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Post by cjeagle on Nov 17, 2012 11:25:48 GMT 8
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Post by sandrosdad on Nov 17, 2012 16:42:32 GMT 8
Thank you cjeagle, what a wonderful article about Ajax and how Barca learned Total Football from Cruyff. Now that a 9 year old Filipino has proven to our officials and players that the Pinoy can do this, we should not waste time in reinventing the wheel! Spain has just signed a cooperation agreement with our government that covers sports development--particularly, football. Time to take full advantage of this as soon as possible!
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Post by cjeagle on Nov 17, 2012 23:58:24 GMT 8
Check the video with the same title on the New York Times website on the left hand side as well displaying the sights and sounds of the Ajax Academy and their kids training.
Just to illustrate what Sandro has to face if he was immediately accepted into La Masia the Barca Academy, I would like to point out this paragraph from that article:
"One player there was de Jong’s discovery, an 8-year-old who, he said, had “talent that is off the charts.” But if this boy were to be accepted into the academy, it would mean he had completed just the first of a succession of relentless challenges. Ajax puts young players into a competitive caldron, a culture of constant improvement in which they either survive and advance or are discarded. It is not what most would regard as a child-friendly environment, but it is one that sorts out the real prodigies — those capable of playing at an elite international level — from the merely gifted.
Every year, some in each age group are told they cannot return the following year — they are said to have been “sent away” — and new prospects are enrolled in their place. Over time, though, the academy hardens them mentally as well as physically."
Fortunately Sandro is at the Barca Escola where he will be given 3 years to develop at his own pace without the constant pressure of proving himself every year that is part of being at La Masia. Nevertheless he needs to be aware that coaches are always evaluating him to see if he continues to improve every year so he must always strive to better himself and not just be content with the talent that he has demonstrated so far if he wants to achieve his dream of playing professional football in Europe and especially for Barcelona.
BTW, Ed, I am just curious. Do you allow Sandro to play street football with the other kids in Barcelona like Zak Gilsenan does? I know that this is not a common practice in the Philippines because so few kids played the game in the past but it is fairly common in Europe and South America.
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Post by sandrosdad on Nov 18, 2012 7:35:38 GMT 8
Sandro is allowed to play more football if he wants to but we are happy that he cross-trains in a tennis academy on Tuesdays and Thursdays. He is now asking to add one more day of football training--on Sundays! Although Escola only gives him 4 days of training/tournament each week, they are allowed to play during the off days as long as they do not receive formal training that might confuse or harm their Barca style. Pick-up games like Zak's street ball games are ok. The only issue now is the risk Sandro might burn out if he plays 7 times a week. He really does not want to stop playing tennis. How we wish there were 8 days in a week so he can rest 1 day!!!
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Post by cjeagle on Nov 19, 2012 3:14:47 GMT 8
Sandro's facebook post
"Tournament today Sandro scored a wonderful left footed finesse goal after very creative dribbling and also dished out a nice assist!"
That is great Ed. I wished we could see the video but of course yo have to follow Barca's rules. How is Sandro's Catalan? Can he understand the coach'es instructions now and communicate with his teammates?
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Post by sandrosdad on Nov 20, 2012 6:16:41 GMT 8
Sandro is understanding basic Catalan a little bit more with each passing day. However, his coach still has to say a few English words to Sandro after his long Catalan instructions to the team. Sandro can communicate with his teammates also using simple Catalan. Luckily, two of them speak English, an American and a Bulgarian. Their team is blending better with each training day. One can see the tremendous difference in team play as a result of just being together for all the workouts and tournaments. Now contrast that with say a hastily put together team. No matter how talented your players will be, it is going to be tough to beat a well-oiled team made up of players who grew up playing together almost every day.
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Post by cjeagle on Nov 25, 2012 5:32:16 GMT 8
sandrodad's post
Wonderful tournament game today, Sandro's team won 6-3. Sandro 1st FCB Escola hat trick 3 goals and 1 assist. 3rd goal was a long range but delicate chip shot over the keeper.
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Post by cjeagle on Dec 2, 2012 5:58:51 GMT 8
sandro dad's post
Sandro's team lost today's tournament game 2-5. Today's game was the last he will play for the remainder of the year since he will miss their Dec. 15 game to catch a flight to Manila! (Dec. 8 no games scheduled because it is a National Holi day). His 11 goals and 11 assists in 12 games means that Sandro's goals plus assists total of 22 points figured in 53.6% of his team's total output of 41 goals in 12 games. (22/41=53.6) Can't wait to compete again in January!
