Field Manual
INDEX
Section 1 The field manual
1.1
What is the Field Manual?
p. 5
1.2
Who uses the FM?
p. 5
1.3
How to use the FM
p. 5
1.4
When to use the FM
p. 6
Section 2 The JSS model
2.1
Introduction
p. 6
2.2
The XPs
p. 8
2.3
S.F.E.R.A.
p. 10
2.4
The GET
p. 13
Section 3 Guidelines
3.1
The Training Programme
p. 14
3.2
Preparation of equipment and the training field
p. 16
3.3
Player contact and control
p. 16
3.4
Entering the training field
p. 16
3.5
The actual training session
p. 17
3.6
Leaving the field
p. 12
3.7
Inspection and evaluation
p. 13
Section 4 The Training Session
4.1
General scope of the training session
p. 16
Section 5 Operational Charts
5.1
Training Guide
p. 21
5.2
Description Guide
p. 23
Section 6 Annual Objectives
6.1
Technical Programme
p. 24
6.2
Tactics
p. 26
6.3
Motor Programme
p. 27
Section 7 Goalkeeping Programme
7.1
The goalkeeper's roll
p. 28
7.2
List of technical skills and abilities specific to the goalkeeper
p. 30
Section 1
1.1
What is the Field Manual?
The FM gathers all the organization and technical content required to manage and perform activities on the JSS International Academy training field as effectively as possible. 1.2
Who uses the FM?
The FM will be entrusted to the JSS International Academy Director, who will be responsible for keeping it safe and making it available to the team at the administrative office. The team will be required to put into practice the content of the manual. The JSS International Academy Director must show (handing over parts of it), explain, illustrate and divulge its contents to the team, while striving to protect the FM from possible theft, imitation or improper use. 1.3
How to use the FM
The JSS International Academy Director and the various section heads, as well as all team members, will be held personally responsible for learning the entire contents of the FM. It will therefore be extremely important to read and absorb the manual's contents, and also to constantly refer to the manual as and when necessary. All members of the JSS International Academy Team must acquire perfect knowledge of the Field Manual, and apply its content on the field of play throughout the season. It will be the task of the Director and the Category Head to verify the application of the FM's contents during the training sessions.
1.4
When to use the FM
The FM is introduced and explained during the first briefing at the beginning of the season, so that all members of the Team become familiar with the organization, objectives and working protocols to be applied on the training field. The said manual, upon request made to the RS, can and must be consulted by the coaches throughout the season. The Field Manual will constitute the definitive reference point for all the JSS International Academy Coaches. They must refer to it both in the activity planning phase and in the implementation phase. Section 2
The JSS model 2.1
Introduction
Juventus Soccer Schools, in order to achieve its primary objective to “create the best soccer school project in the world�, has developed a genuine soccer school management model which encompasses organization and administrative aspects, medical treatment, the protection of minors, safety, technical aspects and teaching methods. Within the JSS International Academy Manual, the focal points and procedures of the JSS model are illustrated in detail. In this section, the fundamental aspects regarding the JSS model applied to the training field are examined. All the JSS International Academy Coaches are obliged to possess perfect knowledge of the contents of the JSS International Academy Manual and they are also obliged to adhere scrupulously to the principles contained therein.
The devil is in the detail This statement is the essence of the JSS methodology in all its projects. Attention to detail greatly enhances the professionalism of each and every individual, whatever the activity he is called on to perform. This is especially true when such activities relate to young children and adolescents. Another grand statement that the JSS project wishes to make regarding the sporting development of youngsters is the following: “WE DO NOT INTEND TO PROVIDE SOLUTIONS, BUT THE MEANS WITH WHICH TO FIND THEM.� The Juventus Soccer Schools model represents a new way of organizing youth football activities based on the most modern concepts of sports education and on research which has characterized sport science studies in recent years. Every single activity is prepared and planned with maximum care and attention. The nature of such activities varies according to age group, and on-field application takes into account the need for a recreational element. As mentioned previously, a child having fun does things with greater commitment and dedication, and is above all more likely and willing to learn. The planning of the training session derives from experience acquired on the training field, and the principles that govern such planning are illustrated here. The concept to be applied is linked to a recognized principle of didactics, the same principle according to which problems are posed in mathematics. The stimulus which drives one to find solutions enables the child to take command of the mechanisms that lead right to them and to learn and apply them as and when the need presents itself. The same is true for motor learning: if we do not provide the solutions, but put the child in the position to find them autonomously, learning will
be much more effective. Indeed, the foundations will be laid for personalized learning and rapid acquisition. Children, who are used to applying cognitive skills during training sessions throughout their technical and motor development, therefore having to make choices in any number of situations, will most definitely benefit in the future when they will have to comprehend and apply team tactics and when decision-making capabilities will be crucial. Within the framework of JSS projects, and therefore also that of the JSS International Academy, there are three basic concepts on which our didactic methods are based: the XPs, S.F.E.R.A. and GETs.
