NATIONAL 4 / 5 SWIMMING RESOURCE

Transcription

1 NATIONAL 4 / 5 SWIMMING RESOURCE LOUDOUN ACADEMY PHYSICAL EDUCATION

2 MENTAL, EMOTIONAL, SOCIAL AND PHYSICAL FACTORS IMPACTING ON PERFORMANCE TABLE Mental Emotional Social Physical Fitness Skills Tactics Concentration Level of arousal Mental toughness Decision Making Happiness / Sadness (affecting confidence and resilience) Anger (affecting decision making and self-control) Fear (affecting confidence and decision making) Team Dynamics: Cooperating with others Contributing to a team Relationships Self-Conduct Working in isolation Etiquette Respect for self and others Environmental Issues: Barriers to participation Physical aspects fitness: Cardio-Respiratory Endurance, Muscular Endurance, Speed, Strength, Flexibility Skill-related aspects fitness: Co-ordination, Agility, Reaction Time, Balance Skill repertoire Technical qualities: Rhythm, Timing, Consistency Special qualities: Imagination, Flair, Creativity Quality of performance: Fluency, Effort, Accuracy, Control Personal strengths and weaknesses Role related demands Team Strengths and Weaknesses Principles of play: Width, Depth, Mobility, Penetration, Support, Communication There are four factors which can affect how well you perform in an activity. In this swimming block we will focus on various features within the physical (fitness) and mental factors.

3 PHYSICAL FACTOR (FITNESS) DEFINITIONS & IMPACT ON PERFORMANCE Physical Aspects of Fitness Cardio-Respiratory Endurance (CRE) Definition Cardio Respiratory Endurance is the ability of the heart and lungs to provide the working muscles with oxygenated blood for a prolonged period of time. Impact on Performance This is more important in longer distance swims. During these swims your body is working at a steady pace over a long period of time. The energy required to do this is supplied aerobically which requires your heart, lungs and blood system to supply oxygen to the working muscles throughout the swim. Good CRE therefore helps you to maintain even split times (pace) throughout the swim. Good CRE will also help delay the onset of fatigue. Poor levels of CRE results in the performer becoming breathless more quickly and unable to keep up with play or maintain a high skill level. In swimming, poor CRE results in you having to breathe more often or take longer deeper breaths to get the required oxygen to the working muscles. This in turn has an effect on your technique. Decision making may also be affected and longer rest periods will be needed to aid recovery. Good CRE means the heart is able to recover to its resting rate more quickly after exercise. Muscular Endurance Definition Muscular Endurance is the ability of a muscle or group of muscles to perform repeated contractions for extended periods of time without tiring. Impact on Performance Swimming requires repeated contractions of our arm muscles (biceps and triceps), shoulder muscles (deltoids), back muscles (trapezium and lats) and our leg muscles (quadriceps, hamstrings, gluteus and calves). Therefore muscular endurance is vital to delay the onset of fatigue, which prevents our muscles from working to full capacity thus affecting our ability to swim and execute the stroke effectively. A lack of muscular endurance will result in gradually less powerful arm and leg action as the race progresses and a less powerful push off the wall in later turns. 2

