NATIONAL 5 / HIGHER SWIMMING DATA COLLECTION BOOKLET

Transcription

1 NATIONAL 5 / HIGHER SWIMMING DATA COLLECTION BOOKLET LOUDOUN ACADEMY PHYSICAL EDUCATION NAME:

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3 GENERAL OBSERVATION SCHEDULE 1 Swimmer s Name Observer s Name Distance Lengths Cumulative Time Split Time Stroke Count Breaths Observed Comments (on start, turns, (metres) technique...) Overall Time Heart Rate Prior to Start At Finish CRE CRE Please mark on the line below the point in the race where the swimmers body position, arm action and leg action started to deteriorate. Body Position Body is streamlined and there is a smooth turn of the head to breath 0 40m 80m 120m 160m 200m 240m 280m 320m 360m 400m Arm Action Leg Action From high elbow, hand enters water in front of head then pushes down and pulls through the water. There is a steady, propulsive kicking action just below the surface 0 40m 80m 120m 160m 200m 240m 280m 320m 360m 400m 0 40m 80m 120m 160m 200m 240m 280m 320m 360m 400m 2

4 GENERAL OBSERVATION SCHEDULE 2 Swimmer s Name Observer s Name Distance Lengths Cumulative Time Split Time Stroke Count Breaths Observed Comments (on start, turns, (metres) technique...) Overall Time Heart Rate Prior to Start At Finish CRE CRE Please mark on the line below the point in the race where the swimmers body position, arm action and leg action started to deteriorate. Body Position Body is streamlined and there is a smooth turn of the head to breath 0 40m 80m 120m 160m 200m 240m 280m 320m 360m 400m Arm Action Leg Action From high elbow, hand enters water in front of head then pushes down and pulls through the water. There is a steady, propulsive kicking action just below the surface 0 40m 80m 120m 160m 200m 240m 280m 320m 360m 400m 0 40m 80m 120m 160m 200m 240m 280m 320m 360m 400m 3

5 CO-ORDINATION OBSERVATION SCHEDULE 1 Video your performance in a 100m swimming race and fill out the observation schedule below marking a 1-3 to indicate the quality of each specific action. Front Crawl Insert grades 1-3 next to Arm Action, Leg Action and Breathing for each length during the race using the criteria below with number 1 being based on a model performer. This will provide an indication of your co-ordination throughout the 100m event. Leg Action 1 = Extended leg kick Continuous kicking action to assist streamlining. 2 = Generally extended leg kick Some splash as legs roll and kick out of water. 3 = Uncomfortable leg action Rolling and bending at knee. Arm Action 1 = High elbow, strong effective catch and pull from mid line of body. 2 = Clear arm recovery, catch and pull from mid line of body. 3 = Wide arm recovery, hand entering away from mid line of body, quick pull. Breathing 1 = Fluent breaths in relation to arm pulls, head/mouth tilt maximises streamline pos. 2 = Inconsistent breaths in relation to arm pulls. 3 = Inconsistent breaths with poor head positioning causing resistance. Distance Performance Area ARM ACTION Criteria Grade Comment 20M LEG ACTION BREATHING ARM ACTION 40M LEG ACTION BREATHING ARM ACTION -60M LEG ACTION BREATHING ARM ACTION 80M LEG ACTION BREATHING ARM ACTION 100M LEG ACTION BREATHING 4

6 CO-ORDINATION OBSERVATION SCHEDULE 1 Video your performance in a 100m swimming race and fill out the observation schedule below marking a 1-3 to indicate the quality of each specific action. Front Crawl Insert grades 1-3 next to Arm Action, Leg Action and Breathing for each length during the race using the criteria below with number 1 being based on a model performer. This will provide an indication of your co-ordination throughout the 100m event. Leg Action 1 = Extended leg kick Continuous kicking action to assist streamlining. 2 = Generally extended leg kick Some splash as legs roll and kick out of water. 3 = Uncomfortable leg action Rolling and bending at knee. Arm Action 1 = High elbow, strong effective catch and pull from mid line of body. 2 = Clear arm recovery, catch and pull from mid line of body. 3 = Wide arm recovery, hand entering away from mid line of body, quick pull. Breathing 1 = Fluent breaths in relation to arm pulls, head/mouth tilt maximises streamline pos. 2 = Inconsistent breaths in relation to arm pulls. 3 = Inconsistent breaths with poor head positioning causing resistance. Distance Performance Area ARM ACTION Criteria Grade Comment 20M LEG ACTION BREATHING ARM ACTION 40M LEG ACTION BREATHING ARM ACTION 60M LEG ACTION BREATHING ARM ACTION 80M LEG ACTION BREATHING ARM ACTION 100M LEG ACTION BREATHING 5

7 T10 SWIM TEST 1 Swimmer s Name Observer s Name Distance Lengths Cumulative Time Split Time Observed Comments T10 Swim Test Result Pulse Check Prior to Start Class Average National Average Gender Excellent Above Ave. Average Below Ave. Poor m At Finish m Male >500m m m m <350m T10 SWIM TEST 1 Female >450m m m m <300m 6

8 T10 SWIM TEST 2 Swimmer s Name Observer s Name Distance Lengths Cumulative Time Split Time Observed Comments T10 Swim Test Result Pulse Check Prior to Start Class Average National Average Gender Excellent Above Ave. Average Below Ave. Poor m At Finish m Male >500m m m m <350m Female >450m m m m <300m 7

9 T10 SWIM TEST 3 Swimmer s Name Observer s Name Distance Lengths Cumulative Time Split Time Observed Comments T10 Swim Test Result Pulse Check Prior to Start Class Average National Average Gender Excellent Above Ave. Average Below Ave. Poor m At Finish m Male >500m m m m <350m Female >450m m m m <300m 8

10 STANDARD FITNESS TESTS OUTWITH THE ACTIVITY National Average Ratings for 20m Progressive Shuttle Run test (Leger Test) FITNESS CATEGORY MALE AGE FEMALE AGE Poor <30 <25 Below Average Average Above Average Excellent >101 >76 My score 1: My score 2: National Average Rating for Multistage Fitness Test FITNESS CATEGORY MALE AGE FEMALE AGE Poor <L6 S6 <L4 S7 Below Average L7 S1 L5 S1 Average L8 S9 L6 S7 Above Average L11 S2 L9 S1 Excellent L12 S7 L10 S9 My score 1: My score 2: National Average Ratings for Cooper Walk/Run test FITNESS CATEGORY MALE AGE FEMALE AGE Very Poor <2500 <1900 Poor Fair Good Excellent My score 1: My score 2: 9

11 PERFORMANCE PROFILE WHEEL 1 The performance profile wheel can be used in many ways. It can be a self-analysis of features from one particular factor or it could be based on different factors that impact on performance. The wheel can also be split up into pre/post training or into separate sections so that a partner or coach can complete the analysis too. The wheel below is based on Mental Factors that may impact on your performance in swimming. It is split into two. You must complete the first half and then ask a partner to complete the other half so that you can compare results. You Partner Concentration Concentration Level of Arousal Level of Arousal Motivation Motivation Decision Making Decision making Mental Toughness Mental Toughness Confidence Confidence 10

12 PERFORMANCE PROFILE WHEEL 2 The performance profile wheel can be used in many ways. It can be a self-analysis of features from one particular factor or it could be based on different factors that impact on performance. The wheel can also be split up into pre/post training or into separate sections so that a partner or coach can complete the analysis too. The wheel below is based on Mental Factors that may impact on your performance in swimming. It is split into two. You must complete the first half and then ask a partner to complete the other half so that you can compare results. You Partner Concentration Concentration Level of Arousal Level of Arousal Motivation Motivation Decision Making Decision making Mental Toughness Mental Toughness *DO NOT WRITE ON THIS Confidence SHEET Confidence 11

13 MENTAL TOUGHNESS QUESTIONNAIRRE 1 Fill out the questionnaire (using the web link below). When you are finished, check your answers in the evaluation section that follows to determine the attributes within mental toughness that are strengths and weaknesses: 1) I frequently worry about mistakes. 2) I get really down on myself during performance when I mess up. 3) It's easy for me to let go of my mistakes. 4) If I start out badly, it's hard for me to turn my performance around. 5) I get distracted by what the coach thinks whenever I screw up. 6) I bounce back quickly from setbacks, bad breaks and mistakes. 7) I do my best when there's more pressure on me. 8) I get too nervous to really perform to my potential. 9) I do better in practice than I do when it really counts the most. 10) I tend to get easily psyched out or intimidated. 11) I can keep myself calm and composed under pressure. 12) I don't want the ball/dread competing at "crunch time." (big game/race). 13) The coach's yelling knocks me off my game. 14) I tend to get easily distracted. 15) Certain opponents can get into my head and throw me off my game. 16) Lousy playing conditions (weather, field conditions etc.) negatively affect me. 17) I have no trouble focusing on what's important and blocking everything else out. 18) I think too much about what could go wrong right before and during performance, (the "what if's"). 19) One or two failures do not shake my confidence. 20) I tend to compare myself too much with teammates and opponents. 21) I'd rather compete against a better opponent and lose than go up against a weaker opponent and win. 22) I am a confident and self-assured athlete. 23) I tend to be too negative. 24) I have trouble dealing with negative self-talk (thoughts). 25) I get more motivated after failures and setbacks. 26) It's easy for me to consistently train at a high level of intensity. 27) I think about how today's practice will help me get to my goals. 28) I find myself just going through the motions a lot in practice. 29) I have clear goals that are important for me to achieve. 30) I am a highly motivated athlete. TRUE FALSE 12

