Year round football curriculum for 3-10yr olds

Mini Kickers Curriculum 3-6yrs Seth Amoafo-PASS 2013 @sethrey1471
1
Coaches
Handbook
Module 1 – Fundamentals
Module 2 – Mastering the Technique
Module 3 – Perfecting the skill

2
Contents
Page
4. Philosophy of the
Mini Kickers
Program
5. The Four Corners
6. The Coaches
Continuum
7. Player
considerations
8. Player
Considerations
9. Responsibilities
of the coach
10. Session Outline
11. Discipline
12. Discipline
13. Module 1
overview and
technique tips
14. Module 1
overview and
technique tips
15. 3-4 year old
Curriculum
Outline
16. Week 1 –
Dribbling session
1
17. Week 2 –
Dribbling session
2
18. Week 2 –
Dribbling session
2
19. Week 3 –
Shooting session
1
20. Week 4 –
Shooting session
2
21. Week 5 – Passing
session 1
session 2
23. week 7 – Multi-
Skills/SAQ
24. Week 8 –
Dribbling
25. Week 8 –
Dribbling
27. Week 10 -
Shooting
28. Week 11 –
Games
29. 5-6 year
Curriculum
30. Week 1 –
Introductions
and fun games
31. Week 2 -
shooting
session 1
session 2
34. Week 5 – Match
day
35. Week 6 – Turning
part 2
37. Week 8 –
Dribbling part 1
38. Week 9 –
Dribbling part 2
39. Week 10 -
Shooting
day
41. MODULE 2
42. Module 2
overview and
technique tips
43. Module 2
overview and
technique tips
44. 3-4 year
curriculum topics
45. Week 1 – sign
ups and intros
46. Week 2 – passing
and receiving 1
and receiving 1
and receiving 2
and receiving 2
and receiving 3
52. week 6 – Multi-
Skills/SAQ
53. Week 7 –
Dribbling 1
54. Week 8 –
Dribbling 2
55. Week 9 –
Dribbling 3
56. Week 10 –
Dribbling 4
57. Week 10 –
Dribbling 4
58. Week 11 –
Games
59. 5-6 year
Curriculum
overview
day and intros
part 1
part 2
63. Week 4 –
Dribbling 1
64. Week 5 –
Dribbling part 2
65. Week 5 –
Dribbling part 2
66. Week 6 –
SAQ/Multi Skills
67. Week 7 –
Dribbling part 3
68. Week 7 –
Dribbling part 3
1
2
71. Week 10 –
Passing 3
Day 4 x 4
73. MODULE 3
74. Module 3
overview and
technique tips

3
75. Module 2
overview and
technique tips
76. 3-4 year
curriculum topics
77. Week 1 – sign
ups and intros
78. Week 2 – passing
part 1
part 2
80. Week 4 –
Dribbling part 1
81. Week 5 –
Dribbling part 2
82. Week 6 –
SAQ/Multi Skills
83. Week 7 –
Shooting part 1
84. week 8 –
Shooting part 2
(with turning)
85. Week 9 –
Shooting part 3
86. Week 10 – 1v1,
2v2 etc
87. Week 11 –
Games and
presentation
88. 5-6 year
Curriculum
overview
day and intros
90. Week 2 –
Shooting part 1
91. Week 2 –
shooting part 1
92. Week 3 –
shooting part 2
93. Week 4 –
Shooting part 3
94. Week 5 –
Shooting part 4
95. Week 6 –
SAQ/Multi Skills
96. Week 7 - Match
day
to shoot
to shoot
99. Week 10 –
Dribbling to
shoot
100. Week 11
– Match day
101. SKILLS
TESTS
102. Module
1 skills test page
1
103. Module
1 skills test page
2
104. Module
2 skills test page
1
105. Module
2 skills test page
2
106. Module
3 skills test page
1
107. Module
3 skills test page
2

4
Philosophy of the Mini Kickers program
The Mini Kickers program will have an emphasis on player and athlete development in a fun,
safe and secure environment led by the coach. The abilities and needs of the players on this
course varies greatly, so it is important that the coach differentiates his sessions and manner
to suit each player.
Agility, Balance, Coordination and speed (the ABCs of movement) are becoming increasingly
important when coaching children. Confidence and mastery of these movements will allow
the player to develop not only as a footballer, but as an all round athlete. There is a timeline
to connect the wires of the brain to allow the player to be a ‘natural’ at sports related
movements. By the age of 6, the child’s brain is 90% of its adult size, so fortunately, or
unfortunately, there is a lot of responsibility on the coach to do all they can during their
sessions to develop the player in this ‘window of opportunity’ for optimum brain
development.
The easiest and simple way to develop the ABCs is using something they love as the vehicle,
in this case football. Through fun and engaging sessions, you are able to develop the
footballer and the athlete at the same time. By making sure each player has a ball at their
feet whenever possible, the football skills of each player can be developed at the same time.
The curriculum is split into three progressive modules. Each module will aim to develop
different football skills and techniques to make the player a rounded athlete.
The Motto of the Mini Kickers Program is ‘Practice Makes Permanent’ because the more the
players practice, the more it becomes ingrained. Therefore, the curriculum is designed
accordingly.

5
The Four Corners
The Four Corners Model was introduced by the English FA to guide coaches with their
planning and delivery of sessions. Moving away from the traditional ideas of a coach simply
looking at the football side of the player and more towards the player as whole, the Four
Corners Model gets the coach thinking about different aspects of the player and how to best
develop these.
Technical: Can your players pass, receive, dribble, shoot, turn correctly?
Physical: Can your players move sideways, jump, run and balance comfortably?
Mental: Can your players win or lose in the correct spirit? Can they recover from mistakes to
try again? Can they lead a team?
Tactical: Can your players spread out and look for space? Can they adopt good positions on
the pitch?
At the age we’re working with, it is not possible to focus on all these points, but it is worth
bearing in mind when coaching and assessing your players.
As a youth coach, you are not just teaching football but are playing an integral part in the
child’s tactical, technical, physical and mental development.

6
The Coaches Continuum – worth considering prior to each session
If children are to have lifelong enjoyment of football, they need to:
 Take an active part in the game
 Form relationships and work together
 Develop their football skills and get better
 Be able to take part whatever their ability
 Develop personal skills in all ‘four corners’
 Appreciate and demonstrate good sportsmanship
 Understand the laws
 Be listened to
 Feel success
Do your players achieve this every session?

7
Player considerations
As a coach, it is important to have some knowledge about the type of player you are
coaching and their typical traits.
Every player should be able to participate in an enjoyable, safe and secure environment, led
by enthusiastic and confident coaches. The following table is to give the coach an idea of
things to consider and tips to help foster a trusting and mutual relationship between the
coach and the player.
Personality Coach consideration
Will be starting to learn about football  TEACH THE CORRECT TECHNIQUES
Will be ‘ball possessive’  Ensure they have a ball each and if
necessary, give them a spot to put their
ball when not playing
Will have no spatial awareness  Make playing area visible and
encourage them to ‘touch every part of
the grass’
 When setting up, spread cones to
encourage spacing out
 ‘spread like butter, don’t spread like
cheese
Will have low span of concentration  Sit them in a ‘changing room’ of a
rectangular coned area with them
facing a wall to stop them being
distracted easily.
 Give concise instructions. Less waffle
 Use exaggerated voice and actions
when instructing
 Demonstrate as much as possible
 Have a range of games to play every
5minutes
Will enjoy the activity more if it has a silly
name
 Consider how you introduce your
games
 If possible, have a ‘story’ behind every
game while demonstrating
Have difficulty seeing imaginary lines  Lay a lot of cones down with smaller
gaps (no more than 5yards) in between.
Will use their hands a lot  This is ok at this age, but try to
discourage if possible
Will use their toes all the time  Discourage that as much as you can
early on without focussing too much on
it. It may not have much effect now, but
it will be a base for when they get older
Love to run around, sometimes
meaninglessly
 Try to encourage them to stay within
the confines of the area.
 Make your playing pitches short and
wide eg. 20x40yds
Will kick balls at every opportunity  When instructing, ensure they focus of
you. Use changing rooms.

8
 If it’s a quick pause, ask them to put all
balls together then move them to an
area away from the balls
Will need regular breaks  Don’t be scared to break every 5mins
for a minute or two
Will need an ENERGETC and
ENTHUSASTIC coach
 The sillier, the better

9
Responsibilities of the coach
Appearance
Coaches are expected to wear the Mini Kickers kit for every session. As well as
differentiating coaches from everyone else in the facility, it also promotes uniformity and
unity amongst the staff.
Arrivals and departures
Coaches are expected to arrive no later that 15minutes prior to their session start time to
set up and prepare for the session ahead.
Coaches can depart straight after their session as long as all equipment is packed, accounted
for and put in the designated place.
Coaches must register the players in and out for each session. This is to ensure all players
are accounted for and is especially important in the interests of child protection. It is the
coach’s responsibility to do this.
Conduct
Coaches are expected to adopt a professional approach at all times. This means watching
what they say and how they say it, being courteous to all patrons of the Mini Kickers
program and always conducting themselves in the highest possible order.
Health and Safety
Prior to each session, the coach must ensure all equipment (especially goals) is safe to use. If
not, please report to the head coach or facilities manager. All unused goals must be moved
from the playing area to reduce the risk of collisions. The pitch must be ‘swept’ of all
dangerous objects. Under no circumstances is a coach to get involved in matches/games
with the players. Any injuries or accidents resulting from this will be the responsibility of the
coach.
Coaching
As a coach, the enjoyment and future love of sport and football rests with you. Therefore, it
is imperative that each session attempts to develop each player in a fun and engaging
manner. The sessions below should help, but feel free to add your own ideas as and when
you see fit. Your attitude and personality can also make a huge difference as to whether the
players leave with a smile on their faces excited about the following week or not.

10
Session Outline
Session delivery
Coaches have autonomy on the contents of each session. The following session ideas are for
guidance and can be amended where necessary. However, for uniformity purposes, the
session topics cannot be changed. This ensures each player works on the same topic each
week. It is strongly recommended that your warm up/ first drill is as fun and energetic as
possible because that sets the tone for the whole session.
Session timings
Below are the timings for each week. They are to help make the sessions smoother, but the
coach has autonomy to alter these timings as long as they include each strand.
5 minutes 10 minutes 10 minutes 10 minutes
3 - 4year
olds
Warm up - ABCs Fun Game Fun Game Small Sided Game
if appropriate.
10 minutes 15minutes 10minutes 15 minutes
5 - 6year
olds
Warm up – Touch/ball
familiarity/ABCs
Technique
(passing,
turning,
dribbling etc)
Skill
(1v1, 2v2 to
develop
technique)
Small sided game
Session breakdown
Below is a breakdown of a session for the coach’s consideration.
8.30am Arrive and set up in ample time
8.50 Meet and Greet for the early arrivals
9.00 Welcome meeting and introduce ‘Players of the Week’
9.05 Split to working groups - ‘Changing rooms’
9.10 Introduction to session. Consider:
Body language
Seating position (can the players be distracted?)
Language used, questions (open ended or closed)
Learning aids (whiteboards, cones, players)
Session activities
9.40
(for 3-4 year
olds)
Session review
‘Player of the Week’ presentation
9.45 Farewells for 3/4yr olds. PLEASE note your Player of The
Week!
Matches for 5/6year olds
10.00 Farewells for 5/6 year olds. PLEASE note your Player of The
Week!

11
Discipline
Parents
Any enquiries by parents can be dealt with by the coach individually, but if unsure, refer
them to the head coach.
Under no circumstance is a parent to join in a session uninvited or interrupt a session. If this
is the case, please go through these steps:
1. Wait for a break in play of your session or send the players on a water break.
2. Calmly approach the parent and explain you need your full concentration on the
players in front of you and that they are please to wait on the side until the end of
the session where you will be able to give them the time they need to answer/deal
with any issues.
3. If a parent refuses your kind and polite request, please refer them to the head coach
who will tell them the same!
Players
It is imperative that the coach firmly sets the code of conduct within the first minute of the
first session so all the players understand what is expected. Each coach will vary in their
requirements, but there are three pieces of good conduct that all players should adhere to:
PLAY WITH A SMILE
LISTEN WHEN THE COACH IS SPEAKING – SHOW RESPECT
TRY YOUR HARDEST
Each session will end with the award of a ‘PASS Master’ award to the player that has best
demonstrated one or all of the three points above.
As with all groups on a long course, there will always be one or two players that will try to
overstep the mark, discipline wise. It is very important to note that positive reinforcement is
the best way to control all children and that should always be the first step with dealing with
any negative behaviour.
For example: If little Brian is being silly in the ‘Dressing Room’ while the coach is speaking,
instead of admonishing him to the detriment of all the other well behaved children, simply
commend those individual players that are behaving. By doing this, little Brian will
understand that to be praised, he must also do as the others.
Below are the prescribed steps to take in the event where positive reinforcement wasn’t a
successful behavioural tool:
1. Explain to the player(s) that they are on a warning and the next time they don't
listen, they will be sent for a time out in the changing room. If need be, beckon the
parents to you so they hear the warning too.

12
2. If the player(s) still persists, send them to their parents for a while, explaining that
they're being naughty and they've already been warned. Ask the parent to speak to
them and only send them back if they promise to calm down.
3. If they come back and are still naughty, then send them to their parents for them to
stay until the end of the session.
It is important all coaches follow these same steps so as to be consistent with each group,
especially since there may be siblings in different groups.

