| There are several key elements when it comes to | | | | qualities. It is important to identify the individual |
| designing a training program. | | | | differences amongst athletes and then assist each |
| For example, take the requirements for a speed | | | | athlete on an individual basis to become stronger in the |
| training program. An athlete must establish a good | | | | areas that they need to improve on. |
| foundation of strength before participating in plyometric | | | | If you are prepared when conducting a training session |
| training. The athlete must also work on technique prior | | | | then everything will seem to run a lot smoother. Also, it |
| to jumping straight into an intensive speed program. An | | | | is important to have a back-up plan in case of |
| athlete must also establish a good level of flexibility | | | | inclement weather. Have all of your equipment ready in |
| before performing the explosive movements of many | | | | advance. If you wait until your training session is about |
| of the training methods. After understanding all of the | | | | to begin then you are likely to face problems of |
| components that make up speed you will now be able | | | | missing or having broken equipment that could affect |
| to begin to design a program that bests suits you and | | | | your training session. |
| your needs. | | | | Assess your training program. The key to improving a |
| First of all let's talk about the various stages and | | | | training session is for the coach to step back every |
| phases of a training program. | | | | now and then and to really study the group when they |
| Periodization refers to the various cycles of a training | | | | train. This will help the coach see what works and |
| program where the training stimulus changes in a | | | | what doesn't work. |
| structured way. The training programs may vary | | | | Keeping records involves having a notepad on hand so |
| amongst different coaches and athletes but they all | | | | that you can record any results as they occur. If you |
| address the components of flexibility, endurance, | | | | try and wait until the end of training to collect the |
| strength, speed, recovery and power training. | | | | results or times from the athletes then many will have |
| The Three Cycles are: Micro cycles will often consist | | | | forgotten their scores. Learn to take your own |
| of a 7-14 day training phase; Meso-cycle consist of a | | | | personal notes immediately after training as this will |
| 4-6 week training phase and a Macro-cycle consists | | | | help you to make the necessary modifications to your |
| of the entire term of a training cycle. It is often | | | | future training sessions. |
| represented by one year in length. | | | | Skill demonstration is essential in order for all athletes |
| Planning often takes into account the stage of season | | | | to undertsand how to complete the drill. You must |
| the athlete is in. The three stages are pre-season, | | | | allow sufficient time to clearly describe and |
| in-season and post season. | | | | demonstrate each exercise or test to be performed. I |
| The pre-season is a progressive training program that | | | | also have found it worthwhile to explain to the athletes |
| prepares the athlete for the competitive season. The | | | | why they are performing these specific exercises and |
| in-season is where the athlete is in continuous | | | | how they relate to their goals. If the athletes |
| competition and is often in a maintenance phase. Gains | | | | understand why they are training a certain way then |
| are achieved through match play. The final stage is the | | | | they are likely to try harder. |
| post-season which occurs after a competitive season | | | | It is also important to understand group placement |
| and mainly comprises of rest, rehabilitation and | | | | when demonstrating these exercises. The best |
| recovery. | | | | formation is to have all of your athletes in a single file |
| There are several key principles to consider when | | | | or semi-circle as this way they all will have clear vision |
| designing a training program: | | | | of your demonstration. |
| Specificity refers to selecting the appropriate | | | | Group instruction is important in order to allow time to |
| exercises and drills that are specific to the demands of | | | | speak to the athletes while in a group rather than |
| your sport. To take this one step further you must also | | | | trying to yell out to all of the stations. You will have |
| analyse the specific movement patterns and needs of | | | | more of their attention when they are together. Allow |
| the specific positions with in your sport. For example a | | | | for this group instruction to be included into you initial |
| tennis player who serves and volleys will require more | | | | group introductions. |
| emphasis on speed in a forwards direction following | | | | Problem identification is where a coach must be able |
| the serve where as a baseline player will work more | | | | to identify problems that may occur or stop an activity |
| on lateral speed. | | | | when it is not being performed correctly. The coach |
| Variety is required for the purpose of helping the | | | | must also be able to move from one drill to another |
| athlete to maintain motivation and interest in training. It is | | | | when required. |
| our human nature to get bored quickly so if you have | | | | Flexibility is required when programming. You must |
| the exact same training routines then you will become | | | | learn to be flexible and respond by altering your initial |
| bored and find these sessions monotonous. Variety | | | | training plan if a certain variable changes. |
| can still be achieved while choosing sport and position | | | | Design a training program that is progressive and |
| specific exercises. | | | | provides continuous stimulus in developing the desired |
| Overload is a key concept to constant improvements. | | | | improvements in speed. |
| An athlete will improve when they are subjected to | | | | Identify each drill by giving each drill a name your |
| gradually and progressively increasing training loads. | | | | athletes will be able to remember that drill when asked |
| There are a number of ways of to increase the load | | | | to perform it in the future. Often the best name for a |
| such as increasing the duration of training, the | | | | drill is one that describes the actual movements of the |
| frequency of training and increasing the intensity at | | | | exercise. |
| which you train. | | | | Explain the goal of each drill and make sure that your |
| The athlete must be consistent and disciplined when it | | | | athletes understand why they are performing a certain |
| comes to their training. Each fitness component must | | | | exercise. They will train harder when they know why |
| be trained on a regular basis according to their specific | | | | they are performing certain drills. |
| program. | | | | Simple to complex progression with drills and |
| Facility availability is very important to a coach. It is | | | | exercises. Make sure that you start with the simple |
| great if you have unlimited access to a gym, courts or | | | | drills first and then progress to the more difficult and |
| playing field. However, it is not always the way as | | | | demanding drills during a cycle. This is most important |
| many teams may be required to use one field. This is | | | | when performing plyometric exercises. |
| where you need to plan your sessions around other | | | | Equipment needed for the various speed training drills |
| teams and find a fair balance between all. | | | | include cones, mini-hurdles, resistance bands, stop |
| Sports such as college tennis where there may be | | | | watches, taped lines, note pad, whistle, plyo-boxes, |
| twelve players on a team, may only have access to | | | | stairs, jump ropes, medicine balls, tape measure, agility |
| three courts which will force the tennis coach to | | | | ladders, sleds, stability ball and stretching mats. |
| become more creative in their training programs so | | | | A well designed training program is essential for all |
| that players can practice both singles and doubles. | | | | athletes. An athlete will be more likely to acheive |
| Individual differences amongst athletes are often ignore | | | | greater gains in technique, fitness and all other areas if |
| by sports coaches. Many coaches fall into the old | | | | their training sessions are structured and goal |
| traditional methods of training every player as if they | | | | orientated. |
| were all the same and possessed the same physical | | | | |