ACF Fiorentina Introductory Course
“To “To teach a back line to defend will take 3-4 months….To months….To develop a player it takes years.”
Prof. Vincenzo Vergine
The three stages of Player Development Stage one (preparatory) U6-U12 U6-U8:Psycho-Motor, Technical
U10-U12: Psycho-Motor Psycho-Mot or,, Coordination, Coordination , Technical, Technical, Ind. Tact.
Stage two (transition) U13-U16 U13-U14: Coordination, Technical, Conditioning, Ind. & Group Tact.
U14-U15: Technical, Technical, Conditioning, Co nditioning, Ind. & Group Tact. Coordination
Stage three (competitive) U17-U21 U17: Conditioning, Tactical,
U21: Tactical, Tactical, Conditioning, Con ditioning,
Fundamentals for Player Development A good coach: • Focuses on individual player • Focu Focuse ses s on indi indivi vidu dual al play player er’s ’s need needs s • Train the players in each area: (Psycho- Motor, Coordination Abilities, Technical Abilities and Tactical Tactical Abilities) • Uses Proper Training Organization: Field looks like a playground (hurdles, rings, jumping ropes, obstacles, different ball’s ball’s sizes) • Uses Proper Didactic Progression: Appropriate to the level level of each player (from easy to more difficult). • Is a teacher: Pay attention to details to work towards perfection (stop player often to correct) • Player training: Proper training (pay attention to all details, practice over & over, from slow 1st. faster 2nd. maximum
A poor coach: • Focuses on the Team • Train – Train – game – game – train ( Training for the next game) •
Training without without proper steps s teps in progression
•
Training Organization – Organization – field looks very green (cones, bibs, balls and goals)
•
Didactic – Didactic – Focus on the exercises believes the more complex complex the better the training)
•
Coach – Coach – No critics to a player (very little intervention on teaching)
•
Player Training - Lack of focus, few demands, go thru the motion,
What a Coach needs to be b e Successful: •·
Knowledge about soccer (more than your players)
•
Ability to adapt training according to field space and weather conditions
•·
Experience as a player, coach, or teacher
•·
Positive involvement in a group (interaction)
•·
Leadership of players and parents
•·
Willingness to cooperate with the club coaching staff
•·
Enthusiasm – Enthusiasm – it’s a virus
•·
Ability to communicate and motivate in a positive manner
•·
Ability to demonstrate
•·
Openness to learning
Trainings: How and why do we train: • Track your trainings through out the season • Players must have an idea of what it is you want to improve – briefly explain • Use testing to monitor players improvement • Training should have focused intensity with new exercises • High intensity with familiar exercise • Coaches should be actively involved the entire session – no hanging out, talking on cell phones or with fellow coaches In each training you need: • Many repetitions (which requires planning, limited standing in line, plenty of equipment)
Equipment: •·
40 - 50 cones
•·
Coordination equipment – equipment – hoops, hurdles, different balls,
•
Ladders
•·
8 poles (Optional)
•·
A ball per player
•·
2 colors of bibs (3 if possible)
•·
A watch/whistle
•·
A pump
Notes:
Guide line for General Planning
PSYCHO-MOTOR
COORDINATION CAPACITY
PHYSICAL ATHLETIC ATHLETIC WORK
TECHNICAL-TACTICAL ABILITIES
•Basic Motor Schemes •Postural Schemes •Senso-Perceptive Capacity •Pre-Acrobatic •Combine & Couple Movements Spacial-Temporal Orientation •Spacial-Temporal •Differentiate •Reaction •Balance •Adaptation & Transformation •Rhythm •Anticipation •Motor Imagination •Strength •Power •Speed •Resistance •Proprioception •Articular Mobility •Juggle •Passing & Receiving •Guiding (running) the ball •Long Passes •Shooting •Dribbling (1v.1) •Heading •Fake Tackle
Theme Session: Technical Technical ability-s
Training Model
Warm up: general technical, physical
Physical: (specific) Psycho Motor Mot or,, Coordination Coordinati on Ability, Ability, Conditioning Training
Tactical: Individual, Individual, Group, Team (game with
Technical: Theme Session (ex. Passing & Receiving, Receiving, or Combo of two Technical Abilities) NOTE: Physical must have a progression progressi on in to Technical Technical
Final game (possible to do tactical if training time is
What come first? Physical (Psycho-Motor, Coordination, Conditioning)
Mental (Personality, Discipline, Coachable, etc.)
