the journal of cycle coaching - association of british ... · testosterone, cortisol, creatine...

TheJournal ofCycleCoaching

The Association of British Cycling

Coaches Developing and Sharing

Best Practice.

ISSN Number: 1353 - 7008 Issue 01 2017 February

The Journal of Cycle Coaching

ISSN Number: 1353 - 7008 Issue 03 2016 October 2016

The Association of British Cycling Coaches Developing and SharingBest Practice

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Content Page no.

Editorial: 04 - 04

Part one:

Litreture review: 06 - 10

Strength and Conditioning for Cyclists in the Pre-season: 11 - 17

Part two:

How to interpret research for coaches: 19 - 27

Summary of Training Plans WorkshopPedal Power 2016 28 - 33




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Editorial - Alex Wise

Happy New Year. I hope that you have

had a productive start to the year. I

hope that the riders you are coaching

are ready for the season ahead. It really

is a great time of year to be a coach, I

don't know about you but I am excited

about the year ahead for my riders.

This journal has some tasty topics in it.

Dan Church continues his series on

strength and conditioning, looking at

S&C during this critical transition

phase. Dr. Christine Wise reviews some

more journal papers that are important

for coaching. This edition she has

looked at Strength and Conditioning

papers to link in with Dan Church’s

article.

We also have a packed part two of our

journal, this edition we hear from Mark

Gorman, our Administrator, who follows

up on his excellent talk at Pedal Power

with an article on the same topic, the

year plan. This is very useful for those of

you who are student coaches and are

coming to submission time for your year

plan. For those of you who have been

coaching for many years I would still

recommend that you have a read. There

maybe a different approach that you’d

like to adopt after reading this.

I then follow on from Mark with a very

brief whistle stop tour around how to

read and interpret academic papers.

With Dr. Christine Wise’s Reviews some

of you might be interested in reading

further into the topics but are put off by

the nature of the journal or paper. This

article is here to try and guide you

through and make everything seem a lot

more manageable.

I hope that you enjoy reading this

edition.

Alex Wise




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Part 1: TheoreticalCoaching

Furthering your coaching knowledgethrough the study of coaching theory.

Christine Wise (Phd, Med, Bed) reviews stength and conditioning articles fromthe last year that have a significant impact on us as coaches.

Dan Church (MSc, BSc, aSCC, REPS, LTA) looks at strength and conditioningin the pre-season. Changing from stength to strength power.

We want to publish your articles: If you have a theory based article you'd like us topublish then please e-mail: [email protected] The article will then be sent to aselection of experts in the area of coaching theory that you are writing and we willthen, once approved, publish your article. The next deadline will be the 15th ofApril 2017




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Litreture review:

Johnston, MJ, Cook, CJ, Drake, D,

Costley, L, Johnston, JP, and Kilduff,

LP, (2016) “The neuromuscular,

biochemical, and endocrine responses

to a single-session vs. double-session

training day in elite athlete”, Journal

of Strength Conditioning Research,

Vol.30 (11), pp 3098–3106

Abstract: The aim of this study was to

compare the acute neuromuscular,

biochemical, and endocrine responses of

a training day consisting of a speed

session only with performing a speed-

and-weights training session on the

same day. Fifteen men who were

academy-level rugby players completed 2

protocols in a randomised order. The

speed-only protocol involved performing 6

maximal effort repetitions of 50-m

running sprints with 5 minutes of

recovery between each sprint, whereas

the speed-and-weights protocol involved

the same sprinting session but was

followed 2 hours later by a lower-body

weights session consisting of 4 sets of 5

back squats and Romanian deadlift at

85% one repetition maximum.

Testosterone, cortisol, creatine kinase,

lactate, and perceived muscle soreness

were determined immediately before,

immediately after, 2 hours after, and 24

hours after both the protocols. Peak

power, relative peak power, jump height,

and average rate of force development

were determined from a

countermovement jump (CMJ) at the

same time points. After 24-hours, muscle

soreness was significantly higher after

the speed-and-weights protocol compared

with the speed-only protocol (effect size

h2 = 0.253, F = 4.750, p # 0.05). There

was no significant difference between

any of the CMJ variables at any of the

post-training time points. Likewise,

creatine kinase, testosterone, and cortisol

were unaffected by the addition of a

weight-training session. These data

indicate that the addition of a weight-

training session 2 hours after a speed

session, whereas increasing the

perception of fatigue the next day does

not result in a difference in endocrine

response or in neuromuscular capability.

Christine Says: This very

interesting study will be of use

when working with those athletes

who have to pack their training

into a few time slots, particularly

sprinters who need both the

strength and speed work. These

were elite athletes rather than

leisure ones so their endocrine

responses may be more fine-tuned




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but many of your cyclists will be

in a similar state of training. The

article provides very full results

and justification for the two hour

gap (waiting for optimal physical

condition to return). The

perceived increase in muscle

soreness after 24 hours given the

lack of difference in all other

aspects is particularly interesting.

Burley SD, Whittingham-Dowd J,

Allen J, Grosset J-F, Onambele-

Pearson GL (2016) “The Differential

Hormonal Milieu of Morning versus

Evening May Have an Impact on

Muscle Hypertrophic Potential”, PLoS

ONE, Vol. 11(9):

Abstract: Substantial gains in muscle

strength and hypertrophy are clearly

associated with the routine performance

of resistance training. What is less

evident is the optimal timing of the

resistance training stimulus to elicit these

significant functional and structural

skeletal muscle changes. Therefore, this

investigation determined the impact of a

single bout of resistance training

performed either in the morning or

evening upon acute anabolic signalling

(insulin like growth factor-binding

protein-3 (IGFBP-3), myogenic index and

differentiation) and catabolic processes

(cortisol). Twenty-four male participants

(age 21.4±1.9yrs, mass 83.7 ±13.7kg)

with no sustained resistance training

experience were allocated to a resistance

exercise group (REP). Sixteen of the 24

participants were randomly selected to

perform an additional non-exercising

control group (CP) protocol. REP

performed two bouts of resistance

exercise (80% 1RM) in the morning (AM:

0800 hrs) and evening (PM: 1800 hrs),

with the sessions separated by a

minimum of 72 hours. Venous blood was

collected immediately prior to, and 5 min

after, each resistance exercise and

control sessions. Serum cortisol and

IGFBP-3 levels, myogenic index, myotube

width, were determined at each sampling

period. All data are reported as mean ±

SEM, statistical significance was set at

P_0.05. As expected a significant

reduction in evening cortisol

concentration was observed at pre (AM:

98.4±10.5, PM: 49.8±4.4 ng/ml, P<0.001)

and post (AM: 98.0±9.0, PM: 52.7±6.0

ng/ml, P<0.001) exercise. Interestingly,

individual cortisol differences pre vs post

exercise indicate a time-of-day effect (AM

difference: -2±2.6%, PM difference:

14.0±6.7%, P = 0.03). A time-of- day

related elevation in serum IGFBP-3 (AM:

3274.9 ± 345.2, PM: 3605.1 ± 367.5, p =

0.032) was also evident. Pre exercise

myogenic index (AM: 8.0±0.6%, PM:




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16.8±1.1%) and myotube width (AM:

48.0±3.0, PM: 71.6±1.9 �m) were

significantly elevated (P<0.001) in the

evening. Post exercise myogenic index

was greater AM (11.5±1.6%) compared

with PM (4.6±0.9%). No difference was

observed in myotube width (AM:

48.5±1.5, PM: 47.8 ±1.8 �m) (P>0.05).

Timing of resistance training regimen in

the evening appears to augment some

markers of hypertrophic potential, with

elevated IGFBP-3, suppressed cortisol

and a superior cellular environment.

Further investigation, to further elucidate

the time course of peak anabolic

signalling in morning vs evening training

conditions, are timely.

Christine Says: This paper is a

very interesting read again. The

protocols used and the processes

they included to limit the effect

being for other than the cortisol

level are very well explained. They

draw many comparisons with

earlier studies and demonstrate

how their results complement or

otherwise those results. It is to be

noted that they used fit young

men for these trials but not elite

athletes. However, the

significance of the results is such

that they are likely to still apply.

Resistance training for muscle

building is better done in the

evening if there is a choice.

Scudese, E, Sima˜ o, R, Senna, G,

Vingren, JL, Willardson, JM,Baffi, M,

and Miranda, H, (2016), “Long rest

interval promotes durable

testosterone responses in high-

intensity bench press”, Journal of

Strength and Conditioning Research,

Vol. 30(5), pp 1275–1286

Abstract: The purpose of this study was

to examine the influence of rest period

duration (1 vs. 3 minute between sets) on

acute hormone responses to a high-

intensity and equal volume bench press

workout. Ten resistance-trained men

(25.2 6 5.6 years; 78.2 6 5.7 kg; 176.7 6

5.4 cm; bench press relative strength: 1.3

6 0.1 kg per kilogram of body mass)

performed 2 bench press workouts

separated by 1 week. Each workout

consisted of 5 sets of 3 repetitions

performed at 85% of 1 repetition

maximum, with either 1- or 3-minute rest

between sets. Circulating concentrations

of total testosterone (TT), free

testosterone (FT), cortisol (C),

testosterone/cortisol ratio (TT/C), and

growth hormone (GH) were measured at

pre workout (PRE), and immediately (T0),

15 minutes (T15), and 30 minutes (T30)

post workout. Rating of perceived




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exertion was recorded before and after

each set. For TT, both rest lengths

enhanced all post exercise verifications

(T0, T15, and T30) compared with PRE,

with 1 minute showing decreases on T15

and T30 compared with T0. For FT, both

1- and 3-minute rest protocols triggered

augmentations on distinct post exercise

moments (T0 and T15 for 1 minute; T15

and T30 for 3-minute) compared with

PRE. The C values did not change

throughout any post exercise verification

for either rests. The TT/C ratio was

significantly elevated for both rests in all

post exercise moments compared with

PRE. Finally, GH values did not change

for both rest lengths. In conclusion,

although both short and long rest periods

enhanced acute testosterone values, the

longer rest promoted a long-lasting

elevation for both TT and FT.

Christine Says: A very long paperwith a lot of detailed results,graphs and lengthy discussion ofthe results to say that the slightlylonger rest period of 3 minutesbetween rounds of high intensityrepetitions was found to increasethe amounts of free and totaltestosterone. We are talking hereabout the sort of exercisessprinters would do, big weights,low reps. However, it is not justsprinters that might benefit fromincreasing testosterone. Thehormone has a large range ofimpacts on the body and this

knowledge may well be useful forthose found to have sub-optimallevels.

Koji Sato1, Motoyuki Iemitsu1,

Keisho Katayama2, Koji Ishida2, Yoji

Kanao3 and Mitsuru Saito4 (2016),

“Responses of sex steroid hormones

to different intensities of exercise in

endurance athletes”, Experimental

Physiology, Vol. 101.1, pp 168–175

Abstract: Previous studies have shown

that acute exercise elevates sex steroid

hormone concentrations in rodents and

that sprint exercise increases circulating

testosterone in healthy young men.

However, the effect of different exercise

intensities on sex steroid hormone

responses at different levels of physical

fitness is still unclear. In this study , we

compared circulating sex steroid hormone

responses at different exercise intensities

in athletes and non-athletes. Eight male

endurance athletes and 11 non-athletes

performed two 15 min sessions of sub

maximal exercise at 40 and 70% peak

oxygen uptake ( ˙VO2peak), respectively,

and exercised at 90% ˙VO2peak until

exhaustion. Venous blood samples were

collected during the last minute of each

sub maximal exercise session and

immediately after exhaustion. Acute

exercise at 40, 70 and 90% ˙VO2peak

induced significant increases in serum




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dehydroepiandrosterone (DHEA) and free

testosterone concentrations in non-

athletes. On the contrary, only 90%

˙VO2peak exercise led to an increase in

serum DHEA and free testosterone

concentrations in athletes. Serum 5�-

dihydrotestosterone concentrations

increased with 90% ˙VO2peak exercise in

both athletes and non-athletes.

Additionally, serum estradiol

concentrations were significantly

increased at moderate and high exercise

intensities in both athletes and non-

athletes. These results indicate that in

endurance athletes, serum sex steroid

hormone concentrations, especially

serum DHEA and 5�-dihydrotestosterone

concentrations, increased only with high-

intensity exercise, suggesting that

different responses of sex steroid

hormone secretion are induced by

different exercise intensities in

individuals with low and high levels of

physical fitness. In athletes, therefore,

high-intensity exercise may be required

to increase circulating sex steroid

hormone concentrations.

