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Allenare il mini rugby - Presentazione

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Allenare il Minirugby è un libro per tutte le persone che si impegnano per avvicinare i bambini e le bambine al gioco del rugby.
Allenare il Mini Rugby non propone delle ricette che gli educatori devono seguire per risolvere situazioni specifiche, ma spera di fornire dei consigli utili e degli strumenti concreti e semplici che favoriscano un approccio educativo positivo per la crescita dei bambini, aiutandoli e stimolandoli a raggiungere il loro pieno potenziale.
L’augurio è che “Allenare il Mini Rugby” possa fornire un contributo positivo e motivi per ulteriori approfondimenti agli educatori impegnati nella ricerca di un personale cammino di crescita su come formare i bambini e le bambine che si approcciano al rugby.

ISBN 978-88-940701-4-9
Disponibile su ibs.it e amazon.it

Veröffentlicht in: Sport
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Allenare il mini rugby - Presentazione

  1. 1. L I B R I
  2. 2. Tanta  informazione,  poca  formazione   Formazione  principalmente  focalizzata  verso   tecnica,  ta4ca  e  rugby  di  “alto  livello”   A4vità  di  formazione  più  indirizzata  a  formare  i   giocatori  piu?osto  che  gli  allenatori   Tanta  passione  ma  anche  tanta   disorganizzazione   Mancanza  di  un  quadro  d’assieme  complessivo   ALLENARE  IL  MINI  RUGBY  
  3. 3. Più  0   diver0,  più   0  alleni.   Più  0   alleni,  più   migliori.   Più   migliori,   più  0   diver0.   ALLENARE  IL  MINI  RUGBY  
  4. 4. ALLENARE  IL  MINI  RUGBY   Sviluppare  l'amore  di  TUTTI  i  bambini  per  il  rugby  e,   più  in  generale,  per  una  sana  pra0ca  spor0va.   Suscitare  entusiasmo  in  TUTTI  i   bambini  in  modo  che  essi  vogliano   tornare  alla  successiva  sessione  di   allenamento.   Costruire  competenze  aiutando  e  s0molando   TUTTI  i  bambini  a  raggiungere  il  loro  pieno   potenziale.  
  5. 5. I  valori   fondamentali  del   rugby   EFca  nel  rugby   Le  basi  del  gioco  del   rugby   Il  ruolo   dell’allenatore   Aiutare  i  giocatori  a   ridefinire  il   significato  di   “vincitore”   Le  emozioni  sono   una  potente  fonte  di   forza  di  volontà   Fate  in  modo  che  i   genitori  siano  con   voi  e  non  contro  di   voi   Rugbista  per  sempre   Un  modello  per  lo   sviluppo  a  lungo   termine   Le  cinque   componenF  del   modello  di  sviluppo   del  giocatore   Pianificare  una   sessione  di   allenamento   I  genitori  possono   promuovere  un   sano  amore  per  lo   sport  
  6. 6. VALORI  FONDAMENTALI  
  7. 7. ETICA  E  RUGBY   Support positively and applaud good play. Respect officials and opposition players. Remember that children are playing to have fun. Behave as good role models on the touchline. Congratulate the opposition and make their supporters welcome. As members of the rugby family WE ALWAYS: Force our child to play rugby. Stray from the touchline onto the pitch. Verbally abuse match officials, players or other spectators. Threaten, intimidate or use bad language. Give offence by way of insult, humiliation or discrimination. As members of the rugby family WE NEVER: Photography:LeoWilkinson
  8. 8. LE  BASI  DEL  GIOCO  DEL  RUGBY  
  9. 9. LE  BASI  DEL  GIOCO  DEL  RUGBY   Nel  rugby  tuN  i  giocatori  hanno  un   ruolo  specifico  ma  nello  sviluppo  del   gioco  essi  giocano  in  funzione  della   posizione  del  campo  in  cui  si  trovano   nello  specifico  momento.  
