Sources and what we checked

AFC · AFC · Regulation · Published: In force from 1 September 2024 · Checked 2026-10-21

Applies to: AFC member associations, including India (AIFF)

Limitations: Member associations run the courses and set admission details, so AIFF's own course pages decide how this applies in India. Quotes come from extracted PDF text.

• The AFC C Diploma is the basic diploma for grassroots football.AFC C Diploma – basic Diploma for grassroots football.(Article 2.1.1, p. 15)
• Above C come the B (youth/amateur), A (elite youth/top amateur) and Pro diplomas.AFC B Diploma – basic Diploma for youth/amateur football. AFC A Diploma – advanced Diploma for elite youth/top amateur football.(Articles 2.1.2–2.1.4, p. 15)
• Entry to the B Diploma needs a valid C Licence and at least six months' coaching as a C holder.have a valid AFC C Licence with at least six (6) months’ coaching experience as an AFC C Licence holder(Article 18.1.1, p. 26)
• Below the C Diploma sit member associations' own introductory courses.MA INTRODUCTORY COURSES MODULES AND CERTIFICATES(Annex 1, Section A, pathway diagram, p. 37)
• C Diploma content includes age-specific coaching, coaching in the game and fun football engagement.Basic teaching / age specific coaching / coaching in the game / coaching individuals and groups / basic analysis / fun football engagement(Annex 1, Section B, AFC C Diploma, Teaching Football, p. 42)
• C Diploma content includes child safeguarding.first aid/ medical support/ child safeguarding(Annex 1, Section B, AFC C Diploma, Care and Welfare, p. 42)
• C Diploma content includes adapting laws in small-sided games.The laws and the spirit of the game / adapting laws in small- sided games(Annex 1, Section B, AFC C Diploma, Laws, p. 42)
• A C Diploma core competence is keeping order, interest, enjoyment and concentration.Know how to keep order, interest, enjoyment and concentration(Annex 1, Section B, C Diploma core competences, p. 43)
• Minimum education hours are 60 (C), 120 (B), 180 (A) and 360 (Pro).Minimum hours of education (coaching/learning/working) 60 120 180 360(Article 25.1, p. 28)

AFC · AFC · Coach education programme · Asian Football Confederation (no byline) · Published: 2013 · Checked 2026-10-21

Applies to: AFC member associations, including India (AIFF)

Limitations: Written for ages 6–8 (© 2013; no edition number shown); apply to U10–U12 with care. Several sections say 'Adapted from FIFA Grassroots Manual', and its sample drills credit S2S, a third party. Festival guidance (breaks, drinks) is for festivals, not training sessions.

• Play is the best means of learning; youngsters should have fun.Play is the best means of learning. Above all, youngsters should have fun.(Module 1, grassroots philosophy, p. 16)
• All players can try being goalkeeper.All the players can perhaps test being goalkeeper.(Session '7. Teamwork – Three goals, one goalkeeper', p. 57)
• Coaches should use simple, expressive language.Simple, expressive language('Role of the Coach', p. 18 (also p. 21))
• The coach's role includes limited intervention and letting the child play.Limited intervention/ letting the child play('Children's characteristics (6-8)', Role of the Coach, p. 18)
• Festival results are not recorded and there is no ranking.The results are not recorded. There is no classification!('Activities', p. 39)
• The festival closes by thanking children for participation, effort and fair play.thanking the children for their participation, efforts, exemplary fair play and also thanking the team managers, parents, supporters, etc.('End of the festival and review', p. 40)
• Each team manager gets a plan of pitches and team rotation.Each team manager must be given a plan showing the organisation of the pitches and the rotation of the teams('Welcome and information', p. 39)
• Organisers send information to participating teams.Information to be sent to the participating teams.('Organisation', p. 38)
• Festival teams have no more than seven players.The teams must not have more than seven players (boys/girls).('Participants', p. 38)
• Coaches' code: include everyone in all activities and games with equal playing time.Include everyone in all activities and games with equal playing time.(Appendix B, Code of Conduct – 'Inclusivity', p. 66)
• Festivals should rotate goalkeepers and substitutes.It should also be ensured that there is a rotation of the goalkeepers and substitutes.('Activities', p. 39)
• Festivals must include breaks so children can recover and drink.There must be breaks to allow the children to recover and take a drink.('Activities', p. 39)
• Festival organisers should make sure a first aid kit and drinks for the children are available.Make sure a first aid kit is available as well as drinks for the children.('Organisation', p. 38)
• Festival play time per child should not exceed the match time recommended for the age category.The amount of time played by each participant should not exceed the match time recommended for his/her age category.(Module 3, '3. Organising Fun Football Festival', p. 37)
• AFC's model sessions last no longer than 60 minutes.The series consists of 10 sessions each of no longer than 60 minutes induration.(Module 3, '1. Training Session Cards', p. 25 (typo 'induration' is in the original))
• AFC's session plan splits 60 minutes into Fun Play 10, Discovery Play 20, Learning Play 20 and Finishing Play 10 minutes.Fun Play (10 mins) Discovery Play (20 mins) Learning Play (20 mins) Finishing Play (10 mins)(Session plan template, p. 26 (table headings))
• Each AFC session plan has four parts.Each session plan has been divided into four main areas.(Module 3 'Training Methodology', p. 24)
• The fun-football coach limits intervention and lets the children play.Limited intervention and letting the children play('2. The role of the Fun Football Coach', p. 21)
• Coaches modify the rules for age, ability, numbers per team, objectives and equipment.More importantly is how the coach changes or modifies the LOTG depending on the children's age, ability, number of players per team, training objectives and equipment available.('3. The Coach as a Referee', p. 22)
• Coaches change pitch size, ball size, playing time and other rules.Changes to the size of the playing area, ball size, playing time, re-start of play, off-side and other rules must be made by the coach('3. The Coach as a Referee', p. 22)
• AFC 1v1 game in pairs, one ball per pair.Divide the players into pairs with one ball per pair.(Discovery Play 'Two Goals - Run the ball over the line', Organization, p. 53 (a drill the AFC course credits to S2S))
• A 1v1 game gives many chances to practise feinting, dribbling and defending.Because this is a game situation of one against one there can be many opportunities to practise feinting and dribbling as well as defending one against one.(Discovery Play 'Two Goals - Run the ball over the line', Organization, p. 53 (a drill the AFC course credits to S2S))
• Award extra points for the skills you want to practise.Give out extra points for different skills that you want to practise for example a certain type of feint – dribble.(Discovery Play 'Two Goals - Run the ball over the line', Variation, p. 53 (a drill the AFC course credits to S2S))

AIFF · AIFF · Official guidance · AIFF Media Team, quoting AIFF's then Technical Director · Published: 2020-06-03 · Checked 2026-10-21

Applies to: India

Limitations: A 2020 AIFF Media Team news article; the quote is from AIFF's then Technical Director. Formats it mentions are superseded by Blue Cubs.

• AIFF's then Technical Director said more technical repetitions in training are the key to developing skill.Increasing the number of technical repetitions during the training session is the key to develop neuro-muscular skills.(Body)

AIFF · AIFF · Coach education programme · Published: not shown · Checked 2026-10-21

Applies to: India

Limitations: No course dates are listed.

