Tactical Training: 5 keys to design it

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In MBP, we believe it is essential to have knowledge of how to perform a cognitive preference training, and now we will argue why, and which are the 5 keys to do it correctly.

The structures of the player

The human being is considered as an organism constituted by structures that interact dynamically with each other in order to evolve and, a small change in some of them, will directly affect the rest (Seirul·lo, 2002).

As consequences of this type of approach, the soccer player will also be composed by some structures, these being directly related to the determinants of football performance:

Tactical Training

Why tactical preference?

During a football game, each player is around 90% of the time of the game without contact with the ball. This figure lets us glimpse that soccer is a sport of tactical preference.

This tactical preference becomes evident when we watch a football game and we see that the actions of the game without the ball are inevitable and all other actions, whether technical or physical, are also conditioned by tactical aspects (relationship between teammates, opponents, ball , defense / attack).

Therefore, if we determine that football is a sport of tactical preference, our objective during training will be to influence as much as we can on the cognitive structure.

 

The 5 keys to perform a good cognitive preference training

  1. Be clear about what we want to train. It seems obvious, but it is very important. If we want to perform a tactical preference training, we must correctly choose the tactical content we want to work with, and have clear the slogans we want from the players.
  2. Design global tasks. If we want the task to be preferably tactical, we must accommodate the decision of the player without excessive restrictions or analytical actions and that all the main elements of the competition appear so that it has a greater transfer to reality.
  3. Adapt the environtment of the task. In order for the situation that we want to work to appear, we must contextualize the elements involved such as time, space, density, regulations, etc. Without directly affecting the role that supports the main objective of the task, but controlling everything around him.
  4. Launch questions, not orders. To get the player to reflect on what is happening around him and find an optimal response to the situation that is presented and that involves significant learning, should be through questions that guide, not orders that try to follow but they will not know why they should act like that.
  5. Use reinforcements and feedbacks. To reinforce the behavior we want, it will be important to give reinforcements during the task. It will also be very important to make feedbacks after training to make sure that what we want from the players has been understood as to how, when and why we want that behavior.

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