https://reswitchtraining.com/en/blogs/news.atommatchconcept UG - News2024-01-17T19:14:31+01:00matchconcept UGhttps://reswitchtraining.com/en/blogs/news/dein-erstes-reswitch-training2024-01-17T19:14:31+01:002024-01-17T19:14:32+01:00Your first RESWITCH trainingAlexander Bitzke
To get started, your players need information about the importance of speed of action in football. A good example is the ball contact times of the 2006 World Cup with 2.9 seconds and the 2018 World Cup with 1.5 seconds. The ball contact time is the time between the first and last contact with the ball by a player. This already shows that footballers today have to perceive and decide much more quickly than just a few years ago.
1. Preparation
To teach your players the RESWITCH training method, place two bibs and two goal markers on the floor in front of the training group.
2. Introduce bibs & goal markers
Ask the players what is special about the bibs? (different categories are shown)
Ask the players what different symbols, numbers and letters they recognize.
Ask the players what the different categories might be about (new team affiliations are always possible)
3. Explain the training method
Explain to your players that the players in the same category play together. They play on the goal that shows their category . In the color category, the “reds” play together and score goals on the goal with the red goal marking. With a switch, the team composition changes to the newly named letter, number or symbol category.
4. “Dry exercise” for thinking along
Give different commands and let the players think about whether they are playing together or against each other with the two shirts in front of them and which goal markers they should shoot at.
5. Training goals
Ask the players how the training method particularly challenges them? Which skills are the focus of the training? (The players are required to take their eyes off the ball with every SWITCH and correctly perceive the situation, make new decisions quickly and act correctly .)
6. RESWITCH Training
It's best to start with a small game at the beginning. With RESWITCH you have many options for designing your training. When you order a bib set, you will receive a detailed starter manual that will help you in your first training sessions.
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https://reswitchtraining.com/en/blogs/news/die-relevanz-von-kognitiven-fahigkeiten-im-fussball2023-01-19T19:00:00+01:002024-01-19T18:42:24+01:00The relevance of cognitive skills in footballAlexander Bitzke
The professionalization of athletics among athletes is now almost fully developed. Now the focus is shifted to the still diverse potential of the brain. Joachim Löw, for example, says that there is still “infinite scope” for the development of thinking and perception processes and that these will have to be intensively trained in the future in order to bring not only the body but also the head to the highest level. He also demands that football players, like chess players, plan up to twenty moves in advance. So it's about players being able to make decisions faster and better in game situations.
Michael Löbbert, sports medicine specialist and neurologist, puts it in a nutshell: “The bottom line is: you not only need sport to promote cognition, but also cognitive training to optimize sporting performance.” ( Source: RP-Online )
The term “cognition” is used in sports psychology as a collective term for the reception, processing, storage and forwarding of information within sporting activities. The term therefore targets the first two points of the graphic: situation awareness and analysis (perceiving) & mental solution (decision).
Sports science research has shown that cognitive abilities in athletes are the decisive factor for top performance (Source: Williams, MA, Davids, K., & Williams, J. (Eds.). (1999). Visual perception and action in sport. London: Routledge). Cognitive abilities are the biggest difference between professional and amateur athletes. Professional athletes recognize situations and game patterns much faster than amateur athletes, which is crucial for anticipation in football. They recognize movement patterns of teammates, opponents and the ball and assess their processes above average and make decisions accordingly. In addition, they also use different search strategies. This means that players can change perception depending on the situation. In order to recognize tactical patterns in 11vs11, they process different information than in micro-situations of 1vs1 or 3vs3. They have the ability to absorb the right information, focus on it specifically and ignore unnecessary information, such as calls from outside or unevenness in the place (inhibition). ( Source: Williams, AM, 2000 ).
In a correctly perceived situation, a player may come across different possible solutions, as in the game situation shown below. He now also needs decision-making skills to carry out one of the three actions. Dribbling, passing into depth or passing to the outside:
In order to make a decision, the player calls up previous experiences that are stored in the brain's working memory. But what are experiences? Experience is general, the knowledge or skills acquired through perception and learning. In a game situation, it also influences how often the player has already successfully carried out a possible action and how emotionally linked it is to him. This is also stored in his working memory.
If a player makes a decision consciously, this leads to time delays because he had to weigh up decisions. If, on the other hand, a player makes decisions intuitively, i.e. unconsciously, the stimulus processing is significantly faster and the player acts immediately. This is often the case when the player has already experienced these situations many times and no longer has to consciously recall his experiences, but rather makes them instinctively. However, if this player finds himself in even more complex situations in which he has less experience, his processing processes will also be delayed and he will make a decision later. (Source: Miyake, Friedmann, Emerson, Witzki, Howerter & Wagner, 2000; Diamond, 2013)
Players must therefore constantly be faced with new situations in which they must quickly recognize complex relationships and act accordingly. The ability to mentally switch between different tasks is called cognitive flexibility and enables the player to quickly adapt and adapt to new requirements. The player with these skills can therefore switch between tasks mentally flexibly and quickly as situations change.
Cognitive abilities are therefore made up of three factors
cognitive flexibility
– adapt to new game situations – Take the perspective of other players - Make decisions
Inhibition
– Control impulses – Dealing with errors – Draw attention to relevant information
Source: Walk et. al, science, practice, funding examples 2013
Dr. Peter Görlich from TSG Hoffenheim says that today there is hardly any physical difference between an 18-year-old NLZ player and a professional, but that young players make wrong decisions in game situations up to 40% more often than professionals. That's why it's so important to improve perception functions. (Source: Görlich, TSG Hoffenheim, own study, https://www.digitale-exzellenz.de/smart-data-revolution-im-fusball/ ) The majority of thought processes in football are carried out unconsciously and automatically, as many situations have already been trained for years. According to Prof. Dr. Jan Mayer believes that conscious thinking, which is significantly more strenuous and takes longer, will be implemented more quickly in the future. (Source: Mayer, https://www.bdfl.de/images/ITK/2018/Mayer_2018.pdf )
The training of executive functions is therefore given particular importance. However, Prof. Jocelyn Faubert and Lee Sidebottom from the Université de Montréal note in their article for the DFB Academy that there are currently few training resources that coaches can fall back on. (Source: Prof. Faubert, Sidebottom, 2019) . We were now able to change this with RESWITCH!
“The game is getting faster and faster, the rooms are getting smaller. Who will act fastest under this time pressure? Who has solutions ready? That's the future. Cognitive areas, that’s what you have to train in the U-teams”
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https://reswitchtraining.com/en/blogs/news/die-exekutive-funktionen2022-06-30T19:00:00+02:002024-01-19T18:43:24+01:00The executive functions Alexander Bitzke
For a long time in sport, the attributes of strength, speed, endurance and technique were considered decisive characteristics that were used to judge talent. In top-class sport, however, it is now the case that many people are similarly good at these skills. That is why cognition has come to the fore.
The difference in information processing speed offers great potential for improvement and is particularly important in football. As a player you always find yourself in pressure situations. In order to free yourself from these, it is important to assess them quickly and correctly. The executive functions are responsible for this.
The executive functions can be divided into three different basic functions:
1. Working memory
The working memory records the information that a player perceives and constantly updates it and combines it with previous experiences. With so many external stimuli, the player has to choose what to focus on.
Planned action
Reflect on courses of action
set goals
2. Inhibition
Inhibition is the suppression of impulses, both emotional and motor. For example, deciding against the planned pass and dribbling due to a new game situation.
Control impulses
Control frustration
set priorities
direct attention
3. Cognitive flexibility
Cognitive flexibility describes the interaction between working memory and inhibition. Those who are cognitively flexible do not hold on to decisions they have made, but can change these decisions based on new information.
make decisions
Setting up for something new
Change perspectives
My opponent blocks certain passing routes well. How quickly do I react to this and change my game? Do I learn after two bad passes or only after ten? Anyone who has ever been warned for complaining knows where the inhibition of emotions comes into play in football.
When two players have the same physical characteristics, talent scouts often choose the one who makes the better decisions.
How do I train executive functions?
By combining hats or body colors and changing meanings, players learn to suppress habits and be open to new information. This is exactly the same methodology that can be achieved in training with RESWITCH.
Author: Jonas Kumpan
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https://reswitchtraining.com/en/blogs/news/die-antizipation-schulen-und-verbessern2022-06-09T15:30:00+02:002024-01-19T15:12:10+01:00Train and improve anticipationAlexander Bitzke
Good anticipation enables footballers to recognize movements and events before they happen. Especially in unexpected game situations with little time, players with good anticipation skills have an advantage!
Experienced players have a clear advantage over inexperienced players and can recognize more quickly how an opponent is behaving and are better able to anticipate deceptions and feints. Here they use more effective gaze behavior by concentrating on a few points in their environment for longer (e.g. the standing leg) in order to recognize their intentions to act.
How can I train anticipation?
Anticipation performance can be improved through training. Especially in children's football, the aim here is to improve this cognitive ability purely through the tasks of the training form and not through instructions. An instruction, for example to pay attention to the shooter's standing leg when taking a penalty, has the disadvantage that it slows down the behavior of players because they first think about “correct anticipation”. This will initiate the keeper's reactions later. However, if the ability to anticipate is addressed “naturally” in special forms of training, it promotes the development of the players!
A sample exercise for your training:
The exercise “Piggy Game” shows an example to train anticipation. The two players in the yellow zones try to pass the ball to each other and the player on the blue line tries to intercept these passes. However, the player in the middle is only allowed to look at the player who has the ball and must therefore carefully observe the passer's gaze and try to anticipate which side the pass will take. The goal of the middle player is to play as many passes as possible within 60 seconds. The exercise is of course also possible with more players. Small game forms (e.g. FUNINO) are also suitable in the same designs and variations to train anticipation.
In RESWITCH training, anticipation is also trained and improved through constantly changing teams and new situations. Players with good anticipation skills, for example, recognize more quickly where the player in possession of the ball could play/dribble after the switch and where his teammates and opponents are standing and what his next action is based on this.
Author: Jonas Kumpan
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https://reswitchtraining.com/en/blogs/news/effizientes-kognitives-training-mit-rondos2022-04-30T15:30:00+02:002024-01-19T15:20:15+01:00Efficient cognitive training with RondosAlexander Bitzke
You probably know the game “Piggy in the Middle” or the classic 4v2 corner game with two defenders in the center and four players on the line. These are classic basic forms of Rondo, which are not only fun, but also place cognitive demands on the players.
But what are the exact training effects and coaching points in training with Rondos, what are sensible variations and why is the Rondo so well suited to training perception and decision-making behavior? We have summarized the most important points for you below:
In classic Rondo, the player on the ball has two options to solve game situations. The first option is to dribble while holding the ball. The second option is a passport. If there is no possibility of passing, I have to dribble to try to create a new situation in order to pass the ball further. There are three options for the pass:
Pass to the teammate right next to me
Pass that passes to your teammate next to you but does not go through the defenders
Pass through the opponents
Training effects and coaching for the attackers...
Line players must identify and fill gaps
React very quickly to changing game situations
Pre-orientation
Recognize free space to take the first contact out of the pressure
Pass sharpness and accuracy
Direct free running after the pass and scanning the field
Stand open on the forefoot in the direction of play
Be alert and online for new situations
If there is an opportunity to dub, it should be used
Training effects and coaching for the defenders…
Training of peripheral vision, due to the occupation 360* around the defenders in the field
React quickly to new situations, as new situations always arise by letting the ball run
Decision-making – do I block the passing path, do I block the opponent, do I release the opponent and consciously open a passing window which I can then run into or do I go to the player with the ball and try to win the ball
Be alert and online for new situations
Quickly change position by moving on the forefoot and with the body's center of gravity lowered
Variations…
Shape and size of the field
Mandatory contacts (example: 2 contacts for training the first contact from print)
Maximum contacts
Directions of play
Follow-up actions by the hunters
Follow-up actions by the outside players before he is allowed to play the next pass
Number of players for outnumbered/undernumbered players
Time limits and other pressure components
Field changes in switching
RESWITCH – Exercises
Below you will find three Rondo forms in conjunction with RESWITCH and a detailed description of the process.
