Developing Athletic Abilities

Transcription

1 Coach Workbook Developing Athletic Abilities Coach Workbook

2 PARTNERS IN COACH EDUCATION The National Coaching Certification Program is a collaborative program of the Government of Canada, provincial/territorial governments, national/provincial/territorial sport organizations, and the Coaching Association of Canada. The programs of this organization are funded in part by Sport Canada. This document is copyrighted by the Coaching Association of Canada (2013) and its licensors. All rights reserved. Printed in Canada.

3 TABLE OF CONTENTS 1 Introduction Purpose of the Document NCCP Core Competencies Learning Outcomes Overall Context Symbols Workbook Topics Review of Athletic Abilities Profiling My Athletes Sport The Demands of My Athletes Sport Terminology Review Validation of Your Analysis Athletic Abilities and Energy Systems Training the Athletic Abilities Testing the Athletic Abilities How Am I Doing? Training Principles and Training Methods Definitions and Principles Training Methods Interpreting Test Results Team Sport Individual Sport Redefining Sport Training Then and Now How Am I Doing? Self-assessment Action Card Great Ideas...47 Version 0.8, 2008 Coaching Association of Canada

4 The Collection, Use, and Disclosure of Personal Information The Coaching Association of Canada collects your NCCP qualifications and personal information and shares it with all NCCP partners according to the privacy policy detailed at By participating in the NCCP you are providing consent for your information to be gathered and shared as detailed in the privacy policy. If you have any questions or would like to abstain from participating in the NCCP please contact Version 0.8, 2008 Coaching Association of Canada

5 ACKNOWLEDGEMENTS Main Writer Alain Marion Contributor Don Watts Production Lucie LeBel, MATRA gs Translation Services Inc., Tressa Sorochan, Louise Wood Version 0.8, 2008 Coaching Association of Canada

6 Version 0.8, 2008 Coaching Association of Canada

7 1 INTRODUCTION 1.1 Purpose of the Document This Coach Workbook is your record of what you did and what you learned in the Developing Athletic Abilities workshop. The Coach Workbook has been designed to help you work on your own, after the workshop, to improve even more as a coach. We therefore recommend that you save your Workbook and consult it regularly to ensure continuous improvement of your coaching skills. This workbook refers often to Reference Material, information developed to deepen your knowledge of key coaching topics. You receive Reference Material along with this Coach Workbook when you register for the Developing Athletic Abilities workshop. 1.2 NCCP Core Competencies As you progress through this module, you will work on developing five core competencies that will help you become a more effective coach and have a more meaningful impact on athletes experience. The competencies are problem-solving, valuing, critical thinking, leading, and interacting. At several points in the workshop, you will participate in activities that involve reflecting on and assessing your learning on these five competencies. These are important activities, because you indicate in them how you will apply and model the five core competencies in your athletes training. Look for the lightbulb icon that identifies these learning activities. Here are just some of the ways these competencies come into play in the Developing Athletic Abilities workshop: Problem-solving Valuing Identify which energy system and its power/endurance component is likely to predominate in specific sport situations. Adjust the parameters of specific training methods to ensure the training load is optimal to achieve target training objectives. Ensure that training activities and workloads are based on individual athletes capabilities and are adapted to their age and training background. Critical Thinking Leading Interacting Analyze sample sport situations and training sessions. Compare current knowledge, skills, and attitudes with the information provided in the Reference Material. Identify and adjust training priorities within a sport program. Work with other coaches to analyze specific sport situations and training methods. Share your definition of sport training and your views on training principles with other coaches. Version 0.8, 2008 Coaching Association of Canada Page 1

8 1.3 Learning Outcomes The NCCP distinguishes between training and certification. The Developing Athletic Abilities module is one of a number of training opportunities in the Competition Development context. To become certified in this and other coaching contexts, you must be evaluated, and you must provide evidence in the evaluation that you meet certain criteria. The learning outcomes listed below reflect the evidence and criteria that apply to this module. The learning activities in this module are designed to enable you to develop training programs for the athletic abilities your athletes need to maximize their performance. In particular, you will be able to do the following after finishing this module: Implement general and sport-specific training protocols and methods to appropriately develop or maintain sport-specific athletic abilities Adapt selected training protocols and methods to athletes stage of development and training experience Adapt selected training protocols and methods to the phase in the yearly program Use the results obtained by evaluating an athlete s performance to develop training protocols and methods for the athlete s sex and stage of development 1.4 Overall Context This module is one of many offered in the National Coaching Certification Program (NCCP). For more information on the NCCP and the workshops it offers, visit Symbols You will find the following symbols in this Workbook: This symbol means refer to the Reference Material This symbol means write your thoughts on your Action Card This symbol indicates support for NCCP competencies Page 2 Version 0.8, 2008 Coaching Association of Canada

9 1.6 Workbook Topics There are six topics on developing athletic abilities in this workbook: Review of athletic abilities The demands of my athletes sport Training the athletic abilities Training principles and training methods Interpreting test results Redefining sport training Version 0.8, 2008 Coaching Association of Canada Page 3

