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TRAINING MATERIAL

TRAINING MATERIAL. Erasmus+ Sport Programme Small Collaborative Partnerships Reference : EAC/A03/2016 590628-EPP-1-2017-HR-SPO-SSCP.

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TRAINING MATERIAL

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  1. TRAINING MATERIAL Erasmus+ Sport Programme Small Collaborative PartnershipsReference: EAC/A03/2016590628-EPP-1-2017-HR-SPO-SSCP

  2. "The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsi­ble for any use which may be made of the information contained therein."

  3. CONTENT • Introduction to the Project and Training Material • 3 days Best practices exchange meeting • Methodology of Training material • Presentation of Training material

  4. Introduction to the Project and Training Material SIS (Safe In Sport)is a small collaborative partnership within the Erasmus + Sport program whose general objective is to prevent injuries and protect health of young athletes at the grass root level through involvement of coaches with extensive experience in training youth . The specific objective of the action is to exchange the best practices in athletic training and to improve practical training methodology conductive to prevention of injuries and health protection of young athletes in close cooperation with medical profession. • PROJECT COORDINATOR: Rijeka Sport Association (RSA) –Croatia • PARTNERS: KarasuGenclik, SanatveSporKulubuDernegi, Turkey Bulgarian SportsDevelopment Association (BSDA) –Bulgaria

  5. WHAT IS SAFE IN SPORT TRAINING MATERIAL? • Tailor-made training material for empowerment of coaches • Based on the analysisof existing documents and best practices in each partner country • Project partners will consult, Faculty of Kinesiology, Olympic committee, Health institutions and respective national sport associations in order to discuss best practices at global and EU levels and the best way of their transfer at national, regional and local levels. WHO ARE THE TARGET GROUPS? • Coaches

  6. 3 days Best practices exchange meeting WHEN AND WHERE THE EXCHANGE OF BEST PRACTICES WILL TAKE PLACE? • 1ST EXCHANGE OF BEST PRACTICES: JULY2018, KARASU/TURKEY • 2ND EXCHANGE OF BEST PRACTICES: OCTOBER2018, RIJEKA/CROATIA

  7. Methodology of Training material • Duration:3 days • Participants: coaches, project team members, decision makers, representatives of national/local/regional federations/sport associations/clubs • Number of participants: 34 permeeting

  8. PRESENTATION OF THE TRAINING MATERIAL

  9. AN EXAMPLE OF JUMP TRAINING PROGRAM level: BEGINNERS

  10. Four important points: • Correct posture (i.e., spine erect, shoulders back) and body alignment (i.e., chest over knees) throughout the jump; • Jumping straight up for vertical jumps, with no excessive side-to-side or forward-backward movement; • Soft landings including toe-to-heel rocking and bent knees; • Instant recoil preparation for the next jump.

  11. Training program was implemented twice per week for 8 weeks, while the training sessions in each week were separated by 48 hours. • Jumping drills involved the bilateral and unilateral (left/right) use of jumps, hops, bounds, and skips in sagittal, frontal and transverse planes of motion. • The total number of different exercises in the jump training program was 20. • Each training session consisted of 4 different exercises and 2 to 4 sets of 5 to 12 repetitions.

  12. The exercise volume was determined by the number of ground contacts (number of the series x number of repetitions) • 1. week = 74 foot contacts (f. c.) • 2. week = 78 f. c. • 3. week = 81 f. c. • 4. week = 79 f. c. • 5. week = 84 f. c. • 6. week = 90 f. c. • 7. week = 88 f. c. • 8. week = 94 f. c.

  13. The training program was periodized in 2 progressive mesocycle of 3 weeks and 1 final progressive mesocycle of 2weeks. • The relationship between relative and absolute training program volume was determined by the percentage of the type of exercises according to the type of corresponding muscle action (i.e., eccentric, concentric, and plyometric exercises)

  14. Eccentric - characterized by a muscle action in which the force is generated while the muscle is lengthening. • Concentric- characterized by a muscle action in which the force is generated while the muscle is shortening (contracting). • Plyometric- characterized by a rapid transition between the initial lengthening of the muscle (i.e., eccentric action) and its subsequent shortening (i.e., concentric action).

