Soccer

Check out the latest SIRC Newsletter -Soccer!

It seems everywhere you look these days you’re surrounded by soccer. Not only is it possibly the most popular grassroots sport, but soccer also has one of the biggest international sporting events. Have you ever stopped to consider how either a player or a coach gets from the grassroots level to the international stage? Here are a few things to think about: what makes a great soccer coach? Are soccer coaches looking for more than just your ability to play the game? What can I do to prevent injuries while playing? Should I just train my body or my mind too? Another great way to improve your soccer skills is to take in a Canadian National Team Event and learn from some of Canada's best players.

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Are you Tough Enough?

When preparing for a race, a competition or just everyday exercise, mental preparation plays a vital role in the training process. Mental toughness is the psychological edge that an athlete uses to cope with the demands of training and performances at an event.  It allows the athlete to remain consistent, determined, focused, confident and in control under the pressures that they face.

Athletes who are considered mentally tough exhibit signs of:

• Self-belief
• Motivation
• Focus
• Composure under pressure

Research suggests that working on a mental strength training program such as goal setting, visualization, relaxation, concentration and thought-stopping skills can lead to improvements in performance and self rated mental toughness (Crust, Azadi).

Mental toughness allows athletes to avoid distractions and stay calm under pressure.  Although some athletes will naturally be stronger in this area, all athletes can improve this skill.  Other athletes may not be as mentally tough but given the right sets of tools and situations they can vastly improve, just like any skill. It plays such a big role that athletes without the right mind set when performing under pressure can have a negative result compared to their performances during training sessions.

Having the best physical skills on the field is not enough on it's own.  For athletes that want to gain that competitive edge, it's essential to exercise your mind as well.

References from the SIRC Collection:

1. CRUST L, AZADI K. Mental toughness and athletes' use of psychological strategies. European Journal Of Sport Science. January 2010;10(1):43-51.
2. Gordon S. Strengths-based approaches to developing mental toughness: Team and individual. International Coaching Psychology Review. September 2012;7(2):210-222.
3. Ritz N. The Effects of Mental Preparation for Distance Runners. Marathon & Beyond. March 2012;16(2):120-130.
4. Sullivan J, Murphy B. Sweat Is Not Enough: Mental Preparation for Better Running on Race Day. Marathon & Beyond. September 2008;12(5):41-44.
5. Weinberg R, Butt J, Culp B. Coaches' views of mental toughness and how it is built. International Journal Of Sport & Exercise Psychology. June 2011;9(2):156-172.

Get the Warm up Low-down for Kids

When playing sports, warming up is a must and with kids there's an entirely different approach to coaching them through warm up drills. The value of a warm up created for children is that it raises the body temperature and heart rate, prepares the muscles and joints for activity, and helps to prevent injury.  However, most people aren't aware that proper warm up also sets the mood and pace for the activity that is to follow.  Part of a coach's job is to capture the children's attention and to get them excited to move around.

Coaches should plan and implement a warm up that:

• Is fun
• Is very active
• Contains a wide range of movements and physical challenges

This can be achieved in a variety of ways, but games and fun activities should dominate your warm up.  Suggested activities include exercises that involve simple skills and challenges:

1. Running on the spot - include clapping above head, boxing in various directions, etc.
2. Bouncing on the spot - forwards/backwards, side-to-side
3. Running or skipping forwards, backwards, sideways, etc. 
4. Zig-zag or slalom running
5. Agility activities
6. Galloping in various directions
7. "Fast feet" on the spot
8. Partnered activities

Getting your practice session off to a good start is extremely important when coaching youngsters.  Knowing your group will help you to select activities and games that they will enjoy.  For young ones, incorporating lots of fun and movement will result in lots of smiles and help you get the most of your practice session.

References from the SIRC Collection: 

1. Byl J. 101 Fun Warm-Up And Cool-Down Games [e-book]. Champaign, Ill.; United States: Human Kinetics; 2004.
2. Halvorson R. Dynamic Warm-Ups Reduce Sports Injuries. IDEA Fitness Journal. April 2009;6(4):14.
3. Mitchell M, McKethan R. Making Physical Activity Fun. ACSM Fit Society Page. Spring 2003;:3-4.
4. SATO G. WARMING-UP with MINI-GAMES. Volleyball. January 2010;21(1):57-59.
5. Walters K. WARM-UPS: Thinking Outside the Penalty Box. Soccer Journal. November 2008;53(7):12-13.
6. Welch B. The importance of a proper warm-up. Coaching Youth Sports. September 2003.

