• Simpler lines of interaction and decision-making
• Encourages better shape and team-awareness
• Active involvement of all players, no hiding place
• More attacking opportunities – dribbling, passing and shooting
• More defending opportunities
• Faster play and faster transitions from defence to attack and vice versa
• More goal-mouth action
• More goals
• More FUN!

These benefits are obvious when young players play games that are smaller than the adult 11-a-side game, but
are even more pronounced when the age-appropriate competitions mentioned above are played. E.g. 3v3
games (especially , 3v3 on four goals), will usually have 3-5 times as many touches, 1v1 encounters,
dribbles, shots, individual skills and goals than 7v7 which is often played for children as young as 7!

3. Other opportunities to further enhance the acquisition of individual skills:

• Before training and in warm-ups is a good time for all sorts of skill improvement with the ball like
free-kicks, dribbling skills, or tackling.
• Homework: children under 12 should be given specific exercises to practice at home, individually or
with family members or friends.
• Each week, specially-designed training sessions, for individuals or groups of players (goalkeepers,
defenders, midfielders or attackers) should be organized to practise the skills which need
improvement.
• Quite often school-going players learn as much, if not more, in the off-season at football camps than
in the whole football season. They have more time to dedicate to their hobby: Football. That is why
the off- season can often be the high-season for learning and improvement for youngsters. Players
often make tremendous leaps forward during this holiday period, having plenty of time to spend with
the ball and their team-mates.

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PART 8: MOTIVATIONAL FACTORS IN YOUTH DEVELOPMENT

Motivation is the most important factor in unlocking innate human potential, including developing
young football talent. There are a number of key elements that should be considered when it comes
to motivating young players.

1. Emphasize FUN especially at the younger ages. Give all developing players the freedom to explore
and enjoy the game without interruption as much as possible.
Play is very important to young players, and the opportunity to pretend to be their favourite player,
copying his movements and skills, can give them great enjoyment and satisfaction.Simplified small-
sided games, in which all the players are heavily involved,are crucial. Everyone wants to play a
central role in the game, and the traditional football games which are not appropriate to the age-
group do not facilitate this.
For maximum motivational value, ensure that training is game-oriented, and not so much drill
focused. The phrase drill is kill is very true! Or, as one of my friends pointed out, DRILLS BORE!
Ideally when 7 year old children are introduced to structured football games, they should be offered
a game that entices them into a lifelong love-affair with football. It should resemble the small-sided
games that children played long ago, “street football,” with little interference from adults and lots of
variation.
Horst Wein’s 3v3 game on four wide goals – – is an ideal
introduction to football for young kids from 7-9 years of age. It has been called
“The Revival of Street Football.” With over 30 different games, and 20
variations, this game will keep their interest while also offering them a
comprehensive learning curriculum.
And more importantly it offers, more touches on the ball, more action, more
shots and goals and ultimately – MORE FUN!

recognizes that playing is like breathing to children…

…necessary for their physical and mental well-being!

2. The feeling of being competent in training and during games at each stage of development is
crucial in motivating young players. Experiencing success in actions that are age-appropriate, is vital
to their ongoing enjoyment, giving them the necessary belief that progress is possible for them. This
is why playing games that are too complex for their age is detrimental to the development of young
players!
“Abilitiy is what you are capable of doing,
Motivation determines what you do,
Attitude determines how well you do it.”

3. A positive environment created by the coach, parents and all other adults, during tournament
games and in training is highly motivational for young developing players. Praise and recognition of
their efforts by adults, especially their coach can help them to flourish. Interaction, inclusion, and
being valued should be part of their experience for all children in youth sports. The environment
should facilitate playing with and making new friends, which is very important to children.

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4. Parents and coaches should learn to encourage an “open mind-set” in kids, where learning is just
as important as winning and life is seen more as a journey than a given destination.
Players need to realize that they are on a life-long upward path of improvement and skill acquisition
and that it takes time to reach a certain level.
Praise effort more than results and achievements to teach them the value of applying themselves
constantly.
Players should learn to enjoy playing the game itself and concentrate on their own performance
rather than worrying too much about the scoreboard, which only inhibits performance.
Help players to realize that they improve at different rates and that their physical development often
is uneven. Always make room for late-developers.

“Strive for progress, not for perfection.”

Help them to value obstacles and mistakes as important stepping stones for improvement, and to
realize that all the great players learned from their mistakes and persevered through seemingly
insurmountable obstacles.

I’ve missed more than 9000 shots in my career. I’ve lost almost 300 games. 26 times, I’ve been
trusted to take the game winning shot and missed. I’ve failed over and over and over again in my
life. And that is why I succeed.
Michael Jordan

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Part 9: PARENTS SHOULD BE PARTNERS

Parents obviously contribute an enormous amount to the wellbeing and development of their
children, taking care of them and helping them to adjust to the world around them.

When it comes to sports, parents also have a major part to play - helping their child to choose,
partake in, enjoy and possibly make a career in sport, but if not, then at least to have a lifelong
enjoyment in that sport. Parents can have a positive or negative influence on their child’s sporting
life, depending on their attitude and behaviour.

The Coach/Parent Relationship

Often there are conflicts between parents and the sporting body which can be avoided with the right
approach. Many coaches and clubs see parents as a problem and make the mistake of excluding
them to the detriment of the child, family and community.

