Part 5 - Soccer example of coordination & control

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En provenance du cours de University of Florida

The Science of Training Young Athletes

163 notes

University of Florida

The Science of Training Young Athletes

163 notes

Seventy percent of kids drop out of sports before their high school graduation. Only 15% leave because they feel they are not good enough. Almost 70% leave because they were not having fun, or due to problems with the coach. Injuries cause 30% to give up sports. This course is packed full of practical sports science information that provide youth coaches and parents with the practical pediatric sports science insights to successfully retain young athletes and develop their sport potential while avoiding injury and overtraining. We begin by examining the multidimensional nature of coaching, the relevant sport motor performance abilities, the impact of growth and development on motor skills, the gene versus practice controversy, and briefly overview the body structures strengthened through training. Then we explore the athlete's energy supply, where this energy comes from, and how it matures along with the athlete. Finally, we examine the development of strength, power, anaerobic capacity, coordination and flexibility through the life span. The optional text manual for this course is available at: http://www.learnitez.com/HighPerformanceScience/manuals/

À partir de la leçon

Week 5: Enhancing the fluidity of movement

Coordination and flexibility permit movements that are precise, fluid and spatially controlled. In this section we examine current knowledge about coordination and flexibility as the young child moves through early childhood and into adolescence.

Part 1 - Introduction to coordination4:19

Part 2 - Brain motor control areas4:19

Part 3 - Coordinating variables6:10

Part 4 - Optimal sequential timing6:40

Part 5 - Soccer example of coordination & control5:19

Part 6 - Learning control3:18

Part 7 - Key points of coordination2:27

Rencontrer les enseignants

Dr. Chris Brooks
Instructor
Coaching Science Coordinator for USA Track and Field

Kicking is a skill where the foot is used to impart force to a ball so

that it is directed towards a target.

The ability to kick a stationary ball begins around 18 months of age,

and children can kick a moving ball soon after they learn to begin to run.

Kicking involves segmental and limb coordination.

It involves interception coordination.

And it also involves movement coupling that is running with kicking.

The goal is to interface segmental and limb coordination with interception

coordination and movement coupling to ensure the optimal body and

foot positioning along with the appropriate power.

The accuracy component involves the coordination variables, and

the power component involves the control variables.

Accuracy and power can work against each other, unfortunately.

So typically, training begins with teaching accuracy.

This is the coordination component and the easiest to learn, and

then the focus is on enhancing power, the control component.

And it's important to realized that practice and

not chronological age correlates with effective coordination and control.

Research done by Anderson and Sideaway demonstrates how

practice of a skill affects both coordination and control.

Novice players performing a soccer right-footed instep drive at a two-meter

target placed five meters from the ball where compared with expert players.

The red solid line shown here illustrates the knee and hip angle interaction and

indicates the patterns of coordination of the expert player.

This is the approximate point of ball contact.

And here is the plot of the hip and knee angles of novice players before practice.

That is the straight blue solid line.

And this is the angle profile after ten weeks of practice, the dotted blue line.

And this is the approximate point of ball contact for the novices.

Now you can see that after ten weeks,

the novice players were already showing a similar knee and

hip angle pattern as the experts, although there was a slight

difference in the magnitude of knee flexion and hip extension.

The novices still don't have the same range of movement as the experts

do after ten weeks of practice, but the overall coordination pattern is similar.

And this is a common phenomenon.

Ranges of movement at the joints of the legs and torso are small at

the early stages of practice and increases with practice.

In essence, the novice hip and

knee sequence becomes more expert-like after practice.

Now here's a graphic illustrating the angular velocity of the novice hip

and knee.

This is a control variable.

And this is the plot of the data for the hip and

knee angular velocities before practice.

Ball contact occurs about this point here.

Now we're going to add the expert hip and knee velocities that are shown in red.

And the dotted line are the plots of the knee velocities,

and the solid red line are the plots of the hip velocities.

I faded the novice plots into the background here.

Before practice,

novices are less than optimal when you compare them with the experts.

The knee velocity of the novices is particularly slow.

This is the black dotted line, remember, is the novice, and

the red dotted line is the expert.

And here are the data after ten weeks of practice.

This time I've faded the experts into the background, and

the novice are in solid black plots.

The novices remain relatively slow with the knee speed,

and their hip speed slows down when it should be accelerating.

In other words, the timing of the hip and the knee of the novice is not even

close to being optimal even after ten weeks of practice.

Faster learning of the coordination pattern followed by a slower

learning of the control pattern is why beginners improve very quickly

into the intermediate stage, but then they become stuck there.

They have the pattern of the movement skill down, but

improving the control so the power is optimized is a more difficult task.

It is the control factor that distinguishes novices from the skilled

performer.

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