Running can be described as a type of gait, which is mainly characterized by an aerial phase where the feet get above the ground. Most often, running is a competition and training for sports characterized by running or endurance components. Running is incorporated into sports where it is split into two events, which are divided by distance (Franquessa, 2023). In some instances, running comprise permutation, such as an obstacle in steeplechase and hurdles. For instance, soccer is a very running-intensive sport. Averagely, soccer players could run seven miles in each game. As such, soccer players must improve their running skills to become effective soccer players. This will offer them the endurance to run after the ball up and win the field.
Movement Phases
The movement phases in soccer are considered to be very intermittent. Most often, each game features between 1,200 and 1,400 changes in direction while running after the ball. In addition, the movements vary in speed and direction with the players changing their directions in approximately 2 to 4 seconds (Franquessa, 2023). In addition, during a soccer kick, the acceleration phase begins at maximal knee flexion, which involves accelerating the leg to achieve a high impact velocity with the ball.
Teaching the skill from a beginner to an “elite performer”
To effectively train soccer players how to run, I will begin with stamina training, which will require that I push the players out of their comfort zones. This means that there will be some aspect of suffering through pushing the heart, lungs, and muscles to extend beyond a point that the players think they would not attain (Franquessa, 2023). This is an important aspect of training, which makes soccer players develop perseverance provided that the players have to remain in control of the game.
Train soccer players to develop developing speed and endurance training program to customize the training session. Soccer players will learn how to run longer during the game. I will ensure that beginners focus on speed endurance training drills. The session for beginners will comprise shuttle runs, stop-and-go soccer endurance drills, stairs workouts for stamina and speed, speed hill sprints, dribble and run, and planks.
For the elite soccer players, I will train them to typically run approximately 6 – 10 miles during a match. This will enable elite soccer players to be able to run without getting winded. The elite soccer players will also be trained to do sprint workouts that will get their bodies to get used to working hard for a shorter period. They will be trained to strengthen their muscles by lifting weights. Also, high-intensity interval training will assist elite soccer players with strength, endurance, and agility.
“Scope Sequence”
Throughout the training session, I will apply SCOPE SEQUENCE, which entails the plans intended to support soccer players. I will use the scope to make the soccer players understand the areas of development addressed during training whereas I will use sequence, which entails the plans to offer soccer players support during the training session.
3 stages of the Fitts model
1st Stage of Learning:
When a beginner concentrates on intellectually focused issues, it is known as the cognitive stage of learning. The beginner will attempt to respond to queries such as, “What is the purpose of the 40-yard sprint?” Coming out of a three-point stance, where should my hand be on the line? What position do I put my feet in? What’s the weight distribution like? When a sportsperson attempts to master a three-point stance for the 40-yard sprint for the first time, they have a lot of questions. Surprisingly, it is more difficult to teach the right start mechanics to an athlete as they age. While they listen to instructions and receive feedback from the coach, beginners must exert cognitive effort (Kee, 2019). Naturally, a learner or athlete will make a lot of mistakes in the early stages, and those mistakes will often be rather significant. At this level, the soccer players are aware of their incompetence and then discover that they are possibly not as competent as they may have imagined they were or could be.
2nd Stage of Learning:
The associative stage of learning is the second phase in the Fitts and Posner model. After an undefined period of practice and performance improvement, the transfer into this stage takes place. When the learner or athlete has mastered the understanding of what, how, and when to do the many tasks in a sprint to accomplish the skill’s objective, they have reached this level. Of course, the athlete is more consistent and commits fewer errors at this stage of the 40-yard dash (Kee, 2019). The athlete is now aware of how to begin, load the arm and legs in a three-point stance, breathe, when to breathe, and where to position the arms. The athlete is going through conscious competence at the associative stage. Although the athlete is aware of how to perform something, it still takes a lot of awareness or attention to demonstrate the ability or understanding. This intense level of awareness and focus typically causes the athlete to stiffen up or disrupt their respiration, which might impair their ability to run.
3rd Stage of Learning:
The autonomous stage of learning is the third and last step. At this point, the skill has nearly entirely evolved into a habit. At this level, learners or athletes simply perform and run without considering all the procedures necessary to run a fast time. As coaches, we prefer to refer to this level as unconscious competence (Kee, 2019). A skill is “second nature” to the student or athlete when they have practiced it so much that it comes naturally to them and requires no thought. The learner or athlete can go to the starting line at this point knowing all the answers to the questions they were posing, considering, and receiving coaching on throughout the cognitive and associative stage.
Figure 1: Fitts and Posner model
(Source: Pourciau, 2008).
The mental side of the execution of the skill
Soccer players will feel more at ease during games if they can manage their anxiety since they will be certain that it will not affect their play. They need to spend some time unwinding before every game. Several players come to us with excellent technical ability but adrenaline overload. Their technique was excellent in practice, but under pressure, they would become agitated and make errors. Missed shots and poor plays were caused by uncertainty and hesitancy.
Coping strategies that may affect a skill at any level of development
- arousal control
- relaxation
- Concentration on goals
- seeking social support
- Increasing effort
- Learning about opponents.
Ways to measure production/performance
Vertical Jump Height:
While vertical jump height can be a performance in and of itself (for example, in high jumping), it has been shown marginally connected to both sprint and agility performance.
Rate of Force Development:
Using a force platform, it has been determined that the beginning of a concentric contraction occurs when force measurements are 10 N or more than the average of the readings taken when the subject is stationary at the starting position for a squat jump.
Force Measures:
The peak force is the maximum force produced during an activity. Peak force in jumping activities is often measured using ground reaction forces on a force platform, but it may also include internal body forces (e.g. between joints). It can be scaled about body mass or represented in absolute terms using the raw force measured in Newtons.
Starting Strength:
The initial strength has been defined as the force generated 30 milliseconds after the concentric contraction began, and it is described as the capacity to generate force extremely quickly. Beginning strength is crucial for athletes who need to accelerate fast from a standing posture since starting strength and early acceleration have been linked.
References
Franquessa, B. (2023). How to be a better soccer player. WikiHow. https://www.wikihow.com/Be-a-Better-Soccer-Player
Kee, Y. H. (2019). Reflections on athletes’ mindfulness skills development: Fitts and Posner’s (1967) three stages of learning. Journal of Sport Psychology in Action, 10(4), 214-219. https://doi.org/10.1080/21520704.2018.1549640
Pourciau, B. (2008). Fitts/Posner 3 stages of learning and sport speed tests. Topvelovity. https://www.topvelocity.net/2008/11/10/3-stages-of-learning/
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