Parents, coaches and players should realize that they are all on the
same team. Enjoyment and success can be assured if this is a
harmonious 3-way partnership. When all three are working together
for the benefit of the player and his development, there is a much
greater chance that this young talent will reach his full potential.

To nurture healthy relationships with parents, clubs/coaches should:

1. In monthly meetings, coaches should communicate their values, goals and procedures to the
parents and also keep in regular contact through SMS, email or other means, so that parents feel “in
the loop.”
2. At such meetings they can educate parents about the need for development rather than winning-
at-all-costs and what the club is doing towards this end.
3. Parents should be given the opportunity to help out with some of the tasks associated with
managing a squad of players, whether logistics, providing refreshments or looking after game
statistics, (e.g. shots on goal, ball losses etc.) so that they feel part of the team, just like the kids.
4. Encourage parents to understand and provide a healthy nutritious diet, especially on the days
their children play football

The Parent/Child Relationship

There are some critical factors to be considered by parents if they really want the best for their child
and to help them reach their full potential, whatever that may be, and to develop in a holistic
manner, becoming not only a good sportsperson, but a good human being.

1. Let your child live as a child first, before making adult demands on him.
• Recognize the needs and rights of children, which are often neglected in organized sports
(see Newsletter No. 3 “Player-Centred” and “The Optimal Youth Football Development
Model”).

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• Look for a club or organization that respects the natural order of development with an age-
appropriate progression of competitions and training for your child. It should have a holistic
environment where the wellbeing of your child is valued more than prestige for the club or
organization.
• Recognize that the football field should be a natural “escape” for young players, where they
are allowed to express themselves without being constantly limited by the rules of home
and school.
• Football can be a wonderful tool to create a common interest for parent and child, bringing
families much closer together, for a lifetime. Make sure that it is a positive social experience,
avoiding conflicts.

“Nature decrees that children should be children before they become adults. If we try to alter this
natural order, they will reach adulthood prematurely but with neither substance nor strength.”
Jean Jacques Rousseau

2. Teach your child to value sportsmanship

Football can make a huge contribution to help children communicate and collaborate in a group who
share the same passion. Making friends in this way offers a much better social life, not only for the
children but also for the parents who meet at the games. The Beautiful Game will continue to attract
more and more participants and fans as long as there is fair play and respect for others.
• Respect the rules and officials involved in the game.
• Teach your children the value of fair play in sports and in life.
• Teach your child to respect others.
• Teach your child that winning is not everything, and besides, can never be guaranteed. Their
focus should rather be on continual improvement and effort, measuring themselves against
themselves, not others, as there will always be someone better.
• Football teaches children that the way to success is full of obstacles, it is good to strive for
and enjoy achievements in the game, but when disappointments come around, they should
be recognized as stepping stones towards further improvement. Parents should use football
to teach children to persevere in the face of adversity.

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3. Encourage their involvement, participation and ongoing effort in the game

• Try to encourage them to take up the game when they are young. 5 or 6 years of age is fine
for multilateral activities and 7 upwards for more formal football activities. Some kids need a
little push from their parents getting involved in group activities, but always make sure that
they are ready.
• When possible try to spend some time playing with your child yourself, many football
players have valued the time spent with Dad, or Mum in the street or park with a ball,
especially when they were very young.
• Watch them play whenever you can.
• Praise your kids, but also all other kids on their team and even on opposition teams if they
play well.
• Be generous with your praise, always looking for positive things and be careful not to be too
critical. Mistakes are a necessary part of learning and players should not be discouraged
from taking chances especially when it comes to making their own decisions on the pitch
and also to showing their creative side.
• Encourage them to complete their football homework tasks.
• Support their coaches through your attitude and also through practical help.

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4. Beware of pressurizing them

Take the pressure off the kids. It is a huge buzz for parents to see their child being successful in
football, but being too pushy to achieve this can be counter-productive.

• Try not to live out your own dreams through your kids, allow them to follow their own.
• Respect your child’s autonomy as a growing, developing young person who must make their
own choices in football and life and who benefit more from a gentle guiding influence rather
than being constantly told what to do.
• Be patient. Not all kids progress at the same rate. And learning the game of football takes
more time than most people realize. Allow them to be children, enjoying all the FUN
elements of the game, so that they can mature into the adult game gradually and naturally.
• Be a role model for your child. Exhibit generous sportsmanship in defeat as well as in victory.
Show them that you have the maturity to cope with losing, bad performances and
disappointments and that you, like them can persevere, in the face of adversity and
injustice. Often the game of football is very unfair, but that is the nature of sport and many
times of life itself.
• Parents’ behaviour on the sidelines can be either positive or negative. It is better to give
positive encouragement, refrain from criticism and leave the instructions to the coach.

“I am grateful to my father for all the coaching he did not give me!”
Ferenc Puskas

The Parent-Coach
For better-or-worse, many coaches in youth football today tend to be the parent of one of the
players, usually the father.

Some people would advise to never coach your own child, but in many cases this is unavoidable. Up
to 11 years of age, should not be too problematic, but from the age of 12, as they approach puberty,
and seek more independence from their parents, conflicts often arise.

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Some dangers for parent-coaches to be aware of:

• Being over-critical of one’s own child’s performance.
• One’s own child may tend to hide to avoid difficulties from his peers, especially those being
“disciplined” by their parent as coach.
• Showing favouritism to one’s own child, quite often the team captain, who plays more than
other kids. This could cause a major conflict with other players and/or their parents.

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