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PAC 490 > Athlete Assessment and Monitoring > Flashcards

Athlete Assessment and Monitoring Flashcards

1
Q

4 categories of fitness:

A
  • body composition
  • musculoskeletal fitness
  • anaerobic fitness
  • aerobic fitness
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2
Q

Musculoskeletal fitness consists of…

A
  • muscular strength
  • muscular power
  • muscular endurance
  • flexibility
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3
Q

Physical fitness is an _____ set of _____ that relate to the ability to perform ____ ___.

A
  • attained
  • attributes
  • physical activity
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4
Q

4 step sequential process toward performance targeting:

A
  1. identify performance goal
  2. conduct needs analysis
  3. test identified qualities
  4. train targeted qualities
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5
Q

Step 1: identify performance goal includes…

A
  • sports performance goal

- reflective of the athlete’s current level of performance

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6
Q

Step 2: conduct needs analysis includes…

A
  • identification of the key physiological and biomechanical requirements for the sport
  • physical characteristics of elite performance to identify the determinants of step 1
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7
Q

Step 3: test identified qualities includes….

A

design and implementation of a suitable test battery to assess the athlete in the different components identified in step 2

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8
Q

Step 4: train targeted qualities includes…

A
  • selection of a progressive sequences of exercises
  • related to each of the assessments from step 3
  • S&C use assessments from step 3 to select appropriate level for each individual athlete
  • forms the basis of the program
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9
Q

Step 1: performance goal has to start through ____ with the _____ and ____ ____.

A
  • conversation
  • athlete
  • coaching staff
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10
Q

Step 1: important that goals are _____, but at the same time _____. It needs to reflect the athlete’s current level of _____.

A
  • challenging
  • realistic
  • performance
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11
Q

First step of step 2:

A

needs analysis of the sport

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12
Q

Bishop, Brazier & Turner (2016) suggest a complete review of the available literature in order to find out the following:

A
  • the biomechanical characteristics of the movements involved
  • the physiological demands
  • the normative data to establish physical performance standards
  • the reported injury epidemiology
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13
Q

Varsity combine:

A
  • height
  • weight
  • seated height
  • wingspan
  • grip strength
  • mid-thigh pull
  • broad jump
  • vertical jump
  • t-test
  • 20 m sprint
  • 20 m shuttle run
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14
Q

Test battery: in an ideal world….

A
  • VO2 max instead of beep test
  • hydrostatic weighing or DEXA scan instead of skinfolds
  • on ice speed and agility assessment in place of or in combination with the off ice measurements
  • inclusion of an on ice repeated sprint test
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15
Q

Challenges with test battery:

A
  • money
  • time/scheduling
  • athlete engagement/buy in
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16
Q

Deciding on the best battery of tests involve ….

A
  • critically analyzing what is available to you

- choosing the most valid and reliable option that is appropriate for your situation

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17
Q

Varsity combines:

A
  • faculty wide initiative in 2015/2016 that all varsity sports had to do
  • some teams were doing it consistently, some not
  • every team does it at least twice during the academic year
  • combines set up in the fall, winter and spring
18
Q

Varsity combines were implemented in order to…

A
  • give S&C more info about athletes and in turn improve programming
  • see if trends emerge in certain sports which in turn will hopefully help to make seamless transitions into late entry sports
  • establish a longitudinal research opportunity
  • help with return to play from injury
19
Q

Varsity combines: they decided that this group of tests was the best why?-

A
  • all field tests, nothing lab based
  • gives us a complete overall picture of fitness and performance
  • teams are able to add tests to this battery if they choose to do so
20
Q

4 ways for communication of results:

A
  • coaches reports
  • athletes reports
  • z-scores
  • varsity leader boards
21
Q

Athlete reports include…

A
  • excel template and saved as a pdf
  • transitioning data onto Athlete Monitoring App
  • feedback table uses distribution of scores within the groups
22
Q

Z scores allow you to ….

A
  • weight each assessment differently

- create an overall score for each athlete involved in the testing

23
Q

Who will show the best overall z-scores?

A

those who are able to consistently perform above average on the majority of assessments

24
Q

Z scores are used with …

A
  • Bears and Pandas hockey

- varsity combines

25
Q

When using the data in S&C program, we should look at…

A
  • what has changed, what it means
  • what time of the year is it? offseason?
  • readdress the performance goals of the individual
  • in team sports this can guide you in the development of individual programs
26
Q

3 questions to ask when choosing tests for resistance training:

A
  • how often does it need to be done?
  • what exercises should you be testing?
  • should you be doing multiple RM testing or 1RM testing?
27
Q

How do we answer the questions when choosing tests for resistance training?

A
  • it depends on the individual (training experience, goals etc.)
  • depends on what you have available for training space and equipment
  • individual or team?
28
Q

Monitoring allows…

A

ongoing subtle programme modification

29
Q

Monitoring reudces likelihood of…

A
  • “knee-jerk” reactions

- track trends rather than evaluating one off scores

30
Q

With monitoring, we can check for ____ as well as _____.

A
  • depression

- adaptation

31
Q

Monitoring means less training _____.

A

interruption

32
Q

Athlete monitoring is done with the majority of ____ _____ and everything is housed on an app called ____ ____.

A
  • varsity athletes

- Athlete Monitoring

33
Q

Players are expected to fill out a ____ _____ every morning which require them to answer questions in the following areas:

A
  • wellness questionnaire
  • fatigue
  • soreness
  • health
  • sleep quantity
  • sleep quality
  • stress
34
Q

Acute-chronic work load is developed with the ____ ____ model in mind.

A

fit-fatigue

35
Q

Acute-chronic workload developed with the desire to find the balance between ____ ____ ___ and ____ ____ ____ _____ that in turn, maximizes performance.

A
  • optimal training load

- restricted negative training consequences

36
Q

Easiest way to calculate workload is through…

A
  • multiplying session by RPE by session duration

- ex. session RPE = 7, session duration = 60 minutes, workload = 420 AU

37
Q

Acute workload:

A

workload performed by an athlete in a 7 day/1 week period

38
Q

Chronic workload:

A

typically a 4 week/28 day average of the acute workload

39
Q

Sweet spot _____ injury risk.

A

decreases

40
Q

Danger zone _____ injury risk.

A

increases

PAC 490 (12 decks)

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