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Archive for “High School Athletes” Category

Hip Stretches for Lower Back Pain – Jordan Tingman

Posted on: September 16th, 2019 by Sara Beth No Comments

It is very common for athletes to experience lower back pain, especially when they begin a new training program or train harder than they have in the past.  As muscles get sore and/or stiff from training, they will “hold onto” certain positions as a way to maintain different positions.  Often, tightness in the internal hip/back muscles throws postural alignment off, which can lead to even more pain.  This pain can be felt in various parts of the spine, but in this article, I will mostly focus on stretching muscle groups in the hips and lower back.

When stretching tight areas, it is not necessary to stretch to the point of great pain.  Of course, many people feel a little uncomfortable while stretching, especially when they are tight, but it shouldn’t be extremely painful.  There is absolutely no evidence to show that stretching “harder” will elicit better results.  In many cases, stretching too hard can cause muscles to contract as a protective mechanism and may even lead to acute injuries.

Slowly ease into a stretch, and gradually increase the range of motion.  There is evidence that suggests stretches of up to one minute will increase flexibility faster than very short times.  It is also recommended to stretch often in addition to working through full range of motion movements.  Correcting imbalances and/or alignment issues is also crucial to the process of alleviating tight muscles so be sure to assess and address these issues if tightness persists.

This diagram shows many of the internal muscles around the hip and lower back than often get tight or sore and contribute to lower back pain:

Lower back pain in athletes is often an indication that something in the core isn’t functioning properly.  A variety of reasons that lower back pain may occur include:

  • Imbalance of the hips
  • Tightness of the structure around the hips
  • Weakness of the core muscles- putting pressure on joints to attempt to stabilize external load
  • Soreness of the lower back musculature when exposed to lower body pulling exercises

Of course, there is always the possibility of disk derangement, fracture/spondy, or other serious issues.  If the injury is extremely painful, do not allow the client/athlete to stretch too aggressively or continue normal training, especially if the area is still very inflamed. Make sure to consult with a doctor or physical therapist before getting cleared to train them again.

It is recommended to train “around” lower back injuries with modifications rather than train “through” them without altering your program.  An example would be replacing squatting movements (or any movement where weight is placed on the back) with exercises like lunges, leg press, or resistance-band work.

If the pain is less acute and more of an “achy” feeling, try working on these stretches to aid in releasing the hip structure around the lower back.

These exercises can be paired with movements like squats, deadlifts, or Olympic lifts to use rest time between sets more productively.  This rest time can be very useful in mobilizing various aspects of the lower body in an effort to get more out of the training program.  They can be used as a part of a comprehensive warm-up or cool down, and they can even be given as “homework” for specific athletes who need additional work.

In addition to these stretches, make sure you are strengthening the core alongside them. Until the core structure around the back is strong enough, loading the spine may continue to cause discomfort.

These mobility exercises should help keep athletes functioning properly and feel less stiffness or pain in their hips and lower back.  Once you teach them and place them into a routine, your athletes will thank you for helping them stay healthy.

Jordan Tingman – CSCS*, USAW L1, ACE CPT, CFL1 is a graduate of Washington State University with a B.S. in Sports Science with a Minor in Strength and Conditioning. She completed internships with the strength & conditioning programs at both Washington State University and Ohio State University, and is currently a Graduate Assistant S & C Coach at Eastern Washington University.

 

The IYCA High School Strength & Conditioning Specialist is the only certification created specifically for coaches training high school athletes.  The course includes several hours of video instruction (including the Olympic lifts) and two textbooks with contributions from some of the top strength and conditioning coaches in America.  Click on the image below to learn more about how to become a certified high school strength & conditioning coach.

Overlooked Keys to a Great Push Up – Greg Schaible

Posted on: September 9th, 2019 by Sara Beth No Comments

The push up is one of those exercises that everyone loves to do, but few athletes or clients do them exceptionally well….

This video goes over three of the most important technical aspects of the movement: 

Most people understand the first point. The elbows should be at 45 degree angle or slightly under. Not too in close to the body or flared out really wide either.

Scapula thoracic positioning is a high priority during a push up. Rib cage retracted at the top of the push up with scapula sitting flush on the thorax. 

An important part of the serratus is to protract the scapula but also retraction of the rib cage. At the top of the push up, you should not see a medial border prominence of the scapula. At the bottom position of push up the scapula retracts. push up

Ensuring the athlete is avoiding hyper extension at the low back and anterior pelvic tilt will go a long ways to help this. The body should move as a unit up and down from the ground. A common analogy I use is “imagine your body as an elevator moving up and down together.” Keeping the position of the torso sturdy with the ribcage stacked over the pelvis helps locks in the mid-section, making it easier to move as a cohesive unit.

A final and often overlooked aspect of a push up is a slight forward lean when dropping down toward the ground so the chest is in line with the hands. Then pushing slightly backwards while pressing back up to the top position so the hands are directly underneath the shoulders. This angle of pressing is very similar to the bar path you should use while doing a bench press.

Pressing back is also an important component that helps the serratus become more active as you are pushing up towards 90 degrees even slightly above at top position of push up. Those who struggle with getting the medial inferior border flush on the thorax tend to benefit greatly from this aspect. As the shoulder moves to 90 degrees of flexion and slightly past the serratus becomes most active. So if you imagine pushing up and back, the shoulder starts moving through more flexion which often results in better usage of the serratus with the exercise.

Most people understand the first point. The elbows should be at 45 degree angle or slightly under. Not too in close to the body or flared out really wide either.

Scapula thoracic positioning is a high priority during a push up. Rib cage retracted at the top of the push up with scapula sitting flush on the thorax. 

An important part of the serratus is to protract the scapula but also retraction of the rib cage. At the top of the push up, you should not see a medial border prominence of the scapula. At the bottom position of pushup the scapula retracts. 

Ensuring the athlete is avoiding hyper extension at the low back and anterior pelvic tilt will go a long ways to help this. The body should move a unit up and down from the ground. A common analogy I use is “imagine your body as an elevator moving up and down together.” Keeping the position of the torso sturdy with the ribcage stacked over the pelvis helps locks in the mid-section, making it easier to move as a cohesive unit.

A final and often overlooked aspect of a push up is a slight forward lean when dropping down toward the ground so the chest is in line with the hands. Then pushing slightly backwards while pressing back up to the top position so the hands are directly underneath the shoulders. This angle of pressing is very similar to the bar path you should use while doing a bench press.

Pressing back is also an important component that helps the serratus become more active as you are pushing up towards 90 degrees even slightly above at top position of push up. Those who struggle with getting the medial inferior border flush on the thorax tend to benefit greatly from this aspect. As the shoulder moves to 90 degrees of flexion and slightly past the serratus becomes most active. So if you imagine pushing up and back, the shoulder starts moving through more flexion which often results in better usage of the serratus with the exercise.

Dr. Greg Schaible is a physical therapist and strength coach specializing in athletic performance and a regular contributor the the IYCA. Greg is the owner of On Track Physiotherapy and owner of the popular online education resource Sports Rehab Expert. Greg works with athletes and active individuals of all ages. As a former athlete himself, he attended The University of Findlay and competed in both Indoor and Outdoor Track & Field where he earned honors as a 5x Division II All-American and a 6x Division II Academic All-American.

 

Dr. Schaible was instrumental in putting together the completely updated version of the Youth Athletic Assessment Specialist 2.0 course that covers a wide range of screens, performance assessments, and advanced assessment techniques.  Learn more about the YAAS 2.0 by clicking the image below.

Cluster Training, Part 2 – Karsten Jensen

Posted on: August 7th, 2019 by Sara Beth No Comments

In Part 1 of Karsten Jensen’s article on Cluster Training, he explained many of the elements that lay the foundation for cluster training.  In Part 2, he goes into more depth on the 5 steps to effective use of cluster training so that you can immediately begin to utilize this concept in your training programs.  Be sure to go back and read Part 1 before your begin reading Part 2.

SECTION 5
Tactic #3: Auto-regulated Training

The definition of the word auto includes self and spontaneous, used  in  the  formation  of compound-words. (24) 

Thus, auto-regulated training is self-regulated – or athlete/client regulated training, which could take two basic forms.

  • The training is regulated based on the immediate performance of the athlete-client (but the decisions are made by the coach)
  • The athlete-client is given guidelines for how to adjust specific aspects of the training based on their perception and/or performance.

Self-regulated training has also been termed Cybernetic Periodization where

“the original preplanned Periodization scheme is regularly modified by subjective and objective feedback obtained from the lifter’s current performance state. The feedback from the output of the system is used to modify the input to the system. “(25)

The subjective and objective feedback from the athlete-client may include components such as

  • Rate of Perceived Exertion
  • Exercise form
  • Lifting Velocity

Choice is considered an inherent biological necessity and may (28)

  • Enhance motivation and adherence to training sessions.
  • Increase motor learning and performance.
  • Increase velocity and force production.
  • Postpone fatigue.

Thus, self-regulated, the training is fundamentally important to achieve the optimal training load —and thus, the optimal stimulus of the stress-response—because the moment-to-moment state of the athlete-client is fundamentally unpredictable. 

Self-regulated training is an important aspect of the application of progressive overload of Periodization systems. (26)

The last section of this article integrates the three described tactics: cluster training, drop sets and auto-regulation into a powerful approach to resistance training. 

SECTION 6
5 Steps to Effective Cluster Training

Section 6 describes a 5-step process for effective cluster training.

Step 1 – Program Objective

Determine the strength quality  you wish to develop with the program: stabilizer endurance, structural strength (including hypertrophy), maximal strength, power or muscular endurance.

Associated with each quality is an approximate level of optimal fatigue:

 

At Step 4, intra-set rest criteria is chosen with the purpose of performing the program with the optimal level of fatigue.

Step 2 – Intensity Zone and Total Repetition Volume

Choose the intensity zone and total repetition volume corresponding to the chosen strength quality. 

Below is an overview of the guidelines for the Repeated Effort Method (short duration) that are used with the Flexible Periodization Method. The Repeated Effort Method (short duration) is the primary method  used when the objective is hypertrophy.

Example (Combination Exercise) =

Powerlifting Style Back Squat + Olympic Style Front Squat + Zercher Squat, 2 x 10+10+10

Step 3 – Start Load

Choose the start load based the training background of the athlete-client and the specific emphasis on mechanical stress or metabolic stress within in the program.

The start load will be within or slightly above the primary intensity zone for the specific type of training. As the load is dropped throughout the set, it approaches the lower end of the primary intensity zone for the type of training.

Example: Powerlifting Style Back Squat + Olympic Style Front Squat + Zercher Squat, 2 x 10+10+10

Start load (beginner) = 7RM

Start load (intermediate) = 5 RM

Start load (advanced) = 3 RM

The Flexible Periodization Method incorporates the advanced option as a way for advanced athlete-clients to maintain maximal strength in phases where the primary load is lower. (28) 

Step 4 – Choose Intra-set Rest Criteria 

John Brookfield can’t count…And that makes him one smart coach. John’s primary focus is work capacity, task management, and technical efficiency. He uses fundamental patterns and simple equipment to create loads. Sets and reps don’t really apply to the exercise equation. Persistence, patience, and safety are hallmarks of John’s work. Don’t just watch – do what John does. You will learn from both ends – his coaching and your movement experience.

Gray Cook, MSPT, CSCS http://powerropes.com/brtestimonials.html

Most Cluster Training research uses a short, pre-determined cluster length. However, a pre-determined cluster length could make the training too easy. A performance based threshold might be a better solution. (4) A performance-based threshold makes the cluster length auto-regulated (See Section 4).

Performance-based objective and/or subjective criteria for:

  • taking intra-set rest 
  • the length of the intra-set rest 

are chosen with the purpose of achieving an optimal level of fatigue in relation to the program objective  (See Step 1).  

Objective Criteria
If the goal is to minimize fatigue, the cluster length should be 4 repetitions or less, to be able to complete each cluster within the phosphor – creatine stores. (1) 

As mentioned above, force, power and velocity drop from the 2nd repetition of a continuous set. Different targets (for example, 10, 20 or 30% velocity loss) can be used to achieve specific levels of neuro-muscular fatigue. (30)

Velocity loss can be measured through a variety of technologies. For example, the PUSH Armband.  See Table 6.3 below.

Subjective Criteria
Velocity loss is associated with an increase in rate of perceived exertion. (1) 

Rate of perceived exertion (RPE) is a classic and valid way of self-estimating the training load. However, utilizing the RPE to evaluate the training load may divide attentional focus between 

  1. Optimally executing the movement.
  2. Evaluating the perceived exertion.
  3. Counting the number of repetitions.

credit renee.jones@startribune.com

A divided focus may have detrimental effects on the performance of the athlete-client. Thus – even if it is not always possible, the Flexible Periodization Method aims to create a set up around each exercise that allows the athlete-client to focus their attention on one element. 

From a mental standpoint, strength is moving awareness. (31) As long as awareness moves, you move. Thus, the primary instruction is to.

Focus on executing one repetition at a time, with perfect form and the awareness of being strong throughout the body.

If your awareness wanders from the awareness of being strong, bring it back on target. At some point, the sensory experience of fatigue will start to become stronger and overshadow the experience of strength. Will power is applied to maintain an awareness of strength despite the evidence of the senses. Even further into the set, the body stops without a conscious decision to do so. This approach aligns results in moderate to high fatigue during a set.

Table 6.3 describes objective and subjective criteria for taking intra-set rest and intra-set rest duration. 

Don’t have the athlete-client look at the clock during the intra-set rest. Give absolutely minimal corrections. Focus on recovery and getting ready for the next cluster. Gauge the time in number of deep breaths. 

Below is an overview of different rest durations that appear in the Cluster training literature.

Minimal, but does have effect = 5-10 sec (let go of weight, stand up, lower again, set up and repeat)

Incomplete = 10-20 sec (let go of weight, stand up + 1-3 deep breaths, lower again, set up and repeat)

(Close to) Complete (for singles) = 20-30 sec (let go of weight, stand up + 1-5 deep breaths, lower again, set up and repeat)

Close to complete (for doubles, triples, etc.) =   30-60 sec (let go of weight, stand up + 1-10 deep breaths, lower again, set up and repeat)

As the coach or trainer, check your watch to ensure that the rest periods stays within approximate time frames. 

Step 5 – Decide On any Load Reduction

As long as the athlete-client can start the next cluster and the awareness of being strong, the load is kept the same. 

If the client cannot start the next cluster with perfect form or the awareness of being strong then

    1. The load is reduced by 5-10% (intra-set rest stays the same).
    2. Intra-set rest is increased (See above).

SUMMARY

This article outlined a suggested 1st Principle of Physical Training and Strategies to Achieve it. Additionally, three program design tactics were discussed: cluster training, drop sets and auto-regulation were described. Last, a 5-step approach to cluster training was detailed.

Take advantage of this incredible concept to achieve excellent results with athlete in need of improving their strength.  Be sure to understand why cluster training is being utilized and follow the 5-step approach to optimally utilize each approach.

 

Karsten Jensen has helped world class and Olympic athletes from 26 sports disciplines since 1993. Many of his athletes have won Olympic medals, European Championships, World Championships and ATP Tournaments.

Karsten is the first strength coach to create a complete system of periodization, The Flexible Periodization Method – the first complete method of periodization dedicated to holistic, individualized and periodized (H.I.P) training programs.

Karsten shares all aspects of The Flexible Periodization Method (FPM) with his fellow strength coaches and personal trainers through The Flexible Periodization Method workshop series (Levels I-VIII).  Find more information at www.yestostrength.com.

 

REFERENCES
1.Jukic I, Tuffano JJ. Shorter but more frequent Rest Periods: No Effect on Velocity and Power Compared to Traditional Sets, not to Failure. Journal of Human Kinetics, 66:257-268. 2019.

2.Río-Rodríguez D, Iglesias-Soler E, Fernández del Olmo M (2016). Set Configuration in Resistance Exercise: Muscle Fatigue and Cardiovascular Effects. PLoSONE11(3):e0151163. doi:10.1371/journal.pone.0151163

3.Tufano JJ, Conlon JA, Nimphius S, Brown LE. Banyard HG, Williamson BD, Bishop LG, Hopper AJ, Haff GG. Cluster Sets: Permitting Greater Mechanical Stress Without Decreasing Relative Velocity. International Journal of Sports Physiology and Performance. 12: 463-369. 2017.

4.Tufano JJ, Halaj M, Kampmiller T, Novosad A, Buzgo G (2018) Cluster sets vs. traditional sets: Leveling out the playing field using a power-based threshold. PLoS ONE 13(11): e0208035.https://doi.org/10.1371/journal. pone.0208035

5.Rader P. Breathing Methods. The Master Bodybuilding and Weight Gaining System. p. 19. www.superstrengthbooks.com . Wm F. Hinbern. 1999 (Republished from 1946).

6.Miller, C. The Sport of Olympic-Style Weightlifting, Training for the Connoisseur. Sunstone Press. 2011

7.https://www.youtube.com/watch?v=EdveLFrh9U8

8.Zatsiorsky Z. Timing in Strength Training. Science and Practice of Strength Training. Chapter 5, p 93. Human Kinetics. 2006.

9.Oliver JM, Jagim AR, Sanchez AC, Mardock MA, Kelly KA, Meredith HJ, Smith GL, Greenwood M, Parker JL, Riechman SE, Fluckey JD, Crouse SF, Kreider RB. Greater gains in strength and power with intra set rest intervals in hypertrophic training. J Strength Cond Res. 27(11):3116-3131. 2013.

10.Iglesias E, Boullosa DA, Dopico X, Carballeira E. Analysis of Factors That Influence The Maximum Number of Repetitions In Two Upper Body Resistance Exercises: Curl Biceps and Bench Press. J Strength Cond Res. 24(6):1566-1572. 2010.

11.Haff GG, Whitley A, McCoy LB, O’Bryant HS, Kilgore JL, Haff EE, Pierce K, Stone MH. Effects of Different Set Configurations on Barbell Velocity and Displacement during a Clean Pull. J Strength Cond Res. 17(1):95-103. 2003.

12.Iglesias E, Boullosa DA, Dopico X, Carballeira E. Analysis of Factors That Influence The Maximum Number of Repetitions In Two Upper Body Resistance Exercises: Curl Biceps and Bench Press. J Strength Cond Res. 24(6):1566-1572. 2010.

13.Hardee JP, Triplett NT, Utter AC, Zwetsloot KA, McBride JM. Effect of Inter-repetition Rest on Power output in the Power Clean. J Strength Cond Res. 26(4):883-889. 2012.

