ISCA Blue - Clean WordPress Posts ================================= Sandbox Tutorial for Caldera Forms on using check-box buttons with variable names -------------------------------------------------------------------------------- A simple case and tutorial from my sandbox As I fiddle with Caldera Forms, a WordPress plug-in, I often make sandbox forms that allow for trial and error and can help to scaffold the overall project. In this form, the user can pick six colors. Really, any value is fine, but colors make sense as a placeholder: Red, blue, green, yellow, grey, black, white, whatever. In the right side of the top box, the user can turn on and turn off various buttons, check-boxes. The magic, with the magic tags , comes into play as the colors with the check-boxes on display. Six conditional statements are needed. I was hoping to find a way to put the value of the name of the check-box from a field variable. But that isn't something I was able to figure out. Connections to coaching Swimmers have different events to focus upon. Sally might be gearing for a great time in the 200 fly. Sam might be working to do well on the 100 free. The priorities of all the swimmers are often unique to that individual. So in this example, the favorite event, like a favorite color, can shift. Colors, and swim events, can come in any order. On any given workout, there are a limited number of test sets and main sets and focus points that can be accomplished. Likewise, if one's favorite color is blue, you can't also wear five other colors all at the same time on the same day. One might wear blue for four of the days and on the fifth day wear an outfit that is not blue. Plus, on any day, one might wear blue and green, and on another day wear blue and white. So the combinations are plentiful. With this effort the coach can set up a mini-cycle and stress different events on different days and plan ahead. One can't do everything on every day. Stay in the loop at Time.CLOH.org --------------------------------- Reaction Time Settings ---------------------- Should read the prior article on Watch Mode . Draft Article - Needs work - RAW In a swim race, the official meet starter clicks a button that begins the race for the athletes. That button push initiates a few different things at the same instance: the audible BEEP sound, the white strobe flash, the electronic timing system begins its time, the athletes start their race and everyone else in the venue with a stop watch, including coaches, start their watches. But there is a bit of a delay between the starting of the watches of coaches and spectators and the start of the official timing system watch due to a chain of events that take time to complete. The sound of the speaker travels at the speed of sound to the ears of the stop-watch operators. The speed of sound in air is about 343 meters per second. The watches of the spectators and coaches are generally scatter around the sporting venue, various distances from the source of the sound from the starter's device. Meanwhile, the speed of light is much faster. Light travels at 299,792,458 meters per second. Hence, the white strobe light for the starter. Those with watches who are also timing an event are instructed to watch for the flash as that arrives in advance of the sound since light travels faster than sound. In the days of a starter's pistol, rather than a horn, the starter's gun would make a flash and that was the cue to start the watches. Once the starter's light or sound arrives to the stop-watch operator, additional delay occurs due to the human element of processing the stimulus and making the response of pushing the watch's start button. The AutoCoach smart watch reaction time feature allows the watch to more closely synchronize itself with the official time. When the AutoCoach button is pushed, the time doesn't start at 0:00, but rather at a time that accounts for the reaction time delay. Personally, I watch for the flash and I'm nimble with my finger push to start the watch, so I use the smallest Reaction Time setting, R. 16. Throughout the meet, the stop watch often is spot-on with the official time displayed on the scoreboard. Stroke Rate 1, 2, 3 ------------------- Also need to talk about Stroke Rate 1 vs. Stroke Rate 2 vs. Stroke Rate 3. I always like to use Stroke Rate 1. Should read the article on Watch Mode Swimming and Golf merge in this classic standard called SWOLF ------------------------------------------------------------- Performance Measurements Part 2: SWOLF – Swimming Golf. A fun way to work on efficient swimming Originally by Damien Gogoll, PLC Aquatic Swim Club, Head Coach (Silver Licence), In the previous article we covered some of the more commonly known measurements that coaches use in swimming: - Times (splits) - Stroke Rate - Stroke Count - Distance Per Stroke - Velocity All of these measures are extremely useful in assessing improvement in a swimmer’sperformance and are widely used among coaches around the world. Two less common measures of performance are Stroke Index (SI) and Swimming Golf(SWOLF). This article covers SWOLF. Another post covers Stroke Index (SI). Swimming Golf (SWOLF): Swimming Golf is similar to Golf whereby the aim is to have the lowest score. The score is calculated by adding the swimmers time for the distance they swam and their stroke count. SWOLF SCORE = Time + Stroke Count Adding SWOLF into swim training program is a great way to assess and monitor a swimmer’s stroke efficiency, however there are some factors to consider. 1) SWOLF does not factor in the distance swimmers travel underwater off the wall. Justlike in stroke counts, a swimmer who travels 15-meters underwater may have a muchlower stroke count than one who travels 5-meters underwater. However this does notmean their stroke is more efficient. Specifying the distance they should be travellingunderwater is a good idea. 2) Individuality: Just like with splits, stroke rates and stroke counts, it is important to find the ideal for each individual. Individuality is important. There is no “one size fits all” for this. While a lower SWOLF score shows better efficiency, it is also good to look at the components (time and stroke count) to see which can be improved. A few suggestions of how to add SWOLF into your training. Try them and see what you think. Don’t be afraid to adapt these to suit your situation or create new ways. The most innovative coaches take ideas and adapt them to suit their program.1) The Efficiency set mentioned in the previous article ( 8 x 50-meters on 1.30, recording the time and Stroke count, 1=PB+15, 2=PB+13, 3=PB+11, 4=PB+9, 5=BP+7, 6= PB+5, 7=PB+3, 8=PB+1) can