  10. 10. LE  BASI  DEL  GIOCO  DEL  RUGBY   “Il  gioco  del  rugby  è  semplice.   Il  ruolo  dell’allenatore  è  di  mantenerlo  semplice   per  i  giocatori.   Sul  campo  essi  devono  prendere  decisioni  in  breve   tempo,  una  frazione  di  secondo,  e  se  hanno   troppe  cose  in  testa  ciò  rende  loro  le  cose  più   difficili.   Quindi  penso  che  il  lavoro  dell’allenatore  sia  di   mantenere  il  gioco  semplice.”   Graham  Henry,  allenatore  di  rugby  neozelandese,  capo   allenatore  degli  All  Blacks  vincitori  della  Coppa  del  Mondo  di   rugby  2011  
  11. 11. IL  RUOLO  DELL’ALLENATORE   Conoscenza  della  tua  materia  (Il  rugby)   Cultura  generale   Abilità  di  insegnamento   ANtudine  professionale   Disciplina   Organizzazione  della  classe  (del  terreno  di  gioco)   Buone  relazioni  nell'ambito  della  scuola  e  della  comunità   Buone  relazioni  con  gli  allievi  (i  giocatori)   Calda  personalità  e  sincera  considerazione  per  gli  altri   Desiderio  di  imparare  
  12. 12. IL  RUOLO  DELL’ALLENATORE   IL  MIGLIORAMENTO  CONTINUO   MIGLIORAMENTO  CONTINUO   STANDARD  
  13. 13. IL  RUOLO  DELL’ALLENATORE   CHE  TIPO  DI  ALLENATORE  VOGLIO   ESSERE?   • Perchè  i  bambini  scelgono  questo  club?   • Perchè  ho  deciso  di  allenare  questa  categoria?   • Cos’è  per  me  un  allenatore  di  successo  e  cosa  significa  per  i  miei  bambini?   • Sono  un  allenatore  autocraFco  che  si  concentra  solo  sulla  teoria  o  un  allenatore  che  si  interessa  sopra?u?o  ai   giocatori  ponendo  loro  dei  quesiF  e  coinvolgendoli  nel  gioco?   • Il  risultato  di  una  parFta  è  così  importante  per  me  per  essere  un  allenatore  di  successo?   • E’  importante  per  me  che  tu4  i  giocatori  della  mia  squadra  raggiungano  il  loro  potenziale?   • Dove  li  vedo  i  miei  giocatori  il  prossimo  anno  o  tra  5  o  10  anni?   • Come  organizzo  le  mie  sessioni  di  allenamento  –  qual  è  il  focus,  lo  sviluppo  individuale  o  quello  della  squadra?   Accade  spesso  che  un  giocatore  sia  notevolmente  migliore  di  un  altro?   • Riesco  a  infondere  ai  miei  giocatori  i  valori  base  del  gioco  mantenendo  alto  lo  spirito  e  le  tradizioni  che  fanno  del   rugby  un  gioco  così  speciale  e  unico?   • Pensandoci  bene,  c’è  qualcosa  che  potrei  cambiare  per  aiutare  i  miei  giocatori  a  crescere?  
  14. 14. IL  RUOLO  DELL’ALLENATORE   CHE  TIPO  DI  ALLENATORE  VOGLIO   ESSERE?   Autoritario   Rilassato   Coopera0vo   Filosofia   Concentrato  sulla   vi?oria   Nessuna  enfasi   Concentrato  sul   giocatore   Obie4vi   Obie4vi  di  esercizio   Nessun  obie4vo   Obie4vi  di  esercizio  e   sociali   Processo  decisionale   L’allenatore  prende  tu?e   le  decisioni   Il  giocatore  prende  le   decisioni   Le  decisioni  sono   guidate  dall’allenatore   ma  condivise   SFle  di  comunicazione   Dire   Ascoltare   Dire,  chiedere,  ascoltare   Sviluppo  della  comunicazione   Poco  o  nessuno   Nessuno   Alto   Significato  della  vi?oria   Giudicato  dall’allenatore   Non  definito   Giudicato  dal  giocatore  e   dall’allenatore   Sviluppo  del  giocatore   Poca  o  nessuna  fiducia   nel  giocatore   Fiducia  non  dimostrata   Fiducia  nel  giocatore   MoFvazione   A  volte   Mai   Sempre   Stru?ure  dell’allenamento   Immutabili   Nessuna   Mutabili  
  15. 15. IL  RUOLO  DELL’ALLENATORE   LA  COMUNICAZIONE   Capacità  di   ascoltare  e   farsi  ascoltare   Body  language   Metodi  di   comunicazione  
  16. 16. IL  RUOLO  DELL’ALLENATORE   LA  COMUNICAZIONE     Comunicazione  e  ascolto  sono  alla  base  delle  nostre  relazioni.     L’incapacità  dell’uomo  di  comunicare  è  il  risultato  della  sua  incapacità  di   ascoltare  davvero  ciò  che  viene  deZo.  (Carl  Ransom  Rogers).     Il  caNvo  ascolto  è  fonte  di  mol0  problemi  connessi  alla  comunicazione  e   alle  relazioni  interpersonali.     Il  vero  problema  della  comunicazione  è  che  non  ascol0amo  per  capire,   ma  per  rispondere.       Un  bambino  ha  bisogno  più  di  un  buon  ascolto  che  di  una  buona  parola.    
