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TheJournal ofCycleCoaching
The Association of British Cycling
Coaches Developing and Sharing
Best Practice.
ISSN Number: 1353 - 7008 Issue 01 2017 February
The Journal of Cycle Coaching
ISSN Number: 1353 - 7008 Issue 03 2016 October 2016
The Association of British Cycling Coaches Developing and SharingBest Practice
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The Journal of Cycle Coaching
ISSN Number: 1353 - 7008 Issue 03 2016 October 2016
The Association of British Cycling Coaches Developing and SharingBest Practice
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Content Page no.
Editorial: 04 - 04
Part one:
Litreture review: 06 - 10
Strength and Conditioning for Cyclists in the Pre-season: 11 - 17
Part two:
How to interpret research for coaches: 19 - 27
Summary of Training Plans WorkshopPedal Power 2016 28 - 33
The Journal of Cycle Coaching
ISSN Number: 1353 - 7008 Issue 03 2016 October 2016
The Association of British Cycling Coaches Developing and SharingBest Practice
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Editorial - Alex Wise
Happy New Year. I hope that you have
had a productive start to the year. I
hope that the riders you are coaching
are ready for the season ahead. It really
is a great time of year to be a coach, I
don't know about you but I am excited
about the year ahead for my riders.
This journal has some tasty topics in it.
Dan Church continues his series on
strength and conditioning, looking at
S&C during this critical transition
phase. Dr. Christine Wise reviews some
more journal papers that are important
for coaching. This edition she has
looked at Strength and Conditioning
papers to link in with Dan Church’s
article.
We also have a packed part two of our
journal, this edition we hear from Mark
Gorman, our Administrator, who follows
up on his excellent talk at Pedal Power
with an article on the same topic, the
year plan. This is very useful for those of
you who are student coaches and are
coming to submission time for your year
plan. For those of you who have been
coaching for many years I would still
recommend that you have a read. There
maybe a different approach that you’d
like to adopt after reading this.
I then follow on from Mark with a very
brief whistle stop tour around how to
read and interpret academic papers.
With Dr. Christine Wise’s Reviews some
of you might be interested in reading
further into the topics but are put off by
the nature of the journal or paper. This
article is here to try and guide you
through and make everything seem a lot
more manageable.
I hope that you enjoy reading this
edition.
Alex Wise
The Journal of Cycle Coaching
ISSN Number: 1353 - 7008 Issue 03 2016 October 2016
The Association of British Cycling Coaches Developing and SharingBest Practice
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Part 1: TheoreticalCoaching
Furthering your coaching knowledgethrough the study of coaching theory.
Christine Wise (Phd, Med, Bed) reviews stength and conditioning articles fromthe last year that have a significant impact on us as coaches.
Dan Church (MSc, BSc, aSCC, REPS, LTA) looks at strength and conditioningin the pre-season. Changing from stength to strength power.
We want to publish your articles: If you have a theory based article you'd like us topublish then please e-mail: [email protected] The article will then be sent to aselection of experts in the area of coaching theory that you are writing and we willthen, once approved, publish your article. The next deadline will be the 15th ofApril 2017
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ISSN Number: 1353 - 7008 Issue 03 2016 October 2016
The Association of British Cycling Coaches Developing and SharingBest Practice
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Litreture review:
Johnston, MJ, Cook, CJ, Drake, D,
Costley, L, Johnston, JP, and Kilduff,
LP, (2016) “The neuromuscular,
biochemical, and endocrine responses
to a single-session vs. double-session
training day in elite athlete”, Journal
of Strength Conditioning Research,
Vol.30 (11), pp 3098–3106
Abstract: The aim of this study was to
compare the acute neuromuscular,
biochemical, and endocrine responses of
a training day consisting of a speed
session only with performing a speed-
and-weights training session on the
same day. Fifteen men who were
academy-level rugby players completed 2
protocols in a randomised order. The
speed-only protocol involved performing 6
maximal effort repetitions of 50-m
running sprints with 5 minutes of
recovery between each sprint, whereas
the speed-and-weights protocol involved
the same sprinting session but was
followed 2 hours later by a lower-body
weights session consisting of 4 sets of 5
back squats and Romanian deadlift at
85% one repetition maximum.
Testosterone, cortisol, creatine kinase,
lactate, and perceived muscle soreness
were determined immediately before,
immediately after, 2 hours after, and 24
hours after both the protocols. Peak
power, relative peak power, jump height,
and average rate of force development
were determined from a
countermovement jump (CMJ) at the
same time points. After 24-hours, muscle
soreness was significantly higher after
the speed-and-weights protocol compared
with the speed-only protocol (effect size
h2 = 0.253, F = 4.750, p # 0.05). There
was no significant difference between
any of the CMJ variables at any of the
post-training time points. Likewise,
creatine kinase, testosterone, and cortisol
were unaffected by the addition of a
weight-training session. These data
indicate that the addition of a weight-
training session 2 hours after a speed
session, whereas increasing the
perception of fatigue the next day does
not result in a difference in endocrine
response or in neuromuscular capability.
Christine Says: This very
interesting study will be of use
when working with those athletes
who have to pack their training
into a few time slots, particularly
sprinters who need both the
strength and speed work. These
were elite athletes rather than
leisure ones so their endocrine
responses may be more fine-tuned
The Journal of Cycle Coaching
ISSN Number: 1353 - 7008 Issue 03 2016 October 2016
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but many of your cyclists will be
in a similar state of training. The
article provides very full results
and justification for the two hour
gap (waiting for optimal physical
condition to return). The
perceived increase in muscle
soreness after 24 hours given the
lack of difference in all other
aspects is particularly interesting.
