nccp – competition introduction learn to train: pre-task …... · version 3.1 – 2016 ©...

Version 3.1 – 2016 © Coaching Association of Canada & Canada Basketball Learn to Train – Pre-Task Worksheets

www.basketball.ca/coaching

COACH EDUCATION & DEVELOPMENT

CANADA BASKETBALL

NCCP – COMPETITION INTRODUCTION LEARN TO TRAIN: PRE-TASK WORKSHEETS



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TABLE OF CONTENTS

PLAN A PRACTICE MODULE ................................................................................................... 4 1. Introduction ................................................................................................................................ 5

Goals of this Workshop ................................................................................................................... 5 The Current NCCP Structure ........................................................................................................... 5

2. Taking Logistics into Account ................................................................................................... 6 3. Knowing Your Athletes and Your Program .............................................................................. 9 4. Prevention ................................................................................................................................. 10 5. Long-Term Athlete Development ........................................................................................... 11

MAKE ETHICAL DECISIONS MODULE ................................................................................... 12 The Current NCCP Structure ............................................................................................................ 13

Goals of this Workshop ................................................................................................................. 13 Step 1: Character and Community ............................................................................................. 15 Step 2: Moving from Me to We… ................................................................................................. 16 Step 3: Handling Conflict with Dignity ......................................................................................... 19 Step 4: Make Ethical Decisions .................................................................................................... 21

MODIFIED GAMES MODULE ................................................................................................. 24 Setting the Scene / Participants and Their Sport Needs .............................................................. 25

Task 1 .............................................................................................................................................. 25 Long-Term Athlete Development ................................................................................................... 30

Task 2 .............................................................................................................................................. 30 Task 3 .............................................................................................................................................. 31

The Competitive Coaching Philosophy ......................................................................................... 32 Task 4 .............................................................................................................................................. 32

Managing the Teaching Process ................................................................................................... 33 Task 5 .............................................................................................................................................. 33 Task 6 .............................................................................................................................................. 35

Whole-Part-Whole Teaching .......................................................................................................... 36 Task 7 .............................................................................................................................................. 37

Nutrition ............................................................................................................................................ 41 Task 8 .............................................................................................................................................. 41

Version 3.1 – 2016 © Coaching Association of Canada & Canada Basketball Learn to Train – Pre-Task Worksheets – Plan a Practice Module


4



CANADA BASKETBALL

PLAN A PRACTICE MODULE



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1.!Introduction Welcome to Canada Basketball’s National Coaching Certification Program (NCCP) Planning a Practice module. This is one of three modules you will be required to take to become a certified Introduction to Competition coach. This pre-task activity is to help prepare you for the clinic. It is suggested that you print this material, complete the activities, and bring them with you to the clinic. The number on the activities corresponds with the material you will cover in the Coach Workbook at the clinic. Every child involved in sport should have a positive experience, which is only possible when the sport environment is both physically and emotionally safe. The children depend on you, the coach, to build and maintain a positive sport environment. Children will be able to develop a love for sport when your leadership is directed at valuing each and every one of them. You have an important opportunity to have an impact on the lives of the children involved in your program. Goals of this Workshop

This workshop has been designed for the Introduction to Competition coach who is working with children or youth and is introducing the basic skills of basketball. The goals of this workshop are to help prepare you to do some of the things that will be required of you as an Introduction to Competition coach. The Current NCCP Structure The NCCP has changed from its old structure with five levels (1 to 5) and three components (Theory, Technical, and Practical) to its current structure that is based on the three different streams in which coaching takes place in Canada.

•! Initiation •! Ongoing Participation

•! Introduction •! Development •! High Performance

•! Beginners •! Intermediate Performers •! Advanced Performers

The NCCP recognizes community coaches as important leaders in the sport experiences of Canadian youth. This is reflected in the current structure of the program. For more information on the NCCP, visit the Coaching Association of Canada website at www.coach.ca.

http://www.coach.ca



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2.!Taking Logistics into Account 2.1! Logistics of Your Practice 2.1.1. Use the table below to describe the facilities, equipment, and time available for your

practices.

•! What facilities and equipment do you have access to for your practices? (E.g., a gymnasium, 8 balls)

•! What days and times can you usually use these facilities and equipment? (E.g., Friday, 6 PM - 7 PM)

•! What restrictions are there on your use of these facilities and equipment? (E.g., equipment requires transportation, equipment must be shared with another team, facilities are available for my sport only early in the mornings, I can never get two consecutive hours in the facility, I have to share the facility with another team)

Facilities / Equipment Days / Times Available Restrictions

2.2! Your Starting Point… 2.2.1 Using the Practice Planning Worksheet 1 on the following page, spend a few minutes on

your own and plan a practice for your athletes. Include an activity aimed at developing a basic skill (e.g., passing, dribbling, shooting, lay ups etc.) in basketball. Make sure your plan takes into account the logistics of your practice (2.1.1).



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Practice Planning Worksheet 1

www.basketball.ca

http://www.basketball.ca



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2.3! Questions to Consider 2.3.1 When you were planning your practice in 2.2.1 Pre-Task pg. 6 (Logistics - Spend a Few

Minutes…), what questions did you ask yourself (other than questions about logistics)?



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3.!Knowing Your Athletes and Your Program 3.1! Who are Your Athletes?

Record essential information about your athletes in the form below.

