Under 12/13s

FIRST-YEAR CHILDREN (12 years old)
CHARACTERISTICS OF THE SEASON IN RELATION TO THE AGE OF THE PLAYERS
There are some favorable changes compared to the previous year. It represents an important step towards sociability. Confidence in direct pressures to reaffirm decreases, with which the boy generally becomes less insistent and more reasonable. It should not be forgotten that growth towards adulthood is progressive and, consequently, there is some instability. In this way, with ease, you can go from a typical collaborative spirit of the adult to the manifestation of childish whims. However, the capacity for emotional self-control is superior to that of 11-year-olds. On the other hand, an intellectual growth is experienced that represents an important advance towards conceptual thinking. This implies that you can start entering information about specific aspects or actions. *"Entrenamiento en el fútbol base" –Isabel Gázquez Pérez –Paidotribo. Affective dependence. Age of discovery. Importance of the model.

CHARACTERISTICS OF THE SEASON IN RELATION TO PROGRAMMING

If the team has been competing in football-7, in this cycle a sharp change will manifest itself when moving to F-11. We must take into account this circumstance and help the player to adapt, especially in the two aspects already mentioned:
- The structural adequacy in relation to the number of players.
- The perception of the space-time factors that must be adjusted for a correct interpretation of the collective game.
It is interesting, in this cycle (beginning of stage), the incorporation of a FOURTH DAY OF TRAINING, so that we have a specific session for the COMPETITION area.
In the area of Competition, consequently, in this Cycle / season, we will review all the planning exposed in the Cycle / Season of "Alevín de 2º año" (11 years), but ADAPTING the objectives exposed in the F-7, TO DEVELOP THEM TO FOOTBALL 11 in which it is already competed in this Cycle.
In the area of Psychology: to deepen the aspects described in the planning, the coach can consult in what is described in Volume 2.2. "the areas of specialization" in the chapters of Psychology and Team Management. Also in this volume (3.2.) specific contents for each phase/stage are manifested in chapter -1- section D.
In the area of Technique, we must carry out the training by applying the different objectives within the Collective Game, that is, the training will be carried out with real game activities and the analysis of the technical actions conditioned to the game situations that are manifested in the different phases and Sub-phases. Regardless of the fact that in some cases, we must carry out more specific training for the review of a specific action.
- We assume therefore that each player will develop their activity within a certain area of play (in this cycle or in the following ones), also adapting the activity to the Forms of Play established for the team.
In the area of the Goalkeeper: The work to be carried out during this cycle will be carried out in two specific weekly training sessions.
- In each session/micro-cycle, 2-3 objectives/contents will be attempted, usually one being of a coordinative nature and the other technical or tactical; may or may not be both related in the game.
In the area of Tactics, we must carry out the training by applying the different objectives within the Collective Game, that is, the training will be carried out with real game activities and the analysis of the tactical actions conditioned to the game situations that are manifested in the different phases and Sub-phases. Regardless of the fact that in some cases, we must carry out more specific training for the review of a specific action / situation.
We assume therefore that each player will develop their activity within a certain area of play (in this cycle or in the following ones), also adapting the activity to the Forms of Play established for the team.
In relation to physical preparation: We will not distinguish variants between the first 2 cycles/seasons of the process. In any case, the coach must adapt in each cycle the variables (progression, specificity, etc.), in relation to the characteristics of the players and their evolution.

GENERAL OBJECTIVES OF THE SEASON/CYCLE

Adaptation to football-11, of all the aspects developed in the previous stage.

SECOND-YEAR CHILDREN (13 years old)
CHARACTERISTICS OF THE SEASON IN RELATION TO THE AGE OF THE PLAYERS
We could say that adolescence is already well underway. New facets of behavior emerge. Some clearly manifest and others that may go unnoticed because the boy is not always open and communicative. Withdrawing, sometimes, because it is internalizing while extending into the culture. He is usually very sensitive and experiences ups and downs in mood. Individual differences are beginning to become apparent. We must give it a treatment that entails great consideration and understanding. From now on we will enter the adolescent stage itself. () () "Training in grassroots football" – Isabel Gázquez Pérez – ED. Paidotribo. Conceptual and logical thinking is formed. Amazing retention capacity, logical and intelligent pass to memory. Increased capacity to produce information; awareness of learning grows. It dominates balance and optimism. Good predisposition to learn and strive. () () Jürgen BrauBbe and others – "grassroots football training programs" – Ed. Paidotribo. Capacity for critical analysis. Deep sense of justice. Friendship, companionship, curiosity, desire to progress. Beginning of logical thinking.

