Ready to Race! Introduction to competition. Training to Race Coach Workbook

Transcription

1 Ready to Race! Introduction to competition Training to Race Coach Workbook

2 Canada s Cycling Associations

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4 Unless otherwise indicated, images and pictures contained in this document are the property of HEMERA TECHNOLOGIES INC. They are used under license and are copyrighted. Some images contained in this document are the property of CARDISPORT and are copyrighted. This document is copyrighted by Cycling Canada (2007) and Coaching Association of Canada (2003) and its licensors. All rights reserved. Cycling Canada thanks the following for their contribution to this project: CC NCCP Working Group- Brendan Arnold, Stephen Burke, Lister Farrar, Andy Holmwood, Paul Jurbala, Ruth Schappert, Gerard Lauziere (CAC). Project Leader- Paul Jurbala, communityactive 2

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6 Contents Ready to Race! Training to Race Workbook Table of Contents page Introduction The NCCP Structure 3 Program Objectives 3 Outcomes for the Cycling Introduction to Competition Program 5 Evaluation of the Cycling Introduction to Competition Program 8 Using this Workbook 9 Action Card 10 Step 1 Setting the Scene Your role as a cycling coach 12 Rider case study profiles your athlete bio 13 Step 2 Cycling Key Performance Factors Coaching the whole athlete: the 10 Ss of LTAD 14 Cycling s Key Performance Factors 15 Analyzing Events Using the Key Performance Factors 16 Step 3 Cycling Physiology Flexibility, strength, power 23 Speed, Aerobic Power and Endurance : Energy System 26 Interval Training and the Dynamic Link 28 Fuel and Fatigue 29 Measuring Exercise Intensity 32 Step 4 Effective Training What is training? 33 Basic principles of physical training 34 Creating a simple weekly plan 34 The seasonal or annual plan: Periodization Goal setting and training plan objectives Length of Your Program Events in Your Program Dividing Your Program Into Periods Setting Priorities for Training and Competition 45 6 Building the Period and Phase Plans 49 7 Building the Mesocycle and Microcycle Plans Getting Feedback and Modifying the Plan 55 Putting it all Together: Building an Annual Plan 58 Step 5 Mental Preparation for Cycling Toward the ideal performance state Recognizing a Need Helping an Athlete- Scenario Helping an Athlete- Scenario

7 Table of Contents page 4. Setting Goals Planning for Mental Training 71 Step 6 Ready to Race Towards the first race: re-examining goals and objectives 75 Reflecting on your scenario, revising your plan 76 Recognizing and building on success 76 Workshop Wrap-up and Evaluation 78 Total workshop time is approximately 14 hours excluding breaks 5

8 Ready to Race! Cycling Introduction to Competition The NCCP Structure The NCCP model distinguishes between training and certification. Coaches can participate in training opportunities to acquire or refine the skills and knowledge required for a particular coaching context (i.e. Competition-Introduction) as defined by the sport and be considered trained. To become certified in a coaching context, coaches must be evaluated on their demonstrated ability to perform within that context in areas such as program design, practice planning, performance analysis, program management, ethical coaching, support to participants during training, and support to participants in competition. For more information on the changes to the NCCP, visit the Coaching Association of Canada website at Program Objectives The Introduction to Competition Context Introduction to Competition is the context for coaches who will primarily work with new competitive cyclists at the community and club level. These athletes will likely be in the Learn to Train to Train to Train stages of LTAD, although the context could apply to any new racer of any age. We expect these athletes to have basic but developed cycling skills and the desire to begin competing within a structured training and competition program. They should have passed through an entry-level Community Initiation or non-competitive Instruction program to help them develop the basic skills. The key objectives for an Introduction to Competition Cycling Coach are therefore: Ensure participants have fun, safe, stage-appropriate experiences that make them want to continue in competitive cycling; Introduce participants to regular training 3 to 6 times per week; Introduce participants to competition in multiple cycling disciplines, within club, school or basic provincial-level competition programs; 6

9 Assist the development of cyclists passing through their growth spurt, and be ready to modify training and competition accordingly, consistent with the LTAD Model; Create a foundation to prepare participants to advance to a more specialized development level of training and competition as they develop. Introduction to Competition cyclists will usually participate 3 to 6 times per week for an entire season. The focus of the program will be on having participants develop skills and abilities needed for successful club-level competition. The theme of the course is Ready to Race: Preparing for Competitive Success. Coaches will typically be volunteers who are operating within a club program as specialist youth/introduction coaches. Some coaches may be professional, paid coaches operating in a club or providing coaching from their business. The Introduction to Competition coach development program emphasizes multi-sport and multidiscipline development of cyclists. Consequently, coaches in this program will participate in a Basic Cycling Skills Workshop which will focus on teaching, analyzing and correcting performance skills, and then take two discipline-specific skills Workshops, which will introduce discipline-specific skills as well as basics of race tactics. Coaches may select any two of MTB, BMX or Road skills Workshops. In addition, coaches will take two classroom learning sessions to develop their skills in areas including ethical decision-making, practice planning, sport program design, and supporting athletes in training and competition. (There is the possibility of delivering parts of these learning sessions through alternate means such as mentorship, on-line education, etc so the term classroom is used only to differentiate them from the Skills Workshops.) The learning sessions may be taken before or after the skills Workshops, adding flexibility to the program. After each block of learning, coaches will complete evaluation activities to attain certification. After certification, there will be opportunities to extend coach knowledge and competence through participation in advanced gradations of the program. Options will include coach participation in the third skills Workshop (Road, MTB or BMX) with Track, Downhill and Cyclocross skills Workshops planned for the future. Participation in professional development and learning activities, including but not limited to the advanced gradations, will be required for the coach to maintain certification. This pathway shows the requirements for both Cycling s Community Initiation and Introduction to Competition contexts. Note that the Basic Cycling Skills module is shared between the two contexts. 7

10 Outcomes for the Cycling Introduction to Competition Program The Introduction to Competition program consists of five independent sessions. The following are the learning outcomes and criteria for each Workshop session. Ready to Race Part A Cycling Introduction to Competition 14 hours Ethical coaching: Reflect on the importance of behaving respectfully toward participants, officials, parents, and spectators; Identify key ethical issues in common situations that can be encountered in the context of competitive cycling, including doping; Describe a course of action for dealing with the situation that is consistent with the values and philosophy of the NCCP; Clearly describe doping control procedures, rules, consequences and risks associated with doping. Practice planning: 8

11 Set an appropriate structure for the practice, including warm-up, skill development, physical preparation, cool-down, etc; Be able to modify training sessions appropriately based on developmental, physical and environmental factors; Identify risk factors that may be encountered in training and competition; Develop an Emergency Action Plan (EAP). Providing support to athletes in training: Know the basic equipment needed for cycling and how to use it safely; Verify that facilities and equipment pose no safety risks; Coach an appropriately structured and organized training session using a practice plan listing clear goals, activities, and elements (eg cool-down, hydration); Explain activities, and provide feedback, in a way that is consistent with the guidelines set for the age group within the cycling LTAD model; Select activities and deliver feedback in a way that promotes self-esteem; Understand and demonstrate basics of working with cyclists with a disability (AWAD). Providing support to athletes in competition: Explain the fundamental rules that govern the activity; Provide advice on eating and drinking before, in and after competition and training; Prepare athletes for competition by assisting them to follow a pre-race plan including preparation of equipment, nutrition, tactical and mental preparation and warm-up activities; Provide advice and feedback at the competition venue in a way that is consistent with the guidelines set for the age group within the cycling LTAD model and in a way that promotes self-esteem; Behave respectfully toward the participants, officials, parents, and spectators. Ready to Race Part B Cycling Introduction to Competition 14 hours Design a Sport Program/Practice Planning: Understand and apply key concepts in physical training for cyclists, including physical performance factors (i.e. flexibility, energy systems), training principles, etc; Understand and apply key concepts in mental training for cyclists, including ideal performance state, and basic techniques, such as relaxation, self-talk, etc; Design a training session that demonstrates understanding of cycling LTAD stageappropriate activities and balances physical, mental, tactical and other needs; Design effective microcycles (weekly programs) that promote cyclist development, consistent with the cycling LTAD model; Modify daily and microcycle plans based on athlete ability and environmental factors (weather, etc); Design and deliver a periodized seasonal training and competition program based on the cycling LTAD model; Use a multi-discipline and multi-sport approach consistent with the cycling LTAD model in design of the program; Use basic metrics (eg training:competition ratio, indices of training intensity, etc) to monitor and promote athlete development and modify program as needed; Use basic physical performance tests including use of heart rate monitor to obtain data; Use Awareness and First Contact stages in design of programs for AWAD. 9

12 Manage a Sport Program Manage club/team logistics including basic finances, competition selection and athlete selection; Communicate effectively with participants, parents, and organizations; Use metrics and assessments to report on athlete progress. Basic Cycling Skills Workshop 8 hours Analyze Performance Analyze stages in performance of basic cycling skills, using a template; Use an observation plan and appropriate observation strategies to detect skill performance; Explain activities, and provide feedback, in a way that is consistent with the guidelines set for the age group within the cycling LTAD model; Teach basic riding skills and know how to identify and correct errors in skill performance. Skills and Tactics Module: BMX, MTB or Road 7 hours Providing support to athletes in competition: Explain the fundamental rules that govern bike racing; Provide advice on eating and drinking before, in and after competition and training; Provide advice on basic racing tactics; Prepare athletes for competition by assisting them to follow pre-race and post-race plans including preparation of equipment, nutrition, tactical and mental preparation, warm-up and cool-down and evaluation activities; Analyze Performance Identify and correct errors in bike positioning if they exist; Analyze stages in performance of cycling skills, using a template; Use an observation plan and appropriate observation strategies to detect skill performance; Explain activities, and provide feedback, in a way that is consistent with the guidelines set for the age group within the cycling LTAD model; Teach riding skills and know how to identify and correct errors in skill performance; Identify and correct errors in tactical performance. Coaches are required to take 2 of the 3 discipline-specific Skills and Tactics module Workshops to complete training as a Race Coach. Coaches must successfully complete an evaluation after training to be eligible for certification. 10

