Training to Race

Ready to Race!Introduction to Competition

Introduction

NCCP Coaching Streams and Contexts

Community Initiation

Competition Introduction Instructor Beginner

Community Ongoing

Competition Development

Instructor Intermediate

Competition High Performance Instructor Advanced

Let’s Ride!

Ready to Race!

Performance Cycling

Ready to Race! Introduction to Competition Pathway

To achieve the status of “In-Training” a coach must complete: • Basic Cycling Skills• Training Basics

To achieve the status of “Trained” a coach must complete: • Skills and Tactics (one discipline)• Training to Race• Skills and Tactics (a second disciplines)

To achieve the status of “Certified” a coach must complete: :• Make Ethical Decisions Online Evaluation- Comp-Int• Coach Portfolio• Online evaluation for two disciplines

Make Ethical Decisions Online Evaluation◦ Go to www.coach.ca and log into Locker account◦ Evaluation can be taken through the “elearning” section◦ Coaches have two attempts to pass the evaluation

Cycling Coach Portfolio◦ After coaches have achieved the “trained” status, they can submit

their portfolios◦ Portfolios can be obtained from Cycling Canada◦ Once reviewed, evaluator may recommend changes/updates

Online Evaluations◦ Once a coach’s portfolio has been successfully completed, Cycling

Canada will provide login information to the online evaluations◦ Coaches must successfully pass the online evaluation in two

disciplines (BMX, MTB, road, track) in order to be certified

Cost for total evaluation: $150

Ready to Race! Introduction to Competition Evaluation Process

Professional DevelopmentAll coaches with the “certified” status must obtain PD

points to maintain their certification◦ Ready to Race! coaches must obtain 20 PD points in five

years◦ Performance Cycling coaches must obtain 30 PD points in

five years◦ If you are certified in two sports/contexts, accumulated

points will apply to both. The number of points required to maintain certification will be determined by whichever sport/context requires the highest number of PD points.

What counts as PD points?◦ Any NCCP training or online module◦ Active coaching◦ For full details about PD points and opportunities visit

www.cyclingcanada.ca

Step 1:Setting the Scene

Step 2:Key Performance Factors

hwenger04

FAIR PLAY

RESPECTHUMILITY

LEADERSHIP

INTEGRITY

ETHICS

ATHLETE

10 S’s

1. Skill (technical – tactical – decision making)

2. Speed3. Suppleness4. Stamina5. Strength6. Structure / Stature7. Sychology8. Sustenance9. Schooling10. Socio-Cultural

Horizontal and Vertical Integration10 Ss - The Art and Science of Coaching

Training Horizontal Progression

Annual Cycle / Week 1 - 52

Vert

ical In

teg

rati

on

Stamina

Strength

Speed

Skill

Suppleness

Performance

pSychology

Structure

Sustenance

Schooling

Socio-cultural

(Balyi, 1995, adapted Norris 2000)

Sport Discipline Relationships

Aerobic capacity

AS F L2T T2T T2C T2W

Balyi, Way 2005 modified after C. .Williams 2005

Development Age of a 14 year old

Step 3:Cycling Physiology

Flexibility, Strength and Power

Flexibility

What is the relevance of flexibility to a cyclist?

Strength or Power?

How does power output at the pedal compare with maximum leg power output in other exercise (eg lifting)?

How important is strength and power to the cyclist?

Effective Pedal Force

(ref 3, pg 106)

EFFECTIVE FORCE

RESULTANT FORCE

UNUSED FORCENEGATIVE EFFECTIVE FORCE

CRANK ANGLE (Degrees)

FORCE(N)

0 180 360

used by permission of Human Kinetics Books, ©1986, all rights reserved

non-cycling

max is 900 N

Energy Systems:

Anaerobic and Aerobic

energy from food

3 energy systems

Anaerobic Alactic

Anaerobic Lactic

Aerobic

PEAK

PEAKPEAK

AN LACTIC CAPACITY

ALACTIC CAPACITY

Meanwhile, down in the cell…

Energy systems & fuel

Anaerobic Alactic:stored ATP and PC

Anaerobic Lacticglucose (carbohydrate)

Aerobicglucose and fat (+ minor protein)

How much energy?

