Sport Coaching Principles - PDF

Prepared by : Mohd Faridz Haji Ahmad (PhD)  Exercise : a subcategory of physical activity that is planned, structured, repetitive, and aims to improve or maintain one or more components of physical fitness. (WHO)  Training : performing some physical activity to achieve a long-...

Prepared by : Mohd Faridz Haji Ahmad (PhD)  Exercise : a subcategory of physical activity that is planned, structured, repetitive, and aims to improve or maintain one or more components of physical fitness. (WHO)  Training : performing some physical activity to achieve a long-term goal.  Runners train for marathons  Weightlifters train to reach optimal performance on the day of competition  Boxer train to prepare for that upcoming fight  To increase athlete’s work capacity, skills capabilities and develop strong psychological traits.  A coach plans training, leads, organizes, controlling (PLOC) and educates the athlete.  Training is primarily a systematic athletic activity of long duration, which is progressively and individually graded  Interdisciplinary. Many variables are involved such as physiological, psychological, technical, tactical, sociological etc.  Training is a systematic process of development.  Process – athlete prepared for the highest level of performance possible.  Target special attributes correlated with the execution of various task.  To achieve maximum individual or team efficiency in a selected sports discipline limited by rules.  To improve skill and performance. 1. Multilateral physical 2. Sport-specific development – physical development 3. Technical skills. – develop a strong base – develop relative ensuring the ability to and good foundation demands of specific perform correctly. of an athlete. sport. 4. Tactical abilities – 5. Psychological 6. Health maintenance improving strategies factors – to ensure – to ensure optimum against future enhanced performance. opponent. performance. 8. Theoretical 7. Injury resistance – knowledge – to taking necessary increase athlete’s safety precautions. knowledge for basis of training.  A skill is the combined ability and knowledge which allow you to complete a task to a high standard. Skills are:  learned  permanent changes in behavior  aimed at achieving a goal  learning of the skill is demonstrated by changes in the consistency of performance, making it more efficient and successful  fluent  aesthetically pleasing – enjoy to look at  Athletes can be classed according to individual sports and team sports.  Classification is also based on biomotor abilities: strength, speed, power, muscular hypertrophy, muscular endurance, cardiovascular endurance, flexibility, agility and coordination.  Classification is also based on motor performance requirement.  All training must take into consideration the needs of the individual:-  age  strengths and weaknesses  motivation  previous experience and  requirements of the activity of involvement.  The characteristics of each skill plays an important role in the selection of appropriate activities to use in training, how to teach and what to teach. 1 l c i y c 2 C s S l k l 3 i  Cyclic skills The motor act involved repetitive movements. Eg:- running, swimming, cycling.  Acyclic skills Integral function performed in one action. Eg:- swing golf, shot put.  Acyclic-cyclic combined skills Consist of cyclic and acyclic movements. Eg:- long jump, pole vault Gross/Fine Motor Skills  Movements can be fine (small, accurate movements, with small muscular contractions, as in an archery shot).  Gross (large muscular contractions, dynamic movements, as during a butterfly swimming race) or anywhere along the continuum in-between. Discrete/ Serial/ Continuous Skills  Movements can be continuous, such as cycling, where the movement repeats over and over.  Serial, where there are distinct parts within a movement. Combination of both.  Discrete, where there is a definite beginning and end. Open/Closed Skills  Movements can be open, where they are directly affected by the environment. For example, a footballer chooses the correct pass based on the number of defenders closing down the space in front of them.  They can also be closed where they are not directly affected by the environment. The skill is performed the same way every time eg throwing a javelin. Internally (Self) Paced/Externally Paced Skills  Movements that are self-paced are controlled by the performer. They will decide the rate at which the skill is performed e.g. a triple jumper performing when they are ready to do so.  Externally paced skills are controlled by other players or factors e.g. being forced into a pass in football instead of being able to pass when you want to.  A system with the primary mission of training athletes to improve performance. 1. Direct factors-training and evaluation 2. Supportive factors-administration and economic conditions, and professional and living style. Coaching is about:  Helping athlete perform a skill or solve a problem better than they would otherwise have been able to.  Bring about improvement in training especially where a change in performance is required.  CHAPTER 2 COACHING CONCEPTS AND PHILOSOPHY Prepared by : Mohd Faridz Haji Ahmad (PhD)  WRONG REASONS FOR COACHING Power - Act like Trophies general instead of teacher (Result-oriented) Coaches' own / Took credit for the good personal / hidden and blamed others for the agenda bad Money-oriented  INTRODUCTION OF SPORT COACHING Sports coaching can be defined as the process of motivating, guiding, and training an individual in preparation for any sporting hobby, career or event. INTRODUCTION OF SPORT COACHING  CONCEPTS AND PRINCIPLES Concepts are mental representation, abstract objects or abilities that make up the fundamental building blocks of thoughts and beliefs. A principle is a concept or value that is a guide for behavior or evaluation.  CONCEPTS AND PRINCIPLES (con’t) 1. To help athletes to reach their full potential. 2. Build on their success. 3. Work on the details that will sharpen up their skills and improve their techniques. 