Technical
Game
Tactical (Individual, Group, Team)
(Juggle, Guide, Dribble, Fake, Pass & Rec. Shoot etc.)
Areas & ages of player’s development •Psycho-Motor Skills: Best age to improve U6-U10 •Coordination Abilities: Best age to improve U10-U14 •Technical Abilities: Improve at all ages, but best time U14 & younger •Individual Tactical: Start U10 (simple concepts) •Group Tactical: Start U12 (simple concepts) •Team Tactical: Start U15-16 (simple concepts)
Team Tactical (GAME)
Conditioning > after age of 12
Group Tactical Individual Tactical
Technical Abilities Coordination Abilities Psycho-Motor Skills
Physical Skills
Technical-Tactical Abilties
Age Groups Psycho-Motor-Skills
Coordination Abilities
Conditioning Abilities
Proprioception
Articular Mobility
Technical
Team Tactical
Individual Tactical
U10-11
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U12-13
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U14-15
/
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U16-17
/
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U20
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U10 I – U11
SCHEMI Basic Motor MOTORI Schemes DI BASE (Functional (unit à funzionali units del movimento Of the dynamic dinamici) movements)
SCHEMI PosturalPOSTURALI Schemes (unit (Functional à funzionali units del movimento of the staticstatici) movements
’ Sense-Perceptive CAPACITA Abilities SENSO - PERCETTIVE
PRE
- ACROBATIC ACROBATICA
U12 – U13
U14 – U15
Walking
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Running
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Jumping
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Throw - Kick -
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Catch - Grab
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Roll - Crawl
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Climb
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Flex
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Bend
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Adduct - Abduct(spread Abduct(spread legs)
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Roll
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Hurl extend with speed
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To lead around 360⁰ arms legs)
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Kinesthetic Channels
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Sight
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Hearing
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Touching
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Somersault
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Twist around 180-360
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Handstand
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Cartwheel feet apart
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• Kids don’t play at the park or on the street anymore;
• % of obesity is dramatic; • Motor activities in school is more more desappearing;
Sport activity practiced by children of age between 6 and 12 years old, needs to be preparatory for the “Real Sport” with main focus to a proper formation of the individual body scheme IMMEDIATE KNOWLEDGE OF OUR OWN BODY IN STATIC OR DYNAMIC SITUATION & IN RELATION TO THE ENVIRONMENT AROUND U.S.