Burley SD, Whittingham-Dowd J,
Allen J, Grosset J-F, Onambele-
Pearson GL (2016) “The Differential
Hormonal Milieu of Morning versus
Evening May Have an Impact on
Muscle Hypertrophic Potential”, PLoS
ONE, Vol. 11(9):
Abstract: Substantial gains in muscle
strength and hypertrophy are clearly
associated with the routine performance
of resistance training. What is less
evident is the optimal timing of the
resistance training stimulus to elicit these
significant functional and structural
skeletal muscle changes. Therefore, this
investigation determined the impact of a
single bout of resistance training
performed either in the morning or
evening upon acute anabolic signalling
(insulin like growth factor-binding
protein-3 (IGFBP-3), myogenic index and
differentiation) and catabolic processes
(cortisol). Twenty-four male participants
(age 21.4±1.9yrs, mass 83.7 ±13.7kg)
with no sustained resistance training
experience were allocated to a resistance
exercise group (REP). Sixteen of the 24
participants were randomly selected to
perform an additional non-exercising
control group (CP) protocol. REP
performed two bouts of resistance
exercise (80% 1RM) in the morning (AM:
0800 hrs) and evening (PM: 1800 hrs),
with the sessions separated by a
minimum of 72 hours. Venous blood was
collected immediately prior to, and 5 min
after, each resistance exercise and
control sessions. Serum cortisol and
IGFBP-3 levels, myogenic index, myotube
width, were determined at each sampling
period. All data are reported as mean ±
SEM, statistical significance was set at
P_0.05. As expected a significant
reduction in evening cortisol
concentration was observed at pre (AM:
98.4±10.5, PM: 49.8±4.4 ng/ml, P<0.001)
and post (AM: 98.0±9.0, PM: 52.7±6.0
ng/ml, P<0.001) exercise. Interestingly,
individual cortisol differences pre vs post
exercise indicate a time-of-day effect (AM
difference: -2±2.6%, PM difference:
14.0±6.7%, P = 0.03). A time-of- day
related elevation in serum IGFBP-3 (AM:
3274.9 ± 345.2, PM: 3605.1 ± 367.5, p =
0.032) was also evident. Pre exercise
myogenic index (AM: 8.0±0.6%, PM:
The Journal of Cycle Coaching
ISSN Number: 1353 - 7008 Issue 03 2016 October 2016
The Association of British Cycling Coaches Developing and SharingBest Practice
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16.8±1.1%) and myotube width (AM:
48.0±3.0, PM: 71.6±1.9 �m) were
significantly elevated (P<0.001) in the
evening. Post exercise myogenic index
was greater AM (11.5±1.6%) compared
with PM (4.6±0.9%). No difference was
observed in myotube width (AM:
48.5±1.5, PM: 47.8 ±1.8 �m) (P>0.05).
Timing of resistance training regimen in
the evening appears to augment some
markers of hypertrophic potential, with
elevated IGFBP-3, suppressed cortisol
and a superior cellular environment.
Further investigation, to further elucidate
the time course of peak anabolic
signalling in morning vs evening training
conditions, are timely.
Christine Says: This paper is a
very interesting read again. The
protocols used and the processes
they included to limit the effect
being for other than the cortisol
level are very well explained. They
draw many comparisons with
earlier studies and demonstrate
how their results complement or
otherwise those results. It is to be
noted that they used fit young
men for these trials but not elite
athletes. However, the
significance of the results is such
that they are likely to still apply.
Resistance training for muscle
building is better done in the
evening if there is a choice.
Scudese, E, Sima˜ o, R, Senna, G,
Vingren, JL, Willardson, JM,Baffi, M,
and Miranda, H, (2016), “Long rest
interval promotes durable
testosterone responses in high-
intensity bench press”, Journal of
Strength and Conditioning Research,
Vol. 30(5), pp 1275–1286
Abstract: The purpose of this study was
to examine the influence of rest period
duration (1 vs. 3 minute between sets) on
acute hormone responses to a high-
intensity and equal volume bench press
workout. Ten resistance-trained men
(25.2 6 5.6 years; 78.2 6 5.7 kg; 176.7 6
5.4 cm; bench press relative strength: 1.3
6 0.1 kg per kilogram of body mass)
performed 2 bench press workouts
separated by 1 week. Each workout
consisted of 5 sets of 3 repetitions
performed at 85% of 1 repetition
maximum, with either 1- or 3-minute rest
between sets. Circulating concentrations
of total testosterone (TT), free
testosterone (FT), cortisol (C),
testosterone/cortisol ratio (TT/C), and
growth hormone (GH) were measured at
pre workout (PRE), and immediately (T0),
15 minutes (T15), and 30 minutes (T30)
post workout. Rating of perceived
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ISSN Number: 1353 - 7008 Issue 03 2016 October 2016
The Association of British Cycling Coaches Developing and SharingBest Practice
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exertion was recorded before and after
each set. For TT, both rest lengths
enhanced all post exercise verifications
(T0, T15, and T30) compared with PRE,
with 1 minute showing decreases on T15
and T30 compared with T0. For FT, both
1- and 3-minute rest protocols triggered
augmentations on distinct post exercise
moments (T0 and T15 for 1 minute; T15
and T30 for 3-minute) compared with
PRE. The C values did not change
throughout any post exercise verification
for either rests. The TT/C ratio was
significantly elevated for both rests in all
post exercise moments compared with
PRE. Finally, GH values did not change
for both rest lengths. In conclusion,
although both short and long rest periods
enhanced acute testosterone values, the
longer rest promoted a long-lasting
elevation for both TT and FT.
Christine Says: A very long paperwith a lot of detailed results,graphs and lengthy discussion ofthe results to say that the slightlylonger rest period of 3 minutesbetween rounds of high intensityrepetitions was found to increasethe amounts of free and totaltestosterone. We are talking hereabout the sort of exercisessprinters would do, big weights,low reps. However, it is not justsprinters that might benefit fromincreasing testosterone. Thehormone has a large range ofimpacts on the body and this
knowledge may well be useful forthose found to have sub-optimallevels.
Koji Sato1, Motoyuki Iemitsu1,
Keisho Katayama2, Koji Ishida2, Yoji
Kanao3 and Mitsuru Saito4 (2016),
“Responses of sex steroid hormones
to different intensities of exercise in
endurance athletes”, Experimental
Physiology, Vol. 101.1, pp 168–175
Abstract: Previous studies have shown
that acute exercise elevates sex steroid
hormone concentrations in rodents and
that sprint exercise increases circulating
testosterone in healthy young men.
However, the effect of different exercise
intensities on sex steroid hormone
responses at different levels of physical
fitness is still unclear. In this study , we
compared circulating sex steroid hormone
responses at different exercise intensities
in athletes and non-athletes. Eight male
endurance athletes and 11 non-athletes
performed two 15 min sessions of sub
maximal exercise at 40 and 70% peak
oxygen uptake ( ˙VO2peak), respectively,
and exercised at 90% ˙VO2peak until
exhaustion. Venous blood samples were
collected during the last minute of each
sub maximal exercise session and
immediately after exhaustion. Acute
exercise at 40, 70 and 90% ˙VO2peak
induced significant increases in serum
The Journal of Cycle Coaching
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The Association of British Cycling Coaches Developing and SharingBest Practice
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dehydroepiandrosterone (DHEA) and free
testosterone concentrations in non-
athletes. On the contrary, only 90%
˙VO2peak exercise led to an increase in
serum DHEA and free testosterone
concentrations in athletes. Serum 5�-
dihydrotestosterone concentrations
increased with 90% ˙VO2peak exercise in
both athletes and non-athletes.
