Method and system for soccer sports training and management

Description

RELATED APPLICATIONS

This is a continuation-in-part application of U.S. patent application Ser. No. 12/750,762 filed Mar. 31, 2010 which was a non-provisional patent application is related to U.S. Provisional patent application No. 61/164,936 filed Mar. 31, 2009, and claims priority of that filing date.

BACKGROUND

Field of Invention

The current invention relates to integral youth education and computer-based management systems using sports as a path to achieve it.

One of every three inhabitants of this planet is between 5 and 16 years old. Youth development, education and healthy insertion in the productive life is a responsibility of today's society.

Youth however, in a more or less extent, depending on the country of origin, face growing health and integration risks that are important obstacles to their development. Among these health risks we can refer to obesity (that leads to diabetes and cardiovascular problems), smoking, alcoholism, and drugs. On the integration side we can refer to non productive free time that leads to gangs and delinquency, while watching television or play video devices in excess leads to isolation and family/social disintegration.

There is a need for systems which contribute to the integral youth development through sports, starting with soccer, due to its popularity among children all over the world. The current invention addresses that need, The Methodology for the Integral Training of Children and Youth 6-16 Years of Age Through Sports, was developed to achieve, from early age, a balanced sports work, that allows the maximum exponentiation of the physical and intellectual abilities of the young individual, without forcing his natural maturity process.

SUMMARY OF INVENTION

The current invention is a comprehensive methodology to guide the integral development of youth through sports, which includes the following products which are available in both English and Spanish.

In one embodiment, there are 9 books (1032 pages) designed to be used by coaches, parents and teachers; and an Automated Sports Management System. One book comprises the Methodology philosophy (347 pages). Seven books comprise the Detailed Training Program for each age category (507 pages total). One book comprises the Neuropsicomotor Development Program (178 pages).

An Automated Sports Management System CFITD Techno Manager comprises a Desktop computer module, and a mobile device module (PDA, Blackberry, iPhone, Handheld PC, etc.). CFITD is an abbreviation for Centers for Integral Formation Through Sports in Spanish.

DESCRIPTION OF FIGURES

FIG. 1 is a schematic of an embodiment of an Automated Sports Management System's subsystems.

FIG. 2 is a chart showing details of an embodiment of the Administration Subsystem of the embodiment of the Automated Sports Management System.

FIG. 3 is a chart showing details an embodiment of a coach's module of the Operations Subsystem of the embodiment of the Automated Sports Management System.

FIG. 4 is a chart showing details an embodiment of a referee's module of the Operations Subsystem of the embodiment of the Automated Sports Management System.

FIG. 5 is a chart showing details an embodiment of a PDN module of the Operations Subsystem of the embodiment of the Automated Sports Management System.

FIG. 6 is a schematic showing the methodology elements of one embodiment of the current invention.

FIG. 7 is a schematic showing the interrelation of the Integral Training Through Sports Program; a Neuropsicomotor Development Program; and an Automated Sports Management System.

FIG. 8 It is a diagram showing the elements of an example training methodology PDN module and its relationship with sports management automated system.

FIG. 9 It is a diagram showing the elements of an example assessment methodology PDN module and its relationship with sports management automated system.

DESCRIPTION OF EMBODIMENT

CFITD Methodology

The CFITD Methodology philosophy is described in a book comprising six chapters, and is structured with a goal toward facilitating the comprehension of those seeking to teach or practice soccer, in such a way as to guarantee the physical integrity of the sports enthusiast and his/her optimum performance.

Chapter One presents an overall panorama of the present situation of youth in today's world, the importance of free game and sports in general in their development and a brief historic review of soccer. This chapter outlines some of the problems existing in sports-teaching programs for children and youth in Mexico, as well as the risks they imply. It is precisely this analysis of the methodological shortcomings of our sport at an amateur level that justifies the need to generate a system of teaching which, above all, takes good care of the children and, then, boosts the possibilities of producing high-level sports athletes.

Chapter Two describes the CFITD's mission, vision and philosophy, with the intention of making known the values underlying its existence and establishing a more direct link to the reader.

Chapter Three describes the psycho-motor characteristics of each of the categories, as well as the soccer development expected at each one of them.

Chapter Four presents the methodological considerations that were used in developing this book, the basic concepts, the methodological concepts, the sports-training goals, and the CFITD-system planning.

Chapter Five presents sports-training principles, that is, an explanation of the need to provide specialized preparation for youngsters, as well as the essential concepts for their sports training.

Chapter Six contains the CFITD teaching program for the different categories that make it up. This chapter includes planning training sessions/classes, their dosage, and description of the sessions and methods required for the training.

At the end of the book, a series of annexes expands on the information about our association, as well as the game regulations for different categories, conduct codes for parents, coaches, referees and children, dietary suggestions for young athletes, advice for the prevention and treatment of injuries, goalkeeper training, soccer tactics and an annex containing children's rights.

The Training Program

The Training Program is structured according to the children age in seven categories. The Training Program presents the specific characteristics of each category; supports training planning for each category according to the schools program and calendar; supports annual, monthly, weekly and session dosage according to the category and training program; and provides a detailed description of each of the sessions. The Training Program is structured in a way that systematically supports the Neuropsicomotor development of the youngster; the physic-athletic formation according with each category; the apprenticeship of the technical-tactical elements of soccer; the soccer and personal abilities development; and the healthy integration of the youngster to his environment.

Training programs are developed covering the following levels:

Category Children who, as of August 1 immediately prior to the beginning of the school year, are:

Under-6 Between 5 and less than 6 years old

Under-8 Between 6 and less than 8 years old

Under-10 Between 8 and less than 10 years old

Under-12 Between 10 and less than 12 years old

Under-14 Between 12 and less than 14 years old

Under-16 Between 14 and less than 16 years old

16 16 years old

The structure of the workbooks for each category is the same, the difference is the dosage, ie the duration of the sessions or classes and the number of session or classes per week, month, cycle and year.

Each workbook starts with the training plan for the year, presenting the dosage and the three year training cycles merged with the school calendar.

