TRAINING FOR AEROBIC IMPROVEMENTS

Transcription

1 Compiled by Michael Ursu - Gold Licence Coach TRAINING FOR AEROBIC IMPROVEMENTS TRAINING AT MAXVO2 MAY OR MAY NOT, BE THE BEST METHODOLOGY Dr. Ralph Richards Summarised: by Coach Ursu AEROBIC CAPACITY WHAT IS IT? We define aerobic capacity as the amount of oxygen delivered to the working muscles per unit of time (i.e. litres of O2 per minute). However, it s obvious that factors such as growth (larger body, larger lung capacity) and maturity (larger muscle mass) have a strong influence on aerobic capacity. Scientists generally qualify the measurement to reflect these differences; one s aerobic capacity is generally interpreted in terms of millilitres of oxygen per minute per kilogram of body weight (i.e. ml/kg/min). Therefore, body volume (as an important hydrodynamic variable which influences swimming efficiency), in combination with muscle mass, may indicate a more precise measurement of one s capacity (Zwiren 1989 and Grana et al 1989) particularly during childhood/adolescent growth periods. Studies of children participating in sports training programs have reported varying results regarding the relative contributions of growth and maturation and training to maxvo2 capacity (Mercier et al 1987). AEROBIC CAPACITY WHY IT S IMPORTANT Now assume that an age-group swimmer s maximum capacity to consume oxygen increases, what are the likely outcomes in terms of performance? First, let s look at the nature of energy supply in pre pubertal swimmers. There are two considerations: 1. What are the effects of energy supply at submaximal swimming velocities, and 2. What are the effects during high velocity (i.e. high intensity) swimming? At any given submaximal swimming velocity, if the percentage of aerobic energy demand (i.e. in relation to the maximum available) is reduced, the metabolic efficiency will increase. This places less physiological demand upon the swimmer to sustain that submaximal velocity. If other factors such as glycogen availability, swimming mechanics, etc. remain favourable, the net result is the swimmer s ability to sustain the workload. This is generally called fitness. It s also the case that a swimmer s ability to perform greater volumes of work will change the total energy supply dynamics and result in overall improvements in both aerobic and anaerobic energy supply (Yaacov et al 1991). AEROBIC POWER OR AEROBIC CAPACITY WHAT S THE DIFFERENCE? Increasing one s aerobic capacity can easily be seen as an advantage in swimming because of the increased potential for energy supply. However, statistical analysis of the characteristics of elite swimmers shows only a moderate association between having a high maxvo2 and being successful in endurance events (Troup and Daniels, 1986). This relationship may be attenuated because there are multiple interactions among physiological factors, such as 1. All three energy supply pathways must function simultaneously, genetic and adaptive influences related to muscle fibre composition, and 2. Lifestyle variations. However, a stronger association does exist between swimming economy (at the appropriate race velocity) and success in endurance events (i.e. races of 400m to 1500m). For this reason, sport scientists have concentrated their efforts over recent years to identify specific points where energy supply is critical in relation to swimming velocity; and then observe how this relationship changes over the course of a training program. We can identify individual anaerobic threshold or critical speed as markers, which associate swimming velocity with a physiological parameter (i.e. blood lactate or heart rate, respectively).

2 If these key velocity markers occur at a very high percentage of one s maxvo2, then a swimmer has better aerobic power. Thus, aerobic power becomes a more practical concept, but aerobic capacity and aerobic power will together influence one s endurance potential. TRAINING TO IMPROVE AEROBIC CAPACITY AND POWER Three questions come to mind when the coach decides to plan a training program best suited to the swimmer s needs: Are there critical periods of development when aerobic training can be used to best affect? This question actually has a number of implications. First, when considering a swimmer s career, it s suggested that the bulk of training activities for prepubetal children should be aerobic in nature (Obert et al 1996, Richards 1996). Naturally, swimming skill and the development of speed must not be overlooked as part of the integrated training model. Second, when considering a seasonal training plan, improvements in aerobic capacity and aerobic power (together) provide the basis for specific race adaptations later in the season (Pyne 1995). This places an importance upon aerobic work following a period of detraining, but does not preclude multiple training objectives. What volume of training should be devoted to aerobic work? Again, this will have implications based upon the age, maturity, and background of swimmers. There is also a consideration of how training volume triggers adaptation. Training prescription based purely upon volume will be inherently flawed because the effects of volume and intensity interact to stimulate adaptation. The volume-intensity relationship must also take into account the need for suitable recovery (the third factor in the adaptation equation). Therefore, very large volumes of daily work are possible at 50-60% of one s aerobic capacity; while much smaller volumes of work are possible at 85-95% of maxvo2 because the body must recover to adapt. For prepubescent swimmers the volume of aerobic training will remain relatively constant during a season; for older swimmers the volume may reduce (although it should never be eliminated) as the training period progresses. Coaches are often frustrated when they re not provided with clear-cut prescriptions (i.e. 80% of training volume done aerobically at the start of a program and work down to 50% during specific race preparation, for example). However, you can see that the question, how much volume is enough? is too complex (and the range of swimmers in any training group may be too diverse) to warrant a simple formula. What is simple, and practical, is regular assessment on the part of the coach. By using simple swimming performance tests the relative improvements or declines in aerobic measures (i.e. capacity or power, or both) can be determined and training volumes and intensities adjusted. The third question is one of what training intensity is best employed to improve aerobic potential? Again, the consideration of individual variation within a population of swimmers poses a problem to a quick and easy answer. For example, consider that in addition to one s individual genotype there may be variations in one s sensitivity to training stimuli (Bouchard and Lortie 1984). Some individuals show immediate response to either high or low levels of stimulation while others continue to absorb training volume (at either high or low levels of stimulation) and then respond all at once. The way to understand this phenomenon is to keep extensive records of a swimmer s training history and then adapt the program to reflect the way an individual best reacts to training stress. There are some general guidelines, which the coach can use to help determine training intensity. First, swimmers who are less fit (i.e. have a relatively low aerobic capacity because of limited training history, or recent detraining effects, etc.) require lower levels of stimulation to improve. Because the majority of coaches don t have the resources to measure aerobic capacity directly, they must rely on perceived exertion or heart rate - beats below maximum to estimate the percentage of aerobic capacity used. (Coaching Swimming: An Introductory Manual. Ralph Richards. Australian Swimming Inc., 1996 pp55-57)

