NSCA Performance Training Journal (Conditioning May 2012)

PTJ 12.2 NSCA’S NSCA ’S PERFORMANCE TRAINING TR AINING JOURNAL APRIL / MAY 2013 | CONDITIONING FUNDAMENTALS

ABOUT THIS PUBLICATION The NSCA’s Performance Training Journal (ISSN: 2157-7358) is a publication of the National Strength and Conditioning Association (NSCA). The PTJ publishes basic educational information for Associate and Professional Members of the NSCA. These groups include novice personal trainers, novice strength coaches, and training enthusiasts. The journal’s mission is to publish articles that provide basic, practical information that is research-based. Copyright 2013 by the National Strength and Conditioning Association. All Rights Reserved. Disclaimer: The statements and comments in the NSCA’s Performance Training Journal are those of the individual authors and contributors and not of the National Strength and Conditioning Association. The appearance of advertising in this journal does not constitute an endorsement for the quality or value of the product or service advertised, or of the claims made for it by its manufacturer or provider.

NSCA Mission As the worldwide authority on strength and conditioning, we support and disseminate researchbased knowledge and its practical application, to improve athletic performance and fitness.

TALK TO US… Share your questions and comments. We want to hear from you. Write to the NSCA’s Performance Training Journal, NSCA, 1885 Bob Johnson Drive, Colorado Springs, CO 80906, or send an email to [email protected].

PTJ 12.2 NSCA’S PERFORMANCE TRAINING JOURNAL

EDITORIAL OFFICE

EDITORIAL REVIEW PANEL

1885 Bob Johnson Drive Colorado Springs, Colorado 80906 Phone: 719.632.6722

Scott Cheatham, DPT, OCS, ATC, CSCS, NSCA-CPT

EDITOR T. Jeff Chandler, EdD, CSCS,*D, NSCA-CPT,*D, FNSCA email: jchandler@j [email protected] su.edu

Ed McNeely, MS

Meredith Hale-Griffin, MS, CSCS

Mike Rickett, MS, CSCS Chad D. Touchberry, PhD, CSCS Joel Bergeron, MS, CSCS,*D

MANAGING EDITOR Britt Chandler, MS, CSCS,*D, NSCA-CPT,*D email: scjmanag scjmanagingeditor@gmail. [email protected] com PUBLISHER Keith Cinea, MA, CSCS,*D, NSCA-CPT,*D email: [email protected] SENIOR PUBLICATIONS COORDINATOR COORDINATOR Matthew Sandstead email: [email protected]

Nicole Dabbs, MS Samuel Gardner, MS, CSCS, RSCC, USATF,, USA-W Dual Cert ified: Level USATF 1 Weightlifting Coach and Sports Performance Coach Joshua West, MA, CSCS Andy Khamoui, MS, CSCS Scott Austin, MS, CSCS Adam Feit, MS, CSCS

PUBLICATIONS COORDINA COORDINATOR TOR Cody Urban email: [email protected]

NSCA’S PERFORMANCE TRAINING JOURNAL | ISSUE 12.2

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TABLE OF CONTENTS FEATURES

04

SHOULD YOUR ATHLETES PERFORM LOW-INTENSITY CARDIO?

06

CONDITIONING FOR SPORTS

09

BASIC PROGRAM DESIGN FOR HIGH SCHOOL ATHLETES

MIKE ROBERTSON, MS, CSCS, USAW An often forgotten tool that should be in every coach’s or personal trainer’s toolbox is the type of program that features low-intensity cardiovascular training. This article will explore the value of this training method for athletes of certain sports, people with high resting heart rates, or those with poor aerobic fitness levels, and help readers determine the appropriate population for this type of training.

JOHN CISSIK, MS, MBA, CSCS, NSCA-CPT Athletes from different sports require vastly different conditioning programs in order to get the maximal benefits from training. This article will delve into analyzing the sporting event, choosing the conditioning tools, and developing the proper program.

PATRICK MCHENRY, MA, CSCS,*D, RSCC, USAW The design of a high school program depends on the specific sport, the time of year, and the individual goals of the athlete. This article will present a yearlong schedule of when certain types of training should be used and provide sample programs and examples of specific training phases.

COLUMNS

14

PERSONAL TRAINING FOR PERFORMANCE PREPARING THE BODY FOR MOVEMENT: MEDICINE BALL WARM-UP

18

TRAINING TABLE ANEMIA IN ATHLETES

20

CHAT WILLIAMS, MS, CSCS,*D, NSCA-CPT,*D, FNSCA There are varieties of different warm-up routines that can be used prior to starting a workout session. Medicine balls are very versatile in their uses and can be a very practical tool in developing warm-up routines. This article will give several examples of lesser-known medicine ball exercises and explain in detail how to perform each one properly.

DEBRA WEIN, MS, RD, LDN, CSSD, NSCA-CPT,*D AND ALLISON WOOD Anemia is a disorder that often leaves a person lethargic, fatigued, and easily exhausted. Covered in this article will be the most common types of anemia. While a lot is still unknown about the effects of regular exercise for anemia sufferers, some studies have suggested that a strength and conditioning program could be a promising treatment. This article will address these studies and provide suggestions for athletes with anemia.

YOUTH ATHLETIC DEVELOPMENT DIFFERENTIATING STRENGTH AND CONDITIONING FUNDAMENTALS FOR TRAINING CHILDREN AND YOUTH RICK HOWARD, MED, CSCS,*D It is important to know the distinction between children, youth, and adults. This article will provide recommendations for how to develop strength and conditioning programs for both children and youth, and different considerations to take into account for each when designing programs.


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FEATURE ARTICLE

SHOULD YOUR ATHLETES PERFORM LOW-INTENSITY CARDIO? MIKE ROBERTSON, MS, CSCS, USAW

T

he benefits of incorporating long duration, low-intensity methods of cardiovascular training have been minimized in recent years. Due to the overpowering emphasis of the pop-fitness community, combined with America’s love for fat loss and body composition related training methods, many sports coaches now rely exclusively on anaerobic and glycolytic methods of energy system development for their athletes. Their thinking is simple: “I’m going to work my athletes as hard as possible so they’re ready to compete.” However, while these means are ideal for promoting fat loss or improving body composition, they are not ideal for all team-sport athletes. The next question becomes, how does a coach or personal trainer know when long duration, low-intensity cardiovascular training will be of benefit to specific athletes? For example, an athlete with poor aerobic fitness (as evidenced by a high resting heart rate, poor heart rate recovery, and/or low anaerobic threshold) would be the most likely to benefit from this type of training. This is because

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SHOULD YOUR ATHLETES PERFORM LOW-INTENSITY CARDIO?

