Performance Analysis (PA) and Performance Development ......understanding here I can better improve...

Performance Analysis (PA) and Performance Development Programme

(PDP): Swimming Coach

AS and A Level Physical Education

Pearson Edexcel Level 3 Advanced GCE in Physical Education (9PE0)

Pearson Edexcel Level 3 Advanced Subsidiary GCE in Physical Education (9PE0)

1 © Pearson Education Ltd 2016

AS and A Level Physical Education 2016

Performance Analysis – Swimming coach

Tactics in swimming

Whilst I have been completing my PE analysis it is in the middle of the swimming

season. This is the perfect time for me to examine what tactics an elite swimmer

and a club swimmer that I am coaching may use to try to win events. The focus of

my work on tactics is on stroke counts for the 100 metres butterfly.

Stroke rate is the number of strokes per minute (both arms). This is useful to know

because it tells you about your rhythm and timing. Too low a stroke rate and your

arms are moving over too slowly and you almost certainly have some big dead-

spots in your timing. Too high a stroke rate shows your stroke technique is too

short and needs lengthening.

A swimmer with shorter limbs is likely to take more strokes than someone with

longer limbs. Your SPL (strokes per length / lap) for a 400 metre race will be higher

than for a 100. It will also be higher when swimming a 50 in 40 seconds, than in 45

seconds. Monitoring stroke count provides information to make strategic choices. If

your count increases dramatically as you go farther or faster, or the number varies

throughout a race it may be that there may well be issues around strategy or

stroke efficiency.

Ian Thorpe argues that a consistent stroke count can mean a steady pace and/or

an efficient stroke. An inconsistent stroke count can indicate a number of problems,

such as an inappropriate pace (too slow or too fast) or issues with technique and/or

fitness.

The tables below show the stroke counts for the 2012 Olympic Games and the 2013

World Championships. The data below shows the stroke counts for elite men and

women through the rounds. The data below shows that the top swimmers are very

consistent. The majority of these elite swimmers only varied their stroke count by

one stroke on either lap. A small number (four) varied their stroke count by more

than one stroke in a lap, whilst five maintained the exact same stroke count by lap

through all three races.

This shows that elite butterfly swimmers are making stroke counts part of their

race tactics and know that to swim fast consistently, they must be able to maintain

optimum stroke counts.

The comparable data for one of the swimmers I am coaching in two races at club

galas shows that the level of consistency is not as good. In one case, the difference

was as much as 12 per cent more strokes between the first and second laps. This is

typical of my small group of swimmers and is something that I need to focus on if

my swimmers are going to achieve selection for the county/regional championships

next season.


Elite swimmers train between five and seven hours a day and train both in the pool

and in the gym. My swimmers are in the pool for just ten hours a week and have

little gym-based training. Trying to improve the quality of strength and conditioning

for my swimmers is really important in order to try and improve the consistency of

the stroke count.

Some butterfly swimmers choose a different head position whilst breathing

compared to the usual head faced forward position. These swimmers breathe to the

side with their cheek on the water and believe it is faster as it is not pulling their

body high out of the water

and also gives them the

opportunity to see opponents

either side of them. An

example of an elite swimmer

who was famous for breathing

to the side on butterfly is

Denis Pankratov during the

1990s.

Technique is one of the most

important choices a coach and

swimmer can make as all the

stroke decisions are tactical.

This is because the coach and

swimmer need to find the

fastest, most efficient way to

perform each stroke.

The point of entry into the water also varies from swimmer to swimmer and coach

to coach. To improve the consistency of strokes I might begin by analysing stroke

and breathing efficiency for my swimmers and the physiological demands of the

training programme.


Contents

Club swimmer stroke counts

Race Lap P strokes SF strokes F strokes

1 1

2

29

33

30

35

29

36

2 1

2

28

33

29

35

30

37

Analysis

There are a number of tactical factors involved in swimming which will have an

impact on my coaching.


Having the ability and fitness to control their stroke rate means swimmers have

greater impact on pacing and competition split times. The analysis suggests stroke

counts are inconsistent for the two swimmers in my group who specialise in the

butterfly.