4. Plan tactics ahead of important events. 5. Stay at the top in a very competitive world (consistency).  SPORTS COACH Individual that specialized in helping certain groups or players (Team) or player (Individual). Coaches are common in drama, speech, music, helping people through changes as well as developing individual career. ROLES OF COACH  COACHING CONCEPTS GROUP INDIVIDUAL MIXED FREE  COACHING PRINCIPLES Develop Coaching Philosophy Understanding and Utilizing Sport Psychology Coaching and Teaching Basic Sport Skills Coaching and Community  ROLES OF COACHING Advisor Facilitator Supporter Assessor Instructor Nutritionist Counselor Motivator Demonstrator Mentor / Role Model / Reference  THE COMPETENCIES OF A GOOD COACH Competencies of a good coach :  setting the foundation  co-creating the relationship  communicating effectively  facilitating learning and result  CODES OF ETHICS & CONDUCT FOR SPORT COACHES Sports coaches are expected to obey to ethical standards in a number of areas. RELATIONSHIP A key element is the development of independence. COMMITMENT Explain detail to the athletes/players. INTEGRITY Be a trustworthy or honesty coaches. SAFETY Responsibility to protect the athletes. CONFIDENTIALITY Keep privately  COACHING SKILLS  Emotional intelligence  Empathy  Good communication skills  Acknowledge player’s  Right cues at right times- player’s attention  1. Knowing 2. Organizing COACHING MODEL 3. Observing 4. Coaching Knowing about the players Organizing skill level organizing of players strengths & weaknesses for practice sessions motivation should be planned in about the game meticulous detail. how to fit each player should be realistic with individual and allow time for differences into a skill development. cohesive team.  1. Knowing 2. Organizing COACHING MODEL 3. Observing 4. Coaching Observing know when to Coaching stand still, watch good coaching is and think. personalized even though beginner it may be in a team or coaches often group setting. too eager to well versed in explaining, dominate demonstrating, correcting training sessions and motivating.  THE COACHING PROCESS Planning Plan sessions and programs according to athlete’s needs Bad? Leading Re-plan Lead coaching and training sessions Good? Evaluating Can continue the Evaluate every session or be replicate sessions and by others programs  COACHING STYLE IN SPORT AUTOCRATIC DEMOCRATIC HOLISTIC COMMAND COOPERATIVE Coach is the Prefers active Creates a Coach make all Able to discuss only one who communication relationship with the final with athlete has input and and team every individual decision athlete based on makes decision involvement. interpersonal by themselves. communication and genuine care.  LEADERSHIP SKILLS Definition : An essential component in positioning executives to make thoughtful decisions about their mission and goals. The action or the ability to lead a group of people or organization. Leadership skills (guiding) not a bossy skills (instructing).  HOW TO BE A GOOD LEADER 1. Motivation skill: You first must show the stomach for a fight yourself, before turning into Mr. Motivator to turn that sinking ship around Visionary: Plan out that vision in your own head before imprinting it into the minds of your team. 2. Role-model: Need to have the knowledge and ability to stand by the strength of your convictions. Set an example: As a leader and authority figure, your fellow team members are likely to follow you down any behavioral path you choose.  HOW TO BE A GOOD LEADER (con’t) 3. Passion: Sport is intrinsically passionate. Euphoria from victory and disappointment in defeat. Enthusiasm: A similar quality in many ways to passion, enthusiasm is an important characteristic for a leader and one that can display in a few ways. 4. Awareness: As a leader, your approach to certain scenarios should be heavily influence by external factor. Communicate: Need to be able to communicate them effectively.  HOW TO BE A GOOD LEADER (con’t) 5. Organizing: Plan in advance how you will manage the athletes, equipment and area. Time management: Have a proper schedule. 6. Will to win: Good leaders are the ones that win every 50/50, bring their absolute best when the team needs it, pushes their team mates on and never gives an inch to the opposition.  COACHING KNOWLEDGE Ability to apply the knowledge. 3 types of the knowledge : i. General ii. Practical iii.Theoretical Knowledge fields : – Player, coach, specific sports and sports science.  KNOWLEDGEABLE COACH  The quality of practices  Communicating with athletes  Developing athletes’ sports skills  Possessing strong knowledge of the sport  CONCLUSION To be a good coach, we need to be able to assist our athletes to prepare the good training programs. Can communicate effectively with athletes. Help athletes to develop new skills. Always monitor their performance and their training progress. CONCLUSION THANK YOU  CHAPTER 3 Prepared by : Mohd Faridz Haji Ahmad, PhD Why understand training theory? 1. Ultimately it is to improve athletic performance 2. Secondary Objectives:  Prevent injury  Maximize human potential 3. Keys to developing successful training paradigms  KEEP RECORDS (very important)  Read relevant research reports  Be open to new techniques/ideas  Able to accept others opinions Active Participation Three factors of this principles: 1. The scope and objectives of training. 2. The athlete’s independent and creative role. 3. The athlete’s duties during long preparation phases. Athletes must perceive the coach’s conduct as improving their skills, biomotor abilities, and psychological traits, so they can overcome the difficulties of training. Training Program Evaluation  Goals: proper goals are necessary for a training program to be evaluated  Goals common to training programs  Increasing fitness components  Improving sports performance  Develop the necessary knowledge Acute Program Variables  Specific training components that can be altered from workout to workout  Choice of exercise  Order of exercise  Intensity of exercise  Volume of exercise  Training frequency  Rest interval Fleck & Kramer (1997) Acute Program Variables (continued)  WHY? For safety & effectiveness Basic Training Principles 1. Overload 9. Individuality 2. Progression 10. Variation 3. Frequency 11. Sequence 4. Volume 12. Timing 5. Duration 13. Balance 6. Intensity 14. Fun 7. Rest & Recovery 15. Adaptation 8. Reversibility  Detraining Additional Topic  Overtraining  Specificity  Points of Diminishing Returns  1. Overload  A greater than normal stress or load on the body is required for training adaptations to take place.  