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An effective game requires a bank of a large number of technical and tactical elements of motor actions with and without the ball, elements organized into groups of structures in the form of special technical and tactical exercises. These exercises perform a triple role - they combine technical elements into a logical scheme of possession of the body and the ball, allow you to distinguish between tactical structures for the implementation of motor actions, are the main training tool,

The composition of each exercise includes factors that increase or decrease the effect of exercise on the body of football players. This is the intensity of the exercises, their duration, the mode of alternating exercises with rest, the number of repetitions. In order to achieve the greatest effect in achieving fitness, it is necessary, as noted earlier, to find the optimal ratios of these factors for solving each specific problem in order to improve the process of controlling the functional activity of body systems that create the most favorable conditions for the organization, technical and tactical structure of the game.

Since game exercises for football players are the main training tool, we divided them into groups, taking into account the "action tasks" that make up the structure of the game. In our opinion, the proposed principle of dividing game exercises according to "action tasks" allows the coach to be creative in their choice and even design new exercises, to more clearly vary the main fragments of game activity, to create a complete understanding of the football players in the process of installation on the game about their activities on field, draw up algorithms for a training program of a technical and tactical orientation.

The set of action tasks offered as an example represents the main, key elements of the game structure:

1. Group and individual positional, diagonal rearrangements during defensive operations.

Conditions of the problem: a game of four gates (two gates large and two small), P X P players. The space between the goals is divided by the center line of the field. Teams line up diagonally across the big goal. Entering the ball is carried out only in the opponent's half of the field after the proposal of one of "their" players. The team in possession of the ball is allowed to complete attacking actions after moving into the "foreign" zone of all partners. Tackling the ball is allowed provided that the defending team moves into the ball possession zone.

2. Coalition movements when creating the depth of defensive actions.

Conditions of the problem: double goal game P X P footballers. After the attack is completed or it is disrupted, the team retreats to its “own” half of the field and blocks the previously known zones of the playing space.

3. Collective actions in the selection of the ball:

a) pressure

b) counter selection;

c) artificially creating an offside position;

d) combined actions.

Conditions of the problem:

a) combined actions with n p players in two goals.

When the attack of team 1 is disrupted, three players interfere with the development of the attack of team 11, the rest of the players return to their half of the field. When the opponent (team 11) moves to the “foreign” zone of the field, the returned players enter the fight for the ball

b) a two-way game p x p players. After the failure of the attack, the team that lost the ball is located in the opponent's half of the field and attacks with at least two players the player in possession of the ball. At the same time, the nearest rivals are closed.

4. Creation of a numerical advantage in the area of ​​the field when the ball is lost.

Conditions of the problem:

a) the same as in problem 3, but with the defenders entering the zone, which allows them to leave behind the players of the opponent's front line in order to create an artificial offside position,

b) playing in the "square" P X P on one half of the field with a collective selection of the ball on a signal.

5. Target use of the "free" player in defensive actions.

Conditions of the problem: a game p x p football players in one goal (each against each) with a "free" player. The beginning of the attack from the coach:

a) securing players in the selection of the ball, creating a numerical advantage

b) organization of a counterattack through the "free" player with the withdrawal of the ball over the center line.

6. Individual and collective movements in order to take advantageous positions to perform game actions ahead of the ball.

Conditions of the problem: a game P X P on one half of the field (each against each) into two large gates and one small one. Getting ahead of the opponent when tackling the ball with various techniques.

7. Transition to defense after the disruption of attacking actions, depending on the presence of playing space or its absence.

Conditions of the problem:

a) defense against attack p x p players in one gate on 1/2 field. The ball is put into play by the goalkeeper at the coach's signal. The team tackling the ball covers the nearest opponents and at least two players try to take the ball away. After the selection, organizes attacking actions using flank continuations, shots on goal from medium and long distances, walls, aimed passes, etc .;

b) game P X P with three zones. After the failure of the attack, two or three players of the front line enter the fight for the ball, preventing the development of a counterattack. The rest of the players quickly return to their half of the field, blocking the counterattack development zones;

c) the use of "counter selection" in their own half of the field; d) combination of options "a" and "b"

8. A maneuver to buy time to take advantageous positions in the transition from defensive to attacking actions.

Conditions of the problem: a game P X P in two gates with three zones. Maneuvers after the selection of the ball with the occupation of free zones by connecting in twos, threes and fours through the central zone. After the completion or failure of the attack - interchangeability.

9. "Offers" in attacking actions in the absence of operational space.

Conditions of the problem: double goal game p x p footballers. After tackling the ball, as in problems 2 and 3, a collective maneuver using the width of the field, creating a numerical advantage in certain areas, flank aimed passes, playing ahead, shots from middle and far positions.

10. Group and individual movements in attacking actions in the presence of operational space.

Conditions of the problem: a game of two goals 3 x 3 + 3 x x 3 +3 x 3 with three zones. The ball is entered into the first zone, then into the second. When the game is transferred to the third zone, three players from the first zone move to the third. After the completion or failure of the attack, players are interchangeable. By doing. connection of players from the depth it is possible to use "chase" by their defending players of the first zone.

11. Target movements to create a numerical advantage in attacking areas.

Conditions of the problem: game of two goals with a middle zone, 3x2, 2x2, 2x3 players. Transferring the ball from the first zone to the second with the creation of a numerical advantage in the middle zone by connecting one of the players in the first zone. When transferring the ball to the third zone, two players from the middle zone are connected. At the completion or failure of the attack, interchangeability in "pairs" is performed.

12. Collective control of the ball combined with the coordinated maneuver of the players.

Conditions of the problem: playing in the square P X P players in one touch (5 x 5, 6 x 6) with two neutrals and the completion of certain tasks.

1) Neutral does not play with neutral.

2) "Reverse" transmission is excluded. „

3) The ball is not standing still.

4) After passing the ball "offer" (to) the player in the direction of the pass.

13. Purposeful expansion of areas of action with the task of interchangeability in collective attacking or defensive actions.

Conditions of the problem: double goal game P X P+ P X P players with connection on the flank of one of the defensive players with the obligatory observance of the width of the field, flank continuation, creation of a numerical advantage on the flank, targeted pass and play in advance at the end of the attack. "

14. Collective movements in order to find the shortest attacking continuations in combination with long and medium ball passes.

Conditions of the problem: it is possible to use the conditions of problem 13, but with the addition of the middle zone (in which the game is not allowed) and with the use of long and medium passes through this zone and with flank continuation, strikes from medium and long distances.

15. Dynamic occupation of advantageous positions with the subsequent "outrunning" of the opponent at the completion of attacking actions after "targeted" passes:

a) from the flank;

b) through the center;

c) diagonally;

d) through the "wall".

Conditions of the problem: double goal game P x n players with attacking actions and passing the ball through the center, after the "wall", flank continuations and playing ahead.

