Check out the weekly blogs

Online education from US Youth Soccer

Clubhouse

Play for a Change

Play for a Change

US Youth Soccer Pinterest!

Check out the national tournament database

Sports Authority

Play Positive Banner

Marketplace

Wilson Trophy Company

Happy Family

Nesquik

Capri Sun

Nesquik Photo Sweepstakes!

Active Family Project

Active Family Project

Print Page Share

Parents Blog

Susan Boyd blogs on USYouthSoccer.org every Monday.  A dedicated mother and wife, Susan offers a truly unique perspective into the world of a "Soccer Mom". 

 

Battery Park

Susan Boyd

The lead stories on Monday's Today show were, in order, Hurricane Ida, the Fort Hood shootings, and a female soccer player accused of rough play. The fact that in the midst of wars, economic concerns, and health reform, the manner of play in a soccer game would warrant the number three lead story on a national news show instantly piqued my interest.

For those of you unaware of this story here's a short recap. Last week BYU hosted New Mexico's Lobos women's team for a game. One Lobos player overstepped the boundaries of civilized play. Her behavior included kicking a ball full force right in the face of a downed player, punching another player in the back with her fist, and most horrifyingly yanking a player's pony tail so violently that her neck arched back and she collapsed on the ground. Did she ever get a card or at minimum a whistle? She was admonished just once with a yellow over the ball in the face. Otherwise all her actions went unnoticed and unpenalized. When the video of her actions hit YouTube and the national news, her coach suspended her from the team for an unspecified time and many in the public clamored for her suspension from the university. The player in question apologized for her behavior by stating that, "I let my emotions get the best of me in a heated situation." She knew she had chosen to behave badly.

We read stories like this all the time, and worse we personally witness violence in sports. For example, this fall I witnessed a player long after play had stopped stomp on a downed defender's head opening a wound that required five stitches. He was sent off with a red. French player and three-time FIFA World Player of the Year Zinedine Zidane head butted two players in 2000 and 2006 respectively. He also was sent off with a red. Just recently a Rhode Island high school girls' soccer championship game turned into a brawl between the teams. The game was suspended. A club player last year was sucker punched as he walked off the field. The victim ended up in a coma with severe head injuries. Although no card was issued because the game was over. 

Assault and battery are legally defined as "the intentional and unjustified use of force upon the person of another, however slight, or the intentional doing of a wanton or grossly negligent act causing personal injury to another." Assault is also defined as "the threat of violence while battery is the actual act of violence resulting in injury" (Judicial Definitions, State of Massachusetts).   We excuse battery in the course of a sporting event because we accept it as a justifiable offshoot of the aggressive nature of the competition. In reality it's not. Sports have rules that carefully and constructively lay out the acceptable limits of behavior. Most sports don't tolerate excessive aggression or contact between players, and that is certainly true of soccer. Yet players consistently get away with extremely unacceptable violent behavior with little more than a card and possibly a one or two game suspension. Referees have limited ability to enforce anything further than sending a player off. The real police need to be coaches and the governing agencies of the sport. When a player is unnecessarily violent – and those instances should be clear to all who witness them – then a coach needs to exercise swift and serious consequences.

A case in point was a recent event between the University of Oregon and Boise State University football players LeGarrette Blount and Byron Hout respectively. Hout taunted Blount after the U of O lost to BSU and then tapped his shoulder in a mildly aggressive way. Blount retaliated by punching Hout and momentarily knocking him out. The U of O coach and AD both responded within hours of the event with a suspension of Blount from the football team. Blount's behavior was no more dangerous than that of the player who stomped on the defender's head in a soccer game. And at least Blount was directly provoked by Hout. But in the case of the soccer player only a red card was issued, he served a one game suspension, and was back to playing soccer without any further recourse. That's not right. While the letter of the law was followed, the spirit was certainly neglected. Players need to be held as accountable for their on-field actions as they are for their off-field actions. The same weekend as the head stomping incident, a student was suspended from school for kicking another student in the face during the course of a verbal argument. The injury required some stitches and no hospitalization. So it was on a similar level as the injury the soccer player administered. The only difference was that one injury occurred during the course of a verbal confrontation and the other occurred during the course of a sport competition. Both were unacceptable and excessive demonstrations of violence and both were preventable had the aggressor made the choice not to follow through with harm.

That is the key point. Any contact sport will have violent moments. It comes as a matter of course from heavy, moving objects flying about. But when the violence comes from an action outside the boundaries of play, then it is a choice made by a player. I'm talking about intentional infliction of injury by one player upon another and not those injuries which might be intentional, but come about due to reckless play such as tripping or sliding cleats up. Intentional injury, for this argument, comes when an aggressor has time to consider his or her actions and then decides to proceed.

