NaturalStrength.com is an online think-tank, dedicated to truthful drug-free strength training information, (weight training, weightlifting, olympic lifting, powerlifting, competitive strongman, bodybuilding, physical culture & iron game). Good articles about weight training, strength research, the harmful effects of steroids, the mental aspects of training, and iron game - physical culture history are always wanted. Email articles to the editor: bobwhelan@naturalstrength.com
Monday, April 11, 2016
Sunday, February 7, 2016
Strength Training's Bottom Lines - By Ken Mannie
Ken Mannie is the Head Strength/Conditioning Coach at Michigan State University. (2007)
Kim Wood, one of the original strength and conditioning coaches in professional sports, has always provided both the young and old in the field with the little gems of professional wisdom worth tucking away in the memory banks.
Wood, the now retired, 28-year veteran of the Cincinnati Bengals, still has a great knack for putting an often-complicated discipline into proper perspective.
One of his favorite one-liners continues to stick with me: "Strength training is as much an art as a science."
As I get older, the wisdom in that statement continues to gain momentum.
Make no mistake: There is, without question, a great deal of ever-evolving scientific data being disseminated in the strength-training arena. Enough, in fact, to overwhelm young coaches who have been assigned to the weight room with little or no experience. The ability to see the forest through the trees is the point that Kim is continuing to make.
Let's put the fire-storm of rep speed, sets, and exercise selection on the back burner for this discussion: How the underpinnings of a sound, practical, strength training program works regardless of philosophy nuances--strength training's bottom lines.
SUPERVISION AND MOTIVATION
If you're not careful, it can be easy to drown in the sea of guru methodologies and lose sight of these two extremely vital components. Supervision and motivation will do as much--if not more--for the success of your program as anything else you can imagine.
Supervision serves as a segue to consistent gains and is a requisite from a liability standpoint. Even after several years of teaching and indoctrination, a coach should never assume that all of the athletes under his watch have mastered the training protocols and possess the desire to attack them with commitment and dedication.
Additionally, it is our duty as coaches to direct all weight room operations with a keen eye focused on safety considerations.
Here are some vital cues we stress to our staff and to each athlete in terms of being a good training partner:
1. "Coach" the athlete for the entire duration of the set.
It is the coach's/partner's responsibility to make sure that all of the techniques and important safety guidelines are constantly emphasized. Don't let your guard down with the attitude that "they know what to do."
Communication must be a mainstay over the course of the entire workout and a staple in all weight-room activities
2. Find and use the right motivational "buttons."
Athletes respond differently to various motivational strategies. It may take a while, but you must eventually unearth the approach that gets each athlete's motor running in high gear.
3. Assist, but don't perform any unnecessary work for the lifter.
Allow the lifter to do the brunt of the task at hand and only offer as much physical help as is needed to safely complete the set. This applies to movements where spotter assistance is both applicable and practical (e.g., bench press, squats, dumbbell movements, various machine modalities, etc.).
4. Don't invade the lifter's space unless it's absolutely necessary.
In most exercises, there is little need for the spotter to attach himself to the lifter like a hood ornament. Step in and assist when necessary, but give the lifter room to operate. And when it is time to step in, do so with focus and positive reinforcement.
For the athletes, learning to become a competent training partner will give them greater insight into their own strength training and enable them to devise better strategies for everyone involved.
Competent supervision and motivational methods cultivate enthusiasm and heighten the concentration and intensity put forth in the workout. Even highly motivated, "self-starter" types benefit from a teammate who exhibits a genuine interest in the betterment of everyone in the room.
Going back to Kim's statement, motivation is truly an art form. Enthusiasm is contagious, and the best way to motivate others is to be motivated yourself and bring that energy to every aspect of the training program. It doesn't necessarily require any special training or a guest speaker presentation to get the message across--just a true, heartfelt belief in what you're doing and the determination to help others be successful.
If every single athlete trains with passion and purpose--and brings both of those qualities when spotting his partner--an infrastructure of trust, unity, and credibility is quickly built within the team.
CHOOSING TO WIN
While there are certainly enough factors in physical improvement that are out of our control (e.g., genetically-based road blocks), there are enough controllable variables for us to corral and use to our benefit.
Here is just a short list of manageable criteria for success:
* Working hard and smart.
My grandfather used to tell me, "When you are thirsty, don't sit around and wait until someone brings you a cup of water. Get yourself a good shovel and go help him dig a well!"
There is no substitute for hard work. We tend to lose sight of that key principle in this age of quick fixes, mystical powders, wonder pills, and magical elixirs.
Sure, do it the right way--with integrity, a great plan, and excellent troubleshooting savvy--but be willing to roll-up your sleeves and attack the task with the great passion and enduring purpose previously mentioned.
* Comprehensive training.
Whether you choose to perform total body workouts, or have an affinity for split, upper\lower scripts, a blueprint must be established for training all of the body's important muscle compartments. Even if it is done gradually over the course of a week or so, it is important to cover all bases from the neck to the ankles.
* Commitment to consistent training habits and a healthy lifestyle.
Living "right" is as close to being the zenith of successful training requirements, as you will find. Athletes cannot train with the required intensity and progressive work increments, while at the same time engaging in activities (e.g., alcohol, illicit drugs, late-night partying, etc.) that serve only to eventually destroy them as both athletes and people.