• AIFF recommends 6 months' coaching before the C Diploma to gain experience and self-evaluation.It is recommended that candidates practice coaching for a minimum of 6 months before applying for ‘C’ in order to gain suitable experience/self-evaluation.(Prerequisites)
• The C Diploma requires the AIFF D licence.AIFF 'D' License(Prerequisites)
• AIFF recommends at least 6 months of coaching before applying for the C Diploma.It is recommended that candidates practice coaching for a minimum of 6 months before applying for 'C'(Prerequisites)
• The course teaches coaches to plan, organise and deliver training sessions.It is designed to educate coaches, to plan, organize and deliver training sessions.(Course description)
• It lasts 12 days.12 days(Duration)
• AIFF's fee is Rs 23,895 plus the host's organisational costs.AIFF fees is Rs. 23895/- plus organisational cost to be paid to the host state/organisation(Fees)

AIFF · AIFF · Coach education programme · Published: not shown · Partly checked 2026-10-21

Applies to: India

Limitations: Fee, length and languages were seen only in a page summary, so we don't state them. Check the course page.

• AIFF offers an online grassroots course called Blue Cubs Leaders, Level 1.AIFF Blue Cubs Leaders Online Course - Level 1(Course title)

AIFF · AIFF · Official guidance · AIFF grassroots (no department shown) · Published: 2023 · Checked 2026-10-21

Applies to: India (Blue Cubs programme)

Limitations: A programme and organiser manual; codes of conduct are general, not match-day specific. No hydration, heat or rest guidance.

Conflicts with other sources: Its 5v5 match lengths (12–14 min × 2) and age bands (5v5 for 7–9, 7v7 for 10–12) differ from the 2023-24 league handbook's table. Both use goalkeepers in 5v5, changed each half.

• Coaches should follow established protocols for injuries and emergencies.THEY SHOULD ALSO FOLLOW ESTABLISHED PROTOCOLS FOR PLAYER INJURIES AND EMERGENCIES.(Section 17 'Code of Conduct for Coaches – Safety and welfare', PDF p. 71)
• A rotational system for goalkeepers is highly recommended.A ROTATIONAL SYSTEM FOR GOALKEEPERS IS HIGHLY RECOMMENDED.(Section 6 'Blue Cubs Goalkeepers', PDF p. 29)
• Children develop at different rates, so formats are tailored by age.UNDERSTANDING THAT CHILDREN DEVELOP AT DIFFERENT RATES PHYSICALLY, MENTALLY, AND EMOTIONALLY(Section 6 'Blue Cubs League', PDF p. 22)
• Avoid fixed goalkeepers until age 10, so more children try different roles.BY AVOIDING FIXED GOALKEEPERS UNTIL THE AGE OF 10, MORE CHILDREN HAVE THE CHANCE TO EXPLORE VARIOUS ROLES ON THE FIELD(Section 6 'Blue Cubs Goalkeepers', PDF p. 29)
• A Blue Cubs Festival lasts no more than two hours.WITH A DURATION OF NO MORE THAN TWO HOURS(Section 10 'Blue Cubs Festival', PDF p. 40)
• Festival players are paired by age or height for balanced competition.CAREFUL CONSIDERATION IS GIVEN TO PAIRING PLAYERS BASED ON AGE OR HEIGHT(Section 10 'Blue Cubs Festival', PDF p. 42)
• Coaches should keep emotional control and avoid any verbal abuse.COACHES SHOULD MAINTAIN EMOTIONAL CONTROL AND AVOID ANY FORM OF VERBAL OR PHYSICAL ABUSE(Section 17 'Code of Conduct for Coaches', PDF p. 70)
• Parents should value effort, improvement and enjoyment over winning.EMPHASIZING THE IMPORTANCE OF EFFORT, IMPROVEMENT, AND ENJOYMENT OVER WINNING(Code of Conduct for Parents, PDF p. 74)
• The Golden Baby Leagues are being merged into the Blue Cubs League.THE AIFF GOLDEN BABY LEAGUES PROJECT WILL INTEGRATE INTO THE BLUE CUBS LEAGUE(Section 1 Introduction, PDF p. 3)

AIFF · AIFF · Coach education programme · Published: not shown · Checked 2026-10-21

Applies to: India

Limitations: No course dates; contact the state association (TNFA in Tamil Nadu) for upcoming courses.

• To attend a D Certificate course, contact the state football association organising it.For attending D Certificate course, please contact the State Football Association where the course is being organized.(Course details (introductory text))
• The D Certificate is AIFF's introductory course and leads towards the AFC C Diploma.Introductory courses are educational means, used as a 'recruitment' tool to select promising future coaches for the AFC C Diploma.(Course description)
• Candidates must be at least 18.Minimum age 18 years(Eligibility)
• It is a 6-day course.6-day course(Duration)
• AIFF's fee is Rs 6,195 plus the host's organisational costs.AIFF fees is Rs. 6195/-plus organisational costs to be paid to the host state/organisation(Fees)
• It is run locally by the state football association.Delivered locally; organized by State Football Association(Delivery)

AIFF · AIFF · Official guidance · AIFF grassroots (no department shown) · Published: 2024 · Checked 2026-10-21

Applies to: India (Blue Cubs development centres)

Limitations: Written for development centres, not tournaments. "Fair playing time" is not defined. The Don'ts list has layout errors, so read it carefully.

• Involve families and hold a meeting to discuss expectations and values.Welcome Families: Encourage parental involvement and host a pre-season meeting to discuss expectations, and values.(Do's, PDF p. 16)
• Setting achievable goals and celebrating successes builds confidence.By setting achievable goals and celebrating individual successes, players develop a sense of accomplishment and belief in their abilities('Unlocking potential on the pitch – Confidence Boost', PDF p. 14)
• Provide challenges tailored to each child, with achievable goals.Tailor Challenges: Provide challenges tailored to each child's abilities, balancing achievable goals with effort.(Do's, PDF p. 16)
• Communicate with children in simple, child-friendly language.Use Child-Friendly Language: Communicate using simple language and demonstrations appropriate for children.(Do's, PDF p. 17)
• Continually adapt sessions so all players are included.Ensure Inclusion: Continually adapt sessions to accommodate all players, considering potential disadvantages.(Do's, PDF p. 17)
• Use activities where each child has a ball.Focus on Skills: Incorporate activities that involve each child having a ball at their feet, maximizing skill development and confidence.(Do's, PDF p. 16)
• AIFF development-centre sessions for the under-12 phase last 45–60 minutes.45 – 60 minutes per session.(Phase 2: Football Specific Training (Below 12), Training Centre, PDF p. 9)
• Communicate in simple, child-friendly language with demonstrations.Communicate using simple language and demonstrations appropriate for children.(Do's, 'Use Child-Friendly Language', PDF p. 17)
• Use activities where each child has a ball at their feet.Incorporate activities that involve each child having a ball at their feet, maximizing skill development and confidence.(Do's, 'Focus on Skills', PDF p. 16)
• Coaches should praise effort and development.Praise Effort and Development(Do's, PDF pp. 16–17)
• Don't discourage children from making their own decisions, or take too long giving instructions.Discouraging children from making their own decisions.(Don'ts, PDF p. 18; also 'Taking too much time to give instructions.')
• Don't deny players fair playing time or focus solely on winning.Not giving all players fair playing time.(Don'ts, PDF p. 18; also 'Focusing solely on winning')

AIFF · AIFF · Official guidance · Team Golden Baby Leagues, AIFF · Published: 2022-23 season · Checked 2026-10-21

Applies to: India

Limitations: The 2022-23 edition of a programme since rebranded as Blue Cubs. Use it for principles, not current rules. Its main football format table is an image we could not read, so we claim nothing from it.

Conflicts with other sources: The same handbook runs a District Championship that crowns champions, which sits uneasily with its own "praise effort, not results" code.

