A comparison of different training scenarios on rate of improvement
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The purpose of this article is to illustrate how differences in the athlete’s commitment to training will effect their ultimate performance capability in the years ahead. In this illustration, let’s assume that a physically talented individual walked into your gym one year ago and began training in Olympic Weightlifting. Let’s also assume that this individual has enjoyed participating in some competitions during their first year, weighs around 70Kg and has achieved a creditable 180Kg Total. What is the future in store for this athlete?
There are of course many factors that will effect the rate of progress of an athlete, some of which the coach can influence, and some not. One critical factor is the athlete’s commitment to training, and this in turn will be dependent on their self-confidence and belief in their own abilities. This is a factor that the coach can influence through the quality of the athlete-coach relationship, by their efforts to educate the athlete in training methodology and by enabling the athlete to consider higher levels of training.
To this end, three different scenarios are presented for our talented 70Kg individual who has one year of training experience. Chart 1 below provides an indication of the rate of improvement and ultimate performance potential of the athlete, dependent on which level of commitment scenario they pursue. The characteristics of the three scenarios are described in Table 1 below.
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The purpose of this article is to illustrate how differences in the athlete’s commitment to training will effect their ultimate performance capability in the years ahead. In this illustration, let’s assume that a physically talented individual walked into your gym one year ago and began training in Olympic Weightlifting. Let’s also assume that this individual has enjoyed participating in some competitions during their first year, weighs around 70Kg and has achieved a creditable 180Kg Total. What is the future in store for this athlete?
There are of course many factors that will effect the rate of progress of an athlete, some of which the coach can influence, and some not. One critical factor is the athlete’s commitment to training, and this in turn will be dependent on their self-confidence and belief in their own abilities. This is a factor that the coach can influence through the quality of the athlete-coach relationship, by their efforts to educate the athlete in training methodology and by enabling the athlete to consider higher levels of training.
To this end, three different scenarios are presented for our talented 70Kg individual who has one year of training experience. Chart 1 below provides an indication of the rate of improvement and ultimate performance potential of the athlete, dependent on which level of commitment scenario they pursue. The characteristics of the three scenarios are described in Table 1 below.
The difference between scenarios 1 and 3 is perhaps the difference between achieving national team status or remaining as an averagely good athlete by virtue of their natural talent. It is very conceivable that our 70Kg athlete, under the right conditions (scenario 3), could progress into the 85Kg category and achieve a 320 total in their 5th year. At this level, they would be a strong prospect, in many nations, to participate in World Championships and be a possible contender for Olympic Games selection. Furthermore, as Chart 1 indicates, the athlete’s improvement has not reached a plateau and further increases in performance are probably likely in years 6-10 of their career.
| Table 1: Commitment to Training Scenarios | ||
| Scenario 1 | Scenario 2 | Scenario 3 |
| Commencing at 2 sessions per week rising to 3 sessions per week after 1 year, maintaining this level of commitment for next 3 years. | Commencing at 2 sessions per week, rising to 3 sessions per week after 1 year and 4 sessions per week after 2 years | Commencing at 3 sessions per week, rising to 4 sessions per week after 1 year, 5 sessions per week after 2 years, reaching 8 sessions per week (“double day” training) in their 5th year |
| Some attention to improvement of technique, relatively little effort to learn about training methodology. | Significant attention to technique, developing good training habits, learning principles of training methodology | Maximum attention to technical development, achieving a high level of organisation and discipline in training, immersion in the principles of high performance training methodology. To all intents and purposes, a “professional” approach to sport participation. |
| No particular goals for Weightlifting, enjoying the sport for fitness | Setting goals to compete at National Championships. | Setting goals for National Team selection to compete in World Championships, and Commonwealth and Olympic Games |
| No particular effort on increasing bodyweight, not employing specific measures for recovery from training | Some attention to diet and increasing bodyweight, some effort to employ measures for recovery from training. | Planning the bodyweight category that is optimal for the lifter, significant attention/effort to reaching and maintaining the required bodyweight. Including regular recovery measures as part of the training process. |
If you are an Olympic Weightlifting coach and you have been coaching a few years, you are bound to come across just such individuals as in our illustration above. Your task as a coach is to find away to keep the athlete training, expand their perception of what is possible and help them achieve their potential. While there is always initial excitement about possibilities, there is soon a realization that the coach’s task is anything but simple. Your best efforts as a coach can be easily thwarted by many factors that constrain the athlete’s willingness to pursue training with increasing commitment. In such circumstances, the coach may well ask the question “why does the athlete not have the motivation to strive for important goals?”
It is probable that one chief reason why an individual will not strive for important goals is their lack of confidence in their own abilities. Although the athlete might state a desire to be a national team member, they do not really believe that they can rise to this level. The coach’s task is therefore to instill confidence that if the athlete pursues a proper process, it is probable that their efforts will be well rewarded. It helps if the coach has a good reputation and track record of success and has other athletes in their charge pursuing the same goal. But for the upcoming coach it is quite a hard proposition to achieve their first high status athlete, and sometimes some luck is involved. But in both cases, for the experienced and the upcoming coach, a great deal of time and effort has to be invested into gently “nudging” forwards the athlete’s self-confidence and belief in their own abilities.
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