FITNESS ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF FITNESS. NCEF Level 3 Project 05/06. Bridget Lawlor

Transcription

1 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF NCEF Level 3 Project 05/06 Bridget Lawlor Bridget Lawlor 2006

2 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Contents Module Title Page Introduction 1 1 Health Related Components of Fitness, Principles of Training & Fitness Assessment 2 2 Power 13 3 Speed 35 4 Agility 49 5 Co-ordination 71 6 Balance 80 7 Reaction Time 92 8 Developing Your Own Fitness Tests Training Needs Analysis & Advanced Programme Design 110 Course Assessment Procedures 125 References 126 Index 127 Bridget Lawlor 2006

3 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Introduction Course Title Fitness Assessment and Programme Design for the Skill Related Components of Fitness. Aim To enable the HFI to: List and define the Skill Related Components of Fitness; Identify the Skill Related Components of Fitness specific to the team / individual s sport; Evaluate the Skill Related Components of Fitness through the selection and conduct of appropriate fitness assessments; Prescribe, plan, implement and evaluate exercise programmes for the development of the Skill Related Components of Fitness. Overall Course Objectives By the end of this course students will be able to 1. List and define the Skill Related Components of Fitness; 2. Identify the Skill Related Components of Fitness used within team and individual sports. 3. Apply the principles of training to the programming of the Skill Related Components of Fitness. 4. Describe and administer appropriate tests for assessing the Skill Related Components of Fitness. Rationale for Course/Workshop The Skill Related Components of Fitness are introduced in Module 4 of the NCEF Level 1 Course and are not considered applicable to the general population, however for the HFI who wants to train sports teams / individuals it is a natural progression in the development of their knowledge, skills and their professional ability. In order to develop the specific skills of a team or individual it is important for the HFI to be able to identify the skills that need to be targeted for assessment and development. Once the specific SRCF have been identified then the HFI needs to be able to evaluate the skills through the conduct of suitable fitness assessments and then further develop the level of ability / efficiency of each skill through the planning, prescription & implementation of an appropriate training programme which meets the needs of the team and individual. Bridget Lawlor 2006 Introduction 1

4 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Module 1 Health Related Components of Fitness Principles of Training Fitness Assessment Module 1 - Health Related Components of Fitness, Principles of Training, Fitness Assessment Bridget Lawlor

5 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Duration: 1.5 hrs Module 1 Health Related Components of Fitness Principles of Training Fitness Assessment Objectives: The purpose of this module is to revise the student in; 1. The health related components of fitness. 2. The Principles of Training. 3. FITT and its application to the Health Related Components of Fitness. 4. Fitness Assessment Learning Outcomes : At the end of this module the student will be able to: 1. Define the 5 Health Related Components of fitness. 2. Define the 7 Principles of Training. 3. Demonstrate an understanding of the application of the overload principle (FITT) to the 5 Health Related Components of Fitness. 4. Explain the uses and purposes of fitness assessment. 5. List the stages of a fitness assessment. 6. Describe the categories of tests. 7. Identify the reasons for stopping a fitness test. 8. Apply a methodology to the administration of fitness tests. Module 1 - Health Related Components of Fitness, Principles of Training, Fitness Assessment Bridget Lawlor

6 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Health Related Components of Fitness (NCEF 2005) There are 5 health related components of fitness : 1. Body Composition 2. Cardio-respiratory Endurance 3. Muscular Endurance 4. Muscular Strength 5. Flexibility 1. Body Composition The body s relative amounts of fat and lean body tissue or fat free mass (water, muscle, bone & other tissues). 2. Cardio-respiratory Endurance The ability of the heart, lungs and circulatory system to supply oxygen and nutrients efficiently to working muscles. The ability to continue to perform strenuous tasks involving large muscle groups for extended periods of time. The ability of the circulatory and respiratory systems to adjust to and recover from the effects of whole body exercise or work. 3. Muscular Endurance The ability of the muscles to apply a sub-maximal force repeatedly or to sustain a muscular contraction for a certain period of time. 4. Muscular Strength The maximal one effort force that can be exerted against a resistance. The absolute maximum amount of force that one can generate in an isolated movement of a single muscle group. The stronger the individual the greater the amount of force he/she can generate. 5. Flexibility The functional capacity of the joints to move through a full range of movement. Module 1 - Health Related Components of Fitness, Principles of Training, Fitness Assessment Bridget Lawlor

