ADM
COMPETENCE
CHARACTER
CONFIDENCE
CONNECTION
ALL VALUES
- Level 1
- Level 2
- Level 3
- Level 4
- Level 5
- Level 6
Coaches can reference USA Swimming’s American Development Model as a tool to create your team’s long-term athlete development plan, design the practice group structure, and evaluate the overall development and progress of your swimmers.
In the USA Swimming ADM, there are six levels of development focusing on the four critical athlete-centered outcomes with the USOPC’s Quality Coaching Framework:
Competence
Sport specific skills, improved health & fitness, healthy training habits
Character
Respect for the sport, ethical and moral responsible behavior, integrity and empathy
Confidence
Self- belief, resilience, mental toughness, positive self- worth
Connection
Positive bonds and social relationships in and out of the sport
Coaches support each athlete’s journey progressing through the four C’s, and the ADM provides suggested training guidelines and competitive performance metrics. Once an athlete progresses beyond level 6 of the ADM, they should be capable of competing at the USA Swimming Speedo Sectional swim meet and above.
Quality coaches acknowledge and embrace the principles and core values of the ADM.
The ADM is not meant to create clone coaching. The “how” of getting to each milestone is completely up to the coach and athletes.
Athlete development and accomplishments result from balancing the art and science of coaching. Physical, mental, and emotional development occurs in spurts. Not every athlete will progress at the same pace or even make it to level 6.
Each swimmer’s journey proceeds at an individual pace, with many different levels of success. As quality coaches, the ADM helps you address the full development of each swimmer. Your role as a quality coach is to use these ADM progressions to create an athlete’s career plan addressing all areas of development.
Competence Level 1
PHYSICAL
From a push maintain a prone streamlined body position, defined as one hand on top of the other, ears between the upper arms, lower body stretched long, and toes pointed.
a. Hold this position for at least one and one-half body lengths, and be able to vary the depth of the underwater push-off.
b. Introduce underwater kicking skills.
Execute a breakout from a push by holding the streamlined position; then initiate a kicking action and progress to the surface of the water with a pull to the surface.
Vertical sculling- help learn for the feel of the water. Maintain a vertical, stationary position with little or no leg movement in deep water, using a sculling motion.
Complete legal freestyle and backstroke technique for one length of the pool using shoulder and hip technique.
FREESTYLE
a. Demonstrate the ability to comfortably take a breath on either the right or left side.
b. Execute a legal freestyle flip turn
b. Execute a legal freestyle flip turn
BACKSTROKE
a. Demonstrate shoulder and hip roll motion with head back for 25 yards
b. For additional backstroke drills see…
b. For additional backstroke drills see…
Stroke progressions.
Begin to develop the butterfly and breaststroke kick.
Teaching Racing Starts
Racing Start Certification Checklist
Perform an open turn, either prone or supine, where the hand touches the wall first, the body rotates to place the feet against the wall, the body drops underwater, and the athlete pushes off in a streamlined position.
Stroke progressions.
Begin to develop the butterfly and breaststroke kick.
Complete the Racing Start Progression.
DRYLAND
Develop motor skills through play.
Skills taught in Isolation prior to dynamic environment.
Generic Skills that cut across multiple sports.
Participate in multiple sports.
COGNITIVE
From a push the athlete counts the number of strokes or cycles per length for freestyle and backstroke.
Athlete should be able to repeat key words as prescribed by the coach to explain/describe movements appropriate to that level.
Begins to use the pace clock.
a. Leaving :05 or :10 a part in the lane
b. Intervals using :00 & :30 (“top” & “bottom”).
NUTRITION
Understands the concept of Food as Fuel, and the importance of proper nutrition to delivery nutrients and energy.
Macronutrients as Fuel: Carbs/Proteins/Fats.
Introduce Micronutrients: Vitamins, Minerals, Water.
Competence Level 2
PHYSICAL
Execute a start from the blocks. Hold the underwater streamlined position for one and one-half body lengths, initiate a kicking action for one body length, and progress to the surface of the water with a pull.
Execute a legal backstroke, butterfly, and breaststroke turn, including an approach of at least 10 yards/meters.
Performs a legal breaststroke pullout with a dolphin kick.
Stroke progression- Complete progressions for the butterfly and breaststroke
BUTTERFLY
a. Demonstrate an undulating motion during the butterfly stroke.
b. Demonstrate correct timing of the pull, kick, and breath during the butterfly.
c. Complete one length of the pool with legal butterfly form.
b. Demonstrate correct timing of the pull, kick, and breath during the butterfly.
c. Complete one length of the pool with legal butterfly form.