Additionally, a well-planned and properly balanced nutritional strategy is vitally important to the success of any training program. The body needs a constant supply of the proper nutrients for fuel, recovery, and growth. We've provided suggestions and tips in Powerline for adhering to a high-performance nutritional plan, and we will continue to do so in the future.
* Rest and recover as needed.
As difficult and challenging as a sound strength program may be, everyone involved must understand the importance of allowing the body an appropriate recovery period.
Allowances must be made over the course of the entire training calendar for these respites with consideration given to the following paramount factors:
1. Weekly lifting schedule, frequency, duration, and intensity.
2. Weekly running schedule, frequency, duration, and intensity.
3. Practice schedule, frequency, duration, and intensity.
4. Competition schedule.
My advice is to pencil-in the "rest" periods on your staff calendar to emphasize their importance as an integral part of the overall program. Then, stick to them with the realization that a little time off may be just what the doctor ordered to recharge the players' batteries and get their competitive juices flowing again.
FINAL REP
Motivation, comprehensive training, well-planned overload strategies, recovery allotments, and healthy lifestyle habits will yield high returns on the investment when they are consolidated into a workable scheme.
Strength training truly is as much an art as it is a science. And with a little extra time and effort, it can paint an absolutely beautiful picture.
TIP FROM THE TRENCHES
FUELING THE BODY:
High-octane suggestions from the experts--Following are some great nutrition tips from my two go-to guys on the subject, Scott Sehnert, MS, RD, and Joe Carlson, PhD, RD, who work daily with our Spartan athletes on all sports nutrition matters:
PRE-TRAINING/GAME MEALS.
These meals should be eaten 3-5 hours before the event and should be high in carbohydrate (at least half of the total calories), moderate in protein, and low in fat (especially saturated fat).
Everyone is different with respect to the exact types and amounts of food they can tolerate prior to high-intensity activities such as games and training sessions, but each athlete will eventually learn what works best for him/her. Consuming adequate fluids (at least 16-24 ounces) with the meal is vitally important.
PRE-WORKOUT SNACKS.
These are highly recommended, particularly before a strenuous or long duration affair, or when two workouts per day are on the docket. A small snack is recommended 30-60 minutes before the training session that consists primarily of carbohydrate (30-50 grams), a modest amount of protein (7-10 grams), and very small amount of fat.
RECOVERY AND MUSCLE BUILDING.
Eating after an intense workout or game is essential for recovery and preparation for the next workout/practice. Doing so helps replace carbohydrate stores in muscle tissue (glycogen), aids in repairing damaged muscle, and assists in building new muscle mass.
This is especially true during "two-a-days" and other situations when there is minimal recovery time between training sessions. If you do not eat a snack or meal after an arduous workout or game, the body tends to breakdown muscle for energy, which can result in muscle degradation.
Try to eat within 60 minutes of the completion of the session/contest, with an emphasis on carbohydrates (70-100 grams) and attention to quality protein consumption (20-30 grams).
Fluid intake, as a rule, should include at least three 8-12 ounce cups of water per pound of body fluid (as indicated by the scale) lost during the activity.
Thursday, May 2, 2013
High-Tension Multiple Sets for the Lower Body - By Ken Mannie
Ken Mannie is the Head Strength & Conditioning Coach, Michigan State University. (Originally published May 1999)
Strength-training routines for the lower body are often difficult to design due to the lack of exercise choices and/or equipment. As a result, the workouts for this area may easily disintegrate into a monotonous endeavor-dampening enthusiasm and hampering progress.
If variety is the spice of life, it is truly the underpinning of a demanding year-round activity such as strength training. Having accepted this fact over the years, we've developed a lower body training system that provides our trainees with numerous options and fresh challenges on a daily basis.
Before presenting routines, however, it would be helpful to describe our approach to exercise execution:
FULL-RANGE EXERCISE
Within safe limitations, all of the exercises that follow are taken through a full range of motion (ROM). This concept ensures the strengthening of the target musculature - both concentrically (raising the weight) and eccentrically (lowering the weight) - throughout the biomechanical ROM of a specific exercise.
One exception to this rule is the individual who experiences pain or discomfort at certain points in the ROM due to past injuries or related problems.
Another exception is with the squat movement, where we teach a parallel position (i.e., top of the thigh parallel to the floor) at the mid-range posture.
CONTROL THE MOVEMENT SPEED
As much as possible, we teach our athletes to reduce unneeded momentum and potentially dangerous jerking and bouncing, regardless of the type of equipment being used (free weights or machines). Our general guideline for movement speed stipulates a 1-2 second concentric contraction and a 3-4 second eccentric contraction.
We also recommend a brief pause (1 second) at the mid-range position, which enables a smooth transition between the concentric and eccentric contractions.
MAINTAIN CORRECT BODY POSTURE
It is wise to avoid various forms of cheating (e.g., twisting the torso when it should remain erect, abnormally arching the low back, "throwing" the weight instead of lifting it, and "dropping" the weight instead of lowering it) in order to accentuate efficiency and be attentive to safety concerns.
Coaches should always emphasize the importance of quality over quantity, as certain trainees will always operate under the "more is better" mentality, even when doing more means doing it improperly.
