Grassroots football is not limited to festivals and tournaments; it is also organised as a training activity as part of the children’s facilities offered by clubs as well as school and community associations. Even within these facilities, where football practice is very structured, the training session must never overlook the children’s need to play. Alongside its pedagogical aims of initiating, learning or refining football techniques according to the age group, the training session must also offer children a setting where they can express themselves and develop through play.
Structure of the training session
In order to fulfil its dual objective, the session must be structured in such a way that it alternates between games and exercises based on the global-analytical-global (GAG) method.
Warm Up
At the start of the session, a game related to football is recommended for opening the session. Neuromuscular coordination with and without the ball must always take place immediately after the game of football and make up the second part of the warm-up. The opening stage of the session must not exceed 15 minutes.
First Game
The first stage of the session’s key part is made up of one or two themed games which will highlight the main objective of the session. During this part, the coach-educator emphasises the main subject by intervening and giving guidance, thus identifying the session’s theme. The first game lasts 15 minutes.
Exercises and Drills
Once the children have identified the objective through the game, analytical exercises will ensure that the technical move is repeated and certain details corrected. The coacheducator’s input during this analytical part of the session is very important as he/she must demonstrate, observe, correct and encourage. The length of the analytical part is 12-15 minutes.
Second Game
The second game can be directed and/or free and must offer children the possibility of applying what they have practised in real “match” situations. During this part of the session, the coach-educator gives the children more freedom to express themselves by letting them play without intervening too much. This game will be the longest game of the session (20-25 minutes).
Cool-Down
The “cool-down” part must fulfil its low-intensity objectives while also satisfying the children’s need to play. It must therefore be composed of one or two low-intensity games. The length of the cool-down is 5-10 minutes. The alternation of the global and analytical methods can be repeated once or twice during a session for the same theme.
This realisation will make the session all the more pleasant and full of opportunities for play and learning. However, the coach-educator must be prepared to adapt the session and exercises if he/she considers that changes will improve the children’s motivation and involvement. Here are a few questions to guide a coach-educator when preparing a training session:
Objectives
The main part of the session comprises games and exercises. These should cover a range of activities and be varied. Most importantly, the activities should cover the objectives that the coach-educator has set for the session. The session should include small-sided games as a major component. The main way that children learn is by playing a lot; in this way the children enjoy themselves and come to love football. Care must be taken not to consider the children as small adults; sessions that have been prepared for adults should not be copied.
With regard to equipment, the coach-educator must be able to adapt to the different situations encountered and find alternative solutions based on his/her knowledge and experience. The equipment should be checked before the children arrive to make sure it is available and ready for the session. Although FIFA provides an equipment kit for every grassroots football project, it may be the case that there is not enough equipment. There may be a lack of bibs or cones or some children may not have suitable footwear. However, the success of the session does not depend on the equipment but rather on the coach-educator’s attitude and skills in making the most of the situation.
It is important to keep the parents informed of the exercises carried out; they appreciate being told about the activities their children are involved in. In some cases, the parents can help the coach-educator run the session. It is a good idea to talk to the parents about their roles and responsibilities and involve them in the project.
Recommendations:
Session for U-12 children
Recommendations:
The approach is to offer simple, basic situations that are accessible by the children and match their motivation. The grassroots football approach can be summarised as follows:
The coach-educator must therefore adapt the session according to the children’s age and technical level as well as to the weather.
Running with the ball / passing
Warm-up The hawk game
The players stand on a line, each with a ball. Another player, without a ball, faces them. He/she is the “hawk”. Upon the signal, the players try to get to the other side of the pitch, controlling the ball with their feet. The hawk tries to catch as many players as possible by tapping them on the shoulder. Points are counted. Each player takes it in turn to be the hawk.
Match 1 2 v 2 / 3 v 3: crossing the line
The players are divided into teams of two or three (depending on the number of children). A point is scored by crossing the goal line with the ball at the feet. Duration: 1-2 minutes. Rotation of teams to change opponents.
Excercise Running with the ball and passing
Groups of at least three players are formed. Player A runs with the ball using the inside of the left foot, goes around the cone and passes to player B, still using the inside of the left foot. Player A then runs to take the place of player B. Player B runs with the ball using the right foot, goes around the cone and passes to player C with the inside of the right foot and then runs to take player C’s place, and so on.
Match 2 4 v 4 (with goalkeeper)
Two teams of four face each other on a reasonably sized pitch (with goalkeeper and substitutes). If there are enough children, a three-team tournament is also possible. Free play; coach-educator keeps a low profile; dribbling encouraged.
To conclude : Accuracy game
Each player has a ball. The players face a line drawn on the pitch a certain distance away and then each one strikes the ball to try to get it to stop as close to the line as possible. The closest to the line wins a point. The game consists of several rounds.
Essential points:
9-10 years old
Control, running with the ball and passing
Warm-up
a) Ten passes
Four teams are formed and distributed over pitches of suitable dimensions. The objective is to make as many passes as possible. First the yellow team takes its turn and then the blue team. The passes are counted. Duration: approximately 1 minute each time.
b) Control of the ball
One ball per player: coordination exercises.
