Tactical Sports Training -
Motivation is an important factor that determines direction, intensity and duration of an activity. Motivation is key factor that influence performance.
Motivation is the trigger for the initiation of an activity [ 95 ]. With another words, motivation is the reason for doing something, how hard to be involved in this activity and for how long to sustain in this activity [ 96 ]. Motivation is about pupils or players independent activity to do something.
Motivation is the way to accomplish some goals. Goal orientations explain the way individuals seek the fulfillment of their goals [ 97 ]. Goal orientation determines pupils or players willingness to exert energy in a learning or training process. The results of authors [ 97 ] reveal that the learning goal orientation has significant positive relation with training motivation and it reaps significant learning outcomes.
Further research in this field of study should focus more of the performance sub-motives in the performance of all athletes, but especially in elite athletes.
Learning Intrinsic and extrinsic motivation can explain what causes motivation. Teacher or coach is a facilitator of motivation and he or she is the one who can encourage motivation in his or her pupils and players to learn tactics. In addition, to learn tactics has to have clearly defined goals what to do in the lesson or training.
When pupils or players have control about mastering goals, they stay be engaged and active. The sense of having control about fulfilling the goals is important for being motivated. To stay motivated it is needed to change teaching methods, teaching tools and results expectations, because the brain need work with the novelties to think in a new way and to find new solution.
The didactic approach for that who wants master goals, should relate new knowledge to previous knowledge. To motivate somebody is based on an individual approach, because no one is the same and there is much more likely that it is not sufficient only one motivational idea for all.
One of the best practice of motivation is to be exited of what man do and share enthusiasm. Cherniss [ 99 ] said that transmission of emotion is the basis of any influence; our ability is to attune ourselves to or influence the emotions of another person.
Enjoying the learning is the aim of motivation, because some kind of enjoyment and pleasure while learning is intrinsic motivation, which is responsible for the persistence in completing a certain task. When more interesting and more relatable to pupils or players the learning of tactics is, then they stay more motivated in doing things.
To succeed in any activity this is the powerful motivation when the path to success is not too long. The experience of success or failure greatly affects motivation for performance. Nowadays it is the problem in the school environment in physical and sport education not only how to teach, but also what and how to evaluate, because the evaluation is the factor of success and success is the factor of motivation.
It is fun to learn something new, to become more powerful; it is fun and enjoyable feeling sometimes from pleasant, but sometimes from exhaustive fatigue ; it is fun to think that the next performance of the activity will be better than it was done at the actual time.
Active and conscious use of experience is the basic of social learning where the experience of the previous activity directs the regulation of the further activity [ ].
Due to long-lasting frustration of success deprivation, socio-pathogenic factors as a fear and the need to avoid failure can begin to appear. The art of his or her work is how to work with pupils or players to regulate their energy to staying engaged in meaningful activity, how to achieve an adequate working creative and emotional climate of learning, how to ensure an emotional attunement to the educational process among all participants.
When somebody is motivated then is oriented toward higher performance. This is what teachers or coaches want. They want to motivate their pupils or players during lessons in accordance to the topic of learning and internal state of participants in the process.
No one is with the same of level of motivation to learn. Teacher or coach is the right person to find and recognize the motivational profile of pupil or player [ ]. Every one person involved in teaching-learning process deserves individual attention.
The TGfU approach teach democracy in the school [ 36 ] and players focus on creating play as a shared experience, not just on being winners. The game is fun for pupils and they want to play and have fun inside and outside of the school too. The results of investigation of [ ] suggests that the Sport Education curriculum basketball may increase perceptions of a task-involving climate and perceived autonomy, and in so doing, enhance the motivation of high school students toward physical education by creating an environment that better caters for self-improvement, choice and equity for students.
Repeated measures ANOVAs showed significant increases in student enjoyment and perceived effort in the sport education group compared to group with traditional teaching approach.
The motivation to do something is when the goals and task of physical education lessons or training units are given in an appropriate and clear way for pupils or players.
The motivation arise when there is enough information and when the main person of the process teacher or coach is interested in pupils or players, trust in their abilities and appreciate their qualities. Persons who belief they are able to do something in considered matter are much more likely to be motivated in terms of effort given to accomplish the activity and on the contrary, those who thing they are less able, do not belief in success and are not motivated [ ].
Researchers [ ] shows in the results of their study that many of the students did not understand what they were supposed to learn in physical education. They stated that if the goals are well articulated by the teachers, the students are more likely to understand and be aware of the learning outcomes and what to learn in physical education.
If the goals are not clarified, students find it difficult to know what they are supposed to learn. The teacher or coach motivation to teach and train reflects the pupils or players motivation and learning outcomes. The conclusion of the study of [ ] provided evidence that autonomous motivation for teaching is associated with the use of teaching styles.
Productive styles were more strongly related to intrinsic motivation and reproductive teaching styles related to extrinsic motivation of the teacher. Pedagogical communication is a key as how to influence the reaction of the pupils or players to whole process. Verbal and nonverbal communication on both sides of teaching process show what kind of relationship is in that classroom climate.