3 Light-to-moderate intensity at heart rates of beats/mm below maximum heart rate is usually sufficient to elicit a fitness response. Second, swimmers who have an accumulated training history (i.e. several years of training background) or a favourable genotype will adapt faster to training loads and will quickly require greater stimulation. Greater volume at a higher intensity (i.e. about 75% of maxvo2) to improve aerobic fitness; generally, this is moderately hard endurance work performed at beats/min below maximum heart rate. Third, well-conditioned swimmers will require aerobic loads of 75-85% of maxvo2 to elicit the required training response. This work is perceived as hard and is performed at approximately beats/min below maximum heart rate. Once this level is reached, the coach must test regularly to determine if aerobic capacities are still improving or have plateaued. High levels of fitness can be maintained using reduced volumes of work (at the required intensity level), but this level of conditioning cannot be maintained indefinitely. Eventually, even superbly conditioned swimmers will exhibit reductions of aerobic capacity if both volume and intensity requirements of aerobic work go unfulfilled. Even young swimmers will respond to these training principles. Evidence from research, as well as practical experience by coaches, supports this. SUMMARY Improvement in maxvo2 is a desirable training goal for the development of swimming endurance and overall ability to absorb a variety of training stimuli. The concomitant goal of improving aerobic power may also be achieved through the prescription of training loads, which may represent only 60% (for unfit or novice swimmers) to 85% (fit swimmers) of maximum capacity. The resulting adaptations, which occur, produce a shift in the swimming velocity required at one s individual anaerobic threshold (i.e. threshold speed becomes progressively faster). A greater percentage of aerobic capacity becomes available for sub-maximal performance, thereby improving energy efficiency at these speeds. Programs, which regularly or systematically require maximum aerobic capacity training loads, do not seem to be warranted for prepubertal swimmers. Progressive loading of both training volume and submaximal intensities will produce the desired aerobic improvements. However, senior age group and/or elite swimmers may effectively use training sets, which elicit a maximum aerobic load. References: Bouchard C., and Lortic G., Heredity and Endurance Performance. Sports Medicine, vol Grana W. et al (editors) Swimming Economy: A Physiologic Perspective. In Advances in Sports Medicine and Fitness (Volume 2). Year Book Medical Publishers Inc., Chicago, Maglischo E., Swimming Even Faster. Mayfleld Publishing Company. Mountain View, California, Mercier J. et al Effect of Aerobic Training Quantity on the VO2max of Circumpubertal Swimmers. International Journal of Sports Medicine, vol.8, Obert P. et al Effect of long-term intense swimming training on the upper body peak oxygen uptake of prepubertal girls. European Journal of Applied Physiology. vol.73, Pyne D., The Specificity of Training - A Fresh Look at an Old Principle: Using Aerobic Training to Improve both Aerobic and Anaerobic Fitness. Australian Swim Coach (Journal of the Australian Swimming Coaches Association) vol. 11, no. 7, (Jan/Feb) Richards R., Coaching Swimming: An Introductory Manual. Australian Swimming Inc., Canberra, Troup J., and Daniels J., Swimming Economy: An Introductory Review Journal of Swimming Research, vol. 2, no.1, Yaacov, A. et al Oxygen uptake dynamics during highintensity exercise in children and adults. Journal of Applied Physiology, vol. 70, no.2, Zwiren L., Anaerobic and Aerobic Capacities of Children. Pediatric Exercise Science, vol. 1, 1989.

