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PHASE 1 FAMILIARISATION

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Page 1: PHASE 1 FAMILIARISATION
Page 2: PHASE 1 FAMILIARISATION

PHASE 1 FAMILIARISATION

Welcome to the Level 4 Strength and Conditioning Award. In these two documents, you have

an opportunity to start learning straight away and help you get familiar with the learning

materials from Strength and Conditioning Education.

Below you will find two great articles from one of our elite strength and conditioning coaches.

One discusses what it takes to become a brilliant coach, understand the roles of others within

a performance environment and what types of communication suit each individual athlete.

This is an important subject as in the world of coaching, if you struggle to communicate your

thoughts and instructions to your clients you will be constantly fighting an uphill battle. This

article will help you understand the overall role of a strength and conditioning coach and

provide tools on how to become the most effective coach you can be.

In article number two, the coach dives into the effects of performance enhancing drugs and

what these drugs do to the body. As a coach, you may come across and athlete who takes

p.e.ds or is being tempted by them. The coach must understand what effects these can have

on the body so they can advise and educate the athlete on why they should avoid them. By

being informed, it can also help you recognise if an athlete is using them or there are signs

you should be looking out for.

We are excited to see you start your journey with Strength and Conditioning Education and

look forward to working with you in your development to becoming a brilliant coach!

Kind Regards

The Strength and Conditioning Education Team

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Becoming a Brilliant Coach

The aim of this module is to learn about the roles and responsibilities of the strength & conditioning

(S&C) coach, including; knowledge of codes of practice, health & safety and Legal policies. The S&C

coach also needs to understand the different learning and coaching styles and how these can be

applied in order to maximise the coaching environment.

The role of the S&C Coach

The role of the S&C coach is to bridge the gap between the theory and application of training, helping

athletes to perform better and cope better with the stresses of their sport as well as also minimising

the risk of injury. The overall aim is to improve the athlete(s) both mentally and physically through the

integration of a well-planned multidisciplinary training programme.

Prior to the delivery of any coaching or training sessions with an athlete the coach must make sure

the necessary screening and medical assessments are carried out to ensure the athlete is medically

safe to participate in the programme. Upon successful completion of the screening process a needs

analysis should be carried out and the training programme should be designed focusing upon the

individual needs of the athlete.

When delivering a training session, the S&C coach must ensure that the training environment is safe

and suitable for the type of session that is being administered, minimising potential hazards and

therefore, risk of injury to either the coach or the athlete(s). It is also important for the coach to create

a positive training environment which motivates and focuses the athlete(s) to maximise their effort

level. Being a good coach is about more than just delivering training sessions, it is about building a

deeper relationship with the athlete(s) that is built on understanding and trust. In order to effectively

build these relationships, the S&C coach must possess the following skill set;

• Communication – The S&C coach must be able to effectively listen, process and interpret

information that is given by the athlete(s). They need to also need to be able to effectively

explain and demonstrate through clear and precise instruction, in order that the athlete(s)

clearly understands what is expected and required of them within either a session or task.

• Empathetic – A good coach is able to show understanding of an athlete’s condition from their

perspective. Being able to place yourself in your athlete’s shoes and feel what they are

feeling. Empathy has been shown to increase prosocial (helping) behaviours, therefore in turn

increasing an athlete’s level of compliance and adherence to both the coach and the

programme.

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• Honest & Transparent - To gain the trust of the athlete(s) the coach must possess integrity

and be seen to be trustworthy and loyal. Often an athlete may have issues or want to share

sensitive information with the coach and without these values this level of relationship may

be inhibited.

• Positive – The S&C must be positive and enthusiastic at all times when working with athletes.

It is well established that “positivity breads positivity” and by creating a positive and enjoyable

working environment will optimise the athlete’s training experience and therefore enhance

the overall training effect.

