The Most Stuf Part II

In part I, we talked about the idea of accomplishing as many performance objectives within a single set as possible. The key word here is accomplishing. It’s not about cramming as much in as possible, but instead designing sets so that multiple goals are actually achieved. This can be realized by ensuring that training tasks are complimentary in nature.

Let’s make this practical by exploring some specific examples.

Getting Practical

To make these ideas concrete, I’ll lay out come practical examples of how we can layer in multiple training targets within single sets to appreciate the global impact of a given training set. Rather than letting technical, physiological, or psychological changes be the result of side effects, we can design sets so that they are intended effects. When done well, it not only makes the global impact greater, it enhances the achievement of the primary outcome.

These sets might not always look that different from what you would ordinarily design. However, the intention, and how you view the set, may change dramatically. By anticipating and accounting for the technical, physiological, and psychological impacts of a set, we can make the slight adjustments that make the sets that much better.

Primary Training Objective- Aerobic Development

The main goal of the set is to create an aerobic stimulus. While I understand this is a vague concept, I am sure it means something to everyone, and whatever it means to you is sufficient for this purpose.

Level 1 

15x100@1:20 freestyle at an aerobic level

We are simply developing physiological adaptations with this set. There is no control over the technical impact or the psychological impact. The set can be performed successfully with a wide range of technical and psychological skills, for better or for worse.

Level 2

15x100@1:20 freestyle at an aerobic level holding 12 strokes per lap (or whatever individually appropriate number)

We are still creating the same physiological adaptations as the prior set, yet now we’ve added technical control to it. Provided we assign stroke lengths that are moderately challenging, or simply restricted beyond normal stroke counts, we’ll create an opportunity for technical improvement.

This addition is complimentary in that performance in aerobic contexts is dictated by efficiency, and requiring stroke lengths adds an efficiency component to the set. Further, the relatively low speeds and physiological stress are conducive to lower stroke counts. The two tasks work in concert to enhance the effect of both targets.

Level 3

15x100@1:20 freestyle at an aerobic level

ODD hold 12 strokes per lap (or whatever individually appropriate number)

EVEN hold 11 strokes per lap on the 1st/3rd 25s and 13 strokes per lap on the 2nd/4th 25s while increasing the speed.

Now we are adding a further challenge by requiring swimmers to shift their focus within each 100. This requires swimmers to work on focusing on a specific task, switching that focus, and then returning their focus to the original task. The ability to focus, switch focus, and re-engage focus is a critical task during training and racing, particularly under physiological stress. This ability is learnable and it must be practiced.

As this set is relatively easy from a physiological perspective (compared to intensive fitness work), swimmers can be introduced to these ideas in a productive context. We are still developing the aerobic system, we are still developing stroke length, and we have now added a challenge from a psychological perspective.

Comparison

Compare the first set with the last. Both are accomplishing the primary goal of aerobic development. However, in the latter set, not only is training baggage limited from a technical perspective, we are actively promoting the development of technical and psychological skills. There is more stuf, and it’s working in a complimentary manner.

Primary Training Objective- Backstroke Pulling Technique

In this situation, we’re examining a series of sets where the initial goal is to improve backstroke pulling technique, and how we can layer in multiple components and perspectives to not only enrich the set, but to improve the acquisition of backstroke technique that will positively transfer to performance.

Level 1

20x25@40 Single arm backstroke pull with a band

Here, we’re simply focusing on backstroke pulling technique. Whether you are a fan of drills or not, this is a common strategy used by coaches that focuses exclusively on improving technique, with no psychological or physiological stress. While this can be effective and appropriate in certain situation, more is possible.

Level 2

4 rounds thru

2x25@40 Single arm backstroke pull with a band and light parachute

2x25@30 Backstroke pull with a band and light parachute; build tempo

2x25@20 Backstroke swim strong effort

100@2 Backstroke; strong negative split effort with constant stroke count

In this case, we’ve retained the original intent starting with single arm backstroke pull. Now, we’ve added a resistance component that will provide more feedback about the effectiveness of the pulling pattern AND introduces a strength element. We now build upon the set by introducing full stroke pulling to help integrate a direct pulling into a bilateral stroking rhythm. We then add the legs while increasing the effort. The 100 adds a sustainability component and stroke length must be maintained while working to swim faster.

The swimmer has to learn to apply their skills in increasing complex situations with increasing physiological demands. These physiological challenges also create pressure for physiological adaptations, further enhancing the global impact of the set.