The sports practice specifications for each category are defined in each workbook.

Example

Under-6 Training Program Components

As an example, the following tables show the playing specifications and Session 1 of the Under-6 training program.

Planning training

	Multilateral	Preparatory	Competitive
	period	period	period
PHYSICAL PREPARATION	30%	30%	20%
TECHNICAL PREPARATION	40%	40%	50%
TACTICAL PREPARATION	10%	10%	10%
PSYCHOLOGICAL PREPARATION	5%	5%	5%
THEORETICAL PREPARATION	15%	15%	15%
MONTHLY DURATION	4 months	4 months	3 months
TOTAL MINUTES	1530	1260	900
TOTAL SESSIONS	34	28	20
SESSION DURATION: 45′
SESSIONS A WEEK: 2
SESSIONS A MONTH: 8
SESSIONS A YEAR: 82

Model for Planning Training

Under-8 (6-7 years olds)

	CYCLE 1	P.T 1	CYCLE 2	P.T 2	CYCLE 3	P.T 3	TOTAL
Multilateral period	4		3		3		10
Preparatory period	10		8		5		23
Competitive period	3		3		2		8
Transition-	1*	2	1*	2	7		11
concentration
period*
Week	17	2	14	2	10	7	52
Total sessions	34		28		20		82

		Characteristics of playing
		field for this category:
General Data	Under-6	In all cases, length exceeds
	Groups: 3v3, 4v4	width.
Category:	5 years old	Recommended: 40 × 25 yards
Sex:	Coed	(36.56 × 22.86 meters)
Duration of session	45 min	30-40 yards (27.43 × 36.58
(minutes)		meters) long
Number of sessions per	2	(¼ of regulation field)
week		20-25 yards wide (18.29 × 22.86
Total time per week	90 min	meters)
Number of sessions per	8 sessions a month	Distinctive lines marked,
month		in sidelines and goal lines,
Total time per month	360 min or 6 hours a	midfield (not obligatory).
	month	Center circle: 5-yard (4.57-
Number of games (without	One tourney a week	meter) radius.
official characteristics, one		4 corner arcs for corner kicks,
at every training)		2 feet (0.61 meters) radius
Characteristics of game time	2 equal 20-minute	Goal area; 3 yards (2.74
	halves each	meters) from each post
	5 minute rest at half-	To the sideline and 3 yards
	time	(2.74 meters) inside the
Ball size	3	playing field,
		Joining a parallel line with
		goal line.
		Goals: Maximum: 6 feet
		(1.83 meters) high and 12
		feet (3.66 meters) wide
		For 5v5 and 4½ feet (1.37
		meters) for 9 (2.75 meters)
		for 4v4.
Number of players	Maximum 4 without	Ball out-of-play: As per
	goalies	FIFA.
Player equipment: gym	No more than 12	Scoring goals: As per FIFA.
shoes or soccer shoes	registered	Off-sides: No off-sides
with soft cleats, shin guards.	coed (boys and girls)
Game start: Opponents	Substitutions for	Fouls and misconduct: As
should be	injuries	per FIFA,
6 yards from centerfield	Everyone registered	With the following
mark when beginning	will play a minimum	exceptions: All fouls will be
	of	explained
	50%.	Restarted with an indirect
Referees:	No assistant referees	kick, opponents at 5 yards
	needed	(4.52 meters)
	All fouls to be	Distance. Referee should
	explained	explain fouls
	To players.	To players making them.
Scheduling by capacity		Free kicks: As per FIFA, with
group:		the following exceptions:
Conditional capacities:	20%	Specified under a single term
Speed		“indirect kick”.
Strength		A goal will not count if the
Flexibility		ball has not been
Resistance		Touched by another player of
		either of the two teams.
		No free kicks in the goal area
		Of the defending team.
		Penalty kicks: No penalty
		kicks.
Coordinative	25%	Throw-in: substituted with a
capacities:		kick-in.
Adaptation		The kick-in is considered an
		indirect kick and the
Teamwork		Opponent should be 5 yards
		(4.52 meters) away.
Differentiation		If a throw-in is used, a
		second try should
Reaction		Be afforded if the child doing
		it wrong.
		The referee should explain
Rhythm		the correct way of doing a
		throw-in.
Orientation		Goal kick: As per FIFA, with
		the following exceptions:
Balance		Do it within 2 or 3 yards
		(1.82-2.74 meters) from the
		penalty arc.
Cognitive capacities;	55%, as follows	Opponents should be 5 yards
		(4.52 meters) from the ball.
Technical	70%	Corner kicks: As per FIFA,
Tactical	10%	with the following
Theoretical	10%	exceptions:
Volitive		Opponents should be 5 yards
Psychological	10%	(4.52 meters) from the ball.
TOTAL	100% Preparation

In Table 1 we can see that for the Under-6 training program, the duration of each session is 45 minutes, twice a week, with a technical component of 70%, 10% tactical, 10% theory and 10% psychological. Soccer is played in groups or teams of 3 or a maximum of 4 aside without goalies, in reduced areas or “fields” of 40×25 yards, with a ball size 3, everybody has to participate at least 50% of the time, all fouls and misconducts must be explained by the coach or the referee, no penalty kicks, throw in replaced by kick in, etc.

Table 2, presents Session 1 of the Under-6 training program as an example of the structure of the sessions.

Session 1

Teaching Program Category Under-6 (5 years old)

CYCLE 1 First multilateral period

General objective: Practice coordination and individual technique

Specific objective: Practice dribbling and passing

Observations:

• • In general physical preparation: Initiation to working with conditional capacities, in the following order: speed (as refers to running speed), strength, flexibility and resistance.
  • In special preparation: Initiation to working with coordinative capacities (adaptation, teamwork, differentiation of movement, reaction, rhythm, orientation and balance).
  • In technical preparation: Initiation to teaching individual technique.
  • In tactical preparation: Offensive principles: concept of attack; explain what an attack is and what it is for. Breadth, “play the whole field”, play easy, support.

