TRAINING ENVIRONMENT - SKILL DEVELOPMENT AND PROGRAM PLANNING Part I USSA COACHING METHODOLOGY Notice to CD Users: The US Ski Team recommends that all coaches approach alpine skill development by applying a systematic and structured approach. During the yearly planning phase, the goals for athlete development should be based on a program s philosophy and the on-snow training environment, combined with the planning procedures presented here. The following Training Environment PDF (Part I & II) describes the various coaching methodologies and planning strategies used by the US Ski Team. A portion of this material is from the Level 100 USST Alpine Ski Fundamentals CD-ROM (PDF - Part II), the remainder of the material is new, including additional planning strategies, as well as a step-by-step integration of all the planning templates and methodologies. Coaches are asked to review Parts I & II for a complete description of all the planning procedures used by the USST. Introduction: The methodology of coaching refers to those practices and methods used as the basis of the coaching profession. The USSA/USST Coaching Methodology is the application of these practices in order to provide a simple and useful framework for ski coaches to improve the effectiveness of their profession. For the U.S. Ski Team, all training sessions have a purpose; whether it is directed or undirected free skiing on the mountain, or using specific drills and carefully designed training courses to improve fundamental technical skiing skills or tactical strategies. Therefore, the key for all coaches is to develop a systematic approach for program planning to ensure the training process is well thought-out and executed, and yet remains flexible and innovative to maintain spontaneity and fun. Without a plan to follow a program will lack direction, because it will not have a clear mission or viable strategies and lessons to fulfill achievable goals. The focus always remains on what the athletes are accomplishing on any given day of training and the results and goals of that session are consistent with the annual training objectives.
It is worth reviewing the USST planning process presented in Level 100 (Club) Alpine Ski Fundamentals (PDF Part II) as well as the new material presented here, for a better understanding of athlete development and the complex interrelationship between a program s training environment, and its impact on the coach and athlete skill development. We begin by presenting an outline of a number of planning templates and strategies specific to the CD-ROM. It may appear at first to be complicated, but the simple three-step coaching paradigm presented in PDF part II from the Level 100 Club course, is enhanced further by providing greater detail and more information to assist in generating better planning objectives and implementation strategies. The Four Training Objectives and the Training Environment: From the evaluation of the athlete s skills and competitive performance, the coach should answer the following questions: What is the training objective for the year, for a two week training block, or a day s session? How do these training objectives support the overall skiing goals of the program? As was described in the Training Environment Presentation flash point, the USST categorized the training objectives under four areas to assist in selecting and categorizing the proper training environment and training goals. (Note: These objectives are further extensions of four of the six primary training areas that makeup the USST Yearly Training Plan see PDF Part II - that was part of the Level 100 course see page 21-23 of the Alpine Ski Fundamentals Manual. It is now apparent, that all these templates are interrelated and support each other during the planning process). A coach should choose which of the following four training objectives will fulfill the overall training plan as determined by the athlete evaluation in step one. Should the athlete work on: 1. Technical/Tactical Skill Acquisition: Mode where the athlete is expected to build skills either in the area of technique or tactics. This mode encompasses two more specific requirements within skill development. - Introduction of new skills in technique or tactics through progressions - Repetition needed to automate technical and/or tactical skills The training environment used is at or below the athlete s skill level so the athlete is able to execute for skill perfection. For example, flat to moderate terrain, groomed snow conditions, and consistent fall-line where speed and control are not factors.
