Enhancing In-Game Performance is incredibly important. In this blog we will discuss integrating speed with soccer skills and ultimately enhancing performance on the field.

In the fast-paced world of soccer, speed is an important factor that can mean the difference between a good and a great player.

However, speed in soccer is more than just how quickly a player can sprint. It’s about how well they can combine their speed with ball control, dribbling, and tactical awareness to improve their game performance. This article seeks to assist coaches and soccer parents with information on how to effectively combine these aspects.

The Importance of Speed in Soccer

Soccer requires a variety of speeds. It is not only about physical speed, but also about cerebral speed, which includes swift decision-making and anticipation. A player who can think quickly and predict the game’s flow will frequently get to the ball faster than a player who depends purely on physical quickness.

You can learn more about this in my other blog on Soccer Speed Part II- The Different Types of Speed

Combining Speed with Ball Control

Ball control refers to the capacity to manipulate the ball with all parts of the body. When paired with speed, athletes can keep possession of the ball while moving fast around the field.

To improve this talent, players should do drills that include controlling and manipulating the ball at different speeds. A simple practice could include dribbling the ball around cones at increasing speeds, pushing the athlete to retain control as they accelerate.

In future blogs I’ll share more about these drills, but for now you can experiment with different ways to change speed and different patterns around cones. Keep it simple.

Integrating Speed with Dribbling

In soccer, dribbling is the process of pushing the ball forward with repeated touches of the feet.

When combined with speed, dribbling can be an effective way to advance the ball, dodge defenders, and create scoring opportunities.

Drills for increasing speed dribbling may include racing against the clock or other players, with the goal of finishing the course as rapidly as possible while maintaining possession of the ball.

What other drills can you think of that will practice this skillset- share in the comments!

Enhancing Tactical Awareness with Speed

In soccer, tactical awareness entails knowing the game’s strategic aspects, such as positioning, timing, and decision-making.

A player with high tactical awareness may maximize their speed by making sound decisions about whether to accelerate, when to slow down, and where to move on the field.

Coaches can help players build tactical awareness by teaching game strategies, analyzing professional matches, and leading simulation exercises.

Conclusion

In summary, integrating speed and soccer skills is a complex process that involves practice, coaching, and a thorough grasp of the game.

However, when done correctly, it can greatly improve a player’s in-game performance, transforming them into a more fearsome opponent and valuable asset to their team.

As coaches and parents, your involvement in this process is critical. You can assist your players reach their full potential and excel in the beautiful game of soccer by giving them with the necessary direction, support, and resources.

This article is guided by the principles of the International Youth Conditioning Association (IYCA) and supported by scientific research and practical experience in the field of youth soccer conditioning. It aims to be educational, engaging, and practical, providing coaches and players with the knowledge and tools to develop speed in soccer effectively.

Author: Beni Brannigan

Beni is an IYCA Ambassador, Entrepreneur and CEO. He’s earned UEFA coaching badges and a BA in Physical Fitness & Sports Conditioning. He has professional experience across soccer, golf, and rugby, expanding programs in Texas and Ireland. He has founded GameLikeSoccerCoaching and BBsports Fitness and Nutrition.

Want to learn more about SPEED Development and/or Mechanics?

VISIT iyca.org/store today and GET 15% off ALL of the IYCA RESOURCES by using code: BBRANNIGAN15

Have you ever wondered how to train athletes who never have an off-season? You aren’t alone, we received a great question from one of you, and we want to address it. In this blog we will dive into, Training athletes who never have an off-season

For this one, we called on Periodization Expert, Karsten Jensen, to share his decades of experience working with over 27 different sports through the Olympic Levels, in a blog just for you! (And there will be more to come as he expands on the concepts he speaks about here)

Here is what he had to say:

I am familiar with the scenario you describe. 2008-2010, I consulted for the Varsity Men’s Volleyball Team at The University of Toronto, Canada. There were no conditioning requirements over the summer. When the student-athletes returned to campus, they had five volleyball practices per week from the beginning of the semester. Strength training was scheduled from 08.30-09.15 p.m. Monday and Wednesday.

Having limited time and energy for S&C can be a blessing in disguise. It forces us to be precise, efficient, and creative with our training programs.

These strategies, which I will share in the upcoming posts, are not just solutions to your time and energy constraints, but powerful tactics that will significantly enhance your athletes’ performance. They show that even with limited resources, you can still achieve remarkable results.

The first step is to get clear on the athletes objective for the strength and conditioning process:

What do they say they want?
Ask the athlete and the coach,

“What is the limiting factor in your ability to practice and compete?”

I have asked athletes and coaches this question for more than 20 years. The answer always falls into one of the following categories, which in the context of the Flexible Periodization Method, are referred to as ‘type 1 goals’.

These are the primary objectives that the athlete aims to achieve through their strength and conditioning program.

Primary Objectives:

• Increase daily energy/vitality.
• Prevent repeated injuries or rehabilitation.
• Increase ability to perform a high amount of sport-specific practice with high quality and
  intensity.
• Improve peak performance in selected elements of the performance or game.
• Improve the ability to repeat/maintain current peak performance in selected elements of
  the performance or game.
• Improve performance in prolonged or repeated competitions.
• Body composition (changing weight class).

Understanding the athlete’s type 1 goal is crucial.