Additionally, serum estradiol
concentrations were significantly
increased at moderate and high exercise
intensities in both athletes and non-
athletes. These results indicate that in
endurance athletes, serum sex steroid
hormone concentrations, especially
serum DHEA and 5�-dihydrotestosterone
concentrations, increased only with high-
intensity exercise, suggesting that
different responses of sex steroid
hormone secretion are induced by
different exercise intensities in
individuals with low and high levels of
physical fitness. In athletes, therefore,
high-intensity exercise may be required
to increase circulating sex steroid
hormone concentrations.
Christine Says: In contrast to the
last paper, this one looked at
aerobic exercise and compared the
impact of intensity on the levels of
testosterone on athletes and non-
athletes. Their athletes were
endurance type. Once again there
is good detail of their protocols
and the results with lots of
graphs. The finding that non-
athletes can gain increases in
testosterone from lower levels of
intensity of exercise is interesting.
Elite athletes will find the need to
exercise to almost exhaustion
levels to achieve an increase in
testosterone upsetting but
probably to be expected.
Article 1:
http://bit.ly/2kzsCCF
Article 2:
http://bit.ly/2l7HoxJ
Article 3:
http://bit.ly/2l8az3c
Article 4:
http://bit.ly/2jKfeff
The Journal of Cycle Coaching
ISSN Number: 1353 - 7008 Issue 03 2016 October 2016
The Association of British Cycling Coaches Developing and SharingBest Practice
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Strength andConditioning forCyclists in the Pre-season:The pre-season is characterised by a
shift in training focus from base to
build phases and from strength to
strength/power within cycling and
strength and conditioning
respectively. As such the training loads
for both need to be adapted and
monitored closely to minimise the
chances of non-functional over-
reaching but maximise the training
adaptations leading into the
competitive season.
Daniel Church
(MSc, BSc, aSCC, REPS, LTA)
Key words: Concurrent training,periodisation, power, rate of forcedevelopment)
As discussed previously we can categorise
the season into four main segments:
transition, off-season, pre-season and in-
season which operate in a cycle from year
to year. As we progress from transition to
off-season training, where the strength
and conditioning (S&C) focus lays
predominantly with strength endurance
and strength adaptations, to the pre-
season, our training focus must shift
towards more sport specific physiological
adaptations. This includes sport specific
exercises/ muscle actions to best utilise
these new-found strengths whilst on the
bike.
Overview of the pre-season:
The pre-season is generally characterised
with amove towards increasingmaximum
strength and power production both on
and off the bike (Reuter, 2012). We can
think of S&C and cycling programs as
building blocks to peak performance. As
we progress through each mesocycle our
aims adapt and we add an additional
block/ change their physiology to better
cope with the demands of their sport and
everyday life. It is important to note
however, that if an athlete has missed the
transition and/or off-season phases they
should not delve into a power focused
mesocycle as they will likely not possess
the necessary strength levels to withstand
the increased demands placed upon the
body, increasing the likelihood of acute
and chronic injuries (Bompa & Haff,
2009., Haff & Triplett, 2015, Reuter,
2012., Hausswirth et al, 2014., Meeussen
et al, 2013).
Once the athlete(s)/client(s) have moved
through the transition and off-season
S&C phases, the pre-season S&C volume
should now be decreased whilst building
intensity, allowing cycling training to take
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precedence and thereby reducing the
potential for non functional over-reaching
(Bompa & Haff, 2009., Haff & Triplett,
2015). Coaches and athletes should
monitor wellness scores along with
training load (outlined in the previous
issue) via a simple Likert scale
questionnaire (1-5) consisting of
questions such as: 1) how do you feel
today? 2) how did you sleep last night?
And 3) how well rested do you feel?
(Hausswirth et al, 2014., Meeussen et al,
2013). Such simple questions will provide
valuable insight over time into the
athlete’s current mood state, physical
preparedness and response to training
stimuli and flag up any signs of non
functional over reaching.
When planning cycling programs, it is
paramount that the entire team working
with the athlete(s) are aware of the
training load being imposed at any given
time point. For example, the week’s
structure must take into consideration
the S&C and cycle training demands so
as not to create training interference
whereby one will limit the potential
adaptations of the other (Mujika,
Ronnestad & Martin, 2016). Recovery
times between high intensity cycling
sessions and high intensity, low volume
S&C sessions will be paramount to
protect the athlete from injury and
illness (Ronnestad & Mujika, 2014.,
Mujika, Ronnestad & Martin, 2016).
Generally, the lower the training age the
longer the recovery period between
power/ maximum strength sessions.
Strategies include a complete
replenishment of glycogen stores,
ingestion of quality protein post
endurance session before the
subsequent S&C session. This is
especially important if two sessions
occur in the same day (Mujika,
Ronnestad & Martin, 2016., Perez-
Schindler et al, 2015., Trommelen &
Van Loon, 2016). Figure one below
depicts how the training volume
remains relatively constant throughout
the pre-season, whereas intensity rises
to increase the force output and velocity
increases due to higher speed/intention
of speed of lifts (Soriano, Jiminez-Reyes,
Rhea & Martin, 2015).
Figure 1: S&C pre-season training volume and
intensity interaction
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ISSN Number: 1353 - 7008 Issue 03 2016 October 2016
The Association of British Cycling Coaches Developing and SharingBest Practice
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Pre-season (6-8 weeks) & Mesocycle 4 (4weeks):Goal: Develop power, rate of force development
and maximal strength
Frequency: 2-3 days per week (discipline
dependent)
Sets & Reps: 3-5 sets of 1-3 repetitions
Load: 30-100% 1RM
The duration of the pre-season may be
dependentupon the time frame remaining
until the in-season but will generally last
four to six weeks (Reuter, 2012). The
volume must be reduced as cycling
training now takes precedence and S&C
training focuses on the final blocks to
reach levels of performance near peak.
Dependent upon the discipline and goals
of the athlete(s), frequency may/may not
be reduced. For example, track cyclists,
sprinters and mountain bikers may wish
to maintain three days per week to allow
for greater potential for maximum
strengthandpower improvementwhereas
the majority will reduce frequency to two
key sessions per week with an additional
conditioning session to maintain the
neuromuscular pathways developed in
the off-season.
