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This article was downloaded by: [University of Liverpool] On: 06 October 2014, At: 04:28 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Journal of Physical Education, Recreation & Dance Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/ujrd20 Developmentally Appropriate Soccer Activities for Elementary School Children Ronald Quinn a & David Carr b a Xavier University , Cincinnati , OH 45207 b physical education and coaching education , Ohio University , Athens , OH 45701 Published online: 25 Jan 2013. To cite this article: Ronald Quinn & David Carr (2006) Developmentally Appropriate Soccer Activities for Elementary School Children, Journal of Physical Education, Recreation & Dance, 77:5, 13-17, DOI: 10.1080/07303084.2006.10597872 To link to this article: http://dx.doi.org/10.1080/07303084.2006.10597872 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http:// www.tandfonline.com/page/terms-and-conditions

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Page 1: Developmentally Appropriate Soccer Activities for Elementary School Children

This article was downloaded by: [University of Liverpool]On: 06 October 2014, At: 04:28Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954 Registered office: MortimerHouse, 37-41 Mortimer Street, London W1T 3JH, UK

Journal of Physical Education, Recreation & DancePublication details, including instructions for authors and subscription information:http://www.tandfonline.com/loi/ujrd20

Developmentally Appropriate Soccer Activities forElementary School ChildrenRonald Quinn a & David Carr ba Xavier University , Cincinnati , OH 45207b physical education and coaching education , Ohio University , Athens , OH 45701Published online: 25 Jan 2013.

To cite this article: Ronald Quinn & David Carr (2006) Developmentally Appropriate Soccer Activities for ElementarySchool Children, Journal of Physical Education, Recreation & Dance, 77:5, 13-17, DOI: 10.1080/07303084.2006.10597872

To link to this article: http://dx.doi.org/10.1080/07303084.2006.10597872

PLEASE SCROLL DOWN FOR ARTICLE

Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) containedin the publications on our platform. However, Taylor & Francis, our agents, and our licensors make norepresentations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose ofthe Content. Any opinions and views expressed in this publication are the opinions and views of the authors,and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be reliedupon and should be independently verified with primary sources of information. Taylor and Francis shallnot be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and otherliabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to orarising out of the use of the Content.

This article may be used for research, teaching, and private study purposes. Any substantial or systematicreproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in anyform to anyone is expressly forbidden. Terms & Conditions of access and use can be found at http://www.tandfonline.com/page/terms-and-conditions

Page 2: Developmentally Appropriate Soccer Activities for Elementary School Children

13JOPERD • Volume 77 No. 5 • May/June 2006

The sport of soccer has seen signifi cant growth across multiple levels for the past two decades. Nowhere has this growth been more dramatic than at the youth level. It is estimated that well over 20 million children have some involvement with the game each year. As a result of this growth in community youth soccer,

elementary school students are bringing more soccer-related experiences to physical education classes. This article examines a series of youth sport perspectives and how they can be applied to physical education programs in elementary schools.

The United States Soccer Federation (USSF) Coaching Schools have been in existence since the early 1970s. These schools brought a structure and progression to teaching and coaching soccer. The terms “fundamental,” “match related,” and “match condi-tions”—as well as individual, group, and team tactics—are fi rmly embedded in our soccer culture. This was a good start, and the approach continues to serve our country very well. However, according to J. Lennox, former USSF director of coaching (personal com-munication, February 21, 2004), the Coaching School curriculum was never intended to be applied to children under the age of 13. Children at ages 13 and younger go through various developmental stages and learn much differently than those age 14 and older. For example, elementary school children, particularly in the primary grades, are still developing fundamental motor skills, and much of their capacity to attend to a task is centered on controlling the ball. Thus, the introduction of tactical concepts such as wall-passing or three-player combinations goes beyond a child’s current knowledge base.

