WELLBEING
of activity, with a summation of every activity completed throughout the week. Such data needs to be meaningfully analysed to inform future decisions, with the relationship between training and performance being incredibly complex. However, consistent data collection will help to understand how an individual responds. For this case study we used the Acute: Chronic-Workload Ratio( Gabbett, 2016, Blanch and Gabbett, 2015) to compare rolling averages between a 7 day and 28-day period.
Across the academic year, a general indication of WB was also recorded daily by the student, using a questionnaire assessing behaviours and feelings( Figure 1). Bi-weekly discussions took place to review the TL and WB figures reported, with a focus on significant fluctuation in responses.
-3: Strongly Disagree-2: Disagree-1: Somewhat Disagree 0: Undecided + 1: Somewhat Agree + 2: Agree + 3: Strongly Agree
Monitoring training load and wellbeing: working towards a holistic approach
Geoff Marshall, Head of Athletic Development
At the beginning of each day, please rate your behaviors and feelings
1. My diet is good ie. Enough protein, carbohydrate, vitamins, post-training refueling
2. I’ m well hydrated ie. Replacing sweat loss, avoiding dark urine and dry mouth, water bottle always with you
3. I’ m sleeping well ie. Getting between 7 and 8 hours a night
4. My recovery protocol including cooldowns is good ie. Stretching, foam rolling, massage, general relaxation at home
5. I have NO muscle soreness ie. Your legs feel rested and ready to go, they don’ t hurt or feel heavy
-3-2-1 0 + 1 + 2 + 3
Introduction
The priority of an athletic development programme is to ensure balance exists between stress( competition and training) and recovery. When considering the stressrecovery relationship for young athletes, it is appropriate to consider the contribution of wider factors that illicit a stress response. Namely social pressures, examination stress and maturational related hormonal fluctuation, in addition to the variety and volume of sport training load. Self-reporting questionnaires are a means of monitoring this balance( Bourdon et al, 2017) and are used in youth sport, though perhaps less so within a school setting. The purpose of this case study was to explore how monitoring training load( TL) and wellbeing( WB) across an academic year, could prompt a more holistic approach to supporting the sport endeavours of a middle school student.
Method
Subjective measures of TL are recommended as a primary means of recording training stimulus( Gabbett, 2016, Gabbett, 2010). Load is quantified through a sessional rating of perceived exertion( from 1 – easy, to 10 – maximal effort) multiplied by the duration
6. I’ m happy with training and competition performance ie. You are meeting your goals for athletic development and sporting achievements
7. I’ m happy, eg. with home, social, work or school life ie. Life outside of sport is good
8. I’ m in good health ie. You DO NOT have a sore throat, runny nose, headache, cold or general flu-like symptoms
Total:
Figure 1. The eight-point daily wellbeing assessment questionnaire, with a reporting scale of-3 to + 3 representing strongly agreeing or disagreeing with each of the statements, summating a holistic indication of wellbeing.
Findings Training load
There was just one significant increase in TL, highlighted in week 5 of the Michaelmas term( Figure 2), this resulted in injury and a disruption to training for the following two weeks. The residual effects of this can be seen across the remainder of the term. It is well documented that TL increases are likely to result in injury or illness( Gabbett, 2016; Blanch and Gabbett, 2015). Collecting data, as we have in this case study, provides an opportunity to understand a student’ s tolerance to physical activity
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