BREASTSTROKE
a. Complete one length of the pool with legal breaststroke form.
b. Demonstrate correct timing of the pull, kick, and breath during the breaststroke.
b. Demonstrate correct timing of the pull, kick, and breath during the breaststroke.
Performs 100 yards or 100 meters of individual medley with legal technique and turns.
Perform relay exchanges.
Performs prescribed underwater dolphin kicks for freestyle, backstroke and butterfly on starts and turns;and breaststroke on pullouts.
Breathes within the rhythm of stroke in all four strokes.
AEROBIC ENDURANCE
Can complete continuous swim and kick for 10 minutes.
DRYLAND
Introduction to games and activities that include kicking, throwing, catching, striking, tossing, hopping, jumping, and skipping.
Skills are introduced daily or for one week and then changed up. (IE., Hops are from right leg to right leg jumps, the next week bounds right leg hop to left leg land).
Participate in multiple sports.
COGNITIVE
From a push the athlete counts the number of strokes or cycles per length for each stroke.
The athlete begins to understand maturation, physical development, and nutrition.
a. Understands and accepts individual differences in physical size within an age group.
b. Understands that energy for exercise is derived from nutrition.
Accurately counts and computes distances.
Continues progress with using the pace clock
Intervals using :00, :20, :40.
NUTRITION
Understands the importance of knowing and demonstrating basic food preparation and cooking skills.
Plan and pack foods appropriate for pre/post workouts.
Competence Level 3
PHYSICAL
Perform a legal 100 of each stroke, a 200 individual medley and the age appropriate distance event.
Increase number of underwater dolphin kicks with increased speed and efficiency for freestyle, backstroke and butterfly.
Breathes within the rhythm of stroke under race conditions in all four strokes.
Perform effective finishes.
Perform correct timing for relay exchange.
Breathes within the rhythm of stroke under race conditions in all four strokes.
Short sprints of all strokes at maximum velocity working on racing skills, coordination, starts and finishes.
AEROBIC ENDURANCE
Performs threshold set one time per season (T-20, 10X200, etc.)
DRYLAND
The athlete starts to learn athletic movements on land that they aren’t getting playing other sports.
Template:
a. Flexibility routine
b. Athletic development (linear/lateral movements)
c. Gymnastic strength activities
d. Kicking, throwing, tossing, hopping, jumping and skipping activities and games
The athlete participates in multiple sports/activities.
COGNITIVE
Complete one length of all four strokes holding the same time or faster but using fewer strokes or cycles than in level 2.
Swims with prescribed technique during practice and meets.
Swims with prescribed breathing patterns during practice and meets.
Athlete understands maturation and physical development: begins to understand relationship between training programs, maturation, and physical development.
Athlete understands the purpose of heart rate measurement.
The athlete can measure his or her own resting and exercise heart rate.
The athlete understands the importance of muscular flexibility in swimming performance.
Introduction of broken swims to learn race strategy and pacing.
Athlete begins to see the correlation between practice times and competition times.
Continues progress with using the pace clock.
Intervals of any kind
NUTRITION
Learns and understands how to shop and eat healthy on a budget.
Understand Nutrient Density and its impact on food choices.
Competence Level 4
PHYSICAL
Complete one length of each stroke holding the same time or faster but using fewer strokes or cycles than in level 3.
Maintain consistent stroke rates and times in training sets.
Performs the 200’s of stroke and a 400 individual medley.
Kicks to 10 meters using underwater dolphin kicks faster than in previous level.
Improve speed, power and distance to 15 meters in each stroke.
Performs a relay exchange with advanced technique.
AEROBIC ENDURANCE
Performs threshold set one time per season (T-30, 10X300, etc.)
DRYLAND
The athlete starts to take ownership of the dryland activities.
The athlete continues the work from Level III with an emphasis on keeping the body healthy and injury free.
The athlete participates in dryland approximately three times per week.
COGNITIVE
Complete one length of each stroke holding the same time or faster but using fewer strokes or cycles than in level 3.
The athlete begins to understand the basics of different energy system usage in sprinting versus distance swimming.
The athlete understands the relationship between distance per stroke, stroke rate, and swimming speed.
The athlete can name two ways to minimize resistance or drag from the water.
The athlete understands the concept of a balanced diet and basic fuels used.
The athlete can use heart rate measurement to monitor exercise intensity and recovery.
Athlete begins to train at known race paces.
Athlete follows prescribed race plan.
NUTRITION
Understands how to navigate through a grocery store.
Understands how to build a healthy plate.
Plan and pack for multi-event swim meet -fueling/recovery snacks.
Competence Level 5
PHYSICAL
Ability to change speed while maintaining stroke efficiency.
