NCCP Design a Basic Sport Program PDF

Reference Material NCCP Design a Basic Sport Program Reference Material  PARTNERS IN COACH EDUCATION The National Coaching Certification Program is a collaborative program of the Government of Canada, provincial/territor...

Reference Material NCCP Design a Basic Sport Program Reference Material  PARTNERS IN COACH EDUCATION The National Coaching Certification Program is a collaborative program of the Government of Canada, provincial/territorial governments, national/provincial/territorial sport organizations, and the Coaching Association of Canada. The programs of this organization are funded in part by the Government of Canada. © This document is copyrighted by the Coaching Association of Canada (2020) and its licensors. All rights reserved. Printed in Canada.  NCCP Design a Basic Sport Program: Reference Material Table of Contents 1 Who are your participants?..................................................................................................6 1.1 Developmental considerations.........................................................................................6 1.3 Physical literacy: Key to an active healthy life and sporting excellence...........................8 1.4 Overview of long-term development (LTD)....................................................................11 1.5 LTD summary by coaching contexts............................................................................ 12 1.6 Specialization................................................................................................................ 16 1.7 Sport for Life athlete development matrix: Growth and developmental considerations.16 2 Skills and abilities of your sport....................................................................................... 17 2.1 Physical abilities (athletic abilities)........................................................................................ 17 2.2 Importance of physical and motor abilities by sport family............................................ 19 3 What are my objectives?................................................................................................... 32 3.1 Types of objectives in a sport program......................................................................... 32 3.2 Training principles......................................................................................................... 33 3.3 The development and maintenance of athletic abilities................................................ 34 4 Training specific athletic abilities.................................................................................... 36 4.1 Developing and maintaining speed............................................................................... 36 4.2 Developing and maintaining speed endurance............................................................. 37 4.3 Developing and maintaining aerobic capacity............................................................. 38 4.4 Developing and maintaining aerobic power.................................................................. 39 4.5 Developing and maintaining strength............................................................................ 40 4.6 Developing and maintaining power.............................................................................. 41 4.7 Correctives: Flexibility (mobility) training....................................................................... 42 4.8 Correctives: Core (stability) training.............................................................................. 51 4.9 Motor athletic abilities (agility, balance, coordination)................................................... 54 4.10 Project Score............................................................................................................... 55 5 Major questions for setting up a sport program............................................................. 57 5.1 Sport program............................................................................................................... 58 2023 © Coaching Association of Canada Page 3  NCCP Design a Basic Sport Program: Reference Material 5.2 Overview of periodization terms.................................................................................... 60 5.3 Structure of a sport program......................................................................................... 60 5.4 Objectives of periods and phases of seasonal sport programs................................... 62 5.5 Types of sport programs............................................................................................... 66 5.6 Planning a sport program.............................................................................................. 67 6 Linking the sport plan and practices................................................................................ 71 6.1 The warm-up................................................................................................................. 71 6.2 Activity planning guidelines for various stages of skill development............................. 74 6.3 Summary table: Training methods................................................................................ 76 6.4 Types of exercises and their use in different phases of a.......................................... 79 sport program.............................................................................................................. 79 6.5 Combining athletic abilities in training........................................................................ 80 6.6 Types of exercises and their use in different phases of a sport program.................... 82 6.7 Use of exercises in different phases of a sport program.............................................. 86 6.8 Progression parameters in a sport program................................................................. 87 6.9 Progression parameters applied to technical and tactical........................................... 89 training in team sports................................................................................................. 89 7 Common issues and possible solutions.......................................................................... 91 8 Selection of athletes.......................................................................................................... 94 9 Practice plans from various sports.................................................................................. 98 10 Seasonal plans from various sports.............................................................................. 108 Page 4 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material Acknowledgements Main Writers Donna Harris, ChPC Contributors Charles Cardinal Claudia Gagnon David Cooper David Hill, ChPC Gérard Lauzière, ChPC Jennifer Stielow Kelly Lockwood, ChPC Kylo Harris, ChPC Leo Thornley Maxime Trempe Megan Foster Myriam Paquette Peter Niedre, ChPC Suzanne Chaulk, ChPC Yolande Usher The Collection, Use and Disclosure of Personal Information The Coaching Association of Canada collects your NCCP qualifications and personal information, and shares that with all NCCP partners, according to the privacy policy detailed online at www.coach.ca. By participating in the NCCP, you are consenting to your information being gathered and shared as detailed in the privacy policy. If you have any questions or would like to abstain from participating in the NCCP, please contact [email protected]. 