Fig 1. Good Coach Model

Supporting Personnel

As a S&C coach it is important to effectively be able to work as part of a multidisciplinary team to

provide a full support network to the athlete(s). It is important to know your remit within this team

and therefore; you need to have a good understanding of the roles of the other personnel involved. It

is also key to develop a good relationship and understanding with the other professionals within the

team, to work effectively and provide the best possible service to the athlete(s). As a S&C coach you

will often be required to bridge the gap between the technical coaches and the medical department,

therefore good relationships and communication between these personnel is necessary for the

programme to be successful.

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• Head Coach (Technical) – The head coach has the responsibility of implementing the overall

training programme for the athlete(s), although this can be dependent upon the sport. The

head coach also has the responsibility of managing all the staff and athletes as well as having

to work effectively with the senior management and directors. It is essential that the S&C

coach has a good working relationship with the head coach to be able to influence the physical

conditioning element of the overall training programme. The S&C coach should be able to

align and incorporate the physical conditioning programme into the technical and tactical

programme to optimise training time and efficiency. The S&C coach should also be able to

effectively feed important objective information back to the coach post training, using specific

monitoring tools such as RPE’s, GPS and HR data, in order to be able to make

recommendations on future training sessions based upon these findings.

• Physiotherapist – The role of the physiotherapist is primarily to manage an athlete whilst they

are injured. Although the physio and S&C coach should be able to work closely together in

designing individualised injury reductions programmes for the athlete(s). This relationship is

equally important during the rehabilitation programme as often the athlete will require a

supplementary conditioning programme which runs alongside the injury specific

rehabilitation programme that has been prescribed by the physiotherapist. There will also be

a transition period for the injured athlete between working with the physio and returning to

training. This phase is often led by the S&C coach although the physio should still be involved

within the decision making and exercise prescription throughout this phase.

• Nutritionist / Chef – The role of nutritionist is to provide specific nutritional support to the

athlete(s) to enhance their health & wellbeing, as well as to enhance performance and

promote recovery through food and / or dietary supplementation. A nutritionist is still

generally a commodity within the multidisciplinary team, therefore it often becomes the role

of the S&C coach to educate the athlete(s) about nutrition and to implement nutritional and

supplementary strategies that aid to support both training and performance. It is often

common for the S&C coach to work closely with the teams or athlete’s chef / catering staff to

optimise the nutrition values of the food being provided to the athlete(s).

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• Psychologist – The role of the psychologist is to improve the mental health of an athlete

through the implementation of psychological strategies such as goal setting, coping strategies,

and imagery and relaxation techniques. It is important that the S&C coach possesses a good

understanding of these techniques as many can be used within the coaching process to

enhance the athlete(s) participation within a session or training programme.

• Physiologist – Exercise physiologists are scientists who investigate the responses and

adaptations to exercise in athletes to improve physiological performance. Physiologists are

generally laboratory based and are often involved in the fitness testing and assessment

process which normally involves more invasive measures such as V02 max testing and

biochemical analysis through blood sampling.

• Physician –The role of the physician is to provide medical support to the athlete from both a

general and sports perspective. Often the physician will oversee the medical department and

is responsible for diagnosing injuries, referring athletes to other medical professionals;

including specialists and prescribing medicines.

Health and Safety

It is important that the S&C coach possesses a good understanding of the relevant health and safety

procedures regarding working with athletes to minimise any potential hazards and therefore risk of

injury. Coaches are responsible for the health and safety of the athletes in their charge. Coaches

should have access to first aid facilities and have the means by which to contact emergency services.

The coach could be liable if evidence can show that normal standards and practices have not been

followed. Coaches need to be aware of their legal responsibilities, especially with respect to the advice

they give their athletes and the way they manage and supervise participation in sport. Coaches have

a legal responsibility to their athletes and should give appropriate advice and guidance and not offer

advice beyond their level of qualification. It is also important that a risk assessment form is completed

when training an athlete in a new facility or venue. All coaches should have appropriate insurance that

covers both public liability and personal accidents. Many governing bodies include insurance as part

of their affiliation fee.

