NATIONAL 4 / 5 SWIMMING RESOURCE

NATIONAL 4 / 5 SWIMMING RESOURCE LOUDOUN ACADEMY PHYSICAL EDUCATION DEPARTMENT @loudounpe www.loudounpe.wordpress.com

Introduction CONTENTS 2 Mental, Emotional, Social and Physical Factors Impacting on Performance Table Section A Features, Definitions and Impact on Performance 3-4 Physical Factor - Physical Aspects of Fitness (Cardio-Respiratory Endurance, Muscular Endurance, Speed, Strength, Flexibility) 5-6 Physical Factor - Skill Related Aspects of Fitness (Co-ordination, Agility, Reaction Time and Balance) 7 Mental Factor Concentration and Mental Toughness Section B Gathering and Analysing Data 8-13 Physical Factor General Observation Schedule, and Standard Fitness Tests 14-18 Mental Factor - Performance Profiling and Questionnaires Section C Approaches to Performance Development 19-20 Physical Factor (Fitness) - Approaches to Performance Development (Continuous, Interval and Fartlek training) 21-22 Mental Factor - Approaches to Performance Development (Mental Imagery and Positive Self-Talk) Section D Personal Development Planning 23 Personal Goals 24 Principles of Training 25 Physical Factor My Development Programme 26 Mental Factor - My Development Programme Section E Monitoring and Evaluating 27 Monitoring Performance Development 28 My Training Diary 29 Evaluating Performance Development and Future Development Needs 1

MENTAL, EMOTIONAL, SOCIAL AND PHYSICAL FACTORS IMPACTING ON PERFORMANCE TABLE Mental Emotional Social 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: Co-operating with others Contributing to a team Relationships Self-Conduct Working in isolation Etiquette Respect for self and others Environmental Issues: Barriers to participation Physical Fitness Skills Tactics 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.

PHYSICAL FACTOR (FITNESS) FEATURES, DEFINITIONS & IMPACT ON PERFORMANCE Cardio-Respiratory Endurance (CRE) Physical Aspects of Fitness 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. 3

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. 4

PHYSICAL FACTOR (FITNESS) FEATURES, DEFINITIONS & IMPACT ON PERFORMANCE Co-ordination Skill-related Aspects of Fitness 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. Coordinating 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. 5

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. MENTAL FACTOR FEATURES, DEFINITIONS & IMPACT ON PERFORMANCE 6

Concentration Definition Concentration is the ability to stay on task. It is the ability to completely focus your attention on something for a period of time. When athletes concentrate well they can take in all the information they need to make good decisions like responding to their opponent or adapting to their environment. It is the ability to pay particular attention to the task in hand. Impact on Performance Good concentration is required to shut out distractions that are unimportant and to stay focused on what it is you have to do. Concentration is important in swimming in order 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. 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, motivation and concentration 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.). http://www.bbc.co.uk/sport/0/olympics/17665951 - Michael Johnson - Coping with Pressure Poor mental toughness may 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 Good mental toughness will result in 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. 7

PYHSICAL FACTOR - GATHERING AND ANALYSING DATA We are going to analyse our Physical Fitness by using the following methods: Internal Feedback This is how you feel when performing. Internal feedback is immediate and continuous which is important as it might be the only information available to you during training. External Feedback (subjective) Your teacher can look at your performance and use their expertise to help to improve your performance. This gives an independent view of your performance making feedback more reliable. External Feedback (objective) This involves the use of statistics to provide information on your level of performance. We will complete a general observation schedule followed by a series of standard fitness tests to gather data on your Physical Fitness. - 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. Inconsistent time suggests a lack of physical fitness, poor race preparation and/or a lack of concentration. 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 co-ordination 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). The 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

- 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 notes observed comments during the test. 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

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

*DO NOT WRITE ON THIS SHEET GENERAL OBSERVATION SCHEDULE Swimmer s Name Observer s Name Distance Lengths Cumulative Time Split Time Stroke Count Breaths Observed Comments (on start, turns, (metres) technique...) 40 2 80 4 120 6 160 8 200 10 240 12 280 14 320 16 360 18 400 20 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 Body is streamlined and there is a smooth turn of the head to breath 0 40m 80m 120m 160m 200m 240m 280m 320m 360m 400m Arm Action Leg Action 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 11

*DO NOT WRITE ON THIS SHEET T10 SWIM TEST Swimmer s Name Observer s Name Distance Lengths Cumulative Time Split Time Observed Comments 40 2 80 4 120 6 160 8 200 10 240 12 280 14 320 16 360 18 400 20 440 22 480 24 520 26 560 28 600 30 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 450-500m 400-450m 350-400m <350m Female >450m 400-450m 350-400m 300-350m <300m 12

