Download Level 1 Certificate in Coaching Badminton

Performance Factors
Anatomy and Physiology
Anatomy and Physiology
This session will help you to:
• Assimilate your knowledge of anatomy and
physiology in relation to sports performance
• Explain the energy systems of the body and
how they are trained
• Identify the impact of growth and
development on the body and its
implications for training and performance
2
Systems of the Body and their Role
in Sports Performance
• The human body has various levels of
organisation
• Rearrange the following, smallest to
largest:
Systems
Molecules
Tissues
Atoms
Cells
Organs
1. Atoms
2. Molecules
3. Cells
4. Tissues
5. Organs
6. Systems
3
Body Systems and Sports Performance
–
–
–
–
–
–
–
–
–
–
–
Lymphatic
Respiratory
Nervous
Skeletal
Digestive
Reproductive
Muscular
Endocrine
Urinary
Cardiovascular
Integumentary
Which are the most relevant
for sports performance.
Group them as follows?:
– Support and Movement
– Metabolic (e.g. gas
transport)
– Control
4
Body Systems and Sports Performance
• Support and Movement:
Skeletal and Muscular
• Metabolic (e.g. gas transport):
Cardiovascular and Respiratory
• Control:
Nervous and Endocrine
5
Support and movement –
skeletal system
•
Child skeleton begins as a
cartilage model (softer
tissue) and gradually
changes to harder bone
tissue
• During puberty there is a
period of contrast between
hard bone tissue and softer
cartilage at growth plates
• Potential areas of
vulnerability to uncontrolled
overloading and over use
injury
6
Support and movement –
skeletal system
• Bones held together at
joints by ligaments
• Different types of joint
but the main one’s are:
– Hinge (knee, ankle,
elbow) that can bend
and extend
– Ball and socket (hip,
shoulder) that move in
many directions
– Pivot joints that permit
rotation (e.g. radio-ulnar)
7
Support and movement –
muscular system
• Muscle cells/fibres
and bundled
together in various
layers of connective
tissue (“…iums”!)
• Connective tissues
(…iums) merge to
form tendons
8
Support and movement –
Muscle Fibre Types
• Type I - Slow twitch
– work better with oxygen to produce energy
– fire more slowly
– more fatigue resistant
• Type II – fast twitch
– Fire more rapidly
– Fatigue more quickly
– Type IIa - Intermediate fibres that can display
both type I and II characteristics
– Type IIb - True fast twitch fibres
9
Support and movement –
muscular system
• Muscle fibres/cells
contain fibrils (“little
fibres”)
• These fibrils pull on
each other to
create a
contraction when
there is:
– Energy
– A nerve impulse
You
are
here!
10
Control – the nervous system
Central nervous
system (CNS)
– Brain
– Spinal Cord
– Makes sense of the
environment and
stimulates responses
11
Control – the nervous system
Peripheral nervous
system (PNS)
– Motor nerve cells
that transmit
messages from the
CNS to, for example,
a muscle
– Sensory nerve cells
that send messages
back to the CNS
12
Control – the nervous system
Motor unit
• “A single nerve cell and all
the muscle cells it
stimulates”
• 1:1 motor units associated
with a high degree of
control (e.g. in the eye
responding to changes in
light levels)
• 1:200 motor units associated
with more gross movements
(e.g. in larger skeletal
muscles)
13
Control – the nervous system
Motor unit
• Motor units obey “the all or
none law”
• Once a nerve cell fires all
the muscles fibres within that
motor unit will respond
• We generate more or less
force by firing more or less
motor units
14
Control – the nervous system
The nervous system
and LTAD
– Up to the age of 10 the
nervous system is still
developing – it is
adaptable
– A,B,C, S are vital as these
activities stimulate:
• Nerves to “talk to each
other” in the right way to
bring about co-ordinated
performance
• The laying down of myelin
to accelerate nerve
impulse transmission
15
Control – the endocrine system
• Slower control system than
nervous system
• Glands
• Hormones – chemical
messengers that help
stimulate biological
processes
• Higher levels of
testosterone/adrenal
hormones in males and
adrenal hormones in
females promote muscle
growth in puberty
16
Metabolic systems – cardiovascular
• Heart – 4 chambered pump
• Blood vessels
– Arteries transport blood
away from heart
– Capillaries – small, thin
blood vessels where gases
and nutrients exchanged
– Veins – transport blood
towards the heart
• Blood
– Plasma (the fluid)
– Blood cells (red blood cells
most important to us as it
contains haemoglobin that
carries oxygen)
17
Metabolic systems – respiratory
Responsible
for:
• introducing
oxygen to the
body
• removing carbon
dioxide
18
Energy Systems and their relevance
to badminton performance
• ATP is the energy currency of the body
• The energy for all cellular work in the body
(including muscle cells) comes from ATP
• Other chemicals support ATP by putting it
back together when it breaks up
• Where is the energy?