FEATURE ARTICLE these athletes would not be able to perform at a high level for an extended period of time. These team-sport athletes may be able to go hard at the onset of a game or match, but they will also have a tendency to “gas out.” Prescribing low-intensity cardio to their workout regimen may be a more effective route when it comes to developing a strength and conditioning program for these individuals.

Atko Viru’s book, “Adaptation in Sports Training,” notes several benefits of training the heart by using low-intensity methods (e.g., eccentric training for the heart), versus high-intensity methods (e.g., concentric training for the heart) (3). These include, but are not limited to, decreased resting heart rate, decreased sympathetic tone (increased parasympathetic activity), increased stroke volume, and increased heart volume.

Assessing a person’s resting heart rate is an important step in the process of determining which type of workout program to assign to certain athletes. While it may appear simple at first glance, measuring resting heart rate can give you significant feedback and information. If resting heart rate is found to be above 60 beats per minute, long duration, low-intensity cardiovascular training methods should help improve this resting heart rate score.

Finally, while cardiac output work is critical in building and maintaining the aerobic system of your team-sport athletes, there is no need for them to perform arbitrary exercise sessions like jogs or bike rides. Instead, consider employing more sport-specific, and varied methods of training to decrease boredom and increase compliance. Some examples of this method include strength circuits using strongman methods, sled drags or Prowler pushes, sledgehammer swings, mobility drills, bodyweight exercises, ballhandling drills, shooting drills, or other low-intensity skill-specific drills.

Another factor to consider is what the individual athlete hopes to gain from their strength and conditioning program. For example, athletes in sports such as basketball, hockey, weightlifting, or baseball rely on explosive speed and power; whereas other sports like soccer, distance swimming, triathlon, cycling, etc., require endurance. Athletes training for endurance-based sports are the best candidates to benefit from low-intensity cardiovascular training. While there is a time and place for anaerobic focused training, it may not be ideal when examining the big picture of energy system development for team sport athletes training for endurance-based sports. In fact, maximizing anaerobic energy system development may be done in as little as 4 – 6 weeks (2). When training these team-sport athletes, the goal should be to develop the aerobic system to a high degree. Long duration, low-intensity workouts are one tool in the programming toolbox to achieve this adaptation. Low-intensity methods of aerobic development (as deemed by heart rate), focus on training the eccentric capacity of the left ventricle of the heart. Working at submaximal intensity will allow the left ventricle to fill maximally and stretch with each heart beat before ejecting its contents and accepting more blood. Joel Jamieson (a self-published author, strength and conditioning coach, and gym owner) recommends the following parameters for training in what he calls the cardiac output method: • heart rate should be between 130 and 150 beats per minute, • sessions should last between 30 – 90 min, • and cardiac output training should be performed 1 – 3 times per week (1).

The key here is the intensity used in the exercise sessions. Oftentimes athletes will use these exercises and it quickly divulges into a competition. This should not be the case if the goal is to develop the eccentric qualities of the heart. In order to ensure the athlete is working within the prescribed target heart rate zone, a heart rate monitor should be worn at all times. Cardiac output training can be a very valuable and important asset for certain team-sport athletes. They may not be as appealing or hardcore as anaerobic or glycolytic training methods, but at the end of the day what is most important is developing a targeted and specific training session that will benefit athletes the most on game day. ■

REFERENCES 1. Jamieson, J. Ultimate MMA Conditioning. Seattle, WA: Self-published/Performance Sports Inc.; 35-37, 2009. 2. Tabata, I, Nishimura, K, Kouzaki, M, Hirai, Y, Ogita, F, Miyachi, M, and Yamamoto, K. Effects of moderate-intensity endurance and high-intensity intermittent training on anaerobic capacity and VO2max. Medicine and Science in Sports and Exercise 28(10): 1327-1330, 1996. 3. Viru, A. Adaptation in Sports Training. New York, NY: Informa Healthcare USA; 172, 2008.

ABOUT THE AUTHOR Mike Robertson has helped clients and athletes from all walks of life achieve their strength, physique, and performance related goals. Robertson received his Master’s degree in Sports Biomechanics from the world-renowned Human Performance Lab at Ball State University. He is the President of Robertson Training Systems, and the co-owner of Indianapolis Fitness and Sports Training.


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FEATURE ARTICLE

CONDITIONING FOR SPORTS JOHN CISSIK, MS, MBA, CSCS, NSCA-CPT

C

onditioning is a process that helps to prepare an athlete for the rigors of his/her sport. The intent is to train athletes so that they are able to maintain their strength, speed, power, and performance throughout the course of the game or competition. Developing a conditioning program has a number of challenges. First, it is impractical to duplicate the exact requirements, intensities, and lengths of a game during the course of a workout session. Second, athletes have a limited amount of time to train and recover. Finally, excessive conditioning can lead to overtraining which will have a detrimental impact on an athlete’s fitness level and performance. This article is going to focus on how to develop a general conditioning program for athletes that can be adjusted for specific needs. The following steps should be followed when developing a conditioning program for athletes:

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FEATURE ARTICLE


• Analyze the event

CHOSE THE CONDITIONING TOOLS

• Chose the conditioni ng tools

Various “tools” can be used in a conditioning program, each with advantages and disadvantages. Some of these tools include sprints, kettlebells, heavy ropes, suspension training, and bodyweight exercises. While these are not the only tools that can be used, they will be covered for the purposes of this example.

• Develop the program

ANALYZE THE EVENT To analyze an event, the following questions should be addressed (2,3): 1.

How long does the event last? For some sports, this is a relevant question (for example, a 100-m sprint may last 10 – 12 s). For others, this may not be relevant (for example, an American football game has four 15-min quarters that may vary in real time).

2.

Is the entire team playing the entire time that the sport lasts? In some sports, there are offensive and defensive positions, player substitutions, etc.

3.

When an athlete plays, how long does a play last?

4.

