Machine Translated by Google
Fig.: 42. Positions in the snatch R1 to R6 (BVDG, 2019, p. E-3)
7.2 The learning steps of implementation
Movement phases in the clean
The are similar to those in the
snatch, but differ fundamentally in
some positions. When performing a
clean, the athlete must lift the
dumbbell off the floor onto their chest
and stand up straight from the squat
position. To learn the technique of
moving, the athlete is first familiarized
with the end position in the crouch
(BVDG, 2019). Exercises U0.1 and
U0.2, which are listed in Figure 43,
are used for this.
Fig.: 43. Learning steps U0.1 and U0.2
120
Lesson U0.1 - Front Squat
In the transfer, learning step U0.1
includes learning the front squat.
Figure 44 shows the sequence of
movements of the front squat.
In position 1, the athlete stands in
front of the dumbbell and grips it in
the instep grip with the grip width of
the transfer. This grip width is slightly
wider than the athlete's shoulder
width. Depending on the body size,
the weight rack should be adjusted
so that the weight can be moved in
and out unhindered. The head is extended
Machine Translated by Google
the spine is held tightly and the
athlete's gaze is directed ahead.
The athlete takes a step forward to
get under the barbell. The elbows
must be in position 2 in front of the bar
to rest it on the anterior deltoids of
the shoulder. The athlete's palms
face up and hold the bar tightly. The
elbows are in an almost horizontal
position so that the dumbbell rests
securely on the shoulders.
right and elbows high. The trunk is
tight and the back is firm and straight.
The athlete distributes the weight
evenly over the entire foot and pushes
the knees slightly outwards.
After the athlete has reached the
lowest point of the squat, the
immediate and dynamic standing up
begins (position 5). To minimize the
risk of injury, this change of direction
should be dynamic. It is important to
ensure that the athlete does not tip
In Position 3, the athlete straightens
over either forwards or backwards.
their legs and lifts the barbell off the
The athlete must continue to maintain
rack and takes a backward step. The
tension in the body when standing up
athlete stands shoulder-width apart
(position 6). In order to fix the dumbbell,
and the tips of the toes are slightly
the elbows must still be kept as high
rotated outwards. The torso is tense,
as possible. The entire upper body is
the back is straight and the gaze is
stabilized by the tense core muscles
straight ahead. The athlete's elbows
and allows the legs to transfer power
remain as high as possible. The
to the dumbbells. As soon as the
athlete stands upright again, he can
athlete initiates the downward
place
the dumbbell in the rack by
movement of the squat by bending
the knees (position 4). In order to
stepping forward (BVDG, 2019)
hold the dumbbell securely, the upper body remains as open as possible
Fig.: 44. Learning step U0.1 - front squat (BVDG, 2019, p. E-21)
121
Machine Translated by Google
Fig.: 45. Learning step U0.2 - regroup closely (BVDG, 2019, p. E-22)
lower on the thigh than in the snatch.
Lesson U0.2 - Regroup closely
After the athlete has learned to bend
The initial movement begins with an
explosive shrug of the shoulders and
the front knee, learning step U0.2
follows, regrouping tightly. Figure 45
straightening of the ankles (position
shows the sequence of movements for
2). Due to the initial movement, the
dumbbell is accelerated minimally and
“close regrouping”.
the athlete can actively pull himself
In position 1, the athlete stands hipunder the dumbbell. At the end of
width apart and holds the dumbbell in
front of the body with a shoulder-width
Position 2, the shoulders are hunched
and the body and arms are fully
grip. The upper body is upright, the
extended. In position 3, the athlete
back is straight and the gaze is
shifts their feet from hip to shoulder
directed straight ahead. The athlete's
arms are stretched in this position, and
width and crouches by actively pulling
off the dumbbell.
For stabilization
the dumbbell is slightly located due to the narrower
grip
Fig.: 46. Learning steps U1 to U6
122
Machine Translated by Google
the dumbbell should be pulled as
close to the body as possible. Bringing
your elbows forward quickly is
important in order to catch the
dumbbell on your shoulders early on.
The athlete crouches in position 4 in
a controlled manner. The subsequent
upward movement is facilitated by the
immediate, dynamic standing up. The
elbows should continue to be held up
for stabilization (BVDG, 2019).
After the athlete has mastered the
preliminary exercises U0.1 and U0.2,
the learning steps U1 to U6 can be
learned. These are summarized in
Figure 46.
stretches his legs, he comes further
up and his shoulders further in front
of the dumbbell. As you lower your
buttocks, your shoulders move further back.
During the starting position, the athlete
distributes their weight over the entire
foot. In contrast to the snatch, the
starting position differs in that the
shoulder is less forward and the grip
is narrower (BVDG, 2019). Figure 47
shows the starting position U1.
Lesson U2 - First pull phase
In the implementation, learning step
U2 includes learning the first pulling
phase. After the athlete has taken up
the starting position, the first pulling
phase follows until just above the
Lesson U1 - Start position
knee. This position is referred to as
In the implementation, learning step
U2. The most important thing about
U1 includes learning the starting
the first pull phase is the so-called
parallel shift. The imaginary line
position. In the starting position, the
athlete stands parallel to the dumbbell
between shoulder and hip is shifted
in a hip-width stance. The feet are
parallel upwards as the athlete
slightly rotated outwards and the toes
stretches his legs. The knee and hip
angles open simultaneously with a
are slightly in front of the barbell. The
athlete grasps the dumbbell in a
constant torso angle. The shoulder
shoulder-width grip with a thumb
forward of 4 cm in front of the bar
clamp. The athlete's gaze is straight
remains analogous to the starting
position. By extending the knee, the
ahead and his back is firm. In the
clean, the shoulder forward should be
athlete lifts the barbell straight up.
about 4 cm in front of the bar. The
The dumbbell is close to the shin, but
height of the buttocks allows the
not touching it. During the first pulling
phase,Ifthe
can be pushed slightly outw
athlete to change the forward shoulder position.
theknees
athlete
Fig.: 47. Learning step U1 - starting position (BVDG, 2019, p. E-23)
123
Machine Translated by Google
Fig.: 48. Learning step U2 - first pull phase (BVDG, 2019, p. E-24)
Be careful not to tilt your upper body forward.
lung. This position is referred to as U3. Viewed
Figure 48 shows the first pulling phase with the
first pulling phase, just above the kneecap,
from the side, an imaginary line runs through
the shoulder, the dumbbell in the lower third of
the thigh and the metatarsus of the athlete.
represents the U2 position (BVDG, 2019).
The back is straight, the arms are straight and
parallel shifting of the dumbbell. The end of the
the head is in line with the spine. The knee
passage describes the path of the dumbbell,
Learning step U3 - knee passage
from the first pull phase to thigh contact in the
lower third (BVDG, 2019).
In the transfer, learning step U3 includes
learning the knee passage. In the knee
passage, the athlete guides the dumbbell
around the knees and brings them up to the
In Figure 49, the athlete is at the end of the
knee passage, in position U3.
thighs. By stretching the hips, the torso angle
opens while the knee angle remains constant.
This prevents the hips from dropping and the
Lesson U4 - Second phase of the move
resulting loss of speed. During the knee
In the implementation, learning step U4 includes
passage, the athlete continues to stand on the
learning the second pull phase. In the second
whole foot with the knee joint fixed. The
pulling phase, the athlete accelerates the
shoulder is reached by opening the torso angle
dumbbell over the load of the whole foot. During
the second pulling phase, the knee, hip and
ankle joints are stretched and the shoulders
backwards and is located directly above the
are pulled up. There
dumbbell, in the so-called zero position
Fig.: 49. Learning step U3 - knee passage (BVDG, 2019, p. E-25)
124
Machine Translated by Google
Fig.: 50. Learning step U4 - second pull phase (BVDG, 2019, p. E-26)
with the athlete must pay attention to
an explosive knee extension. The force
from the stretching of the body is
transferred to the dumbbell via the
arms, which continue to be stretched.
The first contact of the dumbbell with
the body occurs on the lower third of
the thigh, above the kneecap. Due to
the narrower grip width compared to
the snatch, the point of body contact is
different. The dumbbell reaches its
maximum speed when the hip joint is
hyperextended. In the U4 position, the
body is slightly hyperextended, the
shoulders are raised and the arms are
stretched (BVDG, 2019). In Figure 50,
the athlete is at the end of the second
pull phase, in the U4 position.
Lesson U5 - Regroup with Active
Body Lowering
In the implementation, learning step
U5 includes learning how to regroup
with active lowering of the body. The
so-called regrouping phase begins
with the position of maximum dumbbell speed
After overstretching the hip joint, the
dumbbells are actively pulled further
with the arms. After reaching the
maximum dumbbell speed, the feet
are released from the floor and then
quickly, parallel and shoulder-width
apart again before the upper reversal
point is reached. Actively pulling off
the barbell quickly lowers the body
under the barbell. At the same time,
the elbows are quickly advanced and
the dumbbells are placed on the
shoulders. Note that jumping forward
is not allowed, whereas jumping
backwards slightly is allowed (BVDG,
Fig.: 51. Transition from position U4 to position U5 (BVDG, 2019, p. E-22)
125
Machine Translated by Google
Fig.: 52. Learning step U6 - decelerate (BVDG, 2019, p. E-27)
2019). The regrouping phase ends as
soon as the athlete applies braking forces
to the barbell (position U5). In figure 51
the athlete is in the transition from position
U4 to position U5.
Lesson U6 - slowing down and
standing up dynamically
In the implementation, learning step U6
includes learning how to slow down,
fixate and stand up. Active braking of the
dumbbell starts with placing the dumbbell
on your shoulders and ends with the
reversal point in the deep end position
of the squatting position. Due to the
dumbbell position on the shoulders, it is
not necessary to remain in a crouch. The
athlete can directly reverse the downward
movement of the body and the dumbbell
in the deep squat and stand up. This
saves power for the ejection and makes
the concentric phase easier. When you
pressed on the outside and the weight is
distributed over the whole foot. The
elbows are in a nearly horizontal position
to stabilize the dumbbell.
In Figure 52, the athlete is in a deep
squat, in the U6 position.
After the athlete has slowed down the
dumbbell in a deep squat, the controlled,
vertical, dynamic standing up with the
fixed dumbbell from the squat to a safe
parallel stance follows. During the
standing up movement, the upper body
is straight and the athlete stands on his
whole foot (BVDG, 2019). In Figure 53
the athlete is in the end position, in a
secure parallel stance, in the U6 position.
Once the individual positions have been
mastered, the overall movement of
transfer is learned.
For this purpose, the learning steps U1
to U6 are combined. Figure 54 shows
squat, your back is straight and your knees are
positions
slightlyU1
bent
to U6.
Fig.: 53. Learning step U6 - dynamic standing up (BVDG, 2019, p. E-28)
126
Machine Translated by Google
Fig.: 54. Positions in the transfer U1 to U6 (BVDG, 2019, p. E-5)
7.3 The learning steps of ejection
Lesson A0.1 - Shoulder Press
In pushing out, learning step A0.1 includes
After shoulders
the athleteand
put got
the up
barbell
fromon
the
crouch, the second part of the push
begins: the push out.
learning how to shoulder press.
With this exercise, the athlete gets a
feeling for the path of the dumbbell, from
the shoulders over the head to the
stretched arms. The shoulder press used
When pushing out, the athlete pushes the
dumbbell over his head after an initial
movement and stands up in the end position. to be part of the competition program.
To learn the technique of pushing out,
Nowadays it serves as a training exercise
the athlete is familiarized with the end
to prepare for the ejection.
position at the beginning (BVDG, 2019).
Figure 56 shows the movement of the
shoulder press.
Exercises A0.1 and A0.2, which are listed
In position 1, the athlete holds the dumbbell
in Figure 55, are used for this.
in the front position while standing upright.
Before the barbell can be pushed
overhead, the elbows must be lowered to
a 45° angle to the body
Fig.: 55. Learning steps A0.1 and A0.2
127
Machine Translated by Google
Fig.: 56. Learning step A0.1 - shoulder press (BVDG, 2019, E-31)
become. The athlete stands on the
To ensure optimal power transmission
whole foot, his legs are straight and
to the dumbbell, the torso of the
athlete remains firm and stable. The
the trunk is tight. He then presses
the dumbbells up out of his arms
athlete continues to press the
and shoulders (position 2.
dumbbell until it is on the stretched
To prevent a hollow back, the
arms above the head (position 4).
abdominal muscles should remain tense.The body tension of the athlete,
The athlete's legs are still stretched.
which should be maintained, must
The athlete pushes his head forward
be observed during the entire
movement process. After reaching
as soon as the bar is past his head
the highest point, the dumbbell can
(position 3). Bringing your head
forward stabilizes your posture and
be brought back down to the
helps you push the dumbbell over
shoulders in a controlled manner in the same w
your head by activating your neck
muscles. To the
Fig.: 57. Learning step A0.2 - push press (BVDG, 2019, p. E-32)
128
Machine Translated by Google
Lesson A0.2 - Push Press
In pushing out, learning step A0.2
includes learning how to swing press.
The athlete approaches the expulsion
with the push press. There is also a
prelude movement, which also occurs
at the beginning of the ejection. The
initial movement allows the strength
of the lower extremities to be used
to support the shoulders and arms
when pressing the dumbbell. Figure
57 shows the movement sequence
of the push press.
In position 1, the athlete assumes the
same starting position as with the
shoulder press. The elbows are at a
45° angle to the body, the dumbbell
is on the shoulders and is held in a
tight grip. The body's center of
gravity is balanced throughout the
midfoot, the legs are straight and the
torso is tense.
In position 2, the athlete bends the
legs under control and lowers the bar
about 20 cm. This keeps the
shoulders in contact with the dumbbell
remains, the initial movement should
be smooth. During the initial
movement, the knees are pushed
slightly outwards and the athlete's
center of gravity is distributed over
the entire foot. In position 3 there is
an explosive and powerful reverse
movement. The athlete stretches the
knee, hip and ankle joints from the
lowest point of the start and pushes
the dumbbell up with the shoulders.
In this maximum body extension, the
dumbbell reaches its maximum
speed, similar to the end of the
second pulling phase. The athlete
powerfully pushes the barbell up as
soon as it leaves the shoulders
(position 4). In this position, the head
is pulled back briefly and immediately
pushed forward again after passing
the dumbbell. The resulting high
speed from the initial movement
makes the dumbbell almost fly. In
order to control the path of the
dumbbell, it is important that the
athlete continuously pushes with his
arms. Until the dumbbell is on the
stretched arms above the head, the athlete c
Fig.: 58. Learning steps A1 to A5
129
Machine Translated by Google
Fig.: 60. Learning step A1 - starting position (BVDG, 2019, p. E-33)
To prevent posture, the body stays
tense and straight (tightening of the
abdominal muscles).
After the dumbbell has been held over
the head in a controlled manner for a
moment, it can then be lowered onto
the shoulders (BVDG, 2019).
also point slightly outwards and are
lowered to an angle of 45° to the
body. The legs are stretched and the
body is tense. Viewed from the side,
the center of the bar should be directly
over the metatarsus (BVDG, 2019).
Figure 59 shows the starting position
A1.
After the athlete has mastered the
preliminary exercises A0.1 and A0.2,
Learning step A2 - prelude
the learning steps A1 to A5 can be
learned. These are summarized in Figure In
58.ejection, learning step A2 includes
learning the upbeat. The initial
Lesson A1 - Start position
movement was already learned in the
preliminary exercise A0.2 with the
In ejection, learning step A1 includes
push press. By bending the knee
joints, the body is lowered in a
learning the starting position. The
dumbbell is in the front hold as in the
controlled manner by approx. 17 to
previous exercises A0.1 and A0.2.
22 cm. The up-stroke movement takes
After the transfer, the feet must be put
place from rest. The contact dumbbell
together in position A1 from shoulder
and upper body is not released. To
to hip width. The tips of the toes are
avoid tipping forward, the knees can
pointed slightly outwards. The athlete's be pushed slightly outwards when
elbows
bending. It is important to ensure that the dynam
Fig.: 59. Learning step A2 - prelude (BVDG, 2019, p. E-34)
130
Machine Translated by Google
Fig.: 61. Learning step A3 - impetus (BVDG, 2019, p. E-35)
vertical kick-off path takes place on the
whole foot. The torso of the athlete is
continuously tense and guarantees the
optimal stability of the athlete for power
transmission from the legs to the
dumbbell. Position A2 is reached at
The force is transferred to the dumbbell
via this body stretch, via the shoulders.
In the final stretch, the shoulders and
heels are slightly raised, the head is
slightly back, and the barbell is at
maximum speed. This position is
the lowest point of the initial movement
(BVDG, 2019). In Figure 60, the athlete
is at the end of the initial movement, in
position A2.
referred to as position A3 (BVDG,
2019). In Figure 61, the athlete is at the
end of the break-off movement, in
position A3.
Lesson A3 - Kick off
Lesson A5 - Slow down and stand up
In ejection, learning step A3 includes
In pushing out, learning step A5
learning how to nudge. The push-off
includes slowing down and getting up.
movement has already been prepared
in the preliminary exercise A0.2, the
In the lunge, the knee joint of the leg
in front is at an obtuse angle and the
push press. In an immediate reversal
of the lowering of the body to the
back leg is slightly bent and fixed on
the ball of the foot. For sufficient lateral
stretching of the body, the impact
stability,
the feet are hip-width apart
movement occurs on the whole foot.
when lunging and the tips of the toes
The powerful and explosive push is
are rotated slightly inwards. The front
characterized by a simultaneous
opening of the ankle, knee and hip joint angles
leg stands
to finalon
extension.
the entire
Fig.: 62. Learning step A4 - regrouping (BVDG, 2019, p. E-36)
131
Machine Translated by Google
Fig.: 63. Learning step A5 - decelerate (BVDG, 2019, p. E-36)
Sole. The athlete's head is pushed
slightly forward to fix the barbell over
the head. In order to stabilize the
dumbbell, the athlete should remain in
this position for a moment before
pulling his feet back out of the lunge
(BVDG, 2019). In Figure 63, the athlete
is in position A5 when braking the
barbell.
After the athlete has fixed the
dumbbell at the highest point, he can
begin to put his legs together. To do
this, first the front and then the back
leg is placed flat on the floor.
The attempt is over when the feet are
parallel to the dumbbell.
Standing up refers to and includes the
controlled vertical standing up with the
fixed dumbbell from the lunge into a
safe parallel stance. After the athlete's
feet are parallel to the dumbbell and
he remains in this position for a short
time, he can lower the dumbbell in
front of the body (BVDG, 2019). In
Figure 64, the athlete is in a secure,
parallel stance, in position A5.
Once the individual positions have
been mastered, the overall ejection
movement is learned. For this
purpose, the learning steps A1 to A5
are combined. Figure 65 shows
positions A1 to A5
The final phase of expulsion is called
Fig.: 64. Learning step A5 - stand up (BVDG, 2019, E-37)
132
Machine Translated by Google
Fig.: 65. Ejection positions A1 to A5 (BVDG, 2019, E-38)
133
Machine Translated by Google
Machine Translated by Google
Machine Translated by Google
136
Machine Translated by Google
8 Stress and Strain
Training
aims
a physiological
point of view
aims
tofrom
disrupt
the body's
homeostasis and thus provoke
adaptive reactions that result in
increased performance.
In order to achieve this disturbance,
a corresponding load is necessary.
This can vary depending on the sport
and can mean snatching 100 kg,
running 20 km at 3:30 min/km and
the like. Stress is not just limited to
the physical dimension, but can also
occur psychologically and
emotionally. Pressure to perform,
fear of failure can set in as
psychological stress, but also a
primarily physical stress (10 times 10
repetitions of squats, for example)
can also be psychologically stressful.
A sharp separation is usually not
possible. Likewise, they are by no
means limited to the sporting context,
but occur in all spheres of everyday
life: NOx content in the air due to
exhaust gases, final exams, family
disputes and other things also
represent stress.
Every individual reacts differently to
stress because they have different
requirements (resources). This can
be illustrated well using the example
of the snatch with 100 kg: Depending
on the maximum strength level (the
resource) of the athlete, this load can
be marginal or overwhelming. Mental
stress also takes different amounts
of stress. Depending on the athlete's
psychosocial resources, international
competition can be reasonably
demanding, or it can be overwhelming
cause the athlete no techniques to
regulate his excitement are available
- his resources are not sufficient to
cope with the demands of the load.
One speaks of the demands on the
athlete as a result of the strain.
Stress (mental or physical) is
therefore all influences that affect
the individual (training loads,
competitions, pressure to perform,
etc.). The stress is the effect that this
burden has on the individual
depending on the available resources.
The stress is therefore made up of
the relationship between the
requirement of the load and the
resources available to cope with it.
The stress on the athlete is therefore
the factor that needs to be controlled
and according to which the
controllable loads are to be based.
This can be controlled in two ways:
1. About the structure of the
load: Depending on whether the
athlete is to be subjected to low,
appropriate or high loads, the load
is changed (e.g. an increase or
decrease in the loads to be
managed, or the scope of the
training - just think of the load
rhythm between high , medium
and lower training weeks).
2. Via expanding the athlete's
resources: Determine the
resources the athlete has to cope
with the load
137
Machine Translated by Google
also about how high the stress of a
In order to ensure continuous resilience
load turns out to be (e.g. an increase in
maximum strength through training).
and to prevent psychological and physical
overstrain, the following basic rules must
be observed in order to achieve this goal.
They have proven their worth in the past
and, above all, are confirmed as necessary
by the consequences of non-compliance.
It is important to note that, in addition to
the sporting training, other loads affect
the athlete and must therefore be taken
into account in the training load of the
athlete. A family quarrel, relationship
difficulties, exams and final exams can
put considerable strain on mental
resources. These are therefore not fully
available to cope with psychological stress,
for example in competitions, and failure to
take this fact into account can lead to
overloading.
8.1 Ensuring physical and mental
resilience
Central
element
of the design
of stress
is training
planning and
control. It not only coordinates performance
development, but also helps prevent
injuries/overload damage. Responsible
and
training and competition control
is a basic prerequisite for protecting the
health of the athlete.
The aim of long-term performance
development is a continuous expansion of
the athlete's resources until he is able to
cope with the stresses of international
competitions. He must have a corresponding
level of physical and physical performance,
which he acquires over several years of
8.1.1 Training Content
progressive training until his resources are
sufficient to withstand the stresses of
According
to the requirements
the training
The classification
of the of
athlete
into
international competitions.
the relevant stage of development is based
It is always important to design and change on the catalog of remedies and on the
basis of the determined degree of biological
the sporting load in such a way that the
maturity. An explanation of how the
athlete is always able to recover from the
biological maturity level is determined can
stress of training. Training loads are
necessarily quite high and very demanding. be found in the chapter “Sport motor tests
and anthropometric measurements” under “Talent”.
That is good and true, but it is important
The computer, which is used to evaluate
to keep an eye on the demands on the
athlete and to plan sufficient regeneration
phases. This is imperative, especially
since an overload of passive structures of
the musculoskeletal system only becomes
apparent when damage from overuse
occurs.
138
the measured values, can be downloaded
free of charge from the IAT Leipzig
website (http://www.iat.uni-leipzig.de/
service/
downloads/departments/technology-tactics).
This results in specifications for the
training frequency, the weekly volume, the
peak values of the average dumbbell weight
Machine Translated by Google
weight as well as the target values to strive
for and the training equipment to be used.
These specifications change progressively
over the development stages and thus
ensure a responsible increase in the training
load over the stages of long-term
performance development up to highperformance training.
In principle, these specifications must be
observed in order to prevent overloading.
The selection of the development stages
based on the biological maturity level is
extremely important, especially for young
athletes, since this can deviate drastically
from the calendar age due to development.
to allow sufficient regeneration time from
the increasing intensities and to prevent
damage caused by overuse.
Microcycle:
In order to prevent overloading, the training
week should also be provided with a load
rhythm. Depending on the level of biological
maturity, there are different training
frequencies. Up to and including the
student area (here, too, the level of biological
maturity is the measure to be applied), a
maximum of two consecutive training days
should be planned before a training-free
day follows. From the youth level, this can
also be three training days in a row, followed
by a training-free day.
annual planning
In addition, the training should be rhythmic
on the basis of these specifications: In the
annual planning, training-free weeks after
the end of the macrocycles must be
planned (one to two per cycle) in order to
ensure complete physical and mental
regeneration as well as the subsequent
resilience in the before the start of the next
cycle. Depending on the periodization
model, this results in 6-10 training-free
weeks a year, which must definitely be
scheduled.
From the youth sector, the classic BVDG
weekly structure is to be used, which
provides for the training days Monday,
Tuesday, Wednesday, Friday and Saturday,
as well as the non-training days Thursday
and Sunday. With increasing age, two
training units a day can then be carefully
introduced, but these should initially be
scheduled before the training-free days in
order to allow sufficient regeneration time.
In principle, this should be increased up to
a maximum training frequency of 7 units per
week in the U23 sector, with Thursday and
Sunday always being non-training days.
Makrozyklus
Within a macro cycle, the load has to be
rhythmised. In the basic phase and at the
beginning of the build-up phase, one week
of reduced load can follow two weeks of
high load (2:1 rhythm). From the middle of
the build-up phase, you should switch to a
1:1 rhythm in order to get rid of the passive
structures in particular
8.1.2 Training control and monitoring
Controlling the training load over
Onethe course of the week is essential and
the central task and responsibility of the
trainer. The training plan can always only
serve as a framework
139
Machine Translated by Google
provides for specific stress and recovery
days. However, since a wide variety of
non-sporting loads also affect the
athlete, which cannot be foreseen during
planning, the load must be adjusted
daily.
On the one hand, this happens through
intensive communication, through
which the current stress level of the
athlete can be recorded. If this is
unexpectedly high, the training should
be reduced or canceled in order to
allow sufficient regeneration time.
At the same time, the trainer's eye is
crucial, since athletes often tend not to
want to reveal supposed weaknesses
due to ambition.
If the athlete appears unusually
sluggish and slow during the training
session, you should react here as well.
Another way to record the stress level
of the athlete is to use monitoring
methods. These can be found in the
chapter “Monitoring of stress and
recovery”. Simple sports motor tests,
such as measuring the jump height, can
provide additional information about
the degree of recovery required and,
some chapters. Basically, the training
control is the central element in
competitive sports to prevent excessive
strain on the athlete. Only if it is carried
out conscientiously and responsibly is
the athlete able to withstand constant
stress and overtraining/injuries can be
prevented.
8.1.3 Regeneration
Another
central
feeling
of stress
andaspect
strain in
is the
regeneration.
The mere increase in training quantity
to promote performance development
harbors the risk of overloading, which
can manifest itself in performance
limitations, emotional breakdowns and
injuries. Training is stress and stress
puts a strain on the athlete. More
training means more stress and
therefore more stress.
This fact must be taken into account
by means of regeneration measures.
The “Regeneration” chapter provides
sufficient information about common
together with the information from
measures and methods, although
conversations, can be included in the
according to current knowledge their
considerations for training control. The
effectiveness is unfortunately in doubt.
same applies to questionnaires that
Irrespective of this, sufficient measures
were specially developed for this
purpose. The "Acute measure of stress
are required which, in the athlete's
perception, result in a reduction in his/
and recovery" and the "Short scale of
her state of stress. This applies to both
stress and strain" were developed and
the physical and the mental area.
evaluated specifically for this purpose.