• Venues should have adequate drinking water.Should have adequate drinking water available for players and spectators(Pitch Guidelines, PDF p. 16)
• Organise drinks breaks and encourage drinking water often in small quantities.Organise drinks breaks (encourage drinking water often in small quantities).(Medical Arrangements, PDF p. 17)
• Emergency numbers and directions to ambulance, doctor and hospital should be at hand.Make sure that the emergency telephone numbers, address and direction for ambulance, doctor on call and nearby hospital are at hand.(Medical Arrangements, PDF p. 17)
• These emergency details are for league operators to give team managers before the league starts.This detail should be made available to the Team Managers before the start of the League.(Medical Arrangements, PDF p. 17)
• An emergency first-aid kit should be kept at the venue.An Emergency First-Aid kit should be kept at the venue.(Medical Arrangements, PDF p. 17)
• Adults' code (coaches, parents, volunteers): praise effort and participation, not results.Praise effort and participation, and not results.(The Guardian's Code, PDF p. 22)
• Never reprimand a child for a technical error or for losing.Never reprimand a child for a technical error or for losing a match(The Guardian's Code, PDF p. 22)
• Congratulate both teams whatever the result.Encourage and congratulate both teams, irrespective of the result of the game.(The Guardian's Code, PDF p. 22)
• Children's code: be humble in winning and gracious in losing.Be humble in winning and gracious in losing(The Children's Code, PDF p. 21)
• Players should warm up before a match.Players should warm up before a match(Medical Arrangements, PDF p. 17)
• Operators must consider weather such as heat for everyone's safety.League Operators should be considerate of the prevailing weather conditions like heat(Medical Arrangements, PDF p. 17)
• At least one person at the venue should be trained in first aid and basic life support.At least one individual, present at the venue, should be trained on providing First-Aid and Basic Life Support.(Medical Arrangements, PDF p. 17)
• Parents and spectators stay out of the area reserved for children and team managers.No spectators (or parents) should be allowed in the area reserved for children and team managers.(Pitch Guidelines, PDF p. 16)
• Teams get a point for participating, even when they lose.even if a team loses a game, they gain 1 point for participating(Point System, PDF p. 11)
• Referees in children's matches should avoid stopping play too often and let children play.considerate of not stopping the play too many times. As much as possible, let the children play.(Modified Laws, Law 12, pp. 28–29)
• Every child should feel capable; encourage them and emphasise the good points.Every child must feel capable. For this reason, children must always be encouraged, emphasising the good points rather than the bad.(Five Foundations, p. 19)
• Suggested water intake is 200 ml every 15–20 minutes.Ideal quantity of water: 200 ml every 15-20 mins.(Medical Arrangements, p. 17)
• The handbook's 4v4 laws: two halves of 12 minutes.Match time: 2 halves of 12 minutes each(Modified Laws 4v4, p. 29)

AIFF · AIFF · Official guidance · AIFF (page includes statements by the AIFF President and Secretary General) · Published: not shown · Checked 2026-10-21

Applies to: India

Limitations: Gives formats by age but no pitch sizes, match lengths or substitution rules. The page is undated.

Conflicts with other sources: The same page says the league will put children "in competition mode from a very early age", in tension with "rather than just chasing trophies".

• AIFF's Secretary General says grassroots should focus on children's growth and development, not trophies.the emphasis should be on the growth and development of children, rather than just chasing trophies(Grassroots Message)
• Blue Cubs is AIFF's flagship grassroots programme, targeting children aged 4–12.its target is to engage 35 million children between the ages of 4-12 by 2026(Blue Cubs overview)
• Ages 4–5 play 2v2; ages 6–7 play 3v3 on a smaller pitch without goalkeepers.children aged 4-5 will play in 2v2 format, while those aged 6-7 will play 3v3 on a smaller pitch, without goalkeepers.(Blue Cubs Leagues)
• Ages 8–10 play 5v5 and ages 11–12 play 7v7.5v5 formats for ages 8-10 and 7v7 formats for ages 11-12.(Blue Cubs Leagues)
• Blue Cubs leagues use rotating goalkeepers.These leagues will also have rotational goalkeepers.(Blue Cubs Leagues)
• The Blue Cubs Leaders Level One Course trains grassroots coaches and mentors.The Blue Cubs Leaders Level One Course plays a crucial role in strengthening this foundation(Blue Cubs Leaders)

AIFF · AIFF · Official guidance · AIFF grassroots (no department shown) · Published: 2023-24 edition · Checked 2026-10-21

Applies to: India (Blue Cubs leagues)

Limitations: Organiser rules for leagues; no welfare or coaching guidance.

Conflicts with other sources: Its narrative gives 5v5 for ages 7–9 and 7v7 for 10–12, while its table and AIFF's grassroots page give 5v5 for ages 8–10 (U8–U10) and 7v7 for 11–12. Match lengths differ from the Blue Cubs Operating Manual.

• The league table changes the goalkeeper each half for U8 to U10.Yes, Change in each half(p. 4, format table, row "Goalkeeper: Yes, Change in each half" (U8–U10))
• Blue Cubs uses age-appropriate game formats for ages 4 to 12.INTRODUCES AGE-APPROPRIATE GAME FORMATS FOR CHILDREN AGED 4 TO 12.(Blue Cubs League introduction, PDF p. 3)
• Blue Cubs leagues allow at most 2 matches a day and 3 match days a week for every age group from U5 to U12.Maximum matches per day 2 2 2 2 2 2 2 2 Maximum match days per week 3 3 3 3 3 3 3 3(Match Format | Football table, PDF p. 4)
• The format table is a recommendation and guideline.This is a recommendation and a guideline.(Match Format | Football table, PDF p. 4)
• In 7v7, children have the chance to explore different positions.THEY HAVE THE OPPORTUNITY TO EXPLORE DIFFERENT POSITIONS(10 Years to 12 Years (7v7), PDF p. 11)

AIFF · AIFF · Official guidance · no byline · Published: not shown · Checked 2026-10-21

Applies to: India

Limitations: A directory page listing AIFF's state associations, each linking to its own page; it lists no courses or dates.

• The Tamil Nadu Football Association is one of AIFF's state associations.Tamil Nadu Football Association(State associations list)

Barça Academy Chicago · Elite club academy · Club academy publication · Barça Academy Chicago, a licensed academy in FC Barcelona's Barça Academy network (no individual author) · Published: 2026 (season 2026/27) · Checked 2026-10-21

Applies to: One licensed Barça Academy in the USA

Limitations: A licensed local operator's handbook, not a La Masia or FC Barcelona central document. It describes that academy's own policies in a fee-paying US club context. Its playing-time policy is not equal minutes: it varies with attendance, readiness and team needs.

Conflicts with other sources: Its playing-time policy (minutes vary) differs from the maximum-playing-time approach in FC Barcelona's report on the Nara U8 tournament.

• Its families' code applies the 24-hour rule to emotional topics such as playing time.Respect the 24-hour rule before discussing emotional topics such as playing time, roster decisions, game management, or conflicts.(Code of Conduct, Families, p. 34)
• Its planned nutrition programme includes pre-game meal recommendations.Pre-training and pre-game meal recommendations.(11. Special Programs – Nutrition Advisory Program, p. 25)
• The academy asks players to arrive about 45 minutes before kickoff.Players should usually arrive 45 minutes before kickoff unless the coach communicates otherwise.(8. Game Day Expectations – Arrival time and uniform, p. 17)
• The academy treats winning as important but not the only indicator of progress.Winning is important, but it is not the only indicator of progress.(3. The BARÇA Methodology, p. 5)
• Its coaches guide, ask questions and create problems so players discover solutions.Coach: Guides, challenges, supports, asks questions, creates problems, and helps players discover solutions.(3. Roles in the learning process, p. 5)
• Its training uses game-based environments, constraints and representative situations.Training sessions are designed using game-based environments, constraints, and representative situations.(3. Training Through Game Situations, p. 5)
• It calls U9–U12 the 'Learning and Game Understanding Phase'.U9-U12 Learning and Game Understanding Phase(4. Player Development Pathway, p. 6)
• Its match-day philosophy: compete to win, but also to learn and improve.Games are a key part of the learning process. We compete to win, but we also compete to learn, improve(8. Game Day Expectations, p. 17)
• It asks families not to coach from the sideline, so players make their own decisions.Families should support positively and avoid coaching from the sideline. Players need to make decisions independently and listen to their coach.(8. Sideline behaviour, p. 17)
• It asks families to wait 24 hours before raising emotionally charged concerns.For emotionally charged situations, families should wait 24 hours before raising concerns.(8. 24 hour rule, p. 17)
• Its U8–U10 internal league uses balanced teams, rotating formats and less coach intervention.Compete in balanced teams and rotating formats. •Experience different roles and responsibilities. •Make decisions with less coach intervention.(11. Special Programs, Internal League, p. 24)
• Its players are asked to make mistakes with courage.Make mistakes with courage(6. Training behaviour, p. 14)

