Logo:
Womens Soccer/Football
IDENTIFYING AND DEVELOPING TALENT IN THE WOMEN’S GAME
Involvement in youth sports begins in broad base recreational programs that can eventually lead into an elite level. This process takes place over a period of many years and is very complex. As young players work their way through youth soccer levels, they are consistently exposed to an increasing measure of challenges and obstacles. Identifying talent (Club, State, Regional, or National) expresses an interest in the elite performer relative to her current level and daily playing/training environment. The best model to identify and develop talent in America (at any and every level) includes a continuous cycle of evaluation in training and competition.
The continuous cycle of identifying and developing talent includes:
Competition–Identification–Selection Evaluation–Selection–Re-Evaluation (in training and competition) etc…
Competition - watch players play within their daily environment, be it Club or ODP Identification - identify the most talented players at that level
Selection - invite players to participate at the next level – pools, camps, teams or tryouts
Evaluation - evaluate players performance, in training and in competition. Critical to assess their technical, tactical, physical, and psychological dimensions, along
with their work-ethic, discipline, and contributions or conflicts toward team
chemistry.
Selection - invite players to participate at the next level – pools, camps, or teams.
Re-Evaluation - in training and competition/games, evaluate players on and off the field with her level of competitiveness being the ultimate test of her ability to be for your team.
Evaluating, identifying and developing talent in any selection process is a work in progress. ‘Talent’ and ‘performance’ is dynamic (it’s always evolving). If a player doesn’t continue to grow, her teammates will compete more strongly for a position on the team, and opponents are always improving. Players are capable of and do respond to the demands of training and competition. These experiences provide the substance for them to adapt, learn, and improve performance, thus elevating their current level to the next level. It is important to remember that evaluating players in a number of different environments contributes to the valid assessment of their potential. Every evaluation and selection process should include the following two (2) environments:
1. Competition
2. Training
Competition
-to assess and develop current and potential level of play
-to assess and develop ability to adapt to different positions, styles, systems, and environmental factors
-to access and develop each player’s 4 pillars of the game
Training
-to assess and develop work-ethic, discipline, commitment, and coach-ability
-to assess and develop technical, tactical, physical, and psychological dimensions (personality and mental skills)
The Process is Only as Good As Those Evaluating the Players: Coaches and Scouts
The experience and expertise of the coaches used in any process to identify and select players has a substantial bearing on the outcome. Experience produces an educated eye, and expertise brings an aptitude to recognize talent and it’s potential. Experience comes from watching players of the same gender playing at lower, current and higher levels. Expertise comes from having developed good players and teams at lower, current or higher levels (within the same gender, and from having participated in the ‘selection’ process at similar levels). The experience, expertise, objectivity, and quality of the coaches involved in the identification and selection process lends credibility, integrity, and reliability to the identification and development of players. Choose your coaches to be involved in the identification/selection process wisely!
The Process is Only as Good as the Level of Players in your Pool:
1. Are your Coaches and Scouts watching all the best players?
-inner city talent?
-remote or rural talent?
-all clubs, districts and state teams?
2. Are your Open Tryouts inclusive?
-dates publicized for all to see and know with a fair amount of prior notifications?
-location accessible to inner city and rural players (and parents)?
-cost reasonable or scholarships available (and publicized)?
3. Do you Recruit players to attend / participate?
-the inner city?
-rural or remote areas?
-that haven’t traditionally participated?
4. Does your ‘Talent Identification and Development Process’ allow for:
-injured or sick players who missed tryouts?
-“late bloomers?”
-scholarship dependent players?
The Process is Only as Good as it’s Infrastructure: Administrators and Facilities
1. Does your team/club/organization/association look to ‘reduce’ the yearly costs to players?
2. Do you advertising tryouts?
3. Have you solicited additional sponsors to defray costs or scholarship players?
4. Do you offer AND advertise available scholarships to players (and parents)?
5. Is the quality of your tryout and training facilities up to standard?
6. Do team/club/organization/associations ‘policies’stand in the way of what’s best for player development?
Developing a Model: (see ‘Talent Identification and Development Process Filter’)
Every team/organization/association starts with a large base of players (“All Players,”) invites a “Selected Talent Pool” of players to move up through their system to the “Team Player Pool,” and eventually if they’re good enough to perform at the next level, a player gets invited to be a member of “The team.” A significant part of the development of individual players and the development of the team is based upon the quality and competitive nature of the training and games within your system. Without these two components you are making an educated guess or assumption that players will rise to the next level. Put them in the same environment and train them and have them compete against one another and outside opponents for comparison sake. This will enable your process to be more objective.
