FUNDAMENTALS
COACH
SWIMMING
101
TRAINING
AND
ACTIVITY
OUTLINE


Introduction
and
Role
of
the
Coach:
90
min
in
Classroom

• Introduction
to
course
and
outline
the
expectations
and
evaluation
of
the
coaches
(15
min)

• Icebreaker
(15
min)

• Discuss
the
direction
and
rational
of
Fundamentals
Coach
Certification
Pathway
(20
min)

• Review
the
Coaching
Code
of
Ethics
and
the
5
ethical
principles(20
min)

• Examine
the
Role
of
the
Coach
from
a
variety
of
viewpoints
(20
min)


Long
Term
Athlete
Development:
90
min
in
Classroom

• Understand
Long
Term
Athlete
Development
and
the
immediate
and
long‐term
impacts
on
swimmers

(10
min)

• Review
and
check
for
understanding
of
LTAD
from
pre‐course
workbook
(25
min)

• Apply
knowledge
of
age
&
stage
appropriate
activities
through
teaching
an
appropriate
dryland
activity

(35
min)

• Understanding
the
Guidelines
for
Training
Athletic
Abilities
document
(20
min)


Teaching
and
Learning:
60
min
in
Classroom

• Explore
how
to
break
down
complex
tasks
into
simpler
parts
(10
min)

• Analyze
creative
ways
to
teach
a
skill
through
auditory,
visual
and
kinesthetic
teaching
methods
(15
min)

• Memory
and
learning
in
coaching,
finding
the
optimal
number
of
instruction
and
feedback
points
(5

min)

• Words
that
work
–
introduction
to
creating
metaphors
(15
min)

• Understand
how
to
use
the
“Coach,
Do
you?”
self‐assessment
teaching
tool
(15
min)


Safety,
Swim
Sensations,
Sculling
and
Streamlines:
90
min
in
Pool

• Address
safety
awareness
and
injury
prevention
in
the
swim
coaching
environment
(15
min)

• Familiarize
coaches
in
ways
to
teach
movement
efficiency
through
participating
in
sensation
stations
(30

min)

• Review
sculling
technique
to
ensure
coaches
know
correct
skill
execution
(15
min)

• Introduce
coaches
to
teaching
a
skill
by
breaking
it
into
small
segments
through
analysis
of
the

streamline
and
dolphin
kick
(30
min)


Analyze
Performance
–
Strokes:
180
min
in
Classroom
&
90
min
in
Pool

• Introduction
to
Developing
the
‘Eye
of
the
Coach’
(10
min)

• Learn
how
to
break
a
stroke
into
five
parts,
analyze
the
aspects
of
good
strokes,
create
effective
ways
to

describe
them
and
then
detect
and
correct
swimming
technique(90
min)

• Prepare
a
short
lesson
to
teach
a
part
of
a
stroke
(20
min)


• POOL:
Apply
knowledge
from
teaching
and
learning
and
analyze
performance

sessions
through
lesson

presentation
and
practice
the
debriefing
process
during
the
live
coaching
session
(90
min)

• LF
to
provide
debrief
and
feedback
from
the
pool
video
teaching
session
(60
min)


Nov‐10

FUNDAMENTALS
COACH
SWIMMING
101
TRAINING
AND
ACTIVITY
OUTLINE


Analyze
Performance
–
Starts
and
Turns:
180
min
in
Classroom
&
90
min
in
Pool

• Continue
to
develop
the
‘Eye
of
the
Coach’
(10
min)

• Examine
how
to
break
a
start
and
turn
into
five
parts,
analyze
well
performed
starts
and
turns,
create

effective
ways
to
describe
them
and
continue
to
detect
and
correct
start
and
turn
technique(90
min)

• Prepare
a
short
lesson
to
teach
a
part
of
a
start
and
a
turn
(20
min)


• POOL:
Continue
to
apply
knowledge
from
teaching
and
learning
and
analyze
performance

sessions

through
lesson
presentations
and
practice
the
debriefing
process
during
the
live
coaching
session
(90

min)

