At the present level of football development, the requirements for athletic skills are increasing. Given a fierce competition in the international and national sports arena as never before, it is important to mobilize functional reserves and maximize individual inclinations of players to demonstrate the highest capability for sport in the period optimal for it. It is precisely a long-term training programme focused on the demonstration of natural inclinations that is a strategic area in the training of qualified athletes under the current conditions. Adhering to qualitative characteristics of the training process should become the basis for evaluating the rational structure of a long-term training process. The paper aims to theoretically and methodically justify the periods of training sessions and competitions of youth football players. Research methods are the following: general theoretical methods (analysis, synthesis, abstraction, comparison, generalization and descriptive mathematical statistics), systemic theoretical methods (structural analysis, functional analysis, structural-and-functional analysis, historical method, system modelling), a study of the printed and electronic sources of information, description, interviewing, expert survey. An analysis of scientific and methodological literature, legal documents and training programmes adopted in the countries with a high level of football development has made it possible to construct models of annual programs based on the years of study with further regulation of cycles of training sessions and competitions. Rational construction of the system of footballers’ long-term training is based on the introduction of changes in the organization and holding of children’s and youth competitions, pedagogical principles of managing sports activities and technologies for training youth football players, as well as methods of evaluating children’s coaches’ professional performance.
A scientific understanding of building a rational system of long-term training for footballers in Ukraine, as well as ways of its practical implementation, should rely on foreign experience in this field to be effective. The article aims to theoretically and methodologically justify foreign experience in building a rational system of long-term training for footballers. Each country demonstrates its options for solving this particular problem. The countries occupying leading positions in European football have well-established organizational and management systems for training and selection of athletes in the process of long-term improvement. In general, all of the above-mentioned countries use similar systems with their own specifics stemming from national traditions, economic and logistical conditions. Differences in the training of footballers from different countries are due to the different role and degree of participation of governmental, non-governmental and private structures.
Training of sports reserve for professional football has always attracted much attention. This is evidenced by a significant number of studies devoted to this issue, within which experts in professional children's and youth football emphasize the lack of necessary engagement in elite sport young athletes, well-prepared in terms of technical and tactical skills. One of adequate responses in the considered aspect is further improvement of efficient training of a prospective competitive sports reserve based on intensified improvement of quality of scientific and methodical support during training process. The aim of the research work is to substantiate scientific approaches to formation of a step-by-step management system within the long-term process of developing football players’ technical and tactical skills. We have carried out the analysis of program documents, literature sources and practical activities of children's coaches in the process of implementing long-term training programs for young football players in leading European football academies and national federations. A number of fundamental and systemic differences between traditional and progressive approaches to arrangement of educational and training process have been shown. It has been determined that the existing “organized” football, the system of conducting children's and youth competitions, as well as pedagogical approaches to training young talents, are aimed at speeding up training process, achieving instant results, team-group form of conducting classes, which do not contribute to individual development and training of a smart player, capable of creatively approaching the solution of tactical and technical tasks. We have substantiated approaches to making changes in the practice of long-term training for young football players based on application of situational game method, which is a key point for effective training, development of individual capabilities and formation of game intelligence. A strategy for managing training process has been determined based on the introduction of a phased (gradual) system of tactical and technical training for young football players, which will further determine player's potential at professional level. We have indicated the necessity of making changes to pedagogical approaches of managing sports activities for young football players and evaluating the effectiveness of children's coaches’ work.
In the 1980s, experts from different countries with developed football, realizing that "street" football is a thing of the past, came to the conclusion that it is necessary to revise the system of training young talents and give children the opportunity to train and play according to their own rules i.e. to the "nature" of children's football. When licensing football clubs, the Union of European Football Associations (UEFA) defined the requirements for the development of training programs for young football players based on strategic tasks, where priority is given to the individual development of the player, and the achievement of sports results is secondary (“development first, then the result ”). World experience shows that in order to create conditions for the gradual development of the diverse qualities of young players, it is necessary: firstly, to refuse to participate in official competitions up to 12 years old in order to focus on the quality and effectiveness of the training process aimed at individual development and training of a creative player; secondly, to conduct training sessions in a game form on a high emotional background with the obligatory consideration of age and individual characteristics of children. It is the application of the game method that is the key to effective learning, during which individual opportunities develop, game intelligence is formed, the foundations of the child‟s technical and tactical skills are laid, which in the future will determine the player‟s potential at a professional level.