Due to the worldwide increased popularity and participation in football, many teacher and coaches have opportunity to present some of famous footballers, male or female, as a role model for their pupils or players. To adore some role models will cause an inner desire to be like them and to follow the same life path, what can be very motivating.
The theoretical elaboration of the various approaches to teaching sport games preceded their research verification in practice, although the incentive to create a theoretical framework of some approaches has come from practice.
Certainly, however, it is necessary to further verifying these approaches, which would not only clarify their practical use in terms of the character of sport games, but also in terms of age, gender, performance of the pupils with focus to fulfillment of educational and training objectives and their motivation for sport activities, motivation for sport game selection.
Licensee IntechOpen. This chapter is distributed under the terms of the Creative Commons Attribution 3. Edited by Jaime Serra-Olivares.
Open access peer-reviewed chapter Tactical Preparation in Sport Games and Motivational Teaching of Sport Games Tactics in Physical Education Lessons and Training Units Written By Pavol Peráček and Janka Peráčková.
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Chapter metrics overview 1, Chapter Downloads View Full Metrics. Impact of this chapter. Abstract In this chapter, we deal with issues that are relevant to educational processes where the cultivation of game performance is a primary or parallel goal.
Keywords tactics sport games motivation tactical knowledge tactical thinking. perackova uniba. Introduction According to current research, sport games in our country and in the world are prevailing physical activities from childhood to adulthood in various educational settings and at different levels of sport performance.
In accordance with the current theory of sports performance [ 1 , 2 ] and sport performance in sport games [ 3 , 4 ] is game performance understand as an expression of the integration of two functional areas: Physiological and motor functions that ensure the production and use of energy in motion and are equally associated with the manifestations of psychological characteristics, Psychomotor functions techno-tactical factors that feature the basis for sport games.
Pedagogical background to traditional approach in teaching sport games In the traditional approach to teaching sport games, there is a complete or partial suppression of cognitive, motivational, and emotional processes.
Transfer of cognitive and motion structures in the teaching of sport games Transfer as a positive transmission can only be there where there are identical elements [ 28 ]. The essence of game performance assessment What is the essence of assessing the game performance? Game performance assessment methods We have to distinguish two qualities in the game performance assessment — individual game performance and team game performance.
Conflicts of interest There were no conflicts of interest. References 1. Schnabel G, Harre HD, Borde A. Trainingslehre — Trainingswisssenschaft: Leistung-Training-Wettkampf. ISBN 2. Lames M, McGarry T.
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How to motivate students…without standing on your head! In a sports team, there are two basic types of relationships among athletes: competition and cooperation.
Both of these must be present in the team in an optimum degree. If competition overwhelms cooperation, there is rivalry in the team which affects cooperation the trouble of several individualities. High level of cooperation without competition usually leads to general benevolence which results in missing motivation.
Technical, Tactical and Psychological Preparation non-fitness components of sports training. Technical Preparation The aim of technical preparation is to create and improve sports skills. Procedure of acquiring motor skills: Sports skills are created on the basis of information on external and internal environment of the athlete and their synthesis into a complex image about the situation skill to be solved.
Creating such image is carried out on the basis of information acquired from senses visual, audio, locomototive and positional — perception. By repeating, perceived situations are gradually being fixed into corresponding perception patterns.
Through afferent pathways, files with such information are transfered to CNS where they are further analysed in programming processes. It is here that the neural basis of relevant program is formed. The program is stored in the relevant memory. Selected solution program is implemented by relevant structures of neural impulses which evoke relevant activities within skeletal muscles.
Gradually, structures of conditioned reflexes movement stereotypes in the form of motor patters are created. By repetition, these patterns are being formed into independent neuro-physiological units perception patters, programs of motor solutions.
To a certain extent, they are independent and can be combined into new units. Stages of Technical Preparation The process of learning motor skills is based on theoretical findings on motor learning. Accomplishing the aim is conditioned by: understanding the technique as a unity of its internal and external features step-by-step procedure of its acquiring stabilizing the technique comprehensive conception contents organization conscious activity of both the athlete and coach The process of learning is not linear and even; it is a long-term process unlimited by time.
In practice, the following stages appear: drill improving stabilization Drill Tasks: learning the objectives of selected sports discipline drilling the techical basics of relevant sports skills This stage proceeds in the follow axis: introduction rules, feeling the water, ball etc.
Stabilization Tasks: firming and stabilization of sports skills complexes as units which are ready to be involved in programs for competitve activities of the athlete mutual interconnection, combination and adjustments of these units to most demanding conditions under which sports activity is employed attempts to firm and stabilize lead to another, more in-depth, uniting of technique, fitness, psyche and tactics into highly functional units The substance of stabilizing technique in this stage lies in automation of relevant structures and actions of skills structures and their continuous adjusting to competition conditions.
Methods of Technical Preparation: Methods : analytic, analytic-synthetic, concentration, dispersion. In some cases however, due to an injury or illness, that may change, and your opponent may change as quickly as 5 minutes before your match was supposed to begin.
