April 2006 Volume 5, Number 2 www.nsca-lift.org/perform Conditioning Fundamentals NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 2 C ontents Conditioning Fundamentals Plyometrics for Kids: Facts and Fallacies Avery D. Faigenbaum, EdD, CSCS Plyometric training for kids is a topic that is lled with con- troversy and misinformation. Tis article discusses some of the common myths associated with plyometric training and youth. Taking the First Few Steps Explosively: Te Missing Link John M. Cissik, MS, CSCS,*D, NSCA-CPT,*D Te ability to take the rst few steps explosively is very impor- tant in athletics. Tis article looks at why the rst few steps are important, the proper technique for the rst few steps, and drills to both learn and improve the starting technique. Sample programs are also included. 13 Ounce of Prevention Lower Extremity Stretching Program for Endurance Runners Jason Brumitt, MSPT, SCS, ATC, CSCS,*D Inexibility or muscle tightness may contribute to muscular related running injuries. Tis article features a lower extremity stretching program for the endurance running athlete. Training Table Sensible Supplements Debra Wein, MS, RD, LDN, NSCA-CPT Supplements usage by athletes continues to grow. Tis article discusses the regulation, marketing, and labeling of supple- ments. MindGames Set Yourself Up For Success In Practice Suzie Tuffey Riewald, PhD, NSCA-CPT,*D If you are looking for success in competition, you need success in practice. Tis article discusses how to set up practice goals, analyze past practices, and things you can do in each practice session to help promote success. 9 17 26 Departments FitnessFrontlines G. Gregory Haff, PhD, CSCS Learn the latest news from the eld on the eects of stretch- ing, sled pulling, and whole body vibration on sprint perfor- mance. In The Gym Exercise and Heat Stroke Joseph M. Warpeha, MA, CSCS,*D, NSCA-CPT,*D With the approach of summer, more individuals begin exer- cising outside. However as temperatures begin to rise, heat related illnesses become a major concern. Tis article discusses heat related illnesses and provides guidelines for exercise in hot environments. 4 19 6 NSCAs Performance Training Journal | www.nsca-lift.org/perform NSCAs Performance Training Journal is a publication of the National Strength and Conditioning Association (NSCA). Articles can be accessed online at http://www.nsca-lift.org/perform. All material in this publication is copyrighted by NSCA. Permission is granted for free redistribution of each issue or article in its entirety. Reprinted articles or articles redistributed online should be accompanied by the following credit line: Tis article originally appeared in NSCAs Performance Training Journal, a publication of the National Strength and Conditioning Association. For a free subscription to the journal, browse to www.nsca-lift.org/perform. Permission to reprint or redistribute altered or excerpted material will be granted on a case by case basis; all requests must be made in writing to the editorial o ce. NSCA Mission As the worldwide authority on strength and condition- ing, we support and disseminate research-based knowl- edge and its practical application, to improve athletic performance and tness. Talk to us Share your questions and comments. We want to hear from you. Write to Performance Training Editor, NSCA, 1885 Bob Johnson Drive, Colorado Springs, CO 80906, or send email to kcinea@nsca-lift.org. Editorial Of ce 1885 Bob Johnson Drive Colorado Springs, Colorado 80906 Phone: +1 719-632-6722 Editor: Keith Cinea, MA, CSCS,*D, NSCA-CPT,*D email: kcinea@nsca-lift.org Sponsorship Information: Robert Jursnick email: rjursnick@nsca-lift.org Editorial Review Panel Kyle Brown, CSCS Scott Cheatham DPT, ATC, CSCS, NSCA-CPT John M. Cissik, MS, CSCS,*D, NSCA-CPT,*D Shane Domer, MEd, CSCS,*D, NSCA-CPT,*D Chris A. Fertal, CSCS, ATC Michael Hartman, MS, CSCS,*D Mark S. Kovacs, MEd, CSCS David Pollitt, CSCS David Sandler, MS, CSCS Brian K. Schilling, PhD, CSCS Mark Stephenson, ATC, CSCS,*D David J. Szymanski, PhD, CSCS,*D Chad D. Touchberry, MS, CSCS Randall Walton, CSCS Joseph M. Warpeha, MA, CSCS,*D, NSCA-CPT,*D Vol. 5 No. 2 | Page 3 NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 4 running velocity only during the 0 10 m portion of the sprint. As a result of this increase, the acceleration phase (0 20 m) also exhibited a greater overall sprint velocity. However, resisted sled pulling resulted in no change in running velocity during the 20 50 m assess- ment. Conversely, the US group exhib- ited no signicant improvements in the acceleration phase, and signicantly greater improvements in the maximum velocity phase (20 50 m) of the tested sprint. Te authors speculate that the improvements in the acceleration phase in the RS group were probably caused by increases in muscular strength. Since neither group performed any resistance training, it is likely that the improve- ments noted by the RS group are a result of increases in muscular strength. Based upon these results it was concluded that weighted sled pulling may oer some benets when improvements in accelera- tion are needed, while maximal speed is improved by unloaded sprint training. However, it is unknown at this time if this benet will still exist if the athlete is participating in a periodized strength training program designed to improve leg an hip strength and power produc- ing capacity. Zafeiridis A, Saraslanidis P, Manou V, Ioakimidis P, Dipla K, Kellis S. (2005). Te eect of resisted sled-pulling sprint training on acceleration and maximum speed performance. Journal of Sports Medicine and Physical Fitness, 45(3):284 290. FitnessFrontlines G. Gregory Haff, PhD, CSCS Should You Stretch Before You Sprint? Recently researchers from the Department of Kinesiology at Louisiana State University examined the eects of a variety of stretching protocols on 20 m sprint times. Eleven males and ve females were recruited from the nation- ally ranked Louisiana State University track and eld team to participate in the investigation. Subjects participated in the dierent stretching protocols in a randomized manner. Prior to each of the stretching protocols all athletes performed a series of warm-up exercises which included 1) an 800 m jog, 2) forward skips 4 x 30 m, 3) side shu es 4 x 30 m, and 4) backwards skips 4 x 30 m. Four stretching protocols were then tested: 1) no stretching on either leg (NS), 2) both legs stretched (BS), 3) forward leg in the starting position stretched (FS), 4) rear leg in the starting position stretched (RS). Each stretching protocol was performed four times with each stretch being held for 30 s. Overall the data suggested that the NS condi- tion produced the fastest 20-m sprint time (3.17 0.04 s), while BS (3.21 0.04 s), FS (3.21 0.04 s), and RS (3.22 0.04 s) produced the slowest sprint times. Tere were no statistical dier- ences noted between the BS, FS, and RS groupings. Based upon the ndings of this investigation the authors sug- gest that performing passive stretching exercises before sprinting activities can result in a signicant decline in sprinting speed. Terefore, it was recommended that the use of passive stretching tech- niques be avoid by athletes prior to the performance of sprinting activities. Nelson AG, Driscoll NM, Landin DK, Young MA, and Scheznayder IC. (2005). Acute eects of passive muscle stretching on sprint performance. Journal of Sports Sciences, 23(5):449 454. Does Resisted SledPulling Improve Sprint Performance? Sprint training which employs load pull- ing has been widely applied to enhance sprint performance of many athletes. Event though the practice of loaded sled-pulling is very popular, very little scientic data has been collected to sup- port this practice. Researchers from the Department of Physical Education and Sport Science, at Aristotelio University of Tessaloniki in Tessaloniki, Greece recently performed an investigation in order to examine the eects of resisted and un-resisted sprint training on sprint performance. Twenty-two recreationally trained athletes were randomly divided into a resisted (RS) and un-resisted (US) sprint training program. Each group participated in an 8week sprint training regime. Te RS group was required to pull a 5 kg sled while the US group per- formed the same sprint training regime with out a resistance sled. Te sprint training