They have the advantage that a holistic
Structure, training, tight schedules and
high pressure are commonplace in the
picture of all stress factors affecting the
life of a competitive athlete. This burden
athlete is given. It is therefore possible
should be compensated for by
to take into account the psychological
appropriate leisure activities, above all
and emotional demands on the athlete.
to prevent excessive psychological and
emotional stress.
Further information on these
The coach as well as the athlete must
questionnaires can also be found in the angespro
140
Machine Translated by Google
develop a feeling for the stress level
in the course of their collaboration. It
is essential that athletes are informed
about the need for constant recovery
in the process of performance
development and the importance of
sufficient leisure time in lieu in order
to survive a competitive sports career
as physically and mentally as possible
unscathed.
growing burden, which he feels less
and less able to cope with, and a
pronounced fear of competition
develops. However, this development
can be prevented: Entry into
competitions should be postponed
until the athlete requests participation
of his own accord (provided that the
trainer is fit for the sport). If this is
delayed for several years of training,
a thorough investigation should be
carried out into the causes. If fears
and
insecurities give way to excitement
8.1.4 Competition entry
and failure, the athlete simply lacks
"Only competition experience helps
psychological resources. These can
to be able to cope with the
be conveyed with the help of the
psychological demands of a competition!"information from the chapters
“Concentration Techniques” and
Claim may not be without a
“Coping Strategies” as well as the
This certain logic, but it should be
sports psychological support at the
treated with caution. As much as
Olympic Training Centers. Once such
techniques have been acquired and
competition may enable the athlete
to gain confidence through experience, tried out in staged training situations
it can also do the opposite. Decisive
with a competition-like character, the
athlete should be encouraged to face
here is the entry into the competition
and it also depends on the relationship the challenges of the first competitions.
between stress and strain or the
resources of the athlete. An athlete
In principle, it is the same with
who, for a variety of reasons, does
not feel up to the psychological
competitions as with all physical
demands of a competition (e.g.
exertion: The requirement/exertion
should be appropriate so that the
because he does not yet believe he
has the necessary technical security,
athlete can realistically master these
or simply does not know how to deal
challenges with the resources
with the emotional excitement that
available to him. Fulfilling the first
may go hand in hand with a
competition with the goal of a final
competition) should not be persuaded placement or exorbitant performances
or even forced to take part. In the
are contrary to this principle. At the
worst case, the employee sees his
beginning, the joy of participating
fears confirmed and suffers an
should be much more important,
emotional trauma from being overly
followed by progressive goals such
stressed. After the following
as six valid attempts and new personal
competitions are in succession
bests. These goals should relate to
factors that the athletes, especially in
the case of young athletes
141
Machine Translated by Google
can influence directly. If he achieves
this, it strengthens his self-confidence
and self-efficacy and the challenges
can be increased. At the same time,
successes should not just be
accepted, but reflected upon in a
subsequent discussion. On this basis,
strategies can be developed that
expand the mental resources of the
athlete and enable him to cope with
increasing demands.
8.1.5 The sports psychological
care offer
Basically,
at al
For questions
relating to the
psychological stress on the athlete,
the sports psychological support at
the Olympic training centers is used.
Of course, they are available for crisis
interventions. However, to prevent
this from happening in the first place,
the athletes should take part in the
It's the same with defeats: negative
group sessions offered every month
and arrange individual appointments
consequences on the part of the
if necessary. Athletes, trainers and
coach unnecessarily add to the
tragedy. On the other hand, an
sports psychologists can mutually
objective and above all constructive
coordinate the acquisition of certain
techniques and methods that expand
analysis together with the athlete
makes it possible to identify the areas the mental resources of the athlete.
These techniques and methods,
in which the athlete lacks resources.
which the association considers
If these are worked through, the
athlete goes into the next competition necessary, can be found in the
respective development stages under
stronger, with the knowledge that
“Personality”. They represent the
they can now cope with those challenges.
basis of sport psychological work and
can be expanded if necessary.
The pedagogical sensitivity of the
In addition, regular contact with the
trainer is just as important here as
sports psychologist gives the athlete
the setting aside false ambition. The
another important confidant who can
trainer has a significant influence on
the resources the athlete has and
support them in all matters, including
the trainer.
the stresses he is exposed to. Also in
Athletes can only cope with the
the psychological realm. The
development of athletic performance
increasing demands of competitive
includes far more than the progressive sport if they are trained both physically
and mentally, and their resources
design of dumbbell training. Longterm development goals in the
are thus expanded. The awareness
psychosocial area are also an integral of the difference between stress and
part and the responsibility of the
the resulting individual stress
represents the basis on which the
trainer. With this awareness of the
continuous resilience of the athlete
mental strain on the athlete, the
resilience can be responsibly ensured. can be guaranteed and developed in
a personality-, situation- and
requirement-specific manner.
142
Machine Translated by Google
Machine Translated by Google
144
Machine Translated by Google
9 stages of development in weightlifting
A distinction is made between stages:
general basic training, special basic
year-long, systematic training over 10 to
training, basic training, advanced training,
12 years from childhood to adulthood
performance training and high(Sandau & Lippmann, 2015).
performance training. In sporting practice,
For a successful, long-term increase in
the transitions between the stages of
performance, it is absolutely necessary
training are often fluid and a strict
to go through the individual development
separation is therefore only of a
stages with the associated training
theoretical nature. The assignment of the
content (Lippmann & Pa gels, 1993;
athlete to the respective stage depends
Sandau & Kurch, 2019). The content of
on the age at which weightlifting started.
the individual stages is based on the
If the training starts later, the contents of
biological development of the athlete and
the individual training stages should be
the model of the “sensitive phases” (Martin completed in a shorter time (Lippmann
et al., 1999). The model describes
& Pagels, 1993). Figure 66 shows the
favorable time windows in biological
stages of development and the associated
maturation for the development of
focal points (training, career, personality,
certain performance factors (Ford et al.,
knowledge) graphically.
2011). The aim of systematic performance
development is to achieve the highest
level of athletic performance.
Approximately 95 percent of the maximum The long-term development of
competitive performance is reached by
performance in weightlifting begins with
the age of 23, which is why from this
a varied, cross-sport basic training and is
point onwards we speak of the age of
divided into a general and a special part
peak performance (Sandau & Grabsch,
of the training. The general basic training,
2012). According to Sandau (2017), the
which precedes the sport-specific training,
highest performance is reached at around 28forms
yearsthe
of age
performance age).
first (maximum
development
long-term performance improvement
The Weightlifting requires one more
Finished 6th in the LLA of weightlifting
Fig.: 66. Stages of development in weightlifting
145
Machine Translated by Google
stage and begins at the age of 7.
This stage represents a mainstay of a
perspective-oriented performance
development of children and young
people (Caruso, 2005). At the age of ten
to twelve, the transition to sport-specific
training in weightlifting takes place. The
second stage of development, which is
referred to as “special basic training”,
includes children and young people
between the ages of ten and thirteen.
The aim of the basic training is to
develop coordinative skills and to teach
and consolidate the sporting technique
in weightlifting (Sandau & Kurch, 2019).
From a physiological point of view,
training before puberty (pre-pubertal)
should focus primarily on the
development of neuronal adaptations.
Training focuses on the development of
speed, general and sport-specific
movement skills and mobility. Training
after puberty (post-pubertal) should be
more focused on structural adjustments
in the muscle to achieve greater
developments in strength and endurance
(Lloyd & Oliver, 2012; Büsch et al.,
2017). However, the individual
performance factors cannot only be
trained at a certain biological age, but
can be trained over the entire life span
with a different development potential.
The training methods used in the
respective stages must be observed.
Due to their multifactorial basis (neural
and structural factors), strength abilities
can be easily trained at all training levels
(Büsch et al., 2017). Depending on the
level of biological development, the
training methods must change
146
for training strength skills (training
methods for structural adaptation vs.
training methods for neural adaptation).
The technique acquisition training can
be classified in the transition from basic
training to basic training. The level of
future athletic performance is determined
in this training phase (Güntzel, 1976;
Faigenbaum & Polakowski, 1999). The
basic training covers a period of three
years and begins at the age of 13 and
forms the third stage of development in
the long-term development of
performance. The smooth transition
from technique acquisition training to
technique application training takes
place when the athlete can perform the
special training exercises of weightlifting
more and more effectively.
At the end of the basic training, the
technique application training begins
and remains an integral part until the
end of the sporting career.
Before puberty (basic education and
basic training), the special speed and
maximum strength can be increased
through technical and speed strength
training methods (low to medium loads,
fast and precise execution of
movements) in connection with special
TÜ. The fourth stage of development in
the long-term development of
performance is the development training
at the age of 15 to 17 years.
The subsequent three-year stage of
performance training begins at the age
of 18. From the age of 21, highperformance training in weightlifting
begins. In addition to the technical
perfection of the competition and training
exercises, there is an increase
Machine Translated by Google
of special maximum and speed
strength with the help of special
exercises from complexes K3 to K6.
9.1 Basic training in general
9.1.1 Objective of basic training
in general
“General basic education”
The includes children in the age range
between seven and ten years. As part
of extracurricular school sports, the
children should train in a club once or
twice a week. The first training level is
characterized by the term “talent
acquisition” and is intended to
introduce children who are enthusiastic
about sports to regular physical activity
with age-appropriate, fun, diverse and
cross-sport training. By expanding the
range of movement and movement
experiences, the general performance
should be increased. The “general
basic training” is an introduction to
getting children excited about physical
exercise through playful forms of
exercise. (Lippmann & Pagels, 1993).
In the age range between seven and
ten years
Team development is of great
importance. This aims in particular at
the ability to act and perform in
weightlifting. For the stage of general
basic education, knowledge, teaching
of rules in sport is planned. Figure 67
summarizes the content of “General
basic training”.
The general basic training, which Joch
(1992) calls "motoric basic training",
mainly includes the development of
coordinative abilities. In addition to
learning simple movement skills and
combinations, coordination skills are
perfected. Between the ages of seven
and ten, balance, rhythm, reaction,
differentiation, orientation and speed
can all be trained and developed
particularly well. The principle of
progressive loading should already be
observed at this training level. By
increasing the complexity of movement,
increasing the speed and precision of
movement, both the coordinative
performance and motor learning
improve
Fig.: 67. Contents of basic training in general
147
Machine Translated by Google
ability of children. This occurs through small games with and without a ball,
the formation of a large number of
gymnastics, skill tasks,
new “movement loops” (Weineck, 2010). Movement sequences with acousticrhythmic movements and interesting
For the children's pronounced need
combinations of running and jumping
for exercise and to compensate for
can be practiced for children
be designed. From the second
the long periods of sitting at school,
an environment conducive to physical school year it is increasingly possible
to incorporate basic technical
activity must be created both in the
elements from various sports (e.g.
club group and at home. Outside of
gymnastics, athletics, swimming,
club sports, sporting activities in the
family (e.g. swimming, skiing, roller
skiing) into club training. It is about
skating, cycling, ball games) can help learning versatile, simplified basic
to promote motor development in
and preliminary exercises of sporting
techniques from different types of
children. It is particularly important
sport. These basic techniques form
that the children discover their own
movements and collect psychomotor
a psychomotor basis of experience
experiences (physical experience,
for the subsequent technical training.
Increased strength and dexterity
material experience, social
experience). Daily play in the fresh
requirements in obstacle gymnastics
air is therefore particularly important
support the development of
in early school children when children coordinative and physical abilities.
are involved in indoor sports training.
Both speed and reaction skills are
The training in the club serves to
trained through a variety of exercises.
create a versatile motor learning and
Basic playing techniques can
experience situation. Through
Tab.: 8. 8 focal points: basic training in general (based on Lippmann, 2005a, p. 1-2)
148
Machine Translated by Google
small games are taught. In the general
basic education, the children take
part in multifaceted training (Martin,
1988). Based on Lippmann (2005),
Table 8 summarizes the focal points
of general basic training in weightlifting.
School is the development of a wide
repertoire of movement skills. The
children also learn new types of sport
and the most important rules. They
can learn new movements more
easily and have extensive movement
experience for later training (Weineck,
2010).
The basis of the athletics school is
9.1.2 Training - Enthusiasm
the “lesson plan – basis”. Appendix I
for sport
Figures A9 and A10 show the
"Timetable - Basis". A training session
Basistraining
for theforms
long-term
performance
a versatile
motor
lasts 90 minutes and is divided into
basic training. Due to the change in
four sections (warm-up, skill, workout,
leisure time behavior and the children's conclusion). The training content of
declining movement repertoire, school the lesson plan varies depending on
sports and sports clubs have a great
the group size, target group and
deal of responsibility in the motor
development level of the children.
skills training of adolescents. The
Together with the training exercises
"Athletics School 1" of the Federal
from the exercise catalogue, new
Association of German Weightlifters
exercise hours can always be put
provides orientation on exercise
together based on the timetable. A
programs for children aged six to nine sample training plan for a small group
years. The training should be attractive is shown in Appendix I, Figure A11.
and varied and contain challenges
The training exercises in the exercise
(BVDG, 2019). Speed, mobility and
catalog are based on the model of
coordination as well as strength and
sensitive development phases and
develop coordinative and conditional
endurance can be developed very
well through a variety of sporting
skills (Asmus, 1991; Martin et al.,
activities (Philippaerts et al., 2006;
1999). The ability to learn motor skills
in the coordination area is particularly
Weineck, 2010). The basis of the
high between the ages of six and
"Athletics School 1" is a varied motor
nine.
Exercises for differentiation,
training. The focus is on enthusiasm
for sporting movements. A varied
balance and reaction skills were
training program is designed to
therefore selected in "Athletics School
challenge the children when it comes
1". The top priority is the coordinative
to movement. Motor skills are to be
training of children, as it is very
developed through playful forms of
difficult to catch up on this ability
exercise. In every training unit,
later in their development. At primary
something new should be conveyed
school age, conditional skills (agility,
and he should learn. The children
speed, aerobic endurance) can also
discover their strengths and
be developed well. The training
weaknesses and develop further
exercises of "Athletics School 1"
through play. goal of athletics
include conditional
149
Machine Translated by Google
le aspects. The exercise catalog includes
expand on an already learned skill.
Elements from classic and modern sports
group, partner and individual exercises
(e.g.
gymnastics, weightlifting, athletics,
as well as games. An independent
acrobatics,
yoga, balancing on a
expansion of the exercises by exercise
leaders, teachers and trainers is possible,
slackline) and from movement schools
please include. The exercises can be individually
serve as a source of inspiration for the
the various sections of the lesson plan
contents of the skills section. The aim is
to experience and learn
can be incorporated. Depending on the
performance level of the training group,
new movements in the form of a versatile
exercises with different degrees of
athletic basic training.
difficulty can be selected.
The content of the skill part should be
varied in each training session, regardless
At the beginning of each training unit, the
of whether the skill has already been fully
homework from the last hour is discussed. learned or not. From the point of view of
Each training unit begins with a fun warm- sports science, variable movement
up, a short warm-up game (running,
learning, in contrast to blocked technical
catching and ball games) and a movement training, is promising, varied and fun. The
children prepare new training exercises
task to mobilize or strengthen your body.
independently in small groups and
Coordination. An example of a warm-up
“coach” each other. The duration of the
game is shown in Appendix I Figure A12.
skill part is usually 20 to 30 minutes. The
A music playlist designed with the
training exercises can be carried out
children ensures a relaxed training
without any aids and the degree of
atmosphere during the warm-up game.
difficulty increases gradually. The third
The mobilization and coordination
component of the lesson plan is the
workout, which consists of classic circuit
exercises serve to improve mobility and
coordination skills and prepare the
subsequent skill part. To mobilize joints
and activate muscles, three rounds of
three to are recommended
five different exercises (10 to 15
repetitions). As part of the warm-up,
children should playfully complete
coordination exercises that train their
sense of balance, for example.
Through playful exercises, the children
gather their own movement experiences
and unconsciously develop their basic
motor skills. In the skill part that follows,
the main goal is to develop different fields
of movement. In each training unit, the
children get to know and improve or build
a new movement sequence
150
training.
Depending on the size of the group, the
number of stations will be adjusted. At
the beginning of the workout, the
exercises in the stations are explained
and, if necessary, demonstrated. In order
to ensure that the circuit runs smoothly,
the order of the stations and the interval
times, including the times for breaks and
station changes, must be explained.
Depending on the level of performance,
standard intervals of 40 seconds work
and 20 seconds break as well as 60
seconds work and 30 seconds break
can be used. The workout includes a
variety of group, partner and individual
exercises. Throughout the circuit training,
the trainer should continuously improve the exercises
Machine Translated by Google
motivate the children and provide
assistance if necessary. The goals of
the workout are to develop conditional
skills and to learn correct technical
movement sequences. In the workout,
already learned or very simple
exercises completed. Appendix I
Figures A13, A14 and A15 show
examples of individual, partner and
group exercises. The conclusion of the
training unit is the definition of a
homework task for training coordination
and mobility, which should be completed
in five minutes every day. The training
educated and can gain a wide variety
of movement experiences. Abilities that
are necessary for a successful
weightlifting career can be expressed
through the "general basic training" and
enable talent identification in the
subsequent development phase. Prior
to this, no targeted talent selection
should take place due to the low
informative value. A management
classification is also not necessary at
this age. Fun, versatility and variety
should continue to be the focus.
session then ends with a sports game
or a tricky team task. See Appendix I,
Figures A16 and A17 for examples of
warm-up and final games
The classic “club training” can do this
with qualified trainers
ensure. The “Athletikschule 1” handout
9.1.3 Career - Talent Acquisition
During “general basic training” the
children are in the 1st to 4th grades at
primary school.
Many topics and content are dealt with
in order to prepare the children for
learning in everyday school life. At the
end of elementary school, it is decided
which school system to switch to at
secondary level 1. Sport should be fun
and enjoyable, especially during the first
years of school, and not take up too
In "Basic
the field
of sport,
during the
training
in general"
initially
sought to bind potential talent to the
sport of weightlifting.
Versatile content and technical training,
as provided for in “Athletics School 1”,
should help to give the children a good
motor skills foundation in the sense of
varied basic training through varied and
fun content, and to get them interested
in the sport through this variety the.
Depending on the extent of movement
experience, children who are already
very good at motor skills can stand out
here.
At the same time, talents can still lie
hidden because certain skills have not
been able to develop due to a lack of
movement experience.
Up to the age of ten, all children are
fundamentally informed about the
diverse content of "Athletics School 1".
already mentioned is an adequate tool
for child-friendly training to bond with
weightlifting.
much space. Due to the late specialization
in weightlifting, a high level of training is
neither necessary nor beneficial. The
Practice Lecture
The teacher should always keep this in
mind and emphasize the importance of
school, homework and good cooperation.
Sport is good and important, but children
should learn early on that good academic
performance is at least as important.
151
Machine Translated by Google
9.1.4 Personality - team
development
sufficient time should be allowed for
high training density (Muche et al., 2018).
In individual sports, especially when
they consist of very small training
long-term performance
The development encompasses a
groups, as is often the case in
large part of the athlete's life. In the
weightlifting, personal development
best case scenario, children come into
must be given special attention. In
contact with weightlifting at the age of
principle, sport offers a wide range of
six thanks to the content and methods
opportunities for acquiring psychosocial
of "Athletics School 1". Due to the
resources, but it has been proven that
peak performance age of between 25
this does not happen automatically
through mere exercise (Schmidt et
and 30 years, which is common in
weightlifting, there is a period of around al., 2006; Muche et al., 2018; Super et
20 years during which the center of life
al., 2018). A targeted use of "training
of the athlete concentrates on the
methods" is also required here. The
development of physical performance.
physical training serves to prepare the
If the first experiences with organized
athlete for the physical demands of the
sport are still playful, this changes with
competition. The same applies to the
training of psychosocial resources,
increasing competitive sporting
ambitions. Sport begins to play a
because competition also places
specific demands on the athlete at
central role in athletes' lives
this level. If the athlete does not meet
(Siegenthaler & Gonzalez, 1997;
Barker-Ruchti et al., 2016).
the requirements and does not succeed
The risk of athletes being
in mastering them, no sporting
instrumentalized by coaches and
performance can be achieved. It is
officials, through their striving for
therefore important to prepare the
predictable and measurable results,
athlete mentally and physically through
causes the athletes to become
adequate training.
depersonalized and makes adequate
personality development even more
But psychosocial resources are also
difficult due to a lack of learning
crucial beyond training and
competitions. Everyday life also places
opportunities (Barker-Ruchti et al.,
2016). The competitive sport system
psychosocial demands on athletes that
consequently represents a limitation
they have to cope with.
for the personal development of the
Sport is a way of promoting and
consolidating their acquisition through
athletes. A lack of learning
opportunities, instrumentalization and
play (Muche et al., 2018; Super et al.,
2018). In this way, the athlete can use
the common authoritarian trainerathlete relationship are some of the
movement-oriented methods to learn
reasons for this. However, they can be
to stand up for himself and his
actively influenced by the trainer and
interests, to enter into conflicts and to
solve them constructively. In addition,
his behavior. Above all, the conscious
use of methods to promote psychosocial the athlete learns to understand the
situations
and
perspectives
ofinothers
resources proves to be extremely enriching.
This must
also
be the case
competitive sport
152
Machine Translated by Google
and to involve them in his decisionAttention is paid to the physical
making processes (Muche et al., 2018). conditions and requirements. The
athletic performance of weightlifting
depends to a very high degree on
In summary, the following picture
emerges: everyday competitive sport the maximum and explosive strength
initially offers little space and
of the athlete (Sandau, 2017). So far,
opportunities for the athlete to
little attention has been paid to
develop adequately in his personality. psychological and social performance
The danger of his instrumentalization requirements (Muche et al., 2018). In
by trainers and officials reinforces
the pursuit of optimizing all factors
these limitations, as does the classic
for the purpose of further increasing
performance, the focus has also
and frequently encountered
authoritarian trainer-athlete
shifted to the personality of the
relationship.
athlete. Meta-analyses have shown
At the same time, however, sport
that even individual interventions can
offers a wide range of learning
positively influence the athlete's
opportunities. The trainer is not only
performance. Those measures that
able to control personality
affected psychological and social
aspects in equal measure, i.e. that
development through the selection
of his methods, but also through the
asked athletes to change their actions
way he identifies with the trainer role
and thinking, had the greatest effect
(Nash et al., 2008; Lafrenière et al.,
(Brown & Fletcher, 2016). The
targeted application of personality2011; Hodge & Lonsdale, 2016 ). By
consciously creating learning
enhancing aspects contributes even
situations in an atmosphere of social
more to a successful sports career
well-being and the conscious
if these are implemented in a playful
understanding of his role as a role
way in training at a young age and
model for the athletes, he can stage,
the acquisition of psychosocial
resources is thus promoted early on
take up and address learning
(Côté
& Hancock, 2016; Schinke et
situations that promote the promotion
al
.,
2018).
It becomes apparent that
of psychosocial resources (Muche
et al., 2018). Due to the increasing
in weightlifting the focus must be
placed not only on the physical
security in the training practice of
experienced trainers, they are able
performance requirements but also
the personality
of the
athlete
and
to broaden the focus beyond the trainingon
methodology
(Nash
et al.,
2008).
his psychosocial resources. Again,
the trainer has a crucial role to play,
Competitive sport places sportspecific demands on the athlete that
as it has been recognized that
must be mastered in the pursuit of
interventions of this type are most
success. Requirement profiles and
successful when they are guided and implem
performance structure models serve
In 2018, the results of a cooperation
to provide a detailed breakdown of
those factors that determine
project
performance specific to the sport.
Especially in the past, weightlifting was the main activity
153
Machine Translated by Google
tes between the German Weightlifting
Youth of the BVDG and the German
Sports Youth, in the form of a work aid
to promote psychosocial resources in
weightlifting (Muche et al., 2018). This
aims to give coaches a basic
understanding of their responsibility and
the need for targeted personality
development in young athletes, while at
the same time offering them specific
recommendations for exercises and
actions.
First of all, the four crucial psychosocial
resources were worked out in an
analysis. According to Muche (2018),
these are self-confidence, self-efficacy,
the ability to cooperate, task cohesion
and the ability to concentrate (Muche et
al., 2018). As a psychological resource,
the latter is a decisive factor in
weightlifting and is absolutely necessary
for peak performance (Muche et al.,
2018; Phylactou, 2019). The resources
mentioned are explained below in order
to then show methods based on how
they can be specifically promoted.
self-confidence and self-efficacy
According to Bandura describes the self-acting
a person's belief in certain achievements
based on their own abilities (Bandura,
1982).
Athletic self-efficacy refers to the belief
of the athlete that their own abilities will
enable them to overcome certain sportspecific challenges and achieve certain
performances (Besharat & Pourboh lool,
2011). In sporting and non-sporting
terms, it is about the conviction of one's
own ability to perform
154
Basis of one's own ability to act in
relation to the tasks set (Muche et al.,
2018). Self-efficacy can be increased in
four ways: personal sense of achievement,
vicarious experience, verbal
encouragement, and reducing emotional
arousal. Personal experiences of success
have the greatest influence on selfefficacy.
Furthermore, self-efficacy can be
positively influenced by vicarious
experiences and verbal persuasion
(Bandura, 1982). According to Muche
(2018), self-efficacy is a component of
the “sporting self-confidence to strive
for” (Muche et al., 2018). Self-efficacy
thus promotes self-confidence (Hooi,
2008; Besharat & Pourbohlool, 2011;
Selmi et al., 2018). Repeated experiences
of success strengthen self-confidence
and enable the athlete to continue to
face increasing demands with confidence
and full of self-confidence. This increase
in self-confidence is confirmed, among
other things, in comparisons between
young and experienced athletes, where
the latter have a significantly higher level
of self-confidence (Hooi, 2008). The aim
with regard to the psychosocial resource
of self-confidence is therefore to promote
it progressively by communicating
repeated experiences of success. Both
the self-image of the athlete regarding
the level of his abilities and the level of
the challenges to be mastered are
decisive.
These should always be related to one
another in such a way that they are
neither too easy nor too difficult. This
ensures that the athlete is neither undersupported nor over-supported (Muche et al., 2018).
Machine Translated by Google
ability to cooperate
et al., 2018). Not only in league
competitions is it necessary to
Cooperation describes all forms of
cooperate with teammates in order
cooperation that serve to achieve a
to win, the constellation of the training
common goal (Poggendorf & Player,
group and its structure also require
2003). The ability to cooperate thus
the ability of individuals to cooperate
represents the ability of the individual (Muche et al., 2018). The ability to
to shape his or her behavior within
cooperate also has positive effects
for the group members themselves.
the group in such a way that it is
conducive to achieving the common goal.Joint cooperation creates the task
According to Muche (2018), in order
cohesion explained below within the
to deal with other group members
group, which is expressed in
and resolve conflicts, sufficient
increased social support of the
individual (Rees & Hardy, 2000;
communication and empathic skills
must be available (Batson et al.,
Muche et al., 2018 ). In the non1991; Muche et al., 2018). At the
sports context, too, the ability to
same time, his task is to bring his
cooperate enables individuals to
skills to the group in a way that
successfully devote themselves to a
contributes to the common goal
task together with others and to gain
increased social support from the
(Muche et al., 2018).