  17. 17. IL  RUOLO  DELL’ALLENATORE   ALLENARE  PER  OBIETTIVI   S   Specifico   Chiari,  ben  idenFficaF  e  ben  definiF  nelle  loro  componenF,  cioè  non  devono   lasciare  margini  ad  interpretazioni.   M   Misurabile   Il  loro  raggiungimento  o  meno  deve  essere  un  fa?o  ogge4vo,  e  non  una   valutazione  sogge4va.   A   raggiungibile   (Achievable)   Non  deve  essere  qualcosa  di  irrealizzabile.   R   Rilevante   Devono  rappresentare  un  miglioramento  per  il  singolo  individuo  (quando  personali)   o  per  la  squadra  (quando  di  gruppo).  Non  si  deve  definire  come  obie4vo  un  lavoro   normale.   T   definito  nel   Tempo   Devono  essere  definiF  i  termini  entro  quando  devono  essere  raggiunF.  In  relazione   al  tempo,  si  disFnguono:  obie4vi  a  breve  termine,  obie4vi  a  medio  termine  e   obie4vi  a  lungo  termine.   E   Emozionante   Il  buon  obie4vo  deve  spaventare  un  po’,  ed  eccitare  molto.     R   Rivedibile  /     Registrato   Se  interviene  un  fa?o  sostanziale  che  muta  radicalmente  la  situazione,  il  buon   obie4vo  va  formulato  nuovamente,  per  ada?arlo  alle  nuove  condizioni.  /   L’impegno  a  raggiungere  un  obie4vo  va  so?oscri?o  e  opportunamente  annotato.  
  18. 18. AIUTARE  I  GIOCATORI  A  RIDEFINIRE  IL   SIGNIFICATO  DI    “VINCITORE”   Se  vuoi  vincere,  non  concentrar0  sulla  viZoria.     Concentri  sulla  cultura,  sulle  persone  e  sui  processi   che  producono  le  viZorie.     Jon  Gordon  
  19. 19. AIUTARE  I  GIOCATORI  A  RIDEFINIRE  IL   SIGNIFICATO  DI    “VINCITORE”     “Il  successo  è  la  serenità  interiore  dovuta   alla  consapevolezza  di  avere  oZenuto  il   massimo  miglioramento  possibile  in  virtù   delle  proprie  capacità  e  secondo  i  propri   limi0”     John  Robert  Wooden,  allenatore  di  pallacanestro  e  cesFsta  statunitense    
  20. 20. LE  EMOZIONI  SONO  UNA  POTENTE  FONTE   DI  FORZA  DI  VOLONTÀ   I  bambini  sono  predispos0  per   dimen0care  in  freZa  sofferenze  e  dolori,   ma  sono  molto  porta0  a  ricordare  le   dure  parole  di  genitori  cri0ci  o  di   allenatori  troppo  esigen0.     Fred  "The  Needle”  Allen  
  21. 21. FATE  IN  MODO  CHE  I  GENITORI  SIANO   CON  VOI  E  NON  CONTRO  DI  VOI   I  GENITORI  POSSONO  PROMUOVERE  UN   SANO  AMORE  PER  LO  SPORT  
  22. 22. RUGBISTA  PER  SEMPRE  -­‐  UN  MODELLO   PER  LO  SVILUPPO  A  LUNGO  TERMINE  
  23. 23. RUGBISTA  PER  SEMPRE  -­‐  UN  MODELLO   PER  LO  SVILUPPO  A  LUNGO  TERMINE   Fase   Età   ObieNvo   Il  Giocatore   L’Allenatore   Il  Gioco   1 Apprendere  i   Fondamentali   Divertendosi   (FUNdamentals)     Maschi  6-­‐9   Femmine  6-­‐8   Avviamento  al  rugby  e  alle   abilità  motorie  fondamentali   Gioca   Guida   DiverFmento   2 Imparare  a   Giocare   Maschi  9-­‐12   Femmine  8-­‐11   Sviluppare  le  basi  –  Le  abilità   fondamentali  nello  sport   Esplora   Insegna   Stru?urato   3 Sviluppare  il   Giocatore   Maschi  12-­‐16   Femmine  11-­‐15   Costruire  il  motore  del  Rugby   –  Le  abilità  fondamentali  del   Rugby   Si  concentra   Insegna,   sFmola,   me?e  a  fuoco   Prestazione   4 Imparare  a   Competere   Maschi  16-­‐18   Femmine  15-­‐17   Sviluppare  il  motore   Si  specializza   Facilita   Obie4vi   5 Allenarsi  a   Competere   Maschi  18-­‐20   Femmine  17-­‐20   Massimizzare  la  prestazione   nel  rugby   Innova   Rafforza   Risultato   6 Allenarsi  a   Vincere   Maschi  20+   Femmine  20+   La  performance  o4male  nel   rugby   Innova   Rafforza   Risultato   7 Rugby  per  Tu?a   la  Vita   Ad  ogni  età   Sostenere,  promuovere,   diverFrsi  