Do you know other Rondos that you regularly incorporate into your training? Then send it to us and we will share it with the RESWITCH community
Have fun trying
Author: Jonas Kumpan
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https://reswitchtraining.com/en/blogs/news/das-arbeitsgedachtnis-trainieren2022-04-13T15:30:00+02:002024-01-19T15:29:40+01:00Train working memoryTammo Neubauer
Anticipation, perception, attention, game incellular intelligence – all of these components are experiences that are embedded in working memory. This plays an important role, for example when it comes to executing a technique or remembering an instruction given by the trainer. Depending on the duration of storage, a distinction is made between sensory memory, working or short-term memory and long-term memory. In football, action usually has to be done so quickly that players don't even have time to consciously process all the information they need in their working memory. Therefore, various principles come into play in football in order to react to stimuli as quickly as possible:
Automate by repeating!
A beginner focuses his attention on the individual steps of the movement. As you practice and repeat, the movement becomes automatic. Therefore, experienced athletes often cannot describe why or how they did something after the fact. Experienced players therefore do not need step-by-step instructions from working memory, but can use the capacity of working memory to make a tactical decision depending on the situation.
Recognize the situation as a whole:
Everyone has mechanisms to get around the limited capacity of working memory. With increasing experience, players can learn to recognize game constellations early on in their development. Here, not the individual player, but the pattern of the game/players as a whole is saved and accessed in the game.
The role of the trainer:
Coaches can influence their players' memory processes through instructions. Studies show that instructions from coaches are held in players' working memory and therefore influence their behavior. Trainers must try to design exercises and games in such a way that the cognitive adaptation processes are optimally used and instructions promote learning and do not disrupt it! When explaining, it is particularly useful for children to transfer pictorial formulations from an action context known to the children to the execution of a movement. Pictorial metaphors support implicit learning and circumvent the limitations of working memory. For example, in the cocking shot the shooting leg is “drawn like a line” or in the spin shot “swung like a banana”.
Possible forms of training for working memory training:
Previous tasks in training forms:
For example, the players stand in a square with different colored cones at each corner. The coach says 3-4 colors which the player has to tap in order before, for example, he gets a ball and has to shoot for a certain goal. However, before the players are allowed to start tapping the cones, the coach asks one or more arithmetic problems or questions that the players have to answer and thus possibly get an extra point. Only then can they start the exercise and tap the cones. After the intermediate task, they have to remember the correct order of the colors.
Body swap:
8 out of 10 players have a yellow shirt in their hand and two balls are ready. All players move through the field and swap shirts with each other so that there are always two new players without shirts. The two balls are passed between each other and must never rest. At the coach's command, the players who are currently on the ball must orient themselves as quickly as possible and pass to the two players without shirts. The same thing can of course also be done in two teams, each with different shirt colors and a subsequent game against each other or a shot at a specific goal.
Square game:
Mark four fields measuring 4x4m in a 16x16m field. For the exercise you need 2 teams with three players each (blue and red) and one team with four players (yellow). Blue and red position themselves in the field. Yellow occupies each outside line with one player. Blue plays together with yellow to hold the ball against the red team. However, when Blue has the ball, he must be in squares of different sizes (one player per 4×4 square). The players therefore have to constantly recognize patterns in order to move correctly depending on the player in possession of the ball and make themselves passable. After a few minutes don't forget to swap teams.
Working memory can also be trained very well with RESWITCH. Almost all types of games are suitable for this, as each player should not only remember their own categories on their shirt, but also who is on which switch on their team. By short or long playing times between the switch commands, you can vary very well and adapt to the performance level and age of the players.
Have fun trying. Feel free to write us your ideas on the topic or how you train your memory in training
We are pleased to have found a new partnerinkicker .
In the future, kicker will not only report regularly about us in its sports magazine and online, but will also give you exercises and tips for cognitive training. What simply belongs together comes together. Theory and practice combined with exciting tips, tricks and hacks that will help you in your work as a trainer.
We have also optimized the design of our camisoles, making them even easier to see.
We would be happy to bring you and your expertise on board as part of the partnership . Do you have a cool RESWITCH training form that you would like to share with other trainers? Then send it to us and maybe you will soon find your training form as “Exercise of the Month” in kicker or on our homepage.
Optional: Explain the form of training in a short video post.
You are welcome to try out the exercise again with your team beforehand, film it and upload it to Facebook / Instagram yourself or send it to us and we will then share it via our channels. Now use #reswitch and #createspecialplayers in your posts so that the #reswitchcommunity can find your posts in the future and be inspired by your posts. In the following video you will find first impressions of training with the new bibs.
We wish you a good start to the second half of the season and look forward to getting to know you in more detail in an interview soon. Sporty greetings, Your RESWITCH team
Author: Tammo Neubauer
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https://reswitchtraining.com/en/blogs/news/die-wahrnehmung-trainieren2022-03-18T16:00:00+01:002024-01-19T15:36:20+01:00Train your perceptionAlexander Bitzke
Good players are characterized by the fact that they can perceive and process existing information better and faster. Many game situations require keeping an eye on teammates, opponents, the ball and the spatial position on the field at the same time. Analyzes of eye movements show that experienced footballers “read” game situations by better structuring what they perceive and thus recognizing patterns. A good example is Joshua Kimmich, who derives patterns in a very short time by quickly analyzing the positions of the opposing players and can therefore, for example, play in a free space. Perception is an important basis for ultimately acting quickly. The intentions of opponents can be recognized from even the smallest movements and clues. Personal previous experiences and your own expectations play a major role, especially when it comes to perception.
Better perception
The player must first understand a situation correctly in order to be able to react to it as well as possible. On the one hand, it is important to recognize patterns and, on the other hand, to perceive them as precisely as possible. For example, shooting accuracy increases when the gaze is focused on the target. And feints in penalty shootouts have less of an impact on the goalkeeper if he concentrates on the moment of foot-ball contact instead of the run-up.
Exercise: Shadow dribbling
There are always pairs of two. Both have a ball at their feet. The person in front of the two players starts dribbling and can change the direction of running, juggle, feint or increase the pace as they wish. The other player must try to react as quickly as possible to the movements of the person in front and imitate them.
RESWITCH exercise: dribbling fever
Each player wears a RESWITCH jersey and has a ball at their feet. All players dribble through the field using a given dribbling technique. The trainer gives a new category (“number”,…) at certain intervals. The players who are now dribbling towards each other in the field look at the shirts of the other players. For example, if they have the same number on their shirt when the coach commands “numbers”, they do a stepover and if, for example, one player wears 1 and the other player wears 2, they do scissors. Through additional perception tasks, you can also incorporate the side where the feint should be made into the exercise.
Peripheral perception
In addition, information from the side field of vision also plays an important role. If there is a free player on the periphery, this perceptual ability can lead to significantly better decision-making behavior. Broad perception can be trained very well, especially in games.
RESWITCH exercise: RESWITCH 3gg3 + Joker
Free RESWITCH game in the FUNINO field. The joker always plays together with the team in possession of the ball, creating a 4v3 majority
Faster perception
In addition, in many situations it is important to assess the situation as quickly as possible. Speed of perception is achieved above all when processes can be automated.
Exercise: Variant shot on goal
A player starts at a command from the coach, who also shows the player a color. The player is now given the task of dribbling around 5 cones of the indicated color in a forest of cones as quickly as possible. He then dribbles towards the goal and is shown a second color by the coach and then has to finish in a specific zone in the goal depending on the color.
RESWITCH exercise: dribbling duel
There are always two players facing each other. On one side there is a blue zone (unequal) about 10m away and on the other side there is also a target zone at the same distance (equal) marked by cones. The coach now calls different body parts that the players have to touch with their hands as quickly as possible. After any number of announcements, the trainer calls out a category (e.g. color). If the categories of the opposing players are the same, the players dribble into the zone (same) as quickly as possible and shoot for the mini goals. If the categories are unequal, the player dribbles to the blue goal-scoring zone and finishes. It is also possible for one of the two players to demonstrate the movement and the other player to copy it as quickly as possible. For example, if player 1 touches his right knee, player 2 must do the same.
At older ages, rondos in narrow spaces are particularly suitable for perceptual training. The players have to perceive the ball and at the same time the space and the players around them, which automatically trains their peripheral vision.
Coaching tip! Try to avoid commands such as “Don’t pay attention to the goalkeeper” during a penalty kick, as the player’s attention is automatically drawn to the goalkeeper. Supportive coaching such as: “Pay attention to the free corners” is much more effective here. In addition, in exercises with a pure technical focus, it is important to ask the players to look away from the ball early on in order to perceive their surroundings.
General tools for your toolbox in perception training:
Reaction to colors of hats, camisoles
Use arms: The right arm represents a specific action and the left arm represents a specific action
Displaying a certain number of fingers (three fingers shown = climber,…). In addition, displaying numbers is suitable, especially in pure technique training, to require players to take their eyes off the ball. For example, during an exercise they have to regularly look at the trainer and announce the number he is showing.
Play with different colored balls, which represent different tasks. For example, red balls can only be played with the right hand and blue balls can only be played with the left.
Author: Jonas Kumpan
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https://reswitchtraining.com/en/blogs/news/die-aufmerksamkeit-trainieren2022-02-25T16:00:00+01:002024-01-19T15:43:51+01:00Train your attention! Tammo Neubauer
The concentration and attention of your players play a key role in their performance on the pitch. For optimal performance, it is important to focus on the current task (the game situation/the training exercise) and to ignore disruptive factors or distractions (e.g. from spectators). This is called attention regulation.
The four dimensions of attention
External-eng: The attention is outside of oneself (external) and certain aspects are viewed very closely (eng). For example, defensively in 1v1.
External-wide: The attention is again outside the person (external) and enables a comprehensive picture of the environment (wide). In this way, a lot of information from the environment can be recorded. For example, when a central midfielder recognizes his teammates who can play on the offensive.
Internal-eng: Attention is drawn to a specific process or process (eng) of one's own body or psyche (internal). For example, the penalty taker when he thinks about his shot.
Internal-wide: The person gets a comprehensive picture (wide) of their own state of being (internal). For example, a player has a good feeling before the game and feels in great shape.
In the game, external forms of attention (attention is outside of oneself) are particularly important because all game situations depend on one's own players and the opposing players.
How do I train attention?
Attention can be trained through cognitive tasks and is already trained incidentally in many training sessions. It is crucial to train in an age-appropriate manner and to challenge the players appropriately. An optimal improvement in performance in terms of attention regulation can only be achieved if the tasks set neither under nor overwhelm the players. We recommend that you start with familiar forms by simply expanding cognitive stimuli and increasing them slowly.
The signals to which the players have to respond with an appropriate action during training should predominantly be optical/visual stimuli (hats, balls, shirts). Ultimately, the optical/visual stimuli also dominate in the actual game. In addition, acoustic signals can also be used or combined with visual signals.
In RESWITCH training, the combination of the different signals is particularly easy to implement. In addition to the acoustic signal indicating which category will be played next, the players must also perceive which players they are playing with. Depending on your level of performance, we recommend swapping the shirts regularly during the exercise in order to constantly have to reorient yourself, or varying the time of the “switch” commands
Author: Jonas Kumpan
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https://reswitchtraining.com/en/blogs/news/kognitives-hometraining-mit-reswitch2020-11-07T16:30:00+01:002024-01-19T16:10:36+01:00Cognitive home training with RESWITCH Tammo Neubauer
But how can we improve the cognitive abilities of our players during lockdown? We'll give you help! Together with our colleagues at mindance, we have developed a program that trains perception skills. The focus is on the topic of “keeping an overview”. In 4 levels, which gradually increase in difficulty, the player has to chase many different balls that move through the room with quick changes of direction. What initially seems easy in level 1 becomes a real challenge in levels 2 and 3.