Only you and your colleagues can assess the ‘talent identification and development process’ for your team/organization/association. The model must reflect a continuum; a process that is inclusive and based on the integrity of your system and staff involved. The process of identifying potential talent is a skill and a science. Quality coaches, scouts and administrators are required in order to assure your team the best opportunity to identify, recruit, retain and develop players. What level of confidence do you have that you have the best players involved?
US Women’s National Teams Program
U12 – U19 Club, State and Region Curriculum Guidelines
The success of the Women’s National Teams Program is largely dependent on the quality of the programs that “feed” into it. True player development occurs when each player’s daily training and playing environment is of the highest quality. If this environment is consistent, with a clear vision of what lies ahead for each player, development is then maximized.
Towards that end, the National Staff has put together a list of curriculum guidelines for the U12 through U19 age groups at the club, state, and regional team levels. The purpose of this document is to:
Educate coaches as to the “standard of play” and “expectations” for each age.
Provide coaches with a framework with which to organize curriculum decisions.
Provide for consistency, and guidance throughout all levels of play.
Improve “vertical integration” for player development.
Improve the quality of play on a national basis.
It is important to note that each player and each team is different. The following document thus serves as a “guideline” or “standard” by which players and coaches can plan development. Individual and team needs can therefore be identified and addressed. Individual strengths can be stabilized while deficiencies can be improved. Of course, an accurate assessment of each player’s and team’s needs are essential. It is imperative that each coach take the time to observe and study the level for which their team is preparing to compete. For example, each club coach should be attuned to the state level, state coaches should make an effort to observe the regional team play, regional coaches should be familiar with the age-group specific national team level, and every coach should spend time studying the Full National Team. In this way, a more accurate assessment of player expectations is possible.
The ultimate goal of each coach should be to prepare the players to compete at the “next level.” We hope this document will assist you towards your goals of developing more sophisticated players and teams.
April Heinrichs Technical Director & Head Coach–US Women’s National Teams Program
Jerry Smith U21 National Team Coach
Tracey Leone U19 National Team Coach
Steve Swanson U16 National Team Coach
Jeff Pill National Staff Coach – Region I
Janet Rayfield National Staff Coach – Region II
Dave Simeone National Staff Coach – Region III
Jay Entlich National Staff Coach – Region IV
Karen Richter National Staff – Youth Goalkeeping Coordinator
Eric Yamamoto National Staff - Goalkeeper Coach
David Linenberger Former National Staff Coach – Region II (Men)
“There are many people, particularly in sports who think that success and excellence are the same thing and they are not the same thing. Excellence is something that is lasting and dependable and largely within a person’s control. In contrast, success is perishable and is often outside our control¼. If you strive for excellence, you will probably be successful eventually¼. people who put excellence in first place have the patience to end up with success¼. An additional burden for the victim of the success mentality is that he/she is threatened by success of others and resents real excellence. In contrast, the person fascinated by quality is excited when he/she sees it in others.”
Joe Paterno – Penn State University Head Football Coach
Under 12
Foundation Phase: (The Romance) Development of Individual Skills
Individual & Small Group Tactics
The effect of the role-model is very important at this stage of development. Hero worship, identification with successful teams / players and a hunger for imaginative skills typify the mentality of this age. This is a time of transition from self-centered to self-critical. Players of this age have a high arousal level in relation to the training of basic skills. This is the “golden age of learning” and the most important age for skill development. Demonstration is very important and the players learn best by “doing.” This is also an important time to introduce and teach the basic principles of play. It is important to establish discipline from the beginning.
A. Coach:
Sensitive teacher; Enthusiastic; Possess soccer awareness; Ability to demonstrate or utilize someone who can paint a good picture (older player, assistant coach); Knowledge of the key factors of basic skills; Give encouragement.
Recommended License: USSF ‘D’ License or higher.
Technique:
Important to establish a good strong solid base.
