Designing and evaluating training programs. Chapter overview Planning a training program Adenosine triphosphatepage 125 Adenosine triphosphate What to

Designing and evaluating training programs

Chapter overview

Planning a training programAdenosine triphosphate page 125What to consider page 223Planning a training year page 226Planning a training session page 234Avoiding over-training page 236

Short-term training programsDesigning a short-term training program page 239

Program evaluationMonitoring training page 250Analysing the findings page 255Planning for the future page 256

Now that you’ve finished … answers

Planning a training program Page 223

What to consider…

1. Performance and fitness needs

2. Training sessions

3. Competition schedule

4. Climate and season

Integration

Consider your current sport and your local

climate. In what situations is it likely that you will need to devise an alternative plan to

allow for bad weather?

Planning a training year Page 226

Phases of competition

Training programs can be broken down into 3 distinct phases:

1.Post-season (transition)

2.Pre-season (preparatory)

3.In-season (competition)

Training volume and intensity are adjusted at each stage to suit athletes’ needs

Post-season training

Aims to:

Prevent weight gainMaintain a base level of aerobic fitnessMaintain strengthMaintain reasonable skill levelsRepair injuriesRecuperate physically and mentally

Low intensity work, but high volume

Pre-season training

Usually 8–12 weeks before the start of the season or competition

Energy systems used in sport are taxed to maximum capacity

High intensity work, but low in volume

In-season training

Maintain fitness, strength and skills developed

Intensity and volume should allow for maintenance

Often consists of intense skill practice and modified games

Activity Post-season Pre-season In season

Weight training 3 days per week 2–3 days per week 1 day per week

Running Low intensity: 1–2 days per week

High intensity: 3 days per week

High intensity: 1–2 days per week

Skills Skills practice Skills practice Skills and drills practice

Other Limited sport-specific practice

Learning strategies Game-like activities; regular competition

Source: Adapted from ML Foss and SJ Keteyian, Fox’s Physiological Basis for Exercise and Sport, 6th edn, WCB/McGraw-Hill, Boston, 1998 and SK Powers and ET Howley, Exercise Physiology Theory and Application

to Fitness and Performance, 3rd edn, Brown and Benchmark, Madison 1997

Suggested activities for the phases of a year-round training program

Macro- and microcycles

Programs can be broken down into macro- and microcycles.

These smaller blocks allow for the manipulation of training volumes, intensities and recovery.

Macrocycles: Usually last 3–6 weeks

Microcycles: 7–10 days

Each macrocycle can have a different focus

Annual training plan

An annual training plan helps athletes and coaches to achieve their goals. (p. 231)

Peaking for performance

A peak is an optimal state of athletic readiness aimed at the highest possible performance. Macrocycle and microcycles should gear athlete to peak by competition/finals etc.

A performance peak is characterised by:

Personal reflection

Have you ever adjusted your training so that you are at your peak for an event? How did your

training program change?

- Good health- An ability to cope with training

workloads and stress- Quick recovery- Extreme efficiency at producing

energy for performance- Self-confidence- High motivation and aspirations

Tapering

The act of reducing aspects of training in weeks leading up to competition

Allows body and mind to have a break from vigorous physical exertion

Provides opportunity to heal injuries and recharge energy reserves

Tapering should begin approximately 1 microcycle (7–10 days) competition

Athletes may experience some of the following during the taper period: -VO2 max increases

-Muscular strength increases-Blood lactate levels decrease-Minor injuries are healed-Soreness disappears-Glycogen stores are replenished Personal reflection

When do you think you

will need to start tapering your training to peak for

your event?

Planning a training sessionPage 234

Training sessions

1. Overview – state objective and general activities

2. Warm-ups and stretching – gentle and rhythmic use of large muscle groups and raise heart rate. Stretch after muscles are warm, either dynamic or static

3. Skill instruction and practice – set series of drills to follow. Should soon follow warm-up so that athlete doesn’t cool down

4. Conditioning – 15–20min should occur after skill work so that it is not affected by fatigue

Training sessions

5. Games (optional) – motivate and reinforce execution of skills in a competitive setting

6. Cool-down – 5–10min plus stretching returns blood to the heart and waste product removal

7. Evaluation – reflection can occur during and after the cool-down. Journal entries taken over time can provide valuable feedback for future sessions.