2.2
The XPs
Within each individual training session, each XP takes on fundamental importance. The XPs must continually provide new stimuli in order to make sure that the children constantly have the opportunity to experience new forms of movement enabling them to enhance and improve their own sporting development day by day. The XPs will have to be planned in such a way as to guarantee the accomplishment of the objectives previously set in the training session's planning phase. During each training session, the series of Xps will also have to ensure the right increase in intensity and the presence of a warm-down phase before returning to the dressing rooms.
The series of XPs must foresee a didactic progression which culminates in “playing a practice match” through a succession of XPs during which the children are required to take part in games which have the same characteristics as that of a real match, such as:
high intensity
the presence of opponents
trying to score
trying to win
healthy competitiveness
playing as a team
During the XPs, the GETs must always take two things into account: The first is an old saying by Lao Tze «Listen and forget, look and remember, do and understand», the second is that if we were to ask any child attending any soccer school what he would like to do during a training session, he would give two answers, “take shots at goal and play matches”. The job of the coach is to plan XPs that, guaranteeing the accomplishment of the objectives set previously in the planning phase, can satisfy as far as possible the children's requests and desire for enjoyment. Consequently, the XPs (except the one dedicated to the warm-up phase) must always include shots at goal.
2.3
S.F.E.R.A.
Everyone, at some time or other, has experienced the feeling of being so involved in the pleasure of what they are doing that they reach a certain mental plane in which their attention is totally focused on that activity. This mental state is called “state of flow” or “zone of maximum performance”. The term SFERA was introduced to the field of Sports Psychology by Torinese psychologist Giuseppe Vercelli, and has always been part of the JSS projects, particularly through Juventus University. Entering the “SFERA” helps the GETs perform at their best during the training sessions. When one enters the “SFERA”, everything seems natural, pleasant and enjoyable. The acronym “SFERA” (which constitutes the Italian word for “sphere”) is composed of five terms which represent the five so-called “attractors”: Sincronia (Synchrony) Forza (Force, or strength) Energia (Energy) Ritmo (Rhythm) Attivazione (Activation, or motivation)
Sincronia
(Synchrony):
According
to
psychologist
G.
Vercelli,
synchrony
represents a very important part of achieving maximum performance, so much so that he speaks of “Synchronance” in order to indicate the maximum level of synchrony. When one is in synchrony, one finds oneself in a single dimension of time: a present which is lived from moment to moment with maximum awareness. Forza (Force, or strength): Strength is the power embedded in one's organism through which human beings perform their own actions. The development of strengths is linked to the achievement of well-defined objectives and to the concept of self-efficacy. Energia (Energy): It is the active use of strength. The athlete that enters into the “sphere” and uses the right amount of energy is able to see what others fail to see. People who possess a high level of energy tend to describe themselves as highly dynamic, active, energetic and talkative. On the other hand, people with low energy levels tend to describe themselves as non-dynamic, submissive and taciturn. It is important to consider the fact that everything that is done with enjoyment and passion liberates safe and powerful energy. Ritmo (Rhythm): If energy is a quantitative value, then rhythm is a qualitative one. Prof. Vercelli illustrates the point with the example of having to hammer a nail into a wall, with the best nail and the best hammer close at hand. If one lacks energy, one is unable to penetrate the wall with the nail, if one uses too much, one risks breaking the nail. Rhythm is what generates the right flow in the sequence of movements, the right alternation between holding the nail and striking it with the hammer.
Great importance is attributed to ultradian rhythms, or rather those rhythms governing our own organisms which are repeated several times a day. Ernest Rossi, an American hypnosis expert, has highlighted the fact that within a single day, periods of activity of 90 to 120 minutes are alternated with 20-minute periods of rest between one ultradian cycle and another. These fundamental activity-rest cycles regulate many of the mind and body's key systems such as mental alertness, mood, creativity, energy, appetite and physical performance. During the first hour of this rhythm, we follow a wave of increasing energy as well as physical and mental alertness. Over the following 20 minutes, we drop towards a lower level of performance, during which we usually feel the need to rest. The human mind detaches itself from its external commitments in order to give its most profound elements the chance to recharge and reset themselves. This is what is known as the “ultradian healing response�.