Gender composition (check one)

All Female All Male Co-ed

( ) ( ) ( )

Number of athletes in each age group

Children: Under 8 Children: 8-9 years Pre-puberty: 10-11 years Puberty, stage 1: 12-15 years Puberty, stage 2: 15-18 years Young adults: 19-22 years Adults: 22 years + Total

Male ________ ________ ________ ________ ________ ________ ________ ________

Female ________ ________ ________ ________ ________ ________ ________ ________

Within each age group, are there important differences?

Height and weight Skill level Level of experience

Yes ( ) No ( ) Yes ( ) No ( ) Yes ( ) No ( )

Average number of years of training and competition in this sport, including the present year:

_________

Note: If you coach athletes of various age groups, select one and refer to this group when you complete the exercises in this Workbook.



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4.!Prevention During the pre-season information meeting with parents, one parent asks you these questions:

•! “What are the risks for my child in basketball? •! What actions do you take to make practices as safe as possible for the athletes?”

Risks of My Sport What I do to make practices better for my athletes



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5.!Long-Term Athlete Development Take a look at the image below.

Please reference the following 3 documents for more information:

1.! Canadian Sport for Life Resource Paper 2.! Canadian Sport for Life Summary 3.! Basketball-Specific LTAD

http://canadiansportforlife.ca/resources/canadian-sport-life-long-term-athlete-development-2.0

http://canadiansportforlife.ca/resources/cs4l-summary

http://www.basketball.ca/files/LTAD.pdf

Version 3.1 – 2016 © Coaching Association of Canada & Canada Basketball Learn to Train – Pre-Task Worksheets – Make Ethical Decisions Module


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CANADA BASKETBALL

MAKE ETHICAL DECISIONS MODULE



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The Current NCCP Structure The NCCP has changed from its old structure with five levels (1 to 5) and three components (Theory, Technical, and Practical) to its current structure that is based on the three different streams in which coaching takes place in Canada.

•! Initiation •! Ongoing Participation

•! Introduction •! Development •! High Performance

•! Beginners •! Intermediate Performers •! Advanced Performers

Goals of this Workshop This workshop has been designed for coaches who are working with children or youth and are introducing and refining the basic skills of basketball. The goals of this workshop are to help prepare you to do some of the things that will be required of you as a coach. We will focus on two major topics:

1.! Character Development 2.! Making Ethical Decisions

Character Development Coaches will be provided with an understanding of the concept of sportsmanship, its importance as a key component of youth sports, and how to integrate the philosophy into the practice and game environment. Key components include:

•! Character and community •! Shifting the focus from the little picture to the big picture - moving from me to we •! Understanding the balance between competition and play •! Handling conflict with dignity •! Coaching leadership

The NCCP recognizes community coaches as important leaders in the sport experiences of Canadian youth. This is reflected in the current structure of the program. For more information on the NCCP, visit the Coaching Association of Canada website at www.coach.ca.

http://www.coach.ca



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These components revolve around our three rules or principles: 1.! Do your best 2.! Do what is right 3.! The Golden rule – treat others as you would like to be treated

Our three rules are based on the understanding that children have control over only two aspects of game or practice environment:

1.! Attitude 2.! Effort

A diagram might look like this: Please read through the rest of the document and answer the questions to prepare for the clinic. Bring this document with you to the clinic as we will make use of your answers.



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Step 1: Character and Community

a.! Define what sportsmanship means to you.

b.! How might a sportsmanship focus in youth sport benefit your basketball

team/community?

c.! What are some ‘best practices’ that you and your team could commit to that would promote sportsmanship?

!

!

!



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Step 2: Moving from Me to We…the Little Picture to the Big Picture and Understanding the Balance Between Competition, Play, and Training

a.! What do you believe is the difference between playing, training, and competing – if any?

b.! What are some good indicators that children are having fun?

c.! What might some of the risks be of an environment that is overly competitive?

d.! On the following three scales, rate which quality you think is more important. Circle the

#1 if you think the quality on the left is the most important; the #6 if you think it is the quality on the right. You will notice there is no middle number. Choose one or the other.

!

!

!



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Compete 1 - - - - 2 - - - - 3 - - - - 4 - - - - 5 - - - - 6 Play Play 1 - - - - 2 - - - - 3 - - - - 4 - - - - 5 - - - - 6 Train Train 1 - - - - 2 - - - - 3 - - - - 4 - - - - 5 - - - - 6 Compete Now, rate the three qualities based on your answers. #1 ______________ #2 _________________ #3 _______________



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Model of the Balance Between Compete, Train, and Play Coach #1 Coach #2 Above are two examples of how coaches prioritize the importance of these three qualities. Coach #1 believes:

•! Compete was placed in the top box because it was considered the highest priority. •! Train was second since it was next in importance •! Play was placed third since it was considered the lowest priority

Coach #2

•! Had play as the highest priority •! Compete was higher than train •! Train was the lowest priority

Complete your model below. A)! Fill in the triangle based on your priorities. Place the quality in the box and the X on line

between the two qualities.

Compete

Play

Train

6!

6!

6!

1!

1!

1!2!

2!3!

4!5!

3!

4!5!

2!

3!

4!

5!

Play

Train!!

Compete

6!

6!

6!

1!

1!

1!2!

2!3!

4!5!

3!4!

5!2!

3!

4!

5!

!

!

!

6!

6!

6!

1!

1!

1!2!

2!3!

4!5!

3!4!

5!

2!

3!

4!

5!