Avoiding over-trainingPage 236

Over-training

Negatively affects performance, leads to injury and burnout Occurs when workouts are:- Too long and too frequent- Too strenuous- Conducted with inadequate recovery times between workouts

Signs and symptoms of over-trainingPhysical performance Biological functions Psychological signs

• Decline in physical performance• Loss of muscle strength• Loss of coordination• Decrease in maximal aerobic capacity• Injury

• Increase in resting and sub-maximal heart rates• Elevation of heart rate in recovery after exercise• Increase in oxygen uptake and blood lactate during sub-maximal exercise• Increase in blood pressure• Loss of weight (or no weight loss)• Muscle tenderness• Increased risk of infection• Occasional nausea• Chronic fatigue• Early onset of fatigue when training or competing• Decrease in VO2 max• Decrease in muscle glycogen• Decrease in appetite and libido

• ‘Staleness’• Sleep disturbances• Increase in feelings of physical, mental and emotional exhaustion• Decrease in self-esteem• Difficulties in dealing with others• Social withdrawal• Feelings of overall chronic stress• Emotional instability• Decrease in motivation and commitment

Short-term training programsPage 239

Seven steps are involved in designing a short-term training program.

1 Analyse fitness and skills.

2 Decide on the duration of the program.

3 Divide the program into periods.

4 Decide on training days.

5 Create a program outline.

6 Plan training sessions.

7 Ensure that the training principles have been correctly applied.

Step 1: Analyse fitness & skill needs

Once you know what your goal for the training program is, use the SMARTER model to determine your fitness and skill gap.

Specific I want to become a better goal keeper by increasing my goal saves percentage.

Measurable A goal is saved each time I successfully prevent the opposition from scoring. I can find this information. I would like to achieve a 75 per cent success rate.

Attainable Last season, I averaged a 65 per cent success rate. I believe that 75 per cent will be challenging, but within my reach.

Realistic I believe I am now at the associative level in my sport as I have started playing at club level. I have spoken with my coach and she feels that a 75 per cent goal save rate is a realistic goal.

Timely I want to achieve this average by the end of this season, which is five months away (1 December).

Exciting This goal provides a challenge and will help to keep me motivated.

Reviewed I will review this goal on the first day of December.

Setting SMARTER goals—a water polo goalkeeper’s example

Personal reflection

What are your

short-term training goals?

Fitness needs – athlete’s current fitness level = ______________

What energy system does the activity require?What fitness components does the activity require?How efficient is your anaerobic/aerobic capacity at the moment?Are the fitness components required by the physical activity your strength/s or weakness/es?

Skill needs of physical activity – athlete’s current skill level = ____________

What skills does the activity require?Do you already have these skills?If so, what level are you at (cognitive/associative/autonomous)?What skills require the most improvement?

Determining the gap

Example Answer: The activity in question is swimming and I am required to compete in the 100m freestyle in 7 weeks time. This event relies heavily on the anaerobic energy system. This is not an area of strength for me as I am a long distance runner with a highly developed aerobic capacity. I must therefore place a great emphasis on developing speed and improving my anaerobicthreshold. I am at theassociative stage in freestyle and was coached for a few years when I was young. Therefore, my training program must emphasise the development of fitness, with a minor focus being technique.

Personal reflection

What portion of your training needs to be

devoted to skill development? How does

this compare with the amount that needs to be

devoted to fitness?

Step 2: Decide on the duration of the program

The duration of a program depends on the dominant energy system needed for the activity:

Aerobic-based training programs need 12–15 weeks.Anaerobic-based training programs need 8–10 weeks.Some strength gains can be achieved in as little as 5 weeks

In the Senior PE course, time constraints often place limitations on the length of training programs. Your teacher will guide you in this process.

Step 3: Divide the program into periods

Allows for logical progression towards goals. Once training phase determined, program should be divided into

macrocycles that last for three weeks each.

In each cycle, the first week is of a medium difficulty, the secondis more difficult and the third is for recovery.Figure 6.15 provides an estimate on how many hours should be spent training in each microcycle (week).

It is recommended that athletes focus on the ‘medium’ weeks in their program first.

A medium week should consist of sessions that are individually tiring but that do not make the athlete feel physically sore or drained at the end.

Personal reflection

What would a training session need to consist of to make you feel tired by the end but not feel sore

the next day?

Step 4: Decide on training days

Anaerobic power-based training – 3 times a week Aerobic training – up to 5 times per week.

