“DEVELOPING THE YOUTH SOCCER PLAYER” The stages for the soccer formation from 6 to 16 years of...
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Transcript of “DEVELOPING THE YOUTH SOCCER PLAYER” The stages for the soccer formation from 6 to 16 years of...
““DEVELOPING THE YOUTH SOCCER PLAYER”DEVELOPING THE YOUTH SOCCER PLAYER”
The stages for the soccer formation from 6 to 16 years of ageThe stages for the soccer formation from 6 to 16 years of age
Bruno RedolfiBruno Redolfi Technical Director Scuola Calcio A.C. Technical Director Scuola Calcio A.C. PERUGIAPERUGIA
- Some thoughts ................................................................. - The first necessity ............................................................ - Technical guidelines.......................................................... - Instructor’s task …............................................................ - Didactic indications and general picture of age groups ........ - Some notions .................................................................. - Coordinative capacities ..................................................... - Conditional capacities …..................................................... - Definition of technique ...................................................... - Motor Conducts ................................................................ - The phases of understanding ............................................ - Annual percentage of activities …………............................... - I Piccoli Amici ……………………............................................ - I Pulcini ........................................................................... - Gli Esordienti .................................................................... - I Giovanissimi .................................................................. - Gli Allievi .......................................................................... - The Rule .......................................................................... - Observation card for goalkeepers ...................................... - Bibliography .....................................................................
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TABLE OF CONTENTS
1
I would like to begin with these considerations:
1. The right to have fun and play like a child2. The right to play a sport3. The right to benefit in a pure environment4. The right to be treated with dignity5. The right to be instructed and surrounded by competent people6. The right to follow practice sessions and adjust to my own rythym7. The right to measure success with children that have the same probablility of success8. The right to participate and adjust to competition at its own means9. The right to practice the sport in its own maximun assurance10. The right to have rest times11. The right to fail12. The right to put the following rules in practice;
The points expressed above are the “RIGHTS FOR CHILDREN IN SPORT” that I would suggest could also serve as the “TO DO PAPER FOR INSTRUCTORS,MANAGERS AND PARENTS”. Within such concepts, I think that the sense of our activities can be called a true educational “mission”. The educational road, which is based on our development program, should account for such assumptions. Sport, and of course soccer is a synonym for life, free to enjoy. Keep in mind the daily bombardment that children receive from the Internet, television, and video games make it difficult to sacrifice or make commitments, which can lead to poor interest in learning. The poor sportive culture is overflowing, it is fueled by an inadequate way to teach soccer to our children. The coach’s excessive search for results, the pressure from parents on the sideline, the absurd and premature tactics, and the need to advance in various professional dimensions is far from the activities that coaches need to be concentrating on. That does not have to scare us, actually it must make us aware of the responsibility that we have in trying to alter the described tendency. Focusing on coordination, agility, balance and youthful games will give the youth sector a view on soccer that is much more appreciated. Therefore, a serious and realistic work project, formulated to increase the human and technical qualities of the children must also guarantee a dialogue and a critical spirit opened to autonomy. Above all, it must ensure enjoyment and the joy of practicing the sport. Finally, the project will promote the ability to know how to learn individually and collectively and put into action the “rights” of the children. This is the ideal medicine for a pure and efficient program aware of the objectives to be reached. The task for us as instructors is to watch, to educate, and contribute to the necessary adjustments in knowledge, so that the children are the only protagonists of our “mission”. Let’s never forget it!
BUON CALCIO A TUTTI E BUON LAVORO ! Bruno Redolfi Direttore Tecnico Scuola Calcio A.C. Perugia
SOME THOUGHTS….
A SOCCER SCHOOL SHOULD HAVE AN EFFICIENT INSTRUCTIONAL PROGRAM THAT INCLUDES:
• UNDERSTANDING OF PSYCO-MOTOR ABILITIES OF THE STUDENTS• UNDERSTANDING OF THE STUDENT’S CAPACITIES• TECHNICAL AND TACTICAL ASPECTS• OBJECTIVES THAT CAN BE ACHIEVED GRADUALLY• INTEGRATED MEANS AND METHODS THAT PERMIT A FLEXIBLE TRAINING SYSTEM global –inductive – deductive – analitical
ESSENTIAL ASPECTS OF TRAINING
Adapt the base activity to cognitive and physiological capabilities of the students.
Always consider and stimulate the demands that come from the group in order to set up activities already established during planning stages.
Within the younger age groups of the soccer school propose situations that stimulate creativity and originality, motor results and/or personal technical-tactical results. Estimation of the quality may necessity corrections.
Proceed with continuous and progressive activities based on a scale that goes from the simple to complex, from the “known” to the “new”.
Guarantee a multilateral formation with motor skills base that are as wide as possible in relation to the age group to be considered.
Cosider the student the absolute protagonist of the activity.
2THE FIRST NECESSITY
MAXIMIZE THE INDIVIDUAL TECHNICAL DEVELOPMENT
IMPROVE THE TECHNICAL TO TEACH THE TACTICAL
IMPROVE THE INDIVIDUAL TO IMPROVE THE GROUP
TRAIN THE MOTOR CAPACITIES
TRAIN THE COORDINATIVE CAPACITIES (within the age group of 6-11 years of age)
TRAIN PHYSICAL CONDITIONING CAPACITIES (the physical characteristics, working specifically from 13-14 years of age)
FORMATION STAGES
This categorization should naturally be flexibe. Biological maturity should be taken into account when considering the players formative stages.
General Preparation from 6 to 10 y/o
Initial Specialization from 10 to 12 y/o
Specialization Finalized from 12 to 14 y/o
Sportive Perfection and Completion from 14 to 16 y/o
3TECHNICAL GUIDELINES
UNDERSTAND YOUTH
PERSONALITY PHYSICAL CONSTITUTION ATHLETIC CONDITION COORDINATION TECHNICAL-TACTICAL APTTITUDES
PRINCIPAL TASKS AND OBSERVATIONS
• OBSERVE - STUDY – EXPERIMENT - MODIFY • FILTER THE EXPERIENCES• WORRY ABOUT THE CHILDREN THAT DON’T PLAY AND ARE NOT SUCCEEDING• ORGANIZE ACTIVITIES WITH FLEXIBLE CRITERIA• CREATE A POSITIVE ENVIRONMENT• SELF CRITIQUE• CREATE EXPECTATIONS WITHOUT ILLUSIONS• REMEMBER THAT WE WERE ONCE CHILDREN• REMEMBER WHO THE PROTAGONIST IS• RESPECT AND BE RESPECTED• MOTIVATE (play-game / confrontation-competitive)• STIMULATE AND CORRECT WITH POSITIVE COMMENTS• BE CLEAR AND CONCISE WHEN GIVING INFORMATION• ALWAYS VERIFY THAT MESSAGE IS UNDERSTOOD
4
ERRORS TO AVOID •Not organizing the practice session
•Long explanations
•Waiting in lines to perform exercises
•Inefficient use of time
•Stop often to correct
•Exercises that are too difficult for the student’s capabilities
INSTRUCTOR’S TASKS
Subdivide the program into didactic units, each with specific and progressive objectives to achieve so that after each phase is complete the objectives achieved can be verified.
