Final Flashcards
(114 cards)
1
Q
What is the definition of athletic talent?
A
exceptional natural ability of an individual to perform a sports-related activity or task
2
Q
What is the most common way to identify talent?
A
examine physical ability
3
Q
What are other components that should be considered in talent identification?
A
psychological factors
cognitive ability
4
Q
What are some factors that may affect development?
A
support (emotional, tangible, informational)
sacrifices
pressure
relationship
5
Q
What are some issues with the talent identification process?
A
unpredictability
age
- early birthday vs late birthday
talent vs practice
6
Q
What is talent development?
A
taking athletes and developing their skills in order to become elite
7
Q
What are some things that effective talent development environments possess?
A
long term aims and methods
wide ranging coherent support and messages
emphasize appropriate development, not early selection
individualized and ongoing development
8
Q
What are some characteristics of early specialization sports?
A
acrobatic
highly kinesthetic
demanding and complex motor skill requirement
9
Q
What are the different types of late specialization?
A
early engagement
- beneficial to start early but not required
- kinesthetic, team, visual/hand-eye
standard late
very late
- skills developed in other sports allow for smooth transition
- cycling, marathons
10
Q
What are the stages of the LTAD for early specialization sports?
A
active start FUNdamentals/learn to train/train to train train to compete train to win active for life
cram 3 stages into one to speed up process
11
Q
What are some of the risks of specializing too early?
A
lack of ABCs
overuse injuries
early burnout
early retirement
12
Q
Describe the train to train phase of the LTAD.
A
females 11-15, males 12-16
accelerated adaptations
- speed, stamina, strength (for females and early developing males)
focus on aerobic and flexibility training
learn to cope with physical and mental challenges of competition
60:40 training-competition ratio
encourage 2-sport participation based on desires/potential
very susceptible to peer pressure, often tension with adults
train for competitive situations in practice
13
Q
Describe the principle of diminishing returns. (graph)
A
y axis: total output/quality of work
x axis: total input (time, effort, resources)
left to right
most productive, point of diminishing returns, diminishing returns, point of maximum yield, negative returns
most productive
- input leads to productive returns
- pays to invest more time/effort
diminishing returns
- each added input leads to decreasing rate of each output
- best to stop somewhere here
negative returns
- not only no returns for effort, actually decreased output
14
Q
What is the point of maximum yield?
A
best you can get due to genetic factors
15
Q
What is periodization?
A
road map to an end goal
divides training plan into coherent periods
ensures you are peaking when it means the most
maximizes recovery
16
Q
What is selective periodization?
A
selecting the periodization plan that works best for the athlete
age, skill level, psychological state
17
Q
How do volume, intensity, and stress change through the phases of competition?
A
transition
- high volume, low intensity and stress
preparatory
- higher volume, slightly higher intensity and stress
- by the end of phase volume decreases and intensity and stress increases
competitive
- volume decreases and intensity and stress peak
18
Q
What is a macrocycle?
A
complete training period 1 year
19
Q
What is a mesocycle?
A
singular training block of 4-6 weeks
length can vary depending on sport/athlete
20
Q
What is a microcycle?
A
structural unit of mesocycle
1 week
21
Q
What are workouts/session?
A
structural unit of microcycle
hours/minutes
22
Q
Describe the preparatory phase of competition.
A
“offseason”
weaknesses identified and addressed, strengths further improved
develop base of skill
general and specific subphase
23
Q
Describe the general preparatory phase.
A
develop athletes base skills and abilities, foundation for more intense work
high volume, low intensity
24
Q
Describe the specific preparatory phase.
A
continue to build general base
start building sport specific capacities
increase intensity/decrease volume slightly
technical skills highlighted
25
Describe the pre-competitive phase.