When deciding which days to train, follow two general rules:

1. Vary the overall strain of the training days, never placing two high-stress days in a row.

2. Follow every hard day with an easy day. Easy days can be a great opportunity to work on technical skills and tactics.

Step 5: Create a program outlineEssential Optional

DayDateLocationWarm-upFitness and skill development):• Type of activity or activities• Frequency• Intensity• Time allocated• Recovery type and time.• Heart rates (taken at the conclusion of a set or activity)• Perceived exertion levels (recorded at the conclusion of a set or activity)• Fatigue rating (recorded at the end of the session)Cool-down

Total calories expendedBody weightDietSleep (night before)Feelings during and after session

Step 6: Plan training sessionsName

Week number (and dates)Week difficulty (circle)

medium hard recovery

Warm-up and stretching

Skill practice (if included in session)

Conditioning Cool-down Evaluation

MondayTraining day /Rest day

Type:Frequency:Intensity:Time:

TuesdayTraining day /Rest day


WednesdayTraining day /Rest day


ThursdayTraining day /Rest day


Continued on the next slide

Name

Week number (and dates)Week difficulty (circle)

medium hard recovery

Warm-up and stretching

Skill practice (if included in session)

Conditioning Cool-down Evaluation

FridayTraining day /Rest day


SaturdayTraining day /Rest day


SundayTraining day /Rest day


Step 7: Ensure that training principles have been applied

When the short-term training program, including a plan for individual sessions, has been written, athletes should be able to answer yes to the following questions:

§ Are your individual sessions specific to your event and your needs?

§ Are you training often enough each week?§ Are you doing the correct number of repetitions and sets each

session?§ Are you working at the correct intensity? (Remember, the

intensity will depend on the week of your program: medium, hard or recovery.)

5. Are your intervals, sets or drills running for the appropriate length of time?

6. Are you allowing your body enough rest between sets?

7. Are you appropriately increasing the stress on your body to see improvement?

8. Are you ensuring that you will not get bored? Have you made sure that you have a variety of relevant activities?

Specificity Frequency Intensity Time Overload Variety

Muscular strength

Resistance training: Muscle contractions should involve both concentric and eccentric contractions.Where possible, actions should mimic those of the sport.

Untrained athletes: 1–2 sessions per week, 2–3 sets per sessionAdvanced athletes: 3–5 sessions per week, per muscle group, split sessions, 3–6 sets per session

Untrained athletes: 8–12 RM, slow–moderate speedAdvanced athletes: 2–6 RM, slow–moderate speed

The number of sets will guide the time for each session. However, the amount of rest is constant.Untrained athletes: 2–3 minutes between setsAdvanced athletes: 3–5 minutes between sets

Gradual decreases of 2–10% of RM; the lower the RM, the heavier the weight

Machines, free weights, elastic bands, person’s own body weight, pulleys and levers, and sport-specific machines (for example, swimming resistance bench)



Muscular power Power is the result of applying force (strength) quickly; it is necessary to have adequate strength before one can develop power. Therefore, it is recommended that a power program includes a maintenance strength program.Where possible, actions should mimic those of the sport.

1–2 sessions per week, 3–6 sets per session

6–12 RM for 2–10 repetitions, fast speed

The number of sets will guide the time for each session. However, the amount of rest is constant: 3–5 minutes between sets.

Gradual decreases of 2–10% of RM; the lower the RM, the heavier the weight



Specificity Frequency Intensity Time Overload VarietyMuscular endurance

Any activity requiring the muscle to repeatedly contract against a resistance, such as plyometrics and weight training.

3 sessions per week, 3–6 sets per session

15+ RM for 15–30 repetitions, medium speed

The number of sets will guide the time for each session. However, the amount of rest is constant: 1–3 minutes between sets.

Gradual decreases of 2–10% of RM; the lower the RM, the heavier the weight.




Cardio-respiratory (aerobic) capacity

Continuous training, intermediate – long-interval training, fartlek training

Cardio-respiratory gains can be achieved with as few as 2 sessions per week in beginner athletes; however, 3–5 sessions per week are recommended.

