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U15 - U16
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SESSION FALL 10
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STRUCTURAL |
|
HEADLAND |
EXERCISE |
CODE |
| STRUCTURAL |
Circuit of selfloads |
FEG03 |
Set up as in the diagram, players
perform the following circuit of
stations for selfloads. This circuit
is continuous and of stations based
on time. Players perform each
station for 30’’ and rest for 15’’.
Players perform 2-3 series with 2-3’
rest between each one. The stations
are as follows: 1. Flexions with
arms open wide. 2. Upper abdominal
with legs raised 90º. 3. Flexions of
triceps lying on Swedish bench. 4.
Alternately raising opposite arms
and legs, with arms stretched. 5.
Deep squat with arms on chest. 6.
Pull-ups on crossbar with hands
together and facing forwards. 7.
Continuous short sit-ups with legs
stretched lying face upwards. 8.
Pull-ups on crossbar with hands
together with hands facing backwards
s and behind thehead. 9. Oblique
abdominals, in figure of eight ,
elbows to knees. 10. Forward lunge
(alternately step forward with one
leg then the other and return).
|
LEARNING LEVEL |
OBJECTIVES |
|
14-15 years |
Development of structural strength |
|
NUMBER OF PLAYERS |
VARIATIONS |
|
All |
Change
exercises, alternate with
technical stations, ... |
|
TRIM-CCTS AVERAGES |
PROGRESSION |
|
0.25 |
Change
exercises, alternate with
technical stations, ... |
|
DIMENSIONS |
SERIES |
DURATION |
REST |
| 30x30m. |
2-3 |
7'15''/series |
15'' / rep. and |
|
ASPECTS TO BE WORKED ON |
|
1 |
Changing stations on time |
|
2 |
Correct technical
execution of drills |
|
3 |
Maintain work/rest ratio |
|
4 |
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5 |
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SHOT |
|
HEADLAND |
EXERCISE |
CODE |
| SHOT |
Shot post-action 3 positions |
TIR02 |
Set up as in the diagram, shots on goal
alternately after action with team mate in
the 3 zones.
Change of zone after set time.
The zones will be 3; 1.Wall-pass with team
mate and shot with
right instep .2.1x1 with
team mate opposite and low shot with
instep.3. Rolled wall-pass after
timing and
overlapping and shot with left instep .The
player who shoots remains at the cone,
and
the other takes the ball and joins the line.
|
LEARNING
LEVEL |
OBJECTIVES |
|
All |
Acquisition of
shooting skills following previous
interacti |
|
NUMBER
OF PLAYERS |
VARIATIONS |
|
All in 3 groups. |
Vary previous
action, distance, attacking zone, contact
surf |
|
TRIM-CCTS
AVERAGES |
PROGRESSION |
|
0.25 |
Increase speed
of execution, add opponent, Increase
degree |
|
DIMENSIONS |
SERIES |
DURATION |
REST |
| 40x50m. |
3 |
5-6'/series |
1' / series |
|
ASPECTS TO BE WORKED ON |
|
1 |
Kicking mechanism |
|
2 |
Position of goalkeeper |
|
3 |
Target of kick, ... |
|
4 |
Change of rhythm after
previous action. |
|
5 |
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AVOID PROGRESSING |
|
HEADLAND |
EXERCISE |
CODE |
| AVOID PROGRESSING |
5 x 3 in H |
EVP05 |
Preventing the opponent (4 out-1 in)
passing from zone to zone, only 2 per zone where the ball is
|
LEARNING LEVEL |
OBJECTIVES |
| All |
Switching
play, intercepting, anticipating, closing passing |
| NUMBER
OF PLAYERS |
VARIATIONS |
| 8 |
Increase nº
pivots, widen spaces , increase touches oppone |
| TRIM-CCTS
AVERAGES |
PROGRESSION |
| 0.31 |
Increase nº
pivots, widen spaces , Increase touches oppone |
|
DIMENSIONS |
SERIES |
DURATION |
REST |
| 30x15 |
6 |
2' |
30'' |
|
ASPECTS TO BE WORKED ON |
|
1 |
Intercepting, closing passing lanes,
pressurising |
| 2 |
Orientation opponent in
possession and possible receiver. |
|
3 |
verbal and gestural communication
players in zone and player on the line. |
| 4 |
Identification of zones
with lower risk. |
|
5 |
Fast, strong and efficient tackling |
|
|
APPLICATIONS FOR LINES |
|
HEADLAND |
EXERCISE |
CODE |
| APPLICATIONS FOR L |
4-2-3-1 vs. 4-2-3-1, 1G-3g.
|
ALO11 |
Distributed as in the diagram, a
match between 2 teams of 7 players
in which both teams base their play
on a 1-4-2-3-1. One team plays in
defensive zone with a goalkeeper, a
line of 4 , 2 defensive midfielders
and an attacking midfielder, and the
other team plays in offensive zone
with a centre back, 2 defensive
midfielders, 3 attacking midfielders
and a striker. The defending team
simulates the defensive zone of the
4-2-3-1, with its two lines further
back and its objective will be to
neutralize the opposing team and
when the ball is recovered its
attempts to progress to the creation
line scoring a goal in any of the 3
goals, thus scoring a point. The
strikers meanwhile must attempt to
finish the attack by means of a more
elaborate (indirect) attack, by
controlling play, moving the
opposition and seeking space in
order to enter the finishing zone
and attempt to score. Thus we
observe the pros and cons, in attack
and in defence, in the same system,
which enables us to analyze via
attack our defensive shortcomings
and vice versa.
|
LEARNING LEVEL |
OBJECTIVES |
|
All |
Perceive pros and cons of our
system, 1-4-2-3-1 in this cas |
|
NUMBER OF PLAYERS |
VARIATIONS |
|
16 |
We can
focus on attackers or defenders,
vary match systems |
|
TRIM-CCTS AVERAGES |
PROGRESSION |
|
0.43 |
Numerical inferiority,
reduce-increase spaces,... |
|
DIMENSIONS |
SERIES |
DURATION |
REST |
| 50x60 |
2 |
7' |
1' |
|
ASPECTS TO BE WORKED ON |
|
1 |
Observing patterns of play being
developed to direct them towards
those establi |
|
2 |
Analysis of the
efficiency of all the variables of
the model of play, in the di |
|
3 |
Strongly favour control of play,
in order to analyse perceptive
intention of ele |
|
4 |
Generate constant
interpretation of basics of
rival's play to adapt our attackin |
|
5 |
Generate perception based on being
in situation of finishing (large
goal) or pr |
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