Christine Says: In contrast to the

last paper, this one looked at

aerobic exercise and compared the

impact of intensity on the levels of

testosterone on athletes and non-

athletes. Their athletes were

endurance type. Once again there

is good detail of their protocols

and the results with lots of

graphs. The finding that non-

athletes can gain increases in

testosterone from lower levels of

intensity of exercise is interesting.

Elite athletes will find the need to

exercise to almost exhaustion

levels to achieve an increase in

testosterone upsetting but

probably to be expected.

Article 1:

http://bit.ly/2kzsCCF

Article 2:

http://bit.ly/2l7HoxJ

Article 3:

http://bit.ly/2l8az3c

Article 4:

http://bit.ly/2jKfeff




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Strength andConditioning forCyclists in the Pre-season:The pre-season is characterised by a

shift in training focus from base to

build phases and from strength to

strength/power within cycling and

strength and conditioning

respectively. As such the training loads

for both need to be adapted and

monitored closely to minimise the

chances of non-functional over-

reaching but maximise the training

adaptations leading into the

competitive season.

Daniel Church

(MSc, BSc, aSCC, REPS, LTA)

Key words: Concurrent training,periodisation, power, rate of forcedevelopment)

As discussed previously we can categorise

the season into four main segments:

transition, off-season, pre-season and in-

season which operate in a cycle from year

to year. As we progress from transition to

off-season training, where the strength

and conditioning (S&C) focus lays

predominantly with strength endurance

and strength adaptations, to the pre-

season, our training focus must shift

towards more sport specific physiological

adaptations. This includes sport specific

exercises/ muscle actions to best utilise

these new-found strengths whilst on the

bike.

Overview of the pre-season:

The pre-season is generally characterised

with amove towards increasingmaximum

strength and power production both on

and off the bike (Reuter, 2012). We can

think of S&C and cycling programs as

building blocks to peak performance. As

we progress through each mesocycle our

aims adapt and we add an additional

block/ change their physiology to better

cope with the demands of their sport and

everyday life. It is important to note

however, that if an athlete has missed the

transition and/or off-season phases they

should not delve into a power focused

mesocycle as they will likely not possess

the necessary strength levels to withstand

the increased demands placed upon the

body, increasing the likelihood of acute

and chronic injuries (Bompa & Haff,

2009., Haff & Triplett, 2015, Reuter,

2012., Hausswirth et al, 2014., Meeussen

et al, 2013).

Once the athlete(s)/client(s) have moved

through the transition and off-season

S&C phases, the pre-season S&C volume

should now be decreased whilst building

intensity, allowing cycling training to take




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precedence and thereby reducing the

potential for non functional over-reaching

(Bompa & Haff, 2009., Haff & Triplett,

2015). Coaches and athletes should

monitor wellness scores along with

training load (outlined in the previous

issue) via a simple Likert scale

questionnaire (1-5) consisting of

questions such as: 1) how do you feel

today? 2) how did you sleep last night?

And 3) how well rested do you feel?

(Hausswirth et al, 2014., Meeussen et al,

2013). Such simple questions will provide

valuable insight over time into the

athlete’s current mood state, physical

preparedness and response to training

stimuli and flag up any signs of non

functional over reaching.

When planning cycling programs, it is

paramount that the entire team working

with the athlete(s) are aware of the

training load being imposed at any given

time point. For example, the week’s

structure must take into consideration

the S&C and cycle training demands so

as not to create training interference

whereby one will limit the potential

adaptations of the other (Mujika,

Ronnestad & Martin, 2016). Recovery

times between high intensity cycling

sessions and high intensity, low volume

S&C sessions will be paramount to

protect the athlete from injury and

illness (Ronnestad & Mujika, 2014.,

Mujika, Ronnestad & Martin, 2016).

Generally, the lower the training age the

longer the recovery period between

power/ maximum strength sessions.

Strategies include a complete

replenishment of glycogen stores,

ingestion of quality protein post

endurance session before the

subsequent S&C session. This is

especially important if two sessions

occur in the same day (Mujika,

Ronnestad & Martin, 2016., Perez-

Schindler et al, 2015., Trommelen &

Van Loon, 2016). Figure one below

depicts how the training volume

remains relatively constant throughout

the pre-season, whereas intensity rises

to increase the force output and velocity

increases due to higher speed/intention

of speed of lifts (Soriano, Jiminez-Reyes,

Rhea & Martin, 2015).

Figure 1: S&C pre-season training volume and

intensity interaction




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Pre-season (6-8 weeks) & Mesocycle 4 (4weeks):Goal: Develop power, rate of force development

and maximal strength

Frequency: 2-3 days per week (discipline

dependent)

Sets & Reps: 3-5 sets of 1-3 repetitions

Load: 30-100% 1RM

The duration of the pre-season may be

dependentupon the time frame remaining

until the in-season but will generally last

four to six weeks (Reuter, 2012). The

volume must be reduced as cycling

training now takes precedence and S&C

training focuses on the final blocks to

reach levels of performance near peak.

Dependent upon the discipline and goals

of the athlete(s), frequency may/may not

be reduced. For example, track cyclists,

sprinters and mountain bikers may wish

to maintain three days per week to allow

for greater potential for maximum

strengthandpower improvementwhereas

the majority will reduce frequency to two

key sessions per week with an additional

conditioning session to maintain the

neuromuscular pathways developed in

the off-season.

The crux of maximum strength and power

training is to generate high levels of force

or velocities (Ronnestad, Hansen &

Raastad, 2011., Soriano, et al, 2015). As

such, repetitions per set are kept under

five to ensure loads of 85% 1RM plus

(Ronnestad, Hansen & Raastad, 2010) or

maximal velocities are achieved (Bompa&

Haff, 2009). With high levels of

mechanical load (max strength only) and

muscle damage, lactate needs to be

buffered (max strength) and

phosphocreatine levels fully replenished

through longer inter-set rest periods to

ensure quality is kept throughout each

repetition and between sets (Kraemer &

Looney, 2012).