Continuous training: 50–85% of maximum heart rateInterval training: moderate duration, high-intensity pace training: 85–90% of maximum heart rate

Continuous training: 20–60 minutes (not including warm-up and cool-down); less time for beginners; more for advanced athletesInterval training: 30–60 minutes in total, bouts of 4–10 minutes with active rest

Gradual increases in intensity (increasing lactate threshold) or distance

Walking, jogging, running, swimming, cycling



Speed (anaerobic)

Short-interval training, intermediate-interval training

Alactacid:10 sec—5 sets per workout, 10 repetitions per set< 20 sec—3 sets per workout, 8 repetitions per setAlactacid/lactic acid:30–45 sec—4 sets per workout, 4 repetitions per set1:20–1:30 min—2 sets per workout, 4 repetitions per setAnaerobic:1:45–2:15 min—1 set per workout, 5 repetitions per set2:30–3 min—2 sets per workout, 2 repetitions per set

85–100% of maximum heart rate

Alactacid:10 sec—1:4 work–relief ratio, complete rest recovery< 20 sec—1:3 work–relief ratio, complete rest recoveryAlactacid/lactic acid:30–45 sec—1:3 work–relief ratio, work–relief1:20–1:30 min—1:2 work–relief ratio, work–reliefAnaerobic:1:45–2:15 min—1:2 work–relief ratio, work–relief2:30-3 min—1:1 work or complete rest recovery

Gradual increases in intensity or distance

Track, sprinting, cycling, swimming, gym machines


Specificity Frequency Intensity Time Overload VarietyFlexibility Static

stretching, PNF, dynamic stretching

There is no maximum frequency. Stretch MUST occur every session after a suitable warm-up and at the very end of the session.

Static and PNF: Low intensity, no bouncingDynamic: gentle repetition of the types of movements associated with the sport

Static: Held for 10–30 sec in a pain-free positionPNF: Static stretch held for 10–20 sec, 6 sec of isometric contraction, 10–20 sec of further static, and so on

Gradual increases in range of movement across joint. Be careful not to over-stretch using the PNF technique.

Individual stretching, pair stretching, assisted (e.g. elastic band), during an aerobics class (dynamic)


Specificity Frequency Intensity Time Overload VarietyAgility, Coordination, Balance, Reaction Time

These components will be developed in the skill training phase of a session. The skills and drills will depend on the physical activity.

Cognitive and associative stage of learning: every sessionAutonomous stage of learning: most sessions (some may be conditioning only)

Cognitive and associative stage of learning: Usually at the start of a session when the athlete is fresh.Autonomous stage of learning: Integrated with fitness conditioning and often when the athlete is tired (fatigue loading)

Drills can become more challenging. Examples include:perform the drill for longer; perform the drill faster; or increase the success rate before completing drill

Will depend on the physical activity in question.

Program evaluationPage 250

Monitoring training

It is important to monitor a training program to ensure that athletes are given appropriate feedback and remain motivated.

Common mistakes that are often identified when monitoring training programs include:

• over-training

• under-training

• inappropriate training methods

• inappropriate intensity

• training that is not specific to the athlete’s goals

• failing to taper.

Periodic fitness testing

Keeps athlete motivated Highlights problematic areas

Tests should be performed regularly to provide best feedback.

At the least, tests should be performed before (pre-testing) and after (post-testing) all programs to provide a basic summary of achievements

Keeping a journal

Journal entries should consist of two sections:

• a log of the fundamentals of the session, such as frequency, intensity, time and type of training

• a section for additional information and reflection.

Personal reflection

Have you ever kept a training journal?

Was it beneficial and, if so, how?

Information to include in a training journalEssential Optional

Day: Total calories expended:

Date: Body weight:

Location: Diet:

Warm-up: Sleep (night before):

Fitness and skill development):• Type of activity or activities• Frequency• Intensity• Time allocated• Recovery type and time.• Heart rates (taken at the conclusion of a set or activity)• Perceived exertion levels (recorded at the conclusion of a set or activity)• Fatigue rating (recorded at the end of the session)Cool-down

Feelings during and after session:

Borg rating of perceived exertion (RPE) scaleBorg scale

Borg scale descriptor

Level of exertion Time that exertion can be comfortably maintained

6 No exertion at all

7 Extremely light All day

8 Extremely light

9 Very light Very light, as for a healthy person taking a short walk at his or her own pace.

All day with breaks

10 5–10 hours

11 Light 4–5 hours

12 2.5–4 hours

13 Somewhat hard Somewhat hard. It still feels OK to continue. 1.5–2.5 hours

14 50–90 minutes

15 Hard (heavy) It is hard and tiring, but continuing is not terribly difficult.

25–50 minutes

16 15–25 minutes

17 Very hard Very hard. It is very strenuous. You can still go on, but you really have to push yourself and you are very tired.

7–15 minutes

18 3–7 minutes

19 Extremely hard An extremely strenuous level. For most people this is the most strenuous exercise they have ever experienced.