With the program you now have the opportunity to train your players in their cognitive skills even during the lockdown. All you need is a computer or laptop with PowerPoint installed.
The file is of course free of charge for you!
The file is of course free of charge for you!
This means that the time without training is easily bridged with the RESWITCH bibs!
If you have any questions, please contact us via email or Whatsapp. Simply click on CONTACT.
Your RESWITCH team
Author: Tammo Neubauer
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https://reswitchtraining.com/en/blogs/news/reswitch-im-fussballtrainer-magazin2020-10-14T16:30:00+02:002024-01-19T16:26:08+01:00RESWITCH in the football coach magazine Tammo Neubauer
In the digital magazine “Football Trainer Magazine” you will find an interesting article from us on the topic of the game competency model. Steffen and Tammo explain in a practical and clear way what is behind this model and how they can be trained with RESWITCH. You can find the article in the “Psyche” section on pages 46-48.
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https://reswitchtraining.com/en/blogs/news/fussballtraining-unter-abstands-und-hygieneregeln2020-05-09T17:00:00+02:002024-01-19T16:33:30+01:00Football training under distance and hygiene rulesTammo Neubauer
The time is ripe for training on the pitch! Federal and state politics have given the green light. We have created a booklet for trainers with training sessions that are also possible under the distance and hygiene regulations. We have also provided valuable tips for you as a trainer to help you make your training as safe as possible for everyone!
With RESWITCH-Share we want to bundle the best tips and hacks from trainers and share them with each other. Under the motto: “Knowledge is the only thing that doubles when you share it!” we call on you to take part and pass on your knowledge so that other trainers can also benefit from it.
Take a look directly at our Instagram feed or directly on our Instagram page
Would you also like to share your best tip or hack with others?
Then write us an email to info@reswitch.de or send us your video straight away to +49 172 708 5474
Author: Tammo Neubauer
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https://reswitchtraining.com/en/blogs/news/fuhrung-und-teamentwicklung-im-fussball2020-01-18T17:00:00+01:002024-01-19T16:45:29+01:00Leadership and team development in footballAlexander Bitzke
For most Bundesliga football clubs, the transfer carousel spins at an impressive pace in the summer. But many lower-class teams are also having their squads reassembled for the upcoming season. Starting with this phase, the team develops in team sports. This process is long-lasting and should be observed and controlled by the trainer from the start. This editorial “On leadership and team development in football” provides important sports psychology standards and offers helpful tips for everyday training.
Dr. reports for RESWITCH . René Paasch:
Football is a team sport – despite all the individualism. That's why the topic of team development is a central means for every coach in all leagues to develop performance-enhancing measures. In this regard, Joachim Löw, coach of the German national football team, spoke as follows in an interview: “Respectful, trusting cooperation in our team is very important to me; reliability and trust are essential factors in this context. We set an example of open communication at eye level, the ability to take criticism, transparency and tolerance, but it takes a while for something like this to be internalized by everyone, the players and also the supervisors. Until everyone trusts each other” (see time from May 31, 2012). It is precisely in this core statement from Joachim Löw that the extensive processes of continuous and temporal team development and leadership lie.
Group cohesion/team cohesion
Before I go into the phases of team development according to Tuckmann and Lau, I would like to offer you the term group cohesion or team cohesion, as this is very important in a sporting context. Cohesion is derived from the Latin verb “cohaerere,” which means to be connected to one another. Terms such as cohesion, team spirit or group morale are often used interchangeably. In sport psychology, the theoretical model of group cohesion by Albert Carron and colleagues (Brawley and Widmeyer, 1998) is usually used. According to the model, group cohesion can be divided into four different factors. On the one hand, one can distinguish between task-related and social cohesion . On the other hand, the group is viewed as a whole and the individual in the context of the group . The difference between the last two aspects can be illustrated with an example: You could have a team in which 15 of 16 team members do a lot together. An athlete, on the other hand, is left out. If you now ask this athlete about the unity of the group, he would have to say that it is high, because this is also true for the group as a whole. However, the athlete himself is not integrated there and therefore his connection to the group is low. From the findings so far, the following can be hypothetically concluded: Teams that rate their task cohesion higher than other teams also tend to be more successful. Successes and failures over the course of the season do not necessarily lead to changed perceptions of cohesion in the team. It is more likely to be possible to demonstrate a higher, positive influence of previous sporting success on cohesion than the other way around (Lau, Stoll, 2002, 2003, 2004, 2007).
In the following text, I will show you the important starting points for development and continuous performance in the team. The term “team” is being talked about everywhere these days. But what exactly is behind it? The linguistic root of the term “team” comes from Old English and comes from the meanings “family” and “team”. But what makes a family? We are connected, we share a common name, we share common beliefs and values, we stick together. And the concept of a team also creates a clear idea: we pull together and we use our strengths in the same place and for the same goal. In this context and as an introduction, Tuckmann's phase model (1965, 1977) applies.
Fig. 1 Phases of development
In the first phase, “Stage: Getting to know each other,” the team members get to know each other. They explore whether they feel like they belong to this group and, if so, what role they play in it. Particularly in this phase, feelings of insecurity and cautious reserve arise, which require sensitive leadership from the trainer. An orientation towards goals and clear guidelines is therefore recommended. The coach should endeavor to find out the athletes' motives and expectations and try to match these with his ideas. During this phase, care should be taken to maintain a good mood in order to strengthen positive initial motivation. In the second phase “stage: confrontation-conflict phase”, if you want to be effective and successful in the long term, it is essential that the trainer observes the formation of subgroups and intervenes if necessary, especially in groups that are too strong and dominant. Interpersonal conflicts, rebellion against the trainer, resistance to group control or group norms are normal behaviors and require careful leadership from outside. In this phase, the trainer has the task of recognizing strengths and weaknesses, making them transparent and being able to assess them. The athlete should then know his task and role within the team. In the transition from the conflict phase to the “consolidation stage”, as a trainer you should carefully consider where you actively intervene and where you leave the process to the group. The consolidation should then be supplemented by solidarity and cooperative income. In the subsequent phase “Stage: Performance” success is achieved. Team members gather their strength to achieve a common goal. There are always new paths in the process that lead back to an earlier phase, for example with new commitments or new conflicts. Overall, the process should not be viewed one-sidedly, but rather from a holistic perspective. From this perspective, it becomes clear that there are basic rules that apply to all groups. No matter whether it is families, interest groups, clubs or even teams. These rules “apply implicitly” without having been agreed upon. Observe familiar and successful teams. You will probably find some of what I describe below in your everyday sporting life.
Team development training
Another interesting concept of team development for sport is team development training (TET) by Lau (2005b). This integrative training combines the practical interaction between sporting training, competition and the social development of the team. Furthermore, the TET uses person- and group-centered measures, which also include changes to organizational structures. The TET is based on the following four basic assumptions:
1) The team is capable of development and learning;
2) The team communicates with its environment;
3) Optimizing the performance of the team has a central function and
4) Changes within the team are more acceptable among the players if their needs and wishes are taken into account.
The objectives for the TET are therefore:
Establishing team goals
Developing an understanding of the roles of each team member
Promote communication
Initiation of conflict management for factual and relationship problems
Balance between cooperation and competition within the group
Promoting the awareness of interdependence within the team.
In the spirit of interdisciplinary and systems theory orientation when explaining collective performance in sport, Lau's team development training (TET) is based on the following principles:
Is based on training planning that follows the principle of cyclization and periodization.
Oriented towards optimizing collective performance requirements.
The team is a social system that separates itself from its environment but communicates and interacts with it.
Corresponds to training and competition control measures.
Primarily designed for the entire team, group and person-related methods complement the available method inventory.
Combines planned and situation-dependent intervention measures.
Supports positive team development trends and specifically (destroys) undesirable developments.
Based on a systematic team diagnosis and requires competent intervention management.
It becomes clear that the TET is not based on a fixed phase sequence of team development, as with Tuckmann, but rather integrates itself into the structure and functions of sporting training and competition with accompanying measures. In addition to recurring and standardized phases during the course of a football team's season, it is primarily group-specific, unforeseeable situations that are used as an opportunity for targeted intervention measures. The success of the TET therefore depends heavily on the leadership behavior of the trainer. So the specific question is whether it will be possible to promote this process through individual and collective measures?
Fig. 2 The above-mentioned phases of team development by Tuckmann and Lau are accompanied by five central components for a real team
Goals
“The common goals” of today are the present of tomorrow. Goals therefore extend from the present into the future. That's why goal setting is one of the most important motivational measures in a team. This provides clues as to how a team can be brought together when necessary. The common goal is always the starting point. Coaches should convince their players of this at the beginning. And this goal can always be returned to. And it is something essential that we not only have a common goal, but also depend on each other to achieve the goal. From my experience, I know that athletes often forget how dependent they are on their teammates. That's why I emphasize this aspect again and again. From my point of view, there are different types of goal setting that differ in their timing and content. It is therefore important that the personal goals of the individual members work in the interest of the team goal. The “temporal goals”, which extend into the future, thus change the concrete achievability and lead to targeted changes. “ Near-term goals”, on the other hand, point the way to long-term goals because they integrate them into a manageable deadline. “ Medium-term goals” motivate over a manageable period of time, for example over a period of four weeks to six months. The “long-term goals” as a guiding idea control the long-term goal, while “short-term goals” and “medium-term goals” lead to forward-looking activities. The very general presentation of the different types results in the choice of goal and the different types of goals such as “good intentions”, “result goals” and “ability goals” (physical-conditional, coordination-technical, cognitive-tactical and mental goals). ). Despite all the good planning, coaches should keep in mind that only when athletes define their own goals or at least accept them do they take responsibility for them.
Regulate
“The common rules” are the cornerstone of a team. This allows the team to determine what is important to them and where they see their limits. Fixed rules mean, for example, concrete things such as a catalog of punishments for using telephones during team meetings. Such rules are important because they ensure the functioning of the team's processes and provide orientation for the individual athlete. Likewise, there are rules that are not always stated openly, but are still effective. For example, coaches could ask what behavior is desirable or undesirable on the field? Does the youngest have to collect the bibs? All things like that say something about the team's self-image and what is important to them. Coaches should talk to their team about this topic before the season and see what comes out.
identity
“The common identity” : In business it has long been standard to develop an internal company mission statement. This describes who you are and/or want to be, what values you represent and where you see your own tasks and your own strengths. Such a mission statement is also helpful in sport because it makes it easier for the individual to identify with the whole. Clues on this:
I am proud and happy to play in this team.
We will play confidently in our game and stand up for each other.
For our team we play with strength and with constant commitment, come what may!
And with that we will be a team and play successfully!!!
Unfortunately, such visions and images are used far too rarely. They impose themselves on each other. For example, is there an animal in the club's coat of arms? Let's think about ice hockey. The Berlin Polar Bears. These are very clear symbols. But even without an animal symbol, there are many ways to create guiding principles. Let's start, for example, by having you as a coach sit down with your team in a relaxed atmosphere before the start of the season and talk about your dreams and your sports-related ideals. And then put together how the individual players already see each other:
What are the strengths and how do we work together on our weaknesses?
What is characteristic of your team?
What values do they stand for?
