Training and Development: Technical Football Skills - Essay Example

Training and Development: Technical football Skills Institution: Name: Date: Abstract The objective of this article is to evaluate the effectiveness of two key different training and development methods that improve performance of kicking and dribbling technical skills of young upcoming football players and benefits of using lesson plan in training. The sample size will consist of 90 boys of between eight to nine years old. Randomly these players were assigned to three participating groups of 30 boys each, two will be experimental group and the other will be the control group. This will comprise of experiment group 1, experiment group 2 and control group 3.Practice in line with training method 1 will comprise of 20 minutes of warm up, 20 minutes of technical football skills practice, 20 minutes of game and a cool down period of 5 minutes. According to practice training method 2, 20 minutes warm up duration, 45 minutes technical football practice, with no cool time period is used. Control experiment group follows the physical program outline in the school curriculum. Three main measurements were carried out to evaluate football technical skills. The first measurement took place before the start of the program and the second were conducted after 18 weeks of training and finally the last measurement was carried out 4 weeks after the end of the program to evaluate maintenance of attained skills. Research results indicated improvement in kicking and dribbling of the two experimental groups, but no critical variance were statistically noted in the control experimental group for the skills specifically measured (Wein, 2007). Table of Contents Abstract 2 Table of Contents 3 Introduction 4 Lesson Plan 4 Training Design 6 Training Evaluation 7 Conclusion and Recommendations 8 References: 10 Appendices 11 Appendix1. Lesson Plan 11 Introduction According to European football, dominating in the last decades are two main training models where training options are available for coaches. Training model 1, that follows a particular training implementation process in football. That comprises of a training unit of a warm up duration that consist of exercise having or not having to use a ball, the major part targeting at improving performance of technical soccer skills without previous fatigue since no physical condition program proceeds to be followed by football game adapted to the aims of the major part. Lastly a cool down duration completes the training program showing the end of the training (Pangrazi, 2004). As far as second training model (training model 2) is concerned, procedure followed includes a warm up duration aligned to objectives of the main part of using the ball, followed by the key section where only football technical training occurs. This trend is in effect till the beginning of the micro-cycle comprising technique application, as from this stage and beyond additional football game is utilized. In this training method no cool-down duration exists on the converse to training model1. Lehnertz believes that, technical training must compose of the final piece of training sessions as dynamic registrations that are developed definitely to require a subsequent phase of consolidation (Wein, 2007). To summarize, variations that are noted between the two training models during the 6 micro-cycles can be clarified as follows: Training method 1 comprises of a 20 minutes warm-up duration, 20 minutes performance enhancement of technical football skills, 20 minutes football game and 5 minutes cool-down duration. In training method 2, 20 minutes warm-up duration is undertaken, followed by 45 minutes for enhancing performance of technical football skills. Regarding training method 2, no cool-down duration is required and no specific significance and time is given for such reason (Pangrazi, 2004). Lesson Plan Lesson plan is a very important tool during training as it guides the trainer in following all the training procedures that are aimed at meeting attainment of football technical skills. In this lesson plan, the overall period of research was twenty two weeks. The first measurements of all who participate along with three group participants’ that is experiment group 1, experiment group 2 and the control experiment group3, were undertaken before the beginning of the training program. Secondly is the training period of eighteen weeks that is followed by the last measurement occurring at the end of the football training period. Also an extra four weeks measurement after the end of training program was also undertaken to evaluate maintenance of football skills obtained (Venturelli, Trentin & Bucci, 2007). Experimental groups followed various training programs focusing on building and developing six technical football skills, that is dribbling, transition of ball, ball control, pass, kick and head, with special focus given to monitoring and developing of kicking and dribbling abilities. Experimental group 1 done according to training method 1 and experimental group 2 adopted the training method 2, while control experimental group participants did not take place in any football program but followed their normal physical education schedule according to the school’s curriculum, that comprised of field and track events, common