Training of Goalkeepers

The training of goalkeeper is an issue that needs to be addressed, as they are a vital part of a team. A goalkeeper determines the wins or losses of a team as they can be termed the gatekeeper of a team (Savelsbergh et al., 2002). A teams success relies heavily on the prowess of their goalkeeper. No matter how good a team is, if the goalkeeper is not up to par, it is a futile attempt at winning. Considering the central role the central role that goalkeepers play, it is essential to consider the manner of training that is most suitable for the goalkeeper in a bid to advance the progress of a team (Bideau, 2010). This paper explores whether it is most suitable for goalkeepers should train separate from the team or if they should train with their team. This issue highlights the best training options for goalkeepers and why the method proposed is geared toward the advancement of not only the team but the keeper himself.

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To determine the kind of training that a goalkeeper should be subjected to, it is important to note that a goalkeeper is tasked with the role of ensuring that the opposing team does not score. This means preventing the opposing team from successfully advancing the ball to his side and making a score by crossing his line of defense. In this respect, the goalkeeper needs to catch the ball or direct it away from his post. According to Hastie and Buchanan (2000), most of the time during a game or after a game, people makes comments about what the goalkeeper should or should not have done. However, Liebermann et al., (2002) note that the reviewing of goalkeepers fails to take into account that the keeper has been exposed to and how this training might have affected their performance in the field. Mitchell et al., (2013) observe that goalkeepers are exposed to various kind of training that of course has an effect on the overall quality of a game. Some are exposed to solo training; others train with their teams while others are exposed to a blend of the two (Bo, 2000).

The best strategy in relation to the training of goalkeepers involves training with the team. This is because training with the team is bound to create a unity that can be portrayed in the field during a game (Griffin, 2003). According to Vilar et al., (2012), most of the time, the mistakes that a goalkeeper makes can be directly linked to the lack of unity and collaboration with the team. Solo training is aimed at making the goalkeeper perfect at preventing scores but it does not teach them how to maximize relationship with the team during a game to advance the chances of a team wins Miles et al., (2012).

The reason it is called a team is that it has the cooperation and needs the relationship of various people working towards a goal. MacDonald et al., (2006) note that a goalkeeper is not independent of the team but rather a major part of it. Training the keeper out of the team depicts him as an independent party that has little to offer the team than catch the ball and prevent a score. This is not true since a goalkeeper has the responsibility of knowing the best players or the most strategic ones that he can pass the ball to. Limiting the training sessions of a goalkeeper to solo instances denies them the chance to know the teams weaknesses and strengths and come up with better ways of working with these strengths and strategies.

List of ReferencesBideau, B., Kulpa, R., Vignais, N., Brault, S., Multon, F. and Craig, C., 2010. Using virtual reality to analyze sports performance. Computer graphics and applications, IEEE, 30(2), pp.14-21.

Bo, W., 2000. Comparative Study of The Management of Top-level Sports Teams in Colleges and Universities between China and the United States.SPORTS SCIENCE, 20(4), pp.15-23.Kent, M., 2007. The Oxford dictionary of sports science and medicine. Oxford: Oxford university press.

Griffin, P.S., 2003. Teaching in an urban, multiracial physical education program: The power of context. Quest, 37(2), pp.154-165.

Hastie, P.A. and Buchanan, A.M., 2000. Teaching responsibility through sport education: Prospects of a coalition. Research Quarterly for Exercise and Sport, 71(1), pp.25-35.

Liebermann, D.G., Katz, L., Hughes, M.D., Bartlett, R.M., McClements, J. and Franks, I.M., 2002. Advances in the application of information technology to sport performance. Journal of sports sciences, 20(10), pp.755-769.

MacDonald, L., Macdonald and Lee, 2006. Automated practice target for goal-oriented sports and a method of training using the practice target. U.S. Patent 5,509,650.

Miles, H.C., Pop, S.R., Watt, S.J., Lawrence, G.P. and John, N.W., 2012. A review of virtual environments for training in ball sports. Computers & Graphics, 36(6), pp.714-726.

Mitchell, S.A., Oslin, J.L. and Griffin, L.L., 2013. Teaching sport concepts and skills: A tactical games approach for ages 7 to 18. Human Kinetics.

Savelsbergh, G.J., Williams, A.M., Kamp, J.V.D. and Ward, P., 2002. Visual search, anticipation and expertise in soccer goalkeepers. Journal of sports sciences, 20(3), pp.279-287.

Vilar, L., Araujo, D., Davids, K. and Button, C., 2012. The role of ecological dynamics in analyzing performance in team sports. Sports Medicine, 42(1), pp.1-10.