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Step 3: Handling Conflict with Dignity

a.! How might the sport environment provide important opportunities for teaching athletes and players how to handle conflict with dignity?

b.! What is the difference between aggression and assertiveness?

!

!



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Coaching Leadership

a.! Write down a few thoughts on how a coach demonstrates being a good leader and role model.

b.! What do you think are some important leadership skills you can teach your athletes?

!

!



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Step 4: Make Ethical Decisions Read the situation below called “To Play or Not to Play”. Jamie has just been named the head coach of her sport organization. Recently, she has noticed that one of the athletes seems to suffer from a knee injury. She brings the situation up with the parents of this 13-year old athlete, whom she knows very well. They say that they are aware of the situation and that they have called their family doctor. The physician was away, but during a telephone conversation, told them not to worry since “this is normal for growing children” and “there should not be any risk”. The coach speaks with the athlete who confirms that he hurts a bit, but that he will be ready for the championships that are scheduled in a few days. The athlete has a lot of talent and his name is on the provincial coach’s list of potential new recruits. The athlete’s parents are both members of the organization’s Board of Directors and they are responsible for hiring and assessing coaches. Club policy dictates that it is the coach who ultimately decides whether or not an athlete will take part in a competition. Another policy dictates that an injured athlete cannot compete, and that a written confirmation declaring that the athlete is fit to return to competition must be obtained from a medical doctor. Since her last discussion with the athlete and the parents, the coach has read a recent sport medicine article dealing with the possible long-term consequences of this type of injury if the first warning signs are ignored. She has also spoken to a sport physician who strongly suggests to not take any chances in this situation, and to consult a specialist as soon as possible. These verifications confirm the signs she had observed in the athlete. One hour before the beginning of the competition, the parents talk to the coach. They repeat what their family doctor has said, and guarantee that first thing tomorrow morning she will have the required letter confirming that the child is fit to compete. The athlete mentions that the pain has increased since last time, but that he is ready to compete if the parents and the coach give the go ahead. The parents insist that their child competes because (1) he wants to and says he can and (2) the provincial team coach has made a two-hour trip to come and see him compete in order to confirm his selection. The parents leave the coach, and walk towards the registration table with their child.



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•! On the basis of the facts presented, reflect individually on what you would do in the situation “To Play or Not to Play”. What actions would you take? Why did you make this decision? Write your responses in the space below.

In this situation, the decision I would make or the action I would take would be…..

I would make this decision or take this action because…

Note: You will do this question at the clinic. This is just to provide space for your answers! •! Discuss the case and your answer with two or three other coaches. Do you agree with

the positions of other coaches regarding the nature of the issues in the situation, or are there fundamental differences in opinion among you?



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•! Review the information in the table below. Identify the factors that influenced your decision and highlight others that might be relevant but that you didn’t consider. Think about how these factors might come into play in the decision-making around “To Play or Not to Play”.

Factors that May Influence Your Decision

Internal Influences

Previous Experiences Personal Values Personal Circumstances

•! Past experiences with a similar issue

•! Results, positive or negative, of previous decisions in a similar situation

•! Family education •! Academic training •! Religion and beliefs •! Age and maturity

level •! Factors linked to

ethnicity or culture

•! Employment •! Level of action •! Ambitions and plans •! Reputation •! Relations with others

External Influences

Economic and Political Aspects Seriousness of Situation Organizational, Institutional,

and Social Aspects

•! Economic or financial impact of decision

•! Potential political or human rights impact of situation

•! Urgency of decision •! Individuals directly

affected •! Number of individuals

directly affected

•! Relations and links with: (! Official bodies (! Individuals (! Communities

•! Relevant standards or social conventions

Other Factors (If any)

•! •! •! •! •! •! •! •! •!

Version 3.1 – 2016 © Coaching Association of Canada & Canada Basketball Learn to Train – Pre-Task Worksheets – Modified Games Module


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CANADA BASKETBALL

MODIFIED GAMES MODULE



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Setting the Scene / Participants and Their Sports Needs Task 1: Review the following material.

a.! NCCP Program Overview Chart b.! NCCP Coaching Development Streams c.! Who are the Stakeholders? d.! Basketball for Life Structure e.! Athlete Development Model

Once you have reviewed the material, write down any questions you may have an bring them up at the workshop to be clarified by the Learning Facilitator. This material will be briefly reviewed at the workshop.



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NCCP Program Overview Chart & NCCP Coaching Development Streams



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Who are the Stakeholders?



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Basketball for Life Structure



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Athlete Development Model



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Long-Term Athlete Development Task 2: Complete the following table on Long-Term Athlete Development. Canada Basketball has adopted a Long Term Athlete Development Model (LTAD) that is based on the Canadian Sport for Life document that was published by the Canadian Sport Centres and endorsed by Sport Canada and the Provincial Sport Governing bodies. The development of this model was in response to a number of issues that we face across our country, the least of which is our overall poor performance at international competitions and our growing social concerns and the health of the nation in general. Nevertheless, these are issues that cannot be ignored and must be addressed along with the idea of improving the basketball skills of the participants. Analyze closely the underlying strengths and weaknesses of the athletes you currently or most recently have coached. Develop a list that may include the mental, cognitive, physical, as well as technical and tactical aspects of the way they play.

AGE OF ATHLETES: GENDER: AVERAGE YEARS OF EXPERIENCE:

STRENGTHS WEAKNESSES

Be prepared to share your answers with other coaches in the workshop.