2023 © Coaching Association of Canada Page 5  NCCP Design a Basic Sport Program: Reference Material 1 Who are your participants? 1.1 Developmental considerations Certain changes occur as children grow and develop. These changes can also be called stages of development and they affect every aspect of life and sport. Stages of physical development influence the ability to perform skills. Stages of emotional development affect the kind of cooperation or competition that individuals are capable of. In general, there aren’t major developmental differences between boys and girls before puberty. However, during adolescence, performance capabilities become increasingly different in some areas. As a coach, you need to know how such changes may affect performance in sport. 1.2 Puberty Puberty is the time of life when important transformations occur that affect the body and mind. During this time, adult sexual characteristics develop. Here are some key points about puberty: It’s a period of rapid change in several areas (growth, motor development, interests, relations with others). Individuals go through predictable phases of puberty. The amount of time in each phase isn’t predictable. That unpredictability means that at a given age there can be a lot of variability among individuals. When does puberty begin? Puberty’s onset is highly variable, although as a rule it occurs earlier for females than males. For each gender, puberty may begin at a wide range of ages. Males: Puberty begins on average at 12.5 to 13 years of age. However, it may begin 2 years earlier or later for about 25 to 30% of individuals. In some cases, puberty may even begin 4 years earlier or later. Females: Puberty begins on average at 11 to 11.5 years of age. However, it may begin 1 to 1.5 years earlier or later for about 25 to 30% of individuals. In some cases, puberty may even begin 2 to 2.5 years earlier or later. How long does puberty last? On average, puberty lasts 4 years for both males and females. Again, there can be a high degree of variability. For about 25 to 30% of individuals, puberty may be 1 to 1.5 years longer or shorter than the average. In some cases, puberty may last even longer. Page 6 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material Why is this information important to the coach? When it comes to puberty, there will be early developers and late developers. Participants of the same age aren’t all at the same stage of development. Some participants reach puberty at a very young age (early developers), which may give them an advantage for a short period of time when they train or compete against others of the same age. Other participants (late developers) won’t enter puberty until a few years later. Athletic success at the adult level isn’t determined by how early individuals reached puberty or how quickly they went through puberty. Many late developers may become very good athletes. Michael Jordan, one of the best basketball players of all time, is a notable example of a late- developing athlete. Adapting activities during adolescence A given activity may be appropriate for training the athletic abilities of some participants, but not yet appropriate for others. Therefore, some activity characteristics (intensity, duration, practice conditions) may need to be adapted to meet the needs of some participants. Coaches need to focus on adapting activities to the participant’s developmental stage, to account for the differences between average participants and any early or late developers. These adaptations will provide each participant with an appropriate challenge and increase the likelihood that those participants will enjoy, succeed in and stay involved in sport. 2023 © Coaching Association of Canada Page 7  NCCP Design a Basic Sport Program: Reference Material 1.3 Physical literacy: Key to an active healthy life and sporting excellence A New Approach? As a nation, we have to change the thinking of many groups that work with young children. Too many organizations think of children as a resource to be brought into their sport, and to be kept in that single sport for as long as possible – the “get them early and keep them” approach. This “get them and keep them” approach restricts the range of physical literacy skills that children develop, diminishes their all-round athletic development, and stops too many children from experimenting with different sport – and finding the one that is just right for them. Long-term, both the sports and the children are hurt by this approach. Figure 10 Children Who Enter Puberty Late Have Longer Time Period to Refine Fundamental Sport Skills Time to develop skills Early Developers Time to develop skills Average Developers Females Time to develop skills Late Developers Time to develop skills Early Developers Males Time to develop skills Average Developers Time to develop skills Late Developers Age 8 9 10 11 12 13 14 15 16 17 18 19 Physical Literacy – The Key to an Active Healthy Life and to Sporting Excellence Being physically active is more important to health than just Physical literacy also provides a foundation from which about any other part of life over which we have control. sporting excellence can grow. Recent research suggests that it is better for your health to be overweight and active than to be of normal weight and To develop the highest levels of sporting excellence in late be inactive. For this reason alone it is critical that children specialization sports requires about 10 years of deliberate develop the knowledge, skills and attitudes that give them practice, and requires that the person first develop their the very best chance of staying active throughout their lives. athletic abilities and, only when these have been refined, specialize in sport specific techniques and skills. When a child has confidence in his or her ability to take part in recreational and sporting activities without fear All too often, early overspecialization in a single sport leads of showing themselves up, the probability that they will to a failure to become physically literate, to poorer ultimate join in is high; and if they enjoy the activity they will likely performance than would otherwise be the case, and to injury, continue with it. A child’s movement confidence develops burnout and early retirement from sport. gradually as they grow and learn, and the child is constantly comparing their own level of ability with the ability of the Physical literacy is, therefore, the key both to developing children with whom they play. Physically literate children who habits of life-long physical activity for enjoyment and health, move with skillful purpose KNOW that they move well, and and to the development of athletes who have the strong this confidence encourages them to try new and different