  24. 24. LE  CINQUE  COMPONENTI  DEL  MODELLO   DI  SVILUPPO  DEL  GIOCATORE   •  Le  capacità  necessarie  per  praFcare  il  gioco  del  rugby  a  tu4  gli  effe4  e  la   comprensione  ed  applicazione  dei  fondamentali  per  l’o?enimento  di   determinaF  risultaF.   Componente  tecnica  e  taNca   •  L’importanza  delle  cara?erisFche  fisiche  in  relazione  allo  sviluppo  e  alla   maturità  del  giocatore.   Componente  fisica   •  Le  capacità  motorie.   Componente  motoria   •  Aspe4  psicologici  e  relaFve  strategie  per  una  buona  performance.   Componente  psicologica   •  Consapevolezza,  sviluppo,  equilibrio  ed  autosFma.   Componente  dello  “s0le  di  vita”  
  25. 25. LONG TERM PLAYER DEVELOPMENT _ LEARNING TO PLAY STAGE PLAYER PROGRESS GUIDE By the end of this stage (end of Primary 7) almost all players should achieve competence in the facets below although some players may be able to achieve more. Note _ this is a development guide NOT a selection tool. Player Date Squad Coach / Teacher PLAYER COMPETENCIES √ /P/X ACTIONS PLAYER COMPETENCIES √/P/X ACTIONS (√ = is able to, P = progressing (√ = is able to, P = progressing X = is not able to) X = is not able to) PHYSICAL COMPETENCE Sprint with sound technique . Overhead squat Accelerate . Double leg squats Decelerate . Walking lunge Change direction . Standing long jump Jump . Forward hop and hold Fall to ground forwards, backwards and . Lateral hop and hold to both sides Get back to feet from landing on front, . Press up back and both sides Wrestle opponents to the ground . Medicine ball rotations Perform the following with sound technique Link three gymnastic movements / animal walks fluidly in a confined environment - e.g. jump _ forward roll _ back to feet _ accelerate away . Prone stabilisation Explain the importance of and demonstrate an effective stage specific warm up and cool down . Lateral stabilisation COMMENTS . Forwards roll . Backwards roll MENTAL SKILLS COMPETENCE Understand and achieve realistic goals set Communicate with team-mates effectively by the coach / teacher Set and achieve realistic goals for self Cooperate and share the space and equipment safely Answer questions from coach / teacher to Understand and follow the laws of the game develop awareness Review sessions with coach / teacher Cope with winning and losing Practice away from the club / school Understand Rugby’s scoring system and keep the score Understand the outcomes of their Make up a small sided game and explain it to actions (both good and poor practice) in the squad / class relation to the principles of play Work on own and with others Uphold the values of the game LIFESTYLE COMPETENCE Remember gumshield for every session Remember water bottle for every session Explain and display respect for officials, Explain why healthy nutrition and sleep are team mates and volunteers in the game important to my standard of play and consistently display good sportsmanship USUAL EFFORT LEVELS Effort level consistently displayed COMMENTS by player. 1= best effort. 2 = hard _ very hard effort , 3= fairly hard effort, 4= very light effort , 5= very, very light effort 91 SKILLS COMPETENCE HANDLING SKILLS Perform the following passes to support . Chest in space with sound technique:- . Lateral Perform football shy (two handed throw above head) . Switch Hand catch effectively . Loop Catch the ball above head . Pop Jump and catch the ball above head . Clearing Catch the ball below thighs RUNNING SKILLS Dodge / evade defenders Sidestep React to others in attack and defence Swerve CONTACT SKILLS Maintain a strong body shape pre, during