CHARACTERISTICS OF THE SEASON IN RELATION TO PROGRAMMING

In the area of the Competition, we will develop the same objectives as in the previous Cycle (First year Infant), but already working in a specific and practical way, that is, we must add (if it has not been done before), a FOURTH DAY OF TRAINING for the specific improvement of this area.
- We will take into account, therefore, the forms of play established for the team and the design of the tasks (didactic forms) that fit this criterion.
In the area of Technique, we must carry out the training by applying the different objectives within the Collective Game, that is, the training will be carried out with real game activities and the analysis of the technical actions conditioned to the game situations that are manifested in the different phases. Regardless of the fact that in some cases, we must carry out more specific training for the review of a specific action.
- We assume therefore that each player will develop their activity within a certain area of play (in this cycle or in the following ones), also adapting the activity to the Forms of Play established for the team.
In the area of Tactics, we must carry out the training by applying the different objectives within the Collective Game, that is, the training will be carried out with real game activities and the analysis of the tactical actions conditioned to the game situations that are manifested in the different phases. Regardless of the fact that in some cases, we must carry out more specific training for the review of a specific action/situation.
- We assume therefore that each player will develop their activity within a certain area of play (in this cycle or in the following ones), also adapting the activity to the Forms of Play established for the team.
In the area of Goalkeepers: In this 2nd cycle of the phase of "Start to Technification", the objectives / contents of work for each micro-cycle will remain the same as in the previous cycle (children of 1st year). The work of the goalkeeper continues to develop during the specific weekly training session.
- In case of detection, by the person in charge of the area, of any important deficiency in the goalkeeper's game, it is convenient to modify this programming and specifically affect said deficiency.
In the area of Psychology: at this stage we will carry out the same objectives set in the previous stage (Children of 1st year), the coach must adjust each aspect to adapt them to the differences that may manifest themselves in the group (age, characteristics of the players / families, levels of manifestation of each objective, etc.).
- To delve into the aspects described in the planning, the coach can consult in what is described in Volume 2.2. "The areas of specialization" in the chapters of Psychology and Team Management. Also in this volume (3.2.) specific contents for each phase/stage are manifested in chapter -1- section D.
In relation to physical preparation: We will not distinguish variants between the first 2 cycles/seasons of the process. In any case, the coach must adapt in each cycle the variables (progression, specificity, etc.), in relation to the characteristics of the players and their evolution.
In the field of technique and tactics, in the training sessions we will already begin the improvement of the technical-tactical aspects within the collective work, that is, the improvement, rectification and adaptation of the actions / situations of these two areas within the situations / collective actions that are manifested in the game.

GENERAL OBJECTIVES OF THE SEASON/CYCLE

Adaptation to collective play as the basis of training.
Improvement of the actions/situations of technique, tactics and collective actions as a common objective within the collective game.

