SIMPLIFY TO CONTEXT: SPECIFIC EXERCISES OF THE GOALKEEPER WITH A SINGLE BALL.

Among the factors to consider when proposing an exercise for goalkeepers, are the number of balls to use, where to place them, how many in each area, in what sequence to use them, etc. Observations made at CEFARQ and in soccer clubs where our staff works, allowed us to detect that, on many occasions, using several balls arranged in different areas and following a certain sequence previously communicated to the goalkeeper can condition his/her actions.

On the contrary, exercises with a single ball, in more contextualized environment (http://cefarq.com.ar/en/words-from-founder-and-director-specific-training-of-the-goalkeeper-contextualizing-the-sessions/; http://cefarq.com.ar/importancia-del-entrenamiento-contextualizado-de-arqueras-en-edades-tempranas/) and with open resolutions, deconstructs the traditional isolated specific training, bringing it closer to real game situations.

From the Goalkeeping Coach’s perspective, implementing single-ball exercises in training sessions means a challenge in their designing and execution. This proposal seeks to generate dynamism, continuity and sequence of logical actions, based on a context similar to the game. The use of a single ball leaves no room for the action to stop and restart from a sector to which the ball has not been directed. Nor does it allow a sequence of consecutive actions without one justifying the next.

The adaptation requested from the coach to replicate a scenario that is as plausible and close to the context of the game also includes the goalkeepers. The use of a single ball, in the same way as in the game, in addition to requiring physical and technical skills to the goalkeepers, stimulates psychological skills that they must possess: motivation, concentration, self-confidence, decision-making and ability to overcome error (http://cefarq.com.ar/en/goalkeepers-psychological-training/). The participants in the exercise, whether they were in the goal or not, and even though their intervention were minimal, must execute the action in the most correct way possible, demanding greater concentration than using additional balls to complete the exercise. This implies understanding and admitting that the error is a frequent and determining factor in the game context. For this reason, if the execution were erroneous, the coach could allow, and even encourage, the goalkeepers to continue with the exercise freely, as a permanent search for adaptation to the game. In addition, the goalkeepers involved in the recreated context can develop the ability to communicate clearly and precisely with their eventual partners, using the appropriate words and without overloading the message with information (http://cefarq.com.ar/introduccion-al-proceso-de-comunicacion-en-el-puesto-del-arquero/  ). Certainly, as is often said, football is played “11 vs 11 and with a single ball”.

Adapting to this methodological way of designing exercises often clashes with our history as coaches and preconceptions. Generally, our concern is focused on the predetermined dynamics and intensity with which the exercise should be performed, as if in football game situations there were no different intensities and every situation should be resolved at the same speed. Likewise, it is difficult for us to accept the “messiness” that can be caused and we are not satisfied if the execution is not “perfect”.

Considering all of the above, our challenge as coaches and educators is to accept that a large part of this process of change depends on us. Once we are able to understand the vicissitudes of this beautiful sport, we will understand that, after all, everything that we propose to our goalkeepers must be directed to improve their resolutions abilities in the game.