DIDACTIK OF

PHYSICAL
Alvaro Coca Romero (Erasmus Student)
alvarococa@jerez.es EDUCATION
Univ. Jana Evangelisty Purkyně v Ústí nad Labem
Didactik of football training
 Introduction
Football Didactics
 help identify finality,

 to establish models of teaching and learning,

 intellectual values for the coach to take appropriate decisions as

to organize and develop training.

 Training as didactic process depends of didactic model used by

the coach.
 Dynamic groups of players
 Motivation
 Presentation of activities
 Organization of work space

Alvaro Feedback of activities


Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem
Theory of learning and models of coach for
training football

 Wein (1999)
 nothing is permanent, except the change
 what is now valid in football, tomorrow may be outdated

 The coach must be creative and does not reproduce

archaics models and outdated, away from actual football.

 Activities must be significant for the players and for

adquisition of habilities to can play football.

Alvaro Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem

Theory of learning and models of coach for
training football

Archaics Models
based in:
-First, physical activities
-Second, technical activities
-At the end, tactical activities.

Modern models based in:

- Physical, Technical and Tactical
alltogether in the same activities.
Alvaro Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem
Theory of learning and models of coach for
training football
 The models are ideas or representations that the
coach used for design and realization the training
or learning of football.

 This models usually is reproducing by the coach

during the season.
Example. At the
begining of training,
the coach always
speaks with his
players about the
finalty of training or
the next match.
Alvaro Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem
 Theory of learning and models of coach for
training football

 At the beginning, the idea was that you must first

learn the technique of isolation and repetitive.
 Before this, you learned the tactic.
 Learn without mistakes
 Football is a sum of this 4 items: Ph, Ta, Te and Ps.

Romero Cerezo, 2000

Alvaro Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem

Theory of learning and models of coach for
training football

Alvaro Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem

Types of coaches
 Traditional Coach (Dependent Theory)
 Activity guided and directed by him
 All players have the same rithm of learning
 The coach is distant and authoritary

Alvaro Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem

Types of coaches
 Coach as tecnich executor
(Productivity Theory)
 Efficacy of training  Performance
 Great attention to the results, the
adquisition of effective techniques.
 Results serve to evaluating training and
players
 All the time coach give instructions
about what do, how and when.
 Players completely dependents of coach
Alvaro Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem
Types of coaches
 Is important that players habituate to interpreting and
understanding the game of football
(how read the game)
by to implication in his analysis from the knowledge that
they have.

 The player learn when he is able to analyze, decide and act

of reflexive form: inside feedback

Wein, 1999
Alvaro Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem
Types of coaches
Training football
(Seirul’lo 1999):

 Improve especifics
habilities of footballer

 Improve physical capacity:

force, velocity or resistence

 Create decision-making
situations:
Alvaro tactics
Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem
Types of coaches
 Must be present activities that develop the
processes of perception, analysis and decision-
making through problem situations close to
football and players caracteristics.

 3 models of coach:
 Coach Practical-procedural (expressive theory).
 Coach constructive (constructive theory).
 Coach sociocritic (Sociocritical theory).

Alvaro Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem

Models of coaches
1. Coach Practical-
procedural (expressive
theory)

 Finality: practise.
Is important for the
development of players.

 All activities realized are

similars to real football
situations.
Alvaro Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem
Models of coaches
2. Coach constructive (constructive theory).
 This coach is focused on the footballers.

 With motivations to practise, do not to results.

Explain everythings he does, why and what is the

finality of this activities.

Alvaro Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem

Models of coaches
3. Coach sociocritic (Sociocritical theory).
 Try change the actual training

 Gives more importance to the effects of football as

a means of education, development, etc., who as a

sport in itself.

Alvaro Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem

Models of coaches
Coach sociocritic (Sociocritical theory).

 All the time the footballers have to practise.

 They have to have activities in wich they are busy all

the time of training.

 This learning is more cognitive and significant for

the players.
Alvaro Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem
Training/Learning of Football
 If the players during the competition of football are
involved in physical activities, technical, tactics,
psicological and social, is normal that the training
is as a real football match.

Alvaro Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem

Didactic intervention
The proposal that we made…
 The footballers are the only protagonists during the

learning.
 Learning must start form what the footballers know

and they are able to do (previous learning,

capacities and posibilities).
 The learnings have to be reals for the footballers.

Alvaro Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem

Literature

 ROMERO CEREZO, C. (2000) Un modelo de entrenamiento en el fútbol

desde una visión didáctica. Revista Digital Educación Física y Deportes.
Disponible en http.www.efdeportes.com (Buenos Aires) Año 10 (No 10),
Enero.

 ROMERO CEREZO, C. (2000). Hacia una concepción más integral del

entrenamiento en el Fútbol. Revista Digital Educación Física y Deportes.
Disponible en http.www.efdeportes.com (Buenos Aires) Año 5 (No 19),
Marzo.

Alvaro Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem

 YOU PLAY
HOW YOU TRAIN
THANKS FOR YOUR ATTENTION
Alvaro Coca - Univerzita Jana Evangelisty Purkyně v Ústí nad Labem