Contribute to the formation of the individual personality, so that defeat and failure stimulate the desire to improve.
Give everyone the possibility to achieve success by proposing adequate difficulties in training.
Guide young players until they can technically respond to various game situations.
When players remain in the soccer school program prepare them to be able to take part in the professional youth sector.
*****************
The formation of work groups and therefore teams, should have variations based on ability, rather than age. It is proven that unhomogenous levels in ability can produce undesireable results. Therefore, every efforth should be made to form teams of similar ability to ensure a level of equal technical growth for everyone. Taking all this into consideration the soccer school will be subdivided in:
5GENERAL IDEAS FOR AGE GROUPS – DIDACTIC INDICATIONS
CATEGORY YEARS
Piccoli Amici 1997-1998 (U6/7/8)
Pulcini 1994-1995 -1996 (U9/10)
Esordienti 1992 – 1993 (U11/12)
GIovanissimi 1990-1991 (U13/14)
Allievi 1988-1989 (U15/16)
MOTOR ACTION
Motivation Mental Solutions and Perception Course of Action of Stimuli - External and Internal
MOTOR SOLUTION
MEMORY
•Various environmental stimuli determine the objective•The course of action is secondary to the finality movement•The execution is characterized by the continued environmental adjustment between what is considered a course of action and what is being executed•The percepts are responsible for the efficiency and for the precision of the motor action process
6SOME NOTIONS
7SOME NOTIONS
They are the essential elements of performance. They represent the understanding of functional conditions and the understanding of the execution of motor actions. They are divided into coordinative and conditional capacities.
MOTOR CAPACITIES
MOTOR ABILITIESEvery motor action that fulfills a technical skill in which a basic motor scheme is utilized.
COORDINATIVE CAPACITIES
Regulation process, organization and control of the movement. These are based on the learning and are learned if stimulated. They are determined with the assumption and with the elaboration of the information that comes from the ANALYZERS.
•kinetic•visual•sound•tactile•static-dynamic
These are involved in various ways based on the requirements and on its objectives
PERCEPTS
(they are involved in various measure depending on the needs of the objectives)
It has been written that cooordinative capacities have been talked about since the 1970’s and 1980’s. Before then, the talk was of dexterity (Hirtz). Schnabel associates the technical and coordinative factors and distinguishes three fundamental capacities: capacity of control; capacity of adapting and transformation; capacity of motor understanding. It is Blume that charactirizes seven coordinative capacities:
Orientation temporal space (orientation in the space within time function)
Combination(sommersault-obstacle-passing)
Differentiation(let a ball pass between two in movement)
Balance(static, dynamic, in the air)
Rhythm(temporal movement of own gestures)
Reaction(back gestures to an impulse of various nature)
Adapting and trasformation(avoid being hit by balls kicked between teammates)
The coordinative capacities have pre-conditions performing characteristics. The sense-motor process (analyzers and nervous central system) are the foundation of the coordinative capacities. TRAINING OF COORDINATIVE CAPACITIES 1. It accelerates the quality of the technical by acting on the dominant coordinative capacities of this sport. 2. It creates the necessary premises for the understanding of the motor abilities addressed to the sportive performance.
3. It opens a wide training repertoire for general conditioning.
4. Maintains and improves the capacity to perfect the use of technical abilities.
8COORDINATIVE CAPACITIES
They are biological, genetic, predetermined and they can be improved or diminished.
STRENGTHCapacity to win the inertia of a body (relaxing conditions)
- Pure or Maximum: maximum capacity that can voluntarily express the muscle without taking into consideration the time (tractor). Loads from 85 to 100% of my maximun – from 1 to 5 repetitions with extended time from 2 to 5 minutes per 3/5 series - Resistance: capacity of muscle to produce longer worktimes (van). Loads from 40 to 60% from 20 to 30 repetitions with extended time of 30 to 45 seconds per 3/5 repetitions - Velocity: capacity to move a mass within a short time possible (ferrari). Loads from 75% - from 6 to 10 repetitions with extended times of 4 to 6 minutes per 3/5 series
VELOCITYCapacity to express strength in the regime of rapidity
RAPIDITY
Number of shots in the goal and numbers of guidance (the gesture, faster possible)
RESISTANCE
Capacity to express strength in the regime of duration (kenyota)
ARTICULATE MOBILITY
Capacity to create an excursion on the articulate system (reduces with the increases of the muscular mass)
9CONDTITIONAL CAPACITIES
Technique satisfies the tactical objectives which vary because in a game of soccer situations are never identical. Techniques become an instrument available to the player to resolve flowing problems within the unfolding of the play. In soccer the technique is the achievement that will allow the solution of the situational-tactical objectives. A player should know: WHAT TO DO? – HOW TO DO IT?– WHERE AND WHEN TO DO IT? – WHY DO IT? ASSUMED FOR THE UNDERSTANDING OF THE TECHNIQUE
• Social environment: the child will accomplish better results if the surrounding social environment is positively stimulating (family, friends, managers, instructors)
• Language: the relationship between the student and the instructor needs to be simple, punctual, and age appropriate for the child • Feedback: internal and external (only he who is in a position to try the technical gesture can benefit from the sensory information and feedback)
• External conditions: understanding of assigned tasks (motor) always starting from the simple with the adaptation to the learning level
• Initial motor-level: the motor-experience precedent experienced, favor the learning process (not to forget the hereditary factor) • Motivation to learn: they succeed to learn gestures and movements, not only to understand but also if it is motivated and disposed correctly
• Understanding of assigned tasks: the student has to be able to understand what has to be done, he needs to be able to do it right and no difficult tasks have to be proposed. This will help to complete the technical development
• Role of the instructor: fundamental. In order to render the student self-sufficient and independent
10DEFINITION OF “TECHNIQUE”
POLYVALENT
It is the complex activity relevant to the methodology aspect of the teaching (didactic methods; conduction; teaching styles) The education grasps the opportunity through the movement having as the outcome the achievement of the educative objectives which are the development of different dimension of functions and areas of personality. More methods will be required based on the situations and on the contests. Therefore, inductive and deductive approaches are: free exploration and guidance uncovered for errors and tests.
MULTILATERAL
It is the complex activity relevant to the didactic aspect of teaching (means, contained, organization). It grasps the educative dimension of the movement and at the movement having as the outcome a predictable program for the achievement of the didactic objectives, which are the development of the motor schemes of the motor capacities and the understanding of the sportive motor ability.
• Multilateral general: within the early age groups.
• Multilateral orientated and situations of understanding: within the older age groups, following the evolution of the students and of their performance.