16. Collective high-speed maneuver in order to occupy advantageous positions for an attack through the center.

Conditions of the problem: double goal game P X P players. When preparing an attack - a high-speed retreat to the depth of one's defense with the simultaneous rapid movement of a group of players from the depth of defense to the front, attacking line of the opponent in order to complete the attack. The second version of this exercise is also used if the opponent creates an artificial offside position (problem 20).

17. High-speed movement of a group of attacking players, followed by the creation of several addresses (including distracting ones), followed by a wall game ("reverse wall", "double wall", player's exit to a free place, release after a collective maneuver, etc. ).

Conditions of the problem: the exercise is performed without resistance by n players. Holding the ball in half of the field in one or two touches, respecting the width of the space, taking the opposite goal on a signal, the obligatory use of the game at the end of the attack in the "wall", "reverse wall", exit to a free place, etc., including and after distractions.

18. The maneuver of a group of attacking players using distracting actions on the flanks in order to prepare and implement strikes from medium and long distances.

Conditions of the problem: a game P X P in one goal with two neutrals, located in the depths of the defense of the attacking team. The ball is injected from the coach after a collective high-speed maneuver respecting the width of the attack. Neutrals are connected to create a numerical advantage at the end of the attack.*

19. Overhead passes from various points to the penalty area and the simultaneous maneuver of a group of football players in order to complete headers on goal or create conditions for other attacking football players to complete the attack.

The exercise is performed without resistance in twos, threes, fours, with movement from one to another, change during transmissions. After a hinged flank pass, the rest of the players across the entire width of the penalty area complete the attack with a shot on goal.

This exercise can be done with resistance. P X P players.

20. Collective "high-speed exit" of a group of attacking players in the direction of their goal when an opponent tries to create an artificial position on the sidelines with a simultaneous "offer" to the free space of one or more players from the depth of defense in order to complete the attack.

Conditions of the problem: game n x n in one goal in the center of the field. Kicks on target are taken from outside the center circle on a signal from anywhere.

The division of exercises according to the proposed principle makes it possible to more accurately guess their influence on the change in the state of body systems. In this case, the values ​​of the remaining control factors (intensity, duration, number of repetitions of exercises, the mode of alternating them with rest) should be known.

One of the main tasks of sports training is to control the adaptive reactions of the body systems, which determine the special performance. Therefore, the creation of an optimal functional state of the body, corresponding to a high level of sports results, is achieved through the implementation of specially organized movements - physical exercises. The variety of exercises used cannot be unlimited, since in the process of training it is necessary to ensure the presence of positively interacting connections that determine the formation of basic motor skills. In addition, if the body is regularly exposed to the influence of diverse and equal in strength programs (for example, the development of speed, endurance, strength, coordination, tactical actions, etc.), a uniform adaptation to them will occur. This adaptation may not provide the highest levels of adaptation to any of the trained qualities, despite the fact that complex training leads to the most versatile adaptation of the body. If the impact force of one of the programs increases, then the body will seek to adapt to its magnitude by "exclusion" or "suppression" of other programs. In this case, training with an impact on more one-sided adaptation can also provide a higher level of trainable quality.

The process of performing sports motor actions represents a very complex picture of the relationship between training effects and responses. Each exercise causes certain shifts, which leads to a number of characteristic physiological and biochemical conditions. When choosing the optimal methods of training influences, it is important to take into account the characteristics of the body's reactions to one-time and repeated performance of "physical exercises. In particular, it is known that depending on the state against which the subsequent exercise or lesson as a whole will be repeated, not only the change in working capacity depends process of activity, but also its qualitative indicators, as well as the development of functional capabilities.Moreover, some conditions for repeated exercise may lead not to an increase, but to a decrease in the latter.

Practice shows that with insufficient consideration of the above patterns, as well as the absence of algorithms for performing both a series of exercises and repeated repetitions of classes, reasons can arise that can cause various and often unanalyzable reactions of body systems. This, of course, reduces the effectiveness of training influences, and the training process itself becomes unmanageable.

Playing without the ball (avoiding the opponent);

Ball control (holding the ball with the help of passes);

Translation of the game with a long pass (in order to change the flanks of the attack).

Game without a ball

Exercise 1.

A game on two gates; 3 players in each team, 2 of them in the field (2:2) and one point guard on the touchline.

The main task: avoiding the opponent with the help of deceptive movements (when the ball is passed to an empty place).

1. kicks are taken at any goal after the ball has been thrown in;

2. the goalkeeper returns the ball to the point guard whose team was in possession of the ball (kicked on goal);

3. declarer handles the ball and then throws it into the field to the opening partner;

4. upon tackling, the ball is passed to his point guard (or one of the goalkeepers), who continue the game;

5. in the field two pairs 1:1.

Exercise 2

The organizational form is the same as in exercise 1.

The main task is the same as in exercise 1; addition: teaching some actions of mid-line players.

as in exercise 1; additionally: the point guard does not throw in the ball, but passes it with his foot (top or bottom) to an empty place on the move to his partner;

the point guard has the right to hold the ball and lead it to the pass along the touchline without being attacked by the opponent, he does not hit the goal;

a pass before the partner leaves the opponent is equivalent to losing the ball and changing roles.

Exercise 3

The organizational form is the same as in exercise 1; in addition: both point guards play against each other on the touchline, interfering with receiving the ball.

Main task: the same as in exercises 1 and 2. Playing without the ball is also for point guards.

the point guard of the team in possession of the ball must himself move away from the opponent when the ball is thrown in by the goalkeeper.

clarification

Such games can be played as multi-team tournaments consisting of three players (in the future, the number of players in each team can be increased). Throw-in from the sideline reduces the pace of the game; this is necessary so that the couples can sort it out again for a new escape from the enemy. An attack on any goal makes it easier to play without the ball and maneuvers to get away from the opponent, who is forced into constant guardianship. A small number of players in the field creates conditions for the implementation of tactical tasks and their more intensive development. In the same game on a larger field, goalkeepers should have as many spare balls on hand as possible.

Lightweight Conditions:

In exercise 3, the point guard after receiving the ball cannot be attacked.

After taking possession of the ball, the declarer may drop it.

In exercise 2, the point guard, after receiving the ball, must do two push-ups (to “calm down” the players).

To speed up the completion of attacks and to avoid unnecessary “delays”, an additional rule can be introduced: after two passes, a shot on goal or a pass to the point guard is obligatory.

Additional rule for too loose marking: minus one goal. For example, if the opponent is allowed to calmly handle the ball.

It is necessary to pay attention to: premature spurt, when the ball is not ready for transfer - it is necessary to constantly monitor the player with the ball during maneuvers; deceptive movements when playing without the ball - do not run to a place that is inconvenient for a pass or a shot on goal (imitate movement to an “uncomfortable” place); teamwork with a partner when playing without the ball - constantly monitor his actions and be ready for the correct response.

Holding the ball

Exercise 4

Limited area with neutral fields (3x3m) in four corners; 2 teams of 6 people.