Anaerobic Lactic:1 molecule glucose = 3 ATP net

Aerobic:1 molecule glucose = 36 ATP net1 molecule fat = 138 ATP

Interval Training

Fuel and FatigueHigher intensity = relatively more carbohydrate

(glucose) useStored energy, 75 kg person:

◦1 kcal ATP◦4 kcal PC◦1100 kcal glycogen◦75,000 kcal fat

Measuring Exercise Intensity

50

100

110

120

130

140

150

160

170

180

190

200

100 150 200 250 300 350 400

HR

(bpm

)

Power output (Watts)

Heart Rate vs Power Output

50

100

110

120

130

140

150

160

170

180

190

200

100 150 200 250 300 350 400

HR

(bpm

)

Power output (Watts)

Heart Rate vs Power Output

0.9 1.5 2.1 2.7 3.4 4.0 4.6 5.2 VO2 (l min)

VO2 max

50

100

110

120

130

140

150

160

170

180

190

200

100 150 200 250 300 350 400

HR

(bpm

)

Power output (Watts)

Lact

ate

(mM

ol)

0

2

4

6

8

10

12

14

16

18

20

Lactate

Heart Rate

50

100

110

120

130

140

150

160

170

180

190

200

100 150 200 250 300 350 400

HR

(bpm

)

Power output (Watts)

Lact

ate

(mM

ol)

0

2

4

6

8

10

12

14

16

18

20

Recovery - Zone 1 Endurance Zone 2

ThresholdZ3

RaceZ4

MaxZ5

Supramax

Breakpoint

4 mM

Step 4- Effective Training Plans

What is Training?

Training Principles

Training principles

FrequencyIntensityDurationSpecificity

Sport

Form

Beginning of the program

Body of the program

Weeks following the end of the program

Building

Consolidation

Stabilization to a good level

Peak

Decline

Program duration (weeks)

Progression of Sport Form During a Seasonal Program

Periodization

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

PREPARATION PERIOD COMPETITION PERIODTrans-ition

Period

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

PREPARATION PERIOD COMPETITION PERIOD TransPeriod

General PreparationPhase

Specific PreparationPhase

Period >

Phase >

Mesocycle >

Microcycle >

I II III IV V VI VII VIII IX X XI1 2 3 4 5 6 7 8 9 10 1211 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

XII

PrepPeriod

Jan

37 38 39 40 41 43 45 46 48 49 50 51 52

Main CompetitionPhase

Late CompetitionPhase

* Matveiev, 1965, Periodization of the Training Load

VolumeIntensity

Transit.CompetitionPreparation

Transit.Comp. 2Comp. 1S.P.G.P.

Macrocycle

Annual Cycle

0 %

100 %

66 %

Example: Introduction to Competition- Endurance Sports

Example: Introduction to Competition- Speed Power Sports

M T W Th F Sat Sun

3

2

1

0

Microcycle # 1

M T W Th F Sat Sun

3

2

1

0

Microcycle # 2

M T W Th F Sat Sun

3

2

1

0

Microcycle # 3

M T W Th F Sat Sun

3

2

1

0

Microcycle # 4

10

13

15

Micro 1 Micro 2 Micro 3 Micro 4

11

12

14

Mesocycle

QUANTIFICATION OF THE LOAD

UN MACROCYCLE PRÉPARATOIRE À UN MARATHON

MÉSO#1 MÉSO #2

Km/sem x cote M x % intensité/ profil = UD

95

3.36

6.3%26 UD

mc #1 mc #2 mc #3 mc #4 mc #5 mc #6 mc #7 mc #8 mc #9

MÉSO #3

mc #10 mc #11 mc #12 mc #13 mc #14

PÉRIODE PRÉPARATOIRE - PHASE PROGRESSIVE

120

4.21

8.8%

58 UD

135

5.0

10.7%

96 UD

105

4.21

4.3%

25UD

120

4.43

9.3%

66 UD

135

5.29

11.6%

110UD

120

4.43

9.3%

66 UD

95

3.64

7.4%

34 UD

120

5.29

13.4%

113 UD

145

5.79

8.9%

99 UD

120

5.29

13.4%

113 UD

95

4.43

15.4%

avec

COMP.