The trainer then brings the ideal image and reality together. The mission statement should already point to the future. Formulate the essence of this mission statement in a concise symbol (S04 in football: blue and white love) or sentence (e.g. “We are successful footballers with heart and hand.”). This symbol, this slogan can accompany you in the coming months. It can even be passed on to the youth teams, creating a synergy effect. With the common goal, the common rules and the common vision, you have a good foundation that brings your team, the club and possibly the fans together and that can accompany you in a helpful way throughout the entire season. I would like to give you a current example from the film “The Team”. It is a film that bears the signature of national team manager Oliver Bierhoff. Certainly also a contribution from team psychologist Hans-Dieter Hermann. It is no coincidence that Bierhoff repeatedly appears and intervenes in interview passages and that the public is reporting more and more about applied sports psychology in football, especially about Hermann. So the Campo Bahia and the team spirit are the key to winning the World Cup. The two points vary again and again throughout the 90 minutes and show the impressive face of a real team. In my opinion, the core statements are as follows:
BRAZIL HAS NEYMAR ARGENTINA HAS MESSI PORTUGAL HAS RONALDO GERMANY HAS A TEAM
In my experience, “communication” is the keyword that is used most frequently, along with leadership. Where athletes and coaches interact with each other, interaction and exchange play a central role. In communication, statements always have a factual aspect and a relationship aspect. In addition to pure information, each team member always shares something “about themselves” with which he or she relates. The way the team communicates with each other shows a sports psychologist what the relationships between the athletes and coaches are like. Typically, communication within the team runs like a restless mood curve. At first the mood is good and optimistic until the first arguments arise. Only when these have been resolved can we continue productively with a good feeling. I will now show what, in my opinion, is the ideal communication approach that makes a team more successful:
Respectful and appreciative attitude towards teammates
Active listening and follow-up
Address errors openly and address them in a solution-oriented manner
Send ME messages
Communicate through the five senses
Limit content to the essentials
When competing, choose simple content and send it in a targeted manner
There is no button for successful communication. It is not enough to make it clear to the athletes that they are expected to communicate in a beneficial way without practicing it themselves. None of the above just works. Targeted communication is the result of constant work on the team and feedback from your own communication style.
Task and role distribution
Getting to know the individual and collective distribution of tasks and roles and knowing their strengths and special features increases the inner security of a growing team. The playing position and the associated roles deserve special mention. The playing position indicates the place that the individual occupies in the team. It is important that this position remains interchangeable, but that not every team member is able to fulfill the tasks associated with this position. The associated function is then referred to as a role. The role is the expectation that a player should fulfill in a position. There are two aspects linked to this: the demands and obligations that are tied to the role and the personal contribution to the team performance. The understanding of roles includes the following questions for the athlete:
What do i have to do? (Duty)
What can I do? (degree of individuality)
What should I do? (personal expectation)
What can I do? (Self-assessment) (Baumann, 2002)
Each player must first fulfill the requirements and obligations. By becoming aware of this, the athlete can use his or her personal skills in a targeted manner. One should not forget that there are complex roles that require variable behavior, such as the central midfield position. Therefore, early knowledge of the position and role in the team are further components of a real team.
If we now look at the list of the above-mentioned components of a real team again and go back to our example situation with you as a coach: Where do processes need to be developed in your current team or the planned seasonal preparation? And with which points do you have the most experience as a trainer? For example, are you able to develop this complexity of a team? Only if you manage to get the above-mentioned components sufficiently under control and manage them sensitively from the outside will you be able to create a corresponding team spirit and the corresponding results in your team.
Summary
In summary, it can be said that the phases of team development take place continuously and require sensitive leadership. The common goal, the common rules and the common vision are a very good basis for bringing the team together and supporting them in a helpful role on a seasonal basis. Just like everyday communication and dealing with the distribution of tasks and roles, these points influence the development process of a team. Last but not least, I would like to highly recommend the documentary film “Trainer”! Aljoscha Pause provides real insights into the everyday work of a football coach. Team meetings and real-life pictures as well as many personal assessments paint an interesting picture of the trainer, who is constantly under the highest psychological pressure from the public.
You can find a small excerpt of this in the following trailer:
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Conclusion: Sports psychologists can provide effective support in the development and consolidation of a real team and in trusting support in conjunction with the coach, the functional team and those responsible. In my opinion, the complexity of these processes makes it essential that sports psychologists become an integral part of the coaching staffs of Bundesliga football clubs.
literature
Carron, AV, Hausenblas, HA & Eys, MA (2005). Group dynamics in sport. Morgantown: Fitness Information Technology.
Carron, AV, Colman, MM, Wheeler, J. & Stevens, D. (2002). Cohesion and performance in sports: A meta-analysis. Journal of Sport and Exercise Psychology, 24, 168-188.
Carron, AV, Brawley, LR, & Widmeyer, WN (1998). The measurement of cohesiveness
in sports groups. In JL Duda (Ed.), Advances in sport and exercise psychology measurement
(pp. 213–226). Morgantown, WV: Fitness Information Technology.
Carron, AV, Widmeyer, WN & Brawley, LR (1985). The development of an instrument to assess cohesion in sport teams: the Group Environment Questionnaire. Journal of Sport Psychology, 7, 244-266.
Argyle, M. (2005). Body language and communication. The handbook for nonverbal
Communication. 9th edition Paderborn: Junfermann.
Baumann, S. (2002): Team psychology: methods and techniques. Aachen: Meyer & Meyer.
Ulrich Voigt, Martin Christ and Jens Gronheid: The film “The Team”
Eberspächer, H. (1982): Interaction processes and groups in sport. In Eberspächer, H.: Sport psychology. Reinbek: Rowohlt. pp.197-242.
Esser, A. (2005). On sports psychology work with the women's national team
Hockey. In G. Neumann (Ed.), Sports psychological support for the German Olympic team 2004. Experience reports - track record - perspectives.
Hübler, A. (2001). The concept of 'body' in language and communication sciences. Stuttgart: UTB.
Jackson, P. (1995): Sacred hoops. New York: Hyperion.
Kauffeld, S. (2001): Team diagnosis. Göttingen: Hogrefe.
Krueger, R. (2001): Teamlife: From defeat to success. Business publisher Carl Ueberreuter.
Lau, A. & Stoll, O. (2002). Validity and reliability of the questionnaire on team cohesion of sports teams (MAKO-02). In S. Schulz (ed.), Report on the 43rd Congress of the German Psychological Society in Berlin (p. 374). Lengerich: Pope Science Publishers.
Lau, A., Stoll, O. & Hoffmann, A. (2003). Diagnostics and stability of team cohesion in sports games. Leipzig sports science contributions, 44 (2), 1-24.
Lau, A., Stoll, O. & Schneider, L. (2004). Development of a Questionnaire to Measure Cohesion inTeam Sports . Conference Proceedings – Association for the Advancement of Applied Sport Psychology in Minneapolis/Minnesota (p. 66).
Lau, A. (2005a): Collective performance in sports games – an interdisciplinary analysis. Habilitation thesis. Martin-Luther-University Halle-Wittenberg.
Lau, A. (2005b): Team development training - a systemic concept for team sports games. Leipzig Sports Science Contributions, 46(1), 64-82
Lau, A. & Stoll, O. (2007). Group cohesion in sport. Psychology in Austria, 27 (2), 155-163.
Ligget, DR (2004) Sports hypnosis. Heidelberg. Auer
Linz, L. (2003): Successful team coaching. Aachen: Meyer & Meyer.
Poggendorf, Armin / Player, Hubert (2003): Team dynamics - training, moderating and systemically setting up a team, Paderborn: Junfermann Verlag. (ISBN 3-87387-531-4)
Tuckman, Bruce W. / Jensen, Mary Ann (1977): Stages of small-group development revisited, Group Org. Studies 2.
Tuckman, Bruce W. (1965): Developmental sequence in small groups, Psychological Bulletin, 63, pp. 384-399.
See time from May 31, 2012: Interview with Joachim Löw, coach of the German national soccer team.
See time from August 26, 2013: Interview with Markus Wiese, coach of the national hockey team
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https://reswitchtraining.com/en/blogs/news/reswitch-trainerteam-eroffnet2019-10-28T17:00:00+01:002024-01-19T16:49:17+01:00RESWITCH coaching team opensTammo Neubauer
We would like to introduce you to someone!
But first, briefly why and what's behind it: We would like to provide you with more training units in the future. To this end, we are now working with selected trainers who will regularly introduce you to new units in the future.
Our team of trainers, which is still small, will meet regularly to discuss the training sessions we have created and to improve through feedback from the other trainers. But RESWITCH-spanning topics are also on the program and will be presented and discussed. And why are we doing this? In addition to the new forms of training, we want to take advantage of the opportunity to train each other. Everyone has knowledge and experience. When this is shared, new and greater things arise for each individual! So, now to Alex:
Alex Verdieck
We are pleased to introduce Alex, a sports and football crazy coach.
Alex is 26, has the B license and has already had some experience as a trainer. Since he has already worked as a coach from the G-youth to the B-youth, he has a great wealth of experience in age-appropriate training. Since this season he has been the head coach of the U14 team at FC Eintracht Norderstedt, which plays in the regional league. He also studies movement science at the University of Hamburg. So predestined for our coaching group. Welcome!
And of course right at the start, Alex's first exercise for you! Topic: Pre-orientation before the passing game! How does it work? Here you can easily view them and download them for your training:
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https://reswitchtraining.com/en/blogs/news/thema-identifizierung-von-handlungsschnellen-spielern2019-09-22T17:30:00+02:002024-01-19T16:57:42+01:00Topic: “Identification of quick-acting players” Tammo Neubauer
A guest article by Gerhard Waldhart, video analyst, SKN St. Pölten
Professional football is characterized by a very high pace of play. The overall demands on today's footballer 2.0, moving with and without the ball, as quickly as possible and in a controlled manner, have increased significantly in their individual parts.
In attacking play in particular, quick action is a basic prerequisite for successfully asserting yourself against increasingly active pressing and outnumbered play. The development can also be clearly demonstrated by the top teams and international football.
Among the conditional performance requirements, the ability to be fast and act quickly is becoming increasingly important. Raymund Verheijen (2000), who compiled speed statistics for Dutch professionals, became certain that the higher the league in football, the faster the pace of play becomes. This requires every single kicker to act very quickly. It's not primarily about the pace of the game, but rather recognizing the right moment for it early on.
In football, speed of action is important
“ the ability (understood) to act as quickly and precisely as possible in a situation-specific manner based on visual, mental, technical-tactical-tactical and conditional possibilities” (Bisanz & Gerisch, 2008, p.186)
In addition to energetic and neuromuscular requirements (speed), the quality of the speed of action is determined by the best possible technical-tactical implementation (accuracy). Among other things, motivational (confidence in success, will to win) and emotional aspects (uncertainty, fear) play an important role (Weineck, 2004).
In short…..Short time windows ensure quick goals
Using the example of switching behavior in professional areas, studies prove the importance of quickly switching from defense to offense and vice versa. If you look at the game on the offensive, there are very good opportunities immediately after winning the ball to take advantage of the opposing teams' short-term disarray through a quick and goal-oriented attack.
In defensive play, however, it is important to keep the window of opportunity for disorder after losing the ball as short as possible. Regardless of whether immediate counter-pressing is possible or your own team initially lets go to act out of the basic order, extremely quick rethinking is always a mandatory requirement. These elements can be trained at an early age, especially when it comes to speed of action.
Prerequisite for making a decision
In order for a player to be able to act at all, he must recognize a need for action. The speed of perception is therefore a fundamental factor for further subsequent actions. A supported skill is anticipating a game situation. We say in coaching language that a player has to “ read the situation .”
The speed of anticipation is responsible for making a better and quicker assessment of the situation - and depends largely on the experience of the player. This means that the player must have been in exactly the same situation or in a similar situation in order to be able to react/act correctly.
illustration 1
If this particular game situation has been perceived, in technical jargon “anticipatory” , the next step is to make a decision as quickly as possible. The speed of decision-making clearly depends on how many alternative courses of action a player knows and has mastered.
In addition to the cognitive ability, the speed of action is in close contact with the physical requirements, i.e. it also depends on the ability to accelerate and move quickly.
Superstars of tomorrow?