Going forward I am going to include stroke counts as part of the training

programme; in particular I am going to keep data on the stroke counts over set

distances at the start of training sessions and towards the end when fatigue sets in.

This data will then be compared to performance in competitions.

Bibliography

Websites

www.fasterswimming.org

www.ludlowsc.org.uk

www.usaswimming.org

www.brainmac.co.uk

Swimming - physiological

Introduction

The training for swimmers is based on them achieving a standard of swimming in

line with their goals; my role as a coach is to prepare them in the best possible way

both physically and tactically.

As a coach I need to understand the various physiological components that

underpin swimming.

When I am coaching I involve the use of the core skills (arm pull, breathing, leg

kick and body position) to reinforce any changes to technique that have occurred

and to help the stroke become natural.

Towards the end of each session, I make time to see if the swimmers can hold their

technique under pressure. This could be in the form of a relay race or a timed

swim. When fatigued, the technique breaks down – understanding how fitness

testing can help me as a coach is important; by improving knowledge and

understanding here I can better improve the quality of my coaching and the

performance of the swimmers.

Speed: how fast you can cover a certain distance – important over the sprint

distances.

Reaction time: the time between stimulus and response – key to making a good

start off the blocks.

Co-ordination: the ability to link movements together – vital for efficient stroke

making.

Muscular endurance: the ability of a muscle to resist fatigue while exerting a

force, performing repeated muscular action over an extended period – important in

distance swimming.


Cardiovascular endurance: the ability of the heart, blood and blood vessels to

work collectively to perform their function of fulfilling the needs of the cells in the

body, by delivering oxygen and removing waste – especially important for open

water swimming.

Balance: the ability to control the position of the body – important when you are

on the starting blocks.

Power: the ability to exert a force quickly, calculated as strength multiplied by

speed – important as it is required when leaving the blocks and over the sprints

when explosive movements help to move you through the water more rapidly.

Explosive strength: expending a maximum amount of energy for a powerful

explosive start off the blocks, and for quick and powerful turns.

We can see there are many components of fitness that make up a good swimmer,

and these vary depending on race distance and stroke. The fitness tests carried out

on one of my swimmers are deliberately gym-based in order to be able to

encourage dry training away from the pool.

One swimmer of the small I have responsibility for is a 50 m butterfly swimmer

with a noticeable weakness at the start. Therefore, the focus tests I have chosen

for the swimmer to undertake are for power, reaction time, explosive strength and

balance.

Power

The start of a sprint is vital. Racing starts improve by as much as 2 metres of

swimming if executed properly. The ASA argues in their coach module that an

effective start is primarily a power skill, requiring the swimmer to exert as much

force as quickly as possible.

Standing vertical jump 34 centimetres = average [Source: Topend Sports]

Reliability

I organised the test indoors on a non-slippery surface. People measuring knew

what they were doing and I took the test three times to record the best score.

Regular testing would enable my technique to improve which might not be linked

just to power.

Validity

For sprinters, power is important. This test gives an indication of power and is a

recognised test used by many people, including at elite level.

Explosive strength

In studies conducted by Lyttle and Benjanuvatra it was found that an efficient start

can account for 30 per cent of a 50 m race. They argued that both strength as well

as power training was needed to optimise the start which, together with the turn,

was key to success at elite level.

One rep max for bench press.


Test score: 65 kgs = Below average (compared to body weight of 62 kgs) [Source:

Topend Sport]

Reliability

When organising the test I followed the rubric carefully, getting the swimmer to

warm up properly and I made sure spotters were present for safety purposes. My

swimmer warmed up with light and medium weights before a 2 minute break/rest

followed by two heavier warm-up sets of 2–5 reps. Progression was then made to

perform the one-rep-max attempt with proper technique. Following a successful lift

the weight was increased by between 2 and 4 kilos, with at least 2 minutes rest

between lifts.

Validity

This is a good test of general explosive strength although the movement planes are

not linked to swimming technique.

