athletes' development

7/29/2019 Athletes' Development

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ATHLETES DEVELOPMENT

OBJECTIVES

At the end of the session, participants will be able:

1. To apply various practice techniques.

2. To apply appropriate feedback schedules.

3. Plan a practice session for young athletes.

INTRODUCTION

SKILL AC UISITION MULTILATERAL TRAINING


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FOUNDATIONS OF SKILL INSTRUCTION

Identify skills needed by young athlete.

Knows how to teach.

Athletes have different abilities and experience.

Design practice challenging and beneficial.

Emphasis on effective execution.

Quality of Teaching = quality of athletes performance.

Differences Between Learning and Performance

LEARNING PERFORMANCE

Relatively permanent change inperformance that occurs with practice

Act of skill execution

Not observable but inferred Observable and measurable

Results from practice Result from experience

ATHLETE Personal

ENVIRONMENTI

Stress of

Sensory-PerceptualDirection MakingTASK


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SKILL ACQUISITION

Focus on process

Consistently execute

- Technical

- Tactical

- Mental skill

Identify essentialthoughts, feeling

and behaviors

Individual Differences (Table 1.1, pg. 8; Sport Skill Instruction)

ABILITIES

l

Traits that are inherited and

relatively stable

l

Many types exist

l

Different abilities for differentpurposes

VS

CAPABILITIES

l

Modifiable with practice

l

Eg. Strength can be train

SKILLS ACROSS AGE

CHILDHOOD ADOLESCENCE ADULTHOOD


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Learning basic skills Acquiring newer skills andadapting skills to different

environments

Refinement andadaptation

REFINEMENT

STAGES OF LEARNING

APPROPRAITE

PRACTICE&F

EEDB

ACK Autonomous

- Nonconscious and effortless

- Able to devote their attention to other task-related info

- Tactical decision

Practice / Associative

- Refining general movement pattern

- Direct/ correct errors

- Adapt movements to meet demands of their sport

Verbal-cognitive

- Figuring out basic requirements

- A lot of questions


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CONTROL OF MOVEMENT SKILLS


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CLOSED LOOP

Feedback utilized for adjustments

on ongoing skill.

- Slow and continuous

movements

OPEN LOOP

Feedback only can be used for

next task.

- Fast and ballistic

movements

SPEED ACCURACY

Emphasis on speed of execution results in reduction of accuracy.

Implication emphasis on accuracy of movement before speed.

TACTICAL SKILLS

Information in the environment

Factors affecting

What to do

Information

How to do it

DEVELOPING

TACTICAL

SKILLS

Identify

strengths and

weaknesses of

opponents

Knows your

competition

Adapt

Creating

blueprint of

tactical options

Based on:Rules of thesportKnowledgeof teamstrategy

Awareness

ofrespective

roles and

capabilities

TACTICAL DECISION


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VS


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PRACTICE SHOULD BE DESIGNED TO REPLICATE COMPETITION

Advantage of Games Approach

Skills are taught through competition-like activities.

Athletes learn to appreciate the main purposes of their sport as well as the

relevant technical, tactical, and mental skills.

Athletes are taught to think for themselves.

Twoway communication exists between athletes and the coach.

Practices are athlete centered and focused on athletes needs.

Practices are fun, relevant and challenging.


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TRADITIONAL APPROACH AND GAMES APPROACH

Traditional Approach Games Approach

Drills are used to practice technicalskills.

Drills are used to teach both technicaland tactical skills of the sport.

Specific skills are taught in isolation

and then combined later.

The sport is taught as a whole, and the

parts are refined as necessary.

Instruction is coach centered and often

ignores the individual needs ofathletes.

Instruction is athlete centered.

Practices are often boring andunmotivating.

Practices are fun, challenging, andrelevant to the demands of competition.

Players are highly dependent on thecoach.

Athletes take an increasingly active rolein the learning process and become lessdependent on the coach.

The coach strives to develop

automaticity of technical skill executionthrough extensive and repetitiousdrills.

Practices are designed to promote

creative thinking and effective decisionmaking.

The coach makes all decisions withlittle or no player input.

Athletes are encouraged to provide inputto the coach in decision making.

Players are not encouraged to helpeach other.

Athletes are encouraged to help eachother master the skills of the sport.

The coach prefers a command style

where he or she makes all thedecisions.

The coach prefers a cooperative style

that strikes a balance between directingathletes and allowing athletes to direct

themselves.