4 Speed Definition Speed is the body s ability to perform an action in a short time. Speed can be split into two categories Whole body speed where your whole body performs an action quickly and Limb speed when a particular part of your body performs an action quickly. Impact on Performance Speed is important in shorter distance races where you are working at your maximum pace to cover the distance as quickly as you can. It is also important at the start of a race to get you quickly off of the blocks and into your swim as this allows you to swim in clear water as opposed to the waves caused by other swimmers. Speed is also important if you are involved in a tight race and need to finish with a sprint. Strength Definition Strength is the maximum force a muscle or group of muscles can exert at any one time. Strength can be further divided into Static Strength (muscles contract and hold one position), Dynamic Strength (muscles repeatedly apply force over a short period of time) and Explosive Strength or Power (muscles exert force in a short, fast burst). Impact on Performance Performing a scrum in rugby would be an example of where static strength is required. Rugby players are required to use static strength to stop the opposition from pushing the scrum and gaining an advantage. Dynamic strength is required in swimming particularly when covering short distances. Swimmers would require strong chest, arm and shoulder muscles when performing strokes like the freestyle, backstroke and breast stroke in order gain propulsion. Explosive strength is used in single actions when maximum energy is needed. This is required for starts to give the swimmer the maximal force to propel them forward at speed to gain an advantage at the beginning of a race. Flexibility Definition Flexibility (also known as suppleness) is the range of movement across a joint. There are two types of flexibility: static and dynamic flexibility. Static flexibility is necessary when you are holding a part of the body still. Dynamic flexibility uses the full range of movement across a joint for a short time within your overall performance. Impact on Performance Static flexibility is required in activities like gymnastics where you have to hold your body still during various balances. For example, a good range of movement is needed across the hips to be able to perform the splits well. Dynamic flexibility is more important in swimming particularly in the shoulder and ankle joints. This allows a wider range of movement and also allows you to place your limb in the most mechanically advantageous position. This will allow optimum pull through the water and aid streamlining all of which can decrease the time taken to complete the swim. Poor flexibility may also result in injuries if muscles are overstretched. 3

5 PHYSICAL FACTOR (FITNESS) DEFINITIONS & IMPACT ON PERFORMANCE Skill-Related Aspects of Fitness Co-ordination Definition Co-ordination is the ability to control your body movements smoothly and fluently. It is the ability to link a series of movements or subroutines together by moving your body parts in the correct order. It often involves moving 2 or more body parts together at the same time to perform a particular action/skill/movement effectively. Impact on Performance Co-ordination is particularly important when performing a complex skill or when performing a skill or action at speed. Swimmers are required to co-ordinate their arms and legs in a specific order whilst also moving their head to facilitate breathing. Co-ordinating your arms, legs and breathing allows you to move efficiently through the water creating less drag or resistance. Agility Definition Agility is the ability to change the position of the body quickly, precisely and with control. This uses a combination of speed and flexibility. Impact on Performance Agility helps when competing in activities that require you to change direction quickly whilst keeping balanced and in control. It is helpful when participating in racket sports such as squash, tennis and badminton, and also in team games like rugby, basketball, volleyball, hockey and football. Agility is also important when swimming as you need to change your body position and direction of travel very quickly when turning. 4

6 Reaction Time Definition Reaction time is the interval of time it takes for a performer to choose a response to a stimulus and then perform the selected movements. The stimulus is received through the performers sight, hearing or kinaesthetic sense. Reaction time can be quicker if a performer pays attention to relevant cues and also through controlling anxiety. A performer s reaction time is also shorter if there is only one possible response but longer if there is more than one possible response. Impact on Performance A skilled performer has a quick reaction time by reacting to a stimulus, selecting response and moving sharply. This quick reaction time can be decisive between winning or losing in an activity. An example of simple reaction time is at the start of a race when the starting pistol goes off. Having good reaction time will allow you to start the race quickly as possible without false starting. This will give you an instant advantage over other performers. Balance Definition Balance is the ability to retain the centre of gravity above the base of support when stationary (static balance) or moving (dynamic balance). Impact on Performance Static balance is the ability to maintain control of position whilst remaining stationary for example, balancing on one leg or holding a headstand in gymnastics. Dynamic balance is the ability to maintain balance and control of the body whist moving. For example, in swimming the body shape and position in the water needs to be in balance to maintain streamlining. If the head is raised it will make the legs drop. 5