Session 1

Session 1

Phase	Activity	Description	Methodological orientation
Initial	Presentation of	Presentation of session	Indications should be clear,
2 minutes	the session.	objectives by the teacher.	precise and short so children
General	6 minutes of	In a square 15 meter per side,	can understand them quickly.
wrap-up	game “Tag and	one player is the chaser and the	“PLAY TO HAVE FUN”
8 min	Stop”	other teammates those chased.	See that during the game,
		The chaser tries to tag any of	children shift directions and
		those chased. The one tagged or	change rhythm when
		going outside the boundaries of	running. Play time can be
		the field becomes the chaser	shortened. Recovery
		and gives the one who tagged	exercises can be done at the
		him/her 3 meters distance.	end of the activity.
		There will be 2 series of 2
		minutes each, with a 2-minute
		rest between them, doing
		recovery exercises: in a circle,
		deep breathing, rising arms
		when inhaling. When exhaling,
		lower arms and trunk.
	2 minutes of	Standing, bend trunk forward	Make sure knees are not bent
	flexibility	and backward, feet together,	during the exercise.
	exercises.	touching toes with hands
		without bending the knees. 15
		counts.
		With left leg bent forward, right	There should be no
		leg extended backward, trunk	discomfort when doing the
		straight and hands at sides, hold	exercise.
		stimulus for 10 seconds.
		Change leg and repeat.
		Sitting, trunk straight, legs out-	Do springy movements
		stretched and knees together,	downward with maximum
		bend the trunk forward 10 times	extension possible without
		without bending the knees.	discomfort.
Main phase	8 minutes of	Individually, children dribble	See that dribbling is done so
33 minutes	dribbling	the ball freely around the	that they feel the ball with
	technique	playing field.	their foot when touching it.
			Check that they do not kick it
			far.
	10 minutes	In a rectangle 6 × 4 meters, one	See that they try to score.
	playing one	will play against the other with	Goal can be 3 meters wide
	against the	the objective of reaching the	and without goal-keeper.
	other	opposing goal.
	15 minutes of	In a rectangle 10 × 8 meters,	Try to get everyone to
	motivation,	teams of 3v3 play, without	participate, introducing them
	recreation.	goalie. Everyone should play	to collective soccer.
		the entire time.	Preferably, make as many
			groupings as there are
			children. No one should be
			static.
Final 2	2 minutes to	Teacher's conclusions for the	Teacher finishes up by
minutes	class dismissal.	class.	answering doubts about what
			was seen in class and
			presenting objectives for the
			next session.

Defensive principles: concept of defense. Explain that they should defend so they are not scored against. Attack the opponent with the ball.

• • In theoretical preparation: Explain the basic rules of the category, fouls and misconduct, differences with regard to the full-fledged category.

Game: 3v3, 4v4, without goalies. Everyone should participate a minimum of 50% of game time.

There should not be more than 12 students in a class.

TABLE 2

In psychological preparation: Motivation and recreation through play.

Each session starts with the number of the session, the Category, the corresponding cycle, the general objective of the session, the specific objectives and the pertaining observations in the different education areas like:

• • In general physical preparation
  • In special preparation
  • In technical preparation
  • In tactical preparation
  • In theoretical preparation
  • In psychological preparation

The work of the session is defined in a four column table where each column describes the phase of the session with it's duration in minutes, the specific activities with it's duration in minutes, the description of the activity and finally the methodological orientation of each activity.

The phases of each session are:

Initial—Describe the session and the weekly lema

General Warm-up—with activities to prepare the body for the next physical requirements.

Special activities—activities that help in achieving the goal of the session.

Main—activities specifically designed to achieve the goal of the session.

Final—stretching activities and final comments from the coach.

The methodological orientation explains issues like the muscles involved in the activities, guides to execute the activities, the focus points of the activities, etc.

Example

Under-10 Training Program Components

Just as in the Under 6 example, we can see in the Under-10 session example of the Training Program that the structure is the same but the specifications, the dosage, the objectives and the activities are completely different and according to the ages involved in this category.

Planning Training

Under-10 (8-9 Years Old)

Planning Training
Under-10 (8-9 years old)

	Multilateral	Preparatory	Competitive
	period	period	period
PHYSICAL PREPARATION	30%	30%	20%
TECHNICAL PREPARATION	40%	40%	50%
TACTICAL PREPARATION	10%	10%	10%
PSYCHOLOGICAL PREPARATION	5%	5%	5%
THEORETICAL PREPARATION	15%	15%	15%
MONTHLY DURATION	4 months	4 months	3 months
TOTAL MINUTES	3060	2560	1800
TOTAL SESSIONS	51	42	30
SESSION DURATION: 60′
SESSIONS A WEEK: 3
SESSIONS A MONTH: 12
SESSIONS A YEAR: 123

Model for Planning Training

Under-10 (8-9 years old)

	CYCLE 1	P.T 1	CYCLE 2	P.T 2	CYCLE 3	P.T
Multilateral period	4		3		3		10
Preparatory period	10		8		5		23
Competitive period	3		3		2		8
Transition-	1*	2	1*	2		7	11
concentration
period *
WEEKS	17	2	14	2	10	7	52
Total sessions	51		42		30		123

