If you are new to testing young athletes, you are not alone. You do not need timing gates, a laboratory or expensive technology to learn how your players move.
With a flat surface, cones, tape, a measuring tape and a stopwatch, you can build a useful testing session for ages 6–16. The key is to keep the setup consistent, make safety the priority and track progress against the athlete’s own previous scores.
Important: The age ranges and benchmarks below are practical coaching guides, not medical standards or selection cut-offs. Children grow at different rates, and performance can change quickly during puberty.
1. How to run a testing session
Basic equipment
You need:
- 10–20 cones or flat markers
- Measuring tape
- Floor tape or chalk
- Stopwatch
- Clipboard and results sheet
- A flat, non-slip surface
- Plenty of space to slow down safely
Rapid Sports’ flat disc marker set and mini marker cones are useful, but ordinary cones work just as well.
Warm-up: 12–15 minutes
Use a progressive warm-up:
- 3–5 minutes: Easy jogging, skipping or movement games.
- 3–4 minutes: Dynamic movements such as leg swings, walking lunges and ankle rolls.
- 3–4 minutes: Running drills, including high knees, heel flicks and side steps.
- 3 build-ups: Run 15–30 metres at approximately 60%, 75% and 90% effort.
Do not begin with a maximum sprint while the athlete is cold.
Recommended test order
To reduce fatigue and protect test quality:
- Standing long jump and single-leg hop
- 10 m and 30 m sprints
- Flying 10 or flying 20
- Planned change-of-direction tests
- Reactive agility
- Repeated lateral hops
Alternatively, test sprints first if acceleration is your main priority. The most important rule is to use the same order every time.
Trials and rest
- Ages 6–9: usually 2 valid trials
- Ages 10–16: usually 2–3 valid trials
- Rest 2–3 minutes after short efforts
- Rest 3–5 minutes after maximum sprints
- Give more rest if technique or concentration drops
Record the best legal attempt, not the attempt with the most impressive-looking effort.
2. Linear speed and acceleration tests
Test 1: 10 m sprint
Measures: First-step speed and acceleration.
Kit: Two cones, tape and a stopwatch.
Setup: Mark a start line and a finish line 10 metres away. Add a run-out area of at least 10 metres.
How to run it:
- Start from a still, standing position with one foot slightly behind the line.
- Use the same start cue every time.
- Sprint through the finish line rather than slowing down before it.
- Complete 2–3 trials, with 3 minutes’ rest.
Scoring: Record the fastest time to the nearest 0.1 second. Manual timing is less precise than timing gates, so focus on changes larger than roughly 0.1–0.2 seconds.
Practical guide: For a broad, mixed youth group, typical 10 m times may fall roughly within:
- Ages 6–8: 2.3–3.2 seconds
- Ages 9–12: 2.0–2.8 seconds
- Ages 13–16: 1.7–2.5 seconds
These are broad coaching ranges, not pass marks.
Test 2: 30 m sprint
Measures: Acceleration and near-maximum running speed.
Setup: Mark 0 m, 10 m and 30 m. Provide at least 15–20 metres beyond the finish for safe deceleration.
How to run it:
- Use the same standing start as the 10 m test.
- Encourage the athlete to run hard through 30 m.
- Record the 0–10 m split if possible, as well as the full time.
- Complete 2–3 trials with 3–5 minutes’ rest.
Scoring: Record the fastest 30 m time. You can calculate the 10–30 m time by subtracting the 10 m score from the 30 m score.
A broad guide is:
- Ages 6–8: 6.0–8.0 seconds
- Ages 9–12: 5.2–6.8 seconds
- Ages 13–16: 4.5–6.0 seconds
The standard sprint testing guidance explains why the start position and timing method must stay consistent.
Test 3: Flying 10 m or flying 20 m
Measures: Maximum or near-maximum running speed.
Setup: Create:
- A 20–30 m acceleration zone
- A 10 m or 20 m timed zone
- At least 15 m of run-out
Place cones at the start and end of the timed zone. The layout, in words, is:
Start cone → 20–30 m run-in → timed 10 or 20 m zone → run-out.
How to run it:
- Build speed gradually during the run-in.
- Sprint through the timed zone without slowing.
- Complete 2–3 trials with 3–5 minutes’ rest.
Scoring: Time the flying zone only. Use the best time. If you do not have timing gates, have the stopwatch operator stand level with the finish cone and use the same operator for every trial.
This test is most suitable for athletes who can safely accelerate and decelerate under control. For younger children, use a flying 10 rather than a flying 20.
3. Change-of-direction and agility tests
Test 4: 5–10–5 Pro Agility Shuttle
Measures: Braking, lateral movement and re-acceleration.
Setup: Place three cones in a straight line, 5 metres apart:
Left cone : 5 m : centre cone : 5 m : right cone.