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Post by sandrosdad on Dec 23, 2012 0:53:07 GMT 8
Watch the opposing FCB Escola goalie celebrate a penalty to go up 1-0. Moments later, Sandro evens the score courtesy of a wonderful assist from a teammate. Sandro, who was on side, beats 2 defenders and the goalie finishing with finesse using the outside of his right foot. The game later on ends in a 1-1 draw. Does Sandro remind you of any player with this sequence of moves and finishing?
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Post by takernz on Dec 23, 2012 15:30:13 GMT 8
yeah, for the Azkals; Angel Guirado against Sri Lanka at RMS, I also think Romario against Real Sociedad in the 1990's
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Post by kikomatsing on Jan 5, 2013 0:18:17 GMT 8
forward to 3minutes, this is the type of training our youngsters must learn, quick and short dribbles, this might be the base of tiki taka
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Post by sandrosdad on Jan 16, 2013 13:28:25 GMT 8
Award winning U.S. program 60 Minutes did an investigative report to find out why FC Barcelona is so successful. You can watch it on this link:
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Post by dingodile5 on Jan 31, 2013 8:57:28 GMT 8
posted by sandrosdad on his YouTube account
credits to sandrosdad
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Post by sandrosdad on Feb 21, 2013 16:36:48 GMT 8
SANDRO’S 1ST SEM REPORT IS OUT!
We met with the head trainer of the 8-9 year old FCB Escola players last night and were extremely impressed with their system of developing people, not just players. This is probably why FC Barcelona is among the most popular clubs in the world. Many may criticize their tiki-taka tactics but hardly anyone can say a negative word about their players, especially the Barca academy-trained ones. They are all well behaved gentlemen whose faces are not featured in the front page of tabloids making headlines outside the field. I now know one of the reasons why the Barca players are the way they are.
FCB’s report on each 8 and 9 year old player comprised 126 factors (not counting additional subjective comments from his coach) that the club finds very important if they are to develop within their system from Escola thru La Masia all the way to the first team. Each of the 126 factors have a bearing on the overall philosophy of the club. FCB is not looking to produce the most skillful player for its first team. They are looking to find a gentlemanly, kind-hearted, generous, loyal, hardworking, intelligent, skillful BUT humble person to add to their family.
If we want to help our grassroots program, whether for the Philippines or for a club, I believe that this FCB template is a great one to try to emulate. Let’s do our share to raise players who will be a good example for society!
NOTE: FCB does not allow player ratings to be made public. This may put players under unnecessary pressure or scrutiny which may be detrimental to their development. Sandro certainly does not want his ratings to be announced. These 126 factors without the player ratings are meant to help our developmental efforts only. The grading scale in use is a 3 point scale: high, average and low.
FC BARCELONA ESCOLA SEMESTRAL REPORT (as best translated from Catalan)
1. ATTITUDE, VALUES AND BEHAVIOR
(1.1) Adaptation and emotional state
1. Adapted to the pace of work at FCB Escola 2. Showing and appearing that he is happy 3. Was showing that he instantly interacts with others and carries out any activity as instructed by his coach 4. Is open to new relationships and is extroverted 5. Shows and plays a dominant leadership role within his team 6. His reactions are careful and well thought of 7. Shows active and dynamic participation with the activities proposed by the coach and does these quickly
(1.2) Sociability and habits of conduct
8. Communicates fluently with other players in his team 9. Has a good relationship with other players in his team 10. Is well accepted by other players in his team 11. Helps fellow players in the team when needed 12. Maintains an attitude that favors the group dynamics and the work assigned by the coach 13. Shows affection for his teammates 14. Goes about his play without drawing attention to himself 15. Collaborates in the work of collection of sports equipment after each drill and session 16. Greet members correctly in the FCB Escola 17. Has natural and cordial relations with players from other teams and age groups 18. Asks the coach for help when he needs to and does it correctly 19. Reacts positively after a warning from the coach or being corrected by the coach 20. Shows good communication with, and maintains a good and personal relationship with coach 21. Respects the materials and facilities of the FCB Escola 22. Knows the rules of the FCB Escola and strives to meet them
(1.3) Work habits, personal and social