7 MENTAL FACTOR DEFINITIONS & IMPACT ON PERFORMANCE Mental Toughness Definition Mental Toughness is the ability to consistently perform at the top of your skill level regardless of the competitive circumstances. Reboundability, ability to handle pressure, confidence and motivation are key attributes to being mentally tough. Impact on Performance As you are playing any sport it is important that you are able to block out all external factors. If you are mentally tough you are able to cope with pressure from opponents, the crowd and the importance of the situation. You are also able to deal with the pressure of both your own expectations and the expectations of others (parents, coach, team-mates etc.). Good concentration is an important part of mental toughness. It is required to shut out distractions that are unimportant and to stay focused on what it is you have to do. You need to be able to do this to maintain a steady pace. A swimmer must concentrate on their stroke technique throughout the swim. They may also have to concentrate on external factors towards the end of the swim to identify where they are in the race in relation to the other swimmer. A performer who is concentrating is often said to be in the zone, making fewer mistakes, staying calm when under pressure, able to solve problems easily and generally in control of their performance. - Michael Johnson - Coping with Pressure Poor mental toughness may result in Good mental toughness will result in Panic and unclear thinking that could lead to poor decision making. Your muscles tightening which will cause poor execution of skills / technique Performance levels dropping below what you are capable of Thinking clearly and making good decisions Remaining calm and relaxed in order to execute skills / technique Performing at your best in demanding situations Mental toughness is required in swimming both during a race and to work hard in training (early morning swim). Examples of mental toughness during a race could be recovering from a poor start or pushing your body to its limits to finish the race strong. 6

8 Level of Arousal Definition The level of mental arousal is the level of excitement, anticipation, stress, aggression, apprehension and nervousness. It refers to the state of mental preparedness for participation in an activity. Basically, level of arousal relates to your attitude about performing if you are up for it or not. Impact on Performance When your level of arousal is at the right level you are prepared to give your best, to shut out any distractions and to carry out whatever decisions you need to make right from the beginning of the performance. This means you are likely to do well. Getting the level of arousal right means you have the chance to concentrate on the important parts of your performance quickly and settle into giving a successful display of the skills you have. If your level of arousal is too low then you may not perform at your highest level, as you may appear to be tired, disinterested or distracted. Then again if it is too high, you may become stressed due to expectations, the importance of the occasion or the number of people watching. In swimming, if you are not up for the race then you will not perform to the best of your ability. However, if you are too psyched up or anxious you will also not perform to your best, for example false starting or increased muscle tension leading to poor technique. 7

9 PYHSICAL FACTOR COLLECTING INFORMATION We are going to analyse our Physical Fitness by using the following methods: - General Observation Schedule An observer will complete this schedule to provide information on various features of Physical Fitness. The schedule will gather data on overall time, split times, breaths, stroke count, heart rate and technique throughout the swim Overall time shows standard of overall performance Split times Should be consistent. Increasing split times suggest poor levels of CRE or Muscular Endurance. Stroke Count High stroke count suggests poor co-ordination or a lack of strength. Increasing stroke count suggests a lack of muscular endurance. Regular stroke count shows good coordination and endurance. Breaths Irregular breathing pattern shows a lack of race preparation or poor levels of CRE Heart Rate this indicates how hard you have been working during the race. For example, if you are still below your training zone towards the end of the race then this would suggest that you have not been working hard enough. Technique this will show the point in the race where your body position (balance), arm action and leg action (co-ordination) starts to deteriorate (muscular endurance). The observer will also be able to include comments on how well the performer starts the race (reaction time) and their ability to turn effectively in between lengths (agility). Other advantages of using a General Observation Schedule Completed in the most demanding context i.e. 400m race Provides data on various features of Physical Fitness Can be used to identify strengths and weakness Information can be used to plan a suitable training programme Can be used in conjunction with video to make the gathering of data even more reliable It is a permanent record which allows you to look back and compare your results to check for improvements. 8

10 - Standard Fitness Tests This is a more specific method which we will use to gather more information on the weakness identified from the general observation schedule. We will complete the following tests to measure our levels of CRE: T10 Swim Test 20m Progressive Shuttle Run Test Cooper Walk/Run Test Completing a standard fitness test out with the activity (Leger Test, Cooper Walk/Run Test) can help provide more objective evidence to support results from tests more specific to the activity (T10 Swim Test). T10 Swim Test Involves swimming as many lengths of the pool as possible in 10 minutes. Observer records split times every 40m Split times are plotted on a line graph to show differences in split times more clearly Observer also keeps a record of the total distance swam which is then compared with class-mates and national average ratings to show level of CRE. Heart rate from before and after the test is taken and compared to give an indication of work-rate. 20m Progressive Shuttle Run Test Involves measuring out and marking a 20m section on a flat surface with two cones Audio equipment is required to playback shuttle run audio Participant starts running between the sets of cones, turning when signalled by the beeps This process continues as the beeps become closer together, ultimately increasing the speed of the runner If the line is reached before the beep sounds, the participant must wait until the beep. The test is stopped if the participant fails to reach the line for two consecutive runs and their score is recorded. Score then compared with class-mates and national average rating to show level of CRE. 9