Understanding the force velocity curve

and the demands of the athlete(s)

discipline will assist in selecting the most

appropriate exercises and loads todevelop

the selected qualities. It must be stressed

that only trained professionals within

strength and conditioning or personal

training should undergo such rigorous

training protocols to minimise any

potential injury risks etc. We can see from

figure three that as force is inversely

related to velocity, meaning as force

increases, velocity is reduced and vice

versa. Athletes with low training ages

should attend to increasing force as the

neuromuscular adaptation and increased

musculoskeletal stiffness will translate

effectively when increasing velocity with

lower loads (30-70%1RM) (Haff & Triplett,

2015., Soriano, et al, 2015). The Olympic

lifts or their derivatives such as the power

clean can effectively train either end of the




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force velocity curve depending upon the

load utilised. It should be stressed that to

enhance power whether with light or

heavy loads, the desire to concentrically

lift the load as quickly as possible should

be stressed (Aagaard & Raastad, 2012.,

Ronnestad & Mujika, 2014). Focusing on

the speed of the concentric action along

with the stretch shortening cycle will help

to increase the rate of force development,

i.e the amount of force that can be utilised

over the time frame. Increasing this and

power in general will enable the athlete(s)

to produce high forces at high speeds,

increasing power on the bike.

Training power and maximum strength

has additional benefits to cycling

performance (Ronnestad, Hansen &

Raastad, 2011). Ronnestaad, Hansen,

Hollan, Spencer & Ellefsen (2016) found

training power and maximum strength

also positively influenced maximum

aerobic power (MAP), Vo2max, increased

exercise economy and increased power

output at lactate threshold (Sunde et al,

2010). These are key performance

indicators for the majority of cycling and

as such a strong case has been made for

low volume and high intensity training.

Below is an example pre-season

mesocycle with an emphasis upon both

maximum strength and high velocity/

rate of force development. Whilst lower

body exercises aim to develop power,

strength remains the predominant

adaptation due to a minimal contribution

of power in the upper body to the majority

of cycling performance. There is a 3:1

progressive overload loading strategy

utilised to allow for super compensation in

the fourth microcycle where the load is

reduced (Bompa & Haff, 2009). Cormie,

Mac Guigan & Newton (2011) suggest

developing the weakest link of the force

velocity curve tomaximise the return from

power training, however we must

remember to keep training in this phase

specific to the forthcoming competitions.

Figure 3: Force velocity cure

Summery:

To summarise, pre-season training

should lean heavily towards developing

power and maximum strength which will

carry over strongly to cycling performance




15

if the athlete(s) have the necessary

strength levels to accommodate the high

fatigue andprovided they aremonitored to

minimise the chances of non functional

overreaching and illness/ injury. S&C

volumeshouldbe reducedwhilst intensity

rises to allow for sufficient recovery

between training sessions.

Communication is key between all

professionals working with the athlete(s)

so as not to create training interference

and therefore optimise the

supercompensation effect of both bike

and strength and conditioning training.

Table 2: Example Power/Max strength program(mesocycle 4)

* 30-40% 1RM to maximise explosive

concentric phase of the lift

** Perform3Aand3Basa superset and the

last two sets of 3A as straight sets.

Complete all sets and reps of each exercise

before moving onto the next (for the power

days), (3A and 3B are a superset), resting

for 120-180 seconds after each set. Aim to

add weight to each exercise each week

building towards a near max effort for VH

exercises. The conditioning workout

(Monday) should be completed in a circuit,

minimising rest between exercises and

then resting for 60s once all exercises have

been completed per round.




16

References:

Aagaard, P., & Raastad, T. (2012).

Strength training for endurance

performance. In Endurance Training–

Science and Practice. Vitoria-Gasteiz,

Basque Country.

Bompa, T &Haff, G, (2009). Periodisation:

Theory and Methodology of Training. 5th

ed. Chicago; IL: Human Kinetics.

Cormie, P., MacGuigan, MR., & Newton,

RU. (2011). Developing maximal

neuromuscular power: Part 1&2

biological basis of maximal power

production. Journal of Sports Medicine,

Vol 41, 1, 17-38.

Haff, G & Triplett, T.N, (2015). Essentials

of Strength Training and Conditioning

4th. 4th ed. Chicago; IL: Human Kinetics.

Hausswith, C., Louis, J., Aubry, A.

Bonnet, G., Duffield, R & Le Meur, Y.

(2014). Evidence of Disturbed Sleep and

Increased Illness in Overreached

Endurance Athletes. Medicine in Science

and. Sports Exercise. 46(5): 1036–1045.

Kraemer, WJ., & Looney, DP. (2012).

Underlying mechanisms and physiology

of muscular power. Strength and

Conditioning Journal: 34(6): 13-19.

Meeusen, R., Duclos, M., Foster, C., Fry,

A., Gleeson, M., Nieman, D., Raglin, J.,

Rietjens,G., Steinacker, J.,Urhaussen,A.

(2013). Prevention, diagnosis and

treatment of overtraining syndrome: joint

consensus statement of the European

College- of Sports Science and the

American College of Sports Medicine.

Medicine in Science and Sports Exercise.

45(1): 186-205.

Mujika, I., Ronnestad, BR. & Martin, DT.

(2016). Effects of increased muscle

strength and muscle mass on endurance

cycling performance. Journal of Sports

Physiology and Performance: 11(3):

283-289.

Perez-Schindler, J., Hamilton, D. L.,

Moore, D. R., Baar, K., Philp, A. (2015).

Nutritional strategies to support

concurrent training. European Journal of

Sport Science. 15:41-52.

Reuter, B. (2012). Developing Endurance.

Chicago; IL: Human Kinetics.

Ronnestad, BR., Hansen, EA., Hollan, I.,

Spencer, M., & Ellefsen, S. (2016).

Impairment of performance variables

after in-season strength training

cessation in elite cyclists. International

Journal of Sports Phyisiology and

Performance. 11(6): 727-735.

Ronnestad BR, Hansen EA. & Raastad T.

(2010). Effect of heavy strength training

on thigh muscle cross-sectional area,

performance determinants, and

performance in well-trained cyclists.

European Journal of Applied Physiology:

108(5):965—975.

Ronnestad BR, Hansen EA, Raastad T.

(2011). Strength training improves 5-min

all-out performance following 185 min of

cycling. Scandinavian Journal of

Medicine in Science and Sports:

21:250-259.

Ronnestad, BR. & Mujika, I. (2014).

Optimizing strength training for running

and cycling endurance performance: A

review. Scandinavian Journal of Medicine

in Science and Sports: 24(4): 603-612.




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Soriano, M., Jiménez-Reyes, P., Rhea, M.,

& Marín, P. (2015). The Optimal Load for

Maximal Power ProductionDuring Lower-

Body Resistance Exercises: A Meta-

Analysis. Sports Medicine, 1191-1205.

Sunde A, Storen O, Bjerkaas M, Larsen

MH. Hoff J, Helgerud J. (2010). Maximal

strength training improves cycling

economy in competitive cyclists. Journal

of Strength and Conditioning Research:

24:2157-2165 .