consisted of 4 x 20 and 4 x 50 m maximal runs that were performed three times per week for the duration of the investigation. Tree days prior to and three days after the sprint training program, each subject was tested by per- forming two 50 m sprints. Performance times were measured every 10 meters, while kinematic characteristics were evaluated during the acceleration (0 20 m) and at maximum speeds (20 50 m). Results of the study suggest that pulling a 5 kg sled signicantly improves NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 5 Whole Body Vibration Training Ofers No Beneft to Sprint Trained Athletes Te use of whole body vibration as a training modality is gaining popular- ity in a variety of settings. Little data exists exploring the eects of integrat- ing whole body vibration training into the training practices of sprint trained athletes. Recently, researchers from the Department of Kinesiology at Katholieke University Leuven, in Leuven, Belgium investigated the eects of the addition of whole body vibration training to the training practices of sprinters on speed- strength performance. Twenty highly trained sprint athletes were recruited for the present investigation and divided into two equal groups. Te ve week sprint training program for these ath- letes consisted of 1. Interval and speed training (2 3 sessions weekly) 2. Speed training drills (2 sessions weekly) 3. Plyometrics (1 session weekly), and resistance training (3 sessions weekly) Tis training regime was designed in a periodized fashion in accordance with guidelines set forth by the National Strength and Conditioning Association. Te vibration training group also per- formed a series of 6 exercises designed to work the lower body for a total vibration exposure of 9, 13.5, and 18 minutes. Te vibration frequency ranged between 35 40 Hz. Results of this investigation revealed that their was no dierence between the vibration group and the non-vibration group after the 5 week training regime for 1) isometric knee exor strength, 2) dynamic knee exor strength, 3) start time, 4) horizontal start acceleration, 5) counter movement vertical jump performance, and 6) 30 m sprint performance. Based upon this investigation it appears that the utiliza- tion of whole body vibration oers no additional benets to the sprint athlete who is undergoing a periodized training regime which incorporates resistance, plyometric, speed training, and sprint interval training. Delecluse C, Roelants M, Diels R, Koninckx E, Verschueren S. (2005). Eects of whole body vibration on mus- cle strength and sprint performance in sprint-trained athletes. International Journal of Sports Medicine, 26:662 668. About the Author G. Gregory Ha, PhD, CSCS, is an assis- tant professor in the Division of Exercise Physiology at the Medical School at West Virginia University in Morgantown, WV. He is a member of the National Strength and Conditioning Associations Research Committee and the USA Weightlifting Sports Medicine Committee. Dr. Ha received the National Strength and Conditioning Associations Young Investigator Award in 2001. FitnessFrontlines G. Gregory Haff, PhD, CSCS NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 6 S ummer is right around the cor- ner which makes this a good time to talk about the prob- lems that can be brought on by exercise or physical exertion in hot environ- ments. Te human body is remarkable in its ability to adapt to environmental extremes as highlighted by indigenous peoples living in climates that range from Alaska and Siberia to the tropics of Central America and the deserts of Africa. Te body does have its limits however, particularly for those who have not been born and raised in an extreme environment or, at the very least, have not acclimatized (adapted). Heat stroke (HS) is a medical emergency and is the most severe of all heat illness nervous system dysfunction (e.g. confu- sion, unconsciousness), 2) hot dry skin, and 3) core temperature >41 o C (1 o C depending on the source) (3). Core tem- perature should be measured rectally for the most accurate assessment (2). Te only dierence in criteria for exertional HS is that the core temperature may be slightly lower and profuse sweating is often present (although skin may be wet or dry at the time of collapse). Other symptoms of HS include rapid heartbeat, rapid and shallow breathing, altered blood pressure (elevated or low- ered), altered mental status, vomiting, diarrhea, seizures, and coma. Classical HS often occurs during extreme heat waves with the elderly and very young being particularly vulnerable. Exertional HS typically occurs in previously healthy young people who perform heavy or intense exercise in hot and/or humid environments. Te classic example is a football player participating in two-a- day practices in a helmet and full pads during a Midwest summer heat wave. A temperate climate like the Midwest is a good example because there can be extreme heat waves with drastic swings es. HS is a failure of the hypothalamic temperature regulatory center due to a rising core temperature. In other words, the thermostat that keeps our body temperature in a fairly narrow operating range breaks down and results in an uncontrolled rise in core temperature that can quickly become fatal if appro- priate measures are not taken. Death can be due to a multitude of complications arising from the HS cascade including heart failure or cerebral edema (3). Te mortality associated with HS has been quoted between 10 50% (4). HS is classied as either classical or exertional with only minor dierences between the two. Te diagnostic criteria for classical heat stroke are: 1) central IntheGym Exercise and Heat Stroke Joseph M. Warpeha, MA, CSCS,*D, NSCA-CPT,*D Table 1. Risk Factors for Heat Stroke Major Risk Factors for Heat Stroke Environment - High temperature - High humidity - High solar radiation - Little or no wind Physical Activity - Vigorous exercise - Heavy exertion - Intense activities Age - Older than 75 - Younger than 5 Other Risk Factors For Heat Stroke Male gender Lack of acclimatization Lack of ftness Previous heat stroke Wearing excessive clothing Obesity Dehydration Fatigue Illness/Disease Malnutrition Alcohol use Certain Medications NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 7 in temperature and many people are not acclimatized to the heat like those who live in hot climates and are more adapted to the heat and humidity. Te combination of an intense physical sport like football and heavy equipment that deters heat dissipation is particularly dangerous in hot environments. All ath- letes (not just football players) who spend time training/competing in a hot environment must take precautions to prevent heat illnesses. HS is the most frequent environmen- tally-related cause of death in the U.S. with about 400 deaths per year attrib- uted to it (6). Surprisingly, HS is second only to head injuries in exercise-related deaths (3) and is the third leading cause of death among athletes in the U.S. (6), so the consequences of this heat illness should not be underestimated. HS aects virtually all of the bodys vital systems including cardiovascular, neuro- logical, renal, gastrointestinal, immuno- logical, and musculoskeletal (4). Te major risk factors for HS include a hot environment, vigorous exercise/exer- tion, and age. Risk factors for HS are listed in Table 1. Since a hot environment is the major ingredient, it is important to take into account all of the factors that contribute to this heat (high environmental tem- perature and solar radiation) as well as those that make it more di cult for the body to dissipate heat (high humidity and little or no wind). Te wet-bulb globe temperature (WGBT) is a single index that accounts for these factors (except wind) in an attempt to quantify heat stress and prevent heat illness (5). quate hydration levels and salt/electro- lyte stores during prolonged exertion is paramount. For the athlete or exerciser, acclimatizing oneself to hot conditions over several days or weeks is the most eective way to gradually introduce the body to a hot environment. Tis causes adaptive mechanisms to take place and allows the thermoregulatory system to function more e ciently in hot envi- ronments. If you must train in the heat, acclimatizing yourself and following the above precautions is the best prevention of serious heat illness including heat stroke. References 1. American College of Sports Medicine. (2006). ACSMs guidelines for exercise testing and prescription, 7th edition. Baltimore: Lippincott Williams & Wilkins. 