We advocate a more cognitive football training, in which it is assumed that the actions that football players must carry out are mostly deliberate and that as people, they not only react to events and game situations, but also analyze and decide about the situation and act in a reflexive way. They are capable of choosing and have the capacity to act and resolve according to their perceptions and the aspirations that arise at that moment. ivermectin pour on vs injectable In addition, we must consider the affective and social aspects of the players, beliefs, thoughts and feelings affect behavior and learning, hence the predisposition and role in the experience, such as interactions and acceptances, are considered of great interest. social, conforming as aspects of great importance at the time of learning.
By teaching football from a more cognitive or constructivist perspective,
we must create an adequate social climate so that players can respond according to their experiences and experiences, taking into account the idiosyncrasies and the context in which the training takes place.
Consequently, we find that soccer has eminently cognitive characteristics that,
for its learning, we must consider situations in which the players are protagonists in the significant construction of the actions they are executing, knowing what they are doing and with an affective implication. and socially important. The social learning environment that is fostered is the consequence of a balanced interaction between the players and the coach and the epl중계 content, where the former, as protagonists of their own learning, process the information and resolve problem situations, and the latter mediate and facilitate shared cognition processes.
The coaching models that underlie these process, experiential, and cognitive theories are:
Practical-procedural trainer (expressive theory). He focuses fundamentally on practice, being his concern to understand it as substantial in the development of players:
The main reference point of this coach model is the real game situation, so that most of the activities carried out are directed towards it.
Look, above all, for the practice of the players, activities in which they are busy throughout the training session.
Constructive coach (constructive theory). slow kill heartworm treatment with doxycycline and ivermectin It tries to satisfy the needs of the students, taking into account their resources and possibilities for cognitive and socio-affective development:
He is a coach focused on the student, on the player.
He is a coach with motivations towards processes, and not towards results, so he tries to explain everything that is done, why and for what purpose certain practices are proposed.
Sociocritical trainer (sociocritical theory). It is that model of coach who tries to change the reality of football training and the state in which it finds itself:
It gives more importance to the effects of football as a means of education, development, etc., than as a sport in itself.
It intends, through the objectives that it sets, that the training
that it offers to its students, be a teaching directed towards the emancipation of the current system.
Under this perspective, the Didactics of soccer would have a concern to design training tasks, attending to some objectives of each phase or evolutionary moment of the players and under a methodological perspective based on the structure and characteristics of soccer.