The main task: holding the ball, preparing an attack using space, accurate long passes, vision of the field and playing without the ball, creating conditions for playing “to the wall”, dribbling to “save” the ball.

keep the ball in your team;

game from two neutral fields of one side to opposite neutral fields and back (= 1 goal);

only players of the team in possession of the ball may enter the neutral field;

You can occupy any neutral field.

Exercise 5

The main task: preparation and implementation of a riding pass to an empty place (to the exit).

the same as in exercise 4; preliminary transmissions are allowed only from the bottom.

Exercise 6

The organizational form is the same as in exercise 4.

Main task: preparing a breakthrough with the help of dribbling and translation of the game; fighting artificial offside positions.

the same as in exercise 4;

with the offside rule.

clarification

If the zone defense is too tight, an additional rule: 10 assists = 1 goal. In case of too hasty transfers, an additional rule: 15 sec. possession of the ball outside the neutral field = 1 goal. Inexperienced players are in a hurry to pass quickly, hence another additional rule: before passing, the player must advance with the ball a certain distance (reception and dribbling), otherwise a loss of the ball is counted.

Lightweight Conditions:

Drill 6 has an additional rule: 10 assists = 1 goal (breakout relief).

It is necessary to pay attention to: the distribution of players around the court, transferring the game, creating a numerical advantage by changing flanks, timing for a high pass to the exit, helping a teammate approach the player in possession of the ball, dribbling away from the opponent while holding the ball, avoiding single combats, changing rhythm from holding the ball calmly to breaking through to the far neutral field, using back passes for reliability (beginners often do not do this).

Translation of the game - change of flanks of attack

Exercise 7

Game for two gates; two teams of three players; two neutral players on the side lines in the field.

Main task: changing the rhythm by holding the ball and transferring the game to a surprise attack, quickly completing the attack.

it is allowed to hit the goal only after a sharp change in the direction of the attack and a pass back or to the side;

neutral plays only with the team in possession of the ball;

one neutral acts as a point guard in the midline area (1+3:3); the other, for example, as an attacking full-back on the sideline, starting from the front. His dash for a long distance requires a long pass. Dribbling and passing back or to the side towards the goal to your three partners, three opponents defending;

goals are scored with a direct hit or finishing off a rebounded ball;

a neutral player playing according to the 1 + 3: 3 scheme should not attack, and he cannot transfer the game to the opponent's side;

the goalkeeper returns the ball to the neutral point guard, who continues the game to keep the ball according to the scheme 1 + 3: 3;

the defending team can take the ball from the opponent only in the field. After the ball has been tackled, the pass is addressed to the goalkeeper or neutral point guard.

Exercise 8

Organizational form as in exercise 7.

The main task: deliberately attracting defending opponents to one side of the site to free the other side for the purpose of a surprise attack.

the same as in exercise 7; however, declarer neutral in a 1+3:3 formation may be attacked (4:3); optional: 15 sec. possession of the ball - 1 goal;

neutral can transfer the game to the side of the opponent;

after the goal, one neutral (attacking defender) plays for the other team as the fourth player (4:3), and the other neutral prepares the transfer of the game from the front line to attack the other goal. Change of tasks for neutrals.

Exercise 9

Organizational form as in exercise 7; both neutrals play on the same line against each other.

The main task: holding the ball in a 3:3 formation, finding opportunities to change flanks, preparing for what goes without the ball.

the team plays with two goals;

each team is reinforced by one neutral, which act against each other on the same sideline (on the flank), forming a 3:3 + 1:1 scheme;

the neutral of the team in possession of the ball must free himself from the opponent and ask for a pass. Completion of the attack, as in exercise 7.

clarification

Playing space on the flank in a 3:3 formation may be marked with a boundary line. If the defense is too passive, the 15 second rule applies. Jobs can be changed for neutrals, as in exercises 8 and 7. If the players in front of the goal are too slow, a rule is introduced: every third pass after changing the flank of the attack is directed to the goalkeeper or neutral point guard; this means quickly finishing the attack in front of the goal by passing the ball to the shooting position, passing to the side or back.

Lightweight Conditions:

Drill 9: In a 3:3 formation, an extra neutral (1+3:3) is played in order to control the ball more easily and pass to the other flank.

Components of difficulty: the size of the playing space on the flank, the distance between the goals, the numerical superiority in possession of the ball, the playability of the neutrals. Goalkeepers should have several balls on hand to keep the pace of the game.

It is well known that the system of training football players should be built using the best practices of the favorite teams. In this regard, the tactical side of the training process is no exception.

At the present stage of development of football, the following main patterns of playing the game are distinguished, which are inherent in the leading world-class national teams:

1) Using the attacking principle of the match. In the attack, basically, three forwards play, actively acting both in the center and on the flanks.

2) Fundamental in the actions of the teams is the middle line, the players of which have time to act both in defense and in attack * .

3) In defense, as a rule, a combined method is used; at the same time, the defenders - both extreme and central - in a favorable situation are connected to the attack, in particular, when playing “set pieces”.

4) Confident goalkeepers who play well both on the goal line and on the exits, quickly, accurately and far throwing the ball into the field with their hands.

5) Each team consists of several individually strong players who determine the style of play of these teams.

In conclusion, we note that the growth of the professional skills of a football team is largely determined by the ability of the coach to use the above means of physical and technical-tactical training in the required proportions and at the right time, based on the tasks of macro-, meso-, microcycles of training, as well as the individual characteristics of athletes .

Formation of the foundations of individual technical and tactical skills of young football players Petukhov Andrey Vladimirovich

Chapter 4 Game exercises for the formation of individual technical and tactical training

Game exercises for the formation of individual technical and tactical training

For those who have not familiarized themselves with the text part of the book, I will briefly outline the motives for using game exercises, which were subsequently converted into a methodology. It is known that the time of the mid-fifties - early sixties was the period of the greatest achievements of Soviet football; at the same time, “yard football” was widespread and widespread, which began to degenerate from the beginning of the 70s. In fact, "yard football" had the function of a supplier of personnel for sports schools. The winners of the 1956 Olympics, the first European Cup in 1960, the silver medalists of the European Cup in 1964, the bronze medalists of the 1966 World Championship, the generation of Netto, Voronin, Streltsov, having previously gone through a football school in the yard and already becoming football personalities, came to sports schools at the age of 13-14 (E. Streltsov did not finish football school at all). The last surge of victories in Soviet football was the end of the 1980s (2nd place at the 1988 European Championship) and the beginning of the 90s (victory at the 1992 Olympics). These football players born in the 1960s and 1970s still found the dying "yard football" and were direct participants in this phenomenon and entered sports schools as early as 10-12 years old.

Currently, the age of applicants for SDUSHOR has been reduced to 6 years, "yard football" in large cities has practically disappeared. Modern sports schools should take over the functions that were inherent in unorganized football. This form of play is characterized by the relaxed nature of the situation, the absence of a strict coach with a whistle indicating what is possible and what is not, the variability of the playing field, the number of players, the lack of division into attackers and defenders. It is likely that these conditions are optimal for the manifestation of such important qualities of young football players as independence in decision-making and improvisation in technical and tactical terms. Practice shows that after ten years of study, graduates of football schools look more like biomechanical machines with a standard set of tricks, all capable of a little, but similar to each other, like twin brothers.