It saves time and helps identify elements that don’t need addressing in the S&C program. Before working with the University of Toronto’s Varsity team, I worked with the best Danish men’s volleyball club and the Danish Men’s National Volleyball Team.

In 90% of the cases, the requested type 1 goal was ‘the ability to practice and compete with high quality and intensity.’

The Danish National Coach (my first mentor) also organized the volleyball practice to create the necessary energy systems conditioning effect (what soccer coaches call small-sided games). As a result, the athletes required no additional conditioning.

There are three additional implications of designing the S&C program around improving the athlete’s ability to practice and compete.

Implications

1.  The focus of the S&C program is the ability to train and compete above weight room numbers. In scientific studies, many weight room numbers, such as 1RM Back Squat, correlate to sprint speed (short distances). However, improving the 1RM squat is not always what an athlete needs to practice and compete better.
2. The S&C program is elevated from a sport-specific program to an individualized program. This shift in focus acknowledges each athlete’s unique needs and goals, making them feel valued and understood. The trap in sport-specific programs is ‘great programs with the wrong goals’, for example, giving a volleyball player who already jumps high enough a plyometric training program. By tailoring the program to each athlete, we show them that their goals and aspirations are important to us.
3. The type1 goal is targeted with the optimal amount of exercises, volume, intensity and frequency. Address secondary priorities if any ‘space’ is left in the program.
4. If the athlete can dedicate enough time to strength and conditioning, the program can address more than one type1 goal.

Coaches communicate an individualized program more confidently because they know it is the right program for the athlete. The athlete is more motivated for a program when they truly understand how the program is supposed to help them improve their sports performance. This approach proves effective time and time again, instilling confidence and trust in both coaches and athletes.

In addition to a precise type one goal, four additional program design strategies help train
athletes with minimal time and energy for S&C.

Program Design Strategies

1. In the off-season, strength and conditioning prepare the athlete for sports practice. In-season, strength and conditioning supplements the sports practice.
2. Create optimal synergy between the warm-up and the main practice.
3. Add volume with micro-dosing and all-day movement.
4. Use visualization to improve muscle, strength or power outside the gym without physical strain.

In future posts I will go into detail with these four strategies.

In the meantime, you can catch up on this blog: Periodization as a Strategy, Not a Tactic by Karsten

Take advantage of our Educational Resources- Get 15% off your entire cart by using code KJENSEN15 at iyca.org/store

Author: Karsten Jensen

Karsten Jensen, MSc Exercise Physiology, a renowned figure in the field, has been assisting world-class and Olympic athletes from 27 different sports since 1993.

His track record includes athletes who have clinched Olympic medals, European and World Championships, and ATP Tournaments. Karsten is the pioneer of The Flexible Periodization Method, a comprehensive system of periodization that allows for adaptability and customization based on individual athletes’ needs and goals. He works closely with busy coaches, offering his expertise to optimize their periodization and program design

Website
Facebook

LinkedIn

Instagram

Join IYCA Certified Coach, Efrain as he shares his Dynamic Football Warm-up and Sample Workouts!

We believe that collaboration is the key to unlocking potential, not just in ourselves but in the kids we coach!

There is no single ‘right way’ but together we can find the best way to serve the kids we work with.

Below is a warm-up series for middle & high school football athletes.

General Physical Preparation, Flexibility & Mobility

• Run an easy lap around the track or field
• Glute bridge – Lay supine on a mat or field with heels on the ground and toes pointed up. Raise hips and pelvis off the ground and hold for 1-2 seconds. Do 1 set of 10 reps.
• Hip crossover – Lay supine on a mat or field with knees at 90 degrees and touching together. Lift legs swing over and down until the bottom knee touches the ground and hold for 1-2 seconds. Do 1 set of 5 reps per side.
• Calf stretch – Loop foot over ankle; straighten leg and hold for 1 second. Do 1 set of 8 reps per calf.
• Lunge and Reach Series – Forward Lunge Walk while reaching hands up and overhead (5x each side). Reverse Lunge Walk and rotate the torso across the front leg (5x each side). Lateral Lunge, holding a wide stance lunge side to side to activate adductors and groin area (5x each side).
• Knee Grab – Perform in a walking motion. Grab a knee and pull it towards your chest while going up on the ball of your foot on the stance leg. Hold for a one count, then take a big step and perform on the other side (10x each side). Knee Flex – Perform in a walking motion. Grab your foot and pull your heel to your butt while going up on the ball of your foot on the stance leg. Hold for a one count, then take a big step and perform on the other side (10x each side).
• Toe & heel walks, 2 x 10-15 yards, walk on your tippy toes then walk back on your heels, perform 2 sets.
• Straight leg runs, 4 x 10-15 yards, run dorsi-flexing your ankles and keeping toes up towards the sky. Perform 4 consecutive sets then slow down for Frankensteins.
• Frankenstein Walks – Straight leg march in place with arms extended and hands at chest level. Attempt to touch hands with foot. (10 x each leg)

Speed build-up, Conditioning & Coordination

(All performed for 2 reps x 15 yards)

