EXPERIMENTAL STUDY ON DYNAMIC COORDINATION IN JUNIOR III FOOTBALL GAME.

Training toward skills development and toward its components can take place in any part of the weekly cycle. Also, exercises and other means used for this purpose are found in all three parts of the training lesson, both in the first part, in the form of light exercises (especially the specific dynamic coordination), that lead, at the same time, to the training of the body for the effort, but also in the fundamental part (the theme of the lesson or exercises carried out between some main tasks) and closing (exercises performed in slow rhythm, for disconnect, relax). Skill, in all forms of manifestation, can develop along the whole year of preparation, of course with different weights, depending on the workout periods. Specific skill develops in particular by working specifically with the ball and by other means of movement on the ground, without the ball. The most effective mean is the game, in all its forms of organization: games and races with theme, games on low land, games in the numerical inferiority or superiority, training games with different rules and conditions or normal game of football. Closely related to the variety in training is another principle which should stand at the base of the skill development, namely the versatility on motric; this is because skill is, by definition, a large motrical experience, accomplishments and advanced skills. Versality in training ensures, at the same time, the variety and the transfer of skills, leading in this way to the raising of skills development's level. In the methodology of development skills there are used both methods of analytical work, but also global ones. Furthermore, nowadays it is used global training, and so, skill development is made according to the other motrical qualities. Personally, I think that is a good thing, because skill manifests in the game in correlation with speed, strength or resistance. It can be said that the development of skills can be achieved in training along with solving other tasks. At the same time, however, it should emphasize more the analytical development of this capacity in special training or at least in the individualized training. [ABSTRACT FROM AUTHOR]