10 2 REVIEW OF ATHLETIC ABILITIES 2.1 Profiling My Athletes Sport Partner with a coach of the same or a similar sport. Select the sport profile you developed in the pre-workshop online session, share it with your partner, and adjust it as required. Page 4 Version 0.8, 2008 Coaching Association of Canada

11 3 THE DEMANDS OF MY ATHLETES SPORT 3.1 Terminology Review In small groups of coaches from the same or similar sports, develop an analogy (. is like.) that reflects the meaning of each athletic ability listed below. For example, Speed is like racing faster than the wind. This athletic ability stamina Is like. Agility Balance Coordination Flexibility Maximum strength Speed Speed-endurance Speed-strength Strength-endurance Select any questions on the definitions of athletic abilities that you recorded on your My Questions sheet in the pre-workshop online session. Follow the instructions of the Learning Facilitator. 3.2 Validation of Your Analysis Meet with another coach in your sport or a similar sport. Select the Athletic Abilities in My Athletes Sport sheet that you completed in the pre-workshop online session. Discuss your selection, and adjust it as required. If necessary, refer to the Reference Material. Following your discussion, adjust the information in your Athletic Abilities in My Athletes Sport sheet as required. Version 0.8, 2008 Coaching Association of Canada Page 5

12 3.2.2 Meet with coaches from the same or similar sports. Select the Energy Systems in My Athletes Sport sheet that you completed in the pre-workshop online session. Discuss the similarities and differences in your analysis with the other coaches Working with the same coaches, select the Typical Actions in the Longest Continuous Stretch of Activity in a Competition in My Athletes Sport and Typical Actions in a Decisive Moment in a Competition in My Athletes Sport sheets that you completed in the pre-workshop online session. Discuss the similarities and differences in your analysis with the other coaches Select any questions on athletic abilities and energy systems that you noted on your My Questions sheet during the pre-workshop online session. Follow the instructions of the Learning Facilitator. p. 13, 15-16, Athletic Abilities and Energy Systems The following table presents 15 generic activities athletes can perform during training or competition. They do not apply to any sport in particular. For each activity, indicate (1) which athletic ability or abilities are involved (maximum of two), (2) which energy system and energy system component is most likely to dominate, and (3) which energy system is least likely to contribute. Refer to the Reference Material appropriate for your sport: For single maximum efforts, use the table on page 13 in the Reference Material. For continuous efforts of varying intensity, go to the middle of page 15 in the Reference Material. For repeated efforts of various duration, go to pages 15 and 16 of the Reference Material, as well as the tables on pages 18 through 21. Page 6 Version 0.8, 2008 Coaching Association of Canada

13 Activity Athletic Ability(ies) Involved Energy System and Component Most Likely to Dominate Energy System Least Likely to Contribute 1 15-second all-out effort at the end of 30 minutes of jogging. Power Endurance 2 Maximum effort of approximately 10 seconds, preceded by the following combination of exercises: maximum effort of 10 seconds followed by a 60-second recovery period consisting of light walking. Power Endurance 3 Maximum effort of 3 minutes initiated from rest. Power Endurance 4 Maximum effort of approximately 10 seconds preceded by the following combination of exercises: 5 maximum efforts of 10 seconds, each followed by a 45-second active recovery (running at 12 km/h). Power Endurance 5 12-second maximum effort initiated from rest. Power Endurance 6 Three back squats performed as a single bout with a load of 90% of maximum strength. Power Endurance 7 30-second maximum effort preceded by the following combination of exercises: 10 seconds of maximum effort followed by a 60-second passive recovery period consisting of complete rest. Power Endurance Version 0.8, 2008 Coaching Association of Canada Page 7

14 Activity Athletic Ability(ies) Involved Energy System and Component Most Likely to Dominate Energy System Least Likely to Contribute 8 30-second maximum effort preceded by the following combination of exercises: 8 repetitions of 30 seconds of high-intensity effort, each followed by a 60-second light jogging recovery period. Power Endurance 9 A 4 on 4 basketball technical/tactical drill on a full court. The purpose of this intense exercise is to practise fast breaks and counter-attacks, so the ball must keep moving all the time. Offensive players are instructed to run all the time and to not let the defender stick to them, and defenders must play a close man-to-man defence. No pauses are allowed, and the drill lasts 5 minutes. Power Endurance 10 A maximum effort of 45 seconds initiated immediately after a 10-second recovery period, which itself was preceded by a 90-second all-out effort. Power Endurance 11 Moderate-intensity steady-state effort leading to exhaustion in approximately 60 minutes. Power Endurance 12 Maximum effort lasting 45 seconds preceded by the following combination of exercises: 4 repetitions of 10-second maximum effort, each followed by a 10-second active recovery consisting of light running. Power Endurance 13 High-intensity constant effort leading to exhaustion in approximately 5 minutes. Power Endurance Page 8 Version 0.8, 2008 Coaching Association of Canada