FC Barcelona · Elite club academy · Club academy publication · fcbarcelona.com news (no byline) · Published: 2026-02-21 · Checked 2026-10-21

Applies to: One Barça Academy tournament in Nara, Japan

Limitations: A short club news report on one licensed academy tournament. It describes that event's format, not a club-wide rule.

• This U8 Barça Academy tournament focused on enjoyment, creativity and learning beyond the result.mainly focused on enjoyment, creativity and learning through the ball beyond the result itself.(Article body)
• It prioritised maximum playing time, ending in gold, silver and bronze phases.maximum playing time was prioritised, along with competitive diversity between teams, culminating in three phases: gold, silver and bronze.(Article body)
• The level-based phases gave a more balanced finish for each group.This format allowed for a more balanced conclusion adapted to the level of each group.(Article body)

FC Barcelona · Elite club academy · Club academy publication · fcbarcelona.com feature (no byline), drawing on former player Àlex Delmàs · Published: 2019-11-01 · Checked 2026-10-21

Applies to: FC Barcelona's youth system

Limitations: An editorial feature about the elite La Masia context, not a methodology document. The speakers behind the first quotation are not named.

• The club's methodology people say concepts are learned by playing them, not by explanation.The concept is not taught, the concept is played...(Learning 'Total Soft')
• All youth players at the club go through the central pivot role to learn the passing options.All the players in the youth stages at the club must go through the centre of the conservations (pivot) to identify all the passing trajectories(Positional game)

FC Barcelona · Elite club academy · Club academy publication · Barça Youth (club news byline) · Published: 2020-06-18 · Checked 2026-10-21

Applies to: FC Barcelona's youth system

Limitations: 2020 news about internal coach education; staff may have changed. It names practice types but doesn't explain how they're adapted for young children.

• The club's coach-education sessions focused on practice types that carry Barça's game idea: passing games, rondos, and position and situation games.the practice procedures that bring Barça's game idea, represented by passing games, rondos and position and situation games.(Ordinary Formative Sessions)
• In 2020 the club's Methodology Area had a named supervisor for the U8–U10 age group.Jordi Fernández, supervising de U8-U10 age group(Article body)

FIFA · FIFA · Official guidance · Published: 2025-11-04 · Checked 2026-10-21

Limitations: Mainly a video with a written summary; aimed at ages 4–8; one presenter's model.

• A closing game where each player on the team must score to win.To win, each player on the same team must score and collect a bib from the coach.(Phase 3: Play 2, Activity 3)
• Opening play: teams of three or four on several mini-pitches.Players form teams of three or four and compete across four mini-pitches.(Phase 1: Play, Activity 1)
• A 2v2 game can be played across two pitches.This is a basic 2v2 game played across two pitches.(Phase 2: Practice, Activity 2)
• Tailor an activity by changing team size, pitch dimensions or rules.Coaches should tailor the activity to the needs and skill levels of the players by modifying team size, pitch dimensions or rules(Phase 1: Play, 'Tailor to players' needs')
• Session shape: small-sided games, then skill practice, then open play.begin with small-sided games, move into core skill practice with plenty of repetition, and finish with open play(Introduction)
• Ages 4–8 example: teams of three or four on several mini-pitches at once.Players form teams of three or four and compete across four mini-pitches(Phase 1, Activity 1)
• Rotate opponents so players face a variety of them.Encourage players to face a variety of opponents in-game through rotation(Phase 1: 'Foster team dynamics')
• Starting and ending a session with normal play keeps young players learning and engaged.When young players start and end a session with normal play, they learn naturally and remain engaged for longer.(Introduction)
• Open each session with a match-like activity so players explore instinctively.Begin each session with an activity that resembles a real match, so that players explore and experiment instinctively.(First 'Play' phase)

FIFA · FIFA · Official guidance · Published: 2025-05-20 · Checked 2026-10-21

Limitations: Aimed at ages 4–8; mainly a video with a summary.

• Use leading questions or hints to get players thinking about space and movement.By asking leading questions or offering hints, coaches can help players to think critically about space or their movements during an activity(Tip 2: 'Coaching feedback')
• Supporting a team-mate means moving into an area where you can receive the ball.Players will actively move into an area where they can receive the ball to prevent a team-mate from losing possession(Tip 3: Support teamwork)
• Movement into space to receive matters as much as what a player does on the ball.what they can do on the ball is just as important as their movement into space to receive it.(Tip 3: 'Working without the ball')
• A congested area encourages players to look for open space to receive.By congesting the area within which the activity is taking place, players will actively look to find open space to receive the ball.(Tip 2: 'Recognising open spaces')

FIFA · FIFA · Official guidance · FIFA Training Centre, Grassroots Coaching Essentials (presenter Dr Jené Baclawski) · Published: 2025-09-23 · Checked 2026-10-21

Limitations: Ages 4–8, training context. Written summary of a video.

• Let players experiment; mistakes are part of learning.Always give players the license to experiment with new techniques. Mistakes are a part of learning(Tip 1: 'Try something new')
• Ages 4–8 example: 5v5 with no goalkeepers.This is a 5v5 game with four goals and no goalkeepers(Tip 3, Activity 3)
• Ages 4–8 example: everyone dribbles and reacts to the coach's signal.players must dribble around the playing area individually and react to the colour of the coach’s cone(Tip 1, Activity 1)
• Train the habit of scanning before and after controlling the ball.Train the habit of scanning the pitch before and after controlling the ball(Tip 1: 'Reinforce scanning')
• Cues: heads up, on their toes, ready to offer support before the ball arrives.keeping their heads up, moving on their toes and being ready to offer support before the ball arrives(Tip 3: 'Coaching feedback')

FIFA · FIFA · Official guidance · FIFA Training Centre, Grassroots Coaching Essentials (presenter Dr Jené Baclawski) · Published: 2025-09-09 · Checked 2026-10-21

Applies to: General guidance (FIFA)

Limitations: Ages 4–8; written summary of a video; activity timings ('every few minutes') are not specified further.