11SPECIFIC MOTOR CONDUCTS OF THE GAME OF SOCCER
RUN WITH THE BALL
•Walk•Guide•Dribble•Fake
HIT THE BALL
•Transmit/passing•Juggle•Shoot/throw•Deflect
RECEIVING THE BALL
•Trap•Control•Grasp•Intercept
MOVING TO SPACE
•Open to space•Mark•Orientation •Create space
Development of “beginner” coordination (task and gesture thru demonstration of the instructor; poor references; optical analyzer more involved; excessive utilization of strength)
Development of “fine” coordination(adhesive executions to the proposed model, the optical sensorial and the kinetic information improve, awareness of exercises but non-automate, better control of the movement)
Consolidation of the “fine” coordination and the development of the variability availability(automation of movements, attention towards the best solution of the situation, better control of disruption, anticipation of the evolvement of the play, the technique to resolve the tactical situations). The achievement of the technical gestures, rapidly to resolve the tactic tasks, it has to occur concisely and intelligently: •plastic•adapting•transferable
Such mechanism facilitate
• creative development of the student (choose and decide)• technical teaching within the rapidity regime• coordinative capacities improvement, conditional, psychological The teaching should proceed from the simple, to the normal, to the modified, to the complex. The player should acquire as many experiences as possible to increase his own motor-technical knowledge which will allow him/her to resolve, interpret and foresee with success, thanks to the memory, the problematic and the variability of the situation of play.
12UNDERSTANDING OF THE TECHNICAL PHASE (Meinel)
PICCOLI AMICI (6-8 YEARS OLD) DEVELOP THE NEEDS AND THE MODALITY OF MOVEMENT UTILIZING THE BALL AS A TOOL THE ACTIVITY SHOULD FOCUS EXCLUSIVELY ON COORDINATION AND BALANCE OF MOVEMENT PROCESS TO START SOCIALIZING IN WHICH THE EGOCENTRIC PUSH OF EACH CHILD IS STRONG PULCINI (8-10 YEARS OLD) ACTIVITY MORE SPECIFIC EXCERCISES WITH SPACES SUITABLE TO THE PHYSICAL AND TECHNICAL CHARACTERISTICS OF EACH STUDENT ALLOW EVERYONE TO HAVE NECESSARY COMPETITIVE EXPERIENCES FOR A PSYCHO-MOTOR GROWTH OPPORTUNITY THE COMPETITION REPRESENTS THE MEASURE OF THEIR OWN KNOWLEDGE AND BY THE TECHNICAL KNOWLEDGE POSSESSED KNOW HOW TO CONNECT WITH TEAMMATES AND OPPONENTS MAJOR DESIRE OF DIALOG AND COLLABORATION ESORDIENTI (10-12 YEARS OLD) THE ACTIVITY ALWAYS EVOLVES MORE TOWARDS TECHNIQUES THAT COME FROM THE AGONISTIC COMPETITION ENHANCE THE VALUE OF WHO POSSESS GOOD MOTOR POTENTIALITY GUARANTEE EVERYONE A FAIR TECHNICAL GROWTH INTERVENE ON THE ATHLETES THAT SHOW SLOW GROWTH (ESPECIALLY WITHIN THE PHYSICAL NATURE)
GIOVANISSIMI (12-14 YEARS OLD) FULL TECHNICAL-TACTICAL KNOWLEDGE SPECIFIC PHYSICAL PREPARATION (components neuromuscular and aerobic potentiality) This category is the so-called “pyramid point” where at the base there is the so-called “scuola calcio” project. This age group represents the accomplishment of the objectives and also the quality of the work carried out through out the previous years. ALLIEVI (14-16 YEARS OLD) SOCCER MATURITY SPORTIVE COMPILATION INDIVIDUALIZED TRAINING HIGHER APPLICATIONS
13SUBDIVISION OF THE DIDACTIC ACTIVITY
14
CATEGORY PARAMATERS
TECHNICAL TACTICAL PHYSICAL
PICCOLI AMICI6-8 years
65%
Perceptive 55% - Coordinative 10%
25%Situational 15% - Tactical game 10%
Games with tactical theme thru simple situations and modified plays
10%
Motor circuits coordinative-game to improve rapidity/speed
PULCINI8-10 years
55%
Perceptive 25% - Coordinative 30%
Technical physical/domination with activity with the opponent and timed pressure
35%
Situational 25% - Tactical game 10%
Tactical/cognitive domination within the application of technique
10%
Technical/coordinative circuits to improve neuromuscular aspects, velocity strength and reactivity
ESORDIENTI10-12 years
45%
Perceptive 15% - Coordinative 30%
Technical domination with a major physical activity with an opponent and timed
pressure
40%
Situational 20% - Tactical game 20%
Problem situations in superiority of situations of numeric inferiority. Better use of technical
instruments
15%
Specific 10% - Specials 5%
Exercise with and without the ball (neuromuscular components with easy
solicitations of the aerobics potentialities)
GIOVANISSIMI12-14 years
35%
Perceptive 10% - Coordinative 25%
Technical improvement, from the capacity to the ability in complex game situations
40%
Situational 15% - Tactical game 25%
Tactical improvement and introduction of game modules based on:
Individual technique – Tactic department – Team tactic
25%
Specific 15% - Specials 10%
Qualitative answers determined on the explosive strength with solicitation on
the aerobics quality
ALLIEVI14-16 years
15%Coordinative 15%
Use of better technical gestures based on
the tactical complex situation
45%
Situational 25% - Tactical game 20%
Increase of the tactical instruments. Individual tasks. Inactive schemes. Collective
movements
40%
Specific 25% - Specials 15%
Solicitations aerobics and anaerobic. Strength, high and low resistance period. Maximum strength aspects
ANNUAL PERCENTAGE OF THE ACTIVITY BASED ON THE TECHNICAL-TACTICAL-PHYSICAL PARAMETERS
I Piccoli AmiciI Piccoli Amici
““I and the Ball”I and the Ball” General aspects and general periods from 6 to 8 years oldGeneral aspects and general periods from 6 to 8 years old
16
Physical10%
Technical-Coordinative
65%
Tactical25%
Physical Technical-Coordinative Tactical
Subdivision within the inside of the parameter:
TACTICAL • Situation 15%
• Tactical Game 10%
TECNICHAL• Coordinative 10%
• Perceptive 55%
PHYSICAL 10%
ANNUAL DISRTIBUTION OF WORK LOADS
17
MONTH Technical Coordinative
Perceptive
Situation Aspects
Tactical Game
Physical
September
0% 70% 15% 0% 15%
October 0% 65% 20% 0% 15%
November 0% 60% 25% 0% 15%
December 5% 55% 20% 10% 10%
January 10% 55% 15% 10% 10%
February 15% 50% 10% 15% 10%
March 15% 50% 10% 15% 10%
April 20% 45% 10% 20% 5%
May 25% 45% 10% 20% 0%
MONTH Technical Tactical Physical
September
70% 15% 15%
October 65% 20% 15%
November 60% 25% 15%
December 60% 30% 10%
January 65% 25% 10%
February 65% 25% 10%
March 65% 25% 10%
April 65% 30% 5%
May 70% 30% 0%
General Programming Specific Programming
ANNUAL PROGRAM IN PERCENTAGES
0%10%20%30%40%50%60%70%80%
PHYSICAL
TECHNICAL
TACTICAL
Annual course of the three parameters
DURATION OF THE ACTIVITY From September to May (nine months)
WEEKLY ATTENDANCE Two times (Tuesday/Thursday or Wednesday/Friday)
PRACTICE SESSION STRUCTURE
DURATION: 60-75 MIN.