Trommelen, J., & Von Loon, LJC. (2016).

Pre-Sleep Protein Ingestion to Improve the

Skeletal Muscle Adaptive Response to

Exercise Training. Nutrients. 8(12): 763.




18

Part 2: AppliedCoaching

Furthering your coaching practice throughthe application of coaching theory.

Alex Wise (BSc) ABCC Coach and ABCC Journal Editor. Looks at how to readan academic power and understand what you are reading. What to look for andhow to avoid being mislead.

Mark Gorman ABCC Senior Coach and ABCC Administrator, gives us a shortoverview of how to create a rider plan. something that is pivotal for successfulcoaching. This is a round up of his Pedal Power Conference Workshop.

We want to publish your articles: If you have an article that focuses on appliedcoaching practice you'd like us to publish then please e-mail: [email protected] submissions must be sent to the editor by the 15th April 2016.




19

How to interpretresearch forcoaches:

As coaches of cycling we rarely get a

chance to contribute to ground breaking

science. But we should keep abreast of

what the scientists are finding out. It is

our duty, as coaches, to our riders to

know what the latest findings are.

Sports Science is a field of science that

is in constant motion. Which means

that the way we coach riders and the

way that we understand how our riders

respond to our training is also in

constant motion too. As a coach you

should be spending a couple of days a

month dedicated to keeping abreast of

the issue raised in this field of science.

But how do we find the current

research? How do we read the research?

Most importantly how do we understand

the research?

Before we go onto look at how to read

and understand research papers. Where

do we find research papers?

The researcher who has written the

journal sends their paper to a relevant

academic journal for submission. The

paper is then read by the editorial team

to check that it contributes to furthering

knowledge in their field. Then if

successful it is sent off for peer review:

this stage is the toughest test of the

academic’s work. A selection of experts

in the field will read the paper through

looking at several factors: the paper’s

aim, it’s methods, its conclusion, how

well it met the aim and whether there

are any major objections to the

conclusion. After this the editor may

well recommend changes to the paper,

such as greater clarity in the methods

section of the paper, or they may

dismiss the paper, this can be for a

number of reasons, normally because

the paper fails to add significantly to our

existing knowledge, but some times

because the author has brought in too

much of their own bias or opinion into

interpreting results. If however the peer

review is successful then the paper is

published in the journal.

Here is a list of the top 20 journals in

sports science:

1) American Journal of Sports

Medicine

2) Journal of Physiology

3) Sports Medicine

4) British Journal of Sports

Medicine

5) Exercise and Sport Sciences

Reviews

6) Medicine and Science in Sports




20

and Exercise

7) International Review of Sport

and Exercise Psychology

8) Knee Surgery, Sports

Traumatology, Arthroscopy

9) International Journal of Sports

Physiology and Performance

10) Journal of Applied Physiology

11) Journal of Science and

Medicine in Sport

12) Exercise Immunology Review

13) Journal of Orthopaedic and

Sports Physical Therapy

14) Journal of Athletic Training

15) Psychology of Sport and

Exercise

16) Journal of Sport and Exercise

Psychology

17) Journal of Biomechanics

18) Journal of Strength and

Conditioning Research

19) International Journal of

Sports Medicine

20) Journal of Sports Sciences

A full list can be found here: http://

bit.ly/2kfQfQx

Academic Journals however are very

expensive with some big journals selling

for over £1000 per year. To sign up to

the list above would be prohibitively

expensive unless you were a university.

The papers that would be of interest

would also not be indexed for you and

difficult to find. This is where the

Internet comes in: Most journals now

publish their papers with organisations

such as PubMed (http://bit.ly/2fofFKg)

or Research Gate (http://bit.ly/2jJVqob)

The difference between the two is that

Research Gate tends to hold the whole

article for you. PubMed will tend to take

you away from their site to the full

article and only holds the abstract and

the title of the paper. PubMed is more of

a directory of papers unlike Research

Gate, which is a source of papers. The

other source of papers is Google’s

Scholar (http://bit.ly/2kfg96m)

although, like PubMed, this is a

directory and not a source, so you might

not be able to access the full text or you

might have to pay for the full text.

Google Scholar will also pull up all

published articles relating to your

search, so, the source might not be

reliable, or a well established journal,

they might not be peer reviewed, and of

course, like any Google search the more

vague you are with your search terms

the more rubbish you’ll have to wade

through.

I recommend taking some time to have a

look around the PubMed and Research

Gate sites and having a look at what you

can find out yourself (Search for Heart

Rate Variability in Athletes or Maximum




21

Aerobic Power in Athletes). The links

and a QR code are located at the end of

the article for you. With specific

reference to Research Gate, on their

home page you need to click ‘join for

free’ then ‘No my work is not scientific’

Then you are able to look at the papers,

you can sign up but you might have to

jump through some hoops to create an

account as they want to keep their

membership to researchers or scientific

members.

Now lets get onto the actual papers

themselves: academic papers are written

in a very structured way and have a very

peculiar stilted way of writing. They can

appear very dense and forbidding for

someone reading them for the first time.

Don’t be put off by this first impression

because they are normally all in the

same format and follow very a similar

lexicon. After you have read a few

papers you will start to get your head

around them.

The structure that the papers will follow

is: Title, Authors, Abstract, Into,

Methods, Results, Discussion,

(Sometimes notes on funding source or

interest), and References. We will look at

each of these sections briefly now.

Title: This is where they state the

purpose of their research; it’s their, not

always brief, opening statement. For

example: “Training effect on

performance, substrate balance and

blood lactate concentration at maximal

lactate steady state in master

endurance-runners.” From this title you

can see that this study will be about

training on masters endurance runners,

looking specifically at performance,

substrate balance and blood lactate

concentrations, these will be tested at

maximum lactate steady state.

Below the title or near the title should

be the journal of publication and the

date that it was published. It is

important to look at this too when

considering what papers to read. It

might not seem long ago to you and I,

however, the paper above was published

in March 2004 and this means that it is

very old in terms of research. It might

not preclude it from your reading list,

however there should be some more up

to date research on this topic? Think of

your journals in terms of Olympic

Cycles: Anything between Rio and Tokyo

will be considered relevant, Between

London and Rio is now considered old,

Between Beijing and London and it is

very old, if there is no new research in

this topic area then you need to be




22

asking the question why? Have all the

questions on this topic been answered?