The existing USP in sports schools, with its inherent rigid organization and regulation, hardly leaves much room for creativity, especially when teaching technique. In fact, the 2002 World Cup and the recently held European Championship in 2004 did not reveal any original personalities in the Russian team, nor the spectacular or productive game of our team, and so the last 10 years. We can add to this list of our “accomplishments” our team's absence from the final part of the 2004 Olympic tournament and the loss of the qualifying tournament for the 2006 World Cup. Coaches of national teams can only use the products that our sports schools have produced. After all, people from Africa and Latin America, who take part in the national championship, do not play in the Russian team.

The quality of preparation of football reserves is a derivative of the educational and training process and the system of competitions that currently exist in the SDUSHOR. An inefficient competition system exists in Moscow, where the city championship is more like a battle, and, starting with the games of ten-year-old football players, everything is subordinated to victory in this action. The age capabilities of children and youths are not taken into account: the conditions for holding games for adult graduates of a sports school and beginner football players are the same. This is a gross mistake, because the possibilities of children and adults are different. And the result, as they say, is "obvious" - the content of gaming activities in the period from 10 to 14 years old is more like "anti-football". And since the result of performance in competitions is a criterion for assessing coaching work, the main focus of the training is to simulate victory in the next calendar game. Here, as they say, "we will not stand up for the price." This price is the lack of a full-fledged football education and the emasculation from the game of improvisation and those subtleties that make the game spectacular, and the player “skilled”.

Practice is the criterion of truth, it is an indicator of the state of the football industry in our country. We still do not have enough highly qualified football players to create a strong team. And this is directly related to what is happening in children's football. I emphasize once again: His Majesty the result of the competition, closed in on itself, is the main reason for the lack of a full-fledged technical and tactical education among young football players. The lack of qualified competitions that would contribute to the growth of sportsmanship and correspond to the principle of "do no harm" does not provide an opportunity for purposeful training of reserves. This is probably due to the lack of knowledge of the leadership of sports schools on the organization and conduct of USP. It is easier to report on winning the city championship or a similar competition than to understand the content of the USP of each coach.

The focus of the USP on the development of individual technical and tactical skills - only the full priority of this direction in working with young football players at every lesson, from year to year, in each sports school, will make it possible for a new galaxy of talented football players to appear. But until the process of “mechanized learning” is completed in sports schools, that is, the creation of a certain faceless type of football player who stereotypically performs a certain set of techniques, there will be no bright masters. Unfortunately, the 2000 program for sports schools and the “model classes” presented there are once again oriented towards separate training in technique and tactics.

An alternative to such program directives is this book, which offers a set of exercises to unlock the individual potential of a young football player and form a non-standard way of expressing himself on the football field.

4.1. Principles of building game exercises

Naturally, not only in football, but also in other team sports, there was a desire to solve the problem of the formation of qualities that make up an individual TTP through special situational exercises. A.B. Matzak (1988) points out that such exercises should "constantly put athletes in a situation of multiple choice or the need to constantly respond to a sudden change in the situation and make adequate tactical decisions."

Undoubtedly, the way to resolve this issue lies, among other things, through the introduction of elements of "yard football" in the USP. Drawing up the methodology of exercises consisted in the synthesis of the best qualities of unorganized football in terms of the formation of an indicative component and their concentrated use in game exercises.

Basic principle building exercises was the creation of a complex discrete set of elements of an operational task, the transformation of which requires the realization of intellectual and motor potential. Exercises should be tactically difficult, but feasible.

Psychologists and educators have long known about the two leading components that affect the fastest formation and development of the child. It's play and communication. The game (situational action), as a means, should be given the primary role in learning in any field of activity. There is a system that gives quick results when teaching foreign languages, by participating in role-playing games and various situations created in the classroom. N.V. Tseng and Yu.V. Pakhomov (1985), summarizing the Lozanov system for teaching foreign languages, indicates that it allows you to bypass the “psychological barrier associated with the fear of making a mistake” inherent in traditional learning. When a person is liberated, he learns easily and quickly…” Due to the chronic lag of Russian players in performing skills, an idea arose to apply special exercises-games to teach football techniques.

Football technique. Numerous literary sources are devoted to this section. The fundamental question: how to teach? One program replaces another, and the answer is the same - multiple repetitions in strictly regulated conditions (standard, not situational exercises). But experts, and there are many of them, argue that the best comprehension of football science is a game.

We offer the following solution to the "rhetorical" question - how to effectively and quickly conduct the learning process:

Firstly, a special exercise is a game, but not just running after one ball, where you learn a little of everything, but a synthesized game exercise, where the motor task is solved mainly due to the technical element being studied. It is better if the situation is semi-resolved, and not purely playful, so that there is enough time and space to complete the technique. Example: the best training for striking actions occurs in exercise 18 (shootout).

Secondly, the main game exercise should be the culmination of the lesson, where the ball is scored mainly due to the technical element that we studied in the main part of the lesson. Example: exercise 12 or 20, depending on the type of stroke.

Only third is what we call "strict regulation". But even in this case, the use of such a competitive form as a “relay race” will not interfere, but only help (of course, with a minimum of running and an emphasis on the method of execution).

Therefore, special attention was paid to finding the possibility of teaching the technique through the developed exercises, since the method of "strict regulation" may not be the main one. Its priority use does not arouse interest among students and initially leads to the creation of a barrier of fear of making mistakes. The use of game and competitive methods allow you to create a certain environment for learning. The main thing is to create conditions when there is no excessive concentration directly on the technical side of the performance.

How so, many will say, in order to teach well, on the contrary, it is necessary to focus on a certain element. Of course, this is possible, but we are now talking about the speed and effectiveness of training.

What do we achieve with this? Here, that psychological subtlety is very important, which we all intuitively know, but for some reason rarely apply. We free the minds of students from the way the exercise is performed, but at the same time set a goal (gate, zone, tactical task). With this action, we transfer the technical factor (method) from consciousness to the subconscious, since all attention is focused on the goal. The “method”, passing into the subconscious, due to the lack of pressure on it, controls the implementation of the exercise with greater efficiency. As a result, the technical equipment of a football player is formed faster and has greater variability, as it is directly related to the tactical aspect (goal). Each coach tries to form an automated skill in an athlete. The solution of this problem at the subconscious level occurs as if by itself, without much effort and wasting precious training time. Why? Because the subconscious guides and controls us by 70%, while the current consciousness is only 30%.

Everything that we see, but are not aware of, penetrates into the subconscious and gradually controls our activity.

