ATHLETICS OMNIBUS FUNDAMENTALS OF COACHING

From the Athletics Omnibus of Richard Stander, South Africa

1.

INTRODUCTION
The physiological aspect of training is very important in coaching. However, physiological conditioning can
not be dealt with in isolation. Many factors will have a direct impact on the effectiveness of the
physiological preparation of the athlete. The diagram shows proportionally the amount of time spent on
physical training on an average day.
The diagram shows
proportionally the amount
of time spent on physical
training per day. All
athletes have only 24
hours available each day
of which 13% are spend
on physical training.
During the remaining non athletics part of the day, the athlete will sleep, go to school or work, study,
travel, eat and taking care of personal hygiene. Each of the non athletics activities will also require a
certain amount of energy.
The coach should give guidance to the athlete on how to prioritize his or her athletics activities and non
athletics activities.
If the athletes non
athletics activities are
not prioritized, the
physiological training
of the athlete will
become just another
burden for the athlete
to carry.
The greatest single non athletics factor that will influence the athlete is the athletes personal financial
situation.
Expenses for food, supplements, accommodation, attire, equipment, entry fees and travel expenses may
force the athlete to retire or scale down the level of involvement in athletics.
The greatest single factor that will influence the athletes physiological and psychological growth is the
athletes geographic location. If the athlete stays far away form the training venue, the club or the coach,
the athlete may have to stand up very early in the morning and return very late at night.
Too little sleep will diminish the capacity of the athlete to develop both physiologically as well as
psychologically. The coach will have to assist the athlete in making alternative accommodation
arrangements closer to the training venue, the club and coach.

2.

CONDITIONING OF CHILDREN
Coaches working with children must keep in mind that both the body and the mind of the child are not fully
developed and are continuously changing.
Any form of physiological and psychological conditioning should be avoided during infancy, childhood and
puberty phases. Physiological and psychological conditioning should at the earliest be introduced at the
adolescence phase of growth development.
Puberty is regarded as the golden age of skill learning and mental capacity growth. During this period the
child wants to learn skills and the word why will appear in almost every sentence. The child is now more
capable of learning then any other development phase in the live of the child.

Because of the child in the puberty phases natural willingness to learn new skills, it is tempting to subject
the child too physiological and psychological conditioning in preparation for highly competitive
competitions.
Specialization, both physically and psychologically must be avoided during puberty to avoid the
suppression of the development of basic athletics skills of a wide variety. There is sufficient scientific
evidence that athletes specializing too young, are injury pruned and suffer regularly from staleness during
the adolescence period.
Athletes that developed a wide variety of skills, and are allowed to play with little external physiological
and psychological pressures during puberty have 500% better chance to achieve success in later
developmental phases than athletes specializing during puberty.
3.

PRINCIPLES OF TRAINING
The general reason why people train is to raise the level of fitness. The reasons for becoming fit may not
include excellence objectives and will not require intensive training. It is therefore important that the coach
establish why the athlete wants to get fit because the answer will influence the way the athlete will
approach any form of physical or psychological activity.
If the reason for training is excellence driven, the coach must establish if it is:
3.1.
3.2.

Intrinsic e.g. to master new skills, to compete and win, to make friends, to become fit, etc.
Extrinsic e.g. to win medals, trophies, money, etc.

If the novice athlete provides reasons of an extrinsic nature, the coach should encourage the athlete to
become involved in athletics for intrinsic reasons first e.g. in the initial stages of training, the athlete should
try to improve on his or her personal best performance, rather than try to win the gold medal at the IAAF
World Championships or Olympic Games.
4.

THE 7 SPECIFIC PRINCIPLES OF TRAINING

For the athlete to excel in athletics with measurable and predictable results, it is important to subject the
athlete to a systematic training process which will prepare the athlete for the chosen event in athletics.
The duration of systematic conditioning may take years and this must be pointed out to the athlete on a
regular basis. The process of conditioning should consist of training programmes which specific objectives
to achieve. A successful training programme should be based on the following specific principals:
4.1.

THE PRINCIPLE OF OVERLOAD

To improve the fitness level of the athlete, the athlete will require a specialised training intensity
higher than the current fitness level of the athlete. The increased training loads will cause the body
to fatigue to a level lower than the normal level of fitness. Due to the level of fatigue in the body, a
period of sufficient rest must follow the specialised training.
During the rest period, the body will recover and the fitness level will rise higher than the original
level, provided that the training load was neither too great nor too little. This biological reaction of
the body to training is called overcompensation. For an athlete to peak at the right time, the
tendency of the body to overcompensate must be well planned.