be easily adapted to include SWOLF. Simply add the time swumand the stroke count to get a SWOLF score.2) Creating an 18-hole golf-course swim set. For example, do 18 x 50-meter swims on 1:15. Then offer an intensity standard to each segment that reflects the golfers' par. The first hole could be par five. That means a personal best time pulse 5-seconds, (PB +5). The second 50, or second hole, could be, for example, a par 3, as in personal best time for the 50-meter event plus three-seconds, (PB+3). Set each 50-meter repeats within a range of different par designations. Coaches can set the par values depending on the intensity desired from the swimmers. Swimmers can work the set at various speeds and intensity. The distance and time cycle can be changed to suit the swimmers. Swimmers calculate their SWOLF for each 50-m. Add the SWOLF scores up over the 18 x 50-m and see who has the lowest SWOLF. Unfortunately, like golf, this doesn’t create a competitive playing field for all unless you create a handicap system. Those wishing to do this could create handicaps for each swimmer. 3) 10 x 50-meter holding PB+5 on 1:15, aiming to reduce the SWOLF for each 50-meter repeat. This means reducing the stroke count for each 50-m. 4) Repeating one of the above sets regularly gives swimmers a chance to compare andimprove their SWOLF score from the previous set. 5) Once your swimmers have a strong understanding on SWOLF and how to use theSWOLF score to improve their swimming, adding it to various sets can be a great wayto check their efficiency. Just like you might take Stroke Rates or Stroke Countsduring sets as a measure, try using SWOLF. Learning about how to be more efficient in the water is important in swimming. As coaches we know the importance, and can see how the swimmers can improve in this area. Too often however, these opportunities and subsequent improvements are notrealized until the swimmer sees the benefit. Be creative in adding the concept of SWOLF into your program. Variety is important for today’s swimmers. Once swimmers understand SWOLF and have a good understanding of what their SWOLF score is, it can be used as a measurement in race analysis. However it isimportant to note how far they traveled underwater as this affects their score. Image reference: http://markr763.sg-host.com/wp-content/uploads/2019/01/SWOLF-score-card.png SWOLF score card Hole # Time SC SWOLF Hole # Time SC SWOLF Hole #1 Hole #10 Hole #2 Hole #11 Hole #3 Hole #12 Hole #4 Hole #13 Hole #5 Hole #14 Hole #6 Hole #15 Hole #7 Hole #16 Hole #8 Hole #17 Hole #9 Hole #18 Front 9 Totals Back 9 Totals Overall SWOLF Totals: Tips for using the SWOLF score cards. Print the charts on waterproof paper or laminate them. Then get chinagraph pencils so the swimmers can score the set for themselves. Measuring SWOLF using AutoCoach Performance Stopwatch The AutoCoach Stopwatch can calculate SWOLF scores. This smart watch feature handles the math, allowing you to be more accurate and focus on how to improve the SWOLF. The watch uses the stroke rate and split time of the lap to calculate the SWOLF score. This makes it simple and easy to produce SWOLF Scores. How to do SWOLF with the AutoCoach watch 1) Begin with the setup mode: a. Set the pool length to the length of the pool you are using, such as 25-yards, 25-meters, 50-meters, etc. b. Set the rate count to one, two or three. Use the appropriate number that matches your preference in taking stroke rates. Select 1 to equal one complete stroke cycle.. Select 2 to equal two complete stroke cycles. Select 3 for three complete stroke cycles. Taking the stroke rate for the duration of three complete stroke cycles is perhaps more accurate in getting an average, but by selecting stroke rate three, the coach needs to stay focused on that swimmer for a longer period of time. Do not set the stroke rate to zero. Stroke rate, 1, 2 or 3 works but 0 is not going to work. When the watch has its set-up mode set to stroke rate zero, the watch will not record any stroke rates and the left button acts as another timer. 2) In watch mode: a. Start the watch using the right top button when the swimmer pushes off the wall. b. Take a stroke rate at the 15-meter mark by pushing the top left button. Two pushes on the top left button are needed. The first push occurs as the one hand of the swimmer touches the water within a stroke. Then push the same button again to complete the stroke interval timer when that same hand touches the water after the corresponding strokes end. c. At the end of the lap, the coach pushes the stop button, top right, d. The SWOLF Score is displayed on the watch. See the SW ##. For example, it could be SW 19. Look to the middle of the screen. e. Other number are visible on the watch too. The middle line shows SI, which is the stroke interval. Next is the SW number for SWOLF. Then the third number in the middle row displays a DS value, as in distance per stroke. 3) This can be repeated each lap for a swimmer and is automatically saved in the watches memory for recalling later. (I’m not sure if this is true as I can’t seem to find it..Dean can it do this?? Empowering and knowing why The AutoCoach watch is able to calculate SWOLF, but understand that it is wise tohave swimmers perform one or more of the sets above and actually grab the data, record it, use their heads and math to get to the totals. Make certain that the swimmers learn how to calculate the SWOLF themselves. This will teach them how stroke count and speed influence each other. Once they understand the concept and have the knowledge to know which to adjust (the stroke count or the speed), giving them the SWOLF measured by the Autocoach watch is more valuable. Smart swimmers gain a respect of the time and the strokes and are able to comprehend what to do with the SWOLF feedback. Reference links: http://markr763.sg-host.com/wp-content/uploads/2019/01/SWOLF-score-card.png Efficiency Set, 8 x 50s @ 1:30, recording times and stroke counts ----------------------------------------------------------------- Image reference: http://markr763.sg-host.com/wp-content/uploads/2019/01/Damien_Gogoll_photo.png Damien Gogoll, coach, author The Efficiency set is a great way to develop effective stroke counts at varying speeds. The Efficiency set is 8 x 50-meters on 1:30, recording the time and stroke count, #1 is Personal Best time (PB) + 15-seconds;#2 is PB + 13;#3 is PB + 11;#4 is PB + 9;#5 is PB + 7;#6 is PB + 5;#7 is PB + 3;#8 is PB + 1. Reference links: http://markr763.sg-host.com/wp-content/uploads/2019/01/Damien_Gogoll_photo.png Performance Measurements: Maximizing your time using measurements during training and