Triathlon technique: Joe Friel’s approach to swimming, cycling and running more efficiently

More conditioning doesn't necessarily solve every difficulty of movement. In Chapter 12, Friel examines how the quality of movement affects the effort required to swim, bike, and run.

The original name, Speed Skills, might suggest only speed. In the book's organization, however, the expression refers to the skills that make movement more efficient and contribute to performance.

Technique and economy

The chapter connects technique to the economy discussed previously. When a movement wastes less energy to perform a task, the athlete changes the relationship between effort and result.

Friel acknowledges physical characteristics over which there is little control but focuses the discussion on what can be practiced. Motor skill holds an important place because it is part of the abilities developed with attention and repetition.

The author also seeks to prioritize relevant changes. His criticism is about dedicating too much time to small details while basic aspects remain poorly resolved.

A learning process in stages

Friel presents a sequence that begins with observing the desired movement and moves on to the slow execution of its components. Then, the athlete integrates the skill into the sport and gradually increases speed.

The next stage adds duration, seeking to maintain the pattern when fatigue sets in. Finally, the execution is observed under the pressure of a competitive situation.

The progression has a logic: learn, stabilize, and then test under more demanding conditions. Trying to change everything simultaneously during a long effort makes it difficult to know what is being practiced.

The book also recognizes that a change can initially feel strange and even worsen perceived efficiency. For this reason, the beginning of the season is highlighted as an opportunity to work on changes.

Video and feedback

Friel places great value on video to compare feel and execution. What the athlete believes they are doing may differ from what appears on screen.

The recording allows one to choose an aspect to observe, adjust the practice, and return to the next session with a reference. Within this proposal, filming is part of a learning cycle, rather than functioning only as a one-time assessment.

Fatigue deserves attention in this process. When learning a movement, repeating it at length until losing control can reinforce the old pattern. The author suggests organizing the practice so that quality remains observable.

Swimming: the four priorities of PDLC

For triathlon-focused swimming, Friel presents four priorities grouped under the acronym PDLC: posture, direction, length, and catch. In an editorial translation, posture, direction, length, and support or the catch in the water.

Posture relates to positioning and alignment. Friel emphasizes head position with the nose pointing toward the bottom, distinguishing this setup from the moments of looking forward to sight in open water.

Direction concerns the organization of the arms: the author seeks a hand entry aligned with the shoulder area, avoiding the arm crossing excessively inward. A frontal video appears as a resource for noticing differences between feel and the actual movement.

Length addresses extension and reach. In the technique advocated in the chapter, Friel highlights the arm's reach over the water, combined with body rotation, instead of concentrating the extension in a movement made after an entry too close to the head.

The catch deals with organizing the support to produce propulsion. The author describes the hand's orientation to direct the movement backward, avoiding an initial action that pushes water mainly downward. He connects this point to the choices of entry and reach: the four components must work together.

The term "direction," in this context, should not be confused with a complete summary of sighting buoys in open water. The chapter is organizing the fundamentals of swim technique.

The author differentiates the demands of open-water triathlon from an exclusive focus on the pool. He also questions the distribution of time between fundamentals and details that, in his assessment, add little while the former are not consolidated.

These priorities represent Friel's approach. The summary does not reproduce all the drills nor does it present his method as the only way to teach swimming.

Cycling: position and bike handling

On the bike, the chapter highlights position adjustment, pedaling, cornering, climbing, and descending. Friel uses a bike fit as a starting point to create proper conditions for execution.

The author also discusses off-road riding as a way to develop bike handling skills and vary training during certain periods. His intention is to relate practical skills to the quality of one's riding.

The argument relates equipment and movement. An improper position can hinder the use of developed abilities; an expensive component does not replace bike handling skills and suitability for the athlete.

The recommendations belong to the book's context and need to be understood according to the locations and conditions available for practice.

Running: the focus on ground contact

In running, Friel concentrates much of the discussion on foot strike and the relationship between contact and movement efficiency. The chapter presents images and drills to explain the pattern the author considers desirable.

An important detail is that he does not require everyone to start running on their forefoot. The discussion allows for a slight initial heel contact, distinguishing it from an exaggerated movement described in the text.

The chapter also presents drills and quick exercises with attention to form. Their integration into training must respect the learning progression and total demand.

This summary describes the author's technical proposal; it does not offer an individual biomechanical evaluation nor does it instruct the reader to alter their foot strike on their own.

Editorial example: a drill without a purpose

An athlete repeats a swimming drill in every session but doesn't know what movement it is intended to modify. By choosing a technical goal and seeking feedback, they begin to observe whether the practice changes their full stroke.

The editorial example illustrates the criterion that runs through the chapter: a technical drill needs to have a recognizable purpose. Repeating a task does not guarantee that the desired skill is being learned.

Technique appears as a continuous part of preparation. The goal is to allow the conditioning that has been built to be used in better-organized movements.

Reference: FRIEL, Joe. The Triathlete’s Training Bible. 5th ed. Ch. 12, “Speed Skills”. Summarized in own words from the English edition provided. Term translations are editorial; images and drill sequences are not reproduced. Next article: muscular strength.

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Cada um no seu ritmo. Juntos no caminho.