13 Evaluation of the Cycling Introduction to Competition Program Evaluation of coach competence against a set of pre-determined standards is a key component of the new NCCP. All coaches must successfully complete evaluation in order to become Certified. Generally, workshops and modules are delivered by a Learning Facilitator while evaluation is conducted by a trained Evaluator, who is a different person. However, in the case of the Skills Modules the Learning Facilitator will deliver assessment and feedback (see below). The evaluation criteria, standards and methods are outlined in the Outcomes, Criteria and Standards document. In general, to achieve a learning Outcome, coaches must meet specific Criteria. Standards are used in the evaluation to determine the level to which the coach met displays competence in meeting the Criteria. There are several types of evaluation activities in the Cycling Introduction to Competition program. These are: Make Ethical Decisions On-line Evaluation: This component is managed by the Coaching Association of Canada as an on-line evaluation. It is required. The coach should complete this evaluation after the Ready to Race! Training Basics workshop. Formative Assessment: Before, during and after completing the Ready to Race! Training Basics workshop, the coach will complete a variety of tasks including preparation of a portfolio of work. This will primarily include written work, such as preparation of plans or answers to scenario questions. After the Training Basics workshop an Evaluator will assess this work and provide constructive feedback. This is an assessment, not an evaluation, and is intended to support the coaches learning. Basic Cycling Skills and Skills and Tactics Modules: The performance of the coach in observing, analyzing and teaching skills and detecting and correcting errors in skills and tactics will be assessed by the Learning Facilitators of these modules, and the coach will receive constructive feedback at or following the Module. Summative Evaluation: Upon completion of all five Ready to Race! workshop modules the coach participates in evaluation. Successful evaluation is required for NCCP certification as an Introduction to Competition Race Coach. The final evaluation of the coach will involve seeing the coach in action and measuring his/her performance against the standards. This will occur at an event scheduled by the Provincial/Territorial Cycling Association. For more information on evaluation of the program, contact your Provincial/Territorial Cycling Association. 11

14 Using this Workbook This Ready to Race! Cycling Introduction to Competition Workshop is designed to give coaches opportunities to work with fellow coaches, learn about a variety of situations common in cycling, and practice their skills. This practice will occur in several settings: in a classroom environment, at a cycling venue, or on a parking lot or other surface where cycling skills can be learned and practiced. As you advance through the Workshop, this Workbook will be used to capture your ideas and answers to a number of questions. The Workbook will also guide you to Reference Materials where you can find a variety of information and sample forms which you will need to prepare for and deliver a program. You will also complete work in a Portfolio, which will be used for all workshops in the Ready to Race! Program and will be assessed by an evaluator at different times. Finally, you can record some of the great ideas you find in the Workshop on an Action Card, which you should keep in front of you as the Workshop progresses. The following symbols appear in the Coach Workbook and the Reference Materials, to help you find resources. Coach Workbook Reference Material Action Card Portfolio Evaluation Form Enjoy the Workshop! 12

15 Coach Workshop Action Card Date: Location: ACTIONS: I intend to STOP I intend to CONTINUE I intend to START National Coaching Certification Program 13

16 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: 14

17 Step 1 Setting the Scene Your role as a cycling coach By this point you should have completed Training Basics of the Ready to Race! Cycling Introduction to Competition program, as well as one or more Skills and Tactics Workshops. Each of these workshops invited you to consider your role as a coach. Take a minute to reflect on your role, aims and coaching philosophy now. 1. What are your reasons for being a coach? 2. What do you think others expect of you as a coach (parents, participants you coach, your club)? 3. How would you summarize your coaching philosophy? 15

18 This symbol means go to your Portfolio Rider Case Study Profiles- Your Athlete Bio 1. Now refer to the Athlete Profile Snapshot form in your Portfolio. If you have not done so in a previous Workshop, take a few minutes to fill out the Profile for an athlete you coach. If you wish, you can make up an imaginary profile for an athlete typical of those you will coach. If you have already made a Profile, take a moment to review it. 2. Pair up with another coach and list any specific ways you would adapt what you have the participants do or how you would coach based on the growth and development needs of the age group that you will be coaching. If you work with different-age participants at the same time, how do you adapt the way you coach to meet the needs of your participants? For example: I keep my instructions short because eight-year-olds can t stay still and listen for long 5. Review the information on Athletes With A Disability in the Reference Materials. With a partner, brainstorm ways to make your program more attractive to people with a disability. Are there any adaptations you would need to make? P Spend a few minutes on your own and note on your Action Card anything that you learned about the needs of the participants you coach (Step 1). This symbol means write your thoughts on your Action Card 16

19 Step 2 Cycling Performance Factors & Event Analysis This section of the Workshop deals with the skills or attributes of a competitive cyclist, as a whole athlete. Success in competition depends on many factors: physical fitness, learned skills, mental preparation, tactical know-how and experience, and more. A coach must be able to help the athlete develop in all of these key areas. Coaching the whole athlete: the 10 Ss LTAD Take a minute to read The 10 S s of Training and Performance in the Cycling Long- Term Athlete Development guide in the Reference Material. 1. What does the term the whole athlete mean to you? How does coaching the whole athlete fit with your coaching philosophy? 2. How are the first 5 S s different from the next 5? How are they related? 3. How do you think a cycling coach can influence the development of the 10 S s? Briefly list a few opportunities (not techniques) when working with an athlete, to influence each of these areas: Facteurs de performance Stamina (endurance) Strength Speed Skill Suppleness (flexibility) 17

20 Facteurs de performance Structure/stature Psychology Sustenance Schooling (stress) Socio-cultural Did you find it difficult to think of more than one way for a coach to influence each area? Discuss your ideas with another coach or the group. Did anyone else have ideas you would like to add to your list? Would these needs be any different for an athlete with a disability? How? Cycling s Key Performance Factors The 10 S s apply to athletes in every sport, but of course every sport is different and has its own characteristics. For example, gymnastics requires a great deal of suppleness or flexibility, while most cycling events require some stamina or endurance. Even within a sport, the different disciplines have different priorities: for example BMX racing has different characteristics than road racing. In this section we look in more detail at cycling s Key Performance Factors. The essence of a cycling race is to take the shortest time to cover a distance. Of course this requires many different capacities: physical capacities to accelerate and sustain speed, motor and mental capacities to perform movement skills such as turning or jumping, and mental capacities to implement tactics or overcome anxiety. To be successful a cyclist must develop each of these capacities to a high degree. To help in the development process, the coach must be able to analyze both the requirements of the event and the athlete s current capacities in order to prescribe a training and competition program that will improve performance. 18

21 The Key Performance Factors for cycling can be grouped into Physical Performance Factors, Motor Performance Factors, and Mental Performance Factors. Physical Performance Factors Four S s (Stamina, Strength, Speed, Suppleness) are factors related to the physical capacity of the body. Often coaches divide these factors into more precise categories based on the function of the body. LTAD S s Key Performance Factors Physiology & Energy System terms Suppleness Flexibility Flexibility Strength Maximum Strength Speed-Strength Strength-Endurance Muscular Strength Muscular Power Muscular Endurance Speed Stamina Maximum Speed Speed-Endurance Aerobic Power Aerobic Endurance Anaerobic Alactic System Anaerobi Lactic System Maximal Aerobic Power (VO 2 max) Anaerobic Threshold Aerobic Endurance P 59 Take a look at the Reference Materials to review what these terms mean. Motor Performance Factors Motor skills, which include balance, coordination, and agility, are complex and depend on the brain s ability to orient the body and its movements as well as the ability of nerves and muscles to carry out the commands. Patterns of coordinated motor movements are grouped into skills, which are refined and remembered. Mental Performance Factors There are many mental skills in sport, including decision-making, goal-setting, attentional control (focusing) and emotional control (for example, calming anxiety or getting pumped up ). At different times, cycling requires athletes to be deciding on how to use skills, for example, which line to take though a bend, or how to respond to a tactical situation, for example whether to make an all-out effort to catch a competitor or to wait for a later moment in the race. Decision-making can be impaired if the athlete is too distracted, excited or fearful. Analyzing Events Using the Key Performance Factors Different cycling events or disciplines place more or less emphasis on the different key performance factors. The main differences between events are: Duration: Events that take less time to complete are usually more intense, meaning they require higher power outputs. Physically that means more reliance on speed and strength. 19

22 Terrain: Events that require climbing require more power to climb quickly. Rough terrain, technical descents, and turns also require a higher degree of bike-handling skill, as well as acceleration after each terrain feature. 1. Circle the correct word to complete the following sentences: a. BMX events have a (short, long) duration and therefore require more (speed, endurance) than other cycling events. b. MTB X-C events usually have (challenging, easy) terrain and therefore require (more, less) strength and bike-handling skill compared to other cycling events. c. Road races are usually (shorter, longer) in duration and require more (aerobic power, maximum strength) than BMX races. 2. Now complete the following table with your estimate of the need for the different key performance factors: Rate the need for each of the key performance factors on a scale of 1 to 5, where 1 is the lowest need and 5 the highest need: Performance Factor Physical Performance Factors Maximal Speed Speed-Endurance Aerobic Endurance Aerobic Power Maximum Strength Speed-Strength Strength-Endurance Flexibility Motor and Skill Performance Factors Coordination Balance Agility Basic Skill Techniques Variations of Basic Techniques Advanced Skill Techniques Mental Performance Factors Goal-setting Decision-Making Attention control (focus) Emotional control Tactics & Strategy (Competition Plan) BMX MTB-XC (30 km) Road (50 km mass-start) You probably agree that all cycling events require a high degree of mental performance capacity. In addition you probably agreed that the events required similar degrees of the motor capacities agility, balance and coordination. Of course, the specifics of how these capacities are used will vary between events. 20