Attivazione (Activation, or motivation): It is the motivational engine, the maximum expression of passion which allows one to overcome one's own limits. The state of motivation is usually linked to a gesture, a signal which aims to make the person who makes it feel ready to fulfill the awaiting task to best of his or her abilities.
2.4
The get
Passion is the best motivation to drive one to perform activities to the best of one's ability, and it is one of the most important characteristics that a GET can possess. The GET must be familiar with and follow the “Kaizen” philosophy, typical of the Zen school of thought. This philosophy was introduced by Japanese economist Imai Masaaki in 1984. The Japanese word “Kaizen” is composed of two terms, “Kai” (“road”) and “Zen” (wisdom), and the philosophy it describes is one of continuous improvement. To apply “Kaizen” means to frequently change strategy and to search for new methodologies in order to constantly improve oneself. The word “GET” must constitute the ultimate goal for the instructors of the JSS International Academy, an objective to be achieved in order to become a kind of “perfect coach”. GETs must possess comprehensive knowledge of their working environment. In terms of soccer schools, they must have in-depth knowledge of all issues relating to them. In particular, they must possess awareness of the type of individual they has to work with: children and adolescents. Specifically, they must possess skills in the areas of pedagogy, psychology and auxology, and such knowledge must be continuously updated and improved. The GET operating in the soccer school will have to possess specific skills relating to the teaching of football skills and tactics so that they can be effectively transferred to the children. All GETs operating in all Juventus Soccer Schools projects must be familiar with and apply all the procedures of the JSS Child Protection Policy. Another area in which GETs must be knowledgeable is that regarding the football association's rules and regulations governing youth football, thus emphasizing and enhancing their professionalism and competence.
Being able to deal with the various people they will come across during their everyday activities is of fundamental importance for GETs. The GET must be able to interact with the club chairman, with parents, children, and caretakers and with section heads. The GET must show politeness and respect to all people, as well as problem solving capabilities, always maintaining a good but not overly informal relationship with them. One of the most important characteristics that a GET must possess is the skill of self-analysis and a healthy dose of self-criticism. Only by continually putting oneself on the line and casting doubt over one's own work can a good coach evolve and improve. GETs operating at the JSS International Academy must work in such a way as to always keep in mind all the concepts illustrated in this manual and refer to the protocols outlined in it when carrying out their duties. Section 3
Training session guidelines It is absolutely vital that JSS International Academy Coaches have the will and desire to enable their pupils to constantly evolve and improve. In order to do this, it will be very useful to exchange opinions with colleagues and section heads, to observe the work of colleagues and to read specialist magazines and books. Each and every individual has something to offer, and those who think they have nothing to learn will also have nothing to say.
Every coach must know how to teach: getting the right information across to the players and getting them to practice the activities that will enable them to improve with every training session. Taking a training session does not simply mean organizing a series of exercises. In order to optimize the training session, the JSS International Academy Coach must perform a series of tasks outlined here below in chronological order: - Designing the training programme - Preparation of equipment and the training field - Contact and control in the dressing room
- Entering the training field - The actual training session - Leaving the field - Help and contact in the dressing room - Inspection and evaluation
3.1
Designing the Training Programme
Coaches should arrive on the training field with a detailed programme and targeted objectives, following the indications provided in this manual and by their own superiors. In order to do this, every JSS International Academy Coach must use the operational charts included in this manual (Appendices 1 and 2). They charts must be compiled and handed in within pre-established deadlines.
3.2
Preparation of equipment and the training field
For a successful training session, it is vitally important to prepare the training field before the children arrive in the dressing room. The choice of equipment is important because it can influence the effectiveness of an exercise. It is important to check the safety of the said equipment, taking good care of it and when necessary carrying out any maintenance work. It is also important to teach the children how to transport the equipment correctly.
3.3
Contact and control in the dressing room
The time spent in the dressing room is important and can be considered part of training. The dressing room is a place where children can learn respect, tidiness, good behavior and the rules of basic hygiene, and the younger ones can begin to acquire a degree of independence. All these things should be transmitted by the coach through verbal input and effective supervision, respecting the guidelines and regulations of the Child Protection Policy.
