Transcript Queensland Senior Physical Education

Designing and evaluating training programs
Chapter overview
Planning a training program
 Adenosine triphosphate
 What to consider
 Planning a training year
 Planning a training session
 Avoiding over-training
page 125
page 223
page 226
page 234
page 236
Short-term training programs
 Designing a short-term training program
page 239
Program evaluation
 Monitoring training
 Analysing the findings
 Planning for the future
page 250
page 255
page 256
Now that you’ve finished … answers
Planning a training program
Page 223
What to consider…
1.
2.
3.
4.
Performance and fitness needs
Training sessions
Competition schedule
Climate and season
Integration
Consider your current sport
and your local climate. In
what situations is it likely
that you will need to devise
an alternative plan to allow
for bad weather?
Planning a training year
Page 226
Phases of competition
Training programs can be broken down into 3 distinct phases:
1.
2.
3.

Post-season (transition)
Pre-season (preparatory)
In-season (competition)
Training volume and intensity are adjusted at each stage to suit
athletes’ needs
Post-season training
Aims to:

Prevent weight gain
Maintain a base level of aerobic fitness
Maintain strength
Maintain reasonable skill levels
Repair injuries
Recuperate physically and mentally

Low intensity work, but high volume





Pre-season training

Usually 8–12 weeks before the start
of the season or competition

Energy systems used in sport are
taxed to maximum capacity

High intensity work, but low in
volume
In-season training

Maintain fitness, strength and skills developed

Intensity and volume should allow for maintenance

Often consists of intense skill practice and modified games
Suggested activities for the phases of a year-round training program
Activity
Post-season
Pre-season
In season
Weight training
3 days per week
2–3 days per week
1 day per week
Running
Low intensity: 1–2
days per week
High intensity: 3 days per
week
High intensity: 1–2 days
per week
Skills
Skills practice
Skills practice
Skills and drills practice
Other
Limited sportspecific practice
Learning strategies
Game-like activities;
regular competition
Source: Adapted from ML Foss and SJ Keteyian, Fox’s Physiological Basis for Exercise and Sport, 6th edn,
WCB/McGraw-Hill, Boston, 1998 and SK Powers and ET Howley, Exercise Physiology Theory and Application
to Fitness and Performance, 3rd edn, Brown and Benchmark, Madison 1997
Macro- and microcycles
Programs can be broken down into macro- and microcycles.
These smaller blocks allow for the manipulation of training
volumes, intensities and recovery.
Macrocycles: Usually last 3–6 weeks
Microcycles: 7–10 days
Each macrocycle can have a different focus
Annual training plan

An annual training
plan helps athletes
and coaches to
achieve their goals.
(p. 231)
Peaking for performance
A peak is an optimal state of athletic readiness aimed at the highest possible
performance. Macrocycle and microcycles should gear athlete to peak by
competition/finals etc.
A performance peak is characterised by:
- Good health
- An ability to cope with training
workloads and stress
- Quick recovery
- Extreme efficiency at producing
energy for performance
- Self-confidence
- High motivation and aspirations
Personal reflection
Have you ever adjusted
your training so that you
are at your peak for an
event? How did your
training program change?
Tapering




The act of reducing aspects of training in
weeks leading up to competition
Allows body and mind to have a break
from vigorous physical exertion
Provides opportunity to heal injuries and
recharge energy reserves
Tapering should begin approximately 1
microcycle (7–10 days) competition
Athletes may experience some of the following during the taper
period:
- VO2 max increases
- Muscular strength increases
- Blood lactate levels decrease
- Minor injuries are healed
- Soreness disappears
Personal reflection
- Glycogen stores are replenished
When do you think you will
need to start tapering your
training to peak for your
event?
Planning a training session
Page 234
Training sessions
1.
2.
3.
4.
Overview – state objective and general activities
Warm-ups and stretching – gentle and rhythmic use of large
muscle groups and raise heart rate. Stretch after muscles are
warm, either dynamic or static
Skill instruction and practice – set series of drills to follow.
Should soon follow warm-up so that athlete doesn’t cool down
Conditioning – 15–20min should occur after skill work so that
it is not affected by fatigue
Training sessions
5.
6.
7.
Games (optional) – motivate and reinforce execution of skills
in a competitive setting
Cool-down – 5–10min plus stretching returns blood to the
heart and waste product removal
Evaluation – reflection can occur during and after the cooldown. Journal entries taken over time can provide valuable
feedback for future sessions.
Avoiding over-training
Page 236
Over-training
Negatively affects performance, leads to injury and burnout
 Occurs when workouts are:
- Too long and too frequent
- Too strenuous
- Conducted with inadequate recovery times between workouts