4 Preparation of Sprint Swimmers. By: Gennadi Touretski Summarized by: Michael Ursu Introduction The men s 100 Freestyle is regarded as the blue ribbon event in the World of swimming. Among the Olympic champions are two Australians, John Devitt and Michael Wenden who were successful in 1960 and 1968 respectively. I have been privileged to coach Aleksandre Popov the World 100m Freestyle champion in 1994 and 1998, double Olympic Champion in the 50 and 100m Freestyle in 1992 and At the 1998 World Championships in Perth, Australian sprinters achieved significant improvements and success. Michael Klim took a silver in the 100m Freestyle, a bronze in the 50m Freestyle, and gold medal in the 200m Freestyle. Philosophy of Coaching The philosophy of coaching sprint swimmers is not very different to training the other distances. My philosophy is based on the understanding of two things: Firstly, athletes should be fit both physically and mentally and, Secondly, technique should be perfected. This approach helps us divide the preparation into specific parts. There is no one particular successful method. The great individual variation in the make-up of athletes, age, gender, anthropometrical characteristics dictate that the preparation must be tailored to suit the requirements of each swimmer. If we examine the characteristics of current champions in the sprint events, most of them are very tall (greater than 190cm in height), look very athletic and aged between 18 and 25 years. Some of them are at the stage of stable performance and others in the stage of physical maturation and variable performance. In developing athletes, it is very important to find the key that is suitable for each individual personality. For example, the key for the performance of Aleksandre Popov, Aleksandre prepares for the 50 and l00m events only, without paying attention to his 200m performance. His complementary preparation for his sprint Freestyle is centred on the 100 and 200m Backstroke events. One of the most important parts of the preparation is the training plan. Our approach is based on the transformation of training from general to specific, aerobic to anaerobic, from endurance to speed. The key of this preparation is to support and maintain speed throughout every phase right through the end of the training season. If there is a single factor that can identify the champion sprint athlete, and a common feature of the best sprint training programs, it is the ability to swim competitive speeds under the pressure of high workloads and training volume. This is particularly important during the preparation about 4-5 weeks prior to the competition, when other swimmers do not swim close to competitive speeds. The plan usually consists of four parts: General Specific Competitive Recovery General Preparation This phase starts with two weeks of technical and coordination work and reaches a volume of 40-50% of the peak volume for the season. This is usually 35-50km of swimming per week with about 10 sessions per week in the water, and 5x45- minute dryland sessions of fitness work and 2x30-40 minute running sessions. At this time, we discuss the plan for the season and the means of developing technique. Progressively the plan is to re-establish the level of the previous preparation.

5 Testing including blood testing, body composition (skinfolds), the 7x200m Step Test, and 25m times is conducted. It is very important to motivate the swimmers and prepare them for the goal of the cycle. A great deal of communication between the swimmer and the coach is essential. In this stage we use sprint assisted training with surgical tubing, towing machine, and fins with the purpose to stimulate the physiological and neuromuscular adaptations necessary to swim fast while holding good technique (distance per stroke). Occasionally we use fitness exercises in the water such as water polo and other games, and a great variety of swimming drills during regular training. The next stage is to increase the training volume in three weeks up to a maximum of 60-80km per week. This is achieved primarily by low to moderate intensity aerobic work in the AM sessions with total volume of 5-6km per session, with individual sprint and technique work conducted at the end of the session. An example of this would be: Morning session: 300m warm-up 4 x 25m IM 1x3000 over distance with cruise speed 400m kick + 8x50m kick on m resistance (surgical tubing) + 8x25m assisted sprint The afternoon session is based on repeating the previous distance work but this time broken into 100m s intervals but with a similar structure: 500m warm up 10x25m on 60 30x100m on 1:30 (1:10 for Michael Klim, heart rate bpm) 500m drills 20x100m on 1:40 (1:05, heart rate 150-l60bpm) 400m kick 4x100m on 1:40 8x25m dive start on 2:00 The requirements for distance swimming and longer intervals centre on controlling the number of strokes per lap. We continue this type of work for 2-3 weeks with the intensity increasing after two weeks. Specific The goal of the Specific phase is to prepare the skills and energy systems necessary for the competition. At this stage, the aim is to maximise the volume of swimming undertaken at competitive speeds. From analysis of the training of the best athletes, it is evident that the proportion of speed and/or specific work rarely exceeds 20% of the total training volume. While the volume of work decreases and following the recommendation to decrease this some six weeks before racing. The weekly training volume is still quite substantial and may reach 50-60km per week in this phase. An example of the afternoon session for a standard Wednesday in the weekly program is: 600m warm-up 8x50m on 50 D x (400m (4:30) + 60s rest + (100m Freestyle (55 to 53 seconds)) 1000m kick and pull 10x50m alt 100m pace, easy 300m swimming down Competitive, Tapering The word tapering is very commonly used by coaches. The swimmer should develop his readiness in the general and specific phases to achieve competitive speeds in a heavy workload. This is particularly important for the second 50m of a 100m race and the second 100m of a 200m race. Later this is achieved by reducing the volume and improving the recovery: speed will automatically develop through heightened activity of the nervous system and super compensation of physiological capacities. At this stage, a favourite exercise is three days of simulated competition approximately three weeks from competition, with a further day of time trials approximately 10 days from competition. This work typically takes the form of: 300m warm-up 1x100m Butterfly (e.g ) 3x50m on 3:00 (e.g. 25.0, 24.6, 24.6) 6x100m recovery on 1:40 heart rate bpm 8x25m dive on 2: m kick and drills