Match 1 : 2 v 2 + 4 external players
A 2 v 2 game is set up (yellows against blues) with four additional neutral players (in white) at the sides of the pitch. The number of passes is counted. When a team regains possession of the ball, the count starts again from zero. Two pitches can be formed. A variation is to use two or three neutral players.
Exercise : Control, running with the ball and passing
Groups of at least three players are formed. Player A slaloms the ball through the cones using his/her feet and then passes with the inside of the right foot to player B. Player A then runs to take the place of player B. Player B goes through the slalom and passes with the inside of the left foot to player C and runs to take player C’s place, and so on.
Match 2 : 7 v 7 (with goalkeeper)
Two teams of seven face each other on a seven-a-side pitch (with goalkeeper and substitutes). Free play; coach-educator keeps a low profi le. Objective: lots of passes. Moves built up through the centre or on the wings; attacking and defensive aspects.
To conclude : The centipede
The players are arranged in two or three rows. The last player takes the ball to the front of the row using his/her feet (the other players do not move). Once the player has arrived, he/she passes the ball to the last player who then brings the ball to the front of the row, and so on. The “centipede” that crosses the line first, wins. Make the rules of the game clear. Change of direction: change foot to return in the opposite direction.
Essential points:
Work in front of goal
Warm-up
a) Volleys
Two teams are formed. The ball is struck on the volley and caught with the hands. Each player acts as a goalkeeper.
b) Control of the ball
One ball for two players: coordination exercises.
Match 1 : 5 v 5 + 2 wingers per team
A 5 v 5 match is set up (yellows against blues); each team has wingers positioned on each of the attacking wings. The objective is for the players to use the wingers as much as possible. When a winger receives the ball, he/she enters the pitch at that position, preferably at a point favourable to the attacking team. The player passing the ball to the winger then becomes the next winger. If the winger receives the ball from the goalkeeper, no change takes place; the winger passes the ball back to a team-mate and stays on the wing.
Exercise : Running with the ball and shooting at goal
Two groups of at least six players are formed. Player A negotiates the slalom with the ball at his/her feet, goes around the last cone and shoots at goal with the right foot. Player B then takes the ball through the slalom, goes around the last cone and shoots with the left foot. Players change side after each shot. The goalkeeper is substituted after several series of shots.
Match 2 : 3 v 3 (with goalkeeper)
Two teams of three face each other on a pitch of appropriate dimensions (with goalkeeper and substitutes). Free play. Regular substitutions. Game played at a high pace. Objectives: quick moves, initiative in attack, spirit of attack/defence and involvement of goalkeepers in the play.
To conclude : King of the penalties
Two groups are formed. An elimination series of penalties is organised: if a player scores, he/she goes through to the next round. The two winners are “kings of the penalties”. Goalkeepers may be rotated, and waiting lines should be avoided.
Essential points:
Warm Up
At the start of the session, a game related to football is recommended for opening the session. Neuromuscular coordination with and without the ball must always take place immediately after the game of football and make up the second part of the warm-up. The opening stage of the session must not exceed 15 minutes.
First Game
The first stage of the session’s key part is made up of one or two themed games which will highlight the main objective of the session. During this part, the coach-educator emphasises the main subject by intervening and giving guidance, thus identifying the session’s theme. The first game lasts 15 minutes.
Exercises and Drills
Once the children have identified the objective through the game, analytical exercises will ensure that the technical move is repeated and certain details corrected. The coacheducator’s input during this analytical part of the session is very important as he/she must demonstrate, observe, correct and encourage. The length of the analytical part is 12-15 minutes.
Second Game
The second game can be directed and/or free and must offer children the possibility of applying what they have practised in real “match” situations. During this part of the session, the coach-educator gives the children more freedom to express themselves by letting them play without intervening too much. This game will be the longest game of the session (20-25 minutes).
Cool-Down
The “cool-down” part must fulfil its low-intensity objectives while also satisfying the children’s need to play. It must therefore be composed of one or two low-intensity games. The length of the cool-down is 5-10 minutes. The alternation of the global and analytical methods can be repeated once or twice during a session for the same theme.
Objectives & Exercises
First impressions are always important for children: for this reason, the coach-educator must be acquainted with all the exercises and should prepare the session in advance with specific objectives. The training sessions must be tailored to the participants’ abilities. The coach-educator must get the message across to the children that they are genuinely achieving something.This realisation will make the session all the more pleasant and full of opportunities for play and learning. However, the coach-educator must be prepared to adapt the session and exercises if he/she considers that changes will improve the children’s motivation and involvement. Here are a few questions to guide a coach-educator when preparing a training session:
Objectives
- What do I want to obtain from this session?
- What is the subject of the session?
- How many children will take part in the session?
- Will the children enjoy the games and exercises?
- Will they learn anything?
- What are the best games and exercises to achieve the objectives of the session?
- Are the levels of the games and exercises suited to the children’s abilities?
