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5 in a Qoin: an Introduction to LiquidTraining

With this article we begin an exemplifying presentation of a simple training progression based on LiquidTraining phylosophy. We’ll start with the most simple games, usually held at the beginning of training, in which most of the time is not provided opponent presence although is always present a large number of stimuli and several play questions that keeps activities always funny and challenging without mortifying the natural complexity of the game.
On next Wednesday we will continue with the presentation of a possible evolution of the progression.
Following the four training proposals below we will present a quick ennalogo of various features of the LiquidTraining. We hope you’ll appreciate this.
Enjoy!

Pass to free man:

liquidtraining_play-or-run

Four players outside the Exagon (called Qoin in Liquid Training), only three with ball.
The free player in the middle calls a pass from one of the three owning a ball moving to receive it, and then makes a pass to the fourth mate on the Qoin without the ball.

Variations:
– The coach may be calling, every time or sporadically, which player must make the pass;
– Touches: free, 2, 1 for the free man in the middle of the Qoin.

 

Combination with free man:

liquidtraining_pass-to-free-man

Four players outside the Exagon (called Qoin in Liquid Training), only three with ball.
The free player in the middle calls a pass from one of the three owning a ball moving to receive it, and then makes a pass to the fourth mate on the Qoin without the ball which returns back him. Then this two players switch their positions.

Variations:
– The coach may be calling, every time or sporadically, which player must make the pass;
– Touches: free, 2, 1 for the free man in the middle of the Qoin.

Play or Switch:

liquidtraining_play-or-switch

Four players outside the Exagon (called Qoin in Liquid Training), only three with ball.
The free player in the middle calls a pass from one of the three owning a ball moving to receive it, and then makes a pass to the fourth mate on the Qoin without the ball; in the while the other two players not involved must guide their ball switching their positions.

Variations:
– The coach may be calling, every time or sporadically, which player must make the pass;
– Touches: free, 2, 1 for the free man in the middle of the Qoin;
– Instead of switching their position, the players not involved, with a double contemporaneous pass, switch their ball.

Play or Run:

liquidtraining_play-or-run

Four players outside the Exagon (called Qoin in Liquid Training), only three with ball.
The free player in the middle calls a pass from one of the three owning a ball moving to receive it, and then makes a pass to the fourth mate on the Qoin without the ball; in the while the other two players not involved must guide their ball in one of the free sides of the Qoin.

Variations:
– The coach may be calling, every time or sporadically, which player must make the pass;
– Touches: free, 2, 1 for the free man in the middle of the Qoin.

Now, as promised:

 UNCERTAIN ENNALOGUE OF LIQUIDTRAINING

1. LiquidTraining is liquid. It never gives fixed and univoque references in training explanation (pins, cones, opponent) but induce the player to correlate with spaces and/or situations (in the examples above, sides of the Qoin). Its structure is not fixed or monolithic but within the same training session varies starting from initial concept in response to evidences and emergencies resulting from the performance. For that it teases, provokes, encourages, modulates, plays, learns, discovers …

2. LiquidTraining is modular. As well as flexible, malleable, scalable. It takes place in so-called ‘learning spaces’ identified often with geometric figures functional to the game: triangle, square (called Qubo), pentagon, hexagon (Qoin), in matrices formed by the multiplication of these or indefinite spaces in dimensions and proportions or changing during the game (Blob).

3. LiquidTraining is free and unpredictable. Always it has at least one degree of freedom in relation to one or more of the actors present in the area of learning whether they are space, time, ball, opponent, game rules, objectives.

4. LiquidTraining is errorogenous and errorophilus. Proposals for LiquidTraining occur in a context spatially, structurally, regulatory, psychologically, emotionally suited to the game. The error is not evidenced as a simple fault and never, in any case, in an analytical way, as a failure to conformation to behavioral data models, separate from the process that has first conceived and then generated it. It is, at the best, a missed opportunity. Otherwise are preferable to take geat emphasis on new opportunities created and/or found, free initiative taken, even not successful, identification and experimentation of new visions, interpretations and solutions to given situations.

5. LiquidTraining is open and surprising. It needs disorder to generate adaptation and learning. It’s every time experimenting the new and unexpected. His goal is never directly and simply perfecting technical skills and tactics defined by the coach, but free/guided discovery and experimentation of them or others from them. In any case the above skills (technical and tactical) are never the primary objectives of the proposal but they are some of the contents and tools that the player must learn to know/master/manipulate/improvise to play and solve at his best the situation in given learning spaces, real goal of any proposal of LiquidTraining.

6. LiquidTraining is inclusive and viral. The coach is an integral part of every LiquidTraining proposals. There is not a single training proposal identical to another, even if from the same coach, who, as LiquidTrainer, is ever changing himself. It doesn’t replace or exclude other educational or didactic approaches. Rather it steals, defiles, contaminate, contraddict, provoke, incite, steal ideas from all these.

7. LiquidTraining is silent. Learning does not happen by what the coach says, but for what the coach doesn’t say. It is not based on what the student knows about the training proposal, but on what, new, he experiences in it.

8. LiquidTraining is funny and competitive. The emotion is the strenght behind every game. The child, the player, the coach must all live the game with maximum emotional motivation for active and responsible participation. Its main tool is the challenge. In any proposal of LiquidTraining a competition is always present: with time, with opponents, other groups in different spaces, themselves … Mastering and knowing how to modulate level and psycho/emotional plan of this competitiveness is one of the most important skills and responsibility of LiquidTrainer, especially in a child’s environment, as well as the ability to gradually pass on this responsibility to their players during their growth period.

9. LiquidTraining is free. More free and capable than you think. Like a child. It may at any time disregard one, several or all indications simultaneously above, including this one. And find a solution to the problem best than yours.

 

And, most important of all, LiquidTraining is open and grows thanks to your ideas.

Please add a comment with few words about this short introduction. We’ll greatly appreciate this.

Thanks.

Have fun!

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