3.4
Entering the training field
Having verified that the children are dressed appropriately (based on the weather conditions and in accordance with the club's image), training begins when the children enter the field. This must occur punctually and in an orderly fashion.
3.5
The actual training session
The training sessions must all begin with an initial briefing (maximum of 2 minutes), where the JTA Coach, taking into consideration the age of the pupils, illustrates the objectives of the session and tries to work on the children's motivation (or “activation�). The coach must constantly vary, modify and adapt the exercises in the event of unforeseen circumstances, and keep pauses to a minimum. The players should never stand still, and should remain active even in the recovery phase.
Didactics Coaches must adopt an appropriate position on the training field so that they can be seen and heard by everyone and observe the position of the players, enabling them to manage and correct the exercises of individuals and the group as a whole. Explanations must be simple, quick and concise, taking care to use appropriate and correct terminology. Being able to distinguish between the necessity to make individual or collective corrections is of fundamental importance in sports training activities. Whenever corrections are made, very clear feedback should be given to the child, making instructions or advice as precise as possible. Communication Communication can be verbal, but can also occur through attitudes and facial expressions. One must make oneself heard by everyone, adequately encouraging and reprimanding everyone as and when necessary. Talking too much (wasting
time with explanations to the detriment of psychological, physical and athletic experiences) is never useful. It is important to remember two fundamental concepts which psychology and pedagogy teach us. One is that the first axiom of communication states that “IT IS IMPOSSIBLE NOT TO COMMUNICATE�, so great attention must be paid to gestures which may reveal themselves to be contradictory to the words being spoken. The other is that people remember what they do much more than what they hear. 3.6
Leaving the field
The training session must be concluded by gathering and putting away the training equipment. This will be followed by a final briefing in order to verbally reinforce the objectives achieved during the session, to return to an appropriate physical and mental condition and to relay important messages to the pupils to state that what they have done on the training field has been genuinely useful to them in order to become better players.
3.7
Inspection and evaluation
Reflection at the end of the training session allows one to plan the following one more effectively. This means verifying the effectiveness of the programme, and evaluating how successful the exercises have been. It is important for one to continuously question one's performance. After every training session, coaches should ask themselves the following questions, writing the answers on the back of the Training Chart or in their own personal diary: How did I plan the training session? Did I do everything I planned to do? If not, why not? How was I feeling
before the training session (e.g. calm, eager to coach)? What difficulties did I encounter? How much downtime was there during the session? What did I teach to the children? What did they learn?
Section 4
The training session During the training session, the importance of fun and enjoyment must always be taken into account. The training session can be broken down into a number of phases: 4.1
General scope of the training session
Here below are a number of teaching guidelines that the instructor should know and apply in order to improve his own training field performance and consequently the effectiveness of his work. -
Constantly
vary,
modify
and
adapt
the
exercises
according
to
specific
requirements and in the event of unforeseen circumstances; - Keep pauses to a minimum: do not allow players to stand still, except in the recovery phase; - Propose exercises which everyone can do and where everyone has a role to play. - Use the ball as much as possible, and use play as the main form of exercise.
- Coaches must adopt an appropriate position on the training field so that they can be seen and heard by everyone and observe the position of the players, enabling them to manage and correct the exercises of individuals and the group as a whole. - Explanations must be simple, quick and concise, taking care to use appropriate and correct terminology. It is vitally important that JSS International Academy Coaches are able to individually involve and motivate all the members of their group. The aspect of emotional involvement has always been a pivotal one in the JSS model. Enthusiastic participation is achieved through a series of stimuli; such stimuli must constitute a common thread in all our training sessions and must be present in all proposals. The principle elements are outlined here below:
o
proposal of new ideas: All participants must understand that thanks to skillfully devised team proposals, what they will be doing, the equipment they will be using and the surroundings of the training field, will be completely new to them, and this should constitute a valid element for creating the right expectations among them.
o
players: The continuous use of professional footballers' names (Del Piero, Buffon, Nedved, etc.) with the aim of imitating their skills constitutes a valid stimulus for all participants as it creates a process of personal emulation. All the youngsters will try to prove to themselves that it is possible to what the top players do.
o
terminology: It is also important to create a unique language which the youngsters are not used to, based on a kind of jargon used to stimulate performance and improve results. For example: YESSS, WHAT A GOAL, BRRIIII..LLLLIANT, ...GREAT STUFF, FANTASTIC PIECE OF SKILL BY (name of the child) etc.
o
series of mini objective: The team must always attempt to create a succession of XPs appropriate to the age and level of the participants, but above all, for every XP there must be a sequence of mini-objectives. An example of an XP process: first, one is asked to understand the process, then one is asked for speed, and then one is asked for speed and effectiveness.
