Sport Performance Structure targeting Paralympic Alpine Skiing

The performance structure must continue to be analysed and developed when considering an evaluation of the learning profile for movement aimed at Alpine Skiing for people with disability. This can help develop other applications that will benefit this sport, as well sport science as a whole. The performance structure of a sport is generally defined as "the internal structure of the sports performance of certain factors (elements) and their interaction" (Schnabel & Thieß, 1986). The

achievement of each sport depends on several conditions (factors). External factors include environmental conditions (or premises where the sport will be performed), altitude and climate, together with the equipment to be used. Personal factors include psychological performance and behavioural qualities, tactical ability, coordinative-technical skills, conditional capacities and constitutional qualities, on which this study was focused.

At an abstract level of evaluation, each of these factors of personal performance provides access to and the possibility of development of different human capabilities. The Table 1 (a-e) show details of these areas of development. However, in order to make a factual evaluation for each of these elements, it is first of all necessary to correctly fit the evaluative options to the 5 distinct factors. The elements found in Table 1 (a, b and c) are evaluated at the level of the sensory-nervous systems of reception, processing and storing of information (cognitive, motivational, emotional, volitional aspects). The coordinative-technical capacities and skills (Table 1c), as well as the conditional capacities (Table 1d) fall into the possibilities of evaluation of the sensory-motor system (neuromuscular system).

Table 1 (a-e): Personal Factors and their Respective Capabilities a. Psychic performance and behavioural qualities

The elements highlighted in bold in the 5 parts of the table are those elements that were addressed in this study.

The elements in Table 1d are those that have the most concrete evaluative possibilities. In this case, the evaluative possibilities of the cardiopulmonary system, energy metabolism, as well as the locomotor and the sensorimotor systems can be evaluated by these factors. The last aspect presented of constitutional qualities (Table 1e) can include evaluations from a morphological point of view.

Based on a specific sports performance structure, it is possible to develop a posteriori predictive instrument, consequent organisation and methodological project of training. In order to develop a model of the athlete performance structure for a sport, the internal factors must also be taken into account, as presented by Harre (1976). This model contains factors that are directly and indirectly related to the study in question, as shown in Figure 9. According to Schnabel and Thieß (1986), athletic performance is the unit that includes the execution and outcome of a sporting activity, measured and/or evaluated by socially determined norms that were previously discussed and agreed.

The factors from this diagram that relate to this study are highlighted in dark blue.

Figure 9: Internal factors presented by Harre (1976)

According to the general model of sport performance developed by Schnabel (1977) the maximum performance initially depends on multiple factors (technical, coordination, athletic conditioning, tactical, physical and ideological). The performance would also be dependent on external factors, such as environment, the training personnel, sports officials, federations and terms and conditions, among other factors both in the general performance model (Schnabel, 1977) and in the sports specific model for Alpine Skiing (Barth & Brühl, 2005).

Schnabel and Thieß (1986) define ability as being a prerequisite of individual performance for certain activities, characterised by the level and quality of psycho-physical processes. A brief definition of skill (automated component of human activity) and motor skill (automated component of a motor activity developed during the processes of learning and practice based on motor abilities) are also presented by the same authors so the structure of physical abilities in relation to the phases of development can be understood. For example, coordinative abilities are developed in early-age abilities at an age range of between 4-5 years, whilst in late-age abilities the aim shifts to starting work focused on anaerobic endurance and maximum strength capacities from 11-12 years of age. However, the aerobic endurance (basic endurance) and strength endurance abilities, that are considered neutral capabilities, can and should be worked on from the age group of 4-5 years.

The coordinative abilities can even be presented as general and special, as shown by Weineck (2005). The overall result is a multiple movement in training for different sports. They also arise in

distinct areas of everyday life and sport so that the preferred tasks can be initiated rationally and productively. The special coordinative abilities are formed more within the limits of the respective competitive discipline and are characterised by variations in technique for the sport in question.

The main coordinative capacities according to Meinel and Schnabel (1987) considered to be superior are those of regulation, adaptation and motor learning, but bringing together the derived coordinative abilities that are of association, differentiation, equilibrium, orientation, rhythm, reaction and change. According to Weineck (2005), the more complex a movement of a motor sequence, the greater the importance of the coordinative capabilities and consequently, the faster new and more complex movements can be learned. Applying this to the sport under study is to say that the more developed the coordinative capacity of the athlete, the greater the chance will be of responding effectively to prevent a fall, collision, accident or injury when faced with an unexpected situation. The level of coordinative ability affects the general and specific learning capacity, the time necessary for learning sporting techniques, the quality of execution of movements, the quantity of energy used for such movements, the degree of use of physical conditioning for the sport performance, the pace of learning new movements adapted for an altered mobility reality, and along with other performance factors, the limits of sports performance for a paralympic athlete.

Figure 10 presents an adapted diagram from Wippermann (2012) of the performance structure for Paralympic Alpine Skiing created by Jonath & Krempel (1981) and the extent of the form of performance structure currently directed at this sport, can be seen.

Figure 10: Performance structure - Paralympic Alpine Ski, according to Jonath & Krempel (1981), as presented in the thesis of Wippermann.

5. The Experiment Environment