What is the nature of the athlete’s performance in a typical play? For example, does the athlete walk, jog, sprint, etc.?

5.

How much rest is there between plays?

6.

What is the nature of the rest in between plays? Does the athlete sit, stand, jog, etc.?

7.

What are the outliers in terms of plays and rest intervals?

By going through the above questions, a coach will be able to identify a sport’s conditioning needs. Athletes should be prepared for the average plays/rest intervals as well as for the outliers. For example, in the following example of a hypothetical sport there are four quarters, each lasting 15 min. In each quarter, an athlete is involved in approximately 12 – 15 plays, each play lasting (on average) 30 s, with 90 s before another play. However, play lengths range from 5 s to 45 s, with rest periods ranging from 60 s to 180 s. Knowing this allows the coach to develop a conditioning program to address the average plays as well as the outliers. This concept can be applied to various sports to identify the average work intervals required of a sport, as well as the typical rest periods and play lengths. When determining the requirements of a sport and developing a subsequent conditioning program, a coach should keep in mind the principle of specificity (1). This analysis can also be performed more comprehensively, but this is dependent upon having the technology to do so. For example, an athlete’s performance in a competition could be tracked based upon their heart rate, which could be extrapolated to have the athlete train within specific heart rate zones. Performance could also be tracked based upon the athlete’s speed of movement, with conditioning programs designed to address that as well.

Sprints have the benefit of being sport-specific and can easily be programmed based upon the analysis of the sport. The principle of specificity should be applied when prescribing sprints (1). Kettlebells have a number of exercises such as swings, cleans, and snatches that lend themselves to conditioning programs. They are total body exercises that can be done for periods as well. These exercises require a technique base and a lot of equipment, which may not be practical in many strength and conditioning team settings. Heavy ropes involve using long, extra-thick ropes to perform total body exercises. Most of the exercises that can be performed with heavy ropes can be done for periods of time, so they are perfect for a conditioning program. Like kettlebells, heavy ropes require a great deal of space for an athletic team. They also suffer from the fact that it is difficult to change the weight of the rope, so after a time, it becomes difficult to make the sessions more challenging. Suspension training and bodyweight exercises are effective exercise modes/tools that can be used for conditioning programs. While suspension training requires a great deal of equipment for an athletic team, bodyweight exercises do not. These bodyweight exercises can work most of the muscles of the body with a fast pace, and be performed for time. Like the heavy ropes, though, these training tools have challenges when it comes to increasing their overload. It also needs to be mentioned that all of these modes of exercise can be integrated. For example, an athlete may perform kettlebell swings, then sprint, then perform bodyweight squats, then sprint, etc. This allows for strenuous, fast-paced training without the need to adjust too much equipment.

DEVELOP THE PROGRAM The first step, analyzing the event, lays out the parameters for the conditioning program. The second step chooses the tools that will be used. The final step puts everything together. There are several principles to keep in mind when developing a conditioning program: • You cannot duplicate the game—No conditioning program will be able to duplicate the length, speed, and intensity of a real game but effort should be made to replicate sport-specific movements as closely as possible in order to induce the desired adaptations (1).


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FEATURE ARTICLE


• Extreme fatigue has undesirable consequences—Extreme fatigue may lead to poor technique, slow speed, and injuries. It is important to end conditioning sessions before they get to this point. • More is not better—This goes hand-in-hand with the point above. Not only should extreme fatigue be avoided, but it is normal for strength and conditioning programs to only have conditioning workouts once a week, unless this is a weakness. The rest of this article will provide a sample conditioning workout. The hypothetical example covered previously dealt with a sport that had 12 – 15 plays per quarter, each lasting (on average) 30 s with about 90 s before the next play. The sport had outliers, plays lasting up to 45 s, and actual time between plays could range from 60 to 180 s. With this in mind, conditioning intervals will mostly last 30 s, though every few intervals will last 45 s to replicate the outliers. The recovery periods during a session will be the minimum that are seen in the sport, in this case 60 s. For this example, the strength and conditioning program has access to a great deal of equipment; so, kettlebells, sprints, heavy ropes, and even sleds can be used as part of this conditioning workout. Conditioning workouts are meant to help the athlete maintain their strength, power, speed, and performance throughout the game by helping to make them resistant to the effects of fatigue. Conditioning programs should factor in the nature of the athlete’s sport and carefully weigh the advantages and disadvantages of various tools before incorporating them. Conditioning programs should also be developed to allow the athlete to be successful while avoiding injuries and the teaching of bad habits. Table 1 shows a sample conditioning workout that was developed with the above information. The conditioning circuit is meant to be repeated three times, which would take approximately 21 min. Including warming up and cooling down, the entire session should last 30 – 45 min. Intensity should be established based on ability and the requirements of the sport. ■

TABLE 1. SAMPLE CONDITIONING CIRCUIT EXERCISE

TIME PERIOD (S)

Kettlebell swings

20

Jog

30

Two-handed rope slams

10

Walk

30

Sled pushes

10

Bear crawls

10

Sprint

10

Walk

60

Kettlebell cleans (right side)

15

Jog

45

One-handed rope slams (right side)

20

Walk

60

Kettlebell cleans (left side)

15

Jog

30

One-handed rope slams (left side)

15

Walk

60

REFERENCES 1. Baechle, T, and Earle, R. Essentials of Strength Training and Conditioning. (3rd ed.) Champaign, IL: Human Kinetics; 87, 381-412, 2008. 2. Cissik, JM. Strength and Conditioning: A Concise Introduction. London: Routledge, 135-147, 2011. 3. Plisk, SS, and Gambetta, V. Tactical metabolic training, part 1. Strength and Conditioning Journal 19(2): 44-53, 1997.

ABOUT THE AUTHOR John Cissik is the Presi dent of Human Performa nce Services, LLC, which helps athletic professionals solve their strength and conditioning problems. He has worked with all levels of athletes, produced four videos, wr itten 10 books, and p roduced more than 70 articles on strength and speed training.