Reaction time

The swim start is often considered to be a combination of reaction time and ‘block’,

which is the time taken to get off the blocks and enter the water. Given that

reaction time can be measured in tenths and hundredths of a second and races can

be lost by the same measure, it makes sense for me to assess the reaction time of

my identified swimmer. In addition to considering reaction time I would need to

assess the mechanics and technique of the start.

Reaction time colour test

0.24 seconds = top 40 per cent according to Topend Sport

Reliability

I followed the rubric carefully and got the swimmer to practice for a minute before

recording the best of three formal attempts.

Validity

This is a general indicator of reaction time, but is not linked to whole body

movement in competition situation.

Future priorities

From a coach point of view it is clear that all components tested need to be

improved as none apart from reaction time are any better than average. It would

be my intention to develop a programme to improve explosive strength and power.

Training would focus on plyometrics and resistance training in the gym.


Bibliography

www.swimmingcoach.org

www.youtube.com

www.brainmac.co.uk

www.swim2000.com

www.fasterswimming.com

Lyttle A, Benjanuvatra N. Start right? A biomechanical review of dive start

performance. 2013

Word count, excluding tables, titles and bibliography = 1766


Performance Development Programme – Swimming coach

Improving strength and power with county

development squad standard swimmers

Introduction

My Performance Analysis concluded that: ‘From a coach point of view it is clear that

all the components tested need to be improved as none apart from reaction time

are any better than average. It would be my intention to develop a programme to

improve explosive strength and power.’

As well as improving times generally, working to improve strength and power will

specifically enable my four swimmers to be more explosive at the start and allow

for quick and powerful turns; furthermore, these areas have been identified as

areas of weakness by the advanced (Level 3) coach at the club. The four swimmers

I am working with in my lane will focus on front crawl and will be with me for

another six months with the aim of them progressing to the county squad next

season. Improving strength and power with some gym-based training is an

important element of this target.

SMARTER targets

According to Hill et al. (2000) SMARTER targets provide ‘goal setting to shape

performance pathways’ – these principles will help me to organise the approach I

take.

Specificity – I will train my swimmers so they improve dynamic strength and

power by using resistance training and plyometrics.

Measurable – I will collect data to ensure the training is making an impact on

performance.

Achievable – I will discuss the targets with the head coach and the swimmers to

ensure the performance improvements can be met.

Realistic – I will design the training programme so it is within the scope of all the

swimmers.

Time bound – although these should be short and long term, my focus is on

improvement within the next six months in order to move the squad on to the

county team.

Exciting – my swimmers have done little gym work; I need to make sure that this

training programme is exciting and enjoyable as this will aid motivation.

Recorded – I will record the test results to identify progression.


Planned methods of training

The main methods will be weight training and plyometrics. Weight training involves

‘exercising through variable resistance’ whilst plyometrics exercises comprise three

phases: (1) Eccentric, (2) Transition and (3) Concentric, often referred to as the

stretch shortening cycle, which is the underlying mechanism of plyometric training.

Leg work

This will be focused on plyometrics. The vertical jumps below are mechanically

related to the dive start and push-off turns involved in swimming.

Drop jumps

This exercise involves the athlete dropping to the ground from a box and then

immediately jumping up.

Squat jumps

From an upright position, slowly lower into the squat position making sure that

your knees are bent at 90 degrees. Then jump as high as possible.


Standing jumps

These are body weight jumps performed on a mat and also target the start and

turns, and will include both tuck jumps and split jumps.

Upper body work

This will be a combination of weights, plyometrics and cable-based work.

Cable rotational front and back pulls

To replicate stroke movement for the front crawl. Using a high pulley, the handle is

pulled down and across the body in a rotational movement until the hand is next to

the opposite hip. The bar returns to the start position and the actions continue,

aiming for 5 to 8 repetitions in a set for maximum strength.


Triceps and biceps

Triceps pushdowns, using a weighted cable, followed by bicep curls, using free

weights. I have included this exercise because the triceps are used during the final

push phase of the freestyle stroke. The biceps are used during the catch.

Bench press

Lying on a bench with the weights close to the chest, the weights are pushed from

the body with a controlled and smooth movement. The head and shoulder blades

should not rise off the bench. From maximum reach, the weights return under

control to the start position. The chest muscles support the underwater arm

motion.


