One of the major differences the young player will find frustrating as they attempt to make the jump from high school to college and beyond is in the area of speed with the ball.  We have all seen the youth player who at 12 years old simply kicks the ball far down the field and simply outruns opponents to kick it in the goal.  That same player is frequently overlooked at the next level because suddenly everyone has caught up in terms of speed, strength, and power.Most players fail to get out of their comfort zone during soccer training sessions with the ball.  Therefore, few develop the ability to run with, dribble, and receive a ball at top speed. Most players need to slow or stop their runs in order to receive a ball that their foreign counterpart at the same age naturally takes at speed. Training in the following activities daily will improve this deficiency quickly.

Change of Direction and Acceleration

Activities:

1.   Fast footwork, should be trained in three ways A)          Within the comfort zone (slow and smooth).B)          Fast as can be done.  On the cutting edge of losing control!C)          With penetration.  This means pushing the ball 5-10 yards out and sprinting after it.  A good method of teaching penetration is to put the players in a series of five-yard grids.  On the command, they must execute the desired technique, push the ball out of their grid into another and sprint to regain possession, without contacting another player (also increases their awareness of space).    

2.   Speed Wheel with the ball:On the coaches’ command, the player begins dribbling the ball toward cones, stopping at the first cone, second cone, third cone, turning and repeating coming back.  The emphasis is not only on acceleration but also on deceleration.  The coach can give the player directions on how to navigate the course, emphasizing stopping, feinting and going to a side cone, acceleration, twisting, turning, and what techniques to use. 

Here the Three- point flexion is crucial.    

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3.   Technique on Demand:    

 Twenty yards in length between cones.  Player starts build-up run, attaining full speed by first cone.  Coach serves ball from the side into player’s path, player must control without losing speed, sprinting to designated cone.  Coach should give each player a few chances to perform new exercise within their comfort zone. 

Start service on ground, demanding player takes ball with left foot, right foot, etc. Build up to bouncing balls, air balls for thigh, foot, chest, and head.  Coach observes speed, technique, and the proper distance that the ball is played away from receiver on first touch.  It will be normal for players to lose control at beginning of activity.The coach is looking for quality, not quantity in this type of soccer training activity.  In order to maximize effectiveness; allow the proper work-to-rest ratio.

By arranging the activity with ten players in each line (two-three areas might be necessary), and allowing each player to walk slowly back to the end of the line after a full-out sprint with the ball, this should be accomplished.  Each player completes 10-12 repetitions.  Distance between cones should be varied weekly.                         

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                      Coach

SUMMARY:

How Coaches Expectations Effect Player Performance

http://thestrikerschool.com/

Submitted by Steven Richards, Melbourne, Floirda

Whether you know it or not, the expectations you form as a coach about players on your team affects not only your own behavior toward them but also the feelings and performance of those players. Having such an influence on your players' athletic experience and development is a huge responsibility and a process every coach should understand.

Here's how the process works.

STEP 1: COACHES FORM EXPECTATIONS OF PLAYERS
all coaches form expectations of players on their team. For example, often coaches have higher expectations for players that they feel are more athletic. When sources of information allow accurate evaluation of athletic potential and ability, there is no problem. However, inaccurate expectations (either too high or too low) especially when the expectations are too rigid and inflexible, often lead to unsuitable behaviors by the coach. This leads us to the second step -- coaches' expectations influence their behaviors.

STEP 2: COACHES' EXPECTATIONS INFLUENCE THEIR COACHING BEHAVIORS
Most coaches behave differently if they have high or low expectations of a specific player and these behaviors normally fit into one of three categories:
1) Quality and amount of interactions with an athlete. Coaches spend more time talking and working with "high-expectation" players because they expect more of them. Coaches show more caring and positive emotions toward high-expectation athletes.
2) Quality and amount of instruction toward an athlete. Coaches lower their expectations of what skills a "low-expectation" athlete can learn/execute and thus establish a lower standard of performance. Coaches provide a "low-expectation" athlete correspondingly less time in practice drills. Coaches are less patient in teaching challenging skills to low-expectation players.
3) Type and amount of feedback toward an athlete. Coaches give high-expectation athletes more instructional and informational feedback. Coaches provide more positive reinforcement and praise for high-expectation athletes after a successful performance.

STEP 3: COACHES' BEHAVIORS AFFECT ATHLETES' PERFORMANCES
it is easy to see why athletes who consistently receive more positive and instructional feedback from a coach will show more effort, improvement, and enjoyment in soccer. As a coach, it is also easy to take credit for how your positive coaching behaviors directed toward high-expectation players positively affect performance. However, it is more difficult to see how coaching behaviors directed toward low-expectation players might be negatively affecting performance. Read the following and see if you can think of times when your expectations/behaviors as a coach might have unknowingly affected a player's performance in a negative way:
* Low-expectation players often receive less playing time and less effective reinforcement and as a result have poorer performances.
* Low-expectation athletes attribute their failures to a lack of ability reinforcing the notion that they aren't good and may never have future success.
* Low-expectation players demonstrate lower levels of self-confidence and perceived ability.

STEP 4: ATHLETE'S PERFORMANCES CONFIRM THE COACHES' EXPECTATIONS
Often an athlete's performance adds confirmation to a coach's initial evaluation of the athlete's ability and potential. However, few coaches are actually aware that their own expectations and behaviors helped produce this self-fulfilling performance result in their athletes. Thus, it is absolutely critical that all coaches understand the cyclical relationship between their expectations and players' performance - players' athletic development and enjoyment are dependent on this knowledge.

The question is. Does this just happen in the States or World Wide.