I° PHASE 15’ - Start-warm up phase-one ball for each studentII° PHASE 15’-20’ - Situation play with simple gamesIII° PHASE 15’-20’ - Prevalent games, individual commitment on a particular motor conductIV° PHASE 20’ - Group play
SPACE REQUIRED A quarter of the field
BALL N°3/4
NUMBER OF STUDENTS PER GROUP 12 – 15 students
GAMES
There are no official codified FIGC (Italian Youth Soccer Federation) activities expected and/or with regularity. We advise the organization of at least 4-5 meeting with other soccer schools; this initiatives have to encourage the participation of everyone. Each team should be composed of a maximum number of five/six players (games-play 3>3 / 5>5 and 6>6).
18PROPOSED PROGRAMMING OF LOGISTIC ACTIVITIES
PROBLEM HOW TO ADDRESS THE PROBLEM
Excessive focus• Alternate plays that require attention in moments of liberty
• Give some game related punishment
Limited attention span• Don’t propose exercises or games that are too long in duration
• Don’t wait until the end of the lesson to let them play
UNDERSTANDING THE TASK AND THE “BEGINNING” COORDINATION PHASE
From the preparation phase, to the concrete operation phase
Cognitive development: egocentric thought and sincretico
Centralization phase: limit attention; projection of own self within the environment Less availability towards others, needs minimum and simple rules
19PSYCHO-MOTOR PROFILE
PROBLEMS RELATED TO THE AGE
Technical-Tactical-Coordinative Characteristics
• synthetic solution of the motor task
• prevalent motor-sensory control
• poor cognitive capacities
Physical Characteristics • instinctive and irrational movements
OBJECTIVES
With respect to the running
• unitary relation rapport to child-ball, general type of motor-sensory differentiation and control
• achievement of directional objectives
• overcome lines of action with strong numeric superiority
With respect to the shot and receiving the ball
• frontal passing and receiving with ball on the ground
With respect to movement
• obstruct the opponent that is carrying the ball
STRENGTH POOR
RAPIDITY VERY GOOD
AEROBIC RESISTANCE SATISFACTORY
RESISTANCE TO LACTIC ACID POOR
ARTICULATE MOBILITY GOOD
COORDINATIVE CAPCITIES VERY GOOD
20POSSIBLE CHARACTERISTICS PRESENT IN THE CHILD
KNOW HOW TO
•Advance with the ball•Stop the ball•Strike the ball•Move without the ball
KNOW AND UNDERSTAND
•The objectives of play•Role tied to the phase of the play (offensive phase/forward; defensive phase/defender)
SHOULD BE ABLE TO
•Respectful of teammates•Respectful of opponent•Respectful of basic rules•Make contact with the ground•Make contact with the opponent
Propose games that facilitate and necessitate:
Rapid solution of technical problems
Execution of the fundamental technical abilities
Mental elaboration of technical solutions present in the opponent
Technical collaboration in pairs and in game situations
First stimulus towards the construction of the operative open thought (i.e.: game with four goals)
21I PICCOLI AMICI SHOULD
EDUCATIVE OBJECTIVE(relative to the individual)
DIDACTIC OBJECTIVE(relative to the game of soccer)
AFFECTIVE AREA - SOCIAL
Socialize (interact positively with others)
Overcome fear of contact with the ground and with the opponent
Promote the individual initiative
Pursue order, punctuality and respect of the material
Develop the interest toward the game of soccer
Teach the fundamental rules of the game
Don’t play with hands
Don’t push
Don’t hold and don’t kick the opponent
MENTAL ASPECTS
Understand and respect the rules
Organize an individual project keeping into consideration time-space
PRINCIPAL FUNDAMENTALS OF THE GAME
Attack the opponent’s goal
Defend own goal
MOTOR DEVELOPMENT
Basic motor outline, body outline, lateral-action, sense perceptive capacity
Coordinative capacities: reaction, combination, static balance, dynamic balance, single-foot balance, differentiation, space-temporal orientation, manual-eye orientation, foot-eye orientation
Miscellaneous capacities: rapidity and articulate mobility
PRIMARY MOTOR CONDUCT
With the ballGuidance of the ball - Stop the ball - Strike the ball
Without the ballMove to participate in the game
Game capacity – 5 > 5 (second year of activity)
22DIDACTIC PROGRAMMING
PRIMARY MOTOR BEHAVIOUR
INTERESTED COORDINATIVE CAPACITIES
Run with the ball Differentiation – Rhythm
Hit the ball Combination – Differentiation – Balance
Receiving the ball Balance – Organization and Orientation space/temporal – Differentiation – Combination
Moving without the ball
Organization and Orientation space/temporal
MONTH-CYCLE GENERAL OBJECTIVE SPECIFIC OBJECTIVE
SEPTEMBER Sensory-perceptive capacities Understanding the ball
OCTOBER Balance Guide and stop the ball
NOVEMBER Organization/Orientation space-temporal Run with the ball
DECEMBER Eye-hands and eye-foot coordination Shoot the ball
JANUARY Partial synthesis and analysis Receiving the ball
FEBRUARY Sensory-perceptive capacities Movement with ball
MARCH Balance Run and stop with the ball
APRIL Organization/Orientation space temporal Hit the ball
MAY Coordination eye-hands and eye-foot Global synthesis and analysis
23DIDACTIC COURSE AND ANNUAL PROGRAMMING
I PulciniI Pulcini
““I and the ball, the teammate and the opponent”I and the ball, the teammate and the opponent” General periods and aspects from 8 to 10 years oldGeneral periods and aspects from 8 to 10 years old
25
Physical10%
Technical-Coordinative
55%
Tactical 35%
Physical Technical-Coordinative Tactical
Subdivision within the inside of the parameter:
TACTICAL• Situational 10%
• Tactical game 25%
TECHNICAL• Coordinative 30%
• Perceptive 25%
PHYSICAL 10%
ANNUAL DISTRIBUTION OF WORK LOADS
26
MONTH Technical Coordinativ
e
Perceptive
Situational Aspects
TacticalGame
Physical
September
10% 60% 10% 0% 20%
October 10% 55% 20% 0% 15%
November 15% 40% 30% 5% 10%
December 20% 35% 25% 5% 15%
January 25% 30% 25% 10% 10%
February 30% 25% 25% 10% 10%
March 30% 20% 30% 15% 5%
April 25% 20% 35% 15% 5%
May 25% 20% 35% 20% 0%
MONTH Technical Tactical Physical
September
70% 10% 20%
October 65% 20% 15%
November 55% 35% 10%
December 55% 30% 15%
January 55% 35% 10%
February 55% 35% 10%
March 50% 45% 5%
April 45% 50% 5%
May 45% 55% 0%
General Programming Specific Programming
ANNUAL PROGRAMMING IN PERCENTAGE
0%10%20%30%40%50%60%70%80%
PHYSICAL
TECHNICAL
TACTICAL
Annual course of the three parameters
DURATION OF THE ACTIVITIES From September to May (nine months)
WEEKLY ATTENDANCEThree times (Monday/Tuesday and Thursday/Friday) + game
PRACTICE SESSION’S STRUCTURE
DURATION: 90-100 MIN.