BMS Walking, running, rolling, jumping, throwing, climbing, crawling…
PRE-STRUCTURAL REQUIREMENTS Skeletal, articular, neurological, respiratory, ligament …
PRE-FUNCTIONAL REQUIREMENTS Perception S/T, balance, muscle contorol, contorol, postural control, general & segmental
PSYCHOMOTRICITY: general objective DEVELOPMENT OF BASIC MOTOR SCHEMES
Walking Running Jumping Crawling
Master
Rolling Balancing Sliding Hanging Climbing Swinging
Use
Saving Holding Pulling Pushing Contrasting Orienting Turn upside-down Fighting
Launching Aiming Gripping Dodging Striking
Vary
Reuse
Combine
PSYCHOM PSYCHOMOTRICITY OTRICITY:: general objective ob jective DEVELOPMENT OF O F PRE-ACROBA PR E-ACROBATIC TIC
SomerSault forward SomerSault backward Twisting 180-360 HandsStand Cartwheel Cartwheel (feet spread)
Combine & Couple Movements Spatial-Temporal Orientation Differentiate Reaction Balance Adaptation & Transformation Transformation Rhythm Anticipation Motor Imagination
COORDINATION ABILITIES
U10 – U11 Combination Couple Movements
CAPACITA Coordination’ COORDINATIVE Abilities
U12 – U13
U14 – U15
U16 – U17
U20
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Orientation S/T
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Differentiation
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Reaction
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Balance
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Adaptation & Transformation
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Rhythm
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Anticipation
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Ability to combine and couple movements: allows one to connect cyclic and acyclic movements such as running with the jump to head the ball, running with the shot on goal, running with the cross, etc.. It therefore represents a crucial capacity for soccer player who continually need to combine and coordinate movements and actions. Spatial-temporal orientation ability: allows one to constantly identify its position in the field and the position of other participants and perceive their traveling times of teammates, opponents and the ball. This ability participates actively in the structuring of the peripheral vision that allows the control of game development, using, in this case, the optical receptors. Ability to differentiate: all major receptors, such as optical, acoustic, dynamic and static-kinesthetic, participate in the structuring of this ability. It allows the dosage of the intensity of muscular effort as needed. For a player it is essential to have a good ability to differentiate, since it is crucial in the control and management of the ball and all the technical skills. Reaction capacity: allows one to respond to visual, audio and tactile stimuli allowing the player to start an action or change one already under way in the shortest. This is particularly important in all movements of reaction to a fake move by the opponent and all the unforeseen events; therefore it assumes great importance especially for the role of the goalkeeper. Ability to balance: allows one to maintain or regain static and/or dynamic balance in all situations of the game. The most important receptors that contribute to its optimal development are kinesthetic, static-dynamic and optical, but labyrinth reflexes play a key role. With good balance, the player can quickly come back into play after a fall, and above all keep better control of the body during acrobatic actions. Capacity of adaptation and transformation t ransformation:: Allows for change of a movement already started replacing it with one considered more ef fective; it becomes essential, therefore, every time you change the point of reference. Its highest expression takes place during the actions of dribbling, the sudden recovery of the goalkeeper and in all those situations where a technical movement is quickly replaced with a more beneficial one. This situation can be easily seen when an immediate decision by the player is made to shoot on goal after the sudden perception that the goalkeeper is out of position. Rhythmic ability: For a long time it was considered unimportant in soccer on the grounds that this is a sport typically acyclic with actions, movements and rhythms that are often improvised. Due to the study of athletic performance, this premise has been reevaluated; the analysis of all cyclical actions, as the
Ability to anticipate: It is a process that, based on previous experiences and activation of cognitive functions, allows to predict the development of an action and to program subsequent actions and responses. During the game the player must be able to, according according to a probability calculation, predict the initiation, development and conclusion of a motor action or a play. To intuit events and situations allows for preparation in advance of effective motor responses. For the striker to score, score, they have to predict the place where the ball falls, the bounce and/or the rebound to anticipate the defender and put themselves in a position to shoot. shoot. The midfielder has to understand the development of the action to“find to“find themselves open (unmarked)” and receive the ball. The defender has to understand the intentions of the ball carrier to intercept the opponent's pass with an anticipative play or to retreat to cover the space in front of the goal. The ability to anticipate is based on the knowledge and previous memorized experiences and can be developed through the refinement of perception and their continuous development. The player must be educated to optimally use the visual field in order to interpret the situations of the game selecting the relevant information and discarding unnecessary ones, and especially learning to recognize the "predictive signals”, namely those that allow you to predict the development of an action. The goalkeeper, in front of a striker about to take a penalty kick, can intuit the trajectory of the shot by reading the “predictive signs”, i.e. the run towards the ball, the direction of the look, the angle of the body, the posture of the whole body and legs. The perception of the signals is directly related to memory, because there is a continuous comparison between the information information received and those previously stored. Due to the quantity