1. Dr.C. Edgardo Romero Frómeta, PhD
Profesor Titular
Universidad del Deporte Cubano
Entrenador Nivel II y Disertante IAAF
Metodólogo-Entrenador FEDENAPO
edgardoromero54@hotmail.com
2. El Entrenador
• Apunta a optimizar
el rendimiento
• Identifica todos los
factores que afectan
el rendimiento
• Interviene para
asegurar la mejora
del rendimiento
3. Conducta de Entrenamiento
La conducta de entrenamiento depende de:
•
•
•
•
Instalaciones disponibles
Apoyo económico
Entorno político
Creencias filosóficas del
Entrenador
• Creencias sociales y
culturales del entorno
• Tiempo disponible
Ética
Respeto
Entusiasmo
Paciencia
1
o
4. El Conocimiento Necesario de un
Entrenador
CONOCIMIENT
O DE SI MISMO
CONOCIMIENT
O DE LOS
OBJETIVOS
CONOCIMIENT
O DE LOS
ATLETAS
CONOCIMIENTO
NECESARIO DE UN
ENTRENADOR
CONOCIMIENTO
DEL Deporte
INTUICIÓN
FACTORES QUE
CONTRIBUYEN AL
RENDIMIENTO
5. Prerrequisitos del Entrenamiento
El Entrenador debe poseer:
Conocimiento especializado:
•
•
•
•
•
Teoría del Entrenamiento
Biomecánica
Fisiología
Anatomía
Psicología
Habilidades especiales:
• Comprensión y aplicación
del conocimiento
• De enseñanza
• De observación
• De motivación
• Planificación
6. La Naturaleza del
Entrenamiento
El factor más importante en el entrenamiento es ser
uno mismo. Muchos entrenadores intentan
copiarse de otros entrenadores o programas.
Existe una gran discusión sobre si un entrenador
debe ser científico o si debería entrenar como si
esto fuera un arte. Cada entrenador debe
encontrar una forma personal de entrenar …… la
forma que crea mejor para sí mismo, porque,
antes que nada, el entrenamiento es el arte de la
comunicación.
7. •
•
•
•
•
•
El Entrenador “Efectivo y
Respetado”
En búsqueda constante de
conocimiento general y específico de
una variedad de fuentes
Es muy organizado y ha planificado
con antelación
Ha aprendido de experiencias previas
de entrenamiento (y tal vez ha
participado) en el deporte
Comprende y aprecia las fortalezas y
debilidades de los atletas en
particular
Es un buen comunicador
Está comprometido con la idea de
ganar pero se concentra más en “el
atleta primero, segundo ganar”
Wilson H 1990
El entrenador y atleta. Un buen
ejemplo de sinergismo: lo viejo y lo
nuevo y cuando dos mentes son mejor
que una.
8. La Naturaleza del Entrenamiento
El Entrenamiento
es :
• Una Ciencia
Un Arte
Un Oficio
9. Entrenamiento Como Ciencia
El Entrenador Debe Hacer
Uso de:
•
•
•
•
•
Conocimiento Especializado
Habilidades Especiales
Principios Fisiológicos
Principios Psicológicos
Principios pedagógicos
12. Relación Entrenador-Atleta
El Atleta debe poseer:
Talento físico
Deseo de desarrollar
los factores que aumentan
el rendimiento
El Entrenador debe entender:
• Qué hacer
Habilidad para
desarrollar los factores
que limitan el rendimiento
• Cómo hacerlo
• Cuándo hacerlo
13. Maximizando el Rendimiento
El Entrenador debe entender
Qué hacer:
Para desarrollar los
factores que
limitan el
rendimiento
Para evaluar la
óptima
utilización de las
habilidades
combinadas de
un atleta
Cómo hacerlo:
Para adaptarse a los
factores físicos
individuales del atleta
Para adaptarse a los
factores psicológicos
individuales del
atletas
Para adaptarse a los
factores ambientales
relevantes
Cuándo
hacerlo:
Para tener en cuenta
los niveles de
maduración
Para tener en cuenta
los niveles de
acondicionamiento
14. Puntos Claves
• El Entrenamiento requiere de varias habilidades que se
obtienen de la combinación de la experiencia y el
conocimiento
• Algunos de estos conocimientos se pueden aprender en
los cursos de entrenamiento, pero significan poco sin la
aplicación práctica dentro del “ proceso de
entrenamiento”
• Los entrenadores principiantes se pueden beneficiar del
trabajo regular junto a otros entrenadores “famosos”,
con experiencia.
15. Entrenar a un atleta lo puede hacer
cualquiera que tenga algunos
conocimientos. Formarlo sólo
aquella persona que sea un evangelio
vivo.
Notas do Editor
Whilst the primary purpose of the coach is to improve the physical performance of an athlete. – “making the athlete the best they can be”, the coach must accept that the development of an athlete as a “whole” person is as important as the athlete’s success in sport.
The role of the coach is wide ranging and varied. Australian coach, Alan Launder once produced a list of over 40 other tasks that the athletics coach may have to perform. They included: Teacher, Motivator, Manager, Scientist, Counselor, Fund Raiser, Friend, Bank Manager, de facto Parent, Money Lender, Taxi Driver, Travel Agent, Baggage Porter, Vehicle mechanic, - how many more roles have you played as a COACH!
Discuss each of the above points using specific and personal examples.
Also emphasize the IAAF Code of Conduct for coaches and DISTRIBUTE one to each coach.