As compared to our level 1 set, we’re going to get BETTER skill acquisition that has better transfer to full stroke swimming, AND we have the opportunity to get some physical benefit out of it. Now this might not be the hardest set a swimmer ever does, although it could be if done in a certain way, it’s going to contribute to the total physiological load in a meaningful way, certainly more so than the first set.

Level 3

4 rounds thru

2x25@40 Single arm backstroke pull with a band and light parachute

2x25@30 Backstroke pull with a band and light parachute; build tempo

2x25@20 Backstroke swim strong effort

EXTRA 30 seconds rest

50@1:30 Strong effort backstroke; des 1-4 to a racing effort while controlling skills

In this set, we’ve retained a similar set as level 2. The set could be used in the days leading up to a competition. In this case, there is an extra focus on improving confidence in skills and speed prior to competing, while maintaining a physiological stimulus prior to competing.

The idea is to give swimmers an opportunity to lock in their skills leading into a meet. This assumes the particular skill work chosen is what the swimmer has historically found to be beneficial. Different set up drills should be chosen as appropriate for each swimmer. Re-addressing these skills should reinforce the swimmer’s confidence in their technique.

The set also accomplished the goal of enhancing confidence by providing the swimmer with a little extra rest before the 50 to ensure a quality effort can be provided. As swimmers tend to read into performances heading into a meet, looking for evidence of their readiness, it makes sense to set them up to swim well. Confidence is further enhanced by allowing swimmers to descend down to a racing effort. They can work their way into it, with little pressure at the start. This can allow them to work out the kinks and get everything locked in to feel good about the final effort.

Heading into a meet, there is also the need to balance acquiring some freshness with keeping the physiology stimulated. This set allows for some work to be down, while allowing for some recovery to be achieved. While this is always relative to what has been done before, you can see how this set gets them going a bit without overwhelming the swimmers.

While the set might look very similar to the level 2 set, the difference is that the psychological impact of the set was considered as well, and slight adjustments were made to enhance this impact. The intention is to enhance confidence leading into a competition while also refining skills and maintaining a training stimulus.

Comparison

As we move through the levels we see increasing consideration given to other perspectives. While the first set provides an isolated opportunity to address backstroke technique, there is little stress to any physiological systems and there is little consideration for any opportunity to build confidence by establishing some positive momentum.

With successive sets, there is an increased metabolic and muscular stimulus. While these stimuli are not tremendous, it adds to the total package provided over a training day or week. Further, it puts the swimmer in a situation where they have to learn skills that apply to more race-relevant contexts. The full stroke swimming also provides swimmers with the opportunity to apply the skills they learned in isolation to the stroking rhythms and timing they will use in competition.

Primary Training Objective- Closing Speed Confidence and Resilience

When trying to improve the end of races, we often look at it from a physiological perspective. We just need more work and more training. Occasionally, we view it as a technical problem. However, we rarely consider it as a psychological issue, and if we do, we rarely do anything in training to actively address the issue.

The ability to close out races stems not only from possessing the required physiological resources, but also from the confidence that success can achieved, the resilience to struggle through the challenge, and the focus to execute the required skills. All of these psychological skills can be developed in practice with the correct learning environments.

For this particular situation, let’s use the example of a 400m freestyler that is working to be better at finishing races.

Level 1a

6x150@3 Fast; be tough the last 50

A very simple set-up that could provide the intended effect. The swimmer is focused on swimming fast while finishing very strongly. If the swims are performed correctly and consistently, the swimmer could gain confidence with their ability to close by repeatedly closing strong at the end of fast efforts.

Level 1b

2 rounds

100@1:20 Swim@3000 speed

50@1 Swim@400 speed

100@1:20 Swim@1500 speed

50@1 Swim@400 speed

100@1:20 Swim@800 speed

50@1 Swim@400 speed

100 EZ between rounds

In this situation, you have a very similar training set up, but the set is structured in a way that can better serve the development of confidence. By creating a distinct separation at the 100, it’s easier for the swimmer to marshal more effort into the final 50.

Over time, you have several options to progress the set to demonstrate improvement to the swimmer. You could-

1. Reduce the rest periods between the 100 and 50, or between the 50 and the 100.

2. Increase the speed of the 100

3. Increase the distance of the 100

4. Increase the distance of the 50

5. Any combination of the above.

Concrete improvement is critical to developing confidence. It also makes training goals, as well as success and failure, very clear cut. You can clearly demonstrate success to the swimmer, and any failures evidence the need to for an adjustment in strategy. Swimmers will learn which strategies, thought processes, and points of focus yield appropriate performances.

