4º CAFD CARLOS GONZÁLEZ CUÑAT
TEMA 2 – TRAINING STAGES AND OBJECTIVES. TRAINING TASK.
IS THE ELITE SOCCER PLAYER BORN OR MADE?
The best soccer players have not inherited aptitudes corresponding to specific skills, but generic aptitudes
that they have converted into soccer skills.
GENETICS AND BIOLOGICAL MATURATION + INFLUENCES ENVIRONMENTAL (family, social, economic)
FORMATION STAGES (PREGUNTA EN EL EXAMEN)
1. Initiation phase (5-8 years old): Build general motor abilities (it can be another sports, multiple
sports).
- FMS: Fundamental Motor/Mov skills (jump, run…). Chasing games.
- General & Specific Coordination Work.
- LOVE FOR THE GAME -> Fun & Ball Contact.
2. Foundation phase (8-12 years old): Learning the fundamentals of the sport motor skills.
- Sport fundamentals: Passing, shooting, dribbling… with decision making.
- Introduce sportsmanship and fair play values.
- Individual > Group Tactical Concepts > Collective
3. Development phase (12-16 years old): Building and consolidating Sport-Specific Skills (SSS).
- Refine technical skills and introduce more complex tactics.
- Enhance physical conditioning (speed, endurance, agility).
- Foster teamwork and game awareness (specific positions). Intervention space and 1ª relations.
4. Performance phase (16-19 years old): Improve of skills and services.
- Advanced tactical understanding and positional specialization.
- Maximize football specific physical conditioning.
- Prepare mentally for competitive pressures and consistency in performance.
5. High performance elite phase (19 years old…): Maximize performance.
- Maintain elite physical, technical-tactical performance over an extended career.
- Emotional management and psychological preparation.
- Manage recovery, injure prevention and overall physical maintenance.
GENERAL RECOMMENDATIONS FOR COACH-EDUCATOR INTEVENTION IN THE INITIATION &
FOUDATION PHASE
1. Maintain motivation and interest (high variety & high playing time).
2. Be aware of their Egocentrism stage: Ball/individual behaviors (they see only the ball and near players).
3. Limitations of strength and spatio-temporal perception (sequencing their acquisition). Less players,
small groups and put zones.
4. Encourage Goals/Points (Reduced games to increase options).
5. Reduced attention: Short explanation, Variation-Variability
6. Sensitive to criticism: Be + and praise effort, giving positive feedback.
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4º CAFD CARLOS GONZÁLEZ CUÑAT
INITIATION PHASE- From 5 to 8 YEARS –QUERUBIN & PREBENJAMIN
Commit - fijar
FOUNDATION PHASE I- From 9 to 10 YEARS – BENJAMIN
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4º CAFD CARLOS GONZÁLEZ CUÑAT
FOUNDATION PHASE II- From 11 to 12 YEARS – ALEVIN
DEVELOPMENT PHASE I- From 13 to 14 YEARS – INFANTIL
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4º CAFD CARLOS GONZÁLEZ CUÑAT
DIDACTICS TRAINING OF THE SOCCER PLAYER
Take into account maturation and level, objectives and context.
TRADITIONAL – TECHNICAL MODEL
- Objective: Mastering the technique and focus on the mechanism of execution.
- Order of contents: Division and separation of contents in a hierarchical manner (never global).
- Learning situations: Decontextualized, repetition of the gesture in stable contexts.
- Teaching styles: Instructive, direct command and assignment of tasks.
Is about: “From technique to tactics”
PHASES OF PROGRESSION
1. Separate acquisition of specific skills (mainly technical).
2. Use of specific skills in isolated game situations.
3. Integration of specific skills in real game + collective tactics.
TEACHING STYLE Direct command - Task assignment
TYPE OF PRACTICE Analytical - Decontextualized - Isolated - Closed tasks or stable environment
TEACHING TECHNIQUE Direct Instruction - Mechanistic
TRAINING MODEL Authoritarian, Technical + productive
SCOPE OF ACTION Federative - Competitive
ROLE OF THE PLAYER Passive - Reproductive - Executive
METHODOLOGICAL STRATEGY Repetition learning- Error reduction
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INTEGRATED – ALTERNATIVE MODEL
- Objective: Acquire technical-tactical patterns to adapt to a changing context.
- Order of contents: Situational progressions based on played forms with a progressive increase
in perceptual-cognitive demands.
- Learning situations: Contextualized, without seeking for automatisms but understanding the
best solution of each context.
- Teaching styles: Constructivists, problem solving and guided discovery.
Is about “The whole is more than the sum of its parts”
FUNDAMENTALS
1. It is based on the use of global games as the basic teaching situation.
2. VERTICAL MODEL Initiation based on a sport, with progression of games (simplified game –
minisport – sport).
