Sports training is a pedagogical process in which the different components of the preparation are developed in a harmonious, planned and organized way. In order to perform an effective job, the coach must know the scientific and methodological bases that support the means and methods of training. If you are a child entrant then observing these laws and principles is much more important.
Many people think that a child is a miniature adult, nothing is further from the truth. It must be remembered that the child’s body is immersed in a growth process and therefore it is developing processes different from those of an adult. As coaches we must possess this knowledge and work taking it into account to make the difference between a good sports training or the possibility of affecting the health of the child.
Let’s see below what mistakes are most commonly made when training children as well as various methodological bases necessary to know to avoid such mistakes.
Most frequent mistakes in training methodology
When training children there are different errors that are very frequent and that as parents or coaches we must avoid:
- Premature specialization of children.
- Failure to warm up properly.
- Little systematic training.
- Bad teaching of technique .
- Inadequate increase in training loads .
- Little recovery time.
Essential methodological foundations in training
When working with children, the coach must be able to lead the training process, carefully observe the development of each child and define the objectives both individually and collectively.
On the other hand, to make training a pedagogical process, the coach must:
- Adapt the contents of the training to the level of knowledge and preparation of the children.
- Look for age-adjusted ways to convince children that without personal effort and without training there will be no progress.
- Promote that children feel part of the organization of the training.
- Attend to the individual characteristics so that the difficulties are adjusted to the extent of the possibilities of each child.
Physical characteristics of children
Childhood stage (period 7-11 years).
- The central nervous system and motor development acquire advanced maturation towards the end of this stage.
- Between 7-8 years and 10-11 years there is an increase in motor potentialities .
- The first signs of sexual difference appear in girls.
- Increase speed capacity.
- Aerobic endurance is increasingly trainable.
- If the work is not recommended anaerobic endurance and strength.
Adolescence stage (11 – 14 years).
- Increased hormonal secretion , both growth and sexual.
- Differentiation between physical performance and morphological characteristics.
- Males increase their muscle mass .
- Muscle density in men grows rapidly from 27% to 41.8%. In girls this increase only represents 35.8%.
- Less ability to resist fatigue.
- Decreased motor coordination and precision of movements.
- Significantly increases children’s trainability.
Methodological bases for the training of physical capacities in children
Aerobic resistance
- Up to 10 – 11 years the parameters of VO2 max. by age and sex they are similar.
- Girls peak at 14 – 16 years (2200 ml / min)
- Males reach critical values around 18-19 years (3300 ml / mim)
- At puberty there is an increase in the rate and depth of breathing in boys.
- The continuous work method should be employed.
- Use the race in its various forms.
- Avoid running on hard and uneven surfaces.
- Prioritize in the dosage of the race, the variation of the volume and then the intensity.
- The intensity of resistance work should be controlled until puberty or advanced organic maturation.
Anaerobic resistance
- For his training, loads of speed and explosive force are applied.
- Full recovery pauses are necessary.
- The anaerobic performance of children is lower the lower their age and level of physical development.
- Training above the anaerobic level should be avoided as much as possible before puberty (11-13 years).
- The trainability of this ability with children is directly related to the level of organic maturation achieved (skeletal age, biological age and sexual development).
Strength training
- Before the age of 10, strength work does not have great repercussion.
- After the age of 10, you can work on quick strength with children.
- At age 12 there are obvious and beneficial effects of strength.
- From 15 – 16 years, a somewhat intense work with overload can begin.
- For ages under 15 years, the work must be carried out with one’s own weight or light overloads.
- Before the age of 15, the training is aimed at general preparation and technical teaching.
It should also not be overlooked that the development of strength is closely linked to the growth of bone and muscle tissues and the development of the ligamentous-articular apparatus . Other factors that condition it are:
- The possibilities of coordinating the work of the different muscles.
- The ordering and distribution of muscle fibers.
- The type of muscle fiber (slow or fast)
- The articular angle.
Speed training
- The trainability of the child does not differ from that of the adult.
- Between 8-11 years the frequency of movement increases.
- At 9-10 years the highest frequency of steps is reached.
- At 15-16 years, length increases and step frequency decreases.
- Between 8-11 years, exercises that increase the frequency of movement and coordination should be included.
- From 12-15 years, in addition to coordination, the initial work of muscular strength (power) and flexibility must be included .
It is also very important to know that speed as a capacity is characterized by:
- The latent time of motor reaction.
- The speed of movements.
- The frequency of movements.
Flexibility training
- It is very favorable in small ages from 6 years.
- Train with a weekly frequency of 2 to 3 times.
- The best ages for flexibility work are between 11 and 14 years old.
- Girls have a greater range of motion after age 10.
- Children should not be forced into extreme joint positions.
Remember, children are growing, their bodies and minds are forming and developing. How we work with them will influence their future and as coaches we have a professional and moral duty to do well.
References
For the writing of the work, the author used bibliographic source numbers, among which authors such as: Vicente Año. Tudor or Bompa. MN Bulatova. VN Platonov. Luis Cortegaza Fernández. Jack H. Wilmore, David L. Costill and the author of the article himself.
