Summary of the Principles of Training Part I

In part I, of a two part series on the principles of training, I will be discussing the guidelines to developing an athlete. In part II I will be discussing the key to performance improvement and planning by load progression. This is a summary of Dr. Tudor Bompa's " Periodization: Theory and Methodology of Training" 4th edition book, chp. 2.

PART I

Physical education and sports have evolved lately into a precise science called Theory and Methodology of Sports. Training is based on the biological, psychological, and pedagogical sciences. These training guidelines are the principles of training. With these guidelines we develop increasing skill and performance.

Through active participation from the athlete the athlete can discuss his or her progress. When the athlete expresses subjective and objective feelings, example by using the daily metrics and athlete comments section in training peaks, I am able to relate performance aspects, what they need to do, and how to do it. Even active participation from the athlete in daily life such as socializing provides satisfaction but they must also know how to get adequate rest.

By setting goals, passing tests, individual training sessions and actively participating in the athletes objectives provides a means for the athlete to participate. A way to become accountable for their training. All this keeps the athlete motivated to achieve their performance goals.

Multilateral development is another means to expose athletes to a long term approach to sport and training principles. Many young athletes are trained to specialize in a sport before developing an overall conditioning program. With multilateral development, a young athlete does practice the sport they are interested in but they also develop other biomotor skills by participating in other sports. This prevents injuries, staleness and monotony in training. As the they get into junior level categories specialized training is emphasized. At maturation, this is where it all pays off in high performance. Each sport is unique in each of these three levels and when the process begins. With the proper timing and specific training development will occur into a high level of performance.

When I plan a program for an athlete I take into account that persons individual characteristics. Every athlete fills out a questionaire and a training program is based on their answers. A plan based on tolerance levels such as biological and chronological age, experience or starting age of sport participation, individual work capacity and performance, training and health status, training load and recovery rate and an athletes body build and psychology to the specific sport. All these aspects provide the training principles of an athletes program.

By providing variety in training, the athlete will become less bored and prevent overuse injuries. With cross training such as running, swimming, weight training and relating them to the biomotor skills of the specific sport and variety excercises can develop the athlete. Within the workout, for example by ending a weight session with cycling or basketball, monotony and boredom can be avoided. This principle to training is especially useful in the preparatory phase to develop certain biomotor skills that pertain to their sport. Athletes always need variety in training to work on their mental and psychological well being.

Modeling a specific event simulates the reality of what could occur. This type of training prepares the athlete, through exhibitions ect..., to prepare the athlete for competition. Emphasis is placed on the the objective, method, and content of the practice so that it is unique , reliable and sole to the event to limit variable of secondary importance. Thus the goal of the model is to achieve training that is identical to competition. In bike racing I like to consider training races or C category races as sessions to model a race. Simulate and learn what experiences occur throughout these and apply them to an event you'll want to do well in.