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Improving performance

Improving performance. What you need to know for trials. POPULAR HSC QUESTIONS. Describe the dietary considerations of an athlete before, during and post performance

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Improving performance

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  1. Improving performance What you need to know for trials

  2. POPULAR HSC QUESTIONS • Describe the dietary considerations of an athlete before, during and post performance • Assess the ways in which attitude training and acclimatisation can influence the physiological preparation and performance of an endurance athlete • There are many factors involved in the preparation of an athlete for optimumperformance. Select EITHER a power athlete OR an endurance athlete. Designa training program for this athlete, justifying the key features that would needto be included • Describe how a coach could evaluate the effectiveness of the skill instruction element of a training session. • Justify the use of skill-related tests to identify skilled performers for team selection trials

  3. Describe the dietary considerations of an athlete before, during and post performance • PRE • Balanced diet • Hydration • Carb loading • Tapering • DURING • Hydrate • Light meals • Carbs – glycogen • Avoid salt/high fat POST Proactive recovery Refuel Rehydrate Active rest

  4. Assess the ways in which attitude training and acclimatisation can influence the physiological preparation and performance of an endurance athlete • ALTITUDE TRAINING • As altitude increases, aerobic capacity decreases. • 3-3.5% every 3000m above 1500m • Impacts endurace • Solar radiation is stonger -> sun protection • May take 2-3 weeks depending on elevation • ACCLIMATISATION • Developing a tolerance to expected performance conditions. • Exposure & training in similar environments to simulate effects • May take 5-7 days

  5. There are many factors involved in the preparation of an athlete for optimum performance. Select EITHER a power athlete OR an endurance athlete. Design a training program for this athlete, justifying the key features that would need to be included

  6. Pre-performance considerations • Performance and fitness needs • Individual goals vs. Team goals – adapt program • Schedule of events –intervals, cyclic basis, peaking, tapering

  7. PROGRAM REQUIREMENTS • Type of training – give specific examples & link benefits • Identify Principles of Training • Outline Physiological adaptations • Apply FITT Principle • Recovery – avoid overtraining • Body Fuel • Psychological aspects – motivation, anxiety

  8. OTHER CONSIDERATIONS • EVALUATION – REGULARLY TO ADAPT PROGRAM • TYPE OF INSTRUCTION VS TYPE OF LEARNER

  9. Select EITHER a power athlete OR an endurance athlete. • READ THE QUESTION CAREFULLY • THEY WILL EITHER SPECIFY A SPORT, FITNESS ASPECT OR ask you to BE GENERAL • YOU WILL NEED TO KNOW EXAMPLES OF ACTIVITIES FOR EVERYTHING & ANYTHING. • TRICK: FIND ACTIVITES THAT TRAIN MULITPLE ASPECTS, THEN ADAPT THEM TO SUIT THE QUESTION • EG. SQUATS = BUILD POWER, SPEED, STRENGTH, ASSIST CORE

  10. Describe how a coach could evaluate the effectiveness of the skill instruction element of a training session. • EFFECTIVE INSTRUCTION IS: • • brief — it is important that instruction is concise and factual to allowmaximal practice time • • well timed — use words when their impact will be greatest • • specific — instruction needs to be specific to the skill, game and situation; itshould not be general • • constructive — focus on the positive points for improvement, not on howpoorly the skill is being performed • • clear — there should be no misunderstanding about the information communicatedby the coach. Questions should be encouraged if the message isnot understood. • • informative — all instruction should relate specifically to information thatthe players need to know. Additional, unrelated material is confusing andcan actually hinder the learning process. • • demonstrable— effective instruction is supported by visual aids such asdemonstrations to provide clear pictures of skills and techniques.

  11. Coach evaluation tools • Feedback from athletes: verbal or errors made (acquisition of skill) • Feedback required by athlete (types of feedback) • Video analysis • Skill-related tests • Improvement in performance • Ability of athlete to apply instructions/feedback • Questions asked • Goals met – cyclic process

  12. Justify the use of skill-related tests to identify skilled performers for team selection trials • Skill related tests NOT health related tests give examples. • Valid, reliable • Objective – compared to norms/ranks/scales (without bias) based on measurement • Relate to characteristics of a skilled-performer: including mental approach, kinesthetic sense, consistency,anticipation and timing • Justify its use in team selections

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