```
sport-specific physical training
tactical work introduced
volume and intensity high
technical skill emphasized
still building
- often where overtraining begins, rest/recovery is crucial
```
want to feel physically and mentally ready to compete at the end of this phase
26
Describe the main competitive phase.
exposure to competitive scenarios
high intensity, decreased volume
focus on achievement of performance goals and maintenance
27
Describe the tapering phase.
reducing workload preceding key competitions
| takes place immediately before a peak
28
What is peaking?
increasing intensity in simulated training and meaningful mental skills practice
29
Describe the transition phase.
athletes recover from mental/emotional stress of competing
active recovery encouraged
no competition
30
What is the FITT principle?
frequency, intensity, time, type
frequency (density)
- how often you engage in a series of stimuli per unit of time
- need understanding of balance between rest and recovery
intensity (workload)
- qualitative component, how hard work is
time (volume)
- duration, distance reps
- total quantity of work session
type (mode)
- activities chosen
31
Describe invasion games.
teams score when they move an implement into the opposing teams zone and successfully attack their goal/target area
tactical problems:
- maintaining possession, attacking and defending, winning the ball
32
Describe the train to compete phase.
females 15-21, males 16-23
cant compete unless train to train stage is mastered
sport/event/position specific conditioning and preparation
model competition in training
advanced mental prep
optimize ancillary capacities (mostly strength focused)
specialization can include complimenting sports
year round training, 9-12 times per week
40-60% training to competition ratio
33
What is strength?
ability to overcome resistance
34
What is speed?
ability to perform movements in the shortest time possible
35
What is flexibility?
the ability to make broad gestures about joint without injury
36
What is resistance?
ability to exercise for a long time
37
What are motor abilities?
abilities supporting the controlled execution of movements
| occur in the brain in response to practice
38
What is aerobic stamina?
sustained dynamic effort over extended periods
aka cardiovascular endurance
exercising continuously without tiring
39
What is speed endurance?
sustain efforts at near maximum speed as long as possible
40
What is maximum speed?
execution of movement series at highest rate
ability to cover short distance in all-out effort
41
From bottom to top, what are the sections of the energy fitness training pyramid?
aerobic foundation
lactate threshold
anaerobic
maximum speed
42
Describe the aerobic foundation level.
the more you work in the presence of oxygen, the more efficient you become
produces muscular adaptations that improve oxygen transport to muscle, reduce lactate formation and enhance its removal, increase energy production and utilization
43
Describe the lactate threshold level.
exercise intensity when lactic acid/lactate concentration begins to exponentially increase
when exercising at or below threshold, any lactate produced is removed before build up
44
Describe the anaerobic level.
intense enough to cause lactate to form
| enables muscles to recover for next burst
45
Describe the maximum speed level.
100% is failure
| full on fastest and hardest you can go
46
What is speed strength?
ability to perform muscle contraction as fast as possible
47
What is strength endurance?
ability to repeat muscle contractions at below max intensity
48
What is coordination?
performing movements in correct order/proper timing
49
What is balance?
an even distribution of weight enabling someone to remain upright and steady
static = controlled body position in a stable environment
dynamic = control during movement
extended = keep object/another in control in static or dynamic manner
50
What is agility?
executing movements with precision and ease
51
What is the difference between fast and slow twitch muscles?
slow twitch generate less force but can sustain activity much longer (fatigue slower)
52
What is trainability?
the responsiveness to training stimulus at different stages of growth/maturation
53
What is the principle of specificity?
training specific to stress of certain muscles/energy systems
ex. strength training doesnt increase endurance
54
What is modelling?
related to specificity
training mimics performance
55
Is the training effect linear?
no
unfit improvement is rapid, as fitness improves the rate of improvement slows
56
Describe the 4 steps of supercompensation.
application of training
- and the bodys subsequent reaction to this stress
- predictable drop off in performance
recovery phase
- can be lighter training, recovery session, or active rest
- energy stores and performance return to baseline
supercompensation phase
- rebound from low point of greatest fatigue
- exceed normal state
- physical, psychological, technical response
loss of supercompensation effect
- decline as natural result of new training stress at peak of supercompensation
57
What is the detraining phenomenon?
