The " game "should be the master, not the teacher or coach! Horst Wein
past, soccer education has been characterized by excessive "directive" teacher-coach, offering decontextualized practice, disconnected from real situations of play and lack of significance for the player who was bored by constant repetition of the gesture and low transfer. Perfecting a specific motor skill disconnected from a game situation or a problem for the player had little or no significance and therefore are often discouraged. Instead
still use this directive teaching style in which the teacher presents the exercise, said as they should do, giving the student a direct information on the solution of the problem and kept telling the athlete need to raise a football teaching base by finding or solving problems. Here the trainer-teacher proposes a target to achieve, it modifies the conditions of the environment and the student uses the gestures they consider appropriate to achieve that goal.
Using this technique of teaching ("guided discovery"), what the trainer intends to achieve is to be the player himself who, with the help of the teacher, construct their own learning. Thus, the intervention of the former is limited to the design and subsequent approach to teaching situations in which conditions lead the student to practice the discovery of certain technical actions or conduct of play.
Therefore, a modern and effective teaching of football in which the trainer or teacher replaces the instructor, players considered increasingly as active builders of their own learning.
much for the teacher and the pupil, the roles have now undergone a change over previous teaching styles. The main activity performed by the student, who discovers he is. While the former football raises base through simplified games or games of subjects a series of problems for the student to resolve them, being guided by multiple specific and clear questions or made by the trainer. As with many games have shown simplified in the 1st and 2nd volume of "Football as a child, the teacher-trainer designs questions that lead students to the correct answer. Must wait for the answers and do not provide solutions or instructions, except where necessary and only to give suggestions. Instead of providing solutions gives problems! When you get a correct answer the student to their encouragement or questions, reinforces it. While not override possibly completely wrong answers, but by strengthening, pursue with successive questions until you find the right player.
The essence of this form to supplement learning with the cognitive engine is a direct relationship between teacher and student. The trainer talks openly with his players (especially after having motivated by an earlier practice of simplified game in question) and invite them frequently to observe, analyze, describe, compare, think and reflect, with his help, on the issues presented to them in their games or problematic situations. Required and allows them to properly find the correct solution of this issue, thus contributing to the development of reflective skills in their players. Thus, they generate the information itself (solution) which had previously been the task of forming, with the danger that this information is forgotten within days, instead of going in memory of long-term players.
When complement trainers in practice grassroots football (stage in which children are naturally more participatory and spontaneous) motor learning of students with cognitive learning, they will come to an objective need to recover in teaching youth soccer.
still use this directive teaching style in which the teacher presents the exercise, said as they should do, giving the student a direct information on the solution of the problem and kept telling the athlete need to raise a football teaching base by finding or solving problems. Here the trainer-teacher proposes a target to achieve, it modifies the conditions of the environment and the student uses the gestures they consider appropriate to achieve that goal.
Using this technique of teaching ("guided discovery"), what the trainer intends to achieve is to be the player himself who, with the help of the teacher, construct their own learning. Thus, the intervention of the former is limited to the design and subsequent approach to teaching situations in which conditions lead the student to practice the discovery of certain technical actions or conduct of play.
Therefore, a modern and effective teaching of football in which the trainer or teacher replaces the instructor, players considered increasingly as active builders of their own learning.
much for the teacher and the pupil, the roles have now undergone a change over previous teaching styles. The main activity performed by the student, who discovers he is. While the former football raises base through simplified games or games of subjects a series of problems for the student to resolve them, being guided by multiple specific and clear questions or made by the trainer. As with many games have shown simplified in the 1st and 2nd volume of "Football as a child, the teacher-trainer designs questions that lead students to the correct answer. Must wait for the answers and do not provide solutions or instructions, except where necessary and only to give suggestions. Instead of providing solutions gives problems! When you get a correct answer the student to their encouragement or questions, reinforces it. While not override possibly completely wrong answers, but by strengthening, pursue with successive questions until you find the right player.
The essence of this form to supplement learning with the cognitive engine is a direct relationship between teacher and student. The trainer talks openly with his players (especially after having motivated by an earlier practice of simplified game in question) and invite them frequently to observe, analyze, describe, compare, think and reflect, with his help, on the issues presented to them in their games or problematic situations. Required and allows them to properly find the correct solution of this issue, thus contributing to the development of reflective skills in their players. Thus, they generate the information itself (solution) which had previously been the task of forming, with the danger that this information is forgotten within days, instead of going in memory of long-term players.
When complement trainers in practice grassroots football (stage in which children are naturally more participatory and spontaneous) motor learning of students with cognitive learning, they will come to an objective need to recover in teaching youth soccer.
Horst Wein
degree in physical education and football trainer
Football Clan Collaborating
degree in physical education and football trainer
Football Clan Collaborating
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