and quality of the experience contained in memory it will be possible to select and/or anticipate the motor patterns to be made in relation to the goals wanting to be achieved. The quality of the response is an indicator of the player's tactical skill. Motor imagination Is the ability to use one’s own movement, cognitive and expressive resources in an original and creative way, to solve the technical and tactical difficulties in order to use the individual’s potential, spaces and objects outside of the stereotypes and rigid imitation. O One ne can say that this is the result of all coordinative abilities possessed by the player, who express themselves through an intellectual divergence. Faced with mobility issues situations, the player who has motorical imagination, will find the most appropriate solution, developing individual strategies that result in the ability to activate multiple cognitive functions, such as: - Flow: capacity to produce many ideas in a short time period and knowing how to translate them into motor action - Flexibility: ability to change the categories to which the ideas or movements belong to - Original association pattern: ability to generate rare ideas and movements Among the various positions in the game of soccer, one of the most debated, loved and hated, is the role of the ima ginative playmaker, i.e. the player with creativity, able to deliver plays to break the monotony and predictability of the game. Motor imagination is not an innate motor gift difficult to develop and reserved only for the talented ones, but can be stimulated by poli-sportive experiences that offer activities rich with varied stimuli involving coordination. Also, to entice this ability, it is essential that the coach, during workouts, uses inductive methods including research, to accustom the young players to find different solutions to the same problem. On the other hands, the methods of imitation do not facilitate the development development of different thinking and creative motor skill solutions. solutions. The striker can, for example, forced by circumstances, express express his fantasy by inventing new ways to score through acrobatic solutions, the use of unusual anatomical areas such as the heel, the chest, the thigh and the combination of appropriate sequence schemes such as the run, the jump to bypass the sliding defender and a toe-poke shot.
COORDINATION ABILITY
RECEPTORS (ANALYZERS)
Ability to combine movements
Kinesthetic, static-dynamic static-dynamic and optical receptors
Spatial-temporal orientation ability
Optical and audio receptors
Differentiation ability
Optical, audio, static-dynamic static-dynamic and kinesthetic receptors
Reaction ability
Tactile, optical and audio receptors
Balance ability
Kinesthetic, static-dynamic static-dynamic and optical receptors
Adaptation and transformation ability
Optical and audio receptors
Rhythmic Rhythmic ability
Kinesthetic and static-dynamic static-dynamic receptors
Anticipation ability
Kinesthetic, static-dynamic static-dynamic and optical receptors
Motor imagination
Kinesthetic, static-dynamic static-dynamic and optical receptors
Conditioning Abilities U10 – U11
U12 – U13
U14 – U15
U16 – U17
U20
Instantaneous
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Explosive
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Maximum
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Resistance
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Perceptive
+
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Anticipation
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Decisional
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Reaction
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Cyclic Motor
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Acyclic Motor
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Action
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Intervention
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Aerobic
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STRENGTH
SPEED
Anaerobic
STRENGTH – STRENGTH – TIME OF APPLICATION APPLICATION T30 – T30 – (0,7 sec) instantaneous - initial T50 – T50 – (1,5 sec) explosive – explosive – acelleration T90 – T90 – (3 – (3 – 3,5 sec) maximum strength
PERCENTANGE OF MUSCLE ACTIVATION 30% Instantaneous - strength
50% Explosive - strength >90% Maximum - strength
TEAM SPORT SPEED Perceptive
Anticipation Decisional Reaction Motor cyclic e acyclic Action Intervention
SPEED OF PERCEPTION - It 's the t he ability for athletes to filter continuously the information that is important for the completion of the tactical game. SPEED OF ANTICIPATION ANTICIPATION - The ability for athletes to anticipate correctly and promptly the time and frequency of certain outcomes, and diagnosing the right conclusions for the next game situations To To maximize anticipation, the optimal time of anticipation that must precede the start of movement and reaction is indicated in 1 "5. SPEED OF DECISION The ability for athletes to set some s ome goals and make decisions about the implementation of a specific game. To optimize it is sufficient for training leave enough freedom f reedom and scope for decision to the player. player. SPEED REACTION The reaction time is divided into (Farfel 1977): - Preparatory phase: the time between the preparatory signal and a signal that initiates the reaction; - The stage of latency: the time t ime period that goes from the signal until the beginning of motion response; - Implementation phase: period of time when the movement takes place. CYCLIC AND ACYCLIC SPEED - Cyclic: quality, quality, which includes extensive action with which it progresses in space and are held in the form of sprints and runs. - Acyclic: Acyclic: the ability to perform a motor task in isolation, for example the jump, the heading, the blow in boxing, sank in the fencing, etc. it is characteristic of almost all the engagements in all team sports. SPEED OF ACTION The ability to perform specific actions in the game, in an emergency situation and under the opponent’s pressure. SPEED OF INTERVENTION The ability to act as quickly as possible with a maximum of efficiency using the cognitive, technical, physical,
ENDURANCE
ANAEROBIC
Alactic
Lactic
Max. Strength with duration of 6-8 sec. (CP)
Max. Strength with duration up to 2 min.