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Task 3: Taking into consideration what your current situation is with your team fill in the chart below.

Length of season (in weeks)

Total number of practices & games in the season /

Total number of practices & games per week /

Practice to game ratio / Skills needed by the athletes to play NOW.

Other skills needed to play at the NEXT LEVEL. (Note: These would be skills over and above what you currently feel they should or do have.)

Your answers will be analyzed at the workshop with the entire group.



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The Competitive Coaching Philosophy Task 4: Complete the following continuums by asking one of your athletes about what their

wants and needs are in sport. Circle the number on the arrow to indicate where your athlete responded.

Winning w

Develop

Comments:

Global Player (by skills)

2 Specialized (by skills)

Comments:

Equal Participation

2

Top Players Play

Comments:

Set Plays

Concepts

Comments:

Basketball should be fun

w

Basketball must be serious

Comments:

Multi-Sport Participation

e

Basketball Only

Comments:

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6

1 2 3 4 5 6



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Managing the Teaching Process In this section you will have the opportunity to engage in an extensive reflection on various ways to get your teaching ideas across to your athletes. As you know, one of the most important responsibilities of a coach is to help athletes improve their performance by helping them to learn. You will see how to optimize your athletes’ learning by implementing effective teaching methods in your coaching sessions. In this section you will be asked to clarify your beliefs about teaching and learning and how to take them into account while you coach. As well, you will be shown other ways to have your athletes learn that you may not have thought about prior to the workshop. Developing teaching strategies requires the acquisition of a number of distinct skills that can be successfully learned and mastered; however, teaching in a sport context should not be viewed as a mechanical process. In fact, all effective coaches have their own personal style, intuition, and ability to improvise in certain situations. The content of this section does not promote any single model or suggest that all coaches should coach in the same way. Rather, it aims at helping you improve your teaching skills while encouraging you to develop a personal coaching style. After working through this section, and the activities during the workshop, you will be able to take a critical look at your own teaching. Task 5: Read the following material and answer the questions that follow. DRILLS

If drills are to help make learning permanent, they must consist of meaningful practice - that is, practice directed toward correct performance of a skill. To ensure that practice is meaningful, give appropriate feedback during drills so that players do not practice incorrectly. As well, allot sufficient time under game-like conditions for players to improve a skill. Effective drills are those designed to meet a specific need. Too often, coaches come to clinics hoping to learn drills they can use with their teams. To design drills for players, use the following procedure:

•! Decide what situations need to be practiced. •! Identify the number of players involved in the situation. •! Decide whether continuity is desirable. •! Choose a situation that involves as many players as possible.



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There are certain key points about drills that make them effective:

•! Pertinent – skills taught must suit player’s abilities, interests and experience. •! Purposeful – players must stay on track in a safe and challenging climate. •! Progressive – players must learn skills in a sequence that leads to significant learning. •! Paced – practices must last long enough for skills to improve but not so long that players

get bored; moreover, since competence does not develop during one long training session, several shorter practices are preferable to one longer session.

•! Participatory – players must stay actively involved. The more time they actively spend on a task the better the results.

What is your definition of a drill? !

Have there been any drills that you have used or seen that contradict the above thoughts on effective drills? If you answered yes, explain.



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Task 6: Design a drill that incorporates the theories that make up an effective drill. You may be asked in the workshop to present your drill to the group.

My drill is called: Skill(s) being taught are: The drill is organized in the following manner: (Use diagrams if you wish) My desired outcome(s) for the athletes are: (I.e., what do I want them to learn?)



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Whole-Part-Whole Teaching

In many situations, your first practice of the year may only be a few days prior to your first game, so there is an immediate need to put into place team systems. In other situations, the players need to understand how, why, when or where a skill is used in a game. In both of these scenarios, it may be a necessity for you to first teach the basic movements or patterns in a “game like” situation within a larger team setting. Once players understand the basic movements or patterns, you can go back and work on the smaller parts or tactics (1 on 1, 2 on 2, 3 on 3, and 4 on 4) within that team idea. Once all of the smaller parts have been practiced separately, then it is easier to relate it to a 5 on 5 situation. This is called a whole-part-whole method of teaching. The process of whole-part breakdowns should continue throughout the season. Too often coaches forget this important teaching technique. If this teaching method is not repeated, then the refinement of a skill, tactic, or team strategy can be difficult.

How would you see whole-part-whole teaching methods be effective in your current coaching situation?

In your past experiences as a coach or an observer, have there been any situations where whole-part-whole teaching would have been an effective teaching tool? If you answered yes, explain.



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Task 7: After reading the following articles, answer the question and design a game that incorporates at least 5 of the interventions. You may be asked in the workshop to present your game to the group.

Modifying the Game to Help Athletes Learn In the games approach to practices, the coach will allow the players to play a game, or a slight variation of it, in order to learn more skills more quickly. Within these games, coaches will put in place rules or intervention strategies within the rules of the actual game in order to have the players focus on a something specific. The big fallacy is that a games approach is ‘free play’ and no learning takes place. This is not true. It is the successful interventions by the coach that lead to guided learning. It is very important to take advantage of the ‘teachable moment’ immediately when it occurs. Theory behind a games approach:

1.! Every child should have the opportunity to participate in fun and challenging sporting activities.

2.! The object is to remove the idea that play must become work in order to improve. 3.! Mastery of the skills is not a prerequisite to continue playing the game. This reduces the

number of children dropping the sport and the children get to play the game before a certain skill is mastered.

