- Dates - Initially, a season training calendar or schedule must be established to serve as a template. The first consideration for building the season training schedule is the time of the season; the starting and ending dates. Next, determine intermediate dates, such as final exam dates, class-wide testing (such as achievement test or college placement exams), school-wide social activities (such as a homecoming dance), and any holidays. Finally, determine the dates of all competitions: intra-squad, dual, multi-team, invitational, and championship meets. Competitions are generally scheduled by the athletic directors. If the coach is responsible for scheduling competitions, all dates except competition dates should be established, then conference schools should be contacted for scheduling, followed by non-conference schools. Often the state athletic association will release a list of schools that have open dates if more meets are desired.
- Resources and Abilities - The resources available must be evaluated, including the practice facility, its available days, hours, and the inventory of practice equipment. Knowing the pool availability and size will determine how daily practices are planned. Knowledge of the available inventory might affect, for example, kicking or pulling sets and the progression of those sets through a season.
The availability and experience level of the coaching staff must be known so decisions can be made on the scope of the plan. If the coaching staff is inexperienced, then the division of the team into practice groups might be handled differently than it would if the staff were more experienced. If a limited number of assistant coaches are available, it will also similarly limit some of the things that could be done through the season. Determine the number of assistants, their experience level, and decide if, at their current level, they would be allowed to coach an entire practice without supervision, with limited supervision, or would not be allowed to coach an entire practice.
Coaches that can manage an entire practice could be assigned to work with groups of athletes unattended, while the less experienced staff members can be used to assist the more knowledgeable coaches. Practices can be divided differently based on these assignments. It might be possible to have several different activities in different areas of the facility simultaneously if there are enough qualified staff. If not, then the plan must be tailored accordingly. An example that could take place when staff is experienced and plentiful is simultaneous sessions in both a weight room and the pool, and in the pool having several stations in a circuit, ranging from teaching certain skills to specific fitness sets.
The athlete’s skill level should be determined to both steer a portion of the goal setting process and to determine how staff may need to be assigned to the athletes, limiting some of the possibilities of simultaneous sessions. Returning athletes' abilities should be known from the end of season evaluations from the previous year. Incoming students can be queried via telephone calls, mailed questionnaires, or during the first few days of practice. A group that is comprised of primarily highly skilled athletes will require different planning than a group that is primarily inexperienced.
- Review of Prior Season - The end of season evaluation should be reviewed for methods and procedures that worked and that did not accomplish their objectives. Note what types of sets and practices swimmers mention as good or bad, and if noted, why the swimmers felt that way about those sets. Did the taper seem affective at making the swimmers perform at an optimum level? Use the results of the evaluation to decide if there are things that will be changed for this season.
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On the next page we'll look at more pre-planning factors.