The video of the Lobos player showed that all of her actions were a matter of choice and didn't arise from the flow of the game. For that reason and no others, she needs to be held accountable. Luckily nothing she did resulted in injury, but it could have. She was a poor representative of her team and played with poor sportsmanship not to mention the potential for injury. Better she got caught now rather than later with more serious results. Coaches need to be willing to address those actions and to let it be known that they won't be tolerated. Should injury occur they need to institute serious and extended consequences. We can't eliminate violence on the field, but we can certainly make sure that it is dealt with swiftly and seriously.  Knowing how gravely a coach will react might give a player extra pause in that moment he or she considers an attack. At least it will erase the false protection of the pitch as a place with different societal rules.
 

Seasonal Planning

Sam Snow

Good Games Can Be Planned. Great Games Just Happen.

The three main phases of seasonal planning are preseason, season and postseason. The youth soccer coach must also take into account other activities in which the player is engaged. These include school and extracurricular functions, other sports, the US Youth Soccer Olympic Development Program, family and social functions, religious events, Youth Soccer Month, etc. These activities will influence the player's soccer experience in one fashion or another.

The Game is the Best Teacher – MAYBE

The game does indeed teach players by showing them their strengths and weaknesses. However, too many matches in the player's schedule becomes a hindrance to development. You must strike the right balance between the number of matches played per season, the number of training sessions per season and time off.

As a coach, you need to have a schedule for the season. A seasonal plan should begin at the end. So devise your schedule from the last possible event the team could attend in that soccer year. For the U-8 team, this is likely an end of the year jamboree or soccer festival, or perhaps just the last play day on the schedule. For the U-18 team the last event could be the finals of the US Youth Soccer National Championships. Whatever the last event is plan from there back to the beginning of the season. In this way you can now see the scope of the steps you will need to take to develop the players to culminate at the final seasonal event.  Take into account match days, training days, regeneration training days, specialty training, holidays, major school events (final exams for example), planned days off and tournaments. The schedule must also reflect the rhythm[1] of training. Following are one month schedule samples that could apply to childhood, pubescent and adolescent teams.

Planned time off is vitally important to avoid over-scheduling and the fallout of overuse injuries and mental burnout. Both the players and the coaches need time off to 'recharge the batteries' and come back to soccer reinvigorated; it's possible to have too much of a good thing.
Club and high school coaches need to work together for the sake of the players on dovetailing their seasons. A week or two off between seasons for the year-round players will avoid burnout. After a little rest and relaxation you will get back a player fully charged and ready to give 100 percent. If this formula is not followed then players giving a fraction of their full potential will become the norm.

Clubs and coaches must plan a reasonable soccer year calendar for each age group. Certainly the U-6 schedule should not have the same intensity, duration and frequency of activity as the U-16 schedule. Beware of the too much too soon syndrome[2]. A symptom of the syndrome is the more is better mentality[3]. For positive player development that will last for decades, a balanced approach must be taken to the soccer calendar.  The list below covers the areas within the planning concept for which you are responsible in preparing a team to compete. All four components of soccer - fitness, psychology, tactics and technique - are incorporated into these areas and some will overlap from one area to the next.

¤ 
Periodization
          o   Peak at championship time
¤ Short-term and long-term development goals
¤ Rhythm of training [4]
¤ Over-training or under-training
¤ Tournaments – must be few and far between; you need to be very selective about when your team participates in a tournament and why
¤ Burnout – mental and physical
¤ Overuse  and chronic injuries

There are two principles of learning in physical education that you should consider in the seasonal plan for skill improvement. Your plan for training sessions each month should reflect these principles:

Principle of Distributed Practice -
In general short periods of intense practice will result in more learning than longer, massed practice sessions.

Principle of Variable Practice -
Block practice aids performance while variable practice aids in learning. Variable practice causes an increase in attention.
 
Plan your practice and practice your plan.


[1] A training session should go from low to medium to high to medium to high to low in the physical exertion demanded from the players – once exhausted little learning occurs.
[2] The misguided notion that if beginning soccer at age 5 is good then 3 or 4 is a head start. The same flawed logic often is used in beginning try-outs too soon.
[3] The misapplied idea to increase training from one hour to two or double the number of matches from fifty to one hundred.
[4] The rhythm of a season should have a balance to the level of competition – peaking with the most challenging matches at season's end.
 

Final Three Position Statements

Sam Snow

Here are the final three Position Statements of the State Association Technical Directors.

