MODULE 2.01C The Training session 1.5 INTRODUCTION Flashcards
Our training sheet includes:
1. The training objective
2. The preferential structure to train (and the interaction between these)
3. Basic preferential simulating situations (PSS) (pre-established formation)
to work towards that objective.
4. Specific continuous practice of a concept (priority)
throughout the entire training process.
a. The concept of variability within this basic PSS
b. The criteria to preferentially differentiate
c. The “individual duties” of each player (player profile)
d. Continuity of the same practice for at least 2-3 weeks
5. The learning methodology
a. Guided discovery in the training session
b. Assertive and empathetic communication between the coach and the players
c. Provide help, comments, reinforcement, and corrections throughout the training.
6. Post-training observations and reflections
1. The training objective
We should ask ourselves “what” we want to teach and how we
want them to learn it, without forgetting the recreational aspect; that is,
learning while having fun.
2. The preferential structure to train
(and the interaction between these)
- Elements of communication emerge from this point on, along with
spatial and temporal elements, in both the possession and recovery stages.
- One or more of these elements should be included, so that the players
can incorporate this new knowledge; allowing them to expand on
this type of connection or combination of elements that
they have internalized (incorporated).
- Coaches will try to design tasks so that they learn something specific,
and preference will be given to relevant information about that
element throughout the training session.
- Comparing this information is very important because the
coach often lacks patience or wants (forces) the players to
quickly improve, thus avoiding the necessary fluctuations to
achieve self-organization.
- Faced with the different strengths and variabilities that emerge within
a specific exercise, the coach and his/her assistants must have
enough patience for the player to become familiar with and learn
an element of the game. In this regard, such preference should be
maintained throughout the session; focusing on the objective
established prior to the start of training.
3. Basic preferential simulating situations (PSS) (pre-established formation)
to work towards that objective.
What is our practice tool? A preferential simulating situation, or a game situation.
During practice, the coach will give precise information about a
certain situation in an assertive way, while maintaining the preference
during the whole session. The player is an important component of the team’s
playing style and, through these PSS, the team will identify itself in a similar way.
4. Specific continuous practice of a concept (priority)
throughout the entire training process.
- If we prioritize a concept throughout the training, we should try to have
a specific continuous practice.
- Talent is associated with a specific continuous practice of a particular element,
which puts our playing style into practice. We want the player to learn something
important, and, if at the same time, elements are added that are specifically
linked to our playing style, then all of our players train together in a very
specific way, which strengthens our team identity.
a. The concept of variability within this basic PSS
Do we have to do everything? Does specific and on a mass scale mean
that we have to repeat the same element many times?
- It’s the opposite. In the practices, when there is an element that the
team already has mastered, a change should be proposed. How do we
carry out this change? By simply varying elements.
- Combining and recombining the same concept between players
and the space adds to the potential combinations and relationships
that exist in each of the spatial or temporal elements.
They will become more familiar with the element that they consider
to be important, based on different perspectives. For example, we
won’t pass the ball the same way over and over again, nor will we
handle it the same way.
- There are so many variants in “our playing style”
that it is the responsibility of the coach and his/her staff that the players
learn from such variety, so that they can modify the countless situations
that can be activated by that particular element, such as the ball.
- Therefore, we will provide variability as the specific element gains
significance, continuing the practice but with changes in several conditions;
whether this means working on passes, passing angles, distances,
or the time it takes to receive the ball. The vast amount of combinations
allows the coaches to build on the methodology so that each element
that is internalized and incorporated by the players has a greater range
of possibilities that can happen in the game.
b. The criteria to preferentially differentiate
- The coach, in addition to thinking about the type of situation, the type of objective
and the different elements that arise from the exercise, should take into
account the type of criteria that will inform the players. This procedure will
help to construct and understand the concept developed during the session.
From here on out, the coach should be aware of this.
- In addition to preparing the exercise, it is helpful to choose the number of
players and the type of exercise, as well as properly synthesize the type
of information and how it will be provided, so that the player understands
what we want him/her to learn about the game.
Based on this, the instructions and criteria are defined:
- When a criterion is provided, it is useful (or should be) for the different
situations in which the player will encounter that concept. That is if we
describe how they should train, for example,
“Today we will work on positioning the body,”
then depending on the location of the ball, they should have their
backs to one of the sides.The same criterion thus takes on another meaning
and is valid for any situation on the field.
For example: if the ball is in the right corridor, the player should position his/her body so that he/she can observe most of the field.
c. The “individual duties” of each player (player profile)
- The same objective and preference can be maintained throughout training
so that the team recognizes a certain significant element. In addition,
the coach must set aside a specific amount of time for the player
to be able to learn and incorporate different elements that he/she
needs to optimize in a particular way.