I° PHASE 15’ - Warm up phase utilizing the ballII° PHASE 20’-30’ - Technical exercises / Situation playIII° PHASE 20’ - Game with themeIV° PHASE 20’ - Free game
AVAILABLE SPACE Half field
BALLN°4
NUMBER OF STUDENTS PER GROUP16/18 students ( two goalkeepers)
GAMES
Friendlies / Tournament - 35/38 total games Reduced field size / goals 4x4 / 2 halves of 20’Games 7>7 Games 9>9It is necessary to let every student play
27PROPOSED PROGRAMMING OF THE ACTIVITIES
COORDINATION OF THE “FINE” PHASE
Initial decentralization phase: flexible attention projected to more elements The analysis of the situation phase starts taking into consideration other reference points to organize
personal behavior
Flexibility in reasoning Comparison to others
Self-respect of own capacities
Collaboration and acceptance of rules
Interest in obtaining good results
28PSYCHO-MOTOR PROFILE
HOW TO FACE THE PROBLEM
Everyone wants to play forward: not much motivation to play in the defensive position
Game in which the defender is increasingly rewarded.
Not much collaboration in the play: not able to understand the importance of passing
• Even encouraging the personal initiative, slowing the ball as passing instead of carrying it• Situations 2:1• Simple games with players that play on the wing
No trust between teammates, errors are not accepted
Everyone has to touch the ball for the goal to be valid.
Unilateral vision Psycho-kinetic games to stimulate the perceptive capacities.
Passes always short, owed to poor technique, not always because lack of strength
Confrontation games, shooting in the goal, shoot with neck of the foot with the objective to exceed an obstacle.
Games become chaotic: everyone piles around the ball
•Simplify and regulate the situation: throw in with feet, one defender on the ball, simplified games.•Ask questions to favor the analysis, therefore the correct solution to eventual situational problems.
PROBLEM
29AGE RELATED PROBLEMS
Technical-Tactical Coordinative Characteristics • Adaptation to new situations.
• Widen space of action.
• Development of attention span.
• Understanding of own actions and functional ability.
• Instructional use of own technical gestures.
Physical Characteristics
• Movements more controlled.
• Combinations with more elements.
STRENGTH POOR
RAPIDITY VERY GOOD
AEROBIC RESISTANCE SATISFACTORY
RESISTANCE OF LACTIC ACID POOR
ARTICULATE MOBILITY GOOD
COORDINATIVE CAPACITY VERY GOOD
30POTENTIAL CHARACTERISTICS PRESENT IN THE CHILD
Relative to running• restricted space with pressure from the opponent
Relative to the shot and to receiving of the ball• diagonal and head-on passing and receiving from a stopped and moving position• shot with a diagonal, lateral and head-on run• the action successively is projected and inserted (stop to follow the triangular play)• the position of the goalkeeper will begin to be evaluated while shooting
Relative to resting• understanding attack-defense situations• marking and opening function analysis (the answers are more individual then collectively)
Propose games and exercises that facilitate:
Fast solution for technical problems Execution of the fundamental technical abilities Involvement of attention in carrying out technical gestures Execution of technical and mental gestures/actions while facing the opponent Collaboration with a teammate while facing the opponent Actions carried out with a teammate while overcoming pressure from the opponent with shot on goal Fun games that allow for individual resolution of technical/tactical game situations
EXCERCISES: soccer tennis – the minnows - relay - slalom – games with jolly
SITUATION OF PLAY: 1>1 ; 2>1 ; 3>2 ; 4>2; 5>5; 7>7
31OBJECTIVES
EDUCATIVE OBJECTIVES(related to the individual)
DIDACTIC OBJECTIVES(related to the game of soccer)
AFFECTIVE AREA – SOCIAL
Socialize
Overcome the fear of contact with the ground and with the opponent
Stimulate the individual initiative
Fundamental rules of play
Don’t play with hands
Don’t push
Don’t hold and don’t kick the opponent
COGNITIVE AREA
Understand and respect the rules
Organize and individual project taking into consideration space and time
PRINCIPAL FUNDAMNETALS OF THE GAME
IN ATTACK Score goals
Advance
Don’t lose the ball
IN DEFENSE
Advance not to let the opponent come forward with the ball
Protect own goal
MOTOR AREA
Basic motor schemes, sensory perception capacities
Coordinative capabilities: reaction, balance, differentiation, rhythm, orientation/organization space-temporal
Various capacities: the rapidity and the articulate mobility
TECHNICAL ASPECTS
Development of skills to possess the ball
Acquisition of the correct planning for fundamentals executions
32DIDACTIC PROGRAMMING
MONTH-CYCLE COLLECTIVE KNOW-HOW INDIVIDUAL KNOW-HOW
SEPTEMBER
OCTOBER
NOVEMBER
How to solve situations of play of 2 > 1
• Guidance of the ball• Passing the ball• Dribbling• Score goals
DECEMBER
JANUARY
FEBRUARY
MARCH
How to solve situations of play of 2 > 1+1
• Guidance of the ball• Receiving the ball• Passing the ball• Dribbling• Header• Score goals
APRIL
MAY How to solve situations of play of 2 > 2
• Guidance of the ball• Receiving the ball• Passing the ball• Shoot on goal• Header• Score goals
33ANNUAL PROGRAMMING
Gli EsordientiGli Esordienti
““I I and the balland the ball, the teammates and the opponents , the teammates and the opponents in numeric superiority and inferiority”in numeric superiority and inferiority” General periods and aspects from 10 to 12 years of ageGeneral periods and aspects from 10 to 12 years of age
35
Physical15%
Technical45%
Tactical40%
Physical Technical Tactical
Subdivision within the inside of the
parameter: TACTICAL• Situational 20%
• Game tactics 20%
TECHNICAL• Coordination 15%
• Perceptual 30%
PHYSICAL 15%
ANNUAL DISTRIBUTION OF WORK LOADS
36
MONTH Technical Coordinativ
e
Perceptive
Situational Aspects
Tactical Game
Physical
September
15% 40% 15% 5% 25%
October 15% 40% 20% 5% 20%
November 10% 35% 25% 10% 20%
December 20% 25% 25% 10% 20%
January 25% 20% 20% 20% 15%
February 30% 15% 20% 20% 15%
March 30% 10% 25% 25% 10%
April 30% 10% 25% 30% 5%
May 30% 5% 20% 40% 5%
MONTH Techincal Tactical Physical
September
55% 20% 25%
October 55% 25% 20%
November 45% 35% 20%
December 45% 35% 20%
January 45% 40% 15%
February 45% 40% 15%
March 40% 50% 10%
April 40% 55% 5%
May 35% 60% 5%
General Programming Specific Programming
ANNUAL PROGRAM IN PERCENTAGES
0%10%20%30%40%50%60%70%
PHYSICAL
TECHNICAL
TACTICAL
Annual course of the three parameters
DURATION OF THE ACTIVITY Last week of August to June (44 weeks)
WEEKLY ATTENDANCEThree times per week plus games
DURATION OF PRATICE SESSION: 100’
I° PHASE 15’ - Warm-up phase utilizing soccer ballsII° PHASE 30’-40’ - Technical exercises – Confrontation play/set course/relays/situations of playIII° PHASE 20’ - Games with themesIV° PHASE 25’ - Scrimmage
AVAILABLE SPACE Half field
BALLN°4
NUMBER OF STUDENTS PER GROUP16/18 students ( two goalkeepers)
GAMES
Friendly / Tournament - 35/38 total games Reduced field size / goals 4x4 / 2 halves of 25’Games 11>11It is necessary to let everyone play
37HYPOTHETICAL PROGRAMMING OF THE ACTIVITY
VARIABLE AVAILABLE DISPONBILITY PHASE
Passing from the abstract to the concrete. From a verbal description the child rebuilds the motor action and formulates his own hypothesis.