If the training load is not intensive enough little overcompensation will take place. If the training load
is too intensive, the body will recover to slow and will merely return to normal. This condition is
called overtraining.

4.1.1.

WHAT FACTORS WILL INFLUENCE THE OVERCOMPENSATION CURVE?

4.2.

The more balanced the training program in the early part of development, the more
effective the compensation curve will be when needed.
The athletes fitness level, e.g. training load capacity and rate of recovery will
determine the performance level and duration of the peak.
The more advanced the skills, the better the performance will tend to be.
The athletes physical maturity, e.g. age, experience in the sport, capacity for effort and
performance. A higher maturity level will lead to a more effective control of the
performance.
The athletes health status.
Personality type. A too high level of tension can reduce the effect of
overcompensation.
Body build. Stronger muscles will cope better with the increased energy level.
Sexual differences, especially during puberty. Males and females react differently to
training.
If the athlete do not clearly understand the goal and reason for each training session.
The goal to achieve must be as vivid as possible. Use audio- visual aids, such as
videotapes of the athletes performances. The feedback is required in setting the
goals.

THE PRINCIPLE OF REVERSIBILITY

The training ratio (training with a higher load followed by a recovery phase) has a direct influence on
the increase or decrease of the performance level of the athlete.
As the level of
training intensifies,
the
overcompensation
of the body
progressively
increases and the
fitness level will
improve as
demonstrated in
the diagram.
Once the body has adapted to a particular training load, adaptation ceases. The level of loading
can be increased by means of:
4.2.1.

Number of repetitions

4.2.2.
4.2.3.
4.2.4.

Faster repetitions
Heavier weights
Shorter recovery

If the rest periods are too long between repetitions, the athletes fitness level will increase very
slowly or might even drop.
However if the training load is repeatedly too much or rest periods continuously to short, the athlete
will not recover sufficiently to cope with the next training load, causing overtraining and a
subsequent decrease in performance. When this happens, the training load must be reduced and
an active rest phase is suggested.
4.3.

THE PRINCIPLE OF SPECIFICITY

The training loads must be specific to the event the athlete is preparing for, to ensure an increase in
the performance level. The marathon athlete must do predominantly endurance training to increase
the performance level, while the Shot Putter must do predominantly strength training to increase the
performance level.

However, specific training will be of very little value, without a proper general training preparation
period. The greater the volume of general training, the greater the capacity of the athlete to cope
with specific training will be and the risk of overtraining are significantly smaller.
4.4.

THE PRINCIPLE OF INDIVIDUALISM

Each individual will respond differently to training. Factors that cause athletes to respond differently
to training are:
4.4.1.

Gender
The gender of the athlete will determine the physiological and psychological capacity of the
athlete.
Generally, men have a larger
physiological capacity then women,
and women have a larger
psychological capacity the men.

4.4.2.

Age
The chronological age of the athlete
will determine the level of physiological
and psychological development of the
athlete.
The physiological and psychological capacity of the athlete will determine the level and
intensity of the conditioning.

4.4.3.

Developmental age
All athletes do not develop according to their chronological age. Some athlete develop the
physiologically and psychologically faster than other athletes. The physiological and
psychological age differences can be as much as 4 years.

4.4.4.

Training age
The fitness level of athletes will vary according to the length of time that the athlete was
training in the past. The number of years that an athlete has been training will determine
the level of fitness.

4.4.5.

Heredity
Athletes inherit physical, mental and
emotional characteristics from their
parents.
The characteristics can be changed
but with limited success.
The body will always have a tendency
to favour the inherited physical,
mental and emotional characteristics
from their parents.

4.5.

THE PRINCIPLE OF VARIETY

Due to the intensity of, and need to recover from training, variety must be build into the training
program. The intensity of the training will cause mental rather than physical strain. A change of
environment or an entirely different type of physical activity for a period of time might be needed for
recovery.
Achieving success in athletics
can be a long term process.
For the athlete to remain
interested, motivated, and to
enjoy athletics, the coach
must change the training
environment regularly. This
can be done by:

4.6.

