CREATIVITY – MODERN REQUIREMENT FOR FOOTBALL TRAINING
Keywords:
Training of football players, intellectual preparation, creative training, training
Abstract
Aim. The article deals with justifying creative trainings for football players. Materials and methods. The article is based on the study and logical analysis of psychological, pedagogical and methodical literature; synthesis of the advanced experience in the theory and practice of team sports training; synthesis of concepts and theoretical points. Results. The peculiarity of competitions in sports games is that the player should know what exactly is to be done in a given situation and be able to perform necessary actions in compliance with the targets. The efficiency of actions during the game is determined by the level of mental preparedness and special knowledge. Motor coordination only implements the action plan. This indicates the need to enhance the role of creative training in the structure of sports preparation. The intellectual component of training activities consists of the interaction between motor and mental abilities, the development of decision-making skills based on a systematic analysis of game situations, information processing, motor planning. Creative training is aimed at the development of mental abilities (perception, analysis, synthesis, decision-making). This implies such a pedagogical activity, which improves player’s mental abilities and provides the player with knowledge about actions in a given situation. Conclusion. Modern methods of football training should be developed with the focus on its intellectual component. Creativity is aimed at preparing an athlete to achieve an advantage in a game situation based on the most effective application of physical abilities and theoretical provisions.References
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9. Panfil R. Prakseologia Gier Sportowych. Wroclaw: Studia i Monografie, 2006. 188 p.
10. Panfil R. Coaching Uzdolnionego Gracza. Wroclaw: Akademia Umiejetnosci – Management & Coaching, 2007. 122 p.
11. Pearson P., Webb P., McKeen K. Developing Cognitive Abilities Through Games: A Conundrum? Australian Journal of Gifted Education, 2008, no. 17 (1), pp. 30–37.
12. Seeder F., Fave L. Kreatives Fu?balltraining: 350 Trainingsformen fur Ambitionierte Leistungsstufen. Meyer & Meyer Sport, 2017. 392 p.
13. Weineck J. Wie Verbessere ich Die Schnelligkeit. Fussbaltraining, 1994, no. 3, pp. 8–18.
2. Coerver Coaching. Available at: https://playgreatsoccer.com (accessed 03.10.2018).
3. Grabowska A., Budohowska W. Procesy Percepcji. Psychologia Golna. Warszawa, 1995, pp. 86–110.
4. Krawczynski M. Komunikacja w Dynamice Grupy Sportowej na Przykladzie Zespolu Pilki Noznej. Rozprawy Naukowe Akademii Wychowania Fizycznego we Wroclawiu, 2012, vol. 37, pp. 11–15.
5. Lutz H. Besser Fu?ball Spielen mit Life Kinetik: Das Sensationelle Gehirn- und Bewegungstraining. Blv Verlag Leer, 2010. 144 p.
6. Mandigo J., Butler J., Hopper T. What is Teaching Games for Understanding? A Canadian Perspective. Physical & Health Education Journal, 2007, no. 73 (2), pp. 14–20.
7. Naglak Z. Teoria Wielopodmiotowej Gry z Pilka Wsrod Nauk o Sporcie. Rozprawy Naukowe Akademii Wychowania Fizycznego we Wroclawiu, 2011, no. 32, pp. 5–10.
8. Nitsch J.R. The Organization of Motor Behaviour: An Action – Theoretical Perspective. Movement and Sport. Psychological Foundations and Effects, 1994, vol. 2, pp. 3–21.
9. Panfil R. Prakseologia Gier Sportowych. Wroclaw: Studia i Monografie, 2006. 188 p.
10. Panfil R. Coaching Uzdolnionego Gracza. Wroclaw: Akademia Umiejetnosci – Management & Coaching, 2007. 122 p.
11. Pearson P., Webb P., McKeen K. Developing Cognitive Abilities Through Games: A Conundrum? Australian Journal of Gifted Education, 2008, no. 17 (1), pp. 30–37.
12. Seeder F., Fave L. Kreatives Fu?balltraining: 350 Trainingsformen fur Ambitionierte Leistungsstufen. Meyer & Meyer Sport, 2017. 392 p.
13. Weineck J. Wie Verbessere ich Die Schnelligkeit. Fussbaltraining, 1994, no. 3, pp. 8–18.
2. Coerver Coaching. Available at: https://playgreatsoccer.com (accessed 03.10.2018).
3. Grabowska A., Budohowska W. Procesy Percepcji. Psychologia Golna. Warszawa, 1995, pp. 86–110.
4. Krawczynski M. Komunikacja w Dynamice Grupy Sportowej na Przykladzie Zespolu Pilki Noznej. Rozprawy Naukowe Akademii Wychowania Fizycznego we Wroclawiu, 2012, vol. 37, pp. 11–15.