Openness to the ideas and opinions
resulting task cohesion. Studies have
of others, a fundamentally cooperative shown that social support has a
behavior and the joy of working
decisive influence on the performance
together are characteristics that
of the athlete, especially in the
context of competitive sport (Rees &
characterize those with a high ability
to cooperate (Meier, 2006; Seelheim
Hardy, 2000; Rees et al., 2010,
& Witte, 2007). A cooperation can
2015). Athletes who experienced
be classified as successful if the
increased social support showed
goal is achieved through joint work
significantly fewer negative reactions
and a positive social relationship is
to stressors (e.g. training breaks due
maintained (Kunter & Stanat, 2002).
to injury, high competition demands,
In sport, successful teams are
regression in training) and were
characterized by a high degree of
nonetheless able to develop their
cooperation skills and are therefore
performance potential or to get
fundamentally more successful. At
through difficult phases than athletes,
the same time, less successful teams who felt significantly less social
complain about insufficient
support (Rees & Hardy, 2000; Rees
communication and unresolved
et al., 2010, 2015). Last but not least,
conflicts (Seelheim & Witte, 2007).
verbal and emotional support for
Even if weightlifting is an individual
others can increase self-confidence
by increasing self-efficacy and thus
sport in which the athlete has to
achieve his goals alone in competition also the probability of successfully
coping with a challenge (Rees &
and training, the ability to cooperate
is crucial here too (Muche
Hardy, 2000). It appears,
155
Machine Translated by Google
that the ability to cooperate as well
as self-confidence make a decisive
contribution to athletic and nonsporting performance. Through the
ability to cooperate, the athlete gains
the opportunity to gain social support
through cooperation with others and
to grow together with the team,
among other things through the task
cohesion. The ability to cooperate is
therefore a multi-layered competence
that has a significant influence on
the achievement of the goal through
the development of its cognitive,
emotional, social and motivational
aspects. The ability to cooperate can
be promoted above all through tasks
and exercises in which joint
cooperation is crucial for success
and in which the aspects of
communication, perspective-taking
and social responsibility are the focus
(Muche et al., 2018).
task cohesion
Group cohesion is divided into social
and task cohesion (McLaren et al.,
2017; Muche et al., 2018). Above all,
task-related cohesion has proven to
be beneficial for sport and the athletic
performance of groups (Muche et
al., 2018).
Task cohesion describes the unity of
the members of a group or a sports
team with regard to tasks and goals
to be accomplished (Bosselut et al.,
2012). This is a dynamic process that
reflects the structure of the group's
unity, its social needs and the
requirements of the task to be
accomplished, and contributes
significantly to the group's success
(Eys et al., 2009). A
156
A high degree of task cohesion is
characterized by the fact that the
members of the group support and
complement each other and thus
increase the performance of the
individual (Muche et al., 2018).
Consequently, groups with high task
cohesion are generally more
successful than those with low task
cohesion (Carron et al., 2002; Eys et
al., 2009; Muche et al., 2018). Task
cohesion is also an integral part of
individual sports such as weightlifting.
On the one hand, it plays a specific
role in the team competitions of the
leagues, since the team struggles
together for victory in the form of total
points of the team members (Muche
et al., 2018). But coherence between
tasks is also of central importance in
everyday training. Taking on
responsibilities, supporting one
another, and establishing common
rules and rituals bind the individual
to the group and promote a sense
of community and social support
(Muche et al., 2018). Last but not
least, it has been shown that athletes
who feel a high degree of task
cohesion within their group can deal
with competition fear and nervousness
much more constructively (Eys et al.,
2003). The psychosocial resource of
self-confidence is correspondingly
strengthened from increased task
cohesion (Julian et al., 1966).
Coaches can have a significant
influence on the task cohesion in
their training group or team and
promote this development through
targeted interventions (Keegan et al.,
2009; McLaren et al., 2015, 2017;
Muche et al., 2018). At the same
time, however, it is also evident that
the behavior of the athletes among themselves
Machine Translated by Google
Related to the experience of success to steer lung. A further distinction is
made between the external and the
(McLaren et al., 2017). Experiencing
internal focus, in which the attention
collective success and attributing
is
directed either to external factors
success to the group and its cohesion
such as the dumbbell, or to internal
(McLaren et al., 2017) are just as
factors such as certain joint angles in
important as the communication
network of the individual within the
the starting position (Muche et al.,
2018). Basically, the ability to
group (McLaren & Spink, 2018) and
the clear awareness of the members
concentrate is a crucial mental
about their roles and responsibilities
resource in competitive sports. In
weightlifting, it also plays a key role
in relation to the task (Eys & Carron,
2001). The ability to communicate
due to the 60 seconds that the athlete
has to complete his or her attempt.
and the assumption of social
responsibility as basic competencies
In more detail, the concentration
of the ability to cooperate are
phases of a weightlifter in competition
last an average of 10 seconds
therefore basic prerequisites for the
development and experience of task
(Muraretu et al., 2018). It is all the
more crucial that the athlete directs
cohesion in the group (Muche et al.,
2018). Last but not least, it is the
his concentration to the aspects that
perceived task cohesion that
are important for the task within this
characterizes the sporting experience period of time and can maintain it
even under disruptive influences
and thus also the emotional
connection to sport (Bosselut et al.,
(Singer, 2000; Weinberg & Gould,
2012). The promotion of coherent
2014; Phylactou, 2019). In addition,
tasks thus has the effect that the
it has been shown that the type of
focus of attention also exerts a
cooperation of the group members is
decisive
influence (Wulf, 2007;
strengthened, they experience
mutual emotional support,
MacPherson et al., 2008; Wulf &
Dufek, 2009; Porter et al., 2010;
responsibilities are taken on and that
the individual identifies more strongly with
the group
and
its goals
through their role (
Schutts
et al.,
2017).
An internal
focus on certain aspects of the
movement therefore inhibits
ability to concentrate
performance. If, on the other hand,
the athlete focuses on the movement
Concentration and attention play a
rhythm or the overall movement
crucial role in athletic performance in
process, the power output is
significantly greater (MacPherson et
training and competition (Singer,
al.,
2008; Wulf & Dufek, 2009; Porter
2000; Weinberg & Gould, 2014;
Muraretu et al., 2018; Phylactou,
et al., 2010). These findings
emphasize the importance of the
2019). The athlete must be able to
direct his concentration to the aspects ability to concentrate in sports and
especially in weightlifting and require
that are important for the work
(Muche et al., 2018). So concentration that sufficient attention be paid to this
means the focus of attention on
psychological resource. Staged
situations in which the athlete can concentra
certain aspects of the hand
157
Machine Translated by Google
ments must be maintained are a suitable
means of promoting the ability to
concentrate (Muche et al., 2018).
In addition, the trainer can consciously
influence the athlete’s focus of attention
through the nature of his instructions
(Wulf & Dufek, 2009; Porter et al., 2010;
Schutts et al., 2017). Specifically, these
are indications that relate to the movement
result in the form of a harmonious
movement sequence and movement
rhythm (MacPherson et al., 2008; Schutts
et al., 2017). Irrespective of this, it may be
necessary to focus on aspects and
technical subtleties of the overall motion
sequence with the goal of optimization.
These can be improved if consciously
placed in the center of attention. However,
it must be taken into account that the other
aspects of the movement sequence can
thus be subject to greater deviations
(MacPherson et al., 2008). It is therefore
important to specifically promote the ability
of athletes to concentrate. This includes
the creation and maintenance as well as
the conscious control of the focus and the
hiding of disturbing influences. In addition,
successful strategies can be developed
from staged learning situations that take
place in a protected environment, which
reachable psychosocial resources. His
openness, trust and recognition towards
every athlete are just as natural as
reliability, credibility and authenticity. Only
by exemplifying common values can it be
possible for them to find their way into the
training group and characterize the way
athletes deal with one another. In his role,
the trainer is primarily responsible as an
adviser and companion and offers the
athletes areas of development in which
they can try things out, reflect and develop
further. They take responsibility, make
decisions as a group and support each
other. This is the only way for the individual
to benefit from the community of the
training group, develop and acquire
valuable psychosocial resources for sport
(Muche et al., 2018).
9.1.5 Knowledge - rules in sport
Because
of in
the
importance
Rules
sport
have to of
be learned
from a young age. At the beginning of this
section, it is made clear why rules are
important and which tasks they fulfill. The
rules in sport regulate sporting activities,
organize sport and determine what is
permitted and prohibited. The rules can
only fulfill their function if there is a certain
The promotion of psychosocial resources level of trust. If this trust is not to be
cen
expected, the sports system is endangered.
The necessary mutual trust is called into
As already explained, the trainer plays a
question when, for example, athletes take
part in the competition doped, a team
crucial role in the development of
psychosocial resources. He is a role model
deliberately plays the ball with their hands,
for the athletes and in order to be able to
or when one another
bring about successful promotion, he must
himself have a certain amount of support
enable the athlete to focus and steer in a
targeted and conscious manner (Muche et
al., 2018).
158
Machine Translated by Google
uses prohibited sports equipment
that has a positive effect on athletic
performance. Membership conditions
in which the athletes promise to
comply with the rules of participation
are important for the sports system.
Here one speaks of a basic rule of
"participation in the system of sport".
The entry rule is also the exit rule
and the reference point is the basic
rule of membership. If the conditions
of participation are not complied with,
the athlete must withdraw from the
sport. In addition to the actual sportspecific rules, there are overriding
principles for action in sport. They
are responsible for success in sport.
Basically, three different principles
can be distinguished: principle of
competition, principle of fair play,
principle of the integrity of the
athletes. The principle of competition
defines rule-based action in
competition and assumes that every
athlete strives to want to win. The fair
play principle, which is behind all
sporting activities, expresses the
fact that the athletes comply with the
rules and respect the dignity of their
opponents.
The principle of the integrity of the
athlete relates both to the athlete
and to his opponent. Physical integrity
is paramount. These principles
overlap on a number of points. When
it comes to complying with rules, both
the principle of competition and the
principle of fair play come into play.
The sport rules resemble the
character of a social contract, with
the concepts of trust and sincerity. If
the rules are violated, the social
system of sport is called into question.
The moral basis of sport only survives
when each individual athlete accepts
the norms of society and puts their
own preferences aside. The desire
to win is an exception.
In order for the rules to fulfill their
function, the rules must be enforced
and checked. Sanctions ensure
compliance with the sporting rules.
These sanctions are necessary to
ensure enforcement of the rules and
can be understood as harsh or mild
forms of social coercion. Typical
forms of sanctions are warnings,
contempt by public opinion, and
financial, moral, and legal penalties.
The sports have also changed due
to rule changes. The rules are manmade and can be changed or
abolished. Sports rules are by no
means irrevocably valid. This
openness of social rules harbors both
opportunities and dangers.
In a gradual change in sport, it is
dangerous when rules about rulebreaking are overridden, thereby
losing the guiding principles that
form the basis of the sport system.
In order to organize the rules, they
can be divided into four groups:
moral rules, rules on the sport idea,
constitutive rules and strategic rules.
The moral rules are based on the
principle of fair play as well as on the
principle of the integrity of the
athlete. These guarantee fair sporting
competition and have a universal
character. These rules enable an
important contribution to the social
model in the world. The rules for the
sport idea refer to the principle of
competition and form the group two
and are unwritten principles which
are also in the statutes of clubs, in the pream
159
Machine Translated by Google
sports associations and in rule booklets
for the individual sports. Examples of this
are being better than your opponent,
making an effort and closing as many
goals as possible. Constitutive rules form
the third group and enable certain
actions in sport that make up a sport.
They serve as implementation regulations
for the rules of Sportidee. An example of
a constitutive rule is the fact that in
handball the ball may not be kicked. If an
athlete violates this rule, it is a violation
of the rules. The fourth group consists of
strategic rules.
Athletes or teams who want to be
successful must observe strategic rules.
The constitutive rules form the framework
of the sport and the strategic rules decide
the way in which the goal will be achieved
can. If strategic rules are disregarded,
there is a risk of failure or defeat. In
comparison to constitutive rules, strategic
rules are rarely laid down in the body of
rules. The strategic and constitutive rules
can relate to actions, time, space,
personnel and inventory.
Here, the sporting variety of sports is
expressed. The rules in sport define
actions and regulate them at the same
time. Persons who take part in sports
competitions undertake not only to comply
with the rules specific to the sport, but
also with the principles that are not
specific to the sport and that define the
idea of sporting competition.
These principles determine whether
someone is exercising “according to the
norm”. The top norm in sport can be
defined as follows: “Every athlete must assume that
Fig.: 68. Rule typology of sport (based on Digel, 2001, p. 154)
160
Machine Translated by Google
Tab.: 9.
Competition regulations (Federal Association of German Weightlifters, 2017, p. 13 ff.)
that his partner is just as sincere in
Lineup at sports games (e.g. doubt
derball, crab football, basketball).
his efforts to comply with the
constitutive rules of the sport as he is” (p.155).
These rules relate to how to use the
Figure 68 shows the rule typology
constitutive rules to be successful.
of sport (Digel, 2001).
They get to know tactical behavior
within the team (Digel, 2001; Digel,
The aim of the “general basic
training” is to impart constitutive,
2013). With the acquisition of the
strategic and moral rules. In this way, sporting techniques of weight lifting,
the athlete is also taught the
sport and sports clubs fulfill an
important social task. The moral
associated set of rules. This includes,
rules are tacitly assumed and include, among other things, the basic
technical characteristics of the
for example, that fairness is the top
priority, taking part is more important
competition exercises, incorrect
than winning, and the outcome of
movements, divisions into age and
competitions and games is open.
weight classes, athlete's clothing,
equipment and competition documents
With the strategic rules, the children
(Bundesverband Deutscher
learn the interaction as well as the
Weightlifters, 2017). In Table 9 some regula
161
Machine Translated by Google
summarized on the competition
Constitutive rules are successively
equipment as well as the clothing of the athlete.
expanded and deepened in the
subsequent development stages.
Further regulations relating to competitions
In the “general basic training”, the main
focus is on learning the technical and
at national and international level can be
found on the Internet on the website of
competition regulations in the athletic
the European Weightlifting Association (www.
exercises. With the beginning of the
ewfed.com)
and the International
technique acquisition training, rules for
Weightlifting
Federation (www.iwf.net).
competition and training exercises follow. The
162
Machine Translated by Google
9.2 Basic Training Special
education special” summarized.
The growing interest in sport in this
age
group offers the opportunity to
9.2.1 Purpose of basic training
develop
attitudes and values for
specifically
continued sporting activities. The
systematic training of the children in
"Basic education special"
weightlifting begins in the special
The includes children in the age range between
basic training. The most important
ten and thirteen years. Outside of
educational task of training is to
school sports, the children should
create a positive training attitude.
train in a club two to three times a
At this age, children are particularly
week. The second training level is
enthusiastic and willing to perform.
characterized by the term “talent
The basic goal of this stage of
spotting” and is intended to introduce
development is comprehensive
interested and capable children to
training in the sporting technique of
regular physical activity in training
competition and training exercises as
and competitions with fun and varied
well as the development of
training. Depending on the children's
coordinative skills. The basis for the
later level of sporting technique is
talents and interests, the physical
activity should turn into performancelaid in this age range. In addition, a
oriented training. In the age range
solid load tolerance and an
between ten and thirteen years, the
improvement in conditional abilities in
promotion of the ability to concentrate
the areas of strength, endurance and
is of great importance. This represents speed should take place with nonan important psychological resource
specific and specifi c training aids.
in weightlifting. For the stage of special Flexibility training is also part of the
basic training, the area of knowledge,
permanent training content in this
the imparting of nutrition suitable for
training phase. Training monotony is
sport, is provided. Figure 69 shows
avoided through specific and nonthe contents of the “Basic
specific training exercises (Martin,
1988; Kurch et al., 2018). In Table 10 are
Fig.: 69. Contents of basic training specifically (own representation)
163
Machine Translated by Google
summarizes the key training areas
inherent training content in this
of the “special basic training”.
training phase. Training monotony is
The growing interest in sports in this
avoided through specific and nonage group offers the opportunity to
specific training exercises (Martin,
1988; Kurch et al., 2018). Table 10
develop attitudes and values for
continued sports activities. The
summarizes the key training areas
systematic training of the children in
of “special basic training”.
weightlifting begins in the special
basic training. The most important
9.2.2 Training - technique acquisition
educational task of training is to
create a positive training attitude.
At this age, children are particularly
Weightlifting
one of whose
the so-called
ten “ZGSissports”
enthusiastic and willing to perform.
competitive performance is measured
The basic goal of this stage of
in centimeters (Z), grams (G) or
seconds (S). The sporting technique
development is comprehensive
training in the sporting technique of
must be learned from the beginner's
competition and training exercises as level at around ten to twelve years of
age. In contrast, it is sufficient if the
well as the development of
coordinative skills. The basis for the
conditional skills are only specialized
later level of sporting technique is
later (Moesch, Elbe, Hauge &
Wikman, 2011). In the development
laid in this age range. In addition, a
of technical sports skills there is
solid load tolerance and an
early specialization and loads are
improvement in conditional abilities
gradually increased. The goal in
in the areas of strength, endurance
and speed should take place with
prepubertal age is to consolidate the
athletic technique of competition and
non-specific and specifi c training
training exercises (Faigenbaum, Lloyd, MacDon
aids. The mobility training also forms a per
Tab.: 10. Focal points: Basic training specifically (based on Lippmann, 2005a, p. 2)
164
Machine Translated by Google
this period about two to three years. The
& Myer, 2016). The supporting and
connective tissue can adapt to the
technique acquisition training can thus
be classified in the prepubertal stages of
requirements in the lace area at an early
stage and over the long term. Among
the "special basic training" (10 to 13
other things, this affects the increase in
years) in the transition to basic training
(13 to 15 years). The basis for the level
tendon stiffness and bone density
of subsequent athletic technique is laid
(Legerlotz, Marzilger, Bohm & Arampatzis, 2016).
in this training section (Güntzel, 1976;
Sporting technique is an essential part
Faigenbaum & Polakowski, 1999). In
of achieving high sporting performance.
prepubertal training, the focus is on the
Good training in sporting technique is
development of a target technique based
on the technical model. From a sportsabsolutely necessary in order to make
technical
point of view, the technique
optimal use of the existing strength
when lifting and at the same time to
acquisition training should be based on
reduce inappropriate loads (Worobjow,
keys that have a limiting effect in the
1984; Lippmann, 1991). According to
high-performance area.
Martin, Carl and Lehnertz (2001),
These are the starting position, the knee
technique training in weightlifting is
passage, and the regrouping and
deceleration phase (Lippmann & Jentsch,
divided into technique acquisition and
technique application training.
2009; Lippmann & Sandau, 2012). For
lifting heavy loads, the body lowering
The technique acquisition training begins speed and the squatting depth are
indispensable key points that have to
with the first contact of the athlete with
the special training exercises. When the
be learned correctly in the beginner's
area. Another key point in the long-term
basic movement patterns are effectively
mastered, the transition to technique
development of performance in
application training takes place. The aim
weightlifting is varied training (Lippmann
of the technique acquisition training is
& Pagels, 1993). General training
the independent execution of all training
exercises serve to improve elementary
and competition exercises, without
movement skills and have a positive
outside help and in a good quality of
effect on the acquisition of special ones
movement. Included depending on the learning progress
Tab.: 11. General training exercises of the basic training specifically (Sandau & Kurch, 2019)
165
Machine Translated by Google
Training exercises (Clark & Metcalfe,
2002; Fransen et al., 2012). Diverse
training is therefore a prerequisite for
future top performance. In the
prepubertal age range, general
training should be holistic and the
training focus should be on developing
strength skills for the upper extremities
(Sandau & Kurch, 2019). Table 11
summarizes general training exercises
for muscle strength training as well
as contents for versatile athletic,
coordination and mobility training
ordination integrated into the training.
Training exercises from the complexes
K3, K4 and K6 are not used. The
exercise combinations in complex K7
can optionally be included in the
training. The frame orientation for
the U13 age group includes the
following training exercises: snatch,
jerk, clean, push out, increased
snatch, wide regroup, increased
clean, tight regroup, standing push,
front squat, clean + front squat and
front squat + push out. Training
exercises that are not included in the
frame orientation should not be used
in this age range. When creating an
individual training plan, not all of the
training exercises noted in the
framework need to be adopted or
planned.
In the age range between 10 and 13
years, annual planning is carried out
using multiple periods. Each MAZ in
the “special basic training” lasts six
weeks. A longer-term training plan
is difficult to design due to the
constant performance development
When creating the ITP, it is important
of the children. The frame orientation
that individual requirements and
technical characteristics of the athlete
in the U13 area includes training
exercises from the complexes K1,
are taken into account. The
K2, K5 and K7. The exercises from
framework orientation only includes
the K1 and K2 complexes serve to
special training exercises. The
teach the technique specific to the sport.general training, which accounts for
The training exercise from the K5
around 60 percent of the total weekly
complex is used exclusively to train
volume, must be planned individually by the tra
the movement sequence and to
The general training consists of
improve the inter- and intramuscular co content from complexes K8 to K10
Tab.: 12. Frame orientation U13
166
Machine Translated by Google
and other sports together. Table 12 shows
the frame orientation over six weeks for
the snatch (TU 1), clean and jerk (TU 3),
push out (TU 5), and front squat (TU 19)
exercises.
The frame orientation includes the load
structure (high, medium, reduced load)
over six weeks and provides information
about the total repetitions (RE/week) in
the complexes K1 to K7 and K1 to K5. The
highest weekly repetitions are achieved in
Development and performance development
phase do not take place in this age range
due to the short macro cycle.
A sample training plan for the first training
week of the six-week MAZ is shown in
Appendix I, Figure A18, for the U13 age
group. This includes three training
sessions on Monday, Wednesday and
Friday.
The 241 total repetitions are distributed
among the complexes K1 (105 reps/
weeks), K2 (90 WH/week) and K5 (46 WH/
Where). The total load during the week is
14.4 tons and the training sessions are
very demanding.
On Monday, the training exercises
regrouping broadly, snatching increased
and clean and jerk are on the training
plan. On Wednesday, the sample training
plan includes four specific training exercises
(snatch, tight regroup, raised clean, and
standing jerk). The snatch, clean, push
off, and front squat are scheduled for
complexes K1 (85 WH/week) and K2 (85
WH/week). In complex K5 far fewer
repetitions are completed per week (30
WH/week). The average dumbbell weight,
the best value and the associated number
of repetitions are shown in the columns of
the respective exercise. The information
on the average dumbbell weight and the
best value of a training exercise is given
as a percentage, in relation to the target
value of the aspired competition
performance in the snatch and clean and
jerk (100 percent each). The recommendation Friday. The sample training plan contains
for the average total number of repetitions
the load level design for each training
in the age group U13 is 200 repetitions
exercise (load, series size, number of
per week. About 80 percent of the average
sets). General training exercises must be
recovery takes place in technique
planned individually by the trainer. When
acquisition training
creating the individual weekly plan, the
sample training plan serves as a guide.
get a MAZ by exercises from the complexes
K1 and K2. The stress in training is
Depending on the individual requirements
primarily based on a larger sentence size
of the athletes, training exercises, which
(no individual attempts in training).
are listed in the frame orientation, can be
Training exercises with a half squat position supplemented or exchanged. For training
(snapping, standing jerk) or with an
control, the repetitions, the average
excessive emphasis on the stretching
dumbbell weight and the best value of
movement in the acceleration phase (pull
each training exercise are noted in the
exercise narrow and wide, power pull
weekly schedule (Kurch et al., 2018;
Sandau & Kurch, 2019).
narrow and wide) should not be used in
the U13 age group to avoid negative
effects on regrouping rule out. A division
into the basic,
Each training unit is divided into an
introductory part, a main part and a
conclusion. The objective of the one
167
Machine Translated by Google
The leading part lies in warming up
the musculoskeletal system, in
creating the willingness to train and in
the physiological preparation for the
main load, by preloading the
corresponding organ systems. The
introductory part is divided into general
and special warming. The general
warm-up includes basic and crosssport preparation exercises that
involve the whole body. Various run
combinations (ABC run) or relay
games are particularly suitable for the
U13 age group.
This is followed by stretching and
mobilization exercises. In the special
warm-up, a “dumbbell gymnastics”
with the barbell follows. Each athlete
prepares individually for the following
training exercises in the main part.
The goal of the main part is the
development and stabilization of the
individual sporting performance. In
the "special basic training" the focus
of the training lies in the optimization
of the sporting technique of the
competition and training exercises.
The main part of the training consists
of special (K1 to K7) and general (K8
to K10) training exercises from the
training equipment catalogue. In
general, the coordinative-technical
training should take place before the
conditional training. Training exercises
to develop speed are trained before
strength and endurance loads. It is
also important to change the load on
the muscle groups that are mainly
used in order to prevent imbalances.
According to Starischka (1988), the
goal of the end is “to bring the stressed
organism back to its previous
functional state”. It is intended for
relaxation, calming and accelerated
recovery of the
168
contribute organism. Various stretching
exercises (active, passive), running
out or using the black roll can be used
for this purpose. A joint final game
(e.g. two-field ball) can also be
planned to round off the training
session. At the end of each training
session, there is a brief follow-up
(short evaluation) with the athletes
(Starischka, 1988).
9.2.3 Career - Talent Spotting
Aftereducation
completinginthe
"Basicand
Training"
general”
talent
retention, the targeted screening of
talent begins. The skills of potential
talents should have developed through
the content of “Athletic School 1” and
they should now be identifiable. Taking
biological age into account, a preselection is made in this area via the
state squad status and talent groups
can be promoted through regional
base training. In order to identify the
talents, “Athletikschule 2” provides
screening aids in the form of the
athletic school test and at the same
time further content to deepen general
training and the specific content of
weightlifting. Qualified trainers are still
crucial for children's training. Regional
base trainers support the trainers and
volunteer trainers and regularly train
talented people from various clubs in
so-called support groups. The varied
training is still important and should
take up a large part of the training
time. The intensity and coordinative
requirements of the applied content
should be significantly more demanding
and
Machine Translated by Google
be more challenging in order to
9.2.4 Personality - Concentration
further develop the general
performance requirements. The
Physical preparation for the
The demands of competitions alone
permeability of the country squad is
is no longer sufficient in times of
to be designed to be high. It is
possible to include previously
increasing performance density due
unidentified talents in the support
to the optimization of training
groups. Growth, biological age and
processes, so that athletes can
develop their full performance
interests are subject to extremely
dynamic changes between the ages
potential. As already mentioned in
of 10 and 13 and should always be
the chapter "Personality development",
taken into account. The children are
the ability to concentrate in the
now beginning to compete at district
structure of mental strength or
championships. These are to be
psychosocial resources represents
viewed from the aspect of joy and
an important aspect of athletic
should only be made possible for
performance (Singer, 2000; Wulf,
the children if they have the relevant
2007; Weinberg & Gould, 2014; Mellalieu, 20
The literature offers various definitions
skills. If this is not the case, there is
of
concentration and attention. In the
a risk of being overwhelmed, which,
if it occurs frequently, promotes fear
following chapter, concentration
of competition. The competitions are
describes the ability of the athlete to
consciously focus his attention on
not yet relevant to competitive sport
task-relevant information while
and can therefore be postponed and
offered as “rewards” for conscientious and
ignoring
continuous
disruptive
training.
factors (Mellalieu,
During their “general basic training”,
2014; Muche et al., 2018). A further
the children continue to train together distinction is made between an
external and internal focus of
with the supplementary regional
attention
and whether this is broad or
base training. The training frequency
is still moderate with a maximum of
narrow (Wulf, 2007; Mellalieu, 2014;
Muche et al., 2018). Not only the
three training units per week
information to which the attention is
With the change to secondary level
directed is relevant to competitive
1, the school load increases, the
sport, but also the type of focus. For
example, it has been shown that an
scope of lessons increases
continuously and with it the importance external focus is more positive in
of independent learning. At the same
terms of performance output and
time, the social environment is
movement quality than an internal
focus (MacPherson et al., 2008; Wulf
changing due to the formation of
& Dufek, 2009; Porter et al., 2010).
new classes from different schools.