Traditionally, physical educators and coaches used what Werner, Thorpe, and Bunker (1996) termed the “technical model,” in which they taught an isolated skill, such as various passing techniques, followed by some type of game. This approach for a team sport lacks application and transference to the actual game. Young players spent years on juggling, and their technique improved, but they did not necessarily play the game better. Teachers and coaches often overlooked the fact that cognitive development, par-ticularly decision making and problem solving, were skills that needed to be developed as well (Hubball & Robertson, 2004; Quinn, 1997). The technical model has given way to the tactical model or teaching games for understanding (TGFU), where tactics are gradually learned through an understanding of time and space (Bunker & Thorp, 1982; Werner et al.). As Werner et al. noted:

…the technical model of teaching games consistently revealed: (a) a large percentage of children achieving little success due to the emphasis on performance, (b) skillful players who possess infl exible techniques and poor decision-making capacities, (c) performers who are dependent on the teacher/coach to make their decisions, and (d) a majority of youngsters who leave school knowing little about games. (pp. 28-29)

Developmentally Appropriate Soccer

Activities for Elementary School Children

RONALD QUINN DAVID CARR

Youth soccer offers insights for teaching elementary school children.

All p

hotos by Greg Rust, X

avier University

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Page 3: Developmentally Appropriate Soccer Activities for Elementary School Children

14 JOPERD • Volume 77 No. 5 • May/June 2006

Rink (1998) encouraged competitive situations that em-ploy the execution of tactics

that must occur very quickly in relatively crowded situations. The emphasis in competitive games is on when and how to use the skills, no longer on simply how to do the skills. (p. 24)

Players get to see the relationship between skill develop-ment and game play when the focus is on tactics rather than on learning the skill (Belka, 2004). Interestingly enough, the TGFU approach coincided with the introduction of a child-centered approach to soccer, presented in the US Youth Soc-cer National Youth License (Quinn & Carr, 1998) developed by Fleck, Quinn, Carr, Stringfi eld, and Buren (2002). Thus the motto, “Game in the Child versus Child in the Game” (Quinn, 1988; Quinn & Carr, 1998), was adopted and is now part of the mission statement of the US Youth Soccer’s National Youth Coaching License.

Children need developmentally appropriate practice in a safe and healthy environment. They require clear, concise, and correct information from knowledgeable adults who understand how children develop, both physically and mentally. Children must be exposed to simple concepts that can be expanded into more complex sequences as they learn skills and develop a cognitive understanding of how to play (Gréhaigne & Godbout, 1995). This process cannot be forced, and it cannot be “drilled.” Some children will “get it,” while others of the same age will not, but the process can develop with time and practice. Children also need opportunities to make decisions and to solve problems within their play environment and among their peers. A child’s basic urge is to run and chase the ball; therefore, it is developmentally inappropriate to restrict this urge by placing players in specifi c positions. All activity should relate to how children play their game (Belka, 2004). Thus, research has shown that the TGFU approach is a more viable and effective way to teach decision making (i.e., how to play the game), without sacrifi cing skill development (Turner and Martinek, 1995).

For the youngest children, their world is expanding and their understanding of how to play is new and exciting, and it changes daily. Designing age-appropriate activities that

refl ect a developmental approach is critical if children are going to grasp basic movement principles, body awareness, technical skill, and tactical awareness that are appropriate for their level of maturity. Young children have one speed (all out) and lack a sense of pace. They go all out until they tire, but have a fairly rapid recovery mechanism. It is essential that adults create game activities that are developmentally appropriate for elementary school boys and girls.

Coaching Principles and Pedagogical ConsiderationsThe US Youth Soccer Offi cial Coaching Manual outlines the principles of youth soccer coaching (Fleck et al., 2002). These principles are easily applied to elementary school physical education. The principles are:

• Use developmentally appropriate activities and game structures.

• Give clear, concise, and correct information.• Use simple to complex activity progressions.• Provide a safe and appropriate training area.• Allow for decision-making opportunities in every activ-

ity and game.• Each activity must have direct implications for the

game. In addition, the following pedagogical considerations

will prove useful to both coaches and physical educators (Carr, 2000):

Instant Activities. Elementary school children are very eager to move when it is time for physical education class. Most are ready to explode when they get to the gym or to the fi eld. Create instant activities that engage them in play (i.e., small-sided games). They can work with a ball individually, play with a partner, or form a small group and begin playing the game. Allow for a few minutes of appropriate play and then begin the lesson you have planned for the day. The students will likely be more attentive and will follow direc-tions and stay on task better because they have already had an opportunity to play