The Professional Link    No. 15

We believe that the professional level plays a necessary and vital role in the growth and development of youth and amateur soccer. In all soccer cultures, the professional level serves to provide for the vertical movement of top players and creates the conditions for national heroes to emerge. The professional influence also accounts for much of the indirect education that permeates soccer societies. Television ratings and paid attendance have a significant local and national impact on media perception and civic response. We feel that promoting professional soccer is foundational to all professional coaching positions.

Active Coaching               No. 16

We believe that top-level coaches, particularly those in administrative positions, such as club and state directors and national staff coaches must remain active practitioners. In order to gain respect and proactively affect change it is essential that coaches in leadership positions are current in their knowledge and constantly evolving their craft. In addition:
  • Soccer continues to evolve rapidly and nowhere more dramatically than at the youth level in the United States. Coaches must have practical contact with the newest trends and be well positioned to proactively test new theories against existing models.
  • Many coaching directors in the United States are in their 20s and 30s and are still developing their personal philosophy and pedagogy. If these talented young coaches are removed from their fertile learning environment before gaining the lessons of experience, the short- and long-term impact on the next generations of players will be sorely felt.
  • Personal growth stagnates without constant challenge. Each new training session is an opportunity to reaffirm or reassess existing soccer knowledge, beliefs and pedagogical skills. Each level of play provides unique coaching challenges and, in order to service the needs of players and coaches at every level, practical and ongoing contact with players of all ages and abilities is essential.
  • Top club coaches are influenced by actions, not words. To gain the confidence and respect of these coaches, it is important for the coaching director to demonstrate their knowledge and skills as a field coach. Without respect, the possibilities for positive growth and evolution within the top leagues and clubs are severely hamstrung.
  • The director of coaching is often uniquely placed to vertically integrate the technical, tactical, physical and psychological insights gleaned from the regional and national teams programs. Often, these messages can only be delivered through contact with players; this is particularly the case at the area and state US Youth Soccer Olympic Development Program (US Youth Soccer ODP) levels.
  • One of the most important messages in the coaching education process is that coaching skills evolve with use and erode through inactivity. This message is true of both experts and beginners. Coaching directors must be seen to practice what they preach.
  • The motivation for coaches to administrate can be found in the rewards of the field.
  • The vast majority of soccer coaches within the United States are parents with no formal background in the sport. The coaching director must serve as a role model and inspiration for this population by conducting clinics and workshops, and by learning to appreciate and focus the unique challenge of the parent/coach experience. This process is practical, ongoing and very demanding.
  • The director of coaching must remain connected and sensitive to the balance of competitive pressures that influence those players striving to reach the top level and those coaches making a living from the game. Competition is a necessary and important element in sport and society. Without periodic re-exposure to the stresses of intense competition, coaches in leadership positions can easily lose touch with the balance between the theoretical and the practical: X's and O's must always be grounded in the reality of the playing level.

Playing Up                          No. 17

The majority of clubs, leagues and district, state or regional US Youth Soccer ODP Programs in the United States allow talented, younger players to compete on teams with and against older players. This occurs as a natural part of the development process and is consistent throughout the world. Currently, however, there are isolated instances where the adult leadership has imposed rules or policies restricting the exceptional, young player from "playing up." These rules vary. Some absolutely will not allow it. Others establish team or age group quotas while the most lenient review the issue on a case-by-case basis. Associations that create rules restricting an individual player's option to play at the appropriate competitive level are in effect impeding that player's opportunity for growth. For development to occur, all players must be exposed to levels of competition commensurate with their skills and must be challenged constantly in training and matches in order to aspire to higher levels of play and maintain their interest in and passion for the game.

When it is appropriate for soccer development, the opportunity for the exceptional player to play with older players must be available. We believe that "club passes"" should be adopted as an alternative to team rosters to allow for a more realistic and fluid movement of players between teams and levels of play. If there is a concern regarding the individual situation, the decision must be carefully evaluated by coaches and administrators familiar with the particular player. When faced with making the decision whether the player ought to play up, the adult leadership must be prepared with sound rationale to support their decision. Under no circumstances should coaches exploit or hold players back in the misplaced quest for team building and winning championships, nor should parents push their child in an attempt to accelerate to the top of the soccer pyramid. In addition, playing up under the appropriate circumstances should not preclude a player playing back in his or her own age group. When the situation dictates that it is in the best interests of the player to do so, it should not be interpreted as a demotion, but as an opportunity to gain or regain confidence.

Some rationale for the above includes:

-     Pele played for Brazil in his first World Cup as a seventeen year old; Mia Hamm earned her first call to the U.S. Women's National Team when she was fifteen. An exceptionally talented young player playing with older players has been an integral part of the game since its inception. Certainly, a player that possesses soccer maturity beyond that of his or her peers should be encouraged to "play up" in order that his or her development as a player is stimulated.
-     The playing environment must provide the right balance between challenge and success. The best players must have the opportunity to compete with and against players of similar abilities. Players with less ability must be allowed to compete at their own level in order to enjoy the game and to improve performance.