• Backwards Run – Concentrate on a full stride, fully extend your leg using your hams and glutes.
• Butt Kicks – Move forward while kicking your butt with your heels. Take your time covering the distance but move your feet quickly.
• High knees – Move forward while pumping knees towards chest.
• Shuffle – Shuffle feet side to side while maintaining an athletic stance. Can also sub for Carioca drill
• Carioca – Use the same body position as the shuffle but perform a cross over run, concentrating on staying low and moving your hips while keeping feet straight

Sample Workout 1:

Plyometrics:

1. Skips for distance, 3 x 15 yards, recovery 30 seconds
2. Up downs, make sure to jump straight up and high, 3 x 8 reps, rest 40-60 seconds in between sets.
3. Squat staggered broad jumps, 3 x 8, recovery 60 seconds (explode out of a squat raising hands overhead and land softly into a squat)

Top speed :

1. Flying 30s, 4 sets, rest at least 60 seconds in between sets – Place 4 cones down 50 yards total, 10 yards will be in between cones 1 & 2 & then 30 yards in between cones 3 & 4, start off by jogging to cone from start and begin accelerating towards next cone ending in a full sprint from cone 3 to 4

Cool down and stretch

Sample Workout 2:

Agility:

1. Pro-agility, 2 x right, 2 x left, time the last 1 for baseline for improvement
2. First 10 starting drills:
   – One-knee lateral starts, 2 x right, 2 x left, recovery 60 seconds (2 cones 10 yards apart start at one end with your right foot off the ground on command or a whistle player will drop foot turn hips and cross over with the other leg and sprint towards to cone 10 yards away)
   – One-leg linear starts, 2 x right, 2 x left, recovery 60 seconds (Same as above, but this time the player will be looking right at the two cones start with foot off the ground lean in as if you’re going to fall then plant the foot and explode off the next foot sprinting towards the 2nd cone.)

Plyometrics:

1. Skips for height, 3 x 15 yards, recovery 60-90 seconds
2. Squat jumps and toss light med ball or even football, catch and repeat , 3 x 8, recovery 60-90 seconds
3. Depth jumps & sprint 10 yards, 4 reps, recovery 60 seconds (jump onto and off a small box no more than 12 inches high and sprint)

Cool down and stretch

Although this is a dynamic warm-up for football athletes, it can be used for almost any other sport! In the video below you can see some of these dynamic warm-up for football athletes in motion.

Having a hard time accessing the video? CLICK HERE

Please understand that when participating in any exercise or physical activity program there is a possibility of physical injury, and choosing to engage in this exercise or exercise program is done so at your own risk. If the activity seems too rigorous for you or your athlete, please refrain from doing.

Author: Efrain Larenas

Owner & Operator at E Class Personal Fitness Training, IYCA Youth Fitness Specialist, AFAA-CPT, Youth & Senior, TRX, AAA-ISMA Certified Small group, Life Wellness, Sports Conditioning 1-3

Over 28 years of experience and 5 years teaching Elementary PE.

Follow Coach Efrain Larenas at E Class Personal Fitness Training

Are you ready to take your education to the next level with the IYCA!

Use this special code to receive 15% off any purchase from the IYCA.org/store

CODE: ELARENAS15

Every sports coach wears a number of different hats, and it’s important to know how these three components measure up, if you hope to improve your young athletes!

Every sports coach should know these three components and in this video, IYCA CEO, Jim Kielbaso shares them:

Once you review the videos, we would love to hear from you! What sport do you coach and what component do you feel you need to pay more attention to?

We look forward to hearing from you!

Jim Kielbaso is the President of the IYCA and Owner of Impact Sports Performance in Novi, MI. He has authored multiple books, articles and training products and has spoken at events around the world. He holds a BS in Exercise Science, an MS in Kinesiology and has gone through multiple certifications through the IYCA, NSCA, NASM and more. Jim is a former college strength & conditioning coach and has trained thousands of athletes at every level of competition. He runs a successful NFL Combine training program in Michigan and has been hired as a consultant for major sports programs like the University of Michigan Football Program and the University of Kentucky Basketball Program.

Check out this FREE Training Video on Developing Athletes from Start to Finish, from IYCA CEO, Jim Kielbaso: Get your FREE TRAINING TODAY!

As High School Strength and Conditioning coaches we often deal with larger group sizes, with only a sport coach or two to assist implementing our programs.

With this in mind, it is critical to put time into planning every aspect of your program to ensure that workouts flow efficiently and are effective at the same time.

Challenges with larger groups include lack of understanding from the athletes, lack of space, lack of equipment, athletes waiting for an exercise, and inability to coach every athlete individually.

Here are 4 strategies for addressing these Challenges:

Ensure Athletes have an understanding of each exercise and it’s goal

During the first weeks of training a large group, extensively cover each exercise and the purpose it has. When the athletes are informed of purpose and intent, it helps to maximize individual motivation.

It is also important to teach athletes the terminology and how to read/follow the workouts.

Make large groups, smaller

Plan to counteract lack of space/equipment with the planning of stations, where athletes will pair up in groups of 3-4.

Instead of having 60 kids perform the same movement within a space, you can have 3 groups of 20 with different exercises to create additional space.

This could include a group being in the hallway with Medicine balls, one group at the squat racks, and one group at the dumbbell rack.

Set a timer for each station to ensure athletes are staying on track.

Use Superset Exercises

A tactics to combat athletes standing around is the use of superset exercises. Often athletes are in our program 2-3 times a week, so we are completing full body workouts.

