Creative Impulses

Now we ask the children to check their brakes when they stop their car (ball). We ask the children to put their foot on the ball (brake) when they stop. We remind them of the importance of coming to a complete stop when they apply their brakes and to apply their brakes softly so that they don’t make sudden stops.

Once again, after a couple of minutes we pause the dribbling. Each time the exercise is paused we use our voice commands to accomplish the stoppage.

At the next stop we ask the children to be sure and drive their vehicle (dribble their ball) like a sports car rather than a truck, emphasizing tight turns (now we are working on turning to get away from defenders). The children are training to the technique under the guise of driving a car.

We stop them again, asking them to apply their brakes (stop the ball under their foot). Next, they need to learn to change speed, so we let them know that their car has several gears — first through fifth and that first is slow and fifth is fast.

We begin the dribbling again and now we incorporate all the elements in their driving (dribbling) using verbal commands. For example, when we ask the children to accelerate from first to third gear, we see them speed up.

When we ask them to stop, they stop on a dime. When we ask them to turn, they’re getting their heads up and looking before making the turns. And when we ask them to turn like a sports car instead of a truck, they are making tight turns.

All of these elements are important while dribbling a soccer ball (driving their car). The children are training to the plan of the coach but they are motivated through the impulse of automobiles and imagination.

Apply CAMP

When designing programming for your camp it is important to remember the key elements of construction. Begin with the impulse and be creative.

Then think of ways to apply your idea within the skill set or knowledge base desired. Apply the appropriate teaching method to your audience or group level.

Carefully consider your material and be sure it is appropriate and positive. Plan carefully and take the time to think through all stages of your program.

Anything that may be considered or interpreted as derogatory or disrespectful should not be used in camp programming. Staff members must be sensitive to all aspects of a program that may be offensive.

Keeping a keen eye toward a positive learning environment and appropriate methodology goes a long way in making programming for camp fun, effective and worthwhile. Quality and innovative programming translates into repeat camp business.

Dan Kuntz is the head men’s and women’s soccer coach at California Lutheran University in Thousand Oaks, Calif. Dan and his brother, George, own and operate Team Soccer Direct, a residential and day soccer camp.

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Related posts:

  1. Day to Day
  2. College/Camp Connection
  3. Classroom Connection
  4. Problem Behavior at Camp
  5. All in the Family

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