Or is it not important? Anything older

than Beijing is likely to be out of date,

or, importantly, seminal text, that is to

say that what they answered in the

paper is unchallenged and research has

not been invested in that area because it

is considered that knowledge cannot be

further advanced since this paper.

With older papers on Research Gate I

would recommend looking at the

‘citations’ section above the title there is

a hyperlink to the citations (this is the

papers that have used this paper in

theirs) This will lead you to papers that

are more recent and on a similar topic.

For example “Physiological factors

affecting performance in elite distance

runners” Which was published in

December 2016.

Next is the abstract: This is a highly

condensed summary of the paper,

normally around the 250 word mark it

should give you the purpose, how the

study was carried out, sample size, type,

results and the author’s conclusion.

This section is often the only part of the

paper that people will read. However you

need to be careful as it is so highly

condensed and can include more than a

little bias in the interpretation of the

results.

The Introduction is the first stage of the

paper it’s self. Here the author should

give you the background to their study,

clearly stating its purpose and what

research has gone before it. It should

clearly state the bigger picture, what

hole in our understanding, our

knowledge, is this paper trying to fill?

Where does previous research in this

area fail? Or fall down? As well as

clearly stating the previous research it

should also clearly state the meaning of

the terms it is going to use. There is no

point reading a paper that doesn’t tell

you it’s exact understanding of MLSSc.

If it doesn’t tell you what that means

you’ll just be reading a combination of

letters, which is a waste of your time.

Next stage of the paper is the methods:

Here the author should describe to you

the exact experiments carried out. It

should be explained in enough detail

that you could if you so wished replicate

the tests yourself. They should include

details of how subjects were picked, if

any weren’t picked, the exact tests they

carried out and why these tests were

picked above others. For example why in

this study did they use an outdoor

running track over a treadmill in a

science lab?




23

Results are next: possibly the most

unintelligible and most daunting part of

any paper the results section should be

simply the results. There should be no

interpretation of the results beyond

verifiable statistical analysis.

The discussion is the final section of the

paper and this is where the author gives

their own interpretation of the results

and the success of failure of the study in

achieving their purpose. This should be

logical, their should be little to no

author bias in the interpretation of the

results, however the conclusion that the

author comes to may not be the same

one that you come too. Logically it

should be, however, when you read the

results you might have considered

something differently to the author and

logically come to a different conclusion.

This is the most important part of the

paper, for you, as a coach as this is

where you learn what the author

believes to be the conclusion of the

tests, this is where you will find

information on the way that perhaps

you should start to train your athletes.

We now understand how papers are

written and what each of the sections

should contain but how do we read

them and understand them: A good

paper shouldn’t be hard to understand

once you have got past all of the

scientific stilted writing. If the paper you

follow the following steps and the paper

is still incomprehensible it might be that

the paper has not been written very well

or that they have not understood the

results themselves.

Step one: skim read the paper, this

should take no more than 10min, you

are skimming for a general

understanding of the paper, what is it

researching, what are the results? What

does the author state as the findings?

Step two: before reading for

understanding, skim again this time

underlining words or phrases that you

don’t understand, don’t be upset if there

are lots of words you don’t know the

meaning of underline them, note them

down and look them up. You need to

understand the words otherwise you

wont understand the paper: An example

would be myocardium essentially it

means heart.

Step three: Read the introduction; first

summarise the background write down

five short sentences. It might seem like a

pointless exercise but writing them

down helps you to summarise the

paper’s background and solidify it in




24

your mind. Identify the BIG QUESTION

‘What are they contributing to furthering

our knowledge’. I.e. what are they trying

to find out? Then when you know the

big questions, what are the specific

questions the tests are going to test?

Big question in the previous mentioned

paper: ‘the effect of training on this time-

to-exhaustion has not been examined to

date and the time limit for work at this

intensity remains unclear.’

Specific Questions:

1) It is also not clear whether MLSSv

corresponds to the speed at which the

respiratory exchange ratio (RER) is about

1

2) Which energy output comes only from

carbohydrates(CHO).

3) Blood lactate concentration or change

in blood lactate concentration with

training correlates with any modification

of the crossover point.

Step four: Identify their approach; write

down in your own words how they

conducted their experiment. Note down

what they did, how they controlled

variables. Remember you should be able

to replicate this experiment, so if you

write it down with that in mind, how will

I do this with my riders (You don’t

actually have to do the research, just

plan it as if you would). You might want

to draw a diagram of the experiments. A

strong methods section should explain

the procedure of each experiment, the

question it sort to answer, the result,

the conclusion, and any weaknesses of

the method.

Step five: Summarise results; make

sure when you do stage two, make sure

you understand what is meant by the

term, significant, not significant, strong

and weak. These are words you might

think you know, but in statistics they

have a very strict statistical meaning.

When you look at the results, you might

need to read it a few times, note down

what they say, for example, at point A

the scored X and at point B they scored

Y. Perhaps it might say that two athletes

achieved a large change but if the study

was of 100 people and the rest had no

notable change you need to make a note

of this. The author might try and make

more of these two athletes than can be

drawn from the whole study. Do the

results fit the hypothesis that was

sought in the introduction? Do the

results answer the specific questions we

isolated earlier in step three? Write

down five sentences about the results.

Step six: Read the discussion section;

you are reading this section critically,




25

the discussion is where the author will

interpret the results. They will seek to

show how the results answer the

specific questions and how the specific

questions answer the big question. You

need to be critical here of the author,

make sure they don’t put too much

weight on fragile data, placing too much

interpretation on small data sets or they

interpret the data to fit their objective.

You should be able to see how the

author logically interprets the data you

looked at previously. Separate fact from

opinion.

Step seven: Now read the abstract, does

it fit with what you read? Has the

author twisted the abstract to sound

more important than the results and

discussion actually were able to?

Step eight: Research the dates and

journal name of the references used by

the author. Remember earlier when we

discussed the significance of the date of

publication? Well this is important too

for the references that the paper used. If

they are all old, then what does this

suggest about the paper? Does it call

into question the research the paper has

done? Does it show that there is a large

hole in the knowledge and so this

research is very necessary?

Step nine: What papers has this paper

been cited in? The paper we’ve been

looking at throughout this has been

used 55 times have a look at some of

these what do the other authors state

about this paper? Do they use it to hold

up their paper or do they criticise it?

What do they say about it. If the paper

is very new within six months, they

might not have been cited much. In this

case have a Google search and see if any

academics have said anything about

this paper?