- Can I explain and demonstrate the games and exercises in a clear, precise way so that the children will understand?
- Do I have enough equipment for this session? If not, can I adapt the session to the equipment available?
- Is there enough space to carry out the prepared games and exercises?
- How can the children help me improve the session?
Training Unit
The structure of the grassroots football session should be adapted to meet the children’s needs. Warming up and cooling down should be presented to the children as games, where they can enjoy themselves while doing physical exercises (warm-ups and relaxation).The main part of the session comprises games and exercises. These should cover a range of activities and be varied. Most importantly, the activities should cover the objectives that the coach-educator has set for the session. The session should include small-sided games as a major component. The main way that children learn is by playing a lot; in this way the children enjoy themselves and come to love football. Care must be taken not to consider the children as small adults; sessions that have been prepared for adults should not be copied.
With regard to equipment, the coach-educator must be able to adapt to the different situations encountered and find alternative solutions based on his/her knowledge and experience. The equipment should be checked before the children arrive to make sure it is available and ready for the session. Although FIFA provides an equipment kit for every grassroots football project, it may be the case that there is not enough equipment. There may be a lack of bibs or cones or some children may not have suitable footwear. However, the success of the session does not depend on the equipment but rather on the coach-educator’s attitude and skills in making the most of the situation.
It is important to keep the parents informed of the exercises carried out; they appreciate being told about the activities their children are involved in. In some cases, the parents can help the coach-educator run the session. It is a good idea to talk to the parents about their roles and responsibilities and involve them in the project.
Organisation of a training session
Session for U-10 childrenRecommendations:
- Make sure that all the activities are games and that the children have plenty of contact with the ball.
- Allow a lot of freedom in the play.
- Make light of the results of the games and do not draw up a classification.
- Make the teams and groups balanced and change the games if the difference in the scores becomes excessive.
- Provide positive encouragement for all children.
- The children should have fun while playing; encourage them and do not intervene too often.
Session for U-12 children
Recommendations:
- Make sure there is a lot of freedom in the play, encourage individual initiative.
- Give priority to technique and play; the children should have lots of contact with the ball.
- Offer progressive exercises and adapted games, with simple, precise instructions.
- Make the teams and groups balanced and change the games if the difference in the scores becomes excessive.
- Make light of the results and emphasise the way in which the football is played.
- Emphasise quality in carrying out the exercises; proper implementation rather than quantity or intensity.
- Provide positive encouragement for all children.
Play
PLAY is the great joy of childhood; it is through play that children can be themselves. PLAY activities are a proven means of developing various aspects of physical, emotional and mental behaviour. The concept of competition is not eliminated, but it is essential that the competitive structures presented are suited to the children’s behavioural characteristics.The approach is to offer simple, basic situations that are accessible by the children and match their motivation. The grassroots football approach can be summarised as follows:
- Above all, it is a GAME presented as a PLAY
- Simplified and adapted to the children’s characteristics
- Grassroots football presents the two basic concepts of football: cooperation and opposition
- Grassroots football is an excellent means of physical, motor, psychomotor, mental and social training
Frequency and length
The frequency of the sessions depends on the children’s age and their level of experience. It is possible for school associations to programme one or two sessions a week while club associations hold a maximum of three weekly sessions for children under 12. The duration of the training session can be shortened because of adverse weather conditions (heat, cold, rain, wind, etc.).The coach-educator must therefore adapt the session according to the children’s age and technical level as well as to the weather.
Training Sessions
6-8 years oldRunning with the ball / passing
Warm-up The hawk game
Match 1 2 v 2 / 3 v 3: crossing the line
Excercise Running with the ball and passing
Match 2 4 v 4 (with goalkeeper)
To conclude : Accuracy game
Essential points:
- Running with the ball using both left and right feet
- Close control, many touches of the ball
- Passes along the ground with the insides of the left and right feet
9-10 years old
Control, running with the ball and passing
Warm-up
a) Ten passes
Four teams are formed and distributed over pitches of suitable dimensions. The objective is to make as many passes as possible. First the yellow team takes its turn and then the blue team. The passes are counted. Duration: approximately 1 minute each time.
b) Control of the ball
One ball per player: coordination exercises.
Match 1 : 2 v 2 + 4 external players
Exercise : Control, running with the ball and passing
Match 2 : 7 v 7 (with goalkeeper)
To conclude : The centipede
Essential points:
- Passes along the ground using the inside of the left and right feet
- Observation of partners
- The ball is always kept under control
Work in front of goal
Warm-up
Two teams are formed. The ball is struck on the volley and caught with the hands. Each player acts as a goalkeeper.
b) Control of the ball
One ball for two players: coordination exercises.
Match 1 : 5 v 5 + 2 wingers per team
Exercise : Running with the ball and shooting at goal
Match 2 : 3 v 3 (with goalkeeper)
To conclude : King of the penalties
Essential points:
- Passes along the ground and shots along the ground at goal (adjusted size), using the inside of the left and right feet
- Awareness of team-mates and goal (vision)
- The ball is always kept under control
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