09/05/2014

THEORETICAL
UNIT

4-. COACHING METHODOLOGY

THE COACHING SESSION AND DRILLS

JOSÉ VENANCIO LÓPEZ

COACHING METHODOLOGY

WHAT IS THE COACHING METHODOLOGY?

We can define the methodology, tailored in this specific case for use in futsal coaching, as the
study of the most appropriate method for preparing players for competition and enabling them
to improve their abilities in the sport.

The method defines the route that we take for our players to develop in the best possible
manner for the sport of futsal.

The ultimate objective of any coaching method must be that the players develop, both to the
highest possible level and in a way that brings together the physical, technical, tactical and
psychological abilities that the sport requires, enabling the team as a whole to respond in a
rapid, organised and effective fashion to each situation that is encountered during the game.

1
 09/05/2014

ANALYSIS OF THE GAME

THE GAME AND DECISION-MAKING

TYPE OF SPORT: sport based on teamwork and
opposition; occupying a common space and with
simultaneous participation; two goals provide the
game with its ultimate focus.

WHAT HAPPENS IN THE

GAME? Possession of
the ball determines the
two basic match
scenarios: offensive and
defensive
MOTOR ABILITIES IN
ANALYSE FIRST THE GAME: physical
ability, coordination
COACH LATER (technical actions)

COACHING METHOD: integrated

coaching that covers all of the elements
that are involved in the game.

FUTSAL: COLLECTIVE COLLABORATION–

COLLABORATION–OPPOSITION SPORT

DEFINITIONS: Futsal is a game of collaboration–opposition that is characterised by the need for adaptability of the
player in a changing and dynamic environment, with limited time and space to perceive situations, take decisions and
perform actions in order to find solutions to problems that arise in the game.

CHANGING AND DYNAMIC • PERCEPTION

ENVIRONMENT • GAME ANALYSIS

• TAKING DECISIONS
LIMITED SPACE AND TIME • APPROPRIATE SPEED OF
PERFORMANCE

• PRECISION OF TECHNICAL ACTIONS

EFFECTIVENESS OF ACTIONS • SOLVING PROBLEMS DURING THE
GAME

2
 09/05/2014

ANALYSIS OF THE GAME

STRUCTURED GAME NON-

NON-STRUCTURED GAME
EQUAL SIDES EQUAL SIDES
NUMERICAL NUMERICAL
ADVANTAGE/DISADVANTAGE ADVANTAGE/DISADVANTAGE

COORDINATION
OR
TECHNICAL ABILITY

CONTROL 6

COACHING METHODOLOGY: COGNITIVE MODEL AND DECISION-MAKING

Is it appropriate to use a directive and analytical coaching method, in which priority is given to repetitive
performance work, and in which the player internalise actions without questioning them or analysing the game?

or, on the other hand,

Would it be more appropriate to use a global and integrated coaching method that, without forgetting
performance, is adapted to the internal logic of the game and works on the perception and decision-making
faculties of the player, developing his/her creativity?

Do we want a player with a limited variety of Do we want a player who is capable of

tactical experience, who has to look to the or interpreting the game and making decisions,
touchline to take decisions? using the knowledge he/she has assimilated?

Traditional Model: each element of coaching is Cognitive Model: global and integrated approach
treated separately (technique, tactics, physical to training, involving a totality of elements and
preparation etc.) based on real game situations.

3
 09/05/2014

• PEDAGOGICAL PRINCIPLES

THE PLAYER
(CHARACTERISTICS AND ABILITIES)

LEARNING (BEGINNERS’ LEVEL)

PRACTICE (TIME) TEACHING

DEVELOPMENT OF COORDINATION AND STAGES OF PROGRESS

CONDITIONING HOW TO COACH? OBJECTIVES AND CONTENT
TRANSFER TO THE REAL GAME METHODOLOGICAL CRITERIA
COMPETITION EVALUATION

WHAT TO COACH?
THE STUCTURE OF THE COACH
FUTSAL (TEACHING METHODS AND
TEACHING–COACHING PREPARATION TECHNIQUES)
KNOWLEDGE OF THE GAME

PLANNING, PROGRAMMING

METHODS OR STYLES OF INSTRUCTION

DIRECTIVE METHODS ACTIVE METHODS

GREATER INVOLVEMENT OF THE PLAYER. ACTIVE

ANALYTICAL EXERCISES/DIRECT INSTRUCTION.
LEARNING.

DRILLS DESIGNED AND DIRECTED BY THE COACH

SIMULTANEOUS COACHING OF TECHNICAL,
WITH LITTLE PARTICIPATION BY PLAYERS.
TACTICAL AND SOCIOMOTOR SKILLS.