Drill Example Garland Technical: Basic Skiing Area for Skill Development for JR. III Step 1: Prerequisites know event rules and regulations and site / event homologation requirements (if necessary for drill) Step 2: Decide on training objective from technical skill area: (2) Technical skill area from Level 100 Fundamentals: Basic Skiing Garland Drill (In this example for Junior III athletes) (2) Training Objective: Skill Acquisition the training environment is below the skill / experience level of the athlete to ensure the skill is being successfully learned. Establish drill goal for the athletes: (2) Drill goal: To reinforce the correct movement from a parallel position to an athletic stance and back. Equipment needed: Coach free ski equipment and video. Athlete free ski equipment GS or SL skis, helmet Step 3: Training Environment evaluation, selection and creation (on-snow): (3) SITE: (select ideal environment) Impact: closed area preferred, wide run, easy access to lift (3) DISCIPLINE: (select) GS or SL Impact: GS - longer & wider run, (3) COURSE TYPE: (select) NA (3) SNOW TYPE: (select ideal environment) Impact: preferred consistent groomed hard manmade (start out on perfect snow progress to all conditions) (3) TERRAIN: (select ideal environment) Impact: beginner terrain working up to intermediate terrain with little to no terrain variation consistent. (3) DETERIORATION: (select ideal environment) Impact: preferred wears well, generally not an issue (3) VISIBILITY: (select ideal environment) Impact: should not be a factor, unless very flat light, fog or heavy snow is present (3) ELEVATION: (select ideal environment) Impact: should not be a factor (3) WEATHER: (select ideal environment) Impact: should not be a factor, unless extreme conditions Step 4: Set drill execute, evaluate, provide feedback, error correction (See garland drill plan from Level 100 Fundamentals) Step 5: Review and evaluate the drill in terms of the criteria established for drill goal and implementation
2. Technical/Tactical Adaptation: Mode where the athlete is challenged to raise their learned ability. Perfection in execution is not expected here, however an adaptation to the heightened demand is required. The training environment used is above the athlete s skill/experience level and the athlete is challenged to raise their learned ability. For example: terrain, snow conditions, and speed are progressively increased in difficulty. Speed and control become critical factors to manage.
Drill Example Carved Parallel Turns Technical: Carving Turns & Transitions Area for Skill Development for JR II Step 1: Prerequisites know event rules and regulations and site / event homologation requirements (if necessary for drill) Step 2: Decide on training objective from technical skill area: (2) Technical skill area from Level 100 Fundamentals: Carving Turns and Transitions Carved Parallel Turns Drill (In this example for Junior II athletes) (2) Training Objective: Skill Acquisition and Adaptation the training environment is both below and above the skill / experience level of the athletes to ensure success. Establish drill goal for the athletes: (2) Drill goal: To teach the athlete to achieve balance in carved parallel turns in all conditions and terrain. Equipment needed: Coach free ski equipment and video. Athletes free ski equipment GS or SL skis, helmet Step 3: Training Environment evaluation, selection and creation (On-snow): (3) SITE: (select ideal environment) Impact: two areas - closed area, wide run, easy access to lift, and progress to the entire ski area for all environmental factors (3) DISCIPLINE: (select) GS or SL Impact: longer & wider runs for GS, (3) COURSE TYPE: (select) NA (3) SNOW TYPE: (select ideal environment) Impact: preferred consistent groomed hard manmade (start out on perfect snow progress to all conditions) (3) TERRAIN: (select ideal environment) Impact: beginner terrain working up to all types of terrain (3) DETERIORATION: (select ideal environment) Impact: preferred wears well working up to all types of conditions (3) VISIBILITY: (select ideal environment) Impact: start with clear (if possible) working up to all types of visibility (3) ELEVATION: (select ideal environment) Impact: should not be a factor unless above 6,000 feet, keep track of number of runs and hours of free skiing (3) WEATHER: (select ideal environment) Impact: should not be a factor, unless extreme conditions Step 4: Set drill execute, evaluate, provide feedback, error correction (See garland drill plan from Level 100 Fundamentals) Step 5: Review and evaluate the drill in terms of the criteria established for drill goal and implementation
3. Equipment Testing or Comparative Timing: Mode where the athlete uses the training environment to compare his or her own time for skill or competitive improvement and verification. It can be used to test an athlete s differing approaches to line (tactics) and/or technique, or both. It is also commonly used to test ski equipment when the athlete is skilled enough to make consistent runs. The training environment can be both below or above the athlete s skill/experience level.