The football market is currently flooded with huge amounts of money and transfer fees are exploding. Players who were unknown yesterday are suddenly worth millions. This of course prompts many clubs to look for young, unknown players.
There is a significant difference in the scouting area of adult football, where you look for specific positions with the associated qualities compared to scouting youth players. When scouting youth players, prospects are not tied to positions, but rather special skills that a young player should have, such as speed of action, are looked for.
The explained components of speed of action can be trained regularly in childhood and adolescence. The basic training (kindergarten to e-youth) should be used to use the tireless urge to move for forms of play. But reaction training through the use of suitable forms of training, with simple reactions and new decisions to be made, is also very important.
These coordination skills are also a mandatory training component in the “golden learning age” with elements that lead to speed of action.
As described in more detail above, the player should, among other things, demonstrate speed of action in all facets described, or at least show this. However, there are clubs that train in a system-oriented and position-specific manner, and where the young up-and-coming footballer often falls short in terms of his or her personal skills.
This becomes visible in transfers, where players find it difficult to move to a new club.
The game with naked numbers and scenes
“Football is not mathematics,” FC Bayern Munich CEO Karl-Heinz Rummenigge once claimed in 2007. Good old scouting, where experts used to cavort in the stands with pen and paper, seems to have reached its limits. Analysis tools are becoming increasingly important in scouting as the development of these tools is well advanced, allowing you to get a good picture of players at the push of a button.
High-resolution cameras record a variety of individual scenes in the stadiums and training centers and round off the impression you get on site.
Live observation the basis in scouting?
The scout sees most of it through live observation, not just in the game, but above all in the training sessions. Of course, beforehand you look at videos of the player to get a first impression. Among other things, it is also about aspects of speed of action, in keeping with today's topic. More specifically:
Depending on the position, the respective player can react/act quickly to the respective situation (see Figure 1) or read the situation. For example, I observe the player on site for a week, i.e. one or two games and several training sessions, then a report is made with video sequences of the respective player with my initial assessment. If the club continues to express interest, a detailed report will be provided about the respective player including data and facts.
Talent alone doesn't make you a professional!!
Talent coupled with a strong ability to act quickly is no guarantee of a career in professional football. For me, the greatest potential lies in the attitude to be a professional and the indispensable desire to do more than others. The sum of all topics, including those that were not discussed here, such as tactical understanding, then show whether the supposed “superstars of tomorrow” will even make it into professional football.
Gerhard Waldhart
About the author The author Gerhard Waldhart is assistant coach game analysis SKN St. Pölten and has a wealth of experience in football. The A license holder has already had interesting positions behind him, such as coaching activities in the state selections in the Tyrolean association or in the DFB base. His additional training as a qualified sports mental trainer, training as a game analyst at the International Football Institute and a current MBA in sports management at the University of Middlesex in London also show that he thinks beyond boundaries. At SKN St. Pölten, Gerhard Waldhart is responsible, among other things, for video analysis of player development as well as for opponent preparation and live analysis.
Bibliography:
Based on the bachelor's thesis: Speed training in football: Investigations into the motor and cognitive components of speed of action in training individual and collective attack tactics (Christian Mosebach, Diplomica Verlag, Hamburg, 2010)
Based on the magazine: Football training “The basis of the reversal game” (published in Phillipka Sportverlag 05/2012, Domenico Tedesco, Münster)
Definition: Speed of action in football (Bisanz & Gerisch, 2008, p.186) Raymond Verheijen (2000)
You can find more content for everyday training...
Clear situation for you as a trainer. Your player is in a good attacking situation in the final third. With one pass through the interface, your striker can run directly towards the goalkeeper. What happens? He continues to dribble and then plays the pass to the outside.
Wrong decision, missed chance to score. Missed the equalizer and lost the game.
You saw the interface immediately, as did some of the players and your assistant coach. Even some parents groaned because the ball wasn't "put through". This situation doesn't necessarily occur several times in the game, but when it does, it's crystal clear what needs to be done.
Did the player who was in the situation also see the interface? At least we often assume this and make a mistake:
We automatically project our experiences onto our players.
Suppose you are 34 years old, coach a U13 team, have played football for 12 years and have been a coach for 5 years. You also saw countless Bundesliga, Champions League and European Championship/World Cup games and discussed game scenes with colleagues.
Your wealth of experience as a player is as large as your players are old. As a coach, you also deal intensively with possible solutions and Messi's countless brilliant moments from the CL are also stored in your memory.
You call upon these experiences again and again during the game and demand them from your players, even though they may not even have the experience you require, let alone be technically able to implement it.
To avoid such mistakes, here is a crucial tip:
First ask yourself the following question:
Does the player have this level of experience to play the ball through the interface?
If the player has the experience for the interface ball, then ask him the following question:
“Do you remember the attacking situation in the 27th minute of the game when you dribbled past the 6-point line and then played the ball out in front of the central defender? What other options did you have?”
By rewriting the situation, it is easier for the player to remember and “put themselves back” in that situation. With the open question at the end, you actively encourage him to talk, which allows you to see whether he has actually seen the option.
The following answers are possible:
The player didn't see them = The player therefore has problems with fixed or peripheral perception of game situations.
The player saw it but did not choose it = The player has either decision-making problems or action problems, i.e. problems in the technical implementation
If the player has problems with the technical implementation, you have to ask yourself how often you have trained the interface ball under game-like conditions.
In summary, you should take the following two points away from this article:
Don't project your experiences onto your player
Ask open-ended questions to find out where the player's problems lie
If you have any questions, please feel free to contact us
Switch and snap. A key to success: speed of action. To promote this, there are special reswitch bibs. The kicker followed an instructive training session.
Author: Jan Vomacka]]>
https://reswitchtraining.com/en/blogs/news/gastbeitrag-die-entwicklung-der-spielintelligenz-im-kinderfussball-ein-beilaufer-oder-essenziell-wichtig2019-08-09T17:30:00+02:002024-01-19T17:16:53+01:00Guest article: The development of game intelligence in children's football - an accompaniment or essential? Tammo Neubauer
by Tobias Bluhm – kinderfussball.org
There is currently a lot of discussion in German youth football about how we can train our youngest kickers even better in order to produce more players at the top level in the future.
In addition to the introduction of the fair play league, where the pressure to achieve results should be taken away from the children so that they can play freely and creatively again, a further change to the form of competition is now being discussed. This new form of competition is called Funino. A game where the children demonstrate their skills in a 3-on-3 game. Small playing fields, small teams, lots of ball contact, lots of goals and therefore more success for each individual child are just a few of the many advantages of this form of play developed by Horst Wein in the 1980s.
The aim of Funino is to improve children's game intelligence, i.e. their perception, anticipation, creativity and analysis of game situations. A training focus that is far too often neglected.
If you ask many young coaches what they want to teach their players, all they say is:
“You should be able to dribble, shoot and pass well. The passing game is particularly important to me. So pick up your head, see your teammate and play.”
In principle, these training focuses are not wrong, but the question is how to teach them.
Because many coaches think that their players will learn to pass if they master the passing technique really well. Therefore, a wide variety of pass sequences are often rehearsed as early as 8 or 9 year olds. Pass - let the clap - pass - turn up - play to the outside - cross - bicycle kick - goal - celebrate like Balotelli 🙂 . A bit exaggerated, but that's roughly what it looks like when many young coaches want to teach their players how to pass and how to recognize their teammates. However, most people then wonder why the children simply cannot implement it later in competition. After all, you trained so hard. The reason for this is the lack of promotion of game intelligence.
What is game intelligence?
To explain it simply, game intelligence means that a player makes the right decisions as often as possible in a wide variety of game situations. The fewer bad decisions a player makes, the higher his gaming intelligence is.
An intelligent player has already decided what he will do next before he receives the ball. Less intelligent players only start thinking when they have the ball at their feet.
However, before a player finds the right solution, he goes through 4 phases completely automatically and subconsciously. The interaction of these phases ultimately makes for an intelligent kicker.
#1 Perception
Recognize relevant information for the respective game situation
Pre-orientation
Where am I in the field right now?
Where are my teammates?
Where is the ball ?
Where are my opponents?
#2 Understand and interpret
Classify the game situation correctly
Access experiences and wealth of knowledge
#3 Decision Making
What do I have to do to solve the problem?
Weigh up opportunities and risks
find suitable solution
#4 Technical execution
Motor implementation, for example a pass, a dribble, a quick turn, a shot on goal or much more...
So 3 of these 4 phases take place in the head and actually constantly throughout the entire game. That's why a world-class player like Andrea Pirlo, for example, said: “You play football with your head. Your feet are just your tools.”
That's exactly how it is, because 80% of mistakes in professional football are decision-making errors (game intelligence) and not technical errors.
This means that no matter how technically gifted you are and how many passing sequences you train, if the players can't find solutions for certain game situations, often make wrong decisions or simply take too long, a large and extremely important component is missing.
“Only thanks to his game intelligence is it possible for a player to translate his technical and physical skills into effective performance.” – Horst Wein
How can you train game intelligence?
Quite simply through game-oriented training. This means forms of play in which the children are repeatedly confronted with different play situations and therefore constantly have to make new decisions.
Game intelligence cannot be trained with isolated forms of exercise, i.e. with passing sequences, as this does not promote decision-making in any way. There is no point in training pure passing technique if the player does not know in which situations in the game he has to use it.
Another important point in promoting game intelligence is coaching the coach. He should encourage his players to think with clever questions instead of giving them all the solutions. Because if the coach already gives all the solutions, the children simply carry them out without having properly understood the game situation. This in turn means that without the coach's instructions/instructions, the players often don't know how to solve certain situations and therefore make the wrong decisions more often.
Only through active learning, trying things out and allowing yourself to make mistakes is it possible for learning results to remain in the child's long-term memory. A large memory of different gaming experiences ultimately enables a better understanding of the various situations in the game and therefore the making of correct decisions.
About the author:
Tobias Bluhm is the founder of the website Kinderfussball.org , which provides coaches with helpful information and training methods for everyday training. He is also an author for https://portal.spond.com/de/ . He himself is on the field as a U9 coach and, with his B license, is ideally qualified to train with children. Tobias was most recently honored by the DFB and has since been the DFB Volunteer Award Winner 2019
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https://reswitchtraining.com/en/blogs/news/die-profis-vom-1-fc-nurnberg-trainieren-ab-sofort-mit-reswitch2019-07-14T17:30:00+02:002024-01-19T17:28:09+01:00The professionals from 1. FC Nürnberg are now training with RESWITCH!Tammo Neubauer
Last week we were at the training camp in Maria Alm, Austria with 1. FC Nürnberg. The team, led by head coach Damir Canadi, prepared there under the best conditions for the new season, which opens on July 27, 2019 against Dynamo Dresden.
In addition to tactics training, the training content also included a RESWITCH training unit. Tammo had the opportunity to familiarize the coaches and players with the various possible uses and to train their perception and speed of action in small games.
After positive feedback from players and the coaching team, RESWITCH will now be incorporated into training operations in the future. The entire RESWITCH team wishes you much success in the new season!
Author: Tammo Neubauer
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https://reswitchtraining.com/en/blogs/news/scouting-im-grundlagenbereich-alternative-ideen-fur-proficlubs2019-04-24T18:00:00+02:002024-01-19T17:35:04+01:00Scouting in the basic area – alternative ideas for professional clubs Tammo Neubauer
For months, I've been thinking about how the scouting of young talent centers in the basic area could be optimized.
Just last week there was a film report on WDR about an 8-year-old who was signed by BVB and is now driven 70 kilometers to training and 70 kilometers back several times a week. For me it's a fiasco because the boy loses this time for training, for time with friends and for school.
Players in the basic area are in the trial and error phase, in which actions that are criticized are quickly no longer tried out, even though they are exactly what would be necessary for long-term development. So why should he play in a performance center when he has more time to train and try things out at home?
