PART I
INTRODUCTION
1.1 BackgroundDuring the life of the children, there will be a change in attitude and behavior is essentially influenced also by the attitude and social behavior and psychiatric adults in their environment (Kemenpora: 45). Is also expected to grow competitive nature that is based on the nature of high sportsmanship, respect for opponents to play, appreciate their initiative, confidence, and ability to control emotions. In the end, children can realize and recognize, either excess or lack of wealth itself through involvement in various sports.
From the above role to be performed by younger children are not far away from the guidance / assistance of the coach's role in the development of which is expected to be achieved even in a long time. Coaches should be wise in bridging the hopes and efforts of children achieve their goals. There must be a balance between effort won the game, develop individual skills, and maintaining pleasure or satisfaction in playing. The child should be praised and rewarded good performance, regardless of the final score of the match. The children are given more positive feedback from the only discuss the child's fault. The coach should be observant of any slightest progress shown by children by providing praise or reasonable. Given the presence of the parents of children who should not be overlooked.
1.2 Problem Formulation
Based on the description above background, there are some problems that can be formulated as follows:
1.2.1 How is the training for early childhood?
1.2.2 How does an understanding of sports in early childhood?
1.3 Objectives
From some of the formulation of the problem can be described on the objectives to be achieved include:
1.3.1 To determine how training for early childhood.
1.3.2 To determine how an understanding of sports in early childhood.
1.4 Benefits
The goal of understanding to be achieved that will produce benefits including the following:
1.4.1 Knowing how training for early childhood.
1.4.2 Knowing how understanding the sport in early childhood.
CHAPTER II
DISCUSSION
The main role of a coach is to facilitate or expedite the development process towards the achievement of individual athletes through:
1. Giving respect for human rights, ie equal rights for every athlete without discrimination.
2. Ensure that the practice environment is safe and feasible / appropriate.
3. Treat each athlete as an individual figure.
4. Professional and responsible in every action.
5. Understand and adhere to the rules of the game / match which applies the appropriate individual sports.
6. It has a responsibility to improve the performance and behavior of athletes.
7. Provide the best service to the athletes, taking into account the condition of the athletes.
8. Supervise and prevent drug use.
9. Maintain the image of coach and maintaining the standards / quality and the best personal conduct.
10. Refrain from any invective against the athletes.
11. In cooperation with individuals and institutions concerned.
In this manuscript further teaching materials will be presented on the study things about early childhood coaching required by the coach to handle athletes early age, namely regarding:
1. Preparing to train early childhood effectively.
2. Understanding the coach that training for early childhood aims to: (a) obtaining pleasure, (b) friendships or make new friends, (c) a feeling of comfort, and (d) learn new skills. These objectives can be achieved, if appropriate sporting activities and adjust to the needs and abilities of children.
3. Provide an overview of the kinds of sports for children.
4. Modify exercise.
2.1 Training To Childhood
2.1.1 Sports For Kids
Aspects of the training discussed early age is associated with an effective way of training for a group of athletes early age. Sports early age is an important part of the community because of the presence of children today will determine the future of the athlete's performance. Reference notes many children who do not do sports after 10 years they become less resistant to physical activity as an adult. Many of the children who stated that they do not exercise (tired) because the activity is not fun. They do not enjoy the sport because of the pressure from coaches and parents sometimes sports activities considered painful. Pressure from these adults often have negative things that affect children so do not want to exercise.
2.1.2 Modification of Sports
Modifications sports are directed so that children desire to engage in sports activities long (10 years). Modifications include changes to the size of the equipment, play areas, goals, game time and other rules relating to the size and shift exchange. The modification adjusts the ability of children, among other things: game area smaller, lower height basketball hoop or a wicket smaller, fewer teams and turn permitted more. Exercise modification goes well if children are receiving a lot and can enjoy it.
2.2 Understanding Sport In Childhood
2.2.1 Why Children Playing Sports
The National Coaching Accreditation Scheme (NCAS, 1990: 87) argues that children play sport for:
• Pleasure
• Friendship
• Feel better
• Learn new skills
Each goal can be achieved if the sporting activity according to their abilities and needs. Children are not "little adults" who can carry out activities such as adult or the same conditions under adults. Therefore it is not, the right of children to do activities as do adults.