In the superset we will include an upper/lower exercise, a main compound lift with a mobility exercise, a push/pull movement, or contrast sets with a heavy lift with a high velocity jump.

Keep athletes moving with purpose through the station. There can be one athlete lifting, one athlete spotting, and another executing the other exercise.

Leverage “Partner-Coaching”

When there are numbers greater than 20 athletes it can be quite difficult to effectively coach up each athlete within the session.

To offset this, create athletes that partner coach the entire lift. This ties into point 1 where athletes need to be well informed on the lifts and their purpose.

If athletes pay attention to the cues that are used, they can repeat those same points to their partners to help coach them up.

Author: Lucas Mayo, MS, CSCS

Lucas Mayo is the Head Strength and Conditioning Coach at Brighton High School for Impact Sports Performance. Lucas is certified through the National Strength and Conditioning Association.

Lucas earned his Master’s degree in Sport Coaching and Leadership with a concentration in Strength and Conditioning.

Using methods based on research and experience, his mission is to aid in the positive mental and physical development of the athlete or individual over the course of their lifespan.

Did you know that PLAY in and of itself has incredible health an cognitive benefits?

According to the American Academy of Pediatrics, “research demonstrates that developmentally appropriate play with parents/caregivers and peers is a singular opportunity to promote the social-emotional, cognitive, language, and self-regulation skills that build executive function and a prosocial brain. Furthermore, play supports the formation of the safe, stable, and nurturing relationships with all caregivers that children need to thrive.”

Play is not frivolous!! It’s essential to development and even as adults, we need it!

Below you will find easy ‘printable’ concepts and tips to keep handy that represent the different kinds of play and the ‘ways to play’ within them!

Gameplay

Game Play is a mix of Movement play and Cooperative play, It helps children hone social skills as they figure out how to navigate group & family dynamics. It helps them learn how to collaborate and compromise with others, recognize and respond to others’ feelings, share, show affection, resolve conflicts, and adhere to the rules.

It can also help to strengthen the body and develop gross motor skills by offering opportunities in adaptability, flexibility, and resistance. Games can support advancements in physical developmental milestones, including coordination, stability, muscle development, body awareness, hand-eye coordination/control, balance, and fine and gross motor skills. 

Ways to (Game)play (Pick something different each day!)

• Old School Games-Tag, Hopscotch, 4-Square, Wall Ball, Hide and Seek, Charades, Balloon Tennis, Bowling
• Relay Game/races (with friends or family) using different moves, like running, skipping, shuffling, backpedaling, hopping, carrying items, object-fill-a-container, dress up/out, building)
• Side-Walk Chalk Obstacle Course (draw a ‘course’ to ‘run, crawl, skip, hop, leap, etc’ through. Add ‘stations’ with different activities for everyone to do (like jumping jacks, crazy dances, pushups, etc)
• Indoor Obstacle Courses (crawl, run, jump, skip, stairs, bed-jumping, cushion-forts…they all count!)
• Sports Games (all count- but NOT structured- keep it agile and inventive)
• Body imitation games (simon says/copycat)
• Listening Games (redlight-greenlight/simon says)
• Board & Card Games
• Video Games (but you must play WITH them!)

*Modifications can connect us more fully with our player by finding the “Just-Right-Challenge” between being a bit of challenge, yet keep interest, but achievable (even with some support.)

There is so much to be gained if the focus is on the process, not the outcome!  Therefore, allow for some time to “fail-safely”, refigure a plan and try again!

Free Play

Free play is when children have full freedom to play in whatever way they wish. “They can choose everything – they have the freedom to select their play materials, interest area and even the plot”. During free play time, children can express themselves in the way that they choose depending on the day, time and situation they are in. Free play, is just that…FREE, not to mention…FUN!

Ways to (free)play: Do daily!

• Do it YOUR way! There is no right or wrong here, get creative, let kids create their own ways to play and spend time connecting with their creations! If you need some ideas, browse the other ‘ways to play’, This is a great day to incorporate all the fundamental movement patterns that are so important at every age. They are, rudimentary locomotor (e.g., running, jumping, hopping, leaping) and object manipulation/control (e.g., throwing, catching, striking, kicking)
• The key to this type of play is to encourage their thought process, NOT provide them the ANSWER. This means, if they are building a fort, and you can see it is going to fall or not achieve what they are hoping, we can try it their way and help them “wonder” why it didn’t work the way they thought. “WONDERING” is the greatest skill here, and walking through the plan – whether it is about the rules or making mud a certain consistency, or getting a ball through a tunnel, or making an obstacle course- walk through the process WITH them, and help them refigure a new plan to met the goal.

THE FUN IS FINDING OUT WHAT WORKS WELL and LAUGHING WHEN IT DOESN’T – TOGETHER!!

• How to make this successful: Offer a variety of items to play with.

This can include access to things like; bikes, swings, sand boxes, water/sensory tables, couch cushions, blankets, chairs, pillows, empty large boxes, buckets, measuring cups/shifters, painters tape, pool noodles, jump ropes, frisbees/plastic plates/cups, chalk, pipe cleaners, markers, and natural things, dirt, leaves, rocks, sticks, water. These can allow for endless types of imaginative play themes. 