23. Has willingness to learn 24. Shown that he is responsible in doing the activities as proposed by the coach 25. Has good work rate and good learning ability 26. Easily adapted to the needs and demands of the coaching and the training 27. Adapts easily to changing circumstances, environment (including weather) and activity 28. Speak softly and keeps his silence when asked 29. Knows how to wait his turn 30. Reports on time both for training and for tournament match days 31. Is well-behaved 32. Willing to share, unselfish 33. Has high expectations of himself 34. Accepts that he cannot always be the best or always plays first or must be benched 35. Recognizes and admits his mistakes 36. Is a good example for other students of FCB Escola (1.4) Habits of hygiene and order
37. Showering properly (lathering up the shampoo and soap, rinsing off and drying himself) 38. Bring the right stuff to shower (towels, slippers, shampoo and body wash) 39. After the shower has the right clothes for changing 40. After the shower puts spare shoes and outerwear appropriate (jacket, wool hat, scarf and gloves to protect himself) 41. During the training sessions and games, wears the right clothes and in the right way (tucked in shirt, shorts, socks below the knees, clean football boots, etc.) 42. Shows order and takes care of his belongings 43. Keeps order and well behaved from the moment of arriving and leaving the locker room
MORE COMMENTS FROM THE COACHES/TRAINERS FOR ATTITUDE, VALUES & BEHAVIOR:               xxxxx xxxxx xxxxx
2. SKILLS & ABILITIES / PERCEPTUAL & MOTOR COORDINATION
(2.1) Control and body awareness
44. Uses proper form of all the body parts 45. Knows what the proper form and body position is 46. Works well with his non-dominant side
(2.2) Orientation in space
47. Appreciates the dimensions of the field and the space around him 48. Knows what his position is and where to stay in the space 49. Knows orientation in space
(2.3) Balance
50. Has control of his body/biomechanics when moving fast 51. Maintains good balance in body to body contact situations with adversary 52. When he loses his balance and falls, he knows how to maintain good body position to protect his body from injury
MORE COMMENTS FROM THE COACHES/TRAINERS FOR SKILLS & ABILITIES / PERCEPTUAL & MOTOR COORDINATION:
xxxxx xxxxx xxxxx
3. TECHNICAL CONTENT
(3.1) Dribbling - Implementation of technical movement and level of achievement
A. USING THE DOMINANT (STRONGER) BODY PARTS
53. Masters the different contact surfaces of the entire body that can be used while dribbling 54. Successfully controls the ball and body to change directions 55. Dribbles with head raised while looking at the situation around him (peripheral vision) 56. Dribbles while protecting the ball with his body to keep ball away from the opponent 57. Knows how to vary speed of the dribble depending on the needs of the game 58. Applies various technical contents of dribbling the ball in real game situations
B. USING THE NON-DOMINANT (WEAKER) BODY PARTS
59. Masters the different contact surfaces of the entire body that can be used while dribbling 60. Successfully controls the ball and body to change directions 61. Dribbles with head raised while looking at the situation around him (peripheral vision) 62. Dribbles while protecting the ball with his body to keep ball away from the opponent 63. Knows how to vary speed of the dribble depending on the needs of the game 64. Applies various technical contents of dribbling the ball in real game situations
(3.2) The control of the ball and the pass - Implementation of technical movement and level of achievement
A. USING THE DOMINANT (STRONGER) BODY PARTS
65. Master the different contact surfaces of the entire body to make a pass 66. Make different types of passes both to another player and to a specific target space 67. Performs the pass to arrive to his teammate at the best time 68. Observes his surroundings before receiving the pass (using peripheral vision) so that he knows what to do with the ball immediately after he receives it 69. Masters the different body parts he can use to control the ball when he receives it 70. After passing the ball, observes his surroundings such that he knows what to do and where to take his position 71. Applies various technical contents of ball control and passing in real game situations
B. USING THE NON-DOMINANT (WEAKER) BODY PARTS
72. Master the different contact surfaces of the entire body to make a pass 73. Make different types of passes both to another player and to a specific target space 74. Performs the pass to arrive to his teammate at the best time 75. Observes his surroundings before receiving the pass (using peripheral vision) so that he knows what to do with the ball immediately after he receives it 76. Masters the different body parts he can use to control the ball when he receives it 77. After passing the ball, observes his surroundings such that he knows what to do and where to take his position 78. Applies various technical contents of ball control and passing in real game situations