Section 5
Operational charts 5.1
Training Guide
The training guide provides fundamental support in the planning of a training session (Appendix 1). It is composed of an initial section in which information must be given regarding the JSS International Academy Coach, the group and the objectives achieved during the session (GOALS). The chart is divided into 6 parts defined as XPs (as well as the Initial and Final Briefing). Each XP must contain the name of the XP, the objective and a brief description.
-
JSS Warm Up: this part must last for 5 minutes, and its main objective is to generally stimulate the players from both a physical and mental point of view.
-
JSS International Academy Athletic XP: in this part, which must last for a maximum of 10 minutes, athletic exercises are carried out according to the players' age.
-
JSS Technical XP: in this part, which must last for a maximum of 15 minutes, analytical exercises are carried out while maintaining principles of dynamism and active involvement, as well as stimulation from a cognitive perspective.
-
JSS Experience 1-2: in these two parts, the main exercises of the training session, designed to achieve previously set objectives, are explained to the participants. Each XP will last for 15 minutes.
-
JSS Tricks and Skills: this part of the training constitutes a fundamental element of the JSS's concept of football. This is when the JSS International Academy Coach must stir the imagination of the children, and this section will last for 5 minutes.
-
JSS Match: Each coach must finish with a practice match, but even the practice match can be used to achieve particular objectives.
Over the course of the season, upon the recommendation of the JSS International Academy Director or the Category Heads, points 2 and 3 may vary in both duration and content. Every JSS International Academy Coach will be obliged to compile a Training Guide for each training session. In the final
part of the Training Guide, there are two sections entitled
“Visualization”, in which the XPs to be carried out during the training session must be presented in graphical form. The chart (in the TG Wholesale) contains the images and the indications necessary to complete the “Visualization” sections clearly and in such away as they can be shared by others.
When planning a training session, as well pursuing the objectives that one has set oneself, one must take into consideration a number of points that directly influence the development of such activities, namely:
10.
the number of children
11.
their age
12.
the day of the week
13.
the available equipment
14.
the available space
15.
the duration of the training session
Every JSS International Academy Coach, from time to time, will have to send the Training Guide by e-mail to the Records Manager. The JSS International Academy Director and the category heads will be able to intervene during the activity planning phase, ask for explanations and/or propose alternatives.
5.2
Description Guide
The description guide (Appendix 2) aims to give a more detailed description of a given XP carried out during the training session. At the end of each season, this will make a considerable number of XPs available to the JSS. The Description Guides must be available for consultation by all the JSS International Academy Coaches, who in such a way will be able to enhance their personal and professional skills. Each coach is obliged to compile at least 20 description guides during the season.
The choice of which XPs should be included on the charts is entrusted to the discretion of the coach, and such a decision must take into account the originality and importance of the proposals. The Description Guide is composed of an initial section in which information referring to the coach, the group and the XP under examination is inserted. This section must contain the time needed to carry out the XP, the training phase into which it is inserted (motivation, xp, match or warm-down), the equipment used and the objective. There are then 2 spaces inserted for the graphical descriptions of the XP (beginning and execution) which will complement the written description.
The description guide also has a section dedicated to variations which may be applied and to any additional comments the coach may wish to make. Both the Training Guide and the Description Guide must be filled in clearly and precisely so that they can be used by all coaches. Section 6
Annual Objectives 6.1
Technical Programme
The team must be careful to express footballing concepts which are clear and accessible to everyone. It is important that during the design of the training programme all elements of footballing technique appropriate to the age-group in question are addressed. When considering and analyzing such objectives, one must bear in mind the ultimate aim of a pass or any other skill in football, i.e. to score a goal.
