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This handbook presents guidelines for the installation, use, and storage of full-size or nearly full-size movable soccer goals to help prevent deaths and serious injuries from soccer goal tipover. The guide first reviews soccer goal injuries and deaths occurring in the United States and briefly examines the soccer rules associated with goals. It then examines the guidelines on goal design/construction, anchoring/securing/and counterweighting, goal storage and securing, and additional safety tips. Soccer goal warning labels and a consumer product safety alert on anchoring are attached. Appendices list soccer organizations for more information and contact information for the Coalition to Promote Soccer Goal Safety. (GR)

Designed to support the development of well-rounded individuals, this resource guide integrates the World Cup and soccer into social studies, language arts, mathematics, science, and physical education. The objectives of the GOALS program are for students to: (1) recognize the importance of the World Cup and soccer throughout the world; (2) develop individual skills and team concepts essential for success on and off the field; (3) gain an understanding of the basic need for rules in sports that can help to promote understanding of law-related concepts; (4) develop an appreciation for participation in sports that can provide them with an opportunity to improve their self-concept, self-discipline, competitive instincts, sense of fairness, and a commitment to teamwork; and (5) engage in activities designed to foster positive attitudes toward responsible citizenship and to develop strategies for community service in their schools and neighborhoods. The lifetime skills that are featured in the lesson plans include the communication skills of reading, writing, speaking, and listening, in addition to civic participation skills. There are five lesson plans for each subject. Each lesson plan contains objectives, materials needed, teacher's instructions, and supplemental activities. Directed discussion, cooperative and small group learning, simulations, and role-playing strategies as well as materials such as charts and maps are included. The appendix includes information about the rules of soccer and the playing field, the World Cup, the International and U.S. Soccer Federations, and contains 29 references. (LH)

This book, which is primarily for secondary physical education teachers, presents a sequential approach to teaching skills that are essential to eight sports. The activities and lead-up games included in the book put beginning students directly into game-like situations where they can practice skills. Each chapter begins with a background of the sport from the perspective of the physical educator, followed by a list of progressions covered in the chapter. Each sequential progression for teaching the sport includes the progression's goal and orientation as well as a description of the activity and ways to further challenge students. Part 1, "The Progressions Framework," includes (1) "The Concept of Progressions, which offers real-life examples demonstrating the benefits of using lead-up games and activities to teach students in a way that results in quicker learning, and (2) "Maximizing Potential for Successful Progressions, which offers practical teaching tips for implementing progressions effectively. Part 2, "Progressions for Individual Sports," focuses on (3) "Badminton," (4) "Golf," and (5) "Tennis." Part 3, "Progressions for Team Sports," includes (6) "Basketball," (7) "Flag Football," (8) "Slow-Pitch Softball," (9) "Volleyball," and (10) "Soccer." (Chapters contain references.) (SM)

Suggests that designing effective resistance training programs is a critical task and important priority for strength and conditioning coaches. Focusing on collegiate soccer, the article describes the step-by-step process of designing resistance training and conditioning programs and emphasizes the need to provide athletes with a scientifically based strength and conditioning program in order to help them reach their peak performance capabilities. (SM)

This paper presents a systematic progression of small-sided games within two traditional sports units (soccer and volleyball). Developmentally appropriate guidelines encourage teachers at all levels to incorporate small-sided games (2v2, 3v3, and 4v4). Advantages of small-sided games include: allowing students numerous practice opportunities; keeping students active and involved in game play; decreasing complexity of games, thus increasing student success; allowing for ability groupings; and making assessment easier. Small-sided games need a systematic progression of activities that have a clear lesson focus. If structured correctly, small-sided games can provide many of the progressions that are often missing links in planning. One of the best small-sided game approaches to invasion or goal oriented sports is the grid system. A typical grid system for soccer is included, noting hints for more advanced concepts. In volleyball, students need to be able to control the ball in order to begin playing. A small-sided approach to volleyball begins with the forearm pass, with students in groups of three on either side of the net. The paper explains setup of the game and describes an excellent variation of the basic game entitled King/Queen of the Court. (SM)

Looks at the connection between soccer fields and mathematics to help students understand middle school geometry topics. Presents an activity in which students explore relationships among polygons to discover which combinations tessellate and which combinations form polyhedra. (ASK)