4.! It gets beginners playing a game, although not necessarily the real game, as quickly as

possible. 5.! If you play the game early in the session, the child has the chance to appreciate the

fundamental nature of the game. 6.! Through play, the children are far more likely to be actively and purposely involved. 7.! It clearly identifies the technical skill that is holding back play. Children are more likely to

want to improve that skill so the game may continue. 8.! It encourages cooperation. 9.! It allows players to be more creative and innovative. 10.!It promotes decision making by the participants. They learn strategies, not systems. 11.!It develops participants to be more reflective about their play. 12.!Small sided games mean players take on more roles and develop a more ‘global’

understanding of the game.



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The Three Fundamental Practices of a Games Approach:

a)! Shape play – by using different rules, you ‘shape’ the direction in which the game develops. For example: everyone must touch the ball before a shot is taken shapes the game to involve more passing.

b)! Focus play – by “focusing’ on specific aspects of the game, the coach can guide

improvement in a certain area. For example: using the rule that everyone must touch the ball before a shot, the players must focus on passing and getting open for a pass.

c)! Enhance play – enhance learning by making improved performance appear important and meaningful. Present challenges (how many passes in a row, make one more than last time), time restraints (perform the passes in a shorter period of time), handicap teams or individuals (play with only two defenders if the defence is stronger than the offense, use weak hands to dribble).

List the ways that you think using modified games in a practice would help you in your particular situation with your players?



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Putting the Theories into Practice The following are particular interventions that can be placed within the rules of the game to encourage players to focus more on certain aspects of their play. 1. Freeze replay – freeze the group. Explain a concept and then rewind and allow the play to

continue. Do not over use. The coach should make use of “what” and “how” questions, instead of telling the child what to do and how to do it. What could you have done differently to make a better pass? How would you do it differently?

2. Stop the game and work on a concept. When the coach realizes that the lack of a certain

skill is hindering the game, stop the game, quickly work on the skill, and then return to the game.

3. Debrief the game. Take time at the end of the game to ask the players what they learned

and what can be improved for the next game. 4. Change the number of offensive and defensive players. By providing one (or more) player

advantages to the offense and defence, you can shape the nature of what you want the players to learn.

5. Alter the size and shape of the playing area. For example: restricting the area from which

players can shoot, can only play defence within certain areas, using a smaller court. 6. The nature of the goal. For example: lower basket, hit the back board, pass to a teammate

in a certain position, and score for the number of passes completed. 7. Primary and secondary rules. Primary rules are the rules that clearly define the game (the

travel rule in basketball). Secondary rules are rules that can be changed without disrupting the nature of the game (three seconds in the key). Start with as few rules as possible. Add the secondary rules as they become necessary. Use a teachable moment.

8. Conditions applied to the game. Add secondary rules that may not be part of the ‘real

game’ to shape focus or enhance the play. For example: you must complete five passes before you are allowed to shoot; it is a violation if you do not pivot to face the basket when you catch the ball.

9. Control and develop the good player. Children want to play on “fair” teams. Make sure

there are players of equal ability. You will sometimes have to restrict the movement and actions of the ‘good’ player to promote equal play, but also develop some other aspect of his or her development. Give the good player leadership roles, make him/her dribble with his /her weak hand.

10. Differential scoring. Give different points to different shots, 3 points for a shot from a certain

distance, 2 points from a closer distance, and 1 point for a lay-up. Another way is to reward points for completing an action; a point for every pass that preceded the shot.



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11. Playing time. Every player should have an equal amount of time. By using shorter games, the players can play with more intensity. Multiple short games also give the chance for a team to be reborn.

12. Tactical timeout. The coach can use freeze replays to direct the learning and it allows

players to work out problems for themselves. 13. Friendly equipment. Use small balls that are appropriate for the child or soft balls for

teaching how to catch.

My game is called: Skill(s) being taught are: The interventions I used are: The game is organized in the following manner: (Use diagrams if you wish) My desired outcome(s) for the athletes are: (I.e. What do I want them to learn?)



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Nutrition Task 8: After reading the following few pages, review the scenario and answer the questions

on page 52. 1.! General Recommendations Concerning Athletes’ Nutrition 1.1 Nutritional Needs of Athletes An athlete's diet must be well balanced, supplying adequate energy and nutrients for optimum performance and providing for the repair and maintenance of tissues and for growth. The nutritional needs of an athlete in training are not significantly different from the requirements of all healthy individuals; however, athletes should pay attention to the following:

(1)!Eating a variety of foods – foods from each group should be eaten every day (grain products; vegetables and fruits; milk products; meats and alternatives)

(2)!Sufficient energy intake – there must be adequate dietary intake to meet the energy

demands of training, competition, and body weight maintenance. Energy requirements vary according to age, gender, body composition, and amount and type of physical activity (related to exercise intensity and volume). In general, judged sports, such as gymnastics, diving, skating, and equestrian require less energy than endurance events like triathlon, swimming, cycling, cross country skiing, road racing, speed skating, etc.

(3)!Sufficient carbohydrate intake – provided by the “grain products” food group,

carbohydrates are the main energy source athletes rely on in most sports. Whether they are involved in high-intensity, short duration events, or in endurance events, athletes use carbohydrates as their main source of energy. Carbohydrates stored in muscles can be depleted after 75 – 90 minutes of moderate to high intensity activity.