Exercises with strict regulation are used, but seem to fade into the background. The main thing is to remove the boring "cramming" from the highest step of the USP pedestal; success in learning will bring a combination of all methods. It is better to alternate exercises with strict regulation with exercises where there is a half-solved game problem. It is mandatory to consolidate the acquired skills with a game exercise in an unresolved game situation. Here is such a sequence.

And indeed, in parallel with the technique, the components of the individual tactics of a football player are formed. The method of conjugate action is evident, and this is already a triple time saving! You yourself can compose and apply such exercises in practice, and at the same time check the correctness of our recommendations. Having convinced of their effectiveness, it will no longer be interesting to work in the old way.

To create such exercises, you need, in addition to the desire and the presence of creative abilities, to remember several principles for constructing such exercises:

Creating emotionally rich situations. A strong charge of emotions, bypassing the logical mind, can cause the adoption of subconscious, intuitive and, as a result, non-stereotypical decisions.

Application of the uncertainty factor of the game action by creating a multi-alternative choice that limits the time for decision-making. It is “uncertainty”, when the mind is confused and does not know what to do, that is the key to opening the subconscious, intuitive search and decision making (and these are always accurate decisions that are adequate to the game situation). This is the main purpose of the exercises. When the whole team is involved in this, somehow teamwork suddenly appears and due to this, tight guarding can be resisted. Intuition (subconscious) is faster and more accurate than the logical mind. In practice, these are won tenths of a second, which is what we need. A “multi-alternative” is created with the help of different zones, balls, goals and tasks.

Game density control.

In addition to the above, it is necessary to tirelessly encourage non-standard solutions.

By applying these principles, we actually manipulate time and space, artificially increasing or decreasing it. That is why the process of the game must always be regulated with the help of various restrictive measures: regulation of the number of touches of the ball, performance of various TTAs in different zones and balls of different colors, observance of optimal spatial and temporal characteristics by introducing several balls and playing zones, the number of players in the zones.

4.2. A little about the nature of the emergence of non-standard solutions

“Non-standard solutions” - this term is used when it comes to great football players, because they are all “intuitives”, in the highest manifestation of this quality for a person. It only seems to us that the decisions used on the field by such football players as E. Streltsov, D. Kipiani, Y. Gavrilov, F. Cherenkov, and now Ronaldinho and many others are non-standard. In fact, this is the shortest and most effective way to the goal. Probably, it would be “correct” to play differently, as the logical mind suggests, the vast majority would have done just that. However, what is obvious to everyone is not always effective. Sometimes you need to play contrary to "common sense", this is prompted by a spontaneous decision that appeared, as always, "suddenly" and "out of nowhere".

Let me remind you that psychology, interpreting such a phenomenon as intuition, says that decisions are made without clear awareness and justification. The intermediate links of the thought process proceed extremely quickly, due to which they are not realized. Intuition is always the result of long preparation and great experience. This is the concentration of thought on the analysis and solution of tactical problems. Intuition is proposed to be understood not as an ability inherent in individuals, but as a result of long training and hard work.

But with such a formulation of the question, it is obvious that all the players who participate in the training process must have this quality. But why then do we see only a few bright manifestations? From the point of view of psychology, everything comes down, as it were, to such a speed of mental activity, which is not even realized. To the question of how to achieve this, the answer seems to be given - train. How to train and what to train? Thinking activity? But after all, everyone trains, and non-standard actions are the prerogative of a few. The circle is closed, the science of psychology cannot give a clear answer. Or maybe the point here is not in the nature of the mind, on which the decision descends “from the ceiling”. And can the logical mind “spontaneously see the light” like this? In the book “Reality Transurfing”, V. Zeland offers the following answer to this question: “... the mechanism of insight has a completely different nature. The mind finds its solution through logical reasoning. And insight, that is, the missing link that cannot be obtained from the existing logical chain, comes from the space of options through the medium of the soul. Approximately the same opinion is shared by V. Zhikarentsev. I must say that those great people whom we consider "teachers" know this and have known for a long time, and this mechanism always works, regardless of the field of human activity. Probably, with an acute shortage of time in game exercises, “such” occurs an order of magnitude more often.

This means that intuition is not part of the thought process at all. We can say that we are witnessing the manifestation of the subconscious. The soul or subconscious "knows" everything, and in this case the solution is effective and timely. However, logic has its own arguments and, being in constant analysis, consciousness may not make such an intuitive decision, which happens more often. One-touch play in the opponent's penalty area is an absolute example of collective insight. After all, the time limit does not allow logical thinking to make an adequate decision. In this case, you just need to “know” what the partner will do. If the soul (subconscious) is connected to the process, then each participant in the situation already “knows” what the partner has planned and will do. That is, all participants in the situation "know" the same thing. You noticed, of course, that an indispensable component that is always present with non-standard solutions is a hard time limit for response actions. The presence of this component is a problem for logical actions, they may be completely absent (the mind does not have time). This means that in order to evoke manifestations of intuition, it is necessary to set such tasks for the logical mind that it is not able to solve. It is necessary to put the mind in a temporary impasse. Then, while the mind is in confusion, there is a possibility of a breakthrough of the subconscious to the external level, a kind of window opens and the necessary decision comes “out of nowhere”. Such a window opens for a very short time, then the mind, of course, takes its toll. It is absolutely clear that in order to "receive" the creation, it is necessary to create the necessary prerequisites.

The developed system of exercises is the best way to stimulate manifestations of creative thinking. Logical chains are constantly torn, you need to be aware of a new situation, and time is not always enough. We can say that the exercises we have proposed are a method of overcoming unexpected difficulties, namely “unexpectedly”.

By the way, psychology partly confirms this nature of intuitive manifestations. F.L. Lebed (1983) interprets the manifestations of intuition as high-precision decisions under conditions of acute time pressure. The famous psychologist V.N. Pushkin believes that intuitive thinking, which manifests itself in problem situations, is faster than ordinary logical thinking.

And of course, the factor of emancipation and emotional richness is quite important. Probably, people who have strong emotions, who live by feelings, and not by reason, have more opportunities in intuitive manifestations. Of course, if these emotions are not “crushed” in childhood by the excessive coaching zeal to “do everything right”, that is, the coach’s attempt to exercise total “control over the situation”.

Conclusion

The main mistake of the "mechanistic" approach in USP is excessive "control over the situation". We only think that we are 100 percent in control of it. In fact, only up to 15 percent. But even this is enough to bring any, the most progressive undertaking, to the point of absurdity. In our classes, everything is beautiful, everything is clear, everything is regulated, everything is under control, but only the team does not play. There is no need to appropriate for ourselves what does not belong to us, but to the Lord God or the Higher powers. All the same, nothing will come of it, and troubles will be sure. This is to help us navigate the world correctly. There is no need to be afraid of a certain chaos in the classroom (of course, you should not be afraid of anything, for the reason that there is nothing to be afraid of). We must remember that harmony is born out of chaos, and if you “undercontrol” something, then perhaps this will only benefit. Maybe a little more control and regulation is needed when conducting exercises to teach group interactions. Such classes, entirely devoted to this topic, should be used only when the psychological foundations of tactical action are already in the formation stage. Not earlier than 10-11 years of age, although individual exercises in the general context of the lesson can be used from the age of 8 years. It is only necessary to take into account that there is not much pressure on the child regarding decision-making. Sharp remarks, of course, will increase concentration and stability of attention, make thinking work. However, this constant activation of attention can be costly - it will put a barrier to intuitive decisions and creativity.