team sports’ practice and dance (Wein, 2007). Two experimental group’s weekly program including two training units of each sixty five minutes every Thursday and Tuesday are conducted where technical football skills were practiced and another training session of sixty minutes football game every Saturday. In every training session, practice for the experimental group 1 according to training method 1 comprised warm-up duration with or without the ball, the major part of practicing technical football skills, a football game and a cool-down period. Practice according to training method 2 for the experimental group 2 comprised of a warm-up period with the ball followed by 45 minutes of football technical skills’ training with no time given for a cool-down period (Pangrazi, 2004). Additionally, training program 1 and 2 for players of experimental group 1 and 2 respectively were apportioned into 3 middle term cycles of 6 weeks period each one, with every middle term cycle comprising of six micro-term cycle training sections. In every middle term cycle weight was given to the 2 out of 6 skills trained, where the other 4 skills were taken as well as put to less quantity. To add to this, the 6 micro-cycles within every middle term cycles were organized in pairs with respect to objectives pursued to achieve in every training sections. Exercises utilized in micro-cycles were similar so much in training method 1 as much as in training method 2 (Venturelli, Trentin & Bucci, 2007). All training sections were administered by 2 physical education trainers who are not only qualified football coaches but also with specialty in football. Before the start of this research, the two physical education teachers were alerted and practiced on the application of every part of the training program to be taught, that is, training program 1 to be administered by one coach and training program 2 to be administered by the other coach respectively (Pangrazi, 2004). Training Design Previously there have been challenges and successes when it comes to planning, guidance and application of training of these two models. Till date, it is very uncertain to use examinations results to determine the most advisable method in training football. Even though it is extremely hard to locate related studies concerning the comparison of different and complete training methods emphasizing football techniques, several researches utilizes football ability test to assess pass accuracy, dribbling and ball control. According to Van Rossum and Wijbenga reconstructed Kuhn’s technique tests for football participants and use them in Dutch kids’ teams. Generally, 6 technique tests are measured by the researches as valid and reliable for technical football skills are: Ground pass with accuracy, Kick accuracy, Dribble, High pass with accuracy, controlling ball on air using two legs and controlling ball on air using one leg (Wein, 2007). According to Garel (1978), dribble as well as ball assistance presumes the covering of ball with the body, eye-contact with the team members, peripheral sight, avoidance of the opponents’ attack and surpassing of opponents using manoeuvres. Besides, although dribbling style of every football player is exceptional, one can identify the short dribble, speed dribble, dribble of pretending going left, the dribble of ball between opponent’s legs and then heading to the opposite direction, ball transport to the left and then dribbling to the right, dribble with turn and scissors dribbling (Venturelli, Trentin & Bucci, 2007). Dribble skills requires a lot of energy and high concentration and a relaxed body in ideal balance, but it also demands constant placement of the opponents in the football court, control of the game and transition of team members. In actual game circumstances in current football, defenders are usually more that the offending Participants, taking systematic position in front of their goalkeeper’s positions. Hence, in order to break through this defensive wall and apart from other tactical or technical inventions, dribbling capability of players is a very vital skill for the game outcome that is added to the general strategy of the team (Pangrazi, 2004). The main goal in football is scoring, therefore, scoring capability with head, legs or with the ball stopped is of critical significance for each football team that needs the very best possible technique targeting at sending the ball to the opponent goal net. All other technical skills in football are of little significance in case participants do not take advantage of their chance to kick the ball and score. Kicking the ball comprises of the final expression of the game since each time a player attempts to score that doesn’t mean he will succeed, nonetheless, without taking this skill is very hard to accomplish anything. A good scoring capability needs the player to be able to kick the ball in narrow spaces under the pressure of the opponent and team-mates contribution is required to provide the opportunity for attempting to score under the best possible conditions (Venturelli, Trentin & Bucci, 2007). The development of such critical technical skills in football should begin at early age of individuals’ life. With proper training method selection during practice and acquisition of these skills takes place, the young athlete