A
P
P
P
P
C
19
ATP-PC
• Anaerobic (doesn’t need oxygen)
• What you need is on site (in the muscle cell)
• The energy can be produced rapidly
(simple reactions)
• The energy produced is short-lived ( 8 10secs)
• Relevance to badminton
20
Lactic Acid System
• Carbohydrates:
– e.g. glucose
(C6H12O6)
– glycogen (storage
form of glucose)
A
P
P
P
21
Lactic Acid System
• Anaerobic
• What you need is on site (it’s in the muscle).
Glucose partially breaking down provides energy to
keep ATP going
• The energy can be produced relatively quickly (but
not quite as quickly at the ATP-PC system)
• The energy produced lasts around 40 – 50 sec, at
which point the build up of an acid environment
slows down energy production. Excessive CO2 levels
stimulate rapid breathing
• Relevance to badminton
22
Aerobic System
A
P
P
P
O2
O2
O2
O2
O2
O2
23
Aerobic System
• Produces vast quantities of energy
• Many complex reactions so produces
energy slower
• By definition requires an oxygen supply so
reliant on other systems (especially
cardiovascular)
• Needs nutrients also to be supplied to
muscle
• Produces manageable quantities of H20 and
CO2
• Relevance to badminton?
24
Energy systems: growth and development
• Pre-puberty (FUNdamentals, Learning to Play)
– Lack a lactic acid system
– children are aerobic machines
– specific aerobic training gives limited improvements – put
emphasis elsewhere
• Puberty (Train to train, train to compete)
– Windows of opportunity where aerobic training becomes
effective
– Muscle mass increase/greater amounts of enzymes –
training can start to be targeted at anaerobic-type training
• Post puberty (Train to win, Peak Performance
– Training can be targeted at all systems with good effect
25
Developing Physical Fitness
This session will help you to:
• Identify the components of fitness
relevant for performance in
badminton
• Outline the principles of training that
underpin fitness improvement
• Identify the key variables that can be
manipulated to bring about optimal
adaptation (the FITT factors)
27
What is Fitness?
• “level of adaptation to the stressors of
one’s lifestyle”
• “the capacity to perform a specific
task”
• Components of fitness
–
–
–
–
Strength/Power
Speed/Agility
Endurance
Flexibility
28
How do we train players to be:
• Stronger
• Quicker
• Able to work for longer
• More flexible
What factors do we need to consider
when planning a training programme?
29
Overload
Reversibility
Recovery
Principles
Of
Training
Arrangement
Of
Exercises
Specificity
Adaptation /
Progressive
Resistance
Individual
Differences
Interference
Cross Transfer
30
Key principles of training
• Progressive Overload
• Specificity (or Generality)
• Adaptation
• Recovery
• Reversibility
• (Overtraining)
31
How do we develop a training
programme that will overload?