30 seconds – 3 minutes

20 Maximal exertion < 30 seconds

Fatigue test

Aim

To measure and monitor your levels of fatigue during training

Equipment stopwatch

Procedure

Do the following after rising in the morning but before breakfast or stimulants (tea or coffee).

1 Sit quietly for 3 to 5 minutes until your heart rate is stable. You can read the paper during this time.

2 Take the resting heart rate at the wrist for 10 seconds. Then, multiply the number of beats by six to get the rate per minute.


3 Start the stopwatch and begin stepping (up with one foot then the other, then down with the first foot and then the other). The entire sequence of stepping up and down should take 2 seconds and be repeated 30 times in 1 minute.

4 After 1 minute of stepping, stop. While still standing, take the post-exercise heart rate and then sit down immediately.

5 Sit quietly and relax. At 30 seconds after exercise, take your heart rate for 10 seconds. Then, multiply the number of beats by six to get the rate per minute.

6 At 60 seconds after exercise, take the final heart rate.

Record your results in a table like the one on the following slide. To calculate the fatigue index, add up all of the heart rate measurements.

Fatigue test recording form

10-second pulse × 6 = beats per minute

1 Resting ____________ × 6 = ____________

2 Exercise ____________ × 6 = ____________

3 30 seconds after exercise ____________ × 6 = ____________

4 60 seconds after exercise ____________ × 6 = ____________

Fatigue index (sum of above) ____________ beats

Criteria for evaluating the fatigue testIncrease in fatigue index

Risk of over-training

0 to 20 above resting Not generally a concern

unless sustained

20 to 30 above resting Slightly increased

30 to 45 above resting Increased risk

More than 45 above

resting

High risk (suggest no training)

Monitoring goals

Allows coaches and athletes to determine if something is wrong with the program

Provides insight into an athlete’s attitude. There is no point monitoring athletes’ progress with periodic fitness testing if they have lost motivation and fail to see the point of their training.

Analysing the findings

1. Have any of my periodic fitness tests shown a plateau or decline in performance? If so, is there a plausible reason for this? If not, what modifications should I make to my training program?

2. Have any issues arisen repeatedly in my journal reflections, such as extreme fatigue? If so, do these justify modifications to my training program or is there another valid reason?

3. Have I been reaching my progress goals? If not, is it due to a lack of application on my part or are the training sessions insufficient to allow me to improve?

Planning for the future

Strengths Weaknesses

• What were the best

aspects of the program

and why?

• What was done well and

why?

• What test results

showed improvement

and why?

• Are there gaps in the

program?

• What did we not do very well

and why?

• What test results showed a

decline and why?

Opportunities Threats

How can the program be

improved?

What may prevent the

achievement of short-term and

long-term objectives?

Personal reflection

After a SWOT analysis, what modifications would you make to

your recently completed program

next time?

A SWOT analysis of a training program

Now that you’ve finished…Answers

1 a. Explain the difference between the post-season, pre-season and in-season training.b. Explain the types of activity recommended for each training phase.

a. Post-season training is usually low intensity but high volume (a large number of long sessions). A post-season program might include competitions in the athlete’s sport (or a similar sport) and recreational and social activities for fun. Pre-season training shifts to high intensity (progressive overload) and low volume. Pre-season training usually occurs eight to twelve weeks before the start of the season or competition. The aim of in-season training is to maintain the fitness, strength and skills developed during the pre-season. Practice sessions should be at a volume and intensity that allows athletes to maintain their strength and endurance.

b. Post-season: Skill development and limited sports-specific practice.Pre-season: Skill development and learning strategies.In season: Skill development and game-like activities, regular competition.

2 a. Describe the components of an individual training session.

Overview: brief introduction to session and state aims. Warm-ups and stretching involve a gentle and rhythmic use of the large

muscle groups. This will raise the heart rate. It is essential that stretching occurs only when the muscles are warm and that each stretch is held (without bouncing) for 10–30 seconds. The specific warm-up stage involves practising activities and skills that are relevant to the sport.

Skill instruction and practice: series of skill work in the form of planned drills. Conditioning: sport-specific fitness development. Fitness conditioning should

last for about 15–20 minutes. Games: optional; can be incorporated into the warm-up or cool-down. Cool-down: light intensity work followed by a period of stretching. Evaluation: allocated time to talk about intensity and application in training,

punctuality, the next training session, player availability and the coming game/event.

2 b. Outline reasons for including each of these components.

