Who are you? Vrije Universiteit Amsterdam 2002 Master Degree Human - - PowerPoint PPT Presentation

Who are you?

Vrije Universiteit Amsterdam

2002 Master Degree Human Movement Sciences

• Focus: physiology and biomechanics

2012 PhD Human Movement Sciences

• Focus: altitude physiology and performance

Trainer/Coach

2005-2006 head coach TZA 2006-2012 head coach NZA 2006-2016 national team coach 2012-2016 head coach Amsterdam (RTC/NTC) Inge Dekker, Chantal Groot, Femke Heemskerk, Sebastiaan Verschuren, Joeri Verlinden, Nick Driebergen, Moniek Nijhuis, Lennart Stekelenburg, Tessa Brouwer, Esmee Vermeulen, Elise Bouwens, Robin Neumann, Tessa Vermeulen, Joost Reiijns, Manon Van Rooijen, Bas van Velthoven, Ben Schwietert, Saskia de Jonge, Tamara van Vliet 2017-… head coach NTC København (Danmark) Pernille Blume, Rikke Moller Pedersen, Emilie Beckman, Viktor Bromer, Mie Nielsen, Signe Bro Together they won over 70 international medailles at European, World and Olympic Games.

Kayak: Robin Koenders

2009-2012: Finalist at World and European Championships

Handbike: Monique van der Vorst

2007-2010 Bejing 2008: road competition, Bejing 2008: time trial. European and World champion triathlon 2009, World Championships 2009: road competition, World Championships 2009: time trial, World Championships 2007: road competition

MJ Truijens

Saturday September 15th 2018

Windows of opportunity:

development from junior to senior swimmers!

What are we talking about?

A Pi  ep  em v  n

Win or loose? The differences:

Swimming Nr 1 vs Nr 2 Nr 1 vs ‘slowest’ finalist 100 vs men* 0.59% 3.08% 100 vs women* 0.67% 3,53%

*All Olympic Games after the 2nd World War

Trends in the development of international elite swimming:

• The differences between athletes

are getting smaller

• The margins of performance

improvement are getting smaller

Secrets of success!

• Luck
• Genetics
• Preparation

Athlete centered – coach driven - team supported Process driven, result oriented

?? - ?? yrs: Specialisation

Athlete Development:

?? – ?? yrs: find your passion ?? – ?? yrs: Technique ?? - ?? yrs: Physiology ?? - ?? yrs: Competition

Genes and training

Genetics

• male/female
• training response

Trainingsstatus

• initial condition
• law of diminishing returns
• training is always multi-disciplinairy and integrative

This causes ->

• larger inter-individual variation in response to training,
• training optimalisation = personalised learning.

Task (distance/time - stroke): tactics pacing Recruitement of motor units Motor neurons Muscle fibres strength and velocity energy/fatigue

Motivation and will-power converted to physiology

Adaptations to training:

Training goals:

• Generate more power
• Deliver power more efficiently
• Physiology, biomechanica
• Maintain power longer

Adaptation stimuli:

• Protein synthesis (HIF-1, IGF)

Psychology is everywhere

Competition Training Train the brain

?? – ?? yrs: Technique ?? - ?? yrs: Specialisation

Athlete Development:

?? – ?? yrs: find your passion ?? - ?? yrs: Physiology ?? - ?? yrs: Competition

Scouting ??

• Learn to swim programs
• Club
• Swim school

?? – ??: find your passion

Fun is the key word:

• create a child-centered, playful environment since we learn by playing

Training:

• present a multi sports experience, based on the development of general

motor skills

• Physiology is not realy relevant yet – most likely all training is a stimulus
• From 3-6 times a week

Strength:

• Work with exercises using their own body weight

?? – ?? yrs: Technique ?? - ?? yrs: Specialisation

Athlete Development:

?? – ?? yrs: find your passion ?? - ?? yrs: Physiology ?? - ?? yrs: Competition

?? – ?? yrs: Technique

Technique is the key word:

• This phase is about learning to swim efficiently

Training:

• Technique is the foundation
• Think long and small focusing on minimal resistance
• Play with minimum strokes and maximum speed
• Play with accelerations and decelerations
• additional training to further develop conditioning could still be done on drylands

