IMPROVING PERFORMANCE WHAT YOU NEED TO KNOW FOR TRIALS.
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Transcript of IMPROVING PERFORMANCE WHAT YOU NEED TO KNOW FOR TRIALS.
![Page 1: IMPROVING PERFORMANCE WHAT YOU NEED TO KNOW FOR TRIALS.](https://reader035.fdocuments.us/reader035/viewer/2022062400/56649f515503460f94c74927/html5/thumbnails/1.jpg)
Impro
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POPULAR HSC QUESTIONS
• Describe the dietary considerations of an athlete before, during and post performance
• Assess the ways in which attitude training and acclimatisation can influence the physiological preparation and performance of an endurance athlete
• There are many factors involved in the preparation of an athlete for optimumperformance. Select EITHER a power athlete OR an endurance athlete. Designa training program for this athlete, justifying the key features that would needto be included
• Describe how a coach could evaluate the effectiveness of the skill instruction element of a training session.
• Justify the use of skill-related tests to identify skilled performers for team selection trials
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PRE• Balanced
diet• Hydration• Carb
loading• Tapering
DURING• Hydrate• Light meals• Carbs –
glycogen• Avoid
salt/high fat
Describe the dietary considerations of an athlete before, during and post performance
POST• Proactive
recovery• Refuel• Rehydrate• Active rest
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ACCLIMATISATION• Developing a
tolerance to expected performance conditions.
• Exposure & training in similar environments to simulate effects
• May take 5-7 days
ALTITUDE TRAINING• As altitude
increases, aerobic capacity decreases.
• 3-3.5% every 3000m above 1500m
• Impacts endurace• Solar radiation is
stonger -> sun protection
• May take 2-3 weeks depending on elevation
Assess the ways in which attitude training and acclimatisation can influence the physiological preparation and performance of an endurance athlete
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![Page 6: IMPROVING PERFORMANCE WHAT YOU NEED TO KNOW FOR TRIALS.](https://reader035.fdocuments.us/reader035/viewer/2022062400/56649f515503460f94c74927/html5/thumbnails/6.jpg)
There are many factors involved in the preparation of an athlete for optimum
performance.
Select EITHER a power athlete OR an endurance athlete.
Design a training program for this athlete, justifying the key features that
would need to be included
![Page 7: IMPROVING PERFORMANCE WHAT YOU NEED TO KNOW FOR TRIALS.](https://reader035.fdocuments.us/reader035/viewer/2022062400/56649f515503460f94c74927/html5/thumbnails/7.jpg)
Pre-performance considerations
• Performance and fitness needs• Individual goals vs. Team goals –
adapt program• Schedule of events –intervals,
cyclic basis, peaking, tapering
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PROGRAM REQUIREMENTS
• Type of training – give specific examples & link benefits
• Identify Principles of Training• Outline Physiological adaptations• Apply FITT Principle• Recovery – avoid overtraining• Body Fuel• Psychological aspects – motivation,
anxiety
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OTHER CONSIDERATIONS
• EVALUATION – REGULARLY TO ADAPT PROGRAM
• TYPE OF INSTRUCTION VS TYPE OF LEARNER
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Select EITHER a power athlete OR an endurance athlete.
• READ THE QUESTION CAREFULLY
• THEY WILL EITHER SPECIFY A SPORT, FITNESS ASPECT OR ask you to BE GENERAL
• YOU WILL NEED TO KNOW EXAMPLES OF ACTIVITIES FOR EVERYTHING & ANYTHING.
TRICK: FIND ACTIVITES THAT TRAIN MULITPLE ASPECTS, THEN ADAPT THEM TO SUIT THE QUESTION
EG. SQUATS = BUILD POWER, SPEED, STRENGTH, ASSIST CORE
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Describe how a coach could evaluate the effectiveness of the skill instruction element of a training session.
EFFECTIVE INSTRUCTION IS:• brief — it is important that instruction is concise and factual to allow
maximal practice time• well timed — use words when their impact will be greatest• specific — instruction needs to be specific to the skill, game and situation; it
should not be general• constructive — focus on the positive points for improvement, not on how
poorly the skill is being performed• clear — there should be no misunderstanding about the information
communicated by the coach. Questions should be encouraged if the message is not understood.
• informative — all instruction should relate specifically to information that the players need to know. Additional, unrelated material is confusing and can actually hinder the learning process.
• demonstrable — effective instruction is supported by visual aids such as demonstrations to provide clear pictures of skills and techniques.
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Coach evaluation tools
• Feedback from athletes: verbal or errors made (acquisition of skill)
• Feedback required by athlete (types of feedback)
• Video analysis
• Skill-related tests
• Improvement in performance
• Ability of athlete to apply instructions/feedback
• Questions asked
• Goals met – cyclic process
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Justify the use of skill-related tests to identify skilled performers for team selection trials
• Skill related tests NOT health related tests give examples.
• Valid, reliable
• Objective – compared to norms/ranks/scales (without bias) based on measurement
• Relate to characteristics of a skilled-performer: including mental approach, kinesthetic sense, consistency, anticipation and timing
• Justify its use in team selections
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