86UD

135

5.29

11.6%

110UD

145

5.79

8.9%

99 UD

Chouinard,2003

Stage of Skill Development

Recommended practice conditions

Initiation First contact

Acquisition Movement patterning

Consolidation Correct execution in variable

conditions

Refinement Minor improvements

Surrounding environment

Stable and

predictable, free of distractions

Stable and predictable, free

of distractions

Increased variability and

distractions in the environment, but not to the

point where movement patterns deteriorate

Competition conditions

Decision-making, or uncertainty of the situations in which athletes are involved

No decision-making or options to choose

from

Simple decision- making,

maximum of 2 options

More complex decisions to

make, increased frequency of decision-making, and more

options (3-4)

Complex decisions, as

many options, and at the same frequency as in a

competition

Speed of execution Slow and controlled At athlete’s own pace Increased, variable, and close to competitive demands

Similar conditions in competition

# of repetitions, or opportunities to execute the movements

As needed, depending on

athlete’s general motor development

High

High

As many as possible

Risk factor and consequence of error

Completely safe conditions, errors of

no consequence

Low risk conditions Less than or similar to what is encountered in regular

competition

Similar to a high level of competition

During training, the emphasis should be on…

Basic stances and

positions; getting the idea of what the

movements are about, look like

Global execution and general form of the

movement

Maintaining the form of movements and some

performance consistency under a variety of conditions

and under stress

Creating conditions that

stress the specific elements that need

adjustments

TRAINING TIME DURING A

SESSION GIVEN THE OBJECTIVE SOUGHT

(MINUTES)

ATHLETIC ABILITY OR ELEMENT OF SPORT

FORM

TRAINING OBJECTIVE(S)

SOUGHT

# OF WEEKS REQUIRED TO

OBTAIN A SIGNIFICANT

IMPROVEMENT IF APPROPRIATE METHODS ARE USED AT THE

RIGHT FREQUENCY

TRAINING FREQUENCY SUGGESTED TO ACHIEVE

THE OBJECTIVE

(TIMES/WEEK)

Minimum: Up to:

Initiation 1-2; variable 3 or + 30 60 Acquisition 4-6 3 or + 30 60-90 Consolidation 3-4 2 or + 20 60-90

Technique

Refinement Variable; most likely several months, or more

2-3 or + ???; most likely

at least 20 à 30

60-90

Acquisition 4-6 2 20 45 Consolidation Variable; 3-4 2 20 45-60

Tactics

Decision-making ?? most likely several

2 ??? ??

Development 6 2-3 20-30 60-75 Aerobic endurance Maintenance Not applicable 1 20-25 60-75

Development 6 2-3 20 55-60 Aerobic Power Maintenance Not applicable 1 12-15 55-60

Development 4 2-3 15 45-50 Speed Maintenance Not applicable 1 10 45-50 Development 4 2-3 18-20 45-50 Speed-

Endurance Maintenance Not applicable 1 45-50 Development Maximal

Strength Maintenance It is not recommended to seek a systematic development of this

athletic ability in young athletes. Development 4-5 2 10 30-35 Strength-

Endurance Maintenance Not applicable 1 10 30-35 Development 4-5 2 5 12 Speed-

Strength Maintenance Not applicable 1 5 12 Development 3-5 2-3 or + 12-15 50-55 Flexibility Maintenance Not applicable 1 5-8 50-55 Development ??; most likely

several 2-3 or + ?? most

likely at least 10-15

?? most likely 20-45 Motor Abilities (balance, agility, coordination)

Maintenance Non applicable ?? most likely at least one

?? most likely at

least 10-15

?? most likely 20-45

Summary Table: Training Methods

Athletic Abilities That Can Be Combined In Training: Guidelines

Athletic abilities that the coach wants to train in priority

Athletic abilities which can be trained and/or maintained at the same time, providing the characteristics of the activity and the practice conditions are appropriate

Technical elements Some tactical elements and decision-making skills; aerobic endurance; aerobic power; speed; speed- endurance; strength-endurance; coordination; agility; balance

Tactical elements/decision-making

Some sport-specific technical elements; speed; speed-endurance; strength-endurance; coordination; agility; balance

Aerobic endurance * Aerobic power *

Some sport-specific technical elements; coordination; agility

Speed Some sport-specific technical elements; some tactical and decision-making elements; coordination; agility

Speed-endurance Some specific technical elements; some tactical and decision-making elements; coordination; agility

Strength-speed * Some sport-specific technical elements; some tactical and decision-making elements

Strength-endurance * Some sport-specific technical elements; some tactical and decision-making elements

Flexibility * Some phases of technical execution

Coordination Some sport-specific technical elements; some tactical and decision-making elements; speed; speed-endurance; agility

Agility Some sport-specific technical elements; some tactical and decision-making elements; speed; speed-endurance; coordination

Balance Some sport-specific technical elements

* Athletic abilities athletes can train on their own if time is limited.