14.Lawton TW, Cronin JB, Lindsell RP. Effect of Inter-repetition Rest Intervals on Weight Training Repetition Power Output. J Strength Cond Res. 20(1):172-176. 2006.

15.Tufano JJ, Brown LE, Haff GG. Theoretical and Practical Aspects of different Cluster Set Structures: A Systematic Review. J Strength Cond Res. 31(3): 848-867. 2017.

16.Lima BM, Amancio RS, Goncalves RS, Koch AJ, Curty VM, Machodo M. Planned Load reduction vs Fixed Load: a strategy to reduce the perception of effort with similar improvements in hypertrophy and strength. International Journal of Sports Physiology and Performance. 2018 Published ahead of print.

17.Anglieri V, Ugrinowitsch C, Libardi CA. Crescent pyramid and drop-set systems do not promote greater strength gains, muscle hypertrophy and changes on muscle architecture compared with traditional resistance training in well-trained men. European Journal of Applied Physiology. DOI 10.1007/s00421-016-3529-1. 2017.

18.Leistner K. Fifty Rep Sets. The Steel Tip. Vol 1. Number 3. 1985. The Steel Tip Collection. Newsletters For Strength and Fitness.

19.Bentes CM, Simao R, Bunker T, Rhea MR, Miranda H, Gomes TM, Novaes JDS. Acute Effects of Drop Sets Among Different Resistance Training Methods in Upper Body Performance. Journal of Human Kinetics. 34: 105-11. 2012.

20.Goto M, Nirengi S, Kurosawa Y, Nagano A, Hamaoka T. Effects of Drop-set and Reverse Drop-Set Methods on the Muscle Activity and Intramuscular Oxygenation of the Triceps Brachii among Trained and Un-trained Individuals. Journal of Sports Science and Medicine. 15:562-568. 2016.

21.Fink J, Schonfeld BJ, Kikuchi N, Nakazato K. Effects of drop set resistance training on acute stress indicators and long-term muscle hypertrophy and strength. The Journal of Sports Medicine and Physical Fitness. 2017. DOI: 10.23736/S0022-4707.17.06838-4

22.Fleck SJ, Kraemer WJ. Resistance Training Systems and Techniques. Designing Resistance Training Programs 3rd Ed. Chapter 6, 187-206. Human Kinetics. 2004.

23.Poliquin C. Poliquin’s Top 10 Set Rep Schemes for Maximal Strength Development. Modern Trends In Strength Training. Chapter 3, page 36-51.Poliquin Performance Centers. 2006.

24.https://www.dictionary.com/browse/auto, 2019.

25.Siff M. Organisation of Training. Supertraining. Chapter 6, p 331. Supertraining Institute. Denver, USA. 2004.

26.Jensen K. Performance Optimization with Periodization. (in Danish) https://www.dif.dk/da/forening/uddannelse/udgivelser/traening/bog_traeningsplanlaegning

27.Jensen K. Periodization of Program Variables For The Development of. Maximal Strength: How To Manifest Untapped Potential For Strength Using The Flexible Periodization Method. Chapter 3, page 21-90. www.yestostrength.com. 2015.

28.Suchomel TJ, Nimphius S, Stone MH. The Importance of Muscular Strength In Athletic Performance. Sports Medicine, 46(10) Feb. 2016 DOI 10.1007/s40279-016-0486-

29. Halperin I, Wulf G, Vigotsky AD, Schoenfeld BJ, Behm DG. Autonomy: a missing ingredient of a successful program? Strength and Conditioning Journal, Published Ahead of Print. DOI: 10.1519/SSC.0000000000000383

30. Weakley J, Ramirez-Lopez C, McLaren S, Dalton-Barron N. The Effects of 10%, 20%, and 30% Velocity Loss Thresholds on Kinetic, Kinematic, and Repetition Characteristics During the Barbell Back Squat. International Journal of Sports Physiology and Performance. DOI: 10.1123/ijspp.2018-1008. 2019.

31.Jensen K. At the most fundamental level, everything that appears solid is pure energy, vibration and mostly empty space. I AM Strong: How To Align Thought beliefs and emotion to reach fitness goals faster than ever before. Section 1.b, page 7-10. Yes To Strength. 2016.

Cluster Training: Break Down the Set to Build Up the Body, Part 1 – Karsten Jensen

Posted on: August 5th, 2019 by Sara Beth No Comments

A few years ago I consulted briefly with a young woman who wanted to learn Olympic Weightlifting. From our first session it was clear that she had great motivation, adequate flexibility, solid coordination but little muscle mass.

At the end of the first session she was given technical exercises to work on as well as Front Squats that were to be performed in the following way:

  • The safety pins were placed corresponding to the height of her shoulders in the bottom position of the Front Squat.
  • She was to perform one repetition at a time by stepping under the bar, setting up for and executing the squat before stepping back from the bar and repeating. 
  • She was instructed to do 30 repetitions one at a time – essentially 30 x 1 repetitions.

Our next session was two weeks later. Upon entering the gym, I saw the shape of what looked to be an experienced lifter with smooth technique and muscular thighs. When I got closer I saw that it was this girl who had worked diligently on the exercises  I had suggested for her.

A major reason for the choice of this cluster style approach is the easily observable fact that cluster training can help athletes and clients maintain good form throughout the training of an exercise, particularly if they are relatively new to lifting. 

Why? In some cases, we are able to perform the first repetition with good form but then, as fatigue sets in, the form deteriorates. With cluster training, each rep is the “first” rep.

I had known about and used Cluster Style training before, but the experience with this young girl convinced me that cluster style training has applicability both for beginners and for advanced athletes.

Cluster training is not new. The quote below is from The Rader Master Bodybuilding and Weight Gaining System, originally published in 1946 (on breathing methods during deadlift training for weight gain). (5)

Another preferred method is to stand up after each repetition (after placing the weight on the floor) and take 3-6 deep breaths between each repetition. Then grasp the weight and take a deep breath and make another repetition.  

Later, renowned Olympic Weightlifting Coach, Carl Miller used Cluster Training in the 1970s. (6)  

Cluster training is still used today (for example, by Dr. Stuart McGill, world renowned back specialist from Waterloo, Ontario). (7) Mc Gill uses clusters to achieve 

Maximum Neuro drive during a chin-up from every part of the back and it starts with grip. Instead of sets of 6-10, consider sets of 1, 10 or so times, and working up to 15-20 singles, over time. Take about 10 seconds of rest between. 

The cluster tactic can also be used to break a larger amount of work into smaller chunks. Here is an abbreviated description of 50 rep sets from the classic Steel Tips by Dr Ken Leistner.(18)

Start weight = 20-25RM

Execution: Do as many reps as possible. Then rest 10 seconds. Repeat until all 50 Repetitions are completed.

As a strategy, cluster training is an extension of traditional training. Imagine that you were told to do 30 repetitions with 70% of your 1RM. However, you were not told that you could break the work down into 3 sets of 10 repetitions. (See Graph 1) You would stop after about 10 repetitions, frustrated that you could not complete the 30 repetitions.

Cluster Training is an example of the saying to train as much as possible, while staying as fresh as possible. (8)  The real difference between traditional training and cluster training lies in the size of the chunks.

This article begins by suggesting a so-called 1st Principle of physical training. Based on the 1st Principle, strategies to achieve the Principle are discussed. Last, specific tactics for applying Cluster Training are laid out.

 

SECTION 1
1st Principle of Physical Training

A “principle” is a basic truth, law or assumption (thefreedictionary.com).  A first principle is a basic, foundational, self-evident proposition or assumption that cannot be deduced from any other proposition or assumption. (21)  

How could a 1st Principle of physical training be defined?

Athletes or fitness clients approach strength coaches and personal trainers to achieve a certain objective. Achieving this objective always requires 

  1. A structural change in the body.
  2. A functional change in the body.

Thus, the 1st Principle of physical training could be defined as, to stimulate structural or functional adaptations specific to the athlete’s or fitness client’s goal.

 

SECTION 2
Strategies to Achieve the 1st Principle

Overall, it could be stated that the higher the intensity, volume and workload while still maintaining the ability to recover, the greater the potential for structural and functional changes. 

Challenging the boundaries of adaption through the best possible balance between stress and recovery necessitates that training program is truly based on the individual abilities rather than generic standards.  

Two strategies behind a broader group of research include:

  1. Break down the total work load into smaller chunks. 
  2. Match the load to the capacity of the athlete-client as closely as possible, repetition by repetition throughout a set.

 

SECTION 3
Tactic #1: Cluster Training

The dictionary’s definition of a cluster is, a group of similar things or people positioned or occurring closely together. In the perspective of a full session, this definition also applies to a set in the traditional sense.

The research on cluster training is focused on the effects of taking rest periods within a traditional set. (9) 

“Inter-repetition rest” involves rest between each repetition.

“intra-set” rest involves rest between groups of repetitions.  

Rest periods between sets are referred to as inter-set rest.

Based on the terminology above, cluster training is not limited to a particular length of a set, or a particular length of a cluster. Fundamentally, all qualities of strength could be developed with cluster training. 

3a. What are the Benefits of Cluster Training?

Of special interest are the results from studies that compared longer sets with longer rest between sets, with shorter sets and shorter rest between sets but a similar work: rest ratio. Such a re-distribution of rest periods to more frequent intra-set and inter repetition rest results in two core benefits of Cluster Training:

  1. More repetitions performed with a given intensity. (1,4,10,15)
  2. Better maintenance of peak power, force and velocity across a session (11,12,13,14,15)

It is currently less well known how these two benefits may translate into better long-term adaptations. (15)

Additional benefits of Cluster Training Include:

  • Lower session RPE. (1)
  • Better maintenance of exercise form across the total repetition volume.

3b. Why Does Cluster Training Work?

Force and power tend to drop from the 2nd repetition in a continuous set. (13, 14) 

Partial recovery of ATP-CP stores may happen in 15-20 seconds, which may explain how force and power output can be maintained over multiple repetitions and multiple sets. (14) The (partial) recovery between repetitions allows the lifter to handle near maximal weights for many repetitions with a possible beneficial effect on hypertrophic and neural adaptations. (11, 12)

In summary, the benefits of cluster training can explained with a reduction in both central and peripheral fatigue to include the maintenance of phosphor – creatine stores and help avoid lactic build up. (1, 2, 4, 15)

Cluster training works for both dynamic and isometric contractions. 

3c. Are There Any Disadvantages to Cluster Training?

  • Too little fatigue. 

Paradoxically, the upside of cluster training (the prevention of fatigue) is also its potential downside. Fatigue plays a role in maximal strength development through increased activation of motor units, concomitant contribution from synergistic and antagonistic muscles and metabolic fatigue related events. For example, lactate that triggers muscular adaptation. (14)

  • Less efficient with respect to work per unit of time.

Extra-rest cluster training might be less efficient compared to longer sets with respect to work per unit of time. These point to the need for making rest periods the shortest duration needed in order to maintain the load and/or velocity. (3) 

SECTION 4
Tactic #2: Drop Sets
‘Right now I could do more.’

What is the definition of drop sets? 

With drop sets, the load is reduced within a set. Additionally, the exercise can be changed within a set, a strategy that is termed mechanical drop sets. Thus, drop sets are a form of Cluster Training where intra-set rest-periods are used to reduce the load used.

What is the purpose of drop sets? 

A drop set is the tactic used to execute the strategy of matching the load to the capacity of the athlete-client as closely as possible, repetition by repetition, throughout a set. (See above.) As strength drops throughout the set, the load is reduced or there is a switch to a stronger range, position or contraction type.

Conceptually, two types of drop sets can be described: (23)

  1. A higher load is used from the beginning of a longer set (of more than 1 rep).
  2. Additionally, repetitions are performed at the end of a set.

If – for example – the goal is to perform 6 repetitions with a 6RM load, then the athlete-client could have a higher load on each of the first repetitions of that set. Thus, there is a gap between the force that is produced and the force that could have been produced. Beginning with a higher load and reduced, the load gradually closes that gap.

 

 

After performing a set of 6 repetitions with a 6RM load, the athlete-client can no longer lift a 6RM load. However, the athlete-client could perform additional repetitions with a lower load. Such a strategy is also termed multi-poundage training or break down training. (24)  

Thus, the application of drop sets centers around the question: Why would you lift less than you could have at any point in time? In the same non-technical vein, drop sets relate to the statement – I could do more right now.

4a. What are the Benefits of Drop Sets?

The examples above illustrate that drop sets theoretically could result in a 

  • higher average load
  • higher # of repetitions
  • higher volume load 

across one set and, thus, effectively stimulate strength, hypertrophy and muscular endurance.

 Below is a brief overview of research findings on drop sets:

  • Drop Sets that begin with a heavier load may the increase the firing rate of motor units and recruit high threshold motor units. (20)
  • Drop sets may promote a higher total workload and subsequently increased mechanical and metabolic stress. (19, 21)
  • Drop sets may result in greater hypertrophy compared to traditional training. (21) However, when volume and intensity are equated, there is no difference in strength or hypertrophy gains between traditional sets or drop sets. (16,17)
  • Drop sets may result in lower RPE and similar strength and size gains for similar volume of training.  (16)

Thus, the most prominent take-home message is that the power of drop sets lays not so much in the structure of gradually reducing the load. The power of drop sets lies in the possibility of using a higher average load and achieving a higher number of repetitions and volume load. 

We will continue this discussion of Cluster Training in Part 2 of this piece.

 

Karsten Jensen has helped world class and Olympic athletes from 26 sports disciplines since 1993. Many of his athletes have won Olympic medals, European Championships, World Championships and ATP Tournaments.

Karsten is the first strength coach to create a complete system of periodization, The Flexible Periodization Method – the first complete method of periodization dedicated to holistic, individualized and periodized (H.I.P) training programs.

Karsten shares all aspects of The Flexible Periodization Method (FPM) with his fellow strength coaches and personal trainers through The Flexible Periodization Method workshop series (Levels I-VIII).  Find more information at www.yestostrength.com.

Keeping Shoulders Healthy – Jordan Tingman

Posted on: July 1st, 2019 by Brand Spin No Comments

 

The shoulder is a highly complex joint with many muscles and ligaments surrounding it for stability and protection. Because the shoulders are so inter-connected with the torso, I consider the shoulder joint part of the core. Proximal stability is required for safe execution and protection of the shoulder joint, and left untrained can lead to injury or pain at some point in an athlete’s career.

Shoulder stability and strengthening exercises should aim to strengthen the rotator cuff and structures surrounding the shoulder. 

 

When performing any shoulder exercise, it is important to emphasize retracting the scapulae to ensure that the exercise does not become trap or momentum dominant. Retracting the scapula requires strength and stability in the back and shoulder muscles to execute the movement, so simply getting athletes into this posture on a regular basis can help develop a basic level of stability. Checking to make sure that the scaps are “down and back” ensures that the movement is not becoming dominated by the trap muscles, which often become more active than the shoulder muscles themselves, and completely changes the exercise. 

Many athletes don’t even have an awareness of how to control their scapulae, so teaching them how they move and stabilize the shoulder can be an eye-opening experience for both the athlete and the coach.  This process may also bring up issues that may need to be addressed in a more comprehensive fashion.  For purposes of this article, we will assume that your athletes are able to adequately control them scapulae and aren’t presenting any glaring weaknesses.

Incorporating some basic shoulder movements into a team warm-up or workout warm-up can be effective in preparing the shoulders for practice or training. While most coaches perform a warm-up routine, the shoulders are commonly ignored in this process. 

I personally utilize the banded shoulder variations into our volleyball teams warm-up to prepare and strengthen the shoulders, but a comprehensive shoulder warm-up could be used for just about any athlete.  This short video gives you examples of some simple exercises using light bands that can be incorporated into just about any routine.

The following exercises may be used in conjunction with other strength movements within a workout to strengthen the rotator cuff muscles.  They can be used before-after exercises, as a super-set with another exercises, or part of a group routine than might include other bodyweight and/or core exercises.  

Mini banded shoulder variations can also be utilized without band resistance, to practice retracting the scapulae and moving the arms within the retracted position. 

Considering adding some of these exercises into your training plans or warm up routines to ensure you are adequately addressing shoulder strength and stability.

Jordan Tingman – CSCS*, USAW L1, ACE CPT, CFL1 is a graduate of Washington State University with a B.S. in Sports Science with a Minor in Strength and Conditioning. She completed internships with the strength & conditioning programs at both Washington State University and Ohio State University, and is currently a Graduate Assistant S & C Coach at Eastern Washington University.

 

The IYCA High School Strength & Conditioning Specialist is the only certification created specifically for coaches training high school athletes.  The course includes several hours of video instruction (including the Olympic lifts) and two textbooks with contributions from some of the top strength and conditioning coaches in America.  Click on the image below to learn more about how to become a certified high school strength & conditioning coach.

Progressive Overload: Training vs. Exercise – Jim Kielbaso

Posted on: April 15th, 2019 by Sara Beth No Comments

The principle of progressive overload is perhaps the most important concept for coaches to understand when developing athletes.  It is one of the most basic differences between training and simply exercising. Unfortunately, this concept is often misunderstood and misapplied, especially when working with athletes under 18 years old.  While developing athletes can be a very complex undertaking, I’d like to simplify the concept of progressive overload and discuss how to most appropriately apply it as part of an overall training program.

The most simplistic way to explain progressive overload is to slowly challenge yourself to do more than you’re currently capable of doing.  Without some system of progression, we’re just burning calories and making athletes tired. Sure, they may benefit from exercise, but the process of training or developing athletes should be more systematic so they progress in the safest and most efficient manner possible.

The variables that can be manipulated when applying overload include:

  • Frequency – how often the stimulus is applied
  • Intensity – either the percentage an athlete’s maximum capability or the degree of effort that goes into an exercise
  • Duration – how long the workout takes
  • Volume – the total amount of work performed.  This is generally represented as the weight x reps for strength training, but it can also be represented by the total amount of sets, number of reps or distance traveled.

Most of this article will focus on progressive overload for strength development, but speed & agility will also be discussed briefly.

Linear Progression

The essence of progressive overload is that your body adapts to a stimulus and slowly grows stronger or more efficient, depending on the goal.  For example, if you can currently do 10 push-ups in a row, you would try to do 11.  You would try to complete 11 push-ups until you can achieve that goal.  The stimulus of attempting to do 11 forces the body to adapt and grow stronger.  When you can complete 11, you begin working toward 12.