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INSTRUCTIONS

Verbal Instructions

Short and Sweet

Excess information Demands on athletes


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BLOCK PRACTICE VS RANDOM PRACTICE


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Coaches can use the feedback sandwich technique to enhance their

communication with athletes

TOTAL SKILL PRACTICE

Prescriptive

Positive


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FOCUS ON PROCESS BEFORE OUTCOME

Accuracy of performance more important than outcome in initial learning

Include the number of attempts on the feedback statement

Total SkillPractice

PRACTICAL

CONSIDERATION FOR

GIVING FEEDBACK

WHEN- Allow independence oflearning- Own problem solving- Coaches only when athlete'sare 'lost'

HOW MUCH- Amount dependent on level ofathlete

SUMMARY FEEDBACK- Tells athletes on how theyperformed on each of severalpractice attempts

AGGRESSIVE FEEDBACK- Highlights general tendencies


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Eg: You fouled 3 out of 5 attempts in the Long Jump adapt to sport

PRACTICE PLAN

PART COMPONENT

1 Warming up and Dynamic Stretching

2 Coordination/Skill

3 Speed

4 Strength

5 Endurance

6 Cooling Down and Static Stretching

Fluids break and feedback at regular intervals

CONCLUSION

Design Beneficial Practice Experiences

o Technical, Tactical and Mental

Feedback

o Maximize positive feedback

o Encourage self analysis or correction

Creativity is the spice that makes practice sessions fun


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PRACTICE PLAN

Sport Date/Time

Number ofAthletes/Players

Gen. Preparation/Specific/Competition

Objectives: 1)

2)

3)

Time Activity Description Key Points

Technical,Tactical, Mental

Comments/Equipment

Equipment Needed:

Reflection:


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DEVELOPING BIOMOTOR ABILITIES

STAGES OF ATHLETIC DEVELOPMENT

Periodization of Long Term Training

Periodization

of Training

Multilateral

6-14 years

Specialized

15 years +

Initiation

6-10 years

Athletic

Formation

11-14 years

Specialization

15-18

years

High

Performance

19 years +

Pre-puberty Puberty Post-puberty and

AdolescenceMaturity


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FLEXIBILITY

Periodization Model for Flexibility Training

Stage of

DevelopmentTraining Method Exercises

Initiation Static Trunk and hip flexion

Large body circles

Flex to opposite leg

Ankle double touch

Seated toe touch

Straddle stretch

Opposite toe touch

Athletic Formation Static

PNF

Hamstring stretch

Shoulder bow stretch

Ankle stretch

Diagonal ankle press

Double kicks

Exercises with a partner toenhance flexibility by usingthe static and PNF method, on

the floor and standing.

Specialization Static

PNF

Ballistic

Perform stretchingexercises with and without apartner using static and PNFmethods.

You can use most exerciseswith partners for ballisticflexibility. For ballisticstretching, be careful at the

extreme points of flexibility.


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Progression for Flexibility Training

Type ofFlexibility

Stage ofDevelopment

Number of

Reps orSeconds Per

Sets

Number ofSets Per

Joint

Rest IntervalBetween Sets

Static Pre-puberty

Puberty

Post-puberty

4-5 sec

6-8 sec

6-12 sec

2

2-3

3-4

1 min

1 min

30 sec

PNF Puberty

Post-puberty

6-10 sec

6-12 sec

3-4

3-5

1 min

30 sec

Ballistic Post-puberty 4-8 reps 2-4 30 sec

MOTOR SKILLS

Periodization Model for Motor Skills Training

Stage of

Development Forms of Training Exercises

Initiation Preparatory exercises for skillacquisition

Rolling, throwing, catching,kicking and dribbling

Simple balance Walking on narrow lines,jumping on/off low objects

Simple rhythm and reaction time Catching

Simple spatial orientation and

sense of body/limb position

Crawling/rolling, front

somersault, throwing andcatching

Simple hand-eye coordination Dribbling, throwing, catching

Skill-enhancing exercises Ball exercises, ball exerciseswith partner, ball hits andthrows, catching skills,

rebounding ball catch,


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dribbling, relays

Advanced balance exercises Scissors-kick handstand,

backward roll, cartwheel,cartwheel against the wall

Athletic

Formation

Advanced hand-eye coordination Ball throws and catches, ballhits, rebounding ball catches

Limbs coordination Coordination for limbs,skipping rope, ball throws

and catches

Advanced spatial orientation Skipping rope, backward roll,

scissors-kick handstand,cartwheel

Signal analysis and reaction tovarious stimuli

Handstands, ball exerciseswith partner, games, relays

Advanced hand-eye coordination Jumps with turns and ballthrows, games, relays

Specialization

Skill perfection Rolls and rotations, ballthrows and catch games,relays

Complex spatial orientation Jumps with turns, games,

jumps over objects, rolls andjumps

Balance and body control/ bodyawareness

Rolls and turns, jumps overobjects and turns, all

variations of body balance,games, relays

Improve anticipation Rolls and turns, throws andcatches with partner, balance

exercises, games

Analysis-reorientation Rolls and turns of 180-360degrees, rolls, ball throwsand catches, games, relays


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Sample Workout for Pre-Puberty

Part Scope Forms of Training Duration

1 Warm-up Jogging, stretching 5 min

2Coordination/ balance Preparation for skill acquisition,

hand-eye coordination, spatial

orientation, simple balance

10-15 min

3Play, game Skill acquisition from the chosen

sport20-30 min

4 Cool-down 2-3 relays, easy stretching 5 min

SPEED

Periodization Model for Speed Training for Pre-Puberty

Forms of TrainingDuration or Distance

of ActivityNumber of

RepsRest Interval

(min)