2. strand PO, Rodahl K, Dahl HA, Strmme SB. (2003). Textbook of work physiology: physiological bases of exer- cise, 4th edition. Champaign: Human Kinetics. 3. Brooks GA, Fahey TD, Baldwin KM. (2005) Exercise physiology: human bioen- ergetics and its applications, 4th edition. New York: McGraw-Hill. 4. Grogan H, Hopkins PM. (2002) .Heat stroke: implications for critical care and anaesthesia. British Journal of Anaesthesia, 88:700 707. 5. McArdle WD, Katch FI, Katch VL. (1996). Exercise physiology: energy, nutri- tion, and human performance, 4th edi- tion. Baltimore: Williams & Wilkins. 6. Moreau TP, Deeter M. (2005). Heat strokepredictable, preventable, treat- able. Journal-American Academy of Physician Assistants, 18(8):30 35. A more familiar method of determining how hot it feels is the heat index which factors the combination of temperature and humidity (see Figure 1). Although the heat index does not include the eects of wind or radiant heat, it is a good quantication of heat stress on the body and is usually more readily avail- able to the general public via the news media (television, radio, and newspa- pers). Te cornerstone to treating HS is low- ering the core temperature as rapidly as possible (7). Chances of survival are greatly improved if core temperature can be lowered to under 38.9 o C within 30 minutes (4). Rapid cooling can be achieved in numerous ways including: immersion in cold water or ice bath, promoting evaporative heat loss (using a fan), and the use of body cooling suits. Other components of the acute management stage (particularly in the absence of medical personnel/facilities) are calling 911, placing the person in the supine position with feet elevated, vigorous hydration, and maintenance of an open airway. Excess clothing should be removed and ice packs applied to the neck, groin, and axillae (armpit) (3).
If the person is still outside, he or she should be moved into the shade. Te best defense against heat stroke and other heat illnesses is prevention and precaution. Te most important precau- tion is to pay attention to heat warnings issued by the National Weather Service and limit or avoid exercise in danger- ously hot conditions. Limiting direct sun exposure is important because the radiant heat can add up to 15 o F to the heat index (6). If exercise in the heat is unavoidable, maintaining ade- IntheGym Joseph M. Warpeha, MA, CSCS,*D, NSCA-CPT,*D NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 8 IntheGym Joseph M. Warpeha, MA, CSCS,*D, NSCA-CPT,*D 7. Rhoades RA, Tanner GA. (2003). Medical physiology, 2nd edition. Baltimore: Lippincott Williams & Wilkins. About the Author Joe Warpeha is an exercise physiologist and strength coach and is currently work- ing on his PhD in exercise physiology at the University of Minnesota-Minneapolis. His current research focuses on bone and tendon adaptations to training and the eects of skeletal loading on their physi- ological and mechanical properties. Joe teaches several courses at UM including advanced weight training and condition- ing and measurement, evaluation, and research in kinesiology. He has a masters degree in exercise physiology and certica- tions through the NSCA, ACSM, USAW, ASEP, and YMCA. He has over 14 years of resistance and aerobic training experience and has been a competitive powerlifter since 1997. Joe is a two-time national bench press champion and holds multiple state and national records in the bench press while competing in the 148, 165, and 181-pound weight classes. Figure 1. Calculation of heat index and associated risks of heat illness. Reprinted with permission from the Oklahoma Climatology Survey Oklahoma Climatology Survey. (2006). Heat Index Chart. Retrieved 2/21/06, from http://okfrst.ocs.ou.edu/train/materials/Heat/humid.gif NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 9 Ounceof Prevention encing an injury due to running. Tis article will feature a lower extremity stretching program for the endurance running athlete. If you experience an injury related to running, consult with your physician. If appropriate, you may benet from treatment and video running analysis performed by a sports physical therapist. R unning is a popular sport performed by individuals of all skill levels. Athletes who train for endurance races (5k or more) may be at risk for certain lower extrem- ity overuse injuries. Running athletes should be aware of risk factors that may contribute to the development of an overuse injury. Risk Factors Training errors such as excessive changes in mileage or training intensity, wear- ing improper footwear, or running on uneven surfaces may lead to stress frac- tures, medial tibial stress syndrome, muscle strains, Iliotibial band syndrome (IT Band), or tendonitis (2). Lack of exibility may contribute to some muscle related running injuries. In one study, researchers found that run- ners tend to have tighter hamstring and soleus (calf ) muscles than non-runners (3).
Avoidance of training errors, maintaining or improving exibility, and increas- ing core and lower extremity strength may help reduce your risk of experi- Stretching Current research recommends that you perform your static stretching routine at the end of a workout (1). When stretching, ease gently into each stretch, maintaining the hold for 30 seconds. Holding each stretch for 30 seconds is generally considered to be more benecial than shorter time periods. Tis particu- lar program does not promote the use of ballistic (bouncing) stretching. Lower Extremity Stretching Program for Endurance Runners Jason Brumitt, MSPT, SCS, ATC, CSCS, *D Figure 1. Hamstring Stretch NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 10 Hamstrings Te hamstrings consist of 3 muscles arising from the posterior portion of the pelvis with attachments to the femur and tibia. Stretching the hamstring muscles can be performed in many positions. When in a supine position, place a rope (8 ft) around your foot and pull your leg up while keeping your knee straight. Try to pull your toes towards your face (Figure 1). Te hamstrings may also be stretched while sitting. As you lean for- ward to increase the stretch, do so from the hip versus rounding your low back (Figure 2). Piriformis Tis muscle originates on the pelvis (sacrum) and attaches to the femur. Te Piriformis is often tight and painful in athletes with low back or hip pain. Te Piriformis can be stretched in multiple positions. Lay on your back with knees bent and one leg crossed over the other (Figure 3). Pull your top knee across the body towards the opposite shoulder. Te Piriformis can also be stretched by plac- ing one foot on the opposite knee and pushing your top knee away from the body (Figure 4). Hip Flexor Stretching Te Iliacus and Psoas Major are stretched when you perform this exercise (Figure 5). Te Iliopsoas group arises from the spine and pelvis and attaches on the femur. Place your knee on the ground slightly to the rear of the body. Te other leg is in a 90-90 position. Lean forward with the lead leg while main- taining proper torso posture. Performing an abdominal brace (gentle abdominal isometric contraction) will help you to maintain an upright torso. You will feel the stretch in the anterior portion of the hip or thigh of the back leg. your foot toward your buttock (gure 6). If you are unable to maintain your hip and back in alignment, use a towel or rope around the ankle to assist with knee exion. Quadriceps Te quadriceps (4 muscles) is made up of the Rectus Femoris, Vastus Lateralis, Vastus Medialis, and the Vastus Intermedius. To eectively stretch this muscle group, grab your foot, bringing Ounceof Prevention Jason Brumitt, MSPT, SCS, ATC, CSCS, *D Figure 2. Sitting Hamstring Stretch Figure 3. Piriformis Stretch NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 11 Calf Te calf is made up of the deep soleus muscle and the supercial gastrocne- mius. Te gastrocnemius arises from the femur while the soleus originates on the tibia. Both muscles connect to the heel bone (calcaneus) via the Achilles tendon. Te classic runners stretch with the rear leg extended stretches the gastrocnemius (Figure 7), whereas bending the rear leg at the knee increases the stretch on the soleus (Figure 8). Each stretch should be performed with shoes on and both feet pointing forward. Tensor Fascia Latae/ IT Band Te IT band extends from the Tensor Fascia Latae (TFL) muscle, running along the lateral thigh and inserting at the knee. To stretch the TFL stand next to a wall and cross your outside leg over the inside leg. Lean your hips toward the wall making sure not to twist or arch the back. You should feel a stretch down the outside of your leg (Figure 9). Conclusion Te stretching program developed in this article provides runners with a com- prehensive exibility program for the lower extremities (Table 1). A NSCA certied strength and conditioning specialist (CSCS) could provide individ- ualized training recommendations based upon ones exibility status. References 1. Nelson AG, Kokkonen J, Arnall DA. (2005). Acute muscle stretching inhib- its muscle strength endurance perfor- mance. Journal of Strength Conditioning Research. 