		Characteristics of playing field for
		this category:
General Data	Under-10 (8-9 years old)	In all cases,
	Group: 3v3 to 8v8	length exceeds width.
Category	8-9 years old	Recommended: 60 × 40 yards
Sex:	Coed	(54.86 × 36.58 meters),
Duration of session	60 minutes	40-70 yards (36.58 × 64 meters)
(minutes)		long
Number of session per	3	(½ of regulation field).
week		30-50 yards (27.43 × 45.72 meters)
Total time per week	180 min or 3 hours/	wide
	week	Distinctive lines marked:
Number of sessions per	12 sessions/month	sidelines and goal lines,
month		Midline (not obligatory).
Total time per month	720 min or 12 hours/	Center circle: 8 yards (7.31 meters)
	month	radius.
Number of games (without	One tourney a week	4 corner arcs, 2 feet (0.61 meters)
official characteristics, one		radius.
at every training)		Goal area: 10 yards (9.144 meters)
Characteristics of game	2 equal 25 min halves	from each post
time	each	to the sideline and 10 yards (9.144
	5 min rest at halftime	meters) inside the playing field,
Ball size	4	joining a parallel line with the goal
Number of players	Maximum 8 per team.	line.
Player equipment: gym	No more than 18	Goals: maximum: 6.5 feet high and
shoes or soccer shoes	registered.	18 feet wide
with soft cleats, shin	Coed (boys and girls)	for 5v5 and 6.5 feet for 21 for 8v8.
guards	Substitutions for	Ball out-of-play: As per FIFA
Game start: Opponents	injuries.	Scoring goals: As per FIFA
should be	Everyone registered will	Off-sides: modified
6 yards from centerfield	play a minimum of 50%	Fouls and misconduct: As per FIFA
mark when beginning		with the following exceptions: All
Referees:	No assistant referees	fouls will be
	needed.	Restarted with an indirect kick,
	All fouls to be explained	opponents at 6 yards. (5.48 meters)
	to players.	distance for 6v6 and 8 (7.31 meters)
		for 8v8. Referee should explain
		fouls
		To players making them.
Scheduling by capacity		Free kicks: As per FIFA, with the
group:		following exceptions:
Conditional capacities:	60% as follows:	Specified under a single term
Speed	30%	“indirect kick”.
Strength	10%	A goal will not count if the ball has
Flexibility	10%	not been touched by
Resistance	10%	another player of either of the two
		teams.
		No free kicks in the goal areas of
		the defending team.
Coordinative capacities:	15% as follows:	Penalty kicks:: No penalty kicks.
Adaptation	5%	Throw-ins: with foot or hand.
Teamwork	5%	If with foot, it is considered an
		indirect kick and the
Differentiation		Opponent should be 6-8 yards
		(5.48/7.31 meters) away.
Reaction	5%	If throw-in, a second try should be
		afforded if the child did it
Rhythm		Wrong. The referee should explain
Orientation		the correct way of doing a throw-in.
Balance		Goal kick: As per FIFA with the
		following exceptions:
Cognitive capacities:	25% as follows:	Done within 2 (1.82 meters) or 3
		yards (2.74 meters) from the arc.
Technical	15%	Opponents should be 6-8 yards
		(5.48/7.31 meters) from the ball.
Tactical		Corner kick: As per FIFA, with the
Theoretical	5%	following exceptions:
Volitive		Opponents should be 6-8 yards
Psychological	5%	(5.48-7.31 meters) from the ball.
TOTAL	100% Preparation

In this example we can see that for the Under-10 training program, the duration of each session is 60 minutes, three times a week, with 60% of conditional capacities, 15% of coordinative capacities, 25% of cognitive capacities. Soccer is played in groups or teams of 3 or a maximum of 8 aside, in reduced areas or “fields” of 60×40 yards, with a ball size 4, everybody has to participate at least 50% of the time, all fouls and misconducts must be explained by the coach or the referee, no penalty kicks, throw in or kick in when the ball goes out, etc.

We also include Session 1 of the Under-10 training program as an example of the structure of the sessions.

Session 1

Training program: Category Under-10 (8-9 years old)

CYCLE 1 First multilateral period

General objective: Develop coordination and individual technique.

Specific objective: Develop rhythmic dribbling, passing and dribbling

Observations:

• • In general physical preparation: Initiation in working with conditional capacities en the following order: speed (as refers to stride frequency and stride length), strength, flexibility and resistance.
  • In special preparation: Continue work on coordinative capacities (adaptation, teamwork, differentiation of movement, reaction, rhythm, orientation and equilibrium).
  • In technical preparation: Development of individual technique.
  • In tactical preparation: Initiation to defensive and offensive principles.
  • In theoretical preparation: Teach the basic rules of the category, fouls and misconduct, differences with regard to the full-fledged category

Game: 3v3 to 8v8, with or without goalies. Everyone should participate a minimum of 50% of game time. There should not be more than 18 students in the class.

• • In psychological preparation: Motivation and recreation through play.