This is a very simple version of linear progression.  Linear, meaning one variable, constantly moving in one direction.  Many experts turn their noses up at this basic concept because progress eventually stagnates with most people, but it is a simple way to understand the underpinnings of progressive overload.

The story of Milo of Croton is another simple example of linear progression.  Milo was a 6th-century Greek wrestler who picked up and shouldered a young calf when he was a young man.  He picked up the calf every day as it slowly became a full-grown bull.  Because he had lifted it every day, he gradually became stronger and was able to impress crowds of people by picking up bulls as an adult.  The slowly increasing size of the bull provided a constant challenge that his body adapted to, and the concept of progressive overload was born.

Many athletes were developed through rough versions of this basic concept, and this was the inspiration for the adjustable barbell where small weights could be added to a bar in order to provide increasingly challenging stress.

Many coaches still take advantage of this simple strategy with relatively new trainees as they have athletes perform as many reps as possible of a single set of certain exercises.  The results are recorded each day, and they are asked to “beat their score” in the next training session.  This has the potential to turn into high-rep sets, but it works well when there is limited equipment and/or beginner lifters who will respond to even the lowest volumes.  A basic workout for a young athlete could be one set of each of the following:

  1. Push-ups
  2. Chin-ups
  3. Sit-ups
  4. Single-leg squats
  5. Goblet squat
  6. Hanging leg raise
  7. Curl & press with dumbbells
  8. Inverted row

Something as simple as this routine could be a great way to teach beginner lifters how to slowly progress, execute quality reps, and push through the discomfort of strength exercises.  Many coaches use a “20-rep set” where they prescribe one set of 20 reps of each exercise.  Instead of giving the athlete a weight that can be lifted 20 times, they pick a weight that can only be lifted 10-12 times.  Once fatigue sets in and no more reps can be completed, the athlete puts the weight down, rests for a few seconds, then attempts a few more reps.  This is repeated until the athlete has performed all 20 reps.  Only the first “set” (when the weight was put down the first time) is recorded, but the athlete stays with the exercise until all 20 reps are performed.  If the athlete performed 13 reps on the first set today, the goal is 14 at the next session.

This is a way to utilize linear progression but also add extra volume to the workout because the athlete is essentially performing multiple sets.  When the athlete can complete all 20 reps in one set, weight is added, a new exercise is prescribed or something else changes to increase the demands placed on the athlete.

Double Progression

This system gets at the essence of the “double-progression” method of progressive overload in which the resistance is increased when a certain number of reps is attained.  A typical example would be to select a range of 8-12 reps.  You could choose a weight that could be lifted at least 8 times, but no more than 12.  Let’s say you can complete 10 reps today, but cannot do 11.  In the next training session, you attempt to complete 11 reps.  Once 11 reps can be completed, you attempt 12 reps at the next training session.  When 12 reps can finally be completed (which is the top of the rep range we selected), the weight is increased the smallest amount possible, and you start the process over again, gradually trying to perform one more rep than you were able to get in the last workout.

This is an excellent way to help young athletes choose appropriate weights for their workouts, which is actually a very common issue in many weight rooms.  Beginner lifters usually have no idea what an appropriate weight would be for each exercise, so they end up choosing weights based on what others are using.  Testing is another way to help athletes choose weights for certain exercises, where a 1RM is established and percentages of that number are prescribed.  But, this takes a lot of time, can be dangerous with inexperienced lifters, and often isn’t very accurate with young lifters.  It’s also difficult (and not recommended) to establish 1RM’s for every exercise.

So, this system of gradually increasing the number of reps performed, then slowly increasing the weight, is a great way to help athletes learn how to choose appropriate weights.

Multi-Set Double Progression

Another way to implement this system is by using multiple sets of each exercise.  Using multiple sets gives athletes more opportunities to practice technique, and the additional volume can provide a great training stimulus, especially for athletes who cannot push themselves hard enough to get maximum benefit from a single set.

In this case, prescribe a number of sets and reps for each exercise, for example, 3 sets of 8 reps or 3 x 8.  In this example, athletes will use the same weight for all three sets and attempt to perform 8 reps on each set.  When all 3 sets of 8 reps can be completed, the athlete gets to move the weight up the smallest amount possible at the next workout.  If an athlete using 100 lbs can only perform 8 reps on the first set, 7 on the second, and 6 on the third, he/she will stick with 100 lbs on the next workout.  

Many coaches will encourage athletes to perform as many reps as possible on the final set as a way to challenge athletes to push a little harder.  This will also help you determine when they’re ready to increase the weight and how much the increase should be.  In the above example, an athlete who performs all three sets of 8, but cannot do 9 reps on the last set, should increase the weight the smallest amount possible.  On the other hand, an athlete who performs 15 reps on the final set is probably ready for a slightly larger increase in order to provide a more appropriate stimulus.  

Different versions of this scheme have been used by intermediate and advanced lifters for many years with exceptional results.  The idea is that the first set should end up being fairly easy, and allows for some technique practice.  The second set becomes more challenging, and the third set is where the hardest work is done.  

It’s also important for athletes to record their results somewhere so they can look back at how many reps they performed in the last workout as a way to set goals for the current session.  Most young athletes aren’t going to remember they did 7 reps on the second set of bench press with 115 lbs.  Most young athletes already have enough on their minds, so that needs to be recorded.  A workout card or training software like TrainHeroic are great options for recording workout results.  

Super-compensation

Teaching athletes about progressive overload is also an excellent way to teach the value of slow progression so they begin to understand the concepts of gradual adaptation, recovery, and super-compensation.  Many young athletes think that they are going to get big and strong very quickly.  Teaching them the value of consistency and gradual adaptation is an excellent concept for young athletes to understand so they begin to value small gains and how to schedule their workouts.

The graph below should be drawn out and explained to every athlete beginning a strength training program so they have a basic understanding of how the process works and why consistent training is so important.

Teaching athletes about progressive overload also gives coaches the opportunity to explain the value of recovery in the process of adaptation.  Understanding how the cycle of stimulation – recovery – adaptation – super-compensation works is an invaluable lesson for athletes to learn.  Most young athletes simply do not understand this cycle, and they end up either training inconsistently or too often.  This also gives us the opportunity to explain how performance training fits into their overall schedule with sports practices, competitions, and other commitments.  They need to see that all stress should be accounted for so they can create schedules that lead to progress in all areas.

Speed, Plyometrics, and Conditioning

While most of this discussion has been about strength training, progression should also be used with speed training, plyometrics, and conditioning. With plyometrics and speed training, progression is not quite as simple and easy to explain because technique and volume are so important to progression. You’re not adding another rep in every workout or increasing the number of repetitions every day. You can learn more about this type of progression in the IYCA’s Certified Speed & Agility Specialist course.

Conditioning programs are a little easier to quantify because coaches can easily manipulate variables such as number of reps, work;rest ratios, and total volume to gradually increase the demands placed on an athlete. It’s important to gradually build this volume rather than creating dramatic spikes just to make it extra difficult. Of course, there can always be a case made for making training difficult, but coaches need to be aware of how athletes will respond to large spikes in volume or intensity, and ensure that there is adequate recovery after this kind of session.

Periodization

As athletes get more advanced with their training, or enter their competitive seasons, we need to think about the concept of periodization.  Through the years, I’ve seen coaches try to overcomplicate periodization and progressive overload with crazy set/rep schemes, charts, graphs, spreadsheets, and percentages that require a calculator.  While certain systems of periodization can get very complicated for advanced athletes, we can (and should) keep things more simplified for most athletes who haven’t even entered college.

Most of these athletes would be considered beginners in the world of strength training, and some could be considered intermediate lifters at the very most.  These trainees don’t need overly complicated programs, but we should definitely change the demands placed on them throughout the year.  Off-season training programs (when athletes are not engaged in daily sport practice) can include a higher volume of strength training and the overall demands can be greater.  During the pre-season, the amount of conditioning and sport-specific work will increase.  Once daily practice begins during the in-season phase of the year, it’s important that we continue to train, but in a way that does not induce unnecessary fatigue.

This phase of training is difficult for both coaches and athletes to understand.  Both groups often feel like brief training sessions are difficult to schedule and not worth it.  Education is crucial here so they understand the importance of maintaining their strength gains without overly taxing their bodies.  Inducing unnecessary fatigue will have a negative impact on both practice and competition performance, so the volume and intensity will be reduced.  For example, an in-season athlete who has been training consistently for several months may still be able to squat during the season, but instead of doing multiple sets at a high rate of exertion, he/she may do only 1-2 sets, stopping each set before maximal fatigue sets in. This athlete also won’t train as often during the in-season phase. 1-2 training sessions per week are about all that’s possible during a demanding season.

Once athletes have a substantial training base, periodization becomes much more critical because experienced lifters will not make progress as easily as beginners. Complete books have been written on periodization, and many popular training programs have been devised, but most of these programs are unnecessary until athletes have trained consistently (without interruption) for at least a year and are no longer seeing significant progress. That doesn’t often happen before college, so we can do a much better with young athletes by simply monitoring training volume and intensity and understanding that strength training is meant to supplement a sport, not be the sport by itself.

Keep It Simple

When working with young or inexperienced athletes, it’s important for coaches to teach them about the training process so they have a better understanding of how they will make progress. Teaching athletes the basics of progressive overload, and using basic systems of progression, will give them an understandable framework in which to work from. They’ll be much better able to make consistent progress, choose appropriate weights, and train safely. They will also be much better prepared for more complex systems they may encounter if they advance in their athletic careers. It will also help them understand how to train for the rest of their lives.

Most coaches also see themselves as teachers or mentors, and teaching athletes the value of progression can be a gift that will pay dividends for the rest of an athlete’s life.

 
Jim Kielbaso is the President of the IYCA and Owner of Impact Sports Performance in Novi, MI.  He has authored multiple books, articles and training products and has spoken at events around the world.  He holds a BS in Exercise Science, an MS in Kinesiology and has gone through multiple certifications through the IYCA, NSCA, NASM and more.  Jim is a former college strength & conditioning coach and has trained thousands of athletes at every level of competition.  He runs a successful NFL Combine training program in Michigan and has been hired as a consultant for major sports programs like the University of Michigan Football Program and the University of Kentucky Basketball Program.

 

The IYCA High School Strength & Conditioning Specialist is the only certification created specifically for coaches training high school athletes.  The course includes several hours of video instruction and two textbooks with contributions from some of the top strength and conditioning coaches in America.  Click on the image below to learn more about how to become a certified high school strength & conditioning coach.

Training Muscles vs. Movements – Karsten Jensen

Posted on: March 27th, 2019 by IYCA No Comments

Regardless of which process strength coaches use to create training programs, such a process must have a step where exercises are selected.  Exercise selection is always executed based on certain criteria that include:

  • Scientific research
  • Foundational bio-mechanical principles
  • First person experience with athletes.

It is logical to assume that the better the criteria, the greater the likelihood of a positive outcome of the training program.

Criteria include principles, strategies, and tactics. This article suggests the 1st Principle of exercise selection, followed by a description of primary exercise selection strategies. Last, current research findings on the effects of single-joint vs multi-joint exercises are discussed and concrete guidelines for exercise selection are suggested.

1 First Principle of Exercise Selection
The first principle of exercise selection could be that:

Any exercise ever performed must – in the short or the long run – improve the athlete’s ability to practice or compete.

If these criteria are not met, how do we explain that the exercise is in the program?

Even exercises that might be included for fun and variation can be said to meet the above criteria.

Why would we include an exercise in the program where the purpose is “just” fun? The answer is that we would include exercises for fun so that the athlete stays in our program. What is the outcome if of the athlete staying in the program? With practice, over time, the ability to practice and compete is improved.

Exercise Selection Strategy (Part I): Bio-mechanical specificity
For athletes, the ability to practice and compete involves the ability to safely, effectively and repeatedly sprint, cut, kick, throw or perform any other sporting movement.

How do we know which strength and conditioning exercises will improve the above abilities?

The primary strategy is to select exercises based on biomechanical specificity which means that there is a certain biomechanical resemblance between the training movement and the sporting movement. (10)

This strategy is often misunderstood. Correctly used the exercises should stimulate, not simulate the sporting movement. (7,8) More accurately, the exercises must always stimulate the ability to practice or compete in the sport. The most foundational exercises do not necessarily look that much like the sporting movement. As the movement patterns are built the resemblance to the end goal become gradually more obvious.

Example: Especially eccentric knee-flexor strength may be important for preventing hamstring injuries during sprinting. The first video below shows a more foundational hamstring exercise that does not really look like sprinting. In contrast, the second video shows a hamstring exercise where the resemblance to sprinting is more obvious

https://www.youtube.com/watch?v=6-JrwG9CpAs
https://www.youtube.com/watch?v=1JQnRD5kUN0

Exercise Selection Strategy (Part 2): Intra- and inter- muscular coordination
Train the movement, not the muscle – one of the original taglines of functional training – is a logical proposition when the end goal is to improve the ability to perform a sporting movement.

However, the body is only a strong as its weakest link. (6) Further, the basic phenomenon is that the body avoids positions of weakness and seeks positions of strength. Thus, practicing complex movements with identifiable weak links may inhibit long term progress as far as that particular movement.

Therefore, a longer training cycle has an early phase where the primary focus is to develop any identified weak links. In this early phase, there is a secondary focus on practicing a version of the final movement that challenges the identified weak link. As the weak links become strength’s the focus is reversed and practicing the complete movement is the first priority. Train the muscle, then the movement is the (over)simplified tagline for this dynamic that is also expressed as “first isolate, then integrate.”

How could we describe the benefits of exercises that focus on weak links? How could we describe the benefits of exercises that focus on practicing the movement?

The concepts of intra- or inter-muscular coordination describe which exercises that focus on weak links aim to do. (9)

Intra-muscular coordination
“Another possibility for improved power results from improved intra-muscular coordination. The term “intramuscular coordination”, describes in the author’s opinion the relation between excitatory and inhibitory mechanisms for one muscle for a specific movement.” (93)

Inter-muscular coordination
“A further way to improve power results from improved inter-muscular coordination. Inter-muscular coordination describes the ability of all muscles involved in a movement, agonists, antagonists, and synergists to corporate wholly with respect to the aim of the movement.”
It is obvious that inter-muscular coordination requires the use of multi-joint exercises. However, intra-muscular coordination can be developed with both single-joint exercises or targeted multi-joint exercises.

3 Tactics – Single-joint or multi-joint exercises.
The following section offers some research-based guidelines regarding the benefits of single joint vs multi-joint exercises.

The most foundational aspect of the choice between single-joint and multi-joint exercises is the ability to develop intra- or inter-muscular coordination:

  • Single joint exercises are more effective to strengthen a weaker muscle group, but the single joint exercise must eventually be replaced with a multi-joint exercise to obtain more impressive strength increases. (3)
  • Multi-joint exercises offer an increased opportunity to develop inter-muscular coordination through the involvement of multiple segments of the body. (6)

Example – Frontal Plane Stability in for sprinting

Early phase 6 weeks:

A1. Forward Walking Lunges with a pause to demonstrate balance as the trail leg passes the stance leg. The exercise can be vertically loaded with a vest, dumbbells or a barbell.

B1. Standing Hip Hike

Later phase (6 weeks)

A1. Forward Walking Lunges Dragging a Sled, explosive execution. Add vest if needed.

B1. Standing Hip Hike is included with low volume as a warm-up or finisher exercise.

Structural strength, including hypertrophy (muscle mass), is a foundation for developing maximal strength:

  • Single joint exercises and multi-joint exercises for the same target muscle group – with similar RM loads – results in similar levels of electromyographic activity. (1)
  • With the use of multi-joint exercises, synergists might fatigue before prime movers and limit the stimulus of the prime movers OR synergists might not be sufficiently stimulated due to the dominance of the prime movers. (1)
  • To the extent that the same fibers of a target muscle experience the same stress (load) the hypertrophic response from single joint and multi-joint muscles is likely going to be similar. (2,5) However, due to different patterns of muscular hypertrophy between single-joint and multi-joint exercises (so-called regional hypertrophy) a combination of a single joint- and one or more multi-joint exercises may be required for complete muscular development. (1,4)
  • Compared to using multi-joint exercises to develop the same target muscles, single joint exercises may result in faster increases in muscle mass due to a shorter duration of neural adaptations (1,2)

With respect to the development of maximal strength and Vo2max:

  • Multi-joint exercises may result in a greater training stimulus due to greater load lifted. (2)
  • Multi-joint exercises may have greater potential as a tool to develop V02max due to a higher muscle mass involved. (5)

Application Summary
To utilize the information presented in this article strength coaches must work from a needs analysis of the sport and assessment of the athlete’s strengths and weaknesses. (10)

The body can be understood as a kinetic chain that is not stronger than its weakest link(s). For this reason, there is an initial emphasis on developing weak links through targeted multi-joint exercises or single joint exercises.

Once the weak links have become strengths the emphasis switch to practice the final, key movement.

References

  1. Gentil P, Fisher J, Steele J. A Review of the Acute Effects and Long-Term Adaptations of Single- and Multi-Joint Exercises during Resistance Training. Sports Medicine 2016
  2. Gentil P, Soares S, Bottaro M. Single vs. Multi-joint Resistance Exercises: Effects on Muscle Strength and Hypertrophy. Asian J Sports Medicine. 6(2): 1-4. 2015.
  3. Giannakopoulos K, Beneka A, Malliou P, Godolias G.Isolated vs Complex Exercise In Strengthening The Rotator Cuff Muscle Group. Journal of Strength and Conditioning Research. 18(1):144-148. 2004
  4. Ribeiro AS, Schoenfeld BJ, Sardinha LB. Comment on: A Review of the Acute Effects and Long Term Adaptations of Single and Multi-joint Exercises During Resistance Training. Sports Medicine. 2016
  5. Paoli A, Gentil P, Moro T, Marcolin G, Bianco A. Resistance Training with Single vs. Multi-joint Exercises at Equal Total Load Volume: Effects on Body Composition, Cardiorespiratory Fitness and Muscle Strength. Frontiers in Physiology. Vol 8. Page 1-8. 2017.
  6. Teixera CVS, Evangelista AL, Novaes JS, Grigoletto MES, Behm DG. You are Only as strong as Your Weakest Link: A Current Opinion about the Concepts and Characteristics of Functional Training. Frontiers In Physiology. Vol 8, page 1-8. 2017
  7. Stone MH, Stone M, Sands WA. Principles and Practice of Resistance Training. USA: Human Kinetics; 2007. 243-253 p.
  8. Siff M. Supertraining. 6th Ed. The Means of Special Strength Training. USA: Supertraining Institute; 2004. 240-246 p.
  9. Schmidtbleicher D. Training for Power Events. In Strength and Power in Sport, Chapter 18, p. 385-395. Blackwell Science; 1992.
  10. Jensen K. Needs Analysis of Sports. The Foundation of Success With The Flexible Periodization Method. https://yestostrength.com/fpm-move-better.html

 

Action Potentials, Plants & Paul Revere: The Spread of LTAD & A Call to Action – Joe Eisenmann

Posted on: March 25th, 2019 by Jim Kielbaso No Comments

Currently, there is considerable interest, discussion and debate about long-term athlete development (LTAD) in America. The IYCA is one of several groups educating and creating awareness on this topic, and there have been several excellent blogs and resources made available.