• LF
to
provide
debrief
and
feedback
from
the
pool
video
teaching
session
(50
min)

• Provide
document
describing
Adaptations
for
Para‐Swimmers
(10
min)


Planning
and
Manage
a
Group:
120
min
in
Classroom

• Develop
awareness
of
the
need
to
have
process
for
planning
practices
for
a
multi‐week
program
(5

min)


• Explore
how
to
plan
in
implement
session
goals
(10
min)

• Explore
process
of
creating
weekly
and
individual
practice
goals
(20
min)

• Discuss
important
content
elements
of
a
practice
and
coaches
to
integrate
into
their
own
individual

practice
plan
(70
min)

• Discuss
why
recording
and
reporting
is
important
in
a
swimmer’s
progress
(15
min)


Support
the
Competitive
Experience:
60
min
in
Classroom


• Review
and
discuss
the
rules
for
swimming
strokes
and
turns



Wrap‐up:
30
min
in
Classroom

• Review
the
coach
pathway,
the
next
steps
in
the
certification
process
and
where
and
how
to
complete

the
Making
Ethical
Decisions
component
(10

min)

• General
Question
and
Answer
Period
(10
min)

• Completion
of
course
feedback
form
and
closing
comments
(10
min)





OPTIMAL
TOTAL
CLASSROOM
AND
POOL
TIME
 
 
18
HOURS




Nov‐10

MULTI-SPORT PART B

Teaching
and
Learning:
4.5
hours

• Analyzing
a
coaching
situation
–
watching
video
to
identify
appropriate
attitudes
and
behaviours

• Defining
learning
–
what
is
learning,
learning
styles,
coaches
preferred
learning
style
and
teaching

process

• Creating
conditions
favourable
for
learning
–
organization
and
set‐up,
explanations
and
demonstrations,

observations
intervention
and
feedback

• Putting
it
all
together
–
assessment
tools,
concluding
remarks




Design
a
Basic
Sport
Program:
4
hours

• Gaining
an
understanding
of
their
athletes
and
program
–
who
are
their
athletes,
what
is
their

program’s
orientation,
how
is
their
program
set
up,
what
events
are
there
in
their
program,
what
are

the
major
periods
in
their
program

• Learning
how
to
analyzing
a
program
–
number
of
competition
days,
number
of
practice
days,
analysis,

presentation
on
Long
Term
Athlete
Development,
how
do
coaches
programs
compare
to
others

• Demonstrating
how
to
reflecting
on
their
program:
issues
and
solutions
–
critical
reflection,
identifying

the
issues,
looking
for
solutions

• Prioritizing
abilities
and
skills
and
setting
training
objectives
–
what
abilities
and
skills
are
important
to

your
sport,
what
abilities
can
be
trained,
what
are
your
athletes’
entry
points,
what
are
your
training

objectives,
presentation:
sport
programs
for
different
families
of
sports,
accounting
for
the
entry
point

of
most
athletes,
critical
reflection

• Linking
sport
programs
and
practice
sessions
–
identifying
athletic
abilities
to
train
during
the
week,

identifying
training
objectives
for
the
week,
identifying
appropriate
practice
conditions,
managing
time




Basic
Mental
Skills:
3.5
hours


• Recognizing
gaps
in
mental
skills
–
types
of
mental
skills,
signs
of
trouble

• Improving
attention
control
–
attention
control
scenario,
focus
and
your
sport,
distractions
and
your

sport,
ways
of
improving
focus

• Improving
emotional
control
–
emotional
control
scenario,
causes
of
anxiety,
methods
of
managing

anxiety

• Setting
goals
–
what
coaches
do
now,
goals
as
motivators,
goal
setting

• Planning
for
mental
preparation
–
planning
within
a
season,
planning
for
mental
preparation







OPTIMAL
TOTAL
COURSE
TIME
 
 
 
 
 
 12

 HOURS






Nov‐10

SKILLS COACH SWIMMING 201 TRAINING AND ACTIVITY OUTLINE

Coaches are required to bring their completed Part B Workbooks so LF’s can discuss swimming application