7 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF There are 7 Principles of Training : 1. Individual Differences 2. Progression 3. Specificity 4. Overload 5. Adaptation 6. Placement 7. Reversibility Principles of Training (NCEF 2005) 1. Individual Differences Each person has different capabilities and will adapt in a different manner to an exercise programme. There is no one for all programme. 2. Progression As a person becomes fitter, a higher intensity of exercise is needed to create an overload. 3. Specificity The type of exercise performed is specific to both the muscle groups being used and the energy systems involved. 4. Overload In order to improve fitness levels, the particular component must be worked against a load greater than normal. This is achieved through the application of FITT. Frequency - How often an individual trains. Intensity - How hard. Time - For how long. Type - Type of training (aerobic, circuits, resistance etc). 5. Adaptation The way the body changes as a result of training. 6. Placement The scheduling of training both within a week/month and within each individual session. 7. Reversibility Training effects gained are reversible if workouts stop. Module 1 - Health Related Components of Fitness, Principles of Training, Fitness Assessment Bridget Lawlor

8 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Overload principle (FITT) & the 5 Health Related Components of Fitness (NCEF 2005) Frequency Intensity Time Type Body Composition 3 to5 times per week 55% to 65% MHR 20 to 60 Mins (aerobic activity continuous or intermittent) Aerobic primarily, LME using compound exercises N.B Studies have shown that during exercise of lower intensity there is greater fatty oxidation than exercise of higher intensity. However, exercise intensity has been proven to have a greater effect on post exercise metabolic rate than exercise duration. High intensity exercise has been shown to maintain fatty oxidation at a higher rate for longer post exercise than low intensity exercise. (Phelan et al 1997) (Tuominen et al 1997) (Schrauwen et al 1997) Frequency Intensity Time Type Cardio-respiratory Endurance 3 to 5 times per week 60% to 85% MHR Min 20 Mins Aerobic walking, running, cycling, swimming etc. Frequency Intensity Time Type Muscular Endurance 3 to 5 times per week 50% to 70% 1 RM As long as it takes to do between 12 and 15 reps Weights, circuits, body resistance etc. Frequency Intensity Time Type Muscular Strength 3 to 4 times per week 75% to 95% 1 RM As long as it takes to do between 2 and 10 reps Resistance training Frequency Intensity Time Type Flexibility 3 times per week, upwards To the point of tension 30 to 60 seconds Stretching passive, static, active, active assisted, PNF Module 1 - Health Related Components of Fitness, Principles of Training, Fitness Assessment Bridget Lawlor

9 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Uses and Purposes of Fitness Assessment (Sports Coach 1997) Purpose of fitness assessment Fitness assessment is a means of monitoring performance and progress. Testing and measurement are the means of collecting information upon which subsequent performance evaluations and decisions are made. The benefits of testing The results from tests can be used to: Predict future performance Indicate weaknesses Measure improvement Enable the coach to assess the success of his training programme. Place the athlete in appropriate training group Motivate the athlete In addition Tests break up, and add variety to, the training program. They can also be used to satisfy the athlete's competitive urge out of season and since they demand maximum effort of the athlete, they are useful at times as a training unit in their own right. What is the evaluation process? The whole measurement/evaluation process is a six stage cycle, involving: 1. The selection of characteristics/components to be measured. 2. The selection of a suitable method of measuring. 3. The collection of that data. 4. The analysis of the collected data. 5. The making of decisions. 6. The implementation of those decisions. All of the above stages should be completed with the athlete - especially the analysis and making decision of appropriate corrective action Module 1 - Health Related Components of Fitness, Principles of Training, Fitness Assessment Bridget Lawlor

10 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF When conducting tests the following points should be considered: Each test should measure ONE factor only. The test should not require any technical competence on the part of the athlete (unless it is being used to assess technique). Care should be taken to make sure that the athlete understands exactly what is required of him/her, what is being measured and why. The test procedure should be strictly standardised in terms of administration, organisation and environmental conditions. The Factors That May Influence Test Results The following factors may have an impact on the results of a test (test reliability): The temperature, noise level and humidity. The amount of sleep the athlete had prior to testing. The athlete's emotional state. Medication the athlete may be taking. The time of day. The athlete's caffeine intake. The time since the athlete's last meal. The test environment - surface (track, grass, road, gym). The athlete's prior test knowledge/experience. Accuracy of measurements (times, distances etc.). Is the athlete actually applying maximum effort in maximal tests. Inappropriate warm up. People present. The personality, knowledge and skill of the tester. Why Record Information? For the coach it is important to monitor the programme of work, so as to maintain progression in terms of the volume of work and its intensity. Both coach and athlete should keep their own training records. Module 1 - Health Related Components of Fitness, Principles of Training, Fitness Assessment Bridget Lawlor