My entire life has been dedicated to the growing, maturing, exercising, and performing youngster. In the past year, I have given several talks along the lines of ‘LTAD: The Good, The Bad and The Ugly’ that cover a range of topics and concepts such as the current issues in youth sports and physical activity; the history and underpinnings of Long Term Athlete Development; the USOC American Development Model and the NSCA Long Term Athlete Development position statement; athleticism, physical literacy, and fundamental movement skills; training and sports science; and implementation.  Along the way, I unearth the Good, the Bad and the Ugly.

(If you are interested in hearing the full story consider attending the 2019 IYCA Summit, May 3-4 where I will be presenting a more in-depth analysis of LTAD.)

Since several other IYCA articles have outlined the basic tenets of LTAD, I’m not going to repeat them here. Likewise, most of us, if not all, are familiar with the ills of youth sports (e.g., over-competition and undertraining, early specialization, bad coaching, ‘microwaving’ young athletes, the win at all costs culture, overzealous parents, pay to play, etc.), along with inadequate school physical education and the resultant low levels of physical activity and fitness in today’s youth. Collectively, these issues add up to a repulsive grade of ‘C’ on the Aspen Institute’s Project Play Report Card on Youth Sports and the US Physical Activity Report Card. And, many consider this “grade inflation”!

So if I’m not going to write about principles of LTAD, what do I want to convey in this piece?

I’ve said this many times – we have the framework – a blueprint for athlete development and quality coaching. Now, we just need to implement it and hold the adults running youth sport programs accountable! And yes, that is easier said than done. But if we truly want to realize the human potential and outcomes of a physically active and fit culture and a youth sports system that provides a positive experience than it’s worth our time and energy.

Action Potentials, Plants and Paul Revere

So what the heck do action potentials, plants and Paul Revere have to do with LTAD? There is a word that ties these things together – propagation.

An action potential generated at the axon hillock propagates as a wave along the axon. The current spreads out along the axon, and depolarizes the adjacent sections of its membrane.

Plant propagation is the process of growing new plants from a variety of sources: seeds, cuttings, and other plant parts.

And Paul Revere? Recall from elementary school history and the Revolutionary War – One, if by land, and two, if by sea. These were the words penned in the Henry Wadsworth Longfellow poem of Paul Revere’s midnight ride to alert the Patriots how the British were coming.  

But still, what does this have to do with propagation? And LTAD?

Paul Revere was a propagator of information as he rode north towards Lexington alerting colonial militias along his route. In turn, by the end of the night about 40 riders were spreading the news and alerting others about the British Redcoats.

Think about it – an action potential, plants, and Paul Revere. From 1 signal, 1 piece of a plant, and 1 man grew a vast wave that impacted many.

spread of ltad

A call to action and a challenge….to propagate

So the good news is that there is increasing attention and interest in LTAD (or at least the ills of youth physical development) – we see it in news media, social media, and the USOC and its National Governing Bodies are beginning to push the American Development Model.  

However, we need to propagate and spread the message. If I am Paul Revere, you – the youth sports performance specialists, the physical educator, the strength and conditioning coach – are the next set of riders equipped to carry the message.

There are several reasons that the strength and conditioning coach can have an impact on LTAD in the community. First, the general skillset of the strength and conditioning coach includes the ability to teach the fundamental movement skills of body control, locomotion and object control and also the foundational movements of squat, lunge, pushes, pulls, rotation, sprinting, jumping, and change of direction.

Another important role the strength and conditioning coach (especially those with sport-specific acumen and experience) can fill is that of a coach educator and coach developer in the community. An off-season and/or pre-season coach education clinic that goes beyond the X’s and O’s (tactical) and provides a framework for quality coaching is well within the abilities of most strength and conditioning coaches. This clinic may include topics such as: the role of a coach, effective communication, motivating young athletes, teaching skills, designing effective practices, character development, and leadership. In addition, this is a good opportunity to discuss the general principles of LTAD and fundamental movement skills acquisition.

Beyond this one-time coach education, the strength and conditioning coach could potentially serve as a Coach Developer – educating, mentoring and overseeing the volunteer coaches in terms of appropriate coaching behaviour, practice planning, and conducting a practice with the overall goal to develop and improve coaches so that players maximize their potential at all ages.

So, this is my challenge – put this article done and start thinking about how you can impact your community. Who are the stakeholders that need to be involved? How will you communicate and work collaboratively with the coaches, parents and other stakeholders? You have the understanding of LTAD and the skillset to educate and implement fundamental movement skills and proper strength and conditioning activities that develop athleticism, and you have the ability to lead. What are you waiting for? Let’s go, you are Paul Revere – spread the word and prepare the foot soldiers for battle!

Men are mortal. So are ideas. An idea needs propagation as much as a plant needs watering. Otherwise both will wither and die.

–B.R. Ambedkar

joe eisenmannJoe Eisenmann, PhD has dedicated his entire career and lifestyle to the physical development of young people in the context of physical activity, youth sports and fitness. His diverse roles have included youth sports coach, professor, researcher, strength and conditioning coach, sport scientist, Director of Spartan Performance and Director of High Performance and Coach Education at USA Football. Currently, he works with Volt Athletics, SPT, the NSCA, Leeds Beckett University and the UC-Irvine Pediatric Exercise and Genomics Research Center. He can be reached at joeeisenmann@gmail.com and follow him on Twitter @Joe_Eisenmann

For more detailed information about Long-Term Athlete Development, get the IYCA’s Long Term Athlete Development Roadmap – the most complete and practical guide to enhancing athleticism through every stage of development.

Athletic Scholarships & Dream Teams – Greg Schaible

Posted on: March 11th, 2019 by Sara Beth No Comments

The allure of earning athletic scholarships drives people to take massive action.  This phenomenon has been around for years, but it seems to be intensifying.  This article will address some of the factors involved in earning athletic scholarships and will use my personal experiences to illustrate the challenges of this process. 

Competition vs. Talent Stacking

First it was the Dream Team!

Then it was the Big 3 with Lebron, Wade, and Bosh.

Now it’s the Warriors or pretty much anywhere Lebron is playing.

It seems to be most prevalent in the NBA but certainly it happens across all pro sports to a certain extent. For TV ratings and viewership this is probably just going to become the new normal within professional sports. It’s starting to happen more and more at the collegiate level with recruits teaming up and all heading to one school to play ball. I even see this to some extent in high school with players transferring schools just to play on a different team.

While it certainly can make for some exciting teams. I think we need to be cautious of how much we let this mindset start trickling down into high school and especially youth athletics.

Before I give my argument against the Dream Teams, I want to first give a reason why they can be beneficial for an athlete.

Competition creates improvement. Without competition complacency starts to set in. If you are constantly competing against (or practicing against) someone just as good as you, if not better than you, it will force you to up your game.

I’ve experienced this first-hand running track in college. My event was the 400m. We had five really good 400m runners on that team, but only four were going to make the relay team. It pushed all five of us to be better and continually push ourselves in practice. Practice, as we all know, is where the improvements are made, so if practices are not competitive, nobody gets better.

Going to a “Dream Team” where you would get to practice and compete with the best of the best only makes sense then….right?

Possibly… If that is your mindset going into the move.

However, if that competitive mindset isn’t already established. The athlete may just be taking the easy route to wining a championship and perhaps college exposure and earning athletic scholarships.

A big part about youth and high school athletics is developing a competitive mindset.

Some would call it grit or resiliency.

Giving athletes the easy route to championships at an early age may do more harm than good both in that athlete’s career, and their approach to life.

And, for most kids, that is what athletics should be about – learning about life and how to deal with adversity through lessons learned in sports.

Coaches and parents need to encourage a developmental process for kids. They are certainly not going to have that outlook initially, especially in the day and age of social media showing highlight reels but never highlighting the process.

Obsession with D1 Athletic Scholarships

Kids (and parents) have a love affair with D1 athletic scholarships. In my opinion, the whole D1 scholarship is over-glorified. If you or your kid has the opportunity for a D1 scholarship, that is an awesome accomplishment, and you should take pride in that! However, it shouldn’t be the reason you pick a school, and it’s not the end of the world if you don’t receive any D1 offers.

I grew up in a small town (graduated with just over 100 kids in my class). Needless to say, my high school isn’t the first stop on a big D1 school’s recruiting trail.

I played football, basketball, and track in high school and received interest from a number of DII and DIII school to play different sports. It was my dream as a kid though to go D1. I eventually did get a couple letters from D1 programs saying I could be a preferred walk-on in Track, and if I scored points in the conference meet, that I could work myself into a scholarship.

With aspirations to go D1, I jumped at the opportunity!

A couple lessons here: 1) If you are good enough, schools will find you….usually.  With social media, YouTube, and highlight tapes being passed around, it’s very easy for a school to catch wind of you. 2) I was extremely naive in high school, assuming that colleges would find me.  It may sound contrary to point #1, but you have to be pro-active about the process.  

I sent out zero highlight films to schools and went to zero showcases for any sports. Schools still found me, but I would have received many more offers if I’d done a little more work to be seen. If you are serious about wanting to play at the next level and earning athletic scholarships, you need to make it a point to be seen. Go to showcases, send film to schools you’d like to go to even if you don’t think they’d watch. I’ve heard of several athletes getting athletic scholarships by doing this. It shows the coach you care, and if they offer you a scholarship it’s usually because a specific intangible they see in you or you fit well with the system or coaching scheme they run.

But again, don’t forget about YOUR ability to develop as an athlete and a person. This is what I did not understand when choosing a university.

I ended up going to that D1 program as a preferred walk on, only to be cut from the team at the end of the very first semester on campus. People from relatively small towns are not exposed to how many great athletes are actually out there. Up until that point, I was always the best on the team and had never been cut before. I thought athletic scholarships were pretty easy to get. 

Getting cut sucked! But looking back, it was the best thing that could have ever happened to me.

I ended up transferring to a DII school and ran track at the University of Findlay. Like I mentioned before, we had five really good 400m runners on that team and many other very talented athletes. This taste of adversity forced me to work harder to get better. When all was said and done, I ended up running faster times than anyone from the D1 school I was originally cut from. I also had the opportunity to compete nationally at the DII level earning All-American honors. I received an athletic scholarship in undergrad, and, after my athletic career was over, I worked as a graduate assistant for the athletic department as I finished my doctorate degree.

I say none of this to brag, but to only bring your awareness to the possibilities elsewhere!  It’s all about finding the right fit.  I feel very fortunate that I found the right fit.  

Most athletes who play a sport in college are going to be doing it for the love of the game, the competitiveness inside of them, and the perks that come along with being an athlete at a University. Some will have the ability to take it to the professional level. Like I said before, if you are good enough, someone will find you no matter if you are DI/DII/DIII or junior college.

Select an environment that allows you to develop as an athlete but also a person. Go to a school where you can both compete and play (in practice and games). Choose the opportunity to play, and as a result, you will get better!

One final aside.

The ability to go somewhere to play a sport you love, and possibly receive athletic scholarships for it, is a privilege (no matter the level) that not many people get. I see way too many athletes waste the opportunity by not taking advantage of it with their academics. I didn’t know it at the time, but being cut and transferring also saved me 10-20 years of paying down student debt.

Sports can bring you countless opportunities if you choose to look at it that way. It’s important to recognize that it’s an opportunity to grow as an athlete and person, so don’t put up blinders and have tunnel vision to what may seem glamorous at the time.

Dr. Greg Schaible is a physical therapist and strength coach specializing in athletic performance and a regular contributor the the IYCA. Greg is the owner of On Track Physiotherapy and owner of the popular online education resource Sports Rehab Expert. Greg works with athletes and active individuals of all ages. As a former athlete himself, he attended The University of Findlay and competed in both Indoor and Outdoor Track & Field where he earned honors as a 5x Division II All-American and a 6x Division II Academic All-American.

Muscle Clean & Muscle Snatch Variations – Jordan Tingman

Posted on: March 4th, 2019 by Sara Beth No Comments

Add the muscle clean and muscle snatch to your toolbox

As a collegiate strength and conditioning coach, we deal a lot with rookies coming into the weight room with little-to-no technique with regard to the Olympic variations.  Many people think the Olympic lifts are simple, but we spend a great deal of time teaching them and cleaning up errors that have been developed as a result of poor instruction.  Take your time when teaching these lifts to young athletes so they learn good habits, and progress slowly instead of focusing on how much weight is on the bar.  muscle clean

In order for an athlete to reach his/her full potential in executing a great Olympic lift, bar path is absolutely critical.

During my time at Eastern Washington University, I have had the opportunity to work under, and learn from, Coach Nate Barry. As much as I thought I previously knew about the Olympic lifts, he has really helped me understand exactly how much the technique and bar path can differentiate between a great and poor lift.  Teaching athletes how to perform the lifts is one thing.  Recognizing mistakes is another.  But, having the skills to correct faulty technique is one of the most important skills coaches can learn.   While they are certainly not the main portion of our program, we use “muscle” variations (muscle clean & muscle snatch) as a way to teach and correct certain aspects of the clean and snatch.  

As much as I knew about the muscle variations of lifts, I never thought to incorporate them into my athletes’ programs, until I recognized how well they can reinforce correct weightlifting positions as well as reaching full extension in the second pull.  Other benefits of the muscle variations include staying balanced (for better bar path) and improving the rack/lock-out positions when either of these is an issue.  

We can take an athlete with very little weightlifting experience, and regress them back to a muscle variation in order to learn proper positioning.  We also include the muscle variations in barbell warm-up routines or in programming to reinforce correct positioning and triple extension.  Of course, athletes can still mess things up, but having the muscle variations in your toolbox gives you another way to teach positions and extension with athletes who need extra work.  

BARBELL Working on Position 1 with the Muscle Clean or Muscle Snatch

Teach from the “high hang” position or “Position 1.”

  • Have the athlete find their correct grip, reinforcing utilizing a hook grip
  • The athlete will maintain an upright torso, hinging slightly at the knee and hip joints, leaving arms long, but lats engaged
  • Reinforcing this position with a pause to correct torso, knee or hip angles can lead to better execution later in the movement
  • Once Position 1 has been established, cue the athlete to violently extend knees and hips without jumping off the ground to their rack position.
    • This reinforces an aggressive triple extension in the 2nd pull of the movement, and can translate to a better understanding of timing and when to extend the knees and hips together.  This is a very common problem with inexperienced lifters, so this exercise can help athletes understand the timing and full extension of the 2nd pull.
    • Ensure that the athlete keeps the bar as close as possible, shrugging up and letting the bar float until pulling into the rack position is necessary.  This feeling is often uncomfortable or foreign to new lifters, so this can help them experience it.
    • Cueing “push through the floor” can allow athletes to create more force when extending the bar.  Because the first pull is eliminated in the muscle variations, athletes must feel the entire push in order to move the bar.  If they lack this push, they’ll end up using their arms too much which will ultimately lead to other issues.  

Ways to progress this exercise:

  • Add a front squat after the muscle clean
  • Add an overhead squat after the muscle snatch

This video demonstrates the muscle clean:

This video demonstrates the muscle snatch:

KETTLEBELL Muscle Clean Variation:

If your athlete is not quite ready to utilize a barbell, or equipment is limited, a great way to get movement patterns started is by executing the same sequence as listed above utilizing a kettlebell for the muscle clean.

Ways to Progress this exercise:

  • Add in a goblet squat following the muscle clean
  • Pull the kettlebell from the floor
  • KB Muscle clean from the floor + Front squat

DUMBELL (DB) Muscle Snatch:

Another option for reinforcing the movement is the DB muscle snatch. This exercise can be utilized alongside a snatch variation in a program to reinforce extension and unilateral balance.

This video demonstrates both the KB and DB muscle variations:

The Olympic lifts can be a great way to develop strength and power, but we need to teach them thoroughly so that young athletes can properly progress and stay safe.  The muscle variations give you another way to improve areas of the lifts such as the second pull and rack position.  These are just one small part of the process, but having them in your toolbox will give you another teaching option the next time you work with an athlete who needs to clean up certain areas of the lifts.

 

Jordan Tingman – CSCS*, USAW L1, ACE CPT, CFL1 is a graduate of Washington State University with a B.S. in Sports Science with a Minor in Strength and Conditioning. She completed internships with the strength & conditioning programs at both Washington State University and Ohio State University, and is currently a Graduate Assistant S & C Coach at Eastern Washington University.

 

 

The IYCA High School Strength & Conditioning Specialist is the only certification created specifically for coaches training high school athletes.  The course includes several hours of video instruction (including the Olympic lifts) and two textbooks with contributions from some of the top strength and conditioning coaches in America.  Click on the image below to learn more about how to become a certified high school strength & conditioning coach.

In the Fast Lane – A Speed & Agility Roundtable

Posted on: February 11th, 2019 by Sara Beth No Comments

Having quick, agile athletes is vital to most sports, so it should be a focus for every strength and conditioning program. We asked a roundtable of experts how they satisfy the need for speed in their training.

When thinking about speed and agility, many people picture the highlight-reel moments—an Olympic sprinter blazing through a 100-meter dash, a wide receiver breaking away down the sideline, or a baseball player stealing second. What do those three scenarios have in common? The athletes are running in a straight line. However, as strength coaches know, speed and agility training is not so straightforward.

Linear speed is undoubtedly important, but the ability to stop, start, and change direction is just as crucial, say the strength and conditioning coaches in our roundtable discussion (See “Our Panel” below). They don’t agree on everything, though. In fact, a few of them hold opposing views on the merit of equipment like ladders and dot mats.

Clearly, there is a lot to consider when putting together an effective speed and agility program for athletes. Here, five performance training experts give their varied takes.