Duration of a training exercise > 2’: 2 ’: From 2’ to 8’ Anaerobic 8’ Anaerobic lactic & Aerobic (Glucose)
From 8’ to 30’ Aerobic 30’ Aerobic (Glucose) (Glucose) From 30’ to 60’ Aerobic 60’ Aerobic (Glucose & Fat) Over 90’ Over 90’ Aerobic Aerobic (Fat)
FACTORS THAT THAT DETERMINE DETERMI NE THE THE WORKLOAD WORKLOAD And THE DEPLETION OF ENERGIES ENERGIES Intensity Duration
Technical Abilities
1° Stage Juggle Passing & Receiving Guiding (running) Ball
2° Stage Long Ball Shooting Dribbling (1v.1)
3° Stage Heading Fake Tackle
Mastering psycho-motor skills & coordination abilities help to support & master technical abilities.
Psycho-Motor Technical
Coordination
Technical Abilities
3 most important importan t Coordination Coordin ation Abilities
1 st Stage
Juggle
Balance , Rhythm, Differentiation
Passing & Receiving
Combine couple movements, Adaptiontransformation, Spatial-Temporal orientation.
Guiding (running) the ball
Dynamic Balance, Differentiation, Rhythm.
2 nd Stage
Long Passing
Adaption-transformation, Spatial-Temporal Spatial-Temporal orientation, Combine couple movements.
Shooting
Differentiation, Adaption-transformation, SpatialTemporal orientation.
Dribbling (1 vs.1)
Adaption-transformation, Anticipation, Motor Imagination.
3 rd Stage
Heading
Anticipation, Combine couple movements, Spatial-Temporal Spatial-Temporal orientation.
Fake (opponent)
Reaction, Adaption-transformation, Adaption-transformation, Motor Imagination
1° Stage Juggling: 2° Stage Good posture, Different parts of Foot, Arms out for Balance, Proper Foot Long Ball: Angle See passing
Didactic/Teaching Progression
3° Stage
Heading: Adjust to ball, Arch Passing – Long Passing: Shooting: back, Proper posture, Adjust Stepping foot according to Adjust Stepping foot hit the ball with proper desired pass, Choose foot surface in according to desired surface, Good relation to the pass , Adjust pace and shot, Choose proper balance for next placement of the swing, Continue surface of foot in situation, Eyes open, swinging motion thru the ball keeping relation to shot, Adjust Mouth close good balance pace and Continue swinging motion thru Fake : Receiving – Adjust body behind the the ball keeping good Body in relation to ball ball and towards the ball, Be aware of balance and move, space, Use proper body surface in relation to the ball, Relax receiving Tackle: body part upon impact of ball, Good Dribbling (1v.1): Proper surface – surface – toe, first touch See Guiding the ball.. instep, inside, body In addition – addition – proper posture, choose Guiding (Running) Ball: touch in relation to the proper moment, Proper step in each situation, Use situation and defender proper part of the foot in relation to the situation, Proper close or long touch, Good posture for good balance
Mastering psycho-motor skills & coordination abilities help to support & master technical abilities.