11 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF A training diary can give an enormous amount of information about what has happened in the past and how training has gone in the past. When planning future training cycles, information of this kind is absolutely invaluable. What Should Be Recorded? The information to be recorded falls into two broad categories: - The day-to-day information from training, e.g. State of the athlete (health). Physiological data (body weight, resting heart rate, etc.). The training unit (speed, speed endurance, strength, technique). The training load (the number of miles, the number of sets and repetitions, the number of attempts). The training intensity (kilograms, percentage of maximum, percentage of VO2). The prevailing conditions (wet, windy, hot etc.). The response to training (the assignments completed, the resultant heart rate recovery, felt tired, etc.). Information that measures status. This can take the form of a test. If the test is repeated throughout the program, it can then be used as a measure of progress within the training discipline. Examples of such tests are: Time trials - speed, speed endurance, endurance. Muscular endurance - chins, push ups, dips. Strength maximum - single repetitions, maximum repetitions. Explosive strength - power bounding, vertical jump, overhead shot putt. Mobility - objective measurements of the range of movement. Event specific Competition evaluation Following competition it is important that the coach and athlete get together as soon as possible in order to evaluate the athlete's performance. Elements to be considered are pre event preparations, focus and performance plans and achievement of these plans. An evaluation form is useful to help the athlete and coach conduct this review. Module 1 - Health Related Components of Fitness, Principles of Training, Fitness Assessment Bridget Lawlor

12 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF 3 x Stages of Fitness Assessment Screening Physical Measurements Fitness Testing Stage 1 - Screening Health history Health behaviours Risk factors Informed consent The Stages Of A Fitness Assessment (NCEF 2005) Why Screen? Identifies persons who need special attention. Identifies persons who should exercise in a special way. Identifies persons who should not be exercising at all. Helps instructor gain knowledge of physical abilities of client. Enhances the credibility of the instructor as a professional. Can help to protect against legal problems Helps to open the lines of communication between instructors and GPs. Types of screening Written Verbal Physical measurements (as per Stage 2 of Fitness Assessment) Stage 2 - Physical Measurements Resting heart rate Resting blood pressure Height Weight Cholesterol Stage 3 - Fitness Testing Health Related Components of Fitness select appropriate tests. Skill Related Components of Fitness select appropriate tests. Module 1 - Health Related Components of Fitness, Principles of Training, Fitness Assessment Bridget Lawlor

13 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Reasons For Stopping A Fitness Test (NCEF 2005) The subject requests to stop Injury Leg cramps or loss of sensation Dizziness, mental confusion, Staggering or unsteadiness. Angina or chest pain. Nausea Difficult or laboured breathing (dyspnea) Pallor (paleness) Cyanosis blueness of the lips / face Severe fatigue No steady heart rate HR in excess of 85% maximum HR Malfunction of equipment. Module 1 - Health Related Components of Fitness, Principles of Training, Fitness Assessment Bridget Lawlor

14 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Suggested Methodology For Administration Of Fitness Tests (NCEF 2005) 1. Name the test. 2. Name the component of fitness it assesses. 3. Explain to the client the purpose of the test. State why the particular component being measured is important for health/fitness. To set a baseline measure. To identify components that might need work. To identify the correct level of intensity for the programme design. 4. Mini warm up concentrating on specific areas to be assessed. 5. Demonstrate the test, giving the key teaching points for good technique. 6. Have the client practice the technique (1/2 trials) 7. Follow the test procedures accurately and record the measurement. 8. Check in with the client during the test. 9. Provide feedback on the measurements obtained. Module 1 - Health Related Components of Fitness, Principles of Training, Fitness Assessment Bridget Lawlor

15 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Module 2 Power Module 2 - Power Bridget Lawlor

16 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Duration:1 hr Module 2 Power Learning Outcomes : At the end of this module the student will be able to : 1. Define power. 2. Describe the factors that affect power. 3. Apply the principles of training to programme design for the development of power. 4. Demonstrate an understanding of how to apply appropriate techniques for assessing power. Module 2 - Power Bridget Lawlor

17 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Definition Power is The rate at which work is done. (Collins Dictionary 2004) The ability to transfer energy into force at a fast rate. (Corbin et al 2006, p.9) The ability to produce force in a brief amount of time. (Foran et al 2001, p.6) The rate of doing work, or the product of force and velocity. (Foran et al 2001, p.65) The rate at which one can perform work. Power = Strength over Time. (NCEF 2005, p.130) Power is equal to force multiplied by distance divided by time. (Baggett 2006) Module 2 - Power Bridget Lawlor

18 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF The Factors That Affect Power Muscular strength: As power equals strength over time, muscular strength is required in order to generate the forces required for the development of power output. Speed: As power equals strength over time, the ability to produce movements at a fast rate is vital for the conversion of strength forces into explosive power. Genetics: The greater the number of fast-twitch muscle fibres in the muscle, the higher the power potential of the athlete. Muscle Fibres There are three types of muscle fibre; Slow-twitch red (type I) is aerobic and relies on oxygen to produce energy. Develops force slowly, is fatigue resistant (high endurance), has a low power output, a high aerobic capacity for energy supply and limited potential for rapid force development and anaerobic power. Fast-twitch red (type IIa) the intermediate fibre type can contribute to both anaerobic and aerobic activity. Develops force moderately fast and has moderate - fatigability, power output, aerobic power and anaerobic power. Fast-twitch white (type IIb) is anaerobic and does not rely on oxygen to produce energy. Develops force rapidly and has fatigability (low endurance), high power output low aerobic power and high anaerobic power. Muscles with a high percentage of fast-twitch fibres exert quicker more powerful contractions. It is suggested that prolonged high intensity training may improve the ratio of fast-twitch fibres to slow-twitch fibres. (Foran et al 2001) Functional Flexibility: The ability to move joints through the relevant functional range of motion is important for the athlete s ability to maintain proper mechanics throughout the required movements of the sport. The inability to do so affects optional functionality and therefore affects the level of potential power output. Proper Technique Proper mechanics/technique enables the athlete to maximise the forces that the muscles are generating. Good technique also increases neuromuscular efficiency. Module 2 - Power Bridget Lawlor

