The game context in such a way requires of the player the refinement in control of aspects of motor abilities, as the use of cognitivos components that categorize the appropriate actions to the game, in accordance with the situation, constructing an association between certain movements and place to be tax at the moment of the game. However, as Throat consists (2006), cited for TEIXEIRA, J.F. (2009), … in the schools of Soccer, not rare times, we attend the boardings the game that little are coadunam with the necessities of the children to learn to play it and to play. According to exactly author, is possible to verify some of the errors, but frequent, such as: (i) the resource the conventional methods to teach the techniques of the soccer, in detriment of the education of the game based on the understanding; (II) the exaggerated repetition of analytical exercises, becoming the monotonous and desmotivante learning; (III) the lack of opportune and pertinent corrections, during the execution of the exercises, and the weak knowledge of the adaptativas repercussions of the exercises given; as well as, (IV) the extreme responsabilizao and repression of the error, discouraging the attempt and the discovery. In synthesis, a lesson guided for the analytical-synthetic principle would be characterized: (a) for the education of an ability (or bedding technician) for stages until its automatization and, finally, its applicability in the game in itself (FONSECA, 1997), (b) for a sequence of exercises directed to the learning of the technique for, in the end of the lesson, if to proceed to the game (GRECO, 1998) and (c) for the suppression of the game and the trick (SANTANA, 2004). The analytical-synthetic method is centered in the development of the abilities techniques; through it analyzes of plays and existing techniques already, if it works of a gradual form until if it arrives at the highest level of technique. .