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FEATURE ARTICLE

BASIC PROGRAM DESIGN FOR HIGH SCHOOL ATHLETES PATRICK MCHENRY, MA, CSCS,*D, RSCC, USAW

O

ne of the hardest aspects of training is program design. According to many preeminent researchers in the field of strength and conditioning, “there is no one best program.” Program design is an art form, drawing from the best available research-based program design. There is no one right way to design a program, but there are many wrong ways. What works for one school may not work for another and a high school athlete is not the same as a college athlete. Programs must be designed to suit the needs of a specific population, as not all programs will benefit every population (e.g., a program for a high school soccer athlete will not likely induce the desired benefits if applied to a collegiate rower). This can also lead to injuries, thus it is important to design programs based on the athletes’ abilities, needs, limitations, and experience. When designing programs for high school athletes, there are factors that must be kept in mind, and steps that can help make the process more efficient and beneficial.

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FEATURE ARTICLE HOW MANY TOOLS DO YOU HAVE IN YOUR TOOLBOX? I have seen high school coaches design programs with a specific number of lifts, sets, repetitions, and percentage of weight the athletes should use. The next phase contains the same lifts with different sets and reps. The lifts never change; the coaches just add more weight. Thus, I have designed a chart, with input from coaches around the United States, for the introduction of lifts/ drills at precise stages of training to assist with the development of skills and technique. To determine the appropriate stages, coaches must design the progression according to the training age of the athletes. Training age is defined as the length of time, or experience, in the weight room. Training age is important because it allows a coach to progress the athletes through specific stages of development to allow for technique and gains to be developed gradually. The goal of the following program is not to progress the students through the entire list, but to introduce/teach/check proper technique then move on to the next lift (ideally, the check for technique should be done consistently to ensure proper technique is maintained). It is important to remember when teaching technique and introducing new lifts, more weight does not equal more strength, and can even impair the coordination and learning of the technique. The following are steps to basic program design for teachers/ coaches to use. Remember the goal of program design is to enhance the students’ strength; so start slow and build progressively and systematically.

WHERE TO START CLICK HERE TO DOWNLOAD FIGURE 1 » If you are designing a program for high school student athletes, use the calendar in Figure 1 to decide how long each phase should last, what phase the students are in currently, and when you want to change the phases. When designing the program, it is important to identify in which month and sport season the athletes will train during the school year (Figure 1). Next, establish how much time the athletes will be able to allot to working out (Figure 2). Another factor to consider is the length of a class in a given day. For instance, in a 45-min class, leave 5 min for dressing out/attendance and 5 min to clean up/dress to street clothes. Figure 2 provides a chart to help determine the number of exercises based on the available time. The time of year and amount of required class time will also help determine the amount of sets and reps. Next, decide according to your schedule how many days the athletes will lift during the week. If training an entire class, determine the training age of each athlete; it is likely there will be more than one training age in the class, which means there may be two different program cards. This is not as complicated as it sounds. For instance, if an athlete with a training age of “x” is on

the squat rack with another athlete with a training age of “y,” the technique will remain the same but the resistance will be different. In this example, the athlete with a training age of “x” may perform a front squat while the athlete with a training age of “y” may perform bodyweight squats. After determining training ages, choose the lifts and fill in the program cards for each athlete. Depending on the available time, you will want to choose between 3 – 6 exercises for each day. The exercise chart (Figure 3) will help you decide which exercise to choose, and the exercises are listed by training age. It is best to start a new athlete with “Level I” to evaluate their technique before moving them to the next level. The new student may have lifted at another school but that does not mean their technique meets your standards. It is easier to move the student up to the next level than to move them back. Once the program has begun, choose one lift each day, and watch one set for proper form/technique for each athlete, if possible. In the second week, if the weight increases, you may need to reevaluate the lift for proper technique. Every time your athletes are in the weight room, it is important to monitor their technique, instead of whether or not they completed the lift. For example, an athlete may get all the sets/ repetitions for the squat, which is good. However, if their knees moved in/out while they were lifting, or their back was in an improper position, then it is the responsibility of the teacher/coach must to stop the lift and correct their technique. This may require the athlete to perform the lift without the bar, or remove the weight. Once the athlete learns to perform the lift with proper technique, it does not ensure that the technique will remain the same when weight is added. Thus, close monitoring and checking for proper form/technique must be done at all times. A sample program is provided in Figure 4 (the example shows a program for an athlete in their second training phase). This sample program was derived from the steps previously covered and should be used as a guide for designing training programs for high school athletes. ■

ABOUT THE AUTHOR Patrick McHenry is the Head Strength and Conditioning Coach at Castle View High School in Castle Rock, CO. He designs the lifting and speed/agility programs for all the weightlifting classes as well as works with the school’s 20 varsity sports. McHenry earned a Master’s degree is in Physical Education with an emphasis in Kinesiology from the University of Northern Colorado. He is a Certified Strength and Conditioning Specialist® with Distinction with the National Strength and Conditioning Association. He is also a Certified Club Coach with USA Weightlifting. McHenry has worked with athletes from youth to the elite-level in a wide variety of sports. He has presented at international and national strength coaches and physical education conferences. He is published in books, journals, internet manuals, and videos


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FEATURE ARTICLE FIGURE 2. EXERCISE SELECTION BASED ON AVAILABLE TIME TIME