13
Module 1 - FUNdamentals
Overview
On this module, we will introduce the basic football techniques of passing, dribbling, turning
and shooting. There should be a big emphasis on the ABCs here too, to really begin to
develop the athletic abilities of the players. Players should have ample opportunities to work
on learning the techniques. As a coach, this module is where you should be teaching and
reinforcing good and ever - lasting habits.
Practice makes permanent
Below is a table of the techniques to be practiced in this module and the key factors
(explained as ‘Technique Tips’ to the players) that must be relayed to the players. By the
end of the module, the players should not only know the ‘Technique Tips’ when asked, they
must also demonstrate it.
The table is set out where all, most and few players should be taught a technique tip
depending on their abilities to ensure some form of success.
Technique Technique Tips
Passing ALL PLAYERS SHOULD BE ABLE TO:
 Put standing (weaker) foot next to the ball with big toe facing the
target
 Look at their target, not the ball
 Slightly bend their knees for balance
MOST PLAYERS SHOULD BE ABLE TO:
 Use either/all of the inside, outside or laces of strong foot to pass.
 Follow through after the pass
FEW PLAYERS SHOULD BE ABLE TO:
 Kick the middle of the ball to keep the ball on the ground
 Kick under the ball to make it a lofted pass
 Use either foot to pass
Receiving ALL PLAYERS SHOULD BE ABLE TO:
 Get alert before receiving the ball by jogging on the spot ‘be on your
toes’
 Keep an eye on the ball as it comes to them
 Move in line with the ball as it arrives so that his whole body is
behind the ball
 Decide on the appropriate surface to receive the ball; the inside of
the strong foot (a few inches above the ground) is recommended
as it has a bigger surface area
Dribbling ALL PLAYERS SHOULD BE ABLE TO:
 Look up when the ball is at their feet to find space
 Use their laces or outside of the foot to dribble. Keeping their big
toe pointing to the ground will help

14
 Take little touches to keep the ball close to their feet
 Accelerate into space
The 3Ls of dribbling: Little touches with your laces and look up.
Shooting ALL PLAYERS SHOULD BE ABLE TO:
 Kick the ball towards goal
 Use their inside or laces to shoot towards goal
 Use the standing foot to help guide their shot
 Decide when to use laces (power) and when to use the instep
(accuracy)
 Look up at the goal and deliberately place the ball into space
Turning ALL PLAYERS SHOULD BE ABLE TO:
 Change direction with the ball
MOST PLAYERS SHOULD BE ABLE TO
 Slow down before they turn
 Turn 180degrees with the ball
FEW PLAYERS SHOULD BE ABLE TO
 Have the ball a yard in front of them when they turn
 Accelerate with the ball under control
Please ensure the majority of your players are comfortable with the technique before
moving on or differentiate your session accordingly

Mini Kickers Curriculum 3-6 yrs Seth Amoafo-PASS 2013 @sethrey1471
15
3-4year Curriculum
Players aged 3-4 learn best through the use of fun games. The most effective coach for this age group will have to be enthusiastic, loud and fun.
Although they will be learning football skills and techniques, these will all have to be delivered through the medium of fun games and elaborate stories.
Coach must ensure he ticks all 3 learning styles with each exercise (audio, visual - whiteboard, and kinesthetic – live demonstrations). Listen, Look, Do.
Week 1 – dribbling
Week 3 – shooting
Week 4 – shooting
Week 5 - passing
Week 6 – passing
Week 7 – Multi skills/ SAQ
Week 9 – passing
Week 10 – shooting
Week 11 – games / kids v parents (short session)

16
Warm up Fun game Technique Fun game
‘cars’ (Agility, Coordination, Speed)
In 20yds x 20yds area, explain to
students that they are all ‘cars’. On
coach’s instructions, they are to ‘turn
on their engines’ (make engine noises).
Explain a car has 5 gears. The higher the
gear, the faster they go.
1st
gear: slow motion, almost astronaut
walking
2nd
gear: walking pace
3rd
gear: speed walking
4th
gear: jog
5th
gear: sprinting
Brake: foot on ball
Reverse: backwards toe taps
Use analogies like ‘on the motorway so
5th
gear, hitting traffic so slow down to
4th
gear, at traffic lights so down to 1st
gear and brake etc.’
Do it without a ball, then ask players to
go and fetch a ‘passenger’(ball) and do
the same.
How can we make sure we don’t crash
our ‘cars’? (look up)
How can we keep our passengers in our
car? (keep ball close to us)
Follow the leader (Coordination,
Speed)
 In pairs with a ball each. Both
players with bibs tucked in the
back of their shorts.
 Assign one player as the
leader.
 Follower to stand a yard
behind the leader.
 On coach’s command, leader
to try to evade the follower,
who is trying to get close
enough to pull his bib out.
Play for 30 secs.
 Coach needs to demonstrate
the movements required-
(change of direction, changing
speed depending on how
close the follower is).
 Switch roles after 30 seconds
 Leaders, how can you make
sure you stay in the area?
(look up)
 Followers, how can you get
close to the leaders? (keep
ball close to our feet).
 Set up an area with a series
of slaloms and zig zag cones.
 Free play. Players to have a
ball each and to move freely
about the area, dribbling
through the slaloms.
 Suggest different ways to go
through the slaloms (ABCs):
 With laces
 With bottom of feet
 In a bear crawl position
 With their hands
 With their head
 Hopping with ball between
feet
 Can anyone show me a new
way of dribbling through the
cones?
Stuck in the mud
 Players to stand freely in
the area with a ball.
 Coach is the tagger.
 They are to move about
and escape from the
coach’s clutches.
 If tagged, they are to be
‘stuck in the mud’ with
their legs wide opened
and their ball over their
heads.
 A partner can free them
by either passing ball
through their legs or
crawling through.
 Objective of tagger is to
tag everyone so they all
stay still.
 Once players
understand, repeat with
one or two taggers in a
different coloured bib.

17
Week 2 – Dribbling
1st
walking
2nd
gear: walking pace
3rd
gear: speed walking
4th
gear: jog
5th
gear: sprinting
Brake: foot on ball
5th
4th
go and fetch a ‘passenger’ (ball) and do
the same.
Treasure Takers
 Have balls (enough for one
per player) at one end of the
grid. These are ‘treasures’
 Players to be on the opposite
line with a bib on.
 Explain the mean giant
(coach) has taken all their
treasure and they must go and
collect it, BUT they can only
do so when the giant’s back is
turned.
 When ‘giant’ turns his back,
players crawl towards
‘treasures’ following giant.
 As soon as giant turns to look
at players, they turn round in
the insect position (on backs
with legs and hands up). This
helps improve their core and
is also muscle strengthening.
 Any players still crawling when
giant turns to look at them
must take 5 paces back.
 Play until all players get a
‘treasure’ and sprint back
towards their home line.
Weave and Shoot
 Players in groups of 3 with as
many balls as possible per
group.
 Players lined up in a single
file. Use no more than 3
players to avoid players
standing around for too
long.
 One at a time, each player in
a group to collect a ball,
weave through cones and
score in the goal.
 As soon as he does so, he
runs back, high 5s a partner
and partner does the same.
 Keep going until they
complete all their balls.
 Players to try to go through
cones with ball at their feet.
 Strugglers may hold ball if
they wish.
 Which team will score all
their goals first?
Crabs and Fishes
 Players lined up on one
side of the area (fishes)
 Coach sitting in middle
of area in a crab position
(hands to his side)
 Objective is for fishes to
get to the other side of
the lake without being
caught by the hungry
crab.
 If the fishes get caught,
they become a crab too.
 On call of ‘Fishes, are
you ready?’ Fishes to
put hands together,
move side to side and
say: ‘I’m a little fishy and
I swim like this!’ CLAP
 Crabs to call out in a
gruff voice: ‘I’m a big
crab and I catch fishes
like this!’ CLAP AND
CLICK HEELS TOGETHER
 On coach’s command,
fishes to try to make it
to the other side. Crab

18
 Now take each player’s bib off
them and place them on the
line where their balls originally
were. These are their ‘magic
vests’ which make them play
football so well, but the giant
has stolen them now!
 Now they have their balls,
they are to get their ‘magic
vests’ back too (bibs), which
the mean giant also stole
because he wanted to steal
their football skills.
 This time, they use the ball
too dribble to end line. But
only when giant has his back
turned.
 Anyone still moving when
giant turns round must move
their ball 5 paces back.
 What must we do to make
sure we don’t get moved
back? (keep ball close to our
feet).
 Hw do we keep the ball close
to our feet? (by using our
laces and taking little touches)
 How can we move towards
our own ‘magic vest’ (bib)?
Look up.
 How can we make sure we
go through each cone? (Go
slowly)
 What part of our feet should
we not use? (toes)
 What do we do with our
eyes? (look up)
to move sideways or
forwards, but always on
the floor to try to catch
fishes.
 How can we avoid the
crab? (keep ball away
from him)
 How do we keep the ball
away from the crab
(dribble into space)
 How can we find space?
(look up)
 When we find the space,
what should we do?
(accelerate into it, but
still keeping the ball
under control).

19
Week 3 –shooting
1st
walking
2nd
gear: walking pace
3rd
gear: speed walking
4th
gear: jog
5th
gear: sprinting
Brake: foot on ball
5th
4th
the same.
Egg Hunt
 Have more ‘eggs’ (balls) than
players randomly placed all
around a massive area. Use
whole pitch if possible
 Show players 1 or 2 ‘baskets’
(goals) that they must put
their ‘eggs’ in.
 On coach’s command, players
to run around collecting ‘eggs’
with their feet and putting
them in the basket (shooting
in the goal)
 How many eggs can we put
into the basket in 2 minutes?
 Play again, this time have 1 or
2 blockers (keepers) to stop
eggs reaching the basket.
 How can we make sure we get
the eggs past the blockers?
(look up and put the ball into
the space they’re not
covering)
 What part of the foot can we
not use? (Toes!)
 Have 4 goals positioned
around area as shown.
 2 players to be GK, with 2
goals free
 Players in the middle of the
area. Have more balls than
players.
players to take a ball and try
to score, then return to take
another ball
 Which goal is easier to score
in? (the one with no
goalkeeper)
 Do we hit the ball differently
if there is a GK or not?
(accuracy for empty goal,
power for occupied goal)
 Two teams on either
side of goals.
 Coach calls out
individual players (based
on ability) to play
against each other
 Coach puts ball in
middle and players to
play to score
 Try to put 2 or 3 balls in
per game to ensure
both players get a
chance to score
 Increase to 2v2 and 3v3
depending on ability of
players

20
Week 4 – shooting
1st
walking
2nd
gear: walking pace
3rd
gear: speed walking
4th
gear: jog
5th
gear: sprinting
Brake: foot on ball
5th
4th
the same.
Egg Hunt with defenders
 Have more ‘eggs’ (balls) than
players randomly placed all
around a massive area. Use
whole pitch if possible
 Show players 1 or 2 ‘baskets’
(goals) that they must put
their ‘eggs’ in.
to run around collecting ‘eggs’
with their feet and putting
them in the basket (shooting
in the goal)
 How many eggs can we put
into the basket in 2 minutes?
 Play again, this time have 2
‘blockers’ (GK) and coach is
also a defender in middle
trying to stop players from
scoring.
 If tapped on shoulder by
coach, player does 5 toe taps
before carrying on
 We now have a defender so
what should we do when
going for goal? (look up to
escape the defender)
 Have 4 goals positioned
around area as shown.
 2 players to be GK, with 2
goals free
 Players in the middle of the
area. Have more balls than
players.
players to take a ball and try
to score, then return to take
another ball
 Which goal is easier to score
in? (the one with no
goalkeeper)
 Do we hit the ball differently
if there is a GK or not?
(accuracy for empty goal,
power for occupied goal)
 Two teams on either
side of goals with a
running path
determined by coach.
 Coach calls out
individual players (based
on ability) to play
against each other
 Coach puts ball in
middle and players to
run round the path to
meet the ball and try to
score.
 Increase to 2v2 and 3v3
depending on ability of
players.
 When we have other
players in our team, can
we play and pass to
them?

21
Week 5 – Passing 1
Cups and saucers (Agility, Coordination,
Speed)
 In a 20 x 20yd area, have 2
different coloured cones (about
20 each) randomly spread
around.
 One colour will be upside
down, (cups) and the other
colour the other way (saucers)
 Split group into 2 and designate
one group ‘cups’ and the other
‘saucers’.
 On coach’s command, team in
charge of cups are to turn
saucers into cups and vice
versa.
 Play for a minute then count to
see which team has turned the
most cones.
 OBSERVATION: which players
uses 2 hands to turn 2 cones
where appropriate? Which
players turn the most cones?
Which players find it easy to
bend over to turn the cones?
Which players move quickly?
 Play a again changing teams
Knockout
 Place 12inch cones randomly
in 20 x 20yd area. At least
enough for one per player.
 Players spread about with a
ball each.
 Explain that they are sharp
shooters and their task is to
knock down these stationary
enemies (cones) by passing
their ball to hit them
 Players to dribble around
area to try and shoot down
as many enemies as
possible.
 Coach to go round putting
back any knocked down
cones. Play for a minute
 What part of the foot do we
NOT use to ‘shoot’? (our
toes)
eyes before we shoot? (look
at target)
standing foot? (make toes
face the target)
 In pairs with 1 ball, players
face each other about 2yards
away from each other.
 Explain that to pass the ball to
each other, they must go
through 3 steps:
Step 1: jog behind the ball
Step 2: place non kicking foot
NEXT to the ball with toe facing
target. Stamp on the imaginary
insect next to the ball. Encourage
players to make a STAMP noise
Step 3: using the instep of the
kicking foot, player to pass to
partner.
NOT use to pass? (our toes)
 Why do we use the instep?
(for better accuracy)
 What do we do with our eyes
before we pass? (look at
target)
 Coach to observe striving pairs
and increase distance.
Hunt the coach
 In a 20 v 20yd area, each
player to have a ball and
randomly spread around
area
 Coach on hands and
knees in the area
 Objective is for players
to hunt the coach and
try to shoot him down
by passing their ball to
hit him!
 Who can hit the coach
the most times in one
minute?
 What part of the foot do
we NOT use to ‘shoot’?
(our toes)
eyes before we ‘shoot’?
(look at target)
 Play again, making sure
players us e their instep.
This time, coach moves
faster around area to
make it more difficult

22
Week 6 – passing 2
Speed)
around.
‘saucers’.
versa.
most cones.
 Play a again, changing teams
Knockout
 Remind players of the 3 steps
in previous session (jog,
stamp, pass)
 Play same game as previous
week.
NOT use to ‘shoot’? (our toes)
before we shoot? (look at
target)
standing foot? (make toes
face the target)
 How do we get more power to
make sure we shoot down the
cone? (move kicking foot
further back and follow
through after kicking)
 **This is a good opportunity
to correct those players that
still use their toes to kick or
don’t use the toes of their
standing foot to guide their
pass**
Knockout 2
 In pairs with a ball each,
players face each other
about 2yards away from
each other.
 Each player has a 12inch
cone in front of them
 They are to try to knock
down their partner’s cones
by passing their ball.
 Repeat 3 steps:
insect next to the ball.
Encourage players to make a
STAMP noise
strike cone down
 For strivers, increase
distance. For strugglers,
have 2cones to make target
bigger.
 Repeat same questions.
Hunt the parents
 Remind players of this
game from previous
session.
 Make area bigger into
25 x 25yds
 This time, invite parents
to join in as targets.
 How many different
parents can you hit?
(our toes)
(look at target)
 Should the ball go in the
air or stay on the grass?
(on the grass, because
that’s where the target
is)
players us e their instep
to pass.