foundation that will permit them to reach the highest levels activities without fear. of international sporting excellence – to become world-class athletes. (Source: Sport for Life, 2007) Page 8 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material A New Approach? Early vs. Late Developers opponents is not always fun, particularly in contact sports, and late developers therefore tend to drop out – despite Adolescence is the period between childhood and becoming the fact that in the long run they have greater potential an adult. While both the start and end of this period are for success. There are also disadvantages of being an early difficult to define, it is usually obvious when a youth is going developer. Early in adolescence early developers (who go through the many physical, psychological, social and sporting through a relatively rapid but short adolescence) are bigger, changes that accompany it. stronger and faster than their peers and this often translates into sporting success. However, as late developing team Not all children enter adolescence at the same age, and it mates and competitors go through their longer, more takes different children different lengths of time to complete sustained, growth spurt those late developers eventually the process. In general, children who enter adolescence early catch up with and surpass the early developers. With their pass through it faster than those who start later, and whether late developing peers now bigger faster, stronger, and more you start early or late partially depends on your body shape. skilled than them, the early developers tend to drop out of Stockier, more muscular children usually enter adolescence their sport towards the end of adolescence. earlier than their peers who are thinner and leaner. Females: For females the situation is less clear, but appears The whole process starts at about age 10-11 for girls, and to be reversed. The rapid growth of breasts and the widening about 2 years later for boys, usually takes 3 to 4 years to of hips, along with social pressures to discontinue sport complete. This means that for girls aged 12, some will have invovlement, can cause early developing to drop out early in almost completed the physical changes of puberty, while their teen years; while late developing females who have had others have barely started. For boys the greatest range of success with their prepubescent bodies as teammates develop development is found in 14 year olds. before them face the same difficulty when older. Few sports understand the difficulties faced by early and late developers, and those difficulties are different for boys and girls. Because of this, in many Canadian sports there are disadvantages to being either an early or a late developer. One advantage late developers should have is that they have a longer period of time between learning fundamental movement skills and the onset of adolescence (see Figure 10). This Learn to Train stage is a time when the human body is perfectly designed for the acquisition and refinement of sport skills, and the longer a child is in this stage, the better developed their skills can become. The Challenge In Sport For Late and Early Developers Males: In reality, male late developers are often at a great disadvantage, and this is especially true in sports where age group competitions are held. As their peers go through puberty, late developing males find themselves much smaller, less muscular and physically weaker. Training and competing against bigger, stronger and faster 2023 © Coaching Association of Canada Page 9  NCCP Design a Basic Sport Program: Reference Material A New Approach? Figure 11 Early and Late Maturing Children Drop Out of Sport at Different Times For Different Reasons Early and late developers approximately the same size and weight Pre-adolescence Males who develop early are bigger and stronger than late developers and often have success. Late developers tend to drop out at this age. Females who develop early fall behind late developers in performance because rapid breast and hip-width development impedes performance. Early developers therefore Early tend to drop out. Adolescence Early Adulthood Males who develop late end up bigger and stronger than early developers and now have success (if they stayed in sport). Early developers tend to drop out at this age. Late developing females’ eventual breast and hip-width development starts to impede performance. As a result early developers (if they stayed in sport) capability catches up now, causing late developers to drop out as success becomes more challenging. Late developers eventually catch-up and Late-adolescence Mid-adolescence pass early developers in physical development. Page 10 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material 1.4 Overview of long-term athlete development (LTAD) For an overview, please visit Sport for Life’s web page on long-term development (LTD): https://sportforlife.ca/portfolio-view/long-term-development-in-sport-and-physical-activity-3-0/ Sensitive periods of accelerated adaptation to training PHV = Peak Height Velocity Source: Sport for Life, 2005 2023 © Coaching Association of Canada Page 11  NCCP Design a Basic Sport Program: Reference Material 1.5 LTD summary by coaching contexts Overview of the athlete’s long-term development Key program Community Competition – Competition – Competition – Competition – elements Sport Introduction Introduction Development High performance Age group Chronological Chronological/ Chronological/ Chronological/ Chronological age developmental developmental developmental age age† age† age Males: 6 to Males: 9 years Males: 9 to Males: 12 to Males: 16 to 19 years +/- 12 years 16 years 23 years +/- Females: 6 to Females: 8 years Females: 8 to Females: 11 to Females: 15 to 18 years +/- 11 years 15 years 21 years +/- General FUNdamentals Learning to train Training to train Training to Training to win orientation compete Objectives Overall Overall Sport- Sport-, event- Ages are movement sport skills specific skills and position- sport-specific, skills development development specific based on Integrated physical international Fun and Integrated conditioning normative mental, participation mental, data cognitive and cognitive and Sport-, event- General, emotional emotional and position- Maintain overall development development specific or improve development Major fitness technical/ physical Major skills development tactical capacities Integrated learning stage: aerobic preparation Further mental, stage: all and strength develop cognitive and basic sport Integrated with the technical/ emotional skills should mental, onset of peak tactical and development be learned cognitive and height velocity playing skills Screening for before (PHV) as the emotional talent entering reference point development Model all Training to possible Daily physical Develop Optimize aspects of train ancillary activity ancillary training and Introduce capacities capacities performance ancillary Frequent capacities musculoskeletal Specialization Frequent, evaluations preventive Talent during PHV breaks identification Maximize Use talent