Periodization: • Periodization is the systematic division of the training ...

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Periodization is the systematic division of the training year into specific phases to develop the athlete to performat their peak for the main competition of the year. Matveyev o Soviet, 1962 o Fundamentals of sport training,1977 Haare o East german o Principles of sport training,1982 Ozilin o Soviet Compa o York uni, Romania o Theory and methodology of training, 1983, 1985, 1990 Purpose: o To develop optimal sports form o Optimal state of preparation 3 phases of sport form: o Acquisition o Retention and stabilization o Temporary loss Manipulate o Volume and intensity

Planning: 

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Preparation Period: o General o Specific-more related to sport Competitive period o Pre (training camp) o Main (season) o Tapering (before playoffs)  Unloading intensity  Pre-competition strategies (7-10 days) o Transition Period (before you start training again from season end to start again)-break for everyone  Physical  Technical-skills of sport  Tactical-strategy  Psychological-mental prep

Preparatory Period: 

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General: o Base for higher intensity work o Volumehigh-intensity low o Aerobic and strength development o Mental training o Nutrition education o 4-8 weeks Specific: o Training load increases o Intensity increases o Vol increases slightly o Specific strength o More anaerobic training o Continue a bit of aerobic training o Technical skills o Continue mental training o 4-8 weeks Pre-competitive Period: o Train all 3 energy systems o Vol. remains high o Tactical work introduced o Increase number of high intensity workouts o Sport specific o Technical skill o Non-league competitions (exhibition games/pre-season games) o Competition specific o Mental training o Important: watch over-training still in building phase o 2-4 weeks Main competitive: o Competition:  League  Meets o Manage fitness o Stress strategy and tactics o Mental training strategies o Compete under stressful situations o High-intensity –decreased volume Tapering: o Reduce workload preceding key competitions

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10 days-3 weeks Mental skills training CAN BE 3 PEAKS:  Physical, technical, tactical, psychological Transition period: o Recover from stress of competing, injuries, etc. o No sport-specific training o General fitness and enjoyment Training Unit: o 1 training session in pursuit of training objective (one aspect of the sport/practice)  Eg:basketball=shooting  # of units make a practice: 6-18 units per week Micro cycle: o 1 week of training units Macro cycle (who year training): o Used to organize an athlete’s training towards a specific objective e.g: general conditioning o 4-6 weeks Annual Plan: o 4 year plans:Quad Classification of Annual Plans: o Depends:  # of competitions  # of main competitions Monocycle: o One main competition o League playoffs o Final meet o Preparation, main competition, transition  all this is a monocycle Bicycle: o 2 main competitions o 2 seasons: eg: indoor, outdoor o Preparation 1 (long) o Compeition 1 o Transition 1 (1-2 weeks) (from indoor to outdoor) o Preparation 2 (short) o Competition 2 o Transition 2 (a bit longer) Tricycle: o 3 main competitions:  Preparation 1 (long)

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 Competition 1  Transition (short)  Preparation 2 (short)  Compeition 2  Transition 2 (short)  Preparation 3  Competition 3  Transition 3 Quadrennial: o 6-8 years to develop an elite athlete o Shorter preparation time o Longer specific preparation period o Volume and intensity has increased many times in last two decades o Be flexible, experiment, evaluate o Improve the training plan o Not yet totally an exact science Steps in Yearly Plan: o Step 1: Descriptive  Athlete  Training environment  Coaching setting o Step 2: Applied  Competition planning  Monitoring and evaluation

LEARNING: TEACHING:      

“The mediocre teacher tells, A good teacher explains, the superior teacher demonstrates, the great teacher/leader inspires…” -William Arthur Ward “I hear and I forget. I see and I remember. I do and I understand” –Chinese Proverb “Praise effort and correct performance” “Give simple and precise feedback” “Verify the learner’s understanding of the feedback” “motivate to strive to improve”

The Learning Process: “I hear, I see, I do”: 

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Athletes: o Gather info o Make decisions on how to practice evaluate The whole vs Part

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Chaining (connecting all the parts together) Feedback Shaping Grouping Mental feedback Mass vs distributed practice Environment Select the skill: o Factors: age, skill level, maturation, motivation o Progression: simple to complex. Explain, demonstrate, practice, feedback

Teaching Process: Types of Feedback:   

Evaluate Prescriptive (how to do the skill) Descriptive (how its done)

Feedback: Key Points:       

Positive and constructive: The praise sandwich Specific, not general External focus of attention Summary vs instantaneous Engage athlete “cognitively” Bandwidth feedback Verbal/non-verbal consistency

Feedback for successful performance:   

Does the athlete understand why he/she has been successful? Have the athlete repeat the successful performance IF YES TO BOTH OF THESE, MOVE ON TONEXT LEVEL OR PROGRESSION OF SKILL

Stage of skill development:   

Beginner Intermediate Advanced

Classifying Skills: 

Closed vs Open

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Discrete Serial Continuous

Practice Variables: 

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Breaking skill into parts: 1. Part 2. Progressive Part 3. Whole Variet of tasks practiced: 1. Constant practice 2. Variable practice 3. Random practice

Good Practice Practices:  

Use available help wisely Minimize elimination games..;…….

Designing Effective Training Sessions: Types of practices:     

Types ofpractices Skill Team-offense-defence-speciality Conditioning Fun

Designing practices; 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

Set goals and objectives –inform Progression-individual  team skills Teach new skills and drills early Active Clear concise instructions Teaching formations Explain and demonstrate clearly Don’t talk too long Inform and use your assistants Use all playing surface Observe, evaluate, give feedback Drills-effective

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Positive and upbeat Voice-communicate clearly Warm up and cool down Mass stretching and fun warm up Use fun drill each practice Stop drills when: a. General error b. Lack of effort End-speak to group Work after on weaknesses After practice-conditioning area Individual meetings Evaluate: a. Assistants b. Captains Communicate Demand excellence