Signs and symptoms of over-training
Physical performance
Biological functions
Psychological signs
• Decline in physical
performance
• Loss of muscle
strength
• Loss of coordination
• Decrease in
maximal aerobic
capacity
• Injury
• Increase in resting and submaximal heart rates
• Elevation of heart rate in
recovery after exercise
• Increase in oxygen uptake
and blood lactate during submaximal exercise
• Increase in blood pressure
• Loss of weight (or no weight
loss)
• Muscle tenderness
• Increased risk of infection
• Occasional nausea
• Chronic fatigue
• Early onset of fatigue when
training or competing
• Decrease in VO2 max
• Decrease in muscle glycogen
• Decrease in appetite and
libido
• ‘Staleness’
• Sleep disturbances
• Increase in feelings of
physical, mental and emotional
exhaustion
• Decrease in self-esteem
• Difficulties in dealing with
others
• Social withdrawal
• Feelings of overall chronic
stress
• Emotional instability
• Decrease in motivation and
commitment
Short-term training programs
Page 239
Seven steps are involved in designing a short-term training
program.
1 Analyse fitness and skills.
2 Decide on the duration of the program.
3 Divide the program into periods.
4 Decide on training days.
5 Create a program outline.
6 Plan training sessions.
7 Ensure that the training principles have been correctly applied.
Step 1: Analyse fitness & skill needs
Once you know what your goal for the training program is, use the
SMARTER model to determine your fitness and skill gap.
Specific
I want to become a better goal keeper by increasing my
goal saves percentage.
Measurable
A goal is saved each time I successfully prevent the
opposition from scoring. I can find this information. I would
like to achieve a 75 per cent success rate.
Last season, I averaged a 65 per cent success rate. I
believe that 75 per cent will be challenging, but within my
reach.
I believe I am now at the associative level in my sport as I
have started playing at club level. I have spoken with my
coach and she feels that a 75 per cent goal save rate is a
realistic goal.
I want to achieve this average by the end of this season,
which is five months away (1 December).
Attainable
Realistic
Timely
Exciting
This goal provides a challenge and will help to keep me
motivated.
Reviewed
I will review this goal on the first day of December.
Setting SMARTER
goals—a water polo
goalkeeper’s example
Personal
reflection
What are your
short-term
training goals?
Fitness needs – athlete’s current fitness
level = ______________
What energy system does the activity
require?
What fitness components does the
activity require?
How efficient is your anaerobic/aerobic
capacity at the moment?
Are the fitness components required by
the physical activity your strength/s or
weakness/es?
Skill needs of physical activity – athlete’s current skill level = ____________
What skills does the activity require?
Do you already have these skills?
If so, what level are you at (cognitive/associative/autonomous)?
What skills require the most improvement?
Determining the gap
Example Answer: The activity in question is swimming and I am
required to compete in the 100m freestyle in 7 weeks time. This
event relies heavily on the anaerobic energy system. This is not
an area of strength for me as I am a long distance runner with a
highly developed aerobic capacity. I must therefore place a great
emphasis on developing speed and improving my anaerobic
threshold. I am at the
Personal reflection
associative stage in freestyle
and was coached for a few years
What portion of your
when I was young. Therefore,
training needs to be devoted
my training program must
to skill development? How
emphasise the development of
does this compare with the
amount that needs to be
fitness, with a minor focus being
devoted to fitness?
technique.
Step 2: Decide on the duration of the program
The duration of a program depends on the dominant energy
system needed for the activity:



Aerobic-based training programs need 12–15 weeks.
Anaerobic-based training programs need 8–10 weeks.
Some strength gains can be achieved in as little as 5 weeks
In the Senior PE course, time constraints often place
limitations on the length of training programs. Your teacher
will guide you in this process.
Step 3: Divide the program into periods
Allows for logical progression towards goals.
 Once training phase determined, program should be divided into
macrocycles that last for three weeks each.