23
Week 7 – Multi -Skill Festival
Whole pitch will be split into 4 areas: Dribbling, Passing, SAQ and ABC. Players will spend 12 minutes in each group and on the whistle will move to the next
group to a new set of coaches.
Dribbling
King of the Ring
 All players in 20yd x 20yd area with a ball each.
 Explain to each player that they start with 5 points.
 They are to dribble around area with ball close to their feet because
coach will be coming to steal any loose balls.
 If their ball is stolen, or they dribble out of the area, they lose a
point.
 After 30secs, any player whose ball hasn’t been stolen gains a point.
 Play again, this time pick one or two players to steal balls
ABC
Cops and Robbers
Players on a line with bibs tucked in their backs (robbers). 2 players in the
middle of the area without bibs (cops).
 Cops to chase the robbers and pull their bibs out. They must leave
bibs on the floor next to robbers. Once tagged, the robbers must
balance on one leg until freed by a fellow robber (with a light touch
on the shoulder). Robber can then pick up his bib and try to evade
the police again.
 Play again, this time switching cops
 Next, same again, but each robber to 'steal' a football and move with
it.
Once caught, player can balance with a foot on his ball if they choose to.
1v1 dribbling and shooting
 In two teams with each team on the side of the pitch in 'dressing
rooms'
 Coach calls one player from each team (similar ability) to stand in
opposite goals
 Place footballs per the amount of players in the middle
 On coach's orders, players to leave their goal and try to score in
opposite goal.
 Try 1v1/2v2 with one or two balls between them, depending on the
group's ability.
 Which team will score the most goals?
SAQ
 Put players in groups of no more than 4 and a selection of balls,
bean bags in the middle of ladders as shown.
 One at a time, each player to go through the ladder using the
correct techniques (Run on balls of the feet, Move thumbs in
alternate 'hips to lips' movement, Keep head up and Raise knees
with each step), pick up an object and return to their group.
 Continue until all the objects are picked up.
 Try lateral (sideways) and hopping on one/two feet

24
Week 8 – Dribbling
Follow the leader
 In pairs without a ball to start
with. Both players with bibs
tucked in the back of their
shorts.
 Assign one player as the leader.
Follower to stand a yard behind
the leader.
 On coach’s command, leader to
try to evade the follower, who
is trying to get close enough to
pull his bib out. Play for 30secs.
speed depending on how close
the follower is).
sure you stay in the area? (look
up)
close to the leaders? (Stay
alert, look up, keep ball close to
our feet).
 Play again, but this time give
each player a ball.
Crabs and Fishes
 Players lined up on one side of
the area (fishes)
 Coach sitting in middle of area
in a crab position (hands to his
side)
 Objective is for fishes to get to
the other side of the lake
without being caught by the
hungry crab.
 If the fishes get caught, they
become a crab too.
 On call of ‘Fishes, are you
ready?’ Fishes to put hands
together, move side to side
and say: ‘I’m a little fishy and I
swim like this!’ CLAP
 Crabs to call out in a gruff
voice: ‘I’m a big crab and I
catch fishes like this!’ CLAP
AND CLICK HEELS TOGETHER
 On coach’s command, fishes
to try to make it to the other
side. Crab to move sideways
or forwards, but always on
the floor to try to catch fishes.
 How can we avoid the crab?
of slaloms and zig zag
cones.
ball each and to move
freely about the area,
dribbling through the
slaloms.
 Suggest different ways to
go through the slaloms
(ABCs):
 With laces
 With their head
feet
Observe: players still dribbling with
toes and correct.
 How do we keep ball out of
the area/ (by looking up
King of the Ring
 All players in 20yd x 20yd
area with a ball each.
 Explain to each player
that they start with 5
points.
 They are to dribble
around area with ball
close to their feet
because coach will be
coming to steal any loose
balls.
 If their ball is stolen, or
they dribble out of the
area, they lose a point.
 After 30secs, any player
whose ball hasn’t been
stolen gains a point.
 Who will get the highest
amount of points in this
game?
 How can we get more
points? (keep ball away
from coach and inside the
area).
 How do we keep ball
away from coach? (by

25
(keep ball away from him)
 How do we keep the ball away
from the crab (dribble into
space)
 How can we find space? (look
up)
When we find the space, what should
we do? (accelerate into it, but still
keeping the ball under control).
and turning/stopping ball if
it’s close to the area)
we NOT use to dribble?
(TOES!)
What part of the foot can we use?
(Any part, as long as we keep the
keeping ball close to our
feet).
 How do we keep ball out
of the area/ (by looking
up and turning/stopping
ball if it’s close to the
area)
(TOES!)
 What part of the foot can
we use? (Any part, as long
as we keep the ball close
to our feet).

26
Week 9 – Passing
Speed)
around.
‘saucers’.
versa.
most cones.
 Station players in 4 teams as
shown below.
 On coach’s command, all
players are to leave their area
and collect one ball at a time,
preferably using their foot.
 After collecting a ball, they are
to score by passing the ball
into their goal
 Where should we pass from?
Far or close? (closer, because
we have more chance of
scoring then).
 What part of the foot should
we NOT use to pass? (TOES!)
 **Explain to players that you
can score goals with a pass**
 OBSERVE: players that are
trying to shot into goal
(power) as opposed to those
that are passing (accuracy).
Knockout 2
 In pairs with a ball each,
players face each other
about 2yards away from
each other.
cone in front of them
down their partner’s cones
by passing their ball.
 Repeat 3 steps:
STAMP noise
strike cone down
have 2cones to make target
bigger.
Hunt the parents
game from previous
session.
25 x 25yds
to join in as targets.
parents can you hit?
(our toes)
(look at target)
is)
players us e their instep
to pass.

27
Week 10 – Shooting
Speed)
around.
‘saucers’.
versa.
most cones.
 Players stand about
5yards in front of a big
goal with a ball each.
No goalkeeper. Coach
places a cone about 5
yards behind each
player. On coach’s
command, each player
turns and runs around
their designated cone
before shooting to
score.
 Two goals with players lined
up in front of the goal.(NB: Try
not to have more than 4
players per line. If need be,
use large cones to make extra
goals.)
 On coach’s orders, players
direct their ball towards the
farthest goal. They then go to
the back of the other line to
go again.
NOT use to shoot? (The
TOES!)
 Encourage players to use their
weaker foot as a guide with
big toe facing their goal.
Players must also look up at
their target.
 Link to passing.
 2 teams stationed in their
own ‘stadiums’ as above.
Coach either calls out their
names (preferably) or gives
them a number each to call
out.
 When each player is called,
they stand in middle of goal
for coach to place ball
between them.
 When coach calls each player
out, they leave their goals to
fight for the ball to score in
opposite goal.
 NB: Ensure you have a ball
per player to allow players
an opportunity to score.

28
Week 11 – Short session and presentation
Warm up Fun game Fun game
Coach to perform a favourite warm up
from previous weeks
Coach to organise a favourite game
from previous weeks
Coach to organise a favourite
game from previous weeks
Suggestion: Include parents in
this game eg. Penalty shootout

29
5-6 year old curriculum
The 5-6 year old curriculum is split into the following:
Week 1 – sign ups and introductions
Week 2 – shooting
Week 3 – passing
Week 4 – passing
Week 5 – World Cup/Champions League 4 v 4
Week 6 – turning
Week 9 – shooting
Week 10 – skills test
Week 11 – match day / multi skills day
To encourage as many touches on the ball as possible
during matches, play no more than 4 v 4.
4 v 4 has been advocated by all the professional clubs
including Manchester United, and is the way of
developing children during matches in countries such as
Holland. It promotes a lot of touches on the ball, which
obviously develops the player with every touch.
3 v 3 with another team rotating after 2 minutes is
better than 5 v 4.
The use of questioning is also important to illicit
understanding. Rather than telling, ask the players what
they think should be done, guiding them to the correct
answer.

30
Week 1 – Sign ups and introductions
Warm Up and ABCs Matches
15yds x 15yds grid.
Play fun introductory games such as:
 Tag
 Tag with a ball
 Cowboys and Indians
 Any other high tempo/energetic game to
encourage players to get to know each
other and work up a sweat
Split players into teams of no more than 4v4
 World Cup/ Champions league
 Take this opportunity to notice any players showing some promise

31
Week 2 – Shooting
Warm Up and ABCs Technique Skill
15yds x 15yds grid goals on each line.
Players move about freely in the area with a ball
each.
Ball manipulation exercises:
 Toe taps
 Semi circle boxes
 Forwards and backwards toe taps
 Throw and catch (coordination)
 Throw and catch with one hand
 Throw and catch on one leg (balance)
 Throw and jump and catch
 With ball in hand, players to run around
area trying to avoid each other (agility)
 Ball on grass. Can we still avoid each
other?
 On coach’s order, players to change
direction and shoot in a goal to score
(coordination, speed, agility).
 Set up as above in front of a goal
 Players to have a ball each
 Coach demonstrates shooting in the goal
depending on where you’re standing
(across the goal)
 How do we know where to shoot? (we
look up before shooting. Use non kicking
toe as a guide)
 Why do we shoot across the goal? (more
difficult for keeper, allows for a rebound)
 What part of the foot do we use? (laces
for power, side for accuracy)
 On coach’s order, one player at a time
shoots into empty goal. All players wait
until all balls have been shot before
collecting ball.
 Everyone move round to the next cone on
the right
 In 3s with 2 balls per group, players to set
up as above. Players on either end to
have a ball
 Players to take a shot against the
goalkeeper using the techniques from
earlier
 Can we shoot from different angles?
 Can we keep the ball down?
1. Head over the ball
2. Kick middle of the ball
3. Follow through after shot
 Switch goalkeepers after a minute

32
Week 3 – Passing part 1
15yds x 15yds grid with different coloured cones
each line.
each.
 Side to side with bottom of foot
 With ball in hand, players to run around
area. When they see another player, they
are to swap balls by throwing to each
other. Can we catch the ball without it
falling?
 Half players with a ball (in hand), and half
without. They are to move freely around
area and passing to open players by
throwing the ball.
 What must we do before passing? (look
up to make sure partner is in space)
 Same again but ball on the floor this time
 All players start in 2 lines opposite their
partner
 In pairs with a ball each, players start by
standing a yard away from each other.
One player to put his ball on a cone whilst
the other tries to knock off the ball with
his own ball.
 For success:
1. passer to put non standing toe next to the
ball (stamp on the fly!)
2. Use the big toe as a guide, facing his
target.
3. Use side of the other foot to pass
 Why do we use the side of the foot? (it
allows us to be more accurate)
4. Look up before passing and follow
through after passing.
 2 points for every time a cone is knocked
off.
 After each player has a shot, the player
that knocked off the ball to move his cone
back a yard.
 Who will go back the furthest?
Cops and Robbers
 Players line up on a line with a
ball each (robbers in red).
 They are to dribble ball to stop on
opposite line (home).
 Coach introduces ‘Cops’ (in black) who are
to attempt to shoot down the ‘robbers’
balls by passing their ball.
 Objective is to hit the ‘robbers’ balls with
their own.
 Once the ‘robbers’ have their ball hit, they
join the ‘cops’ on either side of the area
to try to shoot down the other ‘robbers’.
 Play until there is only one or two
‘robbers’ left. They then get a choice to
be ‘cops’ or ‘robbers’ in the next game.
 ‘Robbers’ are only out if their ball gets hit.
 How can we make sure we hit the
‘robbers’ balls? (keep ball low – use
instep, use standing foot as a guide, look
up).

33
15yds x 15yds grid.
each.
 Side, side, forwards backwards
 Outside inside, outside inside
 Ball on the floor. Half players with a ball,
half without.
 Players to move about in the area passing
the ball to players that call for it.
 Can we remember the previous week’s
session? (look up before passing, make
sure friend is in space before passing)
 After we pass, can we find space to be
able to receive from a friend?
 In pairs, players are to stand on either
side of 2 cones and pass the ball to each
other through the cones.
 What part of the foot do we NOT use to
pass? (Toes!!)
 How can we help the ball to go to our
partner? Use the standing toe to guide,
just like we did in the shooting exercise
 Players in pairs with a ball per pair. They
are to move freely in the area and pass
the ball to each other whenever they can.
 Can we: look up before a pass? Pass it
accurately? Be in space before they pass
it?
 How did you make sure your pass went to
your team mate? What did you and your
team mate have to do?
 For the striving players, can they use their
other foot or pass from a greater
distance?
 Pairs of cones randomly put in the area as
‘goals’. Ensure there are more goals than
pairs.
 Pairs to move around area making passes
to their team mates through different
goals. How many passes can we make in a
minute?
 What can you do to help us score lots of
goals? (Communicate with each other,
look for an empty goal to go through, pass
accurately).
 Try again. Can you beat your last score?
 Introduce 2 defenders. They are to cover
a goal and stop the pass being made. NO
TACKLING
 What do we do if a goal is blocked? (move
to another one)
 Swap defenders after every minute.

34
Week 5 – Match day
Warm Up and ABCs Match set up
15yds x 15yds grid.
each.
 Toe taps
 Tag – With bibs in back of shorts like a
tail, players move about freely in the
area. Coach calls out orders like jump,
skip, roll, hop etc
 On coach’s command of ‘attack’, players
to run around area to try to capture as
many tails as they can in 30seconds.
 No one is allowed to hold on to their
tail. If tail is pulled, they are to try to get
someone else’s.
 At end of 30 seconds, who still has their
tail? Who has the most tails?
 Same again, but this time they must
keep their ball at their feet whilst
capturing tails
4 goal game
4 v 4s with no goalkeeper.
Condition: Can we finish with one touch?

35
Week 6 – Turning part 1
15yds x 15yds grid.
Players move about freely in the area with
a ball each.
 Toe taps
 Side side, forwards backwards
 Players have the ball on the floor
moving into space
 On coaches command, players to
run with the ball to the designated
colour/football team
/stadium/player), turn and
accelerate back to the middle.
 Can we turn in a different way
each time?
 Using same
area as previous, players to be spread around. On coach’s
command, players to dribble to a coloured line, turn and
return to the middle
 Coach to explain the technique tips of dribbling:
1. SLOW DOWN before you get to the line
2. TURN 180 degrees
3. ACCELERATE away from defender
Can you do these without going out of the area or bumping
into others?
Players to practice these technique tips. Coach to work
with those players that need help and commend those
excelling
 Demonstrate how to perform the following three
turns:
1. Dragback
2. Inside hook
3. Outside hook
 With all turns, encourage players to focus on the
three technique tips
 NB. You may see that many players will turn with
their back on the ball, especially with the dragback.
Explain that they should turn WITH the ball so they
can always see the ball ie. Pivot 180 degrees with
the ball rather than turn the ball then the body
 Next, players to stand on the outside
lines. Coach to stand in middle of area.
 On coach’s command, players to dribble
up to the coach
 When they’re at a good turning distance
(about a yard away), they are to
perform a designated turn called by the
coach (dragback, inside hook or outside
hook) and accelerate back to their lines.
 Next, put players in pairs. One player to
stand in the middle of the area where
the coach was.
 His partner to stand on the outside line
facing him
 Once again, coach to call a turn and
player on outside to run towards his
partner and perform this turn
 As soon as they turn, coach to give them
enough time to have distance with their
partners then shout ‘GO’.
 On this command, partners to run after
the turners to see if they can catch up
with them and tap them on the
shoulder.
 Players that get caught will need to
accelerate faster
 Switch roles and play again

36
Week 7 – turning part 2
15yds x 15yds grid.
a ball each.
 Toe taps
moving into space
each time?
 Players in same ability pairs with 1 ball in
10ydsx10yds area as above
 One player in middle of their area with one outside
and with a ball
 Player with ball to slowly approach the ‘defender’
in the middle and about a yard away from him,
turn away and accelerate back to his line.
 Coach to show the players how to use the inside
hook, outside hook and drag-back turns. Ensure
players turn with ball away from them to allow
them to accelerate.
 Players to practice in their areas.
 After each attempt, ‘defender’ moves back to his
line and dribbler moves forward to middle
 For those striving players, show them how to
perform Cruyff and/or stepover turns
 Turning mantra is: SLOW, SKILL, ACCELERATE
AWAY!
 Why do we go slow? (so we have control of the
ball).
 Why do we accelerate away? (so defender can’t
catch us).
 Same set up as previously, except this
time both players are on the line
 Both players also have a bib in their
back like a tail
 On coach’s order, player with ball
dribbles up to the ‘defender’ on the line
and turns to go back to their line.
 As soon as they turn (NOT before!),
‘defender’ chases the dribbler to try and
pull their tail
 What does it mean if the defender pulls
your tail? (We didn’t accelerate quickly
enough after turning / we turned with
the ball too close to our feet which
stopped us from accelerating)
 Play 3 times each before swapping. Who
can manage to get to their line before
having their tail pulled?

37
Week 8- Dribbling part 1
15yds x 15yds grid.
a ball each.
 Toe taps
 Players move around in area with
ball trying NOT to hit each other
 What do we look for when
dribbling? (space)
 What do we do when we find that
space? (accelerate into it)
1. What do we need to do when
dribbling?( Keep the ball close to
our feet)
2. How do we keep the ball close to
our feet? (by taking little touches
with the laces)
3. How do we make sure we can
dribble into space? (look up) – THE
3Ls of dribbling!
LITTLE TOUCHES, LACE, LOOK UP
FOR SPACE!
 Set up as above with a
player next to a cone.
Use big, 12 inch cones if
possible. Each player
has a ball.
 Explain the cones are ‘defenders’ and
objective is for players to beat the
‘defenders’
 Demonstrate running slowly to the
‘defender’. Remind players: LITTLE TOUCHES,
LACE, LOOK UP FOR SPACE!
 Move body one way and then take the ball
the other way with the outside of the foot.
 Why do we move our body one way and the
ball the other? (to fool the defender)
 Why do we use the outside of the foot? (so
the defender can’t easily get the ball without
having to kick our foot).
 Explain that all dribbling skills eg. Stepover
scissors etc all use the same principle of body
one way, ball the other way.
 Players to practice on their ‘defender’
 Once competent, players to dribble around
area, beating as many ‘defenders’ as possible.
 Remind players to accelerate after beating
the ‘defender’.
Invasion
 Set up as shown.
 Defenders (in
red) are to station themselves
Around their ‘castle.’
 Attackers (in green) are to dribble past the
defenders to try to invade their castle.
 Once they get in the castle, they stay in there.
 Defenders can’t tackle the attackers once
they are in their castle. They have to
concentrate on keeping them out by kicking
their balls away.
 Attackers, can you find the space to get into?
 What do you do when you find space?
(Accelerate into it)
 How can you get past a defender? (body one
way, ball the other way).
 If the attackers get their ball kicked away,
they retrieve it and try again.
 Play for 30-45secs and switch.
 Continue to question players on the best way
to invade the castle.

38
Week 9 – Dribbling part 2
Warm Up and ABCs Technique and Skill
15yds x 15yds grid.
each.
 Toe taps
4. Recap on previous week’s dribbling
session
5. LITTLE TOUCHES, LACES, LOOK UP FOR
SPACES!
Invasion as per previous week
 Ask same questions to reinforce learning
 Set up as shown, with 2 same ability players in a 10yds
x 10yds grid
 One ball per pair.
 Player with a ball to pass to his partner.
 Remind players of passing technique:
1. Standing toe next to the ball facing the target
2. Look up
3. Use any part of the foot except toes.
 When the partner receives the ball, he is to approach his partner to try and dribble past
him. He gets 2 points if he manages to stop his ball on or very near (no more than a yard) to
his partner’s line.
 Remind players of dribbling techniques:
1. LITTLE TOUCHES, LACES, LOOK UP FOR SPACES when approaching defender
2. BODY ONE WAY, BALL THE OTHER WAY when beating the defender
3. ACCELERATE AWAY after beating the defender
 If defender tackles, he is to accelerate to the attacker’s line to score 1 point.
 If ball goes out of play for a ‘throw’, restart from the touchline
 Switch attackers after a minute
Dribbling King
 Same set up as shown. Give each pair a ‘league’ descending accordingly per area eg.
Premiership, Championship, League 1, league 2, league 3
 Players play against their partners, counting scores. Same score format. Switch attackers and
defenders after every attempt
 After a minute, winning players to be ‘promoted’ a league, losing player to ‘relegated’ a league.
 If it’s a draw, coach to find a way of deciding eg. Pick a number from 1-10, closest answer to
coach’s number wins.
 NB: Start the best pair in lower leagues so they can work their way up.

39
Week 10 – Shooting
15yds x 15yds grid.
Players move about freely in the area with a ball each.
 Toe taps
 4 goals set up in a 20yds x 20yds area as
above.
 Players to have a ball each. They are to move
around the area, scoring as many goals as
possible.
 No goalkeepers
 Introduce defenders (in green) who are to
make it difficult for players to score.
 Can we dribble past defenders properly?
 Can we use the correct techniques to shoot?
See week 1.
 In 3s by a goal. P1 passes to P2 who
takes a touch and shoots in goal,
using the correct technique.
 P1 then runs to the back of the line
behind P3.
 P1 now gets in front of goal ready to
shoot. P3 passes to P1 then runs to
stand in front of goal. Play for 2-3
minutes
Progression 1
 Same set up, this time, P1 passes it
across the goal to P2. (see red line)
Progression 2
 This time, one of the 3 is a
goalkeeper.
 Do we need to do anything different
to score? (look up to put the ball in
space away from the goalie)
 Do we go for power or accuracy?
(depends how close (accuracy) or far
(power) we are)
 NB: Only progress with groups that
are comfortable with the techniques
 3 v 3 in 10yds x 10yds area. 1
goalkeeper
 Gk starts by passing ball to teammate.
 Objective is to score goals so can we
get in a position to shoot?
 Encourage players to be positive, even
‘selfish’ to shoot whenever they get
the chance
 If we can’t shoot, can we either beat
their defender to create a shooting
opportunity or pass to a team mate in
a better position?
 Change goalkeepers regularly.
 Watch players to ensure correct
technique is used.
 NB: Area must be small enough to
allow many shooting opportunities.
P1P3
P2

40
15yds x 15yds grid.
each.
 Toe taps
6. Recap on previous week’s dribbling
session
7. LITTLE TOUCHES, LACES, LOOK UP FOR
SPACES!
 Only 4 v 4 or less
 Remind players of techniques learnt in dribbling, passing, turning and shooting
 Maybe give extra goals for players displaying good examples of these techniques.

41
MODULE 2
Mastering the technique

42
Module 2 – Mastering the technique
Overview
This module will be all about focussing on just two elements of football- passing & receiving
and dribbling.
This allows the coach to really help the players forge an understanding of how to execute
these techniques, and develop and challenge them. It is obvious that spending one or two
hours on a session is not enough to really develop players, so each of these techniques will
be taught over a 3 or 4 week period, allowing the players to really feel comfortable with it
and hopefully, use it during matches as it becomes second nature.
(explained as ‘Technique Tips’ to the players) that must be relayed to the players. By the end
of the module, the players should not only know the ‘Technique Tips’ when asked, they
 Put standing (weaker) foot next to the ball with big toe
facing the target
 Use either/all of the inside, outside or laces of strong foot
to pass.

43
 Get alert before receiving the ball by jogging on the spot
‘be on your toes’
 Move in line with the ball as it arrives so that his
whole body is behind the ball
 Decide on the appropriate surface to receive the ball;
the inside of the strong foot (a few inches above the
ground) is recommended as it has a bigger surface
area
 Use their laces or outside of the foot to dribble.
Keeping their big toe pointing to the ground will help
moving on. If need be, spend all 3 weeks on the first week’s drill or differentiate and move
higher ability players on according to their progress.

44
3-4year Curriculum
Week 1 – sign ups, introduction and fun games
Week 2 – passing
Week 3 – passing & receiving 1
Week 4 – passing & receiving 2
Week 5 - passing & receiving 3
Week 7 – dribbling 1

45
Week 1 – Sign up, intro and fun games
Introduction and fun games
1. Have all players running around the area. When coach calls out a number, they get in groups of that number. Can they introduce themselves to their
group? Use low numbers obviously because of the age!
2. Each player to have a bib tucked in the back of their shorts. Coach to chase players to try to pull their bibs out. If their bib gets pulled out, they join
the coach. Be tactical in whose bib you pull out – go for the better/more mature players or those who are returning as they will be more
comfortable.
3. Get players in the middle of an area with different coloured cones on each of the 4 edges/ a different focal point. Players to move around the middle
of the area. When coach calls out colour/focal point, all players to quickly run to that line and return to middle. Who will be the first to the line and
back? After a while, use a ball and play again. Now they have to dribble and keep ball under control.
 In a 20 x 20yd area, have 2 different coloured cones (about 20 each) randomly spread around.
 One colour will be upside down, (cups) and the other colour the other way (saucers)
 Split group into 2 and designate one group ‘cups’ and the other ‘saucers’.
 On coach’s command, team in charge of cups are to turn saucers into cups and vice versa.
 Play for a minute then count to see which team has turned the most cones.
 OBSERVATION: which players uses 2 hands to turn 2 cones where appropriate? Which players turn the most cones? Which players find it easy to
bend over to turn the cones? Which players move quickly?
Play a again changing teams

46
Week 2 – passing
Body parts game
 Spread balls out in an
area and players move
around the area.
 On coach's call, players
must move to each ball
and touch a body part on
the ball.
 Coach to call which body
part. Could be that balls
are passed between
hands and on receiving,
touch body part to ball
 Incorporate skips, hops
and jumps when players
are moving around the
area.
 Increase speed of
instructions to warm
them up
Spiderman Knockout
 Who knows Spiderman? What
does he like to shoot out? His web!
 Place 12inch cones randomly in 20
x 20yd area. At least enough for
one per player.
 Players spread about with a ball
each.
 Explain that they are Spiderman
and their task is to knock down
these stationary enemies (cones)
by passing their ball to hit them
 Players to dribble around area to
try and shoot down as many
enemies as possible.
 Coach to go round putting back
any knocked down cones. Play for
a minute
 What part of the foot do we NOT
use to ‘shoot’? (our toes)
before we shoot? (look at target)
 What do we do with our standing
foot? (make toes face the target)
Spiderman Duel
 In pairs with a ball each
cone in front of them or a
cone with a ball on top
down their cones by
passing their ball.
 Repeat 3 steps:
insect next to the ball. Encourage
players to make a STAMP noise
strike cone down
have 2cones to make
target bigger.
Hunt Spiderman's enemies
 Coach to be an enemy of
Spiderman – Doc Oc, or any
of his other nemesis
players to have a ball and
area
 Coach on hands and knees in
the area
 Objective is for players to
hunt Spiderman's enemy and
try to shoot him down by
passing their ball to hit him!
 Who can hit the enemy the
most times in one minute?
NOT use to ‘pass’? (our toes)
before we ‘shoot’? (look at
target)
players us e their instep. This
time, coach moves faster
around area to make it more
difficult

47
Week 3 – passing and receiving part 1
Cone Touching
 In pairs facing each other, with
a line of 5 cones in between.
 Coach calls out a colour and
pair race each other to touch
that cone with foot/hand.
Copy Cat
 In pairs facing each other.
Must balance on one leg
making shapes with body
which partner has to copy.
Body parts game as per previous week
 Place all balls in middle of area
with goals at each corner
(10yards max away)as above
 Put players into teams
to run in middle, turn with a
ball and attempt to pass it into
the goal
target)
 Encourage players to PASS
rather than shoot because
there is no goalkeeper and
Spiderman!
 Who knows Spiderman?
What does he like to shoot
out? His web!
face each other about
2yards away from each
other. Tell them they are
Spidermen and they are to
pass their web (ball) to their
partner.
 Explain that to pass the ball
to each other, they must go
through 3 steps:
STAMP noise
kicking foot, player to pass their
web to partner.
game from previous
session.
25 x 25yds
to join in as enemies of
Spiderman
enemies can you hit?
(our toes)
(look at target)
is)
players use their instep
to pass.

48
therefore accuracy is more
important than power.
eyes before we pass? (look
at target)
 Coach to observe striving
pairs and increase distance

49
Week 4 – passing and receiving part 2
Cone Touching
 In pairs facing each other, with
a line of 5 cones in between.
 Coach calls out a colour and
pair race each other to touch
that cone with foot/hand.
Copy Cat
 In pairs facing each other.
Must balance on one leg
making shapes with body
which partner has to copy.
Body parts game as per previous week
to run in middle, turn with a
ball and attempt to pass it into
the goal
target)
 Encourage players to PASS
rather than shoot because
there is no goalkeeper and
Spiderman – from previous week
 Recap on rules for passing
the 'web'
face each other about
2yards away from each
other. Tell them they are
Spidermen and they are to
pass their web(ball) to
their partner.
 Explain that to pass the
ball to each other, they
must go through 3 steps:
NEXT to the ball with toe
facing target. Stamp on the
imaginary insect next to the
ball. Encourage players to
make a STAMP noise
kicking foot, player to pass
their web to partner.
we NOT use to pass? (our
toes)
Bowling
 Set up a bowling area as
above with players lined
up no more than 5 yards
away.
 In interests of not having
too many players idle,
have no more than 4
players per line.
 On coach's orders, players
to pass their ball to knock
down the cones. Once a
player passes his ball, he is
to run and collect it while
his partner passes.
 Who will be the first team
to knock down all their
cones?
 Winning team gets to
move their starting cone
back a yard to challenge
them.

50
therefore accuracy is more
important than power.

 Why do we use the
instep? (for better
accuracy)
eyes before we pass? (look
at target)
Coach to observe striving pairs
and increase distance

51
Week 5 -passing and receiving part 3
Warm up Fun game Technique
Coach is a mad hunter walking through
Dino
land...he calls out what he see’s and the
children must act it out...”I am walking
through the jungle...wait a minute, I
think I
see a ...”
 Jog- a- saurus – players jog
around in different directions
(no ball)
 Dribble – a- Saurus – players
dribble in any direction (with a
ball)
 Freeze – a – saurus – players
freeze
 Jump – a Saurus – players hop
around
 Slow – a Saurus – move as
slowly as possible
 Dance – A – Saurus – Dance like
crazy
 Toe-Tap – A – Saurus- perform
toe taps
Bowling
 Set up a bowling area as
above with players lined up no
more than 5 yards away.
 In interests of not having too
many players idle, have no
more than 4 players per line.
 On coach's orders, players to
pass their ball to knock down
the cones. Once a player
passes his ball, he is to run
and collect it while his partner
passes.
 Who will be the first team to
knock down all their cones?
 Winning team gets to move
their starting cone back a yard
to challenge them.
Spiderman – development
 Now we are so good at passing our web to stationary partners,
can also do it when we are moving?
 On coach's call, players on inside of the area to dribble ball and
pass their 'web' to guys on the outside and receive before going
to a different player. How many passes can you make in…..
seconds/minutes?
 Switch players in middle with those on outside.
 For strivers – Can they use their laces? Left foot?
 For strugglers – can they be stationary and pass to one person?
Can they throw it?
Split groups in half with some
on the outside of cones as
shown and the rest inside the

52
Week 6 – SAQ/ Multi skills
Dribbling
King of the Ring
point.
ABC
Cops and Robbers
the police again.
it.
rooms'
opposite goals
opposite goal.
group's ability.
SAQ

53
Week 7 – dribbling part 1
In 20yds x 20yds area, explain to students
that they are all ‘cars’. On coach’s
instructions, they are to ‘turn on their
engines’ (make engine noises).
1st
walking
2nd
gear: walking pace
3rd
gear: speed walking
4th
gear: jog
5th
gear: sprinting
Brake: foot on ball
Use analogies like ‘on the motorway so 5th
gear, hitting traffic so slow down to 4th
gear,
at traffic lights so down to 1st
gear and brake
etc.’
Players to go and fetch a ‘passenger’(ball)
and do the same.
How can we make sure we don’t crash our
‘cars’? (look up)
How can we keep our passengers in our car?
(keep ball close to us)
REMEMBER 3Ls of dribbling: LITTLE touches
with LACES whilst LOOKING up.
Follow the coach – best played
with two coaches
 Players stand in a
20x20yd area without a
ball but with bibs in hand.
Coaches have stolen all
your treasure (bibs) and
tucked them in his shorts
(coach takes bibs away
for impact).
 Can you go and get your
treasure back?
 Players are to chase the
coaches to try and get
their treasures back.
 Coach to change
direction regularly to
evade players. (take care
to move in a motion that
doesn't allow crashes!!)
 Leaders, how can you
make sure you stay in the
area? (look up)
 Followers, how can you
get close to the leaders?
(Stay alert, run on balls of
your feet, look up).
Follow the coach 2
 Now coach to give
each player and
themselves a ball
 Play again, first by
stealing treasures
then running away
 Players to chase you
 After a minute,
pause to ask:
 How was the coach
moving? Like a snake
or a train? (hopefully
a snake!)
 Did the coach always
have the ball with
him?
 Did you always have
the ball with you?
Did it stay in the
area?
 How can we make
sureour ball stays
with us in the area?
(Use our laces to
take little touches)
Steal the treasure
 Players to line up with a ball
each on one line
 Coach to place enough bibs per
player on opposite line
 Coach is the mean giant that has
stolen all they players' treasures
and they are to get them back
 'Giant' stands in front of players.
If he looks at players, they are to
stop moving and pretend they
are doing anything other than
dribbling ie. innocently look at
the sky etc.
 When 'giant's' back is turned,
players to sneak behind him by
dribbling
 Keep going until they can
retrieve their treasure and run
with the ball back home before
the 'giant' catches them!
 How do we move the ball?
Slowly and quietly with our
laces
 How do we know when the
giant looks at us? Look up

54
students that they are all ‘cars’.
On coach’s instructions, they are to
‘turn on their engines’ (make engine
noises).
1st
walking
2nd
gear: walking pace
3rd
gear: speed walking
4th
gear: jog
5th
gear: sprinting
Brake: foot on ball
5th
4th
the same.
Steal the treasure
 Players to line up with a ball each
on one line
 'Giant' stands in front of players. If
he looks at players, they are to
stop moving and pretend they are
doing anything other than
dribbling ie. innocently look at the
sky etc.
dribbling
 Keep going until they can retrieve
their treasure and run with the ball
back home before the 'giant'
catches them!
 How do we move the ball? Slowly
and quietly with our laces
 How do we know when the giant
looks at us? Look up
Sand, sea, sky and swamp
 Make 4 large squares of
different cones in
corners of playing area
 Yellow – sand
 Green - swamp
 Blue – sea
 White –sky
 Players to dribble in the
area. When coach calls
out an area, players to
dribble to that box.
 What can you find
here? Crocodiles in the
swamp etc.
 How do we make sure
we stop our ball in the
area? take little touches
 How do we make sure
we don't bump into
others? Look up
Tag –Coach led - Agility
 All players to have a bib
in the back of their
shorts
 On coach's orders, he is
to chase them to pull
out the bibs of anyone
he catches
 Once bibs are pulled
out, the player to join
the coach in pulling out
bibs of others
 Play for 30 secs - 1
minute
 Next, ask players to
collect a ball each and
play again. Now if they
move their ball out of
the area, they have to
join the coach.

55
Follow the leader
shorts.
the leader.
the follower is).
up)
our feet).
each player a ball.
Traffic Lights
 Players to dribble in the
area with a ball each
 Coach to have 3 coloured
cones in hand – red,
yellow and green
 Coach explains the
colours of traffic lights:
 Red –stop (do a
Superman)
 Yellow – do a skill
(demonstrate toe taps,
boxes, stopovers or any
skill)
 Green – go! How fast can
we move whilst keeping
control of the ball?
 Coach to ensure he
moves around the area
whilst changing colour of
the cones. Try to do it
without speaking to
encourage players to look
up. How can we know
what colour the coach is
holding up? Look up!
Traffic lights with goals
 Players to line up on one
side of the area with a
ball each
 Objective is to dribble
their ball into the goal to
score. (have a line they
have to reach before
shooting)
 Coach to walk along the
lines, putting coloured
cones as and when.
Players have to stop on
red, but can move in a
skilful way on
yellow/green (moving
with bottom of the
foot/using their
head/knees etc).
 Coach ensures he keeps
moving to encourage
players to keep their
heads up
 Any players still moving
on a red cone will have to
go back 5 paces.
Eggs in a basket
 Place all the balls in an area with
at least one goal ready
 Players to be in the dressing
room or on a line ready
run, collect a ball and dribble to
score (watch out for those
players that use their feet to
turn and commend them after
the game to encourage others
to do the same. Let them
demonstrate)
 How many goals can you score?
 Play again, this time introduce
another coach / good player) as
a defender who is to tag anyone
with their ball too far from their
feet.
 Any player tagged will have to
freeze with ball over his head
and legs spread. He can only be
released by another layer
dribbling through their legs.

56
Follow the leader
shorts.
the leader.
the follower is).
up)
our feet).
each player a ball.
Crabs and Fishes
 Players lined up on one side of
the area (fishes)
 Coach sitting in middle of area
in a crab position (hands to his
side)
 Objective is for fishes to get to
the other side of the lake
without being caught by the
hungry crab.
 If the fishes get caught, they
become a crab too.
 On call of ‘Fishes, are you
ready?’ Fishes to put hands
together, move side to side
and say: ‘I’m a little fishy and I
swim like this!’ CLAP
 Crabs to call out in a gruff
voice: ‘I’m a big crab and I
catch fishes like this!’ CLAP
AND CLICK HEELS TOGETHER
 On coach’s command, fishes
to try to make it to the other
side. Crab to move sideways
or forwards, but always on
the floor to try to catch fishes.
 How can we avoid the crab?
of slaloms and zig zag
cones.
ball each and to move
freely about the area,
dribbling through the
slaloms.
 Suggest different ways to
go through the slaloms
(ABCs):
 With laces
 With their head
feet
Observe: players still dribbling with
toes and correct.
 How do we keep ball out of
the area/ (by looking up
King of the Ring
 All players in 20yd x 20yd
 Explain to each player
that they start with 5
points.
 They are to dribble
around area with ball
close to their feet
because coach will be
coming to steal any loose
balls.
 If their ball is stolen, or
they dribble out of the
area, they lose a point.
 After 30secs, any player
whose ball hasn’t been
stolen gains a point.
 Who will get the highest
amount of points in this
game?
 How can we get more
points? (keep ball away
from coach and inside the
area).
 How do we keep ball
away from coach? (by

57
(keep ball away from him)
 How do we keep the ball away
from the crab (dribble into
space)
 How can we find space? (look
up)
When we find the space, what should
we do? (accelerate into it, but still
keeping the ball under control).
and turning/stopping ball if
it’s close to the area)
(TOES!)
What part of the foot can we use?
(Any part, as long as we keep the
keeping ball close to our
feet).
 How do we keep ball out
of the area/ (by looking
up and turning/stopping
ball if it’s close to the
area)
(TOES!)
 What part of the foot can
we use? (Any part, as long
as we keep the ball close
to our feet).

58
from previous weeks
from previous weeks
Coach to organise a favourite
game from previous weeks
Suggestion: Include parents in
this game eg. Penalty shootout

59
Week 1 – Match day 4v4
Week 2 – turning
Week 3 – turning
Week 6 – ABC/Multi Skills day
Week 8 – passing
Week 9 – passing
Week 10 – passing
Week 11 – match day 4 v 4
better than 5 v 4.
answer.

60
Week 1 – Match day 4x4
Warm Up and ABCs Match day
Cups and saucers (Agility, Coordination, Speed)
 In a 20 x 20yd area, have 2 different
coloured cones (about 20 each) randomly
spread around.
 One colour will be upside down, (cups)
and the other colour the other way
(saucers)
 Split group into 2 and designate one
group ‘cups’ and the other ‘saucers’.
 On coach’s command, team in charge of
cups are to turn saucers into cups and
vice versa.
 Play for a minute then count to see which
team has turned the most cones.
 OBSERVATION: which players use 2 hands
to turn 2 cones where appropriate?
Which players turn the most cones?
Which players find it easy to bend over to
turn the cones? Which players move
quickly?
Play a again, changing teams
Play a series of 4v4 matches to assess the players. Make notes on those that should be in the more
advanced (6year old) group if any.

61
Week 2 – turning part 1
15yds x 15yds grid.
a ball each.
 Toe taps
moving into space
each time?
 Using same
area as previous, players to be spread around. On coach’s
command, players to dribble to a coloured line, turn and
 Coach to explain the technique tips of dribbling:
4. SLOW DOWN before you get to the line
5. TURN 180 degrees
6. ACCELERATE away from defender
Can you do these without going out of the area or bumping
into others?
Players to practice these technique tips. Coach to work
with those players that need help and commend those
excelling
 Demonstrate how to perform the following three
turns:
4. Dragback
5. Inside hook
6. Outside hook
 With all turns, encourage players to focus on the
three technique tips
 NB. You may see that many players will turn with
their back on the ball, especially with the dragback.
Explain that they should turn WITH the ball so they
can always see the ball ie. Pivot 180 degrees with
the ball rather than turn the ball then the body
 Next, players to stand on the outside
lines. Coach to stand in middle of area.
 On coach’s command, players to dribble
up to the coach
 When they’re at a good turning distance
(about a yard away), they are to
perform a designated turn called by the
coach (dragback, inside hook or outside
hook) and accelerate back to their lines.
 Next, put players in pairs. One player to
stand in the middle of the area where
the coach was.
 His partner to stand on the outside line
facing him
 Once again, coach to call a turn and
player on outside to run towards his
partner and perform this turn
 As soon as they turn, coach to give them
enough time to have distance with their
partners then shout ‘GO’.
 On this command, partners to run after
the turners to see if they can catch up
with them and tap them on the
shoulder.
 Players that get caught will need to
accelerate faster
 Switch roles and play again

62
Week 3 – Turning part 2
15yds x 15yds grid.
a ball each.
 Toe taps
moving into space
each time?
 Players in same ability pairs with 1 ball in
10ydsx10yds area as above
 One player in middle of their area with one outside
and with a ball
 Player with ball to slowly approach the ‘defender’
in the middle and about a yard away from him,
turn away and accelerate back to his line.
 Coach to show the players how to use the inside
hook, outside hook and drag-back turns. Ensure
players turn with ball away from them to allow
them to accelerate.
 Players to practice in their areas.
 After each attempt, ‘defender’ moves back to his
line and dribbler moves forward to middle
 For those striving players, show them how to
perform Cruyff and/or stepover turns
 Turning mantra is: SLOW, SKILL, ACCELERATE
AWAY!
 Why do we go slow? (so we have control of the
ball).
 Why do we accelerate away? (so defender can’t
catch us).
 Same set up as previously, except this
time both players are on the line
 Both players also have a bib in their
back like a tail
 On coach’s order, player with ball
dribbles up to the ‘defender’ on the line
and turns to go back to their line.
 As soon as they turn (NOT before!),
‘defender’ chases the dribbler to try and
pull their tail
 What does it mean if the defender pulls
your tail? (We didn’t accelerate quickly
enough after turning / we turned with
the ball too close to our feet which
stopped us from accelerating)
 Play 3 times each before swapping. Who
can manage to get to their line before
having their tail pulled?

63
Follow the leader
 In a 20 x 20yd area (or as big as poss.), pair up
players. One player to be the leader with a
bib tucked in the back of their shorts
 Other player to be the follower. He will be
attempting to chase the leader to pull his bib
 On coach’s orders, leader starts moving
around the area. Check they are running on
the balls of their feet
 After a few seconds, introduce followers to
chase their partners to try to pull their bib out
 Every time they pull a bib, they get one point.
Leaders step out of their area to put their bib
back in after it’s been pulled out and rejoin.
 Play for a minute and then switch.
 Encourage leaders to change direction as
much as possible rather than just running fast
in a straight line
 Ask: Was it easy to catch your leaders?
How can we make it even easier? Give
them a ball
 Give each leader a ball but no ball for
followers.
 Play same again and switch after a
minute
 Leaders, did you find it hard to escape
your follower? What can you do to give
yourself a better chance? (keep the ball
close to the feet by taking little touches
with the laces and change direction)
 How can we make this fairer? Give
everyone a ball
 Play again, but this time both leaders
and followers have a ball
 Followers, what did you need to do to
catch up to your leaders? Take little
touches with the laces and look up
 Leaders, how could you escape the
followers? Change direction regularly.
 Play again, this time helping individual
players dribble with laces and looking
up
Treasure Takers
 Have bibs (enough for one per player) at
one end of the grid. These are
‘treasures’
 Players to be on the opposite line with a
ball.
 Explain the mean giant (coach) has
taken all their treasure and they must
go and collect it, BUT they can only do
so when the giant’s back is turned.
 When ‘giant’ turns his back, players
dribble towards ‘treasures’ following
giant.
 As soon as giant turns to look at players,
they stop their ball and pretend they
are looking somewhere else.
 Any players still dribbling when giant
turns to look at them must go all the
way back to start line
 Play until all players get a ‘treasure’ and
sprint back towards their home line.
 Encourage players to run with the ball
back (not in their hands!)

64
Warm Up and ABCs Technique 1
King of the Ring – agility and coordination
 In a 20 x 20yd area, have all players with a
ball each in the area
 All players have 5 points to start with. On
coach’s orders, they are to dribble around
the area, trying to avoid the coach who is
looking to kick any uncontrolled balls out
 Players lose a point every time their ball is
kicked out.
 When a ball is kicked out, player is to collect
it and re-join the game
 Play for a minute, check scores then play
one more time.
 This time, introduce a couple of players as
‘Dribbling Police’
 How do we make sure we avoid our ball
being kicked out? Keep it close to our feet
by taking little touches
 What part of the foot do we use to dribble?
Laces
Through the Gates
 Area set up as right (20yds x 20yds) with at least 2 gates on each line
 Each gate will have a ‘protector’ without a ball
 Other players with no ball to be in middle of the area
 Players are to try to escape through the gates without being touched by
the ‘protectors’. (Agility and balance)
 Players to enter the area through another gate. They don’t get tagged if entering.
 Was this easy for the ‘protectors’? How can we make it harder? (Introduce balls for the
protectors or any ideas suggested) Change ‘protectors’ as and when
 How could we make sure we escape the ‘protectors’? (pretend to go one way and quickly
change direction).
 Now players are familiar with the movements required, give them a ball each too so now
everyone has a ball.
 Can we still escape through the gate with our ball intact?
 Encourage players to keep their heads up to look for good opportunities to escape
 Next, introduce another ‘Dribbling Police’ but this time s/he is to roam the area for anyone
whose ball is too far away.
 If anyone’s ball is too far, and is caught, s/he is to stop the ball and the player has to do 3
star jumps on the spot before carrying on.
 Players must always keep their heads up for the roaming ‘Dribbling Police’ and keep their
ball close as well as trying to find a good opportunity to escape.
 How do we make sure we avoid the enforcer? Look up
 What part of the foot do we use to dribble? Laces
 How can we keep the ball close to our feet? Take little touches.

65
 How can we keep the ball close to our feet?
Take little touches.
 How can we stay away from the ‘Dribbling
enforcers’? Look up

66
Week 6 – Multi Skills/ SAQ
Dribbling
King of the Ring
point.
ABC
Cops and Robbers
the police again.
it.
rooms'
opposite goals
opposite goal.
group's ability.
SAQ

67
Week 7 - Dribbling
The difference between dribbling and running
with the ball
Through the alley
 Players to line up without ball in front of
an ‘alley’ as shown
 On coach’s command, they are to run/jog
through the alley and return by either
hopping/skipping or any other creative
way
 Split groups up so players are facing each
other as below.
 Same again. This time, what do we have
 Ask: How do we move the ball when we
see other players in the tunnel? Take little
touches (dribbling)
 How about when there is no one in the
tunnel? Take big touches (running with
the ball) because we want to get through
the space as quickly as possible
 Remind them that they still have to have
control of the ball.
 They are still finding various ways to
move the ball after leaving the tunnel ie.
Using just the bottom of their feet, just
their weak foot etc)
 Next, introduce two players to stand
either side of the tunnel. With a ball
between them, they are to pass to each
other, looking up to avoid the dribblers
 Dribblers also have to be careful not to hit
the ball being passed
To beat a player like Messi
 In pairs, players to line up as below, with
one ball between two.
 There must be about 5 yards of free space
behind each player
 On coach’s order, attacker (red) dribbles
slowly towards defender (blue), who is
STATIONARY (doesn’t move)
 A yard before he reaches the defender, he
is to feint (move body one way – change
direction) and move the ball the opposite
way to go past the stationary defender
 After he successfully goes past the
defender, he is to accelerate into space
behind (change speed)
 Use players like Ryan Giggs and Messi as
good examples
 Do we go fast or slow as we approach the
defender? Slow
 How do we get past the defender?

68
to watch out for?
 When can we speed up? When do we
have to slow down?
 What do we have to look for?
 Give players a ball each. They are to do
the same again (go through the alley) but
on their return, they can’t let the ball
touch the ground. How creative can they
be?
 How do we make sure we don’t hit any
balls/anyone? Look up
Change direction
 What do we do after we go past the
defender? Change speed/accelerate into
the space (running with the ball)
Move on only if a player is comfortable
beating his stationary partner. If some
players show correct techniques, pair them
and make it an opposed practice.
 3points for each goal scored, 1 point for
each ball defended (goes out of area)
 Switch attackers and defenders after each
attempt.
 If defender tackles attacker and ball is still
in play, he can try to score
 If ball goes out to the side of the area, re-
start with a dribble from where ball went
out

69
Week 8 – Passing Part 1
 20 x 20yd area
 Place a selection of hoops
on the ground.
 Players to move freely
around the area
 Encourage them to move
like footballers – sideways,
forwards, backwards
 What do footballers do?
Jump/shoot/tackle.
Encourage players to mimic
such movements. Ensure
players land on balls of their
feet when they land after
jumping
 Explain that balance is also
important for a footballer.
 The hoops are balance
areas, so players should
enter a hoop when they
want and balance for at
least 2 seconds before
moving out. Alternate feet
for every hoop they enter
 In threes, label players 1,2 and 3 with 1 ball between 2.
 Player 1 chooses a hoop of his team's choice to hold.
Players 2 and 3 stand on either side of the hoop about a
yard away with player 2 having a ball.
 Players 2 and 3 to simply pass the ball to each other
through the hoop. Switch hoop holder after 3 passes each.
 Ensure each player goes through these 4 steps before
passing until they master it
1. Jog behind ball, NOT to the side
2. Place standing (weaker) foot next to the ball, with
big toe facing target. Pretend to stamp an insect.
3. Look at your target
4. Using the inside of strong foot, kick middle of the
ball and follow through
When receiving:
1. Player to jog on the stop in anticipation
2. Keep looking at the ball
3. Move in line with the ball
4. Stop ball with the inside of the foot
Can you pass through the hoop each time? What if you go further
back?
Use this time to correct players’ techniques. If some players show
good technique, pair them together and make the distance longer
Knockout
 Place 12inch cones randomly in 20 x
20yd area. At least enough for one per
player.
 Players spread about with a ball each.
 Explain that they are sharp shooters
and their task is to knock down these
stationary enemies (cones) by passing
their ball to hit them
 Players to dribble around area to try
and shoot down as many enemies as
possible.
 Coach to go round putting back any
knocked down cones. Play for a
minute
 What part of the foot do we NOT use
to ‘shoot’? (our toes)
 What do we do with our eyes before
we shoot? (look at target)

70
 20 x 20yd area
 Place a selection of hoops on
the ground.
 Players to move freely around
the area with a ball
 Encourage them to move like
footballers – sideways,
forwards, backwards
Jump/shoot/tackle.
jumping
 When players enter the hoops
to balance, they throw ball in
the air and try to catch it
while balanced
 When coach shouts ‘score’,
players to dribble towards a
goal and shoot to score.
 Ensure players are sensible
here and only shoot into
empty nets. Provide 2 or 3
goal options
 In threes, label players 1,2 and 3 with 1 ball between
2.
 Player 1 chooses a hoop of his team's choice to hold.
Players 2 and 3 stand on either side of the hoop
about a yard away with player 2 having a ball.
 Players 2 and 3 to simply pass the ball to each other
through the hoop. Switch hoop holder after 3 passes
each.
 Ensure each player goes through these 4 steps before
passing until they master it
1. Jog behind ball, NOT to the side
2. Place standing (weaker) foot next to the ball,
with big toe facing target. Pretend to stamp
an insect.
3. Look at your target
4. Using the inside of strong foot, kick middle of
the ball and follow through
When receiving:
1. Player to jog on the stop in anticipation
2. Keep looking at the ball
3. Move in line with the ball
4. Stop ball with the inside of the foot
Can you pass through the hoop each time? What if you go
further back?
 Use this time to correct players’ techniques. If some
players show good technique, pair them together and
make the distance longer
Cowboys and Indians
Players to line up as below with ball each, with
coach on the outside.
 Players are the Indians, and coach is the
cowboy
 On coach’s orders, players to dribble ball
from one end to the other.
 Use this chance to reinforce dribbling
Technique Tips.
 Coach to pass his ball to attempt to hit the
Indians’ balls. If their ball is hit, the Indian
becomes a cowboy
 Indians are only cowboys if their ball is hit
 What part of the foot is best for accuracy?
Inside
 What can we do to help us be more
accurate? Look up and use our weaker
foot as the guide

71
Week 10 – Passing Part 3
 20 x 20yd area
 Place a selection of hoops on the ground.
 Players to move freely around the area with a
ball
 Encourage them to move like footballers –
sideways, forwards, backwards
 What do footballers do? Jump/shoot/tackle.
Encourage players to mimic such movements.
Ensure players land on balls of their feet
when they land after jumping
 When players enter the hoops to balance,
they throw ball in the air and try to catch it
while balanced
 Coach to act as a defender
 Job of coach is to stop balls of all players that
are dribbling too fast ie. Not taking little
touches. Use this opportunity to remind them
of the dribbling Technique Tips – Little
 When coach shouts ‘score’, players to dribble
towards a goal and shoot to score.
 Ensure players are sensible here and only
shoot into empty nets. Provide 2 or 3 goal
options
 Make a circle/square of cones, big
enough to have half the group inside
 Place half the group on the outside
around the circle
 Players in the circle to have a ball in their
hands
 They are to jog inside the area, passing
balls to the players on the outside by
throwing/bouncing to them
 Can you pass to a different player each
time?
 Can you make sure there is a clear space
between you and the person you are
passing to?
 After a couple of minutes, switch players
on the outside and inside.
 Remember to reinforce passing and
receiving Technique Tips
 Next, do the same again, but this time
with the ball on the ground. Passing
with feet
 Once players feel comfortable with
passing to each other whilst moving,
introduce a defender.
 He is to try to stop passes going to the
outside and vice versa.
 Now we have a defender, what do we
have to do before passing? Make sure
receiver is in space
 Remember to reinforce passing and
receiving Technique Tips


72
 Remind players of techniques learnt in dribbling and passing

73
Module 3
Perfecting the Skill

74
Module 3 – Perfecting the Skill
Overview
On this module, we will recap the key techniques learnt in the previous modules; dribbling,
passing, and shooting, with a focus on shooting. Players in the 5 and 6 age groups will also
be given more opportunities to put these techniques in a skill setting with 1v1, 2v2, 3v3 and
4v4 matches.
(explained as ‘Technique Tips’ to the players) that must be relayed to the players. By the
end of the module, the players should not only know the ‘Technique Tips’ when asked, they
 Put standing (weaker) foot next to the ball with big toe facing the
target
 Use either/all of the inside, outside or laces of strong foot to pass.
 Get alert before receiving the ball by jogging on the spot ‘be on your
toes’
 Move in line with the ball as it arrives so that his whole body is
behind the ball
 Decide on the appropriate surface to receive the ball; the inside of
the strong foot (a few inches above the ground) is recommended
as it has a bigger surface area
 Use their laces or outside of the foot to dribble. Keeping their big
toe pointing to the ground will help

75
Shooting ALL PLAYERS SHOULD BE ABLE TO:
 Kick the ball towards goal
 Use their inside or laces to shoot towards goal
 Use the standing foot to help guide their shot
 Decide when to use laces (power) and when to use the instep
(accuracy)
 Look up at the goal and deliberately place the ball into space
Turning ALL PLAYERS SHOULD BE ABLE TO:
 Change direction with the ball
MOST PLAYERS SHOULD BE ABLE TO
 Slow down before they turn
 Turn 180degrees with the ball
FEW PLAYERS SHOULD BE ABLE TO
 Have the ball a yard in front of them when they turn
 Accelerate with the ball under control
moving on or differentiate your session accordingly

76
3-4year Curriculum
Week 1 – sign ups, introduction and fun games
Week 2 – passing
Week 3 – passing
Week 5 - dribbling 2
Week 7 – Shooting 1
Week 10 – 1v1, 2v2 matches

77
Week 1 – Sign up, intro and fun games
Introduction and fun games
1. Have all players running around the area. When coach calls out a number, they get in groups of that number. Can they introduce themselves to their
group? Use low numbers obviously because of the age!
2. Players to run around the area, giving 'high 5s to each other and the coach
3. Each player to have a bib tucked in the back of their shorts. Coach to chase players to try to pull their bibs out. If their bib gets pulled out, they join
the coach. Be tactical in whose bib you pull out – go for the better/more mature players or those who are returning as they will be more
comfortable.
4. Get players in the middle of an area with different coloured cones on each of the 4 edges/ a different focal point. Players to move around the middle
of the area. When coach calls out colour/focal point, all players to quickly run to that line and return to middle. Who will be the first to the line and
back? After a while, use a ball and play again. Now they have to dribble and keep ball under control.
 In a 20 x 20yd area, have 2 different coloured cones (about 20 each) randomly spread around.
 One colour will be upside down, (cups) and the other colour the other way (saucers)
 Split group into 2 and designate one group ‘cups’ and the other ‘saucers’.
 On coach’s command, team in charge of cups are to turn saucers into cups and vice versa.
 Play for a minute then count to see which team has turned the most cones.
 OBSERVATION: which players use 2 hands to turn 2 cones where appropriate? Which players turn the most cones? Which players find it easy to bend
over to turn the cones? Which players move quickly?
Play a again changing teams