Step ten: SWOT the paper. Write down

six sentences.

1) What was the paper about

2) What was the strength of the

paper

3) What was a weakness of the

paper

4) What opportunity is there in

the paper

5) What threats to the paper are

there?

6) How does it relate to what you

do?

These are short sentences; pick one

thing that stands out for you. The SWOT

is useful to help solidify what you have

read. You might find it hard to think

about weaknesses, opportunities or

threats but you will start to pick up

what these can be. For example, a




26

threat might be the age of the research?

Or the way the test was carried out? A

weakness could be the sample size the

significance of the data? The strength of

the data, for example if only two in 100

people showed significant improvements

and the author drew on those two and

not the 98. An opportunity could be for

further research or a significant change

in our understanding. By noting down

these six sentences you can build up a

catalogue of research that will inform

your coaching, improving you as a

coach and also marking you out from

other coaches.

Have a look at Research Gate search for

something that is interesting you, find a

paper that has an interesting title, and

have a go at these ten steps to see how

it goes. It wont be easy the first few

papers that you read but it will start to

become easier and faster, just like

training as a cyclists, when you start it

is harder than when you are

experienced.

Alex Wise

Reference:

List of Journals: http://bit.ly/2kfQfQx

PubMed: http://bit.ly/2fofFKg

Research Gate: http://bit.ly/2jJVqob

Google Scholar: http://bit.ly/2kfg96m

How to read a research paper:

http://bit.ly/1VjufAr

http://bit.ly/1iqIliX

http://bit.ly/1tUQeAx

Billat, V., Sirvent, P., Lepretre, P. and

Koralsztein, J. (2004). Training effect on

performance, substrate balance and

blood lactate concentration at maximal

lactate steady state in master

endurance-runners. Pflðgers ArchivEuropean Journal of Physiology, [online]

447(6), pp.875-883. Available at:

https://www.researchgate.net/

publication/8906006_Training_effect_on

_performance_substrate_balance_and_bl

ood_lactate_concentration_at_maximal_l

actate_steady_state_in_master_enduran

ce-runners [Accessed 29 Jan. 2017].

(http://bit.ly/2kGOWur)

Rijken, N., Soer, R., de Maar, E., Prins,

H., Teeuw, W., Peuscher, J. and

Oosterveld, F. (2016). Increasing




27

Performance of Professional Soccer

Players and Elite Track and Field

Athletes with Peak Performance Training

and Biofeedback: A Pilot Study. Applied

Psychophysiology and Biofeedback,

[online] 41(4), pp.421-430. Available at:

http://europepmc.org/articles/

PMC5122600;jsessionid=95F2C3FEC16

46FA4A8BA25BC4938C0FA [Accessed

29 Jan. 2017]. (http://bit.ly/2kgcGVK)




28

Summary ofTraining PlansWorkshopPedal Power 2016Why have a training plan?

It is possible for all riders to make

improvements in their performance

purely by riding their bikes. However,

the gains made will be negligible

compared to those who have some

consideration for what they are doing

and when they do it.

In essence any training plan is designed

to help a rider achieve their goals,

whatever they may be. A correctly

structured plan will be specific only for

its intended recipient and the event in

question. It will provide the necessary

training to achieve optimum

performance in the target event. It will

also provide sufficient recovery, in order

to prevent over training.

The rider

This is where all plans should begin.

You need to get to know your rider, not

just in terms of their riding but also

their lifestyles.

Therefore, what do you need from them.

The answer is information, as much of it

as they are willing to provide. The

simplest way to begin is to construct a

questionnaire. What should you ask

them? This can be broken down into a

number of sections. I would suggest the

following as a starting point:

Physiology

Equipment

Training

Racing/Events

Goals

Lifestyle

To break these down to the sorts of

information you will be looking for.

Physiology: Would include height,

weight, resting heart rate, maximum

heart rate, 10m time trial HR if known,

FTP, maximal power etc. Realistically,

you are looking for as much technical

information as possible. Be aware that

any figures should be treated with

caution unless you have tested them

yourself. If the FTP and max HR were

achieved during testing, ask when and

using what protocol and equipment.

These will be the basis of your training

zones, so you have to be certain of their

validity both to avoid over training and

to target training at the optimum level.

Does the rider have any on going

medical conditions or injuries, do these

impact on training or racing. Similarly,

if regular medication is taken, what

effect does this have?




29

Equipment: what does the rider have?

How many bikes, what types? Do they

have racing wheels, do they own a turbo

trainer or rollers etc. Are they using a

power meter or HRM, what methods do

they have to feedback information to

you? All of these will matter when you

are looking at the plan. If a rider is

targeting an ultra fast time trial but is

riding a bike designed for sportive, it is

going to impact on the ability to achieve.

Training: What training has the rider

doing up to now? Have they been away

from cycling since childhood and

recently returned? Have they been

racing and training regularly for years?

If so, what type of training and how

much of it have they been doing? Are

they new to the sport entirely? This is a

more regular occurrence recently with

the growth in sportive riding.

Probably most importantly, how much

time does the rider have available to

them? If time is limited, then targeting

ultra endurance events is not going to

be easy. You need to look at fitting in

the time they have around their lifestyle,

not the other way round.

Do they keep a training diary? If so,

what has been recorded? Do they review

the information the put down?

Racing and Events: What type of events

have they been doing? This may be

totally different to the events they are

intending to do in the future. However,

it will give you an idea of the level of

rider you are dealing with.

Goals: This is where it gets interesting.

You need to know from them, what they

want to achieve. These goals should be

both long and short term. Much of this

will depend where in their cycling career

the rider is. A younger rider will have a

different view of long term goals to

someone later in life. Irrespective of

what type of goals you are looking at,

you need to compare these to the rider

profile you are building up and the

equipment they have. Do they seem

achievable?

Make sure that the goals are very

specific. Having very focused goals

means the rider has something to aim

at. One way of achieving this is to have

the rider map out a series of events and

allocate priorities to them. The main

event being priority 1, three or four

events as priority 2 and the remainder

of less significant events being priority

3. The main event should be allocated a

specific date and the best possible

result, if everything goes well. For

example,

1st District road race championships 30th




30

August. The priority 2 events will still

have dates but the results will be

stepping stones e.g. top 10 Local road

race 21st June, top 3 local road race 12th

July etc.

Lifestyle: In addition to knowing about

the rider’s cycling, you need to know

what else they have going on in their

lives. What type of job do they do? Are

they sitting down all day, on their feet or

carrying heavy loads? All of these will

impact on the sort of training you set.

