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9 TO 11 YEAR OLDS
This is a great age-group for small-sided games. In fact there is an argument to suggest that the entire session should be small-sided games. After all, we want the children to learn to play football - so what better way to learn than by playing footballl? The challenge for the coach is to maximise the amount of learning that happens for all players in these small-sided games. A large part of this will be how to group players so they all experience success. It is worth remembering that team sizes do not need to be even - being outnumbered in games is realistic preparation for the adult game of football, and poses a new problem to the children. There are hundreds of modifications to small-sided games - all of which will change the challenge that the children face. The coach needs to ask themselves: What does this modification add to the learning process? If there is no benefit, then there is no use in modifying the game.
Children aged 9 to 11 are very capable at inputting into their own sessions and learning. They should be encouraged to take ownership of their sessions, make their own rules, and reflect on their own learning. The main themes for this age-group should be Decision Making and Small-sided Games.
Below are a few sample activities from the MoF Coaching Manual. If you have any comments or suggestions, or want to purchase the Coaching Manual please email by clicking here.
Shooting and passing circuit
This circuit challenges the players' ability to shoot or pass the ball in a variety of different ways. Children love scoring goals, so this circuit is very popular! A safety issue: It is important that children do not go to colllect a ball while others are shooting.
The coaches task during this activity is to identify the children who are struggling and give them help, and to identify those who are forging ahead and challenge them to make it more difficult.
1v1 Obstacle race
This activity takes a little bit of time to set-up, so should only be used when the coach has time to organise it properly. Coaches should be imaginative about the obstacles they use. But try to include elements of decision-making. In the example below, the player playing the pass off the back wall needs to decide if it's ok to turn when receiving the ball or if the GK is too close to allow them to do so - what will they need to do in order to be successful in this decision?
Players can easily input into this activity be adding rules or changing/adding obstacles. Using ladders, hurdles, short sprints etc are good additions. Also, you could add a rule that players can tackle each other at any point during the race. Remember that in order to maximise learning: It is not necessary for one pair to finish before the next starts. Players should go as soon as there is space to do so and their opponent is ready.
2v1 and 3v2
This activity uses two channels, with pairs of players moving round the area following one channel then the other. The idea is for each pair to attack one of the goals, trying to beat 1 defender and a goalkeeper. This activity includes lots of similar decisions: For the attackers the decision is whether/when/how to pass or dribble; For the defender it is how to defend when out-numbered.
An interesting variation could be to use one channel that is wide and one that is narrow. This will challenge the attackers and defenders to think about how to attack and defend across different sized areas.
Coaches could use a whiteboard to help explain the activity to the players beforehand, as it is important that all the players understand how the activity works. Whiteboards (and player demonstrations) are also useful to show attacking players creative movements like overlaps, one-twos, dummy runs etc.
It may be motivating for the players to keep score during these games, and this activity is easily turned into a mini-competition by seeing which pair can score the most goals.
Progress: 3v2. This time there are two defenders and a GK against three attackers. This should be more difficult for the attackers, particularly because there is less space.
3v3 with sweepers
The modification to this 3v3 is for each team to use a designated sweeper. A condition is added: That the team in possession needs to play the ball through the sweeper in the sweeper zone before coming forward. This condition aims to help children look behind them for support, as often they only think about going forward and do not realise that often the better option is to play back before going forward again. This modification also challenges the sweeper to support play behind the ball, to switch play, and to play one or two-touch to speed the play up.
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9 to 11 year olds session times and venues