Upper body throw downs (for sport specific movement)

Place weighted/medicine ball behind head and as explosively as possible throw ball

down towards the floor/wall.

Sit-ups

Sit-ups pull the torso upward from a lying position toward the knees, using only the

abdominal group. Strengthening abdominals helps to stabilise your body and are

used at the turn at the end of each length.

Principles of fitness

Overload

This principle advocates that by placing additional demand on muscles, long-term

adaptations are possible. In turn this enables muscle groups to work more

efficiently and offers the potential for a higher level of performance.

The FITT acronym provides the basis for overload:

Frequency: increasing the number of times you train

Intensity: increasing the demand of the exercise you do

Time: increasing the time that you are training for each session

Type: increasing the difficulty of the training you are doing.

Specificity

Training that you do should be specific to the individual and the sport.

Reversibility

If you stop training, the improvements you have made will be reversed.

Variation

To maintain interest and motivation there is a need to vary training.


Rest and recovery

This principle is basically making sure that you incorporate periods of rest and

recovery into your training schedule. This will be especially relevant to my

swimmers as they will be undertaking additional gym training for the first time.

It will be important to ensure they all undertake a proper warm up and cool down.

The warm up is designed to reduce the risk of getting an injury and prepare

physically and mentally for a demanding training session. The cool down seeks to

prevent delayed onset muscle soreness (DOMS) and remove waste products such

as lactic acid.

Safety

The head coach supported me in developing this programme and all the sessions

were supported by a qualified instructor who checked the technique for range of

movement and weights. The session outlines below indicate the exercises

undertaken but each individual had a specific programme taking account of body

weight. One example is provided for swimmer B. The other swimmers followed the

same programme but with different weights.

One pool session was replaced with a gym session and the extra gym session was

added to the Friday. Saturdays were marked as a rest day with galas on Sundays in

the final three weeks of the ten week programme.

Testing

Testing is important to assess progress. As well as the power and strength test, I

have included the scores for reaction times, partly because the scores indicate a

need for improvement but also to see whether there is an impact of power and

strength training, given there was no specific reaction time training.

Test results

Test Fitness

component

Base

line

Midpoint

tests

End

point

tests

Percentage

increase

50 metres PB

Vertical

jump

A

B

C

D

Power 9

12

13

17

10

14

13

20

13

15

15

22

44

25

15

29

35.8 > 35.1 =

1.9%

34.5 > 34.1 =

1.2%

33.9 > 32.5 =

4.1%

34.7 > 32.6 =

6.1%

Bench

press

(compared

to body

weight)

A

B

C

D

Maximum

strength

0.7

0.9

0.8

0.6

0.8

0.9

0.9

0.8

0.9

1.0

1.0

0.9

29

11

25

33


Review by athletes

5 strongly agree > 1 = strongly disagree

I really

enjoyed the

gym-based

sessions over

10 weeks

The sessions

have had a

positive

impact on my

swimming

I intend to

keep gym

sessions as

part of my

regular

training

regime

Biggest

impact on

performance

A 4 4 5 Confidence

B 3 5 5 Better starts

C 3 5 5 Feel stronger

D 4 4 5 Feel stronger

Review and evaluation

Generally, the plan has been successful.

The swimmers had no real experience of this kind of training and the test outcomes

are all positive. The test outcomes indicate that swimmers have all responded

positively to the regime of training with improvements in test scores, many of them

significantly, and PB times have all gone in the right direction with Swimmer D

improving by over 6 per cent. Of the swimmers, all except Swimmer A progressed

to the county squad; the youngest swimmer (A) remained with me for a further

month, aiming to reduce their PB to below 35 seconds.

Test scores for the vertical jump (power) improved between 15 per cent and 44 per

cent, with all the swimmers reporting a sense of better starts and three of the four

indicating that they felt the turn had improved as well.

The test for upper body strength also indicated a positive outcome with

improvements from 11 to 33 per cent for the one repetition maximum lift with two

of the four swimmers reporting a beneficial feeling in the water.