			Methodological
Phase	Activity	Description	orientations
Initial	Presentation of	Repetition of a slogan by the group and	“THE WINNER
2 minutes	the session.	presentation of the session objectives by	IS THE ONE
		the trainer.	WHO GIVES
			HIS BODY AND
			SOUL TO HIS
			WORK”.
General	8 minutes of	In a square 30 meters on a side, place 2	See that the fish
warm-up	game “The	teams. The team members forming the	do not leave the
8 minutes	Net”	“net” make a circle, 4 meters apart from	area until the
		each other. The other group, the “fish,”	fishermen (“net”)
		position themselves inside the net. The	have called the
		players making up the net secretly	number of fish to
		choose a number of fish to be caught	be caught out-
		from 1-10. The fish roam around inside	loud. Fishermen
		the net, while members of the net count	have 2 minutes
		out-loud until reaching the number	maximum to
		chosen. At that time, they try to catch the	fish.
		fish and immobilize them. Any fish
		managing to get outside the square are
		safe. Each team takes two turns and the
		one catching the most fish wins.
	15 minutes of	Done in pairs, facing each other 5 meters	See that
	individual	apart, with a single ball. Use the width of	technical work is
	technique.	the midfield, sideline to sideline.	done properly.
		1. One player dribbles the ball and the	CONSTANT
		other follows his/her movements.	CORRECTION.
		Returning, switch roles.
		2. Next, they do relays dribbling. The
		player In back, without the ball, moves
		ahead.
		3. One player makes a tunnel (through
		the legs) for the other facing him/her and
		runs for the ball, stopping it and leaving
		it for the teammate who received the
		tunnel. The latter repeats the previous
		action.
		4. One player dribbles in front of the
		other and goes after the ball, stopping it
		and leaving it for the teammate that
		dribbled, who does the same.
		5. One player does passes forward to his/
		her teammate, who is moving with back
		to him/her. The latter stops the ball with
		the sole of the right foot and then with
		the left. The player in front passes the
		ball. One does it going and the other
		returning. 2 minutes per exercise with 1
		of rest. Do flexibility exercises
		inbetween.
Principal	15 minutes of	In a square 10 meters on a side, two pairs	See how the pair
	technical-	play. One pair has the ball and the other	with the ball
	tactical aspects	tries to take It away. The pair loosing the	handles it and
		ball becomes the one trying to recover it.	how the other
		10 touches by a pair equals one goal.	pair recovers it.
			Constant
			mobility and
			precision.
45 minutes	15 minutes of	Number of players: 3v3 to 8v8, with or	“THE WINNER
	motivation,	without goalie. Everyone should play a	IS THE ONE
	recreation and	minimum of 50% of game time.	WHO GIVES
	development of		HIS BODY AND
	tactical		SOUL TO HIS
	thinking		WORK”.
	through play.
Final	With body	Push-ups: lying face-down on all fours,	See that they are
	weight,	bend and extend arms upward. Sit-ups:	done according
	strengthen	bend knees 90° with hands on chest.	to instructions to
	arms, abdomen	Deep-knee bends: keep trunk upright and	avoid injuries to
	and legs. 2	separate feet shoulder-width. Do 2 series	children.
	minutes.	of 10 repetitions.
5 minutes	2 minutes of	With left leg forward and right leg	With a bit of
	flexibility	extended backward, trunk forward and	spring, change
	exercises.	hands on the ground, bend left knees 10	legs.
		times. 2 series.
		Sitting, legs together in front, bend and	Touch knees
		lean trunk forward without bending	with forehead.
		knees. 2 series of 10 repetitions.
	One minute to	Session wrap-up by trainer and repetition	Trainer finishes
	class dismissal.	out-loud of slogan by the group. One	up by answering
		minute.	doubts about
			what was seen in
			the session and
			presenting
			objectives for the
			next session,
			reciting the slogan
			with the players.
			“THE WINNER
			IS THE ONE
			WHO GIVES
			HIS BODY AND
			SOUL TO HIS
			WORK”.

As illustrated in the examples above, the Training Program is structured in a way that systematically supports the physic-athletic formation according to each category; the apprenticeship of the technical-tactical elements of soccer; the soccer and personal abilities development; and the healthy integration of the youngster to his environment.

Each category Training Program is scheduled through the year in three stages of different length according with the category dosage, involving physical, technical, tactical, psychological training and classroom lessons, divided in multilateral, preparatory, competitive and transitional periods.

Each category Training Program has its characteristics and objectives per training subject.

Each of the sessions have a general and a specific objective with recommendations for each subject area and define minute by minute what has to be done to cover the program. Each session is divided in four phases: initial, general warming, main and final. For each phase it's defined the activity, its description and the corresponding methodological indications.

The Methodology for the Integral Training of Children and Youth 6-16 Years of Age Through Sports applies to children and youngsters of both sexes, developed with the collaboration of renowned specialists to achieve, from early age, a balanced sports work, that allows the maximum exponentiation of the physical and intellectual abilities of the young individual, without forcing his natural maturity process.

FIG. 6 is a schematic showing the methodology elements of one embodiment of the current invention. In this example, the elements include an Integral Training Through Sports Program 1000; a Neuropsicomotor Development Program 1100; and an Automated Sports Management System 1200. The methodology is integrated by these elements.

The Integral Training Through Sports Program 1000 Systematically supports Neuropsicomotor development; Physical-Atlethic development according with age; Technical tactical elements of sports; Sports & personal abilities development; and Healthy integration to a player's environment.

The Neuropsicomotor Development Program 1100 establishes the underpinnings for the sports technique, academic, psychological and social development.

The Automated Sports Management System 1200 provides Information capture & process for programs evaluation and follow up.

FIG. 7 is a schematic showing the interrelation of the Integral Training Through Sports Program 1000; a Neuropsicomotor Development Program 1100; and an Automated Sports Management System 1200. All of the Methodology elements are deeply interrelated and together form an integral development system.

The Methodology Impacts are reflected in the young individual as described below.

In the teaching-learning process the Methodology Impacts support mathematical notions construction; gender equity; self-care and risk prevention; ethics & values; and social participation.

In the education community the Methodology Impacts support continuous evaluation of educative programs; technological innovation & R&D; quality & coverage; ordered, structured and synthesized information; comprehensive reporting; resources optimization; support and follow up of the teacher intervention; and support and follow up of the teacher formative trajectory.

The Neuropsicomotor Development Program

In one example, a series of exercises are done in 30 minutes. The exercises are complementary to technical exercises and fitness, and are designed to strengthen the nervous system, so that the government of the body is more efficient. These exercises Lay the groundwork for the development of sports technique, as they provide the growth of nerve endings and axonal myelination, thereby stimulate new connections. These new connections translate into increased and improved motor functions and consequently facilitate learning skill level and sport skills.

Human motricity is intimately related with the rest of human faculties: intellectual, volitive, aesthetic, etc. This is the reason why authors such as Piaget, Frostig, Maslow, Gesell, Doman, Delacato, Mc Clenaghan, Gallahue, Kepart, among others, have pointed out, on the basis of rigorous studies, the close relationship that the education of human motricity has with a person's overall development, especially underscoring intellectual and emotional maturity.

Motor activity is essential for organic-functional development. It favors emotional equilibrium and self-esteem, thanks to the favorable biochemical effects of exercise on well-being, oxygenation, sensation of mastery and happiness, itself produced by the practicing of motor activities. It favors acquiring positive habits and human values. Motor activity that exercises basic motor patterns (neuromotricity) is fundamental for the process of functional neurological organization. This occurs mainly in the first six years of life approximately. Perceptive-motor functions are developed through motor activity, which are fundamental both for the successful practice of sports as well as academic subjects.

