Swimming Energy Calculator

OttrLoggr: Energy Use Calculator

Swim Energy Usage


RER Value Guide

Slow (0.7)
A1 band - warm-up, recovery, cool-down sets
Moderate (0.85)
A2 band - aerobic capacity sets
Intense (1.00)
A3 band - aerobic power, VO2max sets

Data Source: Zamparo P, Bonifazi M (2013). Bioenergetics of cycling sports activities in water.

Coded for Swimming Science by Cameron Yick

Freestyle data

Total Cost

Quick Food Reference

48g Carbs
25g Carbs
Peanut Butter
16g (2 tablespoons) *

Friday Interview with Chris Plumb

Today I had the opportunity to interview Chris Plumb.  Chris is a busy man and I appreciate him taking the time to provide such detailed answers.
1) Please introduce yourself to the readers (how you started in the
profession, education, credentials, experience, etc.).

My name is Chris Plumb and I am the head coach of the Carmel Swim Cub and
Carmel High School.  I was a six-time All-American Swimmer at Indiana
University from 1993-1997.  I coached the University of Miami for four years
after college as well as the club team Cane Aquatics during that time.  I am
going into my eighth year at Carmel and for three of those years, I was the
Head Age Group Coach.  At Carmel, we have gone from a club with 0 Junior
National Qualifiers to 7 Olympic Trial Qualifiers.  This past year, we were
7th place at the Junior National Meet.  Carmel Swim Club currently holds the
17-18 National Record for the Girls 400 Meter Medley Relay.  At Carmel High
School, our girls have won 24 straight Indiana High School Championships
with me being at the helm for the most recent four.  The past two years, the
Carmel Girls High School team has been named Public High School National
Champions by Swimming World magazine.  Our girls' team owns a High School
National Record in the 200 Free Relay and Public High School National Record
in the 200 Medley Relay.  This past year, our boys also won the Indiana High
School Championship, the first time in six years.  In 2005, I was Age Group
Coach of the year for Indiana Swimming and in 2008 and 2010, I was Senior
Coach of the Year for Indiana Swimming.  In 2008 and 2009, I was the high
school Female Coach of the Year for the state of Indiana.

2)How do you analyze a swimmer's stroke? Do you have a checklist, look for
particular items, etc.?

I think the first thing that needs to be asked is, what level of swimmer am
I looking at?  Each swimmer needs to be put into context, especially age,
developmental age, how long have they been swimming, how fast is the
swimmer, etc.  Second, how much time am I going to have with this particular
athlete?  5 minutes or an entire season?  Third, how much is this athlete
willing to change?  All of those aside the first thing I look at is body
position and things usually center around the hips and the head.  Next, I
look at body alignment.  Is everything in the right place?  Again, what are
the hips and head doing during the stroke? I feel most issues in swimming
revolve around breathing, so I play close attention to what is going on
during the breath.  Third, I look at the propulsion part of the stroke.  How
soon is the athlete getting the forearm perpendicular to their body?  Are
there any large sculling motions that need to be eliminated?  At this point,
I also look into the recovery?  Are they relaxed and flowing, or is it
forced? Lastly, what does the total picture look like?

3) How do you include dryland into your training and how do you increase and
decrease throughout the season?

Dryland is a large part of what we do at the Carmel Swim Club.  It is
planned and programmed equally as much as our swimming is and I feel it has
contributed dramatically to our success.  At the Carmel Swim Club, there is
a planned dryland progression from when an athlete first comes into our door
until they leave for college.
For our senior group, I wouldn't say our dryland increases or decreases
through the season, I would say it changes through the season with the
intent of complimenting and enhancing our pool work.  In the beginning of
the season, we are trying to build fundamental strength and from there, the
goal is to endure the strength we built.  We certainly back off during
taper, but we do try to activate the muscles during taper.

4) What aspect of coaching do you feel you can improve?

