Developing the Athlete first for Long Term Success Planning

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Developing the Athlete first for Long Term Success

Planning

Julian Jones

Head of Strength & Conditioning – AIS

National Lead – Swimming Aust

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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

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Planning Process

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

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Planning Components

• 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

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Planning Components

• 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?

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Planning Periodisation

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.

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

training”

Dr Vladamir Zatsiorsky 1995

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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

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Considerations

• Planning

• Strategy – Best Practice

– Periodisation model

• Levels of Proficiency

• Athlete capability

– LTAD

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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

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Physical Qualities

• Endurance

• Flexibility

• Strength

• Speed

• Recovery

• Skills

• Competition

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How do we get there?

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How long will it take?

• Training and time

• Athlete capability

• LTAD Model?

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Impact on the athlete

• Monitoring of training

• TSB’s

• Proactive and Reactive analysis

• Planned v Actual

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Step 2 – Need a Strategy

Periodisation – Which Model?

• Linear

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Models of Periodisation

• Linear

• Non-Linear

– Undulating

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Manipulation of Cycles

• Macro-cycle

• Micro-cycle

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Models of Periodisation

• Linear

• Non-Linear

– Undulating

• Conjugate

– Tactical

– Concurrent

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Conjugate Model

• Yuri Verkhoshansksy

• Louie Simmons

• Mel Siff

• Charlie Francis

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Conjugate Model

• Focus on manipulating specific qualities simultaneously

• Different qualities developed concurrently

• Week

• Session

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Step 3 - How do we

progress qualities within a Periodisation Model ?

• What systematic approaches can we use?

• Levels or Stages of Proficiency

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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

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Sports Conjugate

Time

% of St ag e

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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

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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

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Step 4 – Athlete Capacity

• LTAD

• Various models proposed

• Balyi, Giles

• Position Papers on Children, Adolescent and Youths

• Chronological age progressions – Realistic?

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LTAD Model

– Train to Survive

– Retirement/Retainment

BALYI MODEL PROFICIENCY

Fundamentals Stage 1

Learn to Train

Stage 2 Train to Train

Train to Compete

Stage 3

Train to Win

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SAL LTAD Model

FTEM 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

Categorie

s Participation Participation Participation Potential

Emerging

Potential

Emerging Emerging 4a

Developing and Podium Potential 2b

Podium

Potential Podium 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 &

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.

movement training principles,

lifting techniques and

load management.

power training principles,

load management.

Support

_N/A _N/A _N/A

Screening for sport-specific whole body strength and conditioning.

Individualised strength and conditioning program with ongoing monitoring.

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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

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Sports Conjugate - LTAD

Level1 Level 2 Level 3 Level 4 Level 5

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• Individualised

• Allows for adaptation

• Know your athlete

Tapering

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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?

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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

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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.

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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

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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?

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Swimming

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Swimming

DATES

MONTH Aug-07

DATE 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

CALE NDA R

WEEK #

LOCATION

N SW Op en SC M C h amp s N SW Op en SC M C h amp s St ag in g C amp St ag in g C amp St ag in g C amp St ag in g C amp Stag in g C am p St ag in g C amp St ag in g C amp Jap an es e G ran d Pr ix Jap an es e G ran d Pr ix Jap an es e G ran d Pr ix Jap an es e G ran d Pr ix ar riv e in Sy d n ey tr av el to M el b o u rn e SC M N at io n al T rial s SC M N ati o n al T rial s

PERIODIS- ATION

TRAIN/PHASE LANDWORK TEST SETS

Weeks to go! 3 2 1 0

TRAI NING

SESSI ON

AM

4 *1 0 0 @ 9 0 % & 3 *5 0 w al k b ack s to w in g;v -k ic k;2 0 *5 0 bo o ff N SW Op en SC M C h amp s Aer o b ic 1 - (8 *4 0 0 - 5:15) 3 2 *2 5 fly 3 0 ; P w r. C irc ui t ST 8 *1 0 0 & 2 *5 0 wb 1 6 *5 0 b o ; T o w & v- kic k Jap g ro u p o ff/ H R set 4 (4 0 0 + 1 0 0 -v e) & SR set 3 (3 0 0 + 2 0 0 d x3 ) o ff mar k w ee n s s et 1 ;2 & 4 !! 12 * 50 bo o ff ae ro b ic d es c. Se t

PM o ff TT 2 0 0 s u it & 2 *5 0 !! N SW Op en SC M C h amp s N SW Op en SC M C h amp s lact at e Remo val 1 8 0 0 6 *2 0 0 3 :4 0 o ff el ect ro n ic ti me tr ial s ae ro b ic ;s kil ls ; 3 2 *2 5 fly tr av el to KL lig h t s w im @ KL H r 1 2 *1 0 0 Aer o b ic & Sp ik e o ff time tr ial s @ 15 0 o r 1 00 B ES 4 ;3 ;2 ;1 & 3 *2 0 0 k tr av el to Jap an tr av el to Au st .

TOTAL m MONTHLY TOTAL

m WEEKL

Y #REF!

##

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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.

(43)

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)

W eek s of tr ai ni ng at a r edu ced loa d

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

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Questions?