In each cycle, the first
week is of a medium
difficulty, the second
is more difficult and
the third is for
recovery.
Figure 6.15 provides
an estimate on how
many hours should be
spent training in each
microcycle (week).


It is recommended that athletes focus on the ‘medium’ weeks in
their program first.
A medium week should consist of sessions that are individually
tiring but that do not make the athlete feel physically sore or
drained at the end.
Personal reflection
What would a training
session need to consist of to
make you feel tired by the
end but not feel sore the
next day?
Step 4: Decide on training days


Anaerobic power-based training – 3 times a week
Aerobic training – up to 5 times per week.
When deciding which days to train, follow two general rules:
1. Vary the overall strain of the training days, never placing two
high-stress days in a row.
2. Follow every hard day with an easy day. Easy days can be a
great opportunity to work on technical skills and tactics.
Step 5: Create a program outline
Essential
Day
Date
Location
Warm-up
Fitness and skill development):
• Type of activity or activities
• Frequency
• Intensity
• Time allocated
• Recovery type and time.
• Heart rates (taken at the conclusion of a set
or activity)
• Perceived exertion levels (recorded at the
conclusion of a set or activity)
• Fatigue rating (recorded at the end of the
session)
Cool-down
Optional
Total calories expended
Body weight
Diet
Sleep (night before)
Feelings during and after session
Step 6: Plan training sessions
Name
Week number
(and dates)
Week difficulty
(circle)
medium
hard
Warm-up and
stretching
Monday
Training day /
Rest day
Tuesday
Training day /
Rest day
Wednesday
Training day /
Rest day
Thursday
Training day /
Rest day
recovery
Skill practice
(if included in
session)
Conditioning
Cool-down
Evaluation
Type:
Frequency:
Intensity:
Time:
Type:
Frequency:
Intensity:
Time:
Type:
Frequency:
Intensity:
Time:
Type:
Frequency:
Intensity:
Time:
Continued on the next slide
Name
Week number
(and dates)
Week difficulty
(circle)
medium
hard
Warm-up and
stretching
Friday
Training day /
Rest day
Saturday
Training day /
Rest day
Sunday
Training day /
Rest day
recovery
Skill practice
(if included in
session)
Conditioning
Type:
Frequency:
Intensity:
Time:
Type:
Frequency:
Intensity:
Time:
Type:
Frequency:
Intensity:
Time:
Cool-down
Evaluation
Step 7: Ensure that training principles have been applied