Performs more effective underwater swimming off start and turn in all strokes than in previous Level.
Maintains proper technique under increased training loads.
AEROBIC ENDURANCE
Performs a threshold set two times per season with continuous improvement.
DRYLAND
The athlete is introduced to foam rolling & dynamic warm-up.
The athlete starts a strength routine which includes:
a. Variety of exercises rotated every 5-7 weeks.
b. 15-20 reps to strengthen muscle tendon junction.
c. 15-20 reps for movement mastery.
d. Low load.
The athlete is introduced to light jump training:
a. Emphasize landing mechanics first.
b. Double leg, single leg, reactionary.
The athlete works on aquatic posture on land:
a. Endurance & strength from finger tips to toes.
b. Balance muscles not primarily used in swimming.
c. Introduce prehab & corrective exercises.
The athlete participates in dryland 3-5 times per week.
COGNITIVE
The athlete understands the difference between aerobic and anaerobic energy systems.
The athlete, with the assistance of his or her coach, can calculate swimming speed, distance per stroke, and stroke rate during competition and training.
Can manipulate stroke rate and distance per stroke to vary speed.
The athlete understands nutritional requirements and timing for training and competition: demonstrates understanding of basic nutrition principles, fuels for swimming performance, training diets, hydration, RDAs for athletes, and the importance of eating a balanced diet.
The athlete understands the relationship between training, maturation and development and their effects on competitive performance.
The athlete understands how to use heart rate measurement to monitor training.
Athlete knows race plans for each event (including prelims and finals) and appropriate training paces to achieve goal time(s).
NUTRITION
Understand nutrition periodization and how to fuel depending on variations in training days and weeks.
Competence Level 6
PHYSICAL
Continue to decrease the number of stroke cycles, or swim faster with the same number of cycles.
Decrease the number of cycles per length during competition.
Lactate tolerance: performs a set of 12 x 100 (or until failure) on 2:30 holding current best 200 pace (2nd 100 split) three times per season with continuous improvement.
Sprint capacity/CP system: performs 12 x 25 on 3:00 (specialty stroke) at maximum velocity.
AEROBIC ENDURANCE
Performs a threshold set three times per season with continuous improvement.
DRYLAND
The dryland program follows the swim program through structured rotation of the exercises that have purpose and intent.
The athlete continues with an athletic based strength program:
a. The intensity and volume is monitored with daily and weekly prioritization
b. The athlete’s dryland program is optimized physically, emotionally and socially for the training group.
c. A wide variety & catalog of exercises is used to accommodate all needs (injury prevention and different body types).
The athlete will do a plyometric program which will emphasize landing properly and jumping as quickly and as high as possible.
The athlete continues to work on different body parts that go into good aquatic posture.
The athlete participates in dryland 4-5 times per week with optimal of 3x/week strength and 2x/week general athleticism (approximate time of 40-60 minutes each session).
COGNITIVE
The athlete can calculate swimming speed, distance per stroke, and stroke rate.
Stroke Control/speed control.
Swim faster by increasing DPS while maintaining SR.
Swim faster by increasing SR while maintaining DPS.
Choose precise DPS/SR combinations for different races.
The athlete demonstrates knowledge of energy systems.
a. Can describe the relationship between training sets and energy systems.
b. Demonstrates an understanding of training periodization.
NUTRITION
Understand and execute recovery nutrition snacks and meals after hard training and competition.
Character Level 1
CHAMPIONSHIP BEHAVIOR AND ACCOUNTABILITY
The athlete understands that he or she is part of a team and has respect for his or her teammates.
The athlete listens to recommendations from the coach and tries to make the appropriate changes.
The athlete understands appropriate team rules and the consequences of breaking the rules.
WORK ETHIC AND SELF-DISCIPLINE
The athlete will pick up and put away any equipment he or she used in practice.
The athlete will be ready to start practice on time with the appropriate equipment (suits, goggles, etc.).
The athlete gives the coach his or her undivided attention while the coach is talking. The athlete should focus his or her eyes on the coach and remain quiet when the coach is talking. The athlete will also follow directions set forth by the coach in practice.
The athlete will “Just say no!” to drugs and other harmful substances.
The athlete will show respect for the facilities and equipment.
The athlete will swim the entire set (e.g., doesn’t walk on bottom, counts accurately).
Character Level 2
CHAMPIONSHIP BEHAVIOR AND ACCOUNTABILITY
The athlete demonstrates an understanding of sportsmanship–championship behavior (e.g., doesn’t throw goggles, congratulates opponents).
The athlete will treat teammates, parents, and coaches like he or she would want to be treated.