Shift gears and finishing strong requires a certain ATTITUDE as much as required fitness level. Swimmers need to develop both.

Level 2

2 rounds

100@1:20 Swim@3000 speed with specific dolphin kick and stroke count requirements

50@1 Swim@400 speed with specific dolphin kick and stroke count requirements

100@1:20 Swim@1500 speed with specific dolphin kick and stroke count requirements

50@1 Swim@400 speed with specific dolphin kick and stroke count requirements

100@1:20 Swim@800 speed with specific dolphin kick and stroke count requirements

50@1 Swim@400 speed with specific dolphin kick and stroke count requirements

100 EZ between rounds with specific dolphin kick and stroke count requirements

By adding stroke count and dolphin kick requirements, you can address all of the same psychological skills as above, while targeting technical changes. You can teach swimmers to switch gears TECHNICALLY beyond just psychologically. Requiring specific stroke counts will help swimmers do just that. They must switch gears, but they must switch gears EFFICIENTLY if they are to conserve the energy required to finish strongly.

You can use the technical requirements to further enhance the ability to focus. When swimmers are under the physical and psychological pressure they face at the end of races, they tend to lose focus. When they lose focus their skills deteriorate and this makes the pressure work. By placing technical requirements that demand focus under pressure, swimmers learn how to focus when it is most difficult. This is a critical skill for finishing strong. Adding technical components not only can serve to develop technique, it enhances the acquisition of psychological skills.

To enhance dolphin kicking ability, you can require swimmers to achieve the same or similar performances while extending the underwater portion of each repetition. Forcing swimmers to find a way to swim fast with a larger percentage of time spent underwater will require swimmers to figure out how to make the underwater phase more effective. Similar strategies can be used with any other technical skill. Simply require it to happen under pressure and swimmers will figure out how to execute it well through repeated exposure.

Level 3

3x100@1:45 Kick strong effort

100@1:20 Swim@3000 speed

50@1 Swim@400 speed

100 EZ between rounds

3x100@1:45 Kick; faster

100@1:20 Swim@1500 speed

50@1 Swim@400 speed

100 EZ between rounds

3x100@1:45 Kick; fastest

100@1:20 Swim@800 speed

50@1 Swim@400 speed

In this situation, we can address long-term physiological training goals as well as build a sense of confidence in the ability to finish well. In this particular example, we’re develop the legs and then using the fatigue developed in the legs to increase the challenge of finishing well. The idea is to pre-load the body with our targeted training goal, then have swimmers find a way to finish well.

Not only are long-term training goals accomplished, it becomes HARDER to finish well on the pace work. This should further enhance the confidence of the swimmer in question. They learn that no matter how tired their legs are, they can find a way to finish well. The more situations that swimmers learn to finish swims in, the more their confidence in the ability to close will be enhanced.

The value is that these sets can be started EARLY in the training process when kicking or other more ‘basic’ training goals are a focus. Not only are these physiological goals accomplished, we start the process of developing confidence in finishing races early in the season as well.

While kicking was used in this particular situation, we could use any type of training to pre-load some fatigue into the swimmers. Whether it’s resistance work, pulling, aerobic development, or any other target you have, you get the benefits of the training, and then use the induced fatigue to create situations where swimmers have to learn how to finish well.

As with all examples, the particulars can be scaled up or down based upon the ability level of the swimmers.

Moving Forward

Every set we design is going to impact physiology, technique, and psychology. When we are focused on accomplishing one of these goals, we often forget to consider the impact on the others. A great physiological overload might destroy a swimmer’s skills and self-confidence. Likewise, consistently devoting practice time to training sets focused exclusively on low-intensity skill work may enhance some aspects of skill, yet leave swimmers unconditioned for the rigors of competitive racing.

Obviously, this is not ideal.

While we should strive to avoid any negative effects at a minimum, well designed sets can actually positively impact all three areas of performance. Not only are the effectives additive, they can be synergistic as demonstrated by the examples described above.

By carefully considering how all aspects of performance are impacted by a given training set, we can engineer sets and practices with more Stuf in them. They key is to make sure that different aspects of practice are complimentary rather than contradictory. They are working together in sync. This makes practice more efficient and more effective. Over time, this adds up to faster swimmers that are more prepared to handle the challenges of competition.