It is difficult for me to point to one particular item and say, I need to be
better at this.  I do try to constantly be a better coach and always to
learn.  I read about a book a week, talk to fellow coaches a few times a
week, follow certain peoples blogs, and scour the internet for quality
content.  I think the biggest challenge I face at Carmel Swim Club is having
the other coaches on our team follow the vision and maintaining high
standards for all of the groups.

5) How many new things do you add to training annually? I have a rule not to
add more than one thing, to know if it works, do you have a similar thought
I am certainly a big believer in progression and adding things slowly but I
can not say I add only 1 thing per year.  I think if something works, it
works and you shouldn't wait to add it.  I think every year, your team
changes, matures, grows a year older and what you did a year ago, is
probably not going to work anyway.  At the same time, you should develop a
system, keep track of what you do, and make modifications based on what you
currently see and what happened a year ago at the same time.  I know we
added our "kick out bouys" and tempo trainer to our training at the same
time and both were terrific and beneficial.

6) How much "evidence based" training do you use compared to an anecdotal based approach?

This sounds like the classic Art versus Science coaching question.  I
believe our training is founded on sound training principles from Olbrecht,
Rushton, and Sweetenham.  From Obrecht and Rushton, we learn about aerobic
capacity and power and anaerobic capacity and power.  Sweetenham has many
different sets and a club progression model as well as a taper model which
we use as a template.  For science purposes, some of the things we feel are
important are the rest/adaptation model, dynamic warm-up, eating the right
meals at the right time, a rapid decay taper model, and practicing with
focus for extended periods of time.  At the same time, you have to use what
you know about your athletes and working with them so each athlete can reach
their own potential.  In working with the athletes, it is not always about
going by the science and art comes into the picture.  You have to find
different ways to motivate, find out what works for each athlete, and not
necessarily always go "by the book".

7) What projects are you working on now or should we anticipate in the
I am currently working on a book that will be intended for the club coach.
Most of the books that exist are written by college coaches and/or discuss a
more mature athlete and a program full of committed scholarship athletes.
So, the book I am writing will be for those of us that deal with parents,
looking to grow our base, marketing to families, dealing with the younger
athlete, and the importance of culture in your program. 

Thanks Chris 

What do Elite Athletes think of Drug Testing?

A recent study in the International Journal of Drug Policty asked Australian athletes from national rugby, diving, netball (if you're wondering here), softball and triathlon teams their views on current performance enhancing drug (PED) testing and illicit drug (ID) testing. Overall 75% of these athletes felt the drug testing deterred athletes from taking illict or PED, 26% believed the penalties should be more severe and 59% felt the punishments should be different for ID and PED. The last statistic is seldomly discuessed, but is a relevant topic. Elite athletes are tested numerous times throughout the year and can be suspended for ID when they are not using these ID to enhance performance, therefore why should they be punished? I'm not advocating ID use in athletes, but rarely is the general population regularly tested for ID and punished. This discrepancy needs to be addressed as athletes are people too and with prop 19 nearly passing in California, it is difficult to punish an athlete for taking a substance which may be legal in the future. Most of the ID impair performance, then the athletes may be suspended for impairing their performance... The only difficulty will be seperating ID and PED, because some ID can be used for PED. I remember one student proposing a thesis in which long distance runners race the day after large alochol consumption. He felt this consumption inhibited pain and the athlete could race further. Alcohol is not considered an ID and we can all agree this is unlikely to enhance performance, but I've heard of athletes performing better while intoxicated and stoned. These benefits may be from the ID or a placebo effect, nonetheless a benefit was gained, but does the reason particularly matter? Overall, I feel if the athlete is not obtaining an unfair advantage, why punish the athlete, they are adults (most of them) allow them to make their own decisions.


Dunn M, Thomas J, Swift W, Burns L, Mattick R. Drug testing in sport: the attitudes and experiences of elite athletes. Int J Drug Policy. Jul 2010;21(4):330-332.