Overloading body systems with higher work rates and increased loads causes the body to respond to these extra demands by improving its performance. Training method Training variables Increase the load, the number Strength of sets & reps Increase in the range of motion Flexibility (ROM) Increase duration, intensity, Cardiovascular distance, volume 1. Overload (con’t)  For adaptations to occur then the demand of the exercise must exceed what the body is normally accustomed to Yakovlev’s Model 1. Overload (con’t) Dr. Hans Selye (1936)  His model to describe the biological reaction of an organism to sustained and unrelenting stress; there are several stages, culminating in death in extreme circumstances  Three Stages 1. Alarm reaction: initial response to stimulus and consists of both shock and soreness 2. Adaptation: improvement in performance is noted during this time 3. Exhaustion: unable to make further improvements and chronic fatigue is a possibility 1. Overload (con’t) Selye’s General Adaptation Syndrome  2. Progression  As the body adapts to the exercise intensity, one must progressively or gradually increase the workload for improvement to continue.  All progressions are gradual and small in nature to prevent overloading the body’s ability to recover.  Overload and progression can be applied to training using the FITT principle.  3. Frequency  One of the acronym in F.I.T.T principles.  Refer to the exercise undertaken or how often you exercise.  May differ depends on objective:- Objective Frequency Cardiorespiratory ≥ 3 days / week Fitness Resistance Training ≥ 2 days / week ≥ 2 days / week Flexibility (Daily is most recommended) ACSM, 11th edition (2022)  4. Volume  Should be such that the sportsperson is able to perform.  Volume should be such that visible symptoms of tiredness are seen. The symptoms may include:-  chronic tiredness, sleepiness or lack of energy.  headache.  dizziness.  sore or aching muscles.  muscle weakness.  Volume should be gradually increased.  5. Duration/Time  One of the acronym in F.I.T.T principles.  refers to the time you spend exercising or how long you exercise for.  May differ depends on objective:- Objective Duration/Time Cardiorespiratory Moderate int : 30-60 minutes Fitness Vigorous int : 20-60 minutes Flexibility 10-30 seconds on each stretching ACSM, 11th edition (2022)  6. Intensity  One of the acronym in F.I.T.T principles.  The pain grew in intensity.  Refers to the intensity of exercise undertaken or how hard you exercise.  May differ depends on objective:- Objective Intensity Cardiorespiratory Determine by using HR Fitness Resistance Training Determine using load, sets, reps Flexibility Determine using R.O.M ACSM, 11th edition (2022)  7. Rest & Recovery  Time spent to allow body to recuperate & regenerate after training.  Dependent upon: Type of training Fitness level Intensity Muscle Objective of training Energy utilization  Eg:  Rest between 48-72 hours in resistance training is recommended  8. Reversibility  Fitness gained will be largely lost when training stops.  The body systems reverse or de-adapt and performance deteriorates if training is significantly reduced, decreases in intensity or injury prevents training from taking place for any length of time.  Once a training stimulus is removed the performance gains will revert to their original state (detraining)  How quickly will this occur?  Coyle et al. (1979): 4-6% reduction in VO2 max after 2 weeks of inactivity  Coyle et al. (1986): 12% decrease in SV is evident after 2-4 weeks of detraining  9. Individuality  Each person will respond differently to the same training stimulus.  Factors such as age, sex, body size, limb length, muscle “type” distribution, training experience all contribute to the training response.  Since each of these variables differ among individuals, we get a varying response to a training program.  20 athletes -> same training stimulus but 20 different responses!  Why?  Pretraining (training age)  Genetics  Gender  Muscle type  Body size  10. Variation  Manipulation of various training variables.  One can change an exercise, manipulate load, volume (reps, sets), ROM and speed of movement.  Can also signify the degree to which different training means are manipulated throughout the programs of elite athletes.  Many professional athletes will play a completely different sport in between their main seasons, to keep their fitness up whilst still having a rest!  11. Sequence  Art of developing a logical plan. 5 steps to kick a  One of the most important principles ball of sequencing training content is chunking. 1. Put the ball on the ground.  Chunking means breaking down the 2. Take a few steps content into small, manageable, and backwards. 3. Eyes on target. meaningful units that are easier for 4. Run towards the ball learners to process, remember, and and make a contact. 5. Follow through. apply.  Below are sequence of training:- Introduction Main Activity Conclusion Self introduction Training UB Cooling down Objective explanation Training LB Feedback Warm up  12. Timing  To train what and when, as to take advantage of the body’s chronological changes.  Specific training/exercise based on the different phases of training.  The suitable time to train.  Eg:  Train strength & hypertrophy in the evening to used the advantage of testosterone hormone release.  Do not train when you are sick or fatigue. Condition Injury Work 8am – 8pm Timing of UB injury, train LB Train at 9 pm training & vice versa 13. Balance  To attain a balanced ratio of development for all the necessary components of physical fitness required for the sports and the human body (the concept of balanced multilateral development).  