APPLY THE OVERLOAD PRINCIPLE
Accurate records must be kept of all exercises done in these routines. As we have mentioned here before, our primary overload system is the Double Progression Plan. This involves establishing a rep range (e.g., 10-15), finding a weight that allows successful completion of the set at the lower end of the range and staying with that weight until the high end of the range is attained.
When this is accomplished, the weight is raised by a predetermined amount (usually 5-10 pounds for lower body exercises). Only properly performed reps should be recorded. This prevents an unwarranted increase in the weight, which can exacerbate the problem of improper form.
INTENSITY OF EFFORT
The majority of the exercises to be described here are taken to the point of momentary muscular fatigue (i.e., until no further properly performed reps are attainable). This technique stimulates maximal muscle fiber recruitment in the target area in a highly efficient manner.
(Note: Due to safety considerations, we do not employ this methodology for the squat exercise, as it would place the trainee in a compromising position.)
We should also mention that all sets listed are "work sets" - they do not include any "warm-up" sets the athlete chooses to perform.
With these suggestions in mind, we can now take a closer look at the specific routines.
ROUTINE #1
Leg Press Descending Pyramid
This routine involves three sets of the leg press, which is a compound movement - a double-joint exercise involving both the leg and hip musculature - separated with the three isolation movements, single-joint exercises such as leg curl and leg extension.
The leg press sets are performed in a "descending pyramid" fashion. In other words, the weight and reps are reduced for each successive set. These reductions are necessary due to the work intensity and fatigue incurred from the cumulative effects of the routine.
Drawn-up, the entire routine looks like this:
* Leg press, 12-15 reps
* Leg curl, 8-12 reps
* Leg press, 9-11 reps
* Leg extension, 8-12 reps
* Leg press, 6-8 reps
* Hip abduction (outer hip/thigh) 8-12 reps
* The approximate recovery time between sets is 1 and 1/2 to 2 minutes.
ROUTINE #2
Pre-Exhaust
This routine is brutally difficult, involving two rounds of three exercises done in succession with minimal recovery time. Two isolation exercises are performed first, thus fatiguing the quadriceps and hamstrings.
A compound movement immediately follows the second isolation movement to work not only the fresh muscle fibers of the hip area, but also the already spent posterior and anterior leg musculature.
Following is the routine:
* Leg curl, 8-12 reps
* Leg extension, 8-12 reps
* Leg press, 8-12 reps
These exercises are done in immediate succession, with only as much recovery as is needed to proceed to the next exercise. All of the weights should be pre-set so that no time is wasted in beginning the next movement.
Upon completion of the leg press set, allow for a recovery, then repeat the sequence. Understand that the weights will be significantly lower on all three exercises the second time around, though the loads must still be as heavy as possible for the given rep range.
ROUTINE #3
Double-Double Single-Single
As indicated, this routine begins with two successive double-joint movements followed by two successive single-joint movements. For our double-joint movement in this routine, we like to use a modality known as the "Tru-Squat" (check photo.)
This machine allows us to perform the squat movement with firm back support and proper leg and hip position.
The isolation movements used in conjunction with the Tru-Squat are hip flexion (drawing the thigh toward the abdominal region with either machine or manual resistance placed just above the knee area) and hip adduction (drawing the legs together from an abducted (spread) position with either machine or manual resistance placed in the inner thigh and ankle regions).
The routine sequence looks like this:
* Tru-Squat, 12-15 reps
* Tru-Squat, 8-10 reps
* Hip flexion, 8-10 reps
* Hip adduction, 8-10 reps
We suggest a Z-minute recovery after each Tru-Squat set and a 1-minute recovery between the hip flexion and hip adduction sets.
We like to use this routine on a day on which our intention is to "lighten-up" our lower body work, but still provide some strength stimulation to the area.
(Note: The leg press, deadlift, or conventional squat can be substituted for the Tru-Squat.)
CLOSING THOUGHTS
These routines can be rotated throughout the training week in a multitude of ways. Whether your current philosophy calls for total body workouts, upper/lower split routines, or a combination of both approaches, these routines can put a little variety into your workout plan.
Physical Culture Books.com
Vital Nutrition Store.com
Read More »
Strength-training routines for the lower body are often difficult to design due to the lack of exercise choices and/or equipment. As a result, the workouts for this area may easily disintegrate into a monotonous endeavor-dampening enthusiasm and hampering progress.
If variety is the spice of life, it is truly the underpinning of a demanding year-round activity such as strength training. Having accepted this fact over the years, we've developed a lower body training system that provides our trainees with numerous options and fresh challenges on a daily basis.
Before presenting routines, however, it would be helpful to describe our approach to exercise execution:
FULL-RANGE EXERCISE
Within safe limitations, all of the exercises that follow are taken through a full range of motion (ROM). This concept ensures the strengthening of the target musculature - both concentrically (raising the weight) and eccentrically (lowering the weight) - throughout the biomechanical ROM of a specific exercise.
One exception to this rule is the individual who experiences pain or discomfort at certain points in the ROM due to past injuries or related problems.
Another exception is with the squat movement, where we teach a parallel position (i.e., top of the thigh parallel to the floor) at the mid-range posture.
