The Developing and Youth Player

The manual treats six to twelve as the developing-player phase, distinct from the thirteen-to-eighteen youth phase and from the adult game.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · recall

The manual names appointing elite senior coaches to junior sides as a serious barrier: they know the elite end of the pathway but may not be immersed in how young players learn.

Source: FIFA Futsal Coaching Manual (2025), Ch. 5 · applied

The manual says mature adults draw satisfaction from completing a successful yet complex activity, whereas that complexity can overwhelm a child and cut their enjoyment.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · recall

The manual limits this kind of isolated technical work, where the coach runs the drill and the players repeat a skill, to no more than 25 percent of session time, so the session stays player-focused rather than coach-focused.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · applied

The manual argues drills with predetermined, rarely-repeated outcomes compress learning and breed boredom, where random game play opens multiple learning opportunities.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · applied

The manual says there is no better outcome than a young player asking to play a match and the coach agreeing, rather than forcing a rigid drill sequence ending in a coach-dictated game.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · applied

The manual says advanced tactics give little benefit at this age and tactical work should stay at a basic understanding of the structure behind defending, attacking and counter-attacking.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · recall

The manual holds complex movement teaching back to the youth phase (13–18), when players are more technically proficient and more open to complex learning.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · recall

The manual states plainly there is no logic in playing under-9s on a full pitch or with a full-size ball; age-appropriate space, numbers and ball are fundamental to coaching this phase.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · applied

The manual notes 1:1 coaching at this age is time-consuming and can hinder other players' development through the attention they lose during the session.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · applied

The manual cites Teaching Games for Understanding, whose research supports the idea that random play instils multiple learning opportunities for future situations.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · recall

The manual describes the coach-educator designing games that reflect real futsal while conditioning them with constraints to achieve the intended result, then letting players play.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · applied

The manual says challenging, unpredictable games create uncertainty that forces young players to adapt to each scenario, improving thought, activation and decision-making.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · recall

The manual prefers training through play at this age, arguing linear drills with predetermined outcomes are rarely repeated in a real match and limit the young player's experiences.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · applied

The manual frames the coach as structuring a game with constraints that reflect futsal to reach the session aim, while still intervening to help players get a better result.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · recall

The manual wants developing players immersed in continuous game play to own their learning; continual interruptions of coaching sessions are listed among conduct to avoid.

Source: FIFA Futsal Coaching Manual (2025), Ch. 5 · applied

The manual says developing players may not benefit from formal refereeing; learning through a game-based session's constraints lets them own their learning without an adult in control.

Source: FIFA Futsal Coaching Manual (2025), Ch. 7 · recall

The manual says children will gradually create their own boundaries and rules to suit the game, and that this is fine as long as they remain realistic and reflective of a match.

Source: FIFA Futsal Coaching Manual (2025), Ch. 7 · applied

The manual says young players' minds are geared towards exploring rather than learning, so tactical teaching yields little and basic understanding should come through play.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · recall

The manual calls a learning experience that makes players want to come back an essential part of engagement, and says coaching this phase must be enjoyable and fun above all.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · applied

The manual says a one-size-fits-all approach is wrong for developing players and each child needs a tailored syllabus, whether written or unstructured.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · recall

Among the syllabus's four basic objectives the manual lists developing positive habits, attitudes and traits that help the young player improve and have fun.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · applied

The manual says players with underdeveloped technical skills are difficult to use tactically, so technical and tactical intentions must be developed together.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · applied

The manual splits core technical elements into active and passive: with the ball, or without it, the latter covering both in and out of possession.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · recall

For six-to-twelve the manual regards the coach as a guide rather than a coach, facilitating and creating the learning environment and letting players experience futsal as a game.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · recall

The manual says correction at this age should be subtle, not too complex and usually through broad game adaptations, not detailed individual instructions that hand over a choice of solutions.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · applied

The manual says at this phase all children's intrinsic needs are the same and there is no justification for training differently by gender; plans adapt only later, at puberty.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · recall

The manual says technique should be the main objective between six and twelve, since tactics are of little value until players are technically proficient and can adapt to the game.

Source: FIFA Futsal Coaching Manual (2025), Ch. 7 · recall

The manual argues priorities at this age are driven by play, environment and relationships, which have a major impact on learning in early childhood even as they continue along the journey.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · applied

The manual says technical skill sets should be consolidated so that, as players develop, they can play a key role in tactical movements both individually and collectively.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · recall

The manual says the youth phase is not an immediate shift in philosophy at thirteen but a gradual transition from technical comfort to using technical skills in a more tactical environment.

Source: FIFA Futsal Coaching Manual (2025), Ch. 7 · recall

The manual says maturing players have increased attention spans and a simple yet inquisitive thirst for knowledge, making them more coachable and open to facilitated learning.

Source: FIFA Futsal Coaching Manual (2025), Ch. 7 · recall

The manual says at these ages concentration may be longer, which benefits teaching players rather than guiding them, and youth players cope better with more structured games and training.