if no training stress is applied there will be a decline in performance
58
Describe some suggestions on load progression.
training effect is related to amount/quality of work over long periods of time
fitness improvements require continual and gradual increases in physical demands/loads
- to avoid plateau
finding balance in rate of progression
- too slow = limited improvement
- too fast = fatigue/injury
general rule - 10% limit/increase per week
59
What are the 4 main theories of loading?
standard
overload
step
flat
60
Describe standard loading.
maintain same load throughout training
early improvements - plateau - stagnation - deterioration
not commonly used
61
Describe overload loading.
performance increases when you work at maximum capacity, constant stress = ongoing adaptation = improve
fitness increases proportional to load increases
greater gains but run high risk of overtraining
62
Describe step loading.
reccommended
cyclic planning of loading (increased stress) and unloading (adapt and regenerate) phases
unloading allows for rejuvenation and psychological repair
climbing Everest
63
Describe flat loading.
only for advance athletes, in combo with step loading
train at highest level tolerable followed by period of relaxation
only if training for many year and have developed base to handle high volumes/intensities
64
What is reversibility?
fitness gains are not permanent
"use it or lose it"
detraining depends on:
- type (strength vs endurance)
- length (athlete with well developed base deteriorate slower)
at complete activity, lose about 10% per week
65
What is variation?
differing workouts enhance training quality
not incompatible with specificity
66
What are the 4 focuses of attention? (single)
broad - many things at once
narrow - specific point
inward - thoughts, sensations, emotions
outward - environment
67
What are the 4 types of attention? (combined)
broad external - assessing
- general external environment
- ex. quarterback scanning
broad internal - analyzing
- reviewing general thoughts
- ex. golfer considering shot selection
narrow external - acting
- execution of a given skill
- ex. tennis player focusing on pre-serve toss
narrow internal - preparing
- mental rehearsal
- ex. basketball player reviewing self talk before a free throw
68
What is the difference between open and closed sports?
open
- requires many attentional shifts
- ex. invasion games
closed
- requires few attentional shifts
- ex. indoor driving range
69
What are some potential sources of distraction in sport?
```
spectators
coaches
teammates
competitors
officials
ambient noise
environmental conditions
equipment
organization
personal/internal
```
70
What is arousal?
a stimulus results in a positive or negative response to a specific situation
71
What is eustress?
positive stress that gives a sense of fulfilling arousal, and can increase focus, attention, and skill
72
What is distress?
negative stress that can cause anxiety and apprehension, detrimental to sporting practice
73
What are some causes of stress?
internal
- illness, type A personality
external
- environment, others, occupational
74
What is cognitive state anxiety? What are some potential results?
when athletes worry and have negative thoughts
HR, BP, and sweating can increase
some symptoms are beneficial but many are not if the athlete perceives them as happening because they can't meet the demands of the situation
75
What is the drive theory?
linear relationship between arousal and performance
only relevant to a point
76
What is the inverted-U hypothesis?
there is an optimal level of arousal that differs for every sport/athlete
when in that level of arousal, performance will be at their highest
77
What is the zones of optimal functioning theory?
relationship of stress, anxiety, arousal all impact motivation and improve performance up until a point
individuals perform optimally at different arousal levels depending on the listed factors, not all athletes optimal performance is at the top of the inverted-U
optimal performance also has many other variables:
personality
- extroverts perform better when aroused, introverts do not
task
- simple/gross movements done better when aroused, complex/fine movements done better when not
stages of learning
- autonomous learners perform better in high arousal, cognitive/associative learners do not
78
What is the individual zones of optimal functioning theory?
most popular account for arousal-performance relationship
proposes individual differences in the way someone reacts to anxiety (some succeed when it is high, others when it is low)
- anxiety can be beneficial
optimal performance zone is playing in their preferred level of anxiety
if the athlete perceives the arousal change to be positive it will positively impact their performance, vice versa for negative
79
What are the focus and attentional requirements of formal games?