The key to developing any coaching philosophy is KNOWLEDGE. This knowledge includes: knowledge of yourself, knowledge of what you want to achieve, your objectives, knowledge of athletics, knowledge of athletes and knowledge of other factors, including the sports sciences, that contribute to improved performance.
Most successful coaches have, in addition to formal knowledge, an INTUITIVE knowledge that can be thought of as a “knowing in action”. This tacit knowledge CAN ONLY be acquired through the practice of coaching – “learning on the job”
Differentiate between KNOWLEDGE and SKILL. It is the difference between “knowing” and imparting the “knowledge” to others.
SKILLS are the multifaceted areas at which the coach needs to be competent.
Give examples of each of the SPECIALISED SKILL areas that impact on athletes abilities to perform.
Differentiate between “Motivational” and “INSPIRATIONAL”. The only person that is able to motivate themselves to do something is the person themselves. Someone else – in this case the coach - can be the “inspiration” to make someone else want to achieve something.
It is important to recognise the advantages and disadvantages of various coaching styles. The following are examples of coaching styles:
“Enthusiastic but lacks experience” Coach
“Nice Guy” Coach
“Single-minded of fanatical” Coach
“Easy Going” Coach
“Business” Coach
(plus others)
While there are disadvantages and advantages to any coaching style, all these coaches can be successful. Most coaches rather than fitting neatly within any of the described style, will have a mixture of qualities from all styles. However it is the
“THE EFFECTIVE AND RESPECTED” COACH who will prevail.
Coaches should coach at a level which suits their knowledge and communication style. Be yourself – a coach who tries to adopt or imitate a coaching style or characteristic that does not suit him/her will come across as false to their athletes. Above all, a coach should communicate in a natural manner and remain positive and encouraging at all times.
One of the most common questions asked about the work of the coach and coaching effectiveness is “Is coaching a science or an art?”. In actual fact it is probably neither of these in isolation and is more closely allied to being a CRAFT. The CRAFTSMAN learns his craft through PRACTICAL EXPERIENCE, generally over a lengthy time period, applying the necessary learned SCIENCE and ART in real life settings. The coach learns in a similar way from practical experience.
In preparing athletes, a coach cannot know it all. Today there are more and more information subspecialties, all of which can add to multifaceted athlete development.
For example, Podiatric care, biomechanical film analysis, blood chemistry profiling, strength and circuit training, psychological preparation, field test to measure /monitor cardiopulmonary conditioning (and more) all have their value and when implemented judiciously as part of the overall process of improving athletes’ skills and fitness.
We are all sports scientist in a way. We have got to experiment (science is built around experimentation). We have got to listen and try new ideas.
It is only because the human body functions physiologically in known ways that training methods have got anywhere beyond guesswork. This is why it is very useful for a good coach to be well versed in the scientific essentials explaining human performance and its enhancement by adaptation to specific principles.
Teaching athletes the skills, and tactics of an event, is one of the coach’s many roles.
Think back to coaches you may have had when you were an athlete (or a teacher at school). What sort of impact did they have on your life – there may be one coach in particular who stands out more than the others in your memory. What was it about that coach that sets her or him apart from all the others.
As a coach you must always remember that while the physical skills you teach your athletes may only be used for a short time, the attitudes and values they develop towards themselves and others will stay with them forever.
Experienced and knowledgeable coaches usually enquire “ How does one impart the essence of the craft of coaching?”
Craftsmen learn their craft through an apprenticeship, where they progressively develop their skills working under the watchful eye of a Master craftsman. The Master craftsman serves as a model and a guide for the novice, in an environment which enables the apprentice’s own style to evolve. This concept of learning through a Master or, in the coaching system. A mentor; is being increasing viewed as the preferred way to impart the coaching process.
Our current knowledge of training techniques has evolved largely as a result of the trial and error observations of a few innovative coaches and the outstanding performances of their athletes. For the most part, sports science has played an “after the fact” role, explaining the mechanisms of why certain training practices work. Up until the past few years there have been very few breakthroughs from sports scientists arising from laboratory-based investigations with top performers.
Although all athletes have TALNT, there are degrees of talent that will determine the eventual success of the athlete.
“In our business, son, we have a saying: ‘ You can’t put in what God (Genetics) left out!’” - Sam Mussabini, coach of Harold Abrahams in the film “Chariots of Fire”.
“Genetics determines how fast you are going to run. I can help only with the mechanics” - Bill Bowerman, running coach at the University of Oregon.
DESIRE. What is the motivation for doing this sport. What “drives” an athlete?. Is it INTRINSIC rewards or EXTRINSIC rewards.
ABILITY. It may not be totally a question of having the right genes in terms of talent, but having the traits to be “trainable”. Some athletes have all of physical and skill attributes to do well, but some of these do not have the ability to “learn”.
The COACH, in developing this harmonious relationship needs to know the athlete and their abilities extremely well. The COACH must also know WHAT, HOW, WHEN to teach this ATHLETE.
Every athlete is unique. No two athletes react the same way to training. There is no recipe for success – only sound principles that must be adhered to.
Use specific examples in each of the areas WHAT, HOW, WHEN, to illustrate the bullet points.
An emphasis on the coaching process can, and should, be contained in the structuring of educational courses for coaches, as the lecturers assume the role of mentors for the duration of the course. In addition, novice coaches should be encouraged to seek every opportunity to work alongside experienced coaches, who are willing to act as mentors in real life coaching situations.
The transfer of knowledge is a mandatory process for all coaches.