LIMITED COGNITIVE DEVELOPMENT DUE TO ABUSE

BALANCE BETWEEN MOTOR LEARNING AND
OF ANALYTICAL SITUATIONS WITHOUT
COGNITIVE DEVELOPMENT.
OPPOSITION.

CONTINUOUS EVALUATION BASED ON LEARNING.

EVALUATION BY RESULTS.

TRANSFER OF KNOWLEDGE TO THE REAL GAME,

LITTLE TRANSFER OF KNOWLEDGE TO THE REAL
ALL-ROUND GAME.
GAME.

DEVELOPMENT OF CREATIVITY.

LESS USE OF THE PLAYER’S MOTOR AND COGNITIVE

OPTIMISATION OF USEFUL TIME.
CONCENTRATION

GOOD COMPETITIVE FOCUS.

POSITIVE PSYCHOLOGICAL REINFORCEMENT.

4
 09/05/2014

METHODS OR STYLES OF INSTRUCTION

DIRECT ORDER
• THE COACH GIVES DIRECT INFORMATION ABOUT THE SOLUTION TO THE PROBLEM, EXPLAINING
HOW IT SHOULD BE PERFORMED. PASSIVE ROLE OF THE PLAYER.

ASSIGNMENT OF TASKS
• THE COACH ASSIGNS TASKS IN ACCORDANCE WITH DETERMINED ROLES, EXPLAINING HOW TO
CARRY THEM OUT AND DIRECTING THE PERFORMANCE, REQUIRING THE PLAYER TO TAKE
RESPONSIBILITY.

RECIPROCAL TEACHING
• TASKS DETERMINED AND EXPLAINED BY THE COACH, CARRIED OUT IN PAIRS WITH AN ACTIVE
PLAYER AND AN OBSERVER WHO ALSO HELPS WITH CORRECTIVE ACTIONS.

REPRODUCTION OF MODELS
• THE PLAYER IMITATES A CONCRETE MODEL OF MOTOR ACTIVITY WITH ACTIONS OR EXERCISES
DETERMINED BY THE COACH.

METHODS OR STYLES OF INSTRUCTION

INDIVIDUALISED TEACHING PROGRAMME

• THE COACH TAKES INTO ACCOUNT THE INDIVIDUAL CHARACTER/NEEDS OF THE PLAYER AND
HIS/HER LEARNING PROCESS. THE TEACHING PROCESS IS ADAPTED TO THE MOTOR, COGNITIVE AND
TECHNICAL ABILITIES OF THE PLAYER.
• SUITABLE FOR BEGINNERS AND FOR CORRECTING PROBLEMS. ALSO USEFUL FOR DEVELOPING
PLAYER’S ABILITIES.
• ENABLES GREATER CONTROL AND MONITORING OF THE PLAYER.
• USED TO BRING THE LEVEL OF A PLAYER UP TO THE GENERAL LEVEL OF THE GROUP.
• CAN SERVE AS AN INTRODUCTION TO SPECIALISATION IN CERTAIN ASPECTS OF THE GAME.

5
 09/05/2014

METHODS OR STYLES OF INSTRUCTION

GUIDED DISCOVERY

• THE COACH GUIDES THE PLAYER IN HIS/HER LEARNING, STARTING FROM THE BASIS OF HIS/HER
OWN CREATIVITY AND CAPACITY FOR EXPLORATION, WITHOUT GIVING HIM/HER ANSWERS OR
SOLUTIONS, BUT GIVING INFORMATION TO GUIDE HIM/HER IN THE SEARCH PROCESS IF NECESSARY.
• THIS INVOLVES THE PLAYER COGNITIVELY IN THE LEARNING PROCESS.
• THE PLAYER LOOKS FOR SOLUTION IN A TRIAL-AND-ERROR PROCESS, WHICH IS PRIORITISED IN THE
EVALUATION.
• IT FEEDS THE PLAYER’S DESIRE FOR DISCOVERY AND POSITIVELY REINFORCES CREATIVITY.
• TASKS MUST BE PLANNED WHOSE SOLUTION IS WITHIN THE REACH OF THE PLAYERS, FOLLOWING
THE PRINCIPLE OF PROGRESSIVITY, SO THAT THERE IS A CONSTANT SEARCH FOR SOLUTIONS AND
AN ENRICHMENT OF PLAYING SITUATIONS.