23 On the other hand, you probably found that the expression of physical capacities and skills varied quite a bit between events. In the next section we will continue to analyze cycling events, with an emphasis on physical performance factors. Let s take a closer look at different cycling events, to get a better understanding of some of the key performance factors needed. Your Learning Facilitator will lead a discussion about cycling events to help you fill out the following table (page 20) 21

24 2. Looking at the completed table, what events have similar profiles? Can you group several clusters of cycling events with similar profiles? LTAD 3. Take a look at the Cycling Discipline Model chart on page 16 of the Cycling LTAD manual (Reference Materials). How does this match up with the similarities you just observed between cycling events? 4. What are the implications of this for the training of cyclists? a. How could training or competition in similar events help? b. How could training or competition in different events help? 22

25 Distance rangem or km Duration range hr min sec Terrain Y/N Maximal Speed Speed- Endurance Maximum Strength Speed- Strength Strength- Endurance Aerobic Power Aerobic Endurance Flexibility Cycling Events and Key Physical Performance Factors (fill in the Distance, Duration and Terrain cell for each event, then rank the physical performance factors 1-5 where 1= very low and 5= very high) BMX BMX racing (moto) BMX Freestyle Track Events Sprint Individual Pursuit Team Pursuit Flying 500 m Kilometer Time Trial Points Race Madison Mountain Bike Cross Country (X-C) Downhill Freestyle Road Individual Time Trial Criterium Road race (mass start) Other Events Cyclo-cross Cycling Canada and Coaching Association of Canada,

26 Intensity (watts) Graphical Analysis of Cycling Events Many cycling computers and power-meters can display a graph of power or energy output during the ride. This is a very useful tool for cyclists and coaches in analyzing performance. Take a look at this simple graph of a ride: B- Individual time trial : 40 km Time (min) The power or energy output of the cyclist at different times is shown as a peak. The relative size of the peak is called the amplitude. The number of peaks per unit of time is called the frequency. Both of these are important in determining the characteristics of the event and its intensity for the rider. Take a look at some graphs of different cycling events. You can find some in the Reference Materials. Using the information from the table on page 25 of this Workbook, can you match the graphs to specific events? Structure/stature, Body Type, and Event Preference Cyclists don t all look the same: athletes with very different body types can be successful. Some cyclists are very tall and lean; some are quite muscular; some are small; some are just average. 5. Thinking about the key performance factors and event analysis, which kinds of events, or parts of events, might suit the following body types? Why? Tall and very lean: Small and very lean: Very muscular: Type d événement 24

27 6. As you ve discussed, power-to-weight ratio is very important in some circumstances in cycling. What parts of power-to-weight ratio are likely to be genetic (inherited and therefore determined at birth) and what parts can be influenced by the training program? Genetic: Trainable: Think about the growth and development of young people- refer to the Cycling LTAD model in the Reference Material. LTAD 7. At what LTAD stage(s) can a coach know for certain what the structure/stature and body type of an athlete will turn out to be? 8. At what LTAD stage and chronological age is an athlete likely to go through puberty and the growth spurt (called peak height velocity or PHV in the LTAD guide)? What is likely to happen to some key performance factors such as coordination and skills during this stage? 25

28 Step 3 Cycling Physiology In this part of the Workshop, we look at the body s systems for adapting to exercise (or exercise physiology ) and how to use these systems for effective training. We also look at how to measure physical performance to see how effective the training program has been. Human movement requires many coordinated processes: a mental/motor process to send a signal to move from the brain through the nerves, a muscular contraction process to actually move the muscle or muscles involved, and a process of delivering fuel to and removing waste products from the muscles. In cycling the main objective is to turn the pedals, although there are many other movements required to maintain balance and steer, start and stop the bicycle. glossary P 59 Your Learning Facilitator will lead a session on the physical performance factors and some of the processes involved in them. You can use the following section to guide your note-taking. Flexibility, Strength, Power In the LTAD document flexibility is sometimes referred to as suppleness. Flexibility Flexibility Definition: How it works: Why it s important: LTAD window : How to train it: Maximal strength Maximal strencth Definition: How it works: Why it s important: LTAD window : How to train it: 26

29 Speed-strength (muscular power) Muscular power depends on a combination of strength and speed. Speed-strength (muscular power) Définition : Comment ça marche : Pourquoi c est important : Fenêtre DLTA : Comment le développer : Questions about Maximal Strength and Speed Strength: 1. In the Cycling LTAD document in the Reference Material you will see reference to Speed 1 and Speed 2 and Strength 1 and Strength 2 (Critical Periods of Development). What s the difference between these? What are the critical periods or windows of development for each? Define and list the LTAD phase and approximate age window : Speed 1: LTAD phase approximate age window Speed 2: Strength 1: Strength 2: 2. What are Strength-Endurance and Speed-Endurance? 3. Sometimes coaches and sport scientists use the words peak or maximal to describe the highest instantaneous level of a performance factor, and the word capacity to describe the total output over a period of time. Using those definitions, complete the following: a. maximal strength could also be called peak strength True or False 27

30 b. speed-endurance could also be called speed capacity True or False c. strength-endurance could also be called peak strength True or False 4. What cycling situations, if any, call for maximal strength? What about speedstrength (also called muscular power )? 5. Strength of the trunk and postural muscles is often called core strength. How important is core strength for cyclists? Why? 28

31 Speed, Aerobic Power and Endurance: Energy Systems In cycling, the rider has to be able to pedal at moderate to high outputs for periods from a few seconds up to six hours or more. This does not require maximal strength or speedstrength, but it does require highly efficient support systems to provide fuel to and remove waste products from the working muscles. These systems include the cardiorespiratory system that provide blood and oxygen to the muscles and remove carbon dioxide, and the energy systems within the muscle cells that break down fuel molecules and release and shuttle energy. P 20 & p 59 Your Learning Facilitator will give a presentation on the energy systems. Use the following section to guide your note-taking. Speed and Speed-Endurance: Anaerobic Energy Systems Anaerobic Alactic (ATP-CP) System Anaerobic Alactic (ATP-CP) System Definition: How it works: Why it s important: LTAD window : How to train it: Anaerobic Lactic System Anaerobic Lactic System Definition: How it works: Why it s important: LTAD window : How to train it: 29

32 Aerobic Power and Endurance: Aerobic Energy Systems Aerobic Power Aerobic Power Definition: How it works: Why it s important: LTAD window : How to train it: Aerobic Endurance Aerobic Endurance Definition: How it works: Why it s important: LTAD window : How to train it: 30

33 Interval Training and the Dynamic Link Some kinds of cycling training can be done as either continuous or interval training. In continuous training a set intensity is maintained for a relatively long time, often until the athlete can no longer sustain the pace. In interval training, the session is broken into a number of shorter intervals. By breaking the session up, the athlete has recovery periods between intervals and this allows the athlete to perform more total exercise than if he or she exercised to exhaustion in a single continuous effort. The training principle of specificity tells us that the athlete must train at the correct intensity and for the correct duration to affect the chosen physical performance factor. For example, since the anaerobic alactic energy system works during very high intensity exercise lasting less than 60 seconds, then interval training for that system must also involve periods of very high intensity exercise lasting less than 60 seconds, with enough rest between sessions to allow recovery for the next interval. 1. Read the section in the Reference Material titled Dynamic Link P Using the table in the Reference Material, identify the interval and rest duration for an interval training session intended to develop: a. Ability to close a gap in a race, requiring 30 seconds of extra effort while already riding at a high speed/intensity in a one-hour-long race. b. Ability to succeed in a 15 km time trial on the road. c. Ability to succeed in a 60-second-long all-out effort from a standing start. 3. Your Learning Facilitator will lead a discussion on the Dynamic Link (see Reference Material). Briefly explain how combinations of repetitions and sets of different work and rest intervals can achieve the same training effect: 31

34 Fuel and Fatigue Fatigue is a short-term (non-permanent) reduction in work capacity resulting from either (a) a lack of fuel supply or (b) temporary damage to the contraction process in the muscles. Training increases the body s capacity to supply fuel, makes the use of the fuel more efficient, and improves the capacity to avoid or delay damage, so fatigue is reduced or delayed. 1. Your Learning Facilitator will give a presentation on fuel and fatigue in exercise. 2. Based on your reading and/or the presentation, complete the following chart: Fatigue Symptom Likely Cause Muscle cramps Loss of power output in high intensity events lasting less than 3 to 5 minutes Loss of power output in sustained aerobic exercise lasting more than 2-3 hours 3. Which of these types of fatigue is most likely to occur in your cycling discipline? What is the implication for training your cyclist(s)? 4. Interval training is the repetition of short, more intense bursts of exercise. The principle behind interval training is that it allows the athlete to complete more work in a given training session than performing steady-state, or continuous exercise for the same energy system. Explain how this is tied to the concept of fatigue. 32

35 Fuel for Muscle Cells The different energy systems (Anaerobic Alactic, Anaerobic Lactic and Aerobic) use different fuels, and in different ways. Your Learning Facilitator will give a brief presentation on fuel use by the energy systems. 1. Match the energy system with the fuel source: p. 20 Anaerobic Alactic Mixed fat and carbohydrate Anaerobic Lactic ATP and CP in the cells Aerobic Carbohydrate only 2. After 2 or 3 hours of sustained aerobic exercise, cyclists can run out of carbohydrate fuel. This is sometimes called bonk, and is the reason that replenishing carbohydrates in prolonged exercise is necessary. a. Which energy system cannot function normally when bonk occurs? b. What is the implication of losing this energy system in cycling? What is the effect on performance? Eating and Drinking p. 145, p Proper nutrition and hydration during a ride is critical to safety and performance. Review the Reference Material on Hydration as well as, Food and Drink for Cyclists. For the following scenarios, list the eating and drinking plan for your cyclist during the riding or racing activity: a. MTB cross-country ride, 1 hour long, 30 C 33