OUR PANEL

Andre Bernardi, CSCS, USAW, PES, is the Head Strength and Conditioning Coach at North Greenville University. He is a certified specialist in speed and explosion through the National Association of Speed and Explosion and holds a sports conditioning specialty certification through the American Council of Exercise. Bernardi is also a certified specialist in sports nutrition through the International Sports Science Association.

Sean Edinger, MS, SCCC, USAW, is Assistant Athletics Director for Athletic Performance at Syracuse University, working specifically with the football team. He is responsible for conditioning players for new Head Football Coach Dino Babers’ up-tempo style of play. Prior to Syracuse, Edinger served as the Director of Strength and Conditioning at Bowling Green State University for two seasons.

Jeff Kipp, MS, CSCS, RSCC*D, is Head Strength and Conditioning Coach at Strake Jesuit College Preparatory in Houston. Before Strake Jesuit, he was an Assistant Strength and Conditioning Coach for the University of Kansas and spent 10 years as a Strength and Conditioning Coach at the United States Air Force Academy. He presents often on speed development at conferences and has authored many books for the NSCA about the topic.

Adam Linens, MS, CSCS, ATC, PES, CES, is an Assistant Strength and Conditioning Coach at the University of Oregon, working specifically with the men’s basketball team. Previously, he worked with the NBA’s Atlanta Hawks and Cleveland Cavaliers and the WNBA’s Atlanta Dream.

Josh Robertson, SCCC, is the Strength and Conditioning Coach at Conway (S.C.) High School. He was the Assistant Director of Speed, Strength, and Conditioning at Appalachian State University from 2006 to 2010 and served as Head Strength and Conditioning Coach at Wofford College from 2004 to 2006.

What’s your overall philosophy regarding speed and agility?

Jeff Kipp: Speed is important to almost every sport. For instance, I tell my soccer players, “How many balls are there on the field? Only one. So what’s everybody doing out there? They’re jostling for position, trying to get into an open spot on the field, or trying to stay with their man.” Being able to run fast and change directions efficiently is imperative to all of those activities.

 

When I’m putting together speed and agility programs, I incorporate exercises that will teach athletes how to load and control the body effectively, as well as generate force. However, I look at strength, speed, and agility equally, so I don’t focus all my effort on weightroom or acceleration work and then forget things like lateral movements. Programming this way makes for a balanced approach to all aspects of athletic performance.

Adam Linens: In my experience, all athletes want to do is go fast. But speed and agility training is not about how fast a player can accelerate, it’s about how fast they can stop and then reaccelerate multiple times. When NBA players get to the final years of their careers, they have no problems starting—they have problems stopping, landing, and changing direction. Those skills require the most eccentric strength, so I try to instill them early in my players’ careers.

That being said, much of what I teach is based on linear speed development. Although basketball athletes don’t need a ton of linear speed training—since they play a change-of-direction sport—good technique for linear speed will transfer to change-of-direction work and other movements.

Josh Robertson: When you focus on speed and agility, you get better athletes. Combine the correct weightlifting methods with the correct speed and agility rest periods and drill distances, and the result will be a great speed and agility training program.

Sean Edinger: First, there’s pure genetics—some kids are just fast. Then, there’s the ability to move efficiently and quickly stop, start, and change direction, which can level the playing field and raise up players who might not have as much God-given talent.

Andre Bernardi: We want our athletes to be able to put their feet on the ground and get from point A to point B faster than their opponents. Skill sets aside, if they do that enough times over the course of a game, they are likely to come out on top.

How do you improve speed and agility?

Edinger: Athletes, particularly when they first get on campus, need to get stronger in terms of horsepower. A lot of them have a limited amount of force they can produce, and I help them develop it in training.

The real trick when you’re talking about speed is getting athletes to engage their fast-twitch muscles: How quickly can they display force? To work on this, we do bounds, skips, box jumps, lateral jumps, and lateral movements and take-offs. We only do a few per set because I want maximum effort on each rep.

Spending too much time on plyometrics for speed work can be counterproductive, though. If you do plyometrics and athletes get tired, they’ll start spending a lot of time in contact with the ground, and you won’t get the benefits you want. A huge part of this is a lack of conditioning. If players are out of shape or think they’ll struggle to get through a workout, they’ll hold back.

As far as agility training, I don’t place a lot of stock in ladders, dot mats, and things of that nature because football players don’t use any of that footwork on the field. For example, remember when swing dancing was a big thing a few years ago? People looked like they could dance, but they just memorized the steps. It’s the same thing with ladder and dot drills. Athletes might look like they’re getting more agile, but they’re simply memorizing the footwork and executing it at a high rate of speed. There’s no momentum buildup, and they don’t have to stop and change direction.

Kipp: I have standard plyos that I use. I start with a snap-bound into base positions to teach athletes how to load the body. Then, I move into jumps where players drop into a position, hold it, and generate force. Over a longer period of time, such as an entire offseason, we’ll get into faster response exercises that incorporate the stretch-shortening cycle. This will include true plyometrics—multiple broad jumps, multiple squat jumps, and scissor jumps—that accentuate explosion.

Linens: I like to use ladders and hurdles to instill proper balance, body positioning, linear speed, and lateral quickness. We start with specific ladder drills to teach forward-to-backward change of direction, hip rotations, and pivoting. Then, I’ll get into more advanced drills with hurdles and cones. After that, we progress to reactionary training, where I use numbered cones, colored cones, or pointing in different directions to get athletes to react. During these sessions, I also like to use lateral resistors around their ankles to strengthen their hips.

Bernardi: We focus on the basics. We’ll warm up, and then we’ll do something I call “rapid response,” which is a quick-feet drill where players try to pick up and put down their feet as fast as possible. After that, I may do something like a mirror drill.

With agility, I’m pretty simple. I’m a big ladder and footwork guy. I stick to pro-agility drills, zigzag drills, and a lot of activities where athletes react off a partner. This really represents the demands of most sports because athletes constantly have to react quickly during competitions.

What role does technique have in speed and agility training?

Linens: Technique trumps everything. Some coaches overload athletes with repetitions or resistance when their movements aren’t correct to begin with. This only ingrains bad habits.

Instead, I’ll teach a drill and make sure athletes have good technique before moving forward. After they’ve gotten proficient in the drill, we’ll add some resistance. However, I don’t add so much resistance that it makes the movement look sloppy. My general rule is: The more sport-specific a drill, the lighter the resistance.

Edinger: It’s important to remember that less is more. If you can only get 10 technically perfect reps out of a player, then 10 is what you’re looking for. Don’t make him try to do 15 or 20. When you’re talking about movement and speed in particular, never train a player after his form starts to falter. As soon as there’s a breakdown in technical proficiency, you need to stop—cut the drill, change the drill, or stop the session.

Bernardi: Teach technique work—foot placement, knee drive, and arm swing—before you do anything else. Once that’s accomplished, you can instruct athletes to put their feet into the ground and increase stride length or stride rate to maximize speed development.

To instill these movements, we’ll do a lot of quick shuffles where athletes claw the ground with their feet. From there, we may progress to a bound and then to a sprint, all the while emphasizing foot contact.

One of my favorite drills to stress technique is a march progression with a sled. Players start off like they’re doing a wall drill and switch to a slow march to emphasize their knee coming up and the ball of their foot driving to the ground. They do that a couple of times, and then it goes into a fast march. The drill ends with athletes pushing a sled, which really highlights the knee drive.

How do you make speed and agility training sport specific?

Kipp: I’ve always thought that you don’t train speed and agility for the sport—you train athletes to become faster, more agile performers at their sport. There are going to be times in every sport when an athlete is out of position and needs to react. If you didn’t train them to be versatile with their body positions and able to move through a full range of motion, it will affect how well they can react.

Edinger: I don’t subscribe to a sport-specific training mindset. Rather, I slant things to be like the sport I’m training. The drills that we use with Syracuse football are very specific to the sport and specific to what my coaches want players at each position to do. There are certain steps and movements for each position, and it’s important that the athletes practice them over and over until they become second nature.

For example, since wide receivers run routes where they push a defender, stop, come back, and run a hitch, we have them do a drill where they work on stopping in three steps. Throughout the action, their shoulders must be over their knees, and their knees must be over their toes. This way, they get the correct portion of their cleats into the ground and remain balanced. This drill is included in all their individual agility sessions.

Linens: I take the sport, break it down into different movements, and then teach corresponding pieces of it through a drill. I’m not teaching basketball skills, but our speed and agility training can focus on footwork related to an open step or crossover step that will help players drive to the basket or shuffle on defense.

Robertson: When I train an athlete on speed or agility, that is the training—not sport-specific speed and agility exercises.

What role does strength training play in your speed and agility work?

Kipp: It takes strength to slow the body, stop the body, and then reaccelerate in any given direction. So the stronger athletes are, the more easily they can stop themselves and create force against the ground to accelerate.

Linens: Strength training enhances speed and agility, and speed and agility enhance strength training. If you think of different concentric and explosive speed movements, they all require triple extension. We focus on triple extension in a lot of the exercises that we do, such as squat variations, dumbbell variations, kettlebell swings, arm dumbbell snatches, and clean variations.

To enhance change of direction, we emphasize single-leg exercises in the weightroom. I try to get athletes comfortable with balancing, exploding, controlling, and decelerating on one leg. Some of our exercises include variations of step-ups and lunges, single-leg Romanian dead lifts, and rear-foot elevator squats, as well as dumbbell split jerks.

Bernardi: Any opportunity I get in the weightroom to have athletes drive their knees and cycle their feet is going to make them faster. So I like doing speed squats and different lunge variations where athletes are focusing on their knee drive. We also do a lot of step-ups to develop speed.

Robertson: Going down below parallel in the back squat is the foundation of how we move. When athletes can lift more than their bodyweight in the back squat with speed in the movement, their speed and agility will go through the roof.

What advice would you give strength coaches who are starting to build their speed and agility programs?

Robertson: Don’t try to do too much. In America, we think you can take a zebra and run him in a thoroughbred race. We believe training will improve him or running him into the ground will change something mentally to enhance his performance. But this approach is detrimental because it attempts to do too much.

Some strength coaches have what I call “a box of hammers.” They pull out a small hammer and beat on the athlete and tear him down. When that doesn’t work, they get a bigger hammer. The next thing you know, the athlete is broken. They might say the athlete wasn’t good to begin with, but I’d say they didn’t train him right.

Kipp: Create a road map. Have a plan for where you’re going and how you’re going to get there, but understand there are going to be bumps along the way. Also, keep your eyes and ears open for new ideas. When it comes to speed and agility training, every coach out there can benefit from listening to their peers.

This article brought to you by our partnership with Training & Conditioning Magazine.  For more great articles, visit their website.  

Pete Croatto is a freelance writer based in Ithaca, N.Y. He can be reached at: pscroatto@gmail.com.

 

If you’re looking for more information on speed training, the IYCA recently released a new course called Speed Testing Mastery.  This couse walks you through all the details of how to get athletes to run a faster 40- or 60-yard dash.  The course includes 10 instructional video modules and a detailed 8-week training program.  Also included is video analysis of 7 athletes that clearly show you exactly what to look for when coaching athletes.  Learn more about Speed Testing Mastery.

Set the Bar – Allen Hedrick

Posted on: January 21st, 2019 by Sara Beth No Comments

At Colorado State University-Pueblo, strength coach Allen Hedrick uses historical lifting averages to establish weightroom goals and guide players’ offseason programming.

I often tell my athletes: You can get strong enough, but you can never get powerful enough. What I mean is that depending on their sport and position, athletes can reach a point where further strength gains won’t benefit performance. When that happens, it’s best to shift the training emphasis from increasing strength to increasing power.

At Colorado State University-Pueblo, we have developed a system that allows athletes to make this transition seamlessly. It’s centered on a set of historical lifting averages that we categorize by sport position, and we test athletes in these lifts every offseason. Those who test below the historical averages are placed in a strength-building group, while those who test above go into a power training group. When the strength-building athletes raise their scores sufficiently, they join the power group.

We’ve been using this model at CSU-Pueblo for years with several teams, including football. On the gridiron especially, we’ve experienced great results, including seven consecutive conference championships and a national title in 2014. These, and other similar outcomes, indicate that our system is having the desired effect of maximizing sport performance.

SUPPORTING THEORY

Although we’ve had great anecdotal success dividing our players’ workouts into strength- or power-based training, there is also evidence behind it. I’ve found support for this approach through years of research.

To start, as all performance coaches know, the need for strength varies by sport and position. For example, in football, interior linemen require higher strength levels than wide receivers.

The problem is that many traditional weightlifting programs focus too much on building these strength levels. As a result, athletes spend more time improving strength than developing power.

That may not seem like a bad thing in and of itself. However, as Vern Gambetta pointed out in his 1987 NSCA article “How Much Strength is Enough?” the primary objective of a strength and conditioning regimen should be to enhance an athlete’s ability to express strength for improved sport performance. And improved performance results more from increased power than increased strength.

So if power is the ultimate goal, why don’t we emphasize it from the start, instead of initially putting some of our athletes in a strength-building group? As explained in a 2011 Sports Medicine series of reviews, it’s because there’s a fundamental relationship between strength and power. Strength is a basic quality that influences maximum power production, so an athlete can’t have high power levels without first having a good strength base.

Then, once they reach a certain strength threshold, a shift in emphasis from strength to power is warranted and will be more effective at enhancing athletic performance. Therefore, the overall philosophy behind our historical average system is to get strong to get powerful and then get powerful to be more successful in competitions.

USING HISTORICAL AVERAGES

Two obvious questions then arise: How do you know when an athlete is strong enough? And what are the optimal strength levels necessary for high-level performance? We answer these questions by collecting the historical lifting averages of our players by position. I did this for seven years before I implemented the system, and I would recommend at least five years’ of data to others. Although I have used historical averages with multiple sports at CSU-Pueblo, I’ll focus on how we tailor them specifically for football in this section.

We test all of our football athletes twice a year—once in the spring and once in the summer. At both sessions, we measure their one-repetition maximums (1RM) in clean, squat, and bench.

Using our athletes’ final testing results from their senior years, we track what the average score is in each lift by position. Each year, the averages are updated to reflect the latest testing performances by our seniors. For example, our most recent averages for the squat were 550 pounds for a nose tackle, 352 pounds for a wide receiver, and 308 pounds for a quarterback.

When we test each football athlete at the beginning of the offseason, we compare their results to our historical averages. Those who test below the historical averages go into the “standard”—or strength—group. Most of our younger players fall into this category. Athletes who are at or above the historical averages are moved to the “advanced”—or power—group.

Although there is no “good” or “bad” group, we want the athletes to be pleased if they are testing at or above the averages. If they are testing below, we tell them not to be discouraged. This is simply an indication that they need to make further progress.

When athletes are placed in the standard group, they follow that program until the next testing time. Then, if they test at or above the averages in two out of the three lifts, they move to the advanced group.

DIFFERENT PLANS

The best way to understand how we manipulate our lifting regimens to either emphasize strength or power is to compare the football workouts for our standard group (below) and our advanced group (below). These two plans are for players in one of our “big skill” positions, which comprise offensive and defensive linemen, tight ends, and linebackers.

The first difference you may notice between the two programs is that there are more weightlifting movements for the advanced group. These athletes perform the more technical clean and power jerk right off the bat because they’ve already established the correct technique necessary to do the full movements. In contrast, the standard group performs two sets of a more basic lift first on Mondays and Fridays. This allows them to establish correct technique before moving on to more complex movements. So the standard athletes will do a push press on Fridays before advancing to power jerk.

Why the focus on the Olympic lifts for the advanced group? Because Olympic-style weightlifting can produce a much greater power output than traditional exercises, such as the squat or bench press. In addition, Olympic lifts significantly improve power output against a heavy load. And as explained in a 2011 Sports Medicine series of reviews, these movements are ideal for football athletes, who often have to generate high power against heavy loads.

A second difference between the two workouts is the advanced group’s use of contrast loads for barbell weightlifting movements. For example, on sets one, three, and five for the power jerk on Friday, the load is set at 65 percent of 1RM, while sets two, four, and six are performed at 80 percent. We do this because, according to the Sports Medicine article mentioned above, contrast loads target all areas of the force-velocity curve to augment adaptations across a broad spectrum. The result is a superior increase in maximal power output. In contrast, the standard group uses a nearly constant training load for all sets.

A third variation between the two programs relates to their use of plyometrics. Both groups are exposed to plyometric training to develop maximal force as quickly as possible, but the standard group performs plyometrics as a stand-alone activity.

Meanwhile, the advanced group utilizes complex training, which pairs a weightlifting movement and a plyometric activity. Athletes then perform the two exercises consecutively with little to no rest between them. Completed first, the weightlifting movement trains the muscles’ ability to produce high levels of force. Then, the plyometric activity enhances the muscles’ ability to exert force through rapid eccentric-concentric transitional movements. As a result, this method trains the neurological and muscular systems at both ends of the force-velocity curve at much higher levels than traditional modalities. The result is significant increases in peak power levels.

By using historical averages to assess our players’ strength and power levels every offseason, we can get a better idea of what areas they need to improve in. Then, by splitting them into standard and advanced lifting groups, we can ensure athletes follow the appropriate program to get strong, get powerful, and, ultimately, meet our goal of enhancing athletic performance.

Sidebar:

STANDARD GROUP

Below is a sample four-week offseason workout program for Colorado State University-Pueblo football players whose test scores have indicated they need to increase strength. All lifts are to be completed as explosively as possible, with controlled movement down. There should be a two-minute rest between all sets and exercises.

Note: “TB” stands for total body, which includes any of the weightlifting movements performed with a barbell or dumbbell. “CL” stands for core lift and comprises any exercise involving movement at more than one joint.

Week Sets and Reps

Week 1 TB=4×3, CL=4×4

Week 2 TB=4×5, CL=4×6

Week 3 TB=4×2, CL=4×2

Week 4 TB=4×3, CL=4×6

 

MONDAY WEDNESDAY FRIDAY
Speed Training

Wall drills

Form running

 Speed Training

Lateral hop

Lateral hop and back

 Total Body

Push press, 2x TB

Power jerk, 4x TB

Box jump, 3×4
Total Body

Hang power clean, 2x TB

Hang clean, 4x TB

Drop jump, 3×4

 Total Body

Dumbbell power clean, TB

 Upper Body

Incline press, CL

Med ball seated chest pass, 3×6
Lower Body

Deadlifts, CL

Side lunge, CL

 Upper Body

Dumbbell front squats, CL

Dumbbell straight-leg deadlift, CL

Dumbbell incline press, CL

Dumbbell row, CL

 Trunk

Med ball twist throw, 3×8
Trunk

Two-hand bar twist, 3×12

Dumbbell back extensions, 3×10

 Trunk

Dumbbell press crunch, 3×20

 Neck

Manual resistance flexion/extension, 2×8
Neck

Manual resistance lateral flexion, 2×8

 

Sidebar:

ADVANCED GROUP

Below is a sample four-week offseason workout program for Colorado State University-Pueblo football players who are aiming to increase power. All lifts are to be completed as explosively as possible, with controlled movement down. There should be a 90-second rest between total-body exercises and a two-minute rest between all others.