Varying the training

methods
Change the surroundings
Change the training
intensity
Change the time of day
Change the training group

THE PRINCIPLE OF ACTIVE INVOLVEMENT

For the relationship between the coach and the athlete to work,
the relationship should be based on a combination between the
athletes effort and coachs skill. A skilful coach will convince the
athlete to:

4.7.

Remain active in the sport

Willingly participate in the sport
Become educated in the sport
Make the skills of the sport his or her own
Take responsibility for his or her own actions

THE PRINCIPLE OF REST

Athletes needs more rest than non-athletes. The body repairs its own tissues, but it requires its
off time every day. The average athlete requires 8 - 10 hours of sleep each day to recuperate
sufficiently for the next training session.

Rest plays a very important role in the training program. For an athlete to improve on his previous
best performances, or to peak at the right time, the athlete will have to plan the rest periods
constructively. The duration and frequency of rest periods will depend on how the principles of
training were applied.
The following 3 points should be considered when a rest period is planned:
4.7.1.

To avoid serious injuries, moderation must always be kept in mind during training. The
human body can take far more stress than it is generally given credit for.
However, it needs to adapt to heavier stresses gradually, by making use of sufficient rest
periods.

4.7.2.

Consistent training on a reasonable level should be done every day. If a few days of
training are missed, the body loses its form.
A day or two of extra-hard training does not make up for the loss, and will lead to injury and
illness due to a lack of rest.

4.7.3.

More training loads create extra physical stress, which calls for more recovery time. The
body makes its adaptation to stress when the body is at rest, rather than during stress.
This is a part of the principle of overloading. Peak performance can only be achieved after
a moderate, constant increase in training load, followed by sufficient rest.

5.

MOTOR ABILITIES
A balanced training programme of an athlete will consist of 5 types of exercises. Each of these exercises
will develop specific biomotor abilities and which are called speed, endurance, strength, flexibility and coordination.
None of the 5 biomotor abilities can be developed in isolation. When one of the biomotor abilities is
developed, the other biomotor abilities will also develop in proportion with the intensity and duration of the
exercise.

When an athlete does training that require running at maximum speed regularly, the maximum speed
of the athlete will increase. If the maximum speed exercises consist of several repetitions, speed
endurance will also be developed. Because of the frequent accelerations required during the
repetitions, elastic strength will also be developed.

If the athlete runs long distances frequently,

the aerobic endurance of the athlete will
increase. Because of the many times that
the knees must be lifted during long distance
running, the athlete also develops strength
endurance. Because long distance running
requires maintaining speed over long
distances, speed endurance will also
develop.
If the athlete picks up weights at maximum
capacity regularly, the athletes maximum
strength will increase. If the athlete picks up
weight at maximum weight several times,
strength endurance will develop. Because of
the jerking actions required to do weight
training, elastic strength will also develop.
5.1.

SPEED
Speed in athletics means the rate of change of the athletes position. The capacity to move fast is
not a natural motor ability and needs to be developed on a regular basis. The various athletics
events require different types of speed.
There are generally 4 different types of speed that are used in the different events:
5.1.1.

MAXIMUM SPEED
For an athlete e.g. a sprinter, maximum speed refers to fastest time the body move from
start to finish e.g. in the 100m.

5.1.2.

MAXIMUM CONTROLLABLE SPEED

For an athlete e.g. a jumper, it will mean the maximum speed during take-off without losing
control of the limbs. For a thrower it will mean the speed of a limb during the delivery of an
implement.

5.1.3.

SPEED ENDURANCE
For the athlete e.g. the distance athlete, it will mean the longest period of time the athlete
can maintain a specific speed during a race e.g. 1500m.

5.1.4.

REACTION TIME
The reaction time in an event can be the deciding factor between winning and losing. The
sprinter is very dependent on the reaction time between a stimulus and the first movement
of the body e.g. the firing of the starters gun and the athletes movement out of the starting
blocks.
The reaction time of the athlete when dipping over the finish line can also be the deciding
factor between winning and losing. The timing of releasing the implement in the throws e.g.
the javelin, will determine the delivery angle of the implement and the distance the
implement will travel between delivery and landing.

5.2.

ENDURANCE
Endurance, also referred to as stamina, is defined as the athletes ability to sustain a work tempo at
a given intensity over a period of time.
Endurance forms the basis for the development of all motor abilities. Without endurance it will be
difficult to do many repetitions of exercises required to master a specific motor ability, technique or
skill.
There are 2 basic types of endurance:
5.2.1.