36 b. Road time trial, 15 km long, 25 C c. Road ride, 2 ½ hours long, 15 C d. BMX moto (heat), 25 C 2. In some kinds of racing, there is too little time to need to eat or drink during the event heats, but competitors ride many heats in a day. What kind of nutrition planning is important over the whole day? 34

37 Measuring Exercise Intensity One of the most important skills for a coach in prescribing training is to know how hard, or intense, the training activity should be. Exercise which is too easy does not create overload and a positive training effect, while exercise which is too hard may cause frustration, excessive fatigue, and risk of injury. There are different ways to measure exercise intensity depending on the Key Performance Factor being trained. Your Learning Facilitator will give a presentation on measuring exercise intensity focussing on three main methods: Rating of Perceived Exertion (RPE), Heart Rate (HR), and Watts (power output). You can read more about measuring exercise intensity in the Reference Materials. p Complete the following chart, placing a check-mark under the best (most accurate) means of measuring intensity for each of the following physical performance factors: Check the most accurate means of measuring exercise intensity: Intensity Measure RPE HR Watts Physical Performance Factors Maximal Speed e.g. Sprint for 100 m or 10 seconds Speed-Endurance e.g. Sprint for 1,000 m or 1 minute Aerobic Endurance e.g. Road race lasting 3 hours Aerobic Power e.g. 15 km road time trial 2. What are the most practical ways to measure exercise intensity for a new racer? Is that different than the most accurate methods? 3. How would you measure intensity for some other physical performance factors, such as strength? p Refer to the interval training chart for Anaerobic Lactic Capacity (speed-endurance) in the Reference Material. For the ALC03 session (2 sets of 4 repetitions of 1 minute work, 3 minutes rest), how does the coach know when the athlete is too fatigued to continue or complete the session? What measure(s) is (are) used? How would the measure(s) be different for an Aerobic Power (MAP) session? 35

38 Step 4 - Effective Training Plans This section of the workshop is about helping you create effective training and competition programs for cyclists. A method of creating seasonal and annual plans called periodization is presented, along with other factors that affect the development of effective plans. What is Training? The Learning Facilitator will give a brief presentation on training. 1. Define the following: Training stimulus: Définition Fatigue: Compensation: Super-compensation 2. Identify what has happened in the following graph: Positive Baseline Negative Time Using the graph below, sketch what happens if a second training stimulus follows the first too closely (start the second stimulus at Point A): Positive Training stimulus A Baseline Negative Time 36

39 3. Do you think these patterns would happen for any kind of physical training? For example, would you expect to see the same patterns in strength training (e.g. lifting weights), speed training (e.g. 200 metre sprints) and endurance training (e.g. cycling rides lasting longer than 2-3 hours)? Discuss. Basic principles of physical training As you have seen, a training stimulus causes a training effect. The relationship between different patterns of training and the effects obtained can be summarized as a number of principles of physical training. Use the presentation and discussion to help fill in the following chart: Means: Frequency Training Principles and Cycling Applications Cycling example: Intensity Duration Specificity p. 73 There are a number of other training principles. Review the Reference Materials to learn more. Creating a simple weekly training plan By this point you have all the pieces to create a simple weekly training plan: A profile of the athlete; Event analysis- an understanding of the demands of the event; Understanding of the key performance factors and how to train them for cycling; Understanding of the basic principles of physical training. Pick any week in cycling season that does not have an important competition, then follow these steps. Use Weekly Training Plan Worksheets #1 (p.42). 37

40 1. Review the recommendations for racing and training in the Cycling LTAD document. Remember these are maximums that assume the cyclist was training and developing in previous stages. 2. Use the recommendations to determine the number of training hours per week. Again, this may be reduced if the athlete has less time available or is just beginning to follow a training program. Example: My athlete is a MTB X-C racer in the Train to Train stage, so she should be doing between 6-12 hours per week, divided among 3-7 sessions, with sessions from 2 hours to 3 ½ hours long. My athlete can t train Wednesdays but she has up to 3 hours per day available every other day. 3. Use the Event Analysis chart you completed to determine the most important physical key performance factors for the cyclist s event. Allocate a proportional percentage of time to each. Example: I decided that aerobic power, aerobic endurance, and speed-strength were the most important, so I m giving 25% of time to each. I also thought strengthendurance was important so I am allowing 15% for that, and the final 10% for flexibility. I am aiming for 10 hours per week, so that works out to 2 ½ hours for each of aerobic power, aerobic endurance, and speed-strength; 1 ½ hours for strengthendurance, and 1 hour for flexibility. 4. Select training methods for each of the performance factors. Use the training principles to decide which training methods are appropriate. Then use the athlete s annual starting point as well as the previous week s program to prescribe intensity for those methods. Example: For aerobic power I want to use some interval training and some training races and group rides; for aerobic endurance a steady LSD ride, and for speedstrength some different higher intensity anaerobic lactic capacity intervals. For strength-endurance we will use callisthenics (body-weight exercises) and for flexibility, we will use stretching. Last week my athlete was doing anaerobic lactic capacity ALC02 intervals, so let s try a slightly longer ALC03 interval this week. 5. Build the week s plan, assigning various activities to different days, remembering the training principles and alternating training types and remembering rest/recovery after very difficult days. Example: Sunday: Fun race on trails, 1 hour. Aerobic power 70% (70% x 60 min = 42 min) and speed strength 30% (30% x 60 min = 18 min). Flexibility, stretching, 20 minutes. 38

41 Monday: Easy LSD day, 2 hours, road. Aerobic endurance 2 hours. Strengthendurance, calisthenics at home, 30 min. Tuesday: Speed-strength day, on road, 20 min warm up, 1 hour intervals (ALC02), 10 min cool-down, total 1 hr 30 min. Flexibility, stretching, 20 min. Wednesday: Day off- no training Thursday: Fast group ride on road, 1 hr 30 min. Aerobic power 66% (60 min), speed-strength 33% (30 min). Strength-endurance, calisthenics at home, 30 min. Friday: Ride on road, 60 min, doing 5 x 6 min aerobic intervals (End17). Aerobic power 50% (30 min) and Aerobic endurance 50% (30 min). Flexibility, stretching, 20 min. Saturday: Ride on trail, fast, 48 min. Speed-strength 60% (48 min), aerobic power 40% (18 min). Strength-endurance, calisthenics at home, 30 min. Now, create your own weekly training plan for your profile athlete using the Weekly Training Plan Worksheets. When you are done, exchange plans with another coach and provide them some suggestions. 39

42 Worksheet #1 Weekly Training Plan Athlete: Event: Week # of the program Total hours available: Key Performance Factors to prioritize % of total time for each KPF (must add to 100%) Appropriate training methods (all KPF) and practice conditions or venues (sport-specific elements only) Conditions: Conditions: Conditions: Conditions: Conditions: = 100% Total training hours required during the week (round off): # Sessions and Time allocated per KPF sessions/week minutes/session = h : min sessions/week minutes/session = h : min sessions/week minutes/session = h : min sessions/week minutes/session = h : min sessions/week minutes/session = h : min x x x x x Can the athletes train certain KPF individually, outside training sessions, or before or after the sessions? Is it possible to combine the training of certain KPF during training sessions? 40

43 The seasonal or annual plan: Periodization A plan is simply a method for achieving an objective. As we will see, a seasonal or annual training and competition plan for a competitive cyclist can have many objectives, including objectives for physical, mental, and tactical development, and these vary month-by-month and week-by-week. The different objectives need to be carefully balanced and progress monitored. Designing an effective training plan means working with many variables, for example, the type of training, the training principles (e.g. frequency, intensity, duration) and other factors (see The 10 S s ) to achieve the best result for the athlete s development. It can be difficult to keep track of all the variables! To achieve this, a method of building a training plan out of a series of smaller parts has been designed. It is called periodization because the plan is composed of periods of time. There are specific objectives set for the athlete in each period, and then the periods are assembled into an annual plan. The main periods or phases of an annual plan are shown here: PREPARATION PERIOD COMPETITION PERIOD Transition Period Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Then, the phases are broken down into even smaller periods called Phases, Mesocycles and Microcycles. This allows the coach and athlete great flexibility in setting, monitoring and modifying the program. Period > Phase > Mesocycle > Microcycle > PREPARATION PERIOD General Preparation Phase Specific Preparation Phase COMPETITION PERIOD Main Competition Phase I II III IV V VI VII VIII IX X XI Late Competition Phase Trans Period Prep Period XII Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec Jan In this workshop, you will outline the structure of your plan based on the training and competition opportunities it contains. You will assess the opportunities for athletic development in your program, and identify strategies for dealing with limitations or obstacles to the long-term development of your athletes. You will then identify priorities and training objectives relative to different stages of your program, then link these priorities and objectives with the content of your practice sessions. 41

44 1 - Goal setting and training plan objectives 1. Refer to the Athlete Profile form in your Portfolio. Review the characteristics of your athlete. 2. What do you think the main orientations or focus areas of a training plan for this athlete should be? In other words, given the stage and needs of the athlete you are coaching, where should you put the most emphasis and what should you look to achieve when you implement your program? For each of the categories below, begin by reading each of the statements. Then, choose the one that spontaneously comes to mind as being the most appropriate for you. Check only one statement for each category. General Skill Development ( ) Have the participant experience new activities ( ) Improve the general abilities of the participant and their mastery of the activity ( ) Have the athletes specialize in a particular discipline ( ) Bring the athlete to a state of high performance by perfecting a number of abilities and skills ( ) Promote the acquisition of basic technical skills ( ) Improve basic technical skills already acquired ( ) Encourage the acquisition of new technical skills that are complex or more advanced ( ) Improve the ability of the athletes to apply particular tactics or competitive strategies Physical Conditioning Performance ( ) Improve the athlete s general physical condition ( ) Improve the athletes sport specific physical condition ( ) Give the athletes the opportunity to get experience by taking part in competitions ( ) Encourage the achievement of particular standards of performance ( ) Prepare the athletes to achieve particular levels of performance in specific events or circumstances ( ) Participate in competitions to win; win a major competition or championship 42