• Adjust:
Frequency
Intensity
Time (duration)
Type
32
Specificity
• Adaptation is specific to the stressor:
–
–
–
–
–
–
Muscle group
Range of movement
Speed of movement
Type of contraction
Energy system
Environment
• The effect of the stressor is specific to the
individual:
– Gender/Age/Maturity
– Ability
33
Recovery
• Muscle Recovery - muscles repair
through protein creation
• Replenish energy stores - glycogen
• Allows athlete to cope with the next
training load sooner & at a higher
intensity; fuel store & energy system
has a better capacity to manage the
next training or playing bout’
34
General Adaptations to Training
• Immediate responses to exercise (Acute)
–  Heart Rate,  Stroke Volume,
– Blood shunting (directing blood to where it is
needed)
– Opening of capillaries
–  blood lactate
– Fatigue
• Long term response to exercise (Chronic)
–
–
–
–
Hypertrophy (increase in the size of muscle fibres)
 VO2max (ability to use O2)
 muscle capillarisation – area for O2 exchange
 lactate threshold
35
Overcompensation
overtraining
Adaptation
Training too soon – muscle damage
Train too late – missed opportunity
36
Reversibility
• Training effects are transient
• Regression is less rapid than an initial
increase
• Fitness can be maintained via
reduced training stimulus than was
required initially for its development
• Olympic Rower example
– 8 wk lay-off took 20 weeks to return to
fitness
38
Applying the principles of training to
PLAN training programmes
• Development of the Annual Plan
– Variations in the FITT factors
• Structure of the weekly plan
• Structure of the mesocycle plan
• Appropriate manipulation of the FITT
principles
39
Structuring the Mesocycle
LoadingMesocycle
Example
2
Mesocycle 1
160
4:1 R = 20 %
3:1 R = 25 %
Meso 3
Meso 4
2:1 R = 33 %
1:1
R = 50 %
140
Training Load
120
100
80
60
40
20
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Week - Microcycles
40
Internal Structuring of the Mesocycle
• With young or inexperienced athletes a ratio of 2:1 or
even 1:1 should be used
– i.e. two microcycles with high load followed by one with
reduced load (2:1), or high and low are alternated (1:1)
• For more experienced athletes it is possible to use a
system of greater variation in the loading, examples
below
Mesocycle
Mesocycle
Mesocycle
Mesocycle
41
By the end of this session you should
be able to:
• Define fitness and identify the
components of fitness
• Outline the principles of training that
underpin fitness improvement
• Differentiate between acute and
chronic effects of training on the
systems of the body
• Identify the key variables that can be
manipulated to bring about optimal
adaptation (the FITT factors)
42
Aerobic endurance
•
•
•
•
By the end of this session candidates should be able
to:
Define aerobic endurance
Describe immediate and long term adaptations to
aerobic endurance training
Select aerobic endurance training programmes
appropriate to the players’ developmental stage
Develop aerobic endurance programmes suitable
for different phases of the annual cycle
43
Aerobic endurance
“The capability to withstand fatigue”
“The capability to endure”
44
Flexibility
This session will help you to:
• Outline the principles underpinning flexibility
training
• Develop a flexibility training programme
• Explain the short and long term effects of
training on the systems of the body
45
Define flexibility
• “ The capacity to move a
joint or a range of joints
through a full range of
movement”
– Assist in injury prevention
– Support technical
proficiency
• Flexibility can be static –
holding positions in outer
ranges
• Flexibility can be
dynamic – moving
through ranges
46
Immediate adaptations to
flexibility training
• Stretching of
connective tissues
(“ … iums”) that
merge into tendons
• Largely elastic
changes
(temporary) unless
held for a lengthy
period
• Reduced power out
– suitability for
warm-up?
47
Long Term adaptations to
flexibility training
• Stretching of connective
tissues (“ … iums”) that
merge into tendons
become plastic changes
(more permanent) provided
flexibility routine adhered to
• Ligaments and joint
capsules may be stretched,
but excessive stretching of
these areas not desirable
• Over-flexibility in badminton
unusual – usually as a result
of injury – sprain/dislocation
48
Develop flexibility training
programmes (Static Stretches)
• Concentrate on relaxing with deep breathes
• Hold position for 10 sec to 2 minutes
• Static stretching should not form part of warm-up due to lack
reduction in power output
• Focus on stretches that work in different planes (front to back,
laterally and rotationally)
• Cool-down stretches should not be too intensive due to
possibly increasing micro-tearing
• Dedicated static flexibility training sessions should be
incorporated in training
• Target stretches to meet the needs of the individual and the
demands of the sport
49
Develop flexibility training
programmes (Dynamic Stretches)
• Most appropriate for warm-ups as more closely
replicate what is about to happen in the activity
• Focus on stretching “movement” not “muscles”
• Focus on stretches that work in different planes
(front to back, laterally and rotationally)
• Focus on mixing upper and lower body movements
in the same plane or in different planes
• Dynamic flexibility assisted by making sure you
exercise through full ranges movement
50
Develop flexibility training
programmes
• Pre-puberty (FUNdamentals + Learning to Play)
– Limited necessity for specific static flexibility training but promote
good ranges of movement (dynamic flexibility)
•
Puberty (Train to Train and Train to Compete)
•
Post-Puberty (Train to Win, Peak Performance)
– Flexibility training to offset losses in flexibility associated with
growth spurt
– Target at areas where adaptive shortening due to the demands
of the sport appear to be occurring
– Both static and dynamic training programmes should be
incorporated in training
–
Static and dynamic flexibility training desirable at all times
51
Develop flexibility programmes
suitable for different phases of
the annual cycle
• What variations might you incorporate
depending on the phase in the annual
plan?