Psycho-Motor Tactical
Coordination
Technical Abilities
Individual Tactical
1 st Stage
Passing
Pass to Space or Feet, Control away from the pressure, timing, Proper pace of passing,
Receiving
Get Open, Proper body angle, Correct first touch according to pressure,
Guiding (running) the ball Dribbling (1 vs.1)
Long or short touches and steps according to the situation, Recognize/use the space, React and adjust to the defender (s), Proper touch into space, Proper body position in relation to the ball and the defender, Change Change of speed
2 nd Stage
Long Passing
Space or body body,, driven, chipped or bent
Shooting
Look at/antcipate keeper, pass - inside, drive - instep, or long – instep/out/in, good final touch,
3 rd Stage
Heading
Anticipate the ball and defender, defender, Proper body angle, Recognize space
Tackle
Proper angle according to attacker and ball, timing,
Age Group Group U10 – U11 U11
PULCINI – U10-11
Fiorentina Method
TOTAL YEARLY HOURS OF TRAINING (official games not included)
2,5% 2,5%
172 hrs.
PSICOMOTRICITA' CAPACITA' CAPACITA' COORDINATIVE CAPACITA' CONDIZIONALI MOBILITA' ARTICOLARE PROPRIOCEZIONE TECNICA TATTICA
5%
10%
45% 10% 25%
FIORENTINA METHOD PSYCHO-MOTOR COORDINATION ABILITIES ABILI TIES CONDITIONING ABILITIES ARTICULAR MOBILITY MOBILITY PROPRIOCEPTION TECHNICAL
45% 25% 10% 2.5% 2.5% 10%
Ball is involved in the exercises with an objective of psychomotor & coordination
U10-U11 - MOT MOTOR OR CAPACITY
NEUROMUSCULAR ARTICULAR MOBILITY
WORK
FAST STRENGTH BASIC MOTOR SCHEMES CYCLIC SPEED
AEROBIC CAPACITY
PRE ACROBATIC
COORDINATION
POSTURAL SCHEMES
CAPACITY
SENSOPERCEPTIVE CAPACITY
COORDINATION CAPACITY* PSYCHOMOTRICITY
50%
ATHLETIC PHYSICAL WORK
20%
COORDINATION CAPACITY
30%
COMBINE & COUPLE MOVEMENTS SPATIAL-TEMPORAL ORIENTATION Differentiate Reaction Balance Adaptation Adaptation & T ransformation ransformation
PULCINI - MACROCICLO ABILIT ABILITA' A' TECNICO TA TATTICHE
TEAM TACTIC TACKLE 6%
0% INDIVIDUAL TACTIC 4%
FAKE HEADING
JUGGLE 16%
4%
6%
DRIBBLING
PASSING-RECEIVING
10%
16%
SHOOTING
GUIDING
13%
16% LONG PASSES 9%
PULCINI U10-11
Technical-Tactical abilities exercises
Age Group Group U12 – U13
ESORDIENTI U12-13
Fiorentina Method
TOTAL YEARLY HOURS OF TRAINING (official games not included)
2,5% 2,5%
5%
15%
20%
20%
35%
MODELLO FIORENTINA PSYCHO-MOTOR COORDINATION ABILITIES ABILI TIES CONDITIONING ABILITIES ARTICULAR MOBILITY MOBILITY PROPRIOCEPTION TECHNICAL
258 hrs.