1.
2.
3.
4.
When the short-term training program, including a plan for
individual sessions, has been written, athletes should be able to
answer yes to the following questions:
Are your individual sessions specific to your event and your
needs?
Are you training often enough each week?
Are you doing the correct number of repetitions and sets each
session?
Are you working at the correct intensity? (Remember, the
intensity will depend on the week of your program: medium,
hard or recovery.)
5.
6.
7.
8.
Are your intervals, sets or drills running for the appropriate
length of time?
Are you allowing your body enough rest between sets?
Are you appropriately increasing the stress on your body to
see improvement?
Are you ensuring that
you will not get bored?
Have you made sure that
you have a variety of
relevant activities?
Muscular
strength
Specificity
Frequency
Intensity
Time
Overload
Variety
Resistance
training:
Muscle
contractions
should involve
both
concentric and
eccentric
contractions.
Where
possible,
actions should
mimic those of
the sport.
Untrained
athletes: 1–2
sessions per
week, 2–3
sets per
session
Advanced
athletes: 3–5
sessions per
week, per
muscle
group, split
sessions, 3–
6 sets per
session
Untrained
athletes:
8–12 RM,
slow–
moderate
speed
Advanced
athletes:
2–6 RM,
slow–
moderate
speed
The number
of sets will
guide the
time for each
session.
However, the
amount of
rest is
constant.
Untrained
athletes: 2–3
minutes
between sets
Advanced
athletes: 3–5
minutes
between sets
Gradual
decreases of
2–10% of
RM; the
lower the
RM, the
heavier the
weight
Machines,
free weights,
elastic
bands,
person’s own
body weight,
pulleys and
levers, and
sport-specific
machines
(for example,
swimming
resistance
bench)
Continued on the next slide
Specificity
Muscular power Power is the
result of
applying force
(strength)
quickly; it is
necessary to
have adequate
strength before
one can develop
power.
Therefore, it is
recommended
that a power
program
includes a
maintenance
strength
program.
Where possible,
actions should
mimic those of
the sport.
Frequency
Intensity
Time
Overload
Variety
1–2
sessions per
week,
3–6 sets per
session
6–12 RM
for 2–10
repetitions,
fast speed
The number
of sets will
guide the
time for each
session.
However, the
amount of
rest is
constant: 3–5
minutes
between
sets.
Gradual
decreases of
2–10% of
RM; the
lower the
RM, the
heavier the
weight
Machines,
free weights,
elastic
bands,
person’s own
body weight,
pulleys and
levers, and
sport-specific
machines
(for example,
swimming
resistance
bench)
Continued on the next slide
Muscular
endurance
Specificity
Frequency
Intensity
Time
Overload
Variety
Any activity
requiring the
muscle to
repeatedly
contract
against a
resistance,
such as
plyometrics
and weight
training.
3 sessions per
week, 3–6
sets per
session
15+ RM for
15–30
repetitions,
medium
speed
The number of
sets will guide
the time for
each session.
However, the
amount of rest
is constant: 1–3
minutes
between sets.
Gradual
decreases
of 2–10%
of RM; the
lower the
RM, the
heavier the
weight.
Machines,
free weights,
elastic bands,
person’s own
body weight,
pulleys and
levers, and
sport-specific
machines (for
example,
swimming
resistance
bench)
Continued on the next slide
Cardiorespiratory
(aerobic)
capacity
Specificity
Frequency
Intensity
Time
Overload
Variety
Continuous
training,
intermediate –
long-interval
training,
fartlek training
Cardiorespiratory
gains can be
achieved with
as few as 2
sessions per
week in
beginner
athletes;
however, 3–5
sessions per
week are
recommended.
Continuous
training:
50–85% of
maximum
heart rate
Interval
training:
moderate
duration, highintensity pace
training:
85–90% of
maximum
heart rate
Continuous
training: 20–60
minutes (not
including
warm-up and
cool-down);
less time for
beginners;
more for
advanced
athletes
Interval
training: 30–60
minutes in
total, bouts of
4–10 minutes
with active rest
Gradual
increases
in intensity
(increasing
lactate
threshold)
or distance
Walking,
jogging,
running,
swimming,
cycling
Continued on the next slide
Speed
(anaerobic)
Specificity
Frequency
Intensity
Time
Overload Variety
Shortinterval
training,
intermediat
e-interval
training
Alactacid:
10 sec—5 sets per
workout, 10
repetitions per set
< 20 sec—3 sets
per workout, 8
repetitions per set
Alactacid/lactic
acid:
30–45 sec—4 sets
per workout, 4
repetitions per set
1:20–1:30 min—2
sets per workout, 4
repetitions per set
Anaerobic:
1:45–2:15 min—1
set per workout, 5
repetitions per set
2:30–3 min—2
sets per workout, 2
repetitions per set
85–100%
of
maximum
heart rate
Alactacid:
10 sec—1:4 work–
relief ratio, complete
rest recovery
< 20 sec—1:3 work–
relief ratio, complete
rest recovery
Alactacid/lactic acid:
30–45 sec—1:3 work–
relief ratio, work–relief
1:20–1:30 min—1:2
work–relief ratio,
work–relief
Anaerobic:
1:45–2:15 min—1:2
work–relief ratio,
work–relief
2:30-3 min—1:1 work
or complete rest
recovery
Gradual
increases
in
intensity
or
distance
Track,
sprinting,
cycling,
swimming,
gym
machines
Continued on the next slide
Flexibility
Specificity
Frequency
Intensity
Time
Overload
Variety
Static
stretching,
PNF,
dynamic
stretching
There is no
maximum
frequency. Stretch
MUST occur
every session
after a suitable
warm-up and at
the very end of
the session.
Static and
PNF: Low
intensity, no
bouncing
Dynamic:
gentle
repetition of
the types of
movements
associated
with the
sport
Static: Held for
10–30 sec in a painfree position
PNF: Static stretch
held for 10–20 sec, 6
sec of isometric
contraction, 10–20
sec of further static,
and so on
Gradual
increases
in range of
movement
across
joint. Be
careful not
to overstretch
using the
PNF
technique.
Individual
stretching,
pair
stretching,
assisted
(e.g. elastic
band),
during an
aerobics
class
(dynamic)
Continued on the next slide
Agility,
Coordination,
Balance,
Reaction
Time
Specificity
Frequency
Intensity
Time
These
components
will be
developed in
the skill
training
phase of a
session. The
skills and
drills will
depend on
the physical
activity.
Cognitive and
associative
stage of
learning: every
session
Autonomous
stage of
learning: most
sessions (some
may be
conditioning
only)
Cognitive
and
associative
stage of
learning:
Usually at the
start of a
session when
the athlete is
fresh.
Autonomous
stage of
learning:
Integrated
with fitness
conditioning
and often
when the
athlete is
tired (fatigue
loading)
Drills can become
more challenging.
Examples include:
perform the drill for
longer; perform
the drill faster; or
increase the
success rate
before completing
drill
Overload
Variety
Will
depend
on the
physical
activity in
question.
Program evaluation
Page 250
Monitoring training
It is important to monitor a training program to ensure that athletes
are given appropriate feedback and remain motivated.

Common mistakes that are often identified when monitoring
training programs include:
• over-training
• under-training
• inappropriate training methods
• inappropriate intensity
• training that is not specific to the athlete’s goals
• failing to taper.
Periodic fitness testing


Keeps athlete motivated
Highlights problematic areas
Tests should be performed regularly to provide best feedback.
At the least, tests should be performed before (pre-testing) and
after (post-testing) all programs to provide a basic summary of
achievements
Keeping a journal
Journal entries should consist of two
sections:
• a log of the fundamentals of the
session, such as frequency, intensity,
time and type of training
• a section for additional information
and reflection.
Personal reflection
Have you ever kept a
training journal?
Was it beneficial and, if so,
how?
Information to include in a training journal
Essential
Optional
Day:
Total calories expended:
Date:
Body weight:
Location:
Diet:
Warm-up:
Sleep (night before):
Fitness and skill development):
• Type of activity or activities
• Frequency
• Intensity
• Time allocated
• Recovery type and time.
• Heart rates (taken at the conclusion of a set or
activity)
• Perceived exertion levels (recorded at the
conclusion of a set or activity)
• Fatigue rating (recorded at the end of the session)
Cool-down
Feelings during and after session:
Borg rating of perceived exertion (RPE) scale
Borg
scale
6
7
8
9
10
11
12
13
14
15
16
17
Borg scale
descriptor
No exertion at all
Extremely light
Extremely light
Very light
Level of exertion
All day
Very light, as for a healthy person taking a short
walk at his or her own pace.
Light
Somewhat hard
Somewhat hard. It still feels OK to continue.
Hard (heavy)
It is hard and tiring, but continuing is not terribly
difficult.
Very hard
18
19
Extremely hard
20
Maximal exertion
Time that exertion can be
comfortably maintained
Very hard. It is very strenuous. You can still go on,
but you really have to push yourself and you are
very tired.
An extremely strenuous level. For most people this
is the most strenuous exercise they have ever
experienced.
All day with breaks
5–10 hours
4–5 hours
2.5–4 hours
1.5–2.5 hours
50–90 minutes
25–50 minutes
15–25 minutes
7–15 minutes
3–7 minutes
30 seconds – 3 minutes
< 30 seconds
Fatigue test
Aim
To measure and monitor your levels of fatigue during training
Equipment
 stopwatch
Procedure
Do the following after rising in the morning but before breakfast or
stimulants (tea or coffee).
1 Sit quietly for 3 to 5 minutes until your heart rate is stable. You
can read the paper during this time.
2 Take the resting heart rate at the wrist for 10 seconds. Then,
multiply the number of beats by six to get the rate per minute.
Continued on the next slide
3 Start the stopwatch and begin stepping (up with one foot then
the other, then down with the first foot and then the other). The
entire sequence of stepping up and down should take 2 seconds
and be repeated 30 times in 1 minute.
4 After 1 minute of stepping, stop. While still standing, take the
post-exercise heart rate and then sit down immediately.
5 Sit quietly and relax. At 30 seconds after exercise, take your
heart rate for 10 seconds. Then, multiply the number of beats by
six to get the rate per minute.
6 At 60 seconds after exercise, take the final heart rate.
Record your results in a table like the one on the following slide.
To calculate the fatigue index, add up all of the heart rate
measurements.
Fatigue test recording form
10-second pulse × 6 =
beats per minute
1 Resting
____________ × 6 =
____________
2 Exercise
____________ × 6 =
____________
3 30 seconds after exercise
____________ × 6 =
____________
4 60 seconds after exercise
____________ × 6 =
____________
Fatigue index (sum of above)
____________ beats
Criteria for evaluating the fatigue test
Increase in fatigue
index
Risk of over-training
0 to 20 above resting
Not generally a concern
unless sustained
20 to 30 above resting
Slightly increased
30 to 45 above resting
Increased risk
More than 45 above
High risk (suggest no training)
resting
Monitoring goals


