|
U15 - U16
|
|
SESSION FALL 19
|
REACTION |
|
HEADLAND |
EXERCISE |
CODE |
| REACTION |
Jug |
VRE10 |
All the team in pairs in a circle,
leaving a space of 1-2m between pairs. Each player is linked by the arm
next to their team mate, and the free arm must be positioned like the
handle of a jug. One player escapes from another chaser, always running
outside the circle. the player who is escaping can free himself by
hooking his arm to another pair of those in the circle. At that moment
the member of the pair he has not linked up with will have to escape. If
a player is caught, he changes roles with the chaser.
|
LEARNING LEVEL |
OBJECTIVES |
| All |
Reaction
speed |
| NUMBER
OF PLAYERS |
VARIATIONS |
| All |
Size of
circle. |
| TRIM-CCTS
AVERAGES |
PROGRESSION |
| 0.23 |
Increase
working time |
|
DIMENSIONS |
SERIES |
DURATION |
REST |
| 20x20 |
1-2 |
10-15' |
nothing |
|
ASPECTS TO BE WORKED ON |
|
1 |
Always escape outside circle |
| 2 |
Hooking up to adjacent
player not allowed |
|
3 |
To free oneself, obligatory to hook onto
teammate's arm |
| 4 |
Players can escape in
both directions |
|
5 |
|
|
|
|
FINISHING TECHNIC |
|
HEADLAND |
EXERCISE |
CODE |
| FINISHING TECHNIC |
2 x 2 + 3 (2o-1i) to shoot in
30x15m. an |
TFN05 |
Following the diagram and animation,
players perform a 2x2 drill with 2 jokers outside and 1 inside a 30x15m
pitch with 2 regulation goals and goalkeepers. The jokers always play
with the attacking players and can help to develop the attack, being
able to score or not (as the coach sees fit).The idea is to create
continuous opportunities to finish, mainly from the wing in search of
constant shots at goal, with the option of limiting the number of
touches per player, operating areas of the jokers, the attacking time,
|
LEARNING LEVEL |
OBJECTIVES |
| All |
Assimilation
of group perception of finishing, and the actio |
| NUMBER
OF PLAYERS |
VARIATIONS |
| 2 x 2 + 3 (2G)
|
Vary players
per team and jokers, freedom of touches, limita |
| TRIM-CCTS
AVERAGES |
PROGRESSION |
| 0.56 |
reduce
superiority, reduce touches, limit jokers, limit atta |
|
DIMENSIONS |
SERIES |
DURATION |
REST |
| 30 x 15m. |
2-4 |
3-7 |
1' / series |
|
ASPECTS TO BE WORKED ON |
|
1 |
Executive and perceptive mechanics of
shot |
| 2 |
Control and slow down
play, ...Depth in play to finish. |
|
3 |
Analysis of finishing zones, staggering
distance, longitudinality, 2nd action,. |
| 4 |
Rebounds, attacking
zone, wall passes, speed in play, pass backwards,
|
|
5 |
Transversal occupation of space,
interior and use of exterior jokers. |
|
|
|
AVOID PROGRESSING |
|
HEADLAND |
EXERCISE |
CODE |
| AVOID PROGRESSING |
Game 3x2 with zonal defence |
EVP09 |
3 teams of 2 players play 3x2, changing
roles when they steal possession.
|
LEARNING LEVEL |
OBJECTIVES |
| All |
Intercepting, tackling, switching play, anticipating,
|
| NUMBER
OF PLAYERS |
VARIATIONS |
| 7 |
Increase nş
attackers , widen spaces , increase touches op |
| TRIM-CCTS
AVERAGES |
PROGRESSION |
| 0.52 |
Increase nş
jokers, widen spaces , Increase touches oppone |
|
DIMENSIONS |
SERIES |
DURATION |
REST |
| 15x15 |
3 |
4' |
1' |
|
ASPECTS TO BE WORKED ON |
|
1 |
Switching play from side to side,
intercepting, tackling, anticipating, occupyin |
| 2 |
Maintain lines in
centre, close angles on wing, no excessive diagonals,...
|
|
3 |
Avoid progression to avoid maintaining
possession (eliminate unpassed passing la |
| 4 |
Distance to adversary,
the closer, the easier for him,... |
|
5 |
Gestural and verbal language, deception,
choice of moment to avoid maintaining,. |
|
|
APPLICATIONS FOR LINES |
|
HEADLAND |
EXERCISE |
CODE |
| APPLICATIONS FOR L |
4-2-3-1 vs. 4-2-3-1, 1G-3g. DEF |
ALD11 |
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 |
| 0.41 |
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 defensiv |
|
5 |
Generate perception based on being in
situation of avoiding finishing (in large |
|
|
|
|
|
|