Large amounts of training are still
However, these statements contain
not necessary and should offer
certain criticism and should be
enough capacity for the children to
examined more closely. If one
explore their new social environment in their
free time.between advanced
differentiates
athletes with a high technical quality
of movement and beginners, it is evident tha
169
Machine Translated by Google
adequately and block out disruptive
influences such as noise from the public,
emotions and worries. A study of
Egyptian weightlifters confirms the
relevance of the ability to concentrate
in relation to competitive performance.
internal focus improves the movement
They stated that for them “focus” is one
of the most important psychological
quality of this phase of movement that
resources
together with a competitive
is the focus (Macpherson et al., 2008;
Schutts et al., 2017). Here it is important spirit (male) and inner strength (female)
to differentiate according to the
(Aly & Elemiri, 2014).
objective. If technical corrections are
In order to meet the psychological
to be corrected in movement phases
demands of competition, athletes often
use techniques that support them
of the overall movement sequence, an
internal and narrow focus should be
(Phylactou, 2019).
striven for. If, on the other hand, the
However, the ability to concentrate is
focus is on the overall quality of
not limited to competitions. Due to the
movement and, above all, on
high complexity of movement, which is
sometimes
accompanied
by high
to & Dufek, 20
performance in competition settings, an external
focus should
be striven
for (Wulf
maximum use of force, the training also
The specifics of weightlifting and its
requires a high level of concentration
competition requirements require special relevant to the task (Muche et al., 2018).
attention to the ability to concentrate
It makes sense to improve the ability
as a performance-limiting factor. If you
to concentrate by specifically staging
look at the time demands on the athlete
situations in which the athlete has to
during the competition, it becomes clear
maintain concentration under difficult
conditions (Muche et al., 2018). These
that there is enormous time pressure
here. The athlete has a 60 second
simulations are indeed capable of
window in which to begin their attempt
promoting the athlete's ability to
(the bar must be raised by the athlete
concentrate, but they have their limits.
within this time frame). Weightlifting is
No matter how sophisticated they are,
therefore a sport that requires very short they fail to put the athlete in the
emotional state of a competition and
and intensive phases of concentration.
The average duration of the athlete’s
thus prepare him for those conditions
concentration phase is 10 seconds per
(Mellalieu, 2014). Irrespective of this,
attempt, with higher loads lengthening
such staged situations are suitable for
these concentration phases (Muraretu
drawing the athletes' attention to the
et al., 2018).
psychological demands of weightlifting
and for fundamentally promoting the
ability to concentrate under the
contrary to these statements, benefit
above all from an internal focus
(Mellalieu, 2014). The same applies to
technical corrections, in which partial
aspects of the movement are to be
improved in a targeted manner. An
In competition, weightlifters must
therefore have the ability to willingly
bring about the necessary concentration
within 60 seconds, the focus
170
sometimes disruptive conditions of the
training group. In addition, the athlete
can learn here how to demand his focus
of attention
Machine Translated by Google
specifically select and influence.
The trainer also exerts a decisive
influence here through his instructions
(Wulf & Dufek, 2009; Porter et al.,
2010; Schutts et al., 2017). The goal
already mentioned, technical
improvement of individual movement
phases or the harmonious overall
movement process, is decisive here.
In this way, the athlete learns what
influence the direction of his attention
has on the quality of movement. On
this basis, further steps can be taken
to work on strategies that enable the
athlete to draw attention to the
decisive factors, even under the
special demands of the competition.
Many of these techniques do not
focus exclusively on the athlete's
attention, but also include other
emotional and cognitive processes.
These can be so-called "competition
routines", "trigger words" or mental
training, although the latter has so
far received little evidence of its
suitability as a concentration
technique (Mellalieu, 2014). Rather,
it is practiced in the area of motor
training on an imaginary basis in the
form of visualization and is dealt with
here in the subsequent development
stage in the chapter of the same
name. Competitive routines refer to
a sequence of task-related actions
and thoughts that an athlete performs
before performing an action (Moran,
2016). In this way, it should be
possible to consciously draw
attention to the relevant aspects of
the upcoming task using a known
routine and regardless of disturbing
influences. Even if the studies so far
have not been able to clearly fathom
the mechanisms of competition routines
could, competition routines are
common practice in competitive
sports (Cotterill, 2010; Mellalieu,
2014). They are based on the
assumption that the athlete
experiences distraction through
emotional arousal in competitive
situations. Worries and fears
subsequently assess a high level of
cognitive resources that are no longer
fully available for task-related
attention (Lazarus, 2000; Anderson,
2005; Memmert & Furley, 2007).
This uncertainty results in an
increased focus on the movement
execution to ensure its quality.
However, since these are automated
movement sequences, their quality
is impaired by cognitive influence
(Beilock & Gray, 2007; Mellalieu,
2014). These processes, which arise
from emotional excitement and
negatively affect performance, should
be counteracted by competition
routines. The well-known sequence
of actions and thoughts supports the
athlete in directing his attention to
the task-relevant aspects despite
the disturbing external and internal
influences (Cotterill, 2010).
Competition routines can and should
be worked out, applied and reflected on with
Athletes also learn that they can
consciously influence and control the
sometimes overwhelming emotions
of a competition. This increases their
self-efficacy (Lidor & Mayan, 2005).
The development of a competition
routine cannot and should not be
discussed further in this context
(Cotterill, 2010). The sports
psychologists available at the Olympic
bases should be consulted to help
develop such a routine
171
Machine Translated by Google
able to develop their technical expertise.
my disposition. Scientifically sound basic
knowledge of nutrition is an important
component for success, especially in
sports in which different weight
categories are used.
Irrespective of this, the ability to
concentrate is a psychological resource
that is crucial to performance and the
promotion of which must not be
neglected (Singer, 2000; Wulf, 2007;
Misconceptions, especially among
Weinberg & Gould, 2014; Mellalieu
young athletes, are common around
2014; Muraretu et al. 2018; Phylactou
calorie, protein, hydration, and
2019). The brochure “A Question of
supplement issues (Shifflett, Timm, &
Kahanov, 2002). Insufficient or even
Quality – Personality and Team
Development – Promoting Psychosocial
incorrect knowledge can have an
immense impact on performance and
Resources in Weightlifting” (Muche et
al., 2018) also contains various
thus jeopardize the chance of a top
exercises and instructions on how to
ranking. In particular, taking contaminated
promote the mental resource “ability to concentrate”.
food supplements
.
has negative
consequences. At this point, it should
be pointed out once again that the tasks
of a trainer not only include the planning
9.2.5 Knowledge - Nutrition in sport
and implementation of the training, but
also the acquisition and transfer of
Nutrition
is an
important
part of sport
Building
block
of regeneration
knowledge in the various areas.
management to achieve optimal
performance in training and competition.
Accordingly, there should be basic
calorie intake
knowledge about nutrition that is
conducive to sport. However, many
athletes and coaches do not have
One of the most important factors in a
sufficient knowledge about sportssports-friendly diet is an adequate
appropriate nutrition, although there is
calorie intake. Accordingly, a balanced
energy balance must be created through
great interest in the subject. A lack of
knowledge is already noticeable in
calorie intake that is in proportion to
school children and can be compensated calorie expenditure. A balanced energy
for by sources of information, e.g
Internet, trainers and social environment
(Cotugna & Vickery, 2005). Above all,
trainers as reference persons have a
great influence on their protégés, which
can lead to incorrect or inadequate
information being conveyed and
disseminated on the subject of nutrition.
Pritchett et al. (2012) state in their study
that athletes and coaches usually only
have insufficient knowledge about the
topic in general
172
balance ensures that muscles and the
immune system are maintained, so
insufficient calorie intake can have
negative consequences for performance
and training. This is associated with a
loss of muscle mass, strength and a
weakened immune system.
Energy intake depends on consumption
and is influenced by heredity, age,
gender, body size, body mass and
training workload.
Machine Translated by Google
Accordingly, the training should be
Bell et al., 2007). The consumption
analyzed in terms of intensity, volume
recommendation is therefore not
and frequency, and the calorie
suitable for athletes to have a positive
expenditure in the training should be
effect on the reconstruction of collagen
added to the daily consumption (Manore and contractile structures (Potgieter,
& Thompson, 2000). Athletes who
2013; Smith et al., 2015). The American
complete a moderate training workload
College of Sports Medicine recommends
of, for example, 30-40 minutes per day
a consumption of 1.2-2.0 g/kg for
with three units per week can reduce
athletes (American College of Sports
the calorie consumption of approx. 35
Medicine, 2016). Also Campbell et al.
calories per kilogram of body weight per day(2007)
(kcal/ recommend 1.6kg/day) from their normal diet
2.0 g/kg, especially for athletes in
(Pramuková, Szabadosová, & Šoltésová, strength and high-speed sports.
Furthermore, proteins can also be
2011). With intensive training of, for
example, 2-3 hours per day and 5-6
consumed during short periods of
units per week, an increased calorie
higher training loads or reduced calorie
intake. The context should always be
intake of between 44-50 kcal/
kg/day or even more than 50 kcal/kg/
day (Manore & Thompson, 1993;
Potgieter, 2013). Smith, Holmes, and
McAllister (2015) point out that the
energy needs of a growing child or
adolescent may differ from the above
formula because body growth requires
additional calories. The influence of
body growth on energy requirements in
the late puberty phase can be less
than at the beginning of puberty, since
young people are approaching their
final height towards the end of puberty.
Calories can generally be broken down
into macronutrients, which in turn can
be broken down into proteins,
carbohydrates, and fats. Proteins play
a central role in sport because they are
responsible for rebuilding damaged
structures.
A general recommendation for protein
intake is 0.8 grams per kilogram of body
weight (g/
kg) and assumes that this is sufficient
to meet the needs of people who do
not exercise (Camp
considered, as the needs of an exerciser
depend on the level of training
(advanced athletes need less), on the
training (a high frequency, high-intensity
sessions or a new training stimulus
increases the need), the Carbohydrate
intake and calorie intake is (American
College of Sports Medicine, 2016). A
diet that covers the calorie requirement
with an adequate intake of carbohydrates
can reduce the need for high protein
consumption, since the protein-saving
effect of carbohydrates allows proteins
to be used primarily for building
structures (Rodriguez, 2009). In addition
to their protein-saving effect,
carbohydrates also have other
performance-enhancing effects and
therefore play a major role in athletes'
diets.
They supply the brain and the central
nervous system as well as the muscles
with sufficient aerobic or anaerobic
energy. They can be stored in small
amounts as glycogen (the body's
storage form of carbohydrates) in the
muscles and liver
173
Machine Translated by Google
werden (McArdle, Katch & Katch, 2001).
The depletion of carbohydrate stores
can cause fatigue in the form of reduced
performance and limited coordination
and concentration. Therefore, before a
training session, care should be taken to
ensure that the body is supplied with
sufficient carbohydrates before, during
and after training (American College of
Sports Medicine, 2016). According to
Slater and Phillips (2011), glycogen
stores can be emptied by up to 50
percent through strength training. The
degree of emptying depends in turn on
the length, intensity and volume within
a training session. Therefore, during
training sessions with high repetition
numbers and a medium intensity, such
as hypertrophy training, care should be
taken to ensure that the glycogen stores
are replenished after training. Based on
the low aerobic load and the training
phase, a daily carbohydrate intake of 4-6
g/kg body weight can be recommended
for strength athletes.
Fat as the third macronutrient is an
important component for building cells in
the body, forming hormones and
absorbing fat-soluble vitamins such as
vitamins B, A, D, E and K (American
College of Sports Medicine, 2016; Smith
et al ., 2015). Fat as a macronutrient
offers the highest number of calories per
gram and can therefore make it easier to
achieve a high calorie intake.
For this reason, however, attempts are
often made to reduce body weight by
reducing the fat content in the diet.
However, athletes should refrain from
regulating weight loss through fat intake.
Reducing the fat
An intake of less than 20 percent of the
total energy intake is often associated
with a lack of supply of fat-soluble
vitamins and essential fatty acids and
can also have a negative impact on
hormone balance (American College of
Sports Medicine, 2016; Sallinen et al.,
2004). Furthermore, athletes and
trainers should also refrain from radically
reducing carbohydrates as a means of
losing weight. Although a "low carb - high
fat" diet with a carbohydrate intake of 1/
g/kg appears to be effective in terms of
body fat reduction in strength athletes,
weight reduction was also primarily
brought about in this study by reducing
calorie intake. The initial weight loss can
be attributed to depletion of glycogen
stores associated with water loss
(Chatterton, Zinn, Helms, & Storey,
2017). Glycogen, which is stored in the
muscle, is necessary to form adenosine
triphosphate (ATP) and thus to supply
the muscle with sufficient energy. Above
all, short and intensive training loads
such as sprinting or weightlifting can
empty the glycogen stores relatively
quickly and accordingly reduce
performance (Murray & Rosenbloom,
2018). Potgieter (2013) recommends a
fat intake of 20-35 percent of the total
energy intake for athletes.
hydration in sports
A trainee's hydration also plays an
important role, as generally a low body
fat percentage and at the same time a
high percentage of muscle mass is
associated with a high percentage of
water in the body. So have
174
Machine Translated by Google
Athletes require more fluids than
non-athletes. Adequate fluid intake
therefore supports physical
performance in everyday life and
during sporting activities.
To do this, the daily fluid loss through
breathing, sweating and going to the
toilet must be compensated. Above
all, compensating for sweat loss
plays an important role in sport.
Sweat is a by-product of muscle
activity and is used for
thermoregulation to protect the body
from overheating. Furthermore,
electrolytes (minerals) such as
sodium, potassium, calcium and
magnesium are excreted through
sweating, which are necessary for all
important bodily functions. These
must be compensated promptly, i.e.
before, during and after training, in
order to avoid dehydration and to
maintain the optimal function of the
body, the performance and the wellbeing of the athletes. The level of
fluid intake depends on the individual,
the type of load and the ambient
temperature.
There is therefore no metric
specification in relation to body
weight. A fluid deficit of more than 2
percent of body weight (during warm
ambient temperatures) can already
have an impact on cognitive function
and endurance capacity. Furthermore,
there is a reduction in anaerobic
performance during high-intensity
exercise, with a fluid loss of 3-5
percent of body weight (during cold
ambient temperatures). Assuming
that the athlete has an even energy
balance, the hydration status can be
determined by measuring body
weight in the morning
after getting up and going to the
toilet, since an acute change in body
weight can be explained by a change
in the amount of fluid in the body
(American College of Sports
Medicine, 2016).
Manipulating fluid intake is a popular
means of reducing body weight and
is therefore used in many sports with
body weight classes. Athletes' body
weight can be reduced by 5-10
percent in a week. The reduction in
fluid intake is combined with the
reduction in food intake and the loss
of muscle mass is accepted.
Carbohydrate intake is often reduced
in order to lose even more body
weight by emptying the glycogen
stores. The reduction in body fluids
is supported, for example, by going
to the sauna and physical activities
(jogging or cycling). This method is
also often referred to as “making
weight” or “boiling”. The desired
reduction in body weight by
manipulating the liquid supply can be
compensated for relatively quickly
after weighing by drinking large
amounts of liquid. Although the
manipulation of fluid intake can impair
athletic performance, there is no
clear evidence in this area, since the
effects are either very small or the
studies are methodically inconclusive
(Khodaee, Olewinski, Shadgan, &
Kiningham, 2015) . According to
Lambert and Jones (2010), a loss of
3-4 percent of body fluids seems to
have a negative impact on endurance
performance, but not on maximum
and speed performance. In spite of
everything
175
Machine Translated by Google
At this point it should be pointed out once again
that this type of weight reduction can be both
a longer period, supported by the professional
mentally and physically demanding for athletes
is to compete in a lower weight class on a
sustained basis.
and can entail health risks in the long term.
Hence, weight loss becomes over
176
help of nutritionists, is recommended if the goal
Machine Translated by Google
9.3 Basic training
9.3.1 Goal of the basic training
athletic technique. The training and
competition exercises are stabilized
and consolidated. The high quality of
the sporting technique is supported by
a diverse selection of exercises in the complex
K1 and K2 reached. The second focus
is on the expression of the maximum
Basic training includes
strength requirements in the lower
The athletes in the age range between
extremities. The exercises from
13 and 15 years. In the student area,
complex K5 (squats in front and behind)
training should take place three to five
are used for this. The development of
times a week. The term “talent
strength in the upper extremities is to
development” is assigned to the third
be shaped through general training
stage in the long-term development of performance.
exercises, since exercises from
The introduction of mental training in
complex K6 are not yet being used.
the area of personality is planned for
Another component of the training to
the basic training stage.
develop speed is playful content such
as ball games, circuit training and
In the field of knowledge, regeneration
measures in sport and their effects
sprint and jump variations. Table 13
are conveyed.
summarizes the training priorities of
Figure 70 summarizes the content of
the basic training (Lippmann & Pagels,
the basic training.
1993; Kurch et al., 2018).
Methodologically, the basic training
builds on the basic training. The
proportion of special training is
9.3.2 Training - Techniktraining
increased to around 50 percent. The
general and varied training is an
the increase in competition
For performance is an indispensable
integral part of every training session.
prerequisite for increasing speed and
Mainly the torso and supporting
strength is to be developed through general
training means.
maximum
strength (Richter, 1982; Stone
et
al., 2005; Stone, Pierce, Sands &
The focus in the age group U15 lies in
the development of a high quality of the Stone, 2006). For higher competitive performanc
Fig.: 70. Contents of the basic training
177
Machine Translated by Google
Tab.: 13. Priorities: basic training (based on Lippmann, 2005a, p. 2)
To achieve hitting and jerk, strength
skills must be increased. However,
training children and young people to
develop speed and maximum strength
is not identical to training adults. Both
in the basic training as well as in the
basic training, the increase in the
special speed and maximum strength
takes place through technique and
speed strength training methods (low
to medium loads, fast and precise
movement execution) in connection
with special training exercises. Higher
loads are primarily improved by
controlling the muscles (neural
adaptation). In order to cope with
higher loads in training and competition,
it is not yet necessary to use classic
maximum strength methods in
prepubertal age. Technique training
provides sufficient training stimuli to
increase explosive strength, even with
lower loads. There
178
With regard to the development of
strength abilities, general training in
this age group also has a high transfer
capacity (Güntzel, 1976; None, 1986).
The effectiveness of the stimulus is
maintained for later stages of training
due to the low additional loads in
technique and speed strength training
and by doing without special training
exercises in combination with special
training methods (hypertrophy and IK
methods). In this context
Werkhoshansky (1988) and Platonov
(1999) speak of the adaptation reserve.
Further performance development is
limited if this reserve is exhausted too
early through specific training content.
With increasing training age, more
specific exercises and methods must
be used in order to maintain the
effectiveness of the stimulus and
increase the duel performance (Sandau & Kurch,
Machine Translated by Google
The smooth transition from
et al., 2006). The risk of trainingtechnician training to technique
related symptoms of overload is
higher in this age range (van der
application training begins when
the athlete can perform the special
Sluis et al., 2014). When planning
training exercises in lifting weights
training in basic training, both the
more and more effectively. There
increased growth in body length
is no need to learn new movement
and individual differences in terms
patterns and the previously learned of biological age, physical and
movements are perfected and
motor development and
automated. From the point of view
performance of the athletes must
of the development stages, the
be taken into account. The training
technique application training
requirements must be differentiated
begins at about the end of the basic according to the biological age.
training and remains an integral
Kampf (1981) describes the largest
part of the training until the end of
deviations between biological and
calendar age in the age group
the sporting career. Basic
parameters of the dumbbell
AK14. For the long-term increase
movement, as an expression of
in duel performance, training that is
the sporting technique, change only individually tailored to the level of
maturity is essential. If an
slightly from basic training to
performance training (Sandau,
accelerated athlete is classified in
2018). In basic training, most young the stage of basic training, then it
athletes show very stable
is advisable to orientate himself on
the contents of the advanced
movement patterns. Short-term
disturbances in movement can occur during
puberty
to increased
body lengt
training
duringdue
training.
For a retarded
ath
Tab.: 14. General training exercises in basic training (Sandau & Kurch, 2019) Note. wh/
where = repetitions/week; na = no information.
179
Machine Translated by Google
if the orientation of the training is based
more on the “special basic training”
stage. Training that is individually
tailored to the level of maturity ensures
that age-appropriate training stimuli are
selected. Table 14 summarizes general
training exercises from complexes K8
and K9, which can be used in basic
training.
Jerk, Clean, Push, Increased Snatch,
Wide Clean, Increased Clean, Tight
Clean, Standing Jerk, Wide Pull, Tight
Pull, Snatch Squat, Front Squat, Back
Squat, Clean + Front Squat, and Front
Squat + Push Out. Training exercises
that are not included in the frame
orientation should not be used in this
age range.
In the age group between 13 and 15
years, annual planning is carried out
using multiple periods (triple and
quadruple periods). Each MAZ in basic
training lasts 13 weeks.
An average of 280 weekly repetitions
The frame orientation consists
exclusively of special training exercises.
The general training, which in the basic
training comprises approx. 50 percent
of the total volume of the week, must be
planned individually by the trainer. Table
15 shows the frame orientation for the
in special training are completed in the
student area (basic training). These are
distributed among the complexes K1,
K2, K3 and K5. The training exercises
in complex K7 can be used optionally.
In the student area, the focus of training
is on stabilizing and consolidating
training and competition exercises. In
order to emphasize the importance of
competition exercises, the volume of
complex K2 is slightly reduced compared
to basic training. The training exercises
in complex K3 (narrow and wide pull)
are used with approx. 55 repetitions per
week. The focus here is on the technical
execution of the train movements.
The exercises in complex K5 serve to
develop maximum strength for the
lower extremities. This complex, with an
average of 75 repetitions per week, is
the second strongest complex in terms
of the distribution of the total number of
repetitions (Kurch et al., 2018). The
frame orientation for the age group U15
includes the following training exercises:
snatch,
180
U15 age group over 13 weeks for the
exercises snatch (TÜ 1), clean and jerk
(TÜ 3), wide pull (TÜ 13) and front squat
(TÜ 19).
The frame orientation for the age group
U15 contains the load structure (high,
medium, reduced load) over 13 weeks
and provides information about the total
repetitions (WH/
Where) in the complexes K1 to K7 or
K1 to K5. For targeted training, each
macro cycle is divided into three phases:
the basic phase, development phase,
performance development phase.
By dividing the training into different
training phases, priorities can be set.
The basic phase lasts six weeks for the
U15 age group. General objectives of
the basic phase can include, for example,
the improvement of sport-specific
abilities and skills, the improvement of
coordinative and physical abilities, the
increase in the functional level of the
cardiovascular system, the increase in
resilience and a change in stimuli
during training
Machine Translated by Google
Tab.: 15. Frame orientation U15 (own representation). Annotation. cal.- wk. = calendar week, LG =
Course, WK = competition, HWK = main competition, Bel. = load, h = high load, m =
medium load, g = reduced load, T1 = snatch, T3 = clean and jerk, T13 = wide pull, T19 =
front squat.
previous competition-specific
requirements. In the basic phase, the
start takes place over a medium,
followed by two high load weeks. The
intensities are low and are based on
the target values to be achieved in the
training material catalogue. The buildup phase begins in week seven and
ends in week ten.
guarantee the technical diversity and
serve to train the movement sequence.
The volumes increase up to the sixth
week of training, with a simultaneous
moderate increase in intensity. The
loads here should be easy to manage
on the one hand, and on the other hand
be demanding due to the set sizes.
After the recovery week in calendar
week seven, the total and weekly
The aim of this phase is to build up the
special performance requirements
volumes decrease while the intensities
(technical stabilization, increase in
increase at the same time in line with
maximum strength, increase in
the target values. This is realized by a
resilience). In order to stabilize and
reduced block size. However, the
consolidate the athletic technique and
weekly repetitions in the K1 complex
to increase the maximum strength of
remain at a high level to maintain
the lower extremities, the highest
athletic form. The performance
number of repetitions per week are
development phase begins in week
eleven
and lasts
three
weeks. The
completed in complex K1 (80 reps/week) and
complex
K5 (75
reps/week).
In addition, exercises from complex K2
objective of the performance
(70 WH/week) and complex K3 (55 WH/ development phase is the development
week) are used. This
of athletic form in preparation for the main com
181
Machine Translated by Google
For the U15 age group, Appendix I,
Basic phase, the weekly repetitions in
the complexes decrease and the
intensities of the individual training
exercises increase. The total load is
15.6 tons and the training units have a
low load.
The sample training plan for the
performance development phase is
shown in Appendix I Figure A21 and
includes three training units on Monday,
Wednesday and Thursday. The main
competition of the MAZ is planned for
Saturday. Due to the competition week,
the total repetitions in complexes K1 to
K7 are very low (77 reps/week). These
are distributed among the complexes
K1 (31 WH/week), K3 (31 WH/
wk) and K5 (15 h/wk). The training
session on Monday contains three
training exercises (clean and pull, close
pull, front squat). On Wednesday there
are two training exercises (snatch, wide
pull). The repetitions are very low at
medium intensities. In the training unit
on Thursday, there is a short dumbbell
gymnastics with the barbell.
The sample training plan contains the
load levels for the competition exercises
The highest weekly repetitions
snatch and clean and jerk on Saturday
(competition day) (Kurch et al., 2018).
therefore take place in complex K1 (95 reps/
wk) and in complex K5 (87 h/wk).
During the entire training week, 294
repetitions are completed in the K1 to
9.3.3 Career - Talent Development
K7 complex. The total load corresponds
Previous promotion of talent at
to 18.4 tons and the training units have
The regional level through base training
a medium load. The sample training
will be expanded during basic training.
plan for the build-up phase is shown in
The state trainer begins to intervene to
Appendix I, Figure A20, and includes
encourage the athletes more intensively
three training sessions per week
through courses and state squad
(Monday, Wednesday, Friday).
A total of 213 repetitions are planned
training. The career goal during the
basic training is to develop the state
for the week and these are divided
between the complexes K1 (73 reps/
squad to junior squad 2 (NK2). Since it
is here
week), K2 (28 reps/week), K3 (37 reps/
Figures A19, A20 and A21 show sample
training plans for the basic phase, the
build-up phase and the performance
development phase.