competition -------------------------------------------------------------------------------- Originally by Damien Gogoll, Head Coach, PLC Aquatic Swim Other postings at this site cover “Performance Measurements,” Several measurements are used by professional swim coaches to assist with the assessment of swimmers’ training and racing performances. Each measurement is useful in its own right and can be used to assist in developingthe swimmers. However it is vital that for coaches to consider when to use eachmeasurement so as to ensure that the measurement is actually focusing upon what it is seeking to measure. Developing a plan of when to introduce each measurement is useful in developing swimmers. Summary of the performance measurements and help for developing a plan of when to introduce the measurements within a swim program. - Time - Stroke Rates - Stroke count - DPS - Velocity - SWOLF - Stroke Index Use a clock, pace clock or stop watch. Cumulative Split: Time taken to swim from the start to the current distance. Lap Split: Time taken for each lap or segment of the race. Overall Time: Overall time taken to swim a distance. Stroke Rate is also called Rating. Sometimes known as cadence. Stroke Rate is the number of stroke cycles per minute. Use a stopwatch with a rating function. Refer to watch's instructions on how to do this. Stroke Count is the number of strokes taken per length of the pool. Count the number of strokes per lap. A variation is to include the number of fly kicks off each wall as well. DPS is Distance Per Stroke, also known as Stroke Length DPS is the distance a swimmer travels in one stroke cycle. Manually or with video: Visually observe the distance a swimmer travels each stroke cycle. Clues on distances can be found on the color segments of the lane lines or markings on the side of the pool. For better accuracy, start the measurement at the initiation of a stroke and use the head as the reference point. With the AutoCoach stopwatch: Set up the pool's distance (yards / meters), then get the length's split time and take a stroke rate measure for that split and the watch provides the DPS. Velocity is the time taken for a swimmer to move one meter or one yard. Manually, measure the time in seconds taken to travel a set distance in meters or yards and use the formula: V = D/T The average velocity of a swimmer in 50-meters in 25-seconds is V = 50/25. So, Velocity is 2-meters per second. V=2 m/s. With the AutoCoach stopwatch, in Speed Mode, after Set Up Mode established the course, time the swimmer by taking splits at the 15-meter mark, 25-meter mark, 35-meter mark, and 50-meter mark. The display shows the velocity instead of the split time. SWOLF is Swimming + Golf. Time of the race plus Stroke Count: a measurement of efficiency. Manually: Time the swimmer for the distance and count their strokes. The distance is generally 50-yards or 50-meters. The swimmers can count their strokes. For example: Swimmer does the 50-distance in 27-seconds and with 25-strokes (27 + 25) to get a SWOLF = 52. With the AutoCoach stopwatch: After the Set-Up Mode knows the course. Time the swimmer's splits and take a stroke rate for the length and the watch provides the SWOLF time, shown as SW. Stroke Index is a measurement of efficiency. Stroke Index = Stroke Length x Velocity of that stroke Manually: a. Calculate the number of stroke cycles for the section being measured: Number of stroke cycles = stroke rating )per minute) * time (in minutes). b. Calculate the Distance Per Stroke for the section being measured: DPS = Distance / number of stroke cycles. c. Calculate the Average Velocity for the section being measured: Average Velocity = Distance (meters or yards) / Time (seconds) in meters or yards per second. d. Calculate the Stroke Index: Stroke Index = Velocity * Distance Per Stroke. Using the AutoCoach stopwatch: Set-Up Mode for the course, Time the length and take a stroke rate for that length and the watch displays the Stroke Index. Introducing the measurements into your program will depend on several factors, including: the swimmer’s maturity and knowledge, your own coaching philosophy, your pool set-up and the resources you have available. Obviously the introduction of each measurement will depend on the maturity and personality of each swimmer. Some swimmers love understanding measurements and how it can help them from an early age and others prefer to go on feel rather than the “science." Introducing the measurements to the latter may take more time and persistence from the coach. Consider the Athlete and how much information will help them - avoid information overload Taking the measurement of time as an example, there are swimmers who from a young age always need to know their time, they feed off it and it builds their confidence. Then there are the swimmers who at the same age don’t want to know their time as it makes them nervous - they would prefer not to know their times during training and competition. The art of coaching comes into play here. As a coach you know the importance of measurement, but it is recognising which swimmers to share the information with and which to progressively introduce this information to. This is critical in regard to measurements during competition. If a swimmer has several races at a major meet, and they don’t perform as expected, sharing their time, splits, rating, SWOLF, 15m times, and turn times after the swim may help them to understand what didn’t go as planned and provide closure to the race. However for another swimmer this might cause unwanted doubt, stress and anxiety which will impact their upcoming races. So what measurements are appropriate for your swimmer? Well often that depends on the coach’s beliefs and coaching philosophy and methodology, however below is a guide to consider. As a coach is it important to be ahead of your swimmers in regard to knowledge of swimming, measurements and training. After all they are coming to you assuming and expecting that you know what to do to help them achieve their goals. Therefore as a coach you must know what you are measuring, how you measure it, what the results mean and how to make changes based on the results. A sound process to follow in regard to introducing and deploying measurements is as follows: Image reference: http://markr763.sg-host.com/wp-content/uploads/2019/01/coach-learns-measurements-bubbles.png Click image for full size view. Measurement implementation to a swimming program So we now have several measurements that can help us assess how our swimmers are progressing and we have a process we can follow to deploy the measurements into training. Now it is time to