CONTROL THE MOVEMENT SPEED
As much as possible, we teach our athletes to reduce unneeded momentum and potentially dangerous jerking and bouncing, regardless of the type of equipment being used (free weights or machines). Our general guideline for movement speed stipulates a 1-2 second concentric contraction and a 3-4 second eccentric contraction.
We also recommend a brief pause (1 second) at the mid-range position, which enables a smooth transition between the concentric and eccentric contractions.
MAINTAIN CORRECT BODY POSTURE
It is wise to avoid various forms of cheating (e.g., twisting the torso when it should remain erect, abnormally arching the low back, "throwing" the weight instead of lifting it, and "dropping" the weight instead of lowering it) in order to accentuate efficiency and be attentive to safety concerns.
Coaches should always emphasize the importance of quality over quantity, as certain trainees will always operate under the "more is better" mentality, even when doing more means doing it improperly.
APPLY THE OVERLOAD PRINCIPLE
Accurate records must be kept of all exercises done in these routines. As we have mentioned here before, our primary overload system is the Double Progression Plan. This involves establishing a rep range (e.g., 10-15), finding a weight that allows successful completion of the set at the lower end of the range and staying with that weight until the high end of the range is attained.
When this is accomplished, the weight is raised by a predetermined amount (usually 5-10 pounds for lower body exercises). Only properly performed reps should be recorded. This prevents an unwarranted increase in the weight, which can exacerbate the problem of improper form.
INTENSITY OF EFFORT
The majority of the exercises to be described here are taken to the point of momentary muscular fatigue (i.e., until no further properly performed reps are attainable). This technique stimulates maximal muscle fiber recruitment in the target area in a highly efficient manner.
(Note: Due to safety considerations, we do not employ this methodology for the squat exercise, as it would place the trainee in a compromising position.)
We should also mention that all sets listed are "work sets" - they do not include any "warm-up" sets the athlete chooses to perform.
With these suggestions in mind, we can now take a closer look at the specific routines.
ROUTINE #1
Leg Press Descending Pyramid
This routine involves three sets of the leg press, which is a compound movement - a double-joint exercise involving both the leg and hip musculature - separated with the three isolation movements, single-joint exercises such as leg curl and leg extension.
The leg press sets are performed in a "descending pyramid" fashion. In other words, the weight and reps are reduced for each successive set. These reductions are necessary due to the work intensity and fatigue incurred from the cumulative effects of the routine.
Drawn-up, the entire routine looks like this:
* Leg press, 12-15 reps
* Leg curl, 8-12 reps
* Leg press, 9-11 reps
* Leg extension, 8-12 reps
* Leg press, 6-8 reps
* Hip abduction (outer hip/thigh) 8-12 reps
* The approximate recovery time between sets is 1 and 1/2 to 2 minutes.
ROUTINE #2
Pre-Exhaust
This routine is brutally difficult, involving two rounds of three exercises done in succession with minimal recovery time. Two isolation exercises are performed first, thus fatiguing the quadriceps and hamstrings.
A compound movement immediately follows the second isolation movement to work not only the fresh muscle fibers of the hip area, but also the already spent posterior and anterior leg musculature.
Following is the routine:
* Leg curl, 8-12 reps
* Leg extension, 8-12 reps
* Leg press, 8-12 reps
These exercises are done in immediate succession, with only as much recovery as is needed to proceed to the next exercise. All of the weights should be pre-set so that no time is wasted in beginning the next movement.
Upon completion of the leg press set, allow for a recovery, then repeat the sequence. Understand that the weights will be significantly lower on all three exercises the second time around, though the loads must still be as heavy as possible for the given rep range.
ROUTINE #3
Double-Double Single-Single
As indicated, this routine begins with two successive double-joint movements followed by two successive single-joint movements. For our double-joint movement in this routine, we like to use a modality known as the "Tru-Squat" (check photo.)
This machine allows us to perform the squat movement with firm back support and proper leg and hip position.
The isolation movements used in conjunction with the Tru-Squat are hip flexion (drawing the thigh toward the abdominal region with either machine or manual resistance placed just above the knee area) and hip adduction (drawing the legs together from an abducted (spread) position with either machine or manual resistance placed in the inner thigh and ankle regions).
The routine sequence looks like this:
* Tru-Squat, 12-15 reps
* Tru-Squat, 8-10 reps
* Hip flexion, 8-10 reps
* Hip adduction, 8-10 reps
We suggest a Z-minute recovery after each Tru-Squat set and a 1-minute recovery between the hip flexion and hip adduction sets.
We like to use this routine on a day on which our intention is to "lighten-up" our lower body work, but still provide some strength stimulation to the area.
(Note: The leg press, deadlift, or conventional squat can be substituted for the Tru-Squat.)
CLOSING THOUGHTS
These routines can be rotated throughout the training week in a multitude of ways. Whether your current philosophy calls for total body workouts, upper/lower split routines, or a combination of both approaches, these routines can put a little variety into your workout plan.
Physical Culture Books.com
Vital Nutrition Store.com
Monday, April 22, 2013
Steel City Tough - By Ken Mannie
Ken Mannie is the head Strength/Conditioning Coach at Michigan State University. (Article originally published February 1999)
The Making of a Strength Coach
Steubenville, Ohio, my home town, is a unique city in the Upper Ohio Valley that embodies all of the grit and hardhat mentality of a classic steel metropolis.
With Pittsburgh, PA, only a 40-minute drive to the east and the hills of West Virginia rolled up along the opposite bank of the Ohio River, the 'Ville is a true American breeding ground for steelhands, linebackers, and patriots who have never forgotten the Alamo and Bastogne.
My grandpa, Gabriel ("Gabe"), lived by the credo, "Home, Work, Church," and those words still ring in my ear. Most of the other people in the 'Ville' added sports to the list. True idolators of the Pittsburgh Steelers and Cleveland Browns, they lived for the crisp Sunday afternoon war at Pitt Stadium, waged both on the field and up in the stands, with no holds barred and no prisoners taken.
Grandpa was the father figure in our family. He had come over from Italy as a teenager and lived in Follansbee, WV, before crossing the Ohio River and settling in Steubenville. He was a glass factory worker for much of his young life and right up until his death at age 84, Grandpa Gabe was climbing 20-foot ladders and lifting sledge hammers, crowbars, cinder blocks, steel fences, and shovels of coal for the furnace.
Stern, stubborn, and downright mean at times, he was a card-carrying advocate of tough love. I never realized how much I loved him or the powerful impact he had on my life until the last few years of his life. I miss him and think about him every day.
THE HARD WAY
It was in this setting that I grew up, got beat up at times, and learned that you have to earn respect every day in your life. And it was the weight-lifting sessions in the cellars, garages, and run-down "gyms" of the 'Ville that become the genesis of my passion for the strength game.
There never was anything fancy about it, no Hammer or Nautilus machines. There were no machines at all, nor anything that could be considered conventional equipment.
Much of what we used was made in the mills (illegally), and we were never sure of the correct weight of anything. If it was "bigger," we assumed it was heavier. We were always flirting with disaster, especially with our squats, bench presses, and standing military presses.
We never heard of the principle of "Function dictates design." Our battlecry was "Keep using it until it breaks."
With floor space at a premium, we used an abundance of overhead or hanging devices that we bolted or nailed to the walls. Steel bars of varying sizes, shapes, weights, and angles were easily obtained. Hence, the preponderance of chin, dip, and isometric gizmos. Isos were a big deal in the '60s.
Seldom was the word "health" ever heard. We lifted for other reasons - to be stronger, bigger, and have "the look." The thought of health benefits never crossed our minds. Some guys actually smoked cigarettes and drank beer while they lifted.
Most of what we did was based on hearsay. Whatever we read in the muscle magazines and everything we saw the older guys "up on the hill" doing, we attacked with blind faith or, occasionally, with sheer stupidity.
Most of our workouts were Neanderthal versions of high-intensity training, with a variety of "who-can-do-the-most-reps" contests (heavily wagered on) going on all the time.
Those were good days. Life may not have always been beautiful, but we worked through the hard times. Lifting was the one thing we did, if for no other reason than to let off steam.
Most of us dabbled in one sport or another. Steubenville - the entire Valley, for that matter - was deeply addicted to high school sports.
As in most steel towns, football was king. Weight-training and football always enjoyed a royal marriage, and the coaches in the Valley never bought into the mythology that weight-lifting causes the loss of flexibility, athleticism, and speed.
They wanted strong, kick-butt football players, and they believed that weight-training was the way to grow them.
Steubenville never had to prove its toughness. It remains one of the few communities left in the world that have more playing fields than parking lots, and the fields are in constant use.
When we couldn't find an empty field, we would either challenge the winners of the current match, or set up shop on the median strip of Route 7. It was long enough - about 60 miles - but only about 30 yards wide. Things could become interesting when you got knocked out of bounds and had to dodge the oncoming traffic.
Naturally, the Ohio Highway Patrol wasn't fond of our little scrimmages and they would stop to make us aware of that fact. Undaunted and foolish, we would hide in the high grass along the river until they were out of sight and then tee the ball up again.
ST. PETER AT THE GATE
Heading into the sixth grade at St. Peter's Elementary School, I decided to give organized, "full metal jacket" football a try. When I reported to the locker room, a coach took one look at me, stuck a bucket and some towels into my face, and gave me some tips on how to become a good water boy. I told him I'd rather be a good football player.
I knew how much I was going to like football the first time I drove my shoulder pads under an opponent's chin and knocked him on his back. My helmet did three revolutions around my head.
The reaction of the players and coaches to that hit remains etched in my memory. I ended up starting at nose tackle - all 105 pounds of me.
My first desire to train with weights was actually stimulated by an article on the Minnesota Vikings' fullback, Bill Brown. Bill was a large, unrelenting runner and blocker with a propensity for charging the line of scrimmage - with or without the football.
Bill attributed his power and durability to weight-training. That was all I needed to know. Weight-training became a passion for me at Catholic Central H.S. in the late '60s. I weighed a buck eighty-five as a senior guard/linebacker and was honored to be named defensive player of the year and most valuable player.
Over the summer, I put on 25 pounds the good old-fashioned way - bloodletting strength workouts and a ton of peanut butter and jelly sandwiches.