METHODS OR STYLES OF INSTRUCTION

PROBLEM SOLVING

• THE COACH POSES PROBLEMS BASED ON GAME SITUATIONS THAT LEAD TO COGNITIVE
DISSONANCE (VARIOUS SOLUTIONS POSSIBLE TO RESOLVE THE PROBLEM).
• THE COACH LETS THE PLAYERS SOLVE THE PROBLEMS THEMSELVES, ALWAYS REINFORCING THE
EFFECTIVE SOLUTIONS.
• THE PLAYER’S CREATIVITY IS INDUCED, WHICH LEADS TO COGNITIVE DEVELOPMENT.
• THE COGNITIVE DISSONANCE HEIGHTENS THE TACTICAL EXPERIENCES AND THE PLAYER’S MOTOR
RESOURCES AND RESPONSES.
• THIS METHOD OBLIGES THE PLAYER TO THINK EVEN MORE THAN GUIDED DISCOVERY.
• HEIGHTENED MOTIVATION AND STIMULUS FOR THE PLAYERS IN THEIR LEARNING.
• THE LEARNING OBTAINED BY THIS METHOD HAS A GREAT DEAL OF TRANSFER TO THE REAL GAME.
• TOTAL IMPLICATION OF THE PLAYER IN THE TEACHING–LEARNING PROCESS.
• HELP FOR THE PLAYER TO UNDERSTAND THE INTERNAL LOGIC OF THE GAME.

6
 09/05/2014

ORGANISATION OF THE COACHING SESSION

ASPECTS FUNCTIONS FACTORS

MUST BE RELATIONSHIP
SUFFICIENT FOR
THE OBJECTIVES
BETWEEN PLAYERS
AND COACH
TIME
OBJECTIVES AND GRADUAL
CONTENT OF THE
PHASES
DEVELOPMENT OF
LEARNING PROCESS
SPACE
OPTIMISATION OF
DEVELOP ACTIVE
INVOLVEMENT
THE LEARNING
TIME
GROUP
FACILITATE ORGANISE
INDIVIDUALISED
APPROACH
OBJECTIVES AND
CONTENT
MATERIAL
CREATE A SAFE
FAVOURABLE
CLIMATE
ENVIRONMENT FOR
COACHING
COACH

• ORGANISATION OF THE COACHING SESSION

• INITIAL INFORMATION
• GRADUAL PREPARATION FOR THE MAIN PART.
INITIAL GENERALLY AND SPECIFICALLY
SECTION OR • INTRODUCE OBJECTIVES AND CONTENT.
• MODERATE OR LIGHT PHYSICAL ACTIVITY.
WARM-UP • CREATE AND ADEQUATE ENVIRONMENT FOR WORK

• ACTIVITIES CENTRED ON OBJECTIVES AND CONTENT OF THE

SESSION.
MAIN • HIGH LEVEL OF ACTIVATION AND MOTIVATION. HIGH INTENSITY.
SECTION • VARIETY OF TASKS. PRGRESSION IN DIFFICULTY.
• TRANSFER OF THE CONTENT COVERED TO THE REAL GAME.

• GRADUAL AND PROGRESSIVE RETURN OF HEART

RATE TO BASELINE STATE.
FINAL • PLAYERS’ ASSMILATION AND ASSESSMENT.
• COACH’S AND PLAYERS’ ANALYSIS AND
SECTION EVALUATION.
• PREPARATION FOR MATCH OR NEXT SESSION.

7
 09/05/2014

DESIGN OF DRILLS

MATERIALS
TYPE OF CONTENT AND
AND
DRILL COACH’S
INSTRUCTIONS RESOURCES
PROPOSED NECESSARY

MOTOR- RECOVERY
INTENSITY OF COMMITMENT
EXERCISE TIME TIME

LEVEL OF NUMBER OF AREA OF EVALUATION:

COMPETENCE OR PLAYERS PLAY RESULT OR
OPPOSITION PERFORMANCE

DESIGN OF DRILLS

PERCEPTION DECISION SIMPLE EXECUTION

COGNITIVE ABILITY INTELLIGENT PLAYER

COACHING THE ART OF DECISION-MAKING

BREAK DOWN TACTICAL ACTIONS WITH
TRANSFER TO THE REAL GAME.

MANAGE TRAINING VARIABLES.

CHANGING SITUATIONS OF THE GAME.

DRILLS THAT MAKE THE PLAYER
THINK/COMPETITIVE TASKS.

PREDOMINANCE OF ACTIVE METHODS.

RESPECT THE TECHNICAL-TACTICAL
LEARNING AS A WHOLE

DO NOT GIVE INFORMATION SO THAT
HE/SHE DISCOVERS, OBLIGE THE PLAYER TO
THINK FOR THEMSELVES

PRINCIPLE OF PROGRESSIVITY.

SITUATIONS OF GREATER DIFFICULTY IN
COMPETITION.