look at setting up an order or plan for when to adopt each measurement into your program. As previously mentioned this will depend on several factors including: - Your coaching philosophy and beliefs - Your swimmer’s knowledge, maturity and personality Below is a suggested order of introduction for both training and competition. Introduction of performance measurment concepts in both Training Sessions and Racing Competitions - Time & Training - Time & Races - SC & Training - SC & Racing - SWOLF & Training - SWOLF & Racing - Rates & Training - Rates & Racing - DPS & Training - DPS & Racing - Velocity & Trainnig - V & Racing - SI & Training - SI & Racing Time is the most important measurement for swimming as time determines who wins the races. Time is the basis of training programs and squad management (time cycles, intervals, personal bests (PB), rest intervals, sections of a race, scripting efforts during training) Time concepts fit into many areas throughout swimming and plans on when to introduce these elements can be staged. - Overall time of a swim effort (including PBs) - Time cycles and intervals for repeats - Splits of a race - And the list goes on and on. The earlier the better! In racing, introduce matters of time as soon as possible. However, it is best tointroduce concepts of time in competitive swimming in training first. Once swimmers are proficient in their stroketechniques, and once the swimmers understand some basic timemeasurements, introduce Stroke Counts into practices. Teaching swimmers to be efficient is vital. The simplest way to do Stroke Count is counting strokes. Swimmers should count their strokes for a length and aim to reduce that withoutcompromising technique. A variation on Stroke Count is to count the number of underwater kicks after the push-off from the wall. Measuring stroke count in competition can be useful, however it can be counterproductive for the swimmer to count their strokes as they often slow down. As a coach it can also be challenging to count their strokes as well as time their splits and focus on their technique. Film their race and count later or have anassistant coach, parent or another swimmercount. These are easiest ways of obtainingthe count. Video the race and then count the strokes after the meet. Having Stroke Count information is useful for improving the swimmers' race efficiency.Comparing it to their training stroke countsand then setting a goal stroke count isextremely beneficial. Using the time and stroke count measurements, it is easy to teach swimmers SWOLF and really build their efficiency. SWOLF sets can also provide lots of fun for junior squads, but also for senior squads.Junior squads might just focus on moderate paces and seniors can use SWOLF in high intensity sprint or pacing sets. Measuring SWOLF in competition providesuseful efficiency information about yourswimmers. However, the challenge is counting the strokes. Stroke Rates / Rating in practices comes soon after Stroke Counts. The speed of a swimmer can influence theoverall time of a race. Thus rating is alsoimportant. Depending on the swimmers' habits, Stroke Rates may be introduced earlier. Often when introducing Stroke Count swimmers quickly figure out that a low Stroke Count is more easily achieved with slower strokes. However, in racing this isn’t beneficial. Introducing Stroke Rating can help swimmers to maintain speed whileworking on Stroke Count. For the coach, taking the ratings each lap ofa race is useful in identifying when aswimmer is using too much energy. So, from an early age Stroke Rates is useful. However for the swimmers, Stroke Rates are not useful until the swimmers have experienced ratings in training and understand how different ratings influence how they swim. The concept of Distance Per Stroke or Stroke Length can be introduced early to help with Stroke Count reduction. Conceptually, DPS also helps in explaining Stroke Rate, however the actual measurement of DPS depends on your resources. As a coach, measuring the stroke length of a swimmer maybe useful. But how useful is it to a swimmer? As a junior swimmer, not much, as a senior DPS measurements can be vital. Therefore, the coach’s use of the DPS measurement may occur much earlier than it is introduced to the swimmer. Measuring DPS manually is not easy to doduring a race. However, with decent video / film of the race, you can measure DPS post-race. DPS measurements can be time consuming, but experienced coachesmay be able to give an estimate on the DPSduring a race by comparing what they see in the race to what they have seen in training. So introducing the concept of maintaining acertain Distance Per Stroke is useful incompetition. However, actually measuring itisn’t so easy unless you have the tools orresources to do so. The measurement of Velocity has traditionally been complex and time consuming, hence Velocity has rarely been used in training or competition. But advancements in technology are making Velocity Measurements easy for coaches. So when is Velocity useful to introduce?This depend on your program andswimmers. From early on coaches talk to swimmers about ‘pacing’ races, and teach them how to race at different speeds for the different distance races. Velocity can be a great pacing tool. However, over complicating Velocity may hinder the process. With the improvements in technology, measuring Velocity is much easier. Therefore, introducing the measurement of Velocity into competition analysis is easier. Showing swimmers where they are faster and where they are slower in a race is easyif you have the velocities of each section of the race. However for the swimmer to really benefit from Velocity, it is important that they have a good understanding of maintaining Distance Per Stroke and the desired Stroke Rates. Stroke Index is an extremely usefulmeasurement for efficiency, however it iscomplex. Introducing SI in stages may be the best way. Begin by using Stroke Index during training so swimmers can begin to relate the value to the swim effort. Once the swimmer understands the values, then you can ask them to reduce or adjust the swim effort to change the Stroke Index. Once the swimmers understand StrokeIndex and can understand how to changetheir stroke to produce a different StrokeIndex, then this will be a valuable tool in race analysis. Introducing SI in competition prior tothe swimmer fully understanding this may not be as useful. However, SI may help in teaching swimmers how certain Stroke Index values relate to the feeling or effort of the stroke. As with any teaching, it is important that you consider the level the swimmer is at in regard to their swimming