SETS

APPROXIMATE REPS

TOTAL TIME PER EXERCISE

TIME BETWEEN EXERCISES

# EXERCISES

TOTAL TIME FOR LIFTING SESSION

1:20

3

5–8

4 min

1:20

6

32 min

1:20

4

5–8

5:20 min

1:20

4

26:40 min

1:30

3

5 – 10

4:30 min

1:30

5

30 min

1:30

4

5 – 10

6 min

1:30

4

30 min

1:45

3

5 – 12

5:15 min

1:30

4

27 min

1:45

4

5 – 12

7 min

1:30

3

25:30 min


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FEATURE ARTICLE FIGURE 3. SAMPLE EXERCISE LIST LIFTS

LEVEL I

LEVEL II

LEVEL III

LEVEL IV

BW squat

Front squat

Split overhead w/ bar

Overhead squat

Forward lunge

Back squat

Back leg on bench

DB overhead

Backward lunge

Split squat

Overhead backward lunge

Lunge step back-pull through

Split squat

Forward lunge w/ bar

Forward lunge w/ DB

DB step up on box

Backward lunge w/ bar

Backward lunge w/ DB

DB lateral step over box

Lateral lunge

Lateral lunge w/ DB

DB sit bench lunge step out

Angled lunge

Walking lunge

Walking overhead lunge

SQUAT

Single-leg stand on box

BENCH

Push-up

Close-grip bench

Bench w/ pause

DB bench feet up

Bench w/ training bar

Wide-grip bench

Bench w/ shrug

DB bench alternate

Bench tempo

Bench w/ band resistance

Bench

DB bench Bench feet up

CLEAN

Athletic position

Catch

Clean

DB clean

Pulls below knee

Catch to squat

Power clean

Snatch

Pulls above knee

Pull to catch

Hang clean

Jerk

High pulls

BW power jumps

Power jumps w/ DB

Clean and jerk

3x3 pull/clean/press

INCLINE

BACK

HAMSTRINGS

Incline training bar

Incline bar

DB incline

Plate scoops

DB scoops

Lat pulldown

Straight-arm pulldown

DB reverse fly

DB bent-over row feet on ground

Seated row

Reverse cable fly

Plate pullover

Band pulldown

Standing fly

Suspension reverse fly

BB bent-over row

One-leg stand to row

Upright row

Low angle/ high angle pull

Band reverse fly

Leg curl

RDL

Good morning

Swiss ball leg curl

Glute/ham machine

Partner leg curl

Suspension leg curl

Single-leg RDL w/ dowel on back

Suspension leg curl

Swiss ball single-leg curl

Single-leg RDL w/ med ball

Single-leg hip lift

Suspension single-leg curl


DB alternative

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FEATURE ARTICLE FIGURE 4. SAMPLE PROGRAM CARD NAME

DATE DEVELOPMENT PHASE II WEEK 1 Weight

Monday (lower)

Sets

Squat

4x8

4x8

Leg curl

4x8

4x8

Clean high pulls

4x8

4x8

Forward lunge

4x8

4x8

Tuesday (upper)

Sets

Bench

4x8

4x8

Seated rows

4x8

4x8

Incline

4x8

4x8

Bar pullover + shrug

4x8

4x8

Wednesday (lower)

Sets

Split squat

4x10

4x10

Leg curl

4x10

4x10

Clean catch

4x10

4x10

Backward lunge

4x10

4x10

Thursday (upper)

Sets

Bench

4x10

4x10

Lat pulldown

4x10

4x10

Standing DB side raise

4x10

4x10

Band reverse fly

4x10

4x10

Weight

Weight

Weight

Weight

WEEK 2

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Sets

Sets

Sets

Sets

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight


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FEATURE ARTICLE FIGURE 4. SAMPLE PROGRAM CARD (CONTINUED) NAME

DATE DEVELOPMENT PHASE II WEEK 3 Weight

Monday (lower)

Sets

Squat

4x8

4x8

Leg curl

4x8

4x8

Clean high pulls

4x8

4x8

Forward lunge

4x8

4x8

Tuesday (upper)

Sets

Bench

4x8

4x8

Seated rows

4x8

4x8

Incline

4x8

4x8

Bar pullover + shrug

4x8

4x8

Wednesday (lower)

Sets

Split squat

4x10

4x10

Leg curl

4x10

4x10

Clean catch

4x10

4x10

Backward lunge

4x10

4x10

Thursday (upper)

Sets

Bench

4x10

4x10

Lat pulldown

4x10

4x10

Standing DB side raise

4x10

4x10

Band reverse fly

4x10

4x10

Weight

Weight

Weight

Weight

WEEK 4

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Sets

Sets

Sets

Sets

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight

Weight


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PERSONAL TRAINING FOR PERFORMANCE CHAT WILLIAMS, MS, CSCS,*D, NSCA-CPT,*D, FNSCA

PREPARING THE BODY FOR MOVEMENT: MEDICINE BALL WARM-UP Cardiovascular training, resistance training, plyometrics, and speed and agility training all have a common variable that should be included in the program design no matter the fitness level of the individual performing the workout. Physically preparing the body for movement and mentally focusing on the workout ahead are vital components when starting a workout session.

movement patterns in a different manner, increase intensity, and enhance focus. Many of these drills require two people, which demands both individuals to stay focused and participate in the warm-up exercises. These are great exercises to incorporate when training small groups.

Performing a dynamic warm-up physically increases core temperature, blood pressure, and prepares the large muscles and joints for physical activity (1). Mentally, it sets the tone and enhances focus so psychologically the individual is prepared to engage in physical activity (2). This article will explore the use of medicine balls as part of an extensive warm-up.

MARCHING KNEE DRIVES (FIGURES 1 AND 2) Start by marching. Then drive the knee into the medicine ball while lifting the thigh so it is parallel to the floor (approximately to 90 degrees) and alternate knee drive to the medicine ball in a rhythmic tempo. As coordination and balance improves, strike the ball with more force and with a faster tempo. Arms (elbows) will be held close to the body with the elbows bent slightly at 90 degrees. Maintain a firm grasp on the medicine ball with the hands to control force generated from the knee drives. This can be performed for repetitions or distance.

TYPES OF WARM-UPS Passive, general, and specific are three types of warm-ups used when preparing for exercise. Passive warm-ups require limited physical activity, which includes methods like massage therapy, hot showers, and heating pads (1). Passive warm-ups may increase the core temperatures of the muscles while preserving energy and preventing fatigue. Although these passive warm-up methods may be an option, they might not be practical due to a lack of facilities, equipment, and staff. A general warm-up prepares the body with basic whole body movements, such as a stationary cycle, elliptical, or jogging on a track. A specific warm-up includes less intense movements of the actual activity that will be performed. Performing squats with light weights, high knees, butt kicks, and carioca before a speed and agility session are examples of specific warm-up exercises. A specific warm-up will prepare the body for movement and improve cognitive awareness on the movement patterns being trained (1).

INCORPORATING THE MEDICINE BALL (DYNAMIC WARM-UP) As mentioned before, performing activity-specific exercises is one way to prepare the body for a workout session. Typically, a dynamic warm-up will be performed for 5 – 10 min and include 6 – 8 exercises covering multiple movement patterns, and progress in intensity. Common exercises included in a dynamic warm-up are walking lunges, bodyweight squats, high knees, Frankenstein’s, butt kicks, lateral shuffles, carioca, and skips (3). These are all great exercises, but when performed every training session they can become monotonous, which may lead to the individual becoming complacent with their training program. Incorporating new ideas into the training program will keep things fresh and challenging. Adding a medicine ball to the warm-up creates the opportunity to introduce several new exercises, challenge the

MEDICINE BALL EXERCISES

Note: Once the marching knee drive is mastered, the individual can perform a knee drive punch to a partner. The partner will return the ball while both individuals move in sequence forwards and backwards simultaneously (Figure 3).

