Learning theories for football training

    We find ourselves with the coach who is faced with practice and must provide a certain didactic intervention or mediation in the field of football training. We start from the premise of a certain football culture and in given contextual conditions (players, social environment, demands, etc.) for which you must know what you can do in a certain context through training, how you could concretize it and, furthermore, how it could be changed or adapted in a certain way depending on the reality that can be found. However, the practice of training is a complex reality and its configuration involves multiple tasks for its organization and operation, interrelationships and socio-cultural realities that affect their work,

    Faced with this complexity of training development

 and its didactic intervention, we run into problems in planning (annual, monthly, weekly plan of sessions), in the organization of training in terms of spatial and temporal layout, in the information provided for the development of the learning tasks and in the realization of the feed-back for the verification of the learning.

    We are referring to knowledge about football and how to apply it through training,

that is, knowing how to transmit it or teach it through appropriate action. In this sense, Soccer Didactics tries to find knowledge or theories that explain how the coach’s tasks are developed in the training process in a given context. Thus, the analysis of the training processes that are carried out in a certain sociocultural context of epl중계 (initiation, development, improvement or performance) and the consequences of learning in the players is the object of study of this Didactic.

    In addition, as we will justify later, what are the new theories of what is to teach

 and learn soccer as a motor skill. In them we will see that training must be understood as a communicative act in which the coach and the players interact. For this act to be carried out with a good assimilation and adaptation, it is necessary that in the didactic intervention use a methodology conducive to its optimal adaptation.

    Soccer Didactics should be decisive in the initial training

 of soccer coaches or technicians and in the professional development that they carry out in their tasks in front of the teams. In the first case, to provide them with the basic and necessary knowledge, attitudes and skills to face practice and be able to generate learning environments in football. In the second case, it must be understood that the practice itself can become a way of acquiring knowledge that can be useful to apply and rework it. In this argument, the field of action is a dialogue between theory and practice. Knowledge and action are projected in the continuous improvement of coaches and in the training or development of player skills through inquiry, analysis and reflection.

    We are facing a coach who, through this investigative attitude, wants to better understand what happens in training as a social act where a group of people are interacting, with common purposes and different actions. Thus, the relationships between the coach, the players, the football training content and the context (social and culturally defined reality where the training action takes place), can become problematic, uncertain and singular situations that require knowledge and understanding so that they are of quality and productive. Soccer Didactics should provide practical theories that help solve these problems.

    Mombaerts (2000), considers that the coach,

as the person responsible for the development and effectiveness of training, must know and exploit all the factors that allow training to be even more effective (players, material conditions, influence of the environment, game model and its evolution…). Likewise, he thinks that in training complex relationships are established between systems so diverse that their optimization is of essential importance for training to be effective.

Elizabeth John

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