Development of self-criticism and creativity, a group spirit is born and the internal integration improves, respect towards the instructor.
The inter-personal relationships will also transfer outside the team environment.
Development of team spirit and of group identity. Technical-Tactical Coordinative Characteristics
• Anticipation.
• Elaboration of problem situations (attack-defense).
• Respond to tactical indication requests.
• Precision and attention progressive improvement to the particular of the capacities towards the ability.
38PSYCHO-MOTOR PROFILE AND POSSIBLE ASPECTS PRESENT IN THE CHILD
Physical Characteristics
Status (and/or decline) and resumption motor possibilities
Guided development of physical capacities and first solicitations quality responses
STRENGTH SATISFACTORY
RAPIDITY VERY GOOD
AEROBIC RESISTANCE GOOD
RESISTANCE OF LACTIC ACID POOR
ARTICULATE MOBILITY GOOD
COORDINATIVE CAPACITIES VERY GOOD
PROBLEM HOW TO CONFRONT THE PROBLEM
Games divided by many substitutions Unless an exceptional case, carry out substitutions only in the breaks
The obligation of substitutions remarkably lowers the team momentum.
Start only 9 of the hypothetical “starters”
The switch from small field to the regular size Use larger dimensions during training so the students get used to making longer passes
Introduction of off side rule Work at practice, apply it also within reduced games
39AGE RELATED PROBLEMS
PROBLEM POSSIBLE CAUSE CORRECTIONS
A poor use of verbal communication is noticed
•Personal character•Doesn’t ask questions
•Specific exercises with 3 players to develop communication•Motivate the use of verbal communication A poor level of attention is noticed •Instinctive players
•Insufficient solicitations•Psychokinetic, psycho- tactic•Theme of play•Pose questions•Motivate the attention
Can not keep possession of the ball •Lack of quality touches•Lack of collaboration (not enough movement without the ball)•Action much elaborated
•Stimulate the technical growth in particular, ball control and passing•Stimulate the individual initiatives•Utilize simplified games•Stimulate verbal communication•Simplify the model of play
40GAME RELATED PROBLEMS
Relative to running• major action space with the opponent to contrast• situational play in numerical superiority and inferiority• fakes and feints
Relative to shooting• passing to space• heading, volley, acrobatic strike
Relative to receiving• development of intuitive anticipation of trajectories• development of the ability to read the successive actions
Relative to movement• more direction of intervention• more non-verbal communication, movement without the ball• utilize tactical references thru organized attack-defense schemes and actions• first definition of role/position.
Propose games and exercises that facilitates
Fast solution of technical problems and executions of fundamentals; pursuing of quick execution Mental technical solution elaboration present towards the opponent: passing (3>1) and dribbling (1>1) Intercept in strong numeric inferiority (1>3) Play in numeric disadvantage Individualization of technical-tactical objectives within the exercises carried out in the game model
EXERCISE TYPE: Slalom - summersault – jumping and passing - trigger and stop – relay race – win over the ball
SITUATIONS OF PLAY: 3>2 ; 3>3 ; 4>2 ; 4>3 ; 5>5 ; 7>7
41OBJECTIVES
EDUCATIONAL OBJECTIVES(related to the individual)
DIDACTIC OBJECTIVES(related to the game of soccer)
AFFECTIVE AREA –SOCIAL Sure of self and own abilities Respect and cooperation with friends Development of the competitive spirit
Fundamentals rule of play Off side Obstruction foul
COGNITIVE AREA Development of collaborative projects that takes the opponent into account
FUNDAMENTAL PRINCIPLE OF PLAY
IN ATTACK ball possession depth width conclusion to goal
IN DEFENSE stop the opponent spread out concentrate
MOTOR AREA Coordinative capacities: combination, balance, differentiation, adapting and transformation, orientation/organization space-temporal
Mixed capabilities: rapidity and articulate mobility Conditional capabilities: strength velocity Sensory perception and motor responses
TECHNICAL ASPECTS Development of ability to dominate the ball
Development of technical abilities and their use within the game
42DIDACTIC PROGRAMMING
MONTH-CYCLE COLECTIVE KNOW-HOW INDIVIDUAL KNOW-HOW
AUGUST Evaluate the collaboration abilities • Evaluation of technical abilities
SEPTEMBER
Create and utilize numeric superiority in the offensive phase
• Passing and receiving of the ball• Opening to space• Master and protect the ball• Use of verbal messages
OCTOBER
Execution of offensive play
• Fakes• Dribbling• Dynamic finishing• Control and shoot
NOVEMBER
Collaboration in the defensive phase
• Marking• Header plays• Anticipation• Cover• Delay and commit
DECEMBERJANUARY
Synthesis • Global abilities• Header plays
FEBRUARYMARCH
Create and utilize the numerical superiority in the offensive phase for the
purpose to finish
• Passing and receiving• Opening to space• Header plays
APRILMAYJUNE
Synthesis • Creating space• Acrobatic• Header plays
43ANNUAL PROGRAMMINING
I GiovanissimiI Giovanissimi
““Perfectionism and specialization”Perfectionism and specialization” Periods and aspects from 12 to 14 years of agePeriods and aspects from 12 to 14 years of age
45
Physical30%
Coordunative-Technical
30%
Tactical40%
Physical Coordunative-Technical Tactical
Subdivision within the inside of the parameter:
TACTICAL • Situational 15%
• Tactical Game 25%
TECHNICAL• Coordinative 20%
• Perceptive 10%
PHYSICAL 30%
ANNUAL DISTRIBUTION OF WORK LOADS
46
MONTH Technical Coordinativ
e
Perceptive
Situational Aspects
Tactical Game
Physical
August 15% 10% 10% 20% 45%
September 20% 10% 10% 20% 40%
October 20% 10% 15% 20% 35%
November 20% 15% 15% 25% 25%
December 25% 15% 10% 15% 35%
January 25% 10% 20% 20% 25%
February 25% 10% 20% 20% 25%
March 20% 10% 25% 25% 20%
April 20% 10% 25% 30% 15%
May 35% 5% 20% 35% 5%
MONTH Technical Tactical Physical
August 25% 30% 45%
September
30% 30% 40%
October 30% 35% 35%
November 35% 40% 25%
December 40% 25% 35%
January 35% 40% 25%
February 35% 40% 25%
March 30% 50% 20%
April 30% 55% 15%
May 40% 55% 5%
General Programming Specific Programming
ANNUAL PROGRAMMING IN PERCENTAGES
0%
10%
20%
30%
40%
50%
60%
PHYSICAL
TECHNICAL
TACTICAL
Annual course of the three parameters
DURATION OF THE ACTIVITY From August 15th to June 1st
WEEKLY ATTENDANCEThree times per week + the game
STRUCTURE OF PRACTICE SESSION
DURATION: 100 min.