different types of attention
shifts between different types of attention
internal and external distractions
80
What are the arousal management requirements of formal games?
task
- same task in practice has a different arousal level than in championship game
- huge number of cues available, some highly relevant and some can be damaging
- at an optimal point attentional narrowing gates out all irrelevant cues and allows relevant cues to remain in focus
- low arousal = too broad focus, pick up too much
- high arousal = too narrow focus, don't pick up enough
individual
- personal factors and preferred level
81
What is choking?
rapid deterioration in performance during an important competitive situation
involves physiological and psychological changes that may affect performance
82
What are some strategies to improve concentration?
focus on controllables
- make list of things you can and can't control
simulation training
- real life scenarios during practice
distraction drills
- identify distractors, make deliberate attempts to shift attention away from areas of required focus to allow them practice shifting back
concentration cues
- develop list of positive focus cues to quickly shift ones attention to appropriate points
83
Describe the train to win phase of the LTAD.
ages are sport specific
marginal gains in development
maximize ancillary capacities
frequent preventative breaks
model all aspects of competition in training
sport-specific training 9-15 times per week, year-round
25-75% training to competition ratio
high performance specialization, optimal performance on demand
84
Describe the Active for Life phase of the LTAD.
enter at any age
continue to value physical activity without participating in it from a competitive standpoint
difficult for many formerly elite athletes to find their place
3 participant-based pathways
competitive for life
- organized sport governed by rules but not a part of excellence pathway
- keep them active and engaged in sport
fit for life
- not governed by rules
- ex. walking, pick-up games, gardening, yoga
both:
- easy transfer from sport to sport
- minimum 60 mins moderate or 30 minutes intense daily physical activity for adults
sport and physical activity leaders
- contribute to others athletic development and participation
- coaches, officials, administrators, volunteers etc.
- use experience to ensure a positive experience for others
85
What are strategies?
broad ideas to maximize chance at success
planned playing procedures for attaining the games objectives
considered prior to game
86
What are tactics?
specific methods used to implement strategies
ever-changing to games situation
87
Describe training-competition planning for each LTAD stage.
learn to train - 70-30
train to train - 60-40
train to compete - 40-60
train to win - 25-75
active start, FUNdamentals, active for life have no specific ratios
88
What is the LTAD principle of continuous improvement?
continuously evolving vehicle for change
promote ongoing education
incorporate science, coaching, and sport-specific innovations and observations and continuous research
89
What is the IPS model?
ideal performance state in the middle
tactical
mental
technical
physical
surrounding
90
What 5 things did Tracey and Elcombe describe as being part of the profile of a performance optimizing athlete? What does this result in?
rational approach to training/performance
sustained passion and commitment for detail
ownership of athletic experience
embrace challenge/complexity of elite sport
big (moral) picture of sport and life
results in mature competitiveness
91
What is mature competitiveness?
very hard to achieve/maintain, only about 5% vs 20% competitive
commitment to little things
ownership of performance
recognize complexity of high performance sport
prepared to succeed in non-ideal scenarios
comfort with uncertainty, seeks optimal challenge
92
What things did Elcombe and Tracey add to the IPS model to create the performance optimization model?
mature competitiveness is ring around centre
fundamental development is ring around outside
sport view added to interior
93
What are the 6 categories of factors that may influence athletic talent development?