SCOOP TOSS (FIGURES 4–7) Start with the medicine ball between the feet and in one quick, explosive movement squat down and grasp the ball with the hands placed on the side. Swing the arms forward and explosively jump forward in broad jump form (simultaneously), releasing the ball so that it hits the partner in the hands approximately at chest level. STANDING ROTATIONAL TOSS (FIGURES 8–10) Start with the medicine ball directly out in front of the body, approximately chest level, with elbows slightly bent. Swing the arms backwards in a rotational pattern with arms slightly bent and follow the ball with the eyes to maximize rotation. Once rotation is maximized, decelerate and rotate in the other direction releasing the ball to the partner. Let the ankles, knees, and hips move freely throughout the range of motion. SCOOP TOSS BENT KNEE DEADLIFT (FIGURES 11–12) Start with the medicine ball between the feet, while maintaining a 5 – 10 degree bend in the knees. Lower the upper body by flexing at the hips, grasp the medicine ball and with an underhand motion swing the arms through releasing the ball to the partner.


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PREPARING THE BODY FOR MOVEMENT: MEDICINE BALL WARM-UP

SCOOP TOSS (WALL TOSS) (FIGURES 13 –14) Start with the medicine ball between the feet and in one quick, explosive movement squat down and grasp the ball with the hands placed on the side. Swing the arms forward and simultaneously jump straight up releasing the ball so that it hits the wall near the top. SQUAT/CHEST THRUST (FIGURE 15) Start with feet shoulder-width apart while holding the medicine ball at chest level. Perform a squat and explosively perform a squat jump and chest press/thrust the medicine ball to the wall as high as possible. REVERSE SCOOP TOSS (FIGURES 16–17) Start with the medicine ball between the feet and in one quick, explosive movement squat down and grasp the ball with the hands placed on the side. Swing the arms behind your head and explosively jump straight up releasing the ball so that it hits the wall near the top. ■

REFERENCES 1. Coburn, J, and Malek, M. NSCA’s Essentials of Persona l Training. (2nd ed.) Champaign, IL: Human Kinetics, 347-388, 2012. 2. Scrivener, R. Warm-ups under the microscope. NSCA’s Performance Training Journal 9(1): 8-17, 2010. 3. Williams, C. Flexibility training: Incorporating all components of fitness. NSCA’s Performance Training Journal 10(1): 11-14, 2011.

ABOUT THE AUTHOR Chat Williams is the Supervisor for Norman Regional Health Club. He is a past member of the NSCA Board of Directors, NSCA State Director Committee Chair, Midwest Regional Coordinator and State Director of Oklahoma (2004 State Director of the Year). He also served on the NSCA Persona l Trainer SIG Executive Council. He is the author of multiple training DVDs. He runs his own company, Oklahoma Strength and Conditioning Productions, which offers personal training s ervices, sports performance for youth, metabolic testing, and educational conferences and seminars for strength and conditioning professionals.


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Figure 1. Marching Knee Drive

Figure 2. Marching Knee Drive

Figure 3. Marching Knee Drive – Knee Punch (Finish)

Figure 4. Scoop Toss – Start

Figure 5. Scoop Toss – Squat and Scoop

Figure 6. Scoop Toss – Squat and Scoop (Alternate View)

Figure 7. Scoop Toss – Broad Jump and Finish

Figure 8. Standing Rotational Toss – Start

Figure 9. Standing Rotational Toss – Rotation Back and Decelerate

Figure 10. Standing Rotational Toss – Finish and Follow Through

Figure 11. Scoop Toss: Bent Knee Deadlift – Start

Figure 12. Scoop Toss: Bent Knee Deadlift – Grasp and Follow Through


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Figure 13. Scoop Toss Wall – Start

Figure 14. Scoop Toss Wall – Squat and Grasp

Figure 16. Reverse Scoop Toss – Start

Figure 17. Reverse Scoop Toss – Squat and Grasp


Figure 15. Squat/Chest Thrust

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TRAINING TABLE DEBRA WEIN, MS, RD, LDN, CSSD, NSCA-CPT,*D AND ALLISON WOOD

ANEMIA IN ATHLETES Anemia is a disorder of the blood and is characterized by a low number of red blood cells or hemoglobin, both of which carry oxygen throughout the body. This can affect various athletes at every level of competition. Can athletes with anemia seek supplementation to improve performance? This column should help address the answer to this question. Several types of anemia include, but are not limited to, irondeficiency anemia, sickle-cell anemia, and aplastic anemia. Irondeficiency anemia occurs when the body cannot make enough hemoglobin due to either insufficient iron intake or excessive iron loss. According to the World Health Organization, iron deficiency is the most common nutritional disorder in the world (11). In the U.S., 9% of women between the ages of 12 and 49 have irondeficiency anemia (1). Sickle-cell anemia is characterized by abnormal red blood cells that resemble crescent shapes. Lastly, in aplastic anemia, the body does not produce enough red blood cells, white blood cells, or platelets. All of these result in the body’s inability to carry enough oxygen to the tissues and causes a variety of symptoms, such as shortage of breath, difficulty in breathing, lethargy, tiredness, and dizziness (7). Those who suffer from anemia often feel exhausted which influences their ability to stay active (10). In reality, though, exercise may actually help treat some types of anemia along with a proper diet of iron-rich foods. Exercise is a promising treatment that may help alleviate some of the symptoms associated with anemia. In a recent literature review in the International Journal of Cardiology , researchers found that endurance training could help enhance the oxygen-carrying capacity in athletes with anemia (10). With exercise, tissues throughout the body are more efficient at pulling oxygen from the blood, which will increase energy and decrease feelings of lethargy, thereby improving athletic performance. Another study suggested that exercise in combination with erythropoietin (EPO) treatments could show improvements in people suffering from anemia (EPO is a hormone produced in the kidneys that stimulates the production of red blood cells in the bone marrow) (2).