Note: “TB” and “CL” have the same meanings as in Figure 1.

Week Set/Reps:     

Week 1 TB=6×3, CL=4×4

Week 2 TB=6×5, CL=4×6

Week 3 TB=6×3, CL=4×4

Week 4 TB=6×2, CL=4×3

 

MONDAY WEDNESDAY FRIDAY
Speed Training

Wall drills

Form running

 Speed Training

Lateral hop

Lateral hop and back

 Total Body

Power jerk, TB

     Sets 1, 3, and 5 at 65 percent of 1RM

     Sets 2, 4, and 6 at 80 percent of 1RM
Total Body

Clean, TB

      Sets 1, 3, and 5 at 65% of 1RM

      Sets 2, 4, and 6 at 80% of 1RM

 Total Body

Dumbbell clean, TB

 Complex

Depth jump, 3×4

Med ball standing chest pass, 3×6
Complex

Keiser squat, 3×5

Sled push, 3×10 yards

 Lower Body

Dumbbell one-leg squat, CL

Med ball back extension throws, 3×10

 Upper Body

Incline press, CL
Lower Body

Deadlifts, CL

Side lunge, CL

 Trunk

Med ball overhead throw, 3×10

 Trunk

Med ball standing twist throw, 3×8
Trunk

Two-hand bar twist, 3×12

Dumbbell back extensions, 3×10

 Upper Body

Jammer, 2×6

Dumbbell incline press, CL

Dumbbell row, CL

 Neck

Manual resistance flexion/extension, 2×8
Neck

Manual resistance flexion/extension, 2×8

 

Allen Hedrick, MA, CSCS*D, is Head Strength and Conditioning Coach at Colorado State University-Pueblo. He formerly held the same position at the NSCA’s national headquarters and the U.S. Air Force Academy. He can be reached at: allen.hedrick@yahoo.com

This article originally appeared in Training & Conditioning magazine.  The IYCA is proud of our relationship with Training & Conditioning, and we encourage you to view more great articles at Training-Conditioning.com

 

The IYCA High School Strength & Conditioning Specialist is the only certification created specifically for coaches training high school athletes.  The course includes several hours of video instruction and two textbooks with contributions from some of the top strength and conditioning coaches in America.  Click on the image below to learn more about how to become a certified high school strength & conditioning coach.

Concussion Awareness & Prevention for the Strength Professional – Joe Powell

Posted on: January 14th, 2019 by Sara Beth No Comments

Part 1 of 2 on concussion awareness and mitigation for the S&C Professional focuses on defining the injury and its primary root causes, as well as clearing up common misconceptions about the injury. The article focuses in on published research to define prevalence and rate of instance among popular sports. 

The term concussion has long been feared, yet largely misunderstood by both athletes and coaches alike. However, as of late, concussion awareness in athletics has been at an all-time high. Increases in clinical diagnoses of the injury as well as research devoted to the cause, effects, and preventative strategies have helped spearhead awareness and thus increased prevention attempts. High profile athletes have begun to step forward into the public eye to raise awareness on concussions and the subsequent consequences that can accompany the injury and, unfortunately, plague their everyday lives. Controversial debate has even taken place in professional sports among league officials and referees to change the rules of the sports where concussions occur at high rates. Sure, concussions have always occurred in the sports that we love, but only recently have they garnered the mass attention necessary to begin the prevention process at all levels. Like any other injury commonly sustained by athletes, it is our job as strength and conditioning professionals to help lead the movement on mitigation and make it a priority in our training.

The first step in creating a program to help our athletes minimize the occurrence of any injury is to better understand the nature of the injury and everything that accompanies it.

What is a concussion and how can it occur?

A concussion is the result of external force being applied upon the body wherein the result of the impact causes a sudden acceleration or deceleration of the head, resulting in a collision between the brain and the skull. Sustaining a concussion can result in severe cognitive, psychological and structural damage to an individual. Common symptoms of the injury include headache, dizziness, nausea, fatigue, and even loss of consciousness. The injury may last days, weeks and in some cases even longer. The severity of the injury is dependent upon many factors. How it was caused, the force of the trauma that occurred, the amount of previous head injuries the individual has sustained, and even the time it took to report the injury to a licensed health care provider are just a sampling of factors that influence the severity of a concussion.

From Children’s Hospital Oakland

Head injuries such as concussions are most commonly thought to occur due to a direct blow to the head via another athlete. These are your big highlight reel hits in football or the massive check into the boards in hockey. This scenario is certainly one of the most common causes of concussion in sport, however it is far from the only one. The direct contact hits by another individual that result in a concussed athlete are easy to recognize because the signs and symptoms of a concussion are usually immediately on display. It has almost become the norm to expect an injury when a vicious hit is sustained during play. However, these types of concussions may partially explain why the injury is so misunderstood. When an athlete displays concussion symptoms to themselves or others, yet cannot trace the symptoms to an event where a large collision took place, they may not actually think they’ve suffered a concussion. This results in athletes failing to report their injury and thus do not get the treatment needed to be placed on a proper rehabilitation protocol.

Other common scenarios where concussions are sustained in athletics may not be as recognizable as the highlight reel hit or direct head contact. Yet these events are every bit as serious, even if though go unrecognized initially. These situations may include when an athlete suffers repeated low-level blows to the head, when an external object (not another human) hits an athlete in the cranial region, or when a player gets wrapped up and their head becomes susceptible to hitting the environment around them, even if at a low velocity. To put into perspective how common these injuries can occur, look no further than specific examples of routine plays that happen in almost any game or match. Instances may be when a soccer player attempts a header and strikes the ball with great force, when a baseball or softball strikes an athlete on the helmet, when a wrestler is taken down and cannot brace themselves before hitting the mat, or a lineman in football colliding against defenders for the duration of a game. The possibilities are numerous. The root cause of concussion can certainly differ, but the injury remains incredibly serious regardless of how it is sustained. Now that the injury and some of its causes are better understood, more effective strides can be made to minimize its prevalence.

Which athletes are at risk?

For many years the primary concern around concussions was based around contact sports, such as football, hockey, rugby and lacrosse, and the high-velocity collisions that accompany them. These contact sports are primarily male-dominated, which meant if you were female or played a non-contact sport you were likely safe from getting a concussion. Even youth athletes that played contact sports were not seen as a high risk of concussion since they could not typically generate the high-velocity impacts that are usually seen at the high school level and above. Those assumptions are actually quite false according to numerous studies on the topic and given the circumstances previously mentioned, it is now better understood that athletes of all ages, both male and female, across all sports, can be at risk of sustaining a concussion in their sport. The goal of bringing awareness to parents and athletes of the potential injuries in sport is not to scare them off and prevent them from playing the games they love, rather it’s to educate with the hopes of increased prevention methods, as well as understanding the proper steps to report and treat an injury if it does indeed occur.

Concussions and youth sports

Research has emerged within the last several years that paints a better picture on the prevalence of concussions in youth and high school sports. The CDC estimates that 20% of the roughly 1.7 million concussions that are reported each year are sports related, with the majority of those stemming from participants in youth and high school sports. It was reported that youth athletes who sustained a concussion from participation in contact/collision sports account for 3-8% of all sports-related injuries reported to the ER (Kelly, et al. 2001). Given the high number of participants in youth sports, those statistics are staggering. For years, concussion instances in youth sports was long an afterthought, yet studies show that young athletes are in fact likely more susceptible to concussions than adults. Concussions represent 8.9% of all high school athletic injuries compared to just 5.8% at the collegiate level (Karlin, 2011, Boden, et al. 2007). Possible explanations for higher percentages of concussion rates in youth athletics include youth and adolescent athletes possessing a larger head to body size ratio, they possess weaker neck muscles, and have an increased injury vulnerability due to the brain still developing (Sim et, al. 2008). To make matters worse, research suggests that children and adolescents take longer to recover than adults (Grady, 2010).

A systematic review and meta-analysis done by Pfister et. Al. examined the incidence of concussions in youth sports. 23 articles were accepted for systematic review (out of 698 considered for review). The accepted research focused on both male and female athletes under the age of 18 and included the following sports as part of the research: football, rugby, hockey, lacrosse, soccer, basketball, baseball, softball, wrestling, field hockey, track, taekwondo, volleyball, and cheerleading. The data compiled from the studies demonstrates concussion prevalence in terms of what the researchers refer to as an athletic exposure, or AE. The researchers define an athletic exposure as “one player participating in any game or practice, regardless of the amount of time spent playing and therefore at risk of sustaining an injury.” In this analysis, the data shows concussion prevalence out of 1000 athletic exposures across the 12 sports. The average incidence of an athlete sustaining a concussion across all identified sports was 0.23 per 1000 athletic exposures. The numbers range drastically dependent upon the sport. Rugby was the highest at 4.18, whereas volleyball the lowest at 0.03. The average incidence of an athlete receiving a concussion may seem low when thought of at 0.23/1000 AE, however when taken into consideration that as of 2011, 30-45 million children, and an additional 7 million high school students participated in athletics, that ratio (.023/1000) is actually incredibly startling. The following chart taken from the systematic review by Pfister et. Al shows the reviewed sports and their rates of concussions in order from highest to lowest, as well as the studies the data was taken from.  

The popularity of youth and high school sports are at all-time highs in today’s society. Parents, coaches and athletes alike are constantly vying for any edge in performance they can find. While the constant desire for improving sports and fitness related skills is great for the field of strength and conditioning, it’s imperative that athletes, parents, and coaches allocate time on injuries and preventative methods. Understand that injuries do occur, and will keep occurring, however the better understanding of how and why they occur, the better we can aim to mitigate them. This is especially important in regards to the serious injuries such as concussions where the long term effects are still unfortunately largely unknown.

In Part 2, we will examine some of the preventative measures and how strength & conditioning professionals can assist in protecting athletes from brain injuries.

References

Boden BO, Tacchetti RL, Cantu RC, et al. Catastrophic head injuries in high school and college football players. Am J Sports Med 2007

Grady M. Concussion in the adolescent athlete. Curr Probl Pediatric Health Care 2010;40:154–69.

Karlin AM. Concussion in the pediatric and adolescent population: “different population, different concerns”. PM R 2011;3(Suppl 2):S369–79.

Kelly KD, Lissel HL, Rowe BH, et al. Sport and recreation-related head injuries treated in the emergency department. Clin J Sport Med 2001

Pfister T, Pfister K, Hagel B, et al The incidence of concussion in youth sports: a systematic review and meta-analysis Br J Sports Med 2016;50:292-297.

Sim A, Terryberry-Spohr L, Wilson K. Prolonged recovery of memory functioning after mild traumatic brain injury in adolescent athletes. Neurosurgery 2008

 

Joe Powell is an Assistant Strength & Conditioning Coach at Utah State University.  He formerly held a similar position at Central Michigan University where he also taught classes in the Department of Health and Human Performance.  Joe is a regular contributor to the IYCA Insiders program and has been a huge part of bringing the Behind the Science series to the IYCA.  He is also the author of the IYCA Guide to Manual Resistance Strength Training.  Get more of Joe’s contributions in the IYCA Insiders membership.

Top 10 Posts of 2018

Posted on: December 19th, 2018 by Sara Beth No Comments

The IYCA would like to thank you for another incredible year.  We have several amazing things coming in 2019, but before we get there, let’s take a look back at the Top 10 posts from 2018.  

Find a nice place to read (or watch videos) and spend a few minutes during the holidays to go through anything you’ve missed.  There is a TON of great information from some of the best in the profession (These are NOT necessarily in order of “importance”):

#10 Power Clean Progression – Tobias Jacobi – Tobias was named the High School S & C Coach of the year, and his exercise progression series was a great addition to our Free Content area.

#9 Early Sports Specialization: Getting Them to Listen – Brett Klika – Brett is clearly one of the best youth trainers in the world, and this article gave advice on how to educate parents/coaches.

#8 Rethinking Long-Term Athlete Development – Jim Kielbaso – Sometimes the status quo needs to be challenged so that we can move forward.

#7 Bodyweight Training Progressions – Jordan Tingman – College S & C Coach, Jordan Tingman, joined the IYCA community with some awesome content that incorporates written and video material.

#6 A Strength Coach Career Path: A Winding Road – Joe Powell – A long-time contributor, and another college S & C coach, Joe uses his personal experiences as a backdrop to developing a career in sports performance.

#5 You Can’t Microwave an Athlete – Jim Kielbaso – One of the most “shared” articles of the year, this piece is very helpful for educating parents/coaches about why our approach works.

#4 The Stretching Conundrum – Dr. Greg Schaible – A talented and well-respected Physical Therapist, Greg has been another great addition to the IYCA community this year.  This article gets you thinking about how to best utilize stretching/flexibility work.

#3 Strength Coach’s Guide to Achilles Tendinopathy – Dr. Greg Schaible – One of Greg’s most popular pieces, probably because we all work with athletes who experience Achilles pain at some point.

#2 Plyometrics: 3 Ways They May Be Hurting Your Athletes – Phil Hueston – IYCA Advisory Council member and long-time member of the community, Phil is one of the most entertaining writers in the industry.  This article explains how many coaches mis-use plyometrics.

#1 The #1 Predictor of Coaching Success – Karsten Jensen – International S & C expert Karsten Jensen created this post after a conversation about surface learning began.  It turned out to be one of the most important pieces of the year because it creates a framework for expanding your knowledge.

If you just can’t get enough, here’s one more for you:

Bonus Practical is the New Functional – Jim Kielbaso – Most of us don’t coach in a vacuum.  Athletes are doing a million things, and we usually don’t get to control all of it.  This article discusses how important it is to create programs that are practical instead of “perfect.”

Sprinting Mechanics – How to Run Faster: Paul Aanonson

Posted on: December 17th, 2018 by Sara Beth No Comments

Coaching Sprinting Mechanics must not be ignored in speed training!

‘SPEED’, the buzzword in the world of sports. Those who have mastered the art of sprinting dominate those who have yet to develop it. Speed wins, every time.

Top speed sprinting is one the most complex, high-velocity human movements in sports. Top speed means 10+ yards after acceleration. Sprinting is a skill and it CAN be learned. To coach a skill, you must first seek to understand the movement and then master the mechanics.

True speed can be an elusive skill to master, and as a result, is often not strongly emphasized in programming. All too often, I hear the phrase, ‘you can’t coach speed’. This statement is likely made because many coaches simply don’t know how to train speed, never mastered the skill themselves, don’t seek to understand its full value or have never been properly educated on how to include proper sprinting mechanics and athletic movement in their coaching. More familiar methods, such as strength training, provide visible weight room results and PRs that look good on paper and pass the ‘eye test,’ but don’t always translate to the field. An athlete with impressive weight room stats, who can’t move quickly and efficiently, will not succeed on the field.

Why does learning sprinting mechanics matter?

As coaches, we need to create well-rounded programs that focus on all aspects of athletic development. Sprinting is a pillar of sports performance. The foundation for ALL my performance training is ‘Building Better Athletes, Not Weight Room All-Stars’.

Teaching Sprinting MechanicsWhen developing athleticism, one question must be answered. What type of movements are performed during the sport and how can we develop speed, power and explosiveness within these skills? Once we determine this, then we can program to improve movement skills, like sprinting, with drills and exercises focused on mechanics, mobility, power and strength.

Unfortunately, lost in the obsession of building bigger and stronger athletes, is the mastery of skills like sprinting, jumping, cutting and improving overall movement. An athlete’s ability to squat 400 lbs (even if the bar speed is explosive), only matters if they can actually apply their strength and power to on-field movements. If it doesn’t transfer, it doesn’t matter.

I’m certainly not here to say that strength doesn’t matter. Strength training is undoubtedly another pillar of athletic development. Speed and strength go hand in hand to create a successful athlete. Instead, I’m here to challenge and bring awareness to the amount of energy and importance our industry places on strength. Think about the amount of training time that is allocated to learning Olympic lifts like the power clean. Compare that to the amount of time spent on coaching and developing movements like sprinting mechanics. One skill (sprinting) is performed on every play of every game, and one is not (i.e. power cleans). If the time dedicated to learning how to properly move and sprint does not outweigh, or at least equal, the time dedicated to learning Olympic lifts, we are failing our athletes.

Learning how to sprint requires breaking down the movement into steps (as seen in the video below), developing good habits and efficient fluid movements. SPEED CAN BE LEARNED by training posture, body position and mechanics and utilizing specific drills, along with teaching athletes how to efficiently produce force during the action of sprinting. Drills help athletes simplify the complex skill, allowing them to focus on just one aspect.

The goal when coaching sprinting mechanics is not perfection. Every athlete will have slightly different quirks and movements, but the question to always ask is whether or not they are moving efficiently.  Perfection is the enemy, while efficiency is the ally. Everything from how and where the foot lands, to the position of the head, must be performed with intent and purpose. Most athletes never learn to run correctly and the result creates bad habits during their developmental years. It is our job as coaches to determine if they need to relearn the skill of sprinting or just improve a few aspects, then communicate it with simple cues during speed workouts.

Not every athlete is born with equal natural abilities and each individual has a genetic ceiling. As coaches and mentors, it’s our responsibility to help athletes reach their full potential by providing the tools, confidence, and skills to reach peak performance on the field. I have successfully coached the art of sprinting to well over 2,000 athletes. It is a process, it takes time, and you must be confident and able to break down movements and sprinting mechanics for each individual.

Teaching proper sprinting mechanics does not have to be intimidating. Take the time to fully understand the movement and break down the individual steps. Like any other skill, the more you practice, the more confident you’ll become coaching, cueing and helping your athletes develop into proficient, powerful sprinters.

Along with the Simple Speed Coach ‘How to Sprint’ video, I’ve included a simple overview to help you follow my 9 coaching cues shown in the video.

How to Sprint Video Overview:

Step 1: Neutral Head: Chin neutral, eyes up.

