THE TRAINING

EACH TRAINING SESSION CONSTITUTES A SEPARATE UNIT IN THE LEARNING PROCESS.

The training is the most effective when players are given various situations - games, exercises - by the trainer. Conditions:

• co-ordination
• condition
• mentality

ACCOMPLISHING THE OBJECTIVES OF THE TRAINING BETWEEN 6 AND 19 YEARS OF AGE

Laying the foundations (6 to 11 years) - Time of discovery and recognition

Tasks:

• endearing the game
• stabilizing the relation with football
• building up self-confidence
• laying the technical foundations
• laying the foundations of game skills
• developing a basic set of movements

Build-up training (12 to 15 years) - Learning continuous game play

Tasks:

• building up continuous game play
• intensive development of game skills
• habitually coordinating basics
• establishing team spirit, understanding the helping role of team-mates

Match-like training (16 to 19 years) - developing match performance

Tasks:

• emphasizing result-oriented play
• imparting the technical and tactical knowledge necessary for the special tasks
• underlining the value of victory
• stabilizing mental hardiness
• harmonizing individual and collective interests
• shaping condition in accordance with the requirements of the game
  
  

THE STRUCTURE AND PARTS OF THE TRAINING

THE TASKS GIVEN BY THE TRAINER AND THE SITUATIONS SOLVED BY THE PLAYERS ENSURE THE SUCCESS OF LEARNING.

TRAINING MODEL FROM 6 TO 15 YEARS OF AGE

12.2 THE COMPOSITION OF A TRAINING FOR CHILDREN BETWEEN 10 AND 11

12.2.1 Warm-up

Physical and psychological preparation of players for training or the match.

Aims:

• to reach an optimal state for completing the tasks of the training or the match
• establishing a good mental and physical atmosphere for training

Tasks: reaching the optimum state

Before the training

Contents In different ages, warm-up has different contents and importance

Before the match

WHAT SHOULD A WARM-UP LOOK LIKE?

It must be all about the children

. and correspond to the objectives of the training.

It must be special

• with the ball
• spending time with the ball and the number of touches is the basis of skill development
• teaching without-the-ball moves.

Developing awareness in the players

• children should also know what and why they practise
• explanation and error correction play an important role when executing tasks.

Variation

. repetitive and mechanical exercises lead to boredom and indiscipline.

Well planned and organized

• the trainer has to plan not only the main parts and objectives of the training, but the warm-up as well
• the trainer should deviate from what was planned if conditions change (e.g. weather, number, field conditions etc.)

Gradual

. two principles have to govern

• from simple to complicated (preciseness)
• from low to high intensity (speed)

Regular

• so that it becomes a habit
• the trainer should trigger the players to prepare alone, without any command

Continuous

• it should set out from the nature of football
• should be characterized by small pauses, rhythm characteristic of the game, tasks based on each other

SOME PRACTICAL ADVICE

Stretching is not recommended for children under 12 years!

(It can be first applied at 12-13 but only if the trainer has sufficient theoretical and practical knowledge about it.)

TRAINING MODEL FROM 6 TO 15 YEARS OF AGE

12.2.2 The objectives of the training 1.

Objective: learning and correcting mistakes - the learning part of the training

Contents: practising basic and small games

Features:

• through solving game situations, the players get to know and learn the situations occurring in a match (can be played on any part of the field)
• by increasing and varying the resistance (time, space, opposition, number), children"s skills develop
• players can encounter several possible solutions

12.2.3 The objectives of the training 2.

Objective: repeating and applying - the utilization part of the training

Contents: match-like games and conditions

Features:

• contain the salient features of the match (zone defence, blitz)
• can be played in specific parts of the field (e.g. defensive, middle, attacking zone)
• players can practise match situations in 2-on-2 - 11-on-11 situations
• practising play systems and line ups (organizing parts of the team)
• team work (division in width and in depth)

12.2.4. Cool down

Objective: evaluation of the training - lessons and conclusions

Contents: executing low intensity tasks that make a continuous transition from the training and the subsequent rest

Features:

• easy running
• discussing what happened at the training or the match
• collecting the equipment and aids used during the training
  

12.3 REQUIREMENTS OF TRAINING CONDUCT

Pedagogical and educational aspects

• Make your explanations and statements clear to the players
• You won"t achieve your aim if there is no conviction in your speech
• You will be unable to create a good atmosphere unless you communicate clearly
• The tone of the instruction, not affected or ceremonious, is instrumental in establishing a relation with the players
• Don"t ever shout! It stamps out the eagerness for motion from the children
• Raising your voice can have an aim and a meaning. By raising your voice all of a sudden, you can initiate movement or get an action under way.
• It might prove useful to activate a player or a group with your voice raised
• By creating a decent atmosphere, you can boost your players" concentration and interest in the task, which is an important factor in increasing the effect of the training
• All players must clearly see the presented tasks
• Have an overview over the team, and maintain permanent communication with the players
• Always demonstrate calm behaviour, especially when the team is tense
• What you say must never have double meaning or raise doubts
• Inaccurately set requirements cause uncertainty, confusion and disorder
• Make short and official statements
• Lengthy speeches bore players
• Your work requires a lot of patience and devotion