Elements to be considered when planning a training...
Transcript of Elements to be considered when planning a training...
Elements to be considered when planning a training session
• Health and safety considera7ons • To ensure that athletes can par/cipate safely, equipment and facili/es should be safe and well maintained.
• Coaching methods should be based on safe prac/ces.
Training session sec7ons
• 1. Providing an overview of session to athletes -‐ the coach briefly meets with them to
explain the objec/ves and ac/vi/es involved in the session. • -‐ Effec/ve instruc/ons are clear, concise, relevant, factual, well /med, construc/ve, posi/ve and informa/ve.
Warm-‐up
• 2. Warm-‐up • Phase 1: general body warm-‐up un6l the body begins to sweat e.g. jogging and skipping.
• Phase 2: stretching. • Phase 3: callisthenics e.g. push-‐ups and abdominal crunches.
• Phase 4: Skill rehearsal e.g. perform some rou/nes required later in the game.
• www.oup.com.au/pdhpe12
• hIp://www.graspr.com/videos/ROM-‐Warm-‐Up-‐and-‐Stretches
Warm-‐up
Skill instruc/on and prac/ce
• The prac/ce of skills and strategies is usually the main part of the in-‐season training session.
• If a new skill or strategy is to be learnt, it should be taught straight aQer the warm-‐up while the athletes are s/ll fresh -‐ followed by prac/ce.
• This sec/on of the training session will consist of a number of skills taught in a variety of learning ac/vi/es (drills).
• These drills will begin to resemble game-‐like situa/ons as proficiency increases.
Skill instruc/on and prac/ce
Skill instruc/on and prac/ce
• For a team sport, these progressions may involve:
• 1 execu/ng the skill when fa/gued (e.g. in basketball: par/cipa/ng in a 3-‐minute condi/oning drill and going straight to shoo/ng baskets for 60 seconds)
• 2 small-‐sided games with modified rules • 3 full prac/ce games.
• Effec/ve instruc/on is: • brief — it is important that instruc/on is concise and factual to allow maximal prac/ce /me
• well 6med — use words when their impact will be greatest
• specific — instruc/on needs to be specific to the skill, game and situa/on; it should not be general
• construc6ve — focus on the posi/ve points for improvement, not on how poorly the skill is being performed
Skill instruc/on and prac/ce
• clear — there should be no misunderstanding about the informa/on communicated by the coach.
• informa6ve — all instruc/on should relate specifically to informa/on that the players need to know.
• demonstrable — effec/ve instruc/on is supported by visual aids such as demonstra/ons to provide clear pictures of skills and techniques.
Skill instruc/on and prac/ce
Condi/oning
• General fitness condi/oning should occur aQer skill prac/ces to avoid the prac/ce being adversely affected by fa/gue or poor light.
• Fitness condi/oning should last for about 15–20 minutes.
• The only excep/ons are Fartlek training and fa/gue-‐loading, which involve /ring the athlete to prac/se performing skills when fa/gued.
Cool-‐down
• A cool-‐down of 5–10 minutes, plus stretching, helps to remove waste products and gradually bring the body back to res/ng levels.
Evalua/on
• This is an opportunity for the coach and players to reflect on training objec/ves and performances during the session.
• Talk about intensity and applica/on in training, punctuality, the next training session, player availability and the coming game.
• The evalua/on should involve the players giving feedback about the training session.
planning to avoid overtraining
Amount and intensity of training Some common errors include: • under-‐training or over-‐training • use of exercises and work rates that are not sport specific
• failure to plan long-‐term training programs to meet goals
• failure to taper training before compe//on.
Over-‐training occurs when work-‐outs are: • too long and too frequent (training volume) • too strenuous (training intensity) • conducted with inadequate recovery /mes between workouts.
planning to avoid overtraining
• Over-‐training occurs when an athlete does more work than can be physically tolerated and the amount of training exceeds the body’s ability to recover and adapt – results in more damage to /ssue, and not enough /me to repair it.
planning to avoid overtraining
How do you iden/fy an overtrained athlete?
• Symptoms which indicate over-‐exer/on on a body from over-‐training can be classified in the following way:
• Movement coordina6on symptoms e.g. disturbances in rhythm and flow of movement; lack of ability to concentrate .
• Condi6on symptoms e.g. confusion in compe//on, loss from usual tac/cs.
• Psychological symptoms e.g. over sensi/vity to cri/cism, poor incen/ve, anxiety
What do you do if you iden/fy an overtrained athlete?
• Close observa/on can help to eliminate possible serious effects of over-‐stressing.
• Coaches need to keep a constant eye on overloading, performance checks and compe//on pressures, and address issues and make necessary adjustments to the athletes training and compe//ve program.
Amount and intensity of training
• It is possible to categorise certain training factors that can accumulate, which will bring about a state of over-‐training including:
• Recovery is neglected • Demands are increased too quickly • Excessive compe//ons with maximum demands • Too rapid increase of loading aQer forced breaks from injuries