6 The last high intensity training session is held five days before competition. Technique The key is constant attention to the quality of technique but without making excessive changes such that swimmers lose their technique and/or feel for the water. To illustrate this point, I would like to relate a story from last year where I discussed technique with Scott Volkers (coach of Samantha Riley and Susie O Neill) and a top Russian coach Victor Advyenko (coach of Olympic Champions Denis Parikratov and Evgeny Sadovyi). Both represented their training theories in about 20 minutes: Coaches were very surprised that the two coaches had very different approaches: Advyenko s approach could be characterised as high volume low intensity while, Volkers is medium volume and higher intensity. Both coaches have been extremely successful at the international level. I have had the opportunity to work with both Volkers and Advyenko they shared one characteristic a great ability to control, influence and teach efficient technique. The most important aspect in teaching is that the swimmer is learning and acquiring the correct technique. The swimmer needs to develop a self-organised psychosomatic system based on positive feedback using information derived from the training program. The role of the coach is extremely important in selecting the information and using the correct words and images for the swimmer to understand and learn the skills. In Australia, this is best illustrated by the heart rate set where the coach informs the swimmer of the desired pace and heart rate. The swimmer needs to develop a balance between effort and technique in order to achieve the correct pace and intensity. In my opinion when we speak of technique we need to understand that this includes biomechanical parameters such as stroke rate and stroke length, physiological responses such as lactate and heart rate, and of course performance and split times. This should act as positive feedback and influence the technique in the best possible way. Generally I use the principle of the three R s to explain and teach good swimming technique. Rhythm The basis of maintaining the quality of motion. As soon as rhythm is lost, distance per stroke and speed decrease. Range Through the stroke we can determine the optimal range for competitive swimming. In training the goal is to reduce the number of strokes per length. Relaxation John Weismuller was reported to have said that the secret of sprinting is in the recovery part of the stroke. The feel of the water is the ability to balance the propulsive forces and counter them through the stroke. In training, the goal is to minimise the intra cycle fluctuations in acceleration and deceleration that occur at different phases of the stroke. Starts The importance of starting and turning is well described. In the 100m Freestyle event, the start and turn cover almost 30% of the total distance at a speed greater than the average race speed. There are six essential points: Centre of gravity is in line with the front edge of the block The hips push forward as a trigger motion At the moment of leaving the block, the body is outstretched in a straight line, at the lowest possible angle to the water The whole body enters the pool through the same small hole The body remains rigid and streamlined in a torpedolike trajectory The body reaches the surface at the smallest possible angle Turns Maintain the maximal possible speed in the last 5m before the wall Use a minimum radius of rotation (head close to knees) No twisting of feet on the wall Streamline the body in the drive from the wall Stay under the following wave Keep lowest possible angle when breaking the surface

7 Competition Goals There is a lot of to do and not much time available. As the season major competition approaches, the time seems to be going more quickly and tension mounts. We need to answer many questions, in order to predict the situation in the Major Competition. I will be considering the following issues: Predicting the opposition Competitive model for each individual event A model of the basic characteristics of each athlete The effects of various training factors such as volume, intensity, race schedule Methods of controlling and monitoring the athletes condition Calculating the magnitude and structure of the training loads The principle model of rehabilitation and support for the training process Prediction of positive and negative factors during training and competition phases up to and during the Major competition the swimmers trained for., usually one per swimming season. As a coach I see three key steps in this planning process: Increase the number of competitive opportunities (quality racing) Improve the swimming technique Improve the fitness qualities of swimmers The problem of organising sprint training is complex despite its outward simplicity. Perhaps sprint swimming is at a lower level of evolutionary development than that of other events on the swimming program. Animal experiments and practical experience show that speed develops 3-4 times slower than strength and 23 times slower than endurance. Plans for Developing Junior Swimmers By John D. Atkinson Great Britain Summarized by: Coach Ursu Philosophy We need to look at how we develop young swimmers and address certain issues. I aim to develop all swimmers aged under 12 as 200 metre IM competitors and swimmers aged 13 and 14 should be developed as 400 IM and Freestyle competitors. What happens to the young swimmer who specializes young and only races on one stroke? It is my experience that when these swimmers times plateau in the event that they have specialised, they have nowhere to turn and begin to drift away from the sport. The theory behind developing 200 IM swimmers is that they will develop four strong strokes and have a good endurance base. Talent Identification This was an important factor when I worked for the Norwich Penguins Swimming Club and I still believe is crucial to the development of any swimming club. The Norwich Penguins Swimming Club was a large swimming club with over 200 swimmers in competitive squads and a large teaching section, which used numerous pools throughout the city. The club had teaching classes from which swimmers moved into the improver section of the club. There were then two pathways of progression through the improver section of the club, which were based at different venues, and this can be seen in Table 1. Swimmers would progress through each section before deciding to move to the competitive section of the club or attend club nights and do water polo, survival swimming or fitness swimming.