THE AKRON ADVENTURE
I was now ready to "walk on" at the U. of Akron. My only hope for making the team was to impress the coaching staff as a hitter. Actually, it was the only natural ability I possessed. As a scout-team player, I zeroed in on all the stars as often as I could, throwing everything I had at them.
That upset some of the people, but I wasn't overly concerned about hurt feelings. I understood that if something good didn't happen to me, it would be back to the blast furnace as a cinder-snapper in Wheeling-Pittsburgh Steel. That had been my summer job in 1970 - the one my grandpa insisted that I keep.
Paul "Chooch" Coppa, a Fighting Crusader teammate of mine, walked on with me. We rented a room at the YMCA daily rate, as we weren't sure whether our collegiate career would last four years or four days.
As it turned out, I earned both a starting position at offensive guard and a full athletic scholarship in the spring of my freshman year. Chooch earned his scholarship and starting position at offensive center shortly thereafter. Mission accomplished.
Weight-training played a big role in my career as a college player. I was the smallest guy on the offensive line at 212 pounds, but I was also one of the few who lifted on a regular basis.
It was a tremendous help. Even in those days (1970-73), we were competing against 250-270 pound defensive linemen - and, remember, this was "college-division football." There were no Division lA, 1AA, etc., classifications at that time. You were either big time or no time.
PAYBACK TIME
Upon graduating from the U of A, I was fortunate to land a high school teaching and coaching job at United Local School in Hanoverton, OH. Reno Saccoccia, another CCHS Fighting Crusader and Akron Zip, was responsible for getting me the job. He would also become my brother-in-law several years later when I married his beautiful sister, Marianne.
Reno is the quintessential Steubenville native - thick-skinned, tough, straightforward. He is currently the head football coach and athletic director at Steubenville H.S. and is one of the winningest coaches in state history.
He has taught me a lot about football, life, and dealing with adversity, and I'm still learning from him.
After one year at United, I returned to Steubenville Catholic Central H.S. as an assistant coach in football, wrestling, and track. Since I was the "Phys Ed" guy, I also became the strength coach.
Steubenville lives for high school football. People start talking about the next game as soon as the one they've just watched is over. In the cold of winter, they argue about it in the coffee shops. In the heat of early summer, they make predictions over the suds in the local pub.
The stadiums in the Valley are jam-packed on Friday and Saturday nights, regardless of who is playing. With the smoke stacks billowing in the background of the concrete and steel arenas, you can watch and hear some of the hardest-hitting high school football in the land.
On a frigid evening in late fall, 10,000 of the most vocal and partisan fans in the world will overflow Harding Stadium for the annual confrontation between the Blue and Gold of Central Catholic and the Red and Black of Steubenville H.S.
It is one of the oldest and most intense high school rivalries in football. And though the kids have played Little League together, competed against one another in junior high, freshman, and junior varsity competition, and sometimes even live next door to one another, the sound of their hitting will shake down the thunder from the frozen sky.
I played in two of those games and coached in eight others, and I can vividly recall the colors, sights, and sounds of every one of them.
My eight years at CCHS proved to be a great learning experience. I learned how to deal with every critical situation in the teenager's tumultuous years - from pimples, to family problems, to boyfriend/girlfriend crises, to SAT tests, to preparing for the city-championship game.
It's a tough duty and I have the utmost respect and admiration for high school teachers and coaches - and I've been fortunate to have worked with some of the best.
It was tough leaving good guys like my coach, Rich Wilinski, and my staff buddy, Gregg Bahen, a tough ex-Marine who lifted with me frequently, including the morning of my wedding day! He became the head coach several years later and celebrated by winning the state championship.
But after eight years of giving back to my high school and high school football I realized that it was time to move on with my life and my career. Ohio State University was offering a graduate assistant program in strength and conditioning and I decided to give it a shot - to get my master's degree and work at the collegiate level.
It was 1984 and the Buckeyes had a superlative team. They enjoyed working at football, and I enjoyed working with them. Somehow I managed to complete 52 quarter hours of course work, train the football team, serve an internship at nearby Dublin H.S., and average four or five hours of sleep. Marianne, the total team player, worked full-time to pay the rent and put food on the table.
In 1985, master's degree in hand, I applied for the strength coaching position at The University of Toledo. I would become the first full-time strength coach in the Mid American Conference.
I would spend nine years at Toledo and work for three outstanding head football coaches. For four of those years, we operated out of an 800-square foot weight room located in the east tower of the Glass Bowl Stadium.
The room had very little equipment, cracked walls and ceilings (whose plaster and paint peelings occasionally fell on the players' heads while they were lifting), and was overrun with chipmunks and field mice.
When the stadium was renovated as part of a new football complex, I found myself the guardian of a magnificent 3,500-square foot weight room replete with $25,000 worth of new equipment. Toledo won a share of the MAC title in 1990 under Nick Saban and went on to become the winningest MAC team of the '90s.
ENTER SPARTAN PRIDE
After winning the MAC championship in 1990, Nick Saban left Toledo to become the defensive coordinator for the Cleveland Browns, where he developed the NFL's stingiest defense. Four years later he accepted the head coaching job at Michigan State. That's when he called me up and gave me the offer I couldn't refuse.
I now have the greatest job in the world, at least in my mind. We recently moved into a 9,000-square foot weight room and have purchased nearly a quarter of a million dollars worth of new equipment over the past three years.