In conclusion the development of players and advancement of the overall quality in the United States is the responsibility of every youth coach, administrator and policymaker in this country. It is our obligation to provide an environment where every player is given the opportunity to improve and to gain the maximum enjoyment from their soccer experience and ultimately, what is best for the player.
 

Who Needs It

Susan Boyd

I don't suppose most of us would pair up Sesame Street and The Rolling Stones in the same thought. But I did. This week is the 40th anniversary of Sesame Street. Our oldest daughter was born just weeks after Sesame Street began, so you could say we grew up there together. In 1981 they added a brief character called Mick Swagger and the Cobblestones who sang their hit, "I Can't Get No Co-Operation." While I enjoyed the rendition, I had always thought there was a more appropriate Stones tune that reflected the moral lessons of growing up.  And when the 40th anniversary was celebrated on the Today Show, I thought about it again.  The chorus spoke perfectly to what I thought then and what I still think – "No you can't always get what you want, but if you try sometimes you just might find that you get what you need."

All too often we confuse want and need especially when it comes to our children. We wish they can have everything, and we do our best to make it happen which often leads to overspending or unreal expectations. Saying "no" to requests becomes so infrequent that our children can't comprehend that "no" exists. You've all been there in the store and witnessed a child (your child) having a complete meltdown at the checkout counter because she didn't get what she wanted.  We have advertisers and peer pressure making things worse. When the boys turned sixteen, most of their friends got new cars that were fancier than mine. Of course, I guess anything is fancier than a car with 250,000 miles and a permanent check engine light. But the message was clear – what the boys wanted fell far outside of what they, even what I, needed.

For example we get told that what our kids wear can affect how they play. While that fancy pair of bright green or red cleats create flash on the pitch, they can't provide any assurance of skill. Most cleats are a case of want over need, otherwise why would manufacturers design and build new, outrageous options each year. At $200 a pair, cleats are an extravagance that can't be supported by outcome, although both our boys were adapt at making that argument. Lighter cleats, wider cleats, kangaroo leather cleats, side-tie, no tie, gel, and ad nausem became the rallying cry for needing a new pair every few months. If cleats provided as utilitarian a purpose as young players argue, then why aren't the boots all just black and functional? I think we all know the answer to that one. Function in a spanking new format is the name of the promotion game. You can't get a product out the door of a store before the new banner touting a faster, brighter, cleaner, streamlined version unfurls. Ask either of my boys how often I said, "the color doesn't matter," and they'll tell you how often they rolled their eyes. The same argument holds true for training devices, outerwear, bags, goalkeeper jerseys, and balls. "No" became very easy after I ordered with costs and duty a World Cup ball directly from Germany only to have it "disappear" less than four hours after arriving. 

When it comes to being in youth sports, parents try their best to manipulate outcomes often with disastrous results. Parents become bullies to coaches and club administrators in order to get their kids on the "right" team, which often doesn't mean the team which is right for their child's abilities and interests, but the team that is perceived as the standout team. When I was a club administrator and later a US Youth Soccer Association Olympic Development Program assistant I fielded a huge share of these threats and ultimatums. But parents couldn't accept "no" on behalf of their kids. In the end they got a reputation as being difficult and burned bridges. And need flew out the window with want.

Right now my oldest son is looking to transfer colleges. We have been paying a huge premium for him to attend the school he's at so he could play soccer there. But the cow has run dry. Without a major bump in scholarship money, we can't afford to continue sending him there. That's a huge "no" and hard to swallow. But he's been very understanding. I credit that understanding to having heard "no" other times in his life when he achingly hoped he'd hear "yes." What he needs is a good education; what he wants is a good education while he plays soccer. It may not be possible to give him what he wants. We hope it can still happen. We're working on that goal, but in life wanting it will never fully justify getting it. 

Sesame Street taught my kids and now my grandkids their numbers, the alphabet, and life lessons. But it also reminded me as a parent that an hour a day with some Muppets won't make a huge impact without the remaining twenty-three hours with me reinforcing the message. I know I was indulgent with my kids. I am definitely indulgent with my grandkids, but that's what grandparents were put on earth to do! But we all have to temper our desire to give our children everything they want because that's a bottomless pit of yearning. Soon it will be Hanukkah and Christmas, and we are already being inundated with the not so subtle message that love equals big gifts. I imagine Mick Jagger rarely denied himself or his children anything, but he still managed to get it right in a song. What we should be trying to do is to find what we need. What we want will always be around to tempt us, so there's no trouble finding that.