• Mini-goals and gates give more chances to score.Incorporating mini-goals and gates gives players more opportunities to do what they enjoy most – score goals!(Key Take-aways, 'Focus on engagement and development')
• Small targets instead of large goals can increase enjoyment.Large goals can be intimidating for youngsters. Allowing them to score by hitting multiple small targets can enhance their enjoyment of the game.(Tip 3, 'Creates an engaging environment')
• Adjust touches or scoring in the end-zone game to reflect the session's focus.Adjust touches or scoring to reflect the focus on purposeful design, teaching concepts and adapting for all abilities.(Tip 2, Activity 2)
• Coaches can make an activity easier or harder by adjusting the rules.Coaches can increase or decrease the challenge of the drill by adjusting the rules(Tip 1, 'Tweak the difficulty')
• Coaches can change the rules or scoring to keep an activity engaging.the coach could change the rules or scoring system to keep players engaged for longer.(Tip 2, 'Ensure flexibility')
• End-zone games highlight attacking and defending and promote teamwork.Games featuring end zones highlight the differences between attacking and defending, at the same time as promoting teamwork.(Key Take-aways, 'Deploy end zones for structured training')
• FIFA describes a 3v3 game where teams score by passing or dribbling into an end zone.This is a simple 3v3 activity in which teams can score a point by passing or dribbling into an end zone.(Tip 2, Activity 2)
• A round-robin small-sided game lets players face a new opponent every few minutes.This is a round-robin 3v3 game in which players face a new opponent every few minutes(Tip 3, Activity 3)

FIFA · FIFA · Official guidance · FIFA Training Centre, Grassroots Coaching Essentials (presenter Dr Jené Baclawski) · Published: 2025-05-06 · Checked 2026-10-21

Applies to: General guidance (FIFA)

Limitations: Ages 4–8; about warm-ups; written summary of a video.

• Warm-ups should be fast-paced games that minimise idle time, such as tag or simple ball activities.Keep kids active: Choose fast-paced games that minimise idle time and immediately capture players’ attentions, like tag or simple ball-related activities.(Section 1, 'Keep kids active')
• Choose fast-paced games that minimise idle time.Choose fast-paced games that minimise idle time and immediately capture players’ attentions(Tip 1: 'Keep kids active')

FIFA · FIFA · Official guidance · FIFA Training Centre, Grassroots Coaching Essentials (presenter Dr Jené Baclawski) · Published: 2025-07-29 · Checked 2026-10-21

Applies to: General guidance (FIFA)

Limitations: Ages 4–8; about shooting practice; written summary of a video.

• Match-realistic practice bridges the gap between training and real games.Giving players the opportunity to practise shooting in match-realistic activities helps to bridge the gap between training and real games.(Tip 3: 'Game-like situations')

FIFA · FIFA · Official guidance · FIFA Training Centre, Grassroots Coaching Essentials (presenter Dr Jené Baclawski) · Published: 2025-07-22 · Checked 2026-10-21

Limitations: Ages 4–8; gives no specific 1v1 body-shape or defending points. Written summary of a video.

• A session can start with a dribbling-focused activity.Beginning a session with a dribbling-focused activity can be a positive start to any practice for young players(Tip 1: The ball builds confidence)
• Encouragement and praise build confidence.Constant practice, along with encouragement and praise, will boost the confidence of the players and enhance the learning process(Key take-aways: 'Give positive feedback to the players')
• Use simple instructions.Use simple instructions and games to keep the activities engaging(Key take-aways: 'Provide an engaging learning experience')
• Small-sided duels such as 1v1s and 2v2s give children the chance to work on dribbling, communication and teamwork.Small-sided activities, such as 1v1s and 2v2s, give children the chance to work on key skills including dribbling, communication, and teamwork(Tip 3: 'Practise duels')
• Let children develop their own dribbling techniques.Coaches should encourage players to develop their own dribbling techniques(Key take-aways)

FIFA · FIFA · Official guidance · Published: 2025-06-03 · Checked 2026-10-21

Limitations: Mainly a video with a summary; example games are given without pitch sizes.

• Keep the session's main theme central to each activity.By keeping the main session theme central to each activity, coaches can ensure that each exercise is meaningful and relevant.(Key Take-aways)
• Choose one main technical focus so players get repeated practice.Select one primary technical focus for the analytical phase to allow players to have repeated practice and quicker improvement(Phase 2: Analytical, 'Plenty of repetition for players')
• FIFA's opening game: 4v4 with no goals, scoring by stepping on the ball on the opponents' end line.This is a 4v4 small-sided game with no goals. Whenever one team steps on the ball on the opposition's end line, they earn one point.(Phase 1: Global, Activity 1)
• Real-game situations connect technique with decision-making.This helps players connect technique with decision-making, enhancing their ability to read the game and make smart plays(Key take-aways: 'Plenty of real-game situations')
• The Global-Analytical-Global session starts and ends with game-like activities, with focused repetition in between.The GAG method begins and ends with game-like activities, with an analytical phase in between focusing on unopposed skill repetition.(Introduction)
• Design each game-like activity to give plenty of touches to build confidence on the ball.Coaches should design each global activity to provide players with plenty of touches, which will build their confidence on the ball(Phase 1: Global)
• Small-sided games are a fun way to close a session because they resemble real matches.Small-sided games are an excellent way to ensure that players have fun when closing out a session as they closely resemble scenarios from a real match.(Phase 3: Global)

FIFA · FIFA · Official guidance · FIFA Training Centre, Grassroots Coaching Essentials (presenter Stanley Gardiner) · Published: 2025-06-17 · Checked 2026-10-21

Limitations: Training-session guidance for ages 8–12, not match-day guidance. Written summary of a video.

• Give children plenty of chances to switch roles.Switch roles between players: Kids should have plenty of opportunities to experience different positions during the activity(Tip 2)
• In FIFA's 2v1 keep-ball games, the player who loses the ball swaps with the defender.When possession is lost by a player, they swap with the defender.(Tip 1, Activity 1)
• Ages 8–12: simple 2v1 keep-ball games.These are simple 2v1 small-sided games in which the players aim to keep the ball for a set time or number of passes(Tip 1, Activity 1)
• Ages 8–12 example: 3v3 games.Set up a 3v3 on four different variations of pitches and halfway lines(Tip 2, Activity 2)
• Players solve problems in small-sided games before moving to games with more players.Players begin to develop their ability to solve problems in small-sided scenarios before moving on to activities that reflect real-match situations with more players involved(Key take-aways: 'Eases players into real-match situations')
• Plenty of game-like situations in training help players make better decisions.One of the most beneficial ways to help players make better decisions on the pitch is by exposing them to plenty of game-like situations during training(Introduction)
• Avoid too many tactical instructions; let players express themselves and play creatively.Avoid giving players too many tactical instructions, and instead, encourage them to express themselves and play with creativity.(Tip 3: 'Keep feedback minimal')
• 2v1 games let players solve problems without the coach stepping in.This activity encourages players to problem-solve without coach intervention.(Tip 1, Activity 1)
• Give players chances to recover during activities.Remember to give players the opportunity to recover during the activity(Tip 1: 'Provide opportunities for recovery')

FIFA · FIFA · Official guidance · FIFA Training Centre, Grassroots Coaching Essentials (presenter Stanley Gardiner) · Published: 2025-02-18 · Checked 2026-10-21

Applies to: General guidance (FIFA)

Limitations: Ages 8–12; about warm-ups; written summary of a video.

• Use leading questions so players reflect on their actions.Use leading questions to prompt players to reflect on their actions(Section 1, 'Identify coaching points')
• Always include the ball in warm-ups.Keep the ball central: Whether it’s competitions, possession games, or street football activities, always include the ball to keep players engaged and developing skills.(Summary, 'Keep the ball central')
• Small 2v1 possession games build decision-making with and without the ball.help players to build spatial awareness and develop better decision-making with and without the ball(Tip 2, Activity 2)
• Small possession games build understanding of positioning and finding space to receive.These games help players develop a better understanding of positioning and finding space to receive the ball.(Tip 2: Incorporate possession games, 'Build spatial awareness')
• Adjust rules and areas so all players stay active.Keep everyone involved: Adjust the rules to ensure all players stay active by creating separate training areas for eliminated players(Tip 3: Embrace street football)
• Small possession (keep-ball) games build spatial awareness and decision-making with and without the ball.These types of games help players to build spatial awareness and develop better decision-making with and without the ball(Tip 2, Activity 2)
• Always include the ball in activities.always include the ball to keep players engaged and developing skills(Key take-aways: 'Keep the ball central')

FIFA · FIFA · Official guidance · Published: 2025-10-21 · Checked 2026-10-21

Limitations: Mainly a video with a summary; one presenter's approach.