How to run it:
- Start straddling the centre line.
- Sprint 5 m to one side and touch the line.
- Change direction and run 10 m to the opposite side.
- Turn again and sprint 5 m through the centre.
Test both starting directions.
Scoring: Record the best time starting left and the best time starting right. A large difference may indicate a change-of-direction weakness or a technique issue.
Test 5: T-Test
Measures: Forward sprinting, lateral shuffling and backward movement.
Setup:
- Cone A: start
- Cone B: 10 m straight ahead
- Cone C: 5 m left of B
- Cone D: 5 m right of B
The shape looks like a capital T.
How to run it:
- Sprint A to B.
- Shuffle left to C.
- Shuffle right across to D.
- Shuffle back to B.
- Backpedal to A.
Do not cross the feet during the shuffle.
Scoring: Best of 2–3 trials. For ages 6–9, shorten the distances to 5 m and 3 m if needed.
Test 6: Illinois Agility Test
Measures: Planned agility, acceleration and weaving.
Setup: Mark a rectangle 10 m long and 5 m wide. Place four cones down the centre, approximately 3.3 m apart.
Diagram in words:
Start line → sprint 10 m → weave around four centre cones → sprint 10 m back to finish.
How to run it:
- Start lying face down for the traditional version, or standing for younger athletes.
- Sprint to the far end.
- Weave through the centre cones.
- Sprint back through the finish.
Scoring: Record the fastest legal time. Standing starts are easier to organise and more suitable for ages 6–10.
Test 7: 505
Measures: The ability to brake, turn 180 degrees and accelerate again.
Setup:
- Start line at 0 m
- Turn line at 15 m
- Timing line at 10 m
The athlete runs 15 m but is timed only over the final 5 m before and after the turn.
How to run it:
- Sprint from the start towards the turn line.
- Place one foot on or beyond the line.
- Turn on the nominated leg.
- Sprint back through the 10 m timing line.
Test both turning legs.
Scoring: Best time on each side. A missed line is a failed trial. The 505 protocol is usually used with 2–3 minutes’ rest between efforts.
Test 8: L-Run or 3-Cone Drill
Measures: Curved running, braking and repeated directional changes.
Setup: Place three cones in an L shape, 5 m apart.
How to run it:
- Sprint from cone 1 to cone 2.
- Touch or pass the line and return to cone 1.
- Sprint around cone 2 towards cone 3.
- Loop around cone 3.
- Return around cone 2 and finish at cone 1.
Scoring: Best of 2 trials. Keep the same turning direction for all athletes, or test both directions and record both scores.
Test 9: Arrowhead Drill
Measures: Angled cuts and acceleration after a diagonal change of direction.
Setup: Place one start cone, one centre cone 5 m ahead and two wide cones 5 m diagonally left and right of the centre cone.
How to run it:
- Sprint from the start to the centre cone.
- Cut to the left cone and return to centre.
- Cut to the right cone.
- Finish through the start line.
Reverse the order for a second trial.
Scoring: Best time. Watch the quality of the plant foot: the athlete should lower their hips rather than reaching forward with a straight leg.
Test 10: Box Drill
Measures: Multi-directional movement and body control.
Setup: Place four cones in a square, usually 5 m by 5 m.
How to run it:
- Sprint forward to cone 2.
- Shuffle sideways to cone 3.
- Backpedal to cone 4.
- Shuffle back to the start.
Run clockwise and anticlockwise.
Scoring: Record time and direction. Keep the pattern consistent. Younger athletes can use a 3 m square.
Test 11: Hexagon Test
Measures: Coordination, lower-body quickness and repeated two-foot jumps.
Setup: Mark a hexagon with sides approximately 50–60 cm long. Tape or six flat markers work well.
How to run it:
- Stand in the centre.
- Jump with both feet over the first side and back into the centre.
- Continue around all six sides.
- Complete one or three circuits, depending on age.
Scoring: Time the set number of circuits. Count a failed landing or missed side and repeat only if safety and fatigue allow.
Keep the hexagon test low impact. It should look like quick, controlled dance steps: not uncontrolled bouncing.
4. Plyometric and reactive power tests
Test 12: Single-leg hop and 3-hop test
These are counted as one unilateral hop station, with two useful scores.
Measures: Single-leg power, balance and left-to-right symmetry.
Setup: Mark a start line and place a tape measure along the landing direction.
Single-leg hop:
- Stand on one leg behind the line.
- Hop forward once and land on the same leg.
- Hold the landing for 2 seconds.
Three-hop:
- Start on one leg.
- Complete three consecutive forward hops on that leg.
- Hold the final landing.
Scoring:
- Measure from the start line to the back of the landing heel.
- Complete 2 trials on each leg.