Present the ball correctly and post contact Work to stay on feet and leg drive to Make correct decisions pre, during and maintain forward momentum when tackled post contact Show confidence in contact situations Win the ball on the ground and get back to feet quickly DEFENDING SKILLS Select the correct tackle to make Perform a safe and effective rear tackle Perform a safe and effective side tackle Go forward individually in defence Perform a safe and effective front tackle Go forward as a team in defence TEAMWORK SKILLS Work with team to go forward in attack Recognise and attack / defend space and defence Communicate with team in attack and defence CONTINUITY SKILLS Keep the ball alive in contact situations Pass from the ground Evades to ensure they rarely take Present the ball correctly a head on tackle Pass before contact Support in contact - decides role and executes Pass out of a tackle (offload) KICKING AND FIELDING SKILLS Perform the following kicks with sound . Drop kick technique:- . Place kick . Kicking from hand on the run . Punt kick Field a high ball SET PIECE SKILLS Understands and explains the role of the set piece as a restart and contest for possession as well as an opportunity to create space to attack SCRUM LINEOUT Maintains a strong and stable body shape Outmanoeuvre an opponent during scrummage Performs the correct engagement Out-jump an opponent sequence (Crouch, touch, pause, engage) Catch the ball above head whilst in the air Land safely and deliver the ball Throw the ball accurately to a moving, jumping player KNT SKILLS COMPETENCE Demonstrate competence in the stage Demonstrate competence in the stage specific Key Factors of the Hand catch / specific Key Factors of Ball Presentation grab (refer to page 19/20 of guide) (refer to page 19/20 of guide) Demonstrate competence in the stage Demonstrate competence in the stage specific Key Factors of the Offload specific Key Factors of Individual Tackle (refer to page19/20of guide) Technique (refer to page 19/20 of guide) 92 LE  CINQUE  COMPONENTI  DEL  MODELLO   DI  SVILUPPO  DEL  GIOCATORE  
  26. 26. LE  CINQUE  COMPONENTI  DEL  MODELLO   DI  SVILUPPO  DEL  GIOCATORE   LONG TERM PLAYER DEVELOPMENT _ LEARNING TO PLAY STAGE PLAYER PROGRESS GUIDE By the end of this stage (end of Primary 7) almost all players should achieve competence in the facets below although some players may be able to achieve more. Note _ this is a development guide NOT a selection tool. Player Date Squad Coach / Teacher PLAYER COMPETENCIES √ /P/X ACTIONS PLAYER COMPETENCIES √/P/X ACTIONS (√ = is able to, P = progressing (√ = is able to, P = progressing X = is not able to) X = is not able to) PHYSICAL COMPETENCE Sprint with sound technique . Overhead squat Accelerate . Double leg squats Decelerate . Walking lunge Change direction . Standing long jump Jump . Forward hop and hold Fall to ground forwards, backwards and . Lateral hop and hold to both sides Get back to feet from landing on front, . Press up back and both sides Wrestle opponents to the ground . Medicine ball rotations Perform the following with sound technique Link three gymnastic movements / animal walks fluidly in a confined environment - e.g. jump _ forward roll _ back to feet _ accelerate away . Prone stabilisation Explain the importance of and demonstrate an effective stage specific warm up and cool down . Lateral stabilisation COMMENTS . Forwards roll . Backwards roll MENTAL SKILLS COMPETENCE Understand and achieve realistic goals set Communicate with team-mates effectively by the coach / teacher Set and achieve realistic goals for self Cooperate and share the space and equipment safely Answer