• Don't over-coach; promote freedom of expression.Don’t over-coach: Coaches should always promote freedom of expression and creativity during activities(Section 2, 'Don’t over-coach')
• Always recognise and praise each player's effort.Always give positive feedback: Coaches should always recognise and praise each player’s effort.(Section 3, 'Always give positive feedback')
• Rotate players between positions so they experience attacking and defensive roles.Rotate positions: Switching players between different positions allows them to experience both attacking and defensive roles(Section 3, 'Rotate positions')
• Don't over-coach; promote freedom of expression.Don't over-coach: Coaches should always promote freedom of expression and creativity during activities(Tip 2)
• A 3v3 game with two neutrals gives the team in possession a 5v3.This is a 3v3 + 2 game, with two neutrals on either side, creating a 5v3 for the team in possession(Tip 2, Activity 2)
• With once-a-week training, every minute counts.With so little time, every minute counts.(Introduction)
• Each player should spend most of the session using a ball.it is vital for coaches to ensure that each player spends most of the time using a ball to practise and refine their technical skills(Tip 1: 'Always ensure the ball is present')
• Small-sided games give children plenty of touches, which builds confidence.Through small-sided games, children will get to have plenty of touches of the ball, helping them to build confidence(Mini-games, 'Lots of touches')
• With one session a week, fun comes first, because children learn more when they enjoy it.If there is only one training session each week, the priority should be to ensure that players are having fun, as kids learn more when they are enjoying themselves.(Key take-aways)
• Every activity should give players plenty of touches of the ball.All activities during a session should be designed to give players plenty of touches of the ball(Key take-aways)
• Some normal, unstructured play keeps children interested and coming back.Providing players with a reasonable amount of normal, unstructured play keeps them interested and wanting to come back for the next session.(Real-game application)

FIFA · FIFA · Official guidance · Published: Updated 2025-10-28 · Checked 2026-10-21

Limitations: Built for schools and teachers, with a life-skills focus.

• The closing circle asks players for feedback on the practice.Closing circle – coach-educator gathers players around in a circle (sitting), asks them to feedback on the practice(How to teach, session elements)
• Arrive in time to set up activities.arrive in sufficient time to set up activities(Code of conduct)
• Change teaching style, rules, equipment and environment (TREE) to make an activity easier or harder.Making changes to your teaching style, rules and regulations, equipment and environment can help make an activity easier or harder as required(Inclusive football, 'The TREE Framework')
• A Football for Schools session has five elements and takes one hour.Each Football for Schools session has been structured to include five elements which take a total of one hour to complete.(Session structure)
• The session ends its football part with a game that applies the chosen skill.Game Application – coach-educator sets up a football game that allows the players to practice the selected skill in a game situation.(Session elements)

FIFA · FIFA · Official guidance · Published: 2025-01-21 · Checked 2026-10-21

Limitations: Covers ages 6–15; mainly a video with a summary.

• Each session should have a clear learning objective.Have a clear purpose: Coaches have limited time with players, so each session must have a clear learning objective to maximise development.(Section 3 'Effective', 'Have a clear purpose')
• Run several 2v2 games side by side with space between pitches.This activity requires setting up multiple 2v2 small-sided games with plenty of space between each mini-pitch to avoid collisions(Principle 2, Activity 2)
• Run several small games at once on separate mini-pitches.This activity requires setting up multiple 2v2 small-sided games with plenty of space between each mini-pitch(Principle 2, Activity 2)
• Mistakes are an integral part of a player's development, so players should feel safe to make them.Making mistakes is an integral part of a player’s development.(Key take-aways)
• Age-appropriate activities and warm-ups help prevent injury.Designing age-appropriate activities and using warm-ups are good methods for injury prevention.(Principle 2: 'Avoiding injuries')
• Include game-like scenarios in practice to prepare players for matchday.Include activities that replicate game-like scenarios to prepare players for matchday.(Principle 3: 'Make it realistic')
• When children have fun they are more creative and less afraid of mistakes.When players are having fun, they are more willing to be creative and try new things, and are less afraid of making mistakes.(Principle 1)
• Safety includes a positive, supportive environment, not only avoiding injury.Safety is not just about avoiding physical harm; it’s also about creating a positive, supportive environment(Principle 2)
• Each session needs a clear learning objective.each session must have a clear learning objective to maximise development.(Principle 3)

FIFA · FIFA · Official guidance · Published: 2025-02-04 · Checked 2026-10-21

Limitations: Covers ages 6–15; mainly a video with a summary.

• Be mindful of differences in ability when designing activities.Keep it balanced: Coaches should always be mindful of differences in physical ability or skill levels when designing activities.(Principle 4)
• Keeping players active ensures they are always involved in the action.Keeping players active, moving and getting plenty of touches of the ball maximises their learning and enjoyment by ensuring that they are always involved in the action.(Principle 6, 'Key for development')
• Design activities for equal participation by every child.Coaches should create activities that allow for equal participation and give every child the opportunity to contribute and flourish(Key take-aways: 'Design activities to keep everyone involved')
• Coaches guide with questions and let the game teach.Coaches should only ask questions to guide the players, and allow the game to teach the players naturally(Principle 5: 'Coaches facilitate learning')
• Make clear that every player has a role, so nobody feels left out.Emphasise from the beginning that every player has a role to play. This ensures that nobody is left out or feels excluded.(Principle 4)
• Players learn best inside the game, making their own decisions.Players learn best when they’re immersed in the actual game, making decisions and solving problems on their own.(Principle 5)
• Keep players active: maximise touches and avoid players standing around.maximising touches of the ball and movement, and avoiding players standing around which can cause practice to stagnate(Principle 6)

FIFA · FIFA · Coach education programme · Published: not shown · Checked 2026-10-21

Limitations: A landing page: use it to find resources, not as evidence for a specific claim.

• FIFA Training Centre's grassroots resources offer age-specific coaching tips.this section offers practical, age-specific coaching tips to help young players enjoy the game and develop at their own pace(Grassroots essentials)

FIFA · FIFA · Official guidance · Not shown (FIFA technical manual) · Published: not shown · Checked 2026-10-21

Applies to: General guidance for FIFA member associations

Limitations: The manual says its primary focus is elite youth training (p. 7), and its match-coaching chapter is written for academy settings, not specifically for 6–12-year-olds. Its tactical foundations sit in the 13–15 "basic training" stage. No explicit publication date (PDF created 2016). Its age-format table did not extract reliably and isn't used.