Source: FIFA Futsal Coaching Manual (2025), Ch. 7 · applied

The manual says as 15-to-18 players' skill acquisition progresses, coaches can go past simple teaching to challenge them toward proficiency and higher performance thresholds.

Source: FIFA Futsal Coaching Manual (2025), Ch. 7 · recall

The manual says the mistake often made with 13-to-18s is to implement complex tactical strategies needing good technical execution; without it, the plan's chance of success is limited.

Source: FIFA Futsal Coaching Manual (2025), Ch. 7 · applied

Among the youth phase's general objectives the manual lists focusing on specialising in one position, for example pivot or goalkeeper.

Source: FIFA Futsal Coaching Manual (2025), Ch. 7 · applied

The manual lists being able to dominate 1v1 encounters among the youth phase's general objectives, alongside a more physical approach to possession.

Source: FIFA Futsal Coaching Manual (2025), Ch. 7 · recall

The manual says youth players should be equipped to train in isolated sessions dissimilar to matches, but able to recognise the exercises within a game context.

Source: FIFA Futsal Coaching Manual (2025), Ch. 7 · applied

The manual says tone of voice, dialogue, hand gestures, body contact and relationship-building must all be modified when coaching children and young people.

Source: FIFA Futsal Coaching Manual (2025), Ch. 7 · recall

The manual says players reach the youth phase needing both technical and tactical intentions developed at once, and dropping technique leaves later tactical plans hard to execute.

Source: FIFA Futsal Coaching Manual (2025), Ch. 7 · applied

The manual describes football and futsal as a partnership with mutual benefits, formats that collaborate rather than compete, while respecting what makes each distinct.

Source: FIFA Futsal Coaching Manual (2025), Ch. 4 · applied

The manual says the more futsal's ethos and core characteristics are diluted, the lesser the benefits and their value to the wider football family.

Source: FIFA Futsal Coaching Manual (2025), Ch. 4 · recall

The manual cites increased ball contact for every player, one-on-one duels, and the goalkeeper's active role in build-up and distribution as examples of futsal's transferable skills.

Source: FIFA Futsal Coaching Manual (2025), Ch. 4 · applied

The manual says all young players need a wide range of football experiences in the influential period between five and 12, and futsal offers many possibilities to broaden them.

Source: FIFA Futsal Coaching Manual (2025), Ch. 4 · recall

The manual says futsal cannot be deemed the universal solution often talked about in footballer development, but it should form a significant part of a developing player's experiences.

Source: FIFA Futsal Coaching Manual (2025), Ch. 4 · applied

The manual lists little infrastructure, use of existing facilities such as schools and community centres, and fewer players needed as advantages that make futsal portable and accessible.

Source: FIFA Futsal Coaching Manual (2025), Ch. 4 · applied

The manual says a hard surface without markings, such as a playground or car park, can easily be adapted with marker cones, and futsal is also promoted as an outdoor game where indoor play is hard.

Source: FIFA Futsal Coaching Manual (2025), Ch. 4 · applied

The manual defines knowledge "in" the game as situation-specific understanding that emerges as the game unfolds, where improvisation and innovation are core outcomes.

Source: FIFA Futsal Coaching Manual (2025), Ch. 4 · recall

The manual defines knowledge "of" the game as understanding based on immersion and task- or activity-specific knowledge, such as tactical and technical knowledge in the context of formations.

Source: FIFA Futsal Coaching Manual (2025), Ch. 4 · recall

The manual says it is not correct that a futsal ball is heavier: it is roughly the same weight, though smaller in circumference, with less bounce, so it spends more time on the floor.

Source: FIFA Futsal Coaching Manual (2025), Ch. 4; FIFA Futsal Laws of the Game 2025/26, Law 2 · recall

Physical literacy is the base of movement: agility, balance, coordination and speed. Futsal skills are built on top of it.

Source: General futsal coaching · recall

Young children respond to play. Games full of turning, stopping and dodging train movement while keeping them engaged.

Source: General futsal coaching · recall

Young children's attention is short and they learn by doing. A few words and a quick start get them moving, and the game itself teaches the rest.

Source: General futsal coaching · recall

Different sports train different movements. A child with a broad base often becomes a more adaptable futsal player later.

Source: General futsal coaching · recall

At this age, the goal is movement quality and enjoyment, not adult-style conditioning. Speed and endurance improve naturally through active games.

Source: General futsal coaching · recall

Futsal asks for tight turns and ball control with the sole. A player with good balance can do both under pressure.

Source: General futsal coaching · recall

Coordination shows in how fluently a child combines movement with the ball. Goals and popularity are poor signs of it.

Source: General futsal coaching · recall

All eight players have a ball and are moving at once, so nobody waits in a line. That gives the most touches and movement for everyone.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · applied

Movement comes first in a fun format, then the ball joins it. The children learn to move and handle the ball in the same activity.

Source: General futsal coaching · applied

Young children need play, touches and movement. Laps give none of the three.

Source: General futsal coaching · applied

During a growth spurt, bones grow fast and the body changes quickly. Co-ordination and control can suffer for a while.