8 The standard for entry into the competitive section of the club is shown in Table 2. Table 2: Criteria for Entry to the Competitive Section of the Club I consider that levels 1 to 3 shown in Table 3 to be Preparation Squads where you are preparing the swimmers to train. If the swimmer could attain the criteria shown in Table 2 it would be easy to then develop them further. All successful clubs must have to have a feeder inlet to their program. Coaches have to be the instigators for this and actively seek to make these arrangements with swim school programs. This can have benefits both ways. If a child arrived at the club I would do my assessment on them. If they could attain the criteria as shown in Table 2, they would be accepted into the club. If the swimmer could not attain the criteria I would recommend that they went into the lesson program and make the introduction with the swim school coordinator. The Club Squad System All clubs need to have a grouping system in place.. To move from one squad to the next you need to have set criteria, similar to the club program entry. To be moved from Squad Level 1 to Squad Level 2, the swimmer would have to attain the standard required as shown in Table 5. The swimmer aiming to be moved to Squad Level 3 must be attending the five available sessions in Squad Level 2 and be capable of swimming the training sets outlined in Table 7 before being considered for movement. The older late developer, in Squad Level 3, who has not made a state final or national age qualifying time by the age of 14, would be directed to the club squad regardless of their training attendance. The swimmers aged 14 who may have the results but are not prepared to make the commitment to the program in the Junior National Squad or have not been attending the five available sessions in Squad Level 2 would also be moved to the club squad. The talented swimmer in Squad Level 3 with a state final and/or national age qualifying time, who is prepared to attend to the required level in the next squad, based on the recommended training attendance for their age and has been attending the eight available sessions in Squad Level 3 would be moved to the Junior National Squad. The Junior National Squad would be for swimmers who would have achieved their first national age qualifying time and/or a state final (approximately aged between 12 and 14). The swimmer would then progress to National Squad from the Junior National squad when achieving a national open qualifying time or across to Club Squad if they are not prepared to make the commitment.

9 Squad Level 1 In this squad the swimmers are new to the competitive section of the club and are being developed into competitive swimmers. They are preparing to be trained at a higher squad level. Before moving into this squad they have generally been doing one or two swimming lessons a week. These swimming lessons are probably minutes in duration. When the swimmer moves to the first level at the club they will experience an increase in the amount of swimming that they are doing. One session in Squad Level 1 may be the equivalent of two swimming lessons. 14. Introduction to low-level competition. 15. Punctual start times for all sessions. 16. Introduction to basic stretching exercises. 17. The training equipment that they would need in the squad would be a kick board, drink bottle and flippers. In order to ensure that all areas of work are covered it is essential that you prepare the squad plan. The plan is important for the helpers, assistant coaches and cover coaches. Everybody will be working in the same direction if a plan is used. Table 4: Squad Level 1 Six-Week Training Plan with 3 sessions per week The swimmer would be expected to attend two sessions per week when starting in Squad Level 1 and then after 3-4 four weeks, when they have adapted to this level, they start to attend three sessions per week. Remember that if they are doing two swims a week in Squad Level 1, they are not visiting the pool any more than when they were in lessons, but they are doing a lot more work than they did in the lesson program. In this squad the work covered and expectations would be as follows: 1. Stroke technique on all four competitive strokes, using coach control sets and single lap work. 2. Learning stroke drill progressions for all four competitive strokes, initial learning would be with fins, using coach control sets and single lap work. 3. Improving their endurance to prepare them for the next level. 4. Introduction to IM swimming. 5. Turns four all competitive strokes and Individual Medley. 6. Starts on all four competitive strokes. 7. Relay takeovers. 8. Learn the correct finishes of the four competitive strokes. 9. Sculling and Games. 10. Learn how to use a pace clock. 11. Training in a group environment and lane discipline. 12. Rules of the sport. 13. Every sixth week club time trials on a variety of strokes and distances. Table 4 shows that at Squad Level 1 there are three sessions available of one hour duration each week. They would do between 1000m and 2000m in each training session. Each box in Table 4 shows the main set that will be covered and the secondary set of the session. Obviously, there will be a warm up and cool down aspect to the program but that is not shown in the plan. To move to Squad Level 2 the swimmers would need to attain the criteria shown in Table 5. The structure of each session in squad level 1 would be as follows:

10 Table 5: Criteria for Movement from Squad Level 1 to Squad Level Freestyle with tumble turns and bi-lateral breathing Backstroke with tumble turns and a bent arm pulling action Breaststroke with correct under water pull outs Butterfly with fins and correct turn IM & turns 6. A racing start 7. Correct finishes on the four competitive strokes The work covered in Squad Level 1 will give a base to the swimmers to then be introduced to more training sets at the next squad. The swimmers should be awarded a certificate when they move to Squad Level 2. The swimmers are predominantly young and this would mark their achievement. Squad Level 2 Once the swimmers reach this level they would be introduced to more types of training sets. The emphasis would still be to include all the areas that are covered in Squad Level 1. The swimmers in this group would be steered toward swimming the 200 IM as their main event. Five training sessions a week would be available for them to attend. 1. Stroke technique on all four competitive strokes. 2. Learning stroke drill progressions for all four competitive strokes. They would be introduced to more complex stroke drill progressions. 3. Introduction to test swims. 4. IM swimming sets. 5. Starts, turns, finishes on all four competitive strokes and IM turns. 6. Relay takeovers. 7. Increased use of the pace clock. 8. Introduce training that includes, varied pace swims (builds, negative split swims, descending sets etc.), basic swimming speed, pacing and over distance swims. 9. Rules of the sport continued to be covered. 10. Increased distance covered in the sessions to improve their endurance. 11. Every 6th week club time trials on a variety of strokes and distances. 12. Local meets, carnivals and relevant level scratch meets. 13. Introduction to goal setting. 14. Introduction to keeping a logbook. 15. Stretching and basic body weight exercises. 16. The training equipment that they would need in the squad would be a kick board, pull buoy, drink bottle and flippers. In all the competitions the swimmers would be encouraged to enter IM events and all strokes. No early specialisation would be allowed and the coaches would advise the parents which events to enter their children. They would cover between 2500m and 4000m in their 1½ hour training sessions. In a week the swimmers would do between 12½-20 kilometres. Table 6 shows how the work to be covered by this squad would be built into a six-week training plan. The criteria to move to Squad Level 3 is shown in Table 7. The length of the swim session would be 1-1½ hours. In this squad the work covered and expectations would be as follows:

11 Table 7: Criteria for Movement from Squad Level 2 to Squad Level 3 The 12-year-old in this group could be the next 15-yearold super star! You should continue to develop the swimmers as IM competitors, but now as 400 IM competitors, and distance Freestylers, as well as other strokes. Although in this squad some swimmers will show a preference toward some events rather than others. They will have a favourite event but will be expected to still compete in all events, especially the IMs, with no early specialisation allowed. This squad will start to establish the training base from which the swimmers will go on to achieve success at a national level. The swimmers will build to training eight times each week. This would be dependent upon their age. As a very general rule the following would be applied: 11 years = 6 Swims. 12 years = 7 Swims. 13 years and older = 8 Swims. Eight sessions a week should be available to this squad and this would include early morning sessions. The 11-year-old would be introduced to early mornings during school holidays. By the time the swimmer is 12 years old they would be attending early morning sessions on a regular basis x100 Freestyle on 2:15 with correct turns x100 IM on 2:45 with correct turns 3. Be confident of swimming a 200 IM in competition. 4. Attend the five sessions available in squad level two each week. The more talented older swimmers with good commitment would be invited to the next squad level to train, at the discretion of the squad coaches. The sessions should ideally be 1½-2 hours in duration and cover the following distances Squad Level 3 In this squad the swimmers are now being prepared to race at State Age final level and/or make their first National Age Qualifying time. The workload and expectations would increase significantly in this squad. The swimmers would be exposed to increases in hours, distance and level of competition.

12 The swimmers would work to an eight-week cycle and would be aiming to peak at selected competitions throughout the year. The main competitions would be State Championship events. Time Trials would be conducted for this squad every eight weeks. A normal eight-week cycle for this squad would cover all the types of training as listed in the squad work and expectations, below. The constant for this squad being the distance covered each week. Table 9 shows a regular eight-week training cycle for the swimmers. The intensity of the sessions and each week may change but the distance covered would remain the same. The emphasis of this squad would be to build a strong aerobic base. Very little work would be done on quality sets (lactate production/tolerance etc.). The eight-week cycle to state championships would be geared toward the swimmers achieving maximum performance. When the swimmer has achieved a state final or National Age Qualifying time only then would they be considered for movement to the next level. This would be dependent on training attendance and attitude, which is just as important as ability. In this squad the work covered and expectations would be as follows: 1. Stroke drill progression is continued to be worked and expanded upon with the swimmers being exposed to even more complex progressions. 2. A variety of test sets are worked with this group including the following: (a) T30 (b) Timed 2000m (c) Test Set 10x50, 5x100, 2x200 (d) Individual checking speeds for 100m/200m/300m (e) Youth 7 x 200 Step Test (f) Starts, turns & finishes (Biomechanics) (g) Kick test sets 3. The following types of training sets would be worked: (a) Aerobic (b) Anaerobic Threshold (c) High Performance Endurance (Heart Rate) (d) Introduction to Quality Sets (e) Race Pace Work (f) Speed Work (g) Negative Split, Build, Descending, Double Up Sets 4. Female swimmers would work on negative splitting their swims of 200 metres and above with male swimmers working on even splitting the same swims. 5. Equal amounts of work on pull and kick sets. 6. Speed work (short sprints) to be built into the sessions early to develop speed and at the end of the session to develop race specific endurance. 7. They would be introduced to using pacing, stroke rate, stroke count, stroke rate and training based on heart rates, in conjunction with each other. 8. The training equipment that they would need in the squad would be a kick board, pull buoy, band, hand paddles, drink bottle and flippers. 9. Goal setting in conjunction with the coach and parents. 10. Keeping a logbook as directed by the squad coach. 11. As well as local meets, carnivals and state championship meets the swimmers would start to compete at scratch meets. Racing strategies would play a part in the competitions that they enter. The swimmers would work on backing up fast heat swims with faster final swims, this concept could be built into their training program. They would take part in somewhere between competitions each year. These competitions should be of varying standards. They should compete in some meets below, at and above their standard. 12. Stretching exercises and a land work circuit would be built into the program. 13. Nutritional education sessions of both parents and swimmers. To move from Squad Level 3 to Junior National the swimmer would need to achieve the criteria shown in Table 8. Table 8: Criteria for Movement from Squad Level 3 to Junior National Squad 1. Attendance at training to the required level as directed by the squad coach must be achieved. 2. An undertaking by the swimmer and parents to attend training in the next squad to the required level must be agreed.