• Players drink during the pre-match warm-up.Drink during the warm-up(Ch. 10 'Pre-match warm-up', p. 234 (PDF p. 235))
• Warm-ups should be progressive and enjoyable.The warm-up rhythm should be fluid, progressive and performed with concentration, although it should also be enjoyable(Ch. 10 'Warming up – General warm-up methods', p. 233 (PDF p. 234))
• For young players, bring the ball into the warm-up through ball control, dribbling and feinting.For young players, introduce the ball on a regular basis via ball control, dribbling, feinting(Ch. 10 'Warming up – General warm-up methods', p. 233 (PDF p. 234))
• In the debrief, draw conclusions and look for solutions.draw conclusions and look for solutions(Ch. 3 'Debriefing (the next day)', p. 42 (PDF p. 43))
• In the debrief, ask for the players' opinions.ask for the players’ opinions (encourage them to take responsibility)(Ch. 3 'Debriefing (the next day)', p. 42 (PDF p. 43))
• After the match, speak in a positive manner.Speak in a positive manner(Ch. 3 'After the match', p. 42 (PDF p. 43))
• FIFA's half-time list includes demanding more discipline.demand more discipline(Ch. 3 'At half-time', p. 42 (PDF p. 43))
• FIFA's half-time list includes changing tactics.change certain tactics(Ch. 3 'At half-time', p. 42 (PDF p. 43))
• At half-time, give simple, clear, short and precise instructions.give simple, clear, short and precise instructions(Ch. 3 'At half-time', p. 42 (PDF p. 43))
• A match creates real-life situations that have been practised in training.A match creates real-life situations that have been practised during training sessions.(Ch. 3 'Match coaching – During the match', p. 41 (PDF p. 42))
• Every tactical situation planned for a match must be practised in training beforehand.Every tactical situation planned for the match – including organisational changes that may be made at half-time – needs to be practised during training sessions before matches.(Ch. 3 'At half-time – N.B.', p. 42 (PDF p. 43))
• Age-appropriate competitions are needed to complete training.Without these age-appropriate competitions, the training cannot be completed.(Ch. 11 'Structuring youth competitions', p. 239 (PDF p. 240))
• Don't stop the game or exercise too often.Not stopping the game sequence or exercise too often(Ch. 4 'Correcting and encouraging', p. 56 (PDF p. 57))
• Repeat one movement rather than covering the whole repertoire in one session.It is preferable to repeat the same movement several times than to run through the full panoply of the young players' repertoire in one session(Ch. 4 'Repetition is key', p. 55 (PDF p. 56))
• When planning, think about the number of players and balls.the coach, when preparing the exercise, needs to think about the number of players, the number of balls, the source of the balls(Ch. 4 'Repetition is key', p. 55 (PDF p. 56))
• Avoid queues: learning technique needs lots of contact with the ball.A key element in learning technique is the opportunity to have lots of contact with the ball, therefore having queues of players waiting to perform exercises must be avoided.(Ch. 4 'Methods for teaching technique', p. 55 (PDF p. 56))
• Sessions are adjusted using the evaluation of the previous session.It can modified at any time according to the evaluation of the previous session(Ch. 10 'The training session', p. 228 (PDF p. 229))
• Evaluation is one of the main parts of a coach's work.Training on the pitch, planning, coaching and evaluation are the main parts of the time that the instructor spends with his players.(Ch. 3 'The instructor-trainer', p. 35 (PDF p. 36))
• Young footballers do not all develop at the same rate.Experience shows that not all young footballers develop at the same rate(Ch. 12 'Recruitment of young talent', p. 249 (PDF p. 250))
• Defending the ball carrier: do not let him pick up speed.do not let him pick up speed(Ch. 5 'Tactical foundations – defensive aspects', p. 81 (PDF p. 82))
• Defending the goal: do not dive in.Do not dive in(Ch. 5 'Strategic approach', 'Defend own goal – For the player', p. 102 (PDF p. 103))
• Defending: tackle never from behind and never with both feet off the ground.Never from behind and never with both feet off the ground(Ch. 4 'Defensive movements – The tackle', p. 50 (PDF p. 51))
• Feint: pretend one side, play the other.pretend to shoot or pass on one side but shoot or pass on the other(Ch. 5 'Strategic approach', 'Create uncertainty – For the ball carrier', p. 101 (PDF p. 102))
• The ball carrier's feints combine changes of pace.Feint: combine changes of pace, space, orientation and control(Ch. 5 'Strategic approach', 'Create uncertainty – For the ball carrier', p. 101 (PDF p. 102))
• A feint makes the defender uncertain and gives the attacker time and space.It makes the defender uncertain where the ball is going and gives time and space to the attacker.(Ch. 4 'The feint', p. 49 (PDF p. 50))
• Dribbling to get past the opponent is a core attacking technique.Dribbling to get past the opponent(Ch. 4, attacking techniques, p. 49 (PDF p. 50))
• Small-sided games bring frequent one-on-one situations.Frequent one-on-one situations(Ch. 8 'The benefits of small-sided games', p. 177)
• FIFA treats ages 6–12 as the introductory stage, where love of football grows through playing.In the initial stage when children are being introduced to football (age 6-12), the young player’s love of football is awakened and deepened through playing the game(Ch. 2, 'The stages of learning', p. 21)
• Small-sided games are a good way to learn to use technique inside a game.Small-sided football games can be a good way to quickly acquire this fundamental skill.(Ch. 4, 'Developing technique', p. 52)
• Small-sided games give players time on the ball in front of goal and frequent one-on-ones.The players often get time on the ball in front of goal(Ch. 8, 'The benefits of small-sided games', p. 177)
• Keep each session to its set objectives rather than working on everything at once.The key thing for the coach is to concentrate on the set objectives, i.e. the emphasis of the session, and not try to work on everything at the same time.(Ch. 8, p. 177)
• Don't overemphasise tactical formations for children aged 6–12.it is important to not overemphasise the value of tactical formations in youngsters between the ages of six and 12(Ch. 5, 'Zonal culture = modern football', p. 80)
• Mistakes to avoid include coaching children as if they were adults and forgetting that playing motivates them.Trying to coach them and make them play as if they were adults 3. Forgetting the youngsters’ main motivation: playing(Ch. 3, 'Instructor-educator: what to do, what to avoid', p. 34)
• Youth development philosophy must not be limited to match or season results.must not be restricted to the results of a match or season of competition.(Ch. 11, 'Youth competitions', p. 238)
• Competition that isn't age-appropriate harms training.The training simply must avoid suffering the effects of a competition that is not age-appropriate(Ch. 11 'Youth competitions', p. 238 (PDF p. 239))
• The main principle when structuring youth competitions is to group teams of the same level.The main principle when structuring competitions is to group together teams of the same level.(Ch. 11 'Structuring youth competitions', p. 239 (PDF p. 240))
• Evaluating each player and the team gives feedback on progress and shapes the long-term training plan.Evaluating each player and the team thus provides feedback on progress made during the learning period(Ch. 11 'Evaluating the match', p. 240 (PDF p. 241))
• Youth competition is a constant learning process.Youth competitions represent a constant learning process(Ch. 11 'Evaluating the match', p. 240 (PDF p. 241))
• A youth coach is responsible for each player's progress more than for team results.an instructor is more responsible for the progress of each player rather than for the team’s results(Ch. 3 'The instructor', p. 32 (PDF p. 33))
• Mistakes to avoid include shouting all the time and criticising a player in front of the group.Shouting all the time, being too aggressive(Ch. 3 'What to do, what to avoid', p. 34 (PDF p. 35); also 'Criticising a player in front of the group')
• Before a match, too much talking can be detrimental: the shorter the better.Too much talking can be detrimental(Ch. 3 'Match coaching – The day of the match', p. 41 (PDF p. 42))
• During a match the coach's attitude should be positive, encouraging, motivating and patient.positive, encouraging, motivating, patient, exemplary and correct(Ch. 3 'Match coaching – During the match', p. 41 (PDF p. 42))
• The coach observes each player's performance and progress, not the result.The instructor observes the performance and progress of each player, and not the result(Ch. 3 'Match coaching – During the match', p. 41 (PDF p. 42))
• Match advice should be the same as in training.The advice and instructions are identical to those given in training(Ch. 3 'Match coaching – During the match', p. 41 (PDF p. 42))
• Long-term progress matters more than one result.progress over the longer term is more important than one result in a competition(Ch. 3 'Match coaching – During the match', p. 41 (PDF p. 42))
• A match lets players meet new situations and learn to find solutions.A match allows players to experience new situations and to learn how to find solutions(Ch. 3 'Match coaching – During the match', p. 41 (PDF p. 42))
• At half-time, make sure every player feels involved, including substitutes.Make sure that every player feels involved, including substitutes(Ch. 3 'At half-time', p. 42 (PDF p. 43))
• Don't hold a team meeting straight after a match; players are tired and emotional.Do not make many comments straight after the match: do not organise a team meeting(Ch. 3 'After the match', p. 42 (PDF p. 43))
• In the next-day debrief, encourage players to reflect on their own performances.encourage the players to reflect on their own performances(Ch. 3 'Debriefing (the next day)', p. 42 (PDF p. 43))
• Correct quietly, then encourage the player to try again.Correcting his position, balance or attitude with a remark or a quiet word aside, then encouraging him to try again(Ch. 4 'Correcting and encouraging', p. 56 (PDF p. 57))
• When a player is making many errors, give them simple things to do to rebuild confidence.the coach should give him simple things to do(Ch. 4 'The confident player', p. 56 (PDF p. 57))
• Encourage initiative, risk-taking and dribbling from a very young age.Encouraging initiative, risk-taking and dribbling from a very young age(Ch. 4 'Ways to encourage development', p. 52 (PDF p. 53))
• Defending the ball carrier: close them down and don't let them pick up speed.Close down the runner with the ball(Ch. 5 'Tactical foundations – defensive aspects', p. 81 (PDF p. 82))
• Supporting: help the player with the ball by running towards, ahead of or behind it, and show between two opponents.Help the player with the ball(Ch. 5 'Tactical foundations – attacking aspects', p. 81 (PDF p. 82); also 'show for the ball in between two opponents')
• Warm-ups for young players are often started too quickly and too intensely.often introduced too quickly to warming up and at an excessive intensity(Ch. 10 'Warming up', p. 233 (PDF p. 234))

