psychomotor skills
In addition to physical fitness, strong technique and good mental ability, a soccer player also needs developed psychomotor skills, i.e. attention and concentration skills, multitasking, implicit perception (ability to perceive in advance), spatial orientation, processing of information (input-output) rhythm, motor memory and the like.
To illustrate this matter, let’s look at the information processing process and the performance of Barcelona midfielder Chavi Hernandez, from when he receives the ball until he releases it, the moment of the pass:
A. Identify an open space in the direction of a pitch angle and enter it.
B. Realize that the ball is being passed to you.
C. Avert your eyes from the ball and protect your surroundings.
D. Gaze at the ball, while it is midway, anticipating where it is going and its force at the moment of absorption.
E. Receive the ball (almost blind absorption), while observing the surrounding area and estimating possible movements.
F. Pass the ball with supreme precision to his teammate or into open space, where a teammate is moving.
Now we can better understand Chavi’s phrase in an interview: “When you arrive in Barcelona as a child, the first thing they teach you is: think, think, think and fast. From the age of ten they teach you that losing the ball is a shame.”
Chavi actually talks about the brain and thinking functions during physical exertion, or in simpler words about brain training.
In his book “A User’s Guide to the Brain” (Zmora-Bitan Publishers 2005), Dr. John Ratey, a neuropsychiatrist at Harvard Medical School, marshals influential insights regarding athletes’ perceptions of training:
“Imagine what happens inside your head when you have to make a decision. You receive information from the different brain functions: facts, opinions, thoughts, memories, and prediction of outcomes. You sort the fractions of information, add reasons, test the possible outcomes, and you instruct a The phases of this process are based on motor functions, organizing by sequence, adding, analyzing and instructing, the neural networks that work within those processes are the ones that work in motor processes”. Furthermore, he emphasizes that: “The parts of the brain that are used to organize the sequence and timing of cognitive function are the same parts that organize the sequence and timing of physical actions.”
This type of knowledge can be applied effectively through psychomotor training, which is adapted to each player individually. In other words: since it is possible to train a soccer player to improve his fitness, technique and coordination and, as is already known, it is possible to train a chess player to improve his decision-making capacity, why not Will we be able to train both at the same time?
talent potential
Players who are blessed with God-given talent, like Pelé, Johan Cruyff, Maradona, Messi, etc. they are also endowed with very rare psychomotor abilities. One of his distinctive qualities is his ability to think and make the right decision on the move. Taking Eyal Berkovitz as an example, the unique quality that made him a good player is his ability to pass (i.e. to process information related to space) during constant movement, without negatively affecting the fluidity of the game. This type of ability can sometimes make the difference between good and very good players and between excellent players and those who are recognized as geniuses.
Coaches often say you can’t teach talent. Either you have it or you don’t.
This is true, but think how many talented soccer players work hard and still cannot use their talent potential to the fullest.
A soccer player who is prone to “attention lapses” (“disconnects”) can make critical mistakes due to momentary inattention, no matter how talented he or she is. Motivation alone or hard training will not prevent player and coach distress. We are talking about a neurological pattern, on which the player has little effect. The first step towards solving this problem is the development of awareness and awareness of these “disconnects” and the second step is a timely training/interference dedicated to attention. A soccer player’s attention and concentration skills also have an effect on the amount of mental effort he expends to maintain his concentration throughout the game.
Physical fitness obviously plays a role here, but even if we start from the premise that the player is in good physical shape, symptoms of mental fatigue will often be noticeable. When a player performs very well in the first half and completely disappears from the field in the second half, this cannot always be attributed to his physical form. Players who underwent psychomotor training for several months reported not only improvement and better focus on the game, but also feeling “fresh” for longer. This is not a surprise. The human brain reacts to training to the same extent that the muscles of the body react to training.
Coaches often complain about players not passing the ball, when from the coach’s point of view this seems to be the best and easiest option. Consequently, the coach blames the player for being selfish. This may well be the case, but in some cases this is due to the player seeing the movement, but not processing the spatial information. More than once it is the same player, who was “reading” the field and made excellent passes during the first half.