Similarly, stress of whatever type affects

athletic performance, so try to find out if

there is anything which would fit this

aspect.

Do they sleep and recover well, do they

work odd hours, do they follow a specific

diet?

All of the above lists are not definitive,

there are plenty of other things to

consider but you should have an idea of

the sort of things to look for.

What do you do with the

information?

Firstly, take time to read it carefully. It

is well worth spending time talking to

the rider. You may well pick up on

things which they haven’t written down.

The next thing to do is to consider where

the rider is now and where they want to

get to. Is the move from one to the other

achievable, either in the short or long

term? If it is over optimistic, talk to the

rider and come up with a compromise.

Some riders are pessimistic about their

chances so, don’t be afraid to nudge

them in the direction of a more

optimistic goal.

If the HR and/or power figures are out

of date or doubtful, arrange for some

testing. Then calculate some training

zones for them and explain what they

are for.

The plan

Where do you start? The best advice is

to break down the creation of the plan

into a series of small processes. My

suggestion may seem to be counter

intuitive but I would recommend

starting with the main target event. It is

the main fixed point of reference. To this

end map out the events on the plan. You

may find that in doing this you identify

issues, such as a large number of events

in a short space of time. Talk this over

with the rider and adjust as necessary.

The number and spacing of these events

is going to depend on the rider and type

of event they are doing.

With the events in place you will have a

place in the plan for your taper (just

before the main event). It isn’t possible

to do a full taper for all events as the




31

dips in training would result in too

significant reduction in overall fitness. A

full taper for the main event and a

shorter (few days for the priority 2

events). Priority 3 events can be

accounted for in the normal training

week.

When you have these points mapped out

you will have a good idea of when the

phases of training are going to occur to

correctly time the training. With these in

place, add in a recovery/adaptation

week at the end of each cycle (every 4-6

weeks). In conjunction with these you

can look at dates when you want to test

the rider’s progress.

As you can see, you are now filling in

the plan but not in a day 1 to day 365

fashion.

Detail

Now for the nitty gritty. These are the

bits that the rider is going to be

interested in. The what am I going to do

today bits. Therefore, they need to be

very clear and concise. Don’t leave scope

for ambiguity or choice. You are setting

the schedule so best to avoid giving a

choice of sessions as the rider will

invariably pick the most appealing.

Make sure that what training you set is

appropriate to the rider and achievable

by them. Also, make sure that it is

relevant to the target event. Although 6

x 1 minute reps at 280 watts, with 2

minutes recovery at 120watts may be

achievable by the rider, it isn’t going to

be appropriate for a 24 hour time trial.

Every session you set should have

sufficient detail for the rider to follow it

without recourse to you. This should

include the warm up, intensity and

duration of any repetitions, the recovery

between reps and the warm down.

For example:

Road reps

Warm up, 20 minutes, zone 2,

5 x 5 minutes zone 4 with 5 minutes

recovery down to zone 2

Warm down 10 minutes zone 2

If you want the rider to use a standard

warm up, perhaps including a few short

efforts then set it out. You can always

specify this on a separate sheet. The

same goes for intervals. If you give your

sessions names, then there is no need to

write out the whole thing every time you

want it done, just specify the session

title.

It doesn’t matter if you set the sessions

with power, heart rate, gearing, speed,

cadence etc. Just consider that every

part of the session needs to be specified.

I’d recommend keeping road/off road




32

sessions simple to follow. You don’t

want your riders reading whilst they are

going along. Keep more complex

sessions for indoors.

Make sure the training is balanced. By

this, I mean how much of each type of

training there is and when it is timed. In

season you may have a rider doing a

couple of interval sessions a week an a

fast tempo ride. However, you wouldn’t

want it to look like this:

Monday, Intervals

Tuesday, high tempo session 60

minutes

Wednesday, intervals

Thursday, zone 2 steady ride 60

minutes

Friday, Rest

Saturday, zone 2 steady ride 60

minutes

Sunday, 3 hour endurance ride zone 1-2

As you can see, it has all of the required

elements but all of the intense sessions

are blocked together. Far better to

separate them out, something similar to:

Monday, Intervals

Tuesday, zone 2 steady ride 60 minutes

Wednesday, intervals

Thursday, zone 2 steady ride 60

minutes

Friday, Rest

Saturday, high tempo session 60

minutes

Sunday, 3 hour endurance ride zone 1-2

Review

This is an on going process and relates

to you and the programme as well as

you and the rider. Without doubt you

will make changes to plans, shuffle

dates, change sessions as you go along.

You should constantly review your work,

to make sure that what you have

changed it to is still consistent with the

rider and the event.

Similarly, you should also constantly

review the rider’s progress or otherwise.

Do this by testing and reviewing event

results and outcomes. If they achieve a

goal early, then move things on and set

new goals. If things go awry, as they are

prone to, don’t be afraid to rein things

back.

Don’t be afraid to experiment. Until you

get to know your rider thoroughly, you

have no idea what is going to work for

them. Even when you do, there are

benefits to changing things around and

trying new things. You may be surprised

by the results.

Additional note – Profiling

This was something which was touched

on in the second workshop and

something which is regularly

misunderstood or misinterpreted. This




33

can be a difficult concept to master.

This should relate to the main target

event. It should be an in depth

breakdown of that event. By that I mean

the type of event, rather than one

specific race on one course on one day.

Therefore a profile for a long distance

sportive, short distance time trial, road

race etc can be used for any such event

on any course on any day.

All aspects of the event need to be

broken down into their smallest parts

and the rider marked on their ability/

knowledge of each.

Just to take one element will give some

idea of the amount of detail you can go

into. As an example this would be just

one element for a road race. Given that

there could be more than 20 event

demands, it will give some idea of the

level of detail. Some demands will have

more detail than others. This is by no

means exhaustive, I’m sure you can find

more items to add.

Again by no means an exhaustive list

and in no particular order, but possible

demands could be, time management,

bike maintenance/repair skills,

organisational ability, nutrition and

hydration, relaxation, nutrition and

hydration, mental focus, pace

judgement, pedalling technique,

warming up, course knowledge, bike

handling skills, warming down, reading

race tactics, aerodynamics, the list is

almost endless.




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Chairman: Bob Hayward

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Phone: 01379 898726

Address: Red House, Redgrave, Diss,Norfolk, IP22 1RY

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Phone: 0114 438 8479

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