- Record the best distance.
- Calculate symmetry:
weaker side ÷ stronger side × 100
A result of 90% or more is often used in clinical return-to-sport testing, but it is not a medical clearance by itself. Stop if the athlete cannot land quietly or repeatedly loses balance.
Test 13: Standing long jump
Measures: Horizontal explosive power.
Setup: Mark a take-off line and place a measuring tape along the landing area.
How to run it:
- Stand with both feet behind the line.
- Swing the arms and jump forwards.
- Land on both feet with bent knees.
- Hold the landing.
Scoring: Measure from the line to the nearest mark made by the body, usually the back of the heels. Record the best of 2–3 trials.
European FitBack reference data place median standing long-jump performances approximately at:
- Age 9: boys 133 cm, girls 123 cm
- Age 11: boys 150 cm, girls 140 cm
- Age 13: boys 173 cm, girls 154 cm
- Age 16: boys 203 cm, girls 157 cm
Use these only as broad context. Growth, sporting background and test surface make a major difference. For ages 6–8, your own group’s baseline is usually more useful.
Test 14: Lateral hurdle hops
Measures: Side-to-side reactive strength and ankle control.
Setup: Place a low, soft hurdle or a line on the ground. For younger children, begin with a line rather than a raised obstacle.
How to run it:
- Stand beside the hurdle.
- Hop sideways over and back.
- Use two feet for beginners or one foot for advanced athletes.
- Choose either 10 hops or 20 seconds.
Scoring: Record the time for 10 successful hops or the number completed in 20 seconds. Use the same height and duration every time.
Do not use high hurdles with children who are still learning to land. Equipment such as low hurdles, an agility ladder or resistance bands can add variety during training, but they are not required for testing.
Test 15: Reactive agility variation
Measures: Decision-making, reaction speed and movement quality: not just pre-planned running.
Setup: Place three cones in a shallow T:
- Start cone in the middle
- Left and right cones 3–5 m away
- Optional forward cone 3 m ahead
The coach stands where the athlete can see them.
How to run it:
- Athlete starts at the middle cone.
- On a random signal: point left, point right or call a colour: the athlete moves to the correct cone.
- Add a second cue to return to the middle or continue forward.
- Use 4–6 short trials with different directions.
Scoring: Record:
- Time to complete the movement
- Correct or incorrect decision
- Any loss of balance or missed cone
Do not reward an athlete for being fast if they respond incorrectly. A simple score is:
Successful trials ÷ total trials × 100
This test is deliberately simple. You do not need light systems or technology to introduce unpredictable movement.
5. What to do with the results
A test score is useful only when it changes what you do next.
Look for asymmetries
Compare:
- Left and right 5–10–5 times
- Turning legs in the 505
- Single-leg hop distances
- Arrowhead scores in both directions
- Reactive decisions to the left and right
A small difference is normal. A persistent difference of roughly 10% or more, especially alongside pain, poor balance or a visible limp, deserves attention. Do not diagnose an injury: refer the child to a qualified health professional.
Track progress
Retest every 6–8 weeks, not every training session. Use:
- The same surface
- The same footwear guidance
- The same warm-up
- The same cone distances
- The same start instructions
- The same timing operator where possible
A change of 0.1 seconds may be timing noise in a hand-timed sprint. Look for repeated improvement across two or three trials.
Motivate athletes
Use personal targets:
- “Beat your previous 30 m score.”
- “Make both turning sides more even.”
- “Land quietly on every hop.”
- “Improve your decision accuracy from 60% to 80%.”
Avoid ranking young athletes publicly. Celebrate better movement, consistency and effort as well as faster times.
6. Common mistakes and safety red flags
Avoid these testing errors:
- Testing on wet, uneven or slippery ground
- Giving some athletes more warm-up than others
- Changing the start position between trials
- Allowing athletes to slow before the finish
- Giving too little rest
- Using adult distances for very young children
- Comparing boys and girls with one unadjusted standard
- Treating a stopwatch score as perfectly accurate
- Repeating maximum efforts after technique has deteriorated
- Testing through pain
Stop the session if an athlete reports sharp pain, dizziness, chest pain or unusual breathlessness. Also stop if they begin limping, cannot control landings or show clear loss of coordination.
7. Your next testing session
Start small. A useful first battery is:
- Standing long jump
- 10 m sprint
- 30 m sprint
- 5–10–5 shuttle
- Single-leg hop
- Reactive cone drill
That gives you power, acceleration, speed, planned agility, unilateral control and decision-making with only cones, markers, tape, a measuring tape and a stopwatch.
Keep the session positive, record every result carefully and retest after 6–8 weeks. Testing should help athletes understand their progress: not make them afraid of a number. With consistent practice and good coaching, every child can move with more confidence, control and speed.
