Training Load and Coaching in Soccer: Key Concepts
Training Load: Key Components
In training theory, load is defined as the total stimulus of motion carried on the body. The training load is the true basis of adaptation and the consequent increase in performance. It consists of five components:
- Intensity: The strictness of the training load, or performance defined as work per unit time. Intensity reflects the qualitative aspect of the load.
- Volume: The amount of work done during the training session. Training volume expresses the amount of work done, so it can be quantified numerically.
- Duration: The time during which the stimulus of motion has a driving effect on the muscles.
- Density: The relationship between work (actual activity) and rest.
- Frequency: The number of times that motor stimulation is applied within the training session.
Coordinated Issues in Teaching Methodology
- Capacity Combination: Joining multiple partial movements into a plaintiff-oriented composition at an end.
- Capacity Guidance: Related to visual, kinesthetic, and stored programs that can recognize objects moving in space and the definition of one’s body position.
- Ability to Differentiate: Dynamically affects the exact timing of muscle forces, driving changes in space and time.
- Ability to Balance: Expresses the minimum possible amplitude of oscillation of the body segments or the entire body in certain positions.
- Responsiveness: Determined by the rapid response action to a particular stimulus or signal.
- Ability to Adapt and Change: Action programs are modified and adapted according to the present and suddenly changing situations in order to make new and different motor actions.
Phases of Learning
Temporarily sorted:
- Cognitive
- Associations
- Region
Effective Defect Correction in Teaching
When you have to correct the technical performance of any act, the most efficient way is to do it from positive correction. This means making clear what issue was not properly carried out, showing how it should have been done, while praising other aspects of the same act or others that the player is executing positively. The booster will correct itself. All with a good tone, firm but far from fault, and far less sarcasm and public ridicule.
The Role of the Coach and Teacher
To get performances, we need to achieve prior attitudes. A good way forward would be:
1. Coach and Teacher
Playing soccer, adult training, and coaching boys and girls are different stories. Through adolescence, coaches are role models whom children admire. They are also teachers because the players are in school. It is important to believe that there are many tasks to rest exclusively on goodwill.
2. Enjoy the Game
In the elite of football, a new discourse has come to fruition: “Without joy, without desire, one cannot play.” This is an effective antidote to exit the downturn in mood that leads to excessive pressure. Paradoxically, the stress that adults want to avoid now threatens grassroots football. Instead of letting children play and grow at their own pace, we want to accelerate their fitness with methods for adults.
3. The Athlete’s Mental Preparation
An active, limited anxiety prepares athletes to give everything. But in case of excess, it is counterproductive. Today, we cannot understand the lack of emotional training for the player when pressure increases on both.
4. Flow in Sports
Playing and enjoying the game is not only compatible with high competition but is the necessary condition for maximum efficiency. The flow state represents the higher degree of control of emotions in the service of performance and learning. An attractive challenge feeds the motivation of athletes. It cannot be so repetitive that it is dull, nor so disproportionate that it is out of reach of the players and creates more frustration.
5. If You Give Trust, They Will Be More
Menotti has only learned from his coaches, “I did not have to do.” Unlike those who focus attention on defects, the best coaches tend to do the best we can give of ourselves each. Constant reinforcement, positive or negative, directs the attention of the athlete and acts as a self-fulfilling prophecy: people reinforcing behavior tend to repeat it. When you give any fact, they become dependent on the coach and do not think for themselves.
6. Task Orientation, Not the Result
Winning in the formative stages is to improve individually and collectively, playing a game and doing healthy exercise. The score and ranking are very obvious aspects, so it is worth more emphasis on those objectives pursuing personal growth and group development.
7. Sportsmanship and Team
All coaches are in values, but many do not learn. This training takes place invisibly through verbal and nonverbal communication or promotes certain behaviors and attitudes. The transition from a team to a group is the mainstay of the sport. Football players can provide companionship and play experiences clean to help them become better people. And vice versa…
8. To Play Football, You Learn by Playing
Learn what they do, why they should train, more similar to how you want to play. In many teams, players merely repeat disciplined technical plays, separate from the game and exercises. As technicians, we increase the creativity of the player, and it will be he who makes the decisions in the field, not us.
9. Speak Clearly and Use Positive Corrections
The leader is able to imagine a new and desirable future but also points out clear short-term goals that bring them closer to the target. The coach who does what he says and says what he does builds up extraordinary credibility. Rather than telling a thousand things, one should insist on fewer ideas and let them be clear. No doubt, positive correction, along with praise, are very useful tools in training.
10. A Quality Project
This requires proper planning, the formulation of accessible yet challenging and ambitious targets.