128 Chapter 6 our study assessed the total start and turn times and did not explore specifically the various components involved, such as the block/push-off phase, underwater phase or clean swimming phase. By conducting more detailed investigations of these components in future studies, we could attain a more comprehensive understanding of the specific phases in which differences in starts and turns emerge. Moreover, the inclusion of measures related hydrodynamics, power output in the water and aerobic capacity could offer insights into the mechanisms behind the observed distinctions between high- and lower-performing swimmers in the present study. Training Our findings are inherently connected to both the quantity and quality of swim training. As such, inter-individual variations in training characteristics could help explain our results. Our study suggested that high-performing senior females tend to be involved in more weekly swim training hours compared to their lower-performing peers at age 16 (medium to large effect sizes). This suggests that high-performing females spent more time in the water to work on their skills, which may have benefitted their progression (Baker & Young, 2014). It is important to note, however, that the increase in swim training hours does not automatically translate to higher performance levels, which is evidenced by highperforming senior males who appear to have participated in fewer weekly swim training hours compared to their lower-performing peers at age 17 (medium to large effect sizes). This could indicate that high-performing males derived more from their training sessions in terms of quality. The quality of training encompasses factors such as self-regulation of learning (SRL). SRL indicates the extend to which individuals are metacognitively, motivationally and behaviorally proactive in their own learning processes (Zimmerman, 1986; 2006). Previous research on SRL in swimming showed that youth swimmers on track to the elite level are characterized by more frequent use of reflection processes during training and evaluation processes after training, which suggest that they learn and train in a more efficient and effective manner (Post et al., 2022). Ultimately, this could contribute to a higher quality of daily training, which may result in greater improvements during a season and higher performance levels. As talented swimmers approach the senior elite level, the difficulty of making progress increases significantly (Born et al., 2022a), partly due to the principle of diminishing returns of training (Hoffman, 2014). Hence, SRL processes may become of particular importance during the junior-to-senior transition. Moreover, a swimmer’s coach plays an essential role in the quality of training. Depending on the coach’s vision of swimmers’ performance development, specific aspects of swimming performance (such as starts, turns, or technique) are emphasized in the training program (Marinho et al., 2020). Combined with a swimmer’s training history, fitness level, and specialization, a personalized training approach is designed, including strength-, and
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