AEROBIC ENDURANCE
Aerobic endurance is a muscular work tempo at a pace that requires predominantly
oxygen as fuel for muscle contractions. This oxygen based fuel manufacturing process
is generally needed in slower muscle contractions over longer periods such as the
Marathon.

5.2.2.

ANAEROBIC ENDURANCE
Anaerobic endurance is a muscular work tempo at a pace that requires fuel that is not
oxygen based. Anaerobic endurance is an oxygen free fuel manufacturing process
generally needed during quick, explosive contractions e.g. in sprints.
Anaerobic endurance allows the athlete to tolerate the lactic acid build up in the body
during high intensity training such as weight lifting and sprints.

The main differences between aerobic and anaerobic endurance are:

Intensity
Duration
Distance
Repetitions
Recovery between reps
5.3.

ANAEROBIC
90% - 100%
10 secs 1 min
80m-400m
1-5
2-10 mins

AEROBIC
50%-75%
1 min and longer
300m and longer
3-20
1-3 mins

STRENGTH
Muscular strength is defined as the ability of the body to exert force. All events in athletics rely on
the muscular strength of the body. The body require muscular strength to execute the technique of
the event effectively and economically.
Muscular strength also enables the muscles to respond more effectively to impulses from the
central nervous system.
There are generally 3 types of muscular strength training:
5.3.1.

MAXIMUM STRENGTH
For an athlete e.g. the throwing events the development of the
maximum weight an athlete can lift is important.
Maximum strength enables the athlete to exert enough force in a
contracting muscle to throw heavy weights e.g. a 7.27km shot over
large distances.
In the development of maximum strength the speed the weight is lifted and the time it takes
to lift the weight is not as important as the weight lifted.

5.3.2.

ELASTIC STRENGTH
For the athlete e.g. the jumper the development of elastic strength is important. The
development of elastic strength requires the muscle to operate quickly against heavy but
not maximum force.

Elastic strength enables the athlete to execute explosive movements at critical phases of
the movement e.g. the take-off in the jumps, the delivery in the throws, driving out of the
starting blocks, etc.

5.3.3.

STRENGTH ENDURANCE
Strength endurance is the combination of strength and the duration
of the movement. For the endurance athlete e.g. the 5000m athlete,
strength is required when the body is exhausted.
Due to the nature of distance races the muscle requires muscle
strength that can remain functional over long periods of time rather
than executing large force.

5.4.

FLEXIBILITY
Flexibility is sometimes also called suppleness or mobility. The range of movement that a joint in the
body can do is referred to as the flexibility, mobility or suppleness of the joint or limb. The greater
the flexibility of the joint or limb, the more effective the muscles will be able to apply force on the
joints and bones. Poor joint or limb flexibility are the most common cause of poor technique and
performance.
Flexibility of the joins or the limbs will significantly reduce the injury risk during training or
competition. Flexibility can be improved with regular flexibility exercises and can slow down the loss
of flexibility as a result of aging.
There are 3 recommended ways to develop the flexibility of the joints:
5.4.1.

ACTIVE FLEXIBILITY
Active flexibility of the joints is done when the muscles are not assisted in any way. During
active flexibility exercises the joint limb is stretched slowly until maximum resistance is
experienced in the joint muscles and ligaments.
Active flexibility
exercises are
recommended
during the
beginning stages of
a warm-up and
stretching session.

5.4.2.

KINETIC FLEXIBILITY
Kinetic flexibility takes place during the fast movements of body limbs. The weight of the
limb will apply the momentum of the limp under stress until maximum resistance is
experienced in the joint muscles and ligaments.
Active flexibility exercises are
recommended during the final
stages of a warm-up and
stretching session when the
muscles are warm and the blood
circulation in the body is faster.

5.4.3.

PASSIVE FLEXIBILITY
Passive flexibility exercises are applied with the assistance of external force. A partner,
equipment, etc. are used as external force on the joints until maximum resistance is
experienced in the joint muscles and ligaments.
Active flexibility exercises are recommended during the final stages of a warm-up and
stretching session when the muscles are warm and the blood circulation in the body is
faster.
Passive flexibility exercises are done after training sessions or after recovery of injuries or
long periods of inactivity. Passive flexibility exercises are applied in an attempt to regain
the mobility of the joint, or to try and push the joint beyond its normal range of movement.
Passive flexibility exercises are never applied prior to competition. The muscle takes to
long to recover from passive flexibility exercises and will not be fully recovered by the time
the competition starts.

