Under 6

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U-6
CHARACTERISTICS OF U - 6 PLAYERS
Short attention span.
Can attend to only one problem at a time.
May understand simple rules that are explained briefly and demonstrated.
May or may not understand or remember: what lines mean on the field; what team they are on; what goal they are going for. We need to be patient and laugh with them as they get 'lost' on the field.
Easily bruised psychologically. Shout praise often. Give "hints", don't criticize.
Need generous praise and to play without pressure. No extrinsic rewards (trophies, medals, etc.) should be given for winning.
Prefer "parallel play" (Will play on a team, but will not really engage with their teammates. Thus, a 3 against 3 game is, in reality, a 1 against 5 game because they all want the ball at the same time.
Very individually oriented (me, mine, my).
Constantly in motion, but, with no sense of pace. They will chase something until they drop. They are easily fatigued but recover rapidly.
Development for boys and girls are quite similar.
Physical coordination limited. Eye - hand and eye - foot coordination is not developed. Need to explore qualities of a rolling ball.
Love to run, jump, roll, hop, etc..
Prefer large, soft balls.
Catching or throwing skills not developed.
Can balance on their "good" foot.
INVOLVING THE PARENTS
It is imperative that coaches get the parents involved. Not only are they are a major resource for your team, but the U-6 player still views their parents as the most significant people in their lives. A pre-season meeting should be held with the parents so that objectives and team policies can be addressed. Some topics that you may want to address at this meeting are:

A means of contacting everyone without one person doing all of the calling. (Phone chains.)
Choosing a team administrator-someone to handle all of the details.
Complete all paperwork required by your league or club.
Discuss the laws of the game.
Carpool needs.
Training and game schedules. How you feel about starting and ending on time, what your attendance expectations are, what you think is a good excuse to miss training.
What each player should bring to training: inflated ball, filled water bottle, soccer attire, shin guards (Cleats are not mandatory.)
Most importantly, your philosophy about coaching U-6 players. Let them know that everyone plays; that the game does not look like the older player's games; that you are there to ensure that their player is safe and has a good time, as well as learn about soccer.
What your expectations for them is during game time. How do you want them to cheer? Do they know that they should not coach from the sidelines?
Above all, try to enjoy yourself. If you do they probably will too.
THINGS YOU CAN EXPECT
As coaches of these younger players there are things that we know that we can expect during training and games. If we know what to expect, we will be more effective in dealing with the hundreds of situations that come up. This will help us relax, and, in turn, allow us to enjoy the unpredictable nature of working with these children even more. Here are some of the things that we can expect.

Most players cry immediately when something is hurt. Some cry even when something is not hurt.
No matter how loud we shout, or how much we "practice" it, they can not or will not pass the ball.
Somebody will come off the field in need of a toilet. Somebody will stay on the field in need of a toilet.
The only player to hold a position is the goalkeeper (if you play with one). Don't even consider teaching positional play.
Twenty seconds after the start of a game, every player will be within 5 yards of the ball.
Several players will slap at the ball with their hands, or pick it up. Several parents will yell at them not to do that.
A model rocket that is launched from a nearby field will get 99% of the player's attention. By all means, stop whatever you are doing and go watch for a couple of minutes!
During a season, you will end up tying at least 40 - 50 shoe laces. They will do something that is absolutely
During a season, you will end up tying at least 40 - 50 shoe laces.
They will do something that is absolutely hysterical. Make sure that you laugh!
COACHING RATIONAL
It is important to understand at the outset that players coming to any sport prior to the age of 6 years old, in general, do not do so by their own choice. As a result, their coaches need to give them something about which to get excited. Further, at this age, learning to play soccer is secondary to most other things in their lives.

With the above assumptions, lets look at some things that we can do to energize the U-6 players, and, hopefully, get them to the point where they will enthusiastically initiate the sign up for next year!

Each session should be geared around touching the ball as many times as possible. Involve the ball in as many activities as possible. Basic movements such as running, skipping, hopping, etc. need to be emphasized. If these can be done while kicking, catching, rolling, or dribbling a ball... all the better!
Training should not last for more than one hour. This is primarily due to physical fatigue and attention span considerations. Train once or twice a week. Any more than this may lead to their and your burnout.
Have as many different kinds of activities ready as you can get into one hour. Emphasis needs to be placed on what is FUN!.
Every player should bring his or her own size #3 or #4 ball.
Remember, although they may have very similar in birthdates, their physical and / or mental maturity my vary as much as 36 months. Activities need to accommodate these individual differences whenever possible.
Team play and passing is an alien concept to these players. They know that if they pass the ball, they may never get it back. In fact, they often will steal it from their own teammates. Do not get uptight if they do not pass, let them dribble to their heart's content.
Plan for at least 4, 90 second drink breaks, especially in warmer weather. Their "cooling system" is not as efficient as in older players.
TYPICAL TRAINING SESSION
Here are some items that should be included in a U-6 training session:

WARM-UP: A brief warm-up is appropriate in order to get the players thinking about soccer and to prepare them physically for the time ahead. This should involve individual body activities that may or may not involve the ball. They can chase their ball as it is thrown by the coach, bringing it back with different parts of their body. Or, they can chase someone with their ball at their feet. Static stretching is also appropriate at this time, again, hopefully done with the ball. "Soccernastics" activities are very appropriate, like: rolling the ball with the bottom of their feet, with their elbows, backwards, with the back of their neck while holding on to it; throwing it up and catching it; keeping it up with their feet while sitting.

INDIVIDUAL ACTIVITIES: Follow the warm-up with some kind of individual activity, not a real 1 v.1 game, but some kind of activity where players act as individuals in a game environment. An example would be a kind of tag game, or "Red Light - Green Light", or a game where players are trying to knock their ball through gates. Keep players in motion at all times. Avoid having them wait on lines. Play games of "inclusion" instead of games where the "looser sits".

PLAY THE GAME: Move on to the real game, but, make sure it is a 2 v. 2, 3 v. 3, or 4 v. 4 game. Switch the game every 5 minutes or so. Be creative. Play with 4 goals, or 2 balls. Play with or without boundaries. Use cones if you don't have real goals. Keep players involved. Have more than one game going on at a time if necessary. It is important that every player has a chance to shoot on goal as often as possible.

WARM-DOWN & HOMEWORK: Finish the session with a warm down. Give them some more stretches to do with the ball. You may want to review what you started the session with. Also, give them some homework so that they practice on their own. Think of some ball trick that you would like to see them try to do, like, bounce it off their thigh and then catch it. It is important to finish on time. This is especially essential if the players are really into it. Stop at this point and you will get an enthusiastic return.

U-6 PRACTICE IDEA:
"Keep Your Yard Clean"
Here is a game that involves kicking and is a good example of parallel play in that it involves all players on the team at one time, but, they are all acting as individuals during the game. This allows for individual differences in skill. The game is simple, fun, and easy to adapt to account for team size and experience.

THE GAME: Create a 'neutral area' between the two teams where no player is allowed into. This area can be as small as one yard and as big as 10 yards wide. The width is determined by how far the players can kick the ball.

Each player starts with a ball at his / her feet. On command, each team tries to keep their side of the game free of balls by kicking their ball over to the other teams side.

After an appropriate amount of time (when the balls become too scattered, or, the players are loosing focus), call the game and count which side has the most balls on their side.

Distribute the balls evenly for another try if the players are still interested.

After players have found some success with this basic game, try these variations:

Players can only use their left foot.
Throw the ball back.
Punt the ball back.
Dribble the ball around a cone that has been set up in the middle of their "yard", then, kick the ball back.

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U-6 PRACTICE IDEA:
"Red Light...Green Light"
Here is a game that should be familiar to most U-6's. Again, the game is fun, simple to set up, and has direct application to the game. The skill that it is targeting is dribbling.

THE GAME: Each player has a ball, except the one player that is designated as the "light".

Lines from start to finish should be approximately 20 - 30 yds..

Players start from the line opposite the "light". The "light" then turns away from the group shouting out "GREEN LIGHT". At this signal, the players start to dribble towards the "light".

When the "light" turns back around, calling out "RED LIGHT", players must freeze their bodies and their ball.

If the "light" catches players or a ball still moving, that player must take 5 steps back.

The first player to cross the line where the "light" is standing is the winner and becomes the new "light".

You can start the game without using balls for younger players, then have them roll the ball with their hands, then use their feet.

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Can kids actively participate at 3 years old?
The simple is answer is: definitely

Youngsters are now missing out on the things they did a few years ago. For example playing outside, climbing walls and trees and generally developing their coordination and motor skills without realising. This in turn helped when children reached 7-9 years old. Without this early outdoor mistake making fun, are we going to run into new problems as coaches in years to come when a boy or girl starts playing at 8, 9 or 10 years old? It probably will!

Children can definitely participate in structured sports coaching at the age of 3. They may not understand all the rules, techniques and movements but using simple coordination, movement and technical practices can accelerate a childs learning and get them in front of their peers by two years in some cases.

Preschoolers have a lot of energy, and they're able to use it in a more organized way than when they were toddlers. Instead of just running around in the backyard, a preschooler has the physical skills and coordination to ride a tricycle or chase a butterfly.

