USSF D License

Good Luck to Aaron Peck this weekend who is on his way to participate in the USSF D license.

Here I have identified some key points in designing a lesson plan to meet USSF standards for this course. YOU WILL ONLY ORGANIZE PRACTICE SESSIONS UP TO 6V6

Coaches should organize their practice session in a progressive manner that
provides for individual, small group, large group and/or team activities. An
example of a practice format would be:
A. Warm Up – lack of pressure from opponent; pressure from ball
and imposed demands.
B. Small Sided Activities – introduce pressure / some elements are not
real; does not have to be directional.
C. Expanding Small Sided Activities – close to the “big picture”;
directional.
D. Match Conditions – game with all rules (6v6).

A. Teaching Technique
1. Fundamental Stage (No Pressure)
a. No pressure from opponent.
b. Begin at slow speed and work towards execution at top
speed.
c. Reduced strength and power.
2. Match Related (Pressure)
a. Introduce pressure of an opponent.
b. Incrementally add pressure based on player’s level of success.
3. Match Conditions (Game)
a. All restrictions taken off the opponents.
b. Importance of small-sided games for technical training.
c. Should finish to big goals.

B. Teaching Tactics
1. Individual tactics (1v1 for attacking and defending)
a. Player with the ball versus the pressuring defender.
b. The importance of individual duels.
c. Should combine with tactical challenges.
2. Group tactics (begins by forming a pair)
a. Small groups of players around the ball become effective
tactical units.
b. Groups can be numbers of 2v1, 2v2, 3v2, 4v2, 4v3, etc.
c. Groups can be players combining to form a line, i.e., back
line, or in certain areas, i.e., 2 strikers and a central
midfielder.
3. Team Tactics: Knowledge of group tactics above 6v6 not
required of “D” License candidates.
a. Team tactics are half-field matches
b. In team tactics we teach individual players and groups of
players about their role and responsibilities for both attacking and defending.
• No pressure of opponent
• Move from slow speed to top
speed
• Concentrate on form and
execution
• Introduce pressure of opponent
- First as shadow
- Incrementally adding pressure
- Finally live pressure


Teaching Tactics
1. Individual tactics (1v1 for attacking and defending)
a. Player with the ball versus the pressuring defender.
b. The importance of individual duels.
c. Should combine with tactical challenges.
2. Group tactics (begins by forming a pair)
a. Small groups of players around the ball become effective
tactical units.
b. Groups can be numbers of 2v1, 2v2, 3v2, 4v2, 4v3, etc.
3. Team Tactics 6V6

Prior to the practice beginning the following items should be organized:
A. If space is available lay out the areas needed before training
begins.
B. Bibs (vests) should be counted out and ready to go.
C. Location of balls, goals, etc., should be determined and if possible
laid out before starting.

When coaching players it is vital to use the coaches tool box
The Coach’s Tool Kit
Every coach needs a variety of coaching methods to use as tools with his/her
teams. Here is a tool kit of 5 coaching methods and explanations of their use.
1. Coach within the flow of the game. This is successful with players
whose technique allows them to process and play at the same
time. The coach provides clear, brief instruction to individuals or
small groups of players as the ball is moving. This is not an
ongoing monologue, but comments at a critical time to influence
play. The caution here is to not let this become noise.
2. Coach the individual player as the game continues. Here the
coach stops an individual player to make a coaching point, but
does not stop the activity. While the coach interacts with the
player, his team plays a “man down.” Obviously the interaction
must be brief and concise to get the player back into the activity.
3. Coach at natural stoppages. Here the coach addresses groups of
players during times when the game is still, e.g., when the ball
goes out of bounds; at water breaks; change over. While being
brief and concise is always important, here it is important to focus
on a problem that is fresh in the player’s mind.
4. Allow the conditions of the activity to coach the theme. Here the
conditions of the activity provide the problem for the players to solve.
For example, using the 6 goal game to coach small group
defending. Defending three goals forces the players to pay
particular attention to cover and balance. Conversely attacking
three goals will reward the team that can change the point of
attack quickly and accurately.
5. Coach using the “freeze” method. Here the coach “freezes” the
game to make his coaching point. This allows the coach to “paint”a very visual picture for the players. Use this option with care,
because if used too often it can disrupt the game and frustrate
the players


Sample sessions for D License (Copy and paste links)
www.mysa.org/download/U12_pass-possession.pdf

www.mysa.org/download/whentodribblepass.pdf

www.oregonyouthsoccer.org/assets/coaches/Finishing__D_License_.pdf

www.mysa.org/download/circulateball.pdf