The improvements in test scores surprised all of us involved with the project. The

Head Coach and I were surprised that the scores improved by so much and the

swimmers were surprised by their improvements and also by the fact that there

was so much impact on their swimming. Confidence seemed to be improved with all

the members of the group and I was surprised by how keen the swimmers were to

continue with the conditioning work.

The training undertaken focused on simple sets like 3 x 8 because the swimmers

had little experience of resistance training. Going forward with more experience I

will consider a Pyramid System where the load is increased and the repetitions

reduced (e.g. 40 kg x 10, 45 kg x 5, 50 kg x 3).

I was impressed with the attitude of the swimmers; they arrived promptly and for

the ten weeks welcomed a reduction in the pool time and a full rest day on the

Saturday. Perhaps the best feedback came from a short questionnaire that the

swimmers did after the final testing. Although two of the swimmers appeared to

have mixed views about the enjoyment, all the athletes felt there was a positive

impact on performance and all stated that gym sessions would remain central to

their future training programme.


The senior coach also commented favourably on the gym sessions and the impact

on the swimmers to the extent that gym sessions for all swimmers over 13 years of

age was discussed with all the coaches at the club.

Going forward, if I were to undertake my development plan again I would look to

include a bigger range of exercises for the swimmers as some commented that

there was not enough variation in the training sessions.

Summary of learning

Gym sessions can help to improve times.

Greater variety of exercises are needed to ensure continued motivation.

Diet needs also to be considered, even with adolescent athletes.

Word count, excluding tables, quotes, training sessions and bibliography =

1609 words

Bibliography

Edexcel A2 PE Textbook – Mike Hill

Strength training for swimmers, US Swimming Foundation

www.TopendSports.com

http://www.brianmac.co.uk/warmup.htm

http://www.teachpe.com/fitness/testing.php


Appendices

Centre number

Centre name

Candidate number

Candidate name B

Chosen physical activity Swimming

Role Please circle

Player/performer Coach

Component of physical activity

Please circle

Physiological Technical Tactical

Aim(s) of session

Base line testing

Introduction to weights – light weights / technique

Date, time and location of session

Week 1 / 1 – Monday

Pool gym

Start time 7.30

Finish time 8.15

Context of session (individual/group/team)

Club – lane 2 group

Description of training session to include: drills (including progressions), conditioned practices/games; specific exercises; method/intensity/recovery

Testing

Technique / safety

Borg rating: 17


Centre number

Centre name

Candidate number

Candidate name B


Role Please circle



Please circle


Aim(s) of session

Light weights – check technique


Week 1 / 2 – Friday Pool gym

Start time 5.00

Finish time 6.00pm


Club – lane 2


Bench press: 25 kgs x 10 x 2

Squat jumps: 10 x 2

Triceps: 10 kgs (plate 2) x 10 x 2

Drop jumps: x 3 x 2

Sit ups: x 15 x 2

Borg rating: 14


Centre number

Centre name

Candidate number

Candidate name B


Role Please circle



Please circle


Aim(s) of session

Week two. More demanding weights and plyometrics – with additional three exercises


