► Importance of the second ball off the goalkeeper

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Methodology

The importance of the second ball off the goalkeeper and its training

During our goalkeeper trainings, we are used to give orders constantly, to adapt to the competition demands and to our goalkeepers’. In the next post, we’re going to give some thought about the importance of the second ball off the goalkeeper and its training.

What do all these actions we’ve just watched in the last video have in common?

In all of them the finishing comes from:

  • A long/close-range shot that bounces off a teammate or rival…
  • A cross-shot where the centre back generates a makes a save…
  • A non-effective deflection…

In other words, being able to read the second ball off properly, giving it the importance that it deserves during the task, is key.

Do you work more on the save than on the deflection itself? Why? Which action is more often when competing?

Do you prepare drills where a second ball off the goalkeeper is generated during your training sessions?

Possibly, many of us design tasks both within and outside the goal where the goalkeeper, after a kick, corrects the position to receive another. The excellence and, at the same time, practicality reside in HOW.

How do you plan these drills? What do you base them on? Which methodological rules do you follow?

 

Let’s take an example: in the previous task or similar ones where, as in sequence A, we generate a shot to save and immediately, another different sequence…

What will happen if the goalkeeper does not save or deflect?

As a general rule, we will feel like making corrections such as: “Go! Hard! Aggressive!”, making the goalkeeper go get the ball quickly, with a collapse save.

Are we aware of what we cause with this “correction”?

Are we internalising that when the goalkeeper deflects, he/she must take control of the ball quickly in that second ball off?

Or do we prefer the goalkeeper to be able to interpret again after deflecting and act accordingly?

If we choose this last reflection, the structure of the task must change and of course, that types of corrections can not exist in the drill. Which options and structures do we have then within the task?

 

CONSIDERATIONS AND METHODOLOGICAL GUIDELINES

When you look for creating real game contexts, design open tasks. In other words, with several possibilities depending on what happens. So, if the goalkeeper performs a deflection and there is a second ball off him, the situation ends before moving on to the next sequence.

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