A proponent of early change could argue that the quality of coaching and training is higher in the NLZ and that players therefore develop faster. Definitely not wrong, but in my opinion not the ideal way either.
In my opinion, the following approach would be optimal: Instead of investing in youth scouts in the basic area, professional clubs should invest in club development. What does that mean? In my opinion, it would be the right way if recreational sports clubs received support in setting up sporting structures and the sporting content of children and youth training. To do this, the professional clubs could hire club developers. The club developers are close to the clubs, offer training for trainers and serve as contact persons for the sporting management of the club and accompany the trainers in training at regular intervals. This means that the club developers are not only up to date with the players' development, but can even influence the development themselves. The recreational sports clubs, on the other hand, receive a lot of know-how, which increases the attractiveness of the club.
Now those responsible could say that this means that the range of good players in a region will not be seen so quickly and that other clubs will then scout and sign them beforehand.
I don't entirely believe that, because the professional clubs that implement this idea best will also win over the best, ambitious clubs and their players. Then the clubs should “give, give, give and then take”. If another NLZ comes knocking on a player's door, parents will also say that the player is best supported at home in the current phase and then a move to the NLZ is pending, which has already promoted the player's development .
The clubs that bring this approach to life will be able to recruit even better youth players in the future and thus clearly set themselves apart from other clubs. But those responsible must recognize that this requires employees who can not only observe and evaluate the best players, but are also passionate about promoting sport in the region and can act as a link between grassroots football and competitive football. So we are talking about a “partner club 2.0” because this is much more intensive than is currently the case with many partner clubs. In addition, in the long term it could be possible for more players from our own region to make the step up to the professionals, like Kevin Großkreuz at Dortmund or Thomas Müller at Bayern. These are the stories that have a lasting effect in clubs. In addition to all the advantages that the clubs gain from it, it is the biggest benefit for young players, who can develop in peace in their familiar surroundings and still receive optimal support. This approach could then significantly reduce the early transfer of youth players from the basic level to youth performance centers.
We look forward to your opinion and further suggestions. Feel free to write us a comment or a personal message
Author: Tammo Neubauer
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https://reswitchtraining.com/en/blogs/news/die-trainerausbildung-der-zukunft2019-04-08T18:00:00+02:002024-01-19T17:40:29+01:00The trainer training of the future Tammo Neubauer
Last week we published a guest article on the topic “The trainer training of the future” at Spond. If you're wondering how training could work in the future, what the focus is and how long a license like this could take, just take a look and read the following article.
If you talk to fellow trainers and ask how their trainer training went, you will often get the same answers. The training of 10-20 years ago does not differ in many respects from that of today.
However, “learning” is changing. Especially through the use of new media and the associated opportunities to learn online from anywhere. This will change coach training in the coming years. If we ask a fellow trainer about his C-license training in 5 years at the latest, this could be his answer:
“The training was very intensive, but incredibly good. It is nowstructured very differently than it was a few years ago. There is now a connection betweenface-to-face and online training.The training lasts a total of 8 weeks, with regular changes between theface-to-face and online phases. The amount of attendance time is approximately 2.5 weeks and theonline training is 5.5 weeks. The attendance times were very intensive. Theonline training is structured so that new tasks, lectures orgroup work take place every few days. It is possible to complete this after work, so that
no extra vacation is needed. The attendance time is a little longer than yours back then, but many lectures will take place online, so that every trainer can receive better and more intensive trainingin practice .
But wait, let me tell you in more detail:
After successfully registering for the training course, all participants receivea link to an online portal that accompanied us throughout the entire training.The portal serves as a virtual classroom in which live conferences are held, presentationsare presented and game scenes and forms of training are commented on and discussed.There are also course materials stored there that are available for download. Theportal is also available as an app, so youcan not only access it on your computer, but also view or read new content while on the go.
The trainer training no longer began at the sports school, but with all course participants on a specific day in the learning portal. Here we got to know each other for the first time, as well as the first group tasks that we presented during the first face-to-face time.
As I said, many theoretical topics are taught during the online training period via the portal, so that the face-to-face time could be used much more intensively for practice. External trainers have either given live lectures orposted lectures on the portal. Through a comment function in the stored videos,we were able to ask trainers questions, whichcan then be answered not only by the trainer, but also by fellow trainers. Social online learning hasfound its way into trainer training.
The practical units were all filmed with a 360-degree camera. The camera is onthe square. The video is then uploaded to everyone's private account in the portal, so that afterwards wecould look closely at what we said, how we said it and whether the playersreacted to it the way we wanted. We also received VR glasses for the duration of the courseso that we can optimally imagine ourselves back in the situation. Self-reflection plays a big role here. Anyone who wants to can also unlock the video forothers to get feedback.
In terms of content, the focus is very much on how wecommunicate correctly with individual players and the team. The course, which took 3 days alone, is called “Man Management”. Although the communication skills wereprobably already trained in your time, it is now clear that a coach todayneeds much better soft skills in order to really bring out the potential of his playersor to recognize problems more quickly. But it was also about the correct coachingbehavior during games and training. There were always role plays,lectures and tasks. The three days were really intense, but extremely helpful.During the online training periodthere were also further suggestions that we should then specifically try out in our teams.
The lectures on how we can improve our players' perception anddecision-making skills were very interesting. Here it is reallyimportant to understand how the processes in the brain work and how wecan specifically train them in training. Thetraining bibs fromRESWITCH¹ are an exciting training tool. A lot has happened on these topics in recent years, but the priority remains very high. Another focus of trainingis data analysis. However, this varies in length and intensity depending on the license level.The aim is for us to understand how to interpret data correctly and not blindlyfollow the data hype or categorically exclude it, but rather consciously question what youcan and cannot use for your training at your playing level. It was exciting to gain an insightinto the database of a large provider. We were given really cool tasks. Forexample, we had to choose the best player at Euro 2024 from a data perspective. Thatwas exciting because it was a different player than expected.
Tactics training today is specifically designed for game principles. Every coach should develop his own game principles that promise success. This is separate from any gaming systems. They are no longer such a high priority. Much more attention is paid to how our players act in individual situations. We have now developed individual options for action based on how a player triggers a situation. This is of course much more complex than it probablywas back then. I really like the fact that it goes into so much depth today.
Basically, the training was really long and very intensive. However, I gained so much for the practice during this timethat it was really worth it. The structure ofthe online and face-to-face training is great because it really goes into depth. I canonly recommend the training to you.
What's great is that we can now also do training courses online or via the app, whichwill receive points. This now gives us the opportunityto view missed training courses. The points system is now structured a little differently.
The points are no longer just there to extend the license. Today, hard-working trainers who train regularly are “rewarded” extra. Depending on how manymilestone points I reach, I can take part in an elite youth license training course orA-license training course or I can choose training aids that will thenbe sent to me. Training is also really fun. I think a realculture of further education and training has emerged. I think that's great because youcan always develop further. But tell me, what was your training like back then andhow are you continuing your education today?”….
I think we are entering a time when “learning” as we know it will change. We will certainly receive more intensive and multimedia training and further training in the future. This development will also find its way into coaching training, simply because it is important to deal with football in even more detail. The trainer training of the future described would be so useful for us trainers that I would wish I had experienced it myself.
Would you register for the trainer training of the future described?
What do you think of the idea of further training?
The article was published on April 5, 2019 by Spond:
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https://reswitchtraining.com/en/blogs/news/entwickeln-sich-spieler-ohne-trainer-besser-als-mit-trainer2019-03-08T18:00:00+01:002024-01-19T17:44:33+01:00Do players develop better without a coach than with a coach? Tammo Neubauer
This question is provocative, almost outrageous.
How can players without a coach develop better than players with a coach? Besides, we do such good training that the players automatically have to learn something and get better, right?
We came across a study from the school sector that led us to this question. Prof. Sugata Mitra (Professor of Educational Technology at the School of Education, Communication and Language Sciences) from the University of Newcastle investigated the question of how far learning can go - without a teacher - and whether children can develop through self-organized learning alone be able to acquire the basics of the school subject of molecular biology using a computer and without external help.
For this purpose, a computer with a learning program on molecular biology was installed in the marketplace in the Indian slum of Karnataka. The children received a short introduction in which the experimenter told the children about “interesting results” that could be achieved with the help of the computer. The children in the village then dealt with the computer independently and looked for the “interesting results” in the learning program.
The first results from this study were shown after 75 days. The experimental group, which consisted of 34 of approximately 100 children in this village, delivered an incredible result. In a multiple-choice test, the experimental group far exceeded the level of students of the same age at a neighboring village school where the subject of molecular biology is taught. They have also reached the level of children at least two years older than them in a rural school where the subject has been taught for some time.
Prof. Mitra then immediately pursued another question: What significance do adults have as “friendly mediators” in the children’s learning process? To do this, in another 75 days he brought in a person who was not the students' teacher and had no specialist knowledge of the subject. The task of the “friendly mediator” was to ask important and motivating questions, then to withdraw and limit himself to encouraging and praising the children for their results:
“Why do we breathe and what happens to the air we breathe?”
“How did you find out?”
“I wish I could do what you can do. “
At the end of the second phase, Prof. Mitra was able to present the following result: The students in the experimental group achieved a level of performance that corresponds to students of the same age in a well-equipped private urban school and far exceeds the level of the students at least two years older in the neighboring village subject is taught.
What does that mean for us coaches?
Players used to be able to develop freely at “Bolt” without anyone calling in and demanding how certain things had to be implemented. Through successes and failures, players were able to quickly determine which actions worked and which didn't. Self-experimentation, failure and victories have created multifaceted experiences.
Today we coaches give the players less and less freedom to develop their own patterns of action and demand solutions developed by us. In the future, we coaches must give our players more freedom again in order to develop the football field mentality and individuality of future generations of players that many demand.
This does not mean that you accompany the training without paying a contribution. Quite the opposite:
If you have a clear idea of “your” football game, you can use open questions to get your players to reflect, question their solutions and develop new ideas.
“Why did you choose this pass and not dribbling?”
“What would have been another solution?”
“How did you do that exactly?”
As a coach, you are the mediator with a clear goal of guiding your players in a certain direction without telling them anything! When they come up with new ideas, it increases their curiosity to try it out. Now you can also start experimenting yourself, trying out what leads to success and what leads to failure. In this way you bring the football field mentality back a bit and your players can develop freely.
To return to the initial question: Do players develop better without a coach?
The answer to this question is highly individual and depends on you as a trainer. I wish every player to have a coach who does not focus on himself and his desire for rigorous knowledge transfer, recognition and success, but rather on the long-term development of his players. I am of the opinion that we coaches need to be trained much better in communicating with players! Because through correctly chosen communication we can convey our gaming philosophy without prescribing it. Interesting questions that make you think, self-experiments, joint reflection, “independently” developed solutions and praise. These are things that are needed to spark curiosity about football. If they don't get that from you as a trainer, maybe "bolting" with friends is the better alternative.
So the crucial question is: Would your players develop better without you?
Sources: Mitra, Sugata, and Ritu Dangwal. “Limits to Self-organizing Systems of Learning—the Kalikuppam Experiment.” British Journal of Educational Technology 41, No. 5 (2010): 672–688. doi:10.1111/j.1467-8535.2010.01077.x
Author: Tammo Neubauer
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https://reswitchtraining.com/en/blogs/news/gastbeitrag-trainieren-mit-funino2019-03-02T18:00:00+01:002024-01-19T17:55:23+01:00Guest article: Training with FUNino Tammo Neubauer
Integrate game situations from small football games into training – Guest article by Thomas Staack
FUNino is the football game of the future. The form of the game developed by Horst Wein is not new and yet it is more current than ever. Many football associations in Europe have discovered the advantages of the FUNino and are considering switching to small football games on weekends.