11 Cooper Walk/Run Test Involves measuring out a 200m track with cones placed every 20m for easy calculation of distance covered The participant aims to complete as many laps as possible within the 12 minute time limit whilst running On the completion of 12 minutes an observer counts up the completed laps and the number of completed metres on the final lap Score then compared with class-mates and national average rating to show level of CRE. The Advantages of using Standard Fitness Tests The above tests are all recognised methods for gathering information on Cardio- Respiratory Endurance (CRE) Each test provides objective, accurate and reliable information about the performer. Data can be used to plan a training programme which is specific to your level of fitness. It provides you with a permanent record of your performance and can be used a base point for comparing subsequent test results to measure progress. Tests can be used to set targets and motivate the performer to improve. Tests are widely recognised, and often provide established norms and/or ratings to compare your performance against. Comparing results with national average ratings provides an indication of your level of performance in relation to the rest of the country which can be used to aid motivation The T10 swim test and Cooper Tests are also very easy to set up with little equipment needed. 10

12 *DO NOT WRITE ON THIS SHEET GENERAL OBSERVATION SCHEDULE Swimmer s Name Observer s Name Distance (metres) Lengths Cumulative Time Split Time Stroke Count Breaths Observed Comments (on start, turns, technique...) Overall Time Heart Rate Prior to Start At Finish CRE CRE Please mark on the line below the point in the race where the swimmers body position, arm action and leg action started to deteriorate. Body Position Arm Action Leg Action Body is streamlined and there is a smooth turn of the head to breath From high elbow, hand enters water in front of head then pushes down and pulls through the water. There is a steady, propulsive kicking action just below the surface 0 40m 80m 120m 160m 200m 240m 280m 320m 360m 400m 0 40m 80m 120m 160m 200m 240m 280m 320m 360m 400m 0 40m 80m 120m 160m 200m 240m 280m 320m 360m 400m 11

13 *DO NOT WRITE ON THIS SHEET Swimmer s Name T10 SWIM TEST Observer s Name Distance Lengths Cumulative Time Split Time T10 Swim Test Result Pulse Check Prior to Start Class Average National Average Gender Excellent Above Ave. Average Below Ave. Poor m At Finish m Male >500m m m m <350m Female >450m m m m <300m 12

14 STANDARD FITNESS TESTS NATIONAL AVERAGE TABLES National Average Ratings for 20m Progressive Shuttle Run test (Leger Test) FITNESS MALE AGE FEMALE AGE CATEGORY Poor <30 <25 Below Average Average Above Average Excellent >101 >76 National Average Rating for Multistage Fitness Test FITNESS CATEGORY MALE AGE FEMALE AGE Poor <L6 S6 <L4 S7 Below Average L7 S1 L5 S1 Average L8 S9 L6 S7 Above Average L11 S2 L9 S1 Excellent L12 S7 L10 S9 National Average Ratings for Cooper Walk/Run test FITNESS CATEGORY MALE AGE FEMALE AGE Very Poor <2500 <1900 Poor Fair Good Excellent