The sample training plan contains the
load level design (load, series size,
number of sets) for each training
exercise. All my training exercises have
to be planned individually by the trainer.
When creating the individual weekly
plan, the sample training plan serves
as a guide. Depending on the individual
requirements of the athletes, training
exercises that are listed in the frame
orientation can be supplemented or
exchanged. Similar to the “special basic
phase”, each training unit is divided into
an introductory part, a main part and
an end. The sample training plan for
the basic phase, which is stored in
Appendix I Figure A19, includes three
training units on Monday, Wednesday
and Friday. The focus is on stabilizing
athletic technique and developing
maximum strength in the lower
extremities.
week) and K5 (75 reps/week). Compared to that
182
Machine Translated by Google
However, if this is an age range in
which the growth spurt often sets in,
this should always be taken into
account in order not to force
performance development during the
training unfavorable period and not to
overstrain the body burdened by
growth with monostructural training.
“Athletics School 3” offers appropriate
content that takes into account the
special features of the growth spurt
phase and still offers sufficient intensity
to achieve conditional improvements.
After the end of the growth spurt, the
training can be further intensified and
become increasingly specific.
The athletes are still in secondary
school 1. The scope and requirements
of the lessons continue to increase and
take up a large part of the day. Since
the frequency of training also increases
to up to four times a week, the trainer
is responsible for adapting the training
times and frequencies to the school
conditions. In the case of continuously
developing athletes, work is being
done towards enrollment at a federal
base with a boarding school and a
cooperating elite sports school. In
individual cases, this training can take
place as early as the age of 14-15 if
the talent of the athlete is great and
the conditions in the home club limit
further performance development. In
this case, the competitive sports
department of the BVDG offers the
possibility of checking talent suitability
with complex performance diagnostics
in order to then show further career
paths. School performance becomes
increasingly important towards the end
of secondary level 1 in order to be able
to assess the further course of the
school year
to decide on a non-sporting career.
In the future, efforts should be made to
ensure that the athlete moves on to
secondary level 2 in order to obtain the
general higher education entrance
qualification. This not only increases
the later selection of professional
fields, but also offers the athlete
sufficient time to pursue his competitive
sporting goals parallel to his school
career. Should school performance
indicate that vocational training is imminent, at
State trainers and parents are
responsible for planning further career
development and pointing out options
for combining competitive sport and
time-consuming vocational training.
9.3.4 Personality - Mental Trai
and
the phase of basic training in
For the area of personality is intended
to introduce “mental training”. To date,
there has been no agreement on the
terminology of “mental training” (Schuster
et al., 2011). In part, it includes all of
the psychological methods used in
competitive sports, such as self-talk
regulation or coping strategies. In
sports, the focus of “mental training”
is on imagining movement sequences.
In sports science, “mental training”
can be defined as follows according to
Eberspächer (2007): “Mental training
is the systematically repeated,
conscious imagining of a sporting
action without its simultaneous practical
execution” (p.
70). Based on this definition, "mental
training" can be described as
imagination training. As visualization
183
Machine Translated by Google
is therefore used to designate the
to provide realistic performance under
imaginary conception of an action
all conceivable conditions”.
without this movement being realized as a Imagination
motor.
training can be used to
This should be as realistic and lively as
learn or improve movements, to
possible (Jose et al., 2018; Behnke et
increase motivation, to strengthen selfal., 2019) but without involving muscular confidence and to learn new tactics
activity (Moran et al., 2012). In
(Baumann, 2006; Eberspächer, 2007).
principle, according to Baumann
In addition, image training can promote
(2006), five forms of image training can the athlete’s concentration and selfefficacy (Jose et al., 2018; Behnke et
be distinguished: Observative training,
al.,
2019). With this form of training, it
verbal training, subvocal training, covert
has
been proven that the same areas
perception training, and ideomotor
training. The intensity and the degree
of the motor cortex are controlled as
of difficulty increase from "Observative
with motor movement realization.
Training" to "Ideomotoric Training". In
These techniques are therefore ideal
“observative training” the athlete
for refining athletic techniques or for
observes the performance of another
staying “mentally” in training during
person's actions. During the “verbal
longer breaks. However, it is important
training” you talk to other people about
that the movement is technically
the movement or the movement
correct. Otherwise, there is a risk of
sequence. In “subvocal training”, the
inaccurate ideas of movement being
looped in, which as a result could also
athlete speaks to himself about the
sequence of movements that is to be
be implemented incorrectly in motor
learned. Once these forms of
terms. Prerequisites for imaginative
imagination training have been learned, training are the athlete's state of
the “covert perception training” can
relaxation, their own experiences
begin. The athlete sees himself
(previous experiences), as well as
performing a movement "in his mind's
vivid visualization of the movement and
eye". The athlete is in an observer role
the temporal congruence of thought
during “covert perception training”.
and actual execution. Furthermore, a
high degree of concentration is
important when carrying out the
During “ideomotor training”, the athlete
presentation training. The ability to
visualizes the inner perspective of the
concentrate should already have been
movement. You put yourself in motion
trained in the previous stage of
and try to empathize with it. It's all
development, so that the athlete is able
about how the movement feels.
to consciously and purposefully control
Athletes who have little experience with his attention. Imagination training is
performance training should start with
“subvocal training” (Baumann, 2006).
According to Eberspächter (2007), the
goal of image training is “to put yourself
in a mental state that enables you to
184
most effective when used in alternation
with motor training. If the prerequisites
are not met, a number of disruptions
can occur during presentation training.
Examples of this would be that
Machine Translated by Google
Athlete gets stuck in the movement
and the movement does not continue.
Furthermore, movement phases can
be skipped or the same movement
sequences are constantly repeated.
The athlete must concentrate so as
not to incorporate any technical errors
or contraindications into the movement
sequence. If the athlete thinks of
something else while practicing, he
loses the idea and further disruption
occurs. Reasons for this are the lack
of motivation or
an exaggerated ambition to want to
force exercises him. If interference
occurs, the athlete should return to
"sub-vocal training." By predicting the
sequence of movements by talking to
yourself, errors in the sequence of
movements can be recognized and
corrected. Furthermore, in the event of
disruptions in presentation training, it
is advisable to pause the training and
start again later (Eberspächer, 2007).
The performance training should take
place in different situations, such as in
training, before the competition, in the
changing room and on the bus. In the
beginning, the visualization should take
place in a quiet environment. Before
training begins, the athlete must set a
realistic goal and be motivated to train.
During performance training, the video
camera or a voice recorder can be
used to record successful movements
of the athlete. The performance
training or the visualization, together
with the regulation of self-talk, serves
to develop the most important mental
skills in a competitive sports context
(Jose et al., 2018; Behnke et al., 2019).
A decisive role in the development of
successful athletes is thus attributed
to “mental training”.
(Schuster et al., 2011; Ridderinkhof &
Brass, 2015; Behnke et al., 2019). The
already mentioned possibilities for
everyday competitive sports are
therefore obvious. Athletes are able to
increase the movement quality of their
sporting technique through “mental
training” without physical exertion and
thus without the additional strain on the
musculoskeletal system. With the
exhaustion of the resilience limits of
athletes in the high-performance area,
due to high training volumes, there is
the opportunity to train motor skills
without risking additional overload
damage. With all the possibilities that
"mental training" offers, it should be
noted that although there is sufficient
evidence regarding the effectiveness
of mental training, not all factors have
been sufficiently researched (Solodkin
et al., 2004; Fourkas, Ionta, & Aglioti,
2006; Schuster et al., 2011; Behnke et
al., 2019).
In order to be able to develop a
practical mental training routine, the
athlete must first have a well-developed
ability to concentrate (Beckmann,
2011). According to Eberspächer
(2007), five steps are required for
presentation training:
1. Instruction
2. Description by the Athlete
3. Internalize
4. Determine nodes
5. Individual symbolic marking of the
nodes
In order for the athlete to be able to
train mentally, he needs instructions
from the trainer or from a textbook at
the beginning. In order to be able to
change these in the training process, it
makes sense to use the instruction
185
Machine Translated by Google
to be recorded in writing. Such instructions
for action are often given verbally and
supported by images. In the second step,
the movement sequence to be trained
should be described by the athlete. As
many sensory modalities as possible
should be included.
The more precise this description is, the
more precisely the trainer can control the
athlete's movement imagination.
In this way, sources of interference and
errors can be identified, corrected and
supplemented with important points at an
early stage. The description by the athlete
can be either written or oral.
This step in particular is extremely
important in order to bring the usually
subconsciously present idea of movement
into consciousness (Mayer & Hermann,
2015). In addition, it can be guaranteed
that the athlete has the technically correct
idea of movement and that no errors creep
into the visualization (Beckmann, 2011;
Engbert et al., 2011). The third step is
internalization. The athlete learns the
“correct sequence of movements
“
by heart and speaks it to himself in
a soliloquy. You imagine the individual
movement phases and characteristics and
talk through these phases with yourself.
This step he
requires regular practice from the athlete.
After the athlete has mastered the
"subvocal training" safely, the next step
follows. Level four includes the description
of the nodes. According to Eberspächer
(2007), these are the movement phases
that absolutely must be visualized in the
imagination, or are particularly important to
the athlete for the correct movement
imagination. In weightlifting, the following
nodes are important for learning the snatch:
186
1st node: starting position
2. Node: First phase of the train
3rd node: Knee passage
4. Node: Second phase of the train
5. Node: Regroup with active body
drop
6th node: Slow down, fixate & get up
After the nodes have been carefully
worked out, step five follows, the symbolic
marking of the nodes. The nodes/ action
steps are then converted into short
formulas and brought into a rhythm that is
similar to the overall movement (Mayer &
Hermann, 2015).
With these short formulas, the concrete
movement phases can be called up
quickly. In weightlifting, nodes one through
six are symbolically marked with positions
R1 through R6.
With the help of these short formulas (R1
to R6), the athlete can call up the sequence
of movements in the snatch at any time.
The athlete can return to the previous
stages to correct errors and absorb new
instructions from the coach (Eberspächer,
2007). If the nodes of the action are
symbolically marked, they must be tested
in practice and compared or optimized with
regard to their congruence with the actual
movement (Beckmann, 2011; Eberspächer,
2012; Mayer & Hermann, 2015). At the
beginning of the training, the presentation
training should take place in a quiet place.
With increasing confidence, “mental
training” can also take place elsewhere, as
long as the athlete is able to establish a
high level of concentration and maintain it
undisturbed. The presentation training or
the visualization of a sporting action can
before and
Machine Translated by Google
after training or competitions, in
everyday situations, during the
rehabilitation phase and during the
season break. Visualization is all the
more effective the more it is integrated
into the daily routine. By applying
“mental training” during injury phases,
investigations were able to prove that
the loss of strength was significantly
lower than in comparison to a passive
training break. In order to be able to
use this effect, it is of decisive
advantage if the performance training
is learned and practiced at an early
stage. The combination of mental and
motor training makes the learning
phase easier. If the “mental training” is
only introduced after the injury, this
supplement from practice is missing
and makes the learning process more
component in long-term performance
development and characterizes
successful athletes (Ridderinkhof &
Brass, 2015; Behnke et al., 2019).
Thus, the athlete should be taught the
appropriate skills early on and tried
out, optimized and stabilized over the
long-term development of performance
so that he can rely on them with selfconfidence in times of increasing pressure to p
9.3.5 Knowledge - Regeneration
Targeted
physical is
training
Performance
associated with
high levels of fatigue (Chiu, 2003;
Ament & Verkerke, 2009; Calle jaGonzález et al., 2016; Welsh et al.,
2016). This fatigue is due, among
other things, to the energy stores
emptied by the strain, special signaling
and messenger substances released
by the muscles and a change in the
central nervous system (Ament &
Verkerke, 2009). The development of
the genetic potential in the form of
maximum physical performance by the
athlete is the goal of competitive sport
and requires a maximum of physical
and mental training (DeWeese et al.,
2015; Meyer et al., 2016). In times of
increasing performance density and an
increasing level of tolerable training
demands on athletes, regeneration is
becoming the focus of sports and
training science (Meyer et al., 2016).
The adaptation to training stimuli can
only develop into an effective increase
difficult. The mechanisms of action of
visualization are based on the
psychological explanatory approach as
well as the psychoneuromuscular
theory and the symbolic learning
theory. Based on the psychological
explanatory approach, visualization
leads to the belief in control, which in
turn has a positive effect on
concentration, self-confidence and
motivation. The symbolic learning
theory assumes that the repeated
cognitive engagement with movement
sequences leads to a better acquisition
of the movement. The
psychoneuromuscular theory states
that when learning to move through
imaginative training, the same
neuromuscular impulses arise to
in the athlete's
performance
the side 2007; W
innervate the muscles as when actually performing
the movement
(Eberif spächer,
effects that reduce performance are
eliminated as quickly and effectively as
Sporting top performance requires
possible (Chiu, 2003; Meyer et al.,
comprehensive support for the athlete
2016). That is why it is important to the
beyond the physical area. The “mental
young people and the Trai
training” is an important part
187
Machine Translated by Google
coaches in the clubs to provide
scientifically based recommendations
for regeneration in sport. According
to Grigereit (1996), regeneration is a
process in which the psychological
and/or physical consequences of
stress are balanced out. The aim of
regeneration is to restore the original
performance of the organism. This
means that the regeneration includes
both the physical and the psychological
area. It should be noted that the
body and the mind are always
connected. Physical stress can affect
the athlete's psyche. At the same
time, psychological stress can also
manifest itself physically. Form loss
can occur if too little attention is paid
to regeneration. Insufficient
regeneration increases the athlete's
risk of injury. Because a "tired muscle
is prone to injury, but not
trainable" (Friedrich, 2014).
In training planning, regeneration
and stress form an inseparable unit.
A top athlete regenerates faster than
a recreational athlete because of
their better physical ability (especially
basic endurance). The ability to
regenerate is individual for each
person. Some athletes recover fairly
quickly, while others recover more
slowly. Before the season, the athlete
regenerates more slowly than during
the season. The reason for this lies
in the improved physical ability of the
athlete during the season. The
demands of training and competition
differ from both mental and physical
stress. Therefore
188
It is important to distinguish between
regeneration in competition and
regeneration in training. The main
differences here are the regeneration
times. After a competition, you usually
have to regenerate longer and more
intensively than after training. The
psychological stress in competition is
significantly higher. Since the types
of sport differ in terms of physical
abilities and the muscles used,
regeneration must be specific to the
sport. In order to draw up a
regeneration plan, the type of stress
(aerobic, anaerobic-lactic, anaerobiclactic), the muscle groups used and
the duration of the stress for the
respective sport must be analyzed.
Especially in summer when the
temperatures are warm, the loss of
fluid and the associated loss of
electrolytes must be taken into
account. The diet of the athlete is
decisive for the quality and speed of
regeneration. Depending on the
respective league, up to 3000-5000
kcal are required per game in handball
or basketball. The area of the psyche
must not be neglected with regard to
regeneration. Above all, athletes
need a high level of concentration
when lifting weights. Due to the
increasing performance density in
recent years, athletes need this ability
to concentrate more. The emotions
in competition also challenge the
athlete and require energy (Friedrich,
2014).
Athlete fatigue is the result of intense
training and competition demands.
Fatigue is often associated with a
loss of performance on the part of
the athlete. Fatigue is in the
endurance and strength endurance area
Machine Translated by Google
however, a prerequisite for adaptations
in the body. Fatigue is caused by the
strain (physical and psychological)
on the organism and is reversible.
Fatigue can be recognized by the
following symptoms: coordination
disorders, deterioration in attention,
reduced muscle strength, flickering in
the eyes, muscle tremors, exhaustion
(Friedrich, 2014). A distinction is
made between central fatigue and
peripheral muscle fatigue. If the
symptoms of fatigue primarily affect
the central nervous system and the
eyes, this is referred to as central
fatigue. The athlete's experiences of
success and failure also have an
effect on fatigue and the course of
regeneration. If athletes with a
negative competition result do not
rest, this affects their sleep. Difficulties
falling asleep and staying asleep can
occur. In a study with basketball
players, increasing sleep (approx. 1.5
hours) had a positive effect on
performance. Sleep disorders limit
both physical and mental performance
the next day. Sports psychologists
therefore speak of regeneration as a
psycho-physical process.
Sports in which high technical and
coordinative demands are required,
the psychological aspect plays a
major role. The following symptoms
can occur in the event of central
fatigue: changed risk behavior,
reduced concentration, impairment of
perception, slower transmission of
information (Friedrich, 2014).
Typical peripheral muscle fatigue
occurs when strain is exerted over a
longer period of time. These
symptoms include deterioration in
movement quality and slowdown
determination of the movement
sequences. The athlete usually
describes a feeling of heaviness in
the muscles. If an athlete trains for
several weeks in a tired state, exhaustion ca
Fatigue is the extreme case of fatigue
and the effort cannot be continued.
After about 24 hours, the symptoms
of fatigue are over. In the case of
exhaustion, on the other hand, three
to seven days are required for
recovery. If an athlete continues to
train with symptoms of exhaustion,
there is a risk of overtraining. Chronic
fatigue occurs as a result of daily,
high muscular stress without adequate
regeneration measures. Athletes
and trainers must be particularly alert
to the following symptoms: weight
loss, sleep disorders, loss of
performance, reduced training
motivation, reduced appetite (Friedrich,
2014). In addition to the training
loads, according to Lehmann et al.
(1999) the following factors have a
negative impact on performance:
incorrect time management,
inadequate basic nutrition, family
problems, exam situations, lack of
regeneration or excessive stress in
the event of insufficient regeneration.
These factors must be taken into
account when planning the training.
The best indicator for diagnosing
overtraining is the limited performance
of the athlete (Friedlich, 2014).
To control regeneration, training
planning, nutrition and active and
passive measures must be taken into
account. Training planning is used for
optimal control of training and
regeneration. Already when planning
the individual training unit, the trainer
must take into account the stress and
189
Machine Translated by Google
Control recovery times. In many
sports, daily training is part of
competitive sport. The load should
not be uniform, but in waves. After
days of intensive exertion, the
exertion must be reduced. The
training motivation is higher and the
training adaptation more effective
due to a wave-shaped load.
By varying the training, the load in
the individual training units can be
better controlled. Training for basic
endurance plays a crucial role in
terms of regeneration when you train
five times. With good basic
endurance, athletes regenerate
faster. The principle of the waveshaped load can be supplemented
by the 3:1 and 2:1 rule. This states
that two hard training days are
followed by an easy day and three
hard training days are followed by
an easy day. This rule can be applied
to the months of the year or to the
individual weeks. The training must
be coordinated with the competition
calendar. If you train two to three
times a week, the training-free days
are usually enough to regenerate.
Athletes who have a competition on
Saturday should no longer train to
the maximum on Friday evening
because the recovery time is too
short. Under certain circumstances,
performance could suffer due to
insufficient recovery (Friedrich, 2014).
and passive regeneration measures.
The active measures include running,
cycling and swimming, relaxation
methods and stretching exercises
as well as nutrition. Massages, sauna
sessions, heat and cold therapy and
sleep are among the passive
measures (Friedrich, 2014). Since in
training practice, especially in the
area of performance and highperformance training, it is not
uncommon for several training units
to be carried out in one day, the
aspect of regeneration is increasingly
playing a central role in the
effectiveness of training. On the one
hand, training has positive effects in
the form of increased fitness . In the
case of weightlifting, this means
increased neuronal activity, increased
effectiveness of the neuromuscular
system, as well as a long-term
increase in muscle cross-section and
improved neuronal control. However,
the signs of fatigue that occur as a
result of the training have a negative
impact on performance. In order to
reduce signs of fatigue, the
relationship between loading and
unloading is particularly important.
Regeneration measures promote the
restoration of physical performance.
However, faster recovery of
performance does not mean that the
athlete can be continuously loaded.
The risk of damage from overuse is
not averted, if not increased, even
Regeneration measures are aimed
by faster regeneration, as other
performance-reducing factors are
at minimizing the signs of fatigue
resulting from training stress or
eliminated more quickly. Thus,
restoring the athlete’s full physical
careful planning and management
performance as quickly as possible
of training load and recovery is still
(Calleja-González et al., 2016; Meyer required to avoid injury (Vetter &
et al., 2016). In sports practice, a
Symonds, 2010). Bearing this in
distinction is made between active ones mind, regeneration places the goal of developin
190
Machine Translated by Google
is a decisive factor. The aim is to
quickly eliminate the negative effects
of the training load described above
and to restore the athlete's
performance capacity more quickly.
This means that training sessions
can be completed with better quality
due to reduced fatigue.
The “Regeneration Management in
Elite Sport” project of the Federal
Institute for Sports Science aimed
to scientifically examine regeneration
measures with regard to their
effectiveness in accelerating
regeneration and, on this basis, to
develop concrete recommendations
for action for elite sport. Forms of
active recovery, sleep, cold and heat
applications, compression clothing
and sport-psychological recovery
strategies were taken into account
(Meyer et al., 2016). In the largescale study involving top-class
athletes, only extremely small effects
of regenerative measures on the
speed of recovery of performance
could be observed. The regeneration
measure to be used depends on the
training and competition structure,
the climatic conditions and the time
frame for the recovery process.
Many of the methods commonly
used in sports practice, such as going
to the sauna or active relaxation, had
no significant impact. The individual
needs of the athletes must be taken
into account when applying
regeneration measures. Short-term
recovery effects were mainly evident
from the sports massage, active
recovery (walking out, cycling),
psychological recovery strategies
and power napping. The following
day
the positive or negative effects are
no longer detectable. The massage
causes the athlete to "feel good"
after sport. Power naps could be
useful between two training sessions
on the same day or between two
competitions (but not longer than 30
minutes). Cold water immersion is
not recommended because the
reduction in body temperature can
lead to an acute impairment of
performance (Meyer et al., 2016).
Regeneration through active
measures should not last longer than
5-10 minutes. Short-term use
preserves the functionality of the
muscles. In weightlifting, there were
no positive effects from active
regeneration measures. Therefore,
active recovery measures should be
avoided in the area of weight training.
Classic regeneration measures have
only minor lasting effects for restoring
physical performance on the following
day. In addition, sports massages,
heat and cold applications and
compression clothing are other
procedures that are not absolutely
necessary to restore athletic
performance the following day
(Meyer et al., 2016).
Even if the results of the investigations
regarding the effectiveness of
regenerative measures could not
highlight any positive methods, they
should by no means be omitted
immediately (Meyer et al., 2016).
Rather, the individual feelings of the
athlete must be taken into account
when making the choice. Measures
that are psychologically perceived as
relaxing should be used. Even if they
have no direct influence on the regeneration
191
Machine Translated by Google
However, some methods can be
Recommendations are that
carbohydrates and proteins should
used consciously to create a mental
and emotional state of relaxation.
be taken in combination immediately
This can significantly increase the
after training. These differ depending
athlete's quality of life, especially in
on the study, but level off at around
phases of extremely demanding
1g of quickly digestible carbohydrates
training. Furthermore, the authors
per kilogram of body weight and a
expressly emphasize the importance
total of 20g of protein. The type of
of nutrition and sleep in connection
administration, whether liquid or solid,
with restoring performance (Callejaplayed less of a role than the high
González et al., 2016; Meyer et al.,
glycemic index (Børsheim et al.,
2015). After post-workout intake,
2016). The fact that nutrition can
have a decisive influence on
nutritional needs should be met
regeneration has been sufficiently
through a balanced diet (Beck et al.,
proven in recent years (American
2015). The focus here should initially
Dietetic Association et al., 2009; Beck be on the calorie balance, depending
et al., 2015; Børsheim et al., 2015;
on the goal (weight gain,
Hamilton et al., 2016) . The
maintenance, reduction), followed
investigations focus primarily on the
by the specific need for macro and
nutrient intake immediately after
micronutrients.
training in order to at least partially
Nutrition immediately after training
counteract the symptoms of fatigue
and in general plays a crucial role in
caused. For strength athletes such
competitive sports.
as endurance athletes, the
Direct elimination of the metabolic
effectiveness of carbohydrate“fatigue effects” by replenishing the
containing drinks or foods with a
energy stores and the elimination of
cell damage in the muscles are just
high glycemic index is extremely
effective. The administration
as possible through targeted nutrition
immediately after the end of the
as performance-maintaining weight
training session causes a rapid
reduction and ensuring performance
replenishment of glycogen stores in
by supplying the body with essential
nutrients .
the liver and muscles (Welsh et al.,
2016). The performance in the following If
training
unit
thus significantly
nutrition
is is
neglected
or if the increased (Bee
athlete
is
not
sufficiently
informed
If there is no nutrient supply after
training, the balance of protein
about its importance, further
synthesis is negative for several hours. regeneration measures are not able
Muscle-building processes are
to increase or restore physical
performance
delayed and energy stores are not
filled at the optimum rate. The
192
Machine Translated by Google
350 repetitions a week. This number
of repetitions per week is the upper
limit and is the highest in this training
segment. In the build-up training,
9.4.1 Goal of the advanced training
the foundation is laid for later
Advanced training includes
resilience with the barbell. In the
The athletes between the ages of 15
development phase, the athlete
and 17. In the youth sector, training
should be able to supplement the
should take place five to seven times
extensive special training with an
a week. The term “promoting talent”
appropriate general training. Training
is assigned to the fourth stage in the
in the K8 to K10 areas should be
long-term development of performance. aimed at developing strength skills
For the stage of the advanced
(trunk stabilization) as well as
maintaining coordination, speed and
training, the learning of coping
strategies is planned in the area of
mobility (Kurch et al., 2018). Table
personality. In the area of knowledge, 16 summarizes the focus of the
the teaching of anti-doping
advanced training.
regulations takes place. Figure 71
summarizes the content of the advanced training.
9.4 Advanced training
The development phase is
characterized by the fact that the
unspecific content of the training is
subject to the specific content for the
first time (40:60). In this age range,
the training methods from the adult
area (hypertrophy, IK training) can
be successively applied. Only the
exercises from the maximum strength
complex K4 are not used. The total
reps for the specific workout increase
to average
9.4.2 Training - Perfection
Postpubescent
play the
classic ones
Strength training
methods
(hypertrophy methods and IK training)
and the associated structural
adaptation of the muscle are playing
an increasing role. Through the
application of special training
exercises, the duel performance can
mainly be increased, whereby the
"adult methods" are gradually applied. The
Fig.: 71. Contents of the advanced training
193
Machine Translated by Google
Increase in specific speed and
maximum strength in weightlifting can
followed by an increase in performance
in the snatch and clean and jerk. The
focal points of the circumference
gradually shift from complexes K1 and
K2 to complexes K3, K5 and K6. In
the special training exercises, the
absolute and relative intensity gradually
approaches the recommendations of
the training aids catalog for adults. In
the individual complexes, the repeat
design, in contrast to the intensity, is
not a variable that should be maximized.
only be ensured through special stimuli.
According to Carl (1974), the goal is to
maximize the relative and absolute
intensities (best value, average
dumbbell weight). Increasing the load
over the number of repetitions is only
necessary up to an optimum.
