Task Training Match

TEAM

AREA

OBJECTIVE

SUB-OBJECTIVE

Childish

Activity to end the session

7:7/11:11 - 50% - JFER

DIDACTIC FORM

TAB NUMBER

DIDACTIC VARIANT

11:11

Parties

Competition Game

Pitch:

• F-11 field

Numerical relationship/participants:

• With the structure and system of the 2 teams

Goals:

• 2 goalkeepers with goalkeeper

Wildcards: No

Limits of the play space: No

11:11 (see the rules of the game in "Didactic Forms").

• Wewill play the 11: 11 as a didactic way, but we will let most of the activity   play as a game without interruptions and only with the usual orientations from the bench
• We can organize this activity by agreeing with another team of the entity with which we share the field 
• It is important that all players participate at the same time with controlled and planned rotations
• Pwe can modify the usual position of a player (talking to him and justifying the change), to check some aspect and thus be able to improve his performance
• We can also introduce in the match (taking advantage of the circumstance or interrupting the activity during the game), the application of the strategy planned in the session.
• Remember that the activity has as its basic objective the playful element, we must therefore avoid corrections out of tone, or with negative and repetitive inputs.
• Nor will we propose rules or variants that are not typical of the real game.
• We will not allow, however, a lack of seriousness and good work during the activity, nor that the feeling of loss of time is manifested, we will stop the activity and the changing rooms.

• The provisions of "Conceptual considerations" and "exercise considerations"

• In the event of not having the entire field or the necessary players, we would make with the players of the team itself a "50%"

TEAM

AREA

OBJECTIVE

SUB-OBJECTIVE

Childish

Activity to end the session

7:7/11:11 - 50% - JFER

DIDACTIC FORM

TAB NUMBER

DIDACTIC VARIANT

50%

Parties

Competition Game

Pitch:

• F-7 field

Ways to score/score:

Numerical relationship/participants:

• P.2.3.1: P.2.3.1 (minimum structure as the basis of the game), from here, we will expand, but always
  • Keeping at least 3 players on the midfield line and 
  • always at least one more man on the defensive line in relation to the line of attack

Goals:

• 2 goalkeepers with goalkeeper

Wildcards: No

Play space limit: No

50% (see the rules of the game in "Didactic Forms").

• We will work 50% as a didactic way, but we will let most of the activity play as a game without interruptions.
• The whole team will participate with half of players with one team and the other half with the other, it can happen:
  
  • That we only had one goalkeeper, in this case the team that attacks the opposite without the ball, to score must finish from inside the penalty area and finish with a touch inside it. The goalkeeper will work half a part with each team.
  • That the number of outfield players was odd, in this case we can:
  • Playing with an offensive wild card
  • One team in the first half in numerical superiority and en.la second the other team.
• We will ensure that each player works in their natural demarcation, if not possible we must respect the orientation (side, center, right winger and vice versa) 
• We can modify the usual position of a player (talking to him and justifying the change), to check some aspect and thus be able to improve his performance
• We can also introduce in the match (taking advantage of the circumstance or interrupting the activity during the game), the application of the strategy planned in the session.
• Remember that the activity has as its basic objective the playful element, we must therefore avoid corrections out of tone, or with negative and repetitive inputs
• Nor will we propose rules or variants that are not typical of the real game.

• The provisions of "Conceptual Considerations" and "Exercise Considerations.

• The intensity of the work will be high, so we will control the time to avoid reaching a low manifestation of interest and good work.

TEAM

AREA

OBJECTIVE

SUB-OBJECTIVE

Childish

Activity to end the session

7:7/11:11 - 50% - JFER

DIDACTIC FORM

TAB NUMBER

DIDACTIC VARIANT

JFER

Parties

Competition Game

Pitch:

• Signposted space

Ways to score/score:

• As in a competition match

Numerical relationship/participants:

• We will work atleast: P.1.3.1: P.1.3.1, from here we will increase the structure to make the 3 teams.
• We can work with an offensive wild card, we will allocate 2 players for this job, so that every time a team change is made the wild card is also changed

Goals:

• 2 goalkeepers with goalkeeper

Wildcards: No

Limit of contacts/actions: No

JFER (see the rules of the game in "Didactic Forms").

• We will work the JFER as a didactic form (see "didactic form"), but we will let most of the activity play as a match without interruptions.
• We will work with 3 teams, in each of them will be placed at least to:
  
  • a defender
  • three media
  • one point
• The main difference of this didactic form in relation to 50%, will be due to the fact that when working with 3 teams:
• The intensity will be much higher (fewer players) and the players will participate more with the ball.
• Each team will rest alternately with which a constant interest in participation will be manifested
• We can establish the team changes, leaving the team that receives a goal, if for, for example, 3 minutes, none of the teams scores the one that has been playing the longest.  
• We will ensure that each player works in their natural demarcation, if not possible we must respect the orientation (side, center, right winger and vice versa) 
• We can modify the usual position of a player (talking to him and justifying the change), to check some aspect and thus be able to improve his performance. In this exercise we refer to a point placed as a medium to a defender as a medium ..., that is, to change the player from his usual line of play.
• We can also introduce in the match (taking advantage of the circumstance or interrupting the activity during the game), the application of the strategy planned in the session.
• Remember that the activity has as its basic objective the playful element, we must therefore avoid corrections out of tone, or with negative and repetitive inputs
• Nor will we propose rules or variants that are not typical of the real game.

• The provisions of "Conceptual considerations" and "exercise considerations"

• The intensity of the work will be high, so we will control the time to avoid reaching a low manifestation of interest and good work.

TEAM

TRAINING AREA

OBJECTIVE

Childish

Parties

7:7/11:11 - 50% - JFER

FORM

DIDACTICS

VARIANT

DIDACTIC

TAB NUMBER

Competition game

Activity to end the session

Parties

CONCEPTUAL CONSIDERATIONS ON THE OBJECTIVE

In one of the sessions of each micro-cycle, we will end the activity by performing a "match", that is, two teams compete among the players of the group without any type of variant or specific objective, governed only by the "neutral" rules established in the didactic form.

With this activity applied at this stage, we intend;

• Lower the player's level of tension, typical of training, before entering the locker room
• That the technical team can observe the level acquired by the player, in the work carried out in the last sessions. 
• To be able to observe, in a generic way, the evolutions of a player outside his usual demarcation.
• That the player "free" of concrete, logical slogans in the development of a training, plays manifesting his intrinsic level.
• Take advantage of the dynamics of the collective game in the development of the activity, to introduce the aspects foreseen for the improvement of the strategies. I work "hard" to do it specifically in these ages.

CONSIDERATIONS ON THE EXERCISE

• We must moderate the working time of this activity, we will not let a high degree of fatigue manifest, the activity must allow the player to finish with an optimal level of satisfaction.
• We can correct, in the first moments, some specific aspect, but we will let them play free the rest of the "game".
• In each microcycle we will work with a different didactic form, exceptionally we can repeat in two sessions the same activity, especially when in the rest of the microcycle, for another objective the same didactic form has already been used, we can in this case use another activity for the "party".