Neuromotricity is the stimulation of the development of basic motor patterns. These basic motor patterns require certain minimum levels of maturity to appear. Then, practice constitutes the capital to develop perceptual, execution and control of human movement abilities. Through maturation phylogenetic processes are achieved through maturation, while ontogenetic processes are acquired by learning.

The Program establishes the underpinnings for the sports technique, academic, psychological and social development. It exercises basic patterns of movement in an orderly and systematic manner, involving the propioceptivo, vestibular, sight, hearing and tactile systems. It generates new neural connections that translate in the increase and improvement of the motor functions. It expedites the apprenticeship at the sports abilities and dexterities level. The overall result will be equilibrium responses that will allow better precision.

As a global result, this program promotes the development and maturity of basic education formative fields, generating competencies that the youngsters manifest by self assurance & self confidence; clear and fluent language; analysis & synthesis capacity; self regulation; longer attention periods; hearing capacity; teamwork; tolerance; respect; ability to handle norms & limits; body consciousness; autonomy; initiative; imagination & creativity; good physical condition; and healthy body.

The Program establishes the underpinnings for the sports technique development. It exercises basic patterns of movement in an orderly and systematic manner, involving the propioceptive vestibular, sight, hearing and tactile systems. It generates new neural connections that translate in the increase and improvement of the motor and cognitive functions. It expedites the apprenticeship at the sports abilities and dexterities level. The overall result will be equilibrium responses that will allow better precision motor dexterities.

The program manual describes the general concepts, the neuropsychological fundamentals, the requirements and one chapter for the instructor and another for the student.

The structure of the program in each category covers basic patterns; antigravitational; vestibular; balance; braquiation; force; and dissociation and segmentation. The program integrates a set of exercises specifically designed for each category or age group into work sessions. There is an internal audit or evaluation for each category. The categories covered are Under6, Under8, Under10, Under12 and Under14. As in the Training Program, there is an annual, monthly, weekly and session dosage according to the category.

In one example, the following areas will be covered for measurement purposes:

1. Basic Patterns

2. Antigravity

3. Vestibular

4. Balance

5. Brachiation

6. Force

7. Segmentation and dissociation

1. Basic Patterns

The exercises performed in this section are:

• • a.)—Drag
  • b.)—Crawl
  • c.)—March
  • d.)—Jump

The movements performed within this group of exercises are characterized by contralateral—meaning that when moving the right upper limb (arm) the left lower limb (leg) should move and vice versa. This allows effective communication between the two cerebral hemispheres.

2. Antigravity

The exercise carried out under this heading is the jump in multiple modalities, developing the ability to get off the ground, starting with a boost. A larger antigravity capacity a greater capacity for resistance to gravity will be achieved causing the sensation of lightness in the body, thereby obtaining freedom and precision of movement.

3. Vestibular

The exercises performed in this section are:

• • a)—Twists and balanced twists
  • b)—Twirl
  • c)—Rocker
  • d)—Rolled
  • e)—Swing

The movements performed within this group are characterized by periods of oscillation and rotation executions. This leads postural information vestibular proprioceptive system located in the inner ear. Improved postural control is obtained with muscle tone and joint work with balance.

4. Dynamic Balance

The exercises performed in this section are:

• • a)—Balance Beam multiple modalities
  • b)—Balance on one foot
  • c)—Twists and balanced twists

The movements performed within this group of exercises are characterized by demanding positions where with forces acting on the body. These movements improve the compensation for the cancellation of the forces to improve balance.

5. Brachiation

The exercises performed in this section are:

• • a)—Handrails
  • b)—Parallel Bars
  • c)—Trellises
  • d)—Strings

The movements performed within this group of exercises are characterized by the support of the body with hands and feet unsupported (hanging). The movements provide more muscle tone in the upper body, improve thoracic and therefore, oxygenation to the brain as well as phonatory system efficiency.

6. Strength

The exercises performed within this section are:

• • a)—Push
  • b)—Pull
  • c)—Lift

The movements are performed within this group of exercises are characterized by a child applying pressure to a body that offers resistance.

7. Dissociation and Segmentation

The exercises carried out under this section are:

• • a)—Scapular waist movements
  • b)—Pelvic waist movements
  • c)—Movement of each of the joints of the body

Example

Session 1 of the Under-6 Neuropsicomotor Development Program

As an example, the Session 1 of the Under-6 Neuropsicomotor Devceelopment Program is included,

Example

Session 1 of the Under-16 Neuropsicomotor Development Program

Basic Patterns	Crawling.	10	min.
	Crawling on stomach in	2	min.
	place (fixed).
Anti-gravitational	Jumping in place.	2	min.
Vestibular	Rolling down ramp.	2	min.
	Plain somersault on	10	rep.
	inclined plane.
Dynamic Balance	Balance beam forward	2	min.
	with point of fixation.
Brachiation	Two rungs of elevated	2	min.
	horizontal ladder with
	help.
	Point of fixation.	2	min.
Strength	Pushing against wall,	2	min.
	alternating hands.
	Point of fixation and
	metronome.
Segmentation and Dissociation	1.—Stretch waist	1	min.
	sidewards, arms overhead
	2.—Rotate both arms	1	min.
	windmill fashion 360°.
	3.—Run in place raising	1	min.
	knees as high as possible