In advanced training, Sandau and
Lippmann (2014) recommend the
maximum number of repetitions
(complexes K1 to K7). With increasing
The training units per week increase
load intensity (load), a high quality of
with age while general training content
movement must be maintained. With
is reduced at the same time. The
the help of special exercises from the complexes
transferK3,
effect
K5 and
of general training
K6, the maximum and speed strength
exercises decreases with increasing
can be increased and thus he
development and training age,
Tab.: 16. Focal points: advanced training (based on Lippmann, 2005a, p. 2)
194
Machine Translated by Google
weeks), K3 (80 WH/week), K5 (90 WH/
which is why the performance-related
effects on duel performance are
week) and K6 (50 WH/week). The
exercises from complex K7 can
steadily decreasing. In later stages of
development, however, general
optionally be included in the training.
training should not be dispensed with.
The main focus of the advanced
According to Kein (1986), general
training is to improve physical abilities.
training exercises have an indirect
The exercises from the K3 and K5
complexes are no longer used to
effect on the development of specific
performance (preventive character)
optimize the sport-specific technique,
and are justified with the appropriate
but are mainly used to improve speed
training method in the entire long-term
and maximum strength. For the first
development of performance (Sandau & Kurch,
time in2019).
this training phase, exercises
from the K6 complex are used to
In the age group between 15 and 17
improve specific strength abilities.
years, the annual planning is carried
When planning the ITP, as in the
out using a triple periodisation. Each
previous stages, the individual
requirements of the athletes must be
MAZ in advanced training lasts 13
weeks. In the youth sector, the highest
taken into account. The framework
scopes are in special training (350 WH/ orientation does not take into account
Where in complex K1 to K7). The total
the individual strengths and weaknesses
of the athletes and must be adjusted
repetitions are distributed over the
complexes K1 (70 WH/week), K2 (60 WH/ accordingly
Tab.: 17. Frame orientation U17 - note. cal.- wk. = calendar week, LG = course, WK =
competition, HWK = main competition, Bel. = load, h = high load, m = medium load,
g = reduced load, T 1 = snatch, T 3 = clean and jerk, T 14 = tight pull, T 20 = back squat.
195
Machine Translated by Google
to be fitted. For the U17 age group, the
frame orientation includes the following
training exercises: snatch, snatch with
bands, jerk, clean, push out, increased
snatch, standing snatch, rearrange wide,
clean increased, rearrange narrow,
standing jerk, wide train, narrow train,
snatch squat, front squat, Back squat,
wide power pull, narrow power pull, power
press, push push, clean + front squat,
front squat + push out. Table 17 shows
the frame orientation for the age range
U17 over 13 weeks for the exercises
snatch (TU 1), clean and jerk (TU 3), tight
pull (TU 14) and back squat (TU 20)
(Kurch et al., 2018).
The frame orientation for the age group
U17 contains the load structure (high,
medium, reduced load) over 13 weeks
and provides information about the total
repetitions (WH/
Where) in the complexes K1 to K7 or
K1 to K5. For targeted training, each MAZ
is divided into three phases: the basic
phase, development phase, performance
development phase. In the U17 age
group, the basic phase lasts six weeks,
the build-up phase four weeks and the
performance development phase three
weeks. For the U17 age group, Figures
A22, A23 and A24 in Appendix I show
sample training plans for the basic
phase, the build-up phase and the
performance development phase.
These contain suggestions for the
training design in the individual training
units. The sample training plans only
contain special training exercises
(complex K1 to K7). General exercises
must be planned individually from the
complexes K8 and K9. Depending on
the individual requirements of the athlete,
the training exercises from the model
training plan,
196
when creating the ITP, can be
supplemented or exchanged (Kurch et al., 2018).
9.4.3 Career - Talent Development
The aim of the advanced training
The is to develop the athletes from
junior squad 2 (NK2) to junior squad 1
(NK1). The athlete is now in the talent
development phase. After the end of the
growth phase, the training is gradually
specialized, intensified and begins to
take on a competitive sporting character.
The most talented athletes with prospects
of an international career should now be
trained at a federal training center in
order to have optimal development
opportunities there in the sporting,
academic and personal areas. The
increased training volume with increased
intensity requires qualified support as
well as physiotherapy and supplementary
regeneration measures. If training at a
federal training center is out of the
question, the conditions at home for the
athlete must be designed in cooperation
with the national, state and club trainers
in such a way that optimal development
opportunities are also available there.
This includes a close coordination of
training and school/professional training
as well as sufficient regeneration times
to ensure adaptation to the overall load.
Likewise, the trainer working on site with
the athlete must be qualified in order to
be able to adequately design the
requirements of the rehabilitation
training. The sporting highlights during
the advanced training are the German
Youth Championships and participation
in the Youth Euro
Machine Translated by Google
pa championship at the end of the
development phase at the age of 17.
During the advanced training stage,
the change to secondary level 2 or
entry into vocational training takes
place. With the enrollment at a federal
base, the coordination of the sporting
training with the lesson times is
made much easier and training can
increasingly also take place in the
morning. The tutoring and homework
help promote good academic
development and make it easier to
obtain the general higher education
entrance qualification, despite the
extensive training in competitive
sports. If the athlete has decided to
do vocational training, it takes a lot
more effort to reconcile training and
working hours. Here, free capacities
must be optimally utilized in order to
ensure adequate training and, above
all, regeneration times. Only through
close communication with the
training center is it possible to grant
time off for training camps and
competitions and possibly extend
the training period. This should be
clarified before the start of the training
in order to be able to guarantee
targeted performance development
and a good training conclusion. The
past has shown that enrollment at a
federal training center is not
absolutely necessary for a competitive
sports career. Athletes have also
developed adequately and reached
an international level despite having
completed extensive professional
training. The close cooperation of all
those involved can make this possible
and the
Athletes secure career prospects
alongside their sporting career.
9.4.4 Personality - coping
strategies
Competitions
with personal
the aim of
Developing
performance potential optimally in
the form of a sport-specific
performance presents athletes with
individual challenges. This can then
develop its optimal performance if it
concentrates on the information
relevant to the task while ignoring all
information irrelevant for this action
(Nideffer & Sagal, 1993). However, it
is not uncommon for athletes to
remain below their potential despite
being physically able to do so (Lewis & Linde
In this context one speaks of
“choking”, a reduced performance
as a result of increased pressure
conditions (Baumeister & Showers, 1986).
. There is a connection between the
activation (arousal) and the athletic
performance of the athlete. The best
possible performance requires a
certain level of excitement or tension.
Yerkes and Dodson (1908) postulate
an inverted U-shaped relationship
between performance and activation.
Individual optimal performance is
only achieved with a medium level of
activation. If an athlete is activated
too little or too much, suboptimal
performance occurs (Brand, 2010).
In recent years, the theory of the
inverted U-shaped connection has
been heavily criticized. The “Individual
Zone of Optimal Functioning Model”
developed by Hanin (2010) states
that the same emotions in different
athletes lead to a different
197
Machine Translated by Google
Fig.: 72. Relationship between performance and activation (Weidig, 2016, p. 22)
recipes. However, both the stimulus
models (stress = external stimulus
affecting the organism) and the
response models (stress = human
reaction to demand) do not take into
account why people react differently
to stress (Fuchs & Klaperski, 2018).
The interaction models are in contrast
to this. Lazarus' (1966) transactional
stress model is also one of these
models. Lazarus describes stress
Long-term exposure to sports can
as a "transaction" between the
have negative physical and
psychological consequences (Kaluza, environment and the person. In the
2012). If the stress is higher than
transactional stress model, the
the person’s available resources, the
primary assessment of the situation
body reacts to stress (Semmer &
takes place at the beginning. The
Zapf, 2018).
person considers the result in terms
Hans Selye defined the concept of
of their well-being. The result can be
stress as the body's general reaction
classified as irrelevant, favorable or
stressful. If the person evaluates the
to demands. Basically, stress can be
divided into eustress and distress.
situation as irrelevant, there are no further effec
The eustress has a motivating effect
If the situation is assessed as
and creates a positive kind of
favorable and positive, no coping is
excitement. Distress arises with
necessary. If the well-being of the
athlete is threatened by a situation,
increasing stress and tasks that
the
“situation is rated as stressful”.
cannot be mastered. An uncomfortable
Three
different categories can be
feeling arises due to the excessive
demands on one’s own resources
divided here: damage, threat,
(Semmer & Zapf, 2018). Different
challenge. In the secondary
stress cons can be found in the literatureassessment, the person checks whether
lead to different performance.
If the athlete is not in the optimal
activation range, negative stress
effects such as anxiety or stress
occur (Al fermann & Stoll, 2012).
The general relationship between
performance and activation is shown
in Figure 72 in the Yerkes-Dodson
curve.
198
Machine Translated by Google
who have sufficient resources to cope
with the situation (Krohne, 1997).
According to Schnaper (2014), these
resources differ between people, which
depend on skills and experience. One of
the most important resources is selfefficacy. The Self-Effective
Ability is the person's belief that he or
she can overcome the challenge.
Individuals who have low self-efficacy
are more prone to stressful situations
(Schwarzer, 2004).
The primary and secondary evaluation
influence each other and can take place
at the same time (Lazarus & Launier,
1981). After assessing coping skills and
opportunities, the person assesses the
situation at reassessment. When the
situation is reassessed, it is checked
whether the person's resources are
sufficient or whether the situation remains
threatening.
These processes are often repeated
when evaluating a situation (Schaper,
2014). Figure 73 shows the transactional
stress model.
After Lazarus play in transactional
Stress model the coping processes
(coping strategies) play an important role
(Lazarus, 1966). According to Gerring
and Zimbardo (2008, p. 730), coping
refers to the "process of dealing with
internal and external demands that are
perceived as threatening or beyond one's
own strength". Lazarus and Folkman
(1984) distinguish between problem and
emotion-oriented coping strategies. The
aim of the problem-oriented coping
strategy is to reduce and solve the
problem. The person tries to change the
stressor directly. Strategies for doing
this include planning, training, time
management, self-talk, goal setting, and
focus.
When dealing with controllable situations,
problem-oriented coping strategies lead
to success (Gerring & Zimbardo, 2008).
An emotion-oriented coping strategy is
appropriate if the person cannot change
the stressor. The person regulates their
emotions and adapts to the situation
without changing it.
These include distraction and relaxation
methods (Gerring & Zimbardo, 2008).
Both forms of coping are helpful and
their application depends on the
situation. It is useful for athletes to have
a set of coping strategies, wel
Fig.: 73. Transactional stress model (Zapf & Semmer, 2004, p. 1020)
199
Machine Translated by Google
With the use of sun-oriented techniques,
athletes try to actively reduce their
own stress. He talks to himself
soothingly. The person-oriented coping
strategies can be further divided into
two techniques: motor and cognitive
Every competitive athlete should
techniques. The aim of the motor
master stress management techniques. techniques is to reduce tension through
Techniques for active, conscious
movement activities and are used, for
example, during short breaks in racquet
relaxation, such as progressive
muscle relaxation or autogenic training, games. This technique is also used in
are developed together with the sports
basketball by exhaling before a free
psychologist. Learning these techniques throw. The motor coping strategies
include "motor abreactions", such as
requires an intensive program, a
sensitive body awareness and
throwing away the tennis racket or
the famous "Becker fist". Often the
sufficient time. The techniques
described have the effect of lowering
most naïve person-oriented and motor
techniques are penalized by the
the athlete's level of arousal and
referee
and have only a minor role in
treating the symptoms of the effects
team
sports.
In sports, however,
of stress. The techniques of autogenic
person-oriented,
cognitive strategies
training and muscle relaxation can
only be carried out before or after the
are of great importance. These include
competition. An alternative to these
motivation, calming and distraction
techniques are naive coping strategies. strategies. Statements such as "Oh,
man, you don't look bad today!" or
These are techniques that we humans
"Now build up calmly" are among the
learn in the course of life and have
cognitive strategies. Self-portrayal
techniques (e.g. clothing, tattoos) are
acquired through specific experiences.
Through daily use, we are hardly
also part of the coping strategies used
aware of these techniques because
to impress the competitor (Alfermann
they are applied automatically. A
& Stoll, 2012).
distinction can be made between
person-oriented and environmentoriented coping strategies. When
dealing with stress in an environmentally
oriented manner, the athlete creates
With regard to avoiding distraction,
a “calming atmosphere” in order to
the competition routines in particular
distance himself from the environment. have proven to be a helpful coping
Before the actual competition, the
strategy (Mesagno et al., 2008;
athletes achieve this atmosphere by
Mesagno & Mullane-Grant, 2010).
These are already widely used in
playing music on their cell phones or
iPods. The eyes are often closed in
competitive sports (Cotterill 2010;
Mellalieu 2014). A competition routine
order to distinguish oneself from the
current location. This type of stress
is made up of a specific sequence of
management has a liberating and motivating
effectand
at the
same time. At the per
actions
thoughts
which they can apply in different
situations. In the medium and long
term, problem-oriented strategies are
more important for solving situations
(Gerring & Zimbardo, 2008).
200
Machine Translated by Google
to help the athlete focus on the task
at hand and its important aspects
rather than distracting influences
such as emotional excitement and
anxiety (Cotterill, 2010).
The development of coping strategies
is therefore an essential component
in the long-term development of top
athletes and promotes the
psychosocial resources of selfefficacy and athletic self-confidence.
Another method is the so-called lefthand contraction (Gröpel & Me
9.4.5 Knowledge - Anti-Doping
sagno, 2017). This is based on the
assumption that contractions of the
The history of doping is
The probably as old as the history of
left hand activate those areas of the
right hemisphere of the brain that are
sport itself. Sources show that
necessary for the execution of
athletes at the ancient Olympic
Games tried to improve their sporting
movements. At the same time, the
analytical processes in the left
performance by ingesting mushrooms,
herbs and certain beverages. It is
hemisphere that induce conscious
known from South America that the
motor control are suppressed
Incas covered a distance of 600 km
(Beckmann et al., 2013). It was
shown that athletes who pressed a
within three days with the help of
ball in their left hand for about 30
cocaine. Historically speaking, the
term doping comes from a Southseconds immediately before
East African “Kaffir dialect”. The
performing the movement performed
natives called a home-distilled strong
significantly better under pressure
than those who pressed this ball in
liquor, which had an intoxicating
In 18892017).
the term
their right hand (Beckmann et al., 2013 ; effect,
Gröpel"dop".
& Mesagno,
appeared in an English dictionary
and was defined as a mixture of
In summary, the phenomenon of
choking, i.e. a deterioration in athletic narcotics and opium for horses. The
term "doping" was only applied to
performance under pressure due to
humans in the 20th century and is
emotional arousal, represents a
now in common parlance. In the
serious performance-reducing factor
in sport. At the same time, it becomes 1960s to 1980s, the importance of
clear how important the development doping increased due to the
commercialization of sport. There
of successful coping strategies is.
were already 100 dead athletes
The coping strategies presented
between 1960 and 1970 as a result
here are an excellent starting point
of taking doping agents. The first
to counteract the "choking under
pressure" and to convey to the athlete doping controls in international
competitions did not take place until
that he is by no means helplessly at
the mercy of the natural fears and
1967, at the Olympic Games in
Mexico. The role of doping not only
worries of pressure situations, but
can consciously influence them (Lidor plays a major role in competitive
sports, but also in leisure and fitness
& Mayan, 2005).
sports. There, trade is experiencing
201
Machine Translated by Google
Doping agents a "thriving business".
According to a recent study by the
Robert Koch Institute, doping in mass
and leisure sport is similar to illegal drug
trafficking. Nowadays almost everyone
can order illegal doping substances via
the boarding school. Without considering
the health risks, bodybuilders in
particular strive to emulate their idols. In
athletes. Gynecomastia, virilization or
impotence are the most well-known and
possibly the most daunting consequences.
It is less noticeable that many once
"successful" weightlifters died prematurely
in their forties. In addition to these
dreadful consequences of doping abuse,
it also leads to spectator aversion to the
sport and the athletic performance of the
athletes. If you only look at the followthe case of smaller amounts, the
possession of doping substances in
up checks of the past few years and the
mass and leisure sports is not punishable. fact that so many athletes were
subsequently banned, then the aversion
Trading in such substances, on the other
hand, is a criminal offense and violates
cannot be countered. In addition to the
the Medicines Act. So far, there have
health risks for users and the loss of
been no doping controls in mass and leisureacceptance
sports (Friedrich,
for the2014).
sport, there is
another consequence of doping. It
Regardless of the high technical and
threatens the institution of Olympic sport.
thus coordinative demands of weightlifting Even though it may now be socially
on the athlete, the decisive performance
accepted that artists and managers use
requirement is maximum strength. The
a wide variety of substances to help
higher this is, the higher the explosive
their performance in their everyday work,
strength values can be produced and
this is an absolute taboo in competitive
thus the higher loads can be mastered.
sport. Competitive sport stands for fair
An athlete without the disposition will
play, a place where values , norms and
never reach the top of the world, even
rules are observed and their violation
with technical perfection. Even if “raw”
will be punished. In sport, the participants
strength is not entirely decisive, it is the
enter into a competition with each other
all-important performance requirement
by recognizing the rules of the respective
for weightlifting (Sandau & Kurch, 2019).
sport, which represents a special area
Because of this fact, weightlifting is one
through this set of rules. This competition
of the most risky sports for doping abuse. can be fought over bat and ball, or even
Above all, the use of anabolic steroids,
through fists and contact with the
which mainly serve to increase maximum opponent, which society would consider
strength, has become “established”
worldwide. The fact that this speaks
against the rules of fair competition and
sportsmanship seems to bother very
few. This form of cheating not only harms
the "clean" athletes who have honestly
earned their performance through hard
training, but above all the health of the
doped
202
bodily harm. In sport, the rules create
spaces in which people can compete
with each other in a defined way. Using
the example of boxing, this means that
the athlete who is knocked out by a
targeted hit agrees to this beforehand
Machine Translated by Google
declared that he would deal out such
blows and their consequences, but
also take them. If action is taken in
accordance with the rules, this bodily
harm cannot be legally prosecuted.
The rules of the sport require
opponents to compete honestly and
fairly and do their best to win. Doping
violates these basic rights of
competitive sport because it gives the
user a decisive advantage over their
opponents.
He cheats the opponent, the spectator
and above all himself (Blasius, 2017).
represents a violation of the regulations
in sport. This step into another legal
system with the aim of violating it is
therefore punished by the anti-doping
law. The anti-doping law is an important
prerequisite for the survival of
competitive sport in our country
society. But the deterrent character
alone is hardly able to stop this
development.
Educating the athletes is important
and crucial. The coach is responsible
for conveying the values of sporting
fair play. The principles of sporting fair
play are:
In our society, sport represents a
The principle of self-movement and
special image of capable people who
the principle of equal opportunities.
are always striving for maximum
The athletes undertake to perform with
physical performance and who are
their own physical and mental abilities,
willing to get the most out of themselves. which are innate by nature. The
The premise is that this is done in
principle of equal opportunities
compliance with the sporting rules and guarantees the protection of equal
the values of fair play.
competition conditions.
Sporting excellence has always
Doping violates both principles in that
fascinated people. The athletes try to
it is no longer the innate abilities that
reach their performance limits with an
made the performance possible and
iron will and hard training. The athlete
the competitive conditions between
thus assumes a role model role in
athletes are no longer equal. In
society, which stands for honesty,
addition to the educational influence
discipline, devotion, passion and
exerted on athletes by schools and
sincerity. Doping ruins this fascination. sports clubs, doping can only be
Because we all know that it is medically combated through consistent doping
possible to treat people far beyond
controls in competitions and training.
their limits. It is solely the question of
The International Olympic Committee
the means and their use that decides.
recognizes 31 doping analysis
The worldwide increase in sporting
laboratories worldwide. Approximately
fraud is changing the role model role
100,000 urine samples are analyzed
played by athletes striving for fame
in these facilities each year.
and glory. On December 18, 2015, the Approximately 4,000 training controls
anti-doping law came into force in
are carried out by NADA on squad
Germany. By agreeing to the sporting
athletes (NK2, NK1, PK, OK) in
Germany. About one percent of these
regulations, the athlete recognizes
samples are positive (about 75 percent
them and undertakes to follow them.
doping
anabolic steroids, 30 percent
stimulants). The biggest problem is the anabo
203
Machine Translated by Google
substances which are mainly used
have German citizenship but
participate in sport in Germany with a
by athletes in the area of strength.
German license. Athlete Support
After a certain time, the doping
substances can no longer be detected Personnel are also subject to the NA
in the body. For this reason, many
DA Code. WADA is responsible for
athletes discontinued the substances
the global fight against doping.
in good time before the competition
The Anti-Doping Rules regulate the
(Treutlein, Singler & Hillringhaus, 2010; Fiedrich,
following2014).
violations in Articles 2.1 to
2.8 (National Anti-Doping Agency, 2004).
The term doping can be defined as
1. The presence of any Prohibited
follows: Doping includes taking
prohibited substances and using
Substance, its metabolites or
markers in the Athlete's Sample.
prohibited methods. The anti-doping
regulations are binding for all national
state sports associations and sports
2. Use of a Prohibited Substance
or Prohibited Method.
associations that have concluded an
out-of-competition control agreement
with NADA. The NADA code is aimed
at athletes with German nationality
3. Refusal, evasion or failure to
collect Samples.
who are at least 14 years old and a
member of a national sports
4. Violation of whereabouts
association. In addition, the NADA
information during out-ofCode is aimed at athletes who do not
competition controls (training cont
Table: 18. Doping list (based on the National Anti-Doping Agency, 2019, p. 1-11)
204
Machine Translated by Google
roll).
5. Tampering or Attempted Partial
Doping Control.
6. Possession and dealing in Prohibited
Substances and Prohibited Methods.
7. Administration or Attempted
Administration of Prohibited
Substances or Prohibited Methods
to Athletes.
8. Participation in the competition
during a suspension of a sports
federation.
The NADA list of prohibited methods
and substances is constantly being
expanded and supplemented. Advances
in medical research and detection
methods mean that the list has to be
renewed. Table 18 lists the methods and
substances that are prohibited at all
times or only in competition.
The National Anti-Doping Agency is
responsible for the implementation of
and compliance with the anti-doping
regulations in Germany and commissions
the control system to monitor
compliance. On the NADA homepage
(www.NADA.de) you will find a lot of
helpful and further information and tips
for educating people about doping. Since
weightlifting is a risky sport in terms of
the use of doping, there is a lot of
conscientious control here in particular.
This is good and extremely important,
especially to protect young athletes.
They should be informed about the topic
as early as possible, which basically
includes the rules and values of fair play
in sport as well as the
Basic ideas of the World Anti-Doping
Code: The anti-doping programs are
based on the true value, which is
referred to as the spirit of sport. This
sporting spirit makes up the Olympic
spirit of sport. The goal is to achieve
excellence by perfecting people's natural
talents. The sporting spirit is characterized
by courage, honesty, fairness, team
spirit, respect and solidarity.
Doping is at odds with the sporting spirit.
In the course of combating doping,
prevention and information programs
must be developed and offered for both
athletes and coaches. An important
prerequisite for the prevention of doping
can only be created if the athlete can
gain the insight that top sporting
performance is only top sporting
performance if it is developed taking
these principles into account. Because
only if the athlete's environment clearly
stands for clean sport, then the
temptation for the athlete to cheat with
the help of doping is low, according to
the "Sport without Doping" brochure of
the German Sports Youth. The trainer is
therefore responsible on the one hand
for educating the athlete and on the
other hand has the duty to authentically
exemplify the values of the sport
(Treutlein, Singler & Hillringhaus, 2010).
With increasing age and squad status,
weightlifting athletes are included in one
of NADA’s three testing pools: General
Testing Pool (ATP), National Testing
Pool (NTP), Registered Testing Pool
(RTP).
The team test pool (TTP) is for football
players in the 1st and 2nd Bundesliga
and for ice hockey players who are not
registered in the ATP, NTP or RTP.
Weightlifters who are on the NK2 roster become
205
Machine Translated by Google
Started reported in the "General Testing
Pool". Here the athletes are obliged to
provide a registration form about their
place of residence and other
whereabouts, such as the school. In
addition, they must report their location
of the training facility and their regular
training times to NADA. NADA receives
medicines that are available over-thecounter in pharmacies sometimes contain
prohibited substances. In addition, not
every doctor is fully informed about all
banned substances, or the list of banned
active ingredients and substances is
constantly being expanded. In the event
of a doctor's visit, the athlete should
definitely point out that he is complying
with the anti-doping regulations and also
before taking any medication in the
NADA database, NADAmed (www.nada.de/
medizin/nadamed/) or in the associated
international championships is possible,
they will be listed in the "Registered Testing Pool".
one app to check whether the medication
specifically recommended by the doctor
If athletes are in the Registered Testing
Pool, they must provide quarterly
can be taken. If this is not the case, an
alternative can be requested, which must
advance notice of their expected
whereabouts and times for each day of
also be checked. Parents must also be
the week, as well as their regular activities. involved in this process. The first aid kit
often contains medicines that are also
Each day, Athletes must indicate an hour
information about training camps and
competitions from the central association.
With transition to the federal squad NK1
and as soon as participation in
during which they must ensure that they
are available for a Doping Control at the
indicated location. This information is
always entered online via the ADAMS
system and can be easily adjusted there
in the event of unforeseen changes in
the daily routine and whereabouts. It
should be made clear to the athlete how
important it is to fill out and keep this
information conscientiously. Above all,
spontaneous changes in weekend
planning, when going on excursions
with friends or similar, should always be
updated immediately in order to avoid a
missed test (failure to check) (Blasius,
2017).
Athletes with federal squad status are
informed annually by the association
about their rights and obligations with
regard to anti-doping regulations and the
procedure for controls. Here you will also
receive further information on how to
deal with illness, as well
206
not allowed to be taken during
competitions, such as Boxa Grip pal,
which contains the banned substance
pseudoephedrine. Due to illnesses, it
may happen that a drug containing
prohibited substances has to be
administered. In this case, a medical
exemption can be applied for (Blasius,
2017). The anti-doping officer of the
Federal Association of German
Weightlifters is responsible for this and
is also available for all questions and
concerns on the subject of anti-doping.
Doping is a major risk factor in competitive
sport. Not infrequently, performance
goals and ambition are greater than the
moral judgment of young athletes. The
coach is obliged to educate the athletes
about this sensitive topic. That's why it's
important to teach athletes about doping
during advanced training. this knowledge
Machine Translated by Google
must be updated annually and addressed in
training and further education.
9.5 Performance Training
9.5.1 Training - Connection
further increase in intensities. Complexes 1
and 2 are also proportionally reduced in
scope and the performance requirements are
realized via the high-speed and maximum
strength complexes 3, 4, 5 and 6. Once the
general performance requirements have
been met, a sport-specific performance
develops through increasing intensities of
the partial and competition exercises.
After completing
stage ends
of thethe
upsportconstructionthe
training
specific youth competitive sport and the entry
into competitive training follows. The aim of
this and the following stage of the highperformance training is to connect to an
international level. The common term “followup training” that describes this goal can be
found in basic works on the stages of longterm performance development. In
weightlifting, however, the concept of
performance training has proven itself and
will continue to be used here. Irrespective
of the terminology, the goal is the same: the
start is to prepare the performance level of
the athletes for that of the international elite.
All sport-specific training aids should now
be used: maximum strength methods, lifting
loads and more are now available according
to the training aids catalog and can now be
used for further performance development.