Games 20-30 min 1-2 -

Relays 10-15 m/ (10-15) yd 3-5 2-3

Speed training 10-50 m/ (10-15) yd 4-6 3-4

Speed training with

turns, changes ofdirection and stop andgo

5-15 m/ (10-15) yd

4-8 2-3


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Speed Training Session

Part Objective ExercisesDuration or

Number of Reps

1 Warm-up Same as table 4.1 10 min

2

Improve speed

Improve game-specificspeed

Short and fast

technical/ tactical drillswith quick direction

changes

Play/ game/ scrimmage

with technical/ tacticalgoals

6 x 25 sec

8 x 15 sec

20-30 min

3Cool-down, relaxation,enjoyment

Relays

Relaxed, easy jogging

3 reps

3 min

Periodization Model for Speed Training for Puberty

Forms of TrainingDistance of

Activity

Number of

Reps and Sets

Rest Interval

(min)

Relays 10-30 m/ yd 4-6 2-3

Speed Training(including starts)

20-50 m/ yd 5-8 4-5

Speed training withturns, changes of

direction, stop and go

5-25 m/ yd 5-10 2-3


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Periodization Model for Speed Training for Post-puberty

Form of TrainingDistance of

Activity

Number ofReps and

Sets

RestInterval(min)

Number of

SpeedTrainingSessions

Per Week

High Starts 10-30 6-10 3-4 1-2

Maximum Speed 20-60 4-8 3-4 2

Speed Endurance 60-120 3-6 4-5 1-2

Sport-Specific Speed

Accelerations

Decelerations

Stop and go

Acceleration with

direction changes

10-30

10-20

10-20

10-30

4-6

4-6

4-8

4-8

2

2

2

2

2-3

2

2-3

2-3

Ballistic Training(Throwing, Kicking,Jumping, etc.)

-2-4 sets; 5-

10 reps1-2 2-4


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STRENGTH

Circuit Training with Six Exercises

ExercisesNumber of Reps/

Duration in SecRest Interval (sec)

Push-Up 4-6 (8) 30

MB Scoop Throw 10-12 (15) 30

Dumbbell Curl 8-10 (12) 30

Hang Hip Flexion 5-8 60

Dumbbell Shoulder Press 8-12 30

Two Leg Skip 60 sec 120

*MB- medicine ball

Circuit Training with Nine Exercises

ExercisesNumber of reps/duration in sec

Rest interval (sec)

Push up 6-8 (10) 30

Hip thrust 6-10 30

Single-leg burpee 8-10/ leg 60

MB trunk raise 6-8 30

MB Scoop throw 10-12 (15) 30

Abdominal crunch 6-8 30

Dodge the rope 60 sec 60

Dumbbell curl 8-10 (12) 30

Loop skip 90 sec 120


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Circuit Training for Early Post-Puberty

ExercisesNumber of Reps/

Duration in SecRest Interval

Pull-up 4-8 30

Leg press 50kg/ 110lb 10-12 30

Trunk twist 8-10 30

Lats pull down 40 kg/ 88lb 6-8 30

Slalom jump 30 sec 60

Arm curl 40kg/ 88lb 6-8 (10) 30

MB trunk raise 6-8 60

Push-up 6-8 (10) 30

Cone jump 30 sec 120

Circuit Training for Early Post-Puberty (More Challenging)

Exercises LoadNumber of reps/

duration in secRest interval

Leg press 60kg/ 132lb 12-15 20

Pull-up - 4-6 30

V-sit - 4-6 (8) 30

Vertical hop - 30 sec 30

Chest press 40kg/ 88lb 6-8 20

Trunk extension - 6-8 (10) 20

Scissors splits - 30sec 30

Lats pull down 40kg/ 88lb 6-8 (10) 20

Cone jump - 30 sec 120


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Strength Training Program for Maximum Strength (< 80%)

Exercises Load % 1RMNumber of

Reps

Number of

Sets

Rest interval

(sec)

Leg press 70-80% 6-8 2 2

Chest press 70% 8 2 2

Abdominal arch - 8-10 (12) 1 1

Trunk extension - 12-15 1 1

Half squat 60-70% 10-12 2 2

Drop push-up - 6-10 1 1

Leg curl 50% 8 2 3

Pull-up - Maximum 2 2

Inclined overhead

leg lift- 8-10 1 2

Strength Training Program for Power Development

Exercises Number of reps Number of setsRest interval

(min)

Wall push-up 8-10 (12) 2 2

Knee-tuck jump 15-20 2 2

Abdominal thrust 8-10 1 1

Trunk extension 6-10 1 2

MB chest throw 15-20 2 2

Double-leg burpee 8-10 2 2


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ENDURANCE

Periodization Model for Endurance Training for Puberty

Forms of

TrainingDistance

Speed of

Activity

Number of

Reps

RestInterval

(min)

Play and relays

as in pre-puberty40-200 m/yd

Fast to

medium3-5 Variable

Interval training

runs 200-400 m/yd Medium

3-5 (low

numbers for400m/yd)

2-3

Aerobic activity(long repetition) 800-2000m

(0.5 mile to1.25 miles)

Medium andsteady, attimes feel

slight

discomfort

1-3 3-5

athletes' development

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