The ability to “let go” does not come immediately. This trouble is mainly for young coaches and authoritarian personalities. And you show unbending good nature and acceptance, smile more and jokes will not hurt either. Then the world will answer you in the same way, in particular in the form of gratitude from your pupils, even after many years.

Dear friends, dear colleagues! I would like this book to help you in the field of children's coach. I sincerely wish you success and conquer new heights in your creative work!

Applications

1. Exercises with predominant training in performing various types of passes and the formation of an individual TTP

Exercise 1

Used for the age of 7-8 years (Fig. 1).

Target: development of attention and thinking.

Associated effect: education of general dexterity.

Task: score a goal into a small goal after taking the ball from an opponent.

Content. 11 players participate in the exercise, it is carried out with 3 balls. 4 players in the extreme squares play a pass between themselves with their hands and, if necessary, transfer the ball to the opposite square. The players of the extreme squares protect the four small gates according to the rules of football. Three drivers from the other team try to intercept the ball with their hands or take it away and score a goal into a small goal according to the rules of football. If the player did not have time to make a pass and was caught by the driver, the ball is considered to be taken away and passed by the driver. Drivers have the right to play all over the field and every 3 minutes they change for other players of their team, who at that time are performing a different exercise. The driver, repeatedly, does not have the right to take the ball in his hands if he has already been lowered onto the lawn, and the game was played according to the rules of football.

Game time: 2 halves of 7-10 minutes.

Exercise 2

It is used from 7-8 years old (Fig. 2).

Target:

Associated effect: teaching and guiding.

Task: knock down the stand on the opponent's field.

Rules:

Game time: up to 10 min.

The team that knocks down all the opponent's stances the fastest wins.

Exercise 3

It is used from 9-10 years old (Fig. 3).

Target: learning to perform passes with the inside of the foot, developing attention and thinking.

Associated effect: group interaction training.

Task: make a transfer to a partner between two caps.

Content. Two teams of 8-12 people participate, the game is played with 2-3 balls. If there was an exact pass between the caps to your partner, the team is given 1 point. A point is not counted if the cap fell during the transfer of the ball, and also if the transfer was intercepted or the partner failed to receive the ball. You cannot transfer twice in a row between the same caps. The distance between the caps is 1m.

Rules: in all cases, the ball that has left the playing court is injected from the sideline and endline with a kick at a stationary ball.

Game time: 10 min.

The team with the most points wins.

Exercise 4- "live gate".

It is used from 9-10 years old (Fig. 4).

Target: learning to perform passes with the inside of the foot, developing attention and thinking.

Associated effect: teaching and guiding.

Task: score a goal in a "live" goal.

Each team has two "live" goals (the goal is 2 players connected by a gymnastic stick at least 1 m long), which are not allowed to play in the corners of the site. The players of the “live” gate, without releasing the gymnastic stick, have the right to participate in the game, their periodic change takes place. Live gates can consist of players from different teams.

Rules: in all cases, the ball that has left the playing court is entered from the side and end lines by hitting a stationary ball.

Game time: 10 min.

The team that scores more goals wins.

Exercise 5

It is used from 8 years to GSS.

Target: training in passing with the inside of the foot, the inside and middle parts of the instep; development of attention and thinking.

Associated effect: learning to receive and intercept the ball.

Task: play a pass between the squares, avoiding interceptions of the ball.

Content. Two teams of 6-12 people participate, playing only within their own square. The game is played with 2-4 balls. The tasks for teaching various types of passes are set in accordance with the width of the middle zone. The interception is made if the ball remains in the middle square. The task for the players of the central square can be changed by placing small gates in the outer squares. In this case, they can use up to 4 touches to score into any opponent's goal after the interception. The players of the extreme squares can defend the goal according to the rules of football, without goalkeepers.

Game time: from 7 min in one square.

The team with the most interceptions or the most goals (depending on the drill design) wins.

Age 7-8 and 8-9 years (Fig. 5).

Rice. 5

Two teams of 8-10 people participate, the game is played with 3 balls. The middle square team can have two attackers who play in the opponent's squares. Change of squares after 7 minutes.

Age 8-9 years (Fig. 6).

Three teams of 3-4 people each participate, the game is played with 2 balls. The exercise ends when each team has been in the middle square.

Age 11-12 years old (rice. 7).

Task: learning to perform long passes with the inner and middle parts of the lift, receiving the ball. The game is played with 3 balls by three teams of 4-6 people performing passes - no more than 3 touches.

From the age of 8 (Fig. 8) and up to the GSS with a stepwise complication of the rules.

Task: learning to perform various types of passes with varying degrees of resistance.

Associated effect: learning to receive, intercept the ball, develop attention and thinking.

Content. The game is played with 2 balls. The team defending the four small gates is divided into two groups of 4 people, who play only within their square. With the help of passes, the team seeks to control the ball. The task of three players of the other team (playing all over the field) is to select or intercept the ball and score in the goal. The three selectors actively play for 3-4 minutes, after which they go to perform the exercise with low intensity. The game continues with another three, then the next. In the second half, the teams change roles.

Game time: 2 halves of 10-12 minutes.

The team that scores more goals wins.

For the older age, restrictions are introduced on the number of ball touches, passes in one square (before transferring to another square). Balls of different colors with different tasks are introduced (from 13-14 years old a red ball is a one-touch game).

The number of drivers and the size of the playground vary. From the age of 10, the size of the gate can be 5x2 m. From the age of 11, you can play this game on two sites at the same time and combine them into one exercise.

Exercise 6

It is used from the age of 9 years to the GSS according to complicated rules.

Target: training in the implementation of short and medium passes, interceptions, development of attention and thinking.

Age 9-10 years (Fig. 9).

Task:

Content. Two teams of 7-8 players participate. The game is played with two, and as the exercise is completed - with 3 balls. Players play only in their squares. The player who received the ball must deliver it as quickly as possible to another square where the players of his team play. The opponent tries to intercept the ball. The number of touches is not regulated, however, if the ball is played for a long time in any square, the game stops and all balls are passed to the opponent. Entering into the extreme squares of players leading an active selection is carried out with sufficient skills in passing the ball. The players taking the ball in the extreme squares change the coach every 2-3 minutes.

Game time: 15 minutes.

Age 10-11 years old (rice. 10).

Task: keep the ball in your team by playing a pass between the squares.

The requirements of the game "in the wall" with the player of another square are introduced.

If you have the appropriate skills to perform a "wall on the third" with the last transfer from the central square.

The winner is the team that has completed the most number of times "playing against the wall" ("on the wall on the third").