19(2): 338 343. 3. Wang SS, Whitney SL, Burdett RG, Janosky JE. (1993). Lower extremity muscular exibility in long distance run- ners. Journal of Orthopaedic and Sports Physical Terapy. 17(2): 102 107. 2. OToole ML. (1992). Prevention and treatment of injuries to runners. Medicine & Science in Sports & Exercise. Sep; 24(9 Suppl): S360 S363. Ounceof Prevention Jason Brumitt, MSPT, SCS, ATC, CSCS, *D Figure 4. Piriformis Stretch 2 Figure 5. Hip Flexor Stretch NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 12 Ounceof Prevention Jason Brumitt, MSPT, SCS, ATC, CSCS, *D About the Author Jason Brumitt is a board-certied sports physical therapist employed by Willamette Falls Hospital in Oregon City, OR. His cli- entele include both orthopedic and sports injury patients. He also serves as adjunct faculty for Pacic Universitys physical therapy program. To contact the author email him at jbrumitt72@hotmail.com.
Figure 6. Quadriceps Stretch Table 1. Stretching Program Perform after running. Perform each stretch on each leg Calf Soleus 2 x 30 seconds Gastrocnemius 2 x 30 seconds Quad Stretch 2 x 30 seconds Hip Flexor Stretch 2 x 30 seconds Piriformis 2 x 30 seconds TFL 2 x 30 seconds Hamstring 2 x 30 seconds Figure 7. Gastrocnemius Stretch Figure 8. Soleus Stretch Figure 9. TFL Stretch NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 13 Conditioning Fundamentals A ll children need to participate regularly in physical activities that enhance and maintain cardiovascular and musculoskeletal health. Traditionally, children have been encouraged to perform aerobic activities such as bicycling and strength build- ing activities such as push-ups. More recently, the potential benets of plyo- metric training for youth have received increased attention (2,3,4). Previously thought of as a method of condition- ing reserved for adult athletes, a grow- ing number of trainers, teachers, and youth coaches are now incorporating plyometric training into their physical education classes and sport conditioning workouts. Plyometrics were rst known simply as jump training and refer to a type of exercise that conditions the body through dynamic, resistance exercise (1). Plyometric training typically includes hops, jumps, and medicine ball exer- cises that exploit the muscles cycle of lengthening and shortening to increase muscle power. Plyometric exercises start with a rapid stretch of a muscle (called an eccentric muscle action) and are If this window of opportunity is missed, a child who does not participate in this type of activity may not be able to catch up later on in life. In the long run, this child will be at a distinct disadvantage when the time comes to participate in more advanced training programs later in life. Perhaps it is not surprisingly to note that the best athletes in the world learn how to perform complex skills during childhood and adolescence. Myths That Wont Quit While clinical observations and research ndings indicate that well-planned and well-implemented plyometric training programs can help youth develop move- ment competence (2,4), some observers still believe that plyometrics are inap- propriate or even unsafe for children. Unfortunately, some have a very narrow view of plyometric training and only associate drop jumps from a 32 inch box as plyometric. While this high inten- sity drill may be appropriate for highly trained adult athletes, there are literally hundreds of other plyometrics exercises, including low intensity double leg hops and throws with lightweight (1 to 2 kg) medicine balls, which can be part of followed by a rapid shortening of the same muscle (called a concentric muscle action). Te rapid stretching and short- ening of a muscle during a plyometric exercise is referred to as a stretch-short- ening cycle. Even common playground activities such as jumping jacks and hop scotch can be considered plyometric because the quadriceps at the front of the thigh stretch eccentrically when the child lands and then they shorten con- centrically when the child jumps. Tese exercises, although game-like in nature, actually condition the body to increase speed of movement and improve power production. Childhood may actually be the ideal time to implement some type of plyometric training program because the neuromus- cular system of children is somewhat plastic and can therefore readily adapt to the training stress. Although adults can certainly benet from plyometric training, the so-called skill-hungry years for learning motor skills occur during childhood. As such, the nervous system of children is primed to learn motor skills that involve jumping, hop- ping, skipping, running, and throwing. Plyometrics for Kids: Facts and Fallacies Avery D. Faigenbaum, EdD, CSCS NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 14 a childs plyometric training program. Other common myths associated with youth plyometric training are discussed below: Myth: Youth who have not reached puber- ty should not perform plyometrics. Fact: Children can begin plyometric training when they have the emotional maturity to accept and follow directions. As a point of reference, many seven and eight year old boys and girls have partici- pated in progressive plyometric training programs over the years. Myth: Children will experience bone growth plate damage as a result of plyo- metric training. oer observable health and tness value to most participants. Program Design Considerations Plyometric training is a specialized method of conditioning that requires appropriate overload, gradual progres- sion, and adequate recovery between exercise sessions. Moreover, plyometric programs should include proper coach- ing, a safe training environment, and a slow but steady advancement from education to progression to function. Since the performance of a plyometric exercise is a learned skill, proper instruc- tion is needed to ensure continuation of correct exercise technique. Instructors should be careful to match the plyo- metric training program to the needs, interests, and abilities of each child. An advanced plyometric training program for a young athlete would be inappro- priate for an inactive child who should be given an opportunity to experience the mere enjoyment of dierent types of hopping, jumping, and throwing exer- cises. One of the most serious mistakes in designing a youth plyometric train- ing program is to prescribe a training intensity that exceeds a childs capacity. In short, it is always better to underes- timate the physical abilities of a child rather than overestimate them and risk negative consequences (e.g., dropout or injury). Tere are literally hundreds of plyomet- ric exercises that children can perform depending on training experience and ability. Children should begin with low intensity drills (e.g., double leg jump or medicine ball chest pass) and gradually progress to higher intensity drills (e.g., lateral cone hop or single leg hop) over Fact: A growth plate fracture has not been reported in any prospective youth resistance training research study which was competently supervised and appro- priately designed. Interestingly, some cli- nicians believe that the risk of a growth plate fracture in a prepubescent child is actually less than in an older child because the growth plates of younger children may be stronger and more resis- tant to