Developing the Athlete first for Long Term Success

Planning

Julian JonesHead of Strength & Conditioning – AIS

National Lead – Swimming Aust

Overview

Planning

• Process

• Components

• Periodisation

• Peaking

• Concurrent training

S&C requirements

• Strength Development

• Power Development

Specifics

• Swimming• IAPP’s

• Capacities and Characteristics

Considerations

• Athlete priorities

• Time to Benchmark Event

• Flexibility

• Adapting

PlanningProcess

The initial process to go through is a simple collection of key dates and data that we already have.

There should also be a key review of what was undertaken in the past. Consideration needs to be given any swimmer benchmarking information.What are the priorities for the swimmer.

Formulate a vision of where to go

PlanningComponents

• Event Calendar– How many events and

how long do we have between events

– Benchmark events –where we have to produce a performance outcome.

• Swimmers– At what level is the

swimmer? How many years of training have they undertaken?

– What performance levels should they be at for their age/maturity/level

PlanningComponents

• Swimmer Priorities– What types of training is

the swimmer undertaking

– Which areas have ben identified as being more important at this point in time.

– Which elements fit together sequentially?

• Vision– What do you ultimately

want the athlete to achieve

– Is it short term or long term

– What capacities and characteristics can you have an effect on?

PlanningPeriodisation

This is a complex process that needs to be well thought out and many options considered before constructing the periodised plan.

Many different ways are available to do this. All work in their own way, but you as the coach need to decide which is appropriate for the level of athlete or team that you work with.

“Periodisation is regarded as one of the most complex problems in athlete training”

Dr Vladamir Zatsiorsky 1995

Periodisation

• Strategy used to manipulate training

– Optimal performance results

• Typically over a season 4 yrs

• May have 1 or multiple peaks

• Attempts to avoid over training

– Reduce the risk of injury

Considerations

• Planning

• Strategy – Best Practice

– Periodisation model

• Levels of Proficiency

• Athlete capability

– LTAD

Step 1 - Planning

• What are we trying to achieve?

– Benchmarks – have these been created?

– What are other nations doing?

– What does a gold medal look like?

It is not just a list of calendar events

Physical Qualities

• Endurance

• Flexibility

• Strength

• Speed

• Recovery

• Skills

• Competition

How do we get there?

How long will it take?

• Training and time

• Athlete capability

• LTAD Model?

Impact on the athlete

• Monitoring of training

• TSB’s

• Proactive and Reactive analysis

• Planned v Actual

Step 2 – Need a Strategy

Periodisation – Which Model?

• Linear

Models of Periodisation

• Linear

• Non-Linear

– Undulating

Manipulation of Cycles

• Macro-cycle• Micro-cycle

Models of Periodisation

• Linear

• Non-Linear – Undulating

• Conjugate– Tactical

– Concurrent

Conjugate Model

• Yuri Verkhoshansksy

• Louie Simmons

• Mel Siff

• Charlie Francis

Conjugate Model

• Focus on manipulating specific qualities simultaneously

• Different qualities developed concurrently

• Week

• Session

Step 3 - How do we

progress qualities within a

Periodisation Model?

• What systematic approaches can we use?

• Levels or Stages of Proficiency

Levels or Stages of

Proficiency

• Bompa– Multi lateral development

– Specialised training

– High Performance

• Zatsiorsky– Accumulation

– Transmutative

– Realization

• Cook – Foundation

– Functional

– Skill

• Baechle & Earle– Beginner

– Intermediate

– Advanced

Sports Conjugate

Time

% o

f St

age

For Example - Strength Model

• Stage 1 - Fundamentals– Focus on Movement and Technique– Injury prevention– Hypertrophy

• Stage 2 – Capacity Building– Focus on Strength– Build “Robustness”– Consolidation of movement and major lifts

• Stage 3 - Application– Focus on Power– Transfer of strength to dynamic movements– Appropriate “Sport Related” dynamic movements

Sports Conjugate

• Using all stages within a training block

• Using all stages within a training session

• Manipulating the % of stage in relation to the periodised plan

Step 4 – Athlete

Capacity

• LTAD

• Various models proposed

• Balyi, Giles

• Position Papers on Children, Adolescent and Youths

• Chronological age progressions – Realistic?