will enhance their techniques at its full potential as well has their effectiveness to undertake training and official football games successfully. Nevertheless, reviewing the literature it shows that no researches are conducted investigating the effectiveness of training methods 1 and 2 on the development of such significant technical football skills Garel, 1978). Training Evaluation The enhanced performance of dribbling skills noted in this study is due to 18 weeks of thorough training in conjunction with stating that training model of at least 6 weeks period can be considered as fair to produce satisfactorily training results in technical football development. The two training models seemed to produce satisfactorily results related to improved performance in dribbling techniques to a point where no variance were noted. As a result, evaluation between training method 1 and training method 2 exposed the fact that no statistically considerable variance in final and maintenance measurement, even though a superiority tendency of training method 2 compared to training method 1 was also observed (Venturelli, Trentin & Bucci, 2007). Particularly, no statistical significant variances in performance were observed between training model 1 and control group program apart from maintenance measurement. Nevertheless, between training method 2 and control group program such variances do exist not only in maintenance results but also in final measurement, a finding that point out the greater influence of training method 2 to advance dribbling (Pangrazi, 2004). As far as kicking skills is concerned, comparison of statistically showed important enhanced performance resulting from training model 2 applications. The enhanced performance in kicking skills documented only for the players of training group2 is not in conjunction with research study that universally a training program of 6 weeks minimum period is enough to produce satisfactorily results in technical football skills’ development (Wein, 2007). Moreover, results indicates that training method 1 and control group program didn’t produce performance variances in kicking capability as no variances were observed between the two models in final and maintenance assessment. Conversely, such variances were apparent between training experimental group 2 and control experimental group in the same measurements. The believe that training method 2 critically improved kicking skills outcomes compared to training method 1 and control program, indicates undoubtedly the superiority of training method 2 in order to advance the specific skill evaluated (Garel, 1978). Conclusion and Recommendations In general, results of this research study shows that the use of training method 2 helped young football players to advance performance more according to skills and maintaining football training results for a longer period of time. As a result, findings suggest that when it comes to young participants, football coaches should utilize more the training method 2 according to Martin, Carl & Lehnertz (1991) compared to any other method. Future research studies should scrutinize whether the application of the two training methods produce varied results in all essential football skills taught, apart from kicking and dribbling, that is, pass, ball control, transition of ball and head. In this manner, it would be established whether training method 2 is more appropriate for teaching basic football skills to young participants all through their whole developmental stage. Furthermore, future research studies should use larger samples sizes, in various sports and age ranges in order to further authenticate the probable advantage of training method 2 (Garel, 1978). References: Wein, H.(2007). Developing Youth Football Players. New York; NY: Human Kinetics Garel, F. (1978). Football Technique – Jeu – Entrainement. Paris: Editions Amphora. Martin, D., Carl, K., & Lehnertz, K. (1991). Coaching Manual. Editing by Taxildaris, K. Thessaloniki: Alfa beta Publishing, 1995. Pangrazi, R. P. (2004). Dynamic Physical Education for Elementary School Children (14th ed.). Menlo Park, CA: Addison-Wesley. Venturelli, M., Trentin, F., & Bucci, M. (2007). Strength training for young soccer players. Journal of Sports Science and Medicine Supplement (10), 80-81. Appendices Appendix1. Lesson Plan Lesson Plan Technical football skills Description: This lesson plan is intended for youth football players. The primary focus is to introduce young football players the proper and efficient ways to play football using dribbling and kicking skills. Lesson Session Objective 1 Training Method 1 Dribbling Dribbling: Tapping ball between feet to keep in control. 1. Posture: Head up, balance. 2. Use inside or outside of foot and keep ball close to body. 3. Shield ball from defender with body. 2 Training Method 2 Tackling Tackling cues: Marking involves getting position, angles, and pressure on ball. 1. Stay low to ground and advance. 2. Watch the ball only 3. Drive hard into the ball 4. Attempt to attain control of the ball Evaluation Checklist Description: The trainers shall evaluate each player visually, taking into consideration the technical skills and knowledge required by the course S. Criteria 1. Not capable 2. poor 3. Good 4. Very Good 5. Excellent 1.Driblling 2. Kicking 3. Tackling Read More