13 3. A positive approach and attitude in training sessions must be shown in Squad Level Results in competition of a state final and/or national age qualifying time must be achieved. Richards R. (1996) Coaching Swimmers- An Introductory Manual Australian Swimming Inc, Dickson, ACT Conclusion Coaches should use the information that is available to them to develop their own model of how to prepare young junior swimmers for a long-term swimming life. I feel that if swimmers are developed through programs such as the one outlined in this paper they will be ready to embark on a successful national and even international swimming career. Table 9 shows the areas that you should judge your swimmers to move them from lessons to the competitive section of your club and from squad to squad within your club, this is an important area that the coaching staff should define. Table 10 shows where Squad Levels 1-3 fit within the overall club structure. Coaches do not neglect the junior area of your club it needs to be strong in order to build a champion senior team. Table 9: Criteria for Movement, in to the Club Program and from Squad to Squad, is Based on the following principles References Atkinson J. (1992) The Norwich Age Group Programme Swimming Coach (Journal of British Swimming Coaches Association) Vol. 10, No.3 pp Sweetenham B. (1998a) Preparing Pre-Maturation Female Endurance Athletes Australian Swim Coach (Journal of Australian Swimming Coaches & Teachers Association (ASCTA) Vol. XIV, No.5 pp14-18 Sweetenham B. (1998b) Coaching and Parenting for Age Group Youth Level Swimmers Australian Swim Coach (Journal of ASCTA) Vol. XIV, No.5 pp11-14 Sweetenham B. (1998c) Coaching Philosophies and Strategies for Working with Talented Age group and Youth Swimmers Australian Swim Coach (Journal of ASCTA) Vol. XIV No.4 pp Sweetenham B. & Goldsmith W. (1998) Developing A Successful Age Group Swimming Program Australian Swim Coach (Journal of ASCTA) Vol. XIV No5 pp 7-10

14 Effective Communications with Parents By: Greg Malszecki, Canada Summarized: by Coach Ursu Behind every success story, there are hundreds of incidents of people opening doors, helping out and giving you some energy. Part of the challenge of being a coach at this level is recognizing that team building for you means not just the athletes in the water but the parents and the staff that you are working with as well. That s all part of the challenge of being successful in this sport is seeing how you can develop success out of the relationships you have with the parents. Those relationships can go a long way in terms of building your career and giving you the personal satisfaction of doing a job well done. I am not sure exactly what the situation is like for you, if you have ever dealt with a parent who has made you feel proud to be involved with this sport or you have dealt with a parent who has made you feel like leaving the sport. I know in Canada there are a lot of young coaches who are in the sport for two or three years and then decide that it is not for them. It is not the eighty great parents that they meet it is the one or two that give them a very difficult time and discourage them to the point where they decide that they may change professions. Even though they love the sport, they feel that those types of experiences are difficult for them. There is also a problem all across North America in terms of the way parents are dealing with the officials, the way parents are dealing with athletes. I am a parent and the success that I have experienced with all the athletes I have worked with and all the athletes I have played with have been to a great extent due to the relationships with the coaches and the way the coaches related to the people who were important in their lives. Let s talk about how it works. I wanted to mention that an effective communication with the parents depends a lot on what you can expect as a coach. The program we sponsor and a lot of programs have had to clarify what the role of parents is. In some cases, they ve had parental contracts. Up in Canada where hockey is a religion, they put together a whole training manual for coaches called Hockey and Conflict Mediation. A lot of this has to deal with enthusiastic parents or parents who do not know what their boundaries are as parents. Coaches sometimes find that their advice when coaching an athlete is contradicted by the parent on the ride home from the school. These are the kinds of situations that I would like to address. Before I do so, I would like to talk about a book which has very much impressed me, it is called Sporting Excellence - What Makes A Champion by David Henry, who is a British Sports Sociologist. He was a gold medal winner in the 400 meter high hurtle where he set a record in Mexico City in His sub-title What Makes a Champion is based on the interviews he did with about sixty superstar athletes in about 24 different sports all around the world. He asked them a number of lengthy questions in chief interviews and then wrote up the findings. He has got a most interesting section on childhood and growing up, I will just read a few of the conclusions that he had come up with; The best performances came from those athletes where the decisions were the child s and the parents were supportive but not pushy. The only way those parents would find that out is they would ask, do you feel pushed or pressed by us? Three quarters of the champions that he talks about describe relationships with their parents as Close and good. Those parents allowed the athlete to be independent and responsible.