15 Activity Athletic Ability(ies) Involved Energy System and Component Most Likely to Dominate Energy System Least Likely to Contribute 14 The 100 th throw of a baseball pitcher during a 7-inning game. Power Endurance 15 A steady-state cycling effort at low intensity is done over 4 hours (240 minutes). What energy source will be increasingly important from the 120 th minute on? Power Endurance Version 0.8, 2008 Coaching Association of Canada Page 9

16 3.3.2 Partner with a coach from the same or a similar sport. Select The Demands of My Athletes Sport: A Summary, which you developed in the pre-workshop online session. Compare your analysis with that of other coaches, and make adjustments as required. Page 10 Version 0.8, 2008 Coaching Association of Canada

17 4 TRAINING THE ATHLETIC ABILITIES 4.1 Testing the Athletic Abilities Read Testing Athletic Abilities in the Reference Material. Review the athletic abilities that you checked as having high or very high importance in The Demands of My Athletes Sport: A Summary. In Columns 1 and 2 of the table below, circle the athletic abilities and their subsets that are part of your sport profile. In Column 3, note the tests that you used in the past 12 months to assess your athletes athletic abilities. Note how many times you used each test, and state the key information you obtained. If you did not assess a particular athletic ability, write NONE in Column 3. Do NOT complete Column 4 at this time. p Version 0.8, 2008 Coaching Association of Canada Page 11

18 Column 1 Column 2 Column 3 Column 4 Athletic Ability Athletic Ability Subset I tested for this athletic ability I would consider using this test in the future Maximum speed (6 sec or less) Yes, with this test this many times: Speed No Speed-endurance (20-30 sec) Yes, with this test this many times: Speed-endurance Speed-endurance (45-75 sec) No Maximum aerobic power (MAP) Yes, with this test this many times: Stamina endurance (moderate duration) No Maximum strength Yes, with this test this many times: No Strength and Muscular Qualities Speed-strength Yes, with this test this many times: No Page 12 Version 0.8, 2008 Coaching Association of Canada

19 Column 1 Column 2 Column 3 Column 4 Athletic Ability Athletic Ability Subset I tested for this athletic ability I would consider using this test in the future Strength-endurance Yes, with this test this many times: No Yes, with this test this many times: Flexibility No Version 0.8, 2008 Coaching Association of Canada Page 13

20 p Refer to the Demands of My Athletes Sport: A Summary and to the information you entered in Also refer to the summary of tests for individual athletic abilities in the Reference Material, and identify one test you could use for each of these athletic abilities. In Column 4 of the table in 4.1.1, indicate the tests you feel you could implement in the next year of training to assess the level of development of these athletic abilities. Note any adjustment you could or should make to the tests you currently use Share the completed table from with a partner and adjust as required. Page 14 Version 0.8, 2008 Coaching Association of Canada

21 4.2 How Am I Doing? Up to this point, you ve completed activities designed to develop competencies related to Developing Athletic Abilities. This activity is a bit different, as it asks you to: Reflect on your learning to date Relate your learning to the five NCCP core competencies Consider how you will apply and model the competencies in your coaching On your own, complete the table below. Then meet with your learning partner, and discuss your reflections on how your Developing Athletic Abilities Sport competencies have developed to this point in the workshop. NCCP Core Competency This is what I ve learned so far about this core competency I will apply the core competency in the following ways and situations I will model the core competency this way in my coaching Problem-solving Valuing Version 0.8, 2008 Coaching Association of Canada Page 15

22 NCCP Core Competency This is what I ve learned so far about this core competency I will apply the core competency in the following ways and situations I will model the core competency this way in my coaching Critical Thinking Leading Interacting Page 16 Version 0.8, 2008 Coaching Association of Canada

23 5 TRAINING PRINCIPLES AND TRAINING METHODS 5.1 Definitions and Principles In groups, review the principles of training in the table on the next page. For each principle, provide a statement that captures the meaning in everyday language, and provide an example of the principle from sport. (A sample statement and example from sport are provided in the first row of the table.) Version 0.8, 2008 Coaching Association of Canada Page 17

24 Principle Summary Statement Sport Example Example: Reversibility Adaptation Individualization Interference Maintenance Non-uniformity of Gains Overload Adaptations are not permanent, and may regress or disappear in the absence of an appropriate stimulus. Over time, the body adapts and becomes more resistant to the various forms of stress encountered on a regular basis during training. The training load must be established as a function of the current work capacity of each individual. Under certain conditions, a particular form of loading may have some temporary negative effects on the performance capacity of some athletic abilities. Once a certain level of adaptation has been reached through training, it is possible to avoid regression even though the volume and frequency are reduced. Adaptations do not always occur in a linear and predictable fashion over time. Significant fitness gains may come from a variety of loading protocols in lesser-trained subjects. For an adaptation to a demand to occur, a stress must be imposed. This occurs through the application of an appropriate stimulus, or training load. Use it or lose it An athlete who doesn t train speed-strength in the Transition Period loses a lot and has to start over with a basic strength program and build up to speed-strength in the Preparatory Period Page 18 Version 0.8, 2008 Coaching Association of Canada

25 Principle Summary Statement Sport Example Progression Overloading must occur in a progressive and logical fashion over time. Purpose Recovery A training activity must have a clear purpose as far as its desired training or learning effects. The purpose determines the best activities, methods, and conditions to use in training. Adaptations happen only if the body can recover from the training stress and resulting fatigue. Reversibility Adaptations are not permanent, and may regress or disappear in the absence of an appropriate stimulus. Specificity Variation Adaptations are specific to the training load used as a stimulus, the muscle groups involved, and to the energy systems involved in performing the tasks. To produce maximum effect, the training stimulus must be varied from time to time, even though the intended target remains the same athletic ability or energy system. Be prepared to share your statements and examples with other coaches. Version 0.8, 2008 Coaching Association of Canada Page 19

26 5.1.2 In small groups of coaches from different sports, read and share your thoughts about the terms and principles in the table below. For each term/principle, indicate whether you think the principle is critical, important, or less important than the others. Term/Principle Summary I Think This Principle Is Adaptation Over time, the body adapts and becomes more resistant to the various forms of stress encountered on a regular basis during training. Critical Important, but not critical Less important than the others Individualization The training load must be established as a function of the current work capacity of each individual. Critical Important, but not critical Less important than the others Interference Under certain conditions, a particular form of loading may have some temporary negative effects on the performance capacity of some athletic abilities. Critical Important, but not critical Less important than the others Maintenance Once a certain level of adaptation has been reached through training, it is possible to avoid regression even though the volume and frequency are reduced. Critical Important, but not critical Less important than the others Non-uniformity of gains Adaptations do not always occur in a linear and predictable fashion over time. Significant fitness gains may come from a variety of loading protocols in lessertrained subjects. Critical Important, but not critical Less important than the others Overload For an adaptation to occur, a stress must be imposed. This occurs through the application of an appropriate stimulus, or training load. Critical Important, but not critical Less important than the others Progression Overloading must occur in a progressive and logical fashion over time. Critical Important, but not critical Less important than the others Purpose A training activity must have a clear purpose as far as its desired training or learning effects. The purpose determines the best activities, methods, and conditions to use in training. Critical Important, but not critical Less important than the others Recovery Adaptations happen only if the body can recover from the training stress and resulting fatigue. Critical Important, but not critical Less important than the others Reversibility Adaptations are not permanent, and may regress or disappear in the absence of an appropriate stimulus. Critical Important, but not critical Less important than the others Page 20 Version 0.8, 2008 Coaching Association of Canada

27 Term/Principle Summary I Think This Principle Is Specificity Adaptations are specific to the training load used as a stimulus, the muscle groups involved, and to the energy systems involved in performing the tasks. Critical Important, but not critical Less important than the others Variation To produce maximum effect, the training stimulus must be varied from time to time, even though the intended target remains the same athletic ability or energy system. Critical Important, but not critical Less important than the others 5.2 Training Methods Read Training Methods The Basics in the Reference Material. Record any questions you have in the space below. p Version 0.8, 2008 Coaching Association of Canada Page 21

28 5.2.2 Read the statements the Learning Facilitator assigns to you or your group, and indicate whether you disagree, have no opinion, or agree. A debrief will follow this activity, and you may make notes in the space provided during the debrief. Statements My Opinion Notes 1 The 220-age formula is a useful method to assess an athlete s maximum heart rate (max HR). 2 An athlete s maximum speed is a useful point of reference to set training intensities for aerobic stamina. 3 The % of maximum strength methods is useful to set loads in strength training. 4 Only the repetitions maximum (RM) method is useful to set loads in strength-endurance training. 5 Max HR is reached when an athlete is working at 100% of his or her MAP. 6 Maximum aerobic power (MAP) is the best point of reference from which to set training intensities for aerobic stamina. 7 Both maximum speed and maximum aerobic speed are useful points of reference to set training intensities for speed-endurance. 8 Target speeds rather than HR should be used when setting intensity in short intervals. 9 HR is a useful point of reference when doing strength and flexibility training. 10 Using the speed achieved in the last completed stage of the Léger 20-m shuttle run is a good point of reference to set training intensities in % of MAP when running on a track or on the road. 11 HR is a valid point of reference to set training intensities for speed-endurance. 12 When doing flexibility exercises, the point at which some discomfort is reached is a good indicator of when to stop movement progression. I disagree No opinion I agree I disagree No opinion I agree I disagree No opinion I agree I disagree No opinion I agree I disagree No opinion I agree I disagree No opinion I agree I disagree No opinion I agree I disagree No opinion I agree I disagree No opinion I agree I disagree No opinion I agree I disagree No opinion I agree I disagree No opinion I agree Page 22 Version 0.8, 2008 Coaching Association of Canada