For this reason and above all because it is something that children really enjoy, all JSS International Academy Coaches must include shots on goal in the majority of the XPs they propose. The said training programmes, again in consideration of the age-group being taught, must be explained to the children and attention must be focused on the aforementioned objectives on a daily basis, particularly during the correction phase. For each age-group, the category heads have created a specific technical programme to be followed in order to effectively manage the players' development, progression and growth over time. (Appendices 3-4-5). These programmes constitute the guidelines that all coaches will have to follow when planning their annual activities. Also included are the reports (Appendix 6) which must be drawn up every two months and sent by e-mail to the technical director of the soccer school. In this way, both the JSS coach and the technical director can verify the level reached by the team and continue to plan training programmes correctly and precisely over time. Using this system allows another coach taking over the team at the end of the season to understand the team's initial level and plan what is be done next based on the work carried out previously.
When considering and analyzing such objectives, one must bear in mind the ultimate aim of a pass or any other skill in football, i.e. to score a goal. For this reason and above all because it is something that children really enjoy, all JSS International Academy Coaches must include shots on goal in the majority of the XPs they propose. The said training programmes, again in consideration of the age-group being taught, must be explained to the children and attention must be focused on the aforementioned objectives on a daily basis, particularly during the correction phase.
6.2
Tactics
The team must take care to express clear footballing concepts which are accessible to everyone. It is important that during the course of the week all elements of football tactics are addressed. Within the framework of the JSS programmes, the term is “tactics” is intended as “a way of thinking and never a means of positioning on the field.” (MM) The team must be careful to tackle each issue bearing in mind the age of the participants in question. In all contexts, tactical concepts will be presented through specially designed XPs that adhere to the JSS's principles of participation. Only subsequently, if necessary and above all for older age-groups, will such concepts be dealt with from a theoretical perspective. Ways of thinking and tactics in terms of organization of play are taught through a number of fundamental elements which are briefly outlined here below:
THE CONCEPT OF THE TEAM: Only if this concept is completely clear can one be sure that each team member will be able to absorb advice or tactical instructions.
THE CONCEPT OF VICTORY: Only by knowing that I am entering the field of play to win can I be sure that my behavior will be influenced by a precise objective with which I can combine tactical application together with the rest of the team.

POSSESSION OF THE BALL: Possession of the ball allows me to express what I am thinking. Regardless of the technical level of the players, this concept should be taught to each member of the group. To explain this concept further, here is an example: possession of the ball can be compared to a translation from Greek to Italian. If in possession of the ball I only need to correctly execute a certain action, maintaining my position on the field, it is similar to looking up the correct translation of a word in a dictionary.

In order to translate the entire text, a player, regardless of age, must have an understanding of other concepts: that of the team, and that of victory. If all three of these concepts are clearly understood by each member of the team, they can enable a player to confront tactical situations linked purely to team formation (4-4-2, 5-3-2 etc.). If this is not the case, the player and the team will always be superficial and vulnerable (MM June 16 th 2006).
6.3
Motor Programme
It is vital that the team communicates in each activity how important the motor aspect is.
Therefore it will always be necessary to talk about preparation, its
various stages and how particularly in the game of football it is a crucial element of sports education. As with technical and tactical aspects, it is superficial to list the elements that characterize the motor development of youngsters. Also with regard to football tactics, one should follow the specific annual programmes present in appendices 3, 4 and 5.
Section 7
Goalkeeping Programme 7.1
The goalkeeper's role
Every child is inclined to move. Through movement, children are able to acquire more detailed knowledge of their surroundings; they learn situations and contexts of movement better than they had been able to do in previous years. They develop genuine pleasure in movement, and this helps them to develop speed and coordination. The basis of the work carried out on the training field therefore must be movement, followed by encouragement to undertake most of the moves that are possible and necessary in that particular role. Unlike outfield players, who although in the same age-group are required to perform specific actions with their feet, the goalkeeper, above all between the ages of 8 and 12, has the significant advantage of being able to hone their coordination and speed, using equipment given to them with their hands and being able to move away from the normal skills required in football.
This does not mean the goalkeeper should be too detached from the general discipline of football, simply that his motor skills can be extended considerably into a multitude of different situations, all with the aim of optimizing his technical approach. A ten-year-old boy has a constant desire to try substantially new movement patterns, but he also has a natural need to throw himself back into exercises and tests that he has already undertaken. It is characteristic and normal for a youngster to find it difficult to maintain concentration and pay attention for long periods of time. Therefore it will be important to stimulate the repetition of motor patterns and technical skills often, with the aim of achieving the satisfactory acquisition of the abilities in question.
