A.Y.S.A. "G" LICENSE COURSE

Purpose: For coaching U-6 & U-8 players

Length: 3 hours

Minimum Needed: 10 coaches

Literature: A.Y.S.A. "G" Manual

Cost: Free

Instructor: ____________________________

Date: _________________________________

Location: ____________________________

Dear Coach,

This manual may seem like a lot. Believe me, I am well aware that you might just say, "Hey, I'm someone who got roped into this coaching deal. Do you really think I'll read through this whole thing?"

If that is you, we love you anyway. What I hope you will do is keep this thing handy so that some day, if you do have the urge, it will serve as a resource. Besides, it does make for a good roach killer, once rolled up.

The "G" Manual has been designed so that most pages are a beginning and end in themselves. This allows you, the coach, to photocopy pages to hand out at parents meetings, to take to practice, etc.

A friend, who became the coach of his daughter's team, once admitted, "When I first started coaching, I had absolutely no idea what this game was about. So I went to this guy I knew who had been coaching his daughter for a few years and said, 'Hey, Cliff, do you have anything to show me what to do at practice?' And he said he didn't, so I just did the best I could. Man, if I would have just had some guide ... it would have saved me a lot of trial and error."

Well, this guy fell in love with the game, and would have really used this manual. Not that he would have read every part - he might not have, and maybe I wouldn't have back then either. But it seems better that, for people like him, the manual be more than enough, than too light.

However you choose to make use of this manual, the important thing is that we all keep learning.
Thanks for your time,

Jason Vittrup

CHAPTER 1

DEVELOPING A "SOCCER SMART"
PHILOSOPHY

C. Youth Development: What Makes a Good Soccer Player? by Jason Vittrup, Director of Coaching

Often the pressure of winning works against the very processes that allow soccer players to reach their potential. So what can you do to help produce a good soccer player? The answer to this question reveals the problems a coach must overcome if he is to do what is really best for the kids: help them to develop.

I. A good soccer player is a complete player. This is a very different concept for most Americans since the "big three" sports only provide a restricted job description for their players. Offensive lineman block, pitchers throw, and point guards dribble the ball up the court. As you can see, the "big three" tend to 'specialize'...you do this well, so therefore, this is about all you will do. It makes sense for their sports to do so.

But 'specializing' with youth soccer players only hinders their long term development. Bora Mulitinovich, coach of the 1994 World Cup Team, believed that a good player was one who could play 7 out of 11 positions on the field. Granted, most youth programs do not field 11 players a side until U-12. But if you dissect what he is saying, 7 out of 11 positions would include being able to play on the left side of the field, the right side, in the center, up front, in the back, and midfield. In other words, a good player can do everything.

Your people must be made to understand that just because Meredith feels more secure now playing only one position, in the long run, she will suffer if not exposed to more. Being one dimensional as a youth player often leads to bench sitting later. Each needs to know how to dribble, how to slide tackle, how to control a ball out of the air, how to pass with either foot, how to be relaxed enough around the goal to score. How many times have you seen a shot taken that goes into the trees, and heard the sideline mutter, "What do you expect? She's a fullback!"

Chances are, this player was made a defender at a very young age, and not trained to beat people with moves, or taught how to relax around the goal. In fact, her coach even had a rule preventing the fullbacks from crossing the midfield line, and would scream at her for attacking (because he wanted to win). Her sister is a forward who is a natural goal scorer, but was never taught how to defend, to scrap, to make it difficult for others to get by. Her cousin is a left-footed player who only plays on the left side. Unfortunately, she cannot cross the ball with her right, let alone shoot with it. All three of these players are being cheated out of what could be.

Accepting these challenges at practice includes teaching every player how to finish, how to defend, how to use both feet, how to be a tricky dribbler, how to pass. It means putting these players in situations that cause them to make mistakes and learn. It means making them understand what being a good soccer player entails.