LTAD Model

– Train to Survive– Retirement/Retainment

BALYI MODEL PROFICIENCY

Fundamentals Stage 1

Learn to TrainStage 2

Train to Train

Train to CompeteStage 3

Train to Win

SAL LTAD ModelFT

EM S

tage

s FOUNDATION PRE-ELITE ELITE

Learning &

acquisition of

basic

movement

Extension &

refinement of

movement

Commitment

to sport

and/or active

lifestyle

Demonstration

of potential

Talent

verification

Practising and

achieving

Breakthrough

& reward

Senior elite

representation

Senior elite

success

Senior elite

success

Categorie

s Participation Participation ParticipationPotential

Emerging

Potential

EmergingEmerging 4a

Developing and

Podium

Potential 2b

Podium

PotentialPodium Podium

STRENGTH AND CONDITIONING

Personn

el N/A N/A

Club and

under-age

coaches.

Qualified

Strength and

Conditioning

Coaches in

Universities

and State

Institutes and

Academies of

Sport.

Qualified

Strength and

Conditioning

Coaches in

Universities

and State

Institutes and

Academies of

Sport.

SAL National

Lead &

Qualified

Strength and

Conditioning

Coaches in the

National

Institutes

Network or

external

professionals.

SAL National

Lead &

Qualified

Strength and

Conditioning

Coaches in the

National

Institutes

Network or

external

professionals.

SAL National

Lead &

Qualified

Strength and

Conditioning

Coaches in the

National

Institutes

Network or

external

professionals.

SAL National

Lead &

Qualified

Strength and

Conditioning

Coaches in the

National

Institutes

Network or

external

professionals.

SAL National

Lead &

Qualified

Strength and

Conditioning

Coaches in the

National

Institutes

Network or

external

professionals.

Educati

on N/A N/A

Basic education

on strength &

movement

training

principles

through online

resources such

as fact sheets.

Education on

strength &

movement

training

principles and

load

management.

Education on

strength &

movement

training

principles,

lifting

techniques and

load

management.

Education on

strength &

power training

principles,

lifting

techniques and

load

management.

Education on

strength &

power training

principles,

lifting

techniques and

load

management.

Education on

strength &

power training

principles,

lifting

techniques and

load

management.

Education on

strength &

power training

principles,

lifting

techniques and

load

management.

Education on

strength &

power training

principles,

lifting

techniques and

load

management.

SupportN/A N/A N/A

Screening for

sport-specific

whole body

strength and

conditioning.

Screening for

sport-specific

whole body

strength and

conditioning.

Individualised

strength and

conditioning

program with

ongoing

monitoring.

Individualised

strength and

conditioning

program with

ongoing

monitoring.

Individualised

strength and

conditioning

program with

ongoing

monitoring.

Individualised

strength and

conditioning

program with

ongoing

monitoring.

Individualised

strength and

conditioning

program with

ongoing

monitoring.

LTAD 5 Level Model

Fundamentals Learn to Train Train to Train Train to Compete

Train to Win

Level 1 Level 2 Level 3 Level 4 Level 5

Emerging Developing Commonwealth Podium Ready Podium

NB: Levels loosely equate to Training Age

Sports Conjugate - LTAD

Level1 Level 2 Level 3 Level 4 Level 5

• Individualised

• Allows for adaptation

• Know your athlete

Tapering

Concurrent training

• When is optimal?

• Impact of 1 quality on another

– Strength prior to endurance

– Speed prior to strength

• Diurnal variation – time of day

– Morning v Afternoon

• What is your priority?

Concurrent Training Considerations

Aerobic

• Better to undertake High intensity sessions earlier in the day.

• If above 6 to 10 sessions a week, will interfere with explosive strength development

Strength

• Undertake at least 3 hours after aerobic session to reduce interference effect.

• Can undertake after low intensity aerobic session as as it enhances the aerobic adaptation

Concurrent Training Considerations

Aerobic

• Need to decrease total volume to minimise interference with strength, hypertrophy and power.

• Can be positively affected by concurrently undertaking strength training.