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Coaches Codes of Practice

The Code of Ethics and Conduct for Sports Coaches has been developed by the National Foundation

for the Code of Ethics which was published by the British Institute of Sports Coaches (BISC). The code

is simply a framework within with to work and is to be used as a series of guidelines rather than as a

set of instructions. Therefore, it is not part of any existing legislation. All coaches in the UK should be

aware of it as a course of good practice. The code details various areas and issues with which all sports

coaches are expected to conform to. These ethical standards cover many areas including the following:

Humanity- Coaches must respect the rights, dignity and worth of every human and their ultimate right

to self-determination. Coaches must treat everyone equally and with sensitivity within the context of

their ability and the activity which they undertake.

Relationships - Coaches must be concerned primarily with the well-being safety, protection and future

of the individual. One of the key elements in a relationship between coach and individual is for the

coach to develop the notion of independence with the individual athlete or performer. The athlete

should be encouraged to accept responsibility for their own behavior and performance in both training

and competition. As the relationship between coach and individual is a working relationship, the

boundaries of this must be monitored by the coach especially when the individual is a young person.

Commitment - Coaches should clarify in advance with individuals the number of sessions, fees and

method of payments. They should also explore with individuals their expectations from the coaching

sessions. If the coach has any other coaching commitments these should be disclosed to the individual

and vice versa. If at any stage there becomes a conflict between the coach’s obligations to an

individual and to the National Governing Body which they adhere to they should immediately make

clear this conflict to all parties involved.

Cooperation - Coaches must communicate and cooperate with other sports and allied professions in

the best interests of the individual under their coaching. For example, they should communicate with

the education authorities and career counselors in relation to young performers whose involvement

in sport may affect their studies.

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Integrity - Coaches must not encourage individuals to violate the rules of their sport. Similarly, coaches

must not compromise their athlete’s by advocating measures that could constitute unfair advantage.

Coaches must ensure that the activities, training and completion program’s they put in place are direct

or appropriate for the age, maturity, experience and ability of the individual performer or athlete. At

no point should a coach advocate or encourage the use of prohibited drugs or any other performance

enhancing substance.

Advertising - Advertising by sports coaches specifically means that they must accurately represent

their qualifications, training and services when advertising for new clients. Evidence must be able to

be presented in relation to their current qualifications and to support any claim associated with the

promotion of their services.

Confidentiality- It is an inevitable factor due to the relationship between coach and individual

performer or athlete that the coach must gather a large amount of personal information about them.

Consequently, it us up to the coach and the individual to decide on what information is to be regarded

as confidential and therefore unable to be transferred to a third party without their consent.

Abuse of Privilege - A sports coach is seen to be privileged to be in regular contact with performers

and occasionally to travel and reside together during their coaching or competitive practice a coach

must not attempt to exert undue influence to obtain personal benefit or reward. Coaches must not

smoke or drink while coaching. They must not do anything which may affect their competence to

coach and which would compromise the safety of the individual performer or athlete.

Safety - Coaches must ensure that all reasonable steps have been taken to ensure a safe working

environment. This means that the work done should be kept in practice with the standards required

by the National Governing Body. Coaches also have a duty to protect children from harm and abuse.

Competence - Coaches shall only practice in those elements of sport for which their training and

competence is recognized by the appropriate National Governing Body. The National Occupational

Standards for Coaching, Teaching and Instructing along with the approved National Governing Body

coaching awards provide the framework for establishing competence at the different levels of

coaching practice.

Further information on the coach’s code of practice can be found at http://www.inbrief.co.uk/sports-

law/requirements-for-sports-coaches.htm

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Learning Styles

There is no one right or wrong way when it comes to learning. Some athletes may find that they learn

best when taught in a specific manner, while others may find that that manner is confusing and

difficult to understand. The different ways or approaches to learning are known as learning styles.