The crux of maximum strength and power
training is to generate high levels of force
or velocities (Ronnestad, Hansen &
Raastad, 2011., Soriano, et al, 2015). As
such, repetitions per set are kept under
five to ensure loads of 85% 1RM plus
(Ronnestad, Hansen & Raastad, 2010) or
maximal velocities are achieved (Bompa&
Haff, 2009). With high levels of
mechanical load (max strength only) and
muscle damage, lactate needs to be
buffered (max strength) and
phosphocreatine levels fully replenished
through longer inter-set rest periods to
ensure quality is kept throughout each
repetition and between sets (Kraemer &
Looney, 2012).
Understanding the force velocity curve
and the demands of the athlete(s)
discipline will assist in selecting the most
appropriate exercises and loads todevelop
the selected qualities. It must be stressed
that only trained professionals within
strength and conditioning or personal
training should undergo such rigorous
training protocols to minimise any
potential injury risks etc. We can see from
figure three that as force is inversely
related to velocity, meaning as force
increases, velocity is reduced and vice
versa. Athletes with low training ages
should attend to increasing force as the
neuromuscular adaptation and increased
musculoskeletal stiffness will translate
effectively when increasing velocity with
lower loads (30-70%1RM) (Haff & Triplett,
2015., Soriano, et al, 2015). The Olympic
lifts or their derivatives such as the power
clean can effectively train either end of the
The Journal of Cycle Coaching
ISSN Number: 1353 - 7008 Issue 03 2016 October 2016
The Association of British Cycling Coaches Developing and SharingBest Practice
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force velocity curve depending upon the
load utilised. It should be stressed that to
enhance power whether with light or
heavy loads, the desire to concentrically
lift the load as quickly as possible should
be stressed (Aagaard & Raastad, 2012.,
Ronnestad & Mujika, 2014). Focusing on
the speed of the concentric action along
with the stretch shortening cycle will help
to increase the rate of force development,
i.e the amount of force that can be utilised
over the time frame. Increasing this and
power in general will enable the athlete(s)
to produce high forces at high speeds,
increasing power on the bike.
Training power and maximum strength
has additional benefits to cycling
performance (Ronnestad, Hansen &
Raastad, 2011). Ronnestaad, Hansen,
Hollan, Spencer & Ellefsen (2016) found
training power and maximum strength
also positively influenced maximum
aerobic power (MAP), Vo2max, increased
exercise economy and increased power
output at lactate threshold (Sunde et al,
2010). These are key performance
indicators for the majority of cycling and
as such a strong case has been made for
low volume and high intensity training.
Below is an example pre-season
mesocycle with an emphasis upon both
maximum strength and high velocity/
rate of force development. Whilst lower
body exercises aim to develop power,
strength remains the predominant
adaptation due to a minimal contribution
of power in the upper body to the majority
of cycling performance. There is a 3:1
progressive overload loading strategy
utilised to allow for super compensation in
the fourth microcycle where the load is
reduced (Bompa & Haff, 2009). Cormie,
Mac Guigan & Newton (2011) suggest
developing the weakest link of the force
velocity curve tomaximise the return from
power training, however we must
remember to keep training in this phase
specific to the forthcoming competitions.
Figure 3: Force velocity cure
Summery:
To summarise, pre-season training
should lean heavily towards developing
power and maximum strength which will
carry over strongly to cycling performance
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The Association of British Cycling Coaches Developing and SharingBest Practice
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if the athlete(s) have the necessary
strength levels to accommodate the high
fatigue andprovided they aremonitored to
minimise the chances of non functional
overreaching and illness/ injury. S&C
volumeshouldbe reducedwhilst intensity
rises to allow for sufficient recovery
between training sessions.
Communication is key between all
professionals working with the athlete(s)
so as not to create training interference
and therefore optimise the
supercompensation effect of both bike
and strength and conditioning training.
Table 2: Example Power/Max strength program(mesocycle 4)
* 30-40% 1RM to maximise explosive
concentric phase of the lift
** Perform3Aand3Basa superset and the
last two sets of 3A as straight sets.
Complete all sets and reps of each exercise
before moving onto the next (for the power
days), (3A and 3B are a superset), resting
for 120-180 seconds after each set. Aim to
add weight to each exercise each week
building towards a near max effort for VH
exercises. The conditioning workout
(Monday) should be completed in a circuit,
minimising rest between exercises and
then resting for 60s once all exercises have
been completed per round.
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Medicine in Science and Sports:
21:250-259.
Ronnestad, BR. & Mujika, I. (2014).
Optimizing strength training for running
and cycling endurance performance: A
review. Scandinavian Journal of Medicine
in Science and Sports: 24(4): 603-612.
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Soriano, M., Jiménez-Reyes, P., Rhea, M.,
& Marín, P. (2015). The Optimal Load for
Maximal Power ProductionDuring Lower-
Body Resistance Exercises: A Meta-
Analysis. Sports Medicine, 1191-1205.
Sunde A, Storen O, Bjerkaas M, Larsen
MH. Hoff J, Helgerud J. (2010). Maximal
strength training improves cycling
economy in competitive cyclists. Journal
of Strength and Conditioning Research:
24:2157-2165 .
Trommelen, J., & Von Loon, LJC. (2016).
Pre-Sleep Protein Ingestion to Improve the
Skeletal Muscle Adaptive Response to
Exercise Training. Nutrients. 8(12): 763.
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Part 2: AppliedCoaching
Furthering your coaching practice throughthe application of coaching theory.
Alex Wise (BSc) ABCC Coach and ABCC Journal Editor. Looks at how to readan academic power and understand what you are reading. What to look for andhow to avoid being mislead.
Mark Gorman ABCC Senior Coach and ABCC Administrator, gives us a shortoverview of how to create a rider plan. something that is pivotal for successfulcoaching. This is a round up of his Pedal Power Conference Workshop.
We want to publish your articles: If you have an article that focuses on appliedcoaching practice you'd like us to publish then please e-mail: [email protected] submissions must be sent to the editor by the 15th April 2016.
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How to interpretresearch forcoaches:
As coaches of cycling we rarely get a
chance to contribute to ground breaking
science. But we should keep abreast of
what the scientists are finding out. It is
our duty, as coaches, to our riders to
know what the latest findings are.
Sports Science is a field of science that
is in constant motion. Which means
that the way we coach riders and the
way that we understand how our riders
respond to our training is also in
constant motion too. As a coach you
should be spending a couple of days a
month dedicated to keeping abreast of
the issue raised in this field of science.
But how do we find the current
research? How do we read the research?
Most importantly how do we understand
the research?
Before we go onto look at how to read
and understand research papers. Where
do we find research papers?
The researcher who has written the
journal sends their paper to a relevant
academic journal for submission. The
paper is then read by the editorial team
to check that it contributes to furthering
knowledge in their field. Then if
successful it is sent off for peer review:
this stage is the toughest test of the
academic’s work. A selection of experts
in the field will read the paper through
looking at several factors: the paper’s
aim, it’s methods, its conclusion, how
well it met the aim and whether there
are any major objections to the
conclusion. After this the editor may
well recommend changes to the paper,
such as greater clarity in the methods
section of the paper, or they may
dismiss the paper, this can be for a
number of reasons, normally because
the paper fails to add significantly to our
existing knowledge, but some times
because the author has brought in too
much of their own bias or opinion into
interpreting results. If however the peer
review is successful then the paper is
published in the journal.
Here is a list of the top 20 journals in
sports science:
1) American Journal of Sports
Medicine
2) Journal of Physiology
3) Sports Medicine
4) British Journal of Sports
Medicine
5) Exercise and Sport Sciences
Reviews
6) Medicine and Science in Sports
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and Exercise
7) International Review of Sport
and Exercise Psychology
8) Knee Surgery, Sports
Traumatology, Arthroscopy
9) International Journal of Sports
Physiology and Performance
10) Journal of Applied Physiology
11) Journal of Science and
Medicine in Sport
12) Exercise Immunology Review
13) Journal of Orthopaedic and
Sports Physical Therapy
14) Journal of Athletic Training
15) Psychology of Sport and
Exercise
16) Journal of Sport and Exercise
Psychology
17) Journal of Biomechanics
18) Journal of Strength and
Conditioning Research
19) International Journal of
Sports Medicine
20) Journal of Sports Sciences
A full list can be found here: http://
bit.ly/2kfQfQx
Academic Journals however are very
expensive with some big journals selling
for over £1000 per year. To sign up to
the list above would be prohibitively
expensive unless you were a university.
The papers that would be of interest
would also not be indexed for you and
difficult to find. This is where the
Internet comes in: Most journals now
publish their papers with organisations
such as PubMed (http://bit.ly/2fofFKg)
or Research Gate (http://bit.ly/2jJVqob)
The difference between the two is that
Research Gate tends to hold the whole
article for you. PubMed will tend to take
you away from their site to the full
article and only holds the abstract and
the title of the paper. PubMed is more of
a directory of papers unlike Research
Gate, which is a source of papers. The
other source of papers is Google’s
Scholar (http://bit.ly/2kfg96m)
although, like PubMed, this is a
directory and not a source, so you might
not be able to access the full text or you
might have to pay for the full text.
Google Scholar will also pull up all
published articles relating to your
search, so, the source might not be
reliable, or a well established journal,
they might not be peer reviewed, and of
course, like any Google search the more
vague you are with your search terms
the more rubbish you’ll have to wade
through.
I recommend taking some time to have a
look around the PubMed and Research
Gate sites and having a look at what you
can find out yourself (Search for Heart
Rate Variability in Athletes or Maximum
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Aerobic Power in Athletes). The links
and a QR code are located at the end of
the article for you. With specific
reference to Research Gate, on their
home page you need to click ‘join for
free’ then ‘No my work is not scientific’
Then you are able to look at the papers,
you can sign up but you might have to
jump through some hoops to create an
account as they want to keep their
membership to researchers or scientific
members.
Now lets get onto the actual papers
themselves: academic papers are written
in a very structured way and have a very
peculiar stilted way of writing. They can
appear very dense and forbidding for
someone reading them for the first time.
Don’t be put off by this first impression
because they are normally all in the
same format and follow very a similar
lexicon. After you have read a few
papers you will start to get your head
around them.
The structure that the papers will follow
is: Title, Authors, Abstract, Into,
Methods, Results, Discussion,
(Sometimes notes on funding source or
interest), and References. We will look at
each of these sections briefly now.
Title: This is where they state the
purpose of their research; it’s their, not
always brief, opening statement. For
example: “Training effect on
performance, substrate balance and
blood lactate concentration at maximal
lactate steady state in master
endurance-runners.” From this title you
can see that this study will be about
training on masters endurance runners,
looking specifically at performance,
substrate balance and blood lactate
concentrations, these will be tested at
maximum lactate steady state.
Below the title or near the title should
be the journal of publication and the
date that it was published. It is
important to look at this too when
considering what papers to read. It
might not seem long ago to you and I,
however, the paper above was published
in March 2004 and this means that it is
very old in terms of research. It might
not preclude it from your reading list,
however there should be some more up
to date research on this topic? Think of
your journals in terms of Olympic
Cycles: Anything between Rio and Tokyo
will be considered relevant, Between
London and Rio is now considered old,
Between Beijing and London and it is
very old, if there is no new research in
this topic area then you need to be
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asking the question why? Have all the
questions on this topic been answered?
Or is it not important? Anything older
than Beijing is likely to be out of date,
or, importantly, seminal text, that is to
say that what they answered in the
paper is unchallenged and research has
not been invested in that area because it
is considered that knowledge cannot be
further advanced since this paper.
With older papers on Research Gate I
would recommend looking at the
‘citations’ section above the title there is
a hyperlink to the citations (this is the
papers that have used this paper in
theirs) This will lead you to papers that
are more recent and on a similar topic.
For example “Physiological factors
affecting performance in elite distance
runners” Which was published in
December 2016.
Next is the abstract: This is a highly
condensed summary of the paper,
normally around the 250 word mark it
should give you the purpose, how the
study was carried out, sample size, type,
results and the author’s conclusion.
This section is often the only part of the
paper that people will read. However you
need to be careful as it is so highly
condensed and can include more than a
little bias in the interpretation of the
results.
The Introduction is the first stage of the
paper it’s self. Here the author should
give you the background to their study,
clearly stating its purpose and what
research has gone before it. It should
clearly state the bigger picture, what
hole in our understanding, our
knowledge, is this paper trying to fill?
Where does previous research in this
area fail? Or fall down? As well as
clearly stating the previous research it
should also clearly state the meaning of
the terms it is going to use. There is no
point reading a paper that doesn’t tell
you it’s exact understanding of MLSSc.
If it doesn’t tell you what that means
you’ll just be reading a combination of
letters, which is a waste of your time.
Next stage of the paper is the methods:
Here the author should describe to you
the exact experiments carried out. It
should be explained in enough detail
that you could if you so wished replicate
the tests yourself. They should include
details of how subjects were picked, if
any weren’t picked, the exact tests they
carried out and why these tests were
picked above others. For example why in
this study did they use an outdoor
running track over a treadmill in a
science lab?
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Results are next: possibly the most
unintelligible and most daunting part of
any paper the results section should be
simply the results. There should be no
interpretation of the results beyond
verifiable statistical analysis.
The discussion is the final section of the
paper and this is where the author gives
their own interpretation of the results
and the success of failure of the study in
achieving their purpose. This should be
logical, their should be little to no
author bias in the interpretation of the
results, however the conclusion that the
author comes to may not be the same
one that you come too. Logically it
should be, however, when you read the
results you might have considered
something differently to the author and
logically come to a different conclusion.
This is the most important part of the
paper, for you, as a coach as this is
where you learn what the author
believes to be the conclusion of the
tests, this is where you will find
information on the way that perhaps
you should start to train your athletes.
We now understand how papers are
written and what each of the sections
should contain but how do we read
them and understand them: A good
paper shouldn’t be hard to understand
once you have got past all of the
scientific stilted writing. If the paper you
follow the following steps and the paper
is still incomprehensible it might be that
the paper has not been written very well
or that they have not understood the
results themselves.
Step one: skim read the paper, this
should take no more than 10min, you
are skimming for a general
understanding of the paper, what is it
researching, what are the results? What
does the author state as the findings?
Step two: before reading for
understanding, skim again this time
underlining words or phrases that you
don’t understand, don’t be upset if there
are lots of words you don’t know the
meaning of underline them, note them
down and look them up. You need to
understand the words otherwise you
wont understand the paper: An example
would be myocardium essentially it
means heart.
Step three: Read the introduction; first
summarise the background write down
five short sentences. It might seem like a
pointless exercise but writing them
down helps you to summarise the
paper’s background and solidify it in
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your mind. Identify the BIG QUESTION
‘What are they contributing to furthering
our knowledge’. I.e. what are they trying
to find out? Then when you know the
big questions, what are the specific
questions the tests are going to test?
Big question in the previous mentioned
paper: ‘the effect of training on this time-
to-exhaustion has not been examined to
date and the time limit for work at this
intensity remains unclear.’
Specific Questions:
1) It is also not clear whether MLSSv
corresponds to the speed at which the
respiratory exchange ratio (RER) is about
1
2) Which energy output comes only from
carbohydrates(CHO).
3) Blood lactate concentration or change
in blood lactate concentration with
training correlates with any modification
of the crossover point.
Step four: Identify their approach; write
down in your own words how they
conducted their experiment. Note down
what they did, how they controlled
variables. Remember you should be able
to replicate this experiment, so if you
write it down with that in mind, how will
I do this with my riders (You don’t
actually have to do the research, just
plan it as if you would). You might want
to draw a diagram of the experiments. A
strong methods section should explain
the procedure of each experiment, the
question it sort to answer, the result,
the conclusion, and any weaknesses of
the method.
Step five: Summarise results; make
sure when you do stage two, make sure
you understand what is meant by the
term, significant, not significant, strong
and weak. These are words you might
think you know, but in statistics they
have a very strict statistical meaning.
When you look at the results, you might
need to read it a few times, note down
what they say, for example, at point A
the scored X and at point B they scored
Y. Perhaps it might say that two athletes
achieved a large change but if the study
was of 100 people and the rest had no
notable change you need to make a note
of this. The author might try and make
more of these two athletes than can be
drawn from the whole study. Do the
results fit the hypothesis that was
sought in the introduction? Do the
results answer the specific questions we
isolated earlier in step three? Write
down five sentences about the results.
Step six: Read the discussion section;
you are reading this section critically,
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the discussion is where the author will
interpret the results. They will seek to
show how the results answer the
specific questions and how the specific
questions answer the big question. You
need to be critical here of the author,
make sure they don’t put too much
weight on fragile data, placing too much
interpretation on small data sets or they
interpret the data to fit their objective.
You should be able to see how the
author logically interprets the data you
looked at previously. Separate fact from
opinion.
Step seven: Now read the abstract, does
it fit with what you read? Has the
author twisted the abstract to sound
more important than the results and
discussion actually were able to?
Step eight: Research the dates and
journal name of the references used by
the author. Remember earlier when we
discussed the significance of the date of
publication? Well this is important too
for the references that the paper used. If
they are all old, then what does this
suggest about the paper? Does it call
into question the research the paper has
done? Does it show that there is a large
hole in the knowledge and so this
research is very necessary?
Step nine: What papers has this paper
been cited in? The paper we’ve been
looking at throughout this has been
used 55 times have a look at some of
these what do the other authors state
about this paper? Do they use it to hold
up their paper or do they criticise it?
What do they say about it. If the paper
is very new within six months, they
might not have been cited much. In this
case have a Google search and see if any
academics have said anything about
this paper?
Step ten: SWOT the paper. Write down
six sentences.
1) What was the paper about
2) What was the strength of the
paper
3) What was a weakness of the
paper
4) What opportunity is there in
the paper
5) What threats to the paper are
there?
6) How does it relate to what you
do?
These are short sentences; pick one
thing that stands out for you. The SWOT
is useful to help solidify what you have
read. You might find it hard to think
about weaknesses, opportunities or
threats but you will start to pick up
what these can be. For example, a
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threat might be the age of the research?
Or the way the test was carried out? A
weakness could be the sample size the
significance of the data? The strength of
the data, for example if only two in 100
people showed significant improvements
and the author drew on those two and
not the 98. An opportunity could be for
further research or a significant change
in our understanding. By noting down
these six sentences you can build up a
catalogue of research that will inform
your coaching, improving you as a
coach and also marking you out from
other coaches.
Have a look at Research Gate search for
something that is interesting you, find a
paper that has an interesting title, and
have a go at these ten steps to see how
it goes. It wont be easy the first few
papers that you read but it will start to
become easier and faster, just like
training as a cyclists, when you start it
is harder than when you are
experienced.