Example of a planning calendar

Example of a Planning Calendar

Annual Training Plan

Figure 2. Illustration d’un plan annuel d’entraînement en volley-ball au niveau universitaire, Martin Roy

Athlète/équipe Nom

Objectifs annuel Performance sportive : Réussir à marquer sur 50 % des attaques effectuées Facteurs de performance : Améliorer son impulsion verticale de 5 centimètres

Dates 15-m

ai

22-m

ai

29-m

ai

05-ju

in

12-ju

in

19-ju

in

26-ju

in

03-ju

il

10-ju

il

17-ju

il

24-ju

il

31-ju

il

07-a

oût

14-a

oût

21-a

oût

28-a

oût

04-s

ept

11-s

ept

18-s

ept

25-s

ept

02-o

ct

09-o

ct

16-o

ct

23-o

ct

30-o

ct

06-n

ov

13-n

ov

20-n

ov

27-n

ov

04-d

éc

11-d

éc

18-d

éc

25-d

éc

01-ja

nv

08-ja

nv

15-ja

nv

22-ja

nv

29-ja

nv

05-f

évr

12-f

évr

19-f

évr

26-f

évr

05-m

ars

12-m

ars

19-m

ars

26-m

ars

02-a

vr

09-a

vr

16-a

vr

23-a

vr

30-a

vr

07-m

ai

Compétition 1 1 1 2 2 2 2 2 2 2 2 3 3 3 4

Camp entraînement

Examen

Relâche Semestre d'été

Éval. physique

Éval. tech.-tact.

Éval psycho.

Macrocycle 1Période Préparation 1 Compétition 1 Préparation 2 Compétition 2 Préparation 3 Transition

Phase Préparation générale 1 Préparation spécifique 1 Précompétition 1 Compétition 1 Prép. Spécifique 2 P.S. 2 Compétition 2 Prép. spécifique 3 Transition

Mésocycle Mise cond. B. générale 1 B. spéc. 1 B. spéc. 2 B. spéc. 3 B. spécifique 4 Précompétition 1 Compétition 1 B. spéc. 5 B.S. 6 Compétition 2 Compétition 3 T.1 B.S. 7 B.S. 8 Transition 2

Microcycle 1 2 3 1 2 3 4 1 2 3 1 2 3 1 2 3 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 1 2 3 4 1 2 3 4 1 1 2 1 2 3 1 2 3 4

Filières énergétiques

Endurance aérobie Dévelop. M. Maitien

P.A.M. (Intervalles) Dévelop. Dévelop. Dévelop. Dévelop. Maintien Intégration Intégration Maitien Intégration Intégration Develop.

Vitesse et agilité (P.A.A.) Dévelop. Dévelop. Dévelop. Maintien Intégration Intégration Maitien Maint. Intégration Intégration Develop.

Volume 1,5 2,0 1,5 1,5 2,0 2,0 1,5 2,0 2,0 1,5 2,0 2,0 1,5 2,0 2,0 1,5 1,0 1,0 1,0 1,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 1,5 1,5 1,0 1,0 1,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 0,0 1,5 1,0 1,0 1,0 1,0 1,0 1,5 1,5 1,5 1,5

Qualités musculaires

Force-endurance Maitien M. Maintien

Hyprtrophie Dévelop. Develop.

Force maximale Dévelop. Develop.

Force-vitesse Dévelop. Dévelop. Dévelop. Maintien Maintien Maintien Maint Maintien Maintien

Force-vitesse endurance Dévelop. Dévelop. Maintien Maintien Maintien Maint Maintien Maintien

Amplitude articulo-musc. Dévelop. Dévelop. Dévelop. Dévelop. Dévelop. Maintien Maintien Maintien Maintien Mtn. Maintien Maintien M. Dév. Dével. Maintien

Volume 4,5 4,5 3,0 4,5 4,5 4,5 3,0 4,5 4,5 3,0 4,5 4,5 3,0 4,5 4,5 3,0 1,5 1,5 1,5 1,5 0,8 1,5 2,0 1,5 1,5 1,0 0,8 1,0 1,5 1,5 1,5 1,5 1,5 1,5 1,0 0,8 1,0 1,0 0,8 1,0 1,0 1,0 1,5 3,0 3,0 3,0 3,0 3,0 3,0 3,0 3,0 3,0

Habiletés sportives

Habiletés tech. de base Maintien Maintien Maintien App./dévelop. Développement Consolidation Consolidation Perfect. Perfectionnement Perfect. Dével. Dével.

Hab. tech. avancées/variantes Maintien Maintien Maintien App./dévelop. Développement Consolidation Consolidation Perfect. Perfectionnement Perfect. Dével. Dével.

Habiletés tactiques ind. Maintien Maintien App./dévelop. Développement Développement Consolidation Consol. Perfectionnement Perfect. Dével. Dével.