questions from coach / teacher to Understand and follow the laws of the game develop awareness Review sessions with coach / teacher Cope with winning and losing Practice away from the club / school Understand Rugby’s scoring system and keep the score Understand the outcomes of their Make up a small sided game and explain it to actions (both good and poor practice) in the squad / class relation to the principles of play Work on own and with others Uphold the values of the game LIFESTYLE COMPETENCE Remember gumshield for every session Remember water bottle for every session Explain and display respect for officials, Explain why healthy nutrition and sleep are team mates and volunteers in the game important to my standard of play and consistently display good sportsmanship USUAL EFFORT LEVELS Effort level consistently displayed COMMENTS by player. 1= best effort. 2 = hard _ very hard effort , 3= fairly hard effort, 4= very light effort , 5= very, very light effort 91 LONG TERM PLAYER DEVELOPMENT _ DEVELOPING THE PLAYER STAGE PLAYER PROGRESS GUIDE By the end of this stage (16 years of age) almost all players should achieve competence in the facets below but some players may be able to achieve more. Note _ this is a development guide NOT a selection tool. Player Date Squad Coach / Teacher PLAYER COMPETENCIES √ /P/X ACTIONS PLAYER COMPETENCIES √/P/X ACTIONS (√ = is able to, P = progressing (√ = is able to, P = progressing X = is not able to) X = is not able to) PHYSICAL COMPETENCE Refer to physical competence section for further guidance Sprint with sound technique . Overhead squat Accelerate . Double leg squats Decelerate . Single leg squats Change direction . Walking lunge Land and jump . Standing long jump Fall to ground forwards, backwards and . Forward hop and hold to both sides Get back to feet from landing on front, . Lateral hop and hold back and both sides Wrestle opponents to the ground . Press-up Perform the following with sound . Pull-up technique . Prone stabilisation . Horizontal pull-up . Lateral stabilisation . Medicine ball rotations . Back extension Link three gymnastic movements / animal walks fluidly in a confined environment - e.g. jump _ forward roll _ back to feet _ accelerate away . Forward roll Explain the importance of and demonstrate an effective stage specific warm-up and cool-down . Backward roll MENTAL SKILLS COMPETENCE Set and achieve realistic goals for self Answer questions from coach / teacher to develop awareness Understand and apply a variety of other Review sessions with coach / teacher mental techniques as required Optimally regulate their mental state Understand the outcomes of their actions throughout training and competition (both good and poor practice) in relation to the principles of play Understand what they need to do to Cope with winning and losing perform at their best Evaluate their own performance and Communicate with team-mates effectively develop strategies to improve and undertake different roles during training and matches Take responsibility for their own rugby Develop mental skills through training and development matches LIFESTYLE COMPETENCE Remember gumshield for every session Explain why healthy nutrition and sleep are important to standard of play Remember water bottle for every session Explain and display respect for officials, team mates and volunteers in the game and consistently display good sportsmanship Understand the benefits of healthy nutrition through a balanced diet of food and fluids USUAL EFFORT LEVELS Effort level consistently displayed COMMENTS by player. 1= best effort. 2 = hard - very hard effort, 3= fairly hard effort, 4= very light effort, 5= very, very light effort 127
