Current Training Philosophy
Overview
The goal of this article is to briefly outline the broader aspects of my training philosophy. A philosophy represents what you find important and helps provide guidance in the daily decisions and actions you make. These are the main parts to my current training philosophy:
“Will this make the boat go faster?”
The mantra of the British rowing team that won gold at the 2000 Summer Olympics. This mantra distills decision-making into a simple question: will this action bring us closer to the ultimate goal? It’s an impactful filter for focusing efforts.
In recent years, discussions around goal-setting emphasize building systems and habits for long-term consistency, which I fully support. However, without a clear destination, even the best systems lack direction. The challenges encountered on a “goal-less” journey can undermine consistency. For instance, how many high-achieving athletes thrive in challenging training sessions without a larger goal in mind? Similarly, how many graduate students tackle rigorous academic programs without envisioning future opportunities? Few can sustain such efforts without a purpose, to understand why they are giving their all.
While I firmly believe in prioritizing the process over the outcome, a clear outcome—a north star—is essential to align daily actions and maintain consistency. Training plans may not always unfold as expected, requiring adaptability when facing setbacks. Breaking the ultimate goal into smaller milestones enables progress tracking and helps assess whether training is moving in the right direction despite these obstacles.
This value also has its caveats. For example, bonding activities like team outings may involve choices, such as drinking alcohol, that don’t directly benefit physical preparation. However, the camaraderie built in such moments might align more closely with the overarching goal. Understanding what will move the needle the most requires flexibility. Having structured systems ensures both the coach and athlete stay accountable while allowing for adaptability.
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Holistic Training Approach
Athletes are people first and foremost. As “load managers,” we must consider the whole person when designing training adaptations. It’s essential to understand what is within our control as practitioners and theirs as athletes.
The Four-Coactive Model by Dr. Fergus Connolly and Cameron Josse provide me with a useful framework in this regard, dividing preparation into tactical, technical, psychological, and physical aspects. These interconnected parts are all grounded in the overall health and well-being of the athlete. Effective training plans address each of these aspects while factoring in external influences, underscoring the importance of strong relationships with athletes to gather a full picture of their circumstances.
This holistic approach also supports collaboration within performance teams. Communication and cooperation among experts in sports medicine, sports psychology, sports nutrition, sports science, and the sport coaches are crucial. Collaboration fosters idea-sharing and avoids silos that can hinder communication about an athlete’s health and performance. An interdisciplinary team is often the most effective team.
Balancing Objectivity and Subjectivity
Technology is becoming increasingly prevalent in sports, offering valuable objective feedback. As these tools evolve, their validity and reliability improve, enabling practitioners to make more informed decisions. Data-backed insights are critical for developing robust training models and supporting athlete preparation. Without such evidence, assertions risk being dismissed as mere opinions.
However, opinions and subjective perspectives are not inherently negative. Subjectivity allows room for creativity, innovation, and diverse interpretations that drive progress. For data to be meaningful, it must include context—explaining how metrics were chosen, measured, and influenced by prior actions. Numbers without context are like research without understanding the methodology or the population studied.
Subjectivity also includes athletes’ perspectives. As a strength coach, my role is to serve the athlete. While I don’t need to delve into the molecular details of training unless asked, I aim to communicate the objectives of each training phase. Explaining how it aligns with their goals fosters trust and engagement. Buy-in is critical—a program only works if the athlete commits to it, and commitment is harder to achieve without their belief in the process. The program only works if they do.
Conclusion
Having a philosophy helps me understand what I am about and helps to shape the values and principles as I approach my profession. This can be subject to change occasionally as I move into different phases of my career and continue to learn and gain experience on my path as a strength coach. As long as I know why I am doing what I am doing and I understand the purpose of my work, my philosophy will align with that purpose and be shown through the actions and decisions I make everyday.