Alex Wise
Reference:
List of Journals: http://bit.ly/2kfQfQx
PubMed: http://bit.ly/2fofFKg
Research Gate: http://bit.ly/2jJVqob
Google Scholar: http://bit.ly/2kfg96m
How to read a research paper:
http://bit.ly/1VjufAr
http://bit.ly/1iqIliX
http://bit.ly/1tUQeAx
Billat, V., Sirvent, P., Lepretre, P. and
Koralsztein, J. (2004). Training effect on
performance, substrate balance and
blood lactate concentration at maximal
lactate steady state in master
endurance-runners. Pflðgers ArchivEuropean Journal of Physiology, [online]
447(6), pp.875-883. Available at:
https://www.researchgate.net/
publication/8906006_Training_effect_on
_performance_substrate_balance_and_bl
ood_lactate_concentration_at_maximal_l
actate_steady_state_in_master_enduran
ce-runners [Accessed 29 Jan. 2017].
(http://bit.ly/2kGOWur)
Rijken, N., Soer, R., de Maar, E., Prins,
H., Teeuw, W., Peuscher, J. and
Oosterveld, F. (2016). Increasing
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Performance of Professional Soccer
Players and Elite Track and Field
Athletes with Peak Performance Training
and Biofeedback: A Pilot Study. Applied
Psychophysiology and Biofeedback,
[online] 41(4), pp.421-430. Available at:
http://europepmc.org/articles/
PMC5122600;jsessionid=95F2C3FEC16
46FA4A8BA25BC4938C0FA [Accessed
29 Jan. 2017]. (http://bit.ly/2kgcGVK)
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Summary ofTraining PlansWorkshopPedal Power 2016Why have a training plan?
It is possible for all riders to make
improvements in their performance
purely by riding their bikes. However,
the gains made will be negligible
compared to those who have some
consideration for what they are doing
and when they do it.
In essence any training plan is designed
to help a rider achieve their goals,
whatever they may be. A correctly
structured plan will be specific only for
its intended recipient and the event in
question. It will provide the necessary
training to achieve optimum
performance in the target event. It will
also provide sufficient recovery, in order
to prevent over training.
The rider
This is where all plans should begin.
You need to get to know your rider, not
just in terms of their riding but also
their lifestyles.
Therefore, what do you need from them.
The answer is information, as much of it
as they are willing to provide. The
simplest way to begin is to construct a
questionnaire. What should you ask
them? This can be broken down into a
number of sections. I would suggest the
following as a starting point:
Physiology
Equipment
Training
Racing/Events
Goals
Lifestyle
To break these down to the sorts of
information you will be looking for.
Physiology: Would include height,
weight, resting heart rate, maximum
heart rate, 10m time trial HR if known,
FTP, maximal power etc. Realistically,
you are looking for as much technical
information as possible. Be aware that
any figures should be treated with
caution unless you have tested them
yourself. If the FTP and max HR were
achieved during testing, ask when and
using what protocol and equipment.
These will be the basis of your training
zones, so you have to be certain of their
validity both to avoid over training and
to target training at the optimum level.
Does the rider have any on going
medical conditions or injuries, do these
impact on training or racing. Similarly,
if regular medication is taken, what
effect does this have?
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Equipment: what does the rider have?
How many bikes, what types? Do they
have racing wheels, do they own a turbo
trainer or rollers etc. Are they using a
power meter or HRM, what methods do
they have to feedback information to
you? All of these will matter when you
are looking at the plan. If a rider is
targeting an ultra fast time trial but is
riding a bike designed for sportive, it is
going to impact on the ability to achieve.
Training: What training has the rider
doing up to now? Have they been away
from cycling since childhood and
recently returned? Have they been
racing and training regularly for years?
If so, what type of training and how
much of it have they been doing? Are
they new to the sport entirely? This is a
more regular occurrence recently with
the growth in sportive riding.
Probably most importantly, how much
time does the rider have available to
them? If time is limited, then targeting
ultra endurance events is not going to
be easy. You need to look at fitting in
the time they have around their lifestyle,
not the other way round.
Do they keep a training diary? If so,
what has been recorded? Do they review
the information the put down?
Racing and Events: What type of events
have they been doing? This may be
totally different to the events they are
intending to do in the future. However,
it will give you an idea of the level of
rider you are dealing with.
Goals: This is where it gets interesting.
You need to know from them, what they
want to achieve. These goals should be
both long and short term. Much of this
will depend where in their cycling career
the rider is. A younger rider will have a
different view of long term goals to
someone later in life. Irrespective of
what type of goals you are looking at,
you need to compare these to the rider
profile you are building up and the
equipment they have. Do they seem
achievable?
Make sure that the goals are very
specific. Having very focused goals
means the rider has something to aim
at. One way of achieving this is to have
the rider map out a series of events and
allocate priorities to them. The main
event being priority 1, three or four
events as priority 2 and the remainder
of less significant events being priority
3. The main event should be allocated a
specific date and the best possible
result, if everything goes well. For
example,
1st District road race championships 30th
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August. The priority 2 events will still
have dates but the results will be
stepping stones e.g. top 10 Local road
race 21st June, top 3 local road race 12th
July etc.
Lifestyle: In addition to knowing about
the rider’s cycling, you need to know
what else they have going on in their
lives. What type of job do they do? Are
they sitting down all day, on their feet or
carrying heavy loads? All of these will
impact on the sort of training you set.
Similarly, stress of whatever type affects
athletic performance, so try to find out if
there is anything which would fit this
aspect.
Do they sleep and recover well, do they
work odd hours, do they follow a specific
diet?
All of the above lists are not definitive,
there are plenty of other things to
consider but you should have an idea of
the sort of things to look for.
What do you do with the
information?
Firstly, take time to read it carefully. It
is well worth spending time talking to
the rider. You may well pick up on
things which they haven’t written down.
The next thing to do is to consider where
the rider is now and where they want to
get to. Is the move from one to the other
achievable, either in the short or long
term? If it is over optimistic, talk to the
rider and come up with a compromise.
Some riders are pessimistic about their
chances so, don’t be afraid to nudge
them in the direction of a more
optimistic goal.
If the HR and/or power figures are out
of date or doubtful, arrange for some
testing. Then calculate some training
zones for them and explain what they
are for.
The plan
Where do you start? The best advice is
to break down the creation of the plan
into a series of small processes. My
suggestion may seem to be counter
intuitive but I would recommend
starting with the main target event. It is
the main fixed point of reference. To this
end map out the events on the plan. You
may find that in doing this you identify
issues, such as a large number of events
in a short space of time. Talk this over
with the rider and adjust as necessary.