```
emotional support
tangible support
informational support
sacrifice
pressure
relationship with coaches
```
94
How are performer's careers categorized into 3 stages? (Olympics reading)
early years/romance phase
- children develop love for activity, free to enjoy and explore
- emphasized value of hard work
middle years/precision phase
- expert coaching promotes long term skill learning
- emphasized technical mastery and excellence
elite years/integration phase
- many daily practice hours to turn training into performance excellence
- significant part of performers life
95
Describe the sampling, specializing, and investment years.
sampling
- 6-13
- playing multiple sports for fun
specializing
- 13-15
- focus on limited number of sports
- little pressure to pick one or the other but committed support from parents
investment
- 15+
- focused on deliberate practice to pursue performance excellence
96
What are some key things Olympic level coaches do?
know that same strategies arent appropriate for each athlete
key coach-athlete relationship factors:
credibility, reciprocal respect, understanding of athletes needs, caring about the athlete
emphasize discipline, having fun, hard work, mental skills, etc
win focus does not emerge till later
create positive motivaitonal climate
97
What are some of the many variables that interact to influence high level athletes?
```
distraction prep
plans and adherence
optimal physical training
mental prep
self and team confidence
team cohesion
coaching
support personnel
media
family/friends
sponsors
team selection/trials
weather
international competition
team training/residency programs
equipment
travel
environment
```
98
What is the TGfU approach?
teaching games for understanding
3 by 3 model distinguishes between macro (content) and micro (method) levels
99
When is creative behaviour more likely to emerge?
when children play different kinds of sport games early on, especially if they play more than they practice
creative solutions arise from the presence of multiple options/objects
100
What is the difference between convergent and divergent thinking?
convergent = ability to find the ideal solution to a given problem
divergent = unusualness/innovativeness of solutions to a related task
101
What are the 3 macro rules of the TGfU approach?
diversification
- involvement in diverse range of sports is valuable for creativity
deliberate play and practice
- play = non-instructed involvement in play-oriented activities
- practice = targeted training programs based on instruction
- deliberate play given top priority
102
What are the 3 micro rules of the TGfU approach?
quantity of instruction
- groups who receive too much specific info prior to tactical decision making made inferior decisions
- if wanting to develop creativity, need to let the situations speak for themselves
breadth of attention
- less instruction leads to wide breadth of attention, facilitating tactical creativity
status of motivation
- happy mood can inspire creative performance, learning most effective when enjoying what youre doing
103
What are the 2 modes of self-regulation to regulate pleasure and suffering?
focus on safety/responsibility = prevention
focus on accomplishments/aspirations = promotion
performance on a given task may depend on a fit between their regulatory focus and chronic regulatory orientation
104
What is at the top of John Woodens pyramid of success?
competitive greatness
a real love for the hard battle, knowing it offers the opportunity to be at your best when your best is required
105
What is mental toughness?
the natural or developed psychological edge that enables you to be better than your opponents in remaining in control under pressure
106
What are the 4 movement concepts?
```
body = what the body does
space = where the body moves
effort = when and how the body moves
relationship = with whom the body moves
```
107
What is arguably the key movement concept in invasion games?
space
108
What are the 3 planning steps for teachers to teaching tactical and movement concepts?
tactical concept
with knowledge of childs characteristics, select tactical concept to be learned
movement concept
consider what students need to understand how movement concepts relate to technical problem
game shaping
contemplate factors that must be considered when designing a game
- ex. numbers, playing area, rules, variations
109
What is the benefit of threading movement concepts into curriculum?
develops a deeper understanding of tactical problems in invasion games
110
What are the benefits of talent identification?
success of multi-billion dollar sports industry
children who perceive themselves as having high ability are more likely to participate
111
What are Howe's 5 properties of talent?
genetic factors
advance indicators of talent at an early age
evidence of talent potential used as a predictor of achievement
talent limited to small part of population
talents are domain specific
112
In terms of motivation, why do most amateurs not improve their performance?
because in their minds they have reached an acceptable level
need intrinsic motivation and self determination to continue to improve
113
What are the 10 S's of Training and Performance?
```
stamina
strength
speed
skill
suppleness
stature
schooling
(p)Sychology
sustenance
socio-cultural
```
114
What are the benefits of game-based training?
greatest improvements in performance come when physiological demands and movement patterns replicate the demands of sport
relatively safe method of conditioning
learning under random and variable conditions causes greater skill retention after periods of non-training