PSICOMOTRICITA' CAPACITA' CAPACITA' COORDINATIVE CAPACITA' CONDIZIONALI MOBILITA' ARTICOLARE PROPRIOCEZIONE TECNICA TATTICA
20% 35% 20% 2.5% 2.5% 15%
Ball is involved in the exercises with an objective of psycho-motor & coordination
U12-U13 U12U13 - MO MOTO TOR R CAP CAPACIT ACITY Y NEUROMUSCULAR ARTICULARMOBILITY
WORK
Basic Motor Schemes PRE ACROBATIC POSTURAL SCHEMES
FAST STRENGTH SENSOPERCEPTIVE CAPACITY CYCLIC SPEED
AEROBIC CAPACITY
COORDINATION* CAPACITY
PSYCHOMOTRICITY
25%
COORDINATION CAPACITY* COMBINE & COUPLE MOVEMENTS
ATHLETIC PHYSICAL WORK
35%
SPATIAL-TEMPORAL ORIENTATION
COORDINATION CAPACITY
40%
Differentiate Reaction Balance Adaptation Adaptation & T ransformation ransformation
U12-U13 U12U13 - MACROCY MACROCYCLE CLE TECHNI TECHNICAL CAL - TACTICAL
TEAM TACTIC
JUGGLE
10%
14%
INDIVIDUAL TACTIC 5% TACKLE 5%
PASSING-RECEIVING
FAKE
14%
5% HEADING 5%
DRIBBLING GUIDING
9%
14% SHOOTING 12%
LONG P. 7%
ESORDIENTI – ESORDIENTI – Esercitazione sulle abilità tecnico-tattiche
Age Group Group U14 – U15
GIOVANISSIMI U14-15 Fiorentina Method TOTAL YEARLY HOURS OF TRAINING (official games not included)
344 hrs.
0% 10%
PSICOMOTRICITA' CAPACITA' CAPACITA' COORDINATIVE CAPACITA' CONDIZIONALI MOBILITA' ARTICOLARE PROPRIOCEZIONE TECNICA TATTICA
30%
25%
30% 2,5% 2,5% FIORENTINA METHOD PSYCHO-MOTOR COORDINAITON COORDINAITON ABILITIES CONDITIONING ABILITIES ARTICULAR MOBILITY MOBILITY PROPRIOCEPTION TECHNICAL
0% 30% 30% 2.5% 2.5% 25%
Ball is involved in the exercises with an objective of coordination & conditioning
U14 - U15 - MO MOT TOR CAPACIT CAPACITY Y
CYCLIC SPEED NEUROMUSCULAR WORK
ACYCLIC SPEED
LACTIC POWER INSTANTANEOUS POWER EXPLOSIVE POWER RESISTANCE POWER AEROBIC POWER
COORDINATION CAPACITY *
PROPRIOCEPTION
ARTICULAR ARTICULAR MOBILITY
COORDINATION CAPACITY* ATHLETIC PHYSICAL WORK
40%
COMBINE & COUPLE MOVEMENTS SPATIAL-TEMPORAL ORIENTATION
COORDINATION CAPACITY
60%
Differentiate Reaction Balance
U14 - U15 - MACRO MACROCY CYCLE CLE TECH TECHNI NICAL CAL TACTICAL - ABIL ABILITI ITIES ES
JUGGLE TEAM TACTIC INDIVIDUAL TACTIC
12%
10%
10%
PASSING-RECEIVING 15%
FAKE 5% TACKLE 5% GUIDING HEADING
12%
4% DRIBBLING 10%
LONG P. SHOOTING 10%
7%
GIOVANISSIMI – GIOVANISSIMI – Esercitazione sulle abilità tecnico-tattiche
Age Group Group U16 – U17
ALLIEVI U16-17
PSICOMOTRICITA' CAPACITA' CAPACITA' COORDINATIVE CAPACITA' CONDIZIONALI MOBILITA' ARTICOLARE PROPRIOCEZIONE TECNICA TATTICA
Fiorentina Method
TOTAL YEARLY HOURS OF TRAINING (official games not included)
432 hrs.