The consumption of dietary iron plays a role in warding off irondeficiency anemia and/or helping people with anemia recover from exercise. There are two types of dietary iron: heme and nonheme. Heme iron is bound within the iron-carrying proteins (hemoglobin and myoglobin) found in meat, poultry, and fish. Nonheme iron is found in all plant food sources and makes up 60% of the iron found in animal food sources. Studies have shown that heme iron is absorbed more efficiently than nonheme iron (9). Table 2 shows significant food sources of heme and nonheme iron. Consumption of iron-rich foods can help enhance the production and function of red blood cells. Consuming foods rich in vitamin C along with heme and nonheme foods can help the body absorb iron. So eating citrus fruit, bell peppers, leafy greens, and kiwis with an iron-rich meal is a good approach to promote maximum absorption. Although iron supplements are widely used by athletes in an effort to increase performance, findings indicate excess body iron may be common in male recreational athletes and suggest supplements should only be used if tests of iron status indicate a deficiency (6). Consuming too much iron could lead to constipation, iron toxicity, liver cirrhosis, or even heart failure. Iron and calcium (among other nutrients) also compete for absorption in the body. Therefore, people who have low calcium levels, or are at risk for osteoporosis, should be careful of iron supplementation. The bottom line is that exercise has numerous health benefits and can be considered a viable treatment option for people that suffer from certain types of anemia. Special attention should be paid to eating a diet rich in heme and nonheme sources of iron for all athletes, but especially for women and those with anemia. One’s diet and eating patterns should be assessed before turning to supplements for sources of iron. Some athletes are anemic and consequently must be diagnosed and treated, but in general, iron supplementation does not improve athletic performance (8). ■

Other research has shown that physical activity may not help those who suffer from anemia. Data demonstrated that those already affected by iron-deficiency anemia had a decreased iron status after exercise (4). These individuals would need to be diligent about consuming an iron-rich meal following exercise as well as a diet adequate in iron to try to replace the iron that is lost during physical activity and to regain normal status (see Table 1 for daily iron needs).


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ANEMIA IN ATHLETES

Table 1. Recommend Dietary Allowances for Iron (m g/day) (9) AGE

MALES

FEMALES

7 – 12 months

11

11

1 – 3 years

7

7

4 – 8 years

10

10

9 – 13 years

8

8

14 – 18 years

11

15

19 – 50 years

8

18

51+ years

8

8

8. Ottomano C, and Franchini, M. Sports anemia: Facts or fiction? Blood Transfus 10(3): 252-254, 2012. 9. Uzel, C and Conrad, ME. Absorption of heme iron. Semin Hematology 35(1): 27-34, 1998. 10. Wang, JS. Anemia, heart failure, and exercise training. International Journal of Cardiology found at 10.1016/j. ijcard.2012.11.024. 11. World Health Organization. http://www.who.int/nutrition/ topics/ida/en/index.html, accessed on February 15, 2013.

ABOUT THE AUTHOR Table 2. Iron Amounts of Selected Foods (3) FOOD

MG/SERVING

SOURCE

Chicken liver, 3 oz

11

Heme

Oysters, canned, 3 oz

5.7

Heme

Beef liver, 3 oz

5.2

Heme

Beef, 3 oz

3.1

Heme

Ready to eat cereal, 100% fortified

18

Nonheme

Oatmeal, instant, fortified

11

Nonheme

Soybeans, boiled, 1 cup

8.8

Nonheme

Lentils, boiled, 1 cup

6.6

Nonheme

REFERENCES

Debra Wein is a recognized expert on health and wellness and designed award-winning programs for both individuals and corporations around the United States. She is President and Founder of Wellness Workdays, Inc., (www.wellnessworkdays.com) a leading provider of worksite wellness programs. In addition, she is the President and Founder of part ner company, Sensible Nutrition, Inc. (www.sensiblenutrition.com), a consulting firm of RD’s and personal trainers, established in 1994, that provides nutrition and wellness services to individuals. She has nearly 20 years of experience working in t he health and wellness i ndustry. Her sport nutrition handouts and free weekly email newsletter are available online at www.sensiblenutrition.com. Allison Wood is an undergraduate st udent in nutrition with a concentration in dietetics at Cornell University. She is active in many student organizations on campus, such as serving as a student liaison for t he Cornell University Die tetic Association club, a member of the College of Human Ecology’s Dean’s Advisory Council and a research assistant in the Human Development Research Lab. She is also a tour guide on campus.

1. Centers for Disease Control and Prevention. http: //www.cdc. gov/nchs/fastats/anemia.htm, accessed on February 24, 2013. 2. Coleman, EA, Goodwin, JA, Kennedy, R, Coon, SK, Richards, K, Enerlin, C, Stewart, CB, McNatt, P, Lockhart, K and Anaissie, EJ. Effects of exercise on fatigue, sleep and performance: a randomized trial. Oncology Nursing Forum 39(5): 468-467, 2012. 3. Iron-National Institutes of Health. Retrieved February 10, 2013, from http://ods.od.nih.gov/factsheets/Iron-HealthProfessional/. 4. Latunde-Dada, G. Iron metabolism in athletes - achieving a gold standard. European Journal of Hematology 90: 10-15, 2012. 5. Mayo Clinic. http://www.mayoclinic.com/heal th/anemia/ DS00321/DSECTION=symptoms, accessed on February 26, 2013. 6. Mettler, S, and Zimmermann, MB. Iron excess in recreational marathon runners. Eur J Clin Nutr 64(5): 490-494, 2010. 7. National Institutes of Health. http://www.nhlbi.nih.gov/health/ health-topics/topics/anemia/signs.htm, accessed on February 26, 2013.


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YOUTH ATHLETIC DEVELOPMENT RICK HOWARD, MED, CSCS,*D

DIFFERENTIATING STRENGTH AND CONDITIONING FUNDAMENTALS FOR TRAINING CHILDREN AND YOUTH INTRODUCTION We often hear that “children are not miniature adults,” but when it comes time to develop a strength and conditioning program for children or youth, do we understand what defines these populations, how children and youth differ from adults, and the unique physical, social, and psychological needs of youth or children in program design? The questions that will be addressed in this article include: • How do we differentiate between children and youth? • How do we distinguish strength and conditionin g fundamentals for training youth vs. adults? • Do windows (of time) of trainabilit y exist?