Some countries, such as Belgium, have already implemented it. In lower age groups, the game is played in a mode from 2vs2 to 5vs5. The trend is clearly visible, no trainer should close their eyes to it, especially since the positive effects are obvious. Small football games in small teams ensure lots of ball contact, 1vs1 situations and a sense of achievement. The intensity in the game is high. All children receive equal working hours. The four goals promote passing, shifting play and dribbling across spaces, while the goal zones promote combination play right up to the goals. At FUNino, new game situations always arise that the children can solve independently within the framework of the few provocation rules. This trains speed of action, cognitive thought processes and, above all, creativity. Small football games are ideal for creative dribblers, who we are desperately looking for. They are allowed to explore their technical skills freely and without pressure. But ultimately all children benefit from small football games, because at the end of a FUNino game day they have all scored goals, prepared goals and gained a variety of playing experiences.
The football game is the driving force behind training. Our job as coaches is to isolate game situations from football and use them to create exercises and games that advance our players technically, tactically and coordinatedly and motivate them to be creative and act quickly. The special challenge with the FUNino are the four mini goals. They always create two options for the attacker and make it more difficult for the defender to win the ball. Below I will show you, using three examples, how you can incorporate FUNino game situations into your training. You can find further exercises and games for typical FUNino situations in the free training sessions at DFB Training Online.
Forms of training
Exercise 1 FUNino running duel
Construction
Place two starting cones approximately 10 meters apart.
Build a row in the middle with four cones (cone wall).
Set up two mini goals on the sides.
The children form rows at the starting cones with balls.
Sequence
The children on one side run one after the other with the ball in their hands to the cone wall. They then either sprint to a mini goal and throw or roll the ball into it.
The first child on the other side runs to the cone wall at the same time and then tries to touch the runner with the ball.
Then change tasks.
Variations
Competition: Who will score the most hits? Who catches the most runners?
Pass the ball into the goals.
Tips:
The ball in your hand makes running more difficult and improves your feel for the ball.
The runner can choose between the two goals and deceive the catcher.
Adjust the distances to the children's ability level.
Exercise 2: FUNino-2 vs 1
Construction
Set up two mini goals next to each other and two more mini goals on each side.
Place a starting cone approx. 12 meters away.
Form rows with balls between the two mini goals (defenders) and without balls at the starting cones (attackers).
Sequence
The defender passes to the attackers and starts down the field.
Two attackers play 2v1 against the defender and try to score in one of the two mini-goals opposite.
If the ball is won, the defender is allowed to counterattack on the mini goals on the sides.
Variations
Competition: Which attacking team will score the most goals? Which defender scores the most counterattack goals?
2v2.
Tips
Let the children practice freely. Avoid coaching as much as possible.
The two goals promote children's creativity. You are free to decide whether to overcome the defender with a pass or in a 1vs1.
The counter goals motivate the defender.
Exercise 3: FUNino game
Construction
Mark a field measuring approximately 28 x 22 meters with 4 mini goals and goal zones approximately 6 meters away.
Divide into two teams with 4 players each.
Sequence
Play 3v3 with 1 rotation player each.
Substitutions are made every time a goal is scored, at the latest after 2 minutes.
If a team is leading by 3 goals, the team behind may play 4v3 in the majority until the gap is only 1 goal.
Variations
3vs3 with goalkeepers on youth goals.
4vs4.
Tips
FUNino improves speed of action and creativity. If a mini goal is optimally defended, the players have to think quickly and attack the other goal.
Have spare balls ready on the sidelines.
Play without a throw-in. Instead, dribble the ball in or pass it.
About the author
Thomas Staack, born in Lübeck in 1972, studied law in Freiburg. The DFB-B license holder has been writing articles and training sessions for the specialist magazine fussballtraining junior and the popular web portals DFB Training Online for many years
and DFB Training Live. Most recently, he published the DFB football training card “Coordination in children's football”. He has gained many years of experience with children's soccer teams in various age groups, including at VfB Lübeck, Viktoria 08 Lübeck, TuRU 1880 Düsseldorf and the ISD Sportverein Düsseldorf. He is currently a trainer and coordinator at SC Borussia Lindenthal-Hohenlind in Cologne. He also invents imaginative stories in the field of entertainment literature and has already published four books.
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https://reswitchtraining.com/en/blogs/news/gastbeitrag-das-gehirn-zentrale-unserer-leistungsfahigkeit-ii2019-02-18T18:30:00+01:002024-01-19T17:59:37+01:00Guest article: The brain – the center of our performance IITammo Neubauer
The last post concluded with the question of which solution is the right one in the following situation:
Fictitious game situation: “Red” wins the ball in the center after “White” builds up the game.
Option: He decides to dribble into free space
Option: He decides to play to the starting winger
Option: He decides to play a deep pass to the striker between the IVs
Which is the correct solution?
Correct! The one that leads to the gate. And there is no one solution for this.
The player makes his decision primarily based on experiences he has had in similar situations in the past. If the outcome was positive, he will prefer to look for this solution again. If the outcome is negative, a new strategy is developed.
Let's now look at a negative and a positive outcome for option 2:
Positive outcome: Striker runs towards the goal alone -> positive assessment of the solution
Outcome negative: Opposing IV is strong in positional play and intercepts the pass
Maybe dribbling to tie up an IV or passing to the wide player would have been a better option?
When does my player act consciously, when unconsciously – and which is better?
If a player makes many decisions unconsciously, i.e. correctly INTUITIVELY, he needs significantly less time to make his decision because the stimulus processing in the brain is shorter. In this context, people also like to talk about FASTER ACTING PLAYERS. However, as the game situation becomes more complex, the difficulty of making the right decisions unconsciously also increases. More experienced players already have an AUTOMATED SUCCESSFUL ACTION STRATEGY, even in increasingly complex game situations.
So in our example, does the player make the decision unconsciously or consciously?
Correct! Of course, that depends on the individual player. If our player is an inexperienced youth player, he needs more time (we remember: more fixations, less information per fixation, longer conscious decision-making) for his action process.
So we have to get our player to CORRECTLY PERCEIVE the situation by, if possible, “scanning” the game-decisive scenes with his FIRST LOOK and peripherally perceiving the events around him. Even in increasingly complex situations, he should make a DECISION with a SUCCESSFUL OUTLET as automatically as possible without long thought processes and IMPLEMENT it PERFECTLY using his motor skills.
But how do we do that?
Stop dictating actions to players
In football, tactics are often understood as instructions from the coach to the players about how they should behave. When we talk about TACTICAL KNOWLEDGE, this is absolutely true. This includes, for example, the EXPLICIT COMMUNICATION of game systems, the benefits of certain actions (“if-then strategies”) and behavior in standard situations.
The more complex and open the game situation is, the more important IMPLICIT LEARNING becomes for our players. Only through this unconscious processing of information can AUTOMATISMS arise that enable players to act unconsciously and therefore very FAST. A study by Berry & Broadbent (1984) even showed that explicit knowledge often has a negative impact on performance.
Mistakes are essential
As we now know, youth players in particular HAVE to make MISTAKES. This is the only way they can develop differentiated action plans in different situations and have the opportunity to choose the right one from a SERIES OF ALTERNATIVES (illustrated graphically in Figure 3). To do this, we coaches have to continually present the players with new challenges through appropriate training content. The way we coaches interact with the players is particularly important. We have to make it clear to you that it's not a problem if something doesn't work.
Fig. 3.: Coupling of situation and action: choosing an action from alternatives (according to Roth).
Break patterns and thereby make players variable
To do this, let's go back to our example: Our player INTUITIVELY chooses option 1 and dribbles because he is fast and often solves situations successfully. But he increasingly loses sight of the free player in depth.
If dribbling is his strength, then we as coaches must not deprive him of it under any circumstances. Our job is to help him use this strength correctly. To do this, we have to tell him what HE needs to pay attention to in order to recognize whether another option is more likely to be successful.
Getting players to turn on their brains themselves
In football, as everywhere, there is rarely THE one solution. When choosing a solution, it is important that the player sees a plan behind it that he or she develops INDEPENDENTLY. We achieve this through suitable forms of play in which the players are constantly presented with new tasks. Only the question about a failed action “what a possible better solution could have been” helps him to reflect on himself.
Correctly assess the reason for the failure
A player has an outstanding idea, but fails to implement it with motor skills. Do we now criticize our player for this? No, just the opposite! “Very good idea!” is our feedback and we need to work on the player’s technical skills. Because if he can successfully implement his game-intelligent thoughts in his motor skills, then we as coaches have done a lot of things right.
Tobias Bierschneider (24) lives in Leipzig. Current graduate in the master’s program “Diagnostics and Intervention in Competitive Sports”. He is an assistant coach at RB Leipzig's U11 team. He previously lived in Munich for 5 years, where he completed his bachelor's degree in “sports science” at the TU. In the 2017/18 season he worked as an assistant coach for the SpVgg Unterhaching U14 team. He gained his first experience in an NLZ in 2016 as part of an internship at FC Ingolstadt.
Sources
De Groot, A. (1969). Perception and memory in chess; an experimental study of the heuristics of the professional eye. Mimeograph; Psychological Laboratory University of Amsterdam, Seminar September.
Gralla, V. (2007). Peripheral vision in sports. Possibilities and limitations illustrated using the example of synchrono-optical perception. Bochum (also dissertation Ruhr University Bochum Faculty of Sports Science)
Helsen, WF, Pauwels, JMVisual search in solving tactical game problems. In: Daugs, R., Mech-Ling, H., Blischke, K., Oliver, N. (eds.): Sports motor learning and technique training. Volume 2. International symposium “Motor skills and movement research” 1989 in Saarbrücken. Cologne 1991, 199-202
Hohmann, A., Lames, M., Letzelter, M. (2014). Introduction to Training Science (6th edition). Wiebelsheim: Limpert
Rösler, F. (2011). Psychophysiology of cognition. Introduction to Cognitive Neuroscience. Heidelberg: Springer Verlag
Taylor, St. (1965). Eye Movements in Reading: Facts and Fallacies. American Educational Research Association, 2 (4), 187-202.
Williams, AM, Davids, K. (1998). Visual search strategy, selective attention and expertise in soccer. Research Quarterly for Exercise and Sport 69 2, 111-128
Author: Tammo Neubauer
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https://reswitchtraining.com/en/blogs/news/gastbeitrag-das-gehirn-zentrale-unserer-leistungsfahigkeit-i2019-02-04T18:30:00+01:002024-01-19T18:02:29+01:00Guest article: The brain – the center of our performance ITammo Neubauer
View football as a mental exercise
Dominate the center , get behind the last chain , create the majority . On the defensive, secure teammates and defend your own goal through a compact defense . We coaches usually associate these principles with a ball sport like football.
If you now replace the words chain with row, players with pieces, goal with king, we are in one of the most popular and complex mental sports on this planet: chess
When we hear chess, we usually think of the “smartest” people. They say that anyone who can play chess well has a bright mind.
It is no coincidence that some basic principles for successful football go hand in hand with those of a complex, strategic mental game. In football, however, we don't just have a chess player who has power over his pieces. Depending on age, there are usually 7, 9 or 11 individuals on the field, moving around on their own and trying to act the smartest way for their team. Of course, the coach determines the game system, sets the team tactics and prepares the team for the opponent. Each player still has to react as quickly as possible to the many different and complex game situations and choose the best course of action from a range of options, all in a fraction of a second.
Why does a player do what he does
A player has a variety of options in every situation in which he is actively or partially involved. For example, he can dribble with the ball at his feet, play a vertical, horizontal or back pass to one of his teammates, shoot at the opponent's goal, and so on. But how does this DECISION MAKING work?
Fig. 1: Phase structure of tactical action according to Mahlo (1966).
When you think about the most important characteristics of a football player, keywords such as technique, tactics, physical abilities and game intelligence often come up. But what is responsible for the development of all of these characteristics is our CENTRAL NERVOUS SYSTEM.