There are several different styles that athlete’s may gravitate toward, and some may even combine

various aspects of several styles. Often, individuals start to develop their personal learning styles at

an early age therefore, it is equally important that coaches take the various learning styles into

consideration when developing programmes and when instructing their athletes. It is important for

individuals to discover what their personal preferences are when it comes to learning, as it will help

them in their development. There are various learning styles, some of the most common are visual,

auditory, and tactile.

Visual learners are individuals who learn best by using their sense of sight. They learn best with

presentations such as slide shows, videos, charts, graphs, and pictures. When attempting to study or

otherwise remember things, it is helpful for visual learners to visualize the materials. Visualization is

also helpful when it comes to performing a specific task either during training or competition. This

type of learner will benefit from using video footage that they used while preparing for competition

looking at both their own performances as well as looking at footage of their opposition. A good

example of this would be to video an athlete performing a skill or exercise such as a squat, then

showing them the video back in slow motion so that they can visually see how well they performed

the movement and what they need to improve on when performing the movement again. Most

coaches will now have a video camera on their phone or tablet which makes video analysis much more

convenient for coaches.

For the auditory learner, hearing is their greatest asset when it comes to learning. Hearing things

repeated is helpful for this type of learner. These types of athletes respond best to clear and concise

verbal instructions either before, during or after performing a particular task or activity. Again, using

the squat as an example, by giving the athlete specific instructions prior to performing the exercise

i.e. feet shoulder width apart, maintain your weight through your heels, keep your back straight and

chest up should enable them to grasp an understanding of what is required of them. This may need

to be followed up by more verbal instruction either during or after the exercise either to re enforce

positive actions or to correct any mistakes being made.

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For some individuals, learning is easiest when they can physically move or touch the material that is

being learned. This type of learning is called tactile / kinaesthetic learning. Individuals who are tactile

learners do best when they are being taught with a more hands-on method that allows them to touch

and physically interact with what is being taught. These types of athletes do well when working in a

practical environment and by physically practicing a skill or task. A good strategy for this type of

learning style with athletes is to get them working in pairs or small groups and get them to help coach

one another. This method will help to reinforce positive learning through instructing or coaching

another athlete as well as by the athlete performing and practicing the skill themselves.

Fig 2. Different Learning Styles

Coaching Styles

Coaching styles can vary. Coaches may have a preferred style of coaching, which is normally based on

their personality. A good coach needs to be adaptable and to be able to use different styles according

to the situation and the needs of the performers. Three main coaching styles have been identified:

Autocratic (Authoritarian), Democratic (Personable), Laissez-Faire (Casual).

Autocratic- Whereby the coach makes all the decisions and the athlete(s) merely does what they are

told. This coach will be a strong disciplinarian and likes to be in control. Implicit in this style is that the

coach has all the information and the knowledge.

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Democratic - Involves shared decision- making. This coach will guide performers towards selecting

and achieving their goals. Implicit in this style is that the coach provides leadership in the form of

positive guidance.

Laissez-Faire – Whereby the coach makes few decisions. There are little organised attempts to

influence or teach. Implicit in this style is that the players take ownership and make the decisions.

All three styles have advantages and disadvantages. Coaches should be able to change styles and know

they are doing so for a reason. For example - when there is a safety issue, the style must be autocratic.

Many coaches use an 'autocratic style' for all the session, telling the athlete(s) what to do. This is

because they like to have control. Coaches need to delegate some of the control, empowering athletes

to think, to input ideas and to make decisions. It is also important for coaches to use different styles

because individuals respond in different ways. Some athletes are motivated by one approach more

than another. It is important to try to work with athletes and to keep their enthusiasm and motivation.

There is a greater chance of this happening if the coach is flexible in their approach and can change

styles within a session, appropriate to the situation and the needs of the athlete(s).