  27. 27. IL  METODO  “GAME  SENSE”   “Game  Sense”  è  un  modo  logico  per  creare   comprensione  taNca  e  consapevolezza,   oZenendo  giocatori  che  prendono  le   decisioni  giuste  nelle  varie  situazioni.”     Wayne  Smith  
  28. 28. IL  METODO  “GAME  SENSE”   Approccio  tradizionale   Metodo  “game  sense”     Si  concentra  sull’allenamento  delle  abilità  tecniche   UFlizza  tecniche  stre?amente  collegate  al  gioco  per  insegnare   abilità  tecniche  e  ta4che   Insegna  i  singoli  aspe4  del  gioco  separatamente  per  poi  unirli  in   un  tu?’uno   Insegna  il  gioco  completo  e  poi  raffina  i  de?agli     Si  concentra  sull’allenatore  (che  uFlizza  metodi  istru4vi  dire4   che  possono  o  meno  prendere  in  considerazione  le  necessità  del   giocatore)   Si  concentra  sul  giocatore  (l’allenatore  crea  un  ambiente  di   apprendimento  dedicato  alle  necessità  dei  giocatori  uFlizzando   una  varietà  di  metodi  di  apprendimento)   Gli  allenamenF  sono  spesso  noiosi  e  quindi  demoFvanF  per  i   giocatori   Gli  allenamenF  sono  divertenF,  uFli,  sFmolanF  e  aumentano  la   moFvazione  interna     I  giocatori  diventano  dipendenF  dall’allenatore   I  giocatori  sviluppano  una  crescente  indipendenza   dall’allenatore  essendo  coinvolF  a4vamente  nel  processo  di   apprendimento   A?raverso  esercizi  ripeFFvi  l’allenatore  si  sforza  di  sviluppare   risposte  automaFche  che  promuovono  la  meccanicità  durante  il   gioco   Gli  allenamenF  sono  elaboraF  per  sviluppare  l’abilità  di   pensiero,  la  comprensione  e  le  capacità  decisionali  che  sono   richieste  per  giocare  bene   I  giocatori  non  danno  input  all’allenatore,  che  prende  la  maggior   parte  delle  decisioni   I  giocatori  danno  un  input  considerevole  all’allenatore  e  lo   aiutano  a  prendere  le  decisioni   I  giocatori  non  vengono  incoraggiaF  ad  aiutarsi  a  vicenda   nell’apprendere  e  padroneggiare  le  abilità  dello  sport   I  giocatori  vengono  incoraggiaF  ad  aiutarsi  a  vicenda   nell’apprendere  e  padroneggiare  le  abilità  dello  sport  
  29. 29. PIANIFICARE  UNA  SESSIONE  DI   ALLENAMENTO  
  30. 30. PIANIFICARE  UNA  SESSIONE  DI   ALLENAMENTO   Con  il  processo  di  pianificazione  di  una   sessione  di  allenamento  si  programmano  le   a4vità  da  me?ere  in  a?o  per  trasformare  un   conce?o  astra?o,  la  nostra  filosofia  di  gioco,   in  azioni  concrete  al  fine  di  conseguire  i  nostri   obie4vi.   Il  processo  di  pianificazione  dovrà  sempre   essere  realizzato  con  cura,  flessibilità  e   creaFvità  affinchè  la  sessione  di  allenamento   sia  sempre  a4va,  significaFva,  divertente  e   sicura.   L’elemento  di  base  per  una  efficace   pianificazione  è  la  definizione  degli  obie4vi.   Tre  passi  per  pianificare  una  sessione  di   allenamento:   1.  Stabilire  i  criteri  in  base  ai  quali  operare;   2.  Decidere  gli  obie4vi  e  il  contenuto  della   seduta;   3.  In  seguito  effe?uare  una  valutazione.   Gli  ingredienF  basilari  di  una  seduta  di   allenamento  sono  lo  sviluppo  delle  abilità   motorie  e  delle  capacità  tecniche,  la   consapevolezza  ta4ca,  la  preparazione  fisica   e  quella  mentale.   Impegnarsi  per  o?enere  il  meglio  da  TUTTI  i   giocatori  e  aiutare  TUTTI  i  giocatori  a   migliorare  costantemente.  
  31. 31. Gastone  Tempesta   +39  335  5820901   gastone.tempesta@hotmail.com   www.facebook.com/AllenareilMiniRugby  

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