15 MENTAL FACTOR COLLECTING INFORMATION (N5 ONLY) Questionnaires A standard way of gathering data on mental factors is through completing questionnaires. Questionnaires are used to record the performers thoughts and feelings. Mental Toughness Questionnaire This is a questionnaire that is used to measure mental toughness. In this questionnaire the performer is asked to read 30 statements and use a tick to identify if the statement is True of False for them. The questionnaire is split into 5 sections that look at areas that contribute to mental toughness. Each section contains 6 questions that look at the following areas: Reboundability your ability to bounce back from mistakes or setbacks Ability to Handle Pressure Concentration Confidence Motivation In order to identify strengths and weaknesses each response is given a numerical value 0 or 1 depending on the response given. These values are then added to give a final score. High scores in each section indicate areas of strength whereas low scores highlight problem areas. Overall a score of indicates strength in overall mental toughness. Scores of indicates average to moderate skill in mental toughness. Scores of 22 or below mean that mental toughness is an area that requires improvement. Advantages Recognised sports psychology questionnaires such as the Mental Toughness Questionnaire have been tested to ensure that they collect valid and reliable information. The statements in the questionnaire are easy to understand and the scoring system used is simple. This means that the questionnaire is not too time consuming to complete. As the scoring systems are reasonably easy to understand it is easy to identify areas of strength and weakness. Questionnaires give you a permanent record of your performance which allows you to look back and compare your results to check for improvement during and after your training programme. Disadvantages As questionnaires rely on a performer s thoughts and feelings the information can only be reliable if the responses are honest. You may have a clouded view of yourself depending on your own view of yourself (we all know someone who thinks they are just great when in reality they have flaws like everyone else). 14

16 *DO NOT WRITE ON THIS SHEET MENTAL TOUGHNESS QUESTIONNAIRRE Fill out the questionnaire (using the web link below). When you are finished, check your answers in the evaluation section that follows to determine the attributes within mental toughness that are strengths and weaknesses: TRUE FALSE 1) I frequently worry about mistakes. 2) I get really down on myself during performance when I mess up. 3) It's easy for me to let go of my mistakes. 4) If I start out badly, it's hard for me to turn my performance around. 5) I get distracted by what the coach thinks whenever I screw up. 6) I bounce back quickly from setbacks, bad breaks and mistakes. 7) I do my best when there's more pressure on me. 8) I get too nervous to really perform to my potential. 9) I do better in practice than I do when it really counts the most. 10) I tend to get easily psyched out or intimidated. 11) I can keep myself calm and composed under pressure. 12) I don't want the ball/dread competing at "crunch time." (big game/race). 13) The coach's yelling knocks me off my game. 14) I tend to get easily distracted. 15) Certain opponents can get into my head and throw me off my game. 16) Lousy playing conditions (weather, field conditions etc.) negatively affect me. 17) I have no trouble focusing on what's important and blocking everything else out. 18) I think too much about what could go wrong right before and during performance, (the "what if's"). 19) One or two failures do not shake my confidence. 20) I tend to compare myself too much with teammates and opponents. 21) I'd rather compete against a better opponent and lose than go up against a weaker opponent and win. 22) I am a confident and self-assured athlete. 23) I tend to be too negative. 24) I have trouble dealing with negative self-talk (thoughts). 25) I get more motivated after failures and setbacks. 26) It's easy for me to consistently train at a high level of intensity. 27) I think about how today's practice will help me get to my goals. 28) I find myself just going through the motions a lot in practice. 29) I have clear goals that are important for me to achieve. 30) I am a highly motivated athlete. 15