5.5.

COORDINATION
Coordination must not be confused with flexibility. Coordination can be defined as the capacity of an
athlete to execute technically advanced movements fairly easily. Flexibility refers to the range of
movement of the joint or limb.
Athletes with good coordination will master new skills much faster and with less time delay, less
effort and lower injury risk.
The best time to develop coordination is during puberty (between the ages of 8 to 13). Puberty is
regarded as the golden age of skill learning and the development of coordination. During this period
the child wants to learn skills. The child is now more capable of learning then any other time in the
career of the athlete.

Specialization must be avoided during puberty to avoid the suppression of the development of
coordination associated with basic athletics skills of a wide variety. There is sufficient scientific
evidence that athletes specializing too young, are injury pruned during the adolescence period.
Athletes that developed a wide variety of skills during puberty have 500% better chance to achieve
success in later development phases than athletes specializing during puberty.
6.

PERIODIZATION
To ensure that the athlete is systematically prepared, it is important to periodize the conditioning of the
athlete. Periodization will help the athlete to:

Optimize the improvement of a performance

Utilize competitions in preparation for peak performance
Peak at the right time

Periodization may consist of various phases or cycles of training leading up to either one or two peaks in
one calendar year.
Generally it is better to have only one peak per year. It is however from time to time necessary to peak
twice in on season. The reason maybe because of the athlete is:

Returning from an injury and need to test if he is capable of optimal performance

If the technical soundness of the technique needs to be tested
Preparing for other competitions linked to event where peak performance is required, e.g. to qualify for
the Olympic Games.

Double periodization is very taxiing on the resources of the body. The body will be subjected to high
intensity training for a large part of one year which increase the injury risk and overuse symptoms.
Double peak should be used sparingly and should to be repeated for more than 2 years in a row.
The following athletes should not attempt double peaking:

6.1.

The novice athlete

Athletes that is not well conditioned
Athletes that recently changed events
THE PROCESS OF PERIODIZATION
The process of periodization will go through the following phases of preparation:
6.1.1.

OBJECTIVE
An objective is a statement, in
writing, with a firm date fixed to
it, describing some change,
gain or achievement.
The athlete must discuss with
the coach what he or she
wants to achieve and when
they would to achieve the
objective.
With the help of the coach, the athletes objective must be formalized and written down.
The coach must remind the athlete on a regular basis of the objective to be achieved.

6.1.2.

PLANNING
Nobody hands you excellence on a silver platter. You earn it through planning, preparation
and persisting in the face of all obstacles. The most accurate way to predict when and how
the objective must be met is to plan it.
Between the start of the first training session and date the objective is achieved, the coach
and the athlete must plan together the conditioning of the athlete up to the point the
objective is met.
The planning should specify the type of training, the intensity of the training, intermediate
objectives that lead up to the ultimate achievement, etc.

6.1.3.

IMPLEMENT
Nothing great was ever achieved without enthusiasm. It is important that the athlete
execute training programme with enthusiasm.
The challenge however is not only to pursue excellence but to do so without destroying the
rest of your life.

6.1.4.

RECORDING
You can not manage what you can not measure. It important for the athlete to record the
quantity and quality of each training session as well as the time date and performance of
each objective met.
The recorded information will be needed when the athletes progress is evaluated.

6.1.5.

EVALUATION
The ingredients of success consist of a healthy balance between productivity, good
management and good leadership.
During the evaluation process the productivity of the athlete must be evaluated, e.g. where
the set objectives met. Reasons must be identified why the objective were not met, e.g.
where the volume of the repetitions or the intensity of training correct; was the training
sessions regular, was the athlete injured, etc.

6.1.6.

MODIFICATION
It is only through making mistakes one can learn and grow. If objectives were not met, and
there is a clear understanding why the objectives were not met, be prepared to change the
objectives or the training programme.
Good leadership on the part of the coach will guide the athlete in resetting objectives if
necessary.

6.2.

THE CYCLES OF PERIODIZATION

The training programme of the athlete will be compiled in cycles of varying duration. The macro
cycle will be the longest and the micro cycle the shortest. The cycles relate to each other like a gigsaw puzzle. They can be dealt with independently but will only form a complete picture once all
cycles are completed.
6.2.1.