Week 2 / 1 – Monday

Pool gym

Start time 7.30

Finish time 8.30


Club – lane 2



Squat jumps: 10 x 2


Drop jumps: x 3 x 2

Sit ups: x 15 x 2

Biceps: 4 kgs x 10 x 2

Standing jumps: 5 tuck x 2

Cables: 10 kgs (plate 2) x 10 x 2

Borg rating: 14


Centre number

Centre name

Candidate number

Candidate name B


Role Please circle



Please circle


Aim(s) of session

Final preparatory / transition session before starting weights and plyometrics


Week 2 / 2 – Friday Pool gym

Start time 5.00

Finish time 6.00pm


Club – lane 2



Squat jumps: 10 x 2


Drop jumps: x 3 x 2

Sit ups: x 15 x 2




Borg rating: 15


Centre number

Centre name

Candidate number

Candidate name B


Role Please circle



Please circle


Aim(s) of session

First exercises made more demanding


Week 3 / 1 – Monday Pool gym

Start time 7.30

Finish time 8.30


Club – lane 2



Squat jumps: 10 x 2


Drop jumps: x 4 x 2

Sit ups: x 20 x 2




Borg rating: 15


Centre number

Centre name

Candidate number

Candidate name B


Role Please circle



Please circle


Aim(s) of session

Continued level of demand – second lot of exercises increased


Week 3 / 2 Friday Pool gym

Start time 5.00

Finish time 6.00


Pool – lane 2



Squat jumps: 10 x 2


Drop jumps: x 4 x 2

Sit ups: x 20 x 2




Borg rating: 13


Centre number

Centre name

Candidate number

Candidate name


Role Please circle



Please circle


Aim(s) of session

As previous session


Week 4 / 1 Monday Pool gym

Start time 7.30

Finish time 8.30


Club – lane 2



Squat jumps: 10 x 2


Drop jumps: x 4 x 2

Sit ups: x 20 x 2




Borg rating: 13


Centre number

Centre name

Candidate number

Candidate name B


Role Please circle



Please circle


Aim(s) of session

Weights and plyometrics as Monday



Start time 5.00

Finish time 6.15


Club – lane 2



Squat jumps: 10 x 2


Drop jumps: x 4 x 2

Sit ups: x 20 x 2




Borg rating: 15


Centre number

Centre name

Candidate number

Candidate name B


Role Please circle



Please circle


Aim(s) of session

Weights and plyometrics with training demands increased on the highlighted exercises



Start time 7.30

Finish time 8.30


Club – lane 2



Squat jumps: 10 x 2


Drop jumps: x 5 x 3

Sit ups: x 20 x 2




Borg rating: 17


Centre number

Centre name

Candidate number

Candidate name B


Role Please circle



Please circle


Aim(s) of session

Baseline testing plus weights and plyometrics with training demands the same as Monday



Start time 5.00

Finish time 6.30


Club – lane 2


Baseline tests

Bench press: 35 kgs x 6 x 3 – only two sets completed due to testing

Squat jumps: 10 x 2


Drop jumps: x 5 x 3

Sit ups: x 20 x 2





Centre number

Centre name

Candidate number

Candidate name B


Role Please circle



Please circle


Aim(s) of session

Increases on the highlighted exercises


Week 6 / 1 Monday Fitness suite

Start time 7.15

Finish time 8.15


Club – lane 2


Bench press: 35 kgs x 6 x 3 Squat jumps: 10 x 2


Drop jumps: x 5 x 3

Sit ups: x 25 x 3





Centre number

Centre name

Candidate number

Candidate name B


Role Please circle



Please circle


Aim(s) of session

Repeat session as Monday



Start time 5.00

Finish time 6.15


Club – lane 2




Drop jumps: x 5 x 3

Sit ups: x 25 x 3




Borg: 17


Centre number

Centre name

Candidate number

Candidate name B


Role Please circle



Please circle


Aim(s) of session

Progression where highlighted



Start time 7.15

Finish time 8.15


Club – lane 2




Drop jumps: x 5 x 3

Sit ups: x 25 x 3




Borg: 18


Centre number

Centre name

Candidate number

Candidate name B


Role Please circle



Please circle


Aim(s) of session

Ditto Monday session.



Start time 5.00

Finish time 6.15


Club – lane 2




Drop jumps: x 5 x 3

Sit ups: x 25 x 3




Borg: 17


Centre number

Centre name

Candidate number

Candidate name B


Role Please circle



Please circle


Aim(s) of session

Progression where highlighted



Start time 7.15

Finish time 8.30


Club – lane 2




Drop jumps: x 8 x 3

Sit ups: x 25 x 3




Borg: 19

Friday session: final testing


Performance Analysis and Performance Development Programme –

Commentary for Swimming

Performance Analysis

Tactical

An appropriate tactic – stroke count – has been identified.

The candidate offers a reasonable explanation for the choice of tactic and goes on

to provide interesting data for stroke counts at elite level, together with details of

stroke counts for the swimmer with whom he/she is working. Information as to the

context of the club swimmer data would have been helpful – for example, was it in

a competition or training session? When? Where?

