Podcast
Questions and Answers
What is the first stage of Hans Selye's General Adaptation Syndrome?
What is the first stage of Hans Selye's General Adaptation Syndrome?
Which of the following statements accurately describes the Adaptation stage in Selye's model?
Which of the following statements accurately describes the Adaptation stage in Selye's model?
What principle emphasizes the need for gradually increasing workload to continue improvement?
What principle emphasizes the need for gradually increasing workload to continue improvement?
How frequently should an individual engage in cardiorespiratory fitness exercises according to the guidelines provided?
How frequently should an individual engage in cardiorespiratory fitness exercises according to the guidelines provided?
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What is the recommended frequency for resistance training according to the FITT principle?
What is the recommended frequency for resistance training according to the FITT principle?
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Which symptom may indicate an excessive volume of training?
Which symptom may indicate an excessive volume of training?
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What is the suggested duration for moderate-intensity cardiorespiratory fitness activities?
What is the suggested duration for moderate-intensity cardiorespiratory fitness activities?
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What aspect of the FITT principle refers to how long an individual exercises?
What aspect of the FITT principle refers to how long an individual exercises?
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What is a critical component for a leader in managing a team effectively?
What is a critical component for a leader in managing a team effectively?
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Which type of knowledge is NOT listed as a type of coaching knowledge?
Which type of knowledge is NOT listed as a type of coaching knowledge?
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What is an important aspect of a coach's role in developing athletes?
What is an important aspect of a coach's role in developing athletes?
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What is one of the secondary objectives of understanding training theory?
What is one of the secondary objectives of understanding training theory?
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Which factor is essential in the principle of active participation for athletes?
Which factor is essential in the principle of active participation for athletes?
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What should leaders avoid when trying to develop a successful coaching approach?
What should leaders avoid when trying to develop a successful coaching approach?
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Which quality is considered important for the practices conducted by a knowledgeable coach?
Which quality is considered important for the practices conducted by a knowledgeable coach?
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Which of the following is NOT a key to developing successful training paradigms?
Which of the following is NOT a key to developing successful training paradigms?
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Which component is not typically included in health-related fitness?
Which component is not typically included in health-related fitness?
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In the context of exercise programming, what factor should be considered first?
In the context of exercise programming, what factor should be considered first?
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What type of stretching involves an assistant?
What type of stretching involves an assistant?
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What is the primary goal of the competitive phase in training?
What is the primary goal of the competitive phase in training?
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Which environment condition should be avoided during heavy exercise?
Which environment condition should be avoided during heavy exercise?
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Which of the following best describes the pre-competitive sub-phase?
Which of the following best describes the pre-competitive sub-phase?
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In the competitive phase, what happens to general physical preparation?
In the competitive phase, what happens to general physical preparation?
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For someone who is overweight or physically inactive, what is the recommended initial exercise intensity?
For someone who is overweight or physically inactive, what is the recommended initial exercise intensity?
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During the pre-competitive phase, what is the primary use of competitions?
During the pre-competitive phase, what is the primary use of competitions?
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Children with which of the following conditions should have their exercise prescription tailored?
Children with which of the following conditions should have their exercise prescription tailored?
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Which psychological discipline focuses primarily on mental processes and behaviors?
Which psychological discipline focuses primarily on mental processes and behaviors?
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What influences the length of the pre-competitive sub-phase?
What influences the length of the pre-competitive sub-phase?
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Which statement is true about the main competitive sub-phase?
Which statement is true about the main competitive sub-phase?
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What is the key purpose of neuromuscular fitness components such as balance and agility?
What is the key purpose of neuromuscular fitness components such as balance and agility?
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What type of training predominates in the preparatory phase leading up to the competitive phase?
What type of training predominates in the preparatory phase leading up to the competitive phase?
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How does the competitive phase relate to the annual training plan?
How does the competitive phase relate to the annual training plan?
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Which coaching style allows for active communication and team involvement?
Which coaching style allows for active communication and team involvement?
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What is a key characteristic of a good leader in terms of motivation?
What is a key characteristic of a good leader in terms of motivation?
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What role does evaluating sessions play in the coaching process?
What role does evaluating sessions play in the coaching process?
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Which leadership skill is essential for guiding a team?
Which leadership skill is essential for guiding a team?
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What defines the autocratic coaching style?
What defines the autocratic coaching style?
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Which of the following is not a key aspect of being a good leader?
Which of the following is not a key aspect of being a good leader?