(4)!Sufficient fluid intake – the need for water increases during exercise because of the loss

of fluid caused by sweating and increased ventilation. This is important for all sports, including water sports, as dehydration can lead to a marked decrease in performance.

(5)!Sufficient protein intake – an athlete requires slightly more protein than a sedentary

person in order to provide for adequate maintenance of muscle mass and repair of tissues.



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1.2 Sample Diets for Different Types of Sports The following table identifies three different action plans based on Canada’s Food Guide to Healthy Eating. The appropriate dietary action plan should supply adequate energy to meet an athlete’s current training demands. The number of recommended servings represents minimum quantities. Growth, gender, and body size also influence energy needs.

SELECT AN ACTION PLAN

FOOD GROUP ONE TWO THREE

Refer to Canada’s Food Guide to Healthy Eating for examples of servings from each food group

For athletes in judged sports, such as gymnasts, divers, and figure skaters NO ATHLETE SHOULD EAT LESS THAN THE MINIMUM NUMBER OF SERVINGS.

For most athletes, including players in team sports

For endurance athletes e.g., swimmers, cyclists competing in road-racing, cross country runners or skiers, triathletes, speed skaters.

GRAIN PRODUCTS Minimum of 5 servings 8 servings or more 15 servings or

more VEGETABLES AND

FRUIT Minimum of 5 servings 8 servings or more 15 servings or

more

MILK PRODUCTS

Adults – 3-4 servings Teens – 3-4 servings



MEAT AND ALTERNATIVES

Minimum of 2 servings 2 servings 2-4 servings

OTHER FOODS

Minimize – there just isn’t room for extra energy coming from foods without many nutrients.

Choose in moderation after you have enough servings from the other food groups.

If you are finding it difficult to eat a large enough volume of food to meet your energy needs, extra sweets and fats can be added.



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2. Dietary Intake Pre-Competition or Before Intense Activity 2.1 Priorities for a Competition Day On a competition day, the aim is to ensure proper hydration and sufficient energy to allow the athlete to meet the demands of the activity. As a result, the focus should be on ensuring:

•! the amount of food consumed is appropriate given the type of effort to be performed •! the majority of food ingested is from carbohydrates •! the fat content of the food ingested is low •! enough water is consumed

2.2 Recommended Foods General Characteristics

Rich in carbohydrate - The pre-event meal must be high in carbohydrates (65-70% of total calories consumed). Fat and protein, which take longer to digest, should be consumed in smaller amounts. For instance, pasta, rice, cereals, potatoes, bread, low-fat granola bars, and dry cookies, are all appropriate as they are easy to digest and absorb. Familiar - Since pre-competition “nerves” can upset the stomach, athletes should be familiar and comfortable with the food. In other words, they should have tried it before, preferably in pre-exercise or training conditions.

The Best Choices when Breakfast is the Pre-Event Meal The following are examples of foods that are appropriate for breakfast the day of a competition or during training:

•! Cereal – with low-fat milk •! Yogurt – low-fat, plain or fruit •! Fruit •! French toast and/or pancakes – with no added butter or margarine •! Egg dishes – not fried •! Ham or steak – if lean/not fried (small amounts) •! Potato – not fried •! Rice – not fried •! Noodles, Pasta •! Toast – with limited amounts of butter/margarine •! Muffins – try jam or jelly, not butter



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•! Beverages – Athletes should drink plenty of fluid! •! Bottled water •! Fruit juice – fresh, canned, cartons •! Skim milk, Ovaltine

The Best Choices when Lunch or Dinner is the Pre-Event-Meal The following are examples of foods that are appropriate for lunch or dinner prior to competition or training:

•! Fruit and vegetables, fruit and vegetable juices – fresh, canned, cartons •! Soups – broth-based •! Meat, Fish, Poultry – broiled, roasted, baked, barbecued, poached (reasonable

portions; trimmed fat; skin from chicken removed) •! Cold cuts – turkey, chicken, lean beef, lean ham (reasonable portions) •! Meat alternatives – beans, peas, and lentil dishes if these are familiar foods; gas

produced when these foods are not part of the usual diet can cause discomfort. •! Vegetables – steamed, boiled, baked •! Potatoes – baked, boiled, mashed (without butter/margarine) •! Rice – steamed, plain •! Noodles – plain •! Pasta – plain or tomato or vegetable sauce •! Bread – rolls, crackers, all breads •! Salads – bean, peeled fresh vegetables, fruit salad, low-fat cottage cheese; (small

amount of dressing) •! Desserts – fruit, yogurt (low fat), custards, puddings •! Cheese – in moderation

2.3 Foods to Avoid Characteristics The following should be limited prior to competition or training:

•! fatty foods, because they are slow to digest •! protein-rich food, because they are slow to digest and are not needed as fuel during

exercise •! alcoholic beverages such as wine and beer because they can have a dehydrating

effect.



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Prior to Competition or Training, the following foods should be avoided – Breakfast The following foods are high in fat, are difficult to digest, and/or nutrient-poor:

•! Whole milk, cream •! Fried eggs •! Side bacon, sausage •! French fries, hash browns •! Fried rice •! Cream or butter sauces •! Doughnuts, danish, pastries •! Croissants •! Butter, margarine

Prior to Competition or Training, the following foods should be avoided – Snack, Lunch, or Dinner The following foods are high in fat and/or are nutrient-poor:

•! Cookies, crackers, chips, granola bars •! Cream soups •! Fried fish, meat, poultry •! Buttered, sautéed, creamed vegetables, or soufflés •! Fried potatoes •! Butter or cream sauces •! Pâté, sausages, processed meats, liverwurst •! Potato and macaroni salad, creamy coleslaw •! Salad dressing •! Pies, ice cream, pastries



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2.4 Foods that may not be well tolerated prior to competition or practice and that should be consumed with caution

•! Spicy foods may be difficult to digest prior to exertion. (When traveling in other

countries, athletes can bring a few favourite spices if they are already used to them.)