Let kids play!

Most experts agree that Canadian children need to increase their physical activity. We also know that organized sport can help achieve that.  However, concentrating on one sport or putting too much focus on winning may lead to kids dropping out of sport altogether.

A recent survey has shown that the main reason that kids drop out of sport is that they just aren't having fun anymore. While competition definitely has its place, a lot of children may feel unwanted pressure to perform rather than the working on skill development or just enjoying themselves.

Unstructured game time or an increased focus on practice time instead of competition is important in order for a child to:

• Create their own passion for their sport
• Transfer what they are learning into a game
• Prevent boredom and/or burnout
• Give them an opportunity to explore other sports and harness other skills
• Allow them to be social and have fun 

Set realistic expectations for young ones; the opportunity to dribble, pass, or shoot is way more appealing than sitting on the bench or standing in the outfield waiting for the ball to come you. Create skills challenges or mini-games and work them into your practice. Remember to offer encouragement and support if a player doesn't quite get the skill you are trying to teach.

Young children need a positive environment where players can learn the game at their own pace. Focusing on skill development and adding in the fun could make the biggest difference for a child forming a lifelong passion for sport.

References from the SIRC Collection:

1. Average Canadian kid gets about 8½ hours of screen time a day. Active Living. May 2012;21(3):26.
2. Aylward L. Let the Kids Play. Golfdom. November 2006;62(11):24-31.
3. Barrell M. When Can I Play Again? Getting Kids' Competition Right!. Australian Tennis Magazine: Asia & The Pacific. October 2011;36(10):60.
4. Howe B. Let the kids play...the top reasons why kids drop out of soccer. Down-The-Line. 2001;(4)
5. Melville S. Will kids be kids? Is play something that children do, or is it now something that must be provided for them?. Leisure Manager. August 1997;15(4):35-36.
6. Weinerth J. 4 v. 4: more passes, more fun. Survey shows involvement of players is far greater in small-sided games. Soccer Journal. January 2004;49(1):29-30.
7. Young C. The Importance of Putting the Fun Back In to Youth Sports. ACSM's Health & Fitness Journal. November 2012;16(6):39-40.

Parental support in youth sports

Youth sport is a social system that involves children, peers, coaches, and parents, all of whom influence the development of a child's values, attitudes, social relationships and motivation to participate. When parents sign up their child for a sport, they want to support their child but also want to see them succeed.  So, as a parent how do you walk the fine line between being involved and being over-involved in your child’s life? 

Support

• Goal-setting - Create goals that are specific, measurable, realistic and challenging. Many coaches may already set short and long-term goals for individuals and/or the team - work on these goals with your child so they are more likely to do well and thrive.  
• Focus on skill development - Have fun practicing at home with your kids! Not only does it help them improve, it will create great family memories.
• Emotional support - Help your child deal with winning and losing, provide verbal encouragement and reinforce the positive lessons that sport can teach.

Pressure

• Expectations - Everybody has expectations, keep in mind that if an athlete cannot meet the expectations set out for them, they can lose confidence, feel anxiety/stress or dropout altogether. Discover what your child wishes to get out of their involvement in sports, ensure it is realistic and then help them achieve those desires.
• Winning at all costs - Without a doubt, we want our children to succeed, but problems can occur when the focus becomes that of gaining trophies, recognition, social status or 'going pro'. Try focusing on moral development and social skills like cooperation, conflict resolution, self-control, teamwork, fairness and a good work ethic.
• Getting caught up in the heat of the moment - Sports are exciting to watch, especially at high stakes tournaments, and sometimes we may shout out encouragement or instruction during a game. Done in the right way, offering support to players is obviously not a negative behaviour. It's when things get out of control - aggression, name-calling directed at officials or opposing team members, heckling, or even being over-protective - these can cause distractions or embarrassment for players.

Parents have their children's best interests at heart. Place emphasis on setting realistic goals, skill development and providing emotional support. Remember that most young players, even at the high school level, play sports to hang out with friends and overall, to have some fun. 

References from the SIRC Collection:

1. Kanters M, Bocarro J, Casper J. Supported or Pressured? An Examination of Agreement Among Parent's and Children on Parent's Role in Youth Sports. Journal Of Sport Behavior. March 2008;31(1):64-80.
2. Keegan R, Spray C, Harwood C, Lavallee D. The Motivational Atmosphere in Youth Sport: Coach, Parent, and Peer Influences on Motivation in Specializing Sport Participants. Journal Of Applied Sport Psychology. January 2010;22(1):87-105.
3. Lauer L, Gould D, Roman N, Pierce M. How Parents Influence Junior Tennis Players' Development: Qualitative Narratives. Journal Of Clinical Sport Psychology. March 2010;4(1):69-92.
4. O’Rourke D, Smith R, Smoll F, Cumming S. Trait Anxiety in Young Athletes as a Function of Parental Pressure and Motivational Climate: Is Parental Pressure Always Harmful?. Journal Of Applied Sport Psychology. October 2011;23(4):398-412.
5. Weiss M, Fretwell S. The Parent-Coach/Child-Athlete Relationship in Youth Sport: Cordial, Contentious, or Conundrum?. Research Quarterly For Exercise & Sport. September 2005;76(3):286-305.
6. Young C. The Importance of Putting the Fun Back In to Youth Sports. ACSM's Health & Fitness Journal. November 2012;16(6):39-40.

Fundamentals of Movement

There is no debate that adults and children who are physically active on a regular basis are healthier than those who are not active. However, an adult who never learned to throw a ball or swing a bat is unlikely to participate in an activity like baseball or softball. For these reasons it is important to expose children at an early age to physical development. Boys between the ages of 6 and 9 and girls between the ages of 6-8 are at a great stage to be introduced into the fundamentals of movement stage of Long Term Athlete Development. They teach the basic skills of movements by developing locomotive skills, object control skills, and stability.

Fundamental movement skills involve running, balance, throwing, jumping, hopping, skipping, catching, striking and fielding. Learning all these skills allows a child to be exposed to all sort of activities to instill a passion and knowledge for a variety of sports. This in turn allows them to explore and develop other attributes such as the ability to follow instructions, listen, work as a part  of a team, play and interact with their peers. A child in a fundamental of movement class compared to a child who is playing a specific sport, is able to learn the basic skills of all sports as opposed to only one sport.

Children who can throw are able to participate in baseball, softball, goalball, rugby and bowling. If they  can run they can take part in soccer, basketball, squash, tennis and track and field. Down the road, if the child decides to concentrate on one sport, they have a multitude of options and past experiences to draw upon. Even if they decide to play sports recreationally, they have learned the basics of all types of sports, and are able to enjoy them as they choose.

When coaching fundamental movement skills to children, it is important to develop a lesson plan. A lesson plan allows the instructor or coach to set out a direction, know what equipment is needed, and move sequentially towards achieving the intended outcome.

It is important to ensure that the class involves:

• An instruction component
• A demonstration component to build a mental image  
• An exploration component 
• A practice 
• An application component 

For example, a running lesson plan could involve explaining a drill, such as marching A walks, and then a demonstration of how to do a marching A. The children can then try it out, be corrected of any mistakes, and finally play a game that emphasize the marching A action.

As an instructor, dealing with children in the fundamentals of movement stage requires a patient and supportive attitude. These children are not professional athletes and in this regard, encouraging them goes a long way. Also keep in mind that children learn and develop differently. Nurturing life long active Canadians is as important as nurturing future Canadian sports stars.

References from the SIRC Collection:

1. Bailey R, Cope E, Pearce G. Why do children take part in, and remain involved in sport? A literature review and discussion of implications for sports coaches. International Journal Of Coaching Science. January 2013;7(1):56-75.
2. Ebbets R. FUNDAMENTALS. Track Coach. Summer2010 2010;(192):6120-6148.
3. Gimenez R, Lustosa De Oliveira D, De J. Manoel E, Dantas L, Marques I. INTEGRATING FUNDAMENTAL MOVEMENT SKILLS IN LATE CHILDHOOD. Perceptual & Motor Skills. April 2012;114(2):563-583. Hands B. How fundamental are fundamental movement skills?. ACHPER Active & Healthy Magazine. April 2012;19(1):14-17.
4. Sheehan D, Katz L. Using Interactive Fitness and Exergames to Develop Physical Literacy. Physical & Health Education Journal. Spring2010 2010;76(1):12-19.
5. Williams M, Saunders J, Maschette W, Wilson C. Outcome and Process in Motor Performance: A Comparison of Jumping by Typically Developing Children and Those with Low Motor Proficiency. Measurement In Physical Education & Exercise Science. April 2013;17(2):135-149.
6. Zuvela F, Bozanic A, Miletic D. POLYGON—A new fundamental movement skills test for 8 year old children: construction and validation. Journal Of Sports Science & Medicine.