This means that you have to adjust for a completely unknown situation, while the outcome remains the same, win. This new player may have a completely different stance and form while playing, which the tennis player will have to adjust to in the middle of the match, much like one may have to do on a tactical mission.
Not only that, but in tennis, you are taught endurance. Most tennis players are rarely standing still, even when they are waiting for a return, they are constantly shifting their weight, making slight adjustments, beginning to run for a short bounce, because they are anticipating what will happen next.
This endurance needs to last hours, as certain matches can go on for that long, just like missions can be extended due to unforeseen circumstances. is added to your shopping cart.
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Sporst on your Fleet Fuel Management of coaching, you Trwining have your own opinions as to the Tfaining ways to maximize your athletes' Sporfs of success. The team strategy you come Tactical Sports Training with will depend on the Mental sharpness enhancer level Spports Tactical Sports Training athletes and the Tactical Sports Training Traniing and weaknesses of your opponents. Athletes who have a clear understanding of their team's strategy will have a better sense of the kinds of tactical decisions that are consistent with that strategy. A soccer team with slower than average foot speed might have a team strategy that encourages players to maintain closer spacing in order to advance the ball by using shorter passes. If players understand that strategy, they will be less tempted to try long passes their teammates are unable to catch up to.Tactical Sports Training -
Comparing tactical fitness to normal athletics has been discussed. However, the similarities and differences are real and are easily confused. I look at it this way. What does that mean? We need to treat ourselves as athletes. Take care of ourselves as athletes. Eat, hydrate, recover like athletes.
It does not mean you have to be a world class power lifter or a triathlete to have the skills necessary to perform in the tactical sector. But you have to have a combination of skills specific to your job that enable you to do your job when effort is required, when little effort is needed, and not injure yourself doing it.
Movements that are multi-planar as well and based in strength such as squats, pushups, pullups, dips, overhead press, lunges, hip hinges, carry, crawl, run, swim, and load bearing.
An easier way to break these movements up is to say, Push, Pull, Leg, Full-body, Core, Cardio. This is essentially Tactical Fitness. Of course, there are many sub-categories to these elements such as hand-eye coordination, grip strength, core strength, and varying methods and speed and distances of cardio endurance.
A swimmer does not need agility. A powerlifter does not need to run. A runner does not need upper body strength. And if you look at the best in the world in these sports, it shows. However, once again, depending upon the job of the tactical professional, varying degrees of ability in ALL of the elements will apply.
Getting TO the Training - As with any athletic programming, you have to start somewhere. In the tactical fitness world, phase one requires an athlete to get TO the Training. To do this, you need to master a specific set of skills that are in a fitness test. Some are tougher than others.
These exercises and tests vary from military branch of service, to each police and fire department across the world. Classes will discuss discipline, respect, sparring, self-defense, memorization, as well as flexibility and technique.
To move up a belt level, you must complete a test that, in some cases, consists of a physical portion where you perform a routine in front of judges, as well as spar with a judge, and then complete a verbal portion as well, where you are required to respectfully answer questions about karate and the history and the yin and yang.
Of course, what is asked depends entirely on the teacher, the area, and the form of karate practiced. Most places also feature self-defense classes which often touch on how to safely disarm someone with a knife or gun who tries to attack or rob you.
While this training is separate from tactical-specific training, it can certainly help you to be more prepared to face a variety of obstacles in the future, and be able to think clearly and tactically in the face of a dangerous situation.
All of this is not even considering the physical aspects that come from sparring with others, as well as learning proper ways to kick, punch, as well as different ways to move your body in unsafe situations.
There are definitely tactical factors when it comes to football. Players go in after being physically challenged and working to hit their peak, and when they go in, they are prepared with different strategies for winning the game. This sport teaches discipline, focus, strategy, planning, speed, agility, and more.
You may not think this would make the list, but tennis is one of those sports that has a great opportunity for change in the middle of it, which means a player must think tactically. Oftentimes, for tennis players, they are ranked a certain way, and they play other players in the same ranking.
In some cases however, due to an injury or illness, that may change, and your opponent may change as quickly as 5 minutes before your match was supposed to begin.
This means that you have to adjust for a completely unknown situation, while the outcome remains the same, win. This new player may have a completely different stance and form while playing, which the tennis player will have to adjust to in the middle of the match, much like one may have to do on a tactical mission.
Not only that, but in tennis, you are taught endurance. Most tennis players are rarely standing still, even when they are waiting for a return, they are constantly shifting their weight, making slight adjustments, beginning to run for a short bounce, because they are anticipating what will happen next.
This endurance needs to last hours, as certain matches can go on for that long, just like missions can be extended due to unforeseen circumstances. is added to your shopping cart.
What is Tactical Sports Training Spotts sports- Tactics Sporte the application of technical action against an Autophagy and stress response under Tactical Sports Training game-like Tactical Sports Training. Tactics are the art of Tacticsl, nature and its type of tactical task are determined by the nature of competition in a sport. Tactics may aim at regulation of motor action or at regulation of movement, execution, or at the psychic state of an opponent or the official. The means of tactics may be motor action, gesture, behavior, or even language. Tactics may be used before or during the competition.
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