Human Movement (Clemente & Sarmento, 2020) · Research · Peer-reviewed research · Published: 2020 · Checked 2026-10-21

Limitations: Read at abstract level. Mixed ages, many studies of older players; counts actions, not learning.

• Smaller formats increased key technical actions compared with medium and larger formats.smaller formats meaningfully increased the number of determinant technical actions performed when compared with medium and larger formats(Abstract)
• A one-touch limit raised involvement but also errors and lost balls.imposing a 1-touch limitation raised the number of involvements but also the frequencies of errors and balls lost(Abstract)

International Journal of Sports Science & Coaching (Bergmann, Braksiek & Meier, 2022) · Research · Peer-reviewed research · Published: 2022 · Checked 2026-10-21

Limitations: Read at abstract level. Small sample (85 players) in tournaments; measures involvement in games, not long-term learning.

• In under-7 and under-9 tournaments, smaller formats produced more technical actions.In both age groups, the total number of technical actions was higher in the smaller game formats.(Abstract)
• Both more- and less-involved players performed more technical actions in small-sided games.both dominant and non-dominant players in both age groups performed more technical actions in small-sided games(Abstract)

Journal of Sports Sciences (Ford, Yates & Williams, 2010) · Research · Peer-reviewed research · Published: 2010 · Checked 2026-10-21

Limitations: Read at abstract level. 25 coaches (9 with U9 players); the abstract gives no percentages, so we quote none.

• Youth coaches had players spend more time in drill-type 'training form' activities than game-like ones.Coaches had players spend more time in activities that were deemed less relevant to soccer match performance, termed 'training form'(Abstract)
• Coaches gave high levels of instruction and feedback whatever the activity.Coaches provided high levels of instruction, feedback, and management, irrespective of the activity(Abstract)

Scandinavian Journal of Medicine & Science in Sports (Machado et al., 2026) · Research · Peer-reviewed research · Published: 2026 · Checked 2026-10-21

Limitations: Read at abstract level. A scoping review of mixed ages with varied methods; no pooled effect sizes.

• Game-based approaches and small-sided games can improve some aspects of decision-making.field-based approaches, such as game-based pedagogies, small-sided games (SSG), and non-linear training designs, can improve selected aspects of decision-making(Abstract)

Science & Medicine in Football (Roca, Pocock & Ford, 2025) · Research · Peer-reviewed research · Published: 2025 · Checked 2026-10-21

Limitations: Read at abstract level. 12 male coaches in London; describes coaching, not player outcomes.

• Grassroots coaches of 9–11-year-olds spent similar time on activities with and without decisions.Coaches allocated similar amounts of time to activities with active (M = 41%) and non-active (M = 42%) decision making, with the remaining 17% being transitions.(Abstract)
• The authors' premise: match decision-making is mostly learned in practice that resembles competition.Decision-making ability in players during match-play is mostly acquired through practice activities with the same underlying structure as competition.(Abstract)

UEFA · UEFA · Official guidance · UEFA Social and Environmental Sustainability division (with Terre des hommes) · Published: not shown · Checked 2026-10-21

Applies to: UEFA member associations and clubs (Europe)

Limitations: A safeguarding toolkit, not match-day coaching guidance. Its welfare lines are examples of neglect or poor practice, not operational rules (no hydration amounts, heat limits or rest times). The document is undated (its file metadata says September 2025); it updates UEFA's 2020 Child and Youth Safeguarding Toolkit. European context.

• UEFA says medical information and emergency contact numbers should be obtained before a trip.Basic medical information and emergency contact numbers should be obtained before the trip(p. 62, trips)
• UEFA recommends a risk assessment for activities that take children to a different venue.A risk assessment is recommended for any activity that involves taking children to a different venue or location.(p. 58)
• UEFA lists training load inappropriate to a child's age and physical development as an example of neglect.Inappropriate training load relative to age and physical development(p. 25, examples of neglect)
• Failing to recognise signs of dehydration or the need to rest is given as an example of neglect in football.Not recognising the signs of dehydration or the need to rest(Principles and definitions, 'Neglect – examples in football', p. 25)
• Always keeping someone on the bench with no explanation is given as an example of emotional abuse/favouritism.always keeping someone on the bench with no explanation('Emotional, psychological or verbal abuse – examples in football', p. 24)
• Parents' code: praise effort and participation rather than performance and results.praising effort and participation rather than focusing on performance and results;(Code of conduct for parents and caregivers, p. 54)
• Organise a meeting with parents to discuss positive behaviour and respectful communication.At the beginning of the season, it is useful to organise a meeting or event to discuss the importance of positive behaviour and respectful communication(Code of conduct for parents and guardians (intro), p. 53)
• In a medical emergency, immediate medical help must be sought.In the event of a medical emergency, immediate medical help must be sought.('Emergencies and missing child protocols', p. 65)

UEFA · UEFA · Regulation · UEFA (adopted by the UEFA Executive Committee; no individual byline) · Published: 2023-06-28 · Checked 2026-10-21

Applies to: UEFA member associations that sign the charter (Europe)

Limitations: A European governance charter setting minimum requirements for national associations, not coaching guidance; it gives no match counts, durations or welfare rules. European context: not written for India.

• In school football, UEFA asks associations to develop formats, activities and festivals focused on participation, inclusion and personal development rather than competition and performance.develop football formats, activities and festivals that focus on participation, inclusion and personal development rather than competition and performance.(Annex B.1 'Football in schools', p. 11)
• For flexible formats, UEFA asks associations to focus on participation, inclusion and personal development rather than competition and performance.focusing on participation, inclusion and personal development rather than competition and performance(Annex B.6 'Flexible formats and player pathways', p. 13)
• UEFA also recognises that appropriate competition has a role in the player pathway.recognise the important role that appropriate competition plays within the player pathway(Annex B.6 'Flexible formats and player pathways', p. 13)
• UEFA defines grassroots football as football where participation, not performance, is the objective.Grassroots football: any football that is not professional and not elite, where participation is the objective, not performance;(Article 1 'Definitions', 1.a, p. 4)