The Coaching Process

Now that you are familiar with the different learning and coaching styles, it is important to understand

how as a coach you can manipulate your coaching style to best suit the needs of the athlete(s) and

therefore maximise your session time with the athlete(s). It is important to use a combination of all

three coaching and learning styles, although as shown in fig 2. Most athletes will be visual learners,

which mean that they will learn best through seeing, therefore a visual demonstration followed by

visual feedback will best suit most athletes. Although there are some specific tests/questionnaire’s

that can be used on your athlete(s) to determine what type of learner they are and what type of

coaching style they will best respond to. There are specific processes that can be followed when

coaching exercises such as the NAMSET acronym which represents the following;

N= Name of the Exercise

A= Area of the body worked

M= Muscles used

S= Silent demonstration

E= Explanation of the exercise

T= Teach the exercise

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This method is basic but includes verbal, visual and kinaesthetic learning styles to suit all learning

styles. It is also important to remember that a coaching session is not something that is done ‘to’ the

athlete(s) but something that is done ‘with’ the athlete(s). Coaching is not just a process but a journey

that involves the athlete(s) thoughts, feelings and decisions. When it comes to the delivery of a

coaching session the 3M + 3P should be applied.

• Manageable – Can you do it in context of the time, facilities and personnel available?

• Measurable – Can you measure in terms of progress?

• Motivational – Do you and the athlete look forward to doing it?

• Practical – Can you do it with what you have?

• Personal – Can I make it fit the individual?

• Proactive – Do I have a plan in place?

It is also important as coaches to be familiar with the GROWL model, The GROWL Model is an acronym

standing for Goals, Reality, Options, Will & Learning highlighting the five key steps in the

implementation of the GROWL Model. By working through these five stages, the GROWL Model raises

an athlete’s awareness and understanding of; their own aspirations, their current situation and beliefs,

the possibilities and resources open to them; and the actions they want to take to achieve their

personal and professional goals. By setting goals which are inspiring and challenging as well as

specific, measurable and achievable in a realistic time frame, the GROWL Model successfully promotes

confidence and self-motivation, leading to increased productivity and personal satisfaction.

Goals – Goal setting is an essential part of the coaching process to give the athlete(s) focus and

direction. These goals should be SMART; specific, measurable achievable, realistic and tangible in

order to be effective and should be broken up into short, medium and long-term goals.

Reality–What is happening? What has the athlete(s) tried so far? What is conflicting with their goals

and what is derailing their progress towards achieving their goals.

Options – Explore the possible options the athlete(s) has towards helping them achieve their goals.

What do these options involve and are they realistic? What are the benefits and potential pitfalls of

these options?

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Will / Way Forward – This is about the athlete converting their options into actions, by doing. Which

action steps will they take and when? And, what measurable feedback will be used to monitor their

progress?

Learning – This is the most crucial stage of the process. Has learning and development taken place? If

so how much and how was this achieved? By no means is this a one-off task, it should be a constant

process that occurs throughout the coaching process.

Further Reading

The Art of Coaching, Bird J and Gornall S. 2015.

Coaching for Performance: Growing Human Potential and Purpose - the Principles and Practice of

Coaching and Leadership, Witmore J, 2009.

The Coaching Manual: The Definitive Guide to The Process, Principles and Skills of Personal Coaching: The Definitive Guide to The Process, Principles and Skills of Personal Coaching (3rd Edition), Starr J,

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Informed Coach: Drugs in Sport

With the increasing financial and personal rewards of being successful within sport athletes are

continuously pushing the boundaries to increase their physical capabilities and therefore their chances

of winning and being successful. Some athletes will go as far as taking performance enhancing drugs

to achieve this success. Recent examples of athletes who have been tested positive for banned

substances include; Maria Sharapova (Tennis), Dwayne Chambers (Athletics), Lance Armstrong

(Cycling) and Adrian Mutu (Football). Many of the athletes who test positive for taking banned

substances try to play innocent by claiming that “the substance was present in a medication they were

taking”. It is therefore the role of both the athlete and the support team to be aware of the banned

substance list and to ensure that any banned substances are not included in any medication or

supplements that the athlete may take.