45 p Refer to the section in the Reference Material titled Detailed Information on Sport Programs. Use the chart below to define a main season goal for your athlete for the current or upcoming competition season, using the SMARTER acronym. (A main season goal is often based on a key competition which is the most important - it could be anything from the athlete s first competition, if it is the culmination of a season of preparation, to a World Championship.) Remember that SMARTER stands for: S - goals must be Specific to the main season competition M - goals are Measurable A - goals are flexible or Adjustable R - goals must be Realistic T the goal is Time based E - goals are challenging and Exciting R - goals are Recorded 2 - Length of Your Program Note: For this step, you will need a calendar and your schedule of competitions, if it is available. Beginning of Planning Cycle What is the date of your first contact with your athletes, when you can have direct influence over their practices (i.e. the date of the first practice session in the program)? Month: Day: End of Planning Cycle What is the date of your last contact with the athletes (practice session or competition)? Month: Day: Number of weeks between these dates: Breaks Or Interruptions In The Program Number of weeks when there are no practices and/or competitions (for example, Christmas vacation): 43

46 3 - Events in Your Program State the dates of the start and end of your program. Use the information you put in question 1.3.6, and redo the top part of Worksheet 1 so that it looks like the example below: If necessary, use the calendars provided. Be sure that the date of the first week of your program is a Monday. Procedure First, write down the month when you start your program (for example, JAN. for January, FEB. for February). Then, write down the date of the Monday in the first week of your program. Finally, write down the date of all the Mondays in your program and indicate when the month changes. Now, indicate the important events in your program. In the planning calendar, start by selecting the row corresponding to the type of event. Then, enter each event of this type in the week in which it is scheduled (for instance, write an X ). If necessary, indicate the number of events of this type during the week (e.g., X2 for two events). Make a circle around the most important events. The following abbreviations were used in the planning calendar: Regular comp. = Regular competitions Preparat. comp. = Preparatory competitions or pre-season competitions Note: A training camp is defined as a series of practice sessions usually held over 3-5 consecutive days. In the row Others, describe the types of events using the following code. If necessary, make up other codes to identify other events (see example below). S = Selection camp FR = Fund raiser SO = Social 44

47 Notes: (1) It is possible to have more than one type of event in the same week. (2) If necessary, identify the weeks when there is a break or interruption in your program. Your planning calendar should now look like the example below: Week when there are 2 such events Break: no practice sessions or competitions scheduled during this week Important competition 4 - Dividing Your Program Into Periods In the planning calendar, describe the major periods in your program. The periods are defined as follows: Preparation Period: The number of weeks between the first practice session and the first regular or official competition. Note: Preparatory or unofficial competitions at the beginning of the program should be considered part of the Preparation Period. This may include races which are entered only to develop fitness, experiment with tactics, etc, but not for results. Competition Period: The number of weeks between the first regular or official competition of your program and the last competition the athletes will take part in. The Competition Period can begin with the first important competition where good performance or results are needed. Transition Period: The number of weeks between the last competition the athletes will take part in and the beginning of the Preparation Period for the next seasonal or annual planning cycle. If the athlete competes in a winter sport, the Transition may be between the end of cycling and the beginning of the winter sport. If the athlete is primarily a cyclist, the Transition Period may simply be a break of 3-4 weeks (active rest) before starting the next cycling plan. 45

48 Draw a box to show the beginning and end of each period, and then write Preparation, Competition, and Transition (if applicable) on the row marked Period on the planning calendar. Your planning calendar should now look like the example below: Macrocycles, Phases, Mesocycles and Microcycles Periods (e.g. the Preparation Period) can be divided into smaller and smaller blocks. This helps the coach and athlete set more specific, smaller-scale goals. The definitions are: Macrocycle: The entire plan cycle, consisting of Preparation, Competition and Transition Periods. Phase: Mesocycle: Microcycle: A division of a Period into several main parts. For example, the Preparation Period can be divided into a General Preparation Phase and a Specific Preparation Phase (see below for more information) A block, usually 4-6 weeks long, within a Phase. A one-week-long block within a Mesocycle. You can make an effective training plan using only Periods and Microcycles. Adding Phases and Mesocycles is more complicated, but helps with setting smaller, more immediate goals and in monitoring the progress of more advanced training plans. You may want to start out using a simpler plan and add detail as you gain experience. Use the level of plan that is comfortable to you and your athletes. Here are a couple of brief scenarios that illustrate different levels of training plans. 46

49 Simple plan: Louis, age 6, is a new BMX racer. His older brother races and he s been going out to the track for a while now with his family. The BMX coach wrote down some suggestions for training and gave them to Louis father: November to March: Get some exercise nearly every day. Participate in a wide range of sports and physical activity at school and after school- run, jump, throw, hit, balance have fun and stay active! April and May: Keep playing other sports but get out on the bike more. When the track opens, come out 2 or 3 times per week. We do clinics and practice starts, and we do practice races. June to September: Here s a sample weekly training plan for Louis to follow in the summer. If he can come to the track for Tuesdays and Thursdays and do our clinics, and race a few weekends, that will be great. On the other days Louis can do other sports or do some riding at home. October: Time to get off the BMX and get back into school sports and activities! 1. Based on Louis s scenario, identify: a. The name and duration of the Periods; b. The Period and duration for which the coach has given Microcycle plans. 2. Do you think this is an appropriate level of plan for Louis? Why or why not? More complex plan: Luke is 16 and is about to start racing MTB cross-country. He s already been riding X-C and on the road, and competing in other sports for years. He s lucky to have a coach who has worked with other new, young racers, and his is following the program his coach gave him. Right now, it s early March; for the past 3 months Luke has been doing a lot of cross-country skiing, running, and riding his cycling trainer indoors twice per week, as well as doing some core strength exercises every other day. Now his training plan has changed; Luke sees he will be going out on the road or riding on the trainer 5 days per week, as the weather allows. Luke s training plan has quite a lot of detail. Every month Luke meets the coach and they talk over the diary Luke keeps. Then he gets a new plan for the next month. Each monthly plan has overall goals for the month, as well as weekly plans showing what Luke should do each day. It really helps Luke stay on track and makes him feel kind of important, but at the same time it can be hard to keep on top of school work, activities with friends and family and all this training 3. Based on Luke s scenario, identify the Period and Phase Luke has just entered. 47

50 4. Circle the correct choices: When Luke meets with his coach, he gets a new plan that covers one (macrocycle, mesocycle, phase). In turn this is broken down into a number of (periods, microcycles) that show the daily training activities. 5. Do you think this is an appropriate level of plan for Luke? Why or why not? 5- Setting Priorities for Training and Competition You ve already identified the dates of competitions in the training program you are building, and you ve circled the important competitions. Now you need to set priorities for the kinds of training and preparatory competitions that will prepare the cyclist for success in those important competitions. Before doing that, this is a good time to reflect on the role of competition and decide if you want to make any changes to the races you have planned. The Role of Competition & Other Sports In Your Program Since athletes are training so they can race, isn t racing the best kind of training? Racing is fun- most cyclists love to compete. Would it be best if your athletes could race all the time? 1. What is the proper role of competition in a cyclist s training program? Make a few notes about the balance of training and competition. 2. Check the training to competition ratio and competition type recommended for your athlete, based on their LTAD stage, in the LTAD Model. Remember that the recommendations are for athletes who have been progressing through all earlier stages- new athletes may need fewer competitions. LTAD p My athlete s LTAD stage: Number of competitions recommended: Review your training plan so far. Based on the LTAD recommendations, do you need to adjust it? 48

51 More to discuss 3. What is a preparatory or training competition? How can the coach ensure that it meets development objectives and does not become all about winning? 4. What are some other ways to develop competition skills (e.g. tactics) outside competition? 5. What are some of the benefits and risks of competing in other cycling disciplines? List 2-3 of each: Benefits Risks 6. What are some of the benefits and risks of participating in other sports beside cycling, either during or outside the cycling season? Benefits Risks Based on your reflection, do you want to make any changes to the plan? 49

52 Setting Training Objectives Now that the list of competitions is set, you can determine what training program elements should give the best preparation for success in competition. 1 Review the SMARTER season goal you set earlier. 2 - Review the Key Performance Factors that are moderately important, important or very important in your discipline (e.g. BMX, Road, MTB). Check off those that meet the criteria in column 1 of the table on the next page. If necessary, refer to the Reference Material to find the definition of the key performance factors. LTAD p & Ref Mat p Identify the Key Performance Factors that can be trained given the LTAD stage age of your athlete. Check those that meet this criterion in column 2 of the table on the following page. To help you do this, refer to the Reference Material. Then, draw a line through the athletic abilities that should not be trained given the age of your athletes, even if they are ranked moderately important or important in your sport. 4 - Take a few moments to think about the entry point of your athlete in your program. From the options below, check all those that apply. During the 2-3 months before the start of your program, this athlete: ( ) didn t do any particular type of training ( ) didn t do any organized sport, but did a little bit of physical conditioning on an irregular basis ( ) didn t do any organized sport, but did serious physical conditioning on a regular basis ( ) trained and competed in another sport ( ) trained and competed in a similar sport ( ) trained and competed in the same sport 5 - Now, refer only to the Key Performance Factors that are ranked very important, important, or moderately important in your sport, and that can be trained by athletes of the stage you coach. In columns 3, 4 and 5 of the table on the following page, indicate which training objectives you should try to achieve by the end of the early Preparation Period (or General Preparation Phase), by the end of the late Preparation Period (or Specific Preparation Phase) and by the main or important competition(s) near the end of the Competition Period, given the entry point of your athlete. Choose from the following options to indicate the objectives for various types of athletic abilities: Physical Performance Factors: Development (try to improve) or Maintenance (keep at same level). 50

