| Game Skills for Youngsters |
Teaching Under 10s can be in a game setting, but greatly scaled down
An article first published in a 1980 Soccer Journal discusses skill development in young soccer players. Not much has changed since then.
By John C. Pooley, Ph.D.
Having knowledge of a sport is one thing, for example, being able to observe a game as a spectator and to have some understanding of its laws, tactics and styles of play. But having some knowledge and experience of teaching or coaching games like soccer, football, rugby or field hockey is very different. Whereas one can have a reasonable understanding of a sport, this is hardly sufficient to ensure that one can coach or teach the sport to others. Yet, unfortunately, many people make that assumption. Consequently, let’s assume a low level or no understanding of the process of teaching and coaching.
In many respects, teaching and coaching are similar, and, therefore, similar skills are required to perform either. There are differences, however. The author has used the title “coach” as well as “teacher” partly to recognize that both terms are used in a variety of situations, whether in institutional or non- institutional settings, and partly because an individual is required to perform different functions according to the role he or she is fulfilling at that time.
For example, in an institutional setting of a school, a teacher caters to all members of a class, irrespective of talent or interest in the sport in question; in a community or club setting, however, a coach usually can assume that the players join sessions because they desire to learn or play for a team. By degree the coach has fewer (or different) problems of motivation, catering for heterogeneous talent and the like.
The competitive element in games has been de-emphasized for the young player, this being partly implied by the use of the term “teaching” for the under 15s. The term “coaching” which, in general use, tends to emphasize the competitive endeavors of a particular team, seems more acceptable for those over 15. Teaching all who are interested in games, irrespective of ability, when they are 15 or older, are strongly advisable and should be encouraged. There is time enough to behave as a coach when players are older and more experienced. This statement holds well except for the small minority who are very talented and who, for the most part, have been playing games for a number of years.
It is recognized that the selection of age categories chronologically for games is for convenience only, For example, a 10-year-old girl might be emotionally and physically more like a 12- or 13-year-old boy. Conversely, a 16-year-old boy might be more suited to being in a class where the majority of members are in the 11-15-year-old category. Recognizing this, teachers and coaches can obviously see that; age ranges are flexible. Above all, however, young people under 16 (or even older) are not “little adults.” The ensuing remarks are particularly applicable when considering boys and girls under 10 years of age. Moreover, they have been written with soccer in mind; however, the remarks are equally applicable to other game settings.
Teaching youngsters
It would be untrue to say that boys and girls under 10 years are not competitive. It would also be untrue to say that boys and girls under 10 are capable of playing on teams of 11-a-side, which is the adult form of soccer. Competition can develop naturally or be forced (inflicted?) upon young people; only the most carefully selected and talented young players, systematically trained over a long period of time could even begin to function effectively as members of an 11-a-side team, and this, therefore, excludes most players of this age.
Cooperation for the under 10s evolves slowly and is often painfully realized; by contrast they are self centered, finding the notion of cooperation something to be learned. Cooperating with a partner becomes manageable as they develop and so on to include cooperating with another to play against two others, whatever the nature of the game. But this process is a slow one and usually undramatic. By the time children arrive at the age of 10, they are probably capable of playing a game of four against four or even five against five; some can manage six against six.
Assuming they are being introduced to soccer before 10, the ability they can demonstrate to play in five versus five games becomes a function of experience, coupled with the skill of the teacher. This fact must be understood and accepted.
A child’s interest in and enjoyment of competition is different from that of the adult. A child may enjoy competing against him or herself, or against a standard of measure. This comes first in a hierarchy of competitive situations. Competing against a peer is also manageable.
Progressively, an individual learns to combine with another and then with others to compete against opponents. Once again, this process is slow. However, the process of competing captures the interest of children, not the product of that competition which, when left to adults, becomes the reason for competing rather than competing in order to provide an opportunity to play. In another sense, a child’s interest in the product of the competition (who won or lost) is much more fleeting. Another game is simply another game, not to be linked by a league table to the first. If young people desire to win for the sake of winning, as some claim, this is because those young people wish to please the adult; it is not the children’s reason for playing.
Finally, it should be noted that persistent losing in a group setting results in a decline in positive self-concept and favorable body image.
For two distinctly different but equally valid reasons, using game forms is much more important when teaching soccer than isolated drills to develop technique. (Games or game forms are those activities which are performed with opposition rather than in isolation, that is, away from the game setting. A game form might be an activity where one competes against another, two against one, three against one and so on.
The first and most important reason is that skill can only be developed (not techniques when players are provided with opportunities to perform techniques with fellow players against an opponent or opponents. To put this another way, developing skill in soccer occurs as the appropriateness of the response when taken in the context of a dynamic situation in a game, rather than in the particular nature of the movements produced (performance of techniques).
To expect players to practice the techniques of passing (for example) against a wall or with the help of a partner, even for hours, and then expect those players to pass effectively in a game setting is wishful thinking, for the two activities are entirely different. This does not mean that players should not be encouraged to practice techniques on their own or with a partner, provided opportunities are given to incorporate the technique being practiced in a game form. What little time teachers (or coaches) usually have with players is better spent in game form activities. In short, there is no doubt that players will develop skill much quicker when the practices used are as near to the actual movements required when playing the game itself.