Some substances are banned only during competition, while others depend on the method of

administration (for example inhalation versus tablet or injection form). The list of prohibited

substances is updated annually to keep up with advances in science and technology, with a new list

recently being issued on the 1st of January 2016. A substance is added to the list if it meets two of the

three criteria listed below:

• The potential for enhanced performance

• The potential for being detrimental to health

• Violation of the spirit of sport

In some cases, an athlete may have a pre-existing medical condition which requires them to take

medication which is listed. In this case the athlete can apply to their International Federation for a

Therapeutic Use Exemption which must be verified by their physician. To be accepted the following

must be true:

• The athlete would suffer significant health problems if they do not take the medication

• There is no suitable alternative which is not listed

• There are no considerable performance enhancing benefits

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The Code

The World Anti-Doping Code is the core document that brings together anti-doping policies, rules and

regulations within sport organizations and among public authorities around the world. It works in

conjunction with five including: testing; laboratories; therapeutic use exemptions (TUEs); the list of

prohibited substances and the protection of privacy and personal information. This unified approach

addresses problems that previously arose from disjointed and uncoordinated anti-doping efforts,

including, among others: a scarcity and splintering of resources required to conduct research and

testing; a lack of knowledge about specific substances and procedures being used and to what degree;

and an inconsistent approach to sanctions for those athletes found guilty of doping. The Code has

proven to be a powerful and effective tool in the harmonization of anti-doping efforts worldwide. This

has been demonstrated by the overwhelming support of governments and sports in accepting the

Code, in addition to the growing body of jurisprudence from the Court of Arbitration for Sport (CAS)

in supporting the principles of the Code. The adoption of the Code led to several significant advances

in the global fight against doping in sport, including the formalization of certain rules and the

clarification of stakeholder responsibilities. This new approach to anti-doping brought consistency to

a previously disjointed system. The Code has also been instrumental in introducing the concept of

“non-analytical” rule violations. Non-analytical rule violations have allowed anti-doping organizations

to apply sanctions in cases where there is no positive doping sample, but where there may still be

evidence that a doping violation has occurred (e.g. through a combination of three missed tests /

Whereabouts failures; longitudinal testing; evidence brought forward through an investigation).

http://list.wada-ama.org/

The List of Prohibited Substances

Currently the prohibited list contains 5 classes of substances and 3 methods of doping which are

banned always and a further 4 substances banned during competition. The 5 classes of banned

substances include; Anabolic agents, peptide hormones, Beta-2 agonists, hormone and metabolic

modulators, diuretics and masking agents.

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Anabolic Agents

Anabolic steroids are synthetic variations of the male sex hormone testosterone. The proper term for

these compounds is anabolic-androgenic steroids. "Anabolic" refers to muscle building, and

"androgenic" refers to increased male sex characteristics. Athletes and bodybuilders abuse these

drugs to boost performance or improve their physical appearance for competitions. Anabolic

steroids include all synthetic derivatives of testosterone, both oral and injectable. Examples of

anabolic steroids include testosterone, methyl testosterone, danazol, and oxandrolone. Anabolic

steroids are performance-enhancing agents and act by increasing lean muscle protein synthesis

and bodyweight, without increasing fat mass and would therefore be used predominantly by strength

or power athletes such as sprinters, whereby increased strength of the muscles can directly improve

performance.

Peptide Hormones

The category of peptide hormones, growth factors and related substances includes substances having

a variety of structures and effects. These proteins, produced by the body itself for the most part, act

as chemical messengers to stimulate the production of other substances. Some of these can be

produced artificially, to mimic what we produce naturally, and abused to enhance performance.