53 Motor/Skill and Mental Performance Factors: Acquisition (patterning new movements or learning mental skills), Consolidation (correct execution in variable conditions) or Refinement (minor improvements). Setting Training Objectives Column 1 2 Column 3 Column 4 Column 5 Very Important, Objectives End of Objectives End of Objectives End Important Or General Prep Phase Specific Prep Phase of Comp Period Moderately Important (by date: ) (by date: ) (by date: ) Physical Performance Factors ( ) Maximal Speed ( ) Speed-Endurance ( ) Aerobic Endurance ( ) Aerobic Power ( ) Maximum Strength ( ) Speed-Strength ( ) Strength-Endurance ( ) Flexibility Motor and Skill Performance Factors ( ) Basic Skill Techniques ( ) Variations of Basic Skill Techniques ( ) Advanced Skill Techniques Mental Performance Factors ( ) Goal-setting ( ) Decision-Making ( ) Attention control (focus) ( ) Emotional control ( ) Tactics & Strategy (Competition Plan) 51

54 In columns 3, 4 and 5, use the following options to define your objectives: Physical Performance Factors: Development (try to improve) or Maintenance (keep at same level) Motor/Skills and Mental Performance Factors: Acquisition (patterning movements, learning), Consolidation (correct execution in variable conditions) or Refinement (minor improvements). Other Plan Considerations p. 121 You have already thought about a number of things as you started to create a training plan, such as: The overall season goal(s); The specific demands of the cycling discipline (Key Performance Factors); The age and LTAD stage of the athlete; The entry point of the athlete (i.e. baseline training/fitness condition). Before you continue to develop the plan, you should collect other information, including Other demands on the athlete, such as school, work or family responsibilities; The hours and time of day available for training and competition; Equipment and facilities available to the athlete; Training opportunities, such as nearby organized rides or training races; Prior competitive experience and results, in cycling or another sport; Other factors. Can you think of several additional factors you should consider? List them here: 6 Building the Period and Phase Plans Now you can begin to detail the actual training methods in each Period and Phase of the plan. We will assume you are doing this planning in the Transition Period for the coming year. You have already set the start and end dates for each Period. p. 92 p p Start with the Preparation Period. The first part of this Period is the General Preparation Phase. If you are using Phases (General and Specific) you need to set the start and end dates for these. 2 - Your objective is to bring the athlete from his/her current or baseline state in each of the Key Performance Factors identified, to the desired end state for the Phase. Review the section on Training Activities in the Reference Materials. 52

55 3 - Considering the additional information you collected about the athlete (see Other Plan Considerations above) select training activities which will match the identified needs. You don t need to decide the specifics at this point- just make notes like Aerobic power- aerobic interval training or Flexibility- stretching. 4 - Assign selected training activities week-by-week from the beginning to the end of the Phase. In other words, divide the Phase into weekly blocks and list the training activities for each week. 5 - Now assign the estimated frequency and duration of each training activity for each week. Remember to allow for rest and recovery! For example, Aerobic poweraerobic interval training 2 times per week, 1 hour each session. 6- When you have completed the General Preparation Phase, repeat the process for the Specific Preparation Phase, continuing the progression of activities and frequency, duration and intensity as needed to progress toward the end-of-phase goals you set. 7 - Now, repeat the process for the Competition Period. Remember to allow time for travel to and recovery from competitions. 8 - Finally, for the Transition Period, select alternate training activities to allow for active rest and a break from cycling training. Critical Reflection Now that you have been exposed to a sample program outlining training priorities and objectives for sports similar to yours, what major differences do you see between these guidelines and what you wrote down in the table of the previous page? If there are differences, what are they? On your action card, note the changes that you would make in the future with regard to training priorities and objectives at the beginning, in the middle, and at the end of your program. 53

56 7 Building the Mesocycle and Microcycle Plans Now that the basic shape of the plan is in place, you can create Mesocycle and Microcycle plans. Recall that a Mesocycle is a block of 3-6 weeks and a Microcycle is a single week. Use of Mesocycles is optional. When Should I Build Mesocycle and Microcycle Plans? A major advantage of a periodized training plan is that the high level of organization makes for a more flexible plan. By determining overall goals, listing the main Period and Phase objectives and durations, and listing events such as competitions, you have created the road map for the season or year. That means the Mesocycle and Microcycle plans can be created on roughly a monthly basis- if you are using Mesocycles, build one Mesocycle at a time. This makes it easier to assess progress and modify the intermediate (small-scale) objectives and training program to suit immediate needs. What Kind of Intermediate Objectives? You can set the Mesocycle-level objectives by dividing up the Phase objectives into chunks, and then modifying them to reflect current conditions. Here s an example: Beginning-of-Phase baseline: At the beginning of the Specific Preparation Phase, the cyclist can maintain 40 kilometres per hour on the trainer for 3 minutes. End-of-Phase objective: By the end of the Specific Preparation Phase, be able to maintain 40 kph on the trainer for 6 minutes. Length of Phase: 8 weeks. If the Phase is divided into two Mesocycles, each four weeks long, the coach could set a goal of holding 40 kph for 4 minutes 30 seconds by the end of Mesocycle 1 and holding 40 kph for 6 minutes by the end of Mesocycle 2. However, if the athlete caught flu in Mesocycle 1 and could not train for a week, then the coach could modify the objective for Mesocycle 2 accordingly, perhaps to hold 40 kph for 5 minutes. Questions: 1. What are the advantages of creating intermediate or small-scale objectives? 2. If you don t use Mesocycles, but only create a series of Microcycle plans within each Phase/Period, can you still have intermediate objectives? How would you do this? 54

57 We will take a closer look at monitoring training progress and modifying the plan in a later section of the Workshop. Shape of the Mesocycle and Microcycle Plans The training principle of overload tells us that the athlete needs to do more work than he/she could in previous training sessions to create the training effect. In other words, to progress the athlete needs to work harder- which could mean an increase in duration or intensity of the training session. However we also know that we need to balance many Key Performance Factors when training, for example aerobic power and speedendurance, so the athlete cannot train the same things every day. Finally, we know that rest and recovery is essential from time to time so the athlete can consolidate gains and prevent injury and illness. How can the coach balance these needs? One way is to plan for specific patterns of gradually increasing work or effort, day-by-day and week by week, alternating with reduced effort or rest. The following graphs show these patterns. Imagine a Mesocycle made up of four Microcycles: Microcycle 1 Microcycle 2 Microcycle 3 Microcycle 4 Mesocycle Let s assign an arbitrary Effort Scale of 0 to 3 for each day s training. A score of 0 means the athlete rested that day, while 1 is an easy workout, 2 moderate, and 3 a hard workout. Remember that easy and hard depends on the combination of the duration and intensity of the workout that day. Here are the four Microcyles described using the Effort Scale: M T W Th F Sat Sun Microcycle # 1 55

58 M T W Th F Sat Sun Microcycle # 2 M T W Th F Sat Sun Microcycle # 3 M T W Th F Sat Sun Microcycle # 4 56

59 By adding the Effort Scale points for each day we can get total points for each Microcycle. Graphing those shows the pattern for the entire Mesocycle: Micro 1 Micro 2 Micro 3 Micro Mesocycle In this example, there is a progressive increase in work in the first three Microcycles, followed by a recovery Microcycle #4. By using this concept you can plan for progressive increases in work over time, while still ensuring there is sufficient rest built into the program. Careful monitoring and modification as needed will ensure that the program remains at the right level for the athlete. Read the information in the Reference Material for more information on building and balancing the plan. p. 121 Critical Reflection Questions: 1. At the beginning of this section of the Workshop, you created a simple weekly training plan. How has the additional information you have received affect your ideas about developing a weekly (Microcycle) plan? How would you change the weekly plan you already created? 2. Consider the amount of training time your profile athlete has (refer to the sheets you completed in your Portfolio, if needed). With your current understanding, do you think there is enough training time for the Key Performance Factors you believe need developing? If not, what strategies could you use to ensure the KPF are developed properly? At this point, you have brought together the information needed to create Microcycles (weekly plans) and individual daily session plans. Other elements of running an effective 57

60 daily training session are discussed in the Ready to Race! Cycling Introduction to Competition Training Basics Workshop. You will be asked to create Mesocycle and Microcycle plans in the Portfolio to apply your knowledge of plan design. See the Portfolio for worksheets to use in completing this assignment. 8 - Getting Feedback and Modifying the Plan The final step in the planning cycle is getting feedback and modifying the plan. This completes a cycle: Gather Information, Design a Plan, Implement the Plan, and Monitor and Modify the Plan. 1. What are all the ways you can think of to get feedback (monitor) the success of the plan? 2. Share these ideas with other coaches. Did you add any ideas to your list? Now, transfer your 3 best methods to this table, and list the advantages and disadvantages to the feedback methods you came up with. An example is provided. Feedback Method Advantages Disadvantages Record competition results (times or placings) and see if they improve. - Easy to collect the data - Improved results are the main objective of the program - Many factors influence the result (weather, other competitors, anxiety, etc) so it s hard to know the cause of good or bad performance Tests that show what is important are called valid tests. In the example given, the objective of the program was success in competition, so measuring results in 58

61 competition is the obvious- and valid- means of determining whether the program is working. Tests that can be repeated over and over and give similar, accurate results are called reliable. Race results may not be reliable because the conditions differ in every race due to changing courses, weather, competitors and other factors. Tests you choose will probably require a compromise between validity and reliability. That s why it s good to use several different methods to evaluate progress. Performance testing: using field tests Many kinds of tests of the Key Performance Factors exist. For example some university or private laboratories conduct tests of maximal aerobic power, anaerobic lactic power, and other KPF. Coaches can also do field tests, which involve setting up different kinds of courses to test cycling performance in a relatively controlled way. 3. Match the field test with the KPF being tested: Field Test Ride on a flat road circuit or track from a standing start for a measured 2000 m at maximum speed. Record time. Ride a 15 km time trial on the road. Record time. Ride up a moderate hill 100 m long. Start clipped in, from a very slow roll, and sprint all out. Record time taken from a line 10 m from the start to a second line 100 m from the start. KPF Maximum speed (Anaerobic Alactic Power) Aerobic Power Speed-Endurance (Anaerobic Lactic Power) 59