Strength

• Greater enhancement on strength if done with moderate rep numbers and not to failure.

• Can limit interference on hypertrophy and power if bouts are 24 hours apart from aerobic sessions.

Elements to consider in Swimming

• Phases of the Swim Race

– Starts

– Turns

– Free Swim

• Elements to be Trained

– Aerobic capacity

– Anaerobic capacity

– Strength

– Power• Rate of force

Individual Athlete Performance Plan

• Identify what needs to be worked on.

• In what sequence should it be worked on

• Do we know where we want the swimmer to be (Benchmarking)

• Take a long term approach to performance outcomes.

• When is this done and with whom?

Swimming

Swimming

DATES

MONTH Aug-07DATE 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

E VENT

CALENDAR

WEEK #

LOCATION

NSW

Op

en SC

M C

ham

ps

NSW

Op

en SC

M C

ham

ps

Staging C

amp

Staging C

amp

Staging C

amp

Staging C

amp

Staging C

amp

Staging C

amp

Staging C

amp

Japan

ese Gran

d P

rix

Japan

ese Gran

d P

rix

Japan

ese Gran

d P

rix

Japan

ese Gran

d P

rix

arrive in Syd

ney

travel to M

elbo

urn

e

SCM

Natio

nal Trials

SCM

Natio

nal Trials

PERIODIS- ATION

TRAIN/PHASE

LANDWORK

TEST SETS

Weeks to go!3 2 1 0

TRAINING

SESSION

AM

4*100 @

90% &

3*50

walk b

acks

tow

ing;v-kick;20*5

0 bo

off

NSW

Op

en SC

M C

ham

ps

Aero

bic 1 -

(8*400 -

5:15)

32*25 fly 30; P

wr. C

ircuit

ST 8*100 &

2*50 w

b

16*50 b

o; To

w &

v-kick

Jap gro

up

off/ H

R set

4(400 + 100 -ve) & SR

set

3(300 + 200 dx3)

off

mark w

een

s set 1;2 & 4!!

12 * 50 bo

off

aerob

ic desc. Set

PM

off

TT 200 suit &

2*50!!

NSW

Op

en SC

M C

ham

ps

NSW

Op

en SC

M C

ham

ps

lactate Rem

oval 1800

6*200 3:40

off

electron

ic time trials

aerob

ic;skills; 32*25 fly

travel to K

L

light sw

im @

KL

Hr 12 *1

00

Aero

bic &

Spike

off

time trials @

150 or 100

BES 4;3;2;1 &

3*200k

travel to Jap

an

travel to A

ust.

TOTAL m MONTHLY

TOTAL m

WEEKLY #REF!

##

Swimming Considerations

• Decrease overall aerobic session loads to less than 5000m per day to optimise strength gains.

• Do high intensity aerobic sessions in the morning and strength either straight after lunch of after low intensity afternoon pool session.

• Placement of the different aerobic and dry-land sessions essential for success

• Need to prioritise one capacity over the other at certain times of the year.

Prescription of training load in

relation to loading and

unloading phases of training -AIS White Paper 2015

Weeks of modified training required to return to full training

(total weeks of modified training)

We

eks

of

trai

nin

g at

a r

ed

uce

d

load

8 8 (16) 6.9 (14.9) 5.8 (13.8) 4.8 (12.8) 3.7 (11.7)

7 7.4 (14.4) 6.3 (13.4) 5.3 (12.3) 4.2 (11.2) 3.1 (10.1)

6 6.9 (12.9) 5.8 (11.8) 4.7 (10.7) 3.7 (9.7) 2.6 (8.6)

5 6.3 (11.3) 5.2 (10.2) 4.2 (9.2) 3.1 (8.1) 2.0 (7.0)

4 5.7 (9.7) 4.7 (8.7) 3.6 (7.6) 2.5 (6.5) 1.5 (5.5)

3 5.2 (8.2) 4.1 (7.1) 3.1 (6.1) 2.0 (5.0) 0.9 (3.9)

2 4.6 (6.6) 3.6 (5.6) 2.5 (4.5) 1.4 (3.4) 0.4 (2.4)

0% 20% 40% 60% 80%

Percentage of training of normal training load completed

Questions?