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In coaching, what is the purpose of planning sessions according to an athlete's needs?
In coaching, what is the purpose of planning sessions according to an athlete's needs?
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What is a common misconception about leadership skills?
What is a common misconception about leadership skills?
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What is the primary fitness component assessed by the Multi-Stage Fitness Test?
What is the primary fitness component assessed by the Multi-Stage Fitness Test?
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Which test measures muscular endurance specifically?
Which test measures muscular endurance specifically?
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During the Sit and Reach Test, how is the score recorded when fingers are past a specific point?
During the Sit and Reach Test, how is the score recorded when fingers are past a specific point?
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What does the T-test primarily assess in terms of fitness?
What does the T-test primarily assess in terms of fitness?
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What is the procedure for the Grip Dynamometer test?
What is the procedure for the Grip Dynamometer test?
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Which fitness component is primarily measured by the Standing Broad Jump?
Which fitness component is primarily measured by the Standing Broad Jump?
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In the Body Mass Index (BMI) assessment, what is primarily being evaluated?
In the Body Mass Index (BMI) assessment, what is primarily being evaluated?
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How many misses are permitted in the Multi-Stage Fitness Test before a participant is disqualified?
How many misses are permitted in the Multi-Stage Fitness Test before a participant is disqualified?
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Study Notes
Chapter 1: Scope, Objectives of Training and Training System
- This chapter outlines the scope and objectives of a training system.
- Implicitly, it discusses the training's general goal: improving athlete performance.
What is Exercise & Training?
- Exercise is a planned, structured, repetitive physical activity to improve/maintain fitness (WHO).
- Training is performing physical activities to achieve a long-term goal. This includes pursuits like marathon running, weightlifting competitions, and boxing training.
Difference Between Exercise & Training
- Exercise focuses on the immediate effect of physical activity. It can be thought of as "right now."
- Training is geared toward long-term goals, leading to performance improvement. It involves a process.
Training vs. Exercise
- Training is motivated by a desire ("want") and has specific goals. It's focused, intense, and engages the individual. Feedback is essential, often leading to a "flow" state.
- Exercise is typically done for enjoyment ("own sake") without conscious goals. It's often a response to a need, lacking intensity and possibly perceived as boring.
Scope of Training
- Training aims to enhance an athlete's work capacity, skills, and build strong psychological traits.
- A coach's role in training extends to planning, leading, organizing, and educating the athlete (PLOC).
- Training is a systematic activity that is progressively and individually graded. Training encompasses multiple disciplines, including physiological, psychological, technical, tactical, and sociological dimensions.
Objectives of Training
- Training is a systematic process of development, aiming to prepare athletes for optimal performance.
- Training focuses on developing specific attributes correlated to various tasks.
- Effective training maximizes individual and team efficiency within a given sport's rules and constraints.
- Skill and performance improvement are key objectives for successful athlete development.
Objective of training - continued
- Multilateral physical development is critical to build a strong athletic foundation.
- Sport-specific training is crucial for optimizing performance for a specific sport.
- Technical skills are essential to execute movements correctly.
- Tactical abilities enhance strategies against opponents.
- Psychological factors are fundamental to performance.
- Ensuring adequate health maintenance supports optimum performance levels.
- Providing theoretical knowledge about training is vital.
Auxiliary Sciences in Training
- Training requires various auxiliary sciences.
- This includes anatomy, physiology, biomechanics, statistics, sports medicine, motor learning, pedagogy, nutrition, history, and sociology. These fields provide important support to the athletic training process.
Skills
- A skill is a combination of ability and knowledge to complete a task with excellence.
- Learned skills involve permanent behavioral changes directed towards achieving a goal. Consistent performance, efficiency, and aesthetic qualities are indications of skilled mastery.
Classifications of skills and sports
- Classifying athletes by individual or team sports is a common method.
- Classification is also based on biomotor abilities such as strength, speed, power, muscular hypertrophy, muscular endurance, cardiovascular endurance, flexibility, agility, and coordination.
- Classifications may also be based on the performance requirements of each sport.
Classifications of skills and sports (continued)
- Training needs to recognize individual needs (age, strengths/weaknesses, motivation, experience, and activity requirements).
- Skill characteristics influence training activity, techniques, and content.
Classification of sport skills (cyclic, acyclic, combined)
- Cyclic skills involve repetitive movements (running, cycling, swimming).
- Acyclic skills are single, non-repetitive actions (golf swing, shot put).