 

II. A good soccer player is one who can relax enough to make controlled decisions quickly, while under intense pressure.

E. GETTING MIND WITH BODY Practical Psychology

1. Player-Centered 1. Player-centered coaching is the act of helping coaching players develop a positive self-image through sports. The philosophy recognizes that a positive self-image is crucial to the future success of the players. This recognition translates into emphasizing that having fun, trying your best, and improving is more important than winning. In short, the emphasis is placed on effort rather than outcome.
    
2. Motivation 2. There are two types of motivation - negative and positive. Do you know the difference? Negative motivation uses threats, sarcasm, disappointment, humiliation, disrespect, forces, and employs cynicism. While negative motivation may cause the goose to lay one more golden egg, it strangles the goose in the process. Negative motivation causes the player to lower his self-esteem, and always leads to one result: rebellion. Positive motivation employs high expectations, uses visual images of success, tries to catch people doing things right, aims to create desire, uses attraction rather than forcing, is enthusiastic, treats the players with respect, sends a consistent message, and is fair with everyone.
    
3. Down-Talk "Down-Talk" is one type of negative motivation. Fir instance, take the player who always give the ball to the other team. If the coach says, "Billy, quit turning the ball over to the other team!," we have a problem. The word quit puts Billy into a negative state, meaning his sub-conscious compares this situation to past situations of beings scolded, times when he was called a quitter, and activities that were not fun. The body then corresponds to these sub-conscious thoughts by increasing the heart rate, taking shallower breaths, and tensing the muscles. The result is that Billy is more likely to make mistakes because his body is in a negative state.
    
4. Up-Talk "Up-Talk" reflects a better choice of words. In the same scenario, the coach would say, "Billy, pass the ball to your teammates." While the verbal difference seems subtle, the psychological difference is not. Billy now has a positive image to visualize. And anytime the mind can see itself doing something, the chances for success have jumped. The body begins to conform to the image, resulting in a lowered heart rate, deeper breathing, and relaxed muscles. Down-Talk should only be used when all else has failed.
    
5. Labeling - "Labeling" is the act of referring to someone by something other than their first name. Labeling can cause problems because, besides often communicating disrespect, it can also provide an image for the child to fulfill. The same can be said of the team name. Have you heard a child openly referred to as a "Wildman," "Animal," or a "Terror?" Or a team referred to as the "Devils?" These images can become self-fulfilling prophecies.
   
6. The Feedback Feedback is the signal that guide players towards Sandwich success - much like the signal that guides a plane to a safe landing. A "Feedback Sandwich" provides something good before and after the meat of the message. For instance, consider the player who shoots from bad angels rather than crossing. The player can be "sandwiched" into better behavior. "Billy, that was a great run you made up the sideline" - (Billy is now in a positive, receptive state). "Next time, take a look across the field - we had three people open waiting for a cross" - (The meat, or information). "And I know you can do it cause you are a hard-worker, and I've seen you do it before." - (Something good to wash it down, and reinforces a positive state and image of success.)
    
7. Praise and the Praise creates a positive self-image, when used Importance of correctly. Two types of praise prevail. "Praise for Separation Being" means the coach appreciates the children for who they are, rather than what they do. "It's good to see you;" "It's nice to have you here." The message is, each has an inherent value for just being. "Praise for Doing" reflects an appreciation for a player's efforts or accomplishments. "Good shot;" or, "Great game today." Be sure to separate "Praise for Being" from "Praise for Doing." If combined, mixed messages are sent. For instance, consider this: "Sarah, I like you. You played a good game today." Sarah might think that if she hadn't played a good game, maybe you wouldn't like her; her teammates might think that since they did not play well, you don't like them.
    
8. Senses People input information primarily through the five senses - hearing, feeling, seeing, tasting, and smelling. Each player has one prevalent sense. But the coach may not know which sense that is. So when teaching, be sure to show for the 'visualizers,' explain for the 'listeners,' and touch the surface of the foot used for the 'feelers.' (Smelling and tasting? Rarely used on the field.)
   
9. Subconscious Be aware that the subconscious part of the brain Deposits & records everything that happens and stores it. Withdrawals Nothing is truly forgotten. And this is the section responsible for the majority of muscular movements. Every interaction between coach and player should be viewed as a deposit or a withdrawal. The idea is for the coach to build up a savings 'account' with each player based upon numerous deposits. One withdrawal can obliterate numerous deposits if it is big enough. But the coach who has managed his account diligently has built up enough 'interest' in the player to command respect.
    