This phenomenon has a simple explanation: The attentive and physical effort that the player needs to invest in this stage of the game “blocks” the ability in his mind to anticipate movements and “read” the field. We know that at a certain stage of the game the first skills to degrade are the highest in the brain, that is: Vision of the field of play, anticipation of plays and decision making. At that stage we (coach, players, fans) make the same mistake and ask the only question, which the player cannot answer: Why didn’t you pass the ball?
Psychomotor Training
Attention and concentration difficulties do not result from the malfunction of one area or another, but from the poor balance of the system as a whole. The scientists identified four different components in the attention system, which are collectively responsible for the brain’s overall ability to survey its environment: arousal, motor orientation, detection of innovations and rewards, and operational organization. These components do not function separately or in a way that is not related to motor activity. This is behind the rationality and need for combined training: motor, attentive and cognitive.
Example:
A player is passing the ball to another player who is 4.5 meters away from him and at the same time receives a tennis ball from the latter, which he throws at his hand. Both exchange ball passes and shots. I stand behind a player and ask him to find the exact point of time (time) between passing the ball with his foot and catching the tennis ball with his hand, which will allow him to turn his back and specify the number of fingers. , which I am “showing” you. Of course motor activities, passing quality, catching and passing the tennis ball are considered top priority. If the player fails to look away at the right moment, they should contain the impulse (Impulsive Restraint), let go and surrender (decision making under moderate pressure) by turning their head back, so as not to degrade the quality of their passing. At a later stage of training, I will ask the player to apply an addition operation on the number of fingers shown in two consecutive flashes (information processing, input-output).
The more the player’s skills improve, the more it will be possible to increase the level of complexity of the exercise. As soon as I feel that the player has reached a good level of performance and is doing so effortlessly, I will ask him to bring his pulse up to game level and then repeat the exercise. Later you will be asked to perform the exercise in a state of fatigue.
When a player has reached the point of performing complex attentive and sensual motor challenges without extra effort and with fluency, I will include in the exercises cognitive challenges that require: spatial memory, information extraction, planning, imagination, etc. This is the way to train a player to think faster, with better focus and better decision making in the game.
Ratey writes in his book “A User’s Guide to the Brain” (Zmora-Bitan Publishers 2005):
“The amazing flexibility of the human brain allows it to rewire itself all the time and learn, not only through academic study, but also through experience, thought, action and sensation. We can strengthen our neurological pathways as well as our muscles training the brain or let them degenerate.
Example
The player walks in a path that follows the shape of the 8 and focuses his eyes on the coach in front of him, in the middle of the shape of the 8.
From there the coach passes him 3 different colored juggling balls. Now the player begins to walk and focuses his eyes on the balls that come to him quickly. He is catching with one hand and passing the ball with the other hand in a circular motion.
At this stage the training is only motor, sensual and attentive.
When the coach passes the ball, he names a color, which sometimes matches the color of the ball and sometimes doesn’t. The player must continue with the required sequence of actions and respond by saying “yes” every time the color of the ball matches what the coach said and say “no” every time the color does not match what the coach said ( of course the coach controls the rhythm of the passes and therefore the intensity of the exercise). Now the training has become twofold: motor, sensual, attentive and cognitive. The player must not only observe whether the verbal part fits or differs from the ongoing activity (information processing), but must also continue to do so over time and under pressure.
Psychomotor training is divided into general training, which is adapted to each type of sport, and specific training, which is adjusted to the specificity of a certain sports field and in the case of team sports, it is also adjusted to the role of the player in the team. . Each of the above training categories is exercised under multiple conditions:
A. Regular, while the player is still fresh.
B. Intensive, during the effort (after raising the pulse)
C. Under fatigue conditions.
The training conditions are changed to train the brain to maximum flexibility and to simulate as much as possible real game situations. The training also includes the work of correct breathing in various situations, simulations and ‘anchoring exercises’, which help concentration and faster recovery after effort. Eventually, all training activity is meant to meet the bottom line expressed by Johan Cruiff: “The best football is simple football; but simple football is the hardest to play.” And yes, you play football with your mind.