By Tom Turner
Does the player move with the game or do they pass and stand still? Young players should not be restricted in their movements on the field and moving “with the game” should become a natural extension of passing. Passing sequences involving two and three players should be encouraged and can be expected at this age. These beginning attempts at combination play will become essential elements of mature play. At the U-9 and U-10 levels, an increase in the speed of ball circulation, coupled with a more controlled rhythm of play can be expected from competent players.
Does the player move into open spaces when not in possession? Players should be encouraged to “find” new supporting positions away from teammates rather than be told where and when to move. By age ten, some children have started to think more abstractly about the use of space away from the ball; however many others do not yet demonstrate this spatial awareness, making large-group positional instruction irrelevant for the vast majority of nine and ten year-olds. More advanced nine and ten year-olds will often appreciate supporting positions to the side of the field (width) while failing to demonstrate the importance of creating space downfield and ahead of the ball (depth).
Is the player more comfortable when facing the opponent’s goal than when playing with their back to the opponent’s goal? Some players are uncomfortable checking and receiving the ball with their back to goal. While older players will ultimately be selected to positions based on this skill, all young players should regularly experience this challenge as a natural part of their soccer education. Before the ability to play effectively with “back to goal” develops, young children must first learn to find passing lanes, judge when and how to run for the ball, learn how to control and turn with the ball, and learn how to disguise their movements. Because of the reduced technical and tactical demands, small-sided games create the only natural environments that provide repeated experiences in learning this difficult aspect of soccer.
Does the player try to recover the ball when possession is lost? “Defending” at this age should be no more complicated than encouraging young players to try and win the ball back when lost. The better players can grasp the concept of “marking” an opponent and “picking up” opponents when not in possession, and they will recover behind the ball as a group. However, in deference to the technical difficulties associated with attacking play for most nine and ten year-olds, any concentrated emphasis on “team” defending should be delayed until at least U-11.
Does the player simply kick at the ball when an opponent is in possession? Tackling for the ball can and should include efforts to regain possession. The player who routinely kicks the ball away should be encouraged to use their body and the open space away from the opponent to attempt to win the ball back.
Does the player mentally transition after a change in possession? When the ball turns over from the attacker to the defender or from the defender to the attacker, the game offers chances to demonstrate awareness of two very important concepts: immediate recovery of the ball and immediate counter-attack to goal. Players should be assessed on how well they understand these concepts and encouraged to react as quickly as possible to any change in possession. By extension, the players immediately in support of the ball can also be assessed on how well they react to help their teammates.
Does the player improvise when solving tactical problems? Those players who use nonstandard techniques to solve tactical problems are demonstrating signs of creativity. A “good” pass gets to its target at a pace that can be controlled, regardless of the technique used in the delivered; similarly, a goal is a goal, regardless of how it was propelled into the net. Young players who improvise should be encouraged, not scolded, and it must be remembered that for young players, the “thought” behind an action is generally more telling than the outcome, which is often limited by experience and technical range. Three elements impact creativity. The first is technique, the second is tactical awareness, and the third is confidence. Players who have the audacity to think and act out of the ordinary may be future stars of the game, and, while their techniques will be refined over time, their willingness to take risks must be nurtured at every level. Creative players are not always the easiest individuals to coach.
Tom Turner is a U.S. Soccer National Staff Coach, Region II Boys ODP Coach, Ohio North State Director of Coaching. He can be reached at email@example.com.