19 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Anaerobic Endurance Anaerobic endurance relates to the efficiency of the anaerobic energy systems and the ability of the athlete to produce the same levels of speed power output repeatedly during competition or to sustain speed power output for longer durations. It also relates to the anaerobic threshold, the accumulation of lactic acid and the individual s ability to tolerate and disperse it. An athlete with poor anaerobic endurance will fatigue quickly because of lactic acid build up. Module 2 - Power Bridget Lawlor

20 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF The Development of Power Power in sports can be described as acyclic and cyclic. The acyclic athlete is concerned with single maximal effort in an event, e.g. jumping or throwing events in the field events. The cyclic athlete is concerned with the ability to conduct repeat periods of sustained power output during and event or competition e.g. sprinting, football, martial arts. (Foran et al 2001) Power is equal to force multiplied by distance divided by time. Or Strength multiplied by speed. Since strength and speed are components of power, increasing one while neglecting the other limits total power development. A common mistake in training is when athletes focus too much on one side while neglecting the other. Because strength and speed have a multiplicative impact on power, athletes can make greater gains if they develop both components and faster gains if they figure out which one is the greatest weakness for them and train accordingly. For example, if a strength score for an athlete was 2, and the athlete's speed score was also 2, his power rating would be: 2(speed) x 2(strength) = 4 (power) Doubling the athletes speed without altering strength would also double his power: 4(speed) x 2(strength) = 8(power) If the same athlete made a 50 percent gain in both speed and strength his power rating would be: 3(speed) x 3(strength) = 9 (power) (Baggett 2006) Therefore an increase in power will result if you either increase speed, strength, or both. An optimal balance is the key because having or training for too much of one (speed or strength) will tend to cause the other one to decline. Module 2 - Power Bridget Lawlor

21 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Three basic ways to address power development. Focus on Speed: Examples are: plyometric exercises, bodyweight exercises, medicine ball tosses, and weight training using 40% of your max or less performed with great acceleration. Focus strength: This could take the form of 2 approaches. Using 80-90% of your max in a given exercise for multiple sets of low repetitions. Using 60-80% of your max for higher reps in an effort to induce muscle growth. Focus on both: Use exercises that both speed and strength. (a mix of speed and strength)these include common exercises like the squat and bench press using loads of around 50-65% of max weight performed with great acceleration, or exercises like the Olympic lifts which inherently require quick execution to perform correctly with loads around 80% of your max. These also can correctly be called "power exercises". The optimal approach requires addressing the athlete s weak point, whether it is speed or strength, and focusing on the weak area while mixing in optimal amounts of exercises from the mixed category that require optimal amounts of both speed and strength. Plyometric Drills Plyometrics are an advanced training technique used by athletes. Plyometric movement drills involve quick eccentric lengthening of the targeted muscle groups followed immediately by a strong concentric contraction of the same muscle groups in order to produce increased power output. By repeatedly doing these movements athletes can provide a greater stimulus to their muscles and improve their body s ability to perform power movements. Plyometrics are used to apply the specificity principle to training for certain skills. Because eccentric exercise results in greater muscular soreness, this type of exercise should be built up gradually. An example of some plyometric drills are listed below: Lower Body Power Barrier Jumps. Tuck Jumps Lunge with power jump up Power Skips Vertical Jump Depth Jumps. Upper Body Power Wheelbarrow Drill Plyo Push ups Medicine Ball Overhead Throws Medicine Ball Release Push Ups. Module 2 - Power Bridget Lawlor

22 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Safety Guidelines for Plyometrics (Corbin et al 2006) Progression should be gradual to avoid extreme muscle soreness. Adequate strength should be developed prior to plyometric training. (as a general rule you should be able to do a half squat with one and a half times your body weight) The landing surface should be semiresilient, dry and unobstructed. Shoes should have good lateral stability, be cushioned, have an arch support and have a non slip sole. Obstacles used for jumping over should be padded. Training should be preceded by a general and specific warm up. Plyometric training should: 1. Precede all other workouts (while fresh). 2. Include at least one spotter. 3. Be done no more than twice a week with 48 hrs rest between sessions. 4. Last no more than 30 mins. 5. For beginners include 3 or 4 drills with 2 or 3 sets per drill and 10 to 15 reps per set with 1 to 2 minutes rest between sets. Module 2 - Power Bridget Lawlor

