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