identification ancillary to help capacities participants High focus on performance 2 sports Page 12 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material Key program Community Competition – Competition – Competition – Competition – elements Sport Introduction Introduction Development High performance Type of No Single or Single or Single, double Single, periodization periodization, double double or triple double, triple but well- periodization periodization periodization or multiple structured periodization programs Frequent recovery breaks Program length 6 to 12 weeks 20 to 20 to 35 to 45 to 30 weeks 30 weeks 45 weeks 50 weeks Ratio of Most time 70% of the 60% of the 40% of the 25% of the practice devoted to time devoted time devoted time devoted time devoted (training) to games and to sports to sports to sports to sports competition activities to participation participation participation participation develop motor should be should be should be should be skills spent training spent training spent training spent training Competition Remaining Remaining Remaining Remaining and results 30% to 40% to 60% to 75% to aren’t a competition competition competition competition priority and and and and competition- competition- competition- competition- specific specific specific specific training training training training Percentages Percentages Percentages Percentages may vary may vary may vary may vary slightly, slightly, slightly, slightly, depending on depending on depending on depending on the sport the sport the sport the sport Number of Participation Sport-specific Sport-specific Sport-specific Sport-specific practices per in preferred training training technical, technical, week sport 1 or 3 times per tactical and tactical and 2 times per week 6 to 9 times per fitness training fitness training week week, including Plus, complementary 9 to 12 times 9 to 15 times Plus, participation sports per week per week participation in other sports in many other 3 to 4 times sports 3 to per week 4 times per week 2023 © Coaching Association of Canada Page 13  NCCP Design a Basic Sport Program: Reference Material Key program Community Competition – Competition – Competition – Competition – elements Sport Introduction Introduction Development High performance Specialization None None Select Select 1 sport Event- and 2 sports position- Encourage Encourage specific participation in participation in specialization a wide range a wide range of sports of sports Training First window Further Window of Tailor fitness Fully priorities: of accelerated develop accelerated and recovery established Physical adaptation to flexibility adaptation programs to preparation speed through to aerobic, the individual Maximization exercises speed and athlete of Develop strength performance speed, Further training power, and develop endurance endurance Emphasize using games through flexibility games and training, Introduce relays given the basic flexibility rapid growth training Further of bones, develop tendons, Develop speed by ligaments, and linear, lateral, using specific muscles and multi- activities directional that focus speed, with on agility, repetitions quickness, lasting and change less than 5 of direction seconds during the warm-up Training Develop Window of Further Perform Fully priorities: fundamental accelerated develop and basic and established Motor movement adaptation consolidate sport-specific development skills and to motor sport-specific skills under Maximization the ABCs of coordination skills a variety of of athleticism competitive performance (agility, Teach conditions balance, fundamental during training coordination movement and speed) skills and general, overall sport skills Page 14 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material Key program Community Competition – Competition – Competition – Competition – elements Sport Introduction Introduction Development High performance Training Use the ABCs Introduce Sport-specific Tailor the Fully priorities: of athletics hopping and technical technical established Technical to teach bounding training development development appropriate exercises to the Maximize and correct or training individual performance running, on hills/ wheeling, gradients to jumping and aid in strength throwing development Training Introduce Basic tactical Basic tactical Develop Develop priorities: simple rules of preparation preparation national-level, international- Tactical ethics of sport tactical skills level, tactical development Correct Correct and decision- skills and decision- decision- making decision- making in making in abilities making common common abilities competitive competitive situations situations Training Not Introduce Learn to cope Advanced Advanced priorities: applicable mental with mental mental mental Mental skills training challenges of preparation preparation competition (individualized) Highly individualized approach Training Medicine Medicine Introduce free Frequent Frequent methods ball, Swiss ball, Swiss weights use of sport- use of sport- ball, own- ball, own- specific and specific and body-strength body-strength competition- competition- exercises exercises specific specific exercises exercises * Much of this table is drawn from and summarizes Istvan Balyi’s “The Situation and the Solutions,” Coaches Report, Summer 2001, vol. 8, no. 1. † It’s widely recognized that coaches need to develop sport programs and activities that take into consideration the athlete’s developmental age. Unfortunately, few tools are available to assist coaches in determining developmental age accurately. Most such tools need considerable refinement to be of use to Competition – Introduction coaches. The Coaching Association of Canada is acutely aware of this shortcoming and is working actively to find solutions. In the meantime, coaches will need to rely mainly on chronological age or on their own judgment when making decisions regarding an athlete’s developmental status. 2023 © Coaching Association of Canada Page 15  NCCP Design a Basic Sport Program: Reference Material 1.6 Sport for Life athlete development matrix: Growth and developmental considerations The figure on the following page presents information about when to emphasize or avoid focusing on certain athletic abilities during training. These guidelines represent the opinion of experts in the fields of growth and development and of training. As such, the guidelines apply to most sports. However, for sports in which participants specialize at a very young age, such as gymnastics, some guidelines may seem to differ from commonly used training approaches. If this is the case: 1. Exercise judgment both when interpreting guidelines and when implementing sport- specific training methods. 