• Erythropoietin (EPO) - Is responsible for producing and maintaining levels of red blood cells

(erythrocytes). Once the body detects a decline in the supply of oxygen, EPO is synthesized in

the kidney. This then stimulates the production of red blood cells in bone marrow. EPO may

be used to perform better in endurance performances.

• Human Growth Hormone (HGH) - Has two main effects, acting directly as a chemical

messenger, but also indirectly to stimulate the production of other hormones. The hormone

regulates physical growth in adolescents and stimulates cell division. It also acts on the body

to reduce fat deposits, raise blood sugar levels and support the build-up of muscle tissue.

Athletes would use growth hormone to increase muscle size and strength.

• Insulin plays a fundamental role in the functioning of the human body by transporting glucose,

the body's main source of energy, from the blood to the muscles. A higher level of insulin is

released in response to the ingestion of food in order to assist in cell absorption of glucose

and amino acids. Insulin increases the synthesis of glycogen in the liver, stimulates the

production of fats from glucose and inhabits the conversion of proteins to glucose. Insulin

triggers many anabolic (building up) processes in metabolism, including synthesis of glycogen,

lipids and proteins. Originally used mainly in strength sports, insulin has in the meantime come

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to be used in endurance sports also. Insulin and carbohydrates are combined in specific

preparation for competition to store larger amounts of energy in muscle cells

• Human chorionic gonadotrophin (HCG) - Is a hormone which is produced in large amounts

during pregnancy and by certain types of tumour. Some male athletes use pharmaceutical

preparations of HCG to stimulate testosterone production before competition and/or to

prevent testicular shutdown and atrophy during and after prolonged courses of androgen

administration. This hormone increases production of endogenous steroids and may be used

by athletes as it increases muscle size and strength when the athlete is in strength training

while also acting as a masking agent. HCG use in females would have no beneficial effect at all

in sport.

Beta-2 Agonists

Beta-2-Agonists are dilators which cause dilation (widening) of certain vessels by relaxing the smooth

muscle surrounding them. Inhaled forms of Beta-2-agonists (including salmeterol, salbutamol,

formoterol and terbutaline) are used for the treatment of asthma and exercise-induced

bronchospasm (EIB). Injected forms are most commonly used in the prevention of premature labour,

as they act to relax the smooth muscle of the uterus and so inhibit contractions. Inhaled forms used

for the treatment of asthma and EIB have no performance-enhancing effect and so are permitted for

use by WADA. The athlete must however be in receipt of an abbreviated therapeutic use exemption

(TUE). When administered by injection or tablet form they are thought to have anabolic effects

(increased muscle mass, reduced body fat percentage and faster recovery rates) and so their use is

prohibited.

Hormone and Metabolic Modulators

Anti-oestrogens are normally used in the treatment of women with breast cancer and other hormone-

dependent tumours as well as osteoporosis, and to stimulate ovulation. No medical use exists for the

treatment of men. Hormone antagonists and modulators, sometimes known as anti-oestrogenic

substances act to either decrease the amount of oestrogen in the body or block the oestrogen

receptors. The anti-oestrogenic drugs Tamoxifen and Clomiphene are used by both male and female

athletes. Males use Tamoxifen in conjunction with anabolic steroids in an attempt to prevent

gynecomastia (the development of oversized mammary glands in males). It is also used to increase

testosterone levels. Female body-builders and weight lifters have been known to use Tamoxifen as

blocking the oestrogen receptors leave testosterone unopposed, leading to an increase in masculine

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features. These substances may be illegally used by athletes to counteract undesirable side effects

associated with anabolic steroid use such as gynecomastia.

Diuretics & Masking Agents

Diuretics and Masking Agents are products that dilute or mask a urine sample used in drug testing or

impair the excretion of a performance enhancing substance to conceal its presence in a urine sample.

Masking Agents eliminate fluid from the body to hide or “mask” a performance enhancing substance.