Development of individual skills under the pressure of time, space, and an opponent.
Increase technical speed.
Dribbling: Encourage risk taking! Moves to beat an opponent; Keeping possession.
Shielding: Spin turns; Change of speed, Change of direction.
Receiving: Ground and Air balls. All surfaces, from a partner and on the move.
Shooting: Proper striking technique, partner serve from all angles, Turns, Cut backs;
volleys.
Passing: Proper technique - Laces, Inside, Outside - Short and Long; Crossing.
Heading: Self serve; partner serve -jumping to head, turning the ball; Partner juggling.
Tackling: Proper technique, in balance, no fear.
C. Tactics:
“Dawn of tactical awareness”
Individual: 1v1 situations in attack and defense. Play 1v1 frequently.
Small Group: 2v1, 2v2, 3v1, 3v2, 3v3, 4v2, 4v3, 4v4.
Play a variety of positions; Develop an awareness / Complete player. Basic principles of play.
Attacking: Keep possession; Encourage risk taking; Take players on 1v1 in proper
areas of the field. Support. Basic combination play (Wall pass,
takeover). Promote attacking soccer.
Defending: Proper pressure (in front and behind); Channel player; Immediate chase.;
Cover; Marking.
Team: Team tactics do not take priority at this age. Focus is placed on maintaining balance and
playing skillful soccer. Players play a variety of positions and emphasis is placed on
player development instead of getting results as a team.
Recommended System: put players out of the field for the love of the game, without spending much time coaching a system. Focus on teaching principles of play as opposed to systems. If playing 8 v 8, then play a 2-3-2. If playing 9 v 9, then play
a 3-3-2. Most importantly, players should enjoy the great game!
*A great deal of coaching/teaching within 4 v 4 games*
Physical:
All fitness work done with the ball, in partners, and in fun engaging activities.
Flexibility
Agility – with and without the ball
Speed
Strength
Endurance
Balance
Psychological:
Keep it FUN and ENJOYABLE to foster a desire to play (Intrinsic motivation).
Encourage decision-making
Imagination / Creativity
Increase demands
Discipline
Encourage players/teams to watch professional and national team games on tv.
The Game: 8 v 8 or 9 v 9 (Includes keepers)
Under 14
Formal Phase: (The Commitment) Development of Individual Skills
Individual & Small Group Tactics
Adult standards and formal rules become applicable. The pace of development quickens at this time due to the acceleration of physical and mental maturation. The demands of skill training as well as training loads should increase thus provoking improvement in mental toughness, concentration and diligence. Awareness of tactics within the game becomes an important facet of the learning process. Players tend to be self-critical and rebellious, but have a strong commitment to the team.
Coach:
Strong personality; Soccer knowledgeable; Enthusiastic; Patient but demanding.
Recommended License: ‘C’ License or higher.
Technique:
Build on the base.
Development of individual skills under the pressure of time, space, and an opponent.
Increase technical speed.
Dribbling: Encourage to take players on 1v1 - Feints/moves; Keep possession –
shielding/spin turns.
Receiving: Quality first touch - take balls out of the air/turning: All surfaces, on the run.
Shooting: On the run; On the turn; From all angles/ crosses, volleys.
Passing: Short, long, bent, crosses, driven, chipped. All surfaces, ALL on the run.
Heading: To goal (Shoot/glance), to pass, to clear.
Tackling: Proper techniques.
Tactics:
Increase Tactical Speed (decision making under pressure)
Individual: 1v1, in attack and defense.
Attacking: Keep possession; Encourage risk taking: taking players on in the proper areas of the field.
Defending: Proper pressure (in front and behind); Channel player; Immediate chase, angles of pressure.
Small Group: 2v1, 2v2, 3v2, 3v3, 4v2, 4v4.
Attacking: Keep possession: Support; Combination play: wall pass, take-over, overlap, double pass. Width, depth, penetration; Crossing with proper runs in the box; Simple set plays.
Defending: Angle and distance of cover. Balance. Delaying and pressing as a group.
Team: Attacking: Keep possession. Play the ball away from pressure. Maintaining balance in
the chosen system. Interchange of positions during the run of play. Encourage attackers
to take defenders on in the final third. Keeper as an integral part of the attack (play balls
back to the keeper). Players play a variety of positions.