Strength:

• Work with exercises using their own body weight
• Learn to control the limbs from the core
• Learn to jump, learn to roll

?? - ?? yrs: Specialisation

Athlete Development:

?? – ?? yrs: find your passion ?? – ?? yrs: Technique ?? - ?? yrs: Physiology ?? - ?? yrs: Competition

?? - ?? yrs: Physiology: Learn to train

Adaptation is the key word

• This phase is about building the engine and finding out what adaptations are

dominant

Training:

• Focus on holding #strokes and pace
• Push the limit
• Play with aerobic intensities, thresholds etc.
• Find the limits and push them
• Play with hypoxic training variations (breath holding (active and passive))
• Play with stroke rythms

Strenght:

• Start strength training
• body weight: coordination and control
• Weights: technique first

Periodisation of training adaptations

• Training effectively:
• Fine tuning the training impulses in time:
• Frequentie, Intensitty, Time (duration of training impulse), Type
• Optimize training impulse with regards to training goals (specificity principle (SAID))
• Performance oriented (specific), progressive overload, individual
• What’s the best combination of FITT to achive the training goals?
• Concurrent training (interference principle): Training for two different training adaptations can

result into conflicting adaptation stimuli and therewith limited (incomplete) adaptation

• eg. Strength training vs endurance training
• Variation is important!
• Remember: “if you don't use it, you lose it – quickly”. (reversability principle)
• Remember: Training TOO much and TOO hard might be the biggest mistake of trainers and athletes

?? - ?? yrs: Specialisation

Athlete Development:

?? – ?? yrs: find your passion ?? – ?? yrs: Technique ?? - ?? yrs: Physiology ?? - ?? yrs: Competition

?? - ?? yrs: Specialisation: Train to compete (and win)

Focus is the keyword

• Know what you want, know your competition, develop a plan and make it

happen

Training (water and land)

• Training is highly sports-specific in this phase
• Further optimize physical and technical capacities
• Further develop tactical and mental capacities
• Further optimize pre-race routines e.g. nutrition, warm up, taper etc
• Focus on recovery/regeneration

Think outside of the box

• specialisation
• coaches
• programs

?? - ?? yrs: Specialisation

Athlete Development:

?? – ?? yrs: find your passion ?? – ?? yrs: Technique ?? - ?? yrs: Physiology ?? - ?? yrs: Competition

?? - ?? yrs: Competition: Compete to excel

• Keep challenging the areas to improve and be creative.
• Avoid frustration projects
• Perfect the execution of the race plan
• Optimize performance reliability
• Deal with pressure (expectations)

Drop out

1. From the ‘Learn to swim’-programs into the competitive swimming

• Make it fun
• Keep it fun
• This applies to the parents too

2. During transition from schools:

• primary school to high school/gymnasium,
• high school/gymnasium to further education (eg. university)

3. During transition in ‘body’

• The very delicate relation between propulsion and resistance in swimming

make rather small changes in body composition have a massive impact on performance

4. Organisation of swimming and social pressure

• Training culture of swimming
• Training too much too early
• The early training hours ’force’ young swimmers into a rythm that is hard to

combine with normal social activities

Possibilities?

Injuries

• Training related
• Inevitable?
• Not training related
• Inevitabe?

Perspective:

• Look at this period as a big opportunity:
• Find out what you really want and what drives you
• Create special focus and use time to work on weaknesses
• Keep the athlete engaged with the team process

Balance

Coaching task: coaching philosophy

• Respect the individual
• Everybody needs attention
• Clearly communicate and stick to the team values!
• These are non-negotiable and equal for everybody
• Performance matters
• Funding, facilities, program, experience
• Respect your past, live in the present, focus on the future

Coaching task: How to sell the message?

• Motivation: find out what really drives them forward and use it

to your advantage

• eg. team dependency, recognition
• Self responsibility and accountability
• 12*50 @ 1’00 6 all out, 6 easy
• 4000m aerobic set in 60 minutes: determine your own fractions and rest
• Design your own warm up to get ready
• Less is more: quality versus volume; meet the standard set by the coach

and the number of repetitions drop

• Positive thinking and feedback
• Open and willing
• Unexpected assignments
• Ask for the extra repetition (you can do better)