Moreover, although there are principles associated with the correct performance of any technique, the slavish insistence that developing players should behave like robots, for example, when using the exact side of the foot when making a short pass, has lost considerable ground. Any observer of the star performers in any sport today will note how differently these stars perform and yet how effective each may be. Furthermore, if individual flair is to be developed (and indeed flair is vital if one is to succeed! it can only be developed by the teacher nurturing natural movements on an individual basis. Players need to be given free rein to demonstrate inventiveness, versatility and dexterity; otherwise much of their natural ability will be stifled. In soccer, as in most sports, players must be able to cope with the planned and unexpected. Hence, the frequent use of activities which are as game- like as possible is paramount.
The second reason why game forms are important is because they are more enjoyable- more FUN. Too often, it seems, teachers insist on using series after series of boring drills, for example, players standing in rows passing to a partner or, worse still, standing in line or in a circle while the teacher (or another player) propels the ball to each player in turn to pass, trap or head. Sometimes, there is not even time for a game at the end of the lesson or the teacher may only plan to play a game at the conclusion of a series of lessons. This is bad organization; players will not learn to play soccer; and it is simply bad teaching.
Over-teaching (over-coaching)
Over teaching is a very common behavior of the beginner and a common behavior of the experienced. Explaining why people over-teach (or over-coach) is easy; such individuals are usually enthusiastic, they are eager to help. They try to change all behaviors that are incorrect and whereas this is reasonable in itself, it becomes unreasonable when the individual, group or entire class is bombarded with one piece of advice after another. There is a limit to the amount of information that can be absorbed and acted upon. In general, one or a maximum of two points should be made at any one time. The best antidote is to force oneself to be quiet. That is, consciously observe without saying anything. If in doubt, have an observer check you. (Over-teaching becomes doubly damaging when negative comments are made.) A class must be left to get on with an activity without any interference several times in every lesson!
Let everyone play
An odd number in a group is a poor excuse for having a boy or girl sit out at the side-even though the person might be substituted at a later time. On the other hand, all members of the class need not play all the time, provided that during the non-playing time they have been given a specific task, like observing. In this case, observing a demonstration is a vital part of learning and therefore of the lesson. To place this in perspective, if the prepared activity is for the class to be playing, all should be involved. This may require some re-organization, like the arrangement of an extra group or the use of unequal numbered teams.
Encourage every player
This may sound trite but encouraging every player in the class should be consciously practiced. Discouragement takes two forms; one is the use of critical or negative statements believed to achieve positive results. The other form is the use of encouragement to some players with others being ignored, which then becomes discouragement to those ignored.
One must either give praise as a reward for good performance or encourage players whose performance is less than the arbitrary standard set by you, the teacher. Only if an individual is disrupting the class should sanctions be applied and only then should they be administered quickly.
There is a danger in praising only the most talented performers; after all, they meet the standards set or even surpass them. Unless the teacher consciously seeks to find praise for everyone (even the least talented player will earn some measure of praise), for example, during the first four or five lessons, those ignored (or worse still, criticized) are likely to become less interested and therefore will make less progress; or they will withdraw from the class, either psychologically if it is a compulsory school class, or quite literally if it is a voluntary club session.
Help players concentrate
The ability of players to concentrate is a function of age, perceived success in the activity being practiced and length of time spent at that activity. Of course, if players are hurt or tired, their ability to concentrate will be impaired too.
Usually, the younger the player the less will be their ability to concentrate. For example, a 6- or 7-year-old is likely to become bored with an activity after two or three minutes, even if some measure of success is being experienced. If the activity is difficult to perform and the player has little or no feelings of success, a lapse in concentration may occur in less than one minute! When this occurs, the activity must be modified or changed completely.
Teachers should recognize that a lapse in concentration has occurred when performance levels are impaired, when the tempo of the activity being practiced slows or ceases altogether, when players resort to squabbling or when they are seen staring at another group or “into space.”
Moreover, unless the task is clearly understood at the outset, concentration can hardly be possible at all.
Appropriate equipment
Since most young people are neither as tall nor as heavy as adults, the equipment used and the facilities planned should take account of these expected differences. For example, a size 3 or size 4 ball should be used for players up to age 14, and possibly even until players reach 16. The size of the playing area should be adjusted according to the age as well as the number of players per team. For under 10 who are playing six per side (five outfielders plus a goalkeeper) an area 60-70 yards by 40-50 yards provides ample space. Apart from a center line, only a single penalty area line may be drawn across the area 10-15 yards from the goal line.
Goals should be modified too. For example, a realistic goal for a 10-year-old or under is six feet high. Nets are unnecessary, as are corner arcs, a center circle, penalty arcs and goal areas. These are more sophisticated elements of adult play. For persons in the under 12 and under 14 categories, some adjustments may be made to suggested measurements. However, in principle, use dimensions which are realistic to the size of the performers. To put this in perspective, therefore, under 12s will enjoy and learn to play soccer more efficiently if a) they use a size 4 ball, b) the playing area is 60 yards by 50 yards: (about half the size of a full-sized playing area) c) the goals are 6 yards by 6 feet, d) there are six (or seven) players on each team.
Under these conditions the laws of the game require some modification but only as these pertain to distances. For example in the taking of penalty kicks or corner kicks. In my view the offside law need only be introduced at the under 14 age level; other laws would be consistent with those required for the adult game since their presence does not inhibit a natural approach to learning soccer.
Conclusion
The foregoing principles are offered for those teaching or coaching young people. Only a few have been considered; the list could easily be extended. Members of games, classes or squads where these principles are practiced will increase their skill, will enjoy the experience and are likely to await their next similar experience with eager anticipation.
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