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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