Defending: Maintain good “shape”. Zonal concepts. Knowing when to “delay” or “step.”
Clear decision on where the “line of confrontation” will be. Maintaining good “pressure &
Cover” through all three thirds of the field.
Recommended System: the best system for player and team development; 3-4-3.
*A great deal of coaching/teaching within 4 v 4 and 7 v 7 games*
Physical:
All fitness work with the ball.
Flexibility - Static Stretching and Dynamic Flexibility
Agility- Coordination with and without the ball.
Speed
Strength – non-weight bearing, core strength and stability
Endurance
Balance
Psychological:
The game should remain fun and enjoyable. Players should have a passion for the game.
Imagination/creativity
Increase demands
Establish training targets
Maintain discipline
Encourage players/teams to watch professional and national teams games on tv.
F. The Game: 11 v 11Under 16
Fervid Phase: (The Dedication) Development of Individual Skills
Individual, Group & Team Tactics
This is a critical time in the player’s development. Many stop playing due to other interests, lack of success, shortage of playing opportunities, poor leadership, or other reasons. Players tend to lack mental toughness and self-confidence. They tend to be self-critical and struggle with their desire to be competitive or need to be more competitive. There is a need for attention and security. A great focus on team spirit, leadership and discipline within the team.
Coach:
Charismatic; Experienced; Knowledgeable; Articulate; Disciplinarian; Managerial know how; Thoughtful persuader.
Recommended License: ‘B’ License or higher.
Technique:
Skills should be mastered leading to artistry and improvisation: All under match conditions.
-Individual skill covered during the warm-up, and/or in competitive situations.
-Increase technical speed. It is important that technique is still highly emphasized at this age.
-Strike balls cleanly over distance with accuracy under pressure.
Tactics:
Increase tactical speed (decision making)
Individual: Decisions based on thirds of the field.
Attacking:
Application of varied technical abilities in order to increase tactical options.
Aggressive attacking mentality in final third. Emphasis placed on predicting what the game will need next. Knowing what each player’s specific roles and responsibilities are lends to greater understanding of the big picture.
Defending:
Clear understanding of how the quality of pressure effects team defending success. Being able to take options away from the attacker.
Small Group: 4v4, 7v7, 9v9
Attacking:
Balance of needing possession and penetration
Combination play: wall pass, take over, overlap, double pass, third man running
Penetration
Creativity in solving problems
Mobility – movement without the ball
Crossing – picking out a runner rather than putting it in the box
Box Organization – penetration, width and support for every ball played in the box
Attacking as a group of 3 (forwards, midfielders and defenders)
Set plays (80% success rate: where we get: 1)Goal 2) Shot on Goal, or 3) Corner Kick
Defending:
Compactness
Cover, Delay, Dictate and Recover
Communication (Who, what, when, where)
Defending as a group of 3 (forwards, midfielders and defenders)
Enjoy winning possession of the ball and dictating the play
Set plays
Team: Clearly defined team tactics… how the team decides to play as a group.
Attacking:
Comfort with direct and indirect styles
Sustained possession as a means to break down the opponent’s defense
Understanding how to counter attack
Decisions based on thirds of the field.
Defending:
Comfort with “high pressure” and “delayed high pressure” styles
Understanding of zonal and man-to-man marking play
Goalkeeper as the last defender
Keeping good team compactness
Stopping the counter attack
Decisions based on thirds of the field and different systems of play
Recommended Systems: expose players to various systems using a 3-4-3
and a 4-3-3.
*A great deal of coaching/teaching within 7 v 7 and 9 v 9 games*
Physical:
Fitness work with and without the ball.
Flexibility - Static stretching after training / matches.
Dynamic Flexibility – partner stretching
Importance of discipline for warm-up and cool-down
Agility - with and without the ball
Footwork - keeping the feet active when moving / playing
Endurance - Aerobic and anaerobic
Strength - Upper and lower body. Core strength and stability
Balance
Nutrition - Proper diet - pre-game, post-game, tournaments, etc..
Prevention and care of injuries.
Importance of rest/recovery – schedule issues relative to the physical demands.
E. Psychological:
Increased concentration
Leadership / player responsibilities
Discipline
Respect for the game
Goal setting
Vary program- Satisfy player’s urge for competition
Establish pre practice and pre game routine (as individuals and team).