29 Statements My Opinion Notes 13 In some forms of exercise (cycling and rowing ergometers), it is possible to set training intensities very accurately in watts. I disagree No opinion I agree Form a group with coaches of the same or similar sports to work on the scenarios on the following pages. The scenarios feature training methods for specific athletic abilities or components of energy systems (power or endurance). Select two scenarios whose methods and activities relate to athletic abilities important in your sport, and use the forms provided to critically review the sample scenarios. If necessary, consult the Reference Material specified to determine whether it is appropriate to train a specific athletic ability, given the athlete s age. Version 0.8, 2008 Coaching Association of Canada Page 23

30 Scenario 1 Flexibility and Stamina Context: Don is a 16-year-old basketball player who has been playing his sport for 2 years. He will finish high school next year and is currently preparing for a training camp that starts in 5 weeks. For the off-season, the coach has sent a general 10-week conditioning program dealing with various athletic abilities. Yesterday was a day off for recovery, and the fitness program for today (Monday of week 5) has two main goals: developing flexibility and aerobic endurance. Stretching exercises (see below) are to be done first and serve as a warm-up; then Don is to do 30 minutes of continuous exercise at a target HR of 120 bpm. Don will do a few stretches of his own choice as part of the cool-down following the aerobic portion of the workout. Don s heart rate (HR) at rest is currently 50 bpm, and his max HR is 200 bpm. Since no mode of exercise is specified, Don has chosen to swim for his aerobic workout. Flexibility Stamina (endurance) Training Variable Mode of exercise Choice/order of exercises Recovery Mode of exercise Method to control intensity Type of training Intensity Volume Recovery Stretching: passive and dynamic Prescription Passive: Spinal twist; arm across chest; semi-leg straddle; forward lunge; lateral bend; behind-the-neck stretch; sitting toe touch; calf wall stretch Prescription: Stretched position held for 30 seconds; 2 repetitions of each exercise (alternating sides) Dynamic: Lateral leg swings Prescription: 2 sets of 10 swings for each leg A few seconds between each exercise Swimming Heart rate Continuous 120 bpm 30 minutes A few stretches Page 24 Version 0.8, 2008 Coaching Association of Canada

31 Form to Analyze Scenario 1 Aspect to Analyze Relevance of training the athletic abilities (AA) in the sport Appropriate to focus on developing this AA, given the age of the athlete* Appropriate to focus on developing this AA, given the athlete s training background Method(s) used are consistent with training principles Mode of exercise or choice and number of exercises is adequate Intensity is suitable for achieving the intended training effect, and method used to set intensity is adequate Amount of training (duration, # of reps, etc.) is suitable to achieve the intended effect(s) Recovery time and type between efforts are appropriate Methods are optimal given the time of the year Training activities are appropriately sequenced within session** Other aspects Yes or No If No, Why Not? How to Make the Aspect More Suitable or Effective * See page 115, Reference Material, for information. ** See page 118, Reference Material, for information. Version 0.8, 2008 Coaching Association of Canada Page 25

32 Scenario 2 Stamina (Maximal Power) Context: Louise is a 21-year-old middle-distance runner who has been training for 2 seasons and is competing at the provincial level. We are in the early part of the competitive season, and the goal for today s session is to continue the work on MAP training. Five weeks ago she was tested for MAP, and her maximal aerobic speed was 17.5 km/h. Her resting heart rate (HR) is 50 bpm, and her max HR is 200 bpm. After a thorough warm-up, she is to do the following workout on a 400-m track. Training Variables Intended training objective for the session MAP development Prescription Mode of exercise Method to control intensity Type of training Intensity continuous training Volume continuous training Recovery after the continuous effort Intensity interval training Volume interval training Recovery interval training Running on a 400-m track Heart rate (HR) using the Karvonen formula Continuous training first, followed by interval training Target HR of 175 bpms 30 minutes 10 minutes Target HR of 180 bpms 2 sets of 4 repetitions; the duration of each repetition is 60 seconds 3 minutes between repetitions; 10 minutes between sets Page 26 Version 0.8, 2008 Coaching Association of Canada

33 Form to Analyze Scenario 2 Aspect to Analyze Relevance of training the athletic ability (AA) in the sport Appropriate to focus on developing this AA, given the age of the athlete* Appropriate to focus on developing this AA, given the athlete s training background Method(s) used are consistent with training principles Mode of exercise or choice and number of exercises is adequate Training activities are appropriately sequenced within session** Intensity is suitable for achieving the intended training effect Recovery time and type between efforts are appropriate Prescribed workload is suitable to achieve the intended effect(s) Methods are optimal given the time of the year Other aspects Yes or No If No, Why Not? How to Make the Aspect More Suitable or Effective * See page 115, Reference Material, for information. ** See page 118, Reference Material, for information. Version 0.8, 2008 Coaching Association of Canada Page 27