- Combined skills involve a blend of cyclic and acyclic movements (long jump, pole vault).
Classifications of motor skills
- Motor skills are often classified by precision (fine/gross), continuity (continuous/serial/discrete), pace (internal/external), and environmental effect (open/closed).
- Fine motor skills involve precise, controlled movements. Gross motor skills are less precise and use large muscle groups.
- Continuous motor skills involve a sustained movement; Serial movements are a sequence of discrete movements; Discrete movements have a clear beginning and end.
Gross/Fine Motor Skills
- Fine motor skills involve small, precise movements (e.g., archery).
- Gross motor skills involve larger, dynamic movements (e.g., swimming).
Gross and Fine Motor examples
- Gross motor skills involve large muscles throughout the body and are fundamental for skills such as skipping and cycling.
- Fine motor skills, requiring precision and control, often come later in development and are seen in activities such as handling brushes or pencils.
Discrete/Serial/Continuous Skills
- Continuous skills are movements that repeat (e.g., cycling).
- Serial skills are movements with distinct parts (e.g., triple jump).
- Discrete skills have clear beginnings and ends (e.g., backflip).
Open/Closed Skills
- Open skills are influenced by the environment (e.g., a football pass).
- Closed skills are not influenced by the environment (e.g., throwing a javelin).
Internally (Self) Paced/Externally Paced Skills
- Internally paced skills are controlled by the performer (e.g., a triple jump).
- Externally paced skills are controlled by external factors (e.g., a football pass).
Classification of Skills and Sports (continued)
- Planning and delivery of effective training requires considering athlete characteristics (e.g., age, strengths/weaknesses, motivation) and skill needs.
The timing or pacing of a skill can be classified according to where the control of the pace lies.
- Self-paced skills involve the performer deciding the timing (e.g., throwing a javelin).
- Externally paced are determined by environmental factors (e.g., timing a rugby tackle).
Classifications of skills and sports (Table of Skills and Sports classification).
- A table categorizes training goals with example sports, skill structures, and dominant intensities in athlete training.
Components of Training System
- Direct factors focus on training and evaluation (training, teaching technique, tactics and planning).
- Supportive factors include administration, economic conditions, and professional and living styles (budget, facilities, administration and personal factors)
Training Quality
- Training quality influences athlete performance.
- Key factors include coach knowledge and personality, facilities and equipment, heritage, athlete abilities, and motivation.
- Findings from related auxiliary sciences and recent competitions are important considerations.
Summary Coaching
- Effective coaching guides athletes to improve skills and problem-solving ability beyond their normal capacity.
- Coaching focuses on performance enhancement.
Chapter 2: Coaching Concepts and Philosophy
- The chapter explores coaching concepts and philosophy.
- Wrong reasons for coaching include power-based strategies (acting as a teacher), prioritization of personal agendas, excessive focus on trophies (results-oriented), financial motivations, and taking credit when something goes wrong or blaming others for failures.
- Introduction to Sport Coaching defining the process of motivating, guiding, and training individuals to prepare for any sport.
Introduction of Sport Coaching (continued)
-Coaching concepts are useful tools, the ideal characteristics of a coach involve leadership by example, commitment, teamwork skills, motivation, and development support.
Concepts and Principles
- A concept is a mental representation of an object or ability.
- Principles are concepts used as guidelines for behaviour.
Concepts and Principles (continued)
- To help athletes achieve their full potential, coaches should understand their strengths, weaknesses, motivation, and develop appropriate training plans before competition, and maintain consistency in practice sessions.
Sports Coach
- Sports coaches are individuals that are trained and skilled in supporting athletes (individual, teams).
- Coaching often spans disciplines, extending beyond formal athletic training into other areas.
Roles of Coach
- The roles and skillsets of a coach include roles like teacher, trainer, motivator, administrator, organizer, technician, and problem-solving skills.
- Coaches utilize various styles of communication, including telling, showing, and questioning.
- Knowledge about specific techniques, tactics, psychology, fitness, and safety, nutrition, physiology, individual differences, ethics is crucial.
- Skills like organizing, performance analysis, problem-solving, evaluation, communication, and motivation are essential in training. These principles can shape how coaches relate to other athletes on the team and provide overall guidance in the team's practices and activities.
Group and Individual Concepts
- Coaches adapt coaching strategies depending on whether it's individual, a Mixed, or group context.
- Individual athletes need different approaches.
Coaching Principles (continued)
- Ideal coaching involves developing a philosophical underpinning for the discipline, an understanding of sport psychology, and skill training within individual athletic domains.