3. HORIZONTAL MODEL Initiation based on several sports with tactical similarities.
TEACHING STYLE Guided discovery, problem-solving, individualizing, creative
TYPE OF PRACTICE Global - Open tasks and changing environment
TEACHING TECHNIQUE Search
TRAINING MODEL Interpretative + Sociocritical
SCOPE OF ACTION Educational – Formative - Recreational
ROLE OF THE PLAYER Active + Generator and Responsible for own knowledge
METHODOLOGICAL STRATEGY Player as a builder of his learning
EXAMPLE STRUCTURED TRAINING
Methodology of teaching-training that combines in an INTENTIONAL and INTEGRAL way in the SAME
TASK, elements of the physical-technical-tactical-psychological preparation, favoring its development in
a CONTEXT SIMILAR to the reality of the game, and where the mechanisms of PERCEPTION AND
DECISION MAKING are key.
Premises to be met in the Integrated Tasks:
- Prioritized, non-hierarchical system.
- Interaction between structures.
- Learning = Rapid adaptation to new and changing contexts.
Advantages of Integrated Models:
- Time efficient. Less time we can impact in more structures simultaneously.
- Representative-transfer.
- Complexity to be more adaptative.
- Motivation.
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Disadvantages of Integrated Models:
Played forms sometimes do not suppose adaptation of certain capabilities by;
- Negative interactions between energy pathways.
- Insufficient loads (need compensation – analytical work).
- Gym work, HSR running before training is important
No stimulation / motivation due to excessive difficulty.
Difficulty in focusing on main target.
Increased injury risk:
- Load in the same MUSCLE-ARTICULAR ELEMENTS.
- Specificity prevents correct DEVELOPMENT OF ANTAGONISTS.
- Risk of SHOCKS- LOADS- CONTACTS.
- Great effort of concentration and greater COGNITIVE LOAD.
In training stages TECHNICAL EXECUTION ERRORS hinder performance.
DIFFICULTY IN INDIVIDUALIZING the training.
TASK DESIGN
Analytical tasks The isolated execution of one or several physical, technical or tactical gestures.
- Far from real game contexts.
- Basic level of interaction between structures.
- Little spatio-temporal uncertainty.
- Low or not intervention of adversaries.
Example: Zig-zag mobile driving, tactical evolutions without opposition (11x0).
With analytical work I have easier control of the load. Easy transfer. We can do it to childs, being fun and
maintain de contact with the ball. Is valid as well to professional players.
Global tasks Motor situations with elements similar to those of the real game, but modifying
structural elements (space, opponents, objectives...) according to the prioritized ability-skill.
Greater perceptual-cognitive complexity than analytical tasks due to the interaction of stimuli in an open
and uncertain context, with different possibilities of solving the task
Example: Rondos, non-polarized conservations, position games with orientation, finishing situations.
Modified games and matches Tasks based on the modification of the actual game, allowing to delimit
and improve in a prioritized way certain skills, abilities or game problems.
It involves modifications of the forming elements: Nº players, time, space, instructions…
The structure of the sport is maintained (polarized situations of collaboration and opposition with
similar competition objectives).
Example: 6x6 reduced game in double area, 9x7 pressure and ball exit situations
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TRAINING SESSIONS
SMALLER STRUCTURE OF THE TEACHING-TRAINING PROCESS COMPOSED OF TASKS THAT DEVELOP ONE
OR MORE PERFORMANCE FACTORS (microciclo estructurado).
- Development Optimiser training. Performance.
- Maintenance Optimiser and coadjuvant work.
- Recovery Near competition (MD-1, MD+1).
- Assessment Evaluate the level of some characteristics.
Type and content will depend on:
- Phase of the training process (prioritized objectives)
- Location in time (week or microcycle of training).
CONSTRUCTION OF PREFERENTIAL SIMULATION SITUATIONS (PSS)
Preferential Simulation Situation: Put specific objectives in the task and put focus. It could be the
conditional structure, the coordinative structure… and we decide material, nº of players, time, space,
constraints… with variability (possibilities) and variation (tasks).
TYPES OF TRAINING TASKS ACCORDING TO THEIR SPECIFICITY
- General: Little similarity to game actions (No perceptual-cognitive relevance). Analytical.
o Examples: Carrera continua, gimnasio, arrastres…
- Directed: Some similarity to the actions of the game. Basic technical-coordination actions
(unspecific decision making). Analytical.
o Examples: Circuito físico, evoluciones, presencia de balón pero sin casi toma de
decisión.
- Specials: Very similar to competition. Specific decision making. High cognitive demand without
psychological stress of competition. Global,
o Examples: Rondos, fútbol-tenis, posesiones…
- Competitive: Modification of competition parameters (space, nº players, rules…). High level of
cognitive complexity.
o Examples: Juego real modificado.
PRACTICAL APPLICATION OF SSCG (REDUCED GAMES)
SSCGs ("Small Sided Conditioned Games") or Reduced Games allow replicating the technical-tactical,
movement and physiological intensity demands, as well as putting players before decision-making
situations in situations of time pressure and physical-psychological fatigue.
1-2 players 3-4 players 5-7 players 8-10 players
They are modified by:
<50 m2/jug Material (size of goals)
FUERZA RECUPERACIÓN
<100 m2/jug Players (nº, numerical superiority, jokers)
Rules (nº touches, passes...)
<200 m2/jug
FRECUENCIA CARDIACA VELOCIDAD Type of feedback
>200 m2/jug
SEE DIAPO 30
