I remember vividly 3 years ago at this time Ryan and I were working our tails off to get ready for our grand opening that was only a couple weeks away. It was a really exciting time for us.
We were assembling all the equipment we ordered.
We were trying to figure out how to lay 1500 square feet of turf.
We were holding free workouts in our PARKING LOT to gain momentum.
We knew what we wanted our business to be, and we had a plan to make that happen:
A place that actually promised results to their clients and athletes.
A place for athletes to train to become the best they can be in their sport.
Three years later, we are doing just that, we have put 50 kids in collegiate athletics, we have helped a dozen high school teams reach their best seasons in years, and we have helped 1000’s of kids become better athletes.
Developing young athletes is not based solely on a given conditioning
coach’s understanding of scientifically valid measures of motor stimulus,
strength training or flexibility exercises. In fact, it could be argued that
given all of the critical information contained in this textbook on exercise
selection, methodology and sensitive period development, successful
coaches will be the ones who can teach and relay information to young
athletes well, more so than the coach who merely reads and digests the
scientific information offered via clinical research.
The science of developing young athletes, then, is centered in the particular
technical information associated with pediatric exercise science whereas
the art of developing a young athlete is based on a coach’s ability to teach.
There are several styles of coaching that do not adequately serve to aid in
a young athlete developing skill, yet are none-the-less common amongst
North American coaches and trainers.
An example of this would be the ‘Command Coach’. Command coaches
presume that the young athlete is a submissive receiver of instruction. The
instructions given and information offered moves in one direction only:
from the coach to the athlete. Coaches who display this habit believe that
coaching success is based on how well the athlete can reproduce the skills
as taught or demonstrated by the coach.
There are also various misappropriations relating to how young athletes
actually learn –