78
Week 2 – passing part 1
Body parts game
 Spread balls out in
an area and
players move
around the area.
 On coach's call,
players must move
to each ball and
touch a body part
on the ball.
 Coach to call which
body part. Could
be that balls are
passed between
hands and on
receiving, touch
body part to ball
 Incorporate skips,
hops and jumps
when players are
moving around the
area.
instructions to
warm them up
Spiderman Knockout
 Who knows Spiderman? What
does he like to shoot out? His
web!
 Place 12inch cones randomly in
20 x 20yd area. At least enough
for one per player.
 Players spread about with a ball
each.
 Explain that they are Spiderman
and their task is to knock down
these stationary enemies (cones)
by passing their ball to hit them
 Players to dribble around area to
try and shoot down as many
enemies as possible.
 Coach to go round putting back
any knocked down cones. Play for
a minute
use to ‘shoot’? (our toes)
before we shoot? (look at target)
Bowling
 Set up a bowling area as above
with players lined up no more
than 5 yards away.
many players idle, have no more
than 4 players per line.
 On coach's orders, players to pass
their ball to knock down the
cones. Once a player passes his
ball, he is to run and collect it
while his partner passes.
Step 2: place non kicking foot NEXT to
the ball with toe facing target. Stamp
on the imaginary insect next to the
ball. Encourage players to make a
STAMP noise
Step 3: using the instep of the kicking
foot, player to pass their web to
partner.
 Winning team gets to move their
starting cone back a yard to
challenge them.
 Coach to be an enemy of
Spiderman – Doc Oc, or any
of his other nemesis
players to have a ball and
area
 Parents and coaches on
hands and knees in the area
 Objective is for players to
hunt Spiderman's enemy and
try to shoot him down by
passing their ball to hit him!
 Who can hit the enemy the
most times in one minute?
NOT use to ‘pass’? (our toes)
before we ‘shoot’? (look at
target)
players us e their instep. This
time, coach moves faster
around area to make it more
difficult

79
Week 3 – passing part 2
Body parts game
 Spread balls out in
an area and
players move
around the area.
 On coach's call,
players must move
to each ball and
touch a body part
on the ball.
 Coach to call which
body part. Could
be that balls are
passed between
hands and on
receiving, touch
body part to ball
 Incorporate skips,
hops and jumps
when players are
moving around the
area.
instructions to
warm them up
 On coach’s command, players to
run in middle, turn with a ball
and attempt to pass it into the
goal
use to pass? (our toes)
 Why do we use the instep? (for
better accuracy)
before we pass? (look at target)
 Encourage players to PASS rather
than shoot because there is no
goalkeeper and therefore
accuracy is more important than
power.
 Have 2 teams, with each team
around a set of 9inch cones.
Players to choose how far
they want to stand from the
cones
pass their ball using their
instep to try to knock over a
cone.
 Recap on passing techniques:
next to the ball. Encourage players to
make a STAMP noise
foot, player to pass their ball to hit the
cone.
 Which team will knock all
cones down first?
 Give winning team a challenge
of increasing distance or using
weaker foot.
Bowling
 Set up a bowling area as above
with players lined up no more
than 5 yards away.
many players idle, have no more
than 4 players per line.
pass their ball to knock down
the cones. Once a player passes
his ball, he is to run and collect
it while his partner passes.
Step 2: place non kicking foot NEXT
to the ball with toe facing target.
Stamp on the imaginary insect next
to the ball. Encourage players to
make a STAMP noise
web to partner.
 Winning team gets to move
their starting cone back a yard
to challenge them.

80
In 20yds x 20yds area, explain to students
that they are all ‘cars’. On coach’s
instructions, they are to ‘turn on their
engines’ (make engine noises).
1st
walking
2nd
gear: walking pace
3rd
gear: speed walking
4th
gear: jog
5th
gear: sprinting
Brake: foot on ball
Use analogies like ‘on the motorway so 5th
gear, hitting traffic so slow down to 4th
gear,
at traffic lights so down to 1st
gear and brake
etc.’
Players to go and fetch a ‘passenger’(ball)
and do the same.
How can we make sure we don’t crash our
‘cars’? (look up)
How can we keep our passengers in our car?
REMEMBER 3Ls of dribbling: LITTLE touches
with LACES whilst LOOKING up.
Follow the coach – best played
with two coaches
 Players stand in a
20x20yd area without a
ball but with bibs in hand.
Coaches have stolen all
your treasure (bibs) and
tucked them in his shorts
(coach takes bibs away
for impact).
 Can you go and get your
treasure back?
 Players are to chase the
coaches to try and get
their treasures back.
 Coach to change
direction regularly to
evade players. (take care
to move in a motion that
doesn't allow crashes!!)
 Leaders, how can you
make sure you stay in the
area? (look up)
 Followers, how can you
get close to the leaders?
(Stay alert, run on balls of
your feet, look up).
Follow the coach 2
 Now coach to give
each player and
themselves a ball
 Play again, first by
stealing treasures
then running away
 Players to chase you
 After a minute,
pause to ask:
 How was the coach
moving? Like a snake
or a train? (hopefully
a snake!)
 Did the coach always
have the ball with
him?
 Did you always have
the ball with you?
Did it stay in the
area?
 How can we make
sure our ball stays
with us in the area?
(Use our laces to
take little touches)
Steal the treasure
 Players to line up with a ball
each on one line
 'Giant' stands in front of players.
If he looks at players, they are to
stop moving and pretend they
are doing anything other than
dribbling ie. innocently look at
the sky etc.
dribbling
 Keep going until they can
retrieve their treasure and run
with the ball back home before
the 'giant' catches them!
 How do we move the ball?
Slowly and quietly with our
laces
 How do we know when the
giant looks at us? Look up

81
Week 5 –dribbling part 2
 'Cars' as per
previous week
 This time, place a
few 9inch cones in
the area – they are
parked cars
 Can we drive our
cars without
knocking into any
other parked cars?
How can we make sure we
don’t crash our ‘cars’?
(look up)
How can we keep our
passengers in our car?
REMEMBER 3Ls of
dribbling: LITTLE touches
with LACES whilst
LOOKING up.
Traffic Lights
 Players to dribble in the area
with a ball each
 Coach to have 3 coloured
cones in hand – red, yellow
and green
 Coach explains the colours
of traffic lights:
 Red –stop (do a Superman)
 Yellow – do a skill
(demonstrate toe taps,
boxes, stopovers or any skill)
 Green – go! How fast can we
move whilst keeping control
of the ball?
 Coach to ensure he moves
around the area whilst
changing colour of the
cones. Try to do it without
speaking to encourage
players to look up. How can
we know what colour the
coach is holding up? Look
up!
 Players to line up on one side
of the area with a ball each
 Objective is to dribble their
ball into the goal to score.
(have a line they have to reach
before shooting)
 Coach to walk along the lines,
putting coloured cones up as
and when. Players have to
stop on red, but can move in a
skilful way on yellow/green
(moving with bottom of the
foot/using their head/knees
etc).
 Coach ensures he keeps
moving to encourage players
to keep their heads up
 Any players still moving on a
red cone will have to go back
5 paces.
Eggs in a basket
 Place all the balls in an area with at
least one goal ready
 Players to be in the dressing room or
on a line ready
 On coach's orders, players to run,
collect a ball and dribble to score
(watch out for those players that use
their feet to turn and commend
them after the game to encourage
others to do the same. Let them
demonstrate)
 Play again, this time introduce
another coach / good player) as a
defender who is to tag anyone with
their ball too far from their feet.
 Any player tagged will have to freeze
with ball over his head and legs
spread. He can only be released by
another player dribbling through
their legs.

82
Week 6 – SAQ/ Multi skills
Dribbling
King of the Ring
point.
ABC
Cops and Robbers
the police again.
it.
rooms'
opposite goals
opposite goal.
group's ability.
SAQ

83
Week 7 – Shooting part 1
 Place different
coloured cones on 3
lines with a goal on the
other line
 Players to be in the
middle of the area with
balls by a central cone
 When coach calls out a
colour, players to
dribble to that line and
 When coach calls
'GOAL', players to have
5 seconds to score in
the goal
 Play a few more times,
increasing the speed of
instruction each time to
get players warm
 Remind players of the
3Ls of dribbling
Eggs in a basket
 Place all the balls in an area
with at least one goal ready
 Players to be in the dressing
room or on a line ready
run, collect a ball and dribble
to score (watch out for those
players that use their feet to
turn and commend them
after the game to encourage
others to do the same. Let
them demonstrate)
 How many goals can you
score?
 Play again, this time
introduce another coach /
good player) as a defender
who is to tag anyone with
their ball too far from their
feet.
 Any player tagged will have
to freeze with ball over his
head and legs spread. He can
only be released by another
player dribbling through
their legs.
cones
cone.
make a STAMP noise
cone.
cones down first?
weaker foot.
 Players to line up on one side of
the area with a ball each
 Objective is to dribble their ball
into the goal to score (they have
a line they have to reach before
shooting)
and when. Players have to stop
on red, but can move in a skilful
way on yellow/green (moving
with bottom of the foot/using
their head/knees etc).
 Coach ensures he keeps moving
to encourage players to keep
their heads up
 Any players still moving on a red
cone will have to go back 5
paces.
 Once players reach a certain
designated point, they are to
shoot into the goal.
Variation – coach place a small
goal/cones inside a bigger goal. Players
that score in smaller goal get an extra
point

84
Week 8 – shooting part 2 (with turning)
 Same game as last
week
 This time, include
instructions like:
 'Hop to the red line
with the ball' (allow
players to find ways to
do this but they could
put it between their
legs)
 'Use just the bottom of
your feet to get to the
blue line'
 'Throw and catch the
ball all the way to the
red line'
get players warm
3Ls of dribbling
 Players to line up on one side of
the area with a ball each
 Objective is to dribble their ball
into the goal to score (they
have a line they have to reach
before shooting)
and when. Players have to stop
on red, but can move in a skilful
way on yellow/green (moving
with bottom of the foot/using
their head/knees etc).
 Coach ensures he keeps moving
to encourage players to keep
their heads up
 Any players still moving on a
red cone will have to go back 5
paces.
 Once players reach a certain
designated point, they are to
shoot into the goal.
Variation – coach place a small
goal/cones inside a bigger goal. Players
that score in smaller goal get an extra
point
 Have players line up between a pair
of cones in an arch facing the goal.
Use the bigger goals
 On coach's orders, one at a time,
players to take a shot in the goal to
score.
 Coach watch for players to adopt
the correct techniques when
shooting:
Step 1: run up behind the ball
Step 2: place non kicking foot NEXT to the
ball with toe facing target. Stamp next to the
ball. Encourage players to make a STAMP
noise
Step 3: use the instep or laces of kicking foot
to shoot
 Players must stand still and wait for
others after shooting
 Once all players have had a shot, all
players to fetch their balls and move
a place to the right. Play until every
player gets a shot from every angle.
 In two teams with each
team on the side of the
pitch in 'dressing
rooms'
 Coach places two balls
in the middle of two
goals (use big goals)
 Coach calls one player
from each team to
stand in the middle of
the goal
 On coach's orders,
players to sprint from
their goal, collect a ball
with their feet, turn
and go to shoot at
their own goal.
 Who will be the first to
score?
 Do you shoot early or
get close to the goal?
 What part of the feet
are we NOT using to
shoot? (TOES)!

85
Week 9 – shooting part 3
 Same game as last
week
instructions like:
 'Hop to the red line
with the ball' (allow
players to find ways to
do this but they could
put it between their
legs)
your feet to get to the
blue line'
 'Throw and catch the
ball all the way to the
red line'
get players warm
3Ls of dribbling
cones
cone.
make a STAMP noise
cone.
cones down first?
weaker foot.
 Have players line up between a pair
of cones in an arch facing the goal.
Use the bigger goals
 On coach's orders, one at a time,
players to take a shot in the goal to
score.
 Coach watch for players to adopt the
correct techniques when shooting:
Step 1: run up behind the ball
Step 2: place non kicking foot NEXT to the
ball with toe facing target. Stamp next to the
ball. Encourage players to make a STAMP
noise
Step 3: use the instep or laces of kicking foot
to shoot
 Players must stand still and wait for
others after shooting
 Once all players have had a shot, all
players to fetch their balls and move
a place to the right. Play until every
player gets a shot from every angle.
 In two teams with each
team on the side of the
pitch in 'dressing rooms'
 Coach places two balls
in the middle of two
goals (use big goals)
 Coach calls one player
from each team to stand
in the middle of the goal
players to sprint from
their goal, collect a ball
with their feet, turn and
go to shoot at their own
goal.
 Who will be the first to
score?
 Do you shoot early or
get close to the goal?
 What part of the feet
are we NOT using to
shoot? (TOES)!

86
Week 10 – 1v1, 2v2 etc
Warm up Fun game Technique /Fun game
Put players into two teams to start
the competition element of the day
 Same game as last week
 This time, include instructions
like:
 'Hop to the red line with the
ball' (allow players to find ways
to do this but they could put it
between their legs)
 'Use just the bottom of your
feet to get to the blue line'
 'Throw and catch the ball all
the way to the red line'
instruction each time to get
players warm
 Remind players of the 3Ls of
dribbling
cones
cone.
make a STAMP noise
cone.
cones down first?
weaker foot.
 In two teams with each team on the side of the pitch in
'dressing rooms'
 Coach places two balls in the middle of two goals (use big goals)
 Coach calls one player from each team to stand in the middle of
the goal
 On coach's orders, players to sprint from their goal, collect a ball
with their feet, and run at the opposition goal to shoot
 Who will be the first to score?
 Do you shoot early or get close to the goal?
 What part of the feet are we NOT using to shoot? (TOES)!
Progression
 This time, call two players out at once.
 Ensure you have paired the players in terms of ability
 Ensure you have a ball for each player in the middle eg. For
2v2, have 4 balls etc
 Progress to 3v3, 4v4 etc. Coaches to ensure there are always
enough balls for one per player in the middle.