Step 2: Sprint Posture: Neutral pelvis w/ forward lean, rod from ear through hip.

Step 3: Hip Flexion: Thigh slightly below parallel to the ground.

Step 4: Knee Extension / Flight Phase: Violent motion of leg extending towards the ground.

Step 5: Ground Anticipation: How the foot strikes the ground.

Step 6: COG: Where the foot lands.

Step 7: Recovery Leg: Action of the leg as it drives up and in front of the body.

Step 8: Arm Action: Powerful and efficient arm swing.

Step 9: Relax: Utilize only the muscles needed for fluid motion, breathe.

*STRIDE TO TURNOVER RATIO

Stride is determined by recovery leg action (Step 7) into Hip Flexion (Step 3). Turnover is the velocity through the leg cycle.

Teaching sprinting mechanics can be an incredibly enjoyable and fruitful process as you develop athletes.  Take the time to thoroughly understand sprinting mechanics before you begin your instruction, and enjoy watching your athletes get faster and faster.

 

Paul AanonsonPaul Aanonson, MS, CSCS, FMS – Paul is the owner of Simple Speed Coach and has directed the sports performance program for North Colorado Sports Medicine since 2008, training over 2,500 athletes. He oversees the return to sport rehab program and has mentored and prepared over 130 collegiate graduates through his internship program. Aanonson graduated from South Dakota State University with a B.S. in Exercise Science and received a M.S. in Sport Administration from The University of Northern Colorado. He was a four sport all-state athlete in high school and a FCS All-American return specialist for the South Dakota State University football team.

 

For even more detailed information about sprinting mechanics and speed development, check out the IYCA Certified Speed & Agility Specialist course.  The CSAS is the most comprehensive and scientifically sound speed certification in the athletic development profession.  It truly prepares you to teach and develop speed.  Click on the image below to learn more.

speed & agility certification

 

Metabolic Conditioning for Athletes, Part 2 – Phil Hueston

Posted on: December 12th, 2018 by Sara Beth No Comments

In Part 1 of this series on metabolic conditioning, I explored what energy is and how the body’s energy systems work. In this article, let’s have a practical look at what metabolic conditioning is and why we should do it with athletes.

The 3 Forms of Metabolic Conditioning

Metabolic Conditioning comes in three basic forms, two of which relate directly to exercise and training:

1. Anaerobic-based – According to Plisk, this is “Motor unit activity, substrate flux and force-speed production patterns such that anaerobic bioenergetics pathways are preferential.” (1) In other words, this form is based on muscle and system functions that prefer the ATP-CP system. Using it preferentially tends to lead to further preference. Your systems will get better at using this form, with a preference for it.

It’s peripheral in nature. We’re talking about muscles and the movement systems of the body. This includes voluntary and involuntary movement, so that twitch or tic you get is also dependent on this system. Think of it as the conditioning that strengthens muscles as well as the endurance of the body.

It buffers the hydrogen ions that accumulate in cells via the production of lactate (not lactic acid, as most folks like to say.)

As fast-twitch, or Type 2X fibers begin to fatigue, we see a slight transference from the ATP-CP system to the Glycolytic system. So, you can remain in an anaerobic metabolic conditioning state even as the principle energy system begins to fail.

2. Aerobic-based – Aerobic energy production is more “central” in nature and provides overall work capacity and endurance for activities of varying speed, intensity, and duration. While arguably more critical to quality and span of life, it can be accomplished through means that are not traditionally “aerobic.”

Aerobic metabolic conditioning integrates cardiovascular parameters into the conditioning process. These include heart rate, cardiac output, blood flow distribution, arterial pressures, total peripheral resistance, left ventricular stroke volume and arterial & venous blood oxygen content.

3. Non-Exercise Activity Thermogenesis (NEAT) – All energy expended for all activities other than eating, sleeping, and exercise or sports.

According to Levine “changes in NEAT accompany experimentally induced changes in energy balance and may be important in the physiology of weight change.” (2)  It can account for 270 to 480 calories per day, on average.

Energy. Metabolism. Energy metabolism. They’re all neighbors. Co-workers. You get the idea.

Why metabolic conditioning for athletes, anyway?

Yeah! Isn’t metabolic conditioning really for older, chubby people who are sick of looking like whales at the beach?

Yes and no. Yes, it helps with fat loss. No, it’s not just for the crowd trying to avoid the Porky Pig look.

What are the real benefits of metabolic conditioning for athletes?

Let’s take a look.

For a lot of coaches, metabolic conditioning is just a way to “kick the asses” of their athletes. Some athletes have even been conditioned to buy into this idea. I, for one, would greatly appreciate if those coaches would find work in another industry. Waste management, maybe.

Metabolic conditioning can be tough, and it probably should be, if it’s really going to be effective. Your metabolic conditioning program should challenge your athletes, but it should also make them better!

A quality metabolic conditioning program can provide the following benefits to athletes:

1. Serious calorie burning – While probably a bigger concern for the fat loss athlete than for competitive athletes, it’s an important consideration. While calorie burn during your training session is important, it’s really the boost in metabolic rate after the session that’s important.

Excess Post-exercise Oxygen Consumption (EPOC) contributes to the “afterburn effect.” This occurs because the body is in an oxygen debt after intense exercise and is in the process of repairing muscle tissue. Add to this the lactate factor and EPOC becomes a pretty big deal. Metcon can enhance EPOC and keep the metabolism jacked.

Improvements in lean mass for athletes come with several other benefits. When an athlete’s metabolism is more efficient, he/she uses nutrients more efficiently. Protein and nitrogen uptake are improved and the rate of calorie expenditure per unit of work performed is positively affected.

Athletes can also become more “metabolically flexible.” (3) This means their bodies become able to perform at high levels using either carbs or fats for fuel. Conversion of fats to usable fuel gets more efficient and energy levels don’t vary as much.

2. Improvement to cardiovascular capacity – While steady state, low intensity exercise like jogging or a bike ride can have real impact on cardiovascular function and aerobic capacity, metabolic conditioning has been shown to improve VO2 max better than traditional aerobic exercise.

Perhaps more important, recovery times from high-intensity activities improve. That means when your athlete goes all out, they recover the ability to go all out again in a shorter time.

3. Improvements in hormonal profile – Metabolic conditioning has been shown to improve the profile of hormones that are involved in lipolysis, or fat burning. Metcon seems to intensify the positive hormonal profile results from just strength training. Recent research has shown an improvement in free testosterone in men who perform HIIT, or high-intensity interval training. (4)

4. Improvements in lean mass – Metabolic conditioning can help spur dramatic improvements in lean mass. While you’re unlikely to see large-scale increases in total mass or muscle size, metabolic conditioning contributes to reductions in body fat.

One benefit of the lean mass changes resulting from proper application of metabolic conditioning is one that many athletes understand, but few really talk about. After all, it’s become a little bit politically incorrect. I’m talking, of course, about the intimidation factor.

Few things are more intimidating to a less-conditioned athlete than the raw, hungry look of a lean, muscled athlete. Even athletes who aren’t “huge” look far more intense and scary when their muscles are showing. Any football player who has lined up across from someone whose muscles are on full display can attest to that…

5. Sport – or context-specific skill development – Especially with metabolic conditioning targeting the ATP-CP system, sport- and context-specific skills are often ideal for inclusion in programming. Because the work time is relatively short and the rest time fairly long, athletes can focus on perfecting skills like jumping, landing mechanics and direction change without losing any of the other benefits of metabolic conditioning.

If you have athletes preparing for combines, showcases or other recruiting-related or similar events, using metabolic conditioning to improve those skills is ideal. Drills like the Pro Shuttle, 40/60 yard dash starts, 10 yard splits, L Drills and others can be connected with other activities to increase metabolic conditioning while perfecting important skills.

You can even tie in sports skills like hitting a ball, ball handling skills, shooting or sprawling for wrestlers or shooting for soccer, lacrosse or hockey players with other conditioning activities to achieve the desired met con effect.

6. Improvements in brain chemistry – After accounting for stress and other life factors, we know that intense exercise like metabolic conditioning will improve the neurotransmitters in the brain, CNS and even the gut. Endorphins are released during and after intense exercise. Serotonin and dopamine levels are improved through exercise that pushes us near the point of physical exhaustion.

With regard to gut hormonal health, metabolic conditioning may be just what your athlete needs. Shorter duration, higher intensity exercise is believed by some alternative medicine doctors to “shock” serotonin receptor cells in the gut lining and improve the flow of gut serotonin. Long duration exercise, however, has been shown to damage gut linings and potentially lead to leaky gut syndrome. (5)

7. Improvements in cognitive function – There is so much research showing how exercise, particularly intense exercise, improves the cognitive function of the human brain that it should be a “no-brainer” by now. Sorry, bad joke. Neural pathways involved in working memory, recall, analysis and problem-solving all benefit from exercise. Some of the influence is hormonal, while some is structural and energy-related.

Another important way cognitive improvement happens is via an increase in Brain-Derived Neurotrophic Factor, or BDNF. BDNF is a brain protein which acts on specific neurons to improve long-term memory. It also has positive effects on the hippocampus, cortex and forebrain. All these areas are crucial to learning, memory and higher thinking. BDNF also has the ability to stimulate neurogenesis, or the growth of new brain cells from stem cells.

Moderate to intense exercise has been shown to have a positive impact on levels of BDNF in the brain and blood. This indicates a neuroprotective function for metabolic conditioning. (6, 7)

Are you with me that metabolic conditioning isn’t just for overweight, swimsuit model wanna-bes yet? You should be, or at least open to the idea.

Metabolic Conditioning workouts should be designed with the needs of the user in mind. The activities in which the exerciser will engage outside the gym should influence what is included in the training program. In the next part of this series, I’m going to show you how I use metabolic conditioning in my athlete’s programs.

We’ll review some general guidelines for designing these modules. I’ll also give you some sport-specific examples of skill-building through metabolic conditioning and a few ready-to-use programs for you to swipe and try.

Bio: Coach Phil Hueston is not just another pretty trainer. With over 18 years of in-the-trenches experience with athletes ages 6 to 60, he brings a unique skill-set to the improvement of his athletes. The author of the Amazon best-seller “Alchemy; Where the Art and Science Collide in Youth Fitness,” his client list includes professional athletes, collegiate athletes as well as thousands of youth athletes. Phil has been the co-owner of All-Star Sports Academy in Toms River, NJ, one of the largest and most successful youth and family fitness centers in New Jersey since 2008. He was named “Coach of the Year” by the IYCA for 2012-2013.  A contributor to IYCA.org and coach to other coaches, Phil provides unique insights and ideas that can help other coaches accelerate their clients’ progress and performance. Phil is married to the woman responsible for his entry into the fitness profession, MaryJo. Between them they have 2 grown children, Nate and Andrew, and 99 problems.  Phil’s personal website is coachphilhueston.com, and he can be contacted at phil.hueston@hotmail.com

 

The IYCA High School Strength & Conditioning Specialist is the only certification created specifically for coaches training high school athletes.  The course includes several hours of video instruction and two textbooks with contributions from some of the top strength and conditioning coaches in America.  Click on the image below to learn more about how to become a certified high school strength & conditioning coach.

 

  1. Plisk, S.S. (1991). Anaerobic metabolic conditioning: A brief review of theory, strategy,
    and practical application. Journal of Applied Sport Science Research, 5(1), 22-34
  2. Levine, J.A. (2004). Non-exercise activity thermogenesis. Nutrition Reviews, 62(7), S82-S97.
  3. Brooks, GA, and Mercier, J. Balance of carbohydrate and lipid utilization during exercise: The “crossover” concept. Journal of Applied Physiology 76(6): 2253-2261, 1994.
  4. Herbert, P., HIIT produces increases in muscle power and free testosterone in male masters athletes. Endocrine Connections, Vol 6, Iss 7, Pp 430-436 (2017)
  5. R. J. S. Costa, R. M. J. Snipe, C. M. Kitic, P. R. Gibson. Systematic review: exercise-induced gastrointestinal syndrome-implications for health and intestinal disease. Alimentary Pharmacology & Therapeutics, 2017
  6. Szuhany KL, Bugatti M, Otto MW (January 2015). “A meta-analytic review of the effects of exercise on brain-derived neurotrophic factor”. Journal of Psychiatric Research
  7. Phillips C, Baktir MA, Srivatsan M, Salehi A (2014). “Neuroprotective effects of physical activity on the brain: a closer look at trophic factor signaling”. Frontiers in Cellular Neuroscience.

Top 10 Tips for Training Young Athletes – Jim Kielbaso

Posted on: November 5th, 2018 by Sara Beth No Comments

The IYCA has produced hundreds of articles and dozens of courses/certifications on important topics related to training young athletes.  There is a lot to know and understand about long term athlete development (LTAD) and creating exceptional training experiences for young athletes.  While it’s impossible to have a full understanding of everything involved in this process, this article boils it down into the Top 10 tips for training young athletes.
Whether you’re a trainer, coach, administrator or parent, this list will give you a basic understanding of the most important concepts involved in training young athletes.  training young athletes
1.  Progress over Performance: Focusing on wins and losses is like fools gold.  You may have won the game or race, but that doesn’t mean you made progress or performed your best.  Celebrate progress rather than performance.  Have a plan and goal for training, and don’t let unimportant competitions get in the way of sticking to the plan.  For young athletes, competitions should be viewed as opportunities to use what has been worked on in practice rather than judging who is good or bad.
2.  Think Long-Term:  Rather than taking shortcuts to see some short-term success, build a strong foundation that will allow an athlete to build upon. Young athletes need to develop fundamental motor skills, coordination and all-around athleticism that will enable them to perfect sports skills later in their development.  Athletic development takes time and can’t be rushed.  The goal shouldn’t be winning the game this weekend.  Instead, build athletic qualities that will allow for continued growth.
3.  Balance General & Specific:  Many coaches want to focus exclusively on one sport or event in order to achieve early success.  While this may help children perform well at a young age, you cannot go back and develop foundational skills like coordination and motor control once the window has closed.  While sports skills certainly need to be taught, be sure to include “general athleticism” drills when training young athletes to build a stronger capacity to learn and perfect skills later.  These two concepts should not be mutually exclusive.  It’s absolutely possible to use the warm-up period to enhance athleticism by including fundamental motor skills, plyometrics, coordination activities, strength development, and mobility work.

kids meeting athletes

4.  Ignite a Fire & Develop Confidence: The goals of every youth sports coach should always be to inspire a desire to excel and to keep kids coming back for more.  Give them examples of what they can be by introducing them to older athletes, taking them to events, and painting mental images of what their future may hold.  Get them to see where they could be someday.  Keep dreams alive in every child until they decide to move on.  Many athletes mature late, and just need to stay with a sport long enough for their strength, size, and power to develop.

5.  Teach Young Athletes More Than Sports: Sports are metaphors for life.  Use sports to teach lessons about the value of hard work, listening, cooperation, repetition, and other life skills.  If all you focus on is the sport, you are missing an opportunity to make a much larger impact on a young athlete.
6.  Focus on the Nervous System: While young athletes can improve strength and endurance, their hormones and anaerobic energy systems are not fully developed yet, so they will not see major improvements in muscular size or anaerobic capacity until adolescence.  Before that time, focus on developing the nervous system by training technique, coordination and fundamental abilities like balance and kinesthetic awareness.  Gradually change the focus over time as the athlete matures.
7.  Balance Variety & Repetition: Variety is an excellent way to stimulate the developing nervous system, but repetition will develop technique.  Young athletes need both and should be taught the value of repetition and the enjoyment of variety.
8.  Basic Scientific Principles Apply: The two most important scientific training principles to understand when training young athletes are Systematic Progression and Specific Adaptations to Imposed Demands (S.A.I.D. Principle).  The S.A.I.D. Principle states that the body will adapt very specifically to the stimulus it encounters.  In other words, we get better at what we practice.  For example, if we want to increase strength, we must consistently put the muscle under tension with intensity.  It will respond by adding more protein strands which will eventually manifest as a stronger, larger muscle.  On the other hand, performing low intensity, high volume exercises will increase muscular endurance rather than muscular strength.  Both are good, but you need to understand the goal before you choose the training method.
progressive overload for training young athletes
Systematic Progression is the concept of systematically increasing the demands placed upon the athlete in order to stimulate constant adaptation.  As a very simple example, if an athlete wants to increase her pull-up strength, and can currently do 5 pull-ups, she should eventually strive to get 6 reps.  When six reps are achieved, she should try to do 7 reps.  This is a very basic example, but the point is that athletes should constantly be challenged to do that which they are not currently able to do.  This concept holds true for all physical attributes.
9.  Slight Overreach:  This concept works hand-in-hand with Systematic Progression, but can include practices and competitions as well.  The idea is to push athletes barely out of their comfort zone – both in training and competition.  Have them compete against opponents that are slightly better than them so they are always striving to improve.  Be very careful not to put them in too many situations that are completely out of their reach as this often leads to frustration and decreased self-esteem.  It’s also important for young athletes to feel successful, so give them opportunities to succeed as well.  There should be a healthy balance between a young athlete feeling confident and knowing he/she can improve.  Great coaches are able to keep confidence high while helping the athlete work toward larger goals.
10. Use Volume, Don’t Abuse It:  The volume (or amount) of work is one of the most misunderstood concepts in athlete development, and it can be highly individualized.  A volume of work that is too low will not elicit progress.  On the other hand, a very high volume of work is often unnecessary and leads to injuries, boredom, and burnout.  An athletes biological age, training age, genetics, nutrition, sleep patterns, and outside activities are all factors in how much volume is appropriate.  Coaches and parents need to constantly monitor a young athlete’s physical, mental and emotional well-being, and be prepared to make adjustments at any time.

These 10 tips provide an overview of the most important concepts to understand when training young athletes.  For more in-depth information on the concepts and specifics on how to implement them, the IYCA encourages you to go through the Certified Athletic Development Specialist, which is the gold-standard certification for anyone working with athletes 6-18 years old.  The course materials were created by some of the most experienced and knowledgeable professionals in the industry, and the content is indisputably the most comprehensive of any certification related to athletic development.  Learn more about the CADS certification here:

Jim Kielbaso is the President of the IYCA and Owner of Impact Sports Performance in Michigan.  He has authored multiple books, articles and training products and has spoken at events around the world.  He holds a BS in Exercise Science, an MS in Kinesiology and has gone through multiple certifications through the IYCA, NSCA, NASM and more.  Jim is a former college strength & conditioning coach and has trained thousands of athletes at every level of competition.  He runs a successful NFL Combine training program in Michigan and has been hired as a consultant for major sports programs like the University of Michigan Football Program and the University of Kentucky Basketball Program.