23 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Fitness Assessments for Power Tests of power The anaerobic power of a sports performer can be generated from two energy systems: (i) Creatine Phosphate and (ii) Anaerobic Glycolysis. As the relative contribution of these systems depends upon the duration of the maximal effort, the duration of tests for power is important. In activities lasting less than 6 seconds the energy primarily comes from stored Adenosine Triphosphate (ATP) and Creatine Phosphate. This would be the case when jumping or putting the shot when there is an almost instantaneous but brief burst of muscular activity. In activities that last between 10 and 30 seconds, anaerobic glycolysis becomes increasingly important. For sustained sprints of around 30 seconds a different aspect of power needs to be assessed. In the case of short explosive activities, jumping and throwing tests are popular. Vertical jump tests are good indicators of explosive leg power and are obviously important in many sporting contexts. To assess arm power, standardised throwing tests can be devised. However, as technique will have a major influence on the distance thrown, a performer s familiarity with a test will also affect the results. To assess glycolytic anaerobic power, sustained maximal sprints can be utilised. In a laboratory setting the most widely known of these is the 30 second Wingate sprint which uses a cycle machine linked to a computer. However, the use of a cycling exercise may not be relevant for other forms of activity and a running sprint of m around a pitch could be used as a more valid alternative for team sports. Procedures for the following power tests are outlined in this Module; Standing Long Jump Test Sergeant Jump Test Sprint Bound Index Medicine Ball Javelin Quadrathlon 300yd Shuttle Test RAST Running Based Anaerobic Strength Test Module 2 - Power Bridget Lawlor

24 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Standing Long Jump Test Sports Coach (1997) Standing Long Jump Test [online], available: http// [accessed 20 Jan 2006] Objective To monitor the development of the athlete's explosive leg power. Required Resources To undertake this test you will require : Long Jump pit 30 metre tape measure An assistant How to conduct the test The athlete places their feet over the edge of the sandpit. The athlete crouches, leans forward, swings their arms backwards, the jumps horizontally as far as possible, jumping with both feet into the sandpit. The Trainer should measure from the edge of the sandpit to the nearest point of contact. The start of the jump must be from a static position. Analysis Analysis of the result is by comparing it with the results of previous tests. It is expected that, with appropriate training between each test, the analysis would indicate an improvement. Normative data for the Standing Long Jump Test The following data has been obtained from the results of tests conducted with world class athletes. % Rank Females Males metres metres metres metres metres metres metres metres metres metres metres metres metres metres metres metres metres metres metres metres Sports Coach (1997) Standing Long Jump Test [online], available: http// [accessed 20 Jan 2006] The following table is for 15 to 16 year old athletes: Gender Excellent Above average Average Below average Poor Male > 2.01m m m m < 1.65m Female >1.66m m m < 1.35cm Sports Coach (1997) Standing Long Jump Test [online], available: http// [accessed 20 Jan 2006] Module 2 - Power Bridget Lawlor

25 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF The following table is for adults: Gender Excellent Above average Average Below average Poor Male >3.0m 2.7m 2.5m 2.3m <2.0m Female >2.8m 2.5m 2.2m 1.9m <1.7m Sports Coach (1997) Standing Long Jump Test [online], available: http// [accessed 20 Jan 2006] Target Group This test is suitable for active individuals but not for those where the test would be contraindicated. Reliability Reliability would depend upon how strict the test is conducted and the individual's level of motivation to perform the test. Validity There are published tables to relate results to potential level of fitness and the correlation is high. Advantages Simple and quick to perform. Modifications: The test procedure can be adapted to indoors by using mats instead of a sandpit. Module 2 - Power Bridget Lawlor

26 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Sergeant Jump Test Sports Coach (1997) Sergeant Jump Test [online], available: http// [accessed 20 Jan 2006] Objective To monitor the development of the athlete's explosive leg power. Required Resources To undertake this test you will require : A wall 1 metre Tape Measure Chalk An assistant How to conduct the test The athlete: chalks the end of his finger tips stands side onto the wall, keeping both feet remaining on the ground, reaches up as high as possible with one hand and marks the wall with the tips of the fingers (M1) from a static position jumps as high as possible and marks the wall with the chalk on his finger tips (M2) The Trainer then measures the distance from M1 to M2. The test can be performed as many times as the athlete wishes Sports Coach (1997) Sgt Jump Test [online image] available : http// [accessed Jan 2006] Analysis Analysis of the result is by comparing it with the results of previous tests. It is expected that, with appropriate training between each test, the analysis would indicate an improvement. Module 2 - Power Bridget Lawlor