ability and their cognitive ability. It can be handy to have a measurement up your sleeve that you have not used with your swimmers yet. This can be introduced at a later stage to give them a fresh approach and avoid swimmers focusing on the same measurements that they were 2, 3, 4 or 5 years ago. In the instantaneous world that we live in, it is important to be able to introduce newstimulus and switch it up to keep the attention of the swimmers. Reference links: http://markr763.sg-host.com/wp-content/uploads/2019/01/coach-learns-measurements-bubbles.png The wearable, AutoCoach One, changes the way coaches provide feedback to their athletes -------------------------------------------------------------------------------- Instant and timely individual feedback. No longer does the coach have to wait until the end of a set to discuss technique corrections. Autocoach One is set to change the way coaches provide feedback to their athletes. Now coaches can readily and calmly talk to the swimmer while they are swimming. An example of stroke correction using the Autocoach One: Coach explains the desired correction while the swimmer is still at the wall. Note that the swimmer is in the water and at the start wall, but with the AutoCoach One in use, the coach doesn’t need to be right near the swimmer. The coach can be more than 50-meters away from the swimmer and speak into the stopwatch with a regular voice. Coach says, “I want you to work on your hand entry in your freestyle especially your left arm. Your left arm is crossing over the mid-line of your body every stroke. When you are swimming I will provide the following Feedback: Yes = correct hand entry, Wider= your hand is entering too close to the mid-line still Swimmer makes the adjustment with the coach providing simple one/two word feedback on how well the improvement is being performed. Coach: “Yes”, “Wide”, “Yes”, “Yes”, “Yes” – after each left arm-stroke. At the end of the length, the coach can give more detailed feedback as needed. The more simple and descriptive the word(s) used while the swimmers are swimming, the easier it becomes for the swimmers to make the corrections. Reference links: http://markr763.sg-host.com/wp-content/uploads/2019/01/autocoach-one-banner-w-watch.png 3 x 100s and 4 x 50s with average times, a peek into PEAC's efforts ------------------------------------------------------------------- Spreadsheet art comes about on the test set and results from a past year with the test set deployed at Chartiers Valley High School and the PEAC club team. The test set is three one-hundreds, in heats, off the blocks with plenty of rest, five-to-eight minutes. Then comes four 50s off the blocks in heats as well. The times go into the spreadsheet and average times are calculated. John provided the data examples and he said he often set up the electronic timing system and ran the heats of the test set with the touchpads and had the results flow straight into his team manager as a time trial. Later in the season, the squad would reduce the number of repeats for the 100s and the 50s. Notice the dashes in the fields. DNP is Did Not Participate. Blue boxes over the last names are reactions. Image reference: http://markr763.sg-host.com/wp-content/uploads/2019/01/CV-PEAK-283-150x123.png Image reference: http://markr763.sg-host.com/wp-content/uploads/2019/01/CV-PEAK-284-150x123.png Image reference: http://markr763.sg-host.com/wp-content/uploads/2019/01/CV-PEAK-285-150x108.png Reference links: http://markr763.sg-host.com/wp-content/uploads/2019/01/CV-PEAK-283.png http://markr763.sg-host.com/wp-content/uploads/2019/01/CV-PEAK-283-150x123.png http://markr763.sg-host.com/wp-content/uploads/2019/01/CV-PEAK-284.png http://markr763.sg-host.com/wp-content/uploads/2019/01/CV-PEAK-284-150x123.png http://markr763.sg-host.com/wp-content/uploads/2019/01/CV-PEAK-285.png http://markr763.sg-host.com/wp-content/uploads/2019/01/CV-PEAK-285-150x108.png Rest time with USRPT -------------------- Notes from a pretension: Peter Andrew, ASCA 2016 Rest time Take 15-seconds for the 100 repeats, as in doing a split mile. Take 20-seconds for everything else. The rest time is the crucial thing. If you rest too long, it won't work. Repetitions Sixteen is the minimum number for the swimmer to make. If he is making too many, such as 30, then we reduce the goal time. Example Doing 50s and making the swim times at or faster than 30-seconds. Then if he does 30 repeats at 30-seconds, then the next time the goal time is made to be 29.5-seconds. The rest is 20-seconds. Time of segment From when his feet leave the push-off wall to when he touches at the finish. Do the exact same thing every time. Being accurate is hard. Course All our training is in short course, 25-meters. We don't do any drills. When you are a little kid and learning to swim, drills are important. But once you are proficient, you try to everything at the race pace. We don't use any tools. No kickboards. 7 x 200s step test ------------------ J.T.'s interest J.T. posted, in part, Just curious if anyone has info on using test sets for age groupers -- swimmers from ages 12 to 17 years. And, how to interpret and use the data gathered with the 7 x 200-meter step test . Paul Stanley posted, in part: As a swimmer I LOVED the 7 x 200-meter step test. Did it weekly/ bi-weekly on Monday morning long course practices. 60/50/40/30/30/50/60 BBM on 3:10. He saw a 1-to-2 second difference every week that mounts up. I could remember my times too, because it was done on a regular basis. However, will a 12 year old be able to do what’s required compared to heart rate, etc? Probably not. But the whole idea is good. Mike asked if a heart rate monitor was used, and if so, what kind? Mike posted, once or twice. The heart rate monotors weren’t always available. Not sure on brand. Was one like a bar we pressed on our chest and it displayed the heart rate on a watch tied around the block. By the way, that sounds like a Polar brand heart rate monitor. Geoff offered: I uses the test set as a session for younger swimmers to learn about pacing and holding stroke count rather than looking too much at the watch and the hear rates. For older youth type swimmers, we do it three-or-four times a season as a guide to how they are going. Temp Summary: Sounds like this test set is also called Pulse Plots, as featured in the book, Sprint Salo by David C. Salo. A chapter on Pulse Plots is coming. 1,000 free time sorcery ----------------------- Ned Swanson (https://www.facebook.com/Mischiefman89?