Training Strategies For Tactical Pattern Recogn...
This article aims to study the coordination of the defenders' tactical and technical behaviour of successful teams to recover the ball according to contextual variables. A total of 15,369 (480.28 112.37) events and 49 to 12,398 different patterns in 32 games of the 2014 FIFA World Cup's play-offs were detected and analysed. Results evidenced a T-pattern of the first defender pressuring the ball carrier and his teammates concentrating at the same zone to cover him or space, leading to ball recovery. Field zones, first defender tactical and technical behaviours, and ball carrier first touch constituted opportunities for defenders to coordinate themselves. Moreover, the third defender had a predominant role in his teammates' temporisation and covering zone behaviours. In the draw, first half, second-tier quality of opponent and play-offs excluding third place and final matches, the ball regularly shifted from upper to lower field zones in short periods, resulting in ball recovery or shot on goal conceded. Defenders performed behaviours farther from the ball carrier, and player-marking were most recurrent to an effective defence. This study's findings could help coaches give specific tips to players regarding interpersonal coordination in defence and set strategies to make tactical behaviour emerge globally.
Training Strategies for Tactical Pattern Recogn...
One important factor for effective operations in team sports is the team tactical behaviour. Many suggestions about appropriate players' positions in different attack or defence situations have been made. The aims of this study were to develop a classification of offensive and defensive behaviours and to identify team-specific tactical patterns in international women's volleyball. Both the classification and identification of tactical patterns is done by means of a hierarchical cluster analysis. Clusters are formed on the basis of similarities in the players' positions on the court. Time continuous data of the movements, including the start and end points during a pass from the setter, are analysed. Results show team-specific patterns of defensive moves with assessment rates of up to 80%. Furthermore, the recognition of match situations illustrates a clear classification of attack and defence situations and even within different defence conditions (approximately 100%). Thus, this approach to team tactical analysis yields classifications of selected offensive and defensive strategies as well as an identification of tactical patterns of different national teams in standardized situations. The results lead us to question training concepts that assume a team-independent optimal strategy with respect to the players' positions in team sports.
There are sure to be elements of chess strategy and pattern recognition you will only understand as you become a stronger player. However, even if you start your chess pattern recognition training with only two or three patterns, they will make you a stronger player.
At some point, your accuracy and speed will increase. To make the training even more effective you can solve puzzles divided by topics. It can be the puzzles on pins, forks, discovery attacks, and any other tactical motifs. After mastering one topic, you can switch to the next one. Later, you can practice by solving mixed sets of puzzles.
How long did it take you to find 1.c4! attacking the pinned d5 knight? If it took you more than 5 seconds to see that 1.c4 Nxc4 2.Rxd5+ wins a piece for a pawn then perhaps you need to spend more time building up your basic tactical pattern recognition.
This type of reflection on your own play and training can be very rewarding, but it does take some time. However, if you want to be a chess master or tactical beast, this is the type of self-discovery and awareness it will take!
Tactics are short term opportunities to gain material, checkmate the enemy king, or force a draw in an otherwise lost game. Most chess games are decided based on tactics, so it is vital to recognize common tactical patterns in your own games, taking advantage of the ones that turn the tables on your opponent while deftly avoiding falling into any traps yourself! By far, the most effective way to improve your tactical pattern recognition, speed, and calculation is by training with Puzzles!
Once you select Learning, you'll see a list of important tactical themes in the sidebar. By default, all themes are selected, but you can choose one or more specific themes to train on. And at the top of the sidebar, you can also choose a rating range, allowing you to focus on problems of a particular level of difficulty - and even elect to focus on Puzzles you failed during earlier sessions. Think of it as personalized tactics training!
The teaching of technical skills involves four steps: (1) introduction, (2) demonstration and explanation, (3) practice, and (4) error correction. The teaching of tactical skills takes technical skills a step further by putting them into action. To teach a tactical skill, coaches (1) identify the decision to be made, (2) determine knowledge needed to make a good decision, (3) identify cues that should or should not be attended to, and help to ensure the cues are interpreted correctly, (4) determine appropriate tactical options, and (5) design an opportunity to practice reading the situation and choosing appropriate tactics. Applying this approach to athletic training, students may be better prepared to make good decisions when placed in a situation to do so.
This paper discusses how applying a methodology for teaching technical and tactical skills will help athletic training students to become better at clinical decision making. It also provides an application example that can be adapted to other situations aiding in the implementation of this approach.
The ability to reason clinically is a foundational skill that needs to be taught in athletic training programs. Teaching technical and tactical skills is a viable method to help athletic training students develop this skill.
The purpose of this paper is twofold. First, we will provide an overview of how to teach technical and tactical skills following a traditional approach. We will also present a nontraditional approach for teaching technical and tactical skills called the tactical games approach.11,12 Basketball skills and a sprained ankle will be used as examples for clarification. Second, we will return to the opening scenario to demonstrate how these skills can be applied to prepare athletic training students for clinical practice, following both the traditional and nontraditional approaches. The intent in doing these 2 things is to introduce educators (classroom instructors and clinical preceptors) to a new or different way to prepare athletic training students for decision-making situations, while under direct supervision. Using these approaches, we believe athletic training students may be better prepared to make good decisions when placed in a situation to do so.
The techniques or technical skills of athletic training are foundational just as dribbling, passing, and shooting are central in the game of basketball. Whenever someone learns a new motor skill, 3 stages of learning occur: a mental (cognitive) stage, a practice (associative) stage, and an automatic (autonomous) stage.9,13 In the mental stage, the performer relies heavily on the cognitive understanding of what they are to do. The brain actively seeks connections with previously learned activities. During the practice stage, less mental energy is used, but the performer focuses on refining of timing, coordination, and the quality of feedback. Sensory feedback, both visual and kinesthetic, is very important in this stage. Performance becomes reliable in the automatic stage as mental capacity is freed up to focus on more critical elements or the tactical application.
For illustration, when an athlete is first learning to shoot a basketball, they have to focus on many cues (mental stage).9,13 They are making sure that their feet are placed correctly, hand is positioned on the ball, eyes on the basket, and that they use the correct form when shooting. The brain is constantly trying to send signals to the body to complete these tasks correctly. After the initial form is learned, the athlete continues to practice the skill (practice stage)9,13 while making some refinements such as bend the knees more or hold the follow-through. Eventually, the body is able to perform the task of shooting without much mental input (automatic stage),9,13 and an athlete can shoot with proper form in multiple situations. Likewise, when an athletic training student is first learning how to evaluate an injury, they are trying hard to remember all of the history questions they need to ask and when to inspect and palpate (mental stage).9,13 Once they get down the pattern of an evaluation, they are able to recognize which questions are important during the history portion and which are not. They become more guided in their inspection and palpation, realizing that not everything needs to be done every time (practice stage).9,13 Over time, this process becomes automatic (automatic stage),9,13 and they are able to utilize the same steps not only with additional ankle injuries, but also with injuries to other body parts.
This method of teaching technical skills, both cognitive and psychomotor, is a very common approach in traditional classrooms. Students are given information, they are asked to apply that information to a task, they are given feedback, and the cycle repeats as more information is given. As information is added to an athletic training student's content knowledge, they move between the mental, practice, and automatic stages in the application of those technical skills. However, it is important to not just be able to perform a technical skill, but also be able to make decisions on how and when to perform it within a specific context or a tactical situation. 041b061a72