14 MENTAL TOUGHNESS QUESTIONNAIRRE 2 Fill out the questionnaire (using the web link below). When you are finished, check your answers in the evaluation section that follows to determine the attributes within mental toughness that are strengths and weaknesses: 1) I frequently worry about mistakes. 2) I get really down on myself during performance when I mess up. 3) It's easy for me to let go of my mistakes. 4) If I start out badly, it's hard for me to turn my performance around. 5) I get distracted by what the coach thinks whenever I screw up. 6) I bounce back quickly from setbacks, bad breaks and mistakes. 7) I do my best when there's more pressure on me. 8) I get too nervous to really perform to my potential. 9) I do better in practice than I do when it really counts the most. 10) I tend to get easily psyched out or intimidated. 11) I can keep myself calm and composed under pressure. 12) I don't want the ball/dread competing at "crunch time." (big game/race). 13) The coach's yelling knocks me off my game. 14) I tend to get easily distracted. 15) Certain opponents can get into my head and throw me off my game. 16) Lousy playing conditions (weather, field conditions etc.) negatively affect me. 17) I have no trouble focusing on what's important and blocking everything else out. 18) I think too much about what could go wrong right before and during performance, (the "what if's"). 19) One or two failures do not shake my confidence. 20) I tend to compare myself too much with teammates and opponents. 21) I'd rather compete against a better opponent and lose than go up against a weaker opponent and win. 22) I am a confident and self-assured athlete. 23) I tend to be too negative. 24) I have trouble dealing with negative self-talk (thoughts). 25) I get more motivated after failures and setbacks. 26) It's easy for me to consistently train at a high level of intensity. 27) I think about how today's practice will help me get to my goals. 28) I find myself just going through the motions a lot in practice. 29) I have clear goals that are important for me to achieve. 30) I am a highly motivated athlete. TRUE FALSE 13

15 MENTAL TOUGHNESS QUESTIONNAIRRE (CONTINUED) Section 1: Questions 1-6 deal with "Reboundability" - your ability to mentally bounce back from setbacks and mistakes. Mental toughness depends on your ability to quickly leave your mistakes and failures behind you. Hanging onto your mistakes will get you into big trouble, performance-wise. Athletes who dwell on their mistakes while the competition continues, end up making more. Section 2: Questions 7-12 deal with the ability to handle pressure. Without the ability to stay calm an athlete will always underachieve. Peak performance demands that you are relaxed once the performance begins. While a little nervousness is critical for getting "up" for a game/match/race and performing at your best, too many nerves will tighten your muscles and send your performance down the tubes. Section 3: Questions deal with your ability to concentrate. In every sport, your ability to focus on what's important and block out everything else is one of the primary keys to performance excellence. Poor concentration is the major reason why athletes choke and get stuck in performance slumps. Getting psyched out or intimidated is a direct result of concentrating on the wrong things. Section 4: Questions deal with your level of confidence and the factors that affect confidence. One characteristic of the mentally tough athlete is he/she possesses a confidence level that seems to be unshaken by setbacks and failures. Under the pressure of competition, low confidence will neutralize natural ability, hard work and talent. Similarly, high confidence will enhance an athlete's training and talent lifting their performance to the next level. Section 5: Questions deal with motivation. Motivation is the fuel that will drive your training to a successful completion and the accomplishment of your goals. Without motivation you won't put in the work necessary to become a winner. Your motivation allows you to pick yourself up after a setback and keep going. Interpretation: A score of 6 in any one of the five sections indicates a special strength in that area. A 5 indicates solid skill and 4 or less highlights that particular area as a mental weakness that needs to be addressed. For example a "6" in "reboundability" indicates consistent ability to bounce back quickly from mistakes, failures and losses. A score of "2" or "3" in section 2, handling competitive pressure, indicates the need for arousal control/relaxation training. Low scores in each section highlight problem areas. These "mental weaknesses" should then form mental training goals for you to help raise your overall performance to the next level. For example, a low score in the concentration section means that some of your performance is a direct result of your inability to control your focus of attention before and/or during competition. By putting some time and energy into practicing concentration exercises you will become a better overall athlete. 14

16 PHYSICAL FACTOR - MY PERSONAL DEVELOPMENT PROGRAMME NAME: STROKE: Aim AGE: TRAINING ZONE: To develop my performance in the later stages of the 400m Freestyle event Target (This should be specific to developing CRE) SESSION TYPE OF TRAINING RESTING HR HR AFTER SESSION DISTANCE (METRES) REST INTERVAL (EVERY 40M) TIME Staff Signature: 15

17 NAME: MENTAL FACTOR - MY PERSONAL DEVELOPMENT PROGRAMME Aim To develop my performance in the later stages of the 400m Freestyle event Target (This should be specific to developing concentration) Create a Mental Imagery Script Describe the basic content of your scenario. What event are you competing in? What are the conditions that you are competing under? Add as much detail as you can into your scenario. Include: Your start How you execute the stroke How you finish the race Anything you might see Your feelings and emotions in the situation How different parts of your body feel Anything you can hear Any smells or tastes you might experience Staff Signature: 16

18 NAME: MENTAL FACTOR - MY PERSONAL DEVELOPMENT PROGRAMME Aim To develop my performance in the later stages of the 400m Freestyle event Target (This should be specific to developing mental toughness) Simulation Training Describe, in detail, how you used simulation training to your improve mental toughness in the 400m Freestyle event. Staff Signature: 17

19 MY TRAINING DIARY Date Brief description of training completed Feelings before, during and after training Next steps/plan for next session 18

20 MY TRAINING DIARY Date Brief description of training completed Feelings before, during and after training Next steps/plan for next session 19

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