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- what to teach;
- where to teach;
- how to teach.
1) What to teach:
we must focus primarily on objectives aimed at improving teamwork.
Defense: reduce time and space; tackle and cover; mass defense.
Offense: creation and exploitation of spaces; passages and movements; mass offense.
All of this goes independently of a game strategy. Every player must learn to behave effectively in every situation.
Accustom the players to make the right calculation:
- between security and risk;
- the possibilities; know how to choose and perform what is best in a particular situation.(best choice)
2) Where to teach:
players must practice playing game actions in every part of the field. Improvements in offensive team play should come from the defensive three quarters of the field, in the same way the improvement of the defensive system should be achieved starting from three-quarters of offense. I think it is appropriate to carry out situational exercises in the different areas of the field or in the areas where we want these behaviors to be actually performed in the game.
3) How to teach: the methods that underlie the teaching are:
- control of the game (e.g. if a team has to train to create spaces on the central band of the field then the training must be limited to that area);
- game conditions (e.g. if you have to concentrate on the quick passage you have to impose the direct game, where possible, and in any case a continuous movement without a ball in advance on the decision of the partner to be able to give him the passage solution even before he receives the ball. If a shot is requested on the support, it is necessary to impose that the player must overtake the teammate to whom the ball has passed);
- stop the game. It is a method to show the players the advantages and disadvantages of their positions.
In this regard it is necessary that:
a) a signal known to all is fixed to stop the game (e.g. two whistle blows, but on this point I am convinced that the signal must necessarily be visual as the coach cannot use the whistle and therefore the players must visually recognize a situation common to all so that in recognizing it, everyone behaves as established in training);
b) the players stop so as not to alter the game situation you want to correct (it is advisable to stop the game to emphasize the theme, but not to deal with different themes).
- correct and try again: after having stopped the game it is important to try again in the correct way what has been done in the wrong way.
- thinking aloud: it is a method by which the coach thinks out loud in place of the player, anticipating his actions. This method is often used to make corrective repetition more effective.
TRAINING AND GROWTH
Through training, improvement of motor skills is pursued. Some skills can be trained and improved; others can be educated and transformed. We have already said that it is not possible to intervene on one of them without affecting positively or negatively the others. In sports games, the influence of the various abilities on the effectiveness of the sporting gesture is significant; this fact produced the notion of “regime of manifestation”. The regime of manifestation represents the way of manifesting of a motor capacity (e.g. resistance in speed regime, speed in strength regime); it also represents the way to manifest itself in the mixture of training factors (e.g. physical preparation in the technical regime, technical preparation in the tactical regime).
The components of the physical-motor preparation are:
- general and multilateral physical preparation, which is carried out in a particular and comprehensive way; it is particularly aimed at the great functions of the organism and is very suitable for young people;
- the specific physical preparation, which is based on the functions and motility of each sporting game corresponding to the demands of the competition; to be achieved after the youth preparatory cycle.
The figure shows that the player's performance or rather his efficiency in a competition depends on multiple skills, abilities and qualities that influence each other.
Components of the player's performance capabilities (Weineck-Erlangen, 1994)
The figure shows that the player's performance or rather his efficiency in a competition depends on multiple skills, abilities and qualities that influence each other.
In the performance structure represented in the previous figure, conditional abilities are fundamental because they provide the basis for a technical, tactical and psychic performance that is stable during the competition (Stiehler-Kinzag-Döbler, 1988).
To seriously address the problems of training you have to set three tasks: The first is to define the dominant physical qualities in soccer:
- the resistance in force regime;
- the speed (acceleration);
- the dexterity (ability to learn and execute complex movements quickly).
With the second, define the characteristics of the specific effort required in the game of soccer. Physical effort is generally characterized by the following parameters:
intensity;
duration;
complexity;
metabolic processes for energy production.