The athlete talks to the coach immediately before and after each race.
The athlete knows basic meet procedures including how to use and read a heat sheet.
The athlete learns basic race tactics.
WORK ETHIC AND SELF-DISCIPLINE
During practice the athlete will:
a. leave on time during sets,
b. start and finish at the wall,
c. swim the set in the prescribed manner (e.g., doesn’t do freestyle on butterfly sets, doesn’t pull on kicking sets, performs all turns legally), and
d. swim the entire set (e.g., doesn’t walk on bottom, counts accurately).
The athlete will communicate with his or her coach.
TIME MANAGEMENT
The athlete understands the importance of hard work in the classroom and will complete his or her homework on time.
Character Level 3
CHAMPIONSHIP BEHAVIOR AND ACCOUNTABILITY
The athlete demonstrates a higher level of sportsmanship–championship behavior than in level 2 (e.g., respects competitors and gets along with friends regardless of ability level).
Athlete knows qualifying standards for highest level competitions.
WORK ETHIC AND SELF-DISCIPLINE
The athlete attends the recommended meets and understands the importance of being on time for meet warm-ups.
The athlete meets the established attendance requirements.
The athlete challenges him- or herself to perform to the utmost of his or her ability in practice.
TIME MANAGEMENT
The athlete demonstrates an ability to balance school and outside activities.
Character Level 4
CHAMPIONSHIP BEHAVIOR AND ACCOUNTABILITY
The athlete has knowledge of required times to qualify for finals.
WORK ETHIC AND SELF-DISCIPLINE
The athlete is not influenced by the negative behavior of his or her teammates.
The athlete understands and takes responsibility for attendance, performance, and habits in practice and how these three relate to meet performance.
Athlete understands the traits of a positive leader and endeavors to become one.
Character Level 5
CHAMPIONSHIP BEHAVIOR AND ACCOUNTABILITY
The athlete accepts the responsibility of being a leader and/or role model. The athlete will lead by being a positive example.
WORK ETHIC AND SELF-DISCIPLINE
The athlete will demonstrate an understanding of the short- and long-term effects of performance-enhancing drugs.
TIME MANAGEMENT
The athlete uses time management skills to prioritize activities.
Character Level 6
CHAMPIONSHIP BEHAVIOR AND ACCOUNTABILITY
The athlete demonstrates leadership responsibilities by working with younger athletes.
TIME MANAGEMENT
The athlete has mastered time management skills so outside activities do not interfere with practice and meet attendance.
Confidence Level 1
The athlete demonstrates “industry”, or a sense of becoming capable of performing increasingly complex tasks outlined in the other three dimensions (coachable).
The athlete understands and behaviorally demonstrates that others can teach them new things (willing to learn new things and new perspectives-coachable).
The athlete behaviorally demonstrates and verbally communicates that participation in this activity is worth their time and effort (fun).
The athlete behaviorally demonstrates “initiative and competency” – becomes more comfortable with the pool/swimming environment and culture.
The athlete behaviorally demonstrates both a “me and a we” (egocentrism) in their learning and participation.
Confidence Level 2
PEAK PERFORMANCE MANAGEMENT
Understands and can demonstrate the difference between tense and relaxed muscles.
Can identify past situations where both, tense and relaxed muscles, have been present.
Can describe the relationship between nervousness and performance.
Can describe the mind–body connection (negative thoughts lead to tight muscles lead to poor performance).
SELF-IMAGE
Understands the role of failure and the importance of learning from one’s mistakes; understands that this is essential to becoming a champion.
SELF-TALK
Has a general understanding of the effect that negative self-talk plays on performance (understands the concept of GIGO—garbage in, garbage out).
MENTAL TRAINING
Understands that an important part of training in swimming involves the mental dimension.
CONCENTRATION
Possesses a basic understanding of the concept of concentration.
Knows the difference between focusing on what’s important and what’s not.
Has an understanding of what to focus on and what to block out both in practice and in meets.
Is aware when focus leaves target and knows how to bring focus back (how to concentrate).
Confidence Level 3
PEAK PERFORMANCE MANAGEMENT
Understands the relationship between relaxation and performance.
Knows the three levels of nervousness (too little, just right, too much).
Can perform diaphragmatic (belly) breathing as relaxation technique.
Understands that stress comes from negative self-talk and faulty focus of concentration.
Understands the concept of “UC’s,” or uncontrollables, as a major source of stress.
SELF-IMAGE
Is able to accept criticism from the coach.
Understands that criticism is a critique of skills not a critique of an individual.
SELF TALK
Understands the benefits of and uses positive self-talk and affirmations.
Closely monitors negative self-talk.