HOW DO WE DIFFERENTIATE BETWEEN CHILDREN AND YOUTH? Quite often, we might think of youth as all those who are not yet adults. An important distinction needs to be made, however, to differentiate between children and youth. According to information provided in the National Strength and Conditioning Association (NSCA) Position Stand on Youth Resistance Training, children are those (referred to as preadolescents) who have reached infancy but have not yet developed secondary sex characteristics (approximately age 11 for girls and 13 for boys) (2). Youth are those (referred to as adolescents) who are between childhood and adulthood who have developed secondary sex characteristics/ reached puberty (approximately ages 11 – 18 for girls and 13 – 18 for boys). There are important distinctions between children and youth that need to be understood when designing strength and conditioning programs, as seen in Table 1.

HOW DO WE DISTINGUISH STRENGTH AND CONDITIONING FUNDAMENTALS FOR TRAINING YOUTH VS. ADULTS? One of the best ways to distinguish program design differences between youth and adults is the concept of training age (1). Training age provides the length of time the child, youth, or adult has been resistance training. This can also be referred to as an individual’s training experience and should not be mistaken for chronological age. NSCA guidelines for training age are presented in Table 2. While the general guidelines for children, youth, and adults seem to be the same, there are some important distinctions and implications:

• The guidelines should be used to help develop a long-term plan for each child and youth to develop to their maximum potential for sport, fitness, and physical activity • Children are less physically mature and are often experiencin g training activities for the first time (1) • Adult programs are often written with intensity and volume that is too high for children and youth, and should not be used with children or youth • Safety and proper technique should always be emphasized, and are critical for establishing proper neural pathways • A sound strength and conditioni ng program is essential before beginning a sports program in order to develop all physical fitness determinants • Those with less resistance training experience may show a greater magnitude of strength gain than those with more resistance training experience, yet absolute strength gains may make children seem less trainable • Students in the same grade and/or on the same team will NOT necessarily follow the same strength and conditioning program • Less-experienced trainees need an extended period of general physical preparation compared to more experienced trainees (2)

DO WINDOWS OF TRAINABILITY EXIST? Adults, by definition, are at full maturity and represent a relatively homogeneous population. Children, on the other hand, can have a developmental age of ± 2 years at any age. This means that within a group of 10 – 12 year olds, the developmental ages could range from 8 – 14. The concept of windows of trainability says that there are specific, or sensitive, ages in which children are more likely to develop certain skills, such as speed or agility. If the window of trainability for a specific physical attribute is at age 8 – 9, this means the window in the real world is ages 6 – 11. This concept remains valid so long as the coach continues to monitor seated and standing height to determine rates of growth and development. The word “window” implies that it closes (proficiency barrier) and can no longer be trained beyond that specific time. Recent research endorses constant improvement in all fundamental movement skills and fitness determinants, while emphasizing a specific fitness category sequentially throughout childhood and adolescence (4). This research-based approach corresponds to principles of positive youth development, including the developmental continuum (children progress along a developmental continuum according to a variety of factors, and


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DIFFERENTIATING STRENGTH AND CONDITIONING FUNDAMENTALS FOR TRAINING CHILDREN AND YOUTH that progress is not always linear). It also addresses the notion of adolescent awkwardness, when youth go through their growth spurt. This is an excellent time to teach fundamental movement skills and fitness determinants as aspiring athletes get used to their new bodies.

CONCLUSION Individualized strength and conditioning program design is essential for any participant at any age. Chronological age is a convenient marker of certain physical attributes but the nonlinear development continuum guides us to examine maturity, readiness, and mental preparation of each participant. Since research is inconclusive for developmental windows before, during, or after the onset of puberty, it is wise to create a long-term plan that encompasses all physical fitness determinants. Children are not miniature adults, and they are not miniature youth, either. Great care must be taken when developing strength and conditioning programs for either children or youth.■

REFERENCES 1. Baechle, T, Earle, R, and Wathen, D. Essentials of Strength Training and Conditioning . (3rd ed.) Champaign, IL: Human Kinetics; 382-410, 2008. 2. Bompa, T. Total Training For Young Cha mpions . Champaign, IL: Human Kinetics; 23-28, 2000. 3. Faigenbaum, A, Kraemer, W, Blimkie, C, Jeffreys, I, Micheli, L, Nitka, M, and Rowland, T. Youth resistance training: Updated position paper from the National Strength and Conditioning Association. J Strength Cond Res 23: S60-S79, 2009. 4. Oliver, J, and Lloyd, R. Long-term athlete development and trainability during childhood: A brief review. Professional Strength and Conditioning 26: 19-24, 2012.

ABOUT THE AUTHOR Rick Howard helped find the NSCA Youth SIG and served this year as Immediate Past Chair. In addition, Howard ser ves on the NSCA Membership Committee and is the NSCA State Provincial Program Regional Coordinator for the Mid-Atlantic Region. Howard is involved in many pursuits that advance knowledge, skills, and coaching education to help all children enjoy lifelong physical activity and sports participation.

TABLE 1. OVERVIEW OF SELECT CONDITIONING VARIABLES FOR CH ILDREN AND YOUTH CHILDREN

YOUTH

Strength improvement

Neural factors

Neural and architectural (muscular and hormonal factors, for example)

Movement competence

Effort equals competence

Can differentiate skill level

Social influence

Family

Friends/peers

Coachability

Concrete thinkers

Can begin to process abstract thought

Fitness goals

Fundamental movement skills, health and skills fitness

Begin focus on sport-specific movement and fitness skills

Sport focus

Multiple sports and activities

Begin to specialize (age 14 – 15)

TABLE 2. SUMMARY OF NSCA GUIDELINES FOR TRAINING AGE (1,3) TRAINING AGE/ EXPERIENCE

RESISTANCE TRAINING STATUS

FREQUENCY PER WEEK

REPETITIONS (FOR STRENGTH)

TRAINING STRESS

SAMPLE TRAINING MODE

0 – <2 months

Beginner

≤

1–2

10 – 15

None or low

Circuit

2 – 6 months

Novice/Intermediate

≤

2–3

8 – 12

Medium

Heavy, Light, Medium days

6 months – <1 year

Intermediate

≥

3–4

6 – 10

High

Split Routine


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