17 MENTAL TOUGHNESS QUESTIONNAIRRE (CONTINUED) Section 1: Questions 1-6 deal with "Reboundability" - your ability to mentally bounce back from setbacks and mistakes. Mental toughness depends on your ability to quickly leave your mistakes and failures behind you. Hanging onto your mistakes will get you into big trouble, performance-wise. Athletes who dwell on their mistakes while the competition continues, end up making more. Section 2: Questions 7-12 deal with the ability to handle pressure. Without the ability to stay calm an athlete will always underachieve. Peak performance demands that you are relaxed once the performance begins. While a little nervousness is critical for getting "up" for a game/match/race and performing at your best, too many nerves will tighten your muscles and send your performance down the tubes. Section 3: Questions deal with your ability to concentrate. In every sport, your ability to focus on what's important and block out everything else is one of the primary keys to performance excellence. Poor concentration is the major reason why athletes choke and get stuck in performance slumps. Getting psyched out or intimidated is a direct result of concentrating on the wrong things. Section 4: Questions deal with your level of confidence and the factors that affect confidence. One characteristic of the mentally tough athlete is he/she possesses a confidence level that seems to be unshaken by setbacks and failures. Under the pressure of competition, low confidence will neutralize natural ability, hard work and talent. Similarly, high confidence will enhance an athlete's training and talent lifting their performance to the next level. Section 5: Questions deal with motivation. Motivation is the fuel that will drive your training to a successful completion and the accomplishment of your goals. Without motivation you won't put in the work necessary to become a winner. Your motivation allows you to pick yourself up after a setback and keep going. Interpretation: A score of 6 in any one of the five sections indicates a special strength in that area. A 5 indicates solid skill and 4 or less highlights that particular area as a mental weakness that needs to be addressed. For example a "6" in "reboundability" indicates consistent ability to bounce back quickly from mistakes, failures and losses. A score of "2" or "3" in section 2, handling competitive pressure, indicates the need for arousal control/relaxation training. Low scores in each section highlight problem areas. These "mental weaknesses" should then form mental training goals for you to help raise your overall performance to the next level. For example, a low score in the concentration section means that some of your performance is a direct result of your inability to control your focus of attention before and/or during competition. By putting some time and energy into practicing concentration exercises you will become a better overall athlete. 16

18 PHYSICAL FACTOR (FITNESS) - APPROACHES TO PERFORMANCE DEVELOPMENT Interval Training Another method of training useful for developing CRE is Interval training. Interval training is any form of exercise that allows a work/rest interval to be easily calculated. It is organised to give intervals of rest after periods of running, swimming cycling. This rest period gives the heart and lungs time to recover but should make sure the heart rate does not drop out of the training zone. Advantages of Interval training Work/rest intervals enables high intensity work to be undertaken with limited fatigue occurring. This means I am able to work harder and also stay in my training zone for longer. The rest periods ensure that I do not over train by working above my training zone. It can be set at a suitable level taking into account my level of fitness. Progressive overload can be achieved by carrying out the programme more often (frequency), by working faster or by decreasing rest intervals (intensity) or by exercising for longer (duration). Interval training in the pool is more interesting than land based training which can help motivate me to work harder. Interval training is also easy to carry out as it does not require any specialist equipment. Example STROKE INTENSITY REST General warm up using different strokes 40m continuous swim (easy pace) Front crawl 10 X 70% HR Max 30 seconds n/a On back sculling with hands 40m continuous swim (easy pace) n/a Training Zone To develop your levels of cardio-respiratory endurance you need to train within your training zone. Your training zone is between 70% and 85% of your maximum heart rate. Calculating your training zone: Maximum heart rate is 220 Your age Training Zone Example: Aged = Max of % of Max = % of Max = 173 Training Zone =

19 MENTAL FACTORS - APPROACHES TO PERFORMANCE DEVELOPMENT Mental Imagery Mental Imagery is when you go through an event or activity in your mind without making any physical movements. Mental Imagery is creating a picture within your mind of your performance. The more detailed the picture that can be created of the performance the more effective your imagery is likely to be. Performers who have practiced using imagery over a long time include detail such as what they hear, see, feel and smell during the performance. The images should involve performing successfully and feeling satisfied with your performance. Mental Imagery Basics "Regularly visualize yourself winning matches by running powerful, vivid and emotional images of success through your mind, seeing yourself playing brilliantly in every department of the game" Roger Federer Advantages of Mental Imagery Improve concentration - by creating a detailed image of your perfromance you will get better at paying attention to the relevant details for success in your performance Improve decision making by visualising situations that may occur during a performance and what you intend to do in those situations Develop skills the performer might use mental imagery to create a picture of them performing each part of a particular skill or technique correctly Develop confidence by visualising a successful outcome Motivate the performer by recalling images of their goals for that session or of success in a past competition Reduce negative thoughts and stress related reactions (e.g. muscular tension) by focusing on positive outcomes Establish an appropriate level of arousal prior to competition Familiarise the performer with the competition environment or a complex play, pattern or routine 18

