A thread in English. extra training Fridays with 2011 group.50-70 boys and girls turn up - their own motivation. The pedagogy has evolved in interaction with our own socio-cultural context. The young players "drive" training. Their engagement is central.
If you want to start with more simplified (not decomposed ) tasks, when manipulating constraints keep the skill whole, but scaling it down, reducing the size/, spacing, equipment etc.
Here are 2 examples from this weeks extra training
REPETITION WITHOUT REPETITION (with variability)- let the young players explore!
Keep PERCEPTION -ACTION coupled- movement with intention - meaning and value
We want consistent outcomes You don’t achieve that by using exact same movements (repetition of a single technique) as conditions and constraints are changing! Promote the development of adaptable behaviours Low outcome variability comes from a broader movement variability
In game formats - When manipulating constraints keep the movement (how players perform skills/interact with the environment) similar to the movement in the game- Make sure that the movements/how players interact/perform skills are driven by REPRESENTATIVE information
For fotboll specific tasks we use these two concepts to plan, design, observe and reflect on our training
Player development frameworks should evolve in, interaction with the socio-cultural context in which individuals are embedded- THERE IS NO COPY and PASTE TEMPLATE! To emphasise this point ........
North et al (2015) in their UEFA study of 7 top football nations warned against the uncritical application of practice ideas from other successful countries and CLUBS-an approach which works in one socio-cultural context may be DISTRACTING or even DETRIMENTAL in another.
To further highlight this- a pod we did with the Dutch FA and Canadian FA. “The problem is, when you copy a Dutch model or a Dutch way (e.g.,Ajax) in to another country, it will not work. Our infrastructure is so unique for example”. – Jan Verbeek (KNVB) footblogball.wordpress.com/2020/05/04/dif…
A thread in English. I love extra training Fridays with 2011 group.50-70 boys and girls turn up - their own motivation. The pedagogy has evolved in interaction with our own socio-cultural context. The young players "drive" training. Their engagement is central.
If you want to start with more simplified (not decomposed ) tasks, when manipulating constraints keep the skill whole, but scaling it down, reducing the size/, spacing, equipment etc.
Here are 2 examples from this weeks extra training
REPETITION WITHOUT REPETITION (with variability)- let the young players explore!
Keep PERCEPTION -ACTION coupled- movement with intention - meaning and value
A thread-fredagar @aikungfotboll extraträning med 2011 års grupp.Varje vecka 50-70 killar och tjejer- drivs av egen motivation.Pedagogiken har utvecklats i samverkan med vår egen sociokulturella kontext (NO COPY and PASTE).Spelarna "driva" träning. Deras engagemang är centralt!
Om du vill börja med mer förenklade (INTE nedbrutna) uppgifter, när du manipulera constraints, håller färdigheten hel, men skalar ner den, minskar storleken/ytan, avstånden, utrustningen etc.
Här är 2 exempel från veckans extra träning
REPETITION UTAN REPETITION (med variation) - låt de unga spelarna utforska!
Håll PERCEPTION - (inter) AKTION kopplad- rörelse med INTENTION- mening och värde.......
we can now look at how these ideas are designed “IN” to our training sessions.
2/14 It is helpful here to differentiated between what Gibson (1966) referred to as ‘knowledge of’ and ‘knowledge about’ the environment. Both knowledge ‘types’ (in)directly influence perception
3/14 Knowledge about the environment is typically evident in verbalised responses to questions about things or in the presentation of pictures or symbols representative of them (i.e., whiteboard scribing that shows players about their positioning in a football game).
There are many social norms and organisational pressures present within the facets of professional football that impinge on child youth football, which I believe the FAI are helping to perpetuate .
The use of words such as ‘elite’ in reference to children and youth has added to the development of an artificial mythology in and around the culture of child youth sports programs