*Oftentimes, play emulates real life. If you are stuck on a theme, use roles or experiences that have already been experienced- restaurant, school, occupations/bakers/police/dog catcher/builder. In this way the player gets to try on these roles and can be as silly or as serious as they write the script. 

Nature Play

Nature play gives children the opportunity to explore and understand nature. From watching worms in the soil to balancing on a log, nature play is child-initiated and child-directed. Research shows that children benefit greatly from daily connections with nature. 

The use of nature-based products in our play environments allow children to learn and develop responsibility as they care for plants and experience the natural world. Just like a classroom is carefully prepared by a teacher for learning, an outdoor play environment is carefully designed, beckoning the child’s innate desire to learn and explore.

Research indicates that, when children play and learn in nature, they do so with more vigor, engagement, imagination, and cooperation than in wholly artificial environments, and that symptoms of attention deficit and depression are reduced. Experts agree that children need access to nature the same way they need good nutrition and adequate sleep.

Ways to (Nature) play: Get outside daily

• Ponds, lakes, playgrounds, dirt, mud, water, logs, boulders, trees…explore the world today! 
• Check out this AMAZING RESOURCE from the NATIONAL WILDLIFE FEDERATION!
• Hiking
• Exploring new territories  
• Walking new trails and parks
• Identifying different animals & plants
• A nature scavenger hunt
• Recycled nature/natural product crafts

*If engaging in the environment presents some challenges, modifications can be made to present the material in smaller, more controlled ways. Consider providing items in small bins, for shorter periods of time, or provide a preferred item alongside the new items. Sometimes, providing a concrete goal, like “How many brown things can we find? 3 – Let’s do it”, can give purpose to the play as well as a firm ending to the new hard thing. Providing them some type of control and connection with us, makes the next time easier. 

Constructive Play

Constructive play is a type of play that is designed to help children learn new skills, advance their development, and develop social skills. It can be achieved with other children or adults and can last anywhere from 10 minutes to an hour. 

When playing with others, this kind of play helps children learn about social relationships and the importance of cooperation. It also promotes problem-solving skills, abilities and strategies as well as communication.

Ways to (constructive) Play: Incorporate a couple times a week

• Putting together a toy train track
• Building a blanket or couch cushion fort or in nature with sticks, logs and rocks 
• Creating box constructions with recycled materials
• A pull apart activity table
• Building sand castles
• Digging dams and rivers in mud
• Creating with playdough
• Exploring loose materials
• Woodworking
• Sewing / Looms / Latch-HooK / Knitting
• Painting / Paint by Number / Fingerpaint / Shaving Cream/Pudding/Puffy Paint
• Building a marble run
• Create your own board games/Build a board game
• Lego building
• Recycled material building (Cardboard, cartons, bottles, cans)
• Crafts- Paper mosaics / Beadwork / sensory bottles / Leaf Rubbing Art

Creative Play

While “playing pretend” may seem like an insignificant form of play, it is an essential part of a child’s daily curriculum. Creative play, also may be called Dramatic play, provides children with the opportunity to work through emotions, develop and learn important social skills, and develop expressive language. The effects are seen in the classroom as research shows there’s a correlation between creative play and better literacy and reading skills.

Art and music play enhance play environments by expanding the ways children can learn and explore their creativity in the world. Research shows the arts are critical in helping children develop self-expression and creativity. Art and music play also help to improve memory and brain power. Additionally, children develop a wider vocabulary as they express their ideas behind the art they create.

Ways to (Creative) Play: Incorporate a few times a week

• Dancing
• Yoga
• Meditation
• Playing Pretend/Imagining
• Dress Up
• Puppets
• Plays or Productions
• Art
  • Painting
  • Crafting
  • Molding with clays/playdough
  • Bead-work
  • Drawing
  • Story-writing
  • Chalk-Play
  • Yarn Play
  • Sewing/Loom

*These can build on each other. Create the story, make the puppets or gather/make the costumes, and perform. Even video and create a production Billfold. There are endless ideas and endless combinations, which makes endless roles for everyone to take part in the best way they are able.

Social Play

Children learn best when they can work together. This is why playing with others is so important in playgrounds, on sports teams, etc. When children are playing together, they have more fun and can learn new things more easily. 

They also learn how to work together as a team and stay safe.

Ways to (social) play: Incorporate a couple times per week

• Playground Play with family members/friends
• Playdates at different locations from nature trails to sports fields/tracks
• Spontaneous sports play (bring a bunch of balls to a playdate) with Friends/Family Members
• Scavenger Hunts with Friends/Family Members
• Sports Team Practice or Games
• Board Games with family/friends
• Card Games with family/friends
• Invite friends over to play all the different ways with their favorite games

*This type of play is for everyone, even those who socialize using a variety of ways to communicate. Again, it is a great way to be invested in the process, and work through helping everyone express themselves and have their ideas heard. This relies on taking time in the process and not the product, and creating connections at just the right pace and understanding with each player. 

*Consider the use of visuals, either printed pictures or the items themselves, in your play. 

Overall, visuals in play help support everyone’s understanding of the object of play. Visual can provide clarity of thoughts and creates a quick way to make choices. When people feel part of the conversation and are valued in making choices in play, it most importantly, strengthens the connection between players.