  15. The progression of jump training was also determined by the jump technique (first 2 weeks bilateral jumps only, last 6 weeks both bilateral and unilateral jumps). • Training sessions lasted no longer than 40 minutes, while prescribed inter-set rest periods ranged between 1 and 2 minutes. • All exercises were executed in sport halls with parquet flooring, and jump training sessions were performed immediately after the warm-up. • Correct technical execution was stressed at all times throughout the program with relevant feedback provided on an individual basis.

  16. Eccentric jumps: • Drop jump, safelanding • Split landing • Single legstick • Jumpwithsafelanding, single leg • Landingfrombox, single leg

  17. Concentric jumps: • Squat jump • Seated jump • Box squat jump • Seated box jump • Singleleg vertical jump

  18. (Slow) Plyometric jumps: • Countermovement jump (arm drive) • Standing long jump • Lateral landing from lateral jump • 180s • Countermovement box jump (arm drive)

  19. (Fast) Plyometric jumps: • Jumping jacks • Scissors • Criss cross • High pogo jumps • Balet dancer

  20. DEVELOPMENT OF PHYSICAL FITNESS IN YOUNG ATHLETES Presenting Long-Term Athlete Developement model

  21. Ten-yearor 10,000 hour rule / three hours of practice daily for ten years → for a talented player/athlete to reach elite levels. • We now know that a long-term commitment to practice and training is required to produce elite players/athletes in all sports - there is no short-cut to success in athletic preparation.

  22. Previous long-term athlete development models have classified youth-based training methodologies in relation to chronologic age groups. • More recent models have attempted to bridge maturation and periods of trainability for a limited number of fitness qualities(LTAD and YPD).

  23. Chronological age is not a good indicator on which to base development models for athletes between the ages of 10 to 16. • There is a wide variation in the physical, cognitive and emotional development of athletes within this age group. • Superimposing a scaled down version of adult athlete training and competition models is not a good alternative either. • Ideally, coaches would be able to determine the biological age.

  24. The onset of PHV as a reference point for the design of optimal individual programs. • Prior to the onset of PHV, boys and girls can train together. • The onset of PHV is influenced by both genetic and environmental factors, including climate, cultural influences, and social environment. • The onset of PHV is a reference point that provides valuable information for training the athletes’ energy systems and Central Nervous System (CNS), regardless of chronological age.

  25. This approach can enhance the development of short and longterm individually optimized training, competition and recovery programs such the optimal window of accelerated adaptation to 1. stamina, 2. strength, 3. speed, 4. skill, 5. suppleness training. → Five S’s of training and performance.

  26. LTAD model (Balyi & Hamilton, 2004) • Early specialization refers to the fact that some sports, such as diving, figure skating, gymnastics, rhythmic gymnastics, and table tennis require early sport-specific specialization in training. • Late specializationsports, including track and field, combative sports, cycling, racquet sports, rowing and all team sports require a generalised approach to early training.

  27. LTAD model (Balyi & Hamilton, 2004) • Early Specialization Model 1. Training to Train stage 2. Training to Compete 3. Training to Win 4. Retirement / retainment Each early specialization sport should develop a sport-specific model of its own.

  28. LTAD model (Balyi & Hamilton, 2004) • Late Specialization Model 1. FUNdamental stage 2. Learning to Train 3. Training to Train 4. Training to Compete 5. Training to Win 6. Retirement / retainment

  29. LTAD model (Balyi & Hamilton, 2004) For late specialization sports, specialization prior to age ten is not recommended since this contributes to early athlete burn-out, drop-out and retirement from training and competition.