34 Scenario 3 Speed-strength, balance, and agility Context: Cyndie is a 15-year-old high-school volleyball player who is showing great promise. She is the tallest in her team, but she needs to improve her jumping height to smash and block more effectively. She has been playing volleyball for one season and has never been involved in a conditioning program before. Her balance and agility have improved during the previous season, but more progress is needed. Last year she suffered a knee and ankle injury during a training camp that was followed by a tournament, but she seems to have recovered well. The competitive season begins in two weeks, and to improve her vertical jumps, her coach has developed a power/speed-strength program (see below) that she is to do twice a week after practice, and once more on her own time after a thorough warm-up. Training Variable Prescription Intended training objectives for the session Speed-strength; speed work for the power of the anaerobic alactic system Mode of exercise Choice/order of exercises Method to control intensity Running Type of training Running Intensity Running Volume Running Recovery Running Choice/order of plyometric exercises Type of training Intensity Volume Recovery Running; plyometrics Running first, then plyometrics Perception of effort Interval training All-out efforts during each work interval 2 sets of 6 repetitions; each repetition consists of a 20-m sprint from a standing start 15 seconds between repetitions; 2 minutes between sets Jump to box; squat jumps, arms extended; split squat jumps Interval training Explosive contractions following muscle stretching 2 sets of 5 reps of each exercise A few seconds between each rep; 5 minutes between sets Page 28 Version 0.8, 2008 Coaching Association of Canada

35 Form to Analyze Scenario 3 Aspect to Analyze Relevance of training the athletic ability (AA) in the sport Appropriate to focus on developing this AA, given the age of the athlete* Appropriate to focus on developing this AA, given the athlete s training background Method(s) used are consistent with training principles Mode of exercise or choice and number of exercises is adequate Workload and recovery time and type are suitable for achieving the intended training effect, and method used to set intensity is adequate Methods are optimal given the time of the year Training activities are appropriately sequenced within session** Other aspects Yes or No If No, Why Not? How to Make the Aspect More Suitable or Effective * See page 115, Reference Material, for information. ** See page 118, Reference Material, for information. Version 0.8, 2008 Coaching Association of Canada Page 29

36 Scenario 4 Speed-endurance Context: John is a 19-year-old lacrosse forward. He has been playing for 4 years and is one of the best players on the team. He can run very fast, but he needs to improve his speed-endurance to sustain higher intensities during playing shifts, particularly after 10 or 20 s of fast play, where his intensity tends to drop. He also needs to improve his ability to repeat high-intensity efforts throughout an entire game. His coach suggests that he complete the following program for the next 4 weeks before regular team practices. Practices are scheduled on Tuesdays, Thursdays, and Saturdays, with a regular game on Sunday. Training Variable Intended training objectives for the session Development of speed endurance Prescription Mode of exercise Choice/order of exercises Method to control intensity Type of training Intensity Volume short sprints Recovery Volume Repeated shuttle run agility test Recovery between each run Running Sprints of varying durations, followed by 3 repetitions of the Repeated Shuttle Run Agility test. Shorter sprints are to be performed first, then longer ones, then the repeated shuttle runs Perception of effort Interval training All-out for all efforts 3 sets of 5 repetitions of 10 seconds each 90 seconds between efforts; 3 minutes between sets 3 times 3 minutes Page 30 Version 0.8, 2008 Coaching Association of Canada

37 Form to Analyze Scenario 4 Aspect to Analyze Relevance of training the athletic ability (AA) in the sport Appropriate to focus on developing this AA, given the age of the athlete* Appropriate to focus on developing this AA, given the athlete s training background Method(s) used are consistent with training principles Mode of exercise or choice and number of exercises is adequate Method used to set intensity is adequate; workload and recovery (time and type) are suitable for achieving the intended training effect Training activities are appropriately sequenced within session** Methods are optimal given the time of the year Other aspects Yes or No If No, Why Not? How to Make the Aspect More Suitable or Effective * See page 115, Reference Material, for information. ** See page 118, Reference Material, for information. Version 0.8, 2008 Coaching Association of Canada Page 31

38 Scenario 5 Speed Context: Francis is an 18-year-old 200-m sprinter. We are in the middle of the Pre-Competition Phase; after a thorough warm-up, he is given the following workout to improve speed. 1- Accelerations from a standing start Exercise Target intensity Duration of each repetition Number of repetitions per set 4 Number of sets 2 Duration of recovery between repetitions Recovery between sets Running All-out each time 15 s 2 min of walking and very light jogging until just before the start of the next sprint Active, low-intensity recovery for 5 minutes consisting of alternating walking and light jogging 2- After a 10-minute break, he is to do 10 minutes of passive and active stretching for the lower body. 3- After the stretching, he is to perform sprints over 40 m from a flying start (progressive acceleration over 15 m or so, duration of efforts 5 s or less). Intensity of each repetition All-out Number of repetitions per set 4 Number of sets 2 Duration of recovery between repetitions 60 s Type of recovery between repetitions Walking and very light jogging, followed by passive recovery for 20 s before the next effort Recovery between sets 5 minutes of light walking and stretching, followed by passive recovery for about 1 minute Page 32 Version 0.8, 2008 Coaching Association of Canada

