Author(s): KORGAOKAR, A., CURRIE, S., Institution: CUMBERLAND UNIVERSITY, Country: UNITED STATES, Abstract-ID: 1461

INTRODUCTION:
Technical skill during adolescence is one of the strongest predictors of long-term success in soccer, consistently differentiating players who later reach professional levels from those who do not. Research in talent identification highlights technical, tactical, and perceptual-cognitive abilities as more predictive of progression than anthropometric characteristics. Despite this evidence, youth curricula often lack intentional integration of technical development within representative, game-based learning environments. Therefore, the purpose of this presentation is to outline an evidence-informed framework for designing a technical-centered curriculum for U9–U12 players that bridges contemporary skill acquisition research with applied coaching practice.
METHODS:
This project synthesized evidence from talent identification research, ecological dynamics, small-sided game (SSG) literature, and studies examining isolated versus opposed practice. A curriculum framework was developed using the Play–Practice–Play (PPP) model as the structural foundation. Training design principles were informed by research examining task constraints (e.g., pitch size, numerical balance, touch limitations, goal configuration), representative learning design, and variability in practice. The framework integrates four components: (1) representative game play, (2) small-sided games, (3) isolated/deliberate technical refinement, and (4) constraint-based task manipulation. The model emphasizes developmentally appropriate practice design to increase technical actions and transfer to match performance.
RESULTS:
Evidence synthesis indicates that smaller-sided formats (2v2–4v4) increase technical actions such as passes, dribbles, and shots, while pitch size and task constraints significantly influence tactical and technical behaviors. Research demonstrates that SSG-based training improves technical performance more effectively than non-specific conditioning approaches. Additionally, structured isolated practice contributes to ball mastery and skill refinement when integrated purposefully within representative environments. The resulting curriculum framework systematically manipulates constraints to increase technical involvement, decision-making frequency, and transfer of learning across practice phases.
CONCLUSION:
Findings support a curriculum model that intentionally prioritizes technical development within representative learning environments during the formative U9–U12 years. By integrating isolated practice with small-sided games and full-game contexts, the framework aligns talent development research with applied pedagogy. This approach provides a structured yet adaptable model for youth coaches seeking to increase technical engagement, decision-making opportunities, and long-term player development. The proposed framework offers a research-informed pathway for bridging evidence and practice in grassroots soccer education.