5. Lutz H. Besser Fu?ball Spielen mit Life Kinetik: Das Sensationelle Gehirn- und Bewegungstraining. Blv Verlag Leer, 2010. 144 p.
6. Mandigo J., Butler J., Hopper T. What is Teaching Games for Understanding? A Canadian Perspective. Physical & Health Education Journal, 2007, no. 73 (2), pp. 14–20.
7. Naglak Z. Teoria Wielopodmiotowej Gry z Pilka Wsrod Nauk o Sporcie. Rozprawy Naukowe Akademii Wychowania Fizycznego we Wroclawiu, 2011, no. 32, pp. 5–10.
8. Nitsch J.R. The Organization of Motor Behaviour: An Action – Theoretical Perspective. Movement and Sport. Psychological Foundations and Effects, 1994, vol. 2, pp. 3–21.
9. Panfil R. Prakseologia Gier Sportowych. Wroclaw: Studia i Monografie, 2006. 188 p.
10. Panfil R. Coaching Uzdolnionego Gracza. Wroclaw: Akademia Umiejetnosci – Management & Coaching, 2007. 122 p.
11. Pearson P., Webb P., McKeen K. Developing Cognitive Abilities Through Games: A Conundrum? Australian Journal of Gifted Education, 2008, no. 17 (1), pp. 30–37.
12. Seeder F., Fave L. Kreatives Fu?balltraining: 350 Trainingsformen fur Ambitionierte Leistungsstufen. Meyer & Meyer Sport, 2017. 392 p.
13. Weineck J. Wie Verbessere ich Die Schnelligkeit. Fussbaltraining, 1994, no. 3, pp. 8–18.
References on translit
1. Alain C., Sarrazin C. Study of Decision-Making in Squash Competition: a Computer Simulation Approach. Canadian Journal of Sport Sciences, 1990, no. 15, pp. 193–200.2. Coerver Coaching. Available at: https://playgreatsoccer.com (accessed 03.10.2018).
3. Grabowska A., Budohowska W. Procesy Percepcji. Psychologia Golna. Warszawa, 1995, pp. 86–110.
4. Krawczynski M. Komunikacja w Dynamice Grupy Sportowej na Przykladzie Zespolu Pilki Noznej. Rozprawy Naukowe Akademii Wychowania Fizycznego we Wroclawiu, 2012, vol. 37, pp. 11–15.
5. Lutz H. Besser Fu?ball Spielen mit Life Kinetik: Das Sensationelle Gehirn- und Bewegungstraining. Blv Verlag Leer, 2010. 144 p.
6. Mandigo J., Butler J., Hopper T. What is Teaching Games for Understanding? A Canadian Perspective. Physical & Health Education Journal, 2007, no. 73 (2), pp. 14–20.
7. Naglak Z. Teoria Wielopodmiotowej Gry z Pilka Wsrod Nauk o Sporcie. Rozprawy Naukowe Akademii Wychowania Fizycznego we Wroclawiu, 2011, no. 32, pp. 5–10.
8. Nitsch J.R. The Organization of Motor Behaviour: An Action – Theoretical Perspective. Movement and Sport. Psychological Foundations and Effects, 1994, vol. 2, pp. 3–21.
9. Panfil R. Prakseologia Gier Sportowych. Wroclaw: Studia i Monografie, 2006. 188 p.
10. Panfil R. Coaching Uzdolnionego Gracza. Wroclaw: Akademia Umiejetnosci – Management & Coaching, 2007. 122 p.
11. Pearson P., Webb P., McKeen K. Developing Cognitive Abilities Through Games: A Conundrum? Australian Journal of Gifted Education, 2008, no. 17 (1), pp. 30–37.
12. Seeder F., Fave L. Kreatives Fu?balltraining: 350 Trainingsformen fur Ambitionierte Leistungsstufen. Meyer & Meyer Sport, 2017. 392 p.
13. Weineck J. Wie Verbessere ich Die Schnelligkeit. Fussbaltraining, 1994, no. 3, pp. 8–18.
Published
2018-11-01
How to Cite
Duda, H., & Khramov, V. (2018). CREATIVITY – MODERN REQUIREMENT FOR FOOTBALL TRAINING. Human. Sport. Medicine, 18(S), 104-108. https://doi.org/10.14529/hsm18s14
Issue
Section
Sports training
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