87
from previous weeks
Coach to organise a favourite game from
previous weeks, Parent v coaches game, OR
 Have players in pairs with a ball on a
cone in between them.
 Coach to call out various body parts
and when called, players to touch
those parts with both hands eg. Head,
toes, your partner's ears etc.
 When coach calls out 'BALL', players
to see who is quickest to grab the ball
 Objective is to see which player is
quickest to the ball when coach calls
out 'ball'
 Award one point to player that grabs
ball first
from previous weeks
Suggestion: Include parents in this
game eg. Penalty shootout

88
Week 1 – Match day 4v4
Week 2 – skills test
Week 3 – shooting 1
Week 6 – ABC/Multi Skills day
Week 7 –Match Day
Week 8 – Turning to shoot
Week 9 – passing to shoot
Week 10 – dribbling to shoot
Week 11 – match day 4 v 4
better than 5 v 4.
answer.

89
spread around.
(saucers)
vice versa.
 OBSERVATION: which players uses 2
hands to turn 2 cones where appropriate?
quickly?
Play a 3v3/4v4 tournament with all players. Split them into mixed ability teams. Alternatively, split into
two tournaments, with weak ability players playing on one pitch and strong players on another.
Awards points for goals/celebrations/fair play/wins etc

90
Warm up Fun game- accurate shooting Fun game - team shooting Fun game - shooting
 In a 15 x 15 yard area with
goals on the outer lines
 Players to have a ball each
and perform a series of
skills:
 Toe taps
 Boxes
 Dragback turn
 Inside hook
 Outside hook
 On coach’s command of
‘SHOOT’, players to burst
out of the area and shoot
in a goal
 Play a few times assessing
those players not using the
correct shooting
techniques
 Have all players around a
set of 9inch cones with a
ball. Coach sets a
minimum barrier but
players to choose how far
they want to stand from
this barrier.
players to pass their ball
using their instep to try
to knock over a cone.
 Explain passing
techniques:
target. Stamp next to the ball.
STAMP noise
ball to hit the cone.
 How long will they take
 Have groups of no more than
4 players in one line with a
group of balls opposite. Place
a goal in front of the players.
They are to sprint, one at a
time to collect a ball and bring
it back to score in the goal.
 Assess players demonstrating
good/bad running technique
and commend/correct
 Play once with no other
instruction.
 Play again, assessing those
that use different method
such as carrying
 Give points to the first team
that has the most balls in the
goal
Bodyguards
 Split the area into 3 equalsized
zones with a VIP (goalkeeper)
and two bodyguards (defenders)
in each zone. Place 4 balls
beside each goal.
 Bodyguards must stay in their
zone and protect their VIP, who
in turn must protect their goal.
Each team has one assassin who
attempts to score points by
beating the VIP from the other
team to score a goal.
 The assassin must be inside the
opponent’s zone to score in
their goal creating 2v1 or 1v1
situations (2 assassins can go for
the same VIP).
 Each assassin has 4 shots and
must return to their own goal to

91
to knock all cones down?
 Give players a challenge
of balancing on the
balance steps whilst
passing.
reload and collect a new ball
after each shot.
 Switch positions after each time
so everyone gets a chance at all
positions.
 Alternatively, have 2 assassins
and one bodyguard if the groups
are struggling.

92
 Place different coloured
cones on 3 lines with a
goal on the other line
 Players to be in the middle
of the area with balls by a
central cone
 When coach calls out a
colour, players to dribble
to that line and return to
the middle
 When coach calls 'GOAL',
players to have 5 seconds
to score in the goal
get players warm
 Remind players of the 3Ls
of dribbling
 Have players line up between a pair of cones in an arch
facing the goal. Use the bigger goals
 On coach's orders, one at a time, players to take a shot in
the goal to score.
 Coach watch for players to adopt the correct techniques
when shooting:
Step 2: place non kicking foot NEXT to the ball with toe facing
target. Stamp next to the ball. Encourage players to make a STAMP
noise
Step 3: using the instep or laces of kicking foot to shoot
 Players must stand still and wait for others after shooting
 Once all players have had a shot, all players to fetch their
balls and move a place to the right. Play until every player
gets a shot from every angle.
 Ensure players look up and shoot across the goal.
 Try again, this time with a goalkeeper. Coach to either be
goalkeeper or show a player how a goalkeeper moves on
his lines in relation to where the ball is to cover the near
post
 If goalkeeper is here (covering near post), where should
you look to shoot? (Across him)
Domino shooting
 Put players in two different teams
in zig zag formation as shown
 Place a ball in front of goal
 Need a gk (coach/player)
 Try to match players in
terms of ability on opposite cones
 On coach’s orders, the last
player from both teams to run to
the next player, high 5 him and
replace him
 The tagged player to run to the next
cone and do the same to his partner
 Keep going until you reach last player.
 This player to run to the ball and try to
score
 There should be a player from each
team battling to score
 When the ball is scored/saved/missed,
both players to sprint through the end
cones, go to the now vacant last cone
and start the domino process again
 Keep playing continuously until the
desired amount of goals is scored and
you have a winner
This game develops 1v1 attacking/defending,
scoring, SAQ, teamwork, fitness, goalkeeping

93
instructions like:
 'Hop to the red line with
the ball' (allow players to
find ways to do this but
they could put it between
their legs)
your feet to get to the blue
line'
 'Throw and catch the ball
all the way to the red line'
get players warm
 Remind players of the 3Ls
of dribbling
 Have players line up between a pair of cones in an arch
facing the goal. Use the bigger (11 a side) goals
 On coach's orders, one at a time, players to take a shot in
the goal to score.
 Coach watch for players to adopt the correct techniques
when shooting:
Step 1: run up to the ball
Step 2: place non kicking foot NEXT to the ball with toe facing
target. Stamp next to the ball. Encourage players to make a
STAMP noise
Step 3: using the instep or laces of kicking foot to shoot
 Players must stand still and wait for others after shooting
 Once all players have had a shot, all players to fetch their
balls and move a place to the right. Play until every player
gets a shot from every angle.
 Ensure players look up and shoot across the goal.
 Try again, this time with a goalkeeper. Coach to either be
goalkeeper or show a player how a goalkeeper moves on
his lines in relation to where the ball is to cover the near
post
 If goalkeeper is here (covering near post), where should
you look to shoot? (Across him)
Zig Zag shooting
 Split players in two teams
 One team to be a team of
goalkeepers
 Other team to be
a team of dribblers
 Object of the game is
for dribblers to dribble
through cones to have a
shot after the last cone before
the gk can get in goal
 Gks are to slalom
through cones to get in goal before dribbler gets
through all the cones
 Ensure players of similar ability are
matches
 As soon as a shot is
scored/saved/missed, call out the next
pair
 Game ends when each player has had a
chance to shoot/be gk. Then switch
 Play until a team gets to the desired
amount of goals

94
 This time, include instructions like:
 'Hop to the red line with the ball' (allow
players to find ways to do this but they
could put it between their legs)
 'Use just the bottom of your feet to get to
the blue line'
 'Throw and catch the ball all the way to
the red line'
 Play a few more times, increasing the
speed of instruction each time to get
players warm
 Remind players of the 3Ls of dribbling
Groups of 3 shooting
 Put players in grps of 3, similar ability
 One goalkeeper in between a set of cone
goals
 Other partners to be on either side. They
decide the distance based on how
comfortable they are
 Players to take three shots each at the
goalkeeper
 Encourage them to keep the ball low
 How do we make sure we keep the shots
low (use laces, kick middle of the ball, get
knee over the ball – coach to
demonstrate)
 Remind players of previous shooting drill
where they shoot across goalkeeper
 After three shots, switch goalkeepers.
Coach to use this time to go around
checking and correcting technique as per
technique tips
 In two teams with each team on the side
of the pitch in 'dressing rooms'
 Coach calls one player from each team
(similar ability) to stand in opposite goals
 One player to have a football
 On coach's orders, player with a ball to
dribble towards opponent to try and
shoot early or dribble past and shoot.
Player to decide.
 Defending player to attempt to tackle ball
and score in other goal
 After each player has had a turn at
dribbling, switch so the other team can be
attackers
 Do you shoot early or dribble past your
man to score in an empty net?
 Recap on dribbling techniques (3ls,
changing direction and pace)
 What part of the feet are we NOT using to
shoot? (TOES)!
 Split your pitch up in two to get as many
players playing and avoid too many
players sat down.

95
Week 6 - Multi Skills/SAQ day
Dribbling
King of the Ring
point.
ABC
Cops and Robbers
the police again.
it.
rooms'
opposite goals
opposite goal.
group's ability.
SAQ

96
spread around.
(saucers)
vice versa.
 OBSERVATION: which players uses 2
hands to turn 2 cones where appropriate?
quickly?
Play a 3v3/4v4 tournament with all players. Split them into mixed ability teams. Alternatively, split into
two tournaments, with weak ability players playing on one pitch and strong players on another.
Awards points for goals/celebrations/fair play/wins etc

97
Week 8 -Turning to shoot
 20 x 20yd area
 Place a selection of hoops
on the ground.
 Players to move freely
around the area
 Encourage them to move
like footballers – sideways,
forwards, backwards
Jump/shoot/tackle.
jumping
 Explain that balance is also
important for a footballer.
 The hoops are balance
areas, so players should
enter a hoop when they
want and balance for at
least 2 seconds before
moving out. Alternate feet
for every hoop they enter
 Set up boxes with cones either side of goals in a big area.
Have a minimum of 4 goals and 4 boxes in the area.
 Players to dribble around area. Remind players of 3ls of
dribbling
 Explain that boxes are turning boxes. Players to
demonstrate any turns they know. Coach to correct,
develop as appropriate. Drag back, inside and outside
hooks are good turns to teach at this age
 Players to have 5 minutes practicing these turns by
dribbling into a box, turning and accelerating out of the
box.
Progression
 Put players in each goal
 Coach to explain to players that those showing dribbling
technique will be called to dribble through a box, turn and
shoot into a goal.
 Player who just had a shot to swap with the goalkeeper he
took a shot against
 Goalkeeper to collect ball and dribble in the area
 Coach to call out as many players per goals available
4 goal game
 Put players in no more than teams of
4 v 4
 Set goals apart from each other as
shown
 Play a normal match.
 Remind players that we are looking at
turning today
 The aim is for the players to be able to
look up and turn away (if necessary)
from one goal if he deems it too
packed with defenders to find the goal
in an emptier aea

98
Week 9 – Passing to shoot
Warm Up and ABCs Technique/Skill
 20 x 20yd area
 Place a selection of hoops on
the ground.
 Players to move freely around
the area with a ball
 Encourage them to move like
footballers – sideways,
forwards, backwards
Jump/shoot/tackle.
jumping
 When players enter the hoops
to balance, they throw ball in
the air and try to catch it
while balanced
 When coach shouts ‘score’,
players to dribble towards a
goal and shoot to score.
 Ensure players are sensible
here and only shoot into
empty nets. Provide 2 or 3
goal options
 Players in groups of 3 or 4 with a ball
 Objective is for orange players to pass the ball between them to avoid the defenders (in yellow) who will
be looking to intercept . Encourage oranges to always be in a triangle formation
 Why do we work in a triangle formation? (to give options to the player with the ball on the left and right
 When players get past a certain line (which defenders can't cross), they will be free to shoot in the goal
 Start with players passing ball using their hands and only one defender. No overhead passes, but bouncing
is acceptable. This encourages them to look for space to pass, reciprocating an actual football game
 What do we need to look for before we pass? (our team mate in space, eye contact)
Progression 1
 Use feet this time. Players to use the same triangle shape to make sure they have options when passing
 What do we do if we have space in front of us? (dribble with the ball)
 When do we pass? (when we have a defender coming to us and a team mate is in space)
 How do we help our team mates? (give them an option to their left and right for them to pass to)
 What part of the foot do we NOT use? (toes)
Progression 2
 Introduce one more defender to make 2
 Increase number of orange players
 Add a goalkeeper or 2 in the goals but leave at least one free

99
Week 10 – Dribbling to shoot
 20 x 20yd area
 Place a selection of hoops on the ground.
 Players to move freely around the area with a
ball
 Encourage them to move like footballers –
sideways, forwards, backwards
 What do footballers do? Jump/shoot/tackle.
Encourage players to mimic such movements.
Ensure players land on balls of their feet
when they land after jumping
 When players enter the hoops to balance,
they throw ball in the air and try to catch it
while balanced
 Coach to act as a defender
 Job of coach is to stop balls of all players that
are dribbling too fast ie. Not taking little
touches. Use this opportunity to remind them
of the dribbling Technique Tips – Little
 When coach shouts ‘score’, players to dribble
towards a goal and shoot to score.
 Ensure players are sensible here and only
shoot into empty nets. Provide 2 or 3 goal
options
Bulldog with goals
 Players to dribble up and down across
the pitch. Coach to remind players of the
3Ls of dribbling and how to get past a
defender from previous module (body
one way, ball the other way)
 Introduce two players as defenders
 Players to attempt to dribble to the end
line without having their ball tackled by
the defenders
 If players lose their ball, they are to
become defenders too
 After a few minutes, introduce the goals
 Players to attempt to get past the
defenders and/or shoot in a goal
 Players get a point for each goal they
score
 Who will get the most points?
 Is it better than shoot from far or get past
a defender and get closer to goal?
Zig Zag shooting
 Split players in two teams
 One team to be a team of
goalkeepers
 Other team to be
a team of dribblers
 Object of the game is
for dribblers to dribble
through cones to have a
shot after the last cone before
the gk can get in goal
 Gks are to slalom
through cones to get in goal before dribbler
gets through all the cones
 Ensure players of similar ability are
matches
 As soon as a shot is
scored/saved/missed, call out the next
pair
 Game ends when each player has had
a chance to shoot/be gk. Then switch
 Play until a team gets to the desired
amount of goals

100
 Remind players of techniques learnt in dribbling and passing
Useful websites
http://www.soccerxpert.com
http://www.weplay.com
http://soccerdrills.net/

101
Skills Tests
Modules 1 to 3
These are optional to assess players during each module based on the topics practiced

102
Module 1 - FUNdamentals

103

104
Module 2 – Mastering the technique

105

106
Module 3 – Perfecting the skill

107

Year round football curriculum for 3-10yr olds

More Related Content

What's hot

Viewers also liked

Similar to Year round football curriculum for 3-10yr olds

Recently uploaded

Year round football curriculum for 3-10yr olds