Sports Training Laboratory, Faculty of Sports Sciences, University of Castilla-La Mancha, Toledo, Spain.
Department of Neuromedicine and Movement Science, Center for Elite Sports Research, Norwegian University of Science and Technology, Trondheim, Norway.
Int J Sports Physiol Perform. 2024 Jul 24;19(9):905-913. doi: 10.1123/ijspp.2024-0042. Print 2024 Sep 1.
To describe how high-level European sprint coaches (from 100 to 400 m) work to improve important factors associated with the quality of the holistic training process and the quality of the specific training session.
A descriptive analysis was conducted using questionnaires from 31 European elite sprint coaches (ie, training athletes defined as tiers 3, 4, and 5) who participated voluntarily.
The coaches used traditional periodization (45%) with a 10- to 15-day tapering phase (48%) that includes a reduction in volume, maintenance of intensity, and focus on correct technical execution. In the 3 mesophases, coaches prioritized the basic development of strength and sprint work in the first phases of the season and emphasized more sprint-specific work in the competitive phase. Before sessions, adjustments were made based on factors such as psychological (77%), technical (48%), and physical (39%) parameters. In-session load management relies on a combination of objective and subjective measures (55%), in which the dialogue with athletes (65%) was regarded as the main resource. Feedback during and after sessions covers technical (54%), psychological (48%), and physical (35%) aspects. Recovery protocols after sessions mainly involve rest and professional guidance (42%). For performance assessment and testing, coaches utilize countermovement jump (52%), force-velocity profile (45%), and 30-m flying (61%) as main tools.
European sprint coaches demonstrated a comprehensive approach to planning and management, shedding light on the multifaceted nature of their training methodologies and the diverse tools employed for athlete testing and monitoring.
描述高水平欧洲短跑教练（100-400 米）如何努力提高与整体训练过程质量和专项训练课质量相关的重要因素。
对 31 名欧洲精英短跑教练（即培训运动员被定义为 3 级、4 级和 5 级）进行问卷调查，采用描述性分析，这些教练自愿参与。
教练使用传统的阶段性训练（45%），其中包括 10-15 天的递减阶段（48%），其中包括减少训练量、保持强度和注重正确的技术执行。在 3 个中间阶段，教练在赛季的前两个阶段优先考虑基本力量和短跑能力的发展，并在竞争阶段更加强调更具专项性的工作。在训练课前，根据心理（77%）、技术（48%）和身体（39%）参数进行调整。在训练课中，依靠客观和主观措施（55%）进行负荷管理，其中与运动员的对话（65%）被视为主要资源。在训练课中和课后的反馈涵盖技术（54%）、心理（48%）和身体（35%）方面。课后的恢复方案主要包括休息和专业指导（42%）。在性能评估和测试中，教练主要使用纵跳（52%）、力量-速度曲线（45%）和 30 米飞行（61%）作为主要工具。
欧洲短跑教练展示了一种全面的计划和管理方法，揭示了他们训练方法的多面性和用于运动员测试和监测的各种工具。