•! Prior to exercise, fiber-rich foods like whole-grain bread, cookies, and whole-wheat

cereals, dried fruits (prunes, etc.) stimulate digestion and induce elimination. These foods should be avoided, especially if the athlete has diarrhea.

•! Gas-producing foods like cabbage, broccoli, onions, and carbonated drinks, make

some athletes feel bloated.

•! Coffee, tea, cola, and chocolate may cause diarrhea, which can have a dehydrating effect.

•! Alcoholic beverages can impair performance and have a dehydrating effect. In

some sports, alcohol is a banned substance.

2.5 Digestion Period The meal size and food choices will vary depending on the time between eating and performing. Athletes must allow sufficient time for digestion. High kcal meals, especially those high in fat content, take longer to digest than lighter snacks. The guidelines below should be used when planning meal times relative to a training session, a competition, or a series of competitions held on the same day. Coaches should be aware of individual tolerance levels for food. Experiment with these guidelines in practice in order to establish an appropriate protocol for each athlete. (1)! Allow 3-4 hours for a large meal (approximately 500-800 kcal or more) to digest (2)! Allow 2-3 hours for a smaller meal (approximately 300-500 kcal) to digest (3)! Allow 1-2 hours for a small snack or blender/liquid meal to digest, or whatever the athlete's

own tolerance indicates. If the athlete will be competing within the next 2 hours, small quantities of carbohydrates are the best choice: fruit, beverages, low-fat crackers, bread, yogurt, and/or well-cooked pasta. The athlete should also drink plenty of water. (When the athlete is traveling, bottled water should be used.)



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2.6 Some General Food Safety Advice The following suggestions apply to food served in cafeterias and restaurants or prepared for “bag lunches” taken to sport venues:

•! Hot dishes (e.g., meat, casseroles, rice) should be served hot (not warm).

•! Cold foods (e.g., cold cuts, salads, milk, dessert, sandwiches) should be served cold (not warm).

•! If the meals at the venue have NOT been refrigerated, do NOT eat salads prepared

with mayonnaise (e.g., macaroni, potato, or creamy coleslaw) or egg-based dishes (including custards).

•! Foods should be served either hot or cold, and should be consumed within one hour of

preparation. Hydration 3.1 Importance of Fluids Proper hydration is important for all athletes in order to:

(1)!replace water lost as a result of sweating (2)!avoid marked decreases in performance that result from dehydration (3)!help maintain core body temperature within acceptable limits during exercise.

3.2 Effects of Dehydration on Performance Dehydration negatively affects performance and is associated with premature fatigue. This is particularly the case for prolonged aerobic exercises such as distance running or cycling, but athletes competing in team sports or events of short duration can also be affected by dehydration. Ironically, dehydration reduces the capacity of the digestive system to absorb water. Athletes should not wait until they are dehydrated before they drink, as this slows rehydration and causes gastric cramping. 3.3 Feeling Thirsty and Dehydration Level It is well established that the sensation of thirst is not a good indicator of an individual's level of dehydration. When thirst manifests itself, approximately 2% of body mass has already been lost. Consequently, one cannot gauge dehydration by referring to the sensation of thirst. Therefore, during exercise, it is important to drink on a schedule rather than according to thirst.



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If thirst were the only point of reference used for determining fluid needs following profuse sweating, re-establishing optimum hydration could take 24 to 48 hours. 3.4 Drinking Fluids before Activity Athletes should drink plenty of fluid every day, particularly before a practice session or competition. Athletes who are well hydrated have the following characteristics:

(1)!sweating begins sooner, and is more abundant (2)!an enhanced rate of absorption of the fluids consumed during exercise.

In practical terms, this means drinking 1.5–2.5 cups (400–600 mL) of fluid 2 to 3 hours before exercise. This allows time for excess fluid to be excreted as urine before the exercise starts. To ensure complete hydration, consuming 0.5–1.5 cups (150–350 mL) of fluid about 15 minutes before exercise is recommended. 3.5 Drinking Fluids during Activity Amount of fluids to drink Athletes should drink enough fluid to maintain fluid balance throughout the exercise. The amount of fluid an individual can tolerate during exercise varies from one person to another, but usually ranges between 10 and 15 mL per kg of body weight per hour. In other words, as the following table suggests, a 60 kg person can absorb between 600 and 900 mL of fluid in an hour, and a 70 kg person between 700 and 1050 mL, etc.

Body weight (kg) Approximate quantity of fluid absorbed by the body

in one hour (mL) from … to …

30 300 450 40 400 600 50 500 750 60 600 900 70 700 1050 80 800 1200 90 900 1350

Rather than drinking large amounts of fluid at one go, it is better to drink 0.5–1.5 cups (150–350 mL) of fluid every 15 to 20 minutes, or as much as one can tolerate without feeling any discomfort.