I consider myself very fortunate to be doing what I want to do in the way I feel it should be done.
The great thing about being a strength and conditioning coach at the collegiate level is that you get to see the kids nearly every day, but it's not just the workouts that makes the job so special. It's the influence you can have on the more important areas of their lives.
To all the young coaches who read these lines, I'd like to offer several helpful suggestions:
Words to the Wise
1. Develop a true love for what you do.
2. Develop a true love for the kids you coach.
3. Always remember that these kids need and want discipline and structure, even though they won't always admit it.
4. Learn, learn some more, and always realize that there's always something more to learn.
5. Be willing to pay your dues - be a "grunt" for a while - as it is the only way you can appreciate the importance of this profession.
6. Whenever you start feeling overworked:, underpaid and burned out, take some time off and see whether it makes a difference. If it doesn't look for some ether kind of work.
And always remember: There are a million qualified tough, caring guys out there dying to work hard for a good cause - helping youngsters become better athletes and better people.
Physical Culture Books.com
Vital Nutrition Store.com
Read More »
The Making of a Strength Coach
Steubenville, Ohio, my home town, is a unique city in the Upper Ohio Valley that embodies all of the grit and hardhat mentality of a classic steel metropolis.
With Pittsburgh, PA, only a 40-minute drive to the east and the hills of West Virginia rolled up along the opposite bank of the Ohio River, the 'Ville is a true American breeding ground for steelhands, linebackers, and patriots who have never forgotten the Alamo and Bastogne.
My grandpa, Gabriel ("Gabe"), lived by the credo, "Home, Work, Church," and those words still ring in my ear. Most of the other people in the 'Ville' added sports to the list. True idolators of the Pittsburgh Steelers and Cleveland Browns, they lived for the crisp Sunday afternoon war at Pitt Stadium, waged both on the field and up in the stands, with no holds barred and no prisoners taken.
Grandpa was the father figure in our family. He had come over from Italy as a teenager and lived in Follansbee, WV, before crossing the Ohio River and settling in Steubenville. He was a glass factory worker for much of his young life and right up until his death at age 84, Grandpa Gabe was climbing 20-foot ladders and lifting sledge hammers, crowbars, cinder blocks, steel fences, and shovels of coal for the furnace.
Stern, stubborn, and downright mean at times, he was a card-carrying advocate of tough love. I never realized how much I loved him or the powerful impact he had on my life until the last few years of his life. I miss him and think about him every day.
THE HARD WAY
It was in this setting that I grew up, got beat up at times, and learned that you have to earn respect every day in your life. And it was the weight-lifting sessions in the cellars, garages, and run-down "gyms" of the 'Ville that become the genesis of my passion for the strength game.
There never was anything fancy about it, no Hammer or Nautilus machines. There were no machines at all, nor anything that could be considered conventional equipment.
Much of what we used was made in the mills (illegally), and we were never sure of the correct weight of anything. If it was "bigger," we assumed it was heavier. We were always flirting with disaster, especially with our squats, bench presses, and standing military presses.
We never heard of the principle of "Function dictates design." Our battlecry was "Keep using it until it breaks."
With floor space at a premium, we used an abundance of overhead or hanging devices that we bolted or nailed to the walls. Steel bars of varying sizes, shapes, weights, and angles were easily obtained. Hence, the preponderance of chin, dip, and isometric gizmos. Isos were a big deal in the '60s.
Seldom was the word "health" ever heard. We lifted for other reasons - to be stronger, bigger, and have "the look." The thought of health benefits never crossed our minds. Some guys actually smoked cigarettes and drank beer while they lifted.
Most of what we did was based on hearsay. Whatever we read in the muscle magazines and everything we saw the older guys "up on the hill" doing, we attacked with blind faith or, occasionally, with sheer stupidity.
Most of our workouts were Neanderthal versions of high-intensity training, with a variety of "who-can-do-the-most-reps" contests (heavily wagered on) going on all the time.
Those were good days. Life may not have always been beautiful, but we worked through the hard times. Lifting was the one thing we did, if for no other reason than to let off steam.
Most of us dabbled in one sport or another. Steubenville - the entire Valley, for that matter - was deeply addicted to high school sports.
As in most steel towns, football was king. Weight-training and football always enjoyed a royal marriage, and the coaches in the Valley never bought into the mythology that weight-lifting causes the loss of flexibility, athleticism, and speed.
They wanted strong, kick-butt football players, and they believed that weight-training was the way to grow them.
Steubenville never had to prove its toughness. It remains one of the few communities left in the world that have more playing fields than parking lots, and the fields are in constant use.
When we couldn't find an empty field, we would either challenge the winners of the current match, or set up shop on the median strip of Route 7. It was long enough - about 60 miles - but only about 30 yards wide. Things could become interesting when you got knocked out of bounds and had to dodge the oncoming traffic.
Naturally, the Ohio Highway Patrol wasn't fond of our little scrimmages and they would stop to make us aware of that fact. Undaunted and foolish, we would hide in the high grass along the river until they were out of sight and then tee the ball up again.