10. Self-Talk Players who say the right things to themselves force the brain to focus on the right clues, rather than being distracted. Teach the players to say the right things to themselves. Getting that brain to work for the player, rather than against him - "Push, Peak, Place (when shooting, for instance)" - will prove a worthy discipline - "Head up, see the field" - later in life.
     
11. Touch The coach who touches a player appropriately - a hug to let them know you care, a hand on the back to say it is O.K., or a high five after a good response - is subconsciously conveying a powerful message. The idea through touch, however, is to only touch the player when giving, never in taking. For instance, to grab a child by the arm when the coach wants attention causes that child to become uncomfortable around the coach. This does not mean to touch "inappropriately" is acceptable - quite the contrary. But it does mean that a greater message can be conveyed if the touch is appropriate and in goodwill.
     
12. Individual The coach cannot treat everyone the same - Treatment everyone is different. However, the coach can treat everyone fair. Treat them different, but treat them fair.

F. 101 VERBAL PRAISES

Higher Self-Esteem, Higher Performance

Praise for Doing (76)

Way to go * Well done * Good stuff * That's the one * Super * How smart * That a girl * Fantastic job * Now you got it * Way to be * Learning fast * Top of the line * Good for you * Like it * Fantastic * Good as gold * Great job * Gotta love it * Looking good * Excellent * Nice creativity * You've got it now * Sweet * Beautiful * I knew you'd do it * Making me proud * Clean as a whistle * Nice work * Good effort * Wow * What a quick learner * Right on target * Bravo * Good as it gets * Outstanding * That'll do it * Awesome * Tough to beat * Neat o * Making it look easy * Really creative there * Terrific * Getting it down now * Unstoppable * You're on top of it * Dynamite * What a trooper * Great run * Such a good listener * Nice ball * Some handy work there * Tricky * Nothing less than super * Bingo * Tremendous touch * Marvelous * Good creativity * Exceptional IV That's the way to win with class * Nice team play * Imaginative * That's the ticket * Killer pass * Magic * Couldn't have done it better myself * That's the way * Well in * Good answer * That's it * Gotta love it * You're on your way * Unbeatable * You've got a handle on it now * Good example * You're such a quick learner * That's what I'm looking for

Praise for Being (25)

It's good to see you * You are special to me * Thanks for coming * Looking good today * I'm glad you're here * You're important * You made my day * Give me five * It makes me happy to see you * You're growing up fast * I trust you * You are the man * You belong * I respect you * You mean the world to me * You are important * What a joy you are * You're unique * I like you * You make me laugh * You look strong * Couldn't have done it without you * I'm so proud of you * You're A OK * I enjoy being around you

       I began playing 11-a-side soccer as a 6-year-old boy. It was a great experience. There is nothing evil about it. But since that time, a better way has evolved. This should be no surprise to a nation so new to soccer. In fact, if you look at some of the beliefs about sports we held only a few years ago, it becomes obvious that we are definitely learning to do some things better.
 

Small-sided soccer is one of those things that we are learning to do better. I am convinced that small-sided soccer is the way to go.

What are the benefits of reduced numbers? Small-sided soccer:

provides the player with more touches on the ball, which will produce more fun, and skill, for the player.

creates more scoring and defending opportunities for the players, rather than the large-sided version of "don't come past the midfield line, you're playing defense."

keeps the players involved, as opposed to the "Billy stop picking daisies, here comes the ball!" scenario.

lessens the burden upon the coach, since it is easier to work with fewer players.

creates more coaches, and fans, since by the time the kids reach the U-12 age, more people have been involved.

reduces the field size - therefore making it easier to find field space. 3 vs. 3 fields only have to be 15 x 20 yards.

more appropriately matches kids abilities with the concepts they are trying to learn. Before a player can master 10 teammates and 11 opponents, he must first grasp the options of short, long, and wide.

imitates the way most great players learned to play ... in small-sided games!