27 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Normative data for the Sergeant Jump Test The following normative data has been obtained from the results of tests conducted with world class athletes. % Rank Females Males cm cm cm cm cm cm cm cm cm cm cm cm cm cm cm cm cm cm cm cm Sports Coach (1997) Sgt Jump Test [online] available : http// [accessed Jan 2006] The following are national norms for 16 to 19 year olds. Gender Excellent Above average Average Below average Poor Male >65cm 50-65cm 40-49cm 30-39cm <30cm Female >58cm 47-58cm 36-46cm 26-35cm <26cm Sports Coach (1997) Sgt Jump Test [online] available : http// [accessed Jan 2006] The following table is for adults: Gender Excellent Above average Average Below average Poor Male >65cm 60m 55cm 50cm <46cm Female >55cm 50cm 45cm 40cm <36cm Sports Coach (1997) Sgt Jump Test [online] available : http// [accessed Jan 2006] Target Group This test is suitable for active individuals but not for those where the test would be contraindicated. Reliability Reliability would depend upon how strict the test is conducted and the individual's level of motivation to perform the test. Validity There are published tables to relate results to potential level of fitness and the correlation is high. Advantages Simple and quick to perform. Module 2 - Power Bridget Lawlor

28 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Sprint Bound Index Test Sports Coach (1997) Sprint Bound Index Test [online], available: http// [accessed 20 Jan 2006] Objective To monitor the development of the athlete's elastic leg strength. Required Resources To undertake this test you will require : 400 metre track - 30 metre marked section on the straight Cones Stop Watch Two assistants How to conduct the test Begin with one foot on the start line and place the other foot two to three feet behind you. Place both of your helpers at the finish line - one to count the number of foot contacts and the other to time your sprint-bound effort over the 30 metre distance. On your own command, sprint-bound down the track for the entire 30 metre distance. The timer should start the watch when the foot on the start line breaks contact with the ground and then stop the watch when your torso crosses the finish line The time is recorded by rounding up to the nearest tenth of a second Your second helper is responsible for counting the number of bounds it takes you to reach the finish line. The number of bounds should be rounded down to the nearest half-bound. Perform three trials, with three to five minutes between each trial. Record the results of all three trials. Calculate the 'sprint-bounding index' for each trial using the following formula: Sprint-bound index (SBI) = (no. of bounds) (time for 30 metres). Example: You've taken 15.5 bounds to cover the 30 metres, in a time of 4.5 seconds. SBI = = Record your best result from the three trials. The lower the index, the better the result. Analysis Analysis of the result is by comparing it with the results of previous tests. It is expected that, with appropriate training between each test, the analysis would indicate an improvement. Module 2 - Power Bridget Lawlor

29 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Target Group This test is suitable for active individuals but not for those where the test would be contraindicated. Reliability Reliability would depend upon how strict the test is conducted and the individual's level of motivation to perform the test. Validity There are no published tables to relate results to potential level of fitness. Module 2 - Power Bridget Lawlor

30 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Medicine Ball Javelin Quadrathlon Sports Coach (1997) Medicine Ball Javelin Quadrathlon [online], available: http// [accessed 20 Jan 2006] Objective To monitor the development of the athlete's fitness and upper body strength Required Resources To undertake this test you will require : 1.5kg, 2Kg and a 3Kg medicine ball 30 metre tape measure An assistant How to conduct the test The test comprises of four medicine ball throws: Standing throw one (Men 2Kg - Ladies 1.5Kg) Standing throw two (Men 3Kg - Ladies 2Kg) 3 Step throw one (Men 2Kg - Ladies 1.5Kg) 3 Step throw two (Men 3Kg - Ladies 2Kg) The athlete performs each throw and the assistance records the distance achieved. Points are then calculated for each throw from the tables below. Add the 4 sets of points together to give a total score. Explanation of the Throws Standing Throw Face forward with the medicine ball held overhead in two hands Feet should be parallel and toeing the measuring line Throw the ball for distance A follow through step is allowed Distance is measured from the front foot (on release) to where the ball lands Sports Coach (1997) Medicine Ball Javelin Quadrathlon [online image], available: http// [accessed 20 Jan 2006] Module 2 - Power Bridget Lawlor

31 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Three Step Throw Sports Coach (1997) Medicine Ball Javelin Quadrathlon [online image], available: http// [accessed 20 Jan 2006] Start with both feet together in a stationary position Take three steps forward with the medicine ball held overhead in two hands Throw the ball for distance. A follow through step is allowed Distance is measured from the front foot (on release) to where the ball lands Points - The world best score for this test is 76 points and the UK best score is 66 points. Standing Throw One Standing Throw Two 3 Step Throw One 3 Step Throw Two Points Distance (metres) Distance (metres) Distance (metres) Distance (metres) Sports Coach (1997) Medicine Ball Javelin Quadrathlon [online], available: http// [accessed 20 Jan 2006] Module 2 - Power Bridget Lawlor