The data from elite and local club swimmers has the potential to be developed in

more detail together; additional contextual information to provide greater depth of

analysis and impact of the tactic is required. Factors such as distance per stroke

and split times, for example, might have been considered.

Some of the information – such as breathing technique options – has not been

linked to the prime focus of the task.

Overall the candidate has offered a piece of work which demonstrates a good level

of understanding.

More marks would have been achieved had the candidate:

defined, from an appropriate source, the term ‘stroke count’

provided the context of the club swimmer data

provided more analysis of the data in the table, perhaps with the additional

information around height, limb length, split times and length per stroke

referenced the work adequately throughout; for example, the Ian Thorpe quote.

The work is mark band 3: 5/10

Physiological

The candidate considers components related to swimming, but includes,

unnecessarily, information about more than the three components required in the

task. The opening section also includes some irrelevant information, such as the

reference to training session content, but concludes with the candidate identifying

the three most important; all of which are acceptable.

Suitable fitness tests are identified and undertaken with the outcomes linked to

normative tables. There was an opportunity here to undertake additional analysis of


the test outcomes by referencing the scores specifically to swimmers, perhaps in

the club setting. This would have provided another layer of depth to the study.

The candidate further justifies the three components with reference to some

current research, although this should have been applied for all three components

being considered.

The test outcomes are linked to the tables and also, to some extent, to the

potential impact on performance. However, the candidate should have explored the

implications of the outcome of the tests in more depth.

Future priorities for training are correctly identified but this aspect of the work

needed a little more information.

Overall the candidate has offered a piece of work which demonstrates a good level

of understanding.


defined, from appropriate sources, the key technical terms

not included irrelevant information, to provide more space on other important

dimensions of the work

justified in more depth all three components referred to

included the normative tables in full thereby offering an opportunity to target

future areas of improvement

added another layer of depth around the interpretation of the test results in

order to give more information to future priorities for training

referenced the work adequately throughout.


Performance Development Programme

Planning

The candidate has identified two linked components of fitness as opposed to the

one component required for the task. Furthermore, there is confusion between the

different types of strength being referred to. Explosive strength is suggested in the

introduction, whilst the test undertaken is for maximal strength. The candidate

should have focused on one component of fitness, probably, in this case, power.

SMARTER targets are referred to but a little more detail is needed as to how these

shape fitness programmes; for example, how objective testing underpins the whole

process of performance improvement.

A number of suitable exercises have been identified and the candidate has

explained the reasons with specific links to swimming. Nevertheless, more depth is

needed in some areas; for example, the choice of weights, lift speed and height of

boxes for plyometrics all needed consideration.

Principles of training have been described and applied in some cases but elsewhere

needed to be applied more consistently. For example, the detail around rest and

recovery is strong whilst the FITT principle needed exploring in more detail,


especially as the swimmers are undertaking serious gym-based work for the first

time.

The inclusion of the maximum strength test is not the most suitable for the

explosive strength target referred to in the introduction.

Overall the candidate has offered planning which demonstrates a good level of

understanding.


focused planning on one component of fitness, as required

provided a suitable upper body test for power or explosive strength, rather than

for maximum strength

explained the science behind levels of resistance and how principles of training

might be applied to the training undertaken.


Review

The qualitative and quantitative data, including some interesting responses to the

questionnaire given to the swimmers, support the effectiveness of the training

programme, and this has been linked to the impact on performance. The fact that

the swimmers have improved personal best times suggests that the work has

helped the swimmers at a number of levels.

Despite some clear personal learning and the progress by the swimmers, the

candidate has not included enough information about potential reasons for test

score progress, nor about the future developments. Given the success of the

programme to date, more detail was needed to evaluate how the improvements

were made and how the work can be developed going forward, especially given the

impact of power on performance off the start block and in the turns.

Overall the candidate has offered a review which demonstrates a good level of

understanding.


provided more depth to the explanation around test score improvements

demonstrated a more advanced level of understanding around

recommendations for future development, especially for power.


Performance Analysis (PA) and Performance Development ......understanding here I can better improve...

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