CONCENTRATION
Understands the importance of concentration in practice and meets and can regularly recognize a faulty focus and bring self back to a proper focus.
GOAL SETTING
Understands the value of setting process and outcome goals for both practice and meets.
Athlete knows best times for practice and meets.
Athlete sets and writes process and outcome goals.
Confidence Level 4
PEAK PERFORMANCE MANAGEMENT
Can combine self-talk and slow breathing for peak performance management.
Has a clear awareness of personal stressors (UCs).
Is capable of performing progressive muscle relaxation.
Recognizes that anxiety can negatively affect mind and body.
Knows techniques to control mind (positive self-talk and imagery) and body (deep breathing, progressive muscle relaxation).
SELF-TALK
Knows at least one technique for handling negative self-talk.
IMAGERY AND VISUALIZATION
Understands the importance of imagery in enhancing performance.
Knows the principles behind effective imagery practice.
Can perform basic visualization skills.
CONCENTRATION
Can quickly return concentration focus in practice and in meets from uncontrollables to appropriate focus.
GOAL SETTING
Athlete regularly visits, and if need be, re-evaluates goals.
Confidence Level 5
PEAK PERFORMANCE MANAGEMENT
Demonstrates an understanding of the individual zones of optimal functioning (IZOF) concept.
Can identify their own optimal zone of performance both in practice and competition.
Understands personal signs of under- or over excitement (“not enough” or “too much”).
Skilled in two or more techniques to control excitement/nervousness.
SELF-IMAGE
Realizes that positive comments help reduce stress, build confidence, and can increase the enjoyment of competition and practice.
Understands the damage of negative self-talk to self-esteem, performance, and the enjoyment of the sport.
IMAGERY AND VISUALIZATION
Can visualize a race from start to finish. Can control the image so vision matches actual performance.
CONCENTRATION
Develops a pre-race ritual or routine.
Develops race focal points for concentration.
GOAL SETTING
Has developed a long-range goal within the sport.
Develops short-term and intermediate goals that ultimately tie into long-range goals.
MEET AND PRACTICE BEHAVIOR
Understands the effect of posture and actions on emotions.
Uses the “Act as if” strategy as a fallback position.
CHARACTER LAB
Confidence Level 6
PEAK PERFORMANCE MANAGEMENT
Demonstrates an understanding of factors that excite and relax the athlete.
Utilizes relaxation techniques under meet duress to perform optimally.
Maintains optimum relaxation level (“good nervousness”), regardless of uncontrollables.
Learns to utilize imagery skills to manage competitive stress.
SELF-IMAGE AND GOAL SETTING
Can use ultimate goal in sport to maintain intensity and work ethic in practice.
SELF TALK
Able to positively reframe uncontrollables and adversity to enhance confidence.
IMAGERY AND VISUALIZATION
Through instruction is able to visualize a race from start to finish in complete detail (seeing, hearing, and feeling).
CONCENTRATION
Demonstrates and ability to rebound quickly from mistakes and failures.
Able to successfully use pre-race routines and control focal points to maintain concentration during a race.
Consistently swims “in own lane” in practice and meets.
Connection Level 1
COMMITMENT AND TEAM LOYALTY
The athlete will know the team name and team colors.
The athlete will know the names of teammates and coaches in his or her practice group on the team.
The athlete will know the name of the training group immediately above.
CHARACTER LAB
Connection Level 2
COMMITMENT AND TEAM LOYALTY
The athlete will learn the history of the team.
The athlete takes pride in being a member of the team, which the athlete demonstrates by
a. participating in team cheers,
b. knowing the coaches’ names, and
c. cheering on teammates during swims (practice or meets)
d. wearing team uniform/outfitting.
The athlete will know the name of any other training group(s) on the team besides his or her own group (example: “age group 1,” “age group 2,” “senior” and “national”).
Connection Level 3
COMMITMENT AND TEAM LOYALTY
The athlete chooses a national swimming hero and knows the event in which he or she competed or competes.
Connection Level 4
COMMITMENT AND TEAM LOYALTY
The athlete will know the names of competitors.
The athlete is not influenced by the negative behavior of teammates or competitors.
The athlete takes ownership for attendance, performance, and practice habits and understands how they can positively impact their teammates.
Connection Level 5
COMMITMENT AND TEAM LOYALTY
The athlete understands the difference between self-interest and team goals.
The athlete demonstrates commitment to his or her team by continued dedicated membership.
Choose to be an athlete.
Connection Level 6
COMMITMENT AND TEAM LOYALTY
The athlete shows loyalty to team by working with younger athletes and helping them understand what the sport of swimming can offer them as people.