39 Form to Analyze Scenario 5 Aspect to Analyze Relevance of training the athletic ability (AA) in the sport Appropriate to focus on developing this AA, given the age of the athlete* Appropriate to focus on developing this AA, given the athlete s training background Method(s) used are consistent with training principles Mode of exercise or choice and number of exercises is adequate Method used to set intensity is adequate; workload and recovery (time and type) are suitable for achieving the intended training effect Methods are optimal given the time of the year Training activities are appropriately sequenced within session** Other aspects Yes or No If No, Why Not? How to Make the Aspect More Suitable or Effective * See page 115, Reference Material, for information. ** See page 118, Reference Material, for information. Version 0.8, 2008 Coaching Association of Canada Page 33

40 Scenario 6 Strength and Strength-endurance Context: Jasmine is a 14-year-old diver competing at the provincial and national levels. Before specializing in diving 3 years ago, she had been involved in a variety of sports, including competitive gymnastics and soccer for 3 years. Last season, she did 15 weeks of general conditioning for strength and strength-endurance using body weight and machines twice a week. This year, she is to begin a free-weight resistance-training program. After one month of circuit training to become familiar with the exercises, her coach has developed the following program for the next 5 weeks of the General Preparation Phase. Maximum strength was estimated based on 10 RM tests, and RMs for specific exercises were determined during the first 2 sessions of week 1. The athlete is instructed to keep the same loads for the next 5 weeks. Training Variable Intended training objectives for the session. Prescription General strength and strength-endurance development through basic exercises. Order Exercise Reps Intensity Number of Sets Tempo* Recovery Time (all passive) 1 Hamstrings curl 15 RMs 2 C2 E1 60s 2 Squat 12 70% of 1 RM 3 C2 E1 60s 3 Shoulder press 15 RMs 3 C2 E1 60s 4 Seated row 25 40% of 1 RM 2 C2 E1 60s 5 Bench press 15 RMs 3 C2 E1 60s 6 Lat pull-down 25 40% of 1 RM 2 C2 E1 60s 7 Leg extension 12 RMs 2 C2 E1 60s * C: Concentric; E: Eccentric Page 34 Version 0.8, 2008 Coaching Association of Canada

41 Form to Analyze Scenario 6 Aspect to Analyze Relevance of training the athletic ability (AA) in the sport Appropriate to focus on developing this AA, given the age of the athlete* Appropriate to focus on developing this AA, given the athlete s training background Method(s) used are consistent with training principles Mode of exercise or choice and number of exercises is adequate Method used to set intensity is adequate; workload and recovery (time and type) are suitable for achieving the intended training effect Training activities are appropriately sequenced within session** Methods are optimal given the time of the year Other aspects Yes or No If No, Why Not? How to Make the Aspect More Suitable or Effective * See page 115, Reference Material, for information. ** See page 118, Reference Material, for information. Version 0.8, 2008 Coaching Association of Canada Page 35

42 5.2.4 With another coach, review the My Current Training Methods sheet you developed in the pre-workshop online session. With your partner, reflect on what you ve learned in the workshop about training the athletic abilities, and briefly discuss how you now believe you should train the two athletic abilities in your My Current Training Methods sheet. Complete the tables below for the two athletic abilities in your My Current Training Methods sheet. Refer to the Reference Material as required. Be prepared to share your plan with other coaches. Athletic Ability #1 Variable Mode of exercise This is what I would now prescribe Choice/order of exercises Method to control intensity Type of training Intensity Volume Recovery Page 36 Version 0.8, 2008 Coaching Association of Canada

43 Athletic Ability #2 Variable Mode of exercise This is what I would now prescribe Choice/order of exercises Method to control intensity Type of training Intensity Volume Recovery Version 0.8, 2008 Coaching Association of Canada Page 37

44 6 INTERPRETING TEST RESULTS 6.1 Team Sport Athlete A is a 60-kg 17-year-old female basketball player who has been playing for three seasons, the past two on her high school team. Until now, she has trained mostly by playing the game and has done very little physical preparation outside sport-specific training sessions on the court and in regular games. She has aspirations to play college basketball in the coming season. Twelve weeks before the beginning of the college team s training camp, she is tested for general fitness. Her results are shown in the table below. Some information from the college on target scores is also presented in the table below. Test Athlete A s Results 12 Weeks before Training Camp Target Scores Provided by the College Team Additional Information Léger 20-m shuttle test Stage 8 completed: 12 km/h in the 20-m shuttle test Predicted 12.7 km/h for running on a track Estimated VO 2 max of 46.0 ml/kg/min Maximum stage possible is 20: 18 km/h in the 20-m shuttle test Predicted 23.0 km/h for running on a track Estimated VO 2 max of 42.0 to 54.0 ml/kg/min None Standard push-up tests 18, lower end for category Average None Category Excellent = 31 to 46 standard push-ups Category Very Good = 23 to 28 standard push-ups 400-m all-out run See graph below for speeds recorded at 40- m intervals during the all-out 400-m run See graph below for college norm and best-ever score achieved by an athlete from the team The 400-m field test for speed and speed-endurance that Athlete A completed consisted of running as fast as possible right from the start and trying to sustain the highest possible speed throughout without pacing herself. During this test, split times were recorded every 40 m and used to calculate the average speed during each interval. Athlete A s performance during the test, the college normative data, as well as the best score ever recorded at the college are shown below. Athlete A s time for the 400-m run was 65 seconds. Page 38 Version 0.8, 2008 Coaching Association of Canada