Allows coaches and athletes to determine if something is wrong
with the program
Provides insight into an athlete’s attitude. There is no point
monitoring athletes’ progress with periodic fitness testing if they
have lost motivation and fail to see the point of their training.
Analysing the findings
1. Have any of my periodic fitness tests shown a plateau or
decline in performance? If so, is there a plausible reason for this?
If not, what modifications should I make to my training program?
2. Have any issues arisen repeatedly in my journal reflections,
such as extreme fatigue? If so, do these justify modifications to my
training program or is there another valid reason?
3. Have I been reaching my progress goals? If not, is it due to a
lack of application on my part or are the training sessions
insufficient to allow me to improve?
Planning for the future
A SWOT analysis of a training program
Strengths
Weaknesses
•
•
What were the best
aspects of the program
and why?
•
•
program?
•
What was done well and
why?
What test results
Are there gaps in the
What did we not do very well
and why?
•
What test results showed a
decline and why?
showed improvement
Personal reflection
and why?
Opportunities
Threats
How can the program be
What may prevent the
improved?
achievement of short-term and
long-term objectives?
After a SWOT analysis,
what modifications would
you make to your
recently completed
program next time?
Now that you’ve finished…
Answers
1
a. Explain the difference between the post-season, pre-season and in-season training.
b. Explain the types of activity recommended for each training phase.
a.
Post-season training is usually low intensity but high volume (a large number
of long sessions). A post-season program might include competitions in the
athlete’s sport (or a similar sport) and recreational and social activities for fun.
Pre-season training shifts to high intensity (progressive overload) and low
volume. Pre-season training usually occurs eight to twelve weeks before the
start of the season or competition. The aim of in-season training is to maintain
the fitness, strength and skills developed during the pre-season. Practice
sessions should be at a volume and intensity that allows athletes to maintain
their strength and endurance.
b.
Post-season: Skill development and limited sports-specific practice.
Pre-season: Skill development and learning strategies.
In season: Skill development and game-like activities, regular competition.
2 a. Describe the components of an individual training session.
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Overview: brief introduction to session and state aims.
Warm-ups and stretching involve a gentle and rhythmic use of the large
muscle groups. This will raise the heart rate. It is essential that stretching
occurs only when the muscles are warm and that each stretch is held (without
bouncing) for 10–30 seconds. The specific warm-up stage involves practising
activities and skills that are relevant to the sport.
Skill instruction and practice: series of skill work in the form of planned drills.
Conditioning: sport-specific fitness development. Fitness conditioning should
last for about 15–20 minutes.
Games: optional; can be incorporated into the warm-up or cool-down.
Cool-down: light intensity work followed by a period of stretching.
Evaluation: allocated time to talk about intensity and application in training,
punctuality, the next training session, player availability and the coming
game/event.
2 b. Outline reasons for including each of these components.
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Overview: ensures athletes are able to perform tasks well
Warm-ups and stretching: prepares athletes physically and mentally for the demands of
the training session. By incorporating the skills of the sport in a specific warm-up, the
necessary muscles and ligaments – and even motor neurons – required for the
performance are activated.
Skill instruction and practice: allows for the development of specific skills necessary
Conditioning: develops the energy systems necessary for the physical activity.
Games: motivates and reinforces execution of skills in a competitive setting.
Cool-down: helps to remove waste products and gradually bring the body back to resting
levels. It gives the body time to return blood to the heart, rather than letting the blood pool
in the muscles. This allows the oxygenated blood to flush out the waste products that
form during activity and begin to rebuild the energy stores required for the next
performance.
Evaluation: for reflecting on session’s training objectives and performances.