Age 11-12 years old (Fig. I).

Task: play the combination shown in the figure, with the transfer of the ball from flank to flank through the central square (1 point).

Content. Two teams of 9-10 people participate, the game is played with 2 balls in an artificial field in 2 touches (when intercepting the ball - 3 touches). For uneven ground, fatigue, etc. the number of touches at the discretion of the coach. In the extreme squares, five against two are played, in the central squares two are played without resistance (three with one counteracting) in 2 touches.

Game time: not less than 10 minutes, after which the teams take penalties to each other, depending on the points scored (3 points - penalty).

The team that scores more goals wins.

Age 10-15 years(Fig. 12).

Task: score a goal into the opponent's goal (from 11-12 years old - after the "wall on the third").

Content. Two teams of 10-11 people each play 2 balls. It is not allowed to leave the squares. In the outer squares they play three against two (for 10-11 years old - four attackers against two defenders), in the central squares - three against one. The third wall is made by passing between the squares. After completing the wall, you can attack the gate. The attack is considered completed if the ball is intercepted or taken away and sent to "its" central square. To start a new attack on the gate, you must again carry out the “wall on the third”. When playing in the "wall on the third", the player of the central square is allowed to pass in 2 touches. You can enter a limit on the attack - up to 10 s.

The coach periodically changes the role of the players.

Game time: 15 minutes.

The team that scores more goals wins.

Exercise 7(two yards)

It is used from the age of 8-9 years to the GSS with a stepwise complication of the rules.

Target:

Associated effect:

Age 8-9 years (Fig. 13).

Task:

Game time: 20 minutes.

The team that scores more goals wins.

Age 9-10 years.

The rules and conditions for the exercise are the same. Three defenders oppose two attackers (three against three). Field dimensions 50x25-30 m.

Age 10-11 years.

The rules and conditions for the exercise are the same. The team consists of 8 players. The defense gets a numerical advantage and plays four against three. A middle zone is introduced (from 3 to 6 m), where the game is not played.

Age 11-12 years old (Fig. 14).

The rules and conditions for the exercise are the same. In the middle zone, the game is played one on one without active resistance (interception is allowed). When a player of the middle zone receives the ball, he is given no more than 3 seconds to make a decision, otherwise the ball is transferred to the other team. In the extreme zones, the game is played with a numerical advantage of defense four against two.

Rice. 14

Age from 12-13 and up to TSS (Fig. 15).

Rice. 15

The rules and conditions for the exercise are the same. The defense must deliver the ball to the player of the middle zone or to the attacking zone in no more than three passes. The width of the zones is the standard penalty area. Four main defenders and the goalkeeper protect the standard goal.

Exercise 8(three yards).

It is used from the age of 10-11 years to the GSS with a stepwise complication of the rules.

Target: development of attention and thinking, training in the implementation of short and medium programs.

Associated effect: teaching group interactions (from the age of 14-15 this task becomes the main one).

Age 10-11 years old (rice. 16).

Task:

Content. The playing field is divided into 3 zones. The game is played with 2 balls. Two teams of 8 players participate: a goalkeeper, 3 defenders, 2 midfielders and 2 forwards, playing in their own zones. One of the forwards has the right to retreat to the middle zone, one of the midfielders to play in the attack zone. A player who has made an accurate pass to his partners in another zone has the right to connect to this zone. When the attack is disrupted, the player must quickly return to his zone.

Game time: 20 minutes.

The team that scores more goals wins.

Age 11-12 years.

The conditions and rules of the exercise are the same. Number of players 9 players: goalkeeper, 4 defenders, 2 midfielders and 2 forwards.

Age 12-13 years and up to HS C.

The conditions and rules of the exercise are the same. One midfielder has the right to retreat to the defense zone, one attacker - to play in the middle zone. The layout and size of the site are similar to the previous exercise (Fig. 15).

Exercise 9(four yards)

It is used from the age of 11-12 years to the GSS with a stepwise complication of the rules.

Target: development of attention and thinking, training in the implementation of short and medium programs.

Associated effect: teaching group interactions (from the age of 14-15 this task becomes the main one).

Ages 11-12 and 12-13 (Fig. 17).

Task: kick the ball into the goal (5x2 m) of the opponent.

Content. The playing field is divided into 4 zones. The game is played with 2 balls. Two teams of 9 players participate: a goalkeeper, 3 defenders, 2 defensive players, 1 attacking midfielder and 2 forwards playing in their own zones. One of the defensive midfielders has the right to retreat to the defensive zone, while the attacking midfielder has the right to play in the attacking zone. A player who has made an accurate pass to his partners in another zone has the right to connect to this zone. When the attack is disrupted, the player must quickly return to his zone.

Game time: 20 minutes.

The team that scores more goals wins.

For ages 13-14 and up.

It is advisable to place the playground according to exercise 7 (Fig. 15). Complications of tasks: limiting the number of passes in the defense zone; time limit for organizing transfer to the attack zone; increase in the number of defensive midfielders; obligatory use of certain group interactions in the attack, etc.

Exercise 10

It is used from the age of 9-10 years to the GSS with a stepwise complication of the rules.

Target:

Associated effect: teaching group interactions (from the age of 14-15 this task becomes the main one).

Age 9-11 years old (rice. 18).

Task: kick the ball into the opponent's goal.

Content. The playing field is divided into 2 playing areas and a neutral player's area. The game is played with 2 balls, as the qualification grows - 3. Two teams of 10-12 players participate. Each team is divided into two groups of 5-6 people: a goalkeeper, 3 defenders and 2 forwards, playing in their zones. Players of the same team have the right to pass the ball to each other, being on different sites. The game on each site is conducted according to the rules of the exercise "two yards". Goals 3x2 m when playing with goalkeepers (without goalkeepers - two small goals or 3x2 m goals lying on the side posts).

Game time: 20 minutes.

The team that scores more goals wins.

Drill 11 (six gate game)

It is used from 9-10 years old to GSS with a stepwise complication of the rules.

Target: development of attention and thinking, perception, training in the implementation of short and medium programs.

Associated effect: teaching group interactions (from the age of 14-15 this task becomes the main one).

Age 9-10 years (Fig. 19).

Task: kick the ball into the opponent's goal.

Content. The game is played with 2 balls. Two teams of 10-12 players participate, each team defends a 3x2 m goal and two small goals. There is no division into defenders and attackers, TTD are not regulated. The game is played according to the rules of football. The coach periodically blows two whistles. This means that only the small gate can be attacked. Such a measure provides for a quick change in the direction of attack. After a long whistle, the attack can be carried out at any gate.

Game time: 20 minutes.

The team that scores more goals wins.

2. Exercises with predominant training in receiving the ball with a subsequent blow

Exercise 12

It is used from 7-8 to 10-11 years of age (Fig. 20).

Target:

Associated effect: education of general dexterity, development of attention and thinking.

Task: score the ball with your feet after receiving from the central square after passing the partner with your hands.