THE MACRO CYCLE

The macro cycle will have objectives measured over one year, one Olympic Cycle (4
years), the adolescence phase 14 19 years, etc. A macro cycle will consist of a series of
meco cycles.

6.2.2.

THE MECO CYCLE

The meco cycles will be 4 6 weeks but can be as long as a few months depending on the
length of the macro cycle. The meco cycles are identified as:

6.2.2.1. A PREPARATION CYCLE

The preparation cycle consist of 2 sections:

GENERAL PREPARATION ALSO CALLED THE CONDITIONING PHASE

During the preparation cycle the conditioning of the athlete is gradually
phased in. Initially, the training intensity will be low and will gradually be
increased until the athlete is ready to cope with the high volume and intensity
of the training in the Specific Preparation phase.
To avoid injury or overtraining, the intensity of training during the
conditioning phase is very seldom higher than 80% of the maximum capacity
of the athlete.
It is also during the conditioning phase while the training volume and
intensity is low, that lots of time is spend on the development of motor
abilities such as co-ordination and the technique of the event.

SPECIFIC PREPARATION
During the Specific preparation phase the focus of the training gradually
changes from quantity to quality. The intensity of training during specific
preparation will be more frequently more than 80% of the maximum capacity
of the athlete.
The intensity of the training increases to prepare the athlete for high intensity
training during the competition cycle.

6.2.2.2. A COMPETITION CYCLE

During the competition cycle the intensity of the training will be significantly higher
and more frequent. Due to the frequent high intensity training during the
competition cycle, the rest phases will also be much more frequent to allow for
recovery.
Because of the high intensity of the training during the competition cycle, it will be
shorter than the preparation cycle.
6.2.2.3. THE PEAK CYCLE
The intension of the peak cycle is to get the body to overcompensate to ensure
peak performance during the targeted event e.g. the Olympic Games.
The peak cycle will consist of 3 main ingredients: Event specific training of high
intensity, lots of rest at strategic times, and a well balanced diet.
The duration of the peak cycle will not be longer than 4 6 weeks to avoid injuries
and overuse symptoms.
6.2.2.4. TRANSITION CYCLE
The transition cycle serves as a well deserved rest after an intensive competition
season. The length of the transition cycle will depend on the length and intensity
of the competition season, but should not be shorter than 2 weeks but can be as
long as 3 months.
During the transition cycle, the athlete should avoid any form of physiological and
psychological activities that will challenge the biomotor skills of the athlete. The
transition cycle is generally an active rest period where the athlete trains without
testing his or her physical abilities.
In the beginning of the transition cycle the athlete are most likely to be emotionally
unstable as a result of the physiological and psychological strains of the
competition season.

The coach and athlete should delay the planning of the new season towards the
end of the transition cycle when the athlete has sufficiently recovered and are
more objective.
Each of the abovementioned meco cycles will have specific objectives to achieve as
reflected in the graph. How the body overcompensates as a result of the increase in the
quality and the reduction of the quantity of the training is illustrated in the graph below:

6.2.3.

THE MICRO CYCLE

The micro cycle will have objectives measured over one week and can be as short as one
training session.
The training volume of each
micro cycle on average must
be more than the previous
micro cycle to ensure a
continuous increase of the
fitness level.
Of all the cycles, the micro
cycles must be the most
detailed and the most time
should be spent in preparing it.
The motor abilities
should be developed
in accordance to the
athletes individual
talents.
Each event will have
its own needs for
endurance, speed,
strength, speed, coordination and
flexibility.
The diagram
demonstrates how
the motor abilities for
jumpers are
developed.
It illustrates that all
motor abilities are not
all developed at the
same time.

While the intensity and volume of endurance training is high, the intensity and volume of
speed training is low.
Likewise, the volume and intensity of elastic strength and bounding is low, the focus is on
technique training.
6.3.

THE PLANNING OF EACH TRAINING SESSION IN A MICRO CYCLE

The training session is the most basic form of conditioning in the training programme. How many
training sessions per week the athlete will do, will depend on the training age of the athlete.
The novice athlete will train only 3 - 4 days per week with one training session per day in the initial
stages. The more advanced athlete may train 5 7 days per week with one training session per
day.
The elite athlete may train up to 12 times per week, which means on some days 2 training sessions
per day will be done.
Each training session, irrespective the volume or intensity will consist of a:
6.3.1.
6.3.2.
6.3.3.
6.3.4.
6.3.5.