62 4. In order to increase the reliability of these field tests, what factors would you want to keep constant? Field Test Keep Constant: Ride on a flat road circuit or track from a standing start for a measured 2000 m at maximum speed. Record time. Ride a 15 km time trial on the road. Record time. Ride up a moderate hill 100 m long. Start clipped in, from a very slow roll, and sprint all out. Record time taken from a line 10 m from the start to a second line 100 m from the start. 5. How often should such tests be used? (Hint: part of the answer depends on how quickly you would expect to see a change in the KPF being measured.) 6. When you create your Annual Training Plan in the Portfolio (below), ensure you include an appropriate testing schedule. This should include an appropriate type of tests (field or lab tests) as well as appropriate frequency of tests. Modifying the plan Now that you have gathered some different kinds of information about the success of the plan, you need to decide whether to modify it. There are two main reasons to modify the plan: either it is too easy (i.e. the intermediate or main season goals are reached ahead of schedule) or it is too hard (i.e. goals are not being met, or it is unlikely the goals are going to be met). 7. What are some possible consequences of sticking with a plan that is too difficult for the athlete? (i.e. Goals are not being met). Check the consequences that you think may occur: ( ) The athlete may over-train and/or may injure themselves ( ) The athlete may rise to the occsion and meet the goals. ( ) The athlete may become frustrated and give up. 60

63 8. In the list below, situations that call for modifying the plan and the correct response are scrambled. Draw lines to match the situations with the correct responses to help create rules for modifying training plans: Situation Athlete has caught a cold. Athlete has a sprained ankle Athlete is steadily losing weight (0.5 kg per week) and complains of chronic fatigue. Athlete is regularly ignoring the training plan and training with more advanced athletes instead Athlete is following the plan with no complaint and is meeting physical performance goals but race results are getting worse Response (Plan Modification) If goals are being met/exceeded, increase difficulty of plan to match athlete need. If goals not met, counsel athlete on risk of injury but retain plan. Get medical check-up and attention if necessary. If no illness, rest (no training) for 3-5 days then resume training with 5% decrease in work. Get medical attention and follow medical advice for return to exercise. Reduce training to comfortable level on return and gradually resume plan. Is athlete de-motivated or anxious/ frightened? If yes work on cause and reintroduce racing at lower level. If no, consider increasing plan workload (plan may be too easy). Complete rest for a few days until athlete wants to resume training. Resume plan where it left off (go back a few days as needed). 9. Working with another coach or the group, come up with 1 or 2 other scenarios and responses for modifying a training plan similar to the ones above. Putting it all Together: Building an Annual Plan That s it! Now you have everything you need to create a complete annual plan and to monitor progress and modify the plan as needed. With practice and experience the challenge of balancing the many elements of the plan will become easier! You will be asked to create an Annual Plan in the Portfolio to apply your knowledge of plan design. This Plan will include the overall design of the program using steps 1 to 8 above. See the Portfolio for worksheets to use in completing this assignment. 61

64 Step 5 Mental Preparation for Cycling This part of the Workshop focuses on the inner cyclist. Performance in competition depends on many factors, some physical, some skill-based, and some mental. Understanding race objectives, having the focus to identify the correct thing to do and react quickly and effectively, and having the resilience to overcome obstacles and challenges are essential skills. Toward the ideal performance state p.155 What is an ideal performance state? In terms of mental preparation it means being able to respond appropriately and effectively in any situation, no matter how challenging. These responses can be trained so the athlete becomes better at understanding and controlling his or her feelings and actions. Ultimately, a well-prepared athlete learns to understand their ideal performance state and uses various tools to control their responses and maintain an effective state. 1. Take a few minutes and make some notes on how you would like the cyclist you coach to respond to the following situations. Think about what they are probably feeling and then how you would like them to feel, think and act: a. Having an argument with someone significant to them on the way to the race: Probable emotions: Desired emotions: Desired thoughts: Desired actions: b. With minutes to go before the race, getting a flat tire as they go to the start: Probable emotions: Desired emotions: Desired thoughts: Desired actions: 62

65 c. Looking over at the start line and realizing they are racing against the National Champion: Probable emotions: Desired emotions: Desired thoughts: Desired actions: d. Exhausted, barely hanging on to second place with only 100 m to go in the race: Probable emotions: Desired emotions: Desired thoughts: Desired actions: Is what the athlete feels (emotions) likely to be the same in each case? What about their response- should they respond the same way each time? That s the essence of Ideal Performance State: helping each individual athlete to have the right focus and response to every situation. The IPS changes with the situation, and of course, is different for different individuals and different ages and stages. The next sections deal with recognizing when an athlete is not at an ideal performance state, and basic steps to return to an effective state. 1. Recognizing a Need Picture yourself coaching two athletes of comparable fitness and abilities in your sport. Both perform to the same level in practices; however, when it comes time for competition, one almost always performs to potential while the other frequently under performs In your opinion, what possible reasons might explain this situation? What might one athlete be doing well that the other can t? Note your ideas in the space below. To help you identify some possible reasons, think of successful athletes you have coached in the past, or relate to previous experiences you yourself may have had as an athlete. Focus on specific behaviours, i.e. behaviours that you can observe. 63

66 Athletes who perform well in competition are able to E.g. Block out distractions such as noise from the fans 1-2. Compare your thoughts with other coaches. Are there ideas you would like to add to your list above? 1-3. The facilitator has provided you with some general information about mental preparation. Sport psychologists deal with a variety of mental skills; in this workshop we will focus on three important skills: (1) managing focus, which is a type of attentional control, (2) managing negative anxiety, which is a type of emotional control, and (3) goal setting. Review your list of ideas in 1.1, and identify the behaviours that appear to be related to attentional control and to emotional control Helping athletes perform well in competition is one of your key roles as a coach. Learning to recognize signs that an athlete is having trouble coping with the stress of competition is therefore extremely important. Together with another coach, identify signs and behaviours that might indicate an athlete is having trouble focussing or difficulty in managing anxiety. Use the space below to record your thoughts. Thinking of an athlete you have observed having difficulties may help you. Signs that an athlete might be having trouble focussing E.g. Turns head to check out distracting noises 64

67 Signs that an athlete might be having trouble managing anxiety E.g. Is constantly fidgeting p.158 Check the section of the Reference Material entitled Signs To Help Spot Focus And Anxiety Problems. Are there other behaviours or signs you could add to your previous lists and that might help you recognize that an athlete needs to improve these mental skills? 65

68 2. Helping an Athlete: Scenario # Take a few moments to read the scenario below. Jan is an athlete on the team that you coach. Sometimes she nearly misses the beginning of the competition because she seems off in her own world. She is constantly moving from one teammate to another, unable to keep her attention on the tasks at hand. She seems preoccupied by what everyone else is doing, and she forgets equipment and instructions. Her judgement seems poor, and she seems unable to find cues in her environment so she can t anticipate anything and is constantly reacting too late. She seems to get worse as the competition progresses, getting more and more distracted until she is barely able to execute even the most basic skills Picture yourself as Jan s coach. What would you do to help her, and how would you do it? Share your response with other coaches. 66

69 2-3. In order to train athletes how to focus, you must first think about what kind of focus cycling requires. The questions that follow will help you do this. How often does a cyclist need to shift his/her focus in competition? Is this different from discipline to discipline (e.g. MTB, road racing, BMX)? EVENT FEW SHIFTS LOTS OF SHIFTS Ex : MTB X-C 2-4. Having determined whether or not your sport requires athletes to shift their focus often, now reflect on what he/she must be focused on at any given point in time during the competition to perform successfully. TIME Start of race First 20 meters OBJECT(S) OF FOCUS Sound of starter Look ahead, clip in, position 2-5. As a next step, think of potential sources of distraction that athletes commonly encounter in your sport. List them below. 67

70 p Share some of your previous analyses (2.3, 2.4 and 2.5) with another coach. Then, review the sections of Reference Material entitled Focus Shifts, Objects Of Focus, and Examples Of Distracters. Are there other potential sources of distraction that could affect the athletes you coach? If so, add them to the list you generated in The facilitator will now practice with you some of the methods in the Reference Material that are designed to help athletes improve their focus by helping them learn how to: p shift their focus focus on the right things at the right time These methods can be found in the section of the Reference Material entitled Methods For Improving Focus Having experienced some of the methods and considered other methods in the Reference Material, what would you now do differently to help Jan (see your answer in 2.2)? Note them as reminders to yourself in the space below, or on your action card. 68

71 3. Helping an Athlete: Scenario # Take a few moments to read the scenario below. Jake is an athlete who is a pleasure to coach. He is attentive during training, works hard, and is a team-oriented person. He often helps out others that are less skilled than he is, and makes sure everyone has their chance to shine. He comes from a loving family, and works hard in all aspects of his life. He drives himself very hard, and wants to be the best that he can be. His friends describe him as sincere, caring, fun loving, and an all-round cool guy. In practice, he proves that he is capable of excelling in the sport. In competition, however, it is as if a different person shows up. He doesn t want to eat on competition day, fidgets, yawns constantly as if he is bored, yet his eyes are wide open and he looks almost frightened. He is so worried that he will let down his coach and his parents that competing doesn t seem fun to him. As a result, his performances are usually well below what he is capable of, and the person he ends up disappointing most is himself Picture yourself as Jake s coach. What would you do to help him, and how would you do it? Share your responses with other coaches. 69

72 3-3. Brainstorm with other coaches and identify as many causes of anxiety as you can come up with. You can find some in the scenario described in 3.1. E.g. Not feeling ready for the task Worried about letting down parents p p Consult the Reference Material on Common Causes Of Negative Anxiety. Are there any other causes that you would like to add to your notes in 3.3? 3-5. The facilitator will now practice with you some methods designed to help athletes manage their anxiety and will explain some of the possible links between lack of focus and negative anxiety. These methods and this information can be found in the Reference Material entitled Methods For Managing Anxiety. Now, return to your ideas in 3.2. Based on this information and the methods you just tried, would you now do anything differently to help an athlete like Jake? If so, write down a few key points in the space below or on your action card as reminders to yourself. 70