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Athletes rarely consume enough fluid to maximize the absorption capacity of the digestive system or to balance fluid losses. Increased fluid intake during exercise will improve fluid balance for most athletes. Precautions To encourage athletes to drink plenty of fluids, have them bring several bottles or containers of water or sport drinks. For reasons of good hygiene, do not allow them to share bottles or containers with other people. Sport Drinks Sport drinks containing carbohydrates are recommended for activities lasting more than 60 minutes without interruption. Several studies suggest an improvement in performance as a result of drinking sport drinks, which promote optimal performance by providing both fluids and carbohydrates. When exercise lasts less than one hour, consuming a sport drink will probably not improve performance significantly. In this circumstance, drinking water should be adequate unless it is hot and humid, in which case a sport drink is recommended. Strategy for Encouraging Hydration in Children Recent studies show that children’s consumption of fluids is increased when drinks contain carbohydrates (40–80 grams per litre) and a little sodium. It is suggested that the coach encourage this type of drink rather than plain water in order to ensure that children take in enough fluids when they exercise in hot temperatures. 3.6 Rehydration after Activity After an exercise where sweating has been profuse, it is extremely important to replace fluid. This sensation of thirst is not a good gauge. Consequently, forced hydration is often necessary. It is possible to estimate how much fluid an individual has lost during exercise by weighing before and after the activity. The difference in kg represents the amount of fluid lost, in litres, since one litre of water weighs one kg. For each kg of body weight lost, at least 1.0 litre of fluid plus an extra 0.5 litre should be consumed. It is important to drink more than one litre per kg of body weight lost to account for urinary losses. The colour and amount of urine are an easy way for athletes to monitor their dehydration level. Scanty, dark urine signals a need for more fluid, in which case athletes should force themselves to drink more fluids. Plenty of clear-coloured urine usually indicates adequate hydration.



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4. Strategies to Promote Recovery 4.1 Nutrition between Competitions When there are two or more competitions on the same day, it is primarily the time available between periods of activity that will determine the quantity and type of food consumed. The principles described in this section, and also those contained in Section 2, should be respected. In general terms, it is better to consume snacks high in carbohydrates between each competition and wait until the end of the day to consume a more substantial meal. It is also important to ensure that athletes consume enough fluid between each event. 4.2 Recommendations for Replenishing Reserves after Activity For rapid recovery, it is important that athletes refuel immediately after a practice session or competition, especially if another physically demanding event or training session is scheduled the following day. Athletes should:

(1)!Drink plenty of fluids: at least 1.0 liter (4 cups) of fluid per kg of body weight lost during exercise, plus 500 mL is recommended. Refer to Section 3 “Rehydration after Activity” for rehydration strategies. To rehydrate between competitions on the same day, follow the guidelines for hydration during activity.

(2)!Consume carbohydrates soon after activity: as soon as possible after exercise,

preferably within 30 minutes, athletes should consume carbohydrate; this procedure should be repeated every 2 hours until the next meal. This allows muscle energy stores to be replenished at a faster rate than if the athlete waits until mealtime to consume carbohydrate-rich foods. Athletes usually find it easier to consume liquid carbohydrate (fruit juices, sweet drinks, etc.) rather than solid foods, since exercise dulls the appetite.

The table on the following page shows the amount of carbohydrates to consume relative to body weight. Also provided are examples of foods providing approximately 50 grams of carbohydrates.



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Body weight (kg) Approximate quantity of carbohydrate to consume up to 30 minutes after activity and every two hours

until the next meal-time 30 45 grams 40 60 grams 50 75 grams 60 90 grams 70 105 grams 80 120 grams 90 135 grams

Examples of foods containing approximately 50 grams of carbohydrates:

•! 700 mL of sport drink •! 500 mL of fruit juice or soft drink •! 3 average size pieces of fruit •! a large “Mars” bar •! 3 “muesli” bars •! 2 pancakes with maple syrup •! 60 gram packet of jelly beans or jujubes

Examples of foods containing approximately 50 grams of carbohydrates and 10 grams of protein:

•! 300 mL of cold milk •! 400 g of fruit yogurt •! bowl of cereal with milk •! 300 mL of liquid meal supplement •! 2 English muffins with peanut butter

(3)!The meal after exercise should be high in carbohydrates, adequate in protein, and relatively low in fat. Carbohydrate-rich foods should constitute the meals and snacks that follow an intense effort; to ensure carbohydrate stores in the muscles can be replenished quickly.

(4)!Moderate amounts of salt and a few portions of salty foods should be consumed, for

example, tomato or vegetable juice, pretzels, canned soup or bouillon, pickles, ketchup, soy sauce, salsa, cheese, salted nuts.

(5)!At least three portions of potassium-rich foods (vegetables and fruit) are recommended,

for example, vegetables, potatoes, fruit juices and fresh fruit, dried fruit.

(6)!Think ahead: Non-perishable foods can be brought to the competition or training site if food choices are limited there.



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SCENARIO: Your team is taking part in a tournament in a sport centre where there is only a small snack bar. At the snack bar, they only have fast food, candy, chips bottled water, soft drinks and coffee. You know the place well, as you are often in the sport centre. You have only two hours between the first and second competitions, so your athletes won’t have time to go home. QUESTIONS TO ANSWER: 1.! What are your major concerns and recommendations with respect to fluid intake?

2.! What are your major concerns and recommendations with respect to appropriate food

intake?

3.! In general, what nutritional suggestions would you make to your athletes and his or her

parents regarding being in the best possible condition to compete?

!

!

!



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