Crawling	Crawling will be done counter-laterally. When right hand
	advances, left leg advances at same time. When left hand
	advances, right leg does. Hands and legs should slide along
	ground without being lifted. Fingers together. Leave 20 cm
	between the hand and knee on the same side.
Crawling on stomach in	Lying face down in place, rest head to right. Right arm should
place	go at an angle so that eyes can fix on hand. Fingers should
	always go together. Left arm should bend, placing it at right
	angle with the hand at the height of the left shoulder. Left leg
	should bend at right angle and right leg extended. Shift
	direction without traveling. Repeat until time is over.
Jump in place	Jump repeatedly as high as possible in place.
Rolling down ramp	Students are to roll down a ramp or inclined plane, keeping
	arms at sides and body straight.
Plain somersault down	Put mat on inclined plane. Students stand at top of mat, arms
inclined plane	extended overhead, pushing with lower extremities. Place
	palms on upper end of mat on inclined plane and, head
	between both hands, roll downward doing the traditional
	somersault roll.
Balance beam forward	Students take small steps on beam. Keep eyes on a point of
with point of fixation	fixation, at eye height on a vertical plane. Keep back straight.
Two rungs with help.	Students should manage at least two rungs of horizontal
Point of fixation	ladder with instructor's help. Remember, students should be
	spotted (held) at waist to avoid accidents. Place sticker or
	mark in the middle of the rungs of the horizontal ladder.
	Students should stare at point of fixation at end of elevated
	horizontal ladder.
Crawling	Crawling will be done counter-laterally. When right hand
	advances, left leg advances at same time. When left hand
	advances, right leg does. Hands and legs should slide along
	ground without being lifted. Fingers together. Leave 20 cm
	between the hand and knee on the same side.
Crawling on stomach in	Lying face down in place, rest head to right. Right arm should
place	go at an angle so that eyes can fix on hand. Fingers should
	always go together. Left arm should bend, placing it at right
	angle with the hand at the height of the left shoulder. Left leg
	should bend at right angle and right leg extended. Shift
	direction without traveling. Repeat until time is over.
Jump in place	Jump repeatedly as high as possible in place.
Rolling down ramp	Students are to roll down a ramp or inclined plane, keeping
	arms at sides and body straight.
Plain somersault down	Put mat on inclined plane. Students stand at top of mat, arms
inclined plane	extended overhead, pushing with lower extremities. Place
	palms on upper end of mat on inclined plane and, head
	between both hands, roll downward doing the traditional
	somersault roll.
Balance beam forward	Students take small steps on beam. Keep eyes on a point of
with point of fixation	fixation, at eye height on a vertical plane. Keep back straight.
Two rungs with help.	Students should manage at least two rungs of horizontal
Point of fixation	ladder with instructor's help. Remember, students should be
	spotted (held) at waist to avoid accidents. Place sticker or
	mark in the middle of the rungs of the horizontal ladder.
	Students should stare at point of fixation at end of elevated
	horizontal ladder.

Basic Patterns	Crawling, with saccades and	10	min.
	metronome (vary speed).
	Crawling on stomach in place, with	2	min.
	metronome, counting.
Anti-gravitational	Jumping to the sides, with saccades.	2	min.
Vestibular	Front somersault, with point of	10	reps
	fixation.
	Rolling with small and large ball.	2	min.
Dynamic Balance	Balance beam forward and	2	min.
	backwardwith saccades at bars, and
	big beanbag on head, with
	metronome.
Brachiation	Elevated horizontal ladder forward	2	min.
	and backward, with point of
	fixation.
Strength	Mule kick.	2	min.
Segmentation and	Sitting on ground, legs extended	2	min.
Dissociation	and together. Lean forward and
	grab ankles with hands.
	Joining hands behind nape, lower	2	min.
	an elbow and stretch backward
	forcefully.

Crawling with saccades and	Crawling will be done counter-laterally. When right hand
metronome. (Vary speed)	advances, left leg advances at same time. When left hand
	advances, right leg does. Hands and legs slide along ground
	without being lifted. Fingers together and eyes on lead hand
	(saccades). Leave 20 cm between hand and knee on same
	side. Crawling is in time with metronome, in intervals of
	approximately one second. Very speeds every two minutes.
Crawling on stomach, in	Lying face-down in place, rest head to right. Right arm
place with metronome,	should go at an angle so eyes can fix on hand. Fingers
counting	together. Left arm should bend, placing it at right angle with
	hand at height of left shoulder. Left leg should bend at right
	angle and right leg extended. Shift directions with each tick
	of the metronomie, without advancing, counting with each
	movement.
Hopping to sides, with	Students hop turning to the right and left while keeping feet
saccades	together. Place two indicator points at student eye height to
	alternate staring at both points.
Front somersault, with	Students locate a point of fixation and do somersaults with
point of fixation	legs together and bent. Place head on mat, supported by
	hands and push with legs.
Rolling with small and	Students lie on the ground face-up, arms extended overhead,
large ball	holding a small ball for the first nine sessions and a large one
	for the remaining ones. They roll on the ground to both sides.
	If they roll twice to the right, they should roll twice to the
	left, without lifting ball off the ground.
Balance beam forward and	Students take short steps on the beam with large beanbag on
backward, with saccades at	their head. Two bars with 5 colors each are placed
bars, and big beanbag on	approximately 3 meters from the student, 1.5 meters apart at
head, with metronome	eye height. Students stare, calling out the color of each bar
	with every step, in time with the metronome. Once finished,
	return backward and repeat.
Elevated horizontal ladder	Students hang from elevated horizontal ladder and, at the
forward and backward	signal, advance one rung and return. Repeat as many times
without advancing, with	as possible without letting go. It is important that the
point of fixation	instructor watch students at the moment they drop off the
	ladder to avoid accidents. Place a point of fixation at the end
	of the ladder.
Mule kick	Students are on all fours. Support body on arms and kick
	both feet in air, several times.

In both examples we can se the structure of the sessions of the Neuropsicomotor Development Program. Each session is divided in two parts. The first part includes the activities and it's duration for each of the neuropsychomotor areas (Basic patterns, anti gravitational, vestibular, dynamic balance, brachiation, strength, segmentation dissociation). In the second part, each of the required activities are described in detail.

Example

Under-6 training Neuropsycomotor Program Evaluation

As an example, the following tables show a Specific Evaluation and Session of the Under-6 training program, Multilateral, Preparatory and Competitive periods.

Evaluation Criteria:

Exceeded (E): Activity perfectly done.

Quality, looseness and automation.

In Process (IP): Done slowly with great effort and stress.

Not Exceeded (NE): Decontrol, high stress, dirty, activity not achieved.