Резюме. Целью исследования являются обоснования необходимости применения системного подхода к разработке проблемы рационального построения системы многолетней подготовки футболистов. Определено, что накопленные на протяжении последних десятилетий знания, которые представляют основу теории многолетней подготовки футболистов, не трансформируются в желательный результат. Обоснована необходимость применения системного подхода к разработке проблемы рационального построения системы многолетней подготовки футболистов. Ключевые слова: многолетняя подготовка футболистов, системный поход. Summary.A research objective are justifications of need of application of a system approach to development of a problem of rational creation of system of long-term training of football players. It is defined that the knowledge saved up throughout the last decades which represent a basis of the theory of long-term training of football players, aren't transformed to desirable result. Need of application of a system approach to development of a problem of rational creation of system of long-term training of football players is proved.Ïîñòàíîâêà ïðîáëåìè, àíàë³ç îñòàíí³õ äîñë³äaeåíü ³ ïóáë³êàö³é. Ñüîãîäí³ íàãàëüíèì ïèòàííÿì ó ÷èñëåííèõ äîñë³äaeåííÿõ â³ò÷èçíÿíèõ ³ çà-ðóá³aeíèõ àâòîð³â º êîíñòàòàö³ÿ ôàêòó, ùî ï³äãîòîâêà þíèõ ñïîðòñìåí³â â ³ãðîâèõ âèäàõ ñïîðòó â Óêðà¿í³ é â ³íøèõ êðà¿íàõ íå â³äð³çíÿºòüñÿ âèñîêèì ð³âíåì åôåêòèâíîñò³ [3, 6]. ϳäòâåðäaeåííÿì öüîãî º íåñòàá³ëüí³ âèñòóïè íàö³îíàëüíèõ çá³ðíèõ ³ êëóáíèõ êîìàíä íà ïðåñòèaeíèõ ì³aeíàðîäíèõ çìàãàííÿõ [8].Äîñë³äíèêè ââàaeàþòü, ùî òàêèé ñòàí ðå÷åé çóìîâëåíèé, ïåðåäóñ³ì, íåÿê³ñíîþ àäàïòàö³ºþ (à â îêðåìèõ âèïàäêàõ é ³ãíîðóâàííÿì) çàãàëüíèõ òåîðåòèêî-ìåòîäè÷íèõ ïîëîaeåíü äî ñïåöèô³÷íèõ îñîáëèâîñòåé ³ãðîâèõ äèñöèïë³í. Ó çâ'ÿçêó ³ç öèì, âèñóíóòå ïðèïóùåííÿ ïðî òå, ùî îäíèì ³ç ìîaeëèâèõ øëÿõ³â îïòèì³çàö³¿ ñèñòåìè ï³äãîòîâêè ðåçåðâó º âèâ÷åííÿ îñîáëèâîñòåé òðàäèö³éíî¿ ïîáóäîâè ïðîöåñó áàãàòîð³÷íîãî òðåíóâàííÿ þíèõ ãðàâö³â ³ç ïîäàëüøèì óñóíåííÿì âèÿâëåíèõ íåäîë³ê³â [3].Áàãàòî àâòîð³â òàêîae âêàçóþòü íà ³ñíóâàííÿ ðÿäó íåäîë³ê³â ó â³ò÷èçíÿí³é ñèñòåì³ ï³äãîòîâêè þíèõ ñïîðòñìåí³â: ÷àñòå çàñòîñóâàííÿ ó ïðî-öåñ³ ï³äãîòîâêè íåâ³äïîâ³äíèõ â³êîâèì ìîaeëèâîñòÿì ä³òåé ³ þíàê³â íàâàíòàaeåíü (³ç ï³äâèùåíèìè îáñÿãîì òà ³íòåíñèâí³ñòþ), àêöåíòîâàíèé ðîçâèòîê ó þíèõ ãðàâö³â ëèøå îêðåìèõ ô³çè÷íèõ ÿêîñòåé, âèêîíàííÿ ï³ä ÷àñ çàíÿòü íàäì³ðíî¿ ê³ëüêîñ-ò³ âïðàâ, ñïðÿìîâàíèõ íà ðîçâèòîê ó ä³òåé òåõí³êî-òàêòè÷íî¿ ìàéñòåðíîñò³; íååôåêòèâíà ïîáóäîâà ìàëèõ, ñåðåäí³õ ³ âåëèêèõ öèêë³â òðåíóâàíü; âèêîðèñòàííÿ íàäòî íàñè÷åíîãî êàëåíäàðÿ çìàãàíü òîùî [1-5, 7, 9, 10].Ôóòáîë ó öüîìó ñåíñ³ íå º âèêëþ÷åííÿì. Íàö³-îíàëüí³ çá³ðí³ êîìàíäè, à òàêîae ôóòáîëüí³ êëóáè
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