shearing-type forces (5). Myth: Plyometric training is unsafe for children. Fact: With appropriate supervision and a sensible progression of training inten- sity and volume, the risks associated with plyometric training are not greater than other activities in which children regu- larly participate. Te key is to start with a few simple exercises, provide qualied supervision, perform these drills twice per week on nonconsecutive days, and gradually progressive as condence and ability improve. Tis is especially impor- tant for sedentary children who typically have suboptimal levels of strength and power. Myth: Plyometric training is only for young athletes. Fact: Children of all abilities can benet from plyometric training. While plyo- metric exercises can be used to enhance athletic performance and reduce the risk of sports-related injuries, regular par- ticipation in a plyometric program can enhance the tness abilities of sedentary boys and girls too. At a time when a growing number of children spend more time in front of the television than at the playground, participation in a progres- sive plyometric training program can Figure 1. Double Leg Cone Hop Conditioning Fundamentals Plyometrics for Kids: Facts and Fallacies NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 15 time. In addition to body weight move- ments, exercises using medicine balls can also be eective. In terms of sets and repetitions, beginning with one to two sets of six to 10 repetitions on a variety of upper and lower body exer- cises twice per week on non-consecu- tive days seems reasonable. If multiple sets are performed, children should be allowed to recover between sets in order to replenish the energy necessary to perform the next series of repetitions at the same intensity. Unlike traditional strength exercises, plyometric exercises need to be performed quickly and explo- sively. Te table highlights general youth plyometric training guidelines. Since plyometrics are not designed to be a stand-alone program, youth con- ditioning programs should include a variety of skills and drills that are spe- cically designed to enhance dierent tness components. In fact, plyometrics actually work best when integrated into a multi-faceted program that includes other types of training (2). Furthermore, it is important for children to be exposed to dierent types of conditioning and actually understand the concept of a t- ness workout. Combining tness com- ponents is not only more eective and time e cient, but this type of training is more fun for young participants who tend to dislike prolonged periods of monotonous training. While there are no short cuts or gimmicks to enhancing strength, speed, and power, with guid- ance and encouragement children will gain condence in their abilities to per- form relatively easy drills and therefore they will be more willing and able to perform at a higher level. 3. Faigenbaum A, Chu, D. (2001). Plyometric training for children and adolescent. ACSM Current Comment. (www.acsm.org). 4, Hewett T, Myer G, Ford K. (2005). Reducing knee and anterior cruciate ligament injuries among female ath- letes. Journal of Knee Surgery, 18(1): 82 88. Summary A growing number of children are now experiencing the benets of plyomet- ric training. In addition to enhanc- ing fundamental tness abilities and improving sports performance, regular participation in a well-designed plyo- metric training program may also reduce the risk of injury in youth sports (2,4). Whats more, plyometric training dur- ing childhood may build the founda- tion for dramatic gains in muscular strength and power during adulthood. With appropriate guidance and progres- sion, plyometrics can be a worthwhile additional to a well-rounded youth t- ness programs that also includes aerobic, strength, and exibility training. References 1. Chu D. (1998). Jumping into Plyometrics, 2nd ed. Champaign: Human Kinetics. 2. Chu D, Faigenbaum A, Falkel, J. (2006). Progressive Plyometric Training for Kids. Monterey: Healthy Learning. Conditioning Fundamentals Plyometrics for Kids: Facts and Fallacies Youth Plyometric Training Guidelines Provide qualied instruction and supervision Wear sneakers with tied laces and train on a nonskid surface Begin each session with a dynamic warm-up Start with one set of 6 to 10 repetitions on low intensity exercises Develop proper technique on each exercise before progressing to more advanced drills Include exercises for the upper and lower body Progress to 2 or 3 sets of 6 to 10 repetitions depending on needs, goals, and abilities Allow for adequate recovery between sets and exercises Perform plyometric exercises twice per week on nonconsecutive days Keep the program fresh and challenging by systematically varying the training program. Figure 2. Medicine Ball Chest Press NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 16 5. Micheli L. (1988). Strength training in the young athlete. In E. Brown & C. Branta (Eds.), Competitive Sports for Children and Youth (pp. 99 105). Champaign, IL: Human Kinetics. About the Author Avery Faigenbaum, EdD, CSCS, is an Associate Professor in the Department of Health and Exercise Science at Te College of New Jersey. Dr. Faigenbaum is a leading researcher and practitioner in the area of youth tness and has authored ve books and over 100 articles on youth strength and conditioning. To contact the author, email him at faigenba@tcnj.edu. Conditioning Fundamentals Plyometrics for Kids: Facts and Fallacies NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 17 use of this term (or similar terms such as veried or certied) does not guar- antee product quality or consistency. On the other hand, if the FDA nds a supplement to be unsafe once it is on the market, only then can it take action against the manufacturer and/or distributor, such as by issuing a warning or requiring the product to be removed from the marketplace, as was the case with coral calcium (often sold on late night infomercials) and ephedra (which was later reintroduced into the market). Te Federal Government also regulates supplement advertising, through the Federal Trade Commission. It requires that all information about supplements be truthful and not mislead consumers. As far as e cacy, unless the product is covered by an approved FDA health claim (such as calcium and osteoporosis or ber and heart disease), to promote its product, the manufacturer can say that the product addresses a nutrient deciency, supports health, or reduces the risk of developing a health problem. On the other hand, if the manufacturer A ccording to the National Health Interview Survey, Americans continue to take dietary supplements at an increasing rate, with 33.9% of US adults using a vitamin and mineral supplement in the past 12 months, up from 23.2% in 1987 and 23.7% in 1992 (5). According to other research, 59% of elite athletes and 43% of college athletes, take supple- ments. Multivitamins are the most fre- quent type of nutritional supplements, followed by vitamin C, iron, B-com- plex vitamins, vitamin E, calcium, and vitamin A (4). Many consumers report using dietary supplements as insurance for an inadequate diet, but also to pre- vent or treat disease, increase energy levels, or reduce the risk for infectious illnesses (5). With such high usage, one must gure that the industry is a highly regulated and safe market. Unfortunately, this is not the case. Currently, the FDA regu- lates supplements as foods rather than drugs. In general, the laws about putting foods (including supplements) on the market and keeping them on the market are less strict than the laws for drugs. Many athletes are surprised to nd out that manufacturers are not required to prove a supplements safety or e - cacy before the supplement is marketed. Currently, the FDA does not analyze the content of dietary supplements (see below). At this time, supplement manu- facturers must meet the requirements of the FDAs Good Manufacturing Practices (GMPs) for foods. GMPs describe conditions under which prod- ucts must be prepared, packed, and stored. While food GMPs do not always cover all issues of supplement quality, some manufacturers voluntarily follow the FDAs GMPs for drugs, which are stricter. In addition, some manufac- turers use the term standardized to describe eorts to make their products consistent. However, U.S. law does not dene standardization. Terefore, the TrainingTable Sensible Supplements Debra Wein, MS, RD, LDN, NSCA-CPT,*D Whats in the Bottle Does Not Always Match Whats on the Label A supplement might: Not contain the correct ingredient (plant species). For example, one study that analyzed 59 preparations of echinacea found that about half did not contain the species listed on the label (1). Contain higher or lower amounts of the active ingredient. For example, an NCCAM-funded study of ginseng products found that most contained less than half the amount of ginseng listed on their labels