32 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Analysis Analysis of the result is by comparing it with the results of previous tests. It is expected that, with appropriate training between each test, the analysis would indicate an improvement in the athlete's fitness and strength Target Group This test is suitable for throwers (e.g. javelin, discus) but not for individuals where the test would be contraindicated. Reliability Reliability would depend upon how strict the test is conducted and the individual's level of motivation to perform the test. Validity There are published tables to relate results to potential performance in competition and the correlation is high. Module 2 - Power Bridget Lawlor

33 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF 300 yard Shuttle Test Sports Coach (1997) 300 Yard Shuttle Test [online], available: http// [accessed 20 Jan 2006] Objective The objective of this test is to monitor the athlete's intermediate anaerobic power. Required Resources To undertake this test you will require: Two cones placed 25 yard (22.8 metres) apart Stop watch An assistant How to conduct the test The athlete starts at one cone The assistant gives the command to 'Go' The athlete performs 12 shuttle runs between the cones At each turn the athlete is to touch the cone The assistant records the time taken to complete the 12 shuttle runs Analysis Analysis of the result is by comparing it with the results of previous tests. It is expected that, with appropriate training between each test, the analysis would indicate an improvement. Target Group This test is suitable for active individuals but not for those where the test would be contraindicated. Reliability Reliability would depend upon how strict the test is conducted and the individual's level of motivation to perform the test. Validity There are no published tables to relate results to potential performance in competition Sprint test Module 2 - Power Bridget Lawlor

34 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF RAST Sports Coach (1997) Running-based Anaerobic Sprint Test [online], available: http// [accessed 11 Mar 2006] Objective The Running-based Anaerobic Sprint Test (RAST) was developed at the University of Wolverhampton (United Kingdom) to test an athlete's anaerobic performance. RAST is similar to the Wingate ANaerobic 30 cycle Test (WANT) in that it provides coaches with measurements of power and fatigue index. The Wingate test is more specific for cyclists whereas the RAST provides a test that can be used with athletes where running forms the basis of the movement. Required Resources To undertake this test you will require: 400 metre track - with a 35 metre marked section on the straight Two cones to mark the 35 metre section Stop watch An assistant How to conduct the test The athlete : Is weighed prior to the test Undertakes a 10 minute warm session Has a 5 minute recovery Completes six 35 metre runs at maximum pace (10 seconds allowed between each sprint for turnaround) The assistant Records the time taken for each 35 metre sprint to the nearest hundredth of a second. Makes appropriate calculations Analysis Analysis of the result is by comparing it with the results of previous tests. It is expected that, with appropriate training between each test, the analysis would indicate an improvement. Calculations Power output for each sprint is found using the following equations Velocity = Distance Time Acceleration = Velocity Time Force = Weight Acceleration Power = Force Velocity OR Power = Weight Distance ² Time ³ From the six times calculate the power for each run and then determine : Maximum power - the highest value Module 2 - Power Bridget Lawlor

35 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Minimum power - the lowest value Average power - sum of all six values 6 Fatigue Index - (Maximum power - Minimum power) Total time for the 6 sprints Example Athlete weight = 76 Kilograms Sprint Time (secs) Power (watts) Sports Coach (1997) Running-based Anaerobic Sprint Test [online], available: http// [accessed 11 Mar 2006] Maximum Power Minimum Power Average Power Fatigue Index = 1008 watts = 525 watts = 736 watts = = 15.8 watts/sec Sports Coach (1997) Running-based Anaerobic Sprint Test [online], available: http// [accessed 11 Mar 2006] Interpretation of the results Maximum Power Is a measure of the highest power output and provides information about strength and maximal sprint speed. Research range is 1054 watts to 676 watts. Minimum Power Is the lowest power output achieved and is used to calculate the Fatigue Index. Research range is 674 watts to 319 watts. Average Power Gives an indication of an athlete's ability to maintain power over time. The higher the score the better the athlete's ability to maintain anaerobic performance. Fatigue Index Indicates the rate at which power declines for the athlete. The lower the value the higher the ability for the athlete to maintain anaerobic performance. With a high fatigue index value (>10) the athlete may need to focus on improving their lactate tolerance. Module 2 - Power Bridget Lawlor

36 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF How to use The test is conducted on a regular basis throughout the training program. Results should be compared with the athlete's previous results to determine if the training programme is achieving the desired results. Results can then be used to appropriately adjust the athlete's training program. When to use RAST can be used on a regular basis (3 to 6 weeks) throughout the season. The period between tests will be determined by the training phase and the amount of training being conducted. Target Group This test is suitable for sprint and endurance athletes and players of endurance sports (e.g. football, rugby) but not for individuals where the test would be contraindicated. Reliability Reliability would depend upon how strict the test is conducted and the individual's level of motivation to perform the test. Validity There are no published tables to relate results to potential performance in competition Module 2 - Power Bridget Lawlor

37 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Module 3 Speed Module 3 - Speed Bridget Lawlor