Source: General futsal coaching · recall

Longer limbs change how movements feel. Control usually returns once the body settles, so coaches are patient.

Source: General futsal coaching · recall

Fast-growing bones and joints can be sore. Reducing heavy work for a while protects the player without taking him out of the game.

Source: General futsal coaching · recall

Some children grow and gain strength earlier than others of the same age. For a few years that can make them look better than they really are.

Source: General futsal coaching · recall

A bigger, earlier maturing player may win duels at twelve but not later. A smaller, skilful player may develop into the better one.

Source: General futsal coaching · recall

Children born just after the cut-off date are nearly a year older than some team-mates. Their extra growth can make them look more talented, so they are chosen more.

Source: General futsal coaching · recall

Looking at technique, understanding and attitude, and reviewing choices over time, gives late maturers a fair chance.

Source: General futsal coaching · recall

Quantity and intensity drop sharply in November and December, then rise again. Easing the load during a growth spurt protects a young player's joints while he keeps playing.

Source: General futsal coaching · applied

A growth spurt is temporary. Understanding it lets the coach support the player instead of judging him on a difficult few months.

Source: General futsal coaching · applied

Early maturation and an early birthday both add size and strength. A late maturer born late in the year is the most likely to be overlooked.

Source: General futsal coaching · applied

Young players learn how to behave from the game and their coach. Respect for opponents, officials and team-mates carries beyond futsal.

Source: General futsal coaching · recall

It is a long-standing custom: after the injured player is treated, the ball is returned to the team that kicked it out.

Source: General futsal coaching · recall

Players copy what the adults around them do. A coach who stays calm with officials teaches more than any lecture.

Source: General futsal coaching · recall

Winning well matters. A quiet, clear word helps the player learn that celebrations should not humiliate opponents.

Source: General futsal coaching · recall

Shaking hands after winning or losing reminds players that the opponent is a partner in the game, not an enemy.

Source: General futsal coaching · recall

What the coach praises, players value. Noticing fair play in front of the group shows it matters as much as skill.

Source: General futsal coaching · recall

If only the result counts, players learn to bend rules and avoid risks. Both hold back their development.

Source: General futsal coaching · recall

The arrow shows 7 kicking the ball out over the touch line while grey's 8 is down. Stopping play for an injured opponent is a fair-play custom; grey then usually give the ball back.

Source: General futsal coaching · applied

Stopping the game and then returning the ball keeps the contest fair. Young players learn the custom by doing it.

Source: General futsal coaching · applied

Example is the strongest lesson. A calm coach produces calm players, which also helps them concentrate on the game.

Source: General futsal coaching · applied

Small teams mean constant involvement. Without a goalkeeper, children shoot more and learn to attack the goal.

Source: General futsal coaching · recall

On a full court, small children spend much of the game running without the ball. A scaled court keeps them close to the play.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · recall

A ball scaled to the child makes control and passing possible, so the right habits can form. The manual says the space and ball must fit the age.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · recall

Formats step up gradually, from small games to the full five-a-side game on a full court, as children become able to use the space.

Source: General futsal coaching · recall

Trying the position gives every child goalkeeping skills and understanding. Those who enjoy it can specialise later, in the youth phase.

Source: General futsal coaching · recall

In bigger formats the best children dominate the ball. Others touch it rarely and learn little.

Source: General futsal coaching · recall

Playing is how children learn. Equal time makes sure nobody spends most of the match on the bench.

Source: General futsal coaching · recall

Three a side in a small space keeps every child near the ball, and with no goalkeepers they get plenty of chances to shoot.

Source: General futsal coaching · applied

Formats grow with the child: small and simple at first, then larger teams and space until the full game.

Source: General futsal coaching · applied

Rotation first, specialisation later. The manual lists specialising in a position among the youth-phase objectives.

Source: FIFA Futsal Coaching Manual (2025), Ch. 6 · applied

Size and goals can mislead at a young age. The ability to read the game and choose well is a better sign of future level.

Source: General futsal coaching · recall

Form varies. Several viewings show what the player does consistently.

Source: General futsal coaching · recall

Players who recover quickly and keep trying are more likely to keep improving. Attitude is part of potential.

Source: General futsal coaching · recall

An early physical edge often disappears as others grow. The scout looks at the skills behind the goals.

Source: General futsal coaching · recall

Where a player moves, how he supports and how he defends reveal how well he reads the game.

Source: General futsal coaching · recall

Talent needs development. A player who listens, asks and tries new things turns potential into ability.

Source: General futsal coaching · recall

Development is not a straight line. Clubs that keep reviewing and allow late entry find players others miss.

Source: General futsal coaching · recall

The arrow shows 10 moving away from grey's 8 into space before 5 passes. Reading the game and getting free early is the kind of understanding scouts look for; 7 and 9 are standing next to their markers.

Source: General futsal coaching · applied

Several viewings, attention to decisions and attitude, and a judgement about the future rather than the present make a fair assessment.

Source: General futsal coaching · applied

Judging skill rather than size keeps late maturers in the game long enough for their physical development to catch up.

Source: General futsal coaching · applied