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606spmtweek4Discussion.docxRunning head: COACHING DISCIPLINE 1
COACHING DISCIPLINE 3
Training for Energy, Fitness, and Muscular Development
Training for Energy and Fitness
The basic physiology of the body's energy systems includes the aerobic and two anaerobic energy production systems, the ATP-PCr and anaerobic glycolysis systems. Three muscle fiber types are discussed: slow-twitch fibers, fast oxidative glycolytic fibers, and fast glycolytic fibers. Energy demands for different sports are considered. All three energy systems are usually used simultaneously to provide energy. Methods for measuring energy fitness are described, with practical instructions for assessing body type, body fat, muscle fiber type, aerobic fitness, and anaerobic capacity.
The training pyramid is proposed as a guide for planning training methods. Coaches are directed to first develop the aerobic foundation before the season begins, then move on to lactate threshold training, anaerobic training, and speed training. Training becomes more intense but shorter in duration as athletes progress from one level of training to the next. Intensity of training may be measured using heart rate and by computing training target heart rate for athletes. A general seasonal training plan for aerobic fitness is outlined.
Some types of exercise for use in the energy fitness training include: (1) Sport-specific training; long, (2) Slow distance training; (3) Pace/tempo, interval, and fartlek training, and (4) sprints. Overtraining is the result of excessive training and inadequate recovery. Signs of overtraining are listed. The most effective cure for overtraining is rest.
Training for Muscular Development
Athletes are more likely to be successful if their muscles are fit. Muscular fitness and muscle mechanics and physiology all function as working components of efficient movement. Components of muscular fitness: muscular strength, muscular endurance, speed, power, and flexibility. Principles and guidelines for flexibility and resistance training are provided, as are procedures for estimating the muscular demands for different sports.
Detailed procedures for testing muscular fitness are required along with tables for evaluating testing results. Practical instructions for testing athletes' flexibility, strength, muscular endurance, speed, and power are essential along with guidelines for assessment.
An extensive discussion of designing a muscular fitness program includes training objectives, guidelines for planning and implementing the program, and suggestions for exercises to help athletes improve fitness in important components of muscular fitness. Flexibility training essentials are needed, and successful stretching exercises for major muscle groups are required. Resistance training is utilized with attention to determining objectives for a program. The essential eight resistance exercises: Issues of exercise order, safety, determining the starting weight, volume, and load adjustments are discussed, along with guidelines for effectively implementing the muscular fitness program.
Muscular endurance training required specific instruction. Five ways to improve speed and three training methods for speed training can be combined with Power training guidelines to be successful using plyometrics for improving athletes' power.
***Week 4 discussion ( No more than 350 words/ 3 string paragraphs)
Training Basics
Please describe the benefits of physical training. Also, provide physiological explanations for each of the benefits you listed. Explain why each of these benefits occurs through physical training. Then, respond to the following questions: What systems and processes are involved in facilitating each of the benefits listed? What roles do aerobic and anaerobic systems play in physical fitness for your sport? How are muscular strength and muscular endurance important to performance in the sport? How are other abilities (speed, reaction time, flexibility, and so on) related to muscular fitness in your sport? Which of these aspects of physical fitness are most important for athletes in your sport?
***Respond to post D Dan( no more than 150 words)
*** Respond to post Ruiz ( no more than 150 words)
My coaching philosophy reference discipline in relation to coaching athletics is guided by the notion that good and bad decisions are individual responsibilities. This drives how my coaching style enforces discipline, refusing to use mass punishment for one person’s mistake or bad choice. As a coach, the belief that a low number of general rules that cover a variety of areas, leaving discretion for the head coach when disciplinary issues arise has been a better fit for me than multiple rules. The team rules can remain low and generalized when part of a school sport, as the school already has numerous rules governing attendance, grades, and acceptable behaviors. When the head coach does not have these overarching rules, they must ensure they cover acceptable behaviors within their team rules. Athletes that break team rules should be handled on a case-by-case basis, ensuring fairness is applied in each situation. This individualized approach will require building trust with athletes, administration, and parents wherein they understand the head coach has the best interest of the student athlete and the organization driving their disciplinary actions. Communication and transparency are the best course of action when disciplining players. Discipline and coaching go hand and hand and nearly have the same definition in the English language. The two words when used as verbs both mean to train; however, discipline adds punishment to training. That is a fascinating definition as coaching relies on motivation through training but will sometimes require discipline to ensure compliance with team culture and rules. Discipline must be firm, fair, and consistent (Fore, 2017). A firm approach will ensure the action is taken seriously and will ensure others do not commit the same infraction. A fair approach to some may mean having a rule for every situation like laws. My issue with this approach is there is no way to cover every infraction; therefore, I believe the best approach is making decisions based on individual circumstances while eliminating emotional interference. Finally, consistency must remain constant throughout the season when dealing with disciplinary actions. Positive and negative reinforcement is a potentially effective tool in a coach, trainers and teacher’s arsenal in increasing motivation, performance by eliminating unwanted behaviors, encouraging useful behaviors, and enjoyment of the task. The use and delivery of reinforcements are possibly determined on many factors and its use and effects, both negative and positive are to be understood before they can be incorporated into a bigger plan (Schwartz, 2013). I would prefer to use positive approaches to discipline a player. Ultimately effective discipline requires mutual respect between both parties, and this can only be achieved by effective communication prior to disciplinary issues occurring.
