When the behavioral scientist B.F. Skinner was given credit for the design of the Skinner Box, a tool used to study how chickens reacted to different stimuli, his response was that he didn't design it, the chickens did. This point shouldn't be lost on a coach. The practices should be child friendly, designed by their needs, motives and abilities yet cunningly able to teach.

First, is it fun? That is the major motive which alone will keep their attention. Next, are there sufficient repetitions? Will the children get lots of exposure to the coaching moment? This is the best way to insure efficiency. Finally can the children say that they are playing soccer? A game of tag may be enjoyable and offer lots of running moments, but it isn't soccer.

Is it the right scale? Is it small enough to be understood but large enough to be realistic? Children lack adult experience and can't imagine what the coach sees. Create the picture so that they are in it. It must be realistic, a reconstruction of an actual soccer problem. Finally, go slowly. They have a lifetime ahead and what is important to the coach for Saturday's game might not mean a thing to them. Give them the benefit of time.

The Dutch Vision uses a four-part practice plan. First a warm-up, usually 4v4 or some other small game with no coaching. ( A series of 2v2 games is useful as most players arrive at practice individually or in small numbers over a period of time.) This is the time that they move from other things to soccer. It is mental as well as physical warm-up. Remember, most children are coming from school where adults have supervised them for seven hours. This is their playtime.

Next is the orientation. A short game where the coach shows the children what the soccer problem is. This is important because the problem must be the players' problem. If it's not than it's the coach's problem and he can expect the children to discount or ignore it. They might as well be back in school with an adult telling them what is important. An old sales adage says: "If I say it they tend to doubt it, if they say it it's true." Sell the problem to the owners.

After the children understand that they have a problem they can proceed to try to fix it. This is the learning phase. If the game is soccer and it's fun, and there are plenty of repetitions of the soccer problem than the coach has done a good job. When he combines this with correct coaching he has done his best.

After the learning phase is a small game, perhaps a repeat of the orientation, 7v7 or some free expression of the game, a scrimmage. If the children have learned anything it should show. If not, they may need more time or the coach can reevaluate the session.

Building the Game.

Building a small sided game involves the following steps. See playing with the elements for a more in depth look at this topic.

1. Choose the problem. A game is like a tool and you select a tool by what job needs to get done.
2. Choose the players. How many are necessary for the game? Who should be involved? What roles will they play?
3. Choose the goals. What goals best fit the situation for each team? What are they trying to accomplish?
4. Design the field. What dimensions best fit the situation, the players and the problem?
5. Choose the rules. How will the game restart? What restrictions should be on the players? What rules have an effect on the learning process?
6. Adjust the ball. In some cases the ball can be adjusted to meet certain needs. Slightly deflate it for some heading games. Use a different size or composition for some passing games.

   Introducing a New Game.

   When you are introducing a new game use three phases.
   
   1. The orientation phase. The players want to "get to the game" as quickly as possible and you want to make sure that they playing it "properly." Just give the players enough information to get started. The teams, field, goals and any specific rules and let them play. This will keep them happy and allows you the opportunity to observe "who gets it and who doesn't." Don't step in too early and correct things. Ask them how they think they're doing. Give them time to get the feel of the game.

   2. The biggest problem. When the players have a basic feel for the game pick the biggest problem and focus on it. Find the one thing that you would change that would make it a better game. It might be a problem with a team or an individual. Focus on that problem. When that problem is solved a new one will take it's place. Good games are more enjoyable than bad games. If your focus is on the game at hand, and it's relevant to the players long term development, than what they are learning is useful.

   3. Fine tune-increase resistance. When the games are even, exciting, competitive and you see that the players have reached a comfort level you can suggest some new ideas or raise the level of resistance so that the players will have to move out of their comfort zone.

   These steps are a simple way to insure that the games are presented in a graduated and progressive manner. Start simply, fix the big problems and then fine tune. Fine tune by suggesting alternatives, decreasing or increasing resistance. Avoid fine tuning when you have major problems and go back to step two. Think of it as adjusting the tactics after you have the correct strategy in mind.

   Click on the image to see a Real Time preview on introducing a new game from the "Street Soccer" DVD.
   Purchase an online copy from TotalVid.com here.