While change is never easy, it is usually a good idea to stay ahead of change, rather than be left behind.

Most people do not know that the U.S. Soccer has been presented with a proposal to mandate small-sided soccer, U-6 thru U-10. This means that all tournaments and leagues sanctioned by U.S. Soccer will be small-sided.

We do not want to be left out, or left behind the game. We want to stay in rhythm with the changes.

QUESTIONS AND ANSWERS CONCERNING SMALL-SIDED SOCCER

KNOWING THE NEEDS OF THE
U-6 & U-8 PLAYER

A. CHARACTERISTICS OF TYPICAL U-6 & U-8 PLAYERS

     The following is important so that the coach understands what type of audience with which he or she is working.

B. THE U-6 PLAYER

Do You Know the Audience?

B. THE U-8 PLAYER

Do You Know the Audience?

D. EFFECTIVE COMMUNICATION

As you know, young kids have very short attention spans. This being true, it means:

1. make sure the players are facing away from the sun - let the coach face the sun;
   
2. when the coach is talking, all balls stop moving;
   
3. be sure to face the team away from activities behind the speaker - the last thing we want is players watching someone behind the speaker and not listening;
   
4. when the coach talks, everyone listens; then when a player talks, everyone provides him the same respect;
   
5. talk with the wind at your back rather than into it;
   
6. no one is to stand behind the speaker's peripheral vision; you don't want somebody making faces behind your back;
   
7. when calling the team in, make it a competition to get them there faster - i.e.., "THE LAST ONE BEHIND ME IS A ROTTEN EGG!," or, "THE LAST ONE BEHIND THE 'END-LINE' OWES ME A PUSH-UP!"
   
8. ask questions when you are done, like, "Billy, now what did I say the purpose of this game is?," or, "Sarah, which goal are you to score on?"
   
9. reward those who answer correctly with something like, "OK, whoever answers my questions right today gets a piece of bubble gum," or, "Whoever answers this question right gets to go first."
   

E. DEVELOPING AN EYE FOR SKILL

Essential for Nurturing Growth

Further into this manual a number of exercises (<4 vs. 4) and games (>4 vs. 4) are diagrammed which the coach might use during practice.

The exercises and games work on developing the skills this age group needs the most: striking the ball (passing and shooting), receiving the ball (collecting, trapping, etc..) and dribbling (running with the ball). The coach's job during these activities is to observe and correct techniques through demonstration. Do the players have 'good touch' on the ball? Is the body balanced? Are the mechanics helpful, or a hindrance?

A parent or player may ask, "Why is it important to spend time working on these fancy touches? Aren't we wasting time?" Below are three analogies which provide a good answer to this type of question:

Analogy 1: Escaping from Fire: if two rooms full of people caught on fire, from which room would more escape, the room with one exit, or the room with ten? The more ways of escaping trouble, the more chance of escape. The same with skills. Those who have only one means of solving the problem, and who panic easily, lose the ball much more than the player who can solve the problem calmly a number of different ways.

Analogy 2: Sharpening the Sword: Youth players are like a dull piece of steel at first. As the skills grow, so the metal gets an edge. Every minute spent on skills, while not at the expense of recognition and soccer smarts, is a minute spent on a sharper blade.

Analogy 3: The Japanese Chef: Just as a Japanese chef flips food around with complete control, so players must master the ball - slicing, dicing, and serving.

The next few pages provide the coach with some pointers which help teach the three vital skills: striking, receiving, and dribbling.

What to Watch For

The three qualities of good dribbling are:

tight control

change of speed

change of direction

It is advantageous to keep the ball very close to the foot. It is hard to change speed and direction unless you can touch the ball.

When dribbling, keep the knees bent at a 45 degree angle. 90 degrees would be sitting in a chair. Show the kids what 45 degrees is. Can they stand at 45 degrees?

Dribbling with the knees bent enables the player to cut and slash. You cannot cut and slash well it you are standing straight up. The 45 degree angle also means the dribbler has good enough balance to take a collision and not lose balance as easily as if standing straight up.

