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U15 - U16
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SESSION WINTER 5
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REACTION |
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HEADLAND |
EXERCISE |
CODE |
| REACTION |
Speed React-Accel shot |
VRE09 |
Set up as shown in the diagram, 3
attackers against 1 defender. Player number 1 begins the drill on the
wing when he is ready. The rest of the players react to his movement.
Distances of 20m. Maximum intensity. Complete rest, with time taken to
walk to next station normally sufficient. * Sprint 20m and lateral
centre. * Kneeling start, sprint to the near post to shoot. * Start with
back turned, turn and sprint to defend. * Lying down, sprint and shot at
far post
|
LEARNING LEVEL |
OBJECTIVES |
| All |
Speed of
reaction and acceleration, shot |
| NUMBER
OF PLAYERS |
VARIATIONS |
| All |
distances,
positions, number of players, attack. |
| TRIM-CCTS
AVERAGES |
PROGRESSION |
| 0.27 |
Increase
repetitions, series, distance, deception, adversar |
|
DIMENSIONS |
SERIES |
DURATION |
REST |
| 30x60 |
2-4 x 4 ejer |
15’ |
45" rep/2' ser |
|
ASPECTS TO BE WORKED ON |
|
1 |
Maximum intensity |
| 2 |
Try to gain position |
|
3 |
Quality of cross for arrival of strikers
on run |
| 4 |
Do not precipitate start |
|
5 |
Perform action on both wings |
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FINISHING TECHNIC |
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HEADLAND |
EXERCISE |
CODE |
| FINISHING TECHNIC |
4x4+4(4 out) with 2 goals in
finishing z |
TFN03 |
In a 30x20m rectangle with 2 large goals,
a reduced game of 4x4 with 4 jokers (2 at each end of the pitch). Jokers
change after a certain time, no corners, only goal kicks. The objective
is constant finishing with shots, exploiting the forward position of the
jokers in the finishing zone .
|
LEARNING LEVEL |
OBJECTIVES |
| All |
Apply
techniques developed in situations of reduced play |
| NUMBER
OF PLAYERS |
VARIATIONS |
| 12 |
Vary
dimensions, nº of touches, vary zone of jokers, limit |
| TRIM-CCTS
AVERAGES |
PROGRESSION |
| 0.45 |
reduce
spaces, reduce touches, Reduce numerical superiority |
|
DIMENSIONS |
SERIES |
DURATION |
REST |
| 20x30m. |
3-6 |
3-4'/series |
30'' / series |
|
ASPECTS TO BE WORKED ON |
|
1 |
Shooting options |
| 2 |
Speed in play. |
|
3 |
Pass backwards |
| 4 |
Fast interaction, ... |
|
5 |
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|
AVOID PROGRESSING |
|
HEADLAND |
EXERCISE |
CODE |
| AVOID PROGRESSING |
Defence in zone in 2 triangles |
EVP13 |
2 teams+ one joker. The defenders cannot
leave the zonal triangle, 3 attackers inside and 3 outside try to
overrun it to finish, changing roles after x steals or set time.
|
LEARNING LEVEL |
OBJECTIVES |
| All |
intercepting, anticipating, closing passing lanes,pressurisi |
| NUMBER
OF PLAYERS |
VARIATIONS |
| 11 |
Increase nº
jokers, widen spaces ,zone and touches opponent |
| TRIM-CCTS
AVERAGES |
PROGRESSION |
| 0.43 |
Increase nº
jokers, widen spaces , zone and touches oppone |
|
DIMENSIONS |
SERIES |
DURATION |
REST |
| 60x60 |
3 |
4' |
1' |
|
ASPECTS TO BE WORKED ON |
|
1 |
Switching play from side to side,
intercepting, pressurising, tackling, anticipa |
| 2 |
Not losing sight of
ball, maintaining lines, distance maintained between defende |
|
3 |
Avoid progression to avoid maintaining
possession (eliminate unpassed passing la |
| 4 |
Group cohesion and
decision-making in exterior and interior opposition attacks. |
|
5 |
Constant analysis of one's own 1st line
of pressure , and emphasis on 2nd . |
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|
APPLICATIONS FOR LINES |
|
HEADLAND |
EXERCISE |
CODE |
| APPLICATIONS FOR L |
Imaginary line 6x6 with 6g in 2
zones (3 |
ALD01 |
Possession with superiority in 2 zones
(3x3 in each) looking to progress and then finish by entering or
receiving in the scoring zone. Maximum 3 passes in starting zone. DEF
|
LEARNING LEVEL |
OBJECTIVES |
| All |
Support,
passing lanes, wall passes , changes of direction, |
| NUMBER
OF PLAYERS |
VARIATIONS |
| 14 |
Reduce
jokers, reduce spaces, reduce passes and time,… |
| TRIM-CCTS
AVERAGES |
PROGRESSION |
| 0.40 |
Reduce
jokers, reduce spaces, Reduce passes and time,… |
|
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, given the |
|
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 |
Development of both basics in defensive
phase against said attack, and basics of |
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