- The coach should speak with each of the players at some point in
the season, even at the beginning. Each player should be aware that,
in addition to the previously established team goals, the coach will
discuss the optimization of various aspects on a personal level. Therefore,
in each training exercise where any of these individual tasks might
take place, the player must emphasize what has been previously
agreed upon with the coach in his/her player profile sheet.
- For example, if the objective is to identify numerical superiorities, then
the player and coach will discuss improving the rotation. In every
position game, rondo, or short game, the player knows that he/she
will have to be aware of this particular element.
- In this regard, each player is aware of the aspects to improve on a
particular level, which optimizes the training time. There are situations
that all players should be aware of, but each experience is personal.
If a player is new to the club, he/she might already have a certain knowledge
of these elements but will have to learn about others; keeping in mind that
the majority of his/her teammates who have been part of the institution
for longer have probably incorporated these elements into their own playing style.
- We consider it a success that each player has the coach’s attention,
and receives personal feedback on specific aspects. We make sure
that each player feels taken care of and understood, since the training
program is aimed to optimize his/her particular performance. When preparing
the training sheet, it is important to note the individual objectives of each
player in order to keep a record of the processes he/she goes
through in his/her sports career.
d. Continuity of the same practice for at least 2-3 weeks
- it is necessary to keep in mind the length of time an objective should be
maintained with the same preference and alternating variations.
At the beginning of a new practice session, it might seem like an
uncontrollable situation at first. For example, the coach might ask the
player to position him/herself on the playing field, advising him/her to try
to observe what has just been explained or what has occurred.
The beginning phase can be stressful when experiencing an unknown situation
for the first time. It might seem like time is quickly passing by, and the
opportunity for decision-making is fleeting when one feels ineffective.
- Faced with this type of situation, the coach must transmit patience and insist
on the importance of making an attempt. When trying a new exercise,
it is essential that the players understand that it might not turn out to
be as effective and efficient the first time. Even if it goes as planned the first time,
it means that the players already know how to do that particular activity,
at least, under those conditions.
- In this initial phase, it is important to give the player some time to learn
what the coach teaches him/her for the first time. The player will also need
a certain amount of time to be able to interpret the more important
spatial or temporal aspects, when trying to achieve what the coach
has asked of him/her. Therefore, it will take 2 or 3 weeks for the player
to begin to successfully master the objective. Depending on how the team
practices, they will also need a certain amount of time to learn about that
particular aspect, apart from mastering it. If the player makes it through
these first two stages and there is still time, he/she will incorporate
this aspect; identifying, recognizing and putting it into practice in an effective
and efficient way when necessary (at an opportune time).
At that point, it will become an optimized element within our playing style.
- This supports the idea that, in order to learn an objective, the team needs
a sufficient continuity of practice so that the player can master this. Thus,
it is not recommended to move on to another element or another
preference until this happens.
5. The learning methodology
This refers to the type of information that will be transmitted when
presenting the objective within this learning methodology.
a. Guided discovery in the training session
Guided discovery is one way to reflect on the situation with the athlete
(if it’s an opportune time). It allows the coach to get to know the players,
ask them questions and observe what they think about that particular element.
b. Assertive and empathetic communication between
the coach and the players
- The information must be effective. The accuracy of the language must be clear
enough for the player to understand.
- Always keep in mind that the player creates the method, not the other
way around. In order to do this, the information and rules
explained during training should be transmitted so as to have a positive
effect on the player and his/her motor and cognitive learning,
and to value the coach’s intervention.
- If the player is asked to “defend” and then “steal”, then his/her attitude
when recovering the ball will be very different. Just by modifying
and unifying the terminology, his/her attitude towards recovering the
ball as quickly as possible will be different. On the contrary, if the player
has to defend, then such attitude might be very different. He/she might
be more passive at first, but then aggressive if the opponent approaches
the space where he/she can intervene. In order to ensure the
appropriate language, our only option is to communicate
in an informed way, avoiding improvisation.
c. Provide help, comments, reinforcement, and corrections throughout the training.
How can we collaborate?
- We can help with comments, reinforcement and corrections throughout the training.
If these messages are positive, they encourage the player to keep trying,
ensuring that he/she gains confidence and motivation from his/her
mentor on the playing field.
6. Post-training observations and reflections
- Pre-training observations and reflections are just as important.
On many occasions, whether for lack of time or effort, it is easier to say,
“This training session has finished, so let’s start thinking about the next one.”
- It is essential to analyze the aspects worked on in the session, along with
the observations of each coach. For example, we have been able to
maintain these preferences throughout the training.
- Teaching a sport such as soccer should encourage the player’s
understanding of the internal functioning of that sport, so that he/she
can organize his/her playing style in an autonomous,
intentional and reflective way