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---------- Forwarded message --------- From: Willie Collins <[email protected]> Date: Wed, Feb 17, 2021, 1:22 PM Subject: Week 4 discussion To: Willie Collins <[email protected]>, Willie Collins <[email protected]>
Training for Energy, Fitness, and Muscular Development
Training for Energy and Fitness
The basic physiology of the body's energy systems includes the aerobic and two anaerobic energy production systems, the ATP-PCr and anaerobic glycolysis systems. Three muscle fiber types are discussed: slow-twitch fibers, fast oxidative glycolytic fibers, and fast glycolytic fibers. Energy demands for different sports are considered. All three energy systems are usually used simultaneously to provide energy. Methods for measuring energy fitness are described, with practical instructions for assessing body type, body fat, muscle fiber type, aerobic fitness, and anaerobic capacity.
The training pyramid is proposed as a guide for planning training methods. Coaches are directed to first develop the aerobic foundation before the season begins, then move on to lactate threshold training, anaerobic training, and speed training. Training becomes more intense but shorter in duration as athletes progress from one level of training to the next. Intensity of training may be measured using heart rate and by computing training target heart rate for athletes. A general seasonal training plan for aerobic fitness is outlined.
Some types of exercise for use in the energy fitness training include: (1) Sport-specific training; long, (2) Slow distance training; (3) Pace/tempo, interval, and fartlek training, and (4) sprints. Overtraining is the result of excessive training and inadequate recovery. Signs of overtraining are listed. The most effective cure for overtraining is rest.
Training for Muscular Development
Athletes are more likely to be successful if their muscles are fit. Muscular fitness and muscle mechanics and physiology all function as working components of efficient movement. Components of muscular fitness: muscular strength, muscular endurance, speed, power, and flexibility. Principles and guidelines for flexibility and resistance training are provided, as are procedures for estimating the muscular demands for different sports.
Detailed procedures for testing muscular fitness are required along with tables for evaluating testing results. Practical instructions for testing athletes' flexibility, strength, muscular endurance, speed, and power are essential along with guidelines for assessment.
An extensive discussion of designing a muscular fitness program includes training objectives, guidelines for planning and implementing the program, and suggestions for exercises to help athletes improve fitness in important components of muscular fitness. Flexibility training essentials are needed, and successful stretching exercises for major muscle groups are required. Resistance training is utilized with attention to determining objectives for a program. The essential eight resistance exercises: Issues of exercise order, safety, determining the starting weight, volume, and load adjustments are discussed, along with guidelines for effectively implementing the muscular fitness program.
Muscular endurance training required specific instruction. Five ways to improve speed and three training methods for speed training can be combined with Power training guidelines to be successful using plyometrics for improving athletes' power.
***Week 4 discussion ( No more than 350 words/ 3 string paragraphs)
Training Basics
Please describe the benefits of physical training. Also, provide physiological explanations for each of the benefits you listed. Explain why each of these benefits occurs through physical training. Then, respond to the following questions: What systems and processes are involved in facilitating each of the benefits listed? What roles do aerobic and anaerobic systems play in physical fitness for your sport? How are muscular strength and muscular endurance important to performance in the sport? How are other abilities (speed, reaction time, flexibility, and so on) related to muscular fitness in your sport? Which of these aspects of physical fitness are most important for athletes in your sport?
***Respond to post D Dan( no more than 150 words)
My coaching philosophy reference discipline in relation to coaching athletics is guided by the notion that good and bad decisions are individual responsibilities. This drives how my coaching style enforces discipline, refusing to use mass punishment for one person’s mistake or bad choice. As a coach, the belief that a low number of general rules that cover a variety of areas, leaving discretion for the head coach when disciplinary issues arise has been a better fit for me than multiple rules. The team rules can remain low and generalized when part of a school sport, as the school already has numerous rules governing attendance, grades, and acceptable behaviors. When the head coach does not have these overarching rules, they must ensure they cover acceptable behaviors within their team rules. Athletes that break team rules should be handled on a case-by-case basis, ensuring fairness is applied in each situation. This individualized approach will require building trust with athletes, administration, and parents wherein they understand the head coach has the best interest of the student athlete and the organization driving their disciplinary actions. Communication and transparency are the best course of action when disciplining players. Discipline and coaching go hand and hand and nearly have the same definition in the English language. The two words when used as verbs both mean to train; however, discipline adds punishment to training. That is a fascinating definition as coaching relies on motivation through training but will sometimes require discipline to ensure compliance with team culture and rules. Discipline must be firm, fair, and consistent (Fore, 2017). A firm approach will ensure the action is taken seriously and will ensure others do not commit the same infraction. A fair approach to some may mean having a rule for every situation like laws. My issue with this approach is there is no way to cover every infraction; therefore, I believe the best approach is making decisions based on individual circumstances while eliminating emotional interference. Finally, consistency must remain constant throughout the season when dealing with disciplinary actions. Positive and negative reinforcement is a potentially effective tool in a coach, trainers and teacher’s arsenal in increasing motivation, performance by eliminating unwanted behaviors, encouraging useful behaviors, and enjoyment of the task. The use and delivery of reinforcements are possibly determined on many factors and its use and effects, both negative and positive are to be understood before they can be incorporated into a bigger plan (Schwartz, 2013). I would prefer to use positive approaches to discipline a player. Ultimately effective discipline requires mutual respect between both parties, and this can only be achieved by effective communication prior to disciplinary issues occurring.
*** Respond to post Ruiz ( no more than 150 words)
My coaching philosophy reference discipline in relation to coaching athletics is guided by the notion that good and bad decisions are individual responsibilities. This drives how my coaching style enforces discipline, refusing to use mass punishment for one person’s mistake or bad choice. As a coach, the belief that a low number of general rules that cover a variety of areas, leaving discretion for the head coach when disciplinary issues arise has been a better fit for me than multiple rules. The team rules can remain low and generalized when part of a school sport, as the school already has numerous rules governing attendance, grades, and acceptable behaviors. When the head coach does not have these overarching rules, they must ensure they cover acceptable behaviors within their team rules. Athletes that break team rules should be handled on a case-by-case basis, ensuring fairness is applied in each situation. This individualized approach will require building trust with athletes, administration, and parents wherein they understand the head coach has the best interest of the student athlete and the organization driving their disciplinary actions. Communication and transparency are the best course of action when disciplining players. Discipline and coaching go hand and hand and nearly have the same definition in the English language. The two words when used as verbs both mean to train; however, discipline adds punishment to training. That is a fascinating definition as coaching relies on motivation through training but will sometimes require discipline to ensure compliance with team culture and rules. Discipline must be firm, fair, and consistent (Fore, 2017). A firm approach will ensure the action is taken seriously and will ensure others do not commit the same infraction. A fair approach to some may mean having a rule for every situation like laws. My issue with this approach is there is no way to cover every infraction; therefore, I believe the best approach is making decisions based on individual circumstances while eliminating emotional interference. Finally, consistency must remain constant throughout the season when dealing with disciplinary actions. Positive and negative reinforcement is a potentially effective tool in a coach, trainers and teacher’s arsenal in increasing motivation, performance by eliminating unwanted behaviors, encouraging useful behaviors, and enjoyment of the task. The use and delivery of reinforcements are possibly determined on many factors and its use and effects, both negative and positive are to be understood before they can be incorporated into a bigger plan (Schwartz, 2013). I would prefer to use positive approaches to discipline a player. Ultimately effective discipline requires mutual respect between both parties, and this can only be achieved by effective communication prior to disciplinary issues occurring.