This guide for soccer, speedball, and flag football is one in a series of guides for 22 sports published by the National Association for Girls and Women in Sport (NAGWS). Guides contain information on NAGWS-approved playing rules, officials' ratings, articles on teaching, coaching and organization, rules governing national championships, bibliographies, and special features related to specific sports. A section in each guide presents information about NAGWS and the services it offers to teachers, coaches, administrators, and players. Soccer features in this guide include: experimental soccer rules; officiating soccer; the history of soccer; soccer visual aids; and the differences between high school boys' rules and NAGWS experimental rules. Speedball features include: specific values of motor experiences in speedball; terminology puzzle; conditioning; bilateral transfer; and contract teaching in speedball. Flag football features cover: defense as the best offense; penalty chart; preseason conditioning; successful flag football intramural programs; and suggestions for modified rules. (MM)

The official rules and officiating techniques for womens' soccer are covered in this guidebook. (JD)

Suggestions and guidelines for establishing rules for co-recreational intramural activities are presented. These rules are not intended as a precedent or a national standard--they are ideas for adapting standardized rules for men's and women's sports to meet the needs, demands, and characteristics of co-recreational sports. Eleven different college-level activities are described along with suggestions for modification of college-level sports for elementary and secondary levels. Rules are presented for basketball, ice broomball, flag football, hoop hockey, innertube waterpolo, slow pitch softball, soccer, tug championships, frisbee, and volleyball. (MM)

The activities and terminology used in this course of study are intended to establish a more uniform and meaningful approach to the teaching of sports skills to elementary school children in the Montgomery County Public Schools. Areas of activity concentration specifically relate to soccer, volleyball, softball, and track and field. A sequential presentation of actual exercises and drills for each different type of skill is given. Distinctions are made between the objectives of individual sports in terms of desired psychomotor developmental effects, and safety notes for the supervision of each activity are included. Means of student evaluation during the operation of the program are provided. (Author/LH)

Describes how two disability sports programs, Little League Baseball's Challenger Division and TOPSoccer (The Outreach Program for Soccer), are being implemented in Arlington, Texas. Both programs are intended to include children and youth with physical or mental disabilities and to increase family involvement. Summarized are game rules, outcomes of participation, and guidelines for starting a program. (DB)

These recommendations and suggestions are intended as a guide for the development of a well-balanced program of physical education in vocational schools. Introductory materials outline the purpose, aims, and objectives of a physical education program as well as the general philosophy and goals, program goals and their objectives, general policies, organization and planning for the program, some general program aids, and measurement and evaluation. The remainder of the publication is devoted to the various sports/activities of the physical education program given in alphabetical order. Behavioral objectives; area, equipment, and time requirements; safety rules and/or terminology; skills; methodology; and suggested activities are provided for each sport. These sports/activities are included: archery; badminton; basketball; dance, including folk dancing and social dancing; field hockey; floor hockey; golf; gymnastics; handball; physical fitness; soccer; softball; speedball; tennis; touch/flag football; track and field; volleyball; weight training; and wrestling. A program for students with physical limitations is also outlined. Behavioral objectives, skills, facilities, and equipment are discussed. Appendixes include a list of tests of physical fitness and several articles on dance. (YLB)

The manual includes teacher instructions and learning activities for a transitional, bilingual program of English as a Second Language (ESL). The program, which is aimed at elementary to college-age Spanish-speaking students from Mexico, Central America, and South America, uses soccer as a motivating cultural force. The ESL program is designed to be used in conjunction with "SOCMATICAS," a bilingual, multicultural, English/Spanish maintenance curriculum. The manual includes a progression of learning activities focusing on oral language development, intermediate level language skills, and oral verb tenses. It includes a section on phonetic interference and a cross reference to activities in the "SOCMATICAS" curriculum. Appendices include transparency masters, student information sheets, pre- and post-tests, sample individualized programs, and various learning activities. (SB)

One of five guides in the Sports Skills Instructional Program of the Special Olympics, the booklet describes an approach to teaching soccer skills to mentally retarded persons. An introductory section lists the goals, objectives, and benefits of the program and provides criterion referenced instruments to assess the individual's current functioning level. Specific skills in two levels of difficulty are then described in terms of task analysis and teaching suggestions for: dribbling, kicking, passing, trapping, tackling, heading, throwing in, goal keeping, and defensive play. Three subjects conclude the units: team tactics, rules, and sportsmanship. The program is designed to promote skill infusion into general academic areas. (CL)