15 Now in that sense, parents can be role models or guides, they emphasize the fun aspect of the sport, fair play, sticking to the rules, ethics, and codes of the club and as well, the types of agreements that they made with the coaches were based on trust. Less than one half of Henry s studies have parents who were competitive themselves. You will certainly come across swimmers who have high ambitions whose parents themselves were never swimmers or maybe not even competitive athletes. A child has input on challenging but obtainable goals, as long as the child leads the discussion, Henry concluded, then that child will have a successful and satisfying career in the sport and that will make a difference to you as the coach because you can help that person bring out the best that they can accomplish. When Henry asked What about your parents concerns about results, one of the answers he received from Billy Jean King was her parents never asked whether she won or lost but rather are you happy playing? Are you sure this is what you want to do? And then they left it to her to decide. One of the things that you can see is that that describes a lot of the parents you have been meeting. If you think about the 80/20 rule of life, 80 percent of the instances, the parents are going to be positive or neutral and they are going to be a source of great satisfaction to you. They are going to give you positive feedback; they will be part of the reason why you want to stay in coaching. Twenty percent are going to present problems and conflict in some way. What is the ideal parent that we have experienced? Supportive, available, volunteering, consistent behavior, positive and trusting; the trust must be there because in many cases, the coach becomes a surrogate parent. You may see more of their kids then they do. In a survey done in the USA, they found that parents generally on the average have 8 minutes of conversation with each one of their children a day. That is about 1 hour a week. If you think about the number of hours you are with their kid in you program that may exceed the number of minutes that the parents, on average, in contact with their own child. So, this is a type of partnership. Is their one characteristic that would be most desirable for you in finding parents? What is one thing that you would say? Built on trust positive interest, supportive and allows you the freedom to bring out the best in their child without interfering. In contrast, describe the traits of the parent from hell. I do not know if you have ever had any experience of this, it may be theoretical for some of you; talking to you while on deck, being negative to the swimmers, raising the anxiety level of their own child and making their peers aware that somehow they are being used as a tool, negative to other parents, undermining or sabotaging your efforts so you as the coach spent time organizing the practice schedule, the drills and preparing this athlete and the parents can undo all that during the ride home. A parent co-coaching or counter-coaching, using the organization against you as the coach or creating problems or conflict with your superiors. Let s take a look at one thing, if we look at the impact of the parent on the coaches life. What if you have to be on deck at 5:30 in the morning and parents are calling you up at 11:30 at night wanting to talk about their kid, does this sound familiar. What about parents that do not like the way that you have scheduled the practices because it is inconvenient for them. Parent who always end up defaulting when they have helped to arrange transport from one place to another. Or parents who will wait until an important moment in a contest to talk to you about some trivial concern they have, do any of these things sound familiar?

16 How do you resolve those conflicts? That is exactly one of the things that I would like to talk about. What things do not work? Criticism does not work, withdrawal does not work, contempt does not work however it can give you a little bit of a fence but it does not work as a long term solution and defensiveness does not work. Just standing there and taking it, as a submissive personality, is not going to help you solve those problems. What is going to help is effective communication. That is ideally, what I want to talk about. It is very hard to change human behavior, by the time, you have met the parents of your swimmers, and they have been pretty much the way they are since high school. In the few instances of contact that you have during the collaboration with their child as one of your swimmers, you are not going to effectively change their personality. You know that in every organization, conflict is inevitable. If it is predictable, inevitable, and unavoidable you can also use it in a very positive way. Think about it, the United States of America was created out of a conflict. Those can be moments for collaborative solutions and you can bring that parent on to your side. I think one of the first things to do is looking at the parents that are supportive of you and parents who are creating problems for you if you have to look at all of them as part of the team, not just the athletes that are in your club. In fact, your team building skills are going to be challenged by trying to find a way to communicate with that parent what their role is as part of your team. If we think about the fact that when you get involved with a conflict, what happens? We talked about the fight or flight syndrome, one of the things that happen when the adrenal starts pumping is that the blood does not go to the head but rather to the stomach and this is not a very good time to start looking for solutions while you are feeling the pressure of emotions that may be annoying or frustrating, you have to deal with people s feelings first. Instead of fight or flight you will be able to use a verbal option. The way to do that is to look at the three approaches you have to relationships and this includes all of our relationships, whether it is with the parents, the players, family, etc. The three approaches are; You can choose to be submissive, which is that you do not express your own desires or wishes, you except what other people are offering and you adapt to them. A lot of times when a parent comes on very strongly to you, you may think that it is a kind of relief to just go along with what they want and let them have their way. If somebody is consistently calling you at 11:30 at night, you have told everybody in the club that you will only accept phones calls until 9:30 10:00 at night and after that you will either be a sleep or spending time with your family. One parent particular continues to call you after that period of time, the longer you allow that to go on, the more difficult the problem will become. Your reaction is going to have negative consequences and when you do eventually deal with it, the conflict is going to be far more intense. I do not know if any one of you garden but I have a couple of fruit trees in my back yard and between the squirrels, the wind, storms and the natural ripening they are always falling off all over the grass, now if I do not pick them up for a week, I have to spend an hour on the weekend that I don t have to go around and clean up the garden. If I do it every time I am out there, to take the time to deal with it immediately, then I have only lost five minutes not fifty to sixty. One of the things that you want consider is that if you take a submissive attitude towards the relationship, you are going to end up not being able to express you needs and not having those needs satisfied as a coach.