(2). Be contaminated. Source: National Center for Complimentary and Alternative Medicine (3) NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 18 does make a claim not approved by the FDA, it must be followed by a state- ment such as: Tis statement has not been evaluated by the Food and Drug Administration. Tis product is not intended to diagnose, treat, cure, or pre- vent any disease. Choose sensibly. Supplements are meant to do just thatto contribute to an already healthy and well balanced eat- ing plannot to make up for a poor diet, Go to www.eatright.org to nd a Registered Dietitian (RD) who can help you choose supplements appropriate for your performance and health goals. References: 1. Gilroy CM, Steiner JF, Byers T, Shapiro H, Georgian W. (2003). Echinacea and truth in labeling. Archives of Internal Medicine, 163(6):699 704. 2. Harkey MR, Henderson GL, Gershwin ME, Stern JS, Hackman RM. (2001). Variability in commercial gin- seng products: an analysis of 25 prepa- rations. American Journal of Clinical Nutrition, 73(6):1101 1106. 3. NCCAM. (2003). Whats in the Bottle? An Introduction to Dietary Supplements. Retrieved February 17, 2005, from http://nccam.nih.gov/ health/bottle/. 4. Sobal J, Marquart LF. (1994). Vitamins/mineral supplement use among athletes: A review of the lit- erature. International Journal of Sports Nutrition, 4(4):320 334. 5. Tomson CA. (2005). Dietary supple- ments, Journal of the American Dietetic Association, 102(3):460 470. About the Author Debra Wein, MS, RD, LDN, NSCA- CPT,*D is on the faculty at Te University of Massachusetts Boston and Simmons College and is the President of Te Sensible Nutrition Connection, Inc. (www.sensible- nutrition.com). Debra has worked with athletes and/or coaches of the United States of America Track and Field Association, National Hockey League, Boston Ballet as well as numerous marathon training teams. TrainingTable Debra Wein, MS, RD, LDN, NSCA-CPT,*D NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 19 Conditioning Fundamentals T here are many articles, books, and videos on speed and agility training. Many of these resources overlook an extremely important link in an athletes speed and agility training; the ability to take the rst few steps explosively. Te ability to take the rst few steps explosively is extremely important. Tere are three major reasons for this. First, the more explosively an athlete can take the rst few steps, the better potential he/she has to arrive somewhere faster. Second, taking the rst few steps explosively allows an athlete to get a step on an opponent who is unable to take the rst few steps as explosively. Finally, in most cases an athlete only has a few steps. With the exception of track events, it is rare that an athlete can continuously accelerate in a straight line for a hundred meters. In most sports athletes are able to accelerate over a short distance, then they must stop or change directions. Tis article is going to briey discuss the factors that inuence the rst few steps, it will cover technique on an explosive start, progressions to learn the rst step, provide several training tools, and will ground. Maximal strength can be trained through multi-joint strength training exercises such as squats, Romanian dead- lifts, and deadlifts. Maximal strength is important, but it also needs to be expressed quickly. Power in conjunction with taking the rst few steps explosively is trained through plyometrics and variations of the clean, snatch, and jerk. Technique When discussing proper technique for the rst few steps, we should break this down into two parts; the start and the sprint. The Start Begin in the ready position. Feet are hip width apart, weight is balanced over the balls of the feet, the hips are pushed back so that the center of gravity is low, and the hands are held up to react to unex- pected situations. When the sprint begins, drive the pre- ferred knee forward explosively (in this article it will be the left knee). As the left knee is driven forward the left arm will be driven backwards, being swung from conclude with a sample workout pro- gram for dierent levels of ability. Factors that infuence A number of factors inuence the abil- ity to take the rst few steps explosively. Tese include proper starting and accel- erating technique, ability to accelerate, maximal strength, power, and reaction time. All of these factors can be trained. Technique always limits speed. Proper technique will allow one to move explo- sively, move his or her limbs quickly, and prevent injuries cause by poor technique. Technique is trainable through technical drills that break down the entire move- ment into its components and should also be reinforced while sprinting. Te rst few steps in a sprint involve increasing velocity, which is called accel- eration. Tis is trained through short sprints (generally up to 20 yards) and various acceleration training drills such as stick drills, resisted starts, etc. Maximal strength is important for over- coming inertia at the start and for exert- ing a large amount of force against the Taking the First Few Steps Explosively: Te Missing Link John M. Cissik, MS, CSCS,*D, NSCA-CPT,*D NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 20 the shoulder. As the knee is being driven forward, dorsiex (top of the foot up) the left ankle so that it is approximately at a 90 degree angle. Te combination of these movements will cause a forward lean, forming an angle with the ground. It is important to stay low to the ground during the rst few steps. Te left foot will strike the ground close to the hips and will make a pushing motion against the ground (stay o the heel during these sprints). Te pushing motion will propel the body forward. The Sprint When leaving the start, focus on driv- ing each knee forward, driving each arm backwards (swinging from the shoul- der), keeping the ankles dorsiexed, and staying o the heels. Athletes should be executing a pushing motion while they are sprinting forward on the rst few steps. An extremely common error with short sprints is to stand up too soon. When this happens, athletes typically stand straight up at the start and then attempt to run forward with a pulling or paw- ing motion. In a short sprint, this is a bad idea for two reasons. First, pulling or pawing too quickly will diminish the athletes ability to accelerate. Second, if the athlete is in a contact sport, stand- ing up too soon (i.e. before contact) will cause them to loose their balance when they make contact with another athlete. Learning technique Starting and accelerating are both com- plex skills that are not inherently known, however they can both be learned. Tis section will be divided into the same two phases that were covered above. The Start Tere are three progressions that can be used to learn explosive starts. 1. Falling starts: Face the direction of the sprint. Feet should be no more than hip width apart. Line the toes of one foot up with the start line. Te other foot will be placed behind the front foot, so that the toes of the back foot line up with the heel of the front foot. Push the hips back so that the body leans forward and ex the knees slightly. Te arms should hang down. From this position gradually lift the hips up, forcing the center of gravity forward. As this happens you will begin to fall forward. A natural braking of the fall will occur by stepping forward with the back foot and driving the proper arm backwards this should be the beginning of the sprint. In other words, you will fall into the sprint with this drill. 2. Standing starts: Take the same starting position described in the falling starts. However, instead of falling into the sprint, it will be the deliberate motion described in the technique section above (i.e. drive the back knee forward, etc). 3. Crouching starts: Assume the same foot position as described in the falling starts drill. Te hips will still be pushed back. In this drill, the knees will be exed until you are able to touch the ground with both hands. Te arms will be kept straight with the shoulders directly in line with the hands. From this position, begin the sprint by driv- ing the back knee forward while driving the proper arm backwards.