Children should not be forced to play the sport, but the sport should be packaged as a fun activity to build the skills, knowledge related to the game, friendship and an entertainment.
2.2.2 Competition
• Competition is not a good thing, but also not bad.
• Competition should focus on comfort and personality improvement (as a motivator).
• When the winner (the results of the competition) focused on the competition, the experience can be a negative influence on children. Negative experience (not pleasant) cause children to lose interest.
• Children enjoy the competition but the final result is not the goal.
• extreme pressures associated with competition may result in loss of self-pride and self-confidence.
The benefits of competition to motivate children and make them feel better (confidence).
2.2.3 Injury
The most common injuries in children is associated with bone growth. Children should not be over-trained. They need to variations play a variety of sports activities and variations in the position in team sports or teams. Remember, before the child is taking part in sports, and no illnesses or injuries have ever experienced, a doctor needs to be examined to ensure that the child is fit or can follow the sport.
2.2.4 Intensity Exercise
Exercise should not memeberikan heavy pressure (high intensity). High intensity / hard to be short / short. Children only need to play, the frequency of exercise not more than 3 (three) sessions per week (2 exercises, 1 competition) with the length of time each session one (1) hour for up to 10 years of age and 1.5 hours for children more than 10 years.
2.2.5 Body Temperature
• Children have a greater skin surface area to body size and fewer sweat glands than adults. Therefore they are more sensitive to temperature.
• Children should not do physical activity as follows: a period of time (over 30 minutes), the temperature (above 3000C), humidity (above 50%).
• Children should be encouraged to drink a little water but often, to replace fluids lost through perspiration.
2.2.6 Marathon / Older Activity
Long activities, such as a marathon, not recommended for children. Long activities can result in injury and dehydration.
Instructions are presented Australian Sports Health Federation
Running age, the road is no more
Under 12 years 5 km
12-15 years 10 km
15-16 years Half marathon
16-18 years 30 km
> 18 years of Marathon
2.2.7 Exercise
Avoid activities that cause injury resulting in cessation of bone growth.
Avoid the following activities:
• Squatting full or bending the knee fully.
• The throw parabola or shooting a ball into a basketball hoop.
• Stretching bouncing.
• Activities constantly with one side of the body or limbs.
Weight Training
• Format strength exercises most suitable and safe for children is to use the weight / load their own.
• In the prior-adolescent children using only light training load.
• Strength training can help children, among others: improving skills, reducing injury associated with various sports, increase muscle strength, good body shape (posture) and increase confidence.
• Children should do weight training techniques correctly.
All strength training (weights) must be supervised by qualified instructors. Children may be better emphasized in the practice of sports skills.
2.2.8 Understanding of Children
Characteristics of the development and growth of socially important and should be taken into account in the training of children.
Training sessions should be organized for:
• Allow children contribute to their own learning • Fulfillment of balance between effort and rest • Activities are varied
• Serving children from different cultures and economic backgrounds • covered, variations in gender and the ability to classify • Focus on individual needs
• Develop basic skills • Encourage all children both male and female; talent, and strive to take part of their ability • Protect children from the possibility of experiencing / try failure
Examples of physical, personality and social characteristics, the level of understanding of children and the practical implications for coaches.