DISCUSSION - W3: Coaching Discipline
Name
Name of institution
Coaching Discipline
Response to Post#1 -Butler
Coaches have distinct philosophies that guide their discipline approaches to the athletes. As a coach, I believe in practical discipline installation and role modeling. I use all the appropriate strategies to install discipline among the athletes and apply individual self-discipline to coach them. It is important to instill discipline, but the installer of discipline must also play a disciplined role model all around the close. Teaching the athletes necessary discipline, collectively designing disciplining measures, and mitigating indiscipline effectively institutes penalty as a framework. Coaching is a skill and directional giving session. It requires sober minds, collaborative initiatives, and compliance. Discipline is, therefore, an important aspect of coaching. Coaching disciplined individuals increases acquiring skills and knowledge positively impacts athletes’ performance and public image (Coppola et al., 2014).
In my coaching setup, I have designed few general rules that guide our interaction and association with athletes' general life issues and behavior. This has been appropriate and easy to capture, thus setting an evident cut pace of every individual’s public life expectations. For instance, the first general rule is presentable. Every member must be presentable and act responsibly in life. Punishment is a corrective and directional approach to team members. There are circumstances that an entire team will receive a sentence committed by one individual.
Moreover, there are instances when an individual will receive punishment because of the mistake an individual commits. These vary depending on the full implication of the error in the team and the general public. It helps bring together the athletes and increase group checks and balances. Communication, dressing, and hygiene are areas that must be included in the team's rules. This is because these areas directly affect the individual and the team (Choi et al., 2019). An athlete who breaks the team’s rules should first of all be discontinued from being a team member. This is because a team must have one unique code of conduct and a spirit of compliance. Deviation from rules means one is not ready to be part of the team. After discontinuation, a counseling and rehabilitation session should follow to win him back as a disciplined member. If successful, the member re-joins the team.
Team members operate under set rules. Violation attracts punishment. First, rule violation should lead to loss of the m 1–16.
Response to Post#2 –DanRam
Coaches have distinct philosophies that guide their discipline approaches to the athletes. As a coach, I believe in practical discipline installation and role modeling. I use all the appropriate strategies to install discipline among the athletes and apply individual self-discipline to coach them. It is important to instill discipline, but the installer of discipline must also play a disciplined role model all around the close. Teaching the athletes necessary discipline, collectively designing disciplining measures, and mitigating indiscipline effectively institutes penalty as a framework. Coaching is a skill and directional giving session. It requires sober minds, collaborative initiatives, and compliance. Discipline is, therefore, an important aspect of coaching. Coaching disciplined individuals increases acquiring skills and knowledge positively impacts athletes’ performance and public image (Coppola et al., 2014).
In my coaching setup, I have designed few general rules that guide our interaction and association with athletes' general life issues and behavior. This has been appropriate and easy to capture, thus setting an evident cut pace of every individual’s public life expectations. For instance, the first general rule is presentable. Every member must be presentable and act responsibly in life. Punishment is a corrective and directional approach to team members. There are circumstances that an entire team will receive a sentence committed by one individual.
Moreover, there are instances when an individual will receive punishment because of the mistake an individual commits. These vary depending on the full implication of the error in the team and the general public. It helps bring together the athletes and increase group checks and balances. Communication, dressing, and hygiene are areas that must be included in the team's rules. This is because these areas directly affect the individual and the team (Choi et al., 2019). An athlete who breaks the team’s rules should first of all be discontinued from being a team member. This is because a team must have one unique code of conduct and a spirit of compliance. Deviation from rules means one is not ready to be part of the team. After discontinuation, a counseling and rehabilitation session should follow to win him back as a disciplined member. If successful, the member re-joins the team.
Team members operate under set rules. Violation attracts punishment. First, rule violation should lead to loss of the membership identity. Second, breakers of the rules should be punished as stated in the disciplinary policy. The positive approach of disciplining a player is the deregistration and rehabilitation approach. This approach gives the player the first image of teamwork as a member and not independence. The system also identifies with the player and tries to rehabilitate them to gain responsive behavior and compliance to the team rules. The Negative approach includes the naming and shaming approach. This approach only builds resentment in the player against the shaming (player and coach). It may tear apart the team if members choose to take different sides concerning the player (Choi et al., 2019).
References
Choi, H., Park, J., & Kim, Y. (2019). Decreasing aggression through team communication in collegiate athletes. Sustainability, 11(20), 5650. doi:http://dx.doi.org.ezproxy1.apus.edu/10.3390/su11205650
Coppola, A., Ward, R., & Freysinger, V. (2014). Coaches’ Communication of Sport Body Image: Experiences of Female Athletes. Journal of Applied Sport Psychology, 26(1), 1–16.