Figure 1. Arm Swing Drill Conditioning Fundamentals Taking the First Few Steps Explosively NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 21 The Sprint Tere are three categories of drills that can be used to enhance acceleration technique. 1. Arm swing drills (Figure 1): Arm swing drills can be performed sit- ting, standing, walking, or jogging. Generally they are only benecial for the rst one or two training ses- sions. After that they should only be used to correct errors. Tese drills begin with one hand next to the hip and one in front of the shoulders. Both elbows should be exed. When the drill begins, focus on driving the hand in front of the shoulder backwards towards the hip. Focus on swinging the arm from the shoulder. If the arm is driven backwards properly then it will move forward as a result of the stretch reex at the shoulder and chest, in other words, you should not have to think about swinging the arms forward. 2. Ankling drills (Figures 2 and 3): Tese are performed as a walk or as a bound. Ankling drills teach how the foot should contact the ground during sprinting. To perform this drill, keep the legs straight and move from the hips. As the hips move forward, the back foot will break contact with the ground. As this happens the ankle should be dorsiexed and should be kept rigid. Te leg should be swung for- ward from the hips so that the ball of the foot lands on the ground in front of the center of gravity. 3. High knee drills (Figure 4): Tese can be performed as a walk, a skip, or can be made more complicated by combining them with move- ments such as lunges. Tis teaches the knee action during the sprint and reinforces the correct position- ing of the foot. Perform this drill for the desired distance by focusing on staying tall, lifting each knee in front of the body until it is roughly the height of the hip, and keeping the ankle dorsiexed throughout the drill. Remember to contact the ground with the ball of the foot placed slightly in front of the cen- ter of gravity. Training tools A number of training tools can be used to enhance the ability to take the rst few steps explosively. 1. Starts: Performing sprints of up to 20 yards from a variety of starting positions will enhance the ability to start explosively and accelerate. Starts can be performed from any of the positions already described Figure 2. Ankling Drill 1 Figure 3. Ankling Drill 2 Conditioning Fundamentals Taking the First Few Steps Explosively NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 22 in this article. In addition, other positions can be used to train starts, forcing more information to be processed. Some examples include performing starts with the back to the course, from a shu e (i.e. shu e, turn, sprint), from a backpedal (i.e. backpedal, turn, sprint), from the push-up position, etc. Starts can also be done in a resisted fashion. In theory, more muscle bers must be recruited during a resisted explosive start and short sprint, and this could transfer over to sprints performed without resis- tance. Resistance can be something that weighs the athlete down (for example, a sled, a tire, another athlete, etc.) or could be a coach or another athlete standing in front of the sprinter and providing resistance. It is very important that good technique be emphasized and required during resisted starts. 2. Stride length: Stride length drills can help teach how to increase stride length over the rst few steps of the sprint. Generally miniature hurdles or acceleration ladders are used to train this. Tese are set up so that each successive obstacle is further away than the previous obstacle. For example, six hurdles may be set up so that they are: 18, 24, 30, 36, 42, and 48 apart. 3. Plyometrics: Plyometrics are impor- tant for emphasizing the explosive nature of the start. Appropriate plyometrics include forward jumps such as the standing long jump, straight leg bounds, high knee skips, and bounds. 4. Strength training: For starting and accelerating, strength training should focus on multi-joint lower- body and total-body exercises. Core training should also be performed to help maintain good posture dur- ing sprinting. 5. Combining tools: Tools can be combined to save time and to amplify their eects. For example, plyometric and strength training exercises can be combined. Te rest of this article will present a sample program for developing explo- siveness over the rst several steps. Tree levels will be presented; beginner, inter- mediate, and advanced. Te exercises become more complex, volume is added, and the di culty of the program chang- es between each level. Being able to take the rst few steps explosively is an important skill for most athletes. Tis can be trained successfully through the use of learning progres- sion and by focusing on training tools designed to enhance this quality. Taking the time to address technique, accelera- tion, maximum strength, and power can help prevent injuries, keep the workouts eective, and help to make the athlete a more explosive one over short distances. About the Author John M. Cissik is the Director of Fitness and Recreation at Texas Womans University. John also operates a business, Fitness and Conditioning Enterprises, that provides speed and agility instruction primarily to young athletes. John also consults with track and eld teams regarding strength training and track and eld. Conditioning Fundamentals Taking the First Few Steps Explosively NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 23 Beginner Program Day One WarmUp: Dynamic fexibility exercises, 10 15 minutes Arm swing drills (seated, walking, jogging), 1 x 30 each Ankling, 2 x 20 yards High knee walk, 2 x 20 yards High knee skip, 2 x 20 yards Acceleration: Falling starts, 3 x 5 yards Standing starts, 3 x 20 yards Strength: Hang power clean from above the knee position, 3 x 3 Back squats, 3 x 8 12 Romanian deadlifts, 3 x 8 12 Core, 10 15 minutes Day Two WarmUp: Dynamic fexibility exercises, 10 15 minutes Ankling, 3 x 20 yards High knee walk, 3 x 20 yards High knee skip, 3 x 20 yards Acceleration: Stick drill from a falling start, 3 x 8 sticks Standing starts, 3 x 20 yards Plyometrics: Standing long jump, 3 x 5, maximum efort Strength: Push Jerk, 3 x 3 Hang clean pulls from above the knee position, 3 x 4 Lunges, 3 x 8 12 each leg Good mornings, standing, 3 x 8 12 Core, 10 15 minutes Figure 4. High Knee Drill Conditioning Fundamentals Taking the First Few Steps Explosively NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 24 Conditioning Fundamentals Taking the First Few Steps Explosively Intermediate Program Day One WarmUp: Dynamic fexibility exercises, 10 15 minutes Ankling, 3 x 20 yards Straight leg bounds, 3 x 20 yards High knee walk, 1 x 20 yards High knee skip, 3 x 20 yards Stick drill from a falling start, 3 x 8 sticks Acceleration: Standing starts, 4 x 20 yards Crouching starts, 5 x 20 yards Strength: Hang power clean from the knee position + Push Jerk, 3 x 3+2 Back squats, 3 x 8 12 Lunges, 3 x 8 12 each leg Romanian deadlifts, 3 x 8 12 Core, 10 15 minutes Day Two WarmUp: Dynamic fexibility exercises, 10 15 minutes Ankling, 3 x 20 yards Straight leg bounds, 3 x 20 yards High knee walk, 1 x 20 yards High knee skip, 3 x 20 yards Speed: Stride Length Drill, 20 yard sprint + mini hurdles placed at 65%, 70%, 75%, 80%, 85%, 90% of optimal stride lengths, 3x Plyometrics: Standing long jump, 5 x 5 (maximum efort) Standing long jump + 5 yard sprint, 5x Vertical jump + 5 yard sprint, 5x Day Three WarmUp: Dynamic fexibility exercises, 10 15 minutes Ankling, 3 x 20 yards Straight leg bounds, 3 x 20 yards High knee walk, 1 x 20 yards High knee skip, 3 x 20 yards Stick drill from a falling start, 3 x 8 sticks Acceleration: Resisted standing starts, 5 x 20 yards Starts, back to course, 3 x 20 yards Starts, push-up position, 3 x 20 yards Starts, shuf e + turn and sprint, 3 x 5 yards (each direction) Strength: Hang