20 *DO NOT WRITE ON THIS SHEET PHYSICAL FACTOR - MY PERSONAL DEVELOPMENT PROGRAMME NAME: STROKE: Aim AGE: TRAINING ZONE: To develop my performance in the later stages of the 400m Freestyle event Target (This should be specific to developing CRE) SESSION TYPE OF TRAINING RESTING HR HR AFTER SESSION DISTANCE (METRES) REST INTERVAL (EVERY 40M) TIME Staff Signature: 19

21 *DO NOT WRITE ON THIS SHEET MENTAL FACTOR - MY PERSONAL DEVELOPMENT PROGRAMME NAME: Aim To develop my performance in the later stages of the 400m Freestyle event Target (This should be specific to developing concentration) Create a Mental Imagery Script Describe the basic content of your scenario. What event are you competing in? What are the conditions that you are competing under? Add as much detail as you can into your scenario. Include: Your start How you execute the stroke How you finish the race Anything you might see Your feelings and emotions in the situation How different parts of your body feel Anything you can hear Any smells or tastes you might experience Staff Signature: 20

22 MONITORING PERFORMANCE DEVELOPMENT Recording and monitoring your personal development programme is essential in order to check progress and make adaptations to your programme correctly as you go along. This can be done through: Keeping a training diary throughout your programme including how you felt the programme was progressing, where you adapted the programme and/or any problems you may have had. This should be completed following each training session 1, 3 AND 6. Re-testing performance by using the methods of analysis from the initial data collection e.g. repeating the General Observation Schedule or the same standard fitness tests both at the mid-way point and at the end of the training programme will help monitor performance development. Why use a Training Diary? A training diary is a very effective way of monitoring the plan because it allows the performer to consider aspects such as the time of day, how they were feeling before, during and after the session. The performer can also refer back to the diary at a later date to compare or to make changes to the programme throughout the season. Why re-test? By repeating observation schedules and fitness tests you should be able to see improvement in your times and scores. This will indicate whether your particular aspect of fitness has improved or not. Tests will therefore need to be carried out under the same conditions. Why else is monitoring important? To allow comparisons with previous information you have gathered To check what progress you have made To check if you have achieved your short and long term goals. To assess whether your personal development programme is appropriate To assess whether you need to make changes/adaptations to your programme To identify any new strengths/weaknesses To motivate you to keep working or to work harder 21

23 *DO NOT WRITE ON THIS SHEET MY TRAINING DIARY Session 1 Brief description of training completed (Include Warm Up, No. of Lengths / Rest Period and Cool Down) Your thoughts and feelings before, during and after training (e.g. How hard was the session? and what made it easy / hard?) Next steps/plan for next session (Will you decrease / increase lengths? Increase / Decrease Rest?)

24 EVALUATING PERFORMANCE DEVELOPMENT When evaluating your personal development programme it is essential to identify your current level of performance and compare this against your initial performance. For example, you could get the same partner to repeat the General Observation Schedule of you performing the 400m Freestyle. You could also complete the performance profile wheel again and compare your results to your initial attempt. Comparing these results will allow you to evaluate the effectiveness of your approaches by checking the progress you have made. Below are some of the possible effects your personal development programme may have had: Improvement in overall time Consistent split times improved concentration and CRE Regular stroke count and breaths improved co-ordination Lower resting heart rate and shorter recovery times - shorter recovery time between sets and repetitions will allow you to do more work in each session. Improvement in other aspects of fitness - e.g. strength - specific muscles will be stronger, able to exert more force and also be able to continue working efficiently for longer. Mental Factors Improved attitude towards training and competing (level of arousal) Overall Intensity levels which were difficult at the start will seem easier, your body will be able to cope with work of a higher intensity than before. My Future Development Needs Following your process of monitoring and evaluating the success of your approaches to development, you may be able to identify next steps or future needs. By retesting and evaluating the process you have completed you will be able to identify any features within the factors that still require focus. You may decide to continue to work on the same factor Change to another factor or particular feature of that factor 23