AVAILABLE SPACEHalf field
BALL N°5
NUMBER OF STUDENTS IN THE GROUP18/20 students (two/three goalkeepers)
GAMES
Friendly / Tournament – 40/45 total games Games 11>11Guarantee the possibility for every student to play
47HYPHOTETICAL PROGRAMMING OF THE ACTIVITY
I° PHASE 15’ - Warm-up phase utilizing a soccer ballII° PHASE 30’-40’ - Technique and application of technical exercises. Situations of playIII° PHASE 20’ - Game with tactical theme of playIV° PHASE 25’ - Scrimmage
RATIONALITY PHASE
Abstract reasoning capabilities, abilities to formulate hypothesis and reach conclusions Ability to imagine and organize current situations, drawing on past experiences
Capable of sacrifice Group spirit reinforces and stabilizes the team integration
Honor exists in the team environment
Personal relationships transfer outside of the team environment
Exhibit rational behavior and precise choices
48PSYCHO-MOTOR PROFILE
Technical-Tactical-Coordinative Characteristics
• Specific exercises based on real situations of play with added complexity. Application of technique and tactics.
• The connection between the technical and tactical improves in such way as to transfer the technical abilities to the game situation.
• A theory of the general principles of offensive and defensive play and how it works on the field begins to formulate.
• Formulation of one’s position and role on the team.
Physical Characteristics
• Improvement directed to the physical capacities with qualitative and determined stimulus answers.
• Velocity, either with rapidity and acceleration with and without the ball.
• Explosive strength. STRENGTH REASONABLE
RAPIDITY VERY GOOD
AEROBIC RESISTANCE GOOD
RESISTANCE OF LACTIC ACID SATISFACTORY
ARTICULATE MOBILITY GOOD
COORDINATIVE CAPACITIES VERY GOOD
49POSSIBLE TRAITS PRESENT IN THIS GROUP
Related to running• Major action in space with the opponent to hinder and pursue.• Development situations in the offensive and defensive phase of play.• Overlaps and cross runs.
Related to shooting• All the ways to strike the ball; how, where and when.
Related to receiving• Capabilities to foresee and anticipate the trajectory of the ball; improvement in reading and understanding the successive play and combination of actions.
Related to movement• More intervention of direction• Non-verbal communication movements without the ball• Tactical utilization reference respective to the system of play• Definition of roles applied to positioning
Propose games and exercises that facilitate:
Fast solution of technical problems through precise execution, finality on the tactical concept Mental elaboration of technical-tactical solutions in the presence of the opponent 4>3; 4>4; 5>4 Intercept in numeric inferiority 1>3 ; 2>4 Technical-tactical objectives present in the games
EXERCISES TYPE: ball possession, pressure, diagonal runs and way to scale, marking/opening and movements without the ball
SITUATIONS OF PLAY: 3>2 ; 4>2; 4>3; 4>4; 5>4; 11>11
50OBJECTIVES
MONTH-CYCLE INDIVIDUAL KNOW-HOW COLLECTIVE KNOW-HOW
AUGUST Defense of the ballPassing of the ball
Test check
• Give more opportunity to the player carrying the ball• Verbal communication• Test check
SEPTEMBER Passing and receiving of the ballOpening
Guidance of the ball
• Create and utilize the numeric superiority
OCTOBER Fakes and dribblingOpening finalized to the conclusion
Finishing
• Finalize offensive play• Attack the space• Passing of the ball to find depth
NOVEMBER Marking/covering a player Anticipation
Delay – Intervene
• Collaboration in the defensive phase and double coverage• Double coverage• How to organize the off-side trap
DECEMBER Headers gamePassing and finishing
• Respect mutual distance• Play without the ball, close/far• Counter attack and/or switching plays
JANUARY HinderAnticipate
• Diagonal• “L” defense (scale of positions)• The off-side
FEBRUARY Header gamesOpening finalized to the conclusion
Finishing in movement
• The off-side• Counter-measure to the opponent’s off-side• Push the player carrying the ball to the outside
MARCH Passing and receivingOpening
Fakes, dribbling and shooting with a volleyRapid conclusion
• Create and utilize the numeric superiority in the attack to finalize the play
APRIL OpeningPlay with volley and headers
SynthesisCheck / Test
MAYJUNE
SynthesisTest/ check
SynthesisCheck / Test
51ANNUAL PROGRAMMING
Gli AllieviGli Allievi
““The completion”The completion” Periods and general aspect from 14 to 16 years of agePeriods and general aspect from 14 to 16 years of age
53
Physical35%
Techncial-Coordinative
15%
Tactical50%
Physical Techncial-Coordinative Tactical
Subdivision within the inside of the paramter:
TACTICAL • Situational 30%
• Tactical game 20%
TECHNICAL• Coordinative 15%
PHYSICAL 35%
ANNUAL DITRIBUTION OF WORKLOADS
54
MONTH TechnicalCoordinativ
ePerceptive
SituationalAspects
Tactical Game
Physical
August 10% 10% 20% 60%
September 20% 15% 20% 55%
October 10% 15% 25% 50%
November 20% 15% 35% 35%
December 5% 20% 35% 45%
January 10% 20% 35% 35%
February 10% 25% 35% 30%
March 25% 25% 30% 20%
April 25% 25% 35% 15%
May 30% 25% 40% 5%
MONTH Technical Tactical Physical
August 10% 25% 65%
September
15% 30% 55%
October 10% 40% 50%
November 10% 60% 30%
December 10% 45% 45%
January 10% 55% 35%
February 15% 60% 25%
March 20% 55% 25%
April 25% 60% 15%
May 25% 70% 5%
General Programming Specific Programming
ANNUAL PROGRAMMING IN PERCENTAGE
0%10%20%30%40%50%60%70%80%
PHYSICAL
TECHNICAL
TACTICAL
Annual course of the three parameters
DURATION OF THE ACTIVITYFrom 15th of August to June
WEEKLY ATTENDANCEThree times per week + game
DURATION OF PRACTICE SESSION: 100’
STRUCTURE OF PRACTICE SESSION
I° PHASE 20’ - Warm-up phase utilizing a soccer ballII° PHASE 30’-40’ - Technical-tactical exercises within situations of play. System training III° PHASE 20’ - Game with tactical themeIV° PHASE 20’ - Free game
AVAILABLE SPACE Half field
BALLN°5
NUMBER OF STUDENTS IN THE GROUP18/20 students (two/three goalkeepers)
GAMES
Friendlies / Tournament – 40/45 total games Games 11>11
55HYPOTETICAL LOGISTIC PROGRAMMING OF THE ACTIVITY
MATURITY PHASE
Capacity to think in an appropriate way, relatively to each created situations
Necessity to praise, encouragement Spirit of group, complete integration and own identity within internal self and within the sportive enviroment reality
Interpersonal relation will also transfer out side the sportive enviroment
Family and personal relationships conflicts but strong friendships with peers
Personality. Aimed and precise choices, adequate behaviuor
56PSYCHO-MOTOR PROFILE
Technical-Tactical-Coordinative Characteristics
• Individualized works thru specific complex exercises based on real situations of play. • Tactical requests always more varied and variable.