CHARACTERISTICS OF PLAYERS BETWEEN 12 AND 15 YEARS OLD *Excerpt from the chapter "children's and youth footballers" RFEF by D. Santiago coca
Footballers between 12 and 15 years old These are years of rebellion of nonconformism of criticism of self-confidence of dejection in which these children will neither agree with themselves nor will they cease to be. These are years of profound changes before which the coach will remain very attentive very understanding and very hopeful. They are also years of consolidation of the preceding ages while forgetting these ages of aspiration to be older while of growing instability of continuous comings and goings, as someone who says between applause and rejection successes and failures that reap. Intellectual growth In order for the coach to perceive at all times the degree of attention that his players pay to his indications, he is not satisfied with the fact that both without a word limit themselves to bowing their heads. It is convenient that he demands their assent or doubt with the word. Players at this age are always looking for the why of things but in depth without asking to ask inquiring the meaning of each of the orders they receive The desire to find convincing solutions from reasoned thinking drives them to reject as many superficial formulas as may be proposed. They are willing to establish complex relationships for example in the conception of the game they like to face the limit situations do not shy away from difficulties are fajan if necessary with theoretically very superior teams without feeling complexed ... We want to insist on three aspects of this intellectual growth that if they are well oriented will create many difficulties for the coach in his task of leading the team. We refer to selfishness to relentless criticism and obsession with results: The excessive selfishness with which some footballers at these ages are consolidated in front of others is their coach or their teammates. Selfishness that leads them to reject any reasoning warning or call to the disciplinary order of the team based on the conviction that they know everything or that they can do everything regardless of the safety for them non-existent that could come from others, It is a false self-esteem – we have stressed that it is an excessive selfishness – that prevents them from progressing in their necessary learning – they are children of age to know and practice many new concepts – and prevents them from integrating with others in that common effort that obliges without exception all the components of the team. ... Relentless criticism is another aspect that we draw the attention of team managers to. We have always admitted criticism as an element that reveals the degree of human maturity of all children and adults, but reducing criticism to its implacable versions seems to us to disfigure its value of analysis and to contribute nothing to everyone's task. When these children insist or are prone to it in the negative assessment of the reality that surrounds them they hardly pay attention to their self-criticism while on the contrary they turn against gestures or against the wordsor against the decisions of others. ... any team manager with this negative attitude of those who will insistently only look at the failures that there will be and will not appreciate the whole reality of the team should be very careful. Criticism in these ages, is contagious is a sign of rebellion typical of those who wish to get older anyway and can constitute a hindrance in the good march of the team difficult to annul if it is not tackled in time. Obsessive concern about results is the third aspect that we submit to the consideration of the coach at these ages. Children following other models that are proposed to them from the adult world appreciate immediate success more than the learning process, which is slow by definition with ups and downs and which is unconcerned with the fame of the present time. The child wants to compete as soon as he wants to show his talnto without waiting for his football category to settle on a more consistent foundation he wants to seek to appear before others before he tries to be better and they eat the rush to prove that he knows how to win a game. Plausible desires all of them as long as they are combined with the priorities established by the educational guidelines. Again the coach is presented, in the performance of his managerial functions with exciting moments and at the same time difficult for his understanding his patience, his method of work, his analysis and his future projects: To achieve, for example, that these young footballers willingly accept to confront their own and that of others with reality, is an exercise in serene self-criticism and accepting all the consequences that will derive from it, would represent one of their best successes. The same as if they managed to accept his directives even the one that forced them to rectify in the conviction that it is he as a teacher and coach who is right in these matters ... Social growth: ... The child footballer and cadet escapes even more at these ages of the family and finds in the team his most natural and most beloved seat. It needs to assert its independence which on the other hand it gives to the group. He likes to recognize himselfas a member of that teambecause he does not just recognizehimself or does not just accept himself as he is... The coach will take advantage of these experiences of his players to guide his direction: In the attempt to strengthen the union between all the members of that team whatever the cause of why they are at ease... In the attempt to fix the concepts of authority since the appearance in that team of the bossesor leaders more or less spontaneous will help him in his managerial task by insisting, for example, on team discipline or on the rigor of minimum tactical rules ... In the attempt to enhance the concept of mutualaid or support, concepts that go beyond what tactics mean. It is an attitude of an ethical value that meets the needs of others in the group and that is related or not to the game systems in training and in matches. Attitude that predisposes the footballer to give the best of himself wherever he is needed even on the bench ... Affective growth: This is where the changes in personality development become more evident and take on their deepest radicality. First of all, children reflexively realize that their body begins to mature sexually. Second comes the time when feelings claim their now preponderant role in your life. Thirdly, and as a consequence of the above situations, these children are bewildered by new experiences that keep them perplexed. The coach even as a team director does not have all the answers that meetthe vital demands of his players, and must seek the collaboration provided by other technicians or experts ... anyway the coach will know through certain symptoms what may be happening in that time of affective growth: You may know states of excitement or agitation usually transient that take over the inner world of these children and that prevents them from making the right decisions even those that are directly related to the gestures of football. The oscillations, for example, between joy and sadness between good humor and bad mood canbaffle these children to unsuspected limits. Even feeling linked to their friends within the group, theirinstability would lead them to confront them without knowing for sure why they behave like this. They would close themselves in in an attempt to find there the root of their bewilderment, when in reality this flight inward will distance them even more from the possible solutions... they become aristocratic and lose their interest in what for them remains their first illusion, that of playing football. The coach must enhance the positiveaspects of the behavior of these playersto nullify any feeling of negative individuality by giving them that margin of confidence that stimulus that degree of complacency that allows them to turn to a more committed realization of football ... other guidelines with which coaches can act will be to insist on their more responsible integration into the dynamics of the team... he could even assign to those who suffered from this situation some special task some relevant function within the team with which to stimulate him to offer the best of himself. ... The coach should therefore not live with his back to these situations as if there were no children as a rule not to tell him spontaneously what happens to them. Andhe, continues to be the reference for all his players. Ethical growth: In these ages the world of values is strengthened... we refer to generosity to the sense of justice to their desire to copy models and their desires for activity... ... the coach will not need to appeal to reasons other than strict dedication to good play to prove that the effectiveness of his orders is instantaneous. The sense of justice that is revealed in these ages allows the coach to value, for example, fair play, respect for referees, mutual respect not only to set the rules of conduct of the players among themselves but also those that govern the relations between him and his players... The coach has a magnificent resource for children to unleash their imitative interest. However, we warn that the repeated copying of the model copies to the letter of their gestures of their attitudescould nullify the creative gifts of the children ... Finally, and withinthat world of values that we remember as a provider of ethical responses, we cite the desire that children manifest is these ages for the activity, for the movement without ceasing that we already noticed in previous stages and that is now consolidated as a more consensual and better esteemed decision.