Drill Example Glide Turns Technical: Gliding Area for Skill Development for JR I Step 1: Prerequisites know event rules and regulations and site / event homologation requirements (if necessary for drill) Step 2: Decide on training objective from technical skill area: (2) Technical skill area from Level 100 Fundamentals: Gliding Glide Turns Drill (In this example for Junior I athletes) (2) Training Objective: Skill Acquisition the training environment is below skill / experience level of the athletes to ensure success. Establish drill goal for the athlete: (2) Drill goal: To teach the athlete how to perform shallow turns with minimal drag through an understanding of the balance point on the skis and the role of aerodynamics, Equipment needed: Coach drill, wrench, 20 GS paneled gates, timer, video, Athlete GS suit, helmet, GS or SG skis, GS protection Step 3: Training Environment evaluation, selection and creation (on- snow): (3) SITE: (select ideal environment) Impact: closed area, wide run, easy access to lift and quick turn around, good start and finish, timing (3) DISCIPLINE: (select) GS Impact: longer & wider run, possible protection needs (3) COURSE TYPE: (select) 20 GS gate drill set with consistent vertical and off-set distance for rhythm and same turn shape, Impact: the course should not be a negative factor meaning too difficult to successfully execute (3) SNOW TYPE: (select ideal environment) Impact: preferred consistent groomed hard manmade, prepared the day before (3) TERRAIN: (select ideal environment) Impact: beginner terrain working up to intermediate, with little to no terrain variation = consistent. Terrain to begin should not be a factor (3) DETERIORATION: (select ideal environment) Impact: preferred wears well, little deterioration and maintenance, slip as necessary (3) VISIBILITY: (select ideal environment) Impact: should not be a factor unless heavy snow, rain or fog (3) ELEVATION: (select ideal environment) Impact: should not be a factor unless above 6,000 feet, keep track of number of runs (3) WEATHER: (select ideal environment) Impact: should not be a factor, unless strong winds, snow or rain, or too cold or warm Step 4: Set drill execute, evaluate, provide feedback, error correction (See glide turns drill in Level 100) Step 5: Review and evaluate the drill in terms of the criteria established for drill goal and implementation
4. Competition Preparation: This is a timed head to head situation. It should be a high intensity environment to elicit a race like scenario. The training environment should simulate a specific discipline, specific competition site, or preparation for a special race series or event:
Drill Example Full Length Slalom Course with Timing Technical and Tactical adaptation preparation for SR competitors Step 1: Prerequisites know event rules and regulations and site / event homologation requirements (simulate upcoming race know site factors) Step 2: Decide on training objective from tactical skill area: (2) Tactical skill area Competition Preparation (In this example, for Senior athletes) (2) Training Objective: Competition preparation the training environment should simulate a specific discipline, specific competition site, or preparation for a special race series or event. Establish drill goal for the athletes: (2) Drill goal: To teach the athlete how to perform in the competition environment. Equipment needed: Coach drill, wrench, minimum of 55 SL gates, timer, video, Athlete SL suit, helmet, SL skis, SL protection Step 3: Training Environment evaluation, selection and creation (on-snow): (3) SITE: (select ideal environment) Impact: closed area, site to match upcoming race (if possible), easy access to lift and quick turn around, good start and finish, timing (3) DISCIPLINE: (select) SL protection as needed, good start and finish (3) COURSE TYPE: (select) 55 SL gate drill Impact: the course should simulate upcoming SL competition (3) SNOW TYPE: (select ideal environment) Impact: preferred consistent groomed hard manmade, prepared the day before to match competition site snow (or soft snow if that is what the site will have) (3) TERRAIN: (select ideal environment) Impact: match upcoming competition site if possible (3) DETERIORATION: (select ideal environment) Impact: preferred wears well, little deterioration and maintenance, slip as necessary, match competition site snow surface durability (3) VISIBILITY: (select ideal environment) Impact: should not be a factor unless heavy snow, rain or fog (3) ELEVATION: (select ideal environment) Impact: should not be a factor unless above 6,000 feet, keep track of number of runs (3) WEATHER: (select ideal environment) Impact: should not be a factor, unless strong winds, snow or rain, or too cold or warm Step 4: Set drill execute, evaluate, provide feedback, error correction Step 5: Review and evaluate the drill in terms of the criteria established for drill goal and implementation
SUMMARY: In the end, all the planning comes down to the lesson plan and the drills used to implement it. It is the culmination of the entire planning process and represents the outcome of a systematic approach to evaluating, planning and implementing program goals and objectives. All coaches should employ the many training and planning methodologies and templates presented here and in Part II to assist them in athlete evaluation, defining their athlete s skill development and competition goals, and finally executing them executing on-snow. See additional PDFs for further planning ideas.