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
Windows of opportunity: development from junior to senior swimmers! MJ Truijens Saturday September 15th 2018
What are we talking about? P i e p e m v n A
Win or loose? The differences: Nr 1 vs Swimming Nr 1 vs Nr 2 ‘slowest’ finalist 100 vs men* 0.59% 3.08% 100 vs women* 0.67% 3,53% *All Olympic Games after the 2 nd 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
Athlete Development: ?? – ?? yrs: find your passion ?? – ?? yrs: Technique ?? - ?? yrs: Physiology ?? - ?? yrs: Specialisation ?? - ?? 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.
Motivation and will-power converted to physiology Task (distance/time - stroke): tactics pacing Recruitement of motor units Motor neurons Muscle fibres strength and velocity energy/fatigue
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
Athlete Development: ?? – ?? yrs: find your passion ?? – ?? yrs: Technique ?? - ?? yrs: Physiology ?? - ?? yrs: Specialisation ?? - ?? 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
Athlete Development: ?? – ?? yrs: find your passion ?? – ?? yrs: Technique ?? - ?? yrs: Physiology ?? - ?? yrs: Specialisation ?? - ?? 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
Athlete Development: ?? – ?? yrs: find your passion ?? – ?? yrs: Technique ?? - ?? yrs: Physiology ?? - ?? yrs: Specialisation ?? - ?? 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: • F requentie, I ntensitty, T ime (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
Athlete Development: ?? – ?? yrs: find your passion ?? – ?? yrs: Technique ?? - ?? yrs: Physiology ?? - ?? yrs: Specialisation ?? - ?? 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
Athlete Development: ?? – ?? yrs: find your passion ?? – ?? yrs: Technique ?? - ?? yrs: Physiology ?? - ?? yrs: Specialisation ?? - ?? 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)
Recommend
More recommend