CHARACTERISTICS OF PLAYERS BETWEEN 12 AND 15 YEARS OLD

*Excerpt from the chapter "children's and youth footballers" RFEF by D. Santiago coca

Footballers between 12 and 15 years old

These are years of rebellion of nonconformism of criticism of self-confidence of dejection in which these children will neither agree with themselves nor will they cease to be.
These are years of profound changes before which the coach will remain very attentive very understanding and very hopeful.
They are also years of consolidation of the preceding ages while forgetting these ages of aspiration to be older while of growing instability of continuous comings and goings, as someone who says between applause and rejection successes and failures that reap.

Intellectual growth

In order for the coach to perceive at all times the degree of attention that his players pay to his indications, he is not satisfied with the fact that both without a word limit themselves to bowing their heads. It is convenient that he demands their assent or doubt with the word.
Players at this age are always looking for the why of things but in depth without asking to ask inquiring the meaning of each of the orders they receive
The desire to find convincing solutions from reasoned thinking drives them to reject as many superficial formulas as may be proposed. They are willing to establish complex relationships for example in the conception of the game they like to face the limit situations do not shy away from difficulties are fajan if necessary with theoretically very superior teams without feeling complexed ...

We want to insist on three aspects of this intellectual growth that if they are well oriented will create many difficulties for the coach in his task of leading the team. We refer to selfishness to relentless criticism and obsession with results:

The excessive selfishness with which some footballers at these ages are consolidated in front of others is their coach or their teammates. Selfishness that leads them to reject any reasoning warning or call to the disciplinary order of the team based on the conviction that they know everything or that they can do everything regardless of the safety for them non-existent that could come from others,
It is a false self-esteem – we have stressed that it is an excessive selfishness – that prevents them from progressing in their necessary learning – they are children of age to know and practice many new concepts – and prevents them from integrating with others in that common effort that obliges without exception all the components of the team.
... Relentless criticism is another aspect that we draw the attention of team managers to. We have always admitted criticism as an element that reveals the degree of human maturity of all children and adults, but reducing criticism to its implacable versions seems to us to disfigure its value of analysis and to contribute nothing to everyone's task.
When these children insist or are prone to it in the negative assessment of the reality that surrounds them they hardly pay attention to their self-criticism while on the contrary they turn against gestures or against the wordsor against the decisions of others.
... any team manager with this negative attitude of those who will insistently only look at the failures that there will be and will not appreciate the whole reality of the team should be very careful. Criticism in these ages, is contagious is a sign of rebellion typical of those who wish to get older anyway and can constitute a hindrance in the good march of the team difficult to annul if it is not tackled in time.
Obsessive concern about results is the third aspect that we submit to the consideration of the coach at these ages. Children following other models that are proposed to them from the adult world appreciate immediate success more than the learning process, which is slow by definition with ups and downs and which is unconcerned with the fame of the present time.
The child wants to compete as soon as he wants to show his talnto without waiting for his football category to settle on a more consistent foundation he wants to seek to appear before others before he tries to be better and they eat the rush to prove that he knows how to win a game. Plausible desires all of them as long as they are combined with the priorities established by the educational guidelines.