Introduction: 60 min in Classroom

• Ice Breaker (5 min)
• Skills Coach Evaluation Guide (15-25 min)
• Skills Coach Certification Pathway (15 min)
Design a Season Training Plan (STP): 60 min in Classroom
• Integrate the Part B Training Workbook into SNC format (15-20 min)
o Explain phases Preparation (General, Specific) Competition (1 & 2)
• Study, discuss and comprehend a sample STP (15-20 min)
• Answer questions regarding the building of their STP (10 min)
• Review Portfolio resources (5 min)
• Create the start of a SNC seasonal training plan (15-20 min)
Developing Swimming Abilities “Set-Design”: 75 min in Classroom
• Understanding the definitions of athletic abilities for both dryland and water work (20-30 min)
• Indicate the workload and the work : rest ratios applied to the 5 sets they created (20 min)
• Address recovery in their weekly training plan (20 min)
• Strategies to assess and address improvement of the top-5 Athletic Abilities (20 min)
Plan Effective Practices: 60 min in Classroom
• Relate Swim 101 and Design a Sport Program training to the expectations of Skills Coach (15 min)
• Create and present a one-week plan linked to the Season Training Plan (15-20 min)
• Present a detailed practice plan linked to the week’s plan (15-20 min)
• Review and apply the 3 Learning Styles to their coaching (15-20 min)
Key Performance Factors – 10 Skills: 90 min in Classroom
• Review Swim 101 KPF reference models and introduce the template for the next 10 skills (15 min)
• Present video for an IM turn, relay start and race finish and builds the KPF with template (45 min)
• Rules and how they influence teaching to aid in performance outcomes – coaches discuss (15 min)
• Discuss who has rulebooks and where timely updates can be accessed by each coach (15 min)
Detect and Correct Performance: 60 min in Classroom
• Ensures coaches have base knowledge on the 7 causes that affect performance (15 min)
• Class agrees on a sample error and solutions (15 min)
• Analyze potential causes of error – from a video clip (20 min)
• Present and defend your groups’ suggested corrective measures to address error & cause (10 min)
Prepare a Mental Plan and Feedback: 80 min in Classroom
• Review the objective and training resources for developing the IPS for your swimmer(s) (10 min)
• Explore and comprehend the 3 Types of Feedback: Evaluative, Prescriptive, Descriptive (10 min)
• Apply Basic Mental Skills Training to swimmer experiences in an LF directed group activity (20 min)
• Document a mental skills plan to prepare your swimmers to independently to reach their IPS for
swim meets (20 min)

Nov-10
SKILLS COACH SWIMMING 201 TRAINING AND ACTIVITY OUTLINE

Practical Teaching with Feedback and Peer Review: 90 min in Pool

• Coach detects IM error and provides feedback to the swimmer (30 min)
• Coach detects race finish error and provides feedback to the swimmer (30 min)
• Coach detects Relay Start error and provides feedback to the swimmer (30 min)
Nutrition for Competition: 20 min in Classroom
• Review and develop nutrition plan for pre-competition, at-competition and post-competition
nutrition and hydration (20 min)
• Create nutritional plan and a strategy to communicate and implement the plan (10 min)
Manage a Group/Club – Roles and Responsibilities: 40 min in Classroom
• Introduce administrative and technical duties of a coaching staff and Board of Directors (30 min)
• Discuss and complete the Responsibility Scale Document (30 min)
• Respond to each administrative and technical duty from the group as a whole (15 min)
Swimmer Performance Tracking: 30 min in Classroom
• Share insights into stroke rate, stroke count and using the stop watch (5 min)
• Coaches will collect and record data from a video (15 min)
• Coaches will identify and discuss opportunities to improve data measured off the video (10 min)
Prepare a Swimmer for Competition: 75 min in Classroom
• Create four groups and assign one scenario to each group
• Role play – focus on effective competitive feedback techniques for coaches at a competition
• LF and participants to discuss presentations
Coaching Assessment – Entire Practice: 30 min in Classroom
• Review of the Coaching Assessment requirement for the Skills Coach portfolio (30 min)
Wrap Up and Review – Portfolio Pathway Questions & Answers: 30 min in Classroom
• Check for understanding of the modules (10 min)
• Next steps and final steps to submit portfolio (20 min)

OPTIMAL TOTAL CLASSROOM AND POOL TIME 13 HOURS

Nov-10
COMPETITION
COACH
­
MULTI
SPORT
MODULES



Multi‐Sport
Leading
Drug‐free
Sport:
4
hours

• Application
of
the
NCCP
Decision‐Making
model
to
sport
situations
with
ethical
implications
for

drug‐free
sport.

• Knowledge
of
the
consequences
of
using
banned
substances
in
sport
and
educating
their
athletes
about


drug‐testing
protocols
at
major
competitions.


Multi‐Sport
Managing
Conflict:
5
hours

• Identify
common
sources
of
conflict
in
sport,
as
individuals
and
groups.

• Learn
how
to
prevent
and
solve
conflict
resulting
from
misinformation,
miscommunication,
or

misunderstanding.


• Develop
skills
that
empower
them
to
listen
and
to
speak
for
themselves
in
conflict
situations
so
as
to

maintain
positive
relationships
with
athletes,
parents,
officials,
and
other
coaches.



Multi‐Sport
Coaching
and
Leading
Effectively:
10.5
hours


• Apply
intervention
techniques
that
enhance
learning
with
the
aim
to
improve
athletes’
performance
and

to
promote
group
and
skill
development.


• Learn
how
to
promote
a
positive
image
of
sport
and
model
the
image
to
athletes
and
those
supporting

their
performance.


• Understand
the
process
to
deliver
clear
messages
and
explanations
when
communicating
with
athletes

and
those
supporting
their
performance.


• Identify
opportunities
to
interact
with
all
athletes
and
use
feedback
to
improve
and
correct

performance
and
behaviour.


Multi‐Sport
Psychology
of
Performance:
8
hours


• Develop
the
ability
to
guide
athletes
through
the
building
of
advanced
mental
preparation
skills
and

focusing
skills.


• Recognize
and
learn
how
to
manage
distractions
and
conduct
visualization
so
they
can
prepare

themselves
technically
and
tactically
for
training
and
competitive
conditions.


• Knowledge
and
ideas
on
how
to
work
with
athletes
or
teams
to
identify
appropriate
outcome,

performance,
and
process
goals
related
to
their
ability
to
focus
on
performance.


• Learn
debriefing
skills
that
both
they
and
athletes
can
apply
to
assist
athletes
in
assessing
their

performance
in
training
and
in
competition.


Multi‐Sport
Developing
Athletic
Abilities:
10
hours
+
2
hours
e‐learning

• Implement
general
and
sport‐specific
training
protocols
and
methods
to
appropriately
develop
or

maintain
sport‐specific
athletic
abilities.


• Learn
to
apply
training
principles
and
variables
to
training
methods
that
build
an
athletes’
fitness
in

endurance,
strength
and
speed
as
well
sport‐specific
conditioning.


• Demonstrate
how
to
select
and
adapt
testing
and
training
protocols
and
methods
to
athletes
training

from
6
–
9
to
9
–
12
times
per
week
in
single
to
triple
periodization.


Multi‐Sport
Prevention
and
Recovery
of
Injuries:
8
hours

• Identifying
common
injuries
in
their
sport
and
developing
appropriate
prevention
and
recovery

strategies
so
that
their
athletes
can
continue
to
train
and
complete
injury‐free.


• Learn
how
to
support
training
and
recovery
with
appropriate
information
and
guidance
on
hydration,

nutrition,
and
sleep
as
key
factors
for
preventing
injury.


• Develop
the
ability
to
choose
skills
and
drills
that
help
athletes
perform
skills
correctly
and
ensure

athletes’
perform
appropriate
warm‐ups
and
cool‐downs.


• Understand
and
implement
functional
evaluations
for
their
athletes’
return
to
play
and
implement

recovery
and
regeneration
techniques
to
maintain
or
return
to
optimal
performance
in
training
and

competition.

Nov‐10

COMPETITION COACH 301 TRAINING AND ACTIVITY OUTLINE

Welcome and Introduction: 150 min in Classroom (DAY 1)

• Review Competition Coach Pathway – Training and Evaluation
• Pre‐course Activities – Sharing
• Evaluation Guide ‐ Discuss each Outcome with Q and A and keep in mind that each workshop addresses
the following Five NCCP Core Competencies

Using Video Equipment: 60 min in Pool (DAY 1)

• Learn to use technology to assist in analyzing technical and tactical performance.
• Understand and utilize lines of sight, angles of observation and the application of technology to better
detect technical and tactical factors for their swimmer(s).
• Learn to set up and operate AV equipment for above and below H2O surface.
• Determine best vantage point for video above and below H2O surface for plane of movement needed.
(e.g. back stroke may require longitudinal access)

Analyze Technical & Tactical Performance: 150 min in Classroom (DAY 1)

• To identify overall outcome, factors that can affect performance, identify key performance factors,
observe the planes of motion, break down the skill.
• Building the Referent Model
• Following the morning pool session, coaches will begin the Analyze Technical and Tactical Performance
module.
• Technical and tactical performance factors that influence performance.
• Observing and defining key performance factors that affect technical and tactical performance
• Applying the principles of motion to detect and correct key performance factors
• Use of technology to assist in analyzing technical and tactical performance
• Identifying strategies to monitor and evaluate technical and tactical performance ( the eventual goal:
Implementing and assessing the effectiveness of corrections)

Analyze Technical & Tactical Performance: 60 min in Pool (DAY 1)

• Using the cameras, from the various angles of observation, the coaches will capture video clips of
swimmers and determine what works for the purpose of better detection.

Analyze Technical & Tactical Performance: 150 min in Classroom (DAY 1)

• To identify overall outcome, factors that can affect performance, identify key performance factors,
observe the planes of motion, break down the skill.
• Detection will be addressed, followed by correction.
• Building the Referent Model

Nov-10
COMPETITION COACH 301 TRAINING AND ACTIVITY OUTLINE

Analyze Technical & Tactical Performance: 120 min in Classroom (DAY 2) SPECIALIST
• To identify the planes of motion and the 8 principles. Video tape will be used to break down the skill
using technology on the Mac and or PC.
• Coaches will be guided as they develop their own examples of each of the 8 Principles.
• Coaches will create and share H20 activities that might be used for teaching swimmers the principles in
training.

Biomechanical Principles: 120 min in Classroom (DAY 2) SPECIALIST

• The biomechanics of starts and turns will be addressed including segment timing and sequencing.

Analyze Technical & Tactical Performance: 60 min in Classroom (DAY 2)

• How Key Performance Factors Can Affect Race Outcome
• Using Data to Create Change in Performance
• Evaluating Race Strategies

Developing Swimming Abilities: 60 min in Classroom (DAY 2) SPECIALIST

• The Multi‐Sport Module Developing Athletic Abilities has prepared the coaches for this two‐part module
on Developing Swimming Abilities.
• This module will focus on the specific swimming application of the multi‐sport theory content to the
pool environment
• Identifying athletic abilities of their swimmers
• Develop an understanding of volume, load, intensity, work:rest, anaerobic power, anaerobic capacity,
training set design and timing, placement in season or multi‐week plan, integration of specific sets into
daily practice plan.

Detect and Correct Strokes: 90 min in Pool (DAY 2)

• Coaches will apply training as they use their Key Performance Factors, video expertise and peer review
to assist swimmers to improve on 1 or 2 technical qualities.

Developing Swimming Abilities: 60 min in Classroom (DAY 2)

• Specific swimming application of the multi‐sport theory content to the pool environment
• General outline of the Developing Swimming Abilities module:
o Your swimmers – an identification of athletic abilities
o Develop an understanding of volume, load, intensity, work:rest, anaerobic power, anaerobic capacity,
training set design and timing, placement in season or multi‐week plan, integration of specific sets into
daily practice plan.

Homework: 30 min (DAY 2)

In preparation for the Planning for Performance segment coaches to gather the following information:
• Current list of athletes that you coach (age , gender, sc/lc times, etc)
• Current competition calendar
• List of all test sets that you currently collect data for
• Your goals that you have for your best athlete for the next four years.

Nov-10
COMPETITION COACH 301 TRAINING AND ACTIVITY OUTLINE

Detect and Correct Starts and Turns: 90 min in Pool (DAY 3) SPECIALIST /PROV COACH
• Coaches will apply training as they use their Key Performance Factors, video expertise and peer review
to assist swimmers to improve on 1 or 2 technical qualities.

Developing Swimming Abilities: 180 min in Classroom (DAY 3) SPECIALIST

• Coaches will create training sets and defend
• Coaches will create training plan for a workout and defend
• Coaches will create training week (microcycle) and defend

Designing a Swimming Program (YTP): 210 min in Classroom (DAY 3) SPECIALIST

• Perform a thorough analysis of the demands of their sport
• Outline a program structure based on training and competition opportunities
• Identify appropriate measures for promoting athlete development within their own program
• Integrate yearly training priorities into their own program
• Organize and sequence training priorities and objectives each Micro (workshop 2)
• Develop a tapering program in preparation for important competitions (workshop 2)
• Evaluate the ability of their athletes to ensure performance (workshop 2)
• Report on athlete progress throughout the program (workshop 2)

Fitness and Speed Testing Tests: 60 min in Pool (DAY 3) SPECIALIST

• Coaches will use the SNC testing protocols and resources (Data sheets, and equipment) to test
swimmers for speed and fitness. Coaches will know what to do when field testing in their swim clubs.

Yearly Training Plan – Prescribing a Performance Plan: 180 min in Classroom (DAY 4)
• Integrating your technical, tactical, mental and physical plans into a yearly training plan.

Monitoring Performance: 60 min in Classroom (DAY 4) SPECIALIST

• Integrating monitoring into your yearly training plan.

Manage a Club: 180 min in Classroom (DAY 4)

• General outline of the Coaching Management module:
o Role of the Coach
o Club / Group Management Strategies
• Management 2: Continue with:
o CEO / Head Coach / Director of Swimming – a discussion of strategies
o Effective communication strategies

Wrap-Up – Feedback and Sharing: 60 min in Classroom (DAY 4)

• Review Competition Coach certification pathway
• Review practical application on deck now (e.g. start building a seasonal YTP)
• Complete feedback document for this workshop experience
• Questions & Answers

OPTIMAL TOTAL CLASSROOM AND POOL TIME 35 HOURS

Nov-10
COMPETITION COACH 302 TRAINING AND ACTIVITY OUTLINE

Welcome and Introduction: 90 min in Classroom (DAY 1)

• Introduction, verify pre‐course work and review Evaluation Guide

Meso and Micro Planning: 90 min in Classroom (DAY 1)

• Optimal sequencing of training activities

Biomechanical Principles: 75 min in Classroom (DAY 2) SPECIALIST

• Coaches will be guided as they develop their own examples of each of 8 Principles.
• Coaches will explore a resource* applying strategies will take advantage of gravity in all three planes of
motion or a MATRIX, to help facilitate proper movement patterns.
• Coaches will create and share H20 activities that will be used for teaching swimmers the principles in
training.
• Resource ‐ Warm Up/Cool Down Strategies from Team Ontario Summer Games 2009

Detect, Measure, Correct and Re-measure: 90 min in Pool (DAY 2)

• The coaches will focus on the freestyle stroke skills at this session

Microcycles – The 3 Phases: 180 min in Classroom (DAY 2) SPECIALIST

• Coaches will review the 5 energy systems and training guidelines* from workshop #1.
• Coaches will be guided as they develop their microcycle for training adhering to the guidelines** for the
phase of training.
• Coaches, in their small groups, will present and defend their microcycle.
* Workshop #1 resources required
** Generic guidelines will be available for all coaches

Teaching: Using Technology: 120 min in Classroom (DAY 2) SPECIALIST

• Coaches will examine how technology impacts and is applied to the 4 components of Performance –
Technical, Physical, Tactical, and Mental.
• Coaches will address the 4 major components of sport technology – Feedback systems, Data
Application, Communication, and Data Management using the available tools.
• Coaches will learn how to apply the steps involved in the Technology Cycle: Coach identifies gap(s),
Coach selects performance goal, Coach measures benchmark values, Coach knows how to render useful
feedback, Coach creates a feedback system, Communication (coach/athlete)…
• Examine what makes a good technology – e.g. valid, useful, transferable & cost effective +“Dartfish!!”

Feedback and Sharing: 30 min in Classroom (DAY 2)

• It’s all about performance at the Championship meet and failing to plan well will have an impact on that
peak performance.
• Participants will have an open forum to share their needs for becoming better season planners.

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COMPETITION COACH 302 TRAINING AND ACTIVITY OUTLINE

Introduction to Strategy and Tactics: 150 min in Classroom (DAY 3)

Upon completion of this module the coach will:
• Be aware of short and long term tactics and strategies used by elite athletes.
• Select or design methodologies for the teaching of tactics and strategies that are appropriate for the
Train to Compete athlete to enhance performance.
• Select the appropriate phase of the year for the teaching of strategies and tactics.
• Make the appropriate selection of strategies and tactics before and during competitions.
• Interpret data in order to modify tactics/strategy during competition between heats & finals.

Goals Long Term: 60 min in Classroom (DAY 3) SPECIALIST

Coaches will address considerations regarding the:
• Goal setting process
• Pre‐competition planning
• Competition planning

Detect, Measure, Correct, Re-Measure: 90 min in Pool (DAY 3)

• The coaches will focus on the form stroke skills at this session

Strength Macro – Senior National Squad: 120 min in Classroom (DAY 3) SPECIALIST
• Coaches will be introduced to the current macrocycle for the Train to Compete swimmers.
• The three main themes of Dryland YTP are:
o High Volume Aerobic Body Comp
o Athleticism / Integrated Core
o Strength & Power
CCES and WADA: 90 min in Classroom (DAY 3) SPECIALIST
• Coaches will discuss the obligations that SNC has agreed to uphold, regarding:
o Out of competition testing
o Testing at competitions in Canada
o The CANADIAN ANTI‐DOPING PROGRAM
o Teaching their Train to Compete athletes the WADA expectations prior to representing Canada

Yearly Training Plan – Integrating Mental Tools: 60 min Classroom (DAY 3) SPECIALIST
• The Psychology of Performance module enabled the coaches to better understand both focus and
debriefing skills for athletes.
• The next steps are to:
o Review the 8 mental skills
o Mental assessment using training sets
o Maximize a performer’s potential – discuss program delivery
o Build tools for self‐awareness
o Integration of those tools over the phases of your YTP

Feedback and Sharing: 30 min in Classroom (DAY 3)

• It’s all about performance at the Championship meet and failing to plan well will have an impact on that
peak performance.
• Participants will have an open forum to share their needs for becoming better season planners.

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COMPETITION COACH 302 TRAINING AND ACTIVITY OUTLINE

Turns – Individual Medley Skills: 30 min in Classroom (DAY 4)

• Using the I.M. KPF skills documents from the 1st workshop:
o Coaches will share their steps to success for fast efficient turns.
o Video Resource: 2009 World Champs 200 IM – women’s final

Detect, Measure, Correct and Re-Measure: 90 min in Pool (DAY 4)

• The coaches will focus on the I.M. turn skills at this session

Yearly Training Plan ‐ Putting It All Together: 240 min in Classroom (DAY 4) SPECIALIST
• Specialist will lead this planning session where by all coaches will present and defend a complete micro
cycle from their own Season Plan.
• The 4 key components of performance will include:
o Technical
o Tactical
o Mental
o Physical

Feedback and Evaluation: 60 min in Classroom (DAY 4)

• Coaches will assess the practical content of both workshop #1 and #2.
• Review Evaluation Guide will be addressed at this time
• Next steps
• Review Evaluation Pathway
• Questions & Answers

OPTIMAL TOTAL CLASSROOM AND POOL TIME 28.25 HOURS

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