The motor skill is a key factor in the development of any goalkeeper, both in sensitive stages and in adult stages. We could say that a good motor condition will help the goalkeeper remarkably in any of his actions, either physical, technical or tactical. The goal requires a high level of goalkeeper concentration. If you are able to develop this capacity, you will respond without any doubt in a more effective way to the different stimuli, not only the position itself poses, but also in the day to day.
But, when and how should we start working this skill?
We do not want to talk about what science says, because it could be a debate interrupted by the experience of each one, which sometimes, curiously, goes against or does not share as many things as the books say.
After many years training young goalkeepers in professional football academies or neighborhood schools, we have come to the conclusion that the goalkeeper, if has the possibility of advancing certain processes, must do so. There is no concrete age in which we can say: this is the idela age to start! The football practice is not rigid, since each individual is a world, and each
situation must be studied and agreed to see which action plan is the ideal one. Then we can make mistakes or not, but always arguing from the common sense.
But how should a goalkeeper coach work on motor skills?
We don´t have the magic wand, and there is no certain science that says so. So what we show you below is a methodological proposal as valid as any other.
The first thing that we have to have clear is a methodological structure, in which we have clear how we want to work on motor skills:[vc_row_inner][vc_column_inner width=”1/2″][/vc_column_inner][vc_column_inner width=”1/2″]
ISOLATED MOTOR CIRCUITS WITHOUT BALL, WITH AND WITHOUT TECHNICAL GESTURE
- Part of the session: Warm up / Initial part
- With these tasks, we isolate the goalkeeper to focus only on performing the different exercises / sequences correctly. This type of tasks can be very effective in young goalkeepers, since not using the ball, your target happens to be competitive (that do not hit me goal) or technical (how do I have to catch?),to purely physical (I will focus on doing the frequencies, zigzag and supports well !).
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MOTRICITY + BASE TECHNIQUE
All technical action has a previous phase. For example, to allocate a ground side ball, the goalkeeper must make a small adjustment, jump, place the body behind the ball … The technique is affected by how it is the basis of each goalkeeper. That is why, one of the best ways to work the technique is through this structure, since we achieve with an intense and short execution task concentrate the goalkeeper and make him aware and participate at all times.
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It is important to take into account some methodological considerations when designing our tasks with motor objectives
EXCESS OF MATERIAL: Sometimes, an excess of material distorts the task. We must bear in mind that perhaps depending on the stage in which we are, using a lot of material can cause a fatigue in which, if there is a technical action and we want to focus on it, it will hardly go as we expect. Sometimes, less is more!
MATERIAL WITHIN GOAL: If we place poles, rings, markers … In frontal situations, and in which the goalkeeper after his movement has to position himself before a shot, it is quite possible that we confuse the goalkeeper in placement-positioning concepts. Since it will have to be positioned in very advanced situations to shots in which, if there was no material, hw would position further back. One thing is our objective and another what we provoke with the structure of our task.
Can an excess of repetitions cause the goalkeeper to mechanise very advanced positions to close shots, due to the frequency which he works motor skills + technical action in goal with?
This last reflection is very interesting and we will surely write about it later. Many times we do not realize it, but when preparing a session, we think about what they need from our own way of understanding and interpreting the training. And we do not stop to think about small details like this last reflection. How many times has this happened to us? Prepare a session expecting them to do one thing in particular, and due to the task structure , provoke a different one?