Warm up session
Stretching session
Skills session
Fitness session
Warm down session

The diagram shows the training programme of a novice athlete in the preparation period. The line
graph reflects a heavy training session on Monday, a light training session Tuesday, a medium
training session on Wednesday and finally a light training session on Thursday.
Finally the graph reflects 3 days rest to allow for the novice athletes muscles to recover from muscle
pains as a result of the training.

The diagram shows the training programme of an advanced athlete in the preparation period.
The line graph reflects a heavy training session on Monday, a light training session Tuesday, a high
training session on Wednesday, a medium training session on Thursday, and a light training session
on Friday. On Saturday, a medium training session will take place and the training week will be
rounded of with a rest day.

The diagram shows the training programme of a novice athlete in the competition period.

The line graph reflects a medium training session on Monday, a light training session Tuesday, a
heavy training session on Wednesday and finally a light training session on Thursday. Friday the
athlete will rest and on Saturday the athlete will compete. Finally, Sunday is a rest day to allow for
recovery.

The diagram shows the training programme of the advanced athlete in the competition period.
The line graph reflects a high training session on Monday, a light training session Tuesday, a heavy
training session on Wednesday, a light training session on Thursday. Friday the athlete will rest and
on Saturday the athlete will compete. Finally, Sunday is a rest day to allow for recovery.

6.4.

INFORMATION NEEDED FOR ACCURATE PERIODIZATION

6.4.1.
6.4.2.
6.4.3.
6.4.4.
6.4.5.
6.4.6.
6.4.7.
6.4.8.
6.4.9.
6.4.10.
6.4.11.

A record of previous performances

The training history (commitment) of the athlete
The biological age of the athlete
The training age of the athlete
Day to day record of athletes previous training
The competition programme for the next year
Injury record
Illnesses record
Growth record
Weight record
Menstruation record

6.4.12. RECORDING TRAINING

An example of a training diary is shown below. The following information must be
completed on a weekly basis:

Name and Surname of athlete

Name of the coach of the athlete
Name of the manager that take care of the athletes competitions
Macro cycle e.g. 2nd year
Meco cycle e.g. preparation
Micro cycle number e.g. week 3 of 6
Next objective e.g. 10.55 in 100m

Macro Cycle objective: 10.40 in 100m at National Championships

Comments Warm up and Stretching e.g. hamstring is saw
Comments Skill session e.g. 5 x 5m wind sprints
Comments Fitness: 5 x 150m hollow sprints x 3 sets, rest 5 min between sets
Comments Warm down: Nagging pain in ham spring
Comments Health e.g. menstruation started today
Comments Weather e.g. very hot

BIBLIOGRAPHY
1.
2.
3.

Basic Coaching Manual - I.A.A.F., 3 Hans Crescent, Knightsbridge, London SWIX, England.
But First - B.A.F. 225A Bristol Rd, Edgbaston, Birmingham B5 7UB.
Club Coach Coaching Theory Manual, British Amateur Athletic Board, Edgbaston House, 3 Duchess
Place, Birmingham B16 8NM.
4. Coaching Theory Manual, British Athletic Federation, 225a Bristol Rd, Birmingham B5 7ub
5. Discus throwing, Max Jones, - B.A.F. 225A Bristol Rd, Edgbaston, Birmingham B5 7UB.
6. Long Jump, Malcolm Arnold, British Amateur Athletic Board, Edgbaston House, 3 Duchess Place,
Birmingham B16 8NM.
7. Peak When It Counts - William H. Freeman Tafnews Press, Book Division of Track and Field News, Box
296, Los Altos, California, 94023, U.S.A.
8. Race Walking - Peter Markham - British Amateur Athletic Board, Edgbaston House, 3 Duchess Place,
Birmingham B16 8NM.
9. Shot putting, Max Jones, - B.A.F. 225A Bristol Rd, Edgbaston, Birmingham B5 7UB.
10. So You Want To Start - Winter Enterprises, 1430 Cherrydale Drive, San Jose, California 95125.
11. Thirteen Attributes of Success, Dr Brian Jude, Zebra Press, P.O. Box 5563, Rivonia, 2128
12. Training Theory, Frank Dick - British Athletic Federation, Edgbaston House, 3 Duchess Place,
Birmingham B16 8nm