El hecho religioso y la sensualidad

The first annual training plan presented (figure 6.23) is a monocycle, which is the simplest form of an annual training plan. Although figure 6.23 is structured for rowing, the format can be used as a template when creating an annual training plan for any sport that uses a monocycle model.

The top part of the chart contains a list of the athletes’ names, followed by objec-tives that are generated by the coach alone or through consultation with the athlete.

The first objective set is for performance, which should be a measurable performance (such as a time or distance), a ranking to achieve, or a combination of both perfor-mance and ranking (e.g., win six games and place fourth at the junior champion-ships). Objectives for tests and standards should be described briefly, as suggested in the section on training parameters. After this is completed, objectives should be set for each of the training factors (e.g., physical, technical, tactical, and psychological preparation). The objectives of each training factor should emphasize the improve-ment and perfection of areas of weakness that have been noted from previous testing and performance analysis. The objectives of the training factors, tests, standards, and performance should all be interrelated. Achieving the objectives set for the training factors and tests and standards should increase the athlete’s likelihood of achieving performance objectives at the appropriate time.

Below the objectives section is the schedule of competitions, which is the most important training parameter needed when establishing the annual training plan.

This is why each sport governing body, collegiate sport conference, and national sports federation should set its competitive schedule immediately after the current year’s championship. Without the competitive schedule, coaches cannot appropriately structure the annual training plan.

The coach should construct the chart from right to left around the competition dates by placing the main competition, be it provincial, national, world

champion-annual training Plan 161

B.C. B.C. Welland Grunau Lucerne Moscow

Training factors

Oct Nov Dec Jan Feb March April May June July Aug

%100

Figure 6.23 Annual training plan for the 1980 Olympic Games.

T = transition, prep = preparation.

ship, or Olympic Games, on the right-hand side of the chart and allowing room (4-6 weeks) for the transition phase. In figure 6.23 the major competition occurs on July 20. This date dictates how to list the remaining months and weekends in the plan-ning chart. There should be 52 boxes; one for each weekend when, in most cases, competitions are organized. In figure 6.23, the Olympic finals are scheduled on July 20, so the transition phase is placed to the right of that date and corresponds to the month of August. All other months are then listed from right to left, suggesting that under normal circumstances the preparatory phase may commence in September of the previous year. To the left of the main competition of the year, all other contests

that the athlete will participate in are listed. Symbols or color are used to differentiate main, important, and exhibition competitions. The coach should indicate whether the competition is domestic or international and place the location of the competi-tion in the space provided.

Once the dates and locations of the competitions are recorded on the training chart, the annual training plan can be divided into training phases, working from right to left. In figure 6.23, the line for periodization contains the three classic phases (preparatory, competitive, and transition phases). The transition phase is planned for August, whereas the competitive phase is 16 weeks long, from April 6 to July 20. The remaining weeks are used for the preparatory phase (October 7 to March 30) and an initial transition phase (September 9-30). Either a color code or lines can be used to indicate where each phase begins or ends.

After establishing the training phase, the coach divides the annual training plan into individual macrocycles based on the schedule of competitions, the objectives of training, and the similarities of the methods used to achieve the objectives. In figure 6.23 the transition phases (September and August) are considered as separate macrocycles. Although the main competition or tournament is of short duration, the optimization (peaking) of preparedness during the days or week(s) prior to the competition warrants a separate macrocycle. Furthermore, the period preceding the main competition (three microcycles in this example), when preparedness is elevated, is a separate macrocycle.

Another short macrocycle is specified for the week following the two competitions in Europe, namely Grünau and Lucerne. After these competitions against some of the finest competitors in the world, competition- and travel-induced fatigue will be high and a recovery macrocycle is planned before the next macrocycle, which leads into the Olympics. A 4-week macrocycle is used for these two international competi-tions because they are approached in a cyclical fashion, each having one microcycle for training and one for unloading and competition. Another 4-week macrocycle, containing three microcycles of specialized training and one microcycle of unload-ing, is planned to precede the time-trial race in Welland.

The longest macrocycle (six microcycles) of the annual plan will precede the three microcycles of specialized training. During these six microcycles, the main objective is to develop aerobic endurance. During this cycle the athletes participate in two long-distance regattas in British Columbia (BC). The macrocycle from February to March is also long (five microcycles) and is designed to convert maximal strength to muscular endurance. The two macrocycles prior to this macrocycle (December to January) have some similarities (developing maximal strength and aerobic endurance). Throughout most of December, the athletes will work on developing aerobic endurance through rowing ergometer work, running, and cross-country skiing. General development, building the foundation for strength training, and aerobic endurance are among the main objectives of both cycles. Finally, after dividing the annual training plan into macrocycles, the coach can number them from left to right (first to last). Each macrocycle is referred to by number.