45 6.1.1 What conclusions would you reach about the fitness level of Athlete A? What training priorities would you identify for her physical preparation over the next 12 weeks? Version 0.8, 2008 Coaching Association of Canada Page 39

46 6.1.3 Discuss the training methods you would recommend using during this time to ensure that Athlete A is as prepared as possible for the camp without being exhausted when it begins. 6.2 Individual Sport Athlete B is 17 years old, and he is new to an individual sport where speedendurance and aerobic stamina are both important for successful performance. The sport also involves a lot of running. Athlete B is just starting to train seriously for his sport, and he had not done much fitness training before. During the past three months, he has been training each athletic ability 2 to 3 times a week, and he has been tested 4 times. He was also tested for strength during this period. His scores on a 10-RM squat test, the Léger 20-m shuttle run, and the 30-s Wingate test on a bicycle ergometer are shown below. 10-RM squat test Test Athlete B s Results Additional Information Score 1 85 kg Score 2 99 kg Score kg Score kg Léger 20-m MAP shuttle test Scores 1 and 2 Stage 10 completed: 13 km/h in the 20-m shuttle test Predicted 14.5 km/h for running on a track Scores 3 and 4 Stage 11 completed: 13.5 km/h in the 20-m shuttle test Predicted 15.3 km/h for running on a track Maximum stage possible is 20: 18 km/h in the 20-m shuttle test Predicted 23.0 km/h for running on a track Page 40 Version 0.8, 2008 Coaching Association of Canada

47 Test Athlete B s Results Additional Information 30-s Wingate test (bicycle ergometer) Score 1 10 watts/kg Score watts/kg Score watts/kg Score watts/kg Possible range of values is 9.9 to 16 watts/kg Given these results, what general conclusions would you reach about the evolution of Athlete B s fitness over the past 3 months? What recommendations could you make to this athlete? Version 0.8, 2008 Coaching Association of Canada Page 41

48 7 REDEFINING SPORT TRAINING 7.1 Then and Now Select the Defining Sport Training sheet from your pre-workshop online session, and review the definition of sport training you developed. Reflect on your experiences in this workshop and adjust your definition as required Meet with a group of coaches that are NOT in the same or a similar sport. Share your definitions. As a group, develop a common definition of sport training. Be prepared to share your definition with other coaches. Page 42 Version 0.8, 2008 Coaching Association of Canada

49 8 HOW AM I DOING? Up to this point, you ve completed activities designed to develop competencies related to Developing Athletic Abilities. This activity is a bit different, as it asks you to: Reflect on your learning in this workshop Relate your learning to the five NCCP core competencies Consider how you will apply and model the competencies in your coaching On your own, complete the table below. Then meet with your learning partner, and discuss your reflections on how your Developing Athletic Abilities competencies have developed in the workshop. NCCP Core Competency This is what I ve learned in this workshop about this core competency I will apply the core competency in the following ways and situations I will model the core competency this way in my coaching Problem-solving Valuing Version 0.8, 2008 Coaching Association of Canada Page 43

50 NCCP Core Competency This is what I ve learned in this workshop about this core competency I will apply the core competency in the following ways and situations I will model the core competency this way in my coaching Critical Thinking Leading Interacting Page 44 Version 0.8, 2008 Coaching Association of Canada

51 9 SELF-ASSESSMENT This self-assessment will allow you to reflect on your current coaching practices. The items that are listed in the self-assessment are the evidences that an Evaluator will be looking for during assignments and observations. They will help determine if you have the required abilities/competencies. The self-assessment form will help you identify areas of strength and areas for improvement. For each statement presented below, circle the number that best represents whether you achieve the statement (Never, Sometimes, Often, Always). DATE: I foster the development of athletic abilities in my coaching by. Analyzing sport performance to determine the importance of selected athletic abilities to athletes performing well Developing sport-specific training protocols and methods to appropriately develop or maintain sport-specific athletic abilities Adjusting the parameters of specific training protocols and methods to ensure the training load is optimal to achieve athletes target training objectives Implementing sport-specific training protocols and methods to appropriately develop or maintain sport-specific athletic abilities Adapting selected training protocols and methods to athletes stage of development and training experience Adapting selected training protocols and methods to the phase of the yearly program Applying the results of evaluating athletes performance to develop training protocols and methods for the athletes sex and stage of development Never Sometimes Often Always Version 0.8, 2008 Coaching Association of Canada Page 45

52 10 ACTION CARD Date: Location: I will START I will STOP I will CONTINUE Page 46 Version 0.8, 2008 Coaching Association of Canada

53 11 GREAT IDEAS New friends in coaching from this workshop For coaching tips and more information about coaching workshops, visit the Coaching Association of Canada website at: Version 0.8, 2008 Coaching Association of Canada Page 47

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