3. Outline the steps you, as a coach, would take to assist an athlete who
is over-trained.
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ensure proper nutrition
ensure adequate rest and recovery between workouts; reduce
number of workouts
monitor training loads
vary exercise intensities
monitor physiological changes (for example, increased heart
rate, increased oxygen consumption and blood lactate levels)
use sports psychology strategies (for example, mental rehearsal
and relaxation)
keep a training diary to monitor feelings.
4. Design a checklist to recognise the signs and symptoms of overtraining in a 100-metre swimmer.
Physical
 Decline in speed
 Loss of muscle strength
 Loss of technique in various phases of stroke
and kicking
 Incorrect body position
 Injury
Biological
 Increase in resting and submaximal heart rates
 Elevation of heart rate in recovery after exercise
 Increase in blood pressure
 Increase in oxygen uptake and blood lactate
during sub-maximal exercise
 Loss of weight (or no weight loss)
 Muscle tenderness
 Occasional nausea
 Chronic fatigue
 Early onset of fatigue when training or
competing
 Decrease in VO2 max
Psychological
 ‘Staleness’
 Sleep disturbances
 Increase in feelings of physical, mental and
emotional exhaustion
 Decrease in self-esteem
 Difficulties in dealing with others
 Social withdrawal
 Feelings of overall chronic stress
 Emotional instability
 Decrease in motivation and commitment
5. Explain how breaking a long-term training program into smaller blocks of time
(phases and macrocycles) can help athletes to improve their performance.
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Allows for logical progression towards goals.
Allows for planning in greater detail.
Allows for the systematic manipulation of training volumes,
intensities and recovery.
6. Compare the focus of the preparation (pre-season) phase of an
annual program with that of the in-season phase.
During the in-season, the focus on training is maintenance;
however, during pre-season training, the focus is on the
development of skills and taxing of energy systems, a build-up
towards peaking.
7. Imagine that you are about to design a short-term training program. Conduct
your own individual fitness and skill analysis for your current physical activity.
Example: Netball (Goal Shooter)
Required by
My current level
Gap
assessment date
Skill
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High shooting
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Low shooting
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Must devote
accuracy.
accuracy from far
largest portion of
Suggest 80%
range
skill work to
Fast and
mid/far range
accurate passing
shots
success from
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near and far
range
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Fast and
accurate passing
Fitness
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High level
High anaerobic
aerobic and
capacity, but low
anaerobic
aerobic capacity
capacity
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Agility
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Quite agile
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Must develop
aerobic capacity
8. How would a short-term training program for hurdlers at the cognitive (beginning) stage of learning
differ from a program for hurdlers at the autonomous stage of learning? Compare and contrast the
priority given to skill versus fitness development. Justify your response.
Cognitive hurdler
Mostly part practice. Fitness development
separate to skill development
Associative hurdler Mostly whole practice. Fitness development
integrated with skill development (fine tuning
technical issues)
9. Describe the methods used to monitor a training program.
Athletes should conduct periodic fitness testing to determine
where strengths/weaknesses lie in order for adjustments to be
made. Journals that are recorded on a regular basis can provide
useful feedback to both athletes and coaches.
10. Explain the purpose of a SWOT analysis.
When applied to training programs, the SWOT (strengths,
weaknesses, opportunities and threats) test forces participants to
reflect on the positive and negative aspects of the program, with
the aim of drawing attention to its flaws.
Image credits
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Slide 1, Getty Images / Per Breiehagen
Slide 8, Getty Images/Bradley Kanaris
Slide 14, AP Photo/David J. Phillip
Slide 25, Getty Images/Hannah Johnston
Slide 36, Getty Images/Bernd Eberle
Slide 47, Shutterstock/Sergey Peterman
Slide 53, Getty Images/Mark Dadswell
Slide 54, Getty Images/Mike Powell