After determining and numbering the macrocycles, the coach determines the dates for testing and medical controls. The first test should be conducted during the micro-cycle prior to the first macromicro-cycle of the preparatory phase, especially for prospective athletes. The results of these tests will be used to compute optimal load, number of repetitions, and amount of work planned for training. It is a recommended that all athletes be tested prior to initiating a new training program so the coach can gauge their training status. During the preparatory phase, it may be advisable to test the

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athlete at the end of each macrocycle to assess progress toward training objectives and to continually adjust the training load to meet the athlete’s changing physiologi-cal status. During the precompetitive and competitive phases, specific competitions are used as testing days. These competitions can reveal the athlete’s progress toward specific objectives of the annual training plan.

Three or four medical evaluations during the annual training plan should be sufficient. The first should occur prior to the preparatory phase so that the athlete’s health status is known before she begins a new training plan. Unhealthy individu-als will require a different training plan structure that could include a prolonged regeneration and rest phase or a period of rehabilitation. Other medical control dates should be placed before and after the competitive phase. A long competitive phase may require at least one extra medical control date to effectively monitor the athlete’s health status. Medical information collected during the last control can influence the length and type of transition phase used for each athlete. Medical controls should be conducted by a physician with a background in sport who understands the demands of training and the physiological responses to training.

The next section of the chart indicates locations of preparation during the annual plan. The coach can use different colors or, as in figure 6.23, draw an arrow to point out the training time at the club, in camps, or in semicamps. The chart should indicate periods of rest, including the transition phase. Sundays are not necessarily shown on the chart if they are the only days off. Two or three holidays or rest days (e.g., a religious holiday or the day after an important competition) are indicated by a narrow bar in the appropriate box.

Once most of the athlete’s activities have been recorded on the chart, the percent-age of each training factor per macrocycle can be calculated and placed on the chart.

Once the percentages are established, the training component and peaking curves can be added to the chart. To distinguish quickly between each training factor, the coach may use different colors or symbols. The emphasis placed on each training factor depends on the specifics of the sport, the strengths and weaknesses of the athletes, and the phase of training. For example, during the first macrocycle of the annual plan the major emphasis usually is general physical preparation regardless of the sport. If the first macrocycle targets general physical preparation, then the second macrocycle will focus on specific physical preparation that is directly related to the demands of the sport. The factor that is focused on is the major emphasis, but other factors such as tactical or technical training are not excluded; rather these factors are trained but with a lower emphasis. This basic approach can be used with individual or team sports and allows for phase potentiation throughout the training plan.

Another important factor in deciding what weight to place on each training factor is performance level. The limiting factor of improvement for prospective athletes is generally considered to be technical proficiency. However, recent evidence suggests that muscular strength may be the most important factor because it is strongly related to technical abilities (79). Once basic technique is established, physical preparation, particularly specific physical preparation including the continued development of muscular strength, appears to be the limiting factor associated with performance improvements.

Athletes usually begin a new annual training program with workload percentages between 30% and 50% of maximal work capacity, depending on their performance levels. Using workload percentages lower than 30% during the initial stages of the annual plan commonly results in low levels of improvement across the year. However, in a year following the Olympic Games, participating athletes may allow themselves

a longer rest period, so the volume of training for the new plan will be lower, possibly around 20% and 30% of maximal. An annual training program preceding the Olym-pics should begin with a volume of training of around 40%. The curve that repre-sents the volume of training is progressively elevated through the preparatory phase, reaching its summit at the end of the general preparation phase and the beginning of the specific physical preparation phase. Conversely, during the competitive phase, the curve that represents the amount of endurance volume decreases progressively to below the curve that depicts intensity. This curve trails the training volume curve through the preparatory phase and then surpasses it by the middle of the competitive phase. Both curves undulate more during the macrocycles with many competitions.

The intensity is generally higher during the early part of a microcycle that precedes a competition and decreases as the competition approaches to allow the athlete to rest and regenerate before the competition. When volume of training is high, intensity of training is generally lower. If both volume and intensity are high, the potential for overtraining increases markedly (16).

During the early part of the macrocycle before the main competition, volume increases, reflecting an emphasis on high-quality work. Toward the end of this mac-rocycle the volume decreases, usually in the last two micmac-rocycles prior to the next macrocycle. Training intensity is at first slightly lower than training volume but then elevates progressively as the competition approaches. During unloading, however, both curves may drop slightly depending on the type of taper being used. Tradi-tionally, intensity is not elevated much for endurance sports, allowing both volume and intensity to be stressed equally. However, contemporary literature suggests that increasing intensity of endurance training with high-intensity interval training may allow for volume to be reduced while maintaining performance capacity (40). Sports characterized by dynamic activities that express high power outputs will require that intensity be elevated to levels higher than the training volume curve. As for the short subphase of competitions, volume is down and intensity is up, signifying that most competitions are intense.