Diuretics reduce the concentration of a performance enhancing substance in the urine so the chance

of detecting the performance enhancing substance is decreased.

Examples of Masking Agents include; Alpha-Reductase Inhibitors, Probenecid and Plasma Expanders.

Examples of Diuretics include: Acetazolamide, Amiloride, Bumetanide, Canrenone, Chlorthalidone,

Ethacrynic Acid, Furosemide, Indapamide, Metolazone, Spironolactone, Thiazides and Triamterene.

Diuretics are more commonly used in weight sports where they athlete may need to lose body weight

to make the correct weight for competition.

Not only are all five of these categories of drugs on the prohibited or banned substance list they can

also possess significantly health risks. It is the responsibility of the support team to make an athlete

aware of these risks and strongly discourage the athlete from taking any prohibited substance. In

addition to these prohibited substances at all times there are a further four substances that are only

prohibited during competition, which includes; stimulants, narcotics, cannabinoids and

glucocorticoids.

Stimulants

Some athletes use stimulants to stimulate the central nervous system and increase heart rate and

blood pressure to improve endurance, reduce fatigue, suppress appetite, Increase alertness and

aggressiveness. Common stimulants include caffeine and amphetamines. Cold remedies often contain

the stimulants ephedrine or pseudoephedrine hydrochloride. Energy drinks, which are popular among

many athletes, often contain high doses of caffeine and other stimulants. The street drugs cocaine

and methamphetamine also are stimulants which are generally taken as recreational drugs. Certain

stimulants such as cocaine and amphetamines are prohibited totally whereas others such as pseudo-

ephedrine and caffeine are only allowed up to certain amounts (blood levels).

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Narcotics

Narcotics are generally used in medicine to reduce moderate to severe pain. Narcotics have no

ergogenic or performance enhancing qualities and athletes often use narcotics to mask pain caused

by musculoskeletal injury, allowing them to compete and it is for this reason that they are listed as

banned substances in competition but are permitted when out of competition. Common examples of

narcotics include; opium, morphine, codeine and heroin.

Cannabinoids

Cannabinoids are a compound contained in the Marijuana plant and its products. The cannabinoid

compound contains a substance called THC which has psychoactive properties. Due to the fast

absorption rate of THC by the lungs, cannabinoids have a rapid onset, with the effect on the central

nervous system being obvious within 20 minutes with duration lasting 4-6 hours. Cannabinoids can be

detected in the urine of an occasional user for up to a week following use, and much longer for regular

users. Cannabinoids have no positive effects on performance and in fact can be detrimental.

Prolonged use can cause 'a motivational' syndrome causing the user to lose focus and determination

to succeed. It is their analgesic (pain relief) properties which is why cannabinoids prohibited in

competition.

Glucocorticoids

Glucocorticoids are a group of steroid compounds that are both naturally occurring and synthetically

manufactured. They act as an anti-inflammatory and as agents that suppress the immune system. Also

known as corticosteroids, these agents generally act to suppress the body's ability to cause

inflammation both upon the surface of the skin as well as in that occurring in muscles and joints.

Glucocorticoids have been synthesized for use as anti-inflammatory medications for many years. The

best known of the synthetics are prednisone and cortisone.

Supplementation

Most supplements are safe for athletes although there are still many products available on the market

which either may contain or have been contaminated with a banned substance. To ensure a

supplement is safe to take athletes should only consume supplements that have gone through a

testing procedure to ensure that they are free from contamination. Informed-Sport is a certification

programme for sports supplements, raw materials, and manufacturing facilities, which assure athletes

that products carrying the Informed-Sport mark have been regularly tested for substances considered

prohibited in sport. The Informed-Sport certification programme was established by one of the world's

leading sports doping control laboratories, HFL Sport Science, which is now known as LGC. By ensuring

that an athlete only consumes supplements that have been LGC tested will minimise their risk of

accidently consuming a prohibited substance.


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