Roles of Coaching
- Coaching roles involve being an advisor, facilitator, supporter, assessor, instructor, nutritionist, counselor, motivator, demonstrator, and mentor. These roles help athletes understand their skills more comprehensively.
The Competencies of a Good Coach
- Competencies of a good coach include developing a solid foundation, creating meaningful relationships, communicating effectively, and facilitating learning to achieve desired results.
Codes of Ethics & Conduct for Sport Coaches
- Ethical conduct is essential to coaching. This includes building strong athlete-coach relations which emphasize independent thinking and growth for the athlete, along with clear communication with athletes/players; being trustworthy and honest and coaching with a sense of safety, prioritizing athlete wellbeing.
- Ensuring confidentiality is also important.
Coaching Skills
- Effective coaching requires emotional intelligence (understanding emotions), empathy, good communication, acknowledging athletes, and timing cues.
Coaching Model
- A model for effective coaching involves knowing the athletes (skills, strengths/weaknesses, motivation, and the details of the specific sport) and the ability to organize and evaluate practice sessions in detail to enhance performance. The ability of the coach to observe and adapt is crucial to athlete success.
- Observing, understanding, and adapting coaching style are critical in understanding and adjusting to the needs of athletes at all skill levels.
The Coaching Process
- Training requires a well-planned approach. Effective coaching and programming involve planning sessions and programs, assessing performance, and replicating or modifying plans based on performance. Coaches should critically analyze and adjust their strategy, leading to better results.
Coaching Style in Sport
- Coaching styles vary, and include autocratic (coach-centered), democratic (athlete-centered), holistic (interpersonal), command, and cooperative (mutual).
- Each approach has advantages and disadvantages and choices in styles are relevant to the type of athlete group.
Leadership Skills
- Leadership is an essential component in coaching, enabling coaches to guide decisions, set goals for individuals and teams, and empower effective results.
- Leadership skills focus on guiding and empowering those in the group towards success, not on bossy-style instructional tactics.
How to be a Good Leader
- Motivation, role modeling, and passion influence performance positively.
- Awareness and communication are essential components of leadership.
- Effective organizational skills are needed in managing athletes and equipment.
- A "will to win" and motivating team members to give their best are key to achievement in coaching.
Coaching Knowledge
- Coaching knowledge is a crucial component of successful coaching, encompassing general knowledge (e.g., athletic performance principles), practical knowledge (e.g., sport-specific training techniques) and theoretical understanding (e.g., the biological and psychological underpinnings of performance).
- Practical knowledge of the sport is essential, including its rules, movements, and strategies.
- Coaches need sufficient theoretical knowledge to understand the principles and underlying mechanisms of performance enhancement.
- The ability to apply this knowledge correctly and contextually makes a competent coach.
Knowledgeable Coach
- Excellent practices, communication skills with athletes, strong sport-specific knowledge, and skill in furthering athletes' capabilities are important for being a successful coach.
Conclusion
- Coaching relies on the expertise of the coach to work with athletes.
- Effective coaches communicate well, create performance programs, teach skills, monitor and evaluate progress.
- Coaching involves identifying potential issues in individual athletes and understanding approaches to correct identified deficiencies.
Chapter 3: Principles of Training
- The chapter examines training theory for improving athletic performance and preventing injury.
- An understanding of these principles is key to developing effective training paradigms.
- Keeping appropriate records and acknowledging new techniques/ideas, while accepting and valuing differing opinions are also mentioned.
Three factors of Active Participation
- The training scope and objectives are key to the athlete's success.
- The athlete's role should include creative and independent actions.
- Daily tasks for long-term preparation should be well-defined.
Training Program Evaluation
- Goals are needed for assessing the effectiveness of training programs.
- Essential goals include increasing fitness components, enhancing performance and knowledge.
Acute Program Variables (and continued)
- Acute variables pertain to elements of training that can be modified (exercise choice, order, intensity, volume, frequency, and rest intervals) for maximal responsiveness during different workouts.
- Undertraining, Optimal training, Overreaching, and Overtraining are part of acute variables/training responses, and can be analyzed based on changes in various physiological indicators (e.g., HR, VO2).
Basic Training Principles
- Various principles inform successful training. These include progressive overload, frequency, volume, duration, intensity, rest and recovery, and reversibility. Overtraining, specificity, and diminishing returns are also mentioned.
Overload
- A training principle in which the intensity of training exceeds the norm.
- Adapting to the load is related to short-term progress but also demands consideration for rest recovery to maintain optimal performance levels.
- The body's ability to improve (adapt) related to the demands placed upon it.
Overload (continued)
- Training must exceed the body's adaptation capacity to stimulate improvement. Rest recovery periods are as critically important as the intensity of training.
- Various training methods can be applied to improve strength, flexibility, and cardiovascular fitness according to intensity and demands on the athlete.
- Yakovlev's model illustrates the ideal time/intensity of progressive overload and rest in relation to workout.
Overload (continued)
- Hans Selye's General Adaptation Syndrome (GAS) is an important model for understanding how training stress impacts athletes, and how this model can indicate a progression from alarm to adaptation to exhaustion.
Progression
- Gradually increasing the load (volume, intensity, or frequency) during training is key to athlete development.
- An appropriate rate of progression to stimulate improvements while avoiding overtraining and enabling proper recovery.
- Failure to follow the principle of progression may cause injuries to the athlete.
Frequency
- The frequency or how often training exercises should be performed depends on the training objectives and the athlete.
- Different types of training should be separated (e.g., cardiopulmonary and resistance) by a suitable rest period, and the recovery time between sessions or workouts is crucial.
Volume
- The amount of work performed within a given training period.
- Exercise needs to be appropriate for the athlete ability, and should be tracked.
- Measures to assess volume include time, distance, repetitions, sets and weight lifted.
Duration or Time
- The time spent on exercise bouts.
- Duration can also depend on the type of exercise and training goals. Common values can range from a bout of 10- to 30-minutes or greater intensity or activities.
Intensity
- The intensity of exercise is indicative of the effort exerted during the training period.
- Various means to assess training intensity include physiological indicators such as heart rate, and the subjective rate of perceived exertion (RPE).
- Factors to consider include the type of exercise, training goals, and athlete characteristics.
Rest and Recovery
- Rest and recovery are crucial periods to allow the body to adapt to the stress of training.
- Factors to consider for recovery include the type of training, intensity, and the athlete's condition (e.g., fatigue or injury).
Reversibility
- Training gains will be lost if training ceases.
- The rate of reversibility depends on the training and the athlete (e.g., fitness, inactivity).
- Measures that prevent reversibility include maintaining regular training and conditioning.
Individuality
- Individuals respond differently to the same training stimulus dependent on factors such as age, sex, body size, etc.
- Therefore, different training programs are needed for various individual athletes.
Variation
- Variability in training will prevent stagnation and allow for continued adaptation; and avoid boredom.
- Techniques in variations can be used in various training programs.
Sequence
- To create a logical progression in training, techniques can be broken down into small, manageable parts.
Timing
- Training when and what should be trained must consider the athlete's chronological changes.
- This principle must accommodate differing needs of athletes based on their conditions and performance levels.
Balance
- Achieving a balanced ratio of development for physical fitness components.
- Includes bilateral training that develops balance and coordination or pairing agonist and antagonist muscle developments.
Fun & Enjoyment
- To make the training session more effective, it needs to be engaging and meaningful.
- This creates motivation and avoids boredom; it's essential to maintaining athlete interest.
Adaptation
- Training should be aimed at eliciting adaptations.
- The SAID principle (Specific Adaptations to Imposed Demands) is central since this suggests that adaptations to training are directly related to the demands imposed on the individual athlete.
Overtraining
- Overtraining is a condition in which excessive training exceeds an athlete's capacity for recovery.
- Recognizing the signs of overtraining to adjust the frequency or intensity of training is crucial
Specificity
- Training related to the specific needs of the sport is important for performance gains.
- Adaptation occurs in line with the training demands.
Points of Diminishing Returns
- Gains in performance have a tendency to diminish, especially when training is prolonged.
- Training experience will also affect performance gains.
- Factors/variables to consider include genetic limitations, and frustration.
Chapter 4: Variables of Training
- The chapter explores the impact of physical activity on the body (anatomical, physiological, biochemical, and psychological changes) and the variables related to this process (volume, intensity, density, and complexity).
- Variables of training pertain to volume, intensity, and density.
Table of Contents
- Provides an overview of the topics covered in the training manual (volume, intensity, density, and complexity).
Volume
- Quantity of work, expressed as sets, reps, etc., needed for technical, tactical, and physical accomplishments.
- Volume is dependent on the unit being measured and the type of sport or training objectives. (Examples: Time, distance, weight lifting).
Volume (continued)
- Volume of training can be assessed based on appropriate measurement units, specific examples (running, canoeing, lifting weights) and for other non-repeated activities.
Volume (continued)
- Relative volume is the sum of the time an individual or team dedicates to training for a set period.
- Absolute volume is the measurement of total work done by the athlete over a unit of time (e.g., minutes, seconds, etc.)
Intensity
- The qualitative component of work performed by an athlete in a given time.
- Factors that assess intensity include strength, speed, load, repetitions, and intervals between sets.
- Various methods to assess and calculate intensity.
Intensity (continued)
- Measurement methods for intensity may include measuring HR and RPE (Rate of Perceived Exertion).
- Intensity should be controlled according to the sport.
Intensity (continued)
- Five Zones of Intensity for cyclic sports (differentiate intensity based on the energy pathway and duration) and the Borg Scale (subjective measure of perceived exertion).
- Specific intensities are needed for various sports (e.g., training environment, type of activity, and performance levels).
Density
- Density is the frequency/distribution of training sessions and repetitions in a given time frame.
- This is related to the recovery time between workout segments.
Density (continued)
- This aspect of training is dependent on the type of energy system (ATP-PC, fast glycolysis, fast and slow glycolysis/oxidative, and oxidative) as well as the need for recovery time.
- Graphically illustrating density (e.g., using different colored blocks to differentiate between training and rest).
Density (continued)
- Rest intervals between training sessions are vital. These durations can fluctuate according to the intensity or duration of the training session itself and the athlete's physical capabilities.
Complexity
- Complexity is the degree of sophistication of a sports training and exercise program, and is dependent on elements like skill coordination.
- Complex skills may, early in development, lead to neuromuscular strain and difficulty with learning.
- Examples should use sport activities with simple to complex skill progressions
Training Methods
- Training incorporates a range of methods appropriate to the task to be taught (example: coaching/mentoring, using technology, using simulators, teacher-led training, role-playing, films/videos).
Chapter 5: Designing Annual Training Plan (Periodization Model)
- This chapter outlines periodization, the systematic planning of training.
- It lays out how to strategically plan training in a sequenced and integrated manner.
- Periodization is the concept of preparing an appropriate training program relevant to the athlete and sport, using a set of planned phases appropriate to the athlete's and sport's needs.
Periodization
- The most effective/superior method for developing an athlete's peak performance occurs when training is sequenced and applied strategically.
- This is achieved by planning training variables (e.g., volume, frequency, intensity) over time, incorporating recovery periods and phases leading up to a peak performance phase.
Periodization Models (linear, block, undulating)
- Linear periodization involves gradually increasing intensity as volume decreases; Block periodization groups training into specific "blocks." Undulating periodization employs frequent changes in training variables throughout the training period.
Training Periods (Hierarchy of Training)
- This section describes the varying levels of training plans from long-term goals to shorter training sessions.
- This uses a hierarchy model (quadrennial -> annual -> macrocycle -> mesocycle -> microcycle) to outline detailed plans/intervals for various training periods.
Hierarchy of Training (continued)
- Specific plans are detailed, outlining which periods, training phases (preparatory, competitive, and transition) need to be emphasized during the various stages of athlete training.
- Example: outlining activities, testing (and standards), and evaluation of the athlete or team, followed by a specific session plan (1 session example provided) to improve cardiovascular endurance.
Meaning of Annual Plan
- Understanding overall training year structure
- Establishing phases and appropriate points for performance and skill development.
Phases
- Dividing the training year into preparatory, competitive, and transition phases is important. Each phase works toward a common goal and each phase builds upon the previous ones.
General Preparation Sub-phase
- The general preparatory subphase establishes a foundation for physical training, including general fitness, motor abilities, and skills, through a high volume/low intensity program.
- It should be done early in the preparatory phase for athletes.
Specific Preparation Sub-phase
- This is achieved by identifying skills and abilities that will be required, with high-intensity training, including sport-specific drills (technical, tactical, and psychological) being part of this subphase.
Competitive Phase
- This phase focuses on elevating/maintaining physical and sport-specific training to optimal peak efficiency for the athlete/team.
- General physical conditioning may be reduced in preparation for competitive activities but needs to continue with skill-focused activities, techniques, and tactical preparation to promote athlete performance.
Pre-competitive Sub-phase and Main Competitive Sub-phase
- The pre-competitive sub-phase focuses on training with an increasing emphasis on technical/tactical skills to promote success in exhibition games/preseason competitions.
- In the main competitive sub-phase, training is tailored to support the competitive schedule and planned to emphasize maximizing the skill based performance of the athlete/team during competition.
Transition Phase
- Recovery and physical preparation.
- This phase is designed to recover athletes physically and mentally after the final competitive seasons or training periods, and to promote performance, maintaining fitness and skill levels.
Recommendation of Activities (Soccer)
- Recommendations for activities during different phases (preparatory, competitive, transition) for effective sport training and practice.
Types of Training
- Types of training that can be effective in the different phases are conditioning (physical preparation), flexibility training, sport-specific training (skills needed), and psychological training (imagery, motivation maintenance, and team cohesion). These are designed to promote the overall development of the athletes under various conditions.
Periodization of Biomotor Abilities
- Training should utilize periodization to develop and maximize physical attributes like strength, endurance, speed, etc.
- Various training volumes or intensity phases are used throughout the year to target appropriate athlete needs.
Chapter 6: Performance Profiling, Testing & Measurement
- This chapter focuses on performance profiling and testing to quantitatively assess athlete characteristics and evaluate the effectiveness of athlete training programs.
Validity
- Validity refers to the accurate measurement of what a test is intended to assess.
- It should be sport-specific and not too general.
Reliability
- Reliability emphasizes consistent results when tests are repeated.
- The difference in the repetition or results of tests across trials should not exceed +/- 5%.
Reliability (continued)
- A reliable test gives similar results when repeated, indicating that improvements are due to actual fitness levels and not to unrelated variance.
- Examples show how to assess reliability in testing (e.g., using formula to assess a result.). Intra-rater, inter-rater reliability, and test-retest reliability are referenced as methods to collect reliable data.
Fitness Components
- Various components of physical fitness are important in assessing athletic training and success.
- Health-related and skill-related fitness considerations vary according to the needs and specifics of each sport.
Fitness Tests
- Specific tests that can accurately assess various fitness components.
Multi-Stage Fitness Test
- Testing procedures, with examples, for measuring cardiovascular endurance.
Grip Dynamometer
- Test for assessing muscular strength; testing procedures are detailed.
1-min Push Up
- Test involving muscular endurance; testing procedures are outlined.
Sit and Reach Test
- Assessing flexibility through testing procedures are explained.
Body Mass Index (BMI)
- Method to assess body composition; measuring height and weight for the formula.
20m Sprint Test
- Procedure for testing speed.
Stork Stand Test
- Testing for balance.
Anderson Ball-Catch Test
- Test for coordination using the throwing and catching of a ball.
Ruler Drop Test
- Testing for reaction time.
Sport-specific tests
- Tests applicable to a specific sport and skill set are outlined, along with procedures for conducting these tests. Examples include the Loughborough Soccer Passing Test and the Speed Spot Shooting Test for basketball.
Anthrometric Methods (Skinfold measurements)
- Procedures and standardized descriptions for skin fold measurement of specific areas (e.g., abdominal, triceps, biceps).
Anthrometric Methods (continued)
- Procedures and equations are provided for calculating body density and percentage of body fat.
Anthropometric Methods (BMI Measurements)
- Mathematical procedures are presented to calculate body mass index (BMI).
Anthropometric Methods (WHR Measurements)
- The waist-to-hip ratio (WHR) is described.
- Guidelines and tables on interpreting the results based on risk category for adults.
Chapter 7: General Exercise Guidelines for Healthy Adults and Children
- This chapter provides exercise guidelines for healthy adults and children.
- Comparing physiological responses to acute exercise in children and adults reveals that certain measures, including oxygen uptake, heart rate.
Introduction (Adults and Children)
- Definition of healthy adults
- Definition of healthy Children
Physiological Responses to Acute Exercise
- Table comparing physiological responses of children and adults to acute exercise in various physiological indicators (e.g., oxygen uptake, heart rate, cardiac output, etc.) and how they differ.
General Principles of Exercise Prescription
- This chapter gives general guidelines about exercise prescriptions (physical fitness, health-related training including cardiovascular fitness, muscular strength, muscular endurance, flexibility and neuromusclar, etc., for training.)
General Principles of Exercise Prescription (Continued)
- The need to incorporate the individual's training goals, health, physical abilities, and available equipment when deciding on exercise programming and scheduling.
FITT Principles
- Principles (Frequency, Intensity, Time, Type) guiding exercise programming are introduced. Principles are used to design an effective training/exercise program, considering all factors.
Components of Exercise training Session
- Important elements of an exercise session are outlined, considering warm-up, conditioning or main activity, cool-down, and stretching.
Aerobic Exercise Frequency Recommendation
- Frequency of aerobic exercise per week needs to be considered to achieve health/fitness objectives.
Aerobic Exercise Intensity Recommendation
- Identifying proper intensity (e.g., using heart rate reserve (HRR) or VO₂ reserve (VO₂R)) and light-to-moderate intensities that are suitable to specific individuals.
Aerobic Exercise Time (Duration) Recommendation
- The amount of time for aerobic activity per session is an important determinant to include in any training plan.
Aerobic Exercise Type Recommendation
- The type of aerobic activity (e.g., rhythmic or skill based) related to the fitness level and sport of the athlete to be considered.
Mode of Aerobic (Cardiorespiratory Endurance) Exercises
- Examples of aerobic exercises are listed for adults and children, including activities that involve skill and endurance to support training. Various types and categories are provided.
Resistance Training Frequency Recommendation
- The frequency per week (e.g., 2-3 days per week) needed for muscle strengthening activities.
- The need to consider rest periods is mentioned.
Volume of Resistance Exercise (Sets and Repetitions) Recommendation
- Recommended sets and repetitions per muscle group which includes factors like recovery time.
Types of Resistance Exercises
- Types of exercise (e.g., multi-joint or single-joint) recommended to support a comprehensive training program for muscle strengthening.
Flexibility Volume Recommendation
- Flexibility activities should target all joints and be held for a length of time (10-30 seconds or longer in some cases), with a recommended frequency at least 2-3 d per week.
Chapter 8: Psychological Aspects of Training
- This chapter covers the importance of psychological factors in athletic performance (psychology, motivation, and self-confidence).
- It introduces the key elements of psychological training.
Introduction (Psychology)
- Goal: to understand how the mind and behavior of athletes/coaches can impact their performance and the factors influencing/supporting sport training to achieve potential.
- Focus: mental skills (e.g., motivation, confidence, concentration) during training and competition. The involvement/importance of psychologists in understanding sport psychology is mentioned.
Psychological Training
- This outlines a system of methodologies (cognitive restructuring, self-regulation, mental rehearsal, self-talk, and goal setting) that are often employed to improve/maintain/change athletes' mental states.
Psychological Training (continued)
- Techniques like cognitive restructuring (reframing negative experiences) are effective in promoting positive mental health, while self-regulation (controlling mental state) promotes composure during stress.
- Mental rehearsal (visualizing successful performances) supports athletes and coaches in preparing for competition/training/practice and self-talk (positive internal dialogue) helps to promote self-confidence.
- Goal setting (establishing measurable, achievable, relevant, and time specific) goals effectively supports training.
Motivation
- Motivation (personality, cognition variables) is critical in competitive situations.
Self-Confidence
- Self-efficacy (perceived ability to succeed) is essential in achieving better outcomes in sporting activities. This should be actively supported through encouraging athletes to establish a positive self-image which is important to help promote success.
- Factors like self-belief and trust help motivate the athlete toward better outcomes in training.
Concentration
- This is an important capacity for all athletes in various situations (i.e., competitions/practice/training).
- Focus is important to avoid distractions in training and competition.
Imagery
- Various forms of imagery are valuable tools that athletes/coaches can use to develop and improve the mental processes of the athlete (e.g., auditory, tactile, visual experiences).
- The use of imagery promotes visualization of success scenarios and improves emotional control in the athlete.
Learning Process
- Fitts and Posner's Model explaining how movement is learned and the three stages involved: cognitive, associative, and autonomous.
Factors influencing learning
- Various factors from athlete characteristics to environmental influences and other factors (e.g., length of time, other available aids).
- The various factors that may influence learning (e.g., age of group members, skill experience, and motivation).
Psychological Tests
- Tests to evaluate a person's behavior and also to identify issues related to psychology. These can be categorized as either verbal or written tests.
- The 9 tests include: personality, achievement, attitude, aptitude, emotional intelligence, neuropsychological, projective, and observation.
Psychological Tests continued
- Definitions and characteristics are given for each test and how these psychological tests can help to understand an athlete better and to support their physical and mental well-being in competitive or training situations.
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Explore the key differences between exercise and training, including their objectives and impacts on athletic performance. This quiz will help you understand the significance of structured physical activities and the long-term goals associated with training systems.