  30. LTAD model (Balyi & Hamilton, 2004) Stage 1 – The FUNdamental Stage • AGE: Males 6 - 9 / Females 6 - 8 years • Objective: Learn all fundamental movement skills (build overall motor skills) - positive and fun approach / wide range of sports - fundamental movements = locomotor, manipulative and stability skills - ABC's of athleticism - Agility, Balance, Coordination and Speed - window of accelerated adaptation to speed

  31. LTAD model (Balyi & Hamilton, 2004) Stage 2 – The learning to train stage • AGE: Males 9 – 12 / Females 8 – 11 years • Objective: Learn all fundamental movement skills (build overall motor skills) - Window of accelerated adaptation to motor coordination. - All fundamental movement skills should be further developed and general overall sports skills should be learned during this phase(specialized sports skills). - A 70:30 training/practice to competition-ratio is recommended.

  32. LTAD model (Balyi & Hamilton, 2004) Stage 3 – The Training to Train Stage • AGE: Males 12 - 16 / Females 11 - 15 years • Objectives: Build the aerobic base, build strength towards the end of the phase and further develop sport-specific skills (build the “engine” and consolidate sport specific skills). - Window of accelerated adaptation to aerobic and strength training. - A 60 percent training to 40 percent competition ratio is recommended.

  33. LTAD model (Balyi & Hamilton, 2004) The Learn to Trainand Training to Train stages are the most important phases of athletic preparation. During these stages we make or break an athlete!

  34. LTAD model (Balyi & Hamilton, 2004) Stage 4 – The Training to Compete Stage • AGE: Males 16 - 18 / Females 15 - 17 years • Objectives: Optimize fitness preparation and sport, individual and position specific skills as well as performance (optimize “engine”, skills and performance). - Fitness programs, recovery programs, psychological preparation and technical development are now individually tailored to a greater degree. - The training to competition and competition-specific training ratio now changes to 50:50. - Double and multiple periodization is the optimal framework of preparation.

  35. LTAD model (Balyi & Hamilton, 2004) Stage 5 – The Training to Win Stage • AGE: Males 18 years and older / Females 17 years and older • Objectives: Maximize fitness preparation and sport, individual and position specific skills as well as performance (maximize “engine”, skills and performance). - All of the athlete’s physical, technical, tactical, mental, personal and lifestyle capacities are now fully established and the focus of training has shifted to the maximization of performance. - Training is characterized by high intensity and relatively high volume. - Training to competition ratio in this phase is 25:75, with the competition percentage including competition-specific training activities.

  36. LTAD model (Balyi & Hamilton, 2004) Stage 6 – The Retirement / Retention stage • Objectives: Retain athletes for coaching, administration, officials, etc. • This phase refers to the activities performed after an athlete has retired from competition permanently. • During this final phase, some ex-athletes move into sport-related careers that may include coaching, officiating, sport administration, small business enterprises, master’s competition, media, etc.

  37. LTAD model (Balyi & Hamilton, 2004)

  38. LTAD model (Balyi & Hamilton, 2004)

  39. Youth Physical Development Model (Lloyd & Oliver, 2012) • The YPD model for males. Font size refers to importance; light blue boxes refer to preadolescent periods of adaptation, dark blue boxes refer to adolescent periods of adaptation. FMS = fundamental movement skills; MC = metabolic conditioning; PHV = peak height velocity; SSS = sport-specific skills; YPD = youth physical development. • The YPD model for females. Font size refers to importance; light pink boxes refer to preadolescent periods of adaptation, dark pink boxes refer to adolescent periods of adaptation. FMS = fundamental movement skills; MC = metabolic conditioning; PHV = peak height velocity; SSS = sport-specific skills; YPD = youth physical development.

  40. INDICATORS OF BIOLOGICAL MATURITY (Presenting Age at Peak Height Velocity)

  41. Understanding of the processes of normal growth and maturation. 1. Growth 2. Biological maturation 3. Development

  42. Growth Growthrefers to a change in size, either of the entire individual (e.g., stature) or of various parts (e.g., heart, lung, etc).

  43. Biological Maturation Maturationimplies progress towards the adult state, which varies in timing and tempo and is not absolutely linked to time in a chronological sense.

  44. Development Developmentcan be defined as a psychosocial or behavioral construct and it refers to the acquisition of behavioral competence, (i.e., learning the appropriate behaviors expected by society).

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