*DO NOT WRITE ON THIS SHEET STANDARD FITNESS TESTS OUTWITH THE ACTIVITY National Average Ratings for 20m Progressive Shuttle Run test (Leger Test) FITNESS CATEGORY MALE AGE 16-18 FEMALE AGE 16-18 Poor <30 <25 Below Average 31-40 26-35 Average 41-70 36-50 Above Average 71-100 51-75 Excellent >101 >76 My score: National Average Rating for Multistage Fitness Test FITNESS CATEGORY MALE AGE 16-18 FEMALE AGE 16-18 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 My score: National Average Ratings for Cooper Walk/Run test FITNESS CATEGORY MALE AGE 16-18 FEMALE AGE 16-18 Very Poor <2500 <1900 Poor 2500 1900 Fair 2700 2100 Good 2900 2200 Excellent 3200+ 2400+ My score: metres 13

Performance Profiling MENTAL FACTOR - GATHERING AND ANALYSING DATA Performance profiling is a method of identifying and rating yourself against the factors that you feel are important for success in you sport. A performer will list the mental qualities they need around the outside of the profile. They would then grade themselves on each quality between 1 and 10 (with 10 being the best) by shading in each section. The performer is then able to evaluate particular strengths and areas which require development. Advantages of the Performance Profile Wheel As the performer selects the factors and features to be rated it is likely that they have a good understanding of what each of them are. The profiling wheel is easy to complete and takes relatively little time. The use of colour makes it very easy to identify areas of strength and areas that need improvement. Comparing your performance to that of a model performer allows you to identify areas of strength and areas you need to improve. The profiling wheel provides a permanent record of your performance which allows you to look back and compare your results to check for improvements. To increase reliability you could have a team mate or coach complete a profile for you in order to compare. Disadvantages As performance profiling uses your own thoughts and feeling to gather data the information can only be reliable if you are honest in your responses. 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

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 26-30 indicates strength in overall mental toughness. Scores of 23-25 indicates average to moderate skill in mental toughness. Scores of 22 or below mean that mental toughness is an area that requires improvement. Advantages of Questionnaires 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). 15

*DO NOT WRITE ON THIS SHEET PERFORMANCE PROFILE WHEEL The performance profile wheel can be used in many ways. It can be a self-analysis of features from one particular factor or it could be based on different factors that impact on performance. The wheel can also be split up into pre/post training or into separate sections so that a partner or coach can complete the analysis too. The wheel below is based on Mental Factors that may impact on your performance in swimming. It is split into two. You must complete the first half and then ask a partner to complete the other half so that you can compare results. You Partner Concentration Concentration Level of Arousal Level of Arousal Motivation Motivation Decision Making Decision making Mental Toughness Mental Toughness Confidence Confidence 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: https://www.competitivedge.com/athletes-%e2%80%9chow-tough-are-you%e2%80%9d-0 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. TRUE FALSE 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 13-18 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 19-24 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 25-30 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. 18

PHYSICAL FACTOR (FITNESS) - APPROACHES TO PERFORMANCE DEVELOPMENT Continuous Training Continuous training is a very useful approach to improve CRE. This includes is any form of exercise (e.g. running, swimming and cycling) that ensures that the heart rate is operating in your training zone for approximately 20 to 30 minutes. The activity must be non-stop and there are no rest periods until the training session is completed. Advantages of Continuous training It can be specific to swimming Develops cardio-respiratory endurance Easy to plan Progressive overload can be achieved by exercising more often (increasing frequency), by exercising faster (increasing intensity), or by training for longer (duration). Disadvantages of Continuous training It can become boring It does very little to improve your ability to exert short bursts of speed which is needed in many sports. 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 n/a (easy pace) Front crawl 10 X 40m @ 70% HR Max 30 seconds On back sculling with hands 40m continuous swim (easy pace) n/a 19

Fartlek Training The term fartlek is Swedish for speed play. Fartlek training is continuous running/swimming/cycling with short sprint bursts followed by a slower recovery and then more continuous paced running/swimming/cycling. Advantages of Fartlek training Develops aerobic fitness (e.g. by continuous exercise) linked to training zone requirements; develops anaerobic fitness (e.g. by short, speed endurance sprints) 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 (intensity) or by exercising for longer (duration). Fartlek training in the pool is more interesting than land based training which can help motivate me to work harder. Fartlek training is also easy to carry out as it does not require any specialist equipment. Example STROKE INTENSITY DURATION General warm up using different strokes Continuous swim (easy 2:30 pace) Front crawl 40m hard, 40m easy 10:00 Front crawl 20m hard, 20m easy 10:00 On back sculling with hands Continuous swim (easy pace) 2:30 Total = 25mins 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 16 220 16 = Max of 204 70% of Max = 143 85% of Max = 173 Training Zone = 143-173 20

Mental Imagery APPROACHES TO PERFORMANCE DEVELOPMENT - MENTAL 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. https://www.youtube.com/watch?v=xwhl6j5lanc 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 Disadvantages of Mental Imagery Normally perfromers need an area that is free of distractions in order to use imagery. This can be difficult to find in a training or competition environment. For mental imagery to be effective it must be practised. As it is not seen as being as important as physical practice an performer may not give sufficient time to this mental practice to get the benefits. When starting performers can find it difficult to create images of their performance and ensure that they are positive. This can lead to frustration and could be detrimental to performance. Positive Self-talk 21