2. Consult with recognized experts, when necessary, to ensure that training activities are appropriate, safe and adapted to participants’ physical maturity. At the same chronological age (example: 12 years of age), participants can have significant differences in physical maturity. It wouldn’t be unusual for some participants to be ahead of or behind the general training guidelines for their age by 2 or more years. Guidelines for the training of athletic abilities and participants’ age Physical Capacity Physical training should be based on the stage of development of athletes - independent of their age 6 to 8 Girls and Growth spurt - Period of GMPathway - GMPathway - First 6 years of life 6 to 9 Boys 3-4 years adolescent growth 8 to -4 4 to 0 years Section Detail Active Start FUNdamentals Learn to Train Train to Train Train to Compete Train to Win A4L Stamina/Endurance Aerobic Capacity Aerobic Power Strength Maximum Strength Strength Endurance Core strength Power Speed Segment speed Whole body speed Multi-directional speed Suppleness/Flexibility Range of motion Developed through play Introduced Developed Consolidated Refined Maintained Adapted from Sport for Life Page 16 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material 2 Skills and abilities of your sport 2.1 Physical abilities (athletic abilities) To succeed in their sport, participants must have and seek to improve certain abilities that support performance. Defining athletic abilities Ability/skill Definitions Speed Segment speed Sequence the body movements to have a distal segment of the body (example: hand/arm, leg/foot) move at high speed. Speed Whole-body speed Perform quick movements or cover a given distance in the shortest possible time (example: all-out efforts lasting up to 8 seconds). Speed Multi-directional speed Make quick changes in direction. Stamina* Aerobic capacity (formerly endurance) Sustain a dynamic effort over an extended period of time (example: efforts lasting several minutes or even hours). Stamina* Aerobic power Perform high-intensity, dynamic efforts that are predominantly aerobic (example: 2 to 10 minutes). Stamina* Speed endurance Sustain efforts at near-maximum speed for as long as possible (example: very intense efforts, lasting 10 to 60 seconds). Strength Core stability Provide a base for moving other body parts by stretching and controlling the muscles around the abdomen and back. Strength Strength endurance Repeatedly perform muscle contractions at intensities below maximum strength (15 to 30 repetitions or more). Strength Hypertrophy Gain muscle size (cross-sectional area). Strength Maximum strength Make a muscle or muscle group generate the highest level of tension during a maximum contraction, regardless of the contraction’s duration. 2023 © Coaching Association of Canada Page 17  NCCP Design a Basic Sport Program: Reference Material Ability/skill Definitions Strength Power Perform a muscle contraction or overcome a resistance as fast as possible (normally very brief efforts of 1 to 2 seconds). Flexibility/suppleness Perform movements of large amplitude at a joint, without sustaining an injury. Agility The ability to execute movements or to move rapidly, with precision and with ease. Balance Achieve and maintain stability or keep control of the body while executing movements. Coordination Perform movements in the correct order and at the right time. Quickness React and change body position with a maximum rate of force production. Technical/tactical Acquire and consolidate basic sport-specific skills. Analyze a basic skills situation and produce a correct response, which gives a competitive advantage or increases the probability of a good performance. Variations of basic Acquire and consolidate variations of basic sport-specific skills. technical/tactical Analyze a complex situation and produce a correct response. skills * Aerobic stamina is a broad term that is sufficient for most sports. In endurance sports, however, the more specific terms aerobic power and aerobic capacity are used. Defining mental skills Mental skill (as Definitions appropriate) Attentional control Actively direct one’s attention to relevant cues in the environment. Emotional control Maintain appropriate feelings at optimum levels of intensity and functioning. Goal setting Establish what one wants to accomplish, which will give a sense of purpose and direction to training and competition. Page 18 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material 2.2 Importance of physical and motor abilities by sport family Note: The tables below represent general abilities of sports. There will be positional and task- specific differences (example: goal keepers, pitchers, forwards, defense, skipper/crew, etc.) Team sports Soccer, Baseball, Sport for Life Competition – Ice hockey, Lacrosse, Softball, term Development term Basketball Rugby* Volleyball† Stamina Aerobic capacity moderate moderate low Stamina Aerobic power high moderate low Stamina Anaerobic lactic high very high moderate Speed Segment speed high moderate very high Speed Whole body speed high high high Multi-dimensional moderate, Speed very high very high speed high Core / strength / Strength high high very high stability Strength Strength endurance high high moderate moderate, Strength Hypertrophy moderate low high moderate, Strength Max strength moderate moderate high high, Strength Power high high very high Suppleness Flexibility moderate moderate moderate Physical literacy Agility very high very high high / motor ability Physical literacy Balance high high moderate / motor ability Physical literacy Coordination high very high very high / motor ability Physical literacy Quickness very high high high / motor ability 2023 © Coaching Association of Canada Page 19  NCCP Design a Basic Sport Program: Reference Material Cyclical sports Long duration: Speed skating (> 5 km), Road cycling, Running (> 5 km), Cross-country skiing, Distance swimming Medium duration: Speed skating (1.5 to 5 km), Speed skating (short track), Track cycling (3 to 5 km), Running (800 to 3000 m), Swimming (400 to 800 m), Rowing, Canoe kayak (flat water 500 m and 1000 m) Short duration: Speed skating (< 1.0 km), Speed skating (short track), Track cycling (< 2 km), Swimming (< 100 m), Running (< 400 m), Canoe kayak (flatwater 200 m) Sport for Life Competition – Long Medium Short duration term Development term duration duration Stamina Aerobic capacity very high very high moderate Stamina Aerobic power high very high high Stamina Anaerobic lactic moderate very high very high Speed Segment speed low low moderate Speed Whole body speed moderate moderate high Multi-dimensional Speed low low low speed Core / strength / Strength low moderate high stability Strength Strength endurance low high high Strength Hypertrophy low low moderate moderate Strength Max strength low low (relative to body mass) Strength Power low moderate very high Suppleness Flexibility moderate moderate moderate Physical literacy / Agility low low low motor ability Physical literacy / Balance moderate moderate moderate motor ability Physical literacy / Coordination high high high motor ability Physical literacy / Quickness low low low motor ability Page 20 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material Combative sports Sport for Life Competition – Karate, Boxing, Judo, Wrestling term Development term Fencing, Taekwondo Stamina Aerobic capacity low low Stamina Aerobic power moderate moderate Stamina Anaerobic lactic high moderate Speed Segment speed high very high Speed Whole body speed