0% 10%
20%
30% 35%
2,5%
2,5%
MODELLO FIORENTINA
PSYCHO-MOTOR COORDINATION ABILITIES ABILI TIES CONDITIONING ABILITIES ARTICULAR MOBILITY MOBILITY PROPRIOCEPTION TECHNICAL
0% 20% 35% 2.5% 2.5% 30%
Ball is involved in the exercises with an objective of coordination & conditioning
U16 - U17 - MOTO MOTOR R CA CAP PAC ACITY ITY ACYCLIC SPEED CYCLIC SPEED COORDINATION CAPACITY*
NEUROMUSCULAR WORK LACTIC POWER
INSTANTANEOUS STRENGTH
EXPLOSIVE STRENGTH
RESISTANCE STRENGTH ARTICULAR MOBILITY AEROBIC STRENGTH
PROPRIOCEPTION
COORDINATION CAPACITY* PHYSICAL-ATHLETIC WORK COORDINATION CAPACITY
60% 40%
COMBINE & COUPLE MOVEMENTS SPATIAL-TEMPORAL ORIENTATION Differentiate Reaction Balance
ALLIEVI – Esercitazione sulle capacità coordinative
ALLIEVI
Esercitazione sul lavoro fisico-atletico
U16 - U17 - MACROCY MACROCYCLE CLE TECHNICAL TACTICAL ABILI ABILITIES TIES
TEAM TACTIC INDIVIDUAL TACTIC
JUGGLE
10%
14%
10% PASSING-RECEIVING 14%
TACKLE 5% FAKE 5%
HEADING
GUIDING
5%
10%
DRIBBLING LONG P.
8% SHOOTING 11%
8%
Age Group Group U20
PRIMAVERA U20 Fiorentina Method TOTAL YEARLY HOURS OF TRAINING (official games not included)
516 hrs.
0%
PSICOMOTRICITA' CAPACITA' CAPACITA' COORDINATIVE CO ORDINATIVE CAPACITA' CONDIZIONALI MOBILITA' ARTICOLARE PROPRIOCEZIONE TECNICA TATTICA
10%
20%
20%
45%
2,5% 2,5% MODELLO FIORENTINA
PSYCHO-MOTOR COORDINATION ABILITIES ABILI TIES CONDITIONING ABILITIES ARTICULAR MOBILITY MOBILITY PROPRIOCEPTION TECHNICAL
0% 10% 45% 2.5% 2.5% 20%
Ball is involved in the exercises with an objective of conditioning
U20 - MOT MOTOR OR CAPACIT CAPACITY Y COORDINATION ACYCLIC SPEED
CAPACITY*
CYCLIC SPEED
NEUROMUSCULAR WORK
ARTICULAR MOBILITY
LACTIC POWER
PROPRIOCEPTION
INSTANTANEOUS STRENGTH
AEROBIC POWER
EXPLOSIVE STRENGTH
RESISTANCE STRENGTH
COORDINATION CAPACITY* PHYSICAL ATHLETIC WORK COORDINATION CAPACITY
80% 20%
COMBINE & COUPLE MOVEMENTS SPATIAL-TEMPORAL ORIENTATION Differentiate Reaction Balance
PRIMAVERA – Esercitazione sul lavoro fisico-atletico
PRIMAVERA – Esercitazione sul lavoro fisico-atletico
PRIMAVERA
Esercitazione sul lavoro fisico-atletico
U20 - MACROCYCLE TECHNICAL TACTICAL TACTICAL ABILITIES ABILITIES JUGGLE 9%
PASSING-RECEIVING 6% GUIDING 9% SHOOTING 8%
TEAM TACTIC 50%
LONG P. 5%
DRIBBLING 4% INDIVIDUAL TACTICAL 0%
TACKLE 3%
FAKE 3%
HEADING 3%
PRIMAVERA
Esercitazione sulle abilità tecnico-tattiche
Planning of
“PHYSICAL WORK”
For each age group
COORDINATION COORDINATIO N CAPACITY
80% 70% 60% 50% 40% 30% 20% 10% 0% P UL UL CI CINI
ESO RD RDIENTI
GIOVA NI NISSIMI
A LL LL IE IEVI
PRIMA VE VERA
PHYSICAL CONDITIONING CAPACITY
50% 45% 40% 35% 30% 25% 20% 15%
Planning of
“TECHNICAL TACTICAL WORK”
For each age group
TECHNICAL-TACTICAL TECHNICAL-T ACTICAL WORK W ORK
40% 35% 30% 25% 20% 15% 10% 5% 0% PUL CI CINI
ESORDIENTI
GIOVA NI NISSIMI
A LL LL IE IEVI
PRIMA VE VERA