Encourage players/teams to watch professional and national team soccer on tv.
F. The Game: 11 v 11Under 19
Elite Phase: (The Full Bloom) Development of Functional & Team Play
Fulfillment of a player’s potential depends on her own efforts, the support of her teammates and the unselfish guidance of her coach. She must be exposed to a playing and training environment, which extends her mental, physical, tactical and technical capabilities to the limit. She must have a sound understanding of the games’ principles and concepts. Players should show emotional stability when confronted with pressure situations. Demanding and challenging training sessions and matches are a must!
Coach:
Charismatic, well informed, up to date, experienced, knowledgeable, articulate, disciplinarian- No doubts about his/her authority; Managerial know-how.
Recommended License: ‘B’ License or higher.
Technique:
Mastered skills leading to artistry: All at speed under match conditions - Demanding excellence. Individual skill covered during warm-up and competitive situations.
Tactics:
Increase tactical speed (decision making). Increased pressure and competition. Having the ability to change and adapt to game dynamics, up or down a goal, management of the clock and flow of the game.
Individual:
Attacking:
A good deal of time spent in functional training environments
Decisions based on thirds of the field
Comfort in playing in the different areas of the field/team (back, middle, front, center, wide).
Confidence to hold possession as an individual and solve problems at the individual level.
Defending:
Clear understanding of how the quality of pressure effects the ability of the team to defend
Decisions based on thirds of the field.
Comfort at playing two different positions
Small Group:
Attacking:
Improvisation/deception encouraged
Advanced understanding of combination play and how to combine to break down a defense
Balance of possession and penetration with a purpose to score goals
Recognize opportunities to penetrate by a variety of means.
Attacking in groups of 3 (forwards, midfielders and defenders)
Defending:
Pressure, cover, balance
Control of the game’s speed and direction due to defending decisions
Recognition of double team opportunities
Defending in groups of 3 (forwards, midfielders and defenders)
Team:
Understanding of lines and linkage. Positional and Team needs.
Attacking:
Comfort with direct and indirect styles of play
Combination play with tactical implications
Sustained possession as a means to break down the opponent’s defense
Speed of play: the game is faster and more physical
Creativity, quality of final ball to beat backs
Understanding how and when to counter attack
Serving runners in the box
Organizing the box with runners (penetration, width and support)
Decisions based on thirds of the fields
Set plays (80% success rate: where we get: 1)Goal 2) Shot on Goal, or 3) Corner Kick
Defending:
Comfort with “high pressure” and “delayed high pressure” styles
Understanding of zonal and man-to-man marking play
Goalkeeper as the last defender
Keeping good team compactness
Stopping the counter attack
Decisions based on thirds of the field and different systems of play
Pressing (when and where to pressure, channel and dictate defensively)
Recommended Systems: All. Based on a variety of factors (individual/team abilities,
opponent, field conditions, game management etc….). The US Women’s
National Team, U21, U19 and U16 National Teams predominantly employ 3 forwards
using a 3-4-3 and 4-3-3 system.
*A great deal of coaching/teaching within 9 v 9 and 11 v 11 games*
Physical:
Fitness work with and without the ball.
Flexibility - Static stretching after training / matches.
Dynamic Flexibility – partner stretching
Importance of discipline for warm-up and cool-down
Agility - with and without the ball
Endurance - Aerobic and anaerobic
Strength - Upper and lower body. Core strength and stability
Balance
Nutrition - Proper diet - pre-game, post-game, tournaments, etc..
Prevention and care of injuries.
Importance of rest/recovery – schedule issues relative to the physical demands
E. Psychological:
Increased concentration
Leadership / increased player responsibility
Discipline
Accountability
Goal Setting
Respect for the game
Self confidence, self motivation - goal setting.
Vary program - satisfy player’s urge for competition.
Will to win. Mental Toughness/Competitive Mentality
Establish pre practice and pre game routine (as individuals and teams)
Encourage players/teams to watch professional and national team games on tv.
F. The Game: 11 v 11
Other pages:
This is the text-only version of this page. Click here to see this page with graphics.
Edit this page |
Manage website
Make Your Own Website: 2-Minute-Website.com