high high Multi-dimensional Speed high speed low Core / strength / Strength high stability very high Strength Strength endurance high high Strength Hypertrophy moderate to high low high (relative to high (relative to body Strength Max strength body mass) mass) Strength Power very high very high Suppleness Flexibility high very high Physical literacy Agility very high / motor ability very high Physical literacy Balance very high / motor ability very high Physical literacy Coordination very high / motor ability very high Physical literacy Quickness very high / motor ability very high 2023 © Coaching Association of Canada Page 21  NCCP Design a Basic Sport Program: Reference Material Artistic sports Competition – Figure Skating, Sport for Life Development Artistic Gymnastics Diving term term Swimming Stamina Aerobic capacity low low low Stamina Aerobic power moderate moderate moderate Stamina Anaerobic lactic high high low Speed Segment speed moderate high moderate Speed Whole body speed high high high Multi-dimensional Speed low low low speed Core / strength / Strength very high very high very high stability Strength Strength endurance high high low Strength Hypertrophy low low low high (relative high (relative to high (relative to Strength Max strength to body body mass) body mass) mass) Strength Power very high very high very high Suppleness Flexibility very high very high very high Physical literacy Agility very high very high very high / motor ability Physical literacy Balance very high very high very high / motor ability Physical literacy Coordination very high very high very high / motor ability Physical literacy Quickness very high very high very high / motor ability Page 22 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material Single-action sports Competition – Sport for Life Development Throws Jumps Weightlifting term term Stamina Aerobic capacity low low low Stamina Aerobic power low low low Stamina Anaerobic lactic low low low Speed Segment speed very high very high very high Speed Whole body speed high high high Multi-dimensional Speed low low low speed Core / strength / Strength very high very high very high stability Strength Strength endurance moderate moderate moderate Strength Hypertrophy moderate high high high (relative high (relative to high (relative to Strength Max strength to body body mass) body mass) mass) Strength Power very high very high very high Suppleness Flexibility moderate moderate moderate Physical literacy Agility low low low / motor ability Physical literacy Balance high high high / motor ability Physical literacy Coordination very high very high very high / motor ability Physical literacy Quickness very high very high very high / motor ability 2023 © Coaching Association of Canada Page 23  NCCP Design a Basic Sport Program: Reference Material Precision sports Sport for Life Competition – Curling, Shooting, Archery, Bowling, term Development term Golf Stamina Aerobic capacity low Stamina Aerobic power low Stamina Anaerobic lactic low Speed Segment speed low Speed Whole body speed low Multi-dimensional Speed speed low Core / strength / Strength stability moderate Strength Strength endurance low to moderate Strength Hypertrophy low Strength Max strength low Strength Power low Suppleness Flexibility moderate Physical literacy / Agility motor ability low Physical literacy / Balance motor ability moderate Physical literacy / Coordination motor ability very high Physical literacy / Quickness motor ability low Page 24 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material Racquet sports Sport for Life Competition – Tennis, Squash, Racquetball, term Development term Badminton, Table tennis Stamina Aerobic capacity moderate Stamina Aerobic power high Stamina Anaerobic lactic high Speed Segment speed very high Speed Whole body speed very high Multi-dimensional Speed speed very high Core / strength / Strength stability very high Strength Strength endurance high Strength Hypertrophy low Strength Max strength low Strength Power very high Suppleness Flexibility high Physical literacy / Agility motor ability very high Physical literacy / Balance motor ability very high Physical literacy / Coordination motor ability very high Physical literacy / Quickness motor ability very high 2023 © Coaching Association of Canada Page 25  NCCP Design a Basic Sport Program: Reference Material Alpine skiing Sport for Life Competition – Alpine skiing term Development term Stamina Aerobic capacity low Stamina Aerobic power moderate Stamina Anaerobic lactic high Speed Segment speed low Speed Whole body speed moderate Multi-dimensional Speed low speed Core / strength / Strength moderate stability Strength Strength endurance high Strength Hypertrophy low Strength Max strength moderate Strength Power high Suppleness Flexibility low Physical literacy / Agility moderate motor ability Physical literacy / Balance very high motor ability Physical literacy / Coordination high motor ability Physical literacy / Quickness high motor ability Page 26 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material Freestyle skiing Sport for Life Competition – Freestyle skiing term Development term Stamina Aerobic capacity low Stamina Aerobic power moderate Stamina Anaerobic lactic high Speed Segment speed moderate Speed Whole body speed moderate Multi-dimensional Speed low speed Core / strength / Strength very high stability Strength Strength endurance high Strength Hypertrophy low Strength Max strength moderate Strength Power very high Suppleness Flexibility moderate Physical literacy / Agility very high motor ability Physical literacy / Balance very high motor ability Physical literacy / Coordination very high motor ability Physical literacy / Quickness high motor ability 2023 © Coaching Association of Canada Page 27  NCCP Design a Basic Sport Program: Reference Material Sliding sports Sport for Life Competition – Bobsleigh Luge, Skeleton term Development term Stamina Aerobic capacity low low Stamina Aerobic power low low Stamina Anaerobic lactic moderate moderate Speed Segment speed moderate moderate Speed Whole body speed very high very high Multi-dimensional Speed low low speed Core / strength / Strength moderate moderate stability Strength Strength endurance moderate moderate Strength Hypertrophy very high moderate Strength Max strength very high moderate Strength Power very high very high Suppleness Flexibility moderate moderate Physical literacy / Agility moderate moderate motor ability Physical literacy / Balance moderate moderate motor ability Physical literacy / Coordination high high motor ability Physical literacy / Quickness very high very high motor ability Page 28 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material Water skiing Sport for Life Competition – Water skiing term Development term Stamina Aerobic capacity low Stamina Aerobic power moderate Stamina Anaerobic lactic moderate Speed Segment speed moderate Speed Whole body speed low Multi-dimensional Speed low speed Core / strength / Strength high stability Strength Strength endurance moderate Strength Hypertrophy low Strength Max strength moderate Strength Power high Suppleness Flexibility high Physical literacy / Agility high motor ability Physical literacy / Balance very high motor ability Physical literacy / Coordination very high motor ability Physical literacy / Quickness high motor ability 2023 © Coaching Association of Canada Page 29  NCCP Design a Basic Sport Program: Reference Material Sailing Sport for Life Competition – Sailing term Development term Stamina Aerobic capacity low Stamina Aerobic power low Stamina Anaerobic lactic moderate Speed Segment speed low Speed Whole body speed low Multi-dimensional Speed low speed Core / strength / Strength high stability Strength Strength endurance moderate Strength Hypertrophy low Strength Max strength low Strength Power low Suppleness Flexibility moderate Physical literacy / Agility moderate motor ability Physical literacy / Balance high motor ability Physical literacy / Coordination high motor ability Physical literacy / Quickness moderate motor ability Page 30 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material Surfing Sport for Life Competition – Surfing term Development term Stamina Aerobic capacity moderate Stamina Aerobic power moderate Stamina Anaerobic lactic moderate Speed Segment speed moderate Speed Whole body speed low Multi-dimensional Speed low speed Core / strength / Strength very high stability Strength Strength endurance high Strength Hypertrophy low Strength Max strength low Strength Power high Suppleness Flexibility moderate Physical literacy / Agility high motor ability Physical literacy / Balance very high motor ability Physical literacy / Coordination very high motor ability Physical literacy / Quickness high motor ability 2023 © Coaching Association of Canada Page 31  NCCP Design a Basic Sport Program: Reference Material 3 What are my objectives? 3.1 Types of objectives in a sport program The tables below list certain types of objectives that a coach can try to achieve in a sport program. Several objectives can be associated with the same activity. For example, participants can try to improve while having fun or they can experiment while either trying to do their best or win. Type of objective: General Objective Comments Participate Take part in the event. The performance and result aren’t important. Gain experience Experiment with new things. The performance and result aren’t important. Have fun Above all, make the experience enjoyable and pleasurable. Type of objective: Athletic, physical, and motor abilities Objective Comments Develop/Improve Try to raise the level of the athletic ability. Maintain When a given athletic ability is considered to be sufficiently developed, maintain it at that level and prevent it from declining. Type of objective: Technical elements specific to the sport Objective Comments Acquire new skills Learn how to correctly perform new movements and skills. Perform the skill correctly Execute movements well and with correct form. Consolidate the skill While still maintaining good form in the movement, try to reach a high level of efficiency or precision under variable conditions that are more difficult and unpredictable. Increase the success rate of Try to reach a high level of efficiency or precision, while skills execution still maintaining good form in the movement. Here, the action’s outcome becomes important Page 32 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material Type of objective: Tactical elements specific to the sport Objective Comments Read a situation and react In a given situation, observe the right cues, analyze them, appropriately make a decision and carry out the appropriate motor response. Vary motor responses Try to increase the number of motor responses in a given according to the situation situation. Type of objective: Performance Objective Comments Do one’s best Try to do as well as possible, whatever the outcome or result. Personal best Try to do something better than you’ve ever done before. Win Try to win, to finish in first position. Finish among the top 8 Try to attain a particular ranking with respect to other athletes in the competition. 3.2 Training principles Principle Implications for the design of training activities Adaptation Over time, the body gets used to training activities. The body adapts and improves less as the same activities continue to be performed. Individualization Training responses, in terms of both the rate and magnitude of adaptation, vary greatly from participant to participant. The training load must be a function of the individual’s current work capacity. Interference Under certain conditions, a training load that’s used to develop 1 athletic ability may negatively affect the performance capacity of another athletic ability. Maintenance An adaptation’s regression can be prevented, even if training volume and frequency are reduced. To prevent regression, the intensity and specificity must stay at the level that created the adaptation in the first place. 2023 © Coaching Association of Canada Page 33  NCCP Design a Basic Sport Program: Reference Material Principle Implications for the design of training activities Non-uniformity Adaptations don’t always occur in a linear and predictable fashion. In fact, they are usually rapid and more noticeable at the beginning of a program, but they usually plateau after several weeks or months of training. When participants are less fit, it’s possible to achieve significant fitness gains with a variety of training stimuli. As an individual’s fitness increases, the training stimulus must become more specific to produce the desired training effect. Overload For adaptation to occur, an appropriate stimulus or training load must be applied. The training load must represent a challenge for the participant. It must also create some fatigue along with a temporary decrease in the participant’s performance. Progression Overloading must be progressive. For example, participants must move from easy activities to more difficult ones or from simple to complex activities. Purpose Training activities must be planned with specific training or learning effects in mind. The purpose determines the best activities, methods and conditions to use in training. Participants must have a clear purpose in mind when they perform a task. Recovery Adaptations that follow the application of a training load can take place only if the body can recover from the training load and the resulting fatigue. Reversibility Adaptations may regress without an appropriate training stimulus. Specificity Adaptations are specific to the training load applied, the muscle groups involved and the energy systems used. Variation To achieve the maximum effect, the training stimulus must vary from time to time, even though the target athletic ability or energy system remains the same. 3.3 The development and maintenance of athletic abilities The intended outcome of training athletic abilities can be either development (to build) or maintenance. Development: the aim is to improve the current level of athletic ability. Training considerations: Time: When the goal is development instead of maintenance of a particular athletic ability, more time must be spent on the training of that particular