• Explanation of general principles of offensive and defensive phase of play and system of plays.
• Organization and division of individual tactical tasks and of the internal unit of the team.
Physical Characteristics • Improvement aimed at the physical capacities with qualitative answers to certain solicitations.
• Velocity, either as a rapidity and as an acceleration with and without the ball.
• Increase the work for the velocity strength, above all from 13 to 15 years of age.
• Continuous solicitations within the articulate mobility environment (established around the 16 years of age).
• Brief and medium period of resistance, progressively after 15 years of age.
• Maximum strength after 15 years of age (in relation to the maturation level of the athlete, weight and height).
STRENGHT GOOD / VERY GOOD
RAPIDITY SATISFACTORY / GOOD
AEROBIC RESISTANCE GOOD
LATTICIDE RESISTANCE GOOD / VERY GOOD
ARTICULATE MOBILITY SATISFACTORY / GOOD
COORDINATIVE CAPACITIES REASONALBE
57GENERAL POTENTIAL ASPECTS PRESENT IN THE YOUTH
Related to the running• Width of action with the opponent to hinder and follow• Development of situations of plays in the offensive and defensive phase• Overlaps, crossing runs and marking
Related to the shooting• Different ways to shoot, how, when and where
Related to the receiving• Capacity to foresee and anticipate the trajectories• Better understanding of successively actions• Combination actions
Related to the moving• More direction of intervention• Major verbal and non-verbal communication. Movements without the ball• Tasks and tactical references respectively utilized to the system of play• Knowledge and valuation of own and opponent’s strength and weak points
58OBJECTIVES
Thru the proposed exercises that facilitates
Precision search finalized to the tactical concept Search for the goal with long plays, attack space, doubling and double coverage Tactical objectives present in the games Individual and team tactical improvements Timing of execution and the minimal number of touches both, in possession plays and before shooting in the goal
WITH
the modifications of the goal size
the creation of “neutral” running zone and/or for the guidance of the ball and/or for the passing and/or for shooting in goal
continuous situations of play, since there is alternation among winning and loosing the ball, therefore this leads the players to loose concentration
solutions of tactical tasks
specific technical exercises, also without moving the ball: corner kicks, free kicks, overlaps; variation of dimensions of work spaces
EXERCISES TYPE: ball possession, pressing, diagonal runs and ways to drop, marking/opening, moving without the ball, offside, shadow exercises and exercises with active and passive opponents
SITUATIONS OF PLAY: 4>3; 4>4; 5>4; 6>4; 11>11
59MEANS
MONTH-CYCLE INDIVIDUAL KNOW-HOW COLLECTIVE KNOW-HOW
AUGUSTSEPTEMBER
Checks Individualized work
• System of plays: development in the offensive and defensive phase• Zone – Man – Mixed
OCTOBER Transmission in movementOpening
ShotDribbling
Ball control
• Plays and search for depth• Attack the space• Shadow outlines• Zone – Man – Mixed• Pressing and ball possession
NOVEMBER Plays in the air / Switching plays • Search for width• Pressing e and ball possession
DECEMBER HinderAnticipate
Transmission to free space
• Diagonal and “L” defense• Offside (organization)• Doubling and double coverage
JANUARY Synthesis and check/test • Synthesis and check/test
FEBRUARY Anticipate and hinderMarking
• The offside• Countermeasure to the opponent’s offside
MARCH Power over the ball Transmission of the ball
OpeningDribbling e shot
• Depth plays• Attack the space• Pressing• Ball possession
APRIL Plays in the air / Switching plays • Search for width • Shadow outlines
MAYJUNE
SynthesisIndividualized work
Final checks
SynthesisFinal checks
60ANNUAL PROGRAMMING
“ORGANIZE TO TRAIN,
TRAIN TO KNOW,
KNOW TO WIN ! “
Bruno Redolfi
IF WE HAVE INSTRUCTED GOOD, WE CAN TRAIN BETTER THEREFORE THE RULE IS:
62OBSERVATION CARD FOR GOALKEEPERS
EVALUATION GRATING FOR THE YOUTH GOALKEEPER
8 – 10 years of age
• Knows how to evaluate the ball trajectory and knows how to intervene
• Knows how to position the hands in relation to the trajectory of the ball
• In the event of a shot knows how to place the body behind the ball
• Dives without fear
• He/She is agile in the movements
12 – 14 years of age
• He has the right position in relation to the distance of the striker
• Knows how to cover the mirror of the goal in the opponent's conclusions
• Knows how to evaluate and intervene on high balls
• He/She has time when coming out low
• He/She has time in relation to the positioning of teammate-opponent
• He/She has personality (ability to assert and to communicate)
• Promptness both with feet and hands
10 – 12 years of age
• Knows how to keep a correct waiting position
• Succeeds to block the ball on frontal shots
• Succeeds to block the ball while diving
• Knows to deflect the ball while diving
• Knows to carry out technical gestures in movement
• He/She is endowed with good individual techniques
(reception, passing, long soccer…)
14 – 16 years of age
• Knows how to throw with hands
• Knows how to punt
• Covers the trajectory of the ball in relation of its distance
• Knows how to stop a shot in relation to the opponent’s shot
• Has timing coming out on high balls
• Has predispositions while coming out
• Knows to give indications to teammates ( positions, defense positioning, positioning of wall)
• Has a precise and fast re-start to get teammates going
• Knows to anticipate the action of the opponent and read the development of the same situation
BIBLIOGRAPHY
•Leali “La formazione del calciatore” S.S.S. Roma 95
•Antonio Ibanez Romero “Cuaderno del Entrenador” Federazione Calcio Spagnola 97
•Alfonso Blanco Nespereira e Natalia Balaguè Serre “Cuaderno del entrenador” Federazione Calcio Spagnola 97
•S. Mazzali “La preparazione fisica del calciatore” Koala 89
•C. Bosco “Aspetti fisiologici della preparazione fisica del calciatore” S.S.S. 90
•S. Roticiani e S. D’Ottavio “ A Scuola di Calcio” N.Promos Perugia
•M. Bonfanti “I giovani e il calcio”
•S. D’Ottavio “Insegnare il calcio: dalle situazioni di gioco alla abilità specifiche” S.S.S.
•D. Harre “Teoria dell’allenamento”
•Musciano - Roticiani - Testa “Programmazione di un anno per l’avviamento al calcio”
•J. Weineck “La preparazione fisica ottimale del calciatore”
•B. Redolfi “Le tappe della formazione calcistica dai 6 ai 16 anni - A.C. Perugia 2002-03”
•B. Redolfi “Gli allievi, un’etá da conoscere e da capire”
•B. Redolfi “Giovanissimi: gli specialisti”
•Alcuni spunti sono stati tratti dal “L’Allenatore - Notiziario A.I.A.C.”
•Alcuni spunti sono stati tratti dal “Notiziario Tecnico F.I.G.C.”