The number and spacing of these events
is going to depend on the rider and type
of event they are doing.
With the events in place you will have a
place in the plan for your taper (just
before the main event). It isn’t possible
to do a full taper for all events as the
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dips in training would result in too
significant reduction in overall fitness. A
full taper for the main event and a
shorter (few days for the priority 2
events). Priority 3 events can be
accounted for in the normal training
week.
When you have these points mapped out
you will have a good idea of when the
phases of training are going to occur to
correctly time the training. With these in
place, add in a recovery/adaptation
week at the end of each cycle (every 4-6
weeks). In conjunction with these you
can look at dates when you want to test
the rider’s progress.
As you can see, you are now filling in
the plan but not in a day 1 to day 365
fashion.
Detail
Now for the nitty gritty. These are the
bits that the rider is going to be
interested in. The what am I going to do
today bits. Therefore, they need to be
very clear and concise. Don’t leave scope
for ambiguity or choice. You are setting
the schedule so best to avoid giving a
choice of sessions as the rider will
invariably pick the most appealing.
Make sure that what training you set is
appropriate to the rider and achievable
by them. Also, make sure that it is
relevant to the target event. Although 6
x 1 minute reps at 280 watts, with 2
minutes recovery at 120watts may be
achievable by the rider, it isn’t going to
be appropriate for a 24 hour time trial.
Every session you set should have
sufficient detail for the rider to follow it
without recourse to you. This should
include the warm up, intensity and
duration of any repetitions, the recovery
between reps and the warm down.
For example:
Road reps
Warm up, 20 minutes, zone 2,
5 x 5 minutes zone 4 with 5 minutes
recovery down to zone 2
Warm down 10 minutes zone 2
If you want the rider to use a standard
warm up, perhaps including a few short
efforts then set it out. You can always
specify this on a separate sheet. The
same goes for intervals. If you give your
sessions names, then there is no need to
write out the whole thing every time you
want it done, just specify the session
title.
It doesn’t matter if you set the sessions
with power, heart rate, gearing, speed,
cadence etc. Just consider that every
part of the session needs to be specified.
I’d recommend keeping road/off road
The Journal of Cycle Coaching
ISSN Number: 1353 - 7008 Issue 03 2016 October 2016
The Association of British Cycling Coaches Developing and SharingBest Practice
32
sessions simple to follow. You don’t
want your riders reading whilst they are
going along. Keep more complex
sessions for indoors.
Make sure the training is balanced. By
this, I mean how much of each type of
training there is and when it is timed. In
season you may have a rider doing a
couple of interval sessions a week an a
fast tempo ride. However, you wouldn’t
want it to look like this:
Monday, Intervals
Tuesday, high tempo session 60
minutes
Wednesday, intervals
Thursday, zone 2 steady ride 60
minutes
Friday, Rest
Saturday, zone 2 steady ride 60
minutes
Sunday, 3 hour endurance ride zone 1-2
As you can see, it has all of the required
elements but all of the intense sessions
are blocked together. Far better to
separate them out, something similar to:
Monday, Intervals
Tuesday, zone 2 steady ride 60 minutes
Wednesday, intervals
Thursday, zone 2 steady ride 60
minutes
Friday, Rest
Saturday, high tempo session 60
minutes
Sunday, 3 hour endurance ride zone 1-2
Review
This is an on going process and relates
to you and the programme as well as
you and the rider. Without doubt you
will make changes to plans, shuffle
dates, change sessions as you go along.
You should constantly review your work,
to make sure that what you have
changed it to is still consistent with the
rider and the event.
Similarly, you should also constantly
review the rider’s progress or otherwise.
Do this by testing and reviewing event
results and outcomes. If they achieve a
goal early, then move things on and set
new goals. If things go awry, as they are
prone to, don’t be afraid to rein things
back.
Don’t be afraid to experiment. Until you
get to know your rider thoroughly, you
have no idea what is going to work for
them. Even when you do, there are
benefits to changing things around and
trying new things. You may be surprised
by the results.
Additional note – Profiling
This was something which was touched
on in the second workshop and
something which is regularly
misunderstood or misinterpreted. This
The Journal of Cycle Coaching
ISSN Number: 1353 - 7008 Issue 03 2016 October 2016
The Association of British Cycling Coaches Developing and SharingBest Practice
33
can be a difficult concept to master.
This should relate to the main target
event. It should be an in depth
breakdown of that event. By that I mean
the type of event, rather than one
specific race on one course on one day.
Therefore a profile for a long distance
sportive, short distance time trial, road
race etc can be used for any such event
on any course on any day.
All aspects of the event need to be
broken down into their smallest parts
and the rider marked on their ability/
knowledge of each.
Just to take one element will give some
idea of the amount of detail you can go
into. As an example this would be just
one element for a road race. Given that
there could be more than 20 event
demands, it will give some idea of the
level of detail. Some demands will have
more detail than others. This is by no
means exhaustive, I’m sure you can find
more items to add.
Again by no means an exhaustive list
and in no particular order, but possible
demands could be, time management,
bike maintenance/repair skills,
organisational ability, nutrition and
hydration, relaxation, nutrition and
hydration, mental focus, pace
judgement, pedalling technique,
warming up, course knowledge, bike
handling skills, warming down, reading
race tactics, aerodynamics, the list is
almost endless.
The Journal of Cycle Coaching
ISSN Number: 1353 - 7008 Issue 03 2016 October 2016
The Association of British Cycling Coaches Developing and SharingBest Practice
34
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The Journal of Cycle Coaching
ISSN Number: 1353 - 7008 Issue 03 2016 October 2016
The Association of British Cycling Coaches Developing and SharingBest Practice
35
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The Journal of Cycle Coaching
ISSN Number: 1353 - 7008 Issue 03 2016 October 2016
The Association of British Cycling Coaches Developing and SharingBest Practice
Chairman: Bob Hayward
E-mail: [email protected]
Phone: 01379 898726
Address: Red House, Redgrave, Diss,Norfolk, IP22 1RY
Administrator: Mark Gorman
E-mail: [email protected]
Phone: 0114 438 8479
Address: 3 Glebelands, Calstock,Cornwall, PL18 9SG
Editor: Alex Wise
E-mail: [email protected]
Phone: 07852191398
Address: 3 Rees Close, Uppingham,Rutland, LE15 9ST
Website: Steve Harrop
E-mail: steve. [email protected]
Phone: 0114 438 8479
Address: 24 Rushley Drive,
Sheffield S17 3EN