Again the coach is presented, in the performance of his managerial functions with exciting moments and at the same time difficult for his understanding his patience, his method of work, his analysis and his future projects:

To achieve, for example, that these young footballers willingly accept to confront their own and that of others with reality, is an exercise in serene self-criticism and accepting all the consequences that will derive from it, would represent one of their best successes.
The same as if they managed to accept his directives even the one that forced them to rectify in the conviction that it is he as a teacher and coach who is right in these matters ...

Social growth:

... The child footballer and cadet escapes even more at these ages of the family and finds in the team his most natural and most beloved seat. It needs to assert its independence which on the other hand it gives to the group. He likes to recognize himselfas a member of that teambecause he does not just recognizehimself or does not just accept himself as he is...

The coach will take advantage of these experiences of his players to guide his direction:

In the attempt to strengthen the union between all the members of that team whatever the cause of why they are at ease...
In the attempt to fix the concepts of authority since the appearance in that team of the bossesor leaders more or less spontaneous will help him in his managerial task by insisting, for example, on team discipline or on the rigor of minimum tactical rules ...
In the attempt to enhance the concept of mutualaid or support, concepts that go beyond what tactics mean. It is an attitude of an ethical value that meets the needs of others in the group and that is related or not to the game systems in training and in matches. Attitude that predisposes the footballer to give the best of himself wherever he is needed even on the bench ...

Affective growth:

This is where the changes in personality development become more evident and take on their deepest radicality.

First of all, children reflexively realize that their body begins to mature sexually.
Second comes the time when feelings claim their now preponderant role in your life.
Thirdly, and as a consequence of the above situations, these children are bewildered by new experiences that keep them perplexed.

The coach even as a team director does not have all the answers that meetthe vital demands of his players, and must seek the collaboration provided by other technicians or experts ... anyway the coach will know through certain symptoms what may be happening in that time of affective growth:

You may know states of excitement or agitation usually transient that take over the inner world of these children and that prevents them from making the right decisions even those that are directly related to the gestures of football. The oscillations, for example, between joy and sadness between good humor and bad mood canbaffle these children to unsuspected limits.
Even feeling linked to their friends within the group, theirinstability would lead them to confront them without knowing for sure why they behave like this.
They would close themselves in in an attempt to find there the root of their bewilderment, when in reality this flight inward will distance them even more from the possible solutions... they become aristocratic and lose their interest in what for them remains their first illusion, that of playing football.

The coach must enhance the positiveaspects of the behavior of these playersto nullify any feeling of negative individuality by giving them that margin of confidence that stimulus that degree of complacency that allows them to turn to a more committed realization of football ... other guidelines with which coaches can act will be to insist on their more responsible integration into the dynamics of the team... he could even assign to those who suffered from this situation some special task some relevant function within the team with which to stimulate him to offer the best of himself.

... The coach should therefore not live with his back to these situations as if there were no children as a rule not to tell him spontaneously what happens to them. Andhe, continues to be the reference for all his players.

Ethical growth:

In these ages the world of values is strengthened... we refer to generosity to the sense of justice to their desire to copy models and their desires for activity...

... the coach will not need to appeal to reasons other than strict dedication to good play to prove that the effectiveness of his orders is instantaneous.

The sense of justice that is revealed in these ages allows the coach to value, for example, fair play, respect for referees, mutual respect not only to set the rules of conduct of the players among themselves but also those that govern the relations between him and his players...

The coach has a magnificent resource for children to unleash their imitative interest. However, we warn that the repeated copying of the model copies to the letter of their gestures of their attitudescould nullify the creative gifts of the children ...

Finally, and withinthat world of values that we remember as a provider of ethical responses, we cite the desire that children manifest is these ages for the activity, for the movement without ceasing that we already noticed in previous stages and that is now consolidated as a more consensual and better esteemed decision.

Under 12/13s

Information cookies