The peaking curve, or preparatory curve as it is sometimes called, is a direct result of the interplay between volume and intensity that will affect the athlete’s level of fit-ness or fatigue. The peaking curve generally trails both volume and intensity curves through the preparatory phase in response to the fatigue that is developed in this phase. The peaking curve then elevates during the precompetition and competitive subphases in response to the reduction of fatigue that occurs as volume is decreased.

The peaking curve (preparatory curve) represents the athlete’s potential for high-level performance as well as his level of fatigue.

In the sample chart for an annual plan (figure 6.23), the magnitude and not the percentage of each curve signifies the emphasis placed on volume and intensity.

Expressing these curves in percentages rather than in relation to each other is more complicated; therefore, only experienced coaches training elite athletes should use that method of expression. Similarly, the stress curve is not included in the chart, because its shape is affected by (and therefore resembles) the intensity curve; competi-tion dates also affect the stress curve.

Figure 6.24 presents a hypothetical monocycle for a volleyball team. In this example a main goal is to qualify for and win the finals of the provincial or state championship or the university conference championship in the United States. In the example, the team must qualify for the national championship tournament and place in the top three teams (third being the most realistic objective). Before the league games there are three exhibition games, which are a means of testing the team’s abilities.

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Maintenance Maintenance

Strength Endurance Speed Skill

Acquisition

Psychological Nutrition Macrocycles Microcycles

Training Phase 1 2 3 4 5 Peaking

PreparatoryCompetitiveT AAMxSConv powMaintenance

Regen Aerobic

Aerobic endSpecific endGame-specific end Agility/Reaction time Basic tech revisionGame simulation Goal setting Dev comp strategies Balanced dietHigh protein, fat, low-calHigh carbSimulate competition strategies High carbohydrateBalanced 12345678910111213141516171819202122232425262728293031323334353637383940414243444546474849505152

PeformanceTests/StandardsPhysical prepTechnical prepTactical prepPsychological prep LocationCompetitions

Dates Training factors

%100 90 80 70 60 50 40 30 20 10

2951219262162530741118252162330721284111825418152229613202732411522914212891411182510178 Peaking index Testing dates Medical control dates Camp/Semicamp/Rest

1. Provincial championships = 1 2. National championships = 3-1 3. Win 90% of all games played.

1. Vertical jump = 38 cm 2. Muscular en- durance circuit = 12 min 3. Agility = 36 s

1. Improve general body strength. 2. Improve muscular endurance. 3. Perfect shoulder flexibility.

1. Improve serve reception. 2. Improve serving and volleying accuracy. 3. Improve all technical skills for a higher efficiency in game situations.

1. Improve timing of blocking with two players. 2. Improve formation, patterns of ball circulation.

1. Improve mental concentration. 2. Build confidence and expose players to decision- making situations.

Athlete’s nameTraining objectives Months Domestic InternationalWeeks Volume Intensity Peaking Phys prep Tech prep Tact prep Psych prep

Adv skill prep

AugSeptOctNovDecJanFebMarchAprilMayJuneJuly

E4492/Bompa/Periodization, 5E/333304/Fig 06.24/Tammy Page/R3-alw Toronto

Windsor Toronto Windsor Toronto Toronto Kingston Sudbury Toronto London Toronto Waterloo Toronto Waterloo Winnipeg

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Per iodization

In the example presented in figure 6.24, the periodization section is expanded compared with figure 6.23. Included in this section are elements of periodization for strength, endurance, speed, and nutrition. The periodization section can be manipulated to include elements that meet the specific demands of the individual athlete or requirements of the sport.

The ratios between the training factors are different in figures 6.24 and 6.23 as a result of the specific requirements of a team sport. In this example, technical and tactical preparation has a higher emphasis. In the first macrocycle, physical Figure 6.24 Monocycle annual training plan for a hypothetical volleyball team.

Prep = preparation, T = transition, AA = anatomical adaptation, Mxs = maximal strength, Conv pow = conversion power, regen = regenerate, end = endurance, tech = technical, Adv skill prep = advanced skill preparation, Dev comp strat = develop competitive strategies, cal = calories, carb = carbohydrates.

preparation is the dominant factor, as it should be with most sports, especially when there is a long preparatory phase, because the athlete must first develop a physical foundation. Without solid physical development the athlete may not be able to per-form the technical maneuvers required by the sport. For example, without significant muscular strength in the lower body, the athlete may not be able to generate enough force to jump high enough to spike the ball or block incoming balls.

The volume and intensity curves are presented as horizontal lines to represent a step-loading pattern and illustrate their percentages, compared with figure 6.23 where curves are used to show the need to stress the intensity component at a much earlier stage of preparation. In figure 6.24 the volume of training is elevated in the first four macrocycles, with the intensity curve elevating during the fifth macrocycle.

This reflects the development of maximal strength and the emphasis on game-specific endurance, agility, and reaction time. Throughout the competitive phase, intensity remains high, reflecting training activities at this time and the stress of competitions.