COACHING BASED ON THE REAL GAME WITH
DRILLS WITH OPEN SOLUTIONS.

COMPREHENSIVE TRAINING.

DEVELOP INDIVIDUAL, GROUP AND
COLLECTIVE TACTICS.

DISCUSS GAME SITUATIONS WITH THE
PLAYERS

8
 09/05/2014

• DESIGN OF DRILLS

SPACE
RESTRICTED PLAYING OBLIGATORY AREAS OF CONDITIONAL MOVEMENT
VARIED PLAYING AREAS
AREAS ACTION INTO CERTAIN AREAS

TIME
PENALTY OR BONUS AWARDED
CHANGE IN PERIODS OF SIMULATIONS OF MATCH
LIMIT TIME FOR ACTION DEPENDING ON THE TIME TAKEN
PLAY SITUATIONS
TO COMPLETE AN ACTION

GOALS
ORIENTATION OF THE WITHOUT GOALS: CHANGE
NUMBER OF GOALS SIZE OF THE GOALS
GOALS AND SCORING IN THE GOAL OBJECTIVE

• DESIGN OF DRILLS

RULES
VARIATIONS IN RULES FOR SPECIAL RULES TO FAVOUR OR CONDITIONS APPLIED TO REFEREEING
SCORING PENALISE SPECIFIC ACTIONS OR RULES IN REAL GAME SITUATIONS

TECHNICAL VARIATIONS
VARIATIONS IN THE NUMBER OF TOUCHES OR CONDITIONS APPLIED TO CONDITIONS APPLIED TO
OBJECTIVE PASSES TECHNICAL ACTIONS CONTACT

TACTICAL VARIATIONS
SPECIFIC ROLES AND CONDITIONS APPLIED TO CONDITIONS OR
VARIATION IN THE
VARIED CONDITIONS INDIVIDUAL OR COLLECTIVE RESTRICTIONS APPLIED TO
NUMBER OF PLAYERS
APPLIED TO ROLES TACTICS DECISION-MAKING

9
 09/05/2014

• PEDAGOGICAL PRINCIPLES

- MOTOR.
GOALS AND AIMS THAT
- COGNITIVE.
OBJECTIVES ARE TO BE ACHIEVED - SOCIAL.
THROUGH LEARNING - CONCEPTUAL.

- PHYSICAL ABILITIES.
MATERIAL THAT IS TAUGHT IN - TECHNIQUE.
CONTENT ORDER TO ACHIEVE THE - TACTICS.
DESIRED OBJECTIVES - PSYCHOLOGY AND
ATTITUDE.

STRUCTURE, MATERIALS AND - PERSONAL.

LOGISTICS AVAILABLE TO
RESOURCES ACHIEVE THE DESIRED
- MATERIALS.
- ECONOMIC.
OBJECTIVES

• PEDAGOGICAL PRINCIPLES

SET OF TASKS DESIGNED TO
ACTIVITIES AND REACH THE SPECIFIED
RESOURCES OBJECTIVES; TYPES OF DRILL
USED.
- TYPES OF TASKS.
- TYPES OF PLAY: GAME,
GENERIC COLLECTIVE GAME,
SPECIFIC COLLECTIVE GAME,
YOUTH SPORT, ADAPTED
SPORT AND SPORT

CONTACT OR RELATIONSHIP
BETWEEN PEOPLE TO FAVOUR
COMMUNICATION PEDAGOGICAL INTERCATION AND
ASSIMILATION OF LEARNING
- COMMUNICATION BETWEEN
PLAYERS.
- COACH–PLAYER
COMMUNICATION.
- VERBAL OR NON-VERBAL
(VISUAL, TACTILE).

TEACHING ACTION APPRORIATE

- TRADITIONAL/DIRECTIVE
TEACHING TO THE METHODOLOGY IN METHOD.
METHODS ORDER TO ACHIEVE THE - MODERN/ACTIVE METHODS.
DESIRED OBJECTIVES

10
 09/05/2014

• PEDAGOGICAL PRINCIPLES

METHODS AND WAYS OF

ANALYSING, MEASURING AND
INTERPRETING THOSE ASPECTS - SYSTEMATIC OBSERVATION.
EVALUATION OF THE GAME AND PLAYERS - EVALUATION TESTS.
THAT ARE THE SUBJECT OF
LEARNING

PROFESSIONAL - TECHNICAL COACHING.

TRAINING OF COACHES AND
DEVELOPMENT - DIDACTIC COACHING.
MANAGEMENT OF PLAYERS’
AND SPORTING LEARNING
- PERSONAL AND VALUE-
BASED COACHING.
MANAGEMENT

THE
END
JOSÉ VENANCIO LÓPEZ

11