Content. There are two teams of 7-9 players, including goalkeepers. The game is played with 2 balls in four goals. In the central square - with hands according to the rules of the outdoor game "Fight for the ball", with the ball no more than 4 s or 5-6 steps. In the extreme squares - according to football rules. In case of violation of the rules, both balls are transferred to the injured team. If due to crowding the exercise does not work, increase the size of the court or add an extra game ball.

Game time: 10 min.

Gate size: hockey; small (without goalkeepers) or handball (with goalkeepers).

Exercise 13

It is used for 7-8- and 8-9 years of age (Fig. 21).

Target: ball handling training.

Associated effect: education of general dexterity, development of attention, thinking and perception.

Tasks (for 7-8 years old):

a) passing and catching with hands;

b) passing the ball with the feet from the hands, catching with the hands;

c) receiving the ball with the sole and thigh, passing the ball with the hands;

d) passing and receiving the ball with the inside of the foot (low pass);

e) receiving the ball with the sole and thigh, passing the ball with the feet from the hands.

Tasks (for 8-9 years old):

a) passing and catching with hands. You can not give the ball to a nearby player;

b) passing the ball with the feet from the hands (the inside of the foot, the middle part of the instep), catching with the hands. The same, with a change of places;

c) receiving the ball with the sole, thigh and chest, passing the ball with the hands;

d) passing and receiving the ball with the inside of the foot (receiving and passing with opposite legs); down transfer;

e) receiving the ball with the sole, thigh and chest, passing the ball with the feet from the hands;

f) heading from own throw; receiving the ball with the legs and chest.

Exercise 14(protection of the territory)

It is used from 7-8 to 9-10 years of age (Fig. 22).

Target: ball handling training.

Associated effect: education of general and special dexterity, development of attention, perception.

Task: protect your square from being hit by the ball.

Content. Two teams of 7-2 players participate. The game is played with 3-4 balls. For the age of 7-8 years, the exercise is carried out after a six-month training. The opponent's square is hit by a kick with the inside of the foot after his own toss (the kick is performed on the ball that bounced off the lawn). A goal is counted if the ball hit the unprotected part of the square and was not accepted or beaten off according to the rules of football (when defending the territory, two rebounds from the lawn are allowed for 7-8 years old, for 8-9 years old - one rebound). There is a small gate in the central square. In the event of an inaccurate pass and the ball enters the goal, an own goal is counted. If the rules are broken, the game is stopped and all balls are given to the injured team. If due to crowding the exercise does not work, increase the size of the court or add an extra game ball.

Game time: 10 min.

The team that scores more goals wins.

The scheme of the exercise for the age of 7-8 years.

Exercise 15

It is used from 9-10 years of age and up to the GSS (Fig. 23).

Target: learning to hit after receiving the ball.

Associated effect: education of special dexterity, development of attention and thinking.

Task: score the ball with your feet after receiving from the central square.

Content. Two teams of 7-10 players participate, including goalkeepers. The game is played with 3 balls (for 20 players) in two goals. In the central square - according to the football rules. In the extreme squares, only goalkeepers play, who inject the ball with their hands and feet from their hands. In case of violation of the rules, all balls are transferred to the injured team. There are no rules for corner kicks and free kicks in the game. If due to crowding the exercise does not work, increase the size of the court or add an extra game ball.

Game time: 15 minutes.

Gate size: 5x2 m.

The scheme of the exercise for the age of 10-11 years.

Exercise 16

It is used from 9-10 years of age (Fig. 24).

Target: learning to hit after receiving the ball.

Associated effect: education of general and special dexterity, training in heading, hitting a flying ball, developing attention and thinking.

Task: score the ball after receiving: head or volley.

Content. There are two teams of 8-12 players. The game is played with 2-3 balls, with two goals measuring 5x2 m. In the penalty area, it is allowed to play only according to football rules and score goals with a header, a volley, a shot after receiving a high ball, without lowering it to the lawn. Between penalties, the game is played according to the rules of "Fight for the ball". Due to the penalty area, it is allowed to score after receiving a high ball, but not more than 3 touches. To stimulate shots after receiving, a goal scored in this way counts as three. From the age of 11, give the decisive pass with your feet from your hands.

Zone B %21 - you can receive the ball only after an accurate pass. If this condition is met, it is allowed to give passes with the feet from the hands. The player in possession of the ball in this zone cannot be attacked for 3 seconds.

Game time: 15 minutes.

Exercise 17

It is used from 9-10 years of age.

Target: learning to hit after receiving the ball.

Associated effect: education of general dexterity, development of attention and thinking, training in volleys and heading.

Task: score the ball after receiving, from the summer (the ball is above the level of the belt), with the head.

Age 9-10 years (Fig. 25).

Content. Two teams of 8-12 players participate, including goalkeepers, who are divided into midfielders who play only in the central square, and attackers and defenders who play only in the outer squares. The assignment of players to positions with their periodic replacement is carried out by the coach. The game is played with 2 balls in two inverted goals (5x2 m). In the central square - with hands according to the rules of "Fight for the ball", in the outer squares - according to the football rules. If the attacker fails to hit the goal in the indicated ways, he gives the transfer to the central square to prepare a re-attack. In case of violation of the rules, the injured team may be entitled to a penalty kick. A goal scored after a reception counts as two; a goal scored after the reception, without dropping the ball on the lawn - for three.

Game time: 20 minutes.

The team that scores more goals wins.

Rice. 25

Age 11-12 years old (Fig. 26).

Goal and tasks

Rice. 26

Content. There are two teams of 8-12 players. The game is played with 2-3 balls in two inverted goals measuring 5x2 m (6x2 m). In the extreme squares, three attackers play against one defender, before hitting they are allowed to make no more than 2 touches and score a goal after receiving the ball, with a head, with a volley. In the central square - the zone of action of midfielders, the game is played according to the rules of football (restrictions can be introduced: do not make more than 3 touches, with interception and selection - 1 touch more). The defender must intercept or select the ball and give it to the midfield zone.

Game time: 20 minutes.

Age 12-13 years before GSS (Fig. 27).

Target: training - improving strikes after receiving, performing all types of passes.

Associated effect: teaching group interactions, developing attention and thinking, improving volleys and head shots.

Tasks and conditions the same as in the previous exercise.

Content. There are two teams of 10-12 players. The game is played with 2 balls in two inverted goals 6x2 m in size. Midfielders play on the principle of "two yards" (exercise 7), with an unlimited number of touches in the middle zone and up to 3 touches in the defense zone (no more than three passes of the ball in the defense zone) . The defensive player at the midfielders can immediately perform a long pass to the attackers. In the extreme zones, two defenders play against two attackers (three on three; three on two). Replacements of players by role are made by the coach.

3. Dominant learning exercises strike action

Exercise 18(shootout).

It is used from the age of 7-8 years.

Target: learning to perform passes with the inside of the foot, the inside and middle parts of the instep, the development of attention and thinking.

Associated effect: learning to receive and intercept the ball.