Social characteristics of children Coaches need
• Those related to them • Emphasize teamwork and fair play during practice and competition
• Learning social roles and skills, and development • Strengthen the contribution of all the children in making a team or group
• Learning how to work together and to compete • Encourage children trying to win the cooperation of fellow members of the team and compete fairly with opponents
• Coming from diverse social and cultural backgrounds • Provide a supportive environment and show sensitivity to individual differences
• Learning to face the triumphs and failures • Help children to enjoy their sport
Level of understanding of children trainers need
• Do not turn off the idea of the ideal appearance • Provide appropriate demonstration
• Have not been able to process a lot of information • Introduce one thing at the same time
• Too much to do and little time to do • Select only 2-3 points for the practice of each skill
• Action is not automatic • Give children time to absorb the information and practice skills
The physical characteristics of children Coaches need
• Highly active • Plan a variety of activities
• great energy and very excited • Giving tolerance and redirect their passion
• Lack of control • Provide time to learn skills
• The development at different levels • Give time to acquire skills
• Support potential of boys and girls more alike than they are different assume • Do not assume that the ability based on sex
• The proportion of different body:
- Young children have larger heads
- Her legs are relatively short • Recognizing this affects the child's ability to balance
• petumbuhan during adolescence
- The arms and legs are not comparable in length • Affects the ability to run
• Children of the same age 4 years apart submarine in physical development have different characteristics • It is a measure of physical development of children, do not be stiff (awkward)
• Providing a higher portion of their aerobic system, but the results are not efficient • Classify the children according to age instead of physical development
• Respiratory kids short and fast • Provide low-intensity activity
• The development of anaerobic systems retarded children • Aware that children who are working hard to breath flow quickly
• Adolescence is a period of rapid growth • Aware that after puberty they become better in anaerobic power
• bone development should not be resolved until the age of 17 or 18 • Concentration on skills development models periodie variations determine long or short workout
• Children can not stand the heat and cold
• Use a safe strength training format that is: practice using the weight / load their own body
• Ensure that preadolecent supervised weight training for qualified instructor and not merely weigh heavy weight of the child
• Avoid repetition lot
• Make sure they are dressed comfortably
• Simple Motivation • Listen to what children say
• Consideration is ripe to play sports • Give praise and rewards for improvement and their businesses
• sensitive to criticism and failure Positive Assumptions and thanked their efforts and performance skills that have been carried out properly
• Attention short / short Maintain interest with varied activities and limit comments
A. Skills Development
There are various measures for athletes early age to learn or master a skill. The length of time depends on the individual child and the quality of practice. An important factor for the coach is:
• Give or show with a demonstration of good
• Build the skills of simple towards the complex flow
• Do not give too much information
• Fatigue will affect the acquisition of skills
• Children can only concentrate on short time
B. Athletes conditioning Early Childhood
When he wants to mature and advance athletes, coaches can develop a conditioning program to meet the capacity appearance. Appearances can be shown with the physical condition of the components, namely:
• Durability; Cardio-Vascular (Aerobic) local muscular endurance
• Strength; The amount of power that can be generated by muscle
• Power; The combination of strength and speed
• Flexibility; A broad movement in joints
Growth athletes early age now, in general, sufficient to sensitize the coach not to emphasize one physical element.
Tip for conditioning effective
With circuit training includes activities to develop endurance, strength, power and flexibility. It was assumed that aerobic activity is an activity carried out at different sessions.
• Select the activity of each post to ensure a balanced physical development.
• Provide a circuit form a card for each child.
• How many repetitions? Ttapkan an item that can be enjoyed by children sehingg can carry the maximum number of replicates them.
• Use a card table activity or activity pad wall to mark each station.
• Each station there are several options, some hard lebiha activity than others. Should coloring activity code (eg red, blue and white). Children then try all the events for a single color, for example, the red activity at each station.
• Demonstrate the correct technique in the first session.
Safety
• Do not do bouncing movements while doing motion (flexibility).
• Implement jumping exercises / hopping continues on a good surface. For example: grass, flooring, wooden mat. Avoid surface of asphalt, concrete and others. Shoes adjust.
• Do not sacrifice good technique to speed or to carry out a greater number of repetitions. Only increase the number of repetitions.
CHAPTER III
CLOSING
3.1 ConclusionFrom the description above can be concluded with a discussion of the issues raised / used, in training for early childhood associated with effective ways of training for a group of athletes early age. Aspects in use of sports for children due to the presence of children today will determine the future of the athlete's performance. And modifications olahrga directed so that children desire to engage in sports activities long (10 years).
Furthermore, in the understanding of the sport in early childhood. Why do children play sports, The National Coaching Accreditation Scheme (NCAS, 1990: 87) argues that children play sport for:
• Pleasure
• Friendship
• Feel better
• Learn new skills
The goal will be achieved if the sports activities according to their abilities and needs. Children are not "little adults" who can carry out activities such as adult or the same conditions under adults. Therefore it is not, the right of children to do activities as do adults.
Competition is one of understanding the sport in early childhood that competition needs to focus on comfort and personality improvement (as a motivator).
Injury, intensity of exercise, body temperature, marathon / long activities, training and understanding of the children is an effort that must be made in the understanding of the sport in early childhood.
3.2 Suggestions
This paper is a chain / flow of textbooks sport pedagogy, therefore kesetian reading and understanding in order to always be improved.