(3.3) Evasive actions - Implementation of technical movement and level of achievement
A. USING THE DOMINANT (STRONGER) BODY PARTS
79. Understands and applies the different kinds of dribbling to evade defenders 80. Successfully performed several fakes to fool the defender (variety of fakes) 81. Knows and exploits the weak side (non-dominant) of the defender 82. Knows how to change the speed/pace of the dribble according to the situation of the defender 83. Knows when to evade the defender by dribbling or instead just to pass the ball to a teammate 84. Applies different evasive actions in real game situations
B. USING THE NON-DOMINANT (WEAKER) BODY PARTS
85. Understands and applies the different kinds of dribbling to evade defenders 86. Successfully performed several fakes to fool the defender (variety of fakes) 87. Knows and exploits the weak side (non-dominant) of the defender 88. Knows how to change the speed/pace of the dribble according to the situation of the defender 89. Knows when to evade the defender by dribbling or instead just to pass the ball to a teammate 90. Applies different evasive actions in real game situations
(3.4) Shooting - Implementation of technical movement and level of achievement
A. USING THE DOMINANT (STRONGER) BODY PARTS
91. After shooting the ball, quickly goes after the possible rebound 92. Observes the position of the goalkeeper before shooting 93. Coordinates the movement of the arm opposite the leg during the kicking motion 94. Applies various technical content of shooting in real game situations
B. USING THE NON-DOMINANT (WEAKER) BODY PARTS
95. After shooting the ball, quickly goes after the possible rebound 96. Observes the position of the goalkeeper before shooting 97. Coordinates the movement of the arm opposite the leg during the kicking motion 98. Applies various technical content of shooting in real game situations
(3.5) Defending - Implementation of technical movement and level of achievement
A. USING THE DOMINANT (STRONGER) BODY PARTS
99. Shows focus and concentration and is attentive when his team is on the defense 100. Knows how to wait for the right time to anticipate the opponent and steal the ball 101. After intercepting the ball, knows what to do next 102. Keeps defending without losing his balance and falling for the opponent's fakes 103. After stealing the ball, knows to go to the opponent’s weaker side 104. Remains patient when the team is defending 105. Applies steals and other defending skills into real game situations
B. USING THE NON-DOMINANT (WEAKER) BODY PARTS
106. Shows focus and concentration and is attentive when his team is on the defense 107. Knows how to wait for the right time to anticipate the opponent and steal the ball 108. After intercepting the ball, knows what to do next 109. Keeps defending without losing his balance and falling for the opponent's fakes 110. After stealing the ball, knows to go to the opponent’s weaker side 111. Remains patient when the team is defending 112. Applies steals and other defending skills into real game situations
MORE COMMENTS FROM THE COACHES/TRAINERS FOR TECHNICAL CONTENT:
xxxxx xxxxx xxxxx
4. TACTICS
(4.1) The 1-3-2-1 system - Objectives worked on and level of achievement
113. Master the basics of attacking 1-3-2-1 system 114. Master the basics of defensive 1-3-2-1 system 115. Is positioned correctly in the field both in attack and defense 116. Can play in different positions and understand the functions to be performed in each
(4.2) Offensive tactical content – Contents studied and level of achievement
117. Knows how to position himself using the breadth and depth of the play area 118. Proficient in passing safely beyond the reach of his adversaries 119. Understands and applies the concept of ball movement (tiki-taka) 120. Understands and supports his teammate when he does not have the ball 121. Creates a passing lines by positioning passes at different heights 122. Depending on different game situations, has correct body orientations/positioning
(4.3) Defensive tactical content - Contents studied and level of achievement
123. Knows field position in the small space to prevent the forward progression of the opposing team 124. Helps teammates in defending 125. Understands and applies the concept of organized pressure to elicit loss of ball possession 126. Lateral coverage: closes the gaps/spaces closest to the goal
MORE COMMENTS FROM THE COACHES/TRAINERS FOR TACTICS: xxxxx xxxxx
ADDITIONAL OVERALL OBSERVATIONS: xxxxx xxxxx
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Post by benzgm on Feb 21, 2013 18:04:53 GMT 8
Pretty impressive list! and putting Attitude, Values and Behavior first is worth noting.
Looks like Sandro is in good hands and would surely come out of the Escola not just a better player, but a person as well. Congratulations for raising a kid such as Sandro, I guess knowing he's in good hands takes a lot of your worries as a parent away.
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