73 4. Setting Goals with Athletes A Powerful Motivator In one of the earlier modules of your NCCP training, you were probably asked to reflect on the reasons why the athletes you coach might be involved in sport. Have a look at the section of the Reference Material entitled Reasons Why Participants/Athletes Are Involved In Sport. Most reasons can usually be grouped into one of the following categories: A desire for achievement a wish to improve, master new skills, and pursue excellence A need for affiliation a desire to have positive and friendly relations with others A desire for sensation a desire to experience the sights, sounds, and physical feelings surrounding a sport or the excitement in a sport A desire for self-direction a wish to feel a sense of control, to feel in charge. For athletes who are highly motivated by a desire for achievement, goal setting can play an important role in keeping them involved and improving in the sport. In fact, goal setting generally motivates all athletes to push beyond their current skills and abilities What do you currently do with the athletes you coach in the area of goal setting? When do you do it? WHAT I DO E.g. Ask athlete what they want to achieve HOW AND WHEN I DO IT E.g. How-Team meeting When- before the season start 4-2. Provide examples of some of the goals that you have set with the athletes you coach. Or, think about goals that you have set for yourself in your personal or professional life. In doing this, try to think about three aspects in particular: (1) the type of goal you set; (2) the climate in which you have set these goals; and (3) the information you needed to be able to set these goals. Try to use a few different types of goals: result-oriented, self-improvement-oriented, and execution-oriented. 71

74 Goal E.g. Athlete wants to finish top-10 at the Provincials Type of goal (check one) This goal is about a result This goal is about self improvement This goal is about how I want to execute This goal is about a result Climate necessary to set this goal Done pre-season in a planning meeting with the coach. Athlete must understand the implications for training, etc in coming year. Information needed to set this goal Past experiences and previous results for this athlete and likely competitors; date, location and profile of the event This goal is about self improvement This goal is about how I want to execute This goal is about a result This goal is about self improvement This goal is about how I want to execute This goal is about a result This goal is about self improvement This goal is about how I want to execute 72

75 4-3. The facilitator will now practice with you some methods designed to help athletes set goals. These methods can be found in the section of the Reference Material entitled Types Of Goals That Can Be Set, Information You May Need In Order To Help Athletes Set Effective Goals For Themselves, and Sample Goal Setting. p Now, take one of the goals you identified in 4.2. Using the process below, go through each step in detail and clarify what your goal is really about, how you will know that it has been achieved, and how you will go about achieving it. An alternative method of the goal setting process is provided for you in the Reference Material. Step of the goal setting process Detailing the goal Step 1- Establishing the goal and committing to it (i.e. what is it that needs to be accomplished, and why is this important?) E.g. Improve race start, because you can win or lose a race in the first 25 m as a result of the quality of start Step 2- Stating the goal clearly in terms of performance or outcome. E.g. Cut one 1 second off time from start gate to 50 m by August 1 Step 3- Identifying indicators of success (i.e. what evidence is needed to say that the goal has been achieved?) E.g. Time starts on first day of training in April. Timed starts in training for May,.5 seconds less; timed starts in June,.75 seconds less; start time Aug 1, one second less than in April. Step 4- Identifying specific strategies to achieve the goal (i.e. what must be done to achieve this goal, and how will this be done?) E.g. Video starts, detect and correct technique; build upper body strength Take a few minutes and reflect on what you would do differently now regarding goal setting. Note your thoughts on your action card. 73

76 5. Planning for Mental Preparation 5-1. If you were asked to plan the mental training of your athletes, what would you emphasize at different periods of the season? Use the table below to outline when you think each of the mental skills we have covered so far might best be trained. To help you complete this exercise, you may want to use some of the following terms (explanations in brackets) in the table below, as you consider managing focus and negative anxiety and goal setting: Managing Focus And Anxiety Introduce skill Develop athlete awareness Develop skill Refine skill Simulation (apply basic skills to sport context) Develop performance routines (integrate mental skills into performance preparation routines or rituals ) Refine performance routines Implement performance routines Goal Setting Team meeting Identify goals Set outcome goals (competition results/self improvement) Set process goals Set individual goals Set team goals Monitor Assess Re-evaluate Mental Skill Time Of The Season Beginning Middle End Goal Setting Managing Focus Managing Negative Anxiety 74

77 p Look at the section of the Reference Material entitled Planning For Mental Preparation Within A Season. Is there anything you would like to change or add in your ideas in 5.1? 5-3. It is a good idea to have a seasonal road map for mental preparation, but when during practice are you actually going to fit in this training? Chances are you do not have the opportunity to interact very much with the athletes you coach outside of practice times, and it may not be possible for you to dedicate separate practices for mental preparation work. Follow the instructions of the facilitator and focus on one of the parts of a practice (i.e. warm-up, main part, or cool-down). Together with other coaches, think about how mental training might be incorporated into this particular part of the practice. The part of the practice I will focus on is the: Warm-up Main Part Cool-Down What could be done during this part of the practice? 75

78 5-4. Using the practice planning worksheet over the page, design a practice indicating at what points you would integrate mental training skills into the practice. You may use a previously designed plan if you have one with you. p Discuss your plan with other coaches and make any modifications to your practice plan. Look at the section of the Reference Material entitled Planning For Mental Preparation Within A Practice and add ideas to your original plan Take a few minutes and reflect on what you would do differently now regarding the integration of mental preparation into your season and into your practices. Note your thoughts on your action card. 76

79 PRACTICE PLANNING Team : Date : Time: Location: Goal(s): Équipment needed: Introduction Key messages/safety points Warm-up Include general and specific warm-up, and stretching exercises Key messages/safety points Equipment needed Main part Key messages/safety points Equipment needed Cool down Key messages/safety points Equipment needed Conclusion Key messages/safety points 77

80 Step 6 Ready to Race This step concludes the Workshop. It is an opportunity to reflect on what you have learned and to consider how your goals, your definition of success and your plans may change as a result of new ideas. Towards the first race: re-examining goals and objectives Based on the understanding you now have of goal-setting, your goals and your athlete s goals, and of the role of competition in athlete development, review the goals for your athlete in their first race. For that first race, list: 1. A performance or results goal: 2. A self-improvement goal for the athlete: 3. An execution goal (how the athlete accomplishes a specific skill or tactic): Considering the LTAD stage and level of experience of your athlete, which of these goals is most likely to be reached? Which should you emphasize when preparing the rider? For example, what might the consequences be of over-emphasizing a performance goal (e.g. Finish in the top three ) to a first-time racer? 78

81 Reflecting on your scenario, revising your plan With these goals in mind, review the plans you created in the Portfolio for the athlete s first race. Think about the day before the race, as well as the day of the race. Think about the tactical plans as well as the focus plan. Do you want to revise any of the plans at this time? Recognizing and building on success How you communicate with the rider at the end of the race is important. What they remember and learn from the race experience and how they feel about themselves and their performance can be affected by your words and actions. Considering the three goals you listed earlier, how would you want to communicate? Success Performance goal is met Your response: Performance goal is not met Self-improvement goal is met Self-improvement goal is not met Execution goal is met Execution goal is not met 79

82 Create a brief strategy for building on the rider s accomplishments in the first race. How will you modify the plan for the next microcycle or two (if you choose to modify it at all) based on these situations? Success Performance goal is met Plan modification: Performance goal is not met Self-improvement goal is met Self-improvement goal is not met Execution goal is met Execution goal is not met Exchange your ideas with another coach. Do they agree with your plan to build on success? 80

83 Workshop Wrap-up and Evaluation 1. Take a few minutes to share ideas of what you learned and exchange contact information. 2. Please complete a workshop evaluation form; your feedback is important. Cycling Canada and the National Coaching Certification Program thank you for the time you dedicate to coaching. Your efforts make a difference in the lives of those you coach. Congratulations on completing the workshop! 81

84 Workshop Evaluation Coaches CYCLING READY TO RACE WORKSHOP Date of Workshop: Location: Please fill in the form and hand it to the facilitators before you leave. Your comments are important to the ongoing development of the National Coaching Certification Program. Please tell us a bit about your coaching: What age of participants will you be coaching? How many participants will you be coaching? How long is their competitive season? How many times a week do they compete? How many times a week do they practice? How long are the practices (in hours/minutes)? Have you coached before? If so, for how long, with what age group, and in what sport? Please answer the following: Having taken this workshop, I now have a better understanding of my tasks and responsibilities as a coach Strongly disagree Strongly agree Having taken this workshop, I now have a clear understanding of how the sport is modified for athletes at different stages of development Strongly disagree Strongly agree I can respond to an ethical situation in a way that is consistent with the NCCP values and philosophy Strongly disagree Strongly agree 82

85 I can adapt a practice if required to do so, and understand the structure of a complete practice Strongly disagree Strongly agree I can organize and run the activities within a practice in a way that is suitable for my athletes Strongly disagree Strongly agree I can deal with the safety aspects of a practice Strongly disagree Strongly agree I can do a better coaching job Strongly disagree Strongly agree During this workshop I had several opportunities to work on finding solutions to situations that are relevant to my coaching Strongly disagree Strongly agree During this workshop I had several opportunities to exchange with and learn from others Strongly disagree Strongly agree I found the Workbook, Reference Material, and Toolbox to be relevant to my coaching needs, clear, and to contain useful information Strongly disagree Strongly agree I found the Workbook, Reference Material, and Toolbox to be organized clearly and logically and easy to use Strongly disagree I would recommend this workshop to other coaches I know Strongly agree Strongly disagree Strongly agree 83

86 Please answer the following questions: Would there be anything you would like to see added to this workshop? If so, what would it be? Would you be interested in attending another workshop for community coaches? If so, what would you like to see included in the next workshop you attend? Are there any other comments you wish to add? Thank you for your feedback, and best wishes in your coaching 84