Hab. tact. équipe App./dévelop. Développement Développement Développement Consol. Perfectionnement Perfect. Dével. Dével.

Systèmes de jeux App./dévelop. Développement Développement Développement Consol. Perfectionnement Perfect.

Volume 8,0 8,0 8,0 8,0 4,0 6,0 8,0 6,0 6,0 6,0 4,0 6,0 6,0 6,0 4,0 2,0 6,0 6,0 8,0 4,0 8,0 6,0 5,0 6,0 6,0 4,0 6,0 4,0 6,0 6,0 4,0 0,0 0,0 0,0 0,0

Habiletés mentales

Cohésion Développemement Développemement Développemement Développemement Perfect. Perfectionnement Perfectionnement Develop. Develop.

Gestion des émotions Dévellopement Dévellopement Développement Développement Perfect. / intégrat. Perfect. / intégrat. Perf. / int. Perfect. / intégrat. Perfect. / intégrat. Develop. Develop.

Gestion des pensées Dévellopement Développement Développement Perfect. / intégrat. Perfect. / intégrat. Perf. / int. Perfect. / intégrat. Perfect. / intégrat. Develop. Develop.

Plan de précompétition Développement Développement Consolidation Perfectionnement Perfectionnement

Plan de compétition Développement Développement Consolidation Perfectionnement Perfectionnement

Volume 0,5 0,5 0,5 1,0 1,0 1,0 1,0 1,0 1,0 1,0 1,0 1,0 1,0 1,0 1,0 1,0 1,0 1,0 0,5 0,5 0,5 0,5 0,5 0,5 1,0 1,0 1,0 1,0 1,0 1,0 1,0 1,0 1,0 1,0 1,0 1,0 1,0 0,0 0,0 0,0 0,0

Volume d'entraînement 6,0 6,5 4,5 6,0 6,5 6,5 4,5 6,5 6,5 4,5 7,0 7,0 5,0 7,5 7,5 5,5 11,5 11,5 11,5 11,5 5,8 8,5 11,0 8,5 8,5 8,0 5,8 8,0 8,0 9,5 7,5 5,0 9,0 9,0 10,0 5,8 10,0 8,0 6,8 8,0 8,0 6,0 3,0 11,0 9,0 11,0 11,0 9,0 4,5 4,5 4,5 4,5

Volume de compétition 8,0 2,0 0,0 4,0 2,0 4,0 8,0 2,0 4,0 8,0 4,0 4,0 6,0 4,0 2,0 6,0

Volume total 6,0 6,5 4,5 6,0 6,5 6,5 4,5 6,5 6,5 4,5 7,0 7,0 5,0 7,5 7,5 5,5 11,5 11,5 11,5 11,5 13,8 10,5 11,0 12,5 10,5 12,0 13,8 10,0 8,0 9,5 7,5 5,0 9,0 9,0 14,0 13,8 14,0 12,0 12,8 12,0 10,0 12,0 3,0 11,0 9,0 11,0 11,0 9,0 4,5 4,5 4,5 4,5

Importance prioritaire

Importance élevée

Importance modérée

Step 5:Mental Preparation

Ideal performance state

…controlling anxiety (emotional control)

…directing focus (attentional control)

Recognizing a need

“Athletes who perform well in competition are able to…”◦Manage focus (block distraction)◦Manage anxiety (block fear)◦Set realistic goals and pursue them

How can you recognize the signs of distraction, anxiety, and difficulty setting attainable goals in your athletes?

Helping the athlete

When you recognize a need, how do you intervene?◦Focus?◦Anxiety?◦Goal-setting?

Mental Prep in the PlanCan you match specific mental prep techniques

with ideal periods in the plan?Can you periodize mental prep?Can you build mental prep sessions into

◦Daily training activities◦Training camps or competitions?

Step 6:Ready to Race!

Race Day!Coach Roles: Pre-Race, At-Race, Post-Race

What is the coach’s role?Pre-Race- Day BeforeMental PreparationRace Day- To the Start LineWarm Up Coach Activity During the RaceAfter the RaceRecovery

Race Day!Goal setting for the first race

What are appropriate goals?◦Performance or “results”?◦Self-improvement?◦Skill execution?

How might these change with LTAD stage?

Race Day!Goal setting for the first race

Coach response to athlete “success” or “failure”?

Planning for next time…◦With the athlete◦In the plan

Wrapping up…

www.coach.cawww.cyclingcanada.ca

For more coaching information…