38 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Duration: 1 hr Module 3 Speed Learning Outcomes : At the end of this module the student will be able to : 1. Define speed. 2. Describe the factors that affect speed. 3. Apply the principles of training to programme design for the development of speed. 4. Demonstrate an understanding of how to apply appropriate techniques for assessing speed. Module 3 - Speed Bridget Lawlor

39 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Definition Speed is.. The ability to perform a movement in a short period of time. (Corbin et al 2006, p.9) (NCEF 2005, p.130) The point at which athlete can accelerate no more and have reached their maximum rate of movement. (Foran et al 2001, p.167) The rate at which something moves or acts. (Collins Dictionary 2004) The ability to move from one point to another.(speed=distance/time). Module 3 - Speed Bridget Lawlor

40 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF The Factors that Affect Speed Genetics: The greater the number of fast twitch muscle fibres in the muscle, the higher the speed potential of the athlete. Muscle Fibres There are three types of muscle fibre ; Slow-twitch red (type I) is aerobic and relies on oxygen to produce energy. Develops force slowly, is fatigue resistant (high endurance), has a low power output, a high aerobic capacity for energy supply and limited potential for rapid force development and anaerobic power. Fast-twitch red (type IIa) the intermediate fibre type can contribute to both anaerobic and aerobic activity. Develops force moderately fast and has moderate fatigability, power output, aerobic power and anaerobic power. Fast-twitch white (type IIb) is anaerobic and does not rely on oxygen to produce energy. Develops force rapidly and has fatigability (low endurance), high power output low aerobic power and high anaerobic power. Muscles with a high percentage of fast-twitch fibres exert quicker more powerful contractions. To get max results from speed training there are numerous factors to consider above and beyond genetic potential. (Brown and Ferringo 2005, p18) It is suggested that prolonged high intensity training may improve the ration of fast-twitch fibres to slow-twitch fibres. (Foran et al 2001) Stride Frequency & Length: The two main factors in running speed are stride frequency and stride length. Increasing one or both will result in increased speed. However, an increase in one can cause the reduction of the other, e.g. in an effort to increase stride length an athlete may reach too far forward, overstriding, resulting in decreased stride frequency and therefore decreased running speed. Stride Frequency: Stride frequency is measure by the number of strides taken in a given amount of time or over a given distance. By using good sprinting technique, stride frequency can be increased without sacrificing stride length. Increasing stride frequency is important as the more often the feet touch the ground the faster the potential running speed. Stride Length Stride length is measured by the distance covered on a given amount of time. Research has shown that optimal stride length at maximum speed is normally 2.3 to 2.5 times the athletes leg length (Brown and Ferringo 2005,p19) Module 3 - Speed Bridget Lawlor

41 ASSESSMENT AND PROGRAMME DESIGN FOR THE SKILL RELATED COMPONENTS OF Acceleration: Acceleration is the rate of change of velocity, and is the most important component of speed development for most sports. The ability to accelerate quickly means that the athlete can go from a stationary or near stationary state to their maximum speed in a very short time. Acceleration is achieved by increasing both stride length and stride frequency. Strength & Power: Initial speed improvements seem to be the result of better neural transmission of impulses to the muscle concerned, but improvements can be made by developing strength and power in the correct way relating to the sport. Improved strength will enable the athlete to produce greater amounts of force. Whereas improved power will enable the athlete to utilise the greater amounts of force while at the same time decreasing the time spent in contact with the ground. The most powerful athletes spend less time in contact with the ground, have longer strides, and can take strides more rapidly than their less powerful counterparts. (Brown and Ferringo 2005,p18) Functional Flexibility The ability to move joints through the relevant functional range of motion is important for the athletes ability to maintain proper mechanics throughout the required movements of the sport. Specific Function Of Muscles & Joints: Speed, like flexibility and strength is specific to each muscle group and joint. For instance, a person who can throw quickly, may not be able to run quickly. By using the limbs in the exact way that they re going to be used in the athlete s sport this causes the stimulation, excitation and correct firing order of the motor units, composed of a motor nerve (Neuron) and the group of muscles that it supplies, and makes it possible for high frequency movements to occur. The complex co-ordination and timing of the motor units and muscles must be rehearsed at high speeds to implant the correct patterns Proper Technique Proper mechanics/technique enables the athlete to maximise the forces that the muscles are generating, and greatly improves the chances that the athlete will achieve the highest speed expected of them. Good technique also increases neuromuscular efficiency. Speed Endurance Speed endurance relates to the efficiency of the anaerobic energy systems of the athlete and the ability of the athlete to produce the same levels of speed power output repeatedly during competition or to sustain speed output for longer durations. It also relates to the anaerobic threshold, the accumulation of lactic acid and the individual s ability to tolerate and disperse it. An athlete with poor speed / anaerobic endurance will fatigue quickly because of lactic acid build up. Module 3 - Speed Bridget Lawlor