The entry has to be done carefully and
responsibly in order to avoid overloading and
injury of the athletes. This is also reflected
in the target intensities of complex 4, which
do not yet correspond to those of highperformance training.
In the MAZ described by the RO, a distinction
is made between the basic phase (GLP), the
development phase (ABP) and the
performance development phase (LAP).
Maximum strength training should focus on
GLP and ABP. The shares of general training
play a rather subordinate role with 20% of
the total. However, the general training
should not be underestimated here and
should be used as antagonist training and to
improve core strength. Excessive monotony
can also be avoided by general training
adapted to the section.
The individual training plan (ITP) can include
all sport-specific training exercises with the
entry into performance training, taking into
account the specifications for the
corresponding target intensities that can be
found in the training equipment catalogue.
Planning is highly individualized in this age
range and should be done in cooperation
with the responsible national coach.
9.5.2 Career
Compared to the development training, the
volume of the average 350 repetitions per
week has been reduced to 300 repetitions
now
During the
development
phase
ofgoal
the at a
performance
training,
the
sporting level is to move the athletes from
junior squad 1 to perspective
207
Machine Translated by Google
to develop squads and thus to catch
Employment or vocational training or
up with international performance
studies that are very time-consuming
levels. The sporting development
and allow little capacity for competitive
perspective is aimed at reaching the
sports training at the highest level.
Olympic cadre standard and thus entry However, there are also opportunities
into the sports promotion group of the
here in the area of extended vocational
German Armed Forces. The training
training or extended university studies
should primarily take place at the
in order to acquire completed
federal base under the direction of a
vocational training alongside a
qualified BSP trainer who acts in close
competitive sporting career. However,
coordination with the responsible
this requires the highest level of
national trainer. The athletes take part
discipline and must be planned taking
in the German junior championships,
all factors into account in order to avoid
the junior European and junior world
overtaxing the athlete. Nevertheless,
championships. The aim of these
the German Sports Aid Foundation
participations is to introduce them to
offers options for supporting and
international competition and to
promoting dual careers.
develop the necessary self-confidence for In
this.
order to be able to continue to
Achievement of the general higher
optimally plan your career and future,
education entrance qualification
it is imperative that you involve the
should continue to be pursued. During
career advice service at the Olympic bases.
the last school year in secondary level
Not only do they have extensive
knowledge and specialist knowledge,
2, the learning effort in preparation for
they
can also open up further,
the final exams is significantly
increased and the training load has to
previously unknown funding and
be adjusted accordingly. If the athlete
training opportunities. The responsibility
for aspiring athletes is high. They strive
is already in vocational training, this is
also coming to an end, which requires
for international success, to which they
devote much of their time.
a similar approach. In addition, based
This
is desirable and honorable, but to
on the development of performance
and the performance potential of the
ensure that they are not put at a
next few years, further non-sporting
disadvantage, the association must
future planning should now be
ensure that their professional careers
are secure and monitored on an ongoing basis.
specified. There are various options
here. In addition to the already
mentioned sports promotion group of
the Bundeswehr, there are similar
9.5.3 Personality - Monitoring of
ones in the police force. If an
stress and recovery
international perspective emerges, a
As the level of performance
career as an official athlete should be
With increases, training control
strongly encouraged, since otherwise
becomes increasingly important.
the high training volumes and loads as
Continuous performance can only be
well as adequate regeneration of the
there is a balance between
forthcoming high-performance training are achieved
difficult toifrealise.
The alternatives to this would be an
the athlete's stress and recovery
208
Machine Translated by Google
development can be guaranteed.
This can and will certainly always be done
through experience and observation by
the trainer. He is still the central figure in
the planning and control of the training. At
the same time, the athlete should also
have been instructed over the course of
his training years to have developed a
feeling for himself and his physical and
psychological-emotional state of stress.
Close communication can and should be
used to make changes to the training plan
that are based on the athlete's need for
relaxation. In this way, two objectives are
pursued: On the one hand, the athlete's
resilience is guaranteed and overloading
or even overtraining is prevented.
On the other hand, further performance
development can only take place through
an optimal relationship between stress and
relaxation. Simply increasing the amount,
intensity, and frequency of training leads
to the dead end of overtraining, stagnation,
and injury.
Only if the organism is allowed to restore
the homeostasis, which has been severely
disturbed by training, can it adapt to
training stimuli and thus develop
performance and recovery in “Knowledge
– Regeneration” of the basic training.
1.
motor tests
2.
laboratory values
3.
questionnaires
Laboratory values should not be discussed
in this context, since they are associated
with considerable resources that would
not be appropriate in the performance
training stage. Simple motor tests and
questionnaires, on the other hand, are
easy to carry out, require few resources
and can be easily integrated into the
athlete's daily routine.
motor tests
The difference jump is a fairly simple
method that is still excellently suited for
weightlifting.
Based on the assumption that increased
muscle strain causes a temporary loss of
speed and maximum strength, which
reduces the recruitability of the muscles. If
the muscles of the lower extremities are
affected, this can be measured by a
reduced differential jumping performance
(Meyer, Ferrauti, Kellmann, Pfeiffer, 2016).
Due to the fact that the musculature of
the lower extremities is the main driver in
weightlifting, this test can be used
excellently for monitoring stress and
recovery and can be classified as harmless
from the additional stress that one to
three jumps represent.
It doesn't matter whether it's via a contact
mat, light barrier or force plate, what's
Im about the coach's "feel" for that
important is that the test can always be
carried out under the same conditions and
According to Meyer, Ferrauti, Kellmann
with the same measuring instrument. In
and Pfeiffer (2016), the following methods,
order to be able to guarantee a process
among others, can be used to objectively
measure the athlete’s condition and his/
that is as standardized as possible, the
her subjective perception of the need for rest: squat jump should be selected and the
depth of the starting position one
209
Machine Translated by Google
be marked in favor of reproducibility
(slalom poles with crossbars, which are
adjusted to the appropriate height and
provide feedback on the correct depth
via body contact, are ideal here). After
warming up, three jumps should be
measured with short rest periods. The
highest value in each case is included
in the documentation and can be used
to control the training (Meyer, Ferrauti,
Kellmann, Pfeiffer, 2016). To introduce
the procedure, a baseline level should
be recorded over a week with a
reduced training load in order to obtain
information about the athlete's jump
height in a recovered state. In relation
to this, the subsequently recorded
values can then be interpreted. If the
jump height deviates significantly, this
could indicate an increased need for
regeneration on the part of the athlete
and should be taken into account in the
training control together with the
subjective feeling of the athlete and
the assessment of the trainer.
dumbbell speed
Another way to determine the current
state of recovery of the athlete is to
measure the speed of the dumbbells
at the beginning of the training session
at fixed intensities in the broad pull
training exercise. This can be done
using the RealAnalyzer already
explained or using other tools such as
jump can be guaranteed by always
using the same measuring instruments.
At the beginning, the athlete follows
his usual warm-up and then starts with
the training exercise to be measured.
Individual repetitions are now filmed
via the RealAnalyzer and their
parameters (Vmax/PSK) are
documented. Similar to the difference jump should
Here, too, set a reduced explosive
power or dumbbell speed as a result of
not fully recovering the ability to
perform. If this procedure is carried out
continuously, it provides just as much
information about the stress-recovery
state as the jump test, with the
advantage that the sport-specifi c
performance on the dumbbell can be
measured here and used to evaluate
the athlete's condition. Compared to
the jump test, however, this method
has several disadvantages. On the one
hand, the MIS must always be available
and able to be set up. Since it's mobile,
this shouldn't be too much of a hurdle.
Much more worrying is the fact that this
test procedure could negatively affect
regeneration due to the necessary
additional loads, without which a
measurement would have little meaning.
However, if this is taken into account in
the planning, this procedure also offers
a very simple method of stress-recovery
monitoring.
Both methods presented here are
the Vmax-Pro. We do not recommend
suitable for monitoring the athlete's
need for regeneration. In addition, they
using smartphone apps to record the
speed of the dumbbells, as they have
also offer a valuable means of checking
so far not been classified as sufficiently
the effectiveness of the training. The
reliable due to non-transparent
aim of weightlifting training is to
continuously increase the performance
parameters (frame rate, calibration,
software evaluation, positioning, etc.).
requirements for maximum and speed
strength. If the jump heights or the
Criteria such as the reproducibility of
the measurement setup should be the same
as for the
collection of the diff
dumbbell
speed
210
Machine Translated by Google
If the activities at the beginning of the
macro cycle are compared with those at
the end or after the macro cycle,
statements about the effectiveness of
the training can be made independently
of the actual competition performance
(which is sometimes influenced by
various factors - emotional excitement,
the nature of the material/competition
board, etc.). Ä. – is influenced). Basically,
the jump height/dumbbell speed should
be higher at the end of the preparation
than at the beginning. If this is not the
case, this can indicate impaired training
effectiveness and should give reason to
review the completed training.
Questioning/subjective feeling
be bent (Meyer, Ferrauti, Kellmann,
Pfeiffer, 2016). Basically, at this stage
an athlete should already have been
made aware of the importance of training
and regeneration in performance
development.
In the course of the RegMan project, two
questionnaires were developed that
enable the athlete's condition to be
recorded. These are the “acute measure
Recovery & Stress" and the "Short
Scale Recovery & Stress". Both were
scientifically evaluated and found to be
meaningful. Since they can be filled out
within a few minutes, they are ideal for
daily use.
Further information and the template
questionnaires are available on the
website of the RegMan project (www.regman.
org) There you will find detailed
instructions and help for evaluation.
There is also information about the
In the course of the RegMan study,
various methods for ascertaining the
regeneration needs of the athlete were
examined with regard to their informative value.
project and the “Immun-Source” app,
which is currently (as of June 2019) still
Questioning the athlete has proven to be
the most reliable tool.
under development. In addition to the
In contrast to the collection of objective
athlete's subjective condition, it also
parameters such as the above-mentioned includes possible signs of infections,
which give an even more specific picture
jump height or dumbbell speed, a
questionnaire offers a more comprehensive of the athlete's stress level. After the
insight into the athlete's state of stress.
entry by the athlete, an evaluation
On the one hand, statements can be
appears immediately, which can be
made about the physical as well as the
included in the training control. This tool
psychological and emotional state of the
seems extremely promising, especially
since it is contemporary in the form of a
athlete. This results in a comprehensive
picture that also takes stress outside of
smartphone app, which greatly simplifies
sport into account. The only disadvantage its use and is therefore much more easily
of questionnaires are the inherent
accepted and used by young athletes.
sources of error, such as social
desirability or fear of possible
consequences. This can only be provided
by providing sufficient information and
Training is crucial in competitive and
emphasizing the importance of the
high-performance sports and nothing can
process of performance development
replace it. Equally important
211
Machine Translated by Google
but also the athlete's recovery from
training stress. Performance can only
be developed and a possible overload
of the athlete prevented if this is
guaranteed. With increasing levels of
performance are all factors to optimize
the athlete. Assessing the condition
should play a central role in this: it is
the safety rope on the fine line of
physical and emotional extreme
demands of the athlete striving for the
international top. With a watchful eye,
the trainer can take responsibility so
that it is not ruined year after year by
simply working off repetitions, kilos
and tons.
9.5.4 Knowledge - Dietary
supplements
dietary
supplements
in sports
Probably
the most
controversial
topic in sports nutrition is the area of
dietary supplements.
Supplements are taken orally and
should contain nutrients, micronutrients
and active ingredients that make sense
for the athlete's diet. In this context,
nutrients, micronutrients and active
ingredients include proteins,
carbohydrates, fats, vitamins, minerals,
herbal extracts, amino acids and
antioxidants, which are sold in the
form of tablets, capsules, gels, liquids,
powders and bars. Furthermore, taking
NEM should improve performance,
adaptation to training and the ability to
regenerate. Accordingly, they should
help athletes to tolerate the training
better and stay injury-free during
intensive training phases
212
or to stay healthy (Kreider, 2010).
The problem with taking supplements
relates to the effectiveness of the
advertised products, since in most
cases this is not scientifically based.
Therefore, trainers and athletes should
ask themselves the following questions
before taking it: Does the theory
behind the product make sense? Are
there scientifically based studies on
the product? Do the results of the
study agree with the propagated effect
of the NEM? Could the results of the
study be repeated in other studies
with enough subjects? If all questions
can be answered in the affirmative,
there is a high probability that the NEM
is effective. Based on the above
criteria, Kreider (2010) sets up
categories such as "very likely
effective", "possibly effective", "too
early to say anything" and "obviously
ineffective". Category 1 (“very likely to
be effective”)
Supplements that help the person
exercising to cover their calorie
requirements and/or have been found
to be effective and safe through
studies on a representative sample,
e.g. caffeine, so-called mass building
supplements, protein powder and
creatine. Protein powder in particular is very popu
According to Nemet, Wolach, and
Eliakim (2005), there is no need to take
it if enough proteins and carbohydrates
are consumed. Creatine is probably
the most effective nutritional supplement
that is freely available and, according
to studies, can demonstrably increase
performance (Buford, 2007).
Creatine is primarily required for
muscle contraction and provides the
phosphoryl group, which is used to
convert adenosine diphosphate (ADP)
into ATP. Here will
Machine Translated by Google
fat soluble (A, D, E and K) and water
soluble (B and C) (McArdle, 2001). In
sports, they can help to tolerate high
training intensities and strengthen the
increase creatine stores in the muscle
immune system due to their antioxidant
and accelerate ATP resynthesis (Bu
effect. Although vitamins have been
shown to have an effect on health, there
ford, 2007; Nemet et al., 2005). This
is no clear evidence regarding the
goes hand in hand with improved
effectiveness of vitamin supplements in
training adaptation due to increased training quality.
Category 2 (“possibly effective”) includes
improving performance when athletes
those supplements that appear to be
have a diet that meets their needs.
effective in theory but have not been
Therefore, according to Kreider (2010),
tested in a sufficient number of studies.
low-dose multivitamin preparations for
These include essential and branchedathletes/
chain amino acids in powder or capsule
form, as well as green tea extract and
recommended indoors who are unable
to cover their calorie requirements with a
HMB (3-hydroxy-3-methyl butyric acid),
Creatine is primarily needed during
anaerobic and high-intensity exercise,
such as sprinting and weightlifting.
Accordingly, creatine as a NEM can
to name just a few. In theory, essential
amino acids are supposed to stimulate
anabolic processes in the body in order
to be able to build up more fat-free mass.
Branched-chain amino acids, on the
other hand, are said to minimize protein
catabolism and accelerate recovery after
exercise (Nemet et al., 2005). Both
essential and branched-chain amino
acids are touted to be very effective, with
little evidence available on their
effectiveness. Here, too, it is explicitly
pointed out that a diet that covers the
calorie requirement with sufficient proteins
and micronutrients makes the intake of
amino acids superfluous. Further
information on the categories mentioned
and on the effectiveness of certain
products can be found in the literature.
A separate category, which will be
discussed in this section, is vitamin
supplements. Vitamins help the body to
regulate metabolism, neural and cellular
processes and are involved in generating
energy in the body. Here, vitamins in
wide range of foods.
The large selection of supplements and
the scientific inconsistency regarding
their effectiveness make it difficult to
make a clear statement about
supplements in general. The advantages
of nutritional supplements are their
practicality, their preventive effect in
relation to nutrient deficiencies and, in
some cases, a placebo effect. However,
a sports-appropriate diet makes the majority of s
Only vitamin supplements, protein
powder, and creatine have been shown
to be safe and scientifically sound when
the exerciser is having trouble consuming
enough calories and/or is going through
periods of intense exercise that
necessitate supplementation with the
aforementioned agents (Buford , 2007;
Nemet et al., 2005).
At this point, it should be explicitly
pointed out that NEM should be viewed
as a performance reserve in the longterm development of performance.
This means that NEM in children and
adolescents and in principle cannot
replace a sports-appropriate diet
213
Machine Translated by Google
specific specifications in the form of
framework guidelines. In addition, the
advantages and disadvantages without issuing bans.
training design of athletes at this level
Nutrition in general, along with
of performance is so individualized
adequate sleep, is a key factor in sport that a framework orientation would be
and should therefore be given due
obsolete. The planning and design of
importance in order to maximize
the training is taken over by the
national trainer M/F, or, in the case of
athletic performance.
decentralized training athletes, carried
Due to their ignorance, trainers are
not exempt from the obligation to
out in close cooperation between him
educate athletes about the advantages and the home trainer.
of a sport-appropriate diet.
The basis for progressive performance
development in this stage is the highly
individualized training of the special
performance requirements. The
9.6 High Performance Training
training planning is derived from the
individualized athlete profiles, which
result from the long-term performance
9.6.1 Training - world class
development of the athletes and are
entering the U23 area
taken from the continuously recorded
With the final stage of hightraining data. The resulting individual
performance training begins. Their
performance structure with the
goal is, on the one hand, to complete
necessary performance requirements
the connection to international
determine the target values for feeder
exercises in the maximum and speed
performance levels and to make it
as well as the partial and
possible to qualify for the Olympic Games range,
at this level.
In the course of the peak performance
competition exercises used, and
age between 25 and 30 years, a
sometimes deviate significantly from
medal placement at the Olympics is
the basic recommendations of the training aid ca
the top priority. This goal can only be
The double or triple periodization that
achieved if all stages of long-term
was common in the previous
performance development and their
development stages can no longer be
implemented due to the individual
goals are given sufficient attention.
competition dates and leads to
The basis is the physical and
psychological talent of the athlete.
individualized periodization solutions.
The training planning in highThe scope of training is reduced to an
performance training is now geared
average of 300 repetitions per week
specifically to the international
and the general training content only
championships, European and World
accounts for 10% of the training.
Championships and the Olympic
The very high intensities require
Games. Above all, the focus is on
optimal control of the training with the
qualifying for the latter, on the basis
intensive use of regenerative measures.
of which participation in further
This is the only way to ensure that this
qualifying competitions is based. Due
stage is completed without overloading
to this fact, no kon
and injury.
to. Coaches should encourage their athletes
inform internally objectively about the
214
Machine Translated by Google
by Sporthilfe and other partners.
Professional career planning should
the entry into the U23 and
be limited to concrete steps that can
With subsequent seniors area, the
be taken after the end of the career
athlete enters the stage of highso that the athlete can be immediately
performance training. International
integrated into professional life. This
competitiveness is achieved through
is where the career advice provided
German championships for active
by the Olympic bases, which has
athletes and international competitions, been used intensively up to now, is
as well as at European and world
paying off. The choice of profession
championships. Once the athlete has
and any potential employers can be
determined. This also has the
made the step into a sports promotion
group (Bundeswehr or state police) by advantage that the athlete has to
achieving Olympic squad status, he
worry far less about his professional
now has the perfect environment to
future and can focus fully on his
sporting goals.
be able to compete in the everyday
life of a professional athlete in the
national weightlifting team through
high-performance training and
9.6.3 Personality - Reiss Motivation
individual regeneration measures.
Profiles
From now on, the training goals are
With the entry into the U23
based on an individual qualification
With and subsequently senior level,
for the Olympic Games by taking part
in international bronze, silver and
not only the training materials but also
the methods for personality
gold standard competitions. In
development are becoming increasingly indiv
perspective, the athletes should take
For the latter,
the creation and
part in two Olympic Games during high-performance
training.
The first in their mid-20s to qualify and discussion of the Reiss Motivation
Profile is a good idea. This should
finish in the top 8, the second with
help
the athlete to get to know himself
the chance of an Olympic medal.
and his motives better and to
understand the basis of his actions.
In order to achieve this goal, a status
as an official athlete in the centralization This may seem obsolete, as you get
to know each other sufficiently in the
is a decisive advantage. Intensive
course of your life. But social
training loads, courses and regular
influences, the close and wide social
participation in international
environment and other things often
competitions are time-consuming and
bring goals, desires and needs to us,
make professional work difficult.
which we follow because they appeal
to us intellectually. Aside from social
If the athlete is already working,
arrangements must be made with the
desirability, there are often completely
different motives that drive and guide
employer about special leave of
our actions. Recognizing this is the
absence, compensatory hours, etc. in
potential that allows the creation of
order to create the necessary
capacities, possibly with further support the Reiss profile. It is created from the Aus
9.6.2 Career
215
Machine Translated by Google
Evaluation of a validated catalog of
questions that uses 128 items to record
personal aversion or motivation towards
certain values or goals in life. The
evaluation provides information about the
different strengths of the 16 life motives,
such as:
• Might
• Independence
• Curiosity
• Recognition
• Order
• Save
• Honor
• Idealism
• Relationships
• Family
withstand high-performance training.
The Reiss profile can help athletes and
coaches to make their collaboration even
more successful.
You can reveal what is good for the athlete,
what drives him and serve these motives.
The increased well-being of the athlete has
a positive effect on the overall performance
development. Hidden potentials are
uncovered and made usable. At the same
time, solutions and ways for motives
towards which there is a strong aversion
can be worked out. With this knowledge,
the athlete can create an environment that
promotes him and serves his motives. This
represents another decisive step in the
development of the athlete's potential.
• Status
• Rake
• Eros
• Eat
• Physical activity
• Quiet.
Whether the motives are acted out by the
athlete or not depends on the strength of
their expression. The higher the se, the
more likely it is that they will be served. But
this doesn't happen often enough, resulting
in dissatisfaction and frustration.
During the high-performance training
stage, maximum precision is required to
guarantee further performance development
and its unfolding in important competitions
that take place under high internal and
external pressure conditions. In addition to
accurate training control, this increasingly
includes the athlete's specialized
personality development. He can only
cope with the pressures if he acts in an
environment in which he feels comfortable
and can live out his motives
216
The Reiss profile may reveal what is known
or open up new insights. In any case, it
offers the possibility of consciously dealing
with the athlete's motives for the purpose of
further performance development during
the stage of high-performance training.
9.6.4 Knowledge
Athlete is located during the
The Stage of high-performance training to
a level of maximum performance. In order
to advance this further, special and highly
individualized training aids, regeneration
measures and environmental conditions
are required.
From now on, it is important to find out
which knowledge and which skills the
athlete still lacks in order to achieve the
full development of his performance
potential. This can also go into the area of
nutrition or further sport-psychological
techniques for self-regulation.
Machine Translated by Google
The athlete's development to date has
enabled him to develop continuously
and purposefully up to the stage of highperformance training.
A fundamental goal has always been to
promote his personal responsibility and
independence so that he has now
reached a point in his career where he
can actively participate and get involved.
With the help of the coach, he should
make the necessary developments
Knowing the fields of development,
demanding them and treading them. The
field of knowledge in high-performance
sport requires the use of experts and specialists.
They are available at the Olympic bases
and in the Federal Association of
German Weightlifters and can be
consulted in all matters relating to the
sporting and personal development of
the athlete.
217
Machine Translated by Google
Machine Translated by Google
Machine Translated by Google
220
Machine Translated by Google
10Student and youth competition program
Therefore, an annual plan with the
planned competitions of the students
schen Weightlifting Youth"
summarizes the student and youth
or young people is of great importance
competition program. It contains
(Lippmann & Pagels, 1993; German
general regulations for the
Weightlifting Youth, 2019). Table 19
competitions, the course of the
shows an annual plan for schoolchildren
competition, the all-around as well as
and young people. This includes only
the weight classes and norms. It also
the competitions at federal level. These
contains the implementation regulations competitions are also the main
and evaluations of the competition exercises.
competitions for students and young
The competition program for
people. In addition to weightlifting,
schoolchildren and young people is
there are three to four athletic multiaimed at ensuring the unity of training
combat exercises. Regional
and competition. In the competitions,
championships must also be planned
the training-methodical goals and
by the individual national associations.
Each national association creates its
contents of the training are checked.
In long-term performance development own competition calendar for this purpose.
I m "Youth sports program of the German
Tab.: 19th annual overview in the school and youth sector (based on German weight-lifting youth,
2019, S. 4)
221
Machine Translated by Google
10.1 Student Area
In three
the student
area are
done on Bun
competitions
a year.
These are the “German Championship
for national and club selection teams”
in March, the “Regional All-Around
Championship” in June and the “German
Championship” in November.
The German championship for countries
and club selection teams is held in the
snatch and clean and jerk with
Thuringia, Saxony-Anhalt), Southern
German all-around championship
(Bavaria, Baden-Württemberg,
Rhineland-Palatinate, Saarland). The allaround championships are held in the
snatch and clean and jerk with technique
evaluation and athletic four-way
competition (final triple jump, shock
throw, 30m sprint/pendulum run, pull-up
or bench press or push-up or pull while
lying down). The highlight of the
competition year is the German
championship, which is held in the
snatch and clean and jerk with technique
assessment and athletic triathlon (final
triple jump, shock throw, pendulum run/
30 sprint). The norms for participation in
technique assessment and athletic fourway competition (pendulum, shotgun,
final triple jump and inrun). The following
country divisions were made for the
regional all-around championships:
the German Championships for AK
North German all-around championship
13-15 form the overall technique points
(Bremen, Hamburg, Mecklenburgin the snatch and clean and jerk, which
Western Pomerania, Lower Saxony,
Schleswig-Holstein), East German allmust be documented in the start book from 01.01 o
around championship (Berlin,
The norms are age and gender specific
Brandenburg, Saxony), West German
(AK 13: boys 180 points, girls 170
all-around championship (Hesse, North Rhine-Westphalia).
,
points; AK 14: boys
200
Tab.: 20 weight classes in the student area (German Weightlifting Youth, 2019, p. 6)
222
Machine Translated by Google
points, girls 180 points; AK 15: boys
220 points, girls 190 points). Table 20
summarizes the weight classes for boys
and girls in the age groups (AK 13-15).
For competitions at the federal level,
the athletes need a valid BVDG start
book and proof of fitness for sport.
Only one competition per week is
allowed in the school and youth sector
(up to AK 17). The boys lift up to AK 14
with a 15 kg barbell and from AK 15
with a 20 kg barbell. The girls lift in all
age groups with the 15 kg dumbbell. In
a competition, the all-around exercises
are generally completed after the
weightlifting. For organizational
and weightlifting can be guaranteed. In
the snatch and clean and jerk, the
athletes complete three attempts each.
Any invalid 1st or 2nd attempt must be
repeated with the same load. In order
to achieve a higher technique point
value, valid attempts can be repeated.
The standard increase between trials is
one kilogram.
However, the athlete can increase the
load as desired (two possible increases)
(German Weightlifting Youth, 2019).
10.2 Youth Section
I n the
youth competitions
sector, they are based
the federal
government
three
aonyear.
These
reasons, the all-around exercises can
are
the
"German
Championship
for
also take place before the weightlifting
national
teams"
in
March,
the
if there is a sufficient break (more than
two hours) between the athletic exercises "International German Youth All-Around
Championship" in June and
Tab.: 21. Youth weight classes and norms German championship (German weightlifting youth,
2019, S. 20)
223
Machine Translated by Google
a crucial role. Depending on the type
the “German Championship” in
December. The German championship of competition, three or four athletic
for country selection teams is held in
exercises are used in addition to the
the snatch and clean and jerk as well
snatch and clean and jerk. The
as in athletic triathlon (final triple jump, following section describes the athletic
approach, pull-up or pull while lying
exercises for schoolchildren and
down or flexion/push-ups).
young people.