__tn__=%2CdC-RH-R-R&eid=ARAQDW3YZgIaEH-PB4-yuHMz_YMVCpCMkZj2a-4jlLTaSPAETzipiFNN3x8GJuKACBZ6X3hZry2-5Zp0&hc_ref=ARSSOcRTy0wVsOUYwPFVEVjGwRZd_RLCZfHIXT4NoyVXB01QdQq0zLmMqeXRY7V1x6I&fref=nf) ‎ to Swim Coaches Idea Exchange Group (https://www.facebook.com/groups/462281440521890/?ref=nf_target&fref=nf) January 24 at 8:54 PM (https://www.facebook.com/groups/462281440521890/permalink/2038178652932153/) · Interested to hear everyone's calculations for 1000 training pace based off shorter events....ie , for a swimmer who has not done it before in a meet. 1 1 (https://www.facebook.com/ufi/reaction/profile/browser/?ft_ent_identifier=ZmVlZGJhY2s6MjAzODE3ODY1MjkzMjE1Mw%3D%3D&av=685989940) 9 Comments (https://www.facebook.com/groups/462281440521890/permalink/2038178652932153/?comment_tracking=%7B%22tn%22%3A%22O%22%7D) Like (https://www.facebook.com/#) Like Love Haha Wow Sad Angry Comment (https://www.facebook.com/#) Comments - Image reference: https://scontent.fagc3-2.fna.fbcdn.net/v/t1.0-1/p32x32/12003180_10153080092878045_7944618010073762937_n.jpg?_nc_cat=106&_nc_ht=scontent.fagc3-2.fna&oh=d3ea66be8407cef0d92a61a8b7bbd50d&oe=5CBBCF60 Kevin Joubert (https://www.facebook.com/kpjoubert) 500 time + (500 time - 200 time) * 1.66 2 (https://www.facebook.com/ufi/reaction/profile/browser/?ft_ent_identifier=ZmVlZGJhY2s6MjAzODE3ODY1MjkzMjE1M18yMDM4MTkzNzY2MjYzOTc1&av=685989940) Hide or report this - Like (https://www.facebook.com/#) Show more reactions - · Reply (https://www.facebook.com/#) - · 2d (https://www.facebook.com/groups/462281440521890/permalink/2038178652932153/?comment_id=2038193766263975&comment_tracking=%7B%22tn%22%3A%22R%22%7D) - Image reference: https://scontent.fagc3-2.fna.fbcdn.net/v/t1.0-1/c0.3.24.24a/p24x24/10458008_407240182749516_4056963894524761460_n.jpg?_nc_cat=100&_nc_ht=scontent.fagc3-2.fna&oh=1118316f09a10a1eb3959037cf57fb03&oe=5CBDEE85 Mike Keeler (https://www.facebook.com/mike.keeler.96) Interesting. Where did you come up with that formula. Do you have any others? 1 (https://www.facebook.com/ufi/reaction/profile/browser/?ft_ent_identifier=ZmVlZGJhY2s6MjAzODE3ODY1MjkzMjE1M18yMDM5MjIwODE5NDk0NjAz&av=685989940) Hide or report this - Like (https://www.facebook.com/#) Show more reactions - · Reply (https://www.facebook.com/#) - · 1d (https://www.facebook.com/groups/462281440521890/permalink/2038178652932153/?comment_id=2038193766263975&reply_comment_id=2039220819494603&comment_tracking=%7B%22tn%22%3A%22R%22%7D) - Image reference: https://scontent.fagc3-1.fna.fbcdn.net/v/t1.0-1/p24x24/50610852_10161794156485497_8714246725256085504_n.jpg?_nc_cat=110&_nc_ht=scontent.fagc3-1.fna&oh=c71de5926a954188e15b61e4b4a15026&oe=5CFE3EF2 Ned Swanson (https://www.facebook.com/Mischiefman89) Also, based on order of operations, I got a time I don't think is correct...but I guess we shall see tonight! Hide or report this - Like (https://www.facebook.com/#) Show more reactions - · Reply (https://www.facebook.com/#) - · 1d (https://www.facebook.com/groups/462281440521890/permalink/2038178652932153/?comment_id=2038193766263975&reply_comment_id=2039364942813524&comment_tracking=%7B%22tn%22%3A%22R%22%7D) - Image reference: https://scontent.fagc3-1.fna.fbcdn.net/v/t1.0-1/p24x24/50610852_10161794156485497_8714246725256085504_n.jpg?_nc_cat=110&_nc_ht=scontent.fagc3-1.fna&oh=c71de5926a954188e15b61e4b4a15026&oe=5CFE3EF2 Ned Swanson (https://www.facebook.com/Mischiefman89) Turns out I'm terrible at math. Excel spit out a much more reasonable number! Hide or report this - Like (https://www.facebook.com/#) Show more reactions - · Reply (https://www.facebook.com/#) - · 1d (https://www.facebook.com/groups/462281440521890/permalink/2038178652932153/?comment_id=2038193766263975&reply_comment_id=2039409802809038&comment_tracking=%7B%22tn%22%3A%22R%22%7D) - Image reference: https://scontent.fagc3-2.fna.fbcdn.net/v/t1.0-1/p24x24/12003180_10153080092878045_7944618010073762937_n.jpg?_nc_cat=106&_nc_ht=scontent.fagc3-2.fna&oh=da0548758dea0a0ab162d327c68ff4c4&oe=5CB9F80F Kevin Joubert (https://www.facebook.com/kpjoubert) Mike Keeler (https://www.facebook.com/mike.keeler.96?hc_location=ufi) It is an application of the critical power model. Get your meet times and extrapolate. Works well out to about 3 times the distance of the longest event you have data on.Most often seen in cycling, but also shown to be accurate in swimming and running (among many other things). In swimming, most usually referred to as critical swim speed.Google critical power or critical swim speed and you'll be inundated with information. Hide or report this - Like (https://www.facebook.com/#) Show more reactions - · Reply (https://www.facebook.com/#) - · 1d (https://www.facebook.com/groups/462281440521890/permalink/2038178652932153/?comment_id=2038193766263975&reply_comment_id=2039488559467829&comment_tracking=%7B%22tn%22%3A%22R%22%7D) - Image reference: https://scontent.fagc3-2.fna.fbcdn.net/v/t1.0-1/p24x24/12003180_10153080092878045_7944618010073762937_n.jpg?_nc_cat=106&_nc_ht=scontent.fagc3-2.fna&oh=da0548758dea0a0ab162d327c68ff4c4&oe=5CB9F80F Kevin Joubert (https://www.facebook.com/kpjoubert) Ned Swanson (https://www.facebook.com/Mischiefman89?hc_location=ufi) if you use the time in seconds it makes things easier. Hide or report this - Like (https://www.facebook.com/#) Show more reactions - · Reply (https://www.facebook.com/#) - · 1d (https://www.facebook.com/groups/462281440521890/permalink/2038178652932153/?comment_id=2038193766263975&reply_comment_id=2039489616134390&comment_tracking=%7B%22tn%22%3A%22R%22%7D) - Image reference: https://scontent.fagc3-2.fna.fbcdn.net/v/t1.0-1/c4.0.24.24a/p24x24/1779096_10202149648636602_1880684680_n.jpg?_nc_cat=100&_nc_ht=scontent.fagc3-2.fna&oh=005befe3bacdde254445be86c2a3d878&oe=5CBBDF38 Gordy Westerberg (https://www.facebook.com/gordy.westerberg) Take the average 50 split of the 500 (after the dive 50) and add 1-1.5 for 1000 Pace per 50 Hide or report this - Like (https://www.facebook.com/#) Show more reactions - · Reply (https://www.facebook.com/#) - · 1d (https://www.facebook.com/groups/462281440521890/permalink/2038178652932153/?comment_id=2038193766263975&reply_comment_id=2039681896115162&comment_tracking=%7B%22tn%22%3A%22R%22%7D) - Image reference: https://scontent.fagc3-1.fna.fbcdn.net/v/t1.0-1/p24x24/50610852_10161794156485497_8714246725256085504_n.jpg?_nc_cat=110&_nc_ht=scontent.fagc3-1.fna&oh=c71de5926a954188e15b61e4b4a15026&oe=5CFE3EF2 Ned Swanson (https://www.facebook.com/Mischiefman89) Kevin Joubert (https://www.facebook.com/kpjoubert?hc_location=ufi) excel spit out a time of 11:36.35....my swimmer went 11:36.95 tonight. Let me know if you have any other sorcery you would like to share. Thanks! 