Periodization as a Strategy, Not a Tactic – Karsten Jensen

Posted on: October 24th, 2018 by Sara Beth No Comments

Do you apply periodization to the training of your athletes? Or do you believe that periodization does not apply to youth athletes?

Periodization is a controversial topic within our field. Below are some of the critique points that I have come across in recent years:

  • Periodization is not scientifically proven.
  • Periodization is overrated and over studied.
  • Periodization is too rigid and does not work for our athletes.
  • Periodization is too time-consuming.
  • Periodization is too complex and only for people in lab coats

These critique points may be true if your understanding of Periodization is limited to Periodization as a tactic. However, Periodization is fundamentally a strategy.

From my personal experience as a strength coach, author, and lecturer over the last 25 years, I have found it incredibly useful – even absolutely necessary – to distinguish between principles, strategies, and tactics in order to really understand a particular topic.

Thus, the purpose of this article is to

  • Highlight the difference between principles, strategies, and tactics as it applies to Periodization.
  • Show that you can reject any one example of Periodization as a tactic, but you cannot reject Periodization as a strategy (and this insight will be extremely helpful)

What is a principle?

A “principle” is a basic truth, law or assumption (thefreedictionary.com).  A first principle is a basic, foundational, self-evident proposition or assumption that cannot be deduced from any other proposition or assumption.  

What could be deemed a first principle of athletic development? I recommend that you answer that in detail for yourself in a way that resonates with your work.

My background is strength and conditioning, not coaching a specific sport. Thus, here is a suggestion for a 1st Principle of  Athletic Development as centered on the physical side:

Optimal development of bio-motor abilities (physical qualities) to support the ability to practice and compete (the specific sport/s) – with maximal quality – at the desired level, at a given age.

You could say that a principle is vague. However, the above phrase invites critical questions and consequences:

  • What does optimal mean? It is the balance of all involved abilities that support the young athlete’s ability to practice and compete.
  • Supporting the ability to practice and compete with maximal quality implies prevention of injury and the nourishment of motivation, joy and confidence.

Thus, the 1st Principle defines the overall objective of our work as coaches.

How are we going to achieve this objective?

 

Figure 1: The overarching task is defining the 1st Principle. The strategy is chosen to achieve the 1st Principle. Tactics are used to execute the strategy.

 

A Strategy is Chosen to Achieve the Objective That is Defined by the 1st Principle

A strategy is the larger, overall plan designed to achieve a major or overall aim. The strategy will be comprised of several tactics.  A strategy is broad, big-picture and future-oriented (1)

The training literature contains multiple but related definitions of Periodization. (2)  Fundamentally, the word periodization means “a division in to periods.”  

If you do a web search with the word periodization, you will find books on sports training, history and geology.

Thus, “periodization” is a word similar to “categorization” (dividing items – for example, apples divided into categories) or classification (for example dividing athletes into age groups, levels or weight classes).

From the definition of periodization as a ‘division into periods” it becomes clear that, fundamentally, periodization is a strategy for organizing long-term training by dividing the training into shorter periods.

We can take this definition a step further and suggest a more training-specific definition of periodization:

“Periodization is a division of a longer training cycle into periods with different goals, structures, and content of the training program.  When these periods are sequenced in such a way that the training adaptations in one period prepare the athlete for the training in the next period, then the selected physical abilities are optimized at the goal-attainment date.”

The above definition highlights why periodization as a strategy is virtually unavoidable unless your training programs always:

  • Are geared toward the same training adaptation
  • Have the same structure
  • Have the same content

Tactics

Clearly, there are more decisions to be made before we have a finished program. These more detailed decisions are the “tactics.” The strategy can be executed with different tactics.  Tactics are plans, tasks, or procedures that can be carried out. Tactics may be part of a larger strategy.

So far, Linear Periodization, Reverse Linear Periodization, Undulating Periodization, and Block Periodization are the only systems that have been researched in controlled studies. These systems are all periodization tactics.

I have never seen a critique of periodization as a strategy. When I have seen a critique of periodization, the critique has been of a particular periodization tactic.

As a trainer, you can look at any one of those systems and decide whether or not they are not ideal tactics for the athletes that you work.

However, once you make that choice, you still have to decide how are you going to organize your long-term training?

Conclusion

This article described a hierarchy of 1st principles, strategy, and tactics. It made the argument that periodization is fundamentally a strategy. Yet, the critique of periodization is typically centered on tactics rather than principles or strategies.

A “next step” in exploring periodization is the question about how to divide the long-term period into shorter periods as well as a deeper look into the characteristics of the mentioned periodization systems.  More to come….

  1. https://www.diffen.com/difference/Strategy_vs_Tactic
  2. Jensen, K. Appendix 1. Periodization Simplified: How To Use The Flexible Periodization Method on the Fly. www.yestostrength.com

 

Karsten Jensen has helped world class and Olympic athletes from 26 sports disciplines since 1993. Many of his athletes have won Olympic medals, European Championships, World Championships and ATP Tournaments.

Karsten is the first strength coach to create a complete system of periodization, The Flexible Periodization Method – the first complete method of periodization dedicated to holistic, individualized and periodized (H.I.P) training programs.

Karsten shares all aspects of The Flexible Periodization Method (FPM) with his fellow strength coaches and personal trainers through The Flexible Periodization Method workshop series (Levels I-VIII).  Find more information at www.yestostrength.com.

Anti-Rotation & Anti-Extension Core Exercises: Jordan Tingman

Posted on: September 4th, 2018 by Sara Beth No Comments

When coaches hear the term “abdominal exercises,” they often think of movements such as basic sit-ups, Russian twists and crunches. While these exercises may create a feeling of working the abdominals, they do not train the core to do what it’s real job is: stabilization.

A stable core is a healthy core. It doesn’t always mean that it will look “shredded” (that has more to do with diet that exercise), but it can resist unwanted movement throughout the spine to protect the back. With proper core training, your athlete can learn to lock the spine into place during loaded exercises to ensure back safety, as well as correctly translate force through the lower body into the upper body.

Integrating a wide variety of anti-extension and anti-rotational exercises to your training can allow the athlete to create the motor patterns necessary to lock the core into proper position before executing movement and exercise.

Anti-extension and anti-rotation core exercises are important in every athletic setting, regardless of the sport. This training can ensure proper core bracing during loaded exercises throughout their training sessions, and can help athletes maintain posture and transfer forces when running, throwing, kicking and hitting.  These exercises also allow for safer training as the athlete advances into more intense exercises.  

Anti-Extension Core Exercises:

This is an important type of core training because it allows the individual to learn how to maintain a neutral spine position in overhead activities such as any overhead presses, or spinal loaded activities such as back squats. Maintaining a neutral spine during these activities is important for spinal safety because without proper core bracing, spinal injuries are more likely to occur.

Implementing these exercises helps the athlete to learn how to “set the spine” before initiating any movement and helps them learn how to translate core bracing into many dynamic movements in sport.

Dead Bug, Banded Dead Bug, Med ball Dead Bug

The Dead Bug is a great anti-extension core exercise because it forces the core to stay locked in place while the arms and legs move. The goal is to not allow for the small of the back to leave the floor while the arm and the leg extend.

You can progress the Dead Bug from a bent leg at 90-degrees to a straight leg Dead Bug. Med ball or band resisted Dead bug can also create a good resistance and challenge.

Plank/Side Plank-The most simple and effective core stability exercise. The plank can teach an individual how to control and brace their own body weight.

TRX Rollout– This is a great alternative to barbell rollouts that can be easily manipulated to make it easier or more difficult.

Tall Kneeling Band Extension- Great anti-extension variation for all athletes. This also forces an athlete to brace their core while pressing the band overhead.

Anti-Rotation Core Exercises:

Anti-rotation core exercises serve a great purpose in all athletes. Not only does it force the athlete to brace their core, but the lateral resistance forces the core to fire and resist against rotation.

Med ball seated side toss- This core exercise is explosive but also forces the athlete to brace their core against rotation when the med ball comes back off the wall. The goal is to keep the feet up and resist rotation as the ball comes back to opposite pocket area.

Paloff Press– This variation can be done in a tall kneeling or standing position. The individual will set the knees and hips in an athletic stance and press the band away until the arms are straight. The goal is to resist the rotation that the pulling band creates.

Cross Press- This can be done with a resistance band or cable machine, and in a tall kneeling or split stance position. The goal is to resist the rotation of the band during the press and stabilize the core against rotation.

1 Arm KB Anti-Rotation March– A more dynamic core stabilization- the goal is to resist against the one sided kettlebell while marching.

1 Arm KB Back Extension– This is a great 2-for-1 variation. While squeezing the glutes to keep the back at a parallel position, the individual must resist the rotation of the kettlebell by keeping the scapula retracted and the core locked in.

Use these exercises to help build spinal stability in your athletes.  You don’t have to use them all in every workout.  Insert one or two into your program, and start to build routines that address stabilization in multiple directions.

Jordan Tingman – CSCS*, USAW L1, ACE CPT, CFL1 is a graduate of Washington State University with a B.S. in Sports Science with a Minor in Strength and Conditioning. She completed internships with the strength & conditioning programs at both Washington State University and Ohio State University, and is currently a Graduate Assistant S & C Coach at Eastern Washington University.

 

The IYCA High School Strength & Conditioning Specialist is the only certification created specifically for coaches training high school athletes.  The course includes several hours of video instruction and two textbooks with contributions from some of the top strength and conditioning coaches in America.  Click on the image below to learn more about how to become a certified high school strength & conditioning coach.

You Can’t Microwave an Athlete – Jim Kielbaso

Posted on: August 6th, 2018 by Sara Beth No Comments

Note: This article was originally intended for parents and/or coaches, but it can be helpful for anyone who helps develop athletes.  The IYCA encourages you to share this with parents or other coaches to help them understand the process of long-term athletic development.  Please feel free to copy & paste this into an email to parents, for use on your website or to share on social media.  It may be a little long for newsletters, so please divide it up however you feel is your best opportunity to spread the information.  It’s important for us to work together to educate the public about this process, and we can’t do it alone.

I talk to parents and coaches all the time who want to take short-cuts and rush the development of athletes.

A common misconception is that if you practice your sports skills (dribbling, shooting, setting, hitting, fielding, etc.) enough, you’ll be a great athlete. 

Unfortunately, that’s not how great athletes are developed.

Take a look at who dominates most youth sports – it’s usually the fastest, strongest kids. Because they’re faster and stronger, they are almost always more coordinated which makes learning sports skills much, much easier.

Sometimes, kids with amazing skills rise up at an early age, only to be overtaken by the bigger, faster kids down the road. Rarely do you see a slow, weak athlete rise to the top of any sport.  I’m not even talking about being the best in the world. Take a look at high school sports. Faster, more explosive kids are almost always dominating kids who have good skills but just can’t use them because they’re too slow.

Talk to just about any coach, and they’ll tell you that faster, more explosive athletes dominate sports and have a much higher athletic ceiling.

There is plenty of research supporting this concept, and just about every national governing body (i.e. US Hockey, US Lacrosse, etc.) is trying to implement long-term athlete development systems that don’t focus exclusively on sports skills. They know that the better all-around athletes end up enjoying sports more and eventually out-perform those who focus exclusively on skills, but our microwave mentality often gets in the way of this process.

So, what are you supposed to do about it?

The answer depends on where the athlete is in his/her development.  Let me give you some guidelines and practical tips that you can apply.  The age ranges below are not set in stone (developmental age is more important), but they give you a framework to work from.

Under 8 years old:  For athletes under about 8 years old (every kid is an athlete at that age), parents should expose them to as many different activities as possible. This is a critical time to “lay down the circuit board” for an athlete and develop a large movement repertoire. Practice what we call “Fundamental Motor Skills” like hopping, skipping, throwing, catching, climbing, tumbling, balancing, etc. Do the things that were taught in gym class back in the 60’s and 70’s. Make up fun games or obstacle courses and get kids to learn what their bodies can do.

8-11 years old:  For kids about 8-11 (who have decent motor development), it’s time to expand their “physical literacy.” Physical literacy is the new term for “all-around athleticism,” and it’s basically all about enhancing those fundamental motor skills by adding speed and complexity to them while sport-specific skills start to take shape.

Certain sports like gymnastics and figure skating require a much earlier commitment to skills, but just about every other sport relies more heavily on the “slow-cooking” approach. At this age, athletes should still participate in multiple sports/activities, and overall athleticism should be the focus.

Teach athletes how to run, jump, catch, kick, throw, etc. with more power and accuracy, and begin to develop strength & speed by teaching mechanics and body weight exercises. Exercises like push-ups, pull-ups, lunges and jumping activities should gradually be incorporated into an athlete’s routine, but not so much that the athlete dreads them. 2-3 days a week of 20-60 minutes is more than enough to supplement what is probably not being addressed in gym class or sports practices.

Have athletes practice sports skills they show interest in, but encourage work in multiple sports throughout the year.  Allow kids to concentrate on a sport while they’re in-season, but move on to a different sport to keep things fresh.  Allowing kids to play on teams with their friends and coaches they like is very important at this age because it makes sports more fun.

Igniting an inner desire to play and improve is important at this age, and fun is an ingredient you can’t use too much of.  Of course, there are always exceptions to this with kids who absolutely love one sport and don’t want to do anything else.  Those kids should still take breaks so they look forward to coming back for more.

The most important goal at this age is to make each season or experience enjoyable enough that they want to come back for more.  Try not to get sucked into too much seriousness yet – there’s plenty of time for that later.

11-14 years old:  The ages of 11-14 are critical for speed & agility development because these traits are more easily developed before the massive growth spurts during adolescence. This is the age when more focused training can take place as long as the foundation has been laid.

If athletes at this age are still struggling with fundamental motor skills, more time definitely needs to be spent on these skills. It’s always a good idea to take one step back in order to take two forward, so don’t be afraid to work on fundamental movement skills and keep things fun.  Development over competition should still be the guiding theme at this time.

Many athletes need considerable work on running mechanics at this age because they simply have not been properly addressed yet and parents/coaches start to notice a lack of speed. Growth spurts can also disrupt movement patterns, and once-coordinated kids can lose some of their smoothness.  Good training can usually avert this.

Most of this can still be corrected/improved, but it will usually take a more structured approach to make up for what was missed at an earlier age. Unfortunately, most athletes in this age range are already so over-scheduled that parents find it difficult to fit in this kind of training.

Parents/coaches need to find windows of opportunity during the year to focus on physical literacy and athleticism. The off-season is the best time to address these traits, but athletes should gradually move to a year-round approach that includes brief exposures to training multiple times a week.

Sports are definitely getting more serious during these ages.  Kids start to gravitate to a sport, they start to notice who’s good at sports, and they usually decide how badly they want to pursue a sport during this stage.

Many kids will start to ask for more help or they’ll begin to practice more on their own.  Put kids in situations that gently challenge them without making it so difficult that they feel completely incompetent.  A little struggling helps athletes grow, but emotional development is important to understand at this stage.  Some kids are ready for more than others.  Some will step up to large challenges while others need a little less pressure.

By the end of this stage, kids on a path to great sports success will start to concentrate on one sport.  This is OK, but a secondary sport is still encouraged to keep things fresh and encourage competition is multiple ways.  “Early-recruiting sports” will add another level of complexity to high-performers, and these athletes will be put in high-pressure, competitive situations.  Try to wait as long as possible to take part in these events, but there is no way to avoid them in certain sports when an athlete is on track to being an elite performer.  These events will start to reward achievement over development, so waiting as long as possible for this extends development.

Athletes who are not on a high-performance path should be encouraged to continue improvement and find enjoyment in sports.  For some, that means pulling back on a busy schedule.  For others, that means adding more activities that promote athletic growth and confidence.

The goal is still to make sports/activities enjoyable enough that they want more.  For competitive, high-performers, the term “enjoyable” will mean getting better and they will thrive in competitive situations that stretch them.  For less-competitive athletes, enjoyable is still about developing competency, but pressure should be lessened in order to maintain confidence and the desire to continue.

There should never be a time where we “de-select” kids or encourage them to quit.  While it’s obvious that not every kid will be elite, there is much more to sports and athletic development that being a professional athlete.

15 years old & up: Athletes 15 and up have often concentrated their efforts on one or two sports, and competition takes on a larger role. This is usually the time where the faster, stronger athletes really begin to excel whereas the slower, weaker athletes lag behind, get injured or quit sports altogether.

Speed and strength can still be addressed at this age, and most serious athletes are now engaging in some sort of structured training program to enhance their strength, speed, and power. Athletes who have not developed the foundation can still improve their physical literacy, but they are at a distinct disadvantage if those traits weren’t addressed earlier. Much more concentrated efforts to develop strength and power should be applied in this age range because athletes are better able to adapt to more intense training.

High-performers will usually start to concentrate on one or two sports because their busy schedule will not allow for too many additional activities.  Competition and exposure events will take on greater importance for these athletes, but development should still be the priority.  Very few athletes have reached their full potential at this point, so we should strive for constant improvement even for elite performers.

Non-elite athletes should be encouraged to learn the process of maximizing their potential and being the best they can be.  This is an important lesson and will make their sporting experiences much more valuable and enjoyable.  Many non-elite 15-year-olds still end up being elite at some point or in some sport, so it’s important to encourage constant improvement.  There are countless stories of kids getting cut from a sport as a freshman and eventually becoming professional athletes, so we shouldn’t de-select kids from the high-performance track if they have the desire to continually improve.  A single summer of development can have a profound impact on a young athlete, so continue to support these young athletes to take full advantage of what is available to them.

I hope this helps you understand the process of long-term athletic development and gives you some practical ideas for how to help your athlete/s. There is not a cookie-cutter approach to developing an athlete, so it’s important to give each athlete what he/she needs and avoid experiences that lessen their desire to excel.

Comment below so we can talk about the best way forward.

Jim Kielbaso is the President of the IYCA and the owner of Impact Sports Performance in Novi, MI where he helps develop athletes of all ages and ability levels.  He a former college strength & conditioning coach and also works with many elite athletes.  He also has three boys of his own, so he has seen athletic development from every angle.

 

The IYCA Certified Athletic Development Specialist is the gold-standard certification for anyone working with athletes 6-18 years old.  The course materials were created by some of the most experienced and knowledgeable professionals in the industry, and the content is indisputably the most comprehensive of any certification related to athletic development.  Learn more about the CADS certification here: