Coaching U6–U10: What Matters Most at This Age

Ask young soccer players, their parents and their coaches what makes the game fun, and winning comes a long way down the list. When researchers had players, parents and coaches in a youth soccer community brainstorm and rate everything that makes soccer fun, they ended up with 81 factors, sorted into 11 groups. The three groups rated most important were being a good sport, trying hard, and positive coaching. Winning sat in one of the lowest-rated groups (Visek et al., Journal of Physical Activity and Health, 2015).

The youngest players in that study were in the under-9 to under-11 group, so it doesn't speak directly for six-year-olds. But it's a useful thing to keep in mind when a U8 game ends and the first question anyone asks is the score.

This page is the hub for coaching at U6–U10: what changes across these ages, what matters most, and what matters less than it seems. Most of it links out to a fuller article. U6–U10 is the age range I know best from my own coaching, so this is where I can speak from experience as well as from the research.

What changes between six and ten

How much a player can hold in mind. Working memory, the ability to hold and use several pieces of information at once, keeps growing steadily from early childhood into the mid-teens (Gathercole et al., Developmental Psychology, 2004). Within one age group, it varies a lot between children too. In one study of eight-to-ten-year-olds, the same five instructions helped children with more working memory and made children with less of it worse (Buszard et al., Frontiers in Psychology, 2017). Why Your Soccer Practice Feels Like Chaos covers what that means for how many coaching points you give.

The formats they play. In the U.S., U.S. Soccer's standards have under-8s and younger playing 4v4 without goalkeepers, and under-9s and under-10s playing 7v7 (U.S. Soccer, Small-Sided Standards). The jump from 4v4 to 7v7 adds goalkeepers, more teammates and more space, which means more decisions and fewer touches each.

What they can see. Scanning, the quick head turn that takes in the field before the ball arrives, increases with age in the research, though I haven't found any that measures it in children this young. The scanning piece covers what's reasonable to expect.

What they can already do. Many players at this age are still beginners at controlling the ball. That changes what a game can teach them, because a game only teaches a decision if the player can already do enough to make it.

What I'd prioritize

Lots of touches. Smaller games give every player more of the ball, and the players who gain most are the ones a bigger game leaves out. In one study of ten-year-olds, moving from 7v7 to 4v4 more than doubled the actions of the least involved players (Hintermann et al., PLOS ONE, 2021). See Small-Sided Games for Young Players.

Game-like play, most of the time. In the studies that compared game-based and drill-based practice head to head, drills didn't come out ahead even on technique (The Fundamentals of Soccer Coaching covers the evidence). Few of those studies involved children this young, though, so treat it as a strong lean rather than a verdict.

Teaching a skill directly when a player can't do it yet. The flip side of the point above. A player who can't yet stop the ball won't learn much from a game built around what to do after stopping it. Teach It or Let the Game Teach It? covers how to tell the difference, and First Touch and Receiving covers the skill that most often needs it.

One idea per activity. Given how much working memory varies at this age, an activity about one thing lands for more of the group than an activity about four. My rule of thumb is one coaching point, two at most. That's a judgment from the research and my own sessions, not a tested number.

Fun that comes from the right places. Going by the Visek study, that's mostly trying hard, playing fairly, good relationships with teammates, and a coach who's positive. None of those depend on the score.

What matters less than it seems

The result. Not because winning doesn't matter to young players at all, but because it isn't what makes the game fun for them. The fun research above is one reason. The other is that managing a U8 game to win it can mean decisions, like who plays and where, that trade some players' development for a result.

Picking the "best" players early. Across 38 studies and 14 sports, children born early in the selection year are consistently over-represented, because a few months' head start in growth looks like talent (Cobley, Baker, Wattie & McKenna, Sports Medicine, 2009). The effect is small overall and strongest in 15-to-18-year-old boys at representative level. If you're picking an "A" team at eight, birth month is worth knowing about.

What I see in U6–U10 sessions

From watching a lot of sessions at these ages, mine included, a few patterns come up again and again, and they're rarely about bad coaching:

• Sessions carrying one activity too many. In my experience, three activities done well beat four done in a rush. How to Plan a Soccer Training Session covers how I'd build one.
• The whole group stopping for one player's problem. Everyone waiting for a message meant for one player. How to Coach Without Stopping the Game covers the alternatives.
• Players who couldn't say what they worked on. If you ask after training and they can't tell you, too much was competing for their attention. How Much Should You Actually Say? gets into why, and How to See Your Own Coaching covers how to check.

None of those come from a study. They're what I see, and they're what most of the articles linked above are trying to help with.

Tools for coaching this age

All free, with no sign-up. Each one sits in the article that explains it.

To print

• Switch of Play to Four Goals: a 3v3 for U8–U10 with setup, rules, progressions and coaching points.
• Session plan and activity sheet: blank, write-on templates for a whole session and for each activity in it.
• Coaching Interaction Menu and Six Ways to Step In: clipboard cards for what to say once you step in, and the ways of stepping in.
• Coaching Tally Sheet: for counting instructions, questions, silence and stoppages on ten minutes of video.

To use online

• STEP: pick what's going wrong with an activity and see what to adjust.
• Split your group: how to split however many players turned up into small games.
• Couldn't or didn't?: whether a game that keeps breaking down needs changing, or a skill needs teaching.
• Session audit: how your last session's time split between repeating, deciding and looking.

Common questions about coaching U6–U10

What should you focus on when coaching U6–U10 soccer? The things I'd focus on: getting every player lots of touches in game-like play, keeping each activity about one idea, and teaching skills directly when players can't yet do them. Small-sided games (3v3, 4v4) do a lot of this on their own.

Should U8 players play to win? Players can try to win their games, and they will. But in research on what makes soccer fun, winning fell in one of the lowest-rated groups, well behind trying hard, being a good sport and positive coaching. Coaching decisions made to win at U8 can cost some players development.

How many coaching points should I give a young player? There's no research-backed number. One study found five instructions helped eight-to-ten-year-olds with more working memory and made those with less of it worse. One idea per activity is a sensible default.

What format should U6–U10 players play? U.S. Soccer's standards use 4v4 without goalkeepers up to under-8, and 7v7 at under-9 and under-10. In practice, smaller games than the match format give players more touches.

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This is the pillar for Age & Development. For the thinking behind all of it, start with The Fundamentals of Soccer Coaching.

If your players have moved up to 7v7, see 7v7 Formations: 2-3-1 or 3-2-1, and How to Choose and the free 7v7 formation builder.