athletic ability. Rate of improvement: For a given athletic ability, the rate of improvement is usually fairly rapid and more noticeable during the first few weeks or months of a program. The same is true when the athlete’s training background is limited. However, after a while, a lot of training may be necessary to obtain relatively small gains in performance. Page 34 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material Training response: An athlete who follows a training program for a particular athletic ability may improve a lot or very quickly, while other athletes may improve less or at a slower pace. The training response to specific programs and training methods seems to be genetically determined. Training background: An athlete’s training background is a key factor to consider when developing athletic abilities. To minimize the risk of injuries, there must be an appropriate progression in: o the training methods used o the training load of each session o the training frequency Maximum development: In some sports, top performance may require that certain athletic abilities be developed to the highest possible level (that is, to the limit of the athlete’s genetic potential). This can take several years to reach. Optimum development: In many sports, there is very little to be gained by developing athletic abilities beyond a certain point. Normative data from tests of successful athletes provide insights into the optimum level of development for a given athletic ability. The optimum level of development is often below the athlete’s genetic potential. Secondary training effects: Given the interplay between the energy systems during exercise, some secondary training effects may result from the use of methods whose primary focus is to develop a particular athletic ability. Maintenance: Once an athletic ability is sufficiently developed, the aim is to retain that level of development and prevent it from regressing. Training considerations: Intensity: Intensity shouldn’t be decreased when the goal is to maintain a given level of development for an athletic ability. Volume and frequency: The level of development for an athletic ability can be maintained, even if session or weekly training volume and frequency are less than that required to develop the given ability. 2023 © Coaching Association of Canada Page 35  NCCP Design a Basic Sport Program: Reference Material 4 Training specific athletic abilities 4.1 Developing and maintaining speed Considerations Speed Speed of movement Type of effort Intermittent (repetitions of Intermittent (repetitions of intense efforts followed by intense efforts followed by pauses, and grouped in pauses, and grouped in sets) sets) Mode/type of movement As sport-specific as As sport-specific as possible possible Intensity All-out, as fast as possible As fast as possible Length of a repetition 5 to 8 s Generally less than 1 s Number of repetitions per set 4 to 5 4 to 5 Number of sets 2 to 4 2 to 4 Total number of repetitions 8 to 20 8 to 20 Length of recovery/repetition 60 to 75 s 10 to 15 s Type of recovery/repetition Active, very low intensity Active, very low intensity, passive Recovery between sets Active, low intensity (5 to Active, low intensity (2 to 6 min) 3 min) Stop before, if … Athlete can no longer Form of movement maintain a high speed deteriorates, speed of movement decreases Minimum-maximum (min-max) 16 min 40 s / 46 min 40 s 5 min / 16 min 20 s length of protocol Significant improvement by 4 to 6 weeks 4 to 6 weeks Development 2 to 3 times per week 2 to 3 times per week Maintenance 1 set, once per week 1 set, once per week s = second(s) min = minute(s) h = hour(s) Page 36 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material 4.2 Developing and maintaining speed endurance Speed endurance Speed endurance Considerations (short efforts) (long efforts) Type of effort Intermittent (repetitions of Intermittent (repetitions of intense efforts followed by intense efforts followed by pauses, and grouped in pauses, and grouped in sets) sets) Mode/type of movement As sport-specific as As sport-specific as possible possible Intensity All-out Controlled, but almost all-out Length of a repetition 15 to 20 s 30 to 40 s Number of repetitions per set 3 to 5 2 to 3 Number of sets 2 or 3 2 or 3 Total number of repetitions 6 to 15 6 to 9 Length of recovery/repetition 1 min 30 s to 2 min 2 to 3 min Type of recovery/repetition Active, very low intensity Active, very low intensity Recovery between sets Active, low intensity (6 min) Active, low intensity (6 to 8 min) Stop earlier, if … Athlete can no longer Athlete can no longer maintain a high speed maintain a high speed Minimum-maximum (min-max) 19 min 30 s / 47 min 18 min / 48 min length of protocol Significant improvements in… 4 to 6 weeks 4 to 6 weeks Development 2 to 3 times per week 2 to 3 times per week Maintenance 1 set, once per week 1 set, once per week s = second(s) min = minute(s) h = hour(s) 2023 © Coaching Association of Canada Page 37  NCCP Design a Basic Sport Program: Reference Material 4.3 Developing and maintaining aerobic capacity Aerobic capacity Considerations (long efforts) Type of effort Continuous (no pauses during effort, fairly steady pace) Mode/type of movement Specific or involving the major muscle groups involved in the sport Intensity Submaximal, moderate Length of a repetition 20 to 45 min, or more Number of repetitions per set 1 Number of sets 1 Total number of repetitions 1 Length of recovery/repetition Not applicable Type of recovery/repetition Not applicable Recovery between sets Not applicable Stop before, if … Athlete is tired Minimum-maximum (min-max) 20 to 45 min, or more length of protocol Significant improvements in … 6 to 8 weeks Development 2 to 3 times per week Maintenance Once per week s = second(s) min = minute(s) h = hour(s) Page 38 2023 © Coaching Association of Canada  NCCP Design a Basic Sport Program: Reference Material 4.4 Developing and maintaining aerobic power Aerobic power Aerobic power Considerations (short efforts) (long efforts) Type of effort Intermittent (repetitions of Intermittent (repetitions of intense efforts followed by intense efforts followed by pauses, and grouped in pauses, and grouped in sets) sets) Mode/type of movement Specific or involving the Specific or involving the major major muscle groups muscle groups involved in the involved in the sport sport Intensity Below maximum speed Below maximum speed Should correspond to Should correspond to highest highest speed that can speed that can be sustained be sustained for about for about 6 to 8 minutes 5 minutes Maximal heart rate should Maximal heart rate should be achieved after a few be achieved after several repetitions repetitions Length of a repetition 1 min 1 min to 8 min Number of repetitions per set 4 to 6 3 Number of sets 2 to 3 2 Total number of repetitions 8 to 18 6 Length of recovery/repetition 1 min to 1 min 30 s 1 min 30 s to 2 min Type of recovery/repetition Active, low-moderate Active, low-moderate intensity intensity Recovery between sets Active, low intensity (5 min) Active, low intensity (5 to 8 min) Stop before, if … Intensity decreases too In