The Soccer Coach. Marco Bruno

train means to communicate. Some speak but communicate little and struggle to enter into a relationship, while others speak too much and leave little time to listen.

      Every teacher must always keep in mind the importance of the sequence:

      I LISTEN = I FORGET

      I SEE = I REMEMBER

      I EXECUTE = I LEARN

      Teaching during the game

      The coach must be very skillful and careful in training matches. The training match is the culmination of the session, the final development of a good team action. The techniques and exercises in small groups are like pieces of a mosaic and teaching to put them into practice during the game is like trying to complete the mosaic. It is too optimistic to expect that those pieces go alone in their place. To obtain satisfactory and useful results, it is appropriate to establish:

      - what to teach;

      - where to teach;

      - how to teach.

      1) What to teach:

      we must focus primarily on objectives aimed at improving teamwork.

      Defense: reduce time and space; tackle and cover; mass defense.

      Offense: creation and exploitation of spaces; passages and movements; mass offense.

      All of this goes independently of a game strategy. Every player must learn to behave effectively in every situation.

      Accustom the players to make the right calculation:

      - between security and risk;

      - the possibilities; know how to choose and perform what is best in a particular situation.(best choice)

      2) Where to teach:

      players must practice playing game actions in every part of the field. Improvements in offensive team play should come from the defensive three quarters of the field, in the same way the improvement of the defensive system should be achieved starting from three-quarters of offense. I think it is appropriate to carry out situational exercises in the different areas of the field or in the areas where we want these behaviors to be actually performed in the game.

      3) How to teach: the methods that underlie the teaching are:

      - control of the game (e.g. if a team has to train to create spaces on the central band of the field then the training must be limited to that area);

      - game conditions (e.g. if you have to concentrate on the quick passage you have to impose the direct game, where possible, and in any case a continuous movement without a ball in advance on the decision of the partner to be able to give him the passage solution even before he receives the ball. If a shot is requested on the support, it is necessary to impose that the player must overtake the teammate to whom the ball has passed);

      - stop the game. It is a method to show the players the advantages and disadvantages of their positions.

      In this regard it is necessary that:

      a) a signal known to all is fixed to stop the game (e.g. two whistle blows, but on this point I am convinced that the signal must necessarily be visual as the coach cannot use the whistle and therefore the players must visually recognize a situation common to all so that in recognizing it, everyone behaves as established in training);

      b) the players stop so as not to alter the game situation you want to correct (it is advisable to stop the game to emphasize the theme, but not to deal with different themes).

      - correct and try again: after having stopped the game it is important to try again in the correct way what has been done in the wrong way.

      - thinking aloud: it is a method by which the coach thinks out loud in place of the player, anticipating his actions. This method is often used to make corrective repetition more effective.

TRAINING AND GROWTH

      Through training, improvement of motor skills is pursued. Some skills can be trained and improved; others can be educated and transformed. We have already said that it is not possible to intervene on one of them without affecting positively or negatively the others. In sports games, the influence of the various abilities on the effectiveness of the sporting gesture is significant; this fact produced the notion of “regime of manifestation”. The regime of manifestation represents the way of manifesting of a motor capacity (e.g. resistance in speed regime, speed in strength regime); it also represents the way to manifest itself in the mixture of training factors (e.g. physical preparation in the technical regime, technical preparation in the tactical regime).

      The components of the physical-motor preparation are:

      - general and multilateral physical preparation, which is carried out in a particular and comprehensive way; it is particularly aimed at the great functions of the organism and is very suitable for young people;

      - the specific physical preparation, which is based on the functions and motility of each sporting game corresponding to the demands of the competition; to be achieved after the youth preparatory cycle.

      The figure shows that the player's performance or rather his efficiency in a competition depends on multiple skills, abilities and qualities that influence each other.

      Components of the player's performance capabilities (Weineck-Erlangen, 1994)

      The figure shows that the player's performance or rather his efficiency in a competition depends on multiple skills, abilities and qualities that influence each other.

      In the performance structure represented in the previous figure, conditional abilities are fundamental because they provide the basis for a technical, tactical and psychic performance that is stable during the competition (Stiehler-Kinzag-Döbler, 1988).

      To seriously address the problems of training you have to set three tasks: The first is to define the dominant physical qualities in soccer:

      - the resistance in force regime;

      - the speed (acceleration);

      - the dexterity (ability to learn and execute complex movements quickly).

      With the second, define the characteristics of the specific effort required in the game of soccer. Physical effort is generally characterized by the following parameters:

       intensity;

       duration;

       complexity;

       metabolic processes for energy production.

      From the intensity point of view, the effort can be:

      Intensity Heart rate (Beats/min) Respiratory rate Acts per minute

      Maximum Exceed 210 Exceed 40–50

      Maximal Between 200 – 210 Between 35– 40

      Sub-maximal Between 180 - 200 Between 30 – 40

      Great Between 120 - 180 Between 25 – 35

      Moderate Below 120 Below 25

      The intensity of the physical exercise must be related to the age of the subject; for adults it is advisable to consider the maximum pulsation frequency to be achieved respecting:

      Cooper's formulas:

      max HR = 220 - age for women

      max HR = 205-(age divided by 2) for men

      or Karvonen’s formula: max HR = 220 – resting frequency

      or better yet, Tanaka's formula: max HR = 208 - (0,7 times age)

      We must remember that:

      - between 50-60% of max HR, a moderate work is carried out;

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