Young players want to dribble with the toe touching the ball. But there are no more kickers who kick in the NFL with the toe because the toe is too small a surface, and which way the ball goes off of it is unpredictable. The same with dribbling. Players should be shown how to dribble with the outside of the foot, or the inside of the foot.

Dribbling with the outside of the foot (turning the foot slightly in and touching the ball on the surface where the shoe starts to bend) allows the player to have a wider surface to touch the ball than the front of the shoe.

Dribbling with the outside of the foot enables the player to run. Notice that it is possible to sprint pigeon-toed (toes turned inside). Some of the fastest sprinters in the world are pigeon-toed. This is the way to dribble when you want to accelerate. Trying to escape, cut and slash? This way.

Dribbling with the inside of the foot puts a wide surface on the ball. It keeps the ball under control. However, it slows you down because you cannot run with the inside of the foot coming forward.

In a nutshell, the ball should be kept close when in traffic, i.e.. when near the other teams goal.

When the player wants to "fast break" and has the space to do so, it is quicker to push the ball out into the open space and run, i.e.. don't keep the ball so close when in wide terrain. Having to touch the ball often slows the runner down.

Dribbling usually yields the most dividends when used in the opponents half of the field. Players who want to run with the ball in their half usually run into trouble.

The more dribbling moves a player knows, the more chances he has of escaping trouble. The goal is to train all players to be good dribblers - not just the attackers.

Players who dribble with the head down do not see much. Continually ask the players to get the head up, to look and see.

There is a big difference between just looking, and seeing. Sometimes one can look and yet not see. To see is to recognize.

 

What to Watch For

Knowing how to strike the ball, or having good form, is the largest part of passing or shooting. Some of the hardest strikes come from players no larger than a pencil. They just have good form.

Because the inside of the foot is such a wide surface, it is usually the first striking surface taught. The inside is excellent for accurate, short range passes. Unfortunately, the inside surface is for opponents to read.

The outside of the foot is used to release passes quickly. It is difficult for opponents to predict because it lacks a wind-up.

The "laces" are the surface of choice for power. When shooting, passing over distance, or wanting to hit the ball hard, the "laces" come into play.

"Laces" really means striking the ball with the toe aimed down, and the big toe bone striking the ball. If you have ever bent your foot back, hyper-extended it, you know this hurts. So avoid using the center of the foot.

Be aware that the the "laces" part of the foot on a young player is very small, only a few inches. For this reason, it is often easier to begin learning striking mechanics with the inside of the foot first.

Point the toe of the plant foot at the target. This helps accuracy as this ground foot begins the aiming process.

Whenever striking, lock the ankle of the striking foot. Imagine trying to hit a baseball with a bat that was not stiff when you swung. The ball would not hit off it very far. The same with the ankle.

Slightly lower the center of balance when contact with the ball is made, allowing better balance and a better power base.

Before approaching, the head is up locating a target. But during the approach, the head should be down concentrating on the ball.

Upon approaching the ball, keep the head still. If the head is bouncing around, vision gets distorted, resulting in inaccuracy.

Striking with the right foot? Hold the left arm out for balance.

It helps for the player to imagine a line going from the ball to the target. The idea, then, is to send the ball up that line.

The only reason the ball goes up is, the bottom was struck.

A theory of getting the ball into the air goes like this: if the plant foot is planted behind the ball, the striker tends to reach for the ball and lean slightly back. The player then tends to strike the bottom of the ball, and the ball goes up. However, if the top is struck, the ball will stay down.

A theory of keeping the ball down: if planting beside the ball, the body tends to lean over it, causing a strike mid-height on the ball, which keeps it down. However, if the player strikes under the ball, it will go up.

The follow through with the striking leg is very important. Just as an NFL punter follows through high, if the target is high, follow through high. If the target is low, the follow through should be kept low.

For maximum, low-target power (i.e shooting at goal), the player should land on the foot that swings, meaning "jump through" the swing and follow through at the target - low. This is an awkward feeling at first. But the follow through gets the body weight behind the strike.