Sensory Play

Children develop the 7 important sensory abilities including sight, smell, touch, hearing, taste, vestibular and proprioception as they play.

Sensory play helps children improve self/body awareness and improve interaction with and make sense of the world that surrounds them. Sensory play can include all the tastes, smells, textures and so much more! 

Ways to (sensory) play: Incorporate a couple times per week

• texture scavenger hunts
• cooking & baking
• taste test game- sweet, salty, sour, savory,
• ‘feely” boxes- guessing games with cooked spaghetti, cotton balls, rocks, buttons, pipe cleaners, etc 
• “feely” match games- soft, hard, gritty, silky, shaggy, corduroy, metal, sticky, bumpy, smooth, etc
• science experiments
• Potions- mixing textures, hard, soft, crunchy, sandy, liquid, slimy, 
• exploring positions in space (ie. swing/upside down, bouncing, pushing/pulling, rolling, riding, spinning)
• Use of seated or standing scooters, saucers, bikes, trampolines, tunnels, slides, merry-go-rounds, obstacle courses, climbers, see-saws, climbing walls, rolling/unrolling in a blanket, pulled on a blanket, sled, summersaults, cartwheels, ball pits, etc.

PLAY is powerful and I think we all can agree that kids are getting less and less of it in this digital age. Exploration & discovery are some of the greatest teachers when it comes to developing athletes and great students.

I hope that this guide serves you to remove some of the guesswork of ‘how to play more’ but more than anything, I hope it encourages you to get out there and have fun!

Julie Hatfield-Still

Brand Executive for the IYCA.

Julie is an Entrepreneur, CEO, Coach and Author.

She is founder of the Impact More Method for entrepreneurs and the Inner Game Framework for Athletes.

If you are a new coach or parent who wants more ideas about ways to play to develop athletic ability! Check our these 4 free games for performance from IYCA CEO Jim Kielbaso!

Acceleration can be defined as the rate of change of velocity in a movement. In coaching terms, it is how quickly an athlete can increase speed over a short distance (5-10 yds). So how do we get our athletes to be able to develop improved acceleration?

We look at 3 major aspects to broadly focus on and then make smaller more specific changes as we work with athletes.

Angle of the shin/torso

A main component of acceleration is the angle at which you are driving out to accelerate. The optimal angle to be at is around 45 degrees with the shin/torso staying in a straight line.

Often athletes will be too tall during acceleration or have their shin driving too vertically into the ground, as opposed to driving backward.

Hip Projection

Hip projection is key to getting angles of acceleration to be correct. If the hips stay back too far athletes have a difficult time getting full flexion and extension during the drive acceleration phase.

Fast Twitch Ability

The athletes ability to exert force in a short period of time is a neurological adaptation that can be developed over time. By choosing exercises and periodization of training, we can target developing type 2 muscle fibers that are more conducive to powerful quick movements.

To develop these qualities there are multiple acceleration drills that can be implemented in training.

Wall Drill- VIDEO

Wall drill is a great starting point to teach acceleration mechanics. The athlete will lean against a wall with their arms out straight and feet back to achieve a 45 degree angle.

Once set at the proper angles the athlete will work on rapidly driving their knee towards the wall while maintaining the proper posture.

In this drill we can cue proper shin angles, hip projection, hip flexion/extension, proper torso posture, as well as dorsiflexion of the ankle.

Sled March/Sprint- VIDEO

Taking the techniques used during wall drill, sled march is about maintaining proper angles while driving through a given load.

Banded or Resisted Acceleration- VIDEO

With resistance from some sort of implement, whether it is a band or acceleration device with a belt/strap, the athlete will accelerate through resistance over a shorter distance.

The main goal is to get the feeling of the hips driving through the band to accentuate hip projection, as well as to maintain a 45 degree lean as they accelerate.

Partner Chase Acceleration- VIDEO

Partner chase drills are great to drive intent of acceleration by having one athlete start 2-3 yards behind another athlete, with the goal of chasing them down over the course of 10 yards.

This increases motivation to not be caught as well as increases the use of fast twitch muscle fibers in order to get off of the line faster.

Looking for more drills?

We have a whole arsenal of drills in our resources at iyca.org/store – but to properly program and apply the drills we highly recommend our Ultimate Speed Mechanics/Drills or the Certified Speed & Agility Specialist Course.

Jim Kielbaso is the President of the IYCA and Owner of Impact Sports Performance in Novi, MI.  He has authored multiple books, articles and training products and has spoken at events around the world.

He holds a BS in Exercise Science, an MS in Kinesiology and has gone through multiple certifications through the IYCA, NSCA, NASM and more.

Jim is a former college strength & conditioning coach and has trained thousands of athletes at every level of competition.  He runs a successful NFL Combine training program in Michigan and has been hired as a consultant for major sports programs like the University of Michigan Football Program and the University of Kentucky Basketball Program.

Many youth sports coaches mistakenly embrace the notion that the pressures to succeed in the present and the immediate future overshadow what is likely best for the athlete.

Winning today’s game or this weekend’s tournament becomes paramount, regardless of the actual importance of the event or its positioning in light of the Long Term Athlete Development (LTAD) model. In this case, coaching styles are very much reflective of the need to win. 

Performance and perfectionist-based philosophies are employed during practice and game settings. When performance is not reflective of the level of skill or perfection that the coach desires, yelling, belittling, and negative criticism often follow.

Perhaps even more devastating to the developing athlete, many parents ascribe to the same errant thought process. Demonstrating advanced skills and achieving success at all developmental levels are conceived as the most important factors for participating in youth sports.

Some parents offer negative feedback, harsh criticisms, or inappropriate comments during the game. The message sent to the young athlete is clear: success now is most important. 

What is more, continued success is the only defense from negative feedback that can undermine confidence, self-esteem, and ultimately the perception of self-worth (1-Rowley S. Psychological effects of intensive training in young athletes).

Trainers and training centers dedicated to working with young athletes may fall within this category, as well. However, the efforts of the International Youth Conditioning Association (IYCA) and like-minded organizations and professionals have started to turn the tide against such notions.

Conversely, young athletes functioning under the coach who ascribes to the LTAD model are taught to search for continual improvement rather than immediate performance as the principal marker of athletic success. This mentality encourages the young athlete to develop a far more useful and powerful approach to success and personal improvement— both athletic and otherwise—that may be utilized across the lifespan.

With this approach firmly developed and well-entrenched, the individual is motivated to improve rather than motivated to perform. While subtle, the influence in thinking of such a difference is profound. Reasoning and creativity are enhanced. Problem-solving skills are better developed.

Perhaps most importantly, self-worth is preserved because “success” is an ability demonstrated over time rather than an instantaneous or momentary expression of skill linked directly to any one specific performance.

Also encouraging is that enhanced reasoning and creative abilities enable the young athlete to solve new and more challenging sport-related tasks over time, thereby further increasing ability.

Because such athletes associate success with improvement rather than performance, burnout and dropout issues that currently plague youth sports culture may be averted.

Ultimately, such an approach can teach the young athlete to love physical activity simply because refining movement skills and developing physically is intrinsically linked to holistic self-improvement and may be viewed as a series of steps toward success rather than the more typical model of physical activity as a measure in determining aptitude.

Youth sports and training for youth sports have largely become exercises of pressure and fear.

Repercussions for poor performance or lack of aptitude or skill are oftentimes severe. Many young athletes today have lost the joy and innocence of what sport and fitness participation truly is, and the stark reality is that they never fully develop a lifelong love for movement.

So, the question becomes- do you believe this needs to change?

If YES, then this article can be a step in the journey to provide extraordinary experiences to your athlete(s), by learning both the science and the practice of youth conditioning and fitness. The next step would be to get further education around Long Term Athlete Development and the Craft of Coaching Youth. 

We invite every person with the desire to positively impact the field of youth fitness and athletic development to join our cause and become part of the worldwide revolution. It’s as simple as our 3 E’s.

Step 1: Educate Yourself with science-backed, tried & true methods that stand the test of time.

Step 2: Elevate Athletes by applying LTAD and always working at becoming better at ‘meeting kids where they are at’.

Step 3: Expand the mission into your communities with programs, classes, and educational opportunities in your hometown.

Ready to join the mission?

Get started with one of our Top Credentials- the IYCA Certified Athlete Development Specialist. 

Not ready to get Certified, then our Long Term Athlete Development Resource is the perfect next step.

Let’s make the most positive Impact we can make today!

We are right there with you,

– The International Youth Conditioning Association

References:

1- Rowley S. Psychological effects of intensive training in young athletes. Journal of Child Psychology and Psychiatry and Allied Disciplines. 1987;28(3):371-377.

2-Toby Brooks, Ph.D., David Stodden, Ph.D., Jim Kielbaso, MS. Essentials of Youth Conditioning and Fitness. 2020, 21-23.

In developing programming for youth, it is important to utilize the IYCA’s four-part programming guideline, easily recalled by the acronym “MOLD.”

Under this guideline, movement must dominate, the coach must be open to communication variances and learning style variances, and should avoid training and instead teach.  Let’s break these down.

M-Movement Must Dominate:

Young athletes are dynamic and ever-changing creatures. Development and optimization of motor control requires both depth and breadth of movement experiences. Specific skill instruction must take a back seat to general movement skills, particularly during the more foundational years of development.

Far too often, coaches attempt to integrate far too technical aspects of instruction into programming at the expense of activity that is more focused on the acquisition and refinement of general motor skill.

O-Open to Communication Variances:

Just as instruction can oftentimes be inappropriately geared toward specific skill acquisition, the manner in which coaching cues and non-verbal coaching feedback is delivered can tend to be nonspecific in nature. Young athletes are unique individuals with broad-ranging variability with respect to preferred communication styles. 

Coaches can sometimes assume that an athlete who does not respond favorably to their coaching is lazy or unmotivated. However, a reflective practitioner is committed to exploring potential barriers to instruction, which in many instances may be directly linked to differences in the athlete’s preferred communication style. 

L-Learning Style Variances:

Young athletes do not vary only with respect to communication styles. Learning styles vary considerably from person to person. Unfortunately, in cases in which a teacher’s instructional style is not compatible with a student’s preferred learning style, the student will experience a significantly more difficult time in acquiring the intended information.

Developing a broad-based instructional style and being attuned to individual differences is the best way that a coach or teacher can optimize athlete learning. 

D-Don’t Train; Teach:

Too often, conditioning programs for youth are geared toward eliciting the “best” performance improvement by applying adult based exercise prescriptions with only slightly decreased volume and/or intensity. However, programming for youth should be fundamentally different. At the same time, the most basic goal of programming for youth should not be to train the body to peak physical performance. 

Instead, the goal should be to teach the young athlete both how to move most efficiently and effectively and to develop a fundamental love for physical activity. Unfortunately, programming that is too heavily focused on training, introduced early in development, can lead to physical injury and/or psychological fatigue. 

If you want to learn more about the development & programming of athletes through the ages and what to consider as a coach/trainer check out this free Video- where IYCA CEO and LTAD Expert Jim Kielbaso breaks down Training athletes from Start to Finish 

Source: Essentials of Youth Fitness & Conditioning Text by Toby Brooks, PhD, David Stodden, PhD & Jim Kielbaso, MS

Power/explosiveness is one of the most important attributes a strength & conditioning professional (SCP) can develop in an athlete. One of the most important decisions the SCP can make is how power development will be accomplished in his/her program. For years, coaches have debated over the need for Olympic lifting to develop power.

Proponents of Olympic lifting cited huge power outputs and the importance of power being generated with high force production, or against high external loads. Loading the triple extension in an “athletic” movement like an O-lift was a staple of many programs.

On the flip side, other coaches cited the huge power outputs generated from plyometric exercises and saw no need to teach their athletes “another sport” as part of their training. These coaches discussed the difficulties of teaching such complex movements to young athletes or large groups, and felt like unrestricted movements (like jumping, sprinting, etc.) were much more “athletic” than O-lifts.

For a long time, SCP’s dug their heels in and defended their positions.

Fortunately, the debate may be over. Both coaches and researchers have found that, while Olympic lifting produces huge power outputs, there are alternatives that produce just as much power and are easier to teach. We’ve also found that bodyweight movements are a critical piece of the puzzle for many athletes.

It seems that a combination of methods is the key to developing a complete power production profile in athletes.

Several years ago, researchers found that the mid-thigh clean pull (without a catch), produced the highest power outputs of any Olympic lifting variation (Comfort et al 2011). This sparked more investigation and others found that both the hex power pull and weighted squat jump (weight held at the side or with weighted vests) also produced power outputs higher than full cleans or snatches (Swinton 2011), and allowed athletes to develop power against higher loads than just plyometrics.

Here is a video of a high pull from the floor. The mid-thigh clean pull would simply start from the hang position instead of from the floor.

Here is an example of a hex bar (or Trap Bar) high pull:

The research certainly did not show that Olympic lifts were bad or unhelpful. Not even close. In fact, the mid-thigh clean had very high power outputs as well, showing that it is a very viable method of generating power. While the full clean from the floor had lower power outputs than other variations, it still generated A LOT of power and is a good alternative for certain athletes and coaches.

At the same time, the research has found that unloaded exercises develop a slightly different kind of power needed for athletes who don’t have to produce power against an external resistance, i.e. sports that require athletes to move other athletes.

British researcher Paul Comfort recently started showing that different power alternatives should be used for different parts of the power continuum (light/unloaded up to very heavy/loaded movements) and has suggested that using combinations of light, medium and heavy movements may create the most complete “power profile.” (Comfort 2017) He has also suggested that coaches remember the principle of specificity, and use loads that most closely resemble the requirements of the sport. For example, a track athlete may not have much of a need for high external loads, while a football lineman has a much higher need for these variations.

For the coach who considers Olympic lifting dangerous or isn’t skilled at the intricacies of teaching them, the weighted squat jump, mid-thigh clean pull, power shrug and hex bar pulls offer excellent alternatives to full O-lifts. These exercises are typically much easier to teach athletes because they do not require the catch phase of the lifts.

For Olympic lifting aficionados, it appears as though adding some bodyweight plyometrics and moderately resisted (about 50% of a clean 1RM) exercises may help round out their athlete’s power profile. These coaches may also want to use the mid-thigh clean pull or hex bar pulls for their heavy work because weights above the clean 1RM can be used, and they offer less risk if a heavy attempt is “missed.”

The bottom line is that we need to open our minds to everything that’s available and have a thorough understanding of how to develop athletes. Whether you choose to use Olympic lifts or not, you must understand the needs of each athlete and address them in the most appropriate way possible. After all, training isn’t about US, it’s about doing what’s right for the athlete’s you have the honor of working with.

Jim Kielbaso is the President of the IYCA and Director of the Total Performance Training Center in Wixom, MI.  He has authored multiple books, articles and training products and has spoken at events around the world.  He holds a BS in Exercise Science, an MS in Kinesiology and has gone through multiple certifications through the IYCA, NSCA, NASM and more.  Jim is a former college strength & conditioning coach and has trained thousands of athletes at every level of competition.  He runs a successful NFL Combine training program in Michigan and has been hired as a consultant for major sports programs like the University of Michigan Football Program and the University of Kentucky Basketball Program.

The IYCA High School Strength & Conditioning Specialist is the only certification created specifically for coaches training high school athletes.  The course includes several hours of video instruction and two textbooks with contributions from some of the top strength and conditioning coaches in America.  Click on the image below to learn more about how to become a certified high school strength & conditioning coach.