Preschoolers are also discovering what it means to play with a friend instead of just alongside another child, as toddlers do. By having an opportunity to be around other children, your preschooler will be able to gain important social skills, such as sharing and taking turns. No doubt there will be disputes, but by the time your child is preschool-age, he or she can learn to cooperate and interact during play.

Helping Your Child Learn New Skills
Preschool-age children are developing important motor skills as they grow. Some of the new skills your preschooler may be showing off include hopping, jumping forward, catching a ball, doing a somersault, skipping, and balancing on one foot for 5 seconds or longer. You can help your child practice these skills by playing and exercising together.

When you go out for a family walk, your preschooler may complain, "I'm tired!" Most likely, your child isn't tired - just bored. A brisk walk may be dull to a young child, but there are ways to liven up your family stroll and help encourage your child to master old skills and develop new ones. Here are some things you may want to try:

Make your walk a scavenger hunt by giving your child something to find, like a red door, a cat, a flag, and something square.
Sing songs or recite nursery rhymes while you walk.
Mix walking with jumping, racing, hopping, and walking backwards.
Make your walk together a mathematical experience as you emphasize numbers and counting: How many windows are on the garage door? Do you see any number threes?
These kinds of activities are fun but also help to prepare children for school.

How Much Activity Is Enough?
Every day, preschoolers should have at least 60 minutes of physical activity that's structured, meaning it's organized by you or another adult. In addition, preschoolers should get at least 1 hour - and up to several hours - of free play.

Preschoolers should not be inactive for more that 1 hour at a time, unless they are sleeping. It's important to limit TV (including videos and DVDs) and computer time to no more than 1-2 hours per day.

Structured Play
Preschoolers are likely to get structured play at childcare or in preschool programs through games like "Duck, Duck, Goose" and "London Bridge." You may want to enroll your child in a preschool tumbling or dance class. Your preschooler can get structured outdoor play at home, too. You can play in the backyard or plant a section of a garden together. Preschoolers also love trips to the playground.

Though many kids tend to gravitate toward the outdoors, lots of fun things can be organized indoors: a child-friendly obstacle course, a treasure hunt, or forts made out sheets and boxes or chairs. Designate a play area and clear the space of any breakables.

Here are some more ideas for structured play:

play bounce catch
use paper airplanes to practice throwing
balance a beanbag while walking - make this more challenging by setting up a simple slalom course
play freeze dance
play wheelbarrow with your child by holding his or her legs while your child walks forward on his or her hands
Many parents are eager to enroll their preschool child in organized sports. Although some leagues may be open to children as young as 4 years old, organized and team sports are not recommended until a child is a little older. Preschoolers can't understand complex rules and often lack the attention span, skills, and coordination needed to play sports.

If you decide to enroll your preschooler in an organized team sport, such as T-ball or soccer, make sure the emphasis is on helping your child gain basic physical skills, like running, and fundamental social skills, like following rules and taking turns.

If you find your child is not ready for the team or not interested in sports, you may want to focus instead on helping your preschooler continue to work on fundamental skills - hopping on one foot, catching a ball, doing a somersault, and maybe riding a bicycle.

If you want to teach your child to play baseball, start by teaching him or her basic skills, such as throwing, catching, and hitting off a T-ball stand. Then, if you play a game of whiffleball, don't worry if your child doesn't tag first base - it's enough that he or she is running in the right direction.

Unstructured Play
Unstructured or free play is when the child is left more to his or her own devices - within a safe environment. During these times, a child should be able to choose from a variety of activities, such as exploring, playing with toys, painting and drawing, doing a puzzle, or playing dress-up.

During pretend play, preschoolers often like to take on a gender-specific role because they are beginning to identify with members of the same gender. A girl might pretend to be her mother by "working" in the garden, while a boy might mimic his dad by pretending to cut the lawn. It's clear your preschooler is keeping an eye on how you spend your time, so set a good example by exercising regularly. Your child will pick up on this as something parents do, so naturally he or she will want to do it as well.

Safety Concerns
No matter what type of physical activity your child gets, it's important to keep safety concerns in mind. Remember that preschoolers are still developing coordination, balance, and judgment. So as your preschooler plays, your challenge will be to find a balance between letting your child try new things and doing what is necessary to keep him or her safe and to prevent injuries.

A child on a tricycle or bike should always wear a helmet.
If you haven't done so already, it's time to talk about street safety, because even the most cautious preschooler may dart into the street after a ball.
A preschooler in the swimming pool needs constant adult supervision, even if he or she has learned to swim.
It's a tricky age because kids want more independence, and should have some, but they cannot be left unsupervised. Preschoolers still need their parents to set limits. By making sure your child has good mix of opportunities to play in both organized and unstructured ways, you will be laying the groundwork for a fit lifestyle that will benefit your child for life.

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