52
3.6: Physical training - Flexibility
•
•
•
•
By the end of the session the candidate will
be able to:
Define flexibility
Describe immediate and long term
adaptations to flexibility training
Select flexibility training programmes
appropriate to the players’ developmental
stage
Develop flexibility programmes suitable for
different phases of the annual cycle
53
3.5: Development of Strength
By the end of this session you should
be able to:
• Define stability and strength
• Describe immediate and long term
adaptations to stability and strength training
• Select stability and strength training
programmes appropriate to the players’
developmental stage
• Develop stability and strength training
programmes suitable for different phases of
the annual cycle
55
What is Strength ?
“the ability to exert force against a
resistance”
Strength can be broken down into 3
principle types:
– Maximum strength
– Elastic strength
– Strength endurance
56
Strength
• Maximum Strength
– the greatest force that is possible in a
single maximum contraction
• Elastic Strength
– the ability to overcome a resistance with
a fast contraction
• Strength Endurance
– the ability to express force many times
over
57
What is Power ?
FV
V
F
Power  Force (F)  Velocity (V)
MAX
STRENGTH
STRENGTH
SPEED
SPEED
STRENGTH
MAX
SPEED
Olympic lifting
Plyometrics
Reaction Drills
Power lifting
Medicine Ball
Speed Drills
58
Principle of Orderly Recruitment
Relationship between force production and the utilisation of
Type I, Type IIa and Type IIb muscle fibres
61
Stability and Strength Training
Progressions
Health
Injury
Prevention
Base Strength
Performance
Enhancement
‘you can’t be strong if you can’t be stable’
Andy Wood, EIS Strength and Conditioning Coach
63
Should children do
resistance/strength training?
64
The changing focus of strength and
conditioning through the Stages of
Development
Strength and Conditioning
activities and exercises
Event Specific
General
Senior or Elite
athlete
Younger or Novice
athlete
Stages of
Development
FUNdamentals
L2T
T2T
T2C
T2W
65
What methods can we use to
develop strength?
• Injury prevention and Stability • Body resistance
• Body resistance with partner
• Body resistance with simple equipment
• Machine weights
• Isometric – not moving
• Plyometric
• Speed training
66
Free Weights vs. Machine
Free Weights Weights
Machine weights
• exercises generally multi-joint
• natural patterns of
acceleration and deceleration
• stabilising muscles used
• postural control is required
• many muscle groups balanced strength
development
• develops coordination and
balance
• movements can be more
closely related to athletics
actions
• appropriate loadings can
increase bone strength and
density at any age
• most machines are relatively
safe and easy to use
• certain muscle groups can be
easily isolated on machines
• in rehabilitation it is possible to
isolate a muscle or muscle
group to ‘work around’ an
injury
• easier to supervise a large
group session.
67
Group Exercise: Develop a strength
programme for a badminton player
(General Training Phase)
• Group A – Stability/ Injury Prevention
Programme (FUN/L2T)
• Group B – General Strength Programme
(T2T/T2C)
• Group C – Performance Enhancement
(T2W/Peak Perf)
Consider:
• What exercises are in the session? How many?
• How many reps? How many sets?
68
By the end of this session you should
be able to:
• Define stability and strength
• Describe immediate and long term
adaptations to stability and strength training
• Select stability and strength training
programmes appropriate to the players’
developmental stage
• Develop stability and strength training
programmes suitable for different phases of
the annual cycle
70