2 (https://www.facebook.com/ufi/reaction/profile/browser/?ft_ent_identifier=ZmVlZGJhY2s6MjAzODE3ODY1MjkzMjE1M18yMDM5Nzk0NjcyNzcwNTUx&av=685989940) Hide or report this - Like (https://www.facebook.com/#) - · Reply (https://www.facebook.com/#) - · 22h (https://www.facebook.com/groups/462281440521890/permalink/2038178652932153/?comment_id=2038193766263975&reply_comment_id=2039794672770551&comment_tracking=%7B%22tn%22%3A%22R%22%7D) - Image reference: https://scontent.fagc3-2.fna.fbcdn.net/v/t1.0-1/p24x24/12003180_10153080092878045_7944618010073762937_n.jpg?_nc_cat=106&_nc_ht=scontent.fagc3-2.fna&oh=da0548758dea0a0ab162d327c68ff4c4&oe=5CB9F80F Kevin Joubert (https://www.facebook.com/kpjoubert) That's pretty spot on, I hope you found the estimate useful for training or making pacing decisions.Did you have meet times for the 200 and 500. These types of estimate work well if your inputs are all the same. But if you have to mix meet times with workout times or workout time trial times they don't work as well. 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Various options include: - Timed swim as fast as possible for 25 yards / meters freestyle, from a push-off, without any gear other than swim suit and goggles. - Timed swim as fast as possible for 25 yards / meters free with hand paddles. What paddles were used? - Timed swim as fast as possible for 25 yards / meters with both fins and paddles. What fins and paddles were used? - Timed flutter kick as fast as possible for 25 yards / meters without any arm pulling without any equipment. - Timed flutter kick as fast as possible for 25 yards / meters without any arm pulling with only a kick-board as equipment. - Timed flutter kick as fast as possible for 25 yards / meters without any arm pulling with a kick-board and fins as equipment. What type of fins were used? - Timed underwater kick (flutter or fly) as fast as possible for 25 yards / meters without any arm pulling without any equipment. What style of kick did you use? - Timed underwater kick with fins as fast as possible for 25 yards / meters without any arm pulling. What style of fins did you use. What style of kicking (flutter/free or fly)? Randomize Make a cube. Send photos of your fins. Send photo of your paddles. Send photo of your pool. Send photo of your stop-watch / timer. Send photo of self. Send photo of your helper / coach / timer / record keeper. Test set: 24 x 25s ------------------ From Mary Jo Seeking 20-seconds rest. So, the interval could be 38, 40 or as slow as 45 seconds. Miss 1, you walk. X value is 6 Y value is 16 Z value is 19measured within half-seconds. Kicking Test Set: 10 x 100 with board and 1-arm pull at end of each length on as fast as possible with at least :05-seconds rest -------------------------------------------------------------------------------- Test set source with John Landreth at Shady Side Academy Can use a kickboard. No fins. Get one arm pull at the end of the length to go into the turn. Must have at least 5-seconds rest between every 100. Make it back in time. GREATNESS is when the interval gets to 1:15. Ranges of Test Sets ------------------- Test sets should seldom be longer than 1,000-yards. The recovery swims should be three-times the distance of the test sets. Test Set: 3 x 200s @ 8-minutes, all from a dive ----------------------------------------------- From SSA. Simple. Dive to start each one. Another stop watch that is less expensive for doing stroke counts ----------------------------------------------------------------- https://nksports.com/category-timing/interval-2000-split-rate-watch Reference links: https://nksports.com/category-timing/interval-2000-split-rate-watch https://nksports.com/category-timing/interval-2000-split-rate-watch Learn-to-swim, U CAN Swim (system) - Game play --> SKWIM, Water Polo - Events --> School assemblies, practices, scrimmages, meets, races, camps, travel - Literacy --> Scales with technology, such as web sites, app, ebooks, digital badges. - Wellness --> Jobs as coaches, swim instructors, coaches, timers, officials, lifeguards People can, with the I-League: - Make friends. - Get jobs as lifeguards, swim instructors, swim officials. - Improve fitness. - Travel and gain wider perspectives. - Learn about swimming and aquatic sport. - Develop the soft-skills found within sports participation. - Have fun. - Play among teammates and develop teamwork skills. Objective: Grow participation in aquatics where none exists presently. Prime individuals, users, groups involved directly or indirectly: - High school students - Middle school students - Potential coaches - School administrators - Existing Swim Teams (coaches and athletes) - Employers Key Features Swimming, water polo and SKWIM activities are fun for many. The I-League's expert support structure can deliver rapid gains among participants. Intensive coach education and training helps to guide a new crew of local leaders through dynamic schedules packed with variety and interesting gameplay. Next Steps: To make the I-League happen, buy-in among principals and districts smoothens the way to facility access. Willing adults are needed to step up in coaching roles, learn and help to lead with the guidance of new curriculum, virtual staff meetings and expert visitors. Reciprocal help from existing swim teams and coaches is expected throughout the years. Sponsorships, funding and some new, entrepreneurial revenue streams are to be established. Make initial awareness presentations to: - WPIAL, PIAA, Citiparks, County Parks (Gov bodies) - UPMC, Forbes Foundation (Funders) - Swim Coaches in Pennsylvania, (Advisory) - Specific school districts: Pittsburgh Public Schools, McKeesport (Early adapters) Stakeholder Maps Membership, Commonality, Exclusivity Image reference: https://cdn.swimisca.org/sites/WP_time.swimisca.org/2023/04/stakeholders-min.png Relationships & Interactions Image reference: https://cdn.swimisca.org/sites/WP_time.swimisca.org/2023/04/relationships-scrimages-min.png Core, Direct, Indirect Image reference: https://cdn.swimisca.org/sites/WP_time.swimisca.org/2023/04/Core-Direct-Indirect-min.png Purpose pathways - Water safety, comfort in water, save oneself. - Aquatic culture with wellness and jobs - Playing well with others - New swim teams (both middle school and varsity) - New water polo teams (both middle school and varsity) At the outset, and throughout, water safety needs to an emphasis and outcome.. The water safety theme needs to be repeated often. Then the water / aquatic culture needs to take root before new swim teams and water polo teams can be launched into varsity status and full-league participation. Going from A to Z, i.e., few swimmers to a thriving varsity swim team, is a heavy lift that takes time. Refine Presentations - Business plans - Slide decks - Benefit Lists Communication Plans & Progress - Presentations - Web Landing Pages - Email Campaigns - Hosting Meetings and Events Suggested footnotes: - Mention swimming and/or aquatics in the program's name. - Non-swimmers exist at all schools. - Proprietary tools are deployed within this system. Reference links: https://cdn.swimisca.org/sites/WP_time.swimisca.org/2023/04/league-basic1-min.png https://cdn.swimisca.org/sites/WP_time.swimisca.org/2023/04/stakeholders-min.png https://cdn.swimisca.org/sites/WP_time.swimisca.org/2023/04/relationships-scrimages-min.png https://cdn.swimisca.org/sites/WP_time.swimisca.org/2023/04/Core-Direct-Indirect-min.png I-League meanings ----------------- The "I" in the I-League is for inclusion . But wait. There is more! Words that begin with the letter "I" have merit within the I-League's purpose. Inclusion The I-League is the way to include more in sports and swimming. The I-League includes youngsters who may not swim well yet. Swimming can be for everyone, and the I-League helps to make swimming more accessible, especially within districts and schools that struggle to train lifeguards and host robust swimming teams. Intensity The I-League garners higher levels of intensity at the pool and greater levels of commitment flows from the water workouts. The intensity is not natural. Intensity is cultivated. Going outside one's comfort levels to swim, show-off, compete and learn, including travel to other pools turns up the intensity . International The I-League has a tight connection with the International Swim Coaches Association. The I-League brings together the top performers from across the region and offers reward trips to ISCA sponsored events. Swimming, water polo, lifesaving and SKWIM are international . The U CAN Swim program's inception was in Canada. The I-League model and its efforts are expected to be exported internationally . Intellectual The I-League leans upon literacy, technology, and intellectual development. We swim with an intellectual being and embrace personal growth; life-long learning; leadership skills; physical fitness; sport participation; community involvement and responsible citizenship practices. Intrinsic The I-League enlivens intrinsic benefits for students. The I-League is full of intrinsic reward. Participants get to understand the importance of healthy living. INTRINSIC benefits of learning about teamwork, goal setting, following directions and paying attention to instruction provides hard-work challenges and deepens respect for oneself and other intrinsic journeys. Intrinsically, the variety of the I-League's activities strengthen confidence, mental toughness and most importantly, attitudes towards life. Desired outcomes for students are intrinsic to the goals of I-League. The I-League provides opportunities for students to deepen and enrich their experiences as learners. Improvement Improvement is celebrated with the competitions of the I-League. While others look at results, I-League victories are focused upon improvement. Everyone can compete and improve race time and improve . Investment Athletes invested in their sports programs attend more practices and perform better than those forced to participate through participation rules. Interscholastic Interscholastic means that athletes engage with others at different schools. It goes beyond intramurals where all are from the same school. It goes beyond club too because I-League squads and meets are mixed with varsity teams of other schools. - Innovation - Inspiration - Individuality - Interval training - Imagination - Inner strength - Interpersonal skills - Initiative - Instruction - Interactive - Improvement plan - Imitation - Ideation - Insightful - Injury prevention - Informed decision-making - Inquisitive - In-person training - Image building - Involved The I-League's Institutional Interactions. - See I-League Institutional Interactions (https://ISCA.blue/i-league-institutional-interactions) Image reference: https://cdn.swimisca.org/sites/WP_time.swimisca.org/2023/04/i-league-badge-min.png Reference links: https://ISCA.blue/i-league-institutional-interactions https://cdn.swimisca.org/sites/WP_time.swimisca.org/2023/04/i-league-badge-min.png I-League’s Institutional Interactions ------------------------------------- The pieces of the puzzle need to fit together, as the logo illustration symbolizes. Institutional History Years ago, the swimming federation in Canada developed a swim lesson program called, I Can Swim . Over the years, the program developed, and its ownership was transferred to Current Wave in British Columbia, Canada. Current Wave's modern brand identity, (another i-word -- identity) is U CAN Swim . See https://UCANSwim.org (https://ucanswim.org/) . The U CAN Swim methods and materials are integral parts of LAP's I-League. Image reference: https://cdn.swimisca.org/sites/WP_time.swimisca.org/2023/04/UCAN-Swimlogo.png Institutional interactions are important in life. Successful operations and nearly everything in the sports world rely upon an environment of healthy, respectful interactions. Interactions are powerful influences in shaping thoughts and actions, essentially determining how we experience the world. Generally speaking, our interactions with others determine what we think it means to be happy and successful. Institutional interactions for those in disadvantaged situations are often littered with frustrating, dysfunctional hurdles. The I-League's hinges upon cooperation and superior institutional interaction. Playing well with others must happen here. - The swim lesson curriculum, U CAN Swim, from Current Wave fits with the instructor and coaching education from International Swim Coaches Association, deployed at Read.SwimISCA.org. - The game-play with SKWIM and Water Polo fits together with the in-house and travel scrimmages and clinics. - The established teams and established leagues need to be flexible with certain rules (https://ISCA.blue/rules) to allow accommodations to I-League participants. - Within the schools, support from principals, custodians, athletic directors and social workers is desired so willing youngsters can get safe access and have hopes of improving to high levels. - Sponsors, media, volunteers, and coaches of other sports are all necessary to make the I-League happen. - Of course, the student athletes need to show up, be supportive of one another, and be willing to visit others as well as host outsiders. It takes a village for competitions to occur. Reference links: https://ucanswim.org/ https://cdn.swimisca.org/sites/WP_time.swimisca.org/2023/04/UCAN-Swimlogo.png https://ISCA.blue/rules https://UCANSwim.org