AJ-7-Principles-of-sport-training-and-teaching-physical-education

2) The other is to change the drill, providing the exercise is new and the athlete is not accustomed to it.

Training loads can be roughly classified according to their magnitude as: 1) stimulating, 2) retaining, and 3) detraining.

Progressive Resistance

Particularly applicable in strength, flexibility and endurance training, this principle means that as you improve it is necessary to increase progressively the demands you are making upon your body (i.e. gradually increase the intensity and duration of exercise).

Specificity

Training adaptations are highly specific. Specificity may be described as an issue of transfer of training. The closer the training movements parallel the kinds of physical activity you are training for, the more effective the influence of training on performance.

Overtraining symptoms

Overtraining can best be defined as the state where the athlete has been repeatedly stressed by training to the point where rest is no longer adequate to allow for recovery. The overtraining syndrome is the name given to the collection of emotional, behavioural, and physical symptoms due to overtraining that has persisted for weeks to months. The most common symptom is fatigue. The athlete may also become moody, easily irritated, have altered sleep patterns, become depressed, or lose the competitive desire and enthusiasm for the sport. Some will report decreased appetite and weight loss. Physical symptoms include increase in resting heart rate, consistent elevation in the normal body temperature, persistent muscular soreness and stiffness, increased frequency of viral illnesses, digestive system problems, and increased incidence of injuries.

Personality of the Coach and Physical Education Teacher

Coaches often list many specific goals they hope to achieve when coaching their athletes. Usually, their goals fall under three broad objectives:

• To have a winning team

• To help young people have fun

• To help young people develop physically, psychologically and socially

Successful coaches know the difference between their objectives for the contest, their objectives for their athletes’ participation, and their personal objectives.

We can distinguish various coaching (as well as teaching) styles such as authoritative or command style, submissive style, democratic style, cooperative style, liberal style, etc.

What makes a successful coach?

Successful coaches must have good knowledge of the sport sciences, sport management, and techniques and tactics. Successful coaches rank their program objectives in the right priority. To be successful, coaches adopt a coaching style compatible with those objectives. There are three other attributes of successful coaches: knowledge of the sport, motivation, and empathy.

School Physical Education Lessons

When preparing a PE lesson, the PE teacher has to consider the following factors:

• Participants (age, gender, number, level of abilities and skills, experience, theoretical knowledge, gear)

• Goals and objectives of the lesson (and its parts)

• Composition and duration of the lesson (warm-up, main part (skills practice, match-related practice, conditioning), cool-down)

• Methods and exercises to accomplish the set goals

• Organization of the lesson including the use of demonstrators and/ or assistants

• Sport facilities and equipment incl. safety measures