Can you observe players landing on their plant foot after a strike? This usually meant a lack of power, or usually, a chip shot.

Many young kids make it hard upon themselves because they lose their balance and fall down when they strike the ball. Stay on your feet.

Kids also tend to reach for the ball, planting too far behind. The result is a lack of power. The plant foot should be close to the ball.

One of the biggest goals of youth coaching is to develop players who can strike the ball powerfully with both legs. This takes lots of repetition, lots of praise, and patience.

Having the correct sized ball makes a big difference.

 

What to Watch For

Knowing how to confidently receive an incoming ball allows the player to move from tentative to aggressive. All that is needed is good form.

Ground balls are a good starting point since bouncing balls are harder.

The player must step into the line of flight and get the body behind the ball. With body behind ball, the ball has less chance of escaping.

A good phrase which describes the receiving action is to "collect the ball." Some coaches use the word "trap," but trap usually refers to killing the ball dead. Rather, the first touch can redirect it away from pressure.

The easiest surface to collect a ground ball is the inside of the foot, turning the toe outside. It is a very wide surface.

When collecting with the inside, players might say to themselves, "Toe up, heel down." The toe is only slightly up and the heel slightly down - not a radical angle. The receiving foot is off the ground an inch or so.

This requires the players to be able to stand on one leg. For little kids, it is helpful to practice jogging around, and upon the command "one inch," all players balance on one foot while keeping the other one inch off the ground, and the inside surface facing out. Hands out for balance helps.

"Cushion" the ball by giving a little with the ball's force. This is known as "taking speed off" the ball. If the foot does not give, and a fast rolling ball smacks into it, the ball bounces off the foot like it hit a wall.

This "cushion" principle is fundamental to collecting all kinds of incoming balls. "Cushion" is a good word to use.

Another means of "taking the speed off" is to hop an inch backwards with the plant foot, creating a giving surface, much like a mattress.

When collecting, the eyes should follow the ball into the receiving surface, so that the ball does not roll under it.

A. IDEAL U-6 & U-8 PRACTICE PARAMETERS

While there are hurdles to overcome, the following recommendations are made in the interest of producing improving players.

A growing number of coaches hold the opinion that soccer practices should be no longer than the length of the game. Yet for U-6 & U-8, an hour or less seems so little for a number of reasons: (a) a certain percentage of the players will not be on time because of parental obligations; (b) it is hard to teach much in such a short amount of time; (c) warming the kids up, preparing them to play, takes time. How much time does that leave the kids to really learn? Not much.

At summer camps, U-6 and U-8 players are able to enjoy practices of even greater length. The glue that bonds the players interest - the one element that allows the players to gleefully endure - is fun. Once the parents see that the players are having fun, victory is at hand.

While the coach must be an entertainer, and while the coach must stay a step ahead of the kids or they will become bored, it is not difficult to run a quality 90 minute practice for U-6 and U-8 age players. Come prepared, and at the first sign or boredom or lack of interest, move to another activity. Above all, make sure the players are enjoying it!

• Length of Practice: 90 minutes per practice
   
• Number of Practices per Week: 2
   
• Number of Balls at Practice: 1 per player (players must bring them)
   
• Number of Disc Cones per Team: 30 (should be less than $1 apiece)
   
• Number of Practice Jerseys: Approximately 8

B. TEN PRACTICE TIPS

Suggestions for a Better Training Session

1. Have practice designed before driving to the field. Write it down.
2. Organize practice so it moves through a number of activities. Players have short attention spans. Don't give them the chance to get bored.
3. Dress like a soccer coach when coaching. Would farmers listen to the President if he dressed like a business man? Would industry listen to a President dressed like a farmer? Tailor to the audience.
4. Avoid letting players see you read your notes. We do not want them to think without notes, you are clueless. Leave the clipboard at home.
5. Soccer is a chaotic game incorporating movement and decision making. Standing in lines does not foster that. Keep line time to a minimum.
6. Practice activities usually include both "exercises" and "games." Understand there is a big difference.
7. "Exercises" - those activities that include less than 4 vs. 4, such as "drills," skill work, etc. - should be employed at the beginning of practice, serve as a "warm-up" and occupy 25% or less of practice.
8. "Games" - those activities that include at least 4 vs. 4 - should occupy 75% of the allotted practice time.
9. The more "small-sided" games at practice (4 vs. 4, etc.) the more learning. Small-sided games are more efficient since the lessons are increased. Two games of 4 vs. 4 is better than one game of 11 vs. 11.
10. Once in a while, let them scrimmage the whole practice. Occasionally say "Try this. Forget that. Play." The surprise heightens motivation.

