There have been only a limited number of studies available on the physical requirements in dance teachers (DT), who are responsible for the training of recreational and/or professional dancers and/or dance students. First results provide indications that a consideration of physical work load (teaching load) of this occupational group is necessary.
Most dance units do not represent a load in the sense of a endurance training unit. An increase in aerobic fitness and possible positive effects in the context of injury prevention is not to be expected. In J/MD, the use of RPEs for the rough estimation of cardiovascular stress is conceivable. The assessment of cardiovascular load in dance lessons requires further investigations for more precise assessments.
Optimales Training Weineck.pdf
Two heart rate monitors (receivers) and a transmitter belt (S625X from Polar) were used to record the heart rate during one to two dance units. The transmitter-receiver system was set to register the heart rates at 5-s intervals and store them in the receivers. Afterwards the values were read out via the Polar software (Polar ProTrainer 5 version 5.41.002) and the raw values were exported for further data processing. The system was activated immediately prior to each training unit and deactivated at the end.
Dahlström (1997) [3] found greater increases in cardiovascular stress from warm-up phase T1 to main phase T2 during a lesson than the present study was able to show. One reason could be the different populations of pupils. Teaching experienced adults may allow a more intensive training with fewer breaks in group organization and a consequent drop in heart rate than is the case with beginners and children. This at least is what the heart rate curves of Dahlström (1997) [3] suggest in comparison to this study.
As to the J/MD, the use of RPE would be conceivable in order to provide a rough estimate of cardiovascular load, especially since the effort involved in collecting data is extremely low. Furthermore, our study suggests the strong assumption that teaching in the dance classes does not usually provide an adequate stimulus in the sense of basic endurance training to increase aerobic capacity.
The creation of a mature athlete necessarily passes through the expression of his potential during each phase of his development. Young athletes' trainers often neglect specific balance programs, above all in certain sports (e.g. soccer) where balance is poorly considered, but that is fundamental for the execution of complex technical movements, as well as for the prevention of future injuries. In this paper we highlight that balance training at specific ages is important for the maturation of the sensorimotor abilities that are important for a high level athlete. We discuss the main methods used to assess balance in sports, including some useful formulae that can be used to quantify postural performances, and we report the major findings concerning static and dynamic analyses on children and adolescents. Finally, we discuss the existing literature regarding balance recordings on adults, adolescents and children involved in one or more sport activities at regional, national or international level, highlighting the need of further research on the mechanisms underlying balance improvements related to different sport activities at various ages.
As high-performance practitioners, it is our responsibility to think logically about the programming and implementation of training as it relates to the actual daily environment of our athletes. In many cases, those athletes are adjusting to an academic load and ever-evolving range of social stresses (from friends, family, and life), as well as a multitude of lifestyle factors that can and should be guided along with training prescription (i.e., nutrition, sleep, mindfulness, and behavior).
Eventually, some organization must come through the chaos, as the practitioner thinks critically about the adaptive process of the athlete(s) and the training effect pursued by the coach and athlete. With planning comes purpose and clarity for both parties (coach and athlete), and it enables them to focus more attention on other tangible concerns throughout training, sport, and life. The lifting (or weight room) piece is understood, and there is a shared road map for what to do and in which direction to go.
In sports like track & field and rowing, there is not much variety to the competitive event (or, for that matter, the training for that event). Athletes perform the same technical, structured movement with fluidity and rhythm, and the more efficient these repetitive actions are over and over, the better the athlete will be. There is a massive aerobic component and ability to endure with these events, as it is the average velocity across the race that determines the winner.
Whether you understand the law of averages or the law of large numbers, we know that with a greater maximum comes a greater average. This means that improving strength and power output in these athletes will ultimately improve their average velocity and, in turn, their performance. With this goal in mind, the picture and purpose become clearer on how to plan and program training in the weight room for athletes in a cyclic sport.
These stimuli occur at, through, and of the muscle. But when training for longer periods than an 8- to 12-week research study, there needs to be balance and variety across time, as training all qualities simultaneously or frequently can lead to overtraining and maladaptation because of mixed or inconsistent signaling.
As always, it is not about what you do, but how you do it that makes it effective. This process starts with a shared goal of strength development, within the minds of both the coaches and athletes involved. The majority of the work outside of the weight room is meant to develop capacity and energy system function, as well as the mental fortitude to endure paces and volumes that create adaptations within the cardiorespiratory system. Unlike the acyclic team sports that involve numerous qualities, skills, abilities, and reactionary components, these cyclic sports have a narrower focus when it comes to the nuts and bolts of development. As long as coaches place strength training correctly and plan the volumes and intensities of endurance work appropriately, strength development can concurrently occur with the development of aerobic capabilities.
As we shift into a Neuromuscular Phase of training, our goal of strength development remains, but our means and methods shift to encouraging greater loads on the bar. We shift into a 3-6 rep range initially, promoting RPEs of 8-9 with the goal of mechanical tension. We can play with variations and prescriptions of tempo to help drive this, as well as controlling/encouraging greater loads. But this is where we become technicians, focusing on the movement itself, and the athletes begin to develop a routine as we address the bar physically and mentally (applying the same appreciation for a few repetitions as we do for the skill of repetitive actions in running and rowing). The same mindful and technical approach is taken to lifting heavy loads, as this allows for the most beneficial result.
Again, 2-3 weeks allows for productivity and progress, but limits overreaching. Some athletes enjoy this type of training and it allows them to embrace this side of their strength development, while those who despise higher reps per set know it is a necessary stimulus for their event.
Training is difficult to generalize, as there is so much context to the environment and individual to appreciate. But the practitioner must embrace the gray areas, expose the athlete to variety, and manage the swinging pendulum of load and recovery to promote adaption. This is not new, but through the marriage of science and traditional practices, training systems have grown more concrete.
Cody Roberts is currently a strength and conditioning coach and adjunct lecturer at the University of Iowa, working with Olympic Sports and within the Health and Human Physiology department. His opportunities and experiences as a collegiate student-athlete, administrator, coach, and teacher in the ever-growing and changing environment of collegiate athletics have shaped his holistic approach to the training and education processes of the student-athletes and staff he works alongside. Cody has experience with a broad spectrum of sports, with time spent at numerous universities (University of Kansas, Illinois State, Bradley University, Iowa). He has been coached by, and has coached alongside, some of the best and brightest in the industry. He currently lives in Cedar Rapids, Iowa, with his wife Jessica.
Methods: A total of 30 gymnasts from the Austrian national team (21.93.9 years) and 25 competitive gymnasts not affiliated with the national team (22.86.4 years) provided information on their injuries of a 3-year period (2018-2020) via an online survey. The injury rate per 1000 hours of training was calculated and injuries were stratified by severity, injured body structure and the localization of the injury. Mann Whitney U and Chi-square tests were used to examine differences between national team and non-national team gymnasts.
Results: A total of 64 injuries were reported, which resulted in 0.4 injuries per 1000 hours of training. There was no difference in injury rate per training hours; national team members, however, reported significantly more injuries per person compared to their non-national team peers (1.41.1 vs. 0.81.0; p=0,04). The most common tissue affected by injuries were tendons and ligaments (59%) while muscle injuries were the least common injuries (11%). Almost half of the injuries (47%) affected the lower extremities, with ankle injuries being the most common ones. Roughly 80% of injuries were considered minor to moderate and could be treated via outpatient care. Across the different disciplines of gymnastics most injuries were reported during floor routines (36%) followed by vault (16%). 2ff7e9595c
Comentarios