To illustrate this using a practical example, let's look at the following game situation:
Fig. 2.: Fictitious game situation: “Red” wins the ball in the center after “White” sets up the game.
First of all, the player perceives the new situation sensorily. In football this is usually done VISUALLY. Sometimes also auditory (when shouting) or tactile (when touching).
A person can perceive around 4-5 images per second through fixed fixation . We perceive the rest peripherally, i.e. out of focus, but at up to 100 frames per second .
“ The best search is no search at all.”
When we look at the difference between 5 conscious images and 100 peripheral images per second, it becomes clear how important peripheral vision is. The above quote becomes even clearer if we imagine a player looking at the trajectory of the ball (“fixing”) and at the same time perceiving what is happening around him (peripherally) in order to recognize the opponents and the first contact accordingly to carry out.
Since a player usually only has a few “IMPORTANTS” to correctly perceive the situation, he should direct his gaze to the game-deciding event as quickly as possible, while still taking in as much of the surrounding area as possible.
In our example: “Free space in front of me. Winger on the right starts going deep. The striker starts deep behind the chain.”
Numerous studies of various team sports have been able to prove that more PROFESSIONAL or EXPERIENCED athletes grasp situations both peripherally and centrally better than inexperienced people. You need FEWER FIXATIONS to find FASTER and MORE ACCURATE SOLUTIONS regarding tactical attack decisions. You can also record MORE INFORMATION PER FIXATION.
If the player has correctly perceived the information, the information is transmitted in the form of electrical impulses via our nerve cells to the visual cortex of our cerebral cortex and processed there.
But now to the most important question: What mental solution does he find and why?
Let's look at various possible actions in our example:
Option: He decides to dribble into free space
Option: He decides to play a deep pass to the striker between the IVs
Option: He decides to play to the starting winger
But which solution is the best?
You will find out which solution is the best in the second part of Tobias Bierschneider's guest article. In order not to miss when the second post will be published, go to the RESWITCH Facebook page and LIKE the page. The second post continues excitingly!
Tobias Bierschneider (24) lives in Leipzig. Current graduate in the master’s program “Diagnostics and Intervention in Competitive Sports”. He is an assistant coach at RB Leipzig's U11 team. He previously lived in Munich for 5 years, where he completed his bachelor's degree in “sports science” at the TU. In the 2017/18 season he worked as an assistant coach for the SpVgg Unterhaching U14 team. He gained his first experience in an NLZ in 2016 as part of an internship at FC Ingolstadt
Author: Tammo Neubauer
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https://reswitchtraining.com/en/blogs/news/zu-gast-beim-tsv-grunwald2019-01-21T18:30:00+01:002024-01-19T18:08:13+01:00Visiting TSV Grünwald Alexander Bitzke
Last Friday we were guests at TSV Grünwald . We trained with the talents of the 2009 class. This type of speed of action training was also new and unusual for the boys. Compliments on how well you implemented it! Good luck for the second half of the season!
Author: Tammo Neubauer
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https://reswitchtraining.com/en/blogs/news/5-tipps-um-sein-coaching-wahrend-des-spiels-zu-verbessern2019-01-13T18:30:00+01:002024-01-19T18:12:12+01:005 tips to improve your coaching during the game!Tammo Neubauer
Who doesn't know it from themselves or has experienced it several times in games? In the heat of the moment, we coaches shout sentences like “Boys, play football!”, “More exercise” or “Play faster”. Of course we know what that means. The players probably know what they should do better, but is that really effective?
What exactly do you mean by “Boys, play football!”? The problem that we recognize is that we as trainers have taken over these commands from our trainers or other trainer colleagues without thinking about it. Somehow it is logical anyway what is meant by that. The game is no longer nice right now, the players are knocking the ball away too quickly, the passing game is imprecise, controlling the ball takes too long and the players should support each other again and coach each other positively. Is it clear what this means, isn't it?
These things are going on in the coach's mind, he summarizes his thoughts and wants to use this command to get the game back on track. The recipients of the command are his players. Each of these players receives this message individually, processes it with their thoughts (decodes) and gives feedback, here in the form of changed gaming behavior. But if this playing behavior was not what the coach wanted, he sends another message and the cycle starts again!
Commands like the one mentioned above are not part of coaching, they are phrases because they are imprecise and not very meaningful, which is why this cycle will repeat itself more often.
TIP 1: Eliminate phrases and prepare the keywords with your team!
Coaching, on the other hand, is much more precise and meaningful because the players understand the message. Write down your coaching keywords on a piece of paper and define them precisely. The next task will be to define this together with your team. Also address your team and ask them what they understand by this. They may have previously understood it completely differently. Last but not least, integrate these jointly defined coaching points into your training!
TIP 2: Coach less, but more consciously
If we coach too much, we overload our players. With constant coaching, the players' creativity also suffers because they no longer make their own decisions, but are only executing orders. The word is of course slightly exaggerated, but we should still pay attention to the frequency of coaching. It's better to have less, precise and understandable information than to be permanent and overloading. Focus on the key coaching points you want to bring into the game and pay attention to player feedback. Changes in gaming behavior sometimes only occur after a few minutes. Be aware of that.
TIP 3: Ask for feedback from your fellow trainers
If you're interested in improving, there's no shame in asking for feedback on your coaching from your fellow coaches, even if it might be uncomfortable. Of course you need honest feedback. The opinions of your coaching colleagues are extremely important because they can give you feedback that you rarely get from your players. Was it expressed precisely and clearly? Did the players understand and implement it? Was it too much or too little coaching? What were the gestures and facial expressions like? With these questions you will receive immediate feedback and can draw initial conclusions.
TIP 4: Have it filmed
Have you ever thought about having (just) the game filmed, but also yourself? Have yourself filmed during the dressing room address and also during the game. Why? Not only what you say is important, but also your gestures and facial expressions. Crossing your arms during a motivational speech is not very effective, but do we really notice it while we speak? Even during the game, the players keep looking at you when you call in coaching points. By recording you can see for yourself whether the hand movements matched what you asked for and whether they seemed understandable. This TIP 4 is one of the most important for me because it gives you unfiltered feedback!
TIP 5: Constantly improve yourself and still be yourself
If you have read this far, then it shows me that you are willing to develop further as a trainer. This is also the secret to being successful in the long term. Absorb new knowledge, extract the best for yourself and apply it. But the most important thing is that you don't pretend and remain authentic, so apply it in your own way.
If you liked the post, let us know. Feel free to write a message for further coaching tips.
And please share this post if you think other trainers should think about it too!
Author: Tammo Neubauer
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https://reswitchtraining.com/en/blogs/news/was-ist-dein-warum-warum-bist-du-trainer2019-01-06T18:30:00+01:002024-01-19T18:17:24+01:00What is your WHY? Why are you a trainer? Alexander Bitzke
A new year has begun and with it a new year as a coach. Today we would like to ask a very crucial question that can strengthen you personally and thus also your coaching behavior!
WHY ARE YOU A TRAINER?
WHY you became a coach is crucial to you and your future as a coach. The better you know your WHY, the more precisely you can follow your future path as a trainer. Does your WHY match what you are doing now? Are you in the right performance range, in the right age group, in the right club? We have written down some possible answers to the WHY for you. Maybe you'll find yourself there again!
I became a trainer because I...
... couldn't play football well enough myself but wanted to stick with it. ... want to be part of the larger football community. ... thereby getting attention from society. ... would like to convey educational and personal values. ... can't fulfill myself in my job and therefore try football. ...love to win. ... otherwise no one would have trained the team. ... I enjoy developing players. …would like to become known through this. ... gain decision-making authority. ... want to be part of someone who makes it to the professional level. ... unfulfilled wishes as a player can now be achieved as a coach. ... must have done something in the social area for your professional life. ... am constantly faced with new challenges. ... wanted to do better than my trainers back then. ... so I can earn extra money. ... want to be a success coach. ... have football skills that I have to teach the players.
It may be that your WHY is made up of several factors and is weighted differently. This is completely normal and was the case with us too.
Think carefully about what your GOALS are and what your WHY is, because these should fit how and what you train so that you and your players can really develop optimally! Because is it just about you or also about your players? Only you can answer this question yourself.
As a trainer, you have strengths and preferences when it comes to certain training focuses. The next article on this topic will discuss which focus areas fit best into which age group and into which age range you fit best.
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https://reswitchtraining.com/en/blogs/news/der-professionelle-umgang-mit-ausnahmespielern-wie-mbappe-und-neymar2018-12-01T16:00:00+01:002024-01-19T15:52:10+01:00The professional handling of exceptional players like Mbappe and Neymar! Tammo Neubauer
They solve 1 vs 3 situations, play the impossible passes through the interface, go past several opponents while dribbling at speed, make opponents despair, play with courage and risk, score the decisive goal in the last minute and simply stand out in the team with their technical qualities out of here.
The exceptional players are admired by spectators, teammates and opponents, scouts and coaches for their performance on the pitch! But who actually are these exceptional players and why don't we have more of them?
Every coach is lucky to have such an exceptional player in his team and to be able to improve him further. Surely you also have one that stands out with its qualities. However, first you have to correctly recognize the qualities of a player. There are players about whom we coaches have different opinions when it comes to his qualities. Why are the opinions different? Because different coaches have different ideas about football and therefore different demands on the players. But everyone recognizes the one TOP player. The one who makes the difference, the one you want for your team.
Let’s assume you have this exceptional player on your team. Someone with street footballer quality. In our ideal, these are also the players who have an outstanding personality and are tactically at their best. If you really have one of those, call me, I would like to get to know the player personally! However, sometimes the players with exceptional qualities are not the easiest for the coaches. Let's take a look:
tactics
Exceptional talents often have their strengths on the offensive. They create special situations. Defensively, coaches demand absolute discipline in the respective tactical instructions and the creative player often falls through the cracks. What shouldn't happen now is to force the player into a rigid concept, as this can help basic defensive stability, but it suppresses creative thoughts. Of course, the outcome of the game is important to you, but it is even more important that solutions are found that combine both things, because cooperation is extremely productive.
Technology
The exceptional players often have outstanding technique, which they use correctly depending on the situation. In purely technical forms of exercise, these technical processes may no longer look so clean. In the game the player intuitively finds the right action, in the practice form he thinks too much about the correct sequence of events. Sure, coach him so that he gets better, but also be aware that the correct sequence of movements in a form of exercise is not as important as the correct sequence of movements under time, opponent and space pressure.
Forms of games and exercises
By now it should be clear to us what the creative player loves more. Competitions, pressure situations and challenges in game forms should generally have a very high priority in training. Here, too, you can further challenge your creative player individually through additional provocation rules such as: play with at least 3 contacts, no cross passes, “play and go” as a requirement in the final third.
discipline
It can also be the case that creative players have a mind of their own and are conspicuous for their lack of discipline. Coaches need to teach discipline to these players. However, this should be within a jointly defined framework within which the player is allowed to move. A distinction must also be made between obedience and self-discipline. While the former is joining or even drilling and this also restricts players and can even lead to a bad mood in the team, the coach should instill self-discipline. The coach can find out what the player's goals are in a conversation. By becoming aware of the goals and with the support of the coach, the player can learn self-discipline if he really wants to achieve his goal.
There are certainly other exciting points that you should consider when working with an exceptional player, but I would still like to briefly focus on the coach here:
The (potential) exceptional player on your team may be the smallest. Bet on him instead of physically strong but less good players.
As a trainer, you have to have the foresight to decide which measures you can use to further promote creativity and which ones you can use to kill it.
A trainer is also an educator. Establish a discipline framework and identify the player's goals to develop self-discipline.
Creative solutions increase the risk of errors. Allow them, correct them and show alternative solutions.
Exceptional players need the trust that they can “just do it” on the pitch. Give them freedom because that will make them better. That doesn't mean that you shouldn't coach them, but rather show them other alternative courses of action. We need creative players, so demand creativity. It takes you, your team and your exceptional player further!