D. FAST-FOOTWORK PATTERNS

      Fast-footwork patterns serve as technical rehearsals between the player and the ball. Much like the martial artist practices self-defense patterns to prepare the body to move, fast footwork patterns prepare the player to move the ball. A synchronicity between ball and body results.
      The subtle difference between fast footwork patterns and one-on-one moves is that, in many of the fast-footwork patterns, the emphasis is on simply manipulating the ball around the body, rather than going right at an opponent.

      All fast-footwork patterns are designed for immediate repetition each pattern done numerous times in a row. Once the player grasps the movement, place an emphasis on having "quick feet."
      It is vital that the player receive a visual demonstration of the pattern. Although the learning process is enhanced with a quality demonstration, the process nearly falters without some sort of visual model. For the coach, the idea is to provide a picture, and then let the players perfect it. This picture may best come from another player.

PIVOT: TO PICK THE PLANT FOOT UP AND SET IT IN A DIFFERENT DIRECTION

      All of the patterns in this section were diagrammed for a right-footed player, since "righties" are more common. Left-footers need only reverse the side designations.

Ping-pong

     Ball is slapped back and forth between legs with the inside surface of the feet.

On, back, forward

      Right sole pulls ball straight back, right foot slides low and behind the ball, turning the toe inside and preparing the outside surface to touch the ball; right outside surface then pushes the ball forward about 2 feet, or enough so that you have to take a couple steps.

On, back, outside

      The right sole pulls ball straight back, and the plant foot takes a hop backwards; the right foot slides to side of ball and the right outside surface touches it outside - ball rolls 90 degrees.

In-Out (One Foot)

      The inside of the right foot touches the right side of ball, gently rolling it inside a few inches, towards the left leg. The outside of the right foot then cushion-touches the left side of the ball back outside (i.e. does not whack it like it is a pass) , away from the left leg. Notice that the 'in-out' is angled, so that the ball is slightly advanced. The entire 'in-out" is done quicker when two things occur: (1) the foot touching the ball stays in the air and does not touch the ground between touches, and (2) the dribbler hops slightly on the plant leg, i.e. 'touch inside, hop and replant, touch outside.' This hop inside creates a weight shift which enhances acceleration after the move.

On, back, forward, stop and hop over

      Right sole pulls ball straight back, right foot slides low and behind the ball, turning the toe inside and preparing the outside surface to touch the ball; outside surface then pushes the ball forward about 2 feet, or enough so that you have to take a couple steps; player then runs over the ball and while passing over it, the ball is then stopped with the sole, and the player turns around 180 degrees. Notice when the player runs over the ball, he lands "half-turned" so he can turn back quickly.

Ping-Pong, Stop, Tap-Through

     Ball is slapped back and forth between legs with the inside surface of the feet; sole of the right foot stops the ball dead. Right foot is then put down in front of the ball, but more to the left side of the ball, as the body steps over the ball. While stepping over the ball, the inside of the left foot "taps" the ball forward, behind the planted right foot. The ball ends up back in front.

On, Back, Outside - Step Across (L)

      Right sole pulls ball back, and plant foot takes a hop backwards; right foot slides to side of ball and outside surface touches it outside - ball rolls 90 degrees. Left foot then swings across (toe aimed down) as if body is going to burst with ball in that direction, and sets down on ground near ball; while left foot is swinging across, right foot slides behind ball and plants on outside of far side of ball.

Ping-Pong, In-Out (Right sole)

CHAPTER 4
"FOOL PROOF" PRACTICE DAYS:
JUST ADD WATER