The international German youth allaround championship is held in the
difference jump
snatch and clean and jerk as well as
in athletic three-way combat (final
In the difference jump, the athletes
triple jump, pendulum run, shock
have two attempts in the competition,
which are completed one after the other.
throw). The highlight of the year is
the German Championship (AK
The best jump goes into the evaluation
16-17). The competition is carried
[points = difference in cm * 2.25].
out in an Olympic duel (German
At the beginning, the athlete stands
Weightlifting Youth, 2019). Table 21
with both feet parallel to the measuring
device and the individual maximum
summarizes the youth weight classes
and norms for the German championship.reach height is determined (fingertips
For competitions at the federal level,
prepared with chalk). In the difference
the athletes need a valid BVDG start
jump, the athlete initiates his jump
book and proof of fitness for sport.
with half a squat and jumps vertically
upwards. The athlete marks a visible
From age 15, all boys lift with a 20 kg
barbell and the girls with a 15 kg
imprint with the chalk-prepared
barbell. As in the student area,
fingertips on the measuring device.
weightlifting is scored by a three-man
The result allows conclusions to be
drawn about the vertical and
panel. The all-around exercises are
generally only completed after the
horizontal jumping ability of the
weightlifting. If this is not possible for
athletes. With the differential jump,
organizational reasons, there must be
the distance between the gripping
an adequate break (2 hours) between
height when standing and the gripping
height when jumping is determined.
the all-around exercises and the
weightlifting ).
The difference is read on a centimeter
scale. For the differential jump you
need a measuring wall, a tape measure and a gy
If an electric jumping mat is available,
the differential jump can also be
performed as a "counter-movement
jump". Here, too, the athlete has two
attempts in the competition, which
are completed one after the other.
10.3 The athletic all-around
The best jump goes into the evaluation
The youth
[points = difference in cm * 3.00]. In
Especially
in the sport-oriented
the counter-movement jump, the
area plays
athlete stands with both feet pa
versatility in the competition system
224
Machine Translated by Google
parallel and centered on the jumping mat.
Touch them with your hand and pay attention to
During the entire jump, the hands are on the hips
and after the start command, the athlete jumps off
the correct order. Rolling the medicine ball
inwards is not allowed and will result in a failed
independently. The landing takes place with
attempt. per run or
stretched legs on the jumping mat (German
one false start is allowed. If an athlete causes
Weightlifting Youth, 2019).
two failed attempts, he is disqualified for the run.
To set up the pendulum run, you need an area of
pendulum run
approx. 15m x 6m, four medicine balls and 2
stopwatches (Deutsche Gewichheber-Jugend,
2019). Figure 74 shows the structure of the
In the pendulum run, the athletes have two
pendulum run.
attempts each in the competition. The fastest run
counts [points = (13 - run time in sec.) * 20 +100].
In competitions, two running routes are set up
30-Meter-Sprint
next to each other, so that there are always two
athletes competing. At the beginning of the run,
In the 30-meter sprint, athletes have two attempts
the athlete is behind the starting line and, after
each in competition. The fastest run counts [points
the starting command, runs to the medicine balls
= (6 - run time in sec.) * +100]. In the competition,
in the order start-1, 1-2, 2-3, 3-4 and 4-finish.
two runs are held next to each other, so that
40
there are always two athletes in the competition.
The sprint is performed from the high start. After
the start command (“ready, steady, go”), the
The athletes have to use the medicine ball
athlete sprints the 30 meters and crosses the
finish line. One failed attempt (early start) is
permitted per run or round. An area of approx.
35m x 2m and 2 stopwatches are required for the
30-meter sprint (German Weightlifting Youth,
2019).
final triple jump
In the final triple jump, the athletes have three
attempts each in the competition.
The longest jump counts towards [points = jumped
distance in * 0.2]. At the beginning, the athletes
cm stand at a starting line approx. 5 cm wide,
which must not be touched when jumping off.
The athletes jump from a two-legged stand and
complete three consecutive jumps (without a
break). It is important to follow the feet
Fig.: 74. Structure of the pendulum run (German
Weightlifting Youth, 2019, p. 28)
225
Machine Translated by Google
to move parallel to the 1st and 2nd jump.
Hands must not touch the ground while
jumping. When measuring the width, the
last impression (feet, hands, buttocks) of
the athlete counts. If an athlete loses his
balance and falls backwards, the last
push-off also counts.
After the triple jump, the athlete leaves
the jumping facility to the side and forwards.
The measurement is taken at right angles
to the crack. For the final triple jump, you
need a jump sector (approx. 13m long
and 2m wide) and a measuring tape
(German Weightlifting Youth, 2019).
shock throw
In the shock throw, the athletes have
three attempts each in competition. The
furthest throw counts [points = throw
*
distance in cm 7.5 : body weight]. At the
beginning, the athlete stands with his back
to the throwing direction and his feet are
on the marking line (marking cross). The
ball is thrown over the head, whereby the
athlete is allowed to jump back during the
throw. An attempt is void if the throw is
not made with both hands overhead or if
the athlete touches or crosses the marker
line. The ball must land within the throwing
corridor (18m x 5m). An area of approx.
20m x 7m, a tape measure and some
medicine balls or shock balls are required
for the shock throw (German Weightlifting
Youth, 2019). The ball weight is
depending on the age and gender of the
athletes. Table 22 lists the ball weights
for the age groups.
Anristen
When arriving, the athletes have only one
attempt in the competition. The maximum
number of repetitions differs depending
on the age group. At the beginning, the
athlete hangs in the instep grip, in the
stretched resting position (arms, legs are
stretched) on the horizontal bar or on the
hanging corner on the wall bars. After the
athlete has reached the prescribed
starting position, the start command is
given. During the approach exercise, the
athlete must touch the bar of the
horizontal bar with both feet. Flexion in
the knee joint is permitted in the phase of raising the
The body's center of gravity must not be
raised by bending the arms. Furthermore,
it is important to ensure that the head is
not brought under the longitudinal axis of
the torso during the exercise.
After each attempt, the starting position
(stretching rest slope) must be taken. The
athlete is not allowed to swing and
invalidates the attempt. It is important to
ensure that the pause between two
attempts is no more than three seconds.
If the athlete touches the horizontal bar
with only one foot, the attempt is also
invalid.
Valid repetitions are counted aloud by the
referee. The round ends when the athlete
performs two invalid repetitions in a row.
The ones that were valid until then
Tab.: 22. Weights for the shock throw (German Weightlifting Youth, 2019, p. 32)
226
Machine Translated by Google
Tab.: 23rd evaluation in pull-ups (German Weightlifting Youth, 2019, p. 34)
Repetitions are credited to the athlete.
If the maximum number of repetitions
is reached, the round is also over. A
high bar or a hanging bar on the wall
bars and two gymnastics mats are
required for the approach (German
Weightlifting Youth, 2019). Table 23
shows the age-specific maximum
number of repetitions in the approach
and the number of points per repetition
(in brackets).
bench press
In the bench press, the athletes have
one round in which a maximum of 15
valid repetitions are possible [rating =
maximum number * 10]. When bench
pressing, the athlete lies with their back
on the bench and their legs are bent
for stabilization. The feet are with the
whole sole on the bench. The athlete
grabs the handed dumbbell with a
shoulder-width grip and his arms are
stretched.
The exercise is performed with the 15kg dumbbell. After the start command
by the referee, the athlete lowers the
dumbbell to his chest. Both arms have
to lower the dumbbells to the chest at
the same time and at a brisk pace, and
then the bar has to be pushed up until
the arms are fully extended. The referee
counts the valid attempts aloud. The
exercise must be stopped if the athlete
makes two consecutive invalid attempts.
The repetitions valid until then will be
dem
Athletes counted. When the maximum
number of repetitions (15) has been
reached, the round is over. A bench
press repetition is void if the athlete
lowers the bar prior to the starting
command, the bar is pressed using a
counter swing, the bar does not touch
the chest, the athlete raises the buttocks
or heels during the press, and between
reps the Pauses longer than three
seconds. A suitable bench and a 15-kg
dumbbell are required for the bench
press (German Weightlifting Youth,
2019). Table 25 shows the load in the
bench press (percentage of body
weight). The percentage load depends
on gender and age group.
pushups
When doing push-ups, the athletes have
to do as many push-ups as possible in
30 seconds. The athlete has one attempt
in the competition [rating = maximum
number in 30 seconds. * 4.5]. When
doing a push-up, the athlete lies on the
floor and places their hands parallel
about one to two hand widths apart at
chest height. Feet are hip-width apart
and legs are fully extended. In order to
maintain body tension throughout the
entire exercise,
the abdominal and buttock muscles
tightly tense. In the starting position, the
athlete's arms are stretched and the run
begins when the command "Go" is given
227
Machine Translated by Google
corridor. When bending the arms, the arm
angle must be less than 90° and when
stretching, the elbow joint must be locked
again. The body remains straight during the
entire movement sequence, has to lower
itself when bending and does not lose any
body tension. After each repetition, the
athlete must take the starting position. The
valid repetitions are counted aloud by the
referee. The valid repetitions within 30
seconds are credited to the athlete. All you
need for the push-up is a stopwatch (German
Weightlifting Youth, 2019).
the exercise the body is stretched. A change
of grip or a follow-up of the hands are
permitted. The valid repetitions are counted
aloud by the referee. The athlete is credited
for valid repetitions within 30 seconds. The
squat requires parallel bars or a flexion
support device and a stopwatch (German
Weightlifting Youth, 2019).
Train lying down
When lying down, the athletes have one
round in the competition. The maximum
number of repetitions differs depending on
Beugestütze
When doing the plank, the athletes have to
do as many planks as possible in 30
seconds. The athlete has one attempt in the
competition [rating = max.
number in 30 seconds. * 5.0]. In the plank
position, the athlete positions himself between
the parallel bars and the entire body is fully
stretched. Each athlete can choose the bar
width individually. Feet should not touch the
floor while performing the exercise. After the
referee's starting command, the athlete
begins to bend his arms until the upper arm
and bars are in a parallel position (arm
bending angle less than 90°). The arms are
then stretched to the starting position. While
the age group (see table). At the beginning
of the exercise, the athlete lies prone on the
bench, legs are bent, chin is firmly on the
bench, and arms are straight. The athlete
holds the dumbbell at shoulder width (girls:
15 kg dumbbell, boys: 20 kg dumbbell). It
should be noted that the dumbbell is in the
free slope and has no contact with the ground.
After the referee's start command, the athlete
can start pulling the barbell. During the pull,
the arms must be pulled simultaneously and
evenly at a brisk pace until they touch the
bench. After each attempt, the arms must be
fully extended again. The referee counts the
valid repetitions out loud. The exercise must
be stopped if an athlete has two invalid
Tab.: 24. Load and evaluation of the exercise "pull while lying down" (German Weightlifting Youth, 2019, p. 35)
228
Machine Translated by Google
Fig.: 75. Technique assessment template (German Weightlifting Youth, 2019, p. 26)
term attempts in succession.
The repetitions valid until then will
be credited to the athlete. When the
maximum number of repetitions
has been reached, the round is also
over. A repetition of the prone pull
is void if the barbell is not pulled to
the bench, a lateral pause is noted
during the pull, the pauses between
repetitions are longer than five
seconds, and the athlete's chin is
clearly visible during the pull ,
raises the legs and the upper body
and reduces the hip angle. Table
26 shows the age-specific maximum
number of repetitions for the
exercise “lying pull” and the number
of points per repetition (in
parentheses). The load to be
managed depends on the percentage
of body weight and gender.
10.4 Technique Assessment
Technique evaluation in
The weightlifting is done by a threeman panel. The three technique
judges sit in the same perspective to
the athlete. Each referee judges the
snatch and clean and jerk attempts
independently. The rating scale is 0
(invalid lift) to 10 points and the score
is in 0.5 point increments. The
technical score is the average of the
three judges' scores and is announced
at the end of a lift.
The number of points depends on
the quality of the attempt, the technical
errors and the overall impression
(dynamics of the lift, uncertainties,
wobbling, open grip) of the lift. The
evaluation is based on the individual movem
229
Machine Translated by Google
Cardinal errors (e.g. crooked arms,
phases in the snatch and jerk. A very
good attempt can be awarded 9.0 to
throwing the barbell, jumping forward,
trailing the barbell) are rated with a
10.0 technique points. If an athlete
completes a good attempt in the
point value of 4.0.
If there are several cardinal errors in
snatch or clean and jerk, the score is
7.5 to 8.5 points. If the score is
one lift, the value must not be higher
between 6.0 and 7.0 points, the
than 3.0 points (Deutsche
elevation can be classified as
Weightlifting Youth, 2019). Figure 75
satisfactory. If there are several
shows the technique evaluation
technical errors, a maximum of 4.5
template for tearing, repositioning, and ejecting
to 5.5 technical points can be achieved. lifts with one
230
Machine Translated by Google
Machine Translated by Google
232
Machine Translated by Google
11The role of the coach
or even early alcohol consumption
Regularly
exercised
athletic
Ak
and abuse stand in contrast to the
activity has many positive effects.
In addition to strengthening health, it
positive effects of sport if they are not
can also have positive effects on a
given sufficient attention (Abraham,
2011; Barker-Ruchti, Barker, Rynne,
psychosocial level (Conroy &
Coatsworth, 2006; Muche, Kurch,
& Lee, 2016; Conroy, Silva, New
comer, Walker, & Johnson, 2001;
Gaudian, & Sygusch, 2018). Children
Hansen
et al., 2003; Shields, LaVoi,
and young people in particular are
Bredemeier,
& Power, 2007). In
able to benefit from this trait in
particular due to their developing
addition, sport takes up a large
personalities, which means that sport
proportion of young people’s leisure
is of crucial importance in this phase
time in competitive youngsters, which
of life (Alfano, Klesges, Murray,
is consequently lost to other broader
areas of development, sometimes
Beech, & McClanahan, 2002; FraserThomas, Côté, & Deakin, 2005;
also because many sporting careers
Hansen, Larson, & Dworkin, 2003;
are given up in favor of high ambitions
Muche et al., 2018). It can support
(Barker-Ruchti et al., 2016; McCallister,
the search for identity, promote selfBlinde, & Weiss, 2000; Siegenthaler
reflection and impart other psychosocial & Gonzalez, 1997). It is all the more
resources such as self-confidence,
important that the possibilities of
self-efficacy, coherent tasks, the
promoting psychosocial resources
ability to cooperate, communication
through sport are used consciously and purp
skills, and the ability to deal with
Although the parents make a certain
conflict (Hansen et al., 2003; Muche
contribution and can above all
et al., 2018). In addition, significantly
reinforce the negative effects of
improved academic performance and
exercising (Abraham, 2011; BarkerRuchti
et al., 2016), it is still the trainer
a higher level of education are
associated with regular exercise
who, through his design of the
(Barber, Eccles, & Stone, 2001). At
sporting offer, to a large extent
the same time, it should be noted that
influences the effects that the sport
the positive effects do not appear
on offer has on children and young
people (Gilbert & Trudel, 2004). He is
automatically when exercising, but
must be deliberately staged in order
not only the person who interacts the
to unfold (Fraser-Thomas et al., 2005; most with the athletes in the context
Holt, 2008; Muche et al., 2018;
of the sporting activity and for whom
Schmidt, Hartmann-Tews, &
he is sometimes a close confidant
and reference person, but he also
Brettschneider, 2006; Super,
Verkooijen, & Koelen, 2018).
represents a role model for the young
athletes and practices more farExcessive pressure to perform from
reaching
with his behavior A flow from
trainers and parents, exploitation of
(Bochner
& Insko, 1966; Camiré,
the athletes by the institution of
Forneris,
Trudel,
& Bernard,
2011;
Mac Dona
competitive sport, as well as aggressive and unsportsmanlike
behavior,
egocentrism
233
Machine Translated by Google
Trainers working in sports are aware of
this high level of responsibility, but report
difficulties in assuming this in a targeted
manner or in designing satisfactory
2006; Danish, Petitpas, & Hale, 1993;
Muche et al., 2018; RE Smith et al., 1979).
offers. On the one hand, this may be
due to the voluntary nature and low
capacity, on the other hand, to the lack
of attention paid to personal development
11.1 Instructor Conduct
and coaching behavior during training
(Hedstrom & Gould, 2004; McCallister et
al., 2000; R.
E Smith, Smoll, & Curtis, 1979). The
latter focus primarily on imparting
knowledge specific to the sport and the
corresponding specialist skills (RE Smith
et al., 1979). However, if you look at the
many hours of training that athletes and
coaches are in contact with and consider
that coaches often have a greater
influence on the athletes than their
parents, it becomes clear how important
appropriate and reflected coaching
behavior is in training (Conroy &
Coatsworth, 2006; Hedstrom & Gould,
2004; RE Smith et al., 1979). Even brief
training sessions on appropriate,
motivating, and empowering coaching
behaviors result in athletes making more
positive connections to the sporting
experience, becoming more intrinsically
motivated, and fundamentally more
satisfied with their coach and the training
group (Conroy & Coatsworth, 2006;
McCallister et al ., 2000; Smith et al.,
2016; Smith, Smoll, & Cumming, 2007;
Smith et al., 1979). Only adequate
training in methods of promoting
psychosocial resources can ensure that
trainers make valuable contributions to
the personality development of children
and young people, from which they also
benefit beyond the sporting context
(Conroy & Coatsworth,
234
If children and young people
With itdo not suffer any disadvantages in
terms of their personality development
as a result of their sporting activities, it is
imperative that trainers teach them
appropriate behavior that ensures this.
In the following, basic theories and ways
of acting are presented, on the basis of
which the topic should be dealt with more
intensively.
A positive sporting experience, an
atmosphere of emotional well-being,
strong group cohesion, and increased
intrinsic motivation are just some of the
effects that can be evoked by coach
behavior (Smith et al., 2016; Stenling &
Tafvelin, 2014; Vella, Oades, & Crowe,
2013). The key competences of the
trainer therefore include, in addition to
the sport-specific professional and
methodological competence, also basic
social competences, which are the basic
prerequisite for recognizing the needs
of the athletes, for interacting in an
appropriate way and for reflecting on and
adapting one’s own behavior (Gilbert,
Gallimore, & Trudel, 2009). Coaching
behavior should be morally guided and
motivating beyond personal interests
(Hoption, Phelan, Barling, Phelan, &
Barling, 2007; Lefeb vre, Turnnidge, &
Côté, 2019). They should trust and
respect their athletes, inspire them,
motivate them and recognize individual
progress (Hoption et al., 2007; Lefebvre
et al., 2019;
Machine Translated by Google
Stenling & Tafvelin, 2014). Muche
(2018) lists other characteristics of a
coaching behavior that supports personal
development, such as dealing with the
training group in a trusting manner
characterized by credibility and
openness, but also authenticity with
regard to the values to be conveyed,
appreciation of individual development
successes and a all athletes receive
equal attention (Muche et al., 2018).
Basically, these are behaviors that can
be found in the "transformational leader
ship theory" (Arthur, Woodman, Ong,
Hardy, & Ntoumanis, 2011; Hoption et
al., 2007; Stenling & Tafvelin, 2014) or
"autonomy supportive coaching".
(Conroy & Douglas Coatsworth, 2007;
Fraser-Thomas, Côté, & Deakin, 2005).
These theories are based on an
understanding of the trainer who
characteristics and aligns its interaction
with the athletes according to these
guidelines. Athletes whose coaches
optimize their behavior according to
these guidelines are significantly more
satisfied with the sporting experience
and benefit emotionally and socially in
Some recommendations for trainers:
• The autonomy of athletes should
be encouraged throughout. This can
be achieved by actively being
involved in decision-making
processes and assigning
responsibilities to the training group
or individuals (Fraser-Thomas et al.,
2005; Jõesaar et al., 2012; Muche et al., 2018
• Values such as trust, reliability,
honesty, openness, tolerance,
acceptance and treating one
another with respect must be
authentically exemplified by the
trainer in order to be transferred to
the athletes (Hoption et al., 2007;
Muche et al., 2018; Stenling & Tafvelin, 2014
• A positive atmosphere within the
training group is the basic
requirement for a fear-free and
supportive learning environment.
Only if athletes can make mistakes
without negative consequences and
receive constructive feedback can
they develop further and acquire
beneficial psychosocial resources
beyond sport (Muche et al., 2018).
many ways (Hoption et al., 2007;
This requires a corresponding
Lefebvre et al., 2019; Stenling & Tafvelin, 2014).
feedback culture.
In practice, it is therefore advisable to
Through these actions, coaches can
actively involve athletes in decisionensure that sport has a positive effect
making processes, assign responsibility
on the personality development of
to the training group and similar
measures that promote active
young athletes under the above aspects
participation by athletes (Fraser-Thomas and that a favorable coach-athlete
relationship develops (Vella et al., 2013).
et al., 2005; Hagger et al., 2009). ;
Clear rules should also be established
Jõesaar, Hein, & Hagger, 2012). At the
same time, as already mentioned, it
within the training group. On the one
hand, these ensure that all members of
should motivate, affirm and give
constructive feedback in order to create
the training group treat each other
appropriately
with respect (Muche
social well-being (Jowett & Shanmugam, 2016;
Muche et and
al., 2018).
et al., 2018).
In summary, the following results
235
Machine Translated by Google
on the other hand, it also records the
11.2 Prevention Sexualised,
proximity-distance relationship between
psychological and physical violence
coaches and athletes (Jowett &
Coach takes a central role
Shanmugam, 2016). The need for the
The le in the sporting and nonlatter becomes evident when one
considers views on the nature of this
sporting everyday life of young athletes
(Gervis & Dunn, 2004). For them,
relationship: coaches often see their
relationship with athletes as familial,
they represent a person they trust and
while athletes often see it as friendly.
relate to, who is also open to all kinds
Sufficient attention should be paid to
of concerns beyond sporting concerns
and who often ranks higher and seems
this fact, since on the one hand the
hierarchical nature of a familial
more influential than their parents
relationship implies certain power
(LeBlanc & Dickson, 1997; MacAuley,
relations, on the other hand a friendly
1996 ; Muche, Kurch, Gaudian, &
relationship blurs the boundaries
Sygusch, 2018). With increasing
between closeness and distance
performance development, the risk of
(Jowett, Nicolas, & Yang, 2017 ;
a relationship of dependency increases,
Jowett & Shanmugam, 2016). Both do since the trainer not only influences
performance development through
not have to, but can harbor potential
training planning and control, but also
for conflicts and border crossings,
has a fundamental influence on the
which must be prevented by clear
regulations. The coach-athlete
athlete’s career with his decisionmaking powers (Palframan, 1994; A.
relationship is a fundamental
prerequisite for the sporting experience Tomlinson & Yorganci, 1997).
Ambitious and ambitious athletes thus
and possible competitive sporting
success (Jowett et al., 2017). It should run the risk of becoming victims of
abuse of power in the form of physical
be shaped by the above values and
and psychological violence in their
guidelines, be geared towards the
pursuit of success (Gervis & Brierley,
functional needs of practicing sport
1999; Gervis & Dunn, 2004). That this
and follow basic guidelines for
protecting the physical and
danger exists and is commonplace in
competitive sport is shown by
psychological integrity of athletes (see
also the concept for preventing
extensive surveys, the result of which
sexualised, psychological and physical over 80% of those questioned
reported having experienced various
violence in training - and everyday
competition of the Federal Association forms of violence during their sporting
career – sexual abuse, physical
of German Weightlifters eV). Coaches
have the wonderful opportunity to offer violence, psychological violence and
neglect/disregard ( Gervis, Rhind, &
children and young people a wide
Luzar, 2016) – having learned from
variety of experiences and areas of
their trainer (Aoyagi, Cohen,
development through sporting
activities. To ensure this, appropriate
Poczwardowski, Metzler, & Statler,
behavioral guidelines must already be
2018; Gervis & Dunn, 2004). While
communicated during training (MacDonald,
Côté,
& Deakin,
many
coaches
may2010).
assume they are
acting in the best interest of the athlete, their reli
236
Machine Translated by Google
to provoke signs that impair the
integrity of the athletes and thus negate
the positive effects associated with
the practice of sport (Raakman,
Dorsch, & Rhind, 2010).
The Federal Association of German
Weight Lifters eV distances itself from
any form of sexual, physical and
psychological violence against athletes.
Consciously or unconsciously and
independent of supposed higher goals:
Violence in any form violates human
rights and constitutes a criminal act
(Kaufman, 2010).
Coaches generally have power over
athletes based on age, gender,
expertise, decision-making skills, and
access to resources (A.
Tomlinson & Yorganci, 1997; P. Tomlin
son, Strachan, Canada, & Program, 1996).
Organized sport thus poses a risk to
the physical integrity of athletes and
is responsible for recognizing these
risks and minimizing them through
appropriate regulations (MacAuley,
1996; Mountjoy et al., 2016).
Treating all athletes with respect, their
well-being and protection from any
form of violence is a top priority
(Mountjoy et al., 2016). Every BVDG
eV trainer is obliged to act according
to the code of honor and to guarantee
the integrity of the athletes. He is a role
model, cultivates an appreciative and
respectful relationship with all athletes
and supports their autonomy and
independence.
Decision-making processes are
transparent and based on
comprehensible criteria. In addition,
the work with the athletes should be as
transparent and open as possible.
All involved in sports
In order to offer the greatest possible
protection, the following guidelines
must be observed.
1. Six-eyes principle: Basically, a
number of at least three people
in training and support situations
between coaches and athletes
must be guaranteed. If this is not
possible, all entrances must be
kept open and, if necessary, other
people must be informed of this situation.
2. Gifts to individual athletes are
prohibited. This prevents the buildup of dependencies.
3. Athletes are from the apartment/
away from the coach's house.
Overnight stays are in separate
rooms of public facilities (youth
hostels, hotels, etc.). The athletes
are to be accommodated
separately according to gender.
4. In addition to the trainer, at
least one other supervisor who
represents the opposite sex is
present at all times during training
courses and competitions.
5. Coaches and athletes
shower separately, the coach is
outside the changing area in these
situations.
6. The agreements between coaches
and athletes are to be designed in
such a way that they can be made
public at any time. Secret
agreements are taboo.
237
Machine Translated by Google
7. Physical contact between coaches
and athletes should be avoided. If
necessary, the athlete's permission
must be obtained in correction situations.
It is advisable to ask for this permission
again before each training session. The
intimate area and buttocks of the
athletes are not touched under any
circumstances.
8. Decisions that affect individual athletes
are to be discussed in the coaching
team and presented in a transparent
manner.
These basic recommendations for action in
practice serve both to protect children and
young people from abuse and violence and
coaches from false suspicions. Adequate
protection can only be guaranteed if these
requirements are lived by everyone. There
are also other guidelines
in the code of honor of the Federal Association
of German Weightlifters eV, as well as in the
concept for the prevention of sexualised,
physical and psychological violence in
everyday training and competitions of the
Federal Association of German Weightlifters
eV with concrete guidelines for suspected
cases and the contact persons within the
association.
Trainers have the opportunity to give people
a variety of positive experiences through
sporting activities and to bring joy. This is of
particular benefit to children, who can try out,
reflect and develop themselves in the field of
sport. It can only be guaranteed that sport
continues to make a positive contribution to
our society if the trainers are aware of their
role, their responsibility and correct behavior
and sensitivity to protecting children and
young people from violence of any kind.
Machine Translated by Google