Whether you realise it or not, you are in a constant conversation with yourself throughout the day. This conversation you are having is called self-talk. Self-talk normally takes place only in your head but at times you might speak out loud to yourself. Positive Self-talk has been shown to have powerful impact on performance and a performer s ability to control mental and emotional factors that impact on performance. When participating in an activity it is easy to think negatively about your ability to perform well. These negative thoughts reduce your chance of performing to your potential and reduce your confidence in your ability. These negative thoughts are common even in top performers. The difference is that top performers learn how to deal with these thoughts through using positive self-talk. This technique is simple. Whenever you have a negative thought about your performance, a situation or yourself turn it around and replace that thought with a positive one. Cue Words Cue words are words or phrases that an athlete can use to make them feel a certain way or to remind them of how to act. Examples Words like calm, relax and easy are often used to help a performer relax during performance Performers may use a phrase such as watch the ball to remind themselves of what to focus on during performance, or they may simply use a word such as focus if they feel themselves losing concentration Phrases such as I am a very good shooter might be used to try and increase confidence in certain situations Cue words/phrases such as go for it and you can do this are commonly used by performers in order to get up for a performance. GOAL SETTING - PERFORMANCE DEVELOPMENT PLANNING 22

Goal Setting When you are planning and implementing a personal development plan, it is important to set yourself goals as they provide direction and can be used to measure. Setting goals will help you to: Create a focus for your training Increase motivation and determination Prioritise and get more out of your time Get better results Monitor progress Short and Long Term Goals When goal setting, it is important that you have a clear idea of what you want to achieve. Teams and individual athletes usually set long-term goals by the end of the season or year. Likewise, at the start of your personal development plan you should have a clear idea of what you want to achieve by the end of your plan. To achieve these long-term goals, you need a series of short term goals to help you to. Examples An example of a realistic short term target could be to develop your front crawl leg action by kicking from the hips with knees bent. An example of a realistic long-term target could be to develop your cardio-respiratory endurance to a level that will improve your overall performance to win a certain event in the school swimming gala. THINK S.M.A.R.T.E.R To set effective goals they should be S.M.A.R.T.E.R goals. This means they should be: Specific Your goals should be clear and precise. They should reflect your ability and experience within your chosen activity. Measurable - Goals must be easily measurable so that you can assess whether or not they are improving or have been successful. Agreed - Your goals need to be approved by a teacher or coach. This means you are fully supported by someone with experience and knowledge in your chosen activity. Realistic Realistic goals are more likely to be achieved and you are, therefore, more likely to stay motivated throughout your personal development plan. Setting unrealistic goals will result in lack of success and, ultimately, in a drop in morale. Time-Phased Your goals should be progressive. Planning short-term goals will ensure progress and help you achieve your long-term goals. Exciting Make sure your goals are rewarding and enjoyable. This approach will maintain motivation and prevent you becoming bored. Recorded It is essential to write down your goals not only does this increase commitment, it also serves as a form of contract. It also helps to monitor progress. PRINCIPLES OF TRAINING - PERFORMANCE DEVELOPMENT PLANNING 23

Principles of Training Specificity Training has to be specific to your needs; it has to be specific to the activity and to your levels of fitness and ability. Progressive Overload To overload you need to make the exercise more difficult and place greater demands on your body. In order to improve your level of fitness, you have to progressively overload. If not, you will only be able to maintain your current level of fitness. Overload must be done progressively in small stages to ensure that you do not injure yourself. Progressive overload can be applied to any training programme by varying the frequency, the intensity or the duration of your training (only make an increase in one area at a time). Frequency Frequency refers to the regularity of your training sessions. For the average performer to improve cardio-respiratory endurance, he/she would need to exercise with his/her heart rate within their training zone for 20 to 30 minutes for three to four sessions per week over 6 to 8 weeks. Intensity Intensity refers to the demands of your training sessions. Intensity can be determined by monitoring heart rate and you need to work within your training zone to develop cardiorespiratory endurance. Intensity can also be adapted by adjusting the work/rest interval. For example, in a cardio-respiratory endurance programme, progressively reducing the rest intervals throughout the programme adds to the intensity of the workload. Duration Duration refers to the length of individual training sessions within a training programme (e.g. 15 minutes at the beginning rising to 30 minutes by the end of your training programme). Reversibility Much of the adaptations achieved from exercise are reversible if training is not maintained. If you stop training, perhaps due to injury, you will lose your level of fitness. The time this takes to occur will be dependent on the how long you trained for. Therefore, in order to maintain and improve fitness, your training programme has to be both progressive and continuous. Rest and Recovery With any training programme it is important that you do not over train. This can be avoided by taking adequate rest and recovery during training sessions. Over training can be avoided by adapting the levels of frequency, intensity and duration within your training. Regularly reviewing and monitoring your performance and completing a training diary, which records thoughts about the effectiveness of your training, should be helpful in identifying which (if any) of these three factors could be adapted to reduce the effects of over training. 24

*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 1 2 3 4 5 6 Staff Signature: 25

*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: 26

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. 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 on a scale of 1-10. 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 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 27

*DO NOT WRITE ON THIS SHEET MY TRAINING DIARY Date Brief description of training completed Feelings before, during and after training Next steps/plan for next session 28

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 (See Section A) 29