From the intensity point of view, the effort can be:
Intensity Heart rate (Beats/min) Respiratory rate Acts per minute
Maximum Exceed 210 Exceed 40–50
Maximal Between 200 – 210 Between 35– 40
Sub-maximal Between 180 - 200 Between 30 – 40
Great Between 120 - 180 Between 25 – 35
Moderate Below 120 Below 25
The intensity of the physical exercise must be related to the age of the subject; for adults it is advisable to consider the maximum pulsation frequency to be achieved respecting:
Cooper's formulas:
max HR = 220 - age for women
max HR = 205-(age divided by 2) for men
or Karvonen’s formula: max HR = 220 – resting frequency
or better yet, Tanaka's formula: max HR = 208 - (0,7 times age)
We must remember that:
- between 50-60% of max HR, a moderate work is carried out;
- between 60-70% of max HR, a great work is carried out (also called cardio-training);
- between 70-80% of max HR, an aerobic sub-maximal work is carried out close to the limit;
- between 80-90% of max HR, a maximal anaerobic work is carried out;
- over 90% is achieved a maximum work (not recommended).
From the duration point of view, the effort can be:
short or long;
continuous or variable;
with or without interruption.
From the complexity point of view, the effort can be:
simple (e.g. marathon);
complex (e.g. soccer).
From the point of view of metabolic processes of energy production, the effort can be:
aerobic;
anaerobic;
mixed.
For soccer, the specific effort is considered:
For intensity:
- sub-maximal (heart rate180/200 - resp. rate30/40)
For duration:
- variable with numerous interruptions
For complexity:
- complex since it uses different physical qualities (speed, force, etc.), technical actions, tactics, with situations of physical confrontation.
For metabolic processes:
- mixed, with considerable anaerobic alactacid commitment
The third operation is to establish the growth and the decrease of the efforts during the training
Basically, to establish the training plan and the physical training program.
The central objective of all soccer training must be to improve the operational capabilities of the player. (Bisanz-Gerisch, 1990). This statement serves to reduce the importance of condition factors to avoid overestimation and excessive undervaluation in training. In targeted soccer training we will try to encourage an exercise of speed of action that is oriented to the practice of the game always taking into account all the mental, physical, technical, tactical and social performance factors. The following quotes show that a specific theory of soccer training must be based on the demands of the competition and that the training of the condition must be assimilated to the practice of the game or possibly be integrated with it.
“The best teacher for training is the competition” (Cramer, 1987).
“From the competition we understand what we have to train” (Krauspe-Rauhut-Teschner, 1990).
“If the competition is the best training, it is also true that a good workout must necessarily have the nature of a competition” (Northpoth, 1988).
“The secret of soccer is always in the training session” (Beenhakker, 1990).
“The central objective of every soccer training must be to improve the player’s ability to act” (Bisanz-Gerisch, 1990).
From these quotes it appears that the soccer training of the condition must be assimilated to the practice of the game or possibly be integrated with it. Therefore training is not an end in itself but it follows the objective of “improving the ability to play and to optimize the ability to act”.
If on the one hand we want to reduce the importance of the factors of physical condition, on the other hand it will be appropriate to encourage in soccer training an exercise of speed of action that orients the practice of the game keeping in mind all the factors of performance at a technical-tactical and psycho-social level. This means that it is necessary to give more importance to training close to the practice of the game with more and more specialized methods and means. (Lottermann, 1990).
TRAINING OF YOUNG PLAYERS
It is opportune to dwell first on the most serious errors that are committed with regard to the goals of youth training.
The first mistake is to relate the young to a reduced image of the adult without considering that he has a personality still in training, ways of thinking still evolving and above all completely different physique and abilities. Adult training cannot be transferred to the youth sphere, perhaps only by paying attention to reducing the quantity and intensity.
The increase in physical capacity cannot be proposed in the same way for young people and adults, indeed there must be further differentiation even in the same youth field, according to age groups.
Lead, for example, a cycle of training for 12-13 year olds (very young) with the aim of achieving maximum performance to achieve immediate successes; it means distorting the spirit of training itself; in fact, the boy must be led gradually and in small steps and over the years towards the desired return.
A preparation too fast and early, which is usually always linked to achieving ambitious goals for adults, will give significant results in the short run, but it certainly causes damage that almost always are irreversible.
When young people and adolescents in particular are subjected to an excessive physical and psychological burden, their motivation for what they are doing decreases; their desire diminishes until they reach a real refusal in the face of the first failures. So you can understand how many times the young players after training with their team, find themselves (in the oratory, in the yard or in open spaces) to finally play soccer.
A graded and targeted workout leads to a higher degree of physical and athletic preparation in adulthood and keeps it stable longer over time.
At the end of the youth cycle the player must:
have reached a correct physical maturation;
have acquired a complete technical background;