power snatch from above the knee position, 3 x 3 Front squats, 3 x 6 10 Back raises, 3 x 8 12 Core, 10 15 minutes NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 25 Conditioning Fundamentals Taking the First Few Steps Explosively Advanced Program Day One WarmUp: Dynamic fexibility exercises, 10 15 minutes Core training, 10 15 minutes Strength: Back squats, 3 x 2 4 Partial deadlifts (knee height), 3 x 2 4 Romanian deadlifts, 3 x 4 6 Day Two WarmUp: Dynamic fexibility exercises, 10 15 minutes Ankling, 3 x 20 yards Straight leg bounds, 3 x 20 yards High knee walk, 1 x 20 yards High knee skip, 3 x 20 yards Stick drill from a falling start, 3 x 8 sticks Power: Power snatch + vertical jump + sprint, 3 x 3+1+5 yards Split jerk + crouching start, 5 x 3+5 yards Standing long jump + sprint, 3 x 1+10 yards Behind back medicine ball toss + turn and sprint, 3 x 1+10 yards Day Three WarmUp: Dynamic fexibility exercises, 10 15 minutes Ankling, 3 x 20 yards Straight leg bounds, 3 x 20 yards High knee walk + grab knee and hold, 3 x 20 yards High knee skip, 3 x 20 yards Speed: Stride Length Drill, 20 yard sprint + mini hurdles placed at 65%, 70%, 75%, 80%, 85%, 90% of optimal stride lengths, 3x Day Four WarmUp: Dynamic fexibility exercises, 10 15 minutes Ankling, 3 x 20 yards Straight leg bounds, 3 x 20 yards High knee walk, 1 x 20 yards High knee skip, 3 x 20 yards Stick drill from a falling start, 3 x 8 sticks Speed: Sport-specifc starts, 3 x 5 x 20 yards Down and back agility drill, 3 5 x 25 yards Box reactive agility drill, 3 5 x 10 seconds NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 26 What is success in practice? In competition, success is about achiev- ing your goal. Success may be winning the race, setting a personal record, or executing a specic task correctly. If you are like most athletes, you know exactly what you want to accomplish in competition, and you see success as achieving that goal. Practice should be no dierent. Success in practice is about achieving practice goals. If you do not set goals for each practice, you are not alone, but need to recognize that daily goal setting is a necessary rst step towards setting yourself up for success in practice. You should have a goal for every practice something you want to accomplish. Even on those days when you wish you were anywhere but in practice, it is important to be able to take something, however little it may be, away from your training. As a rst step, before every practice session, ask yourself (and answer) the question what am I going to work on today to make myself better? Te answer to this question, whether it is doing 30 minutes of cardio, working on specic elements of technique, or maintaining a positive attitude, is your goal. Achievement of this goal helps set the stage for practice success. Y ou have heard the phrase there are no guarantees in life. Maybe you have heard this when looking for some assurance that the used car you just bought will not break down, that you will do well on an exam, or that your ight will be on time so you can make your connect- ing ight. While we plan for the best, it is true that there are no guarantees. Te same holds true in sport. Athletic success is far too complex and multifaceted for someone to be able to guarantee success by following a simple set of guidelines. Tere is always a chance that things will not work out the way you would like them to. With that said, do not lose hope. Fortunately, there are things you can do to set yourself up for success and increase your probability of success. In this article, we are going to discuss how to set the stage for success in prac- tice. (A follow-up article in the next NSCAs Performance Training Journal will address strategies you can use to increase the probability of success in competition.) While we will obviously focus on the mental aspects of training, bear in mind that setting yourself up for success also involves controlling other aspects of performance such as physical training, technical training, and nutrition, to name a few. Analyze Your Past Whether you realize it or not, you know better than anyone else what does and does not work in regard to having quality practice success. Take a minute to identify strategies that seem to have produced successful practices for you in the past. Identify two to three things you have found through experience that you need to do to get the most out of a given practice session. In doing so, reect on your tendencies. For many athletes, a pattern often exists in terms of factors that have the greatest inuence on success. For some, it may be having the right energy level, whereas for oth- ers going in with a positive attitude has a critical inuence on practice. What tends to get in your way when you have a poor practice? What tends to help performance? If you are unable to identify any trends, start the process of guring it out now. Keep a practice journal and log informa- tion about your practices that you think could inuence your performance and help (or hinder) you reach your practice goals. How were you feeling during the practice? What were you thinking about? What did you eat and drink before and during the practice? Did you have an argument with your boyfriend or girlfriend? How was your sleep? Start Set Yourself Up For Success In Practice Suzie Tuey Riewald, PhD, NSCA-CPT,*D MindGames Suzie Tuffey Riewald, PhD, NSCA-CPT,*D NSCAs Performance Training Journal | www.nsca-lift.org/perform Vol. 5 No. 2 | Page 27 logging this stu now and when you look back over your records in a month you will see the trends start to emerge. Keep Baggage in Your Locker It is important to realize that you are more that just an athlete. You may be a student, a husband or wife, a brother or sister, a friend, or simply a person going through the ups and downs of life. Tis means you have things going on in your life besides your sport. You are undoubtedly well aware of this as you struggle to balance the various stresses and responsibilities in your life and still get something out of your training. But how many times do negative thoughts from other areas of your life encroach on your practice? You can set yourself up for practice success by leaving these distracting thoughts away from the prac- tice environment. Instead, keep this baggage in your locker to be picked up after practice. As you are putting on your practice uniform or workout gear, imagine you are putting on armor that blocks all these negative thoughts and allow you to focus on the task at hand. Only when you take o the armor at the end of the practice will your mind be allowed to once again dwell on the distractions from o the practice eld. During practice, commit to physically and mentally being an athlete and only an athlete. Control What You Say to Yourself You are the worst; I cant believe you missed that lift. Let it go. Focus on your breathing. In reading these two self-talk statements, you surely know which one is more benecial to your performance versus which would be more damaging. Being overly negative, critical or unrealisti- cally demanding can have a huge impact on your practice performance. To set yourself up for success in practice, it is important to monitor and control what you say to yourself. To do so, rst become aware of how you tend to talk to yourself. Ten, commit to being your own best friend. Tat is, talk to yourself about what you can do and will do instead of what you ca not do or did incorrectly. Practice, practice, and practice some more, after all perfect practice makes perfect competition. As an athlete, you spend an inordinate amount of time in training, so make sure this perfect prac- tice extends to your mental preparation and goal setting. Make the most of this time by taking steps to set yourself up for practice success. About the Author Suzie Tuey Riewald, PhD, NSCA- CPT,*D, received her degrees in Sport Psychology/Exercise Science from the University of North Carolina Greensboro. She has worked for USA Swimming as the Sport Psychology and Sport Science Director, and most recently as the Associate Director of Coaching with the USOC where she worked with various sport national governing bodies (NGBs) to develop and enhance coaching education and training. Suzie currently works as a sport psychology consultant to several NGBs. MindGames Suzie Tuffey Riewald, PhD, NSCA-CPT,*D