Principles Yin & Yang  Eg:-  train upper and lower body  train agonist and antagonist muscle.  14. Fun & Enjoyment  To make training sessions more challenging, meaningful & enjoyable.  To avoid boredom. Actual Sport Soccer Netball Hockey Badminton Recommendation Play frisbee Play of activity or Play softball Play futsal or volleyball badminton sport 15. Adaptation  A long-term physiological change in response to training loads that allows the body to meet the new demands.  The outcome of the athletes training adaptations need to be specific to their training program.  Training principle of Adaptation also referred to as the SAID Principle:-  S=Specific A=Adaptation to I= Imposed D=Demands.  It states that the physical activity we are involved in encourages our bodies to adapt in specific in encourages our bodies to adapt in specific ways to meet its demands.  16. Overtraining  A point where a person may have a decrease in performance and plateauing because of failure to consistently perform at a certain level or training load.  A load which exceeds their recovery capacity.  17. Specificity  Training must be relevant to the individual and their sport.  This can be achieved by tailoring training specifically for the sport or even the position that the individual plays, the muscle groups that they use the most or the dominant energy system of the athlete.  For example, a 100 m sprinter is likely to train very differently to a 10 km racer despite them both being track athletes.  18. Points of Diminishing Returns  Performance gains are related to the level of training experience (training age)  The Principle of Diminishing Return explains how the magnitude of adaptation diminishes with greater training volumes or durations at any given time. One example is how additional sets of weight training yield progressively less benefit.  As training continues, strength and performance gains are more difficult to achieve  Genetic ceiling – limitation of production due to genetic  Point of frustration  Ergogenic aids (?)  18. Points of Diminishing Returns  Purpose: determine effectiveness of in-season weight training program  Design: two groups Group 1: Group 2: Previous strength Minimal strength training experience Training Results No improvement in 4% increase in upper- strength body strength Understanding training age is crucial for interpreting performance gains OR lack of gains! Hoffman et al. (1991) CHAPTER 4 VARIABLES OF TRAINING PREPARED BY MOHD FARIDZ HAJI AHMAD (PhD) VARIABLES OF TRAINING Any physical activity leads to anatomical, physiological, biochemical, and psychological changes. The efficiency of a physical activity results from its; ○ duration, distance, and repetitions (volume) ○ load and velocity (intensity) ○ frequency of performance (density) ○ complexity When planning the dynamics of training, consider these aspects, referred to as the variables of training. Model all these variables according to the functional and psychological characteristics of competition.  TABLE OF CONTENTS 01 02 VOLUME INTENSITY 03 04 DENSITY COMPLEXITY  01 VOLUME  A prime component of training.  Volume is the quantitative prerequisite for high technical, tactical, and physical achievements.  The time or duration of training.  Distance covered or weight lifted per unit of time.  The repetitions of an exercise or technical element an athlete performs in a given time.  01 VOLUME (con’t)  To accurately evaluate the volume of training, select a unit of measurement. 1. Running, canoeing, cross-country (aerobic base sports), the appropriate unit seems to be time and distance covered during training. 2. Weightlifting or weight training, the load in kilograms seems to be appropriate unit measure for strength improvement. 3. Time, which regulates other sports (boxing, wrestling, judo, gymnastic, team sport).  01 VOLUME (con’t)  In training we can calculate Which one is having two types of volume. highest volume of  Relative volume refers to the exercise? total amount of time a group of 1. Athlete A perform 3 athletes or team dedicates to sets of 10 reps of training during specific training 100 kg bench press. lesson. 2. Athlete B perform 5  Absolute volume measures the sets of 12 reps of 50 amount of work an individual kg leg press. athlete performs per unit of time, usually expressed in minutes.  02 INTENSITY  The qualitative component of work an athlete performs in a given time.  The more work the athlete performs per unit of time, the higher the intensity.  Intensity is a function of the strength of the nerve impulses the athlete employs in training.  The strength of stimulus depends on the load, speed of performance, and the variation of intervals or rest between repetitions or sets.  Muscular work and CNS involvement through maximum concentration determine intensity during training or competition. Strength Flexibility Cardiovascular Increase the Increase in Increase load, the the range of duration, number of sets motion distance & reps (ROM) 02 INTENSITY Strength Flexibility Cardiovascular Increase the load, the Increase in the range of Increase duration, number of sets & reps motion (ROM) distance  02 INTENSITY (con’t)  Intensity can measure according to the type of exercise. 1. Exercise involving speed are measured in: Meters/second (m/s) or the rate/minute of performing the a movement. 2. Exercise involving against resistance can be measured in: Kilograms or kgm (a kilogram lifted 1 meter against the force of gravity). 3. For team sports the game rhythm determines the intensity. 02 INTENSITY (con’t)  02 INTENSITY (con’t) How to calculate heart rate? A. The traditional method for calculating maximum HR is 220 – age. Example: A 37-year-old individual training at 70% HR max. 220 – 37 = 183bpm HR max 70% of HR max = 70% x 183 bpm = 128 bpm So, 70% of HR for 37 y/o is 128 bpm  02 INTENSITY (con’t) How to calculate heart rate? The Karvonen Formula uses the HRR to calculate training zones based on both B. maximum AND resting heart rate. Example: A 25-year-old individual with 65 bpm resting HR. Calculate HR range FORMULA between 70% - 90%. THR = RHR + (% intensity x [ – RHR]) 1.Retrieve all the information. Age = 25 y/o, Resting HR = 65 bpm, Training intensity = 70 – 90% 2.Insert into formula. THR ⁷⁰ = 65 + (70% x [ - 65]) = 156 bpm THR ⁹⁰ = 65 + (90% x [ - 65]) = 182 bpm GOOD TO KNOW The best time to test your resting heart rate is first thing in the morning, before you’ve 156 bpm – 182 bpm gotten out of bed.  02 INTENSITY (con’t) 5 Zones of Intensity for Cyclic Sports System ERGOGENESIS % Zone Duration of Level of producing the no. work intensity Anaerobic Aerobic energy Up to 1 1 - 15s maximum ATP-PC 100 – 95 0–5 limits 2 15 - 60s Maximum ATP-PC and LA 90 – 80 10 – 20 3 1 - 6 min Sub-maximum LA and aerobic 70 - (40-30) 30 - (60-70) 4 6 - 30 min Medium Aerobic (40-30) - 10 (60-70) - 90 5 > 30 min Low Aerobic 5 95  02 INTENSITY (con’t) Using RPE Scale  02 INTENSITY (con’t) Dynamics of Increasing the Volume and Intensity.  The dynamics of intensity used in training depend on the following three factors: 3. Preparation and the 1. The characteristic of 2. The training athlete’s performance sport. environment. level. Maximum effort sports Increase training intensity Although athletes of various such as weightlifting. by cross-country skiing on preparation levels may train Multiple effort such as wet snow, running on sand together, the coach’s soccer. or uphill, or dragging an program must differ to meet Skill mastery sports object while swimming or each athlete’s needs. such as figure skating - rowing. rarely use high intensity.  03 DENSITY  The density of training can be defined as the frequency or distribution of training sessions or the frequency at which an athlete performs a series of repetitions of work per unit of time.  The greater the density of training, the shorter the recovery time between working phases of training.  Using fixed work-to-recovery ratio  1:1 or 2:1 target the development of endurance characteristics.  1:12 or 1:20 target strength- and power-generating characteristics. 03 DENSITY (con’t) Average work time Work-to-rest Targeted energy system (s) ratio ATP-PC 5-10 1:12 - 1:20 Fast glycolysis 15-30 1:3 - 1:5 Fast and slow glycolysis and 60-180 1:3 - 1:4 oxidative metabolism Oxidative metabolism >180 1:1 - 1:3 03 DENSITY (con’t) Increase in density  03 DENSITY (con’t)  The rest interval between two training sessions depends directly on the intensity and duration of each session, although it may also consider factors such as:  Athlete’s training status  The phase of training  The specifics of the sport  Sessions higher than sub-maximum intensity require long rest intervals to facilitate recovery before the following session.  Sessions of lower intensities require less recovery time because the demand on the athlete is lower.  04 COMPLEXITY  Complexity refers to the degree of sophistication of a training exercise.  The complexity of a skill, its coordination demand, could increase training intensity.  A complex technical skill or element may cause learning problems and therefore extra muscular strain, especially during the phase when neuromuscular coordination is inferior.  The more complex an exercise, the greater will be the individual differences and mechanical efficiencies. 04 COMPLEXITY (con’t) Example of sport skills from simple to complex SIMPLE COMPLEX Static shooting Shooting from a crossing ball Straight hockey dribbling Zigzag hockey dribbling Serve over the net Serve over the net to the target Batting static ball Batting from a throwing ball  TRAINING METHOD  Training methods are techniques used to teach someone the necessary skills and knowledge to perform a task.  Common types of training method:- 1. Coaching and mentoring 2. Technology-based learning 3. Simulators 4. Instructor-led training 5. Role-playing 6. Films and videos THANK YU  PERIODIZATION A true definition of periodization must take into consideration that training must be SEQUENCED, INTEGRATED, AND APPLIED IN A LOGICAL FASHION. Goals:- o Optimizing the athlete’s level of performance at predetermined time points o Maximizing specific physiological and performance adaptations with structured training interventions o Reducing the athlete’s overtraining potential o Developing the athlete over the long term.  PERIODIZATION Periodization is regarded as a superior method for developing an athlete's peak performance. (Fleck, 1999; Haff, 2004; Stone et al., 1999a; 1999b, Stone et al., 2000) Periodization,the systematic planning of training variables (intensity, volume, frequency) over time, allows for progressive overload, recovery periods, and peak performance phases. (Asanovich, 2024) PERIODIZATION HIERARCHY OF TRAINING HIERARCHY OF TRAINING  Preparatory Competitive Transition Phase Phase Phase General Specific Pre-comp Main Transition Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4 W1 W2 W3 W4 W1 M T W T F S S SUNDAY 1 session AM @ PM only 2 sessions AM PM 3 sessions AM PM NIGHT HIERARCHY OF TRAINING (EXAMPLE)  Objective : To improve players cardiovascular endurance Day / Date : Sunday / 1st January 2024 Time : 6.00 pm – 7.00 pm Place : UiTM Perlis Stadium TOPIC ACTIVITY ESTIMATED TIME LAYOUT REMARKS Players follow coaches in doing a dynamic warmup. Introduction Warm up 10 minutes Players do fartlek training:- A (A) Running Main activity Fartlek training 35 minutes D B (B) Skipping (C) Striding C (D) Walking Players follow coaches in doing Cooling down 10 minutes a static cool down. Conclusion Coach & players give a feedback. Feedback 5 minutes HIERARCHY OF TRAINING (EXAMPLE FOR 1 SESSION)  MEANING?? ANNUAL Plan general directions to head towards PLAN Establish a sequence of phases to allow peak performance at a specific time PHASE POTENTIATION Apply fundamental principles such as progressive overload to ensure short-term PLANNING THE MESOCYCLE progress PLANNING THE Apply factors such as volume, intensity, frequency etc.. MICROCYLES  WHAT IS IT? The general structure of the training year Very broad and not detailed ANNUAL PLAN “like a compass on a long trek” WHAT TO PLAN? Competitions / matches Holidays / breaks from training Establish when the athletes need to be at their best Plan for testing weeks Break the year into periods (preparatory, competitive, transition) WHAT NOT TO PLAN? The mesocycle or training week Exact volume and intensities Exact exercise prescription  PHASES Structuring the year into phases Preparatory Phase Competitive Phase Transition Phase Phases should be sequenced to ensure peak performance when General Specific Pre-comp Main Transition the athlete / team requires Each phase builds on the Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec previous  PREPARATORY PHASE The global objectives of the preparatory phase of training is to ESTABLISH THE PHYSIOLOGICAL, PSYCHOLOGICAL, AND TECHNICAL ADAPTATIONS necessary for competitive success. This phase can last between 3 and 6 months. When constructing the annual training plan, coaches will generally allot more time to the preparatory phase with less developed athletes. More advanced athletes will be able to dedicate less time to this phase of training.  GENERAL PREPARATION SPECIFIC PREPARATION SUB-PHASE SUB-PHASE The primary focus of the general preparatory subphase is to establish a GENERAL PHYSICAL TRAINING The specific preparatory subphase is used to translate the basic fitness characteristics established in the BASE. general preparatory subphase of training into more This is accomplished by utilizing a large variety of SPORT-SPECIFIC FITNESS, MOTOR ABILITIES, training means that target the development of general AND TECHNICAL ABILITIES. fitness and motor abilities or skills that are undertaken for relatively higher volumes and lower This subphase contains periods of higher volume training that is coupled with periods of high-intensity intensities. training that is specifically designed to translate the This phase is typically undertaken during the early part previously established fitness gains into very specific of the preparatory phase. performance characteristics.  COMPETITIVE PHASE The competitive phase is used to ELEVATE OR MAINTAIN THE PHYSIOLOGICAL AND SPORT- SPECIFIC SKILLS developed in the preparatory phase of training while concurrently increasing the athlete’s level of preparedness and performance at key time points established in the annual training plan. During this phase, there is a reduction in the degree of emphasis on general physical preparation as the training emphasis shifts toward more skill-based conditioning activities, technical or tactical preparation, and maintenance of sport-specific fitness.  PRE-COMPETITIVE MAIN COMPETITIVE SUB-PHASE SUB-PHASE This subphase is marked by an INCREASING The main competitive subphase is designed with the EMPHASIS ON TECHNICAL OR TACTICAL express purpose of elevating the athlete’s overall levels of preparedness and optimizing competitive TRAINING as well as initial competitions such as performance. exhibition games or preseason competitions. The length of this subphase is largely dictated by the Although some competitions exist in this subphase, the competitive schedule. emphasis is not on competitive success; rather, the The culmination of this subphase is the primary competition or tournament contained in the macrocycle competitions are used as training tools that help the or annual training plan. coach gauge the athlete’s progress toward the main Typically, an 8- to 14-day taper is constructed at the competitive goals. end of this subphase to stimulate a super compensation of both preparedness and performance.  TRANSITION PHASE The transition phase is a period between macrocycles and annual training plans in which the athlete has the opportunity to RECOVER from the previous training cycle. Structurally the transition phase is designed to refresh the athlete physically and mentally while performing a significantly reduced training load that targets the maintenance of fitness and minimizes the emphasis on sport-specific skills. These phases last between 2 and 4 weeks but can be extended to 6 weeks if needed.  RECOMMENDATION OF ACTIVITIES (SOCCER) Preparatory Competitive Transition Phase Phase Phase General Specific Pre-comp Main Transition Conditioning General jog Speed endurance Jog Maintenance Technical Basic skills drill Drills with opponent SSG Skills maintenance Tactical SSG Long ball, short pass Game situation Video analysis Rest and recovery Psychology Team building Imagery, motivation, self-talk Flexibility 7 types of stretching with ROM increment on each phase  TYPES OF TRAINING Flexibility Sport-specific Conditioning Psychological Rehabilitation Training training Cardio Stretching Technical Imagery Pain free Resistance Tactical Team cohesion Daily routine SAQ SSG Return to sport EG: PERIODIZATION OF BIOMOTOR ABILITIES THANK YOU CHAPTER 6 PERFORMANCE PROFILING, TESTING & MEASUREMENT Prepared By Mohd Faridz Haji Ahmad (PhD) Test Validity  Deals with the degree to which the test measures on what it is supposed to measure.  Eg; weight should be measure by weight scale  It is related to accuracy.  To be valid, a test must assess what it is intending to.  Isthe test specific for your sport? Is it relevant? Is it too general?  Does it only test the fitness component that it is meant to? Are there other factors involved? Test Reliability  The outcome are consistent when the experiment/measurement/test are repeated more than once.  The test must give the same or at least +/- 5% difference result if repeated.  Essential for fitness tests because it shows that improvements are due to increased fitness levels.  A difference of +/- 5% is expected. Over 10% suggests the test is unreliable.  Test Reliability (%BF) 1st reading 2nd reading Result 3rd reading Mean (2) / Median (3) ± 2% Case 1 10 mm 10.8 mm 8% Need Median Case 2 10.5 mm 10.3 mm 1.9% No need Mean (WHR) 1st reading 2nd reading Result 3rd reading Mean (2) / Median (3) ± 5% Case 1 70 cm 73 cm 4.3% No need Mean Case 2 100 cm 110.5 cm 10.5% Need Median  Test Reliability (con’t) Intra-rater Inter-rater Internal Test-retest consistency Observer 2 observer Within a If watching watching test, respondent same same respondent must do a behavior at behavior, should test more 2 their scores respond in than one, difference should a consistent they should time & the agree with way get same scores each other score each should time. same within the period.  Health-related Fitness Components Skill-related Cardiovascular Endurance Agility Muscular Strength Power Muscular Endurance Speed Flexibility Balance Body Composition** Coordination Reaction Time  Fitness Tests (con’t) Multi-Stage Fitness Standing Broad Test Grip Dynamometer T-test Jump (Cardio. (Mus. Strength) (Agility) (Power) Endurance) 1-min Push Up Sit and Reach Test 20m Sprint Test Stork Stand (Mus. Endurance) (Flexibility) (Speed) (Balance) Body Mass Index - Anderson Ball- BMI Catch Test Ruler Test (Body (Coordination) (Reaction Time) Composition) Multi-Stage Fitness Test Fitness Component: Cardiovascular Endurance Procedure:  Complete the 20m shuttle runs in time with the ‘bleeps.’  If you arrive early at the end of a shuttle, you must wait for the bleep before resuming running.  Continue until you are physically unable to.  Missing one bleep is fine, but two in a row means you are out.  Record score of level and sub level completed (e.g. 8.2).  Other similar test – Yo-Yo test, 2.4km test Grip Dynamometer Fitness component: Muscular Strength Procedure:  Hold grip dynamometer above head with straight arm.  Squeeze as you bring the dynamometer down to your side.  Record score and repeat 3 times.  Other similar test – 1RM bench press test, 1RM leg press test 1-min Push Up Fitness component: Muscular Endurance Procedure:  The starting position is facing down (push up position).  Lower body until chest nears the ground & return up. This is one repetition.  Perform in 1 min & count the repetitions.  Other similar test – 1-min Sit Up Sit and Reach Test Fitness component: Flexibility Procedure:  Sit with straight legs up against the bench.  Reach fingers forward and hold.  Measure from the ‘bobbles on bench.’ If fingers are past this point give a ‘+ score’, if behind a ‘– score.’  Repeat 3 times.  Other similar test – Direct methods using a Goniometer / Inclinometer / Flexometer. Body Mass Index (BMI) T-test Fitness Component: Agility Procedure:  Starts at cone A & on the command sprints to cone B to touch it.  Turn left and shuffle sideways to cone C (touch it) and sideways to the right to cone D (touch it)  Then shuffle back to cone B (touch it) & run backwards to pass over cone A.  Record best score from 3 trials.  Other similar test – Illinois agility test, 505 test Standing Broad Jump Fitness Component: Power Procedure:  Stand with both feet behind line.  Two footed jump as far as possible.  Measure from the back of the feet.  Record score and repeat 3 times.  Other similar test – vertical jump test 20m Sprint Test Fitness component: Speed Procedure:  Work with a partner.  Sprint the 20m track whilst partner times with stopwatch.  Repeat 3 times. Stork Stand Fitness Component: Balance Procedure:  Work with partner.  Place foot on the line. Bring other leg up so that it is flat against side of knee of standing leg.  Close eyes (partner start stopwatch when eyes close).  Stop time if eyes open, balancing foot leaves line, or other foot comes away.  45s max.  Repeat 3 times.  Other similar test – standing balance test  Anderson Ball-Catch Test Fitness Component: Coordination Procedure:  Work with partner.  Stand 2m from wall with tennis ball. Throw underarm with one hand, catch with the other.  Partner uses stopwatch and counts to record how many successful catches are completed in 30s.  A dropped ball does not mean that the test stops or the scores reset, only that you do not score for that throw.  Repeat 3 times.  Other similar test – Wall toss test Ruler Drop Test Fitness Component: Reaction time. Procedure:  Work with partner.  Partner holds ruler whilst you place thumb and forefinger either side of 30cm mark.  Partner drops ruler without warning, and you must catch as quickly as possible.  Record the score (30cm be the highest possible score, indicating an immediate catch).  Repeat 3 times. Sport-specific test  Soccer - Loughborough Soccer Passing Test  Basketball - Speed Spot Shooting Test  Tennis – Ground Stroke Test  Softball – Batting Test Anthropometric Methods (Skinfold Measurements) Anthropometric Methods (con’t) (Skinfold Measurements) Anthropometric Methods (con’t) (Skinfold Measurements) Male 1.112 – [ 0.00043499 (sum of 7SF) ] BD = + [ 0.00000055 (sum of 7SF)² ] – [ 0.00028826 (age) ] Female 1.097 – [ 0.00046971 (sum of 7SF) ] BD = + [ 0.00000056 (sum of 7SF)² ] – [ 0.00012828 (age) ] Anthropometric Methods (con’t) (Skinfold Measurements) Calculating body fat percentage from body density Men Singaporean (Chinese, Indian, Malay) Women Anthropometric Methods (BMI Measurements) Anthropometric Methods (WHR Measurements) Anthropometric Methods (WHR Measurements) THANK YOU  GENERAL EXERCISE C GUIDELINES FOR H HEALTHY ADULTS AND A CHILDREN P T 7 E Prepared By Mohd Faridz Haji Ahmad R  INTRODUCTION Adults  An adult is a human that has reached full growth.  In biological definition – means that humans had reach their sexual maturity Children  Human being between the stages of birth and puberty, or between the developmental period of infancy and puberty.  Children and adolescents (defined as individuals aged 6–17 yr) are more physically active than their adult counterparts.  Amount of O2 breathe in Measure weight in L/min/kg of BW No. of heart beats per min Amount of blood your hearts pumps in a min Volume of blood pumped from the LV per beat. Max BP Min BP Inhale – exhale per min Amount of air moves in-out from lung in 1 cycle Amount of air that enters the lungs per minute Ratio of CO2 being produced by the body and the amount of O2 being consumed GENERAL PRINCIPLES OF EXERCISE PRESCRIPTION  Designed to meet individual health and physical fitness goals.  Based on application of scientific evidence.  Intended as guidelines for apparently healthy adults.  Components to be addressed include:  Health related fitness (cardiovascular fitness, muscular strength and endurance, flexibility & body composition)  neuromuscular fitness (balance, agility), and  bone health. GENERAL PRINCIPLES OF EXERCISE PRESCRIPTION (CON’T)  When determining exercise programming, consider:  individual’s goals,  physical ability,  health status, and  available equipment. FITT PRINCIPLES  1. Static – no 2. Dynamic - 3. Active – movement moving no assistant 4. Passive – assistant 5. Isometric – 6. Ballistic – no shortening & jerky presence lengthening for movement muscle 8. Myofascial and neural tissue 7. Proprioceptive Neuromuscular stretching - Facilitation (PNF) – contract-relax Enhances neuromuscular system’s ability to movement, work in pair control movement  SPECIAL CONSIDERATION  Strength training – need proper instruction and supervision from adult.  Avoid sustained, heavy exercise in hot humid environments, be hydrated, and appropriately modify activities.  Overweight or physically inactive:  should start with moderate intensity PA as tolerated and gradually increase the frequency and time of PA to achieve the 60 -min ∙ d−1 goal.  Vigorous intensity PA can then be gradually added at least 3 d ∙ wk−1.  Children and adolescents with diseases or disabilities such as asthma, diabetes mellitus, obesity, cystic fibrosis, and cerebral palsy should have their Ex Rx tailored to their condition, symptoms, and physical fitness level.  Efforts should be made to decrease sedentary activities (i.e., television watching) and increase physical activities ( eg, walking)  CHAPTER 8 PSYCHOLOGICAL ASPECTS By MOHD FARIDZ HAJI AHMAD (PhD)  Introduction  Psychology - Scientific study of the mind and behavior.  Psychologists - involved in studying and understanding mental processes, brain functions, and behavior.  Goal:  Provide athletes, coach with necessary mental skills;  Manage demands of training and competition;  Help each to realize their potential.  Psychological Training  Methodological system that performers use to manage and regulate 1. Cognitive Restructuring their psychological state. 2. Self-Regulation  It is effective both in and out of the performance 3. Mental Rehearsal environment.  The following five (5) 4. Self-talk mental skills are common among 5. Goal Setting practitioners:-  Psychological Training (con’t) 1. Cognitive Restructuring  To help clients restructure or reframe their negative experiences.  The momentum of automatic negative thinking can carry us away into very dark places, or, we can stop ourselves and choose another direction of thought. 2. Self-regulation  Self-control both inside and outside the game, overcoming the stress of high- pressure situations and the anxiety of performance.  The fear of failure – Fight or Flight Psychological Training (con’t) 3. Mental Rehearsal  When we imagine something, a scenario of either past or future context, there is more going on than merely the visual component. 4. Self-talk  Refer self-talk as inner speech or dialogue.  It is the conversation that mostly goes on within the dome of the skull and it refers to statements we address to ourselves.  Psychological Training (con’t) 5. Goal setting  Design our own future experiences.  Can follow SMART acronym:  (A) Motivation  Personality factor, sociable variables and cognition.  Act in situation where one is evaluated, compete against others, attempt to attain a standard of excellence (Roberts, 2001).  Divided into:  (B) Self-confidence  Self-efficacy-athlete perceived ability to perform specific sport skills at a given time.  An attitude about your skills and abilities.  Can accept and trust yourself and have a sense of control in your life.  Know your strengths and weakness well, and have a positive view of yourself. (C) Concentration  Direction of attention to a single object.  Paying attention;  Avoiding distraction;  Individual process in permanently fixed attentional demand. (D) Imagery  Learning Process (Fitts & Posner Model of Motor Learning, 1967) Factors influence the total learning 1. 2. Human Environmental Factors 3. 4. Equipment Other factors Factors influence the total learning (Con’t) Factors influence the total learning (Con’t)  Psychological Tests  Known as either verbal or written tests formed to evaluate a person’s behaviour.  Below are 9 psychological tests to be addressed:- 1. 2. 3. Personality Achievement Attitude 4. 5. 6. Aptitude Emotional Intelligence 9. 7. 8. Observation Neuropsychologic Projective (Direct)  Psychological Tests (con’t) 1. Personality Tests – diagnosed psychological problems. 2. Achievement Tests - measure an individual's current level of skill or knowledge in a given subject. 3. Attitude Tests - assesses an individual's thoughts, emotions, and behaviors. 4. Aptitude Tests - to determine an individual's skill or propensity to succeed in a given activity. 5. Emotional Intelligence Tests - to measure personality traits (e.g., extroversion, agreeableness, conscientiousness).  Psychological Tests (con’t) 6. Intelligence Tests - series of tasks designed to measure the capacity to make abstractions, to learn, and to deal with novel situations. 7. Neuropsychological Tests - a test to measure how well a person's brain is working. 8. Projective Tests - designed to let a person respond to ambiguous stimuli, presumably revealing hidden emotions and internal conflicts projected by the person into the test. 9. Observation (Direct) Tests - involves observing people in a structured way, either in a laboratory or natural setting, as they carry out various pre-determined activities. “Best Quotes” “Your love makes me strong, your hate makes me unstoppable”  “Best Quotes” “I trained 4 years to run 9 seconds.. And people give up when they don’t see results in 2 months” “Best Quotes” “If you want me to run, put me on the bench. If you want me to score, put me on the field. At the end, coach played him, and he score 2 goals  “Best Quotes” “If we dare to win, we should dare to lose”  “Best Quotes” “When they talk, you work, When they laugh, you keep working, Then when they silence, you show up and shine”  THANK YOU