Cano-Cuartero Cristina, López-Hernández Alejandro, Rodríguez-Barbero Sergio, González-Ravé José María
Sport Training Laboratory, University of Castilla-La Mancha, Toledo, Spain.
Universidad Internacional de La Rioja, Facultad Ciencias de la Salud y Escuela de Doctorado, Logroño, Spain.
Front Sports Act Living. 2025 Aug 22;7:1642020. doi: 10.3389/fspor.2025.1642020. eCollection 2025.
This study examined the beliefs and practices of Spanish national swimming coaches regarding season planning, aiming to gain a deeper understanding of how they organize training throughout the year.
A total of 18 coaches participated and were classified based on the performance level of their swimmers: World Class (27.8%), Elite (11.1%), and National (72.2%). A validated questionnaire was used to gather information on training structure, session management, and feedback strategies.
The most reported planning model was traditional periodization (35.3%), typically structured into general, specific, and competitive phases, with individualized tapering strategies lasting between 7 and 21 days. While most coaches (89.9%) did not involve swimmers in the planning process, they did consider contextual factors such as academic and personal schedules (94.4%). Coaches emphasized strength-endurance and coordination work during early phases, shifting toward speed-strength and sprint capacity in the competitive phase. Training sessions were commonly adjusted based on objective and subjective indicators (83.3%), including heart rate (77.8%) and perceived exertion (55.6%). Feedback was mostly provided during training and addressed psychological (72.2%) and technical aspects (38.9%). Recovery strategies included active rest (22.7%), professional guidance (22.7%), and collaborative planning between coach and swimmer (61.1%). Performance assessments were conducted using tools such as the force-velocity profile (44.4%), one-repetition maximum test (22.2%), countermovement jump (16.7%), and swim-specific sets (7 × 200 m) (22.2%), although one-third of coaches did not use formal testing. While the limited sample size restricts the generalizability of findings, the results offer valuable insight into how experienced coaches conceptualize and manage the training process.
These findings highlight the importance of individualized planning, continuous monitoring, and athlete-context integration in high-performance swimming coaching.
本研究调查了西班牙国家游泳教练在赛季规划方面的理念和做法，旨在更深入地了解他们如何安排全年的训练。
共有18名教练参与，根据其运动员的成绩水平进行分类：世界级（27.8%）、精英级（11.1%）和国家级（72.2%）。使用经过验证的问卷收集有关训练结构、训练课管理和反馈策略的信息。
报告最多的规划模式是传统周期训练法（35.3%），通常分为一般、专项和比赛阶段，个性化的减量策略持续7至21天。虽然大多数教练（89.9%）没有让运动员参与规划过程，但他们确实会考虑学术和个人日程等背景因素（94.4%）。教练们强调在早期阶段进行力量耐力和协调性训练，在比赛阶段转向速度力量和冲刺能力训练。训练课通常根据客观和主观指标进行调整（83.3%），包括心率（77.8%）和主观用力程度（55.6%）。反馈大多在训练期间提供，涉及心理方面（72.2%）和技术方面（38.9%）。恢复策略包括主动休息（22.7%）、专业指导（22.7%）以及教练与运动员之间的协作规划（61.1%）。使用力量-速度曲线（44.4%）、一次重复最大重量测试（22.2%）、纵跳（16.7%）和特定游泳组（7×200米）（22.2%）等工具进行成绩评估，尽管三分之一的教练未使用正式测试。虽然样本量有限限制了研究结果的普遍性，但这些结果为经验丰富的教练如何构思和管理训练过程提供了有价值的见解。
这些发现凸显了个性化规划、持续监测以及在高水平游泳教练中运动员与背景情况相结合的重要性。