ST. PETER AT THE GATE
Heading into the sixth grade at St. Peter's Elementary School, I decided to give organized, "full metal jacket" football a try. When I reported to the locker room, a coach took one look at me, stuck a bucket and some towels into my face, and gave me some tips on how to become a good water boy. I told him I'd rather be a good football player.
I knew how much I was going to like football the first time I drove my shoulder pads under an opponent's chin and knocked him on his back. My helmet did three revolutions around my head.
The reaction of the players and coaches to that hit remains etched in my memory. I ended up starting at nose tackle - all 105 pounds of me.
My first desire to train with weights was actually stimulated by an article on the Minnesota Vikings' fullback, Bill Brown. Bill was a large, unrelenting runner and blocker with a propensity for charging the line of scrimmage - with or without the football.
Bill attributed his power and durability to weight-training. That was all I needed to know. Weight-training became a passion for me at Catholic Central H.S. in the late '60s. I weighed a buck eighty-five as a senior guard/linebacker and was honored to be named defensive player of the year and most valuable player.
Over the summer, I put on 25 pounds the good old-fashioned way - bloodletting strength workouts and a ton of peanut butter and jelly sandwiches.
THE AKRON ADVENTURE
I was now ready to "walk on" at the U. of Akron. My only hope for making the team was to impress the coaching staff as a hitter. Actually, it was the only natural ability I possessed. As a scout-team player, I zeroed in on all the stars as often as I could, throwing everything I had at them.
That upset some of the people, but I wasn't overly concerned about hurt feelings. I understood that if something good didn't happen to me, it would be back to the blast furnace as a cinder-snapper in Wheeling-Pittsburgh Steel. That had been my summer job in 1970 - the one my grandpa insisted that I keep.
Paul "Chooch" Coppa, a Fighting Crusader teammate of mine, walked on with me. We rented a room at the YMCA daily rate, as we weren't sure whether our collegiate career would last four years or four days.
As it turned out, I earned both a starting position at offensive guard and a full athletic scholarship in the spring of my freshman year. Chooch earned his scholarship and starting position at offensive center shortly thereafter. Mission accomplished.
Weight-training played a big role in my career as a college player. I was the smallest guy on the offensive line at 212 pounds, but I was also one of the few who lifted on a regular basis.
It was a tremendous help. Even in those days (1970-73), we were competing against 250-270 pound defensive linemen - and, remember, this was "college-division football." There were no Division lA, 1AA, etc., classifications at that time. You were either big time or no time.
PAYBACK TIME
Upon graduating from the U of A, I was fortunate to land a high school teaching and coaching job at United Local School in Hanoverton, OH. Reno Saccoccia, another CCHS Fighting Crusader and Akron Zip, was responsible for getting me the job. He would also become my brother-in-law several years later when I married his beautiful sister, Marianne.
Reno is the quintessential Steubenville native - thick-skinned, tough, straightforward. He is currently the head football coach and athletic director at Steubenville H.S. and is one of the winningest coaches in state history.
He has taught me a lot about football, life, and dealing with adversity, and I'm still learning from him.
After one year at United, I returned to Steubenville Catholic Central H.S. as an assistant coach in football, wrestling, and track. Since I was the "Phys Ed" guy, I also became the strength coach.
Steubenville lives for high school football. People start talking about the next game as soon as the one they've just watched is over. In the cold of winter, they argue about it in the coffee shops. In the heat of early summer, they make predictions over the suds in the local pub.
The stadiums in the Valley are jam-packed on Friday and Saturday nights, regardless of who is playing. With the smoke stacks billowing in the background of the concrete and steel arenas, you can watch and hear some of the hardest-hitting high school football in the land.
On a frigid evening in late fall, 10,000 of the most vocal and partisan fans in the world will overflow Harding Stadium for the annual confrontation between the Blue and Gold of Central Catholic and the Red and Black of Steubenville H.S.
It is one of the oldest and most intense high school rivalries in football. And though the kids have played Little League together, competed against one another in junior high, freshman, and junior varsity competition, and sometimes even live next door to one another, the sound of their hitting will shake down the thunder from the frozen sky.
I played in two of those games and coached in eight others, and I can vividly recall the colors, sights, and sounds of every one of them.
My eight years at CCHS proved to be a great learning experience. I learned how to deal with every critical situation in the teenager's tumultuous years - from pimples, to family problems, to boyfriend/girlfriend crises, to SAT tests, to preparing for the city-championship game.
It's a tough duty and I have the utmost respect and admiration for high school teachers and coaches - and I've been fortunate to have worked with some of the best.
It was tough leaving good guys like my coach, Rich Wilinski, and my staff buddy, Gregg Bahen, a tough ex-Marine who lifted with me frequently, including the morning of my wedding day! He became the head coach several years later and celebrated by winning the state championship.
But after eight years of giving back to my high school and high school football I realized that it was time to move on with my life and my career. Ohio State University was offering a graduate assistant program in strength and conditioning and I decided to give it a shot - to get my master's degree and work at the collegiate level.
It was 1984 and the Buckeyes had a superlative team. They enjoyed working at football, and I enjoyed working with them. Somehow I managed to complete 52 quarter hours of course work, train the football team, serve an internship at nearby Dublin H.S., and average four or five hours of sleep. Marianne, the total team player, worked full-time to pay the rent and put food on the table.