Overview: ensures athletes are able to perform tasks well Warm-ups and stretching: prepares athletes physically and mentally for the demands of

the training session. By incorporating the skills of the sport in a specific warm-up, the necessary muscles and ligaments – and even motor neurons – required for the performance are activated.

Skill instruction and practice: allows for the development of specific skills necessary Conditioning: develops the energy systems necessary for the physical activity. Games: motivates and reinforces execution of skills in a competitive setting. Cool-down: helps to remove waste products and gradually bring the body back to resting

levels. It gives the body time to return blood to the heart, rather than letting the blood pool in the muscles. This allows the oxygenated blood to flush out the waste products that form during activity and begin to rebuild the energy stores required for the next performance.

Evaluation: for reflecting on session’s training objectives and performances.

3. Outline the steps you, as a coach, would take to assist an athlete who is over-trained.

ensure proper nutrition ensure adequate rest and recovery between workouts; reduce

number of workouts monitor training loads vary exercise intensities monitor physiological changes (for example, increased heart

rate, increased oxygen consumption and blood lactate levels) use sports psychology strategies (for example, mental rehearsal

and relaxation) keep a training diary to monitor feelings.

4. Design a checklist to recognise the signs and symptoms of over-training in a 100-metre swimmer.

Physical Decline in speed Loss of muscle strength Loss of technique in various phases of stroke

and kicking Incorrect body position Injury

Biological Increase in resting and submaximal heart rates Elevation of heart rate in recovery after exercise Increase in blood pressure Increase in oxygen uptake and blood lactate

during sub-maximal exercise Loss of weight (or no weight loss) Muscle tenderness Occasional nausea Chronic fatigue Early onset of fatigue when training or

competing Decrease in VO2 max

Psychological ‘Staleness’ Sleep disturbances Increase in feelings of physical, mental and

emotional exhaustion Decrease in self-esteem Difficulties in dealing with others Social withdrawal Feelings of overall chronic stress Emotional instability Decrease in motivation and commitment

5. Explain how breaking a long-term training program into smaller blocks of time (phases and macrocycles) can help athletes to improve their performance.

Allows for logical progression towards goals. Allows for planning in greater detail. Allows for the systematic manipulation of training volumes,

intensities and recovery.

6. Compare the focus of the preparation (pre-season) phase of an annual program with that of the in-season phase.

During the in-season, the focus on training is maintenance; however, during pre-season training, the focus is on the development of skills and taxing of energy systems, a build-up towards peaking.

7. Imagine that you are about to design a short-term training program. Conduct your own individual fitness and skill analysis for your current physical activity.

Required by

assessment date

My current level Gap

Skill High shooting

accuracy.

Suggest 80%

success from

near and far

range

Fast and

accurate passing

Low shooting

accuracy from far

range

Fast and

accurate passing

Must devote

largest portion of

skill work to

mid/far range

shots

Fitness High level

aerobic and

anaerobic

capacity

Agility

High anaerobic

capacity, but low

aerobic capacity

Quite agile

Must develop

aerobic capacity

Example: Netball (Goal Shooter)

8. How would a short-term training program for hurdlers at the cognitive (beginning) stage of learning differ from a program for hurdlers at the autonomous stage of learning? Compare and contrast the priority given to skill versus fitness development. Justify your response.

Cognitive hurdler Mostly part practice. Fitness development separate

to skill development

Associative hurdler Mostly whole practice. Fitness development

integrated with skill development (fine tuning

technical issues)

9. Describe the methods used to monitor a training program.

Athletes should conduct periodic fitness testing to determine where strengths/weaknesses lie in order for adjustments to be made. Journals that are recorded on a regular basis can provide useful feedback to both athletes and coaches.

10. Explain the purpose of a SWOT analysis.

When applied to training programs, the SWOT (strengths, weaknesses, opportunities and threats) test forces participants to reflect on the positive and negative aspects of the program, with the aim of drawing attention to its flaws.

Image credits

Slide 1, Getty Images / Per Breiehagen Slide 8, Getty Images/Bradley Kanaris Slide 14, AP Photo/David J. Phillip Slide 25, Getty Images/Hannah Johnston Slide 36, Getty Images/Bernd Eberle Slide 47, Shutterstock/Sergey Peterman Slide 53, Getty Images/Mark Dadswell Slide 54, Getty Images/Mike Powell

Documents

Designing and evaluating training programs. Chapter overview Planning a training program Adenosine triphosphatepage 125 Adenosine triphosphate What to