Since coordination is a fundamental quality
in a goalkeeper, the use of
combinations of exercises that stimulate it as much as possible is recommended. There is no better role than that of goalkeeper for which to dedicate sufficient time to this ability. It will therefore be the coach's job during the planning stage to prepare specific training drills for young goalkeepers in order to develop their coordination. In the younger age-groups, primary importance must be placed on the following requirements:
·
interest in the role of goalkeeper
·
desire and enjoyment in saving shots
·
desire and enjoyment in diving
·
adequate ability of perception regarding sense of movement (quickness to learn, speed of intellect)
·
adequate approach to the most important piece of equipment: the ball
·
command and control of surroundings
Other than these requirements of a physical and psychological nature, it is presumed that the young goalkeeper will at least partially possess certain qualities linked to character and attitude. Such qualities will be crucial to his complete integration into the role of goalkeeper. During the weekly programme, little importance and time will be left to education/pedagogy and to increasing strength and other fitness related abilities. Individual or group activities may be proposed with simple technical content which become gradually more complicated until one reaches the performance of technical skills in match-play situations. For better learning, not just in terms of movement
but also in terms of theory, adequate verbal explanations will be necessary on the part of the coach. Such theoretical aid will have to be repeated several times, in order to make up for the short attention span which characterizes this age-group.
7.2
List of technical skills and abilities specific to the goalkeeper
Here below is a list of all the technical skills and forms of intervention required of a goalkeeper. The first part of the list is dedicated to the sense of positioning. The following part takes into consideration the goalkeeper's actual technical objectives: SENSE OF POSITIONING: the goalkeeper should
always position himself between the middle of the posts and the ball
always dive after the shot has been taken
rarely run backwards
stop advancing before the shot is taken
KICKING AND STOPPING THE BALL
the goalkeeper should use all parts of his feet and body
CATCHING or HOLDING THE BALL
a “scoop catch” on a low shot
a “chest catch” on a mid-height ball
catching a bouncing ball
a “diamond catch” on a high ball
a “diamond catch” on a mid-height ball
a “claw catch” on a high ball
a “claw catch” on mid height ball
with “one hand behind and the other on top” when diving on a low shot
DIVING
removing the support leg from the ground on a low trajectory
removing the support leg from the ground on a bouncing trajectory
sliding forwards on one's side on a low trajectory
sliding forwards on one's side on a bouncing trajectory
pushing forwards with the support leg on a low trajectory
pushing forwards with the support leg on a bouncing trajectory
pushing forwards with the support leg on a mid-height trajectory
pushing forwards with the support leg on a high, lateral, driven trajectory
PUSHING/TIPPING THE BALL AWAY
over the crossbar on a high, driven shot
over the crossbar on a lobbed shot
with an open hand, removing the support leg from the ground on a low shot
with an open hand, sliding on one's side on a low shot
with an open hand, sliding on one's side on a bouncing shot
with an open hand, sliding on one's side on a mid-height shot
with an open hand, pushing off the support leg on a low trajectory
with an open hand, pushing off the support leg on a bouncing trajectory
with an open hand, pushing off the support leg on a mid-height trajectory
with an open hand, pushing off the support leg on a lobbed or high driven trajectory (the opposite hand with respect to the direction of the shot; for example, pushing the ball away with the right hand when diving to the left).
REPELLING THE BALL
fists together, with the front part of the fist (the phalanxes) repelling the shot over the crossbar from a central, driven shot
fists together in an upright position with the lower part of the fist and part of the forearm towards one side from a central driven shot
fists together, diving to one's side to repel a shot of a mid-height trajectory
fists together, diving forwards to repel a ball on a mid-height trajectory
with the feet on close-range central or slightly angled shots COMING OUT
towards a rapidly approaching low ball
to take a high ball with a lobbed or driven trajectory
towards a high ball, punching it clear
towards a high ball, punching it clear with just one fist
towards a low ball being brought forward by an opponent (importance of going to ground at the last moment)
KICKING CLEAR, GOAL KICKS and THROWING
short distances with hand close to the ground
baseball-style throw with the arm bend at 90° for medium distances
swinging the arm through a high trajectory for long distances
kicking clear with the ball on the ground
drop kicks
with two hands, like a throw-in and from the chest
TACTICAL AWARENESS
position to assume during a counter-attack by team-mates
position to assume during when the defense pushes up
position to assume during an opponent's corner-kick
position to assume during an opponent's direct free-kick
position to assume during an opponent's indirect free-kick
position to assume during an opponent's penalty kick