Achievement skill demonstration	E	IP	NE

Multilateral

Sessions 1-11

Crawls in crisscross pattern metronome pace gaze fixed on
the hand that is ahead
Creeps in crisscross pattern, seamlessly moving arms, legs
and head to the beat of the metronome
Jumps with both feet together inside aid outside the ring
Turns the body around its own axis, without departing
from the marked area
Walks forward in a balanced way over the hip axis and
alternates look at two fixed points without moving the head
Moves two rungs of the handrail without help, alternating
his gaze on two fixed points with the metronome
Rocks hard forward and backward, holding the hands of a
partner
Stands up quickly and runs fast till the goal

Preparatory

Sessions 12-22

Crawls in crisscross pattern at metronome pace, directs

gaze to the from band and counts up

Drags arms, legs and head in a crisscross pattern, to the

beat of the metronome without moving. Keeps eyes closed

Walks three steps and falls within the hoop jumping with

feet together

Turns the body on its axis, on a point

Walks back on the axes of the stairs and alternates gaze to

2 fixed points without moving the head

Moves three handrail steps without help alternating gaze at

2 fixed points at metronome pace

Turns exert force on his shoulders to the beat of the

metronome, and keeps staring at a point

Throws a disc to a teammate and catches it

Competitive

Sessions 23-34

Crawls in cross pattern to the beat of the metronome.

Keep your eyes closed

Creeps in crisscross pattern, seamlessly movnng arms,

legs and head to the beat of the metronome, alternating

every 5 times with no offset drag

Give three steps and falls within each hoop jumping with

feet together

Turn your body on its axis within a hoop without breaking

the. Make the turn with open arms and an object in each

hand without crashing

Walk forward and backward on the axes of the stairs,

looking alternately at two points in time with

the metronome fixation

Front, securely holding the end of a rope, and pulling it

tight to side leaning on your feet to avoid being pulled

by partner

Dissociates and moves the waist

Dissociates and moves his arms

The evaluation scheme of the Neuropsychomotor Development Program is shown in the three examples. This scheme is divided into three periods; Multilateral Preparatory Competitive, each embracing different types of sessions depending on the dosage and type of exercise, in these periods the following areas are covered (Basic patterns, antigravitational, vestibular, dynamic balance, brachiation, strength, segmentation dissociation) these evaluations are done by automated sports management through a PDA mobile device.

Multilateral Period:

Refers to make an overall development of all the physical qualities of the athlete, who will serve as the basis and foundation and then make a specialization in the discipline or sport chosen.

Preparatory Period:

Aims to raise the level of work capacity through the development of motor, technique and functional abilities.

Competitive Period:

It is aimed at maintaining a sportsmanlike manner and be expressed in improved technical performance results in competitions. It means to transform the acquired skills in the preparatory period performances in competitions.

FIG. 8. Is a diagram showing in detail the elements that integrate the training methodology PDN module 206, where the sports center contains a database 160, which allows the capture and data query 162 of the training sessions to be applied to players, the data is accessed through a mobile device such as a PDA 12.

FIG. 9. Is a diagram showing in detail the elements that integrate the assessment methodology PDN module 206, where the sports center contains a database 160, which data is consulted and captured through a mobile device as it is a PDA 12

DESCRIPTION OF EMBODIMENT

The CFITD Techno Manager™ Automated

Sports Management System

FIG. 1 is a schematic of an embodiment of the Automated Sports Management System's subsystems.

The Automated Sports Management System™ contributes to the youth sports development, through information technologies. In one embodiment, it comprises three subsystems the Administration Subsystem 100; the Operations Subsystem 200; and Query Subsystem 300

The Administration Subsystem 100 manages the control and assignment of coaches and resources, the sessions scheduling, the results presentation and statistics generation, among other functions.

The Operations Subsystem 200 automates the data entry process, supporting the coach through the use of electronics devices like PDA's (Personal Digital Assistant) or smart phone such as an iPhone™, for the initial evaluation, the attendance record and the individual follow up, aiding the sessions development or reviewing exercises graphically, the daily evaluation, among other functions.

The Query Subsystem 300 enables and expedites the report process through the access to the data base information, automatically generating reports and presentations, in the desktop or Internet modules.

FIG. 2 is a chart showing details an embodiment of the Administration Subsystem 100 of the embodiment of the Automated Sports Management System. The Administration Subsystem comprises pre-registration 110, player registration 120; information delivery 170 to directors, coaches, referees, physicians, players, and parents; and a sports center 10 which comprises a control 140, an administrator 150, a sports center database 160, and.

The pre-registration 110 is provided through kiosks and other channels and via the WEB. Player registration 120 includes personal delivery. The control 140 comprises registration information, electronic files, and medical history files. The administrator 150 comprises events and season planning, group and teams management, training schedules, field control, and reports and statistics.

FIG. 3 is a chart showing details an embodiment of a coach's module 202 of the Operations Subsystem 200 of the embodiment of the Automated Sports Management System. In this embodiment, the sports center 10 includes the database 160 which accepts data capture 162 from assigned teams and players, training schedules, methodology, and games 302 training sessions 304; and provides results record 164 for evaluations 306, statistics, and attendance. The data may be provided from or to a mobile device such as a PDA 12.

FIG. 4 is a chart showing details an embodiment of a referee's module 204 of the Operations Subsystem 200 of the embodiment of the Automated Sports Management System. In this embodiment, the sports center 10 includes the database 160 which accepts data capture 162 from assigned matches 302; and provides results record 164 for assigned matches information, match report, and referee evaluation. The data may be provided from or to a mobile device such as a PDA 12.

FIG. 5 is a chart showing details an embodiment of a PDN module 206 of the Operations Subsystem 200 of the embodiment of the Automated Sports Management System. In this embodiment, the sports center 10 includes the database 160 which accepts data capture 162 from assigned teams and players, training schedules, and methodology; and provides results record 164 for evaluations, statistics, and attendance. The data may be provided from or to a mobile device such as a PDA 12.

These embodiments are examples of the invention and it is evident that those skilled in the art can make variations without departing from the inventive concepts, and the invention should be limited solely by the spirit and scope of the claims.