Protocols for the Learning Environment. These are courtesies that allow students to understand how they will function in the learning environment. Often, teachers and coaches make all the decisions regarding how children will play. Students must get an opportunity to solve the problems presented during physical activity. These protocols must be taught, and students need to be held accountable for following them. The protocols typically deal with issues of class management. How do you want your students to begin an activity or stop when you signal them? How do you want your students to form groups? How do they sort out an odd number of participants? How can they “fi x it” when something is not working the way it should work? Where is the equipment stored, and what is the protocol for getting and returning it to the rightful place? There are other protocols that you may choose to incorporate into your classroom. Such protocols allow for a much better learning environment for both the students and the teacher.

In this instant activity, everyone gets to dribble the ball for a few minutes without touching anyone.

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15JOPERD • Volume 77 No. 5 • May/June 2006

No Laps, No Lines, No Lectures. These are the dreaded Three L’s (Fleck et al., 2002). Find activities (other than running laps) that relate to how the game is played. Many teachers have students run around the fi eld or gym as a warm-up. Put all of the students in an appropriate-size space with a ball and have them dribble and be aware of others in their space. This simulates how they play soccer and acts as a warm-up, a skill development session, and an opportunity to make decisions. Boys and girls dislike running laps, but they will love trying to keep possession of their ball and other dribbling games. No one likes to wait in line or wait for their turn. Create activities that involve every student at all times. This can be through individual play, pairs, or small groups. Provide one ball for every student in class, and create opportunities for multiple games, and lines will become a thing of the past. Briefl y give students the information they need to engage in the assigned activities. Challenge yourself to get them moving in less than a minute.

Eliminate Elimination Games. Typically, those who are eliminated fi rst in such activities are those who need the most practice. Create ways for children to reenter the game or activity without penalty if they miss a shot or their ball gets knocked out of the space. It is not necessary to play until you have a winner. Create activities and games where children are constantly playing and having success while doing so.

Small-sided Games. These are the games for children. The adult version of soccer has 11 versus 11. This is inappropri-ate for young children for a host of reasons. Games that feature small numbers (3 vs. 3, 4 vs. 4 and 5 vs. 5) involve everyone because they all get time with the ball. Everyone gets opportunities to attack and defend, dribble, pass, and shoot. Use small goals without goalkeepers; this is especially important at the youngest ages (grades K-3). This will lead to more goals being scored, which enhances self-esteem and confi dence. It is okay to play with uneven numbers. Chil-dren need to be placed in situations so they can solve these learning problems of having an extra player or having one less than the other team.

Developmentally Appropriate ActivitiesThe following seven developmentally appropriate activities are designed for students in grades K-5:

1. “I can do this without the ball, can you?” See number two.2. “I can do this with the ball, can you?” All students partici-

pate fi rst without a ball, and then with a ball. The purpose is to get players more familiar with their bodies and the ball. Challenge the children by saying, “I can do something without the ball, can you?” You perform some type of task without the ball (it does not necessarily need to be with your feet). After a few times, you then ask them, “What can you do without the ball?” Be prepared for their response. This activity will work best with the primary grades and is a way of including them in the lesson. Once you have had a few volunteers demonstrate, then add the ball and repeat the process.

3. Body-Part Dribble. All students must have a ball. The purpose is to improve dribbling in a confi ned area, reac-tion time, listening skills, decision making, and knowledge of body parts. Students begin dribbling within a confi ned area without touching anyone. While they are moving, call out a body part (elbow, foot, knee, stomach). The children must immediately stop their ball with that body part. If you choose, the last person to react may have to do a small task, such as three ball taps (touching the top of the ball with the sole of the foot) or some fun exercise. The task should not be considered punishment, and the remaining players should return to dribbling while the player is completing the task.

4. Everybody’s It. As the game implies, make everyone “it.” You may even want to start the game without a ball. Chil-dren should move in a confi ned area without bumping into anyone. On the signal, “Everybody’s it,” children collect a point each time they tag someone. Next each student has a ball and plays the same way. This will work for all ages, and it is a great warm-up activity. For safety, students should tag others only in the middle of the back.

5. Musical Balls. This is played like musical chairs. Each student has a ball, and all of them dribble it within the de-fi ned area (center circle, 20- x 20-yard space, etc.). On the whistle or any signal you want to use, all players must leave their ball and fi nd a new ball to dribble. With children older than seven, you can have the last player to get to their ball perform some small task, such as six alternating touches of the ball, then begin dribbling again. This is a great warm-up activity that helps the younger children learn how to part with their ball.

In a variation for players eight and older, remove the ball of the last player to get their ball. This player continues to play by getting a new ball with each change. Continue to remove balls until three to four have been taken out, de-pending on the size of the group. When ready to conclude the activity, gradually reinsert the balls so everyone ends the game with a ball.

6. Math Dribbling. Players dribble in a confi ned area with-out touching one another. The teacher then calls out a math

Students stop the ball with a particular body part (called out by the teacher), in “Body-Part Dribble.”

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16 JOPERD • Volume 77 No. 5 • May/June 2006

problem (appropriate for the age level), and the players must immediately solve the problem by forming the appropri-ate-size group. Students with an incorrect answer, or those in the last group to form, are given some type of fun task to complete. You may want to ask the rest of the class what they should do. Be prepared for their answer. If you have the students perform a task, it should be something they can do quickly, and the other students should be back dribbling while the task is being completed. This is also a great way to organize groups for the next activity.

7. Ball Retrieve. This can be done by individuals, pairs, and fours. Each player hands the coach his or her ball. (The teacher can only handle one ball at a time.) The teacher then tosses the ball away, and the player must retrieve the ball as quickly as possible, bringing it back any way the player wants. The players are encouraged to bring the ball back a different way each time. For the primary grades this is sim-ply a game of “go fetch.” Students who are eight and older could work in groups of two to four, and the teacher will call out a number while tossing the ball away. The students’ challenge is to bring the ball back to the teacher using only that number of passes.

8. Gates. This can be done by individuals and pairs. Use cones to set up random gates (goals) approximately three yards apart. Set up as many as you like depending on the space and the number that you have (8-12 should be suffi -cient). Start with one ball per player. On the signal the players must dribble their ball through as many gates as possible in 60 seconds. At the conclusion, ask how many gates they dribbled through. Be ready for their answers. The youngest children will have diffi culty performing the task and count-ing at the same time. Then repeat the activity with the goal of improving their score in the same period of time.

The next fi ve activities are appropriate for older elemen-tary school students:

9. Pac Man. (Grades 3 and up.) This game is played in a confi ned area of 20 by 20 yards (size may vary depending on the number of players or age). The game begins with one player or two players with a ball. The rest run freely within

the designated area. The player(s) with the ball dribbles and attempts to hit the other players below the knee by passing the ball at them. (Passing should be emphasized rather than shooting.) A player who is hit below the knee becomes a Pac Man, collects a ball, and helps to hit other players. The game continues until all players have a ball. This is a great fi tness and dribbling activity. All players are able to participate at their own ability level. A player who is hit early gets the opportunity to dribble longer. If a player manages to avoid getting hit until near the end, his or her challenge greatly increases. This activity will work best with children ages eight and older.

10. Knockout. (Grades 3 and up.) In a random formation within a confi ned area, each player dribbles a ball while trying to kick another player’s ball out of the circle. If a player’s ball is kicked away, but the player catches it before it stops, the player is permitted to rejoin the game. If, however, the ball has stopped, the player must perform four to 10 alternating ball taps. The teacher can decide on length, but one variation is to announce when only 30 seconds remain; if someone’s ball is kicked out during that time that player is eliminated. Now the tactics change, because the task is to try to stay in the circle for the last 30 seconds.

11. Defrost Tag. (Grades 3 and up.) This is a modifi ca-tion of the old game of freeze tag. Make two teams of equal number and play in a confi ned area of approximately 20 to 30 yards square. One team is inside the area without a ball. Each player on the other team has a ball and starts standing on the outside of the area. On the signal, the team with the ball dribbles into the area and attempts to hit the other team through short passes or dribble fl icks. Players are encour-aged to run, jump, and dodge to avoid being hit. Players who are hit are frozen and must stand with their legs apart and hands on their hips. A frozen player may be unfrozen when a teammate crawls between the frozen player’s legs. However, as long as any part of the crawling player’s body is still under the frozen player, both players are safe and a ball cannot be played against them. Only when the player crawls completely through can the frozen player become

In “Gates” (left), students dribble their ball through as many gates (pairs of cones) as possible in 60 seconds. “Pac Man” (right) is a great fi tness and dribbling activity that allows all students to participate at their own ability level.

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17JOPERD • Volume 77 No. 5 • May/June 2006

unfrozen and both players return to active play in the game. The teacher may keep time to see how long it takes a team to freeze all the other players, or a fi xed time limit may be used, with the number of frozen players counted at the end. Make sure that each team gets a chance to play both roles. This activity works best with children age eight and older.

12. Team Knockout. (Grades 4 and up.) The purpose of this game is to introduce the concepts of possession and team play. Children 10 and older would be ready for this type of activity. Make two teams of six to nine players per team. One team (B) will be on the fi eld with a ball for each player, and the other team (A) is positioned around the fi eld. On the signal, Team “A” runs onto the fi eld and tries to kick all the balls off the fi eld in the shortest time. A stopwatch will be needed. Once a ball is kicked off the fi eld, the player who lost that ball may help a teammate and receive a pass, because the clock does not stop until the last ball is kicked off the fi eld. Team “B” therefore tries to keep possession of at least one ball as long as possible. Thus, an activity that starts with one ball per person, quickly becomes game-like as balls are kicked off the fi eld. This is an excellent activity for improving communication and the concept of team posses-sion through a fun and competitive small-sided game. Once the last ball is kicked out of play, the roles reverse and Team “A” tries to beat Team “B’s” time.

13. Boss of the Balls. (Grades 4 and up.) This small-sided game introduces the concept of dribbling toward the goal and provides the opportunity for scoring many goals. Make two equal teams of four to six players. This is a regular game played to two goals, but the teacher controls the entry of the ball into the game. If your players always chase after one ball in a beehive fashion, give them more honey! The teacher may add balls into the fi eld as balls are played out of bounds. Try to keep at least two to three balls in the game at all times. Once you run out of balls, ask players to run and collect them so you can start another round. This is a great game that produces a high degree of success and student involvement.

This last activity is a small-sided game appropriate for all grades:

14. Four Versus Four. This small-sided game encourages the scoring of goals. The fi eld size may range from 30 to 50 yards in length and 20 to 40 yards wide. Make two teams of four to eight players. There are three progressions to this game, if you choose to use them: (1) play only to an end zone with no goalkeepers, and with a goal scored only when the team is able to stop the ball in the end zone; (2) four goals without goalkeepers are placed at each of the corners of the fi eld (goals can be made with fl ags or cones and should be four to seven yards apart), and each team must defend and attack two goals; (3) place a goal at each end of the fi eld, with or without a goalkeeper.

ConclusionThese are but a few of the hundreds of games and activities that are appropriate for elementary school physical educa-

tion classes. The game is the best teacher, and children will enjoy physical education because they get to play every day, while their skill, tactical awareness, problem-solving ability, and fi tness level improve dramatically. These activities are easy to organize, provide maximum class participation, al-low for decision-making and leadership development, and will be fun for both students and teachers alike. Building a foundation during elementary school physical education can help develop active involvement in physical activity and contribute to lifelong positive attitudes towards fi tness and sports.

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Brady, F. (2004). Children’s organized sports: A developmental per-

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secondary schools. The Bulletin of Physical Education, 18(1), 5-8.

Carr, D. (2000). Wait until they’re ready. Soccer Journal, 45, 5, 21-22.

Fleck, T., & Quinn, R. (2003). The baffl ed parents guide to great soccer

drills. Camden, ME: McGraw-Hill.

Fleck, T., Quinn, R., Carr, D., Stringfi eld, V., and Buren, B. (2002). US

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Ronald Quinn ([email protected]) is an associate professor and director of sports studies at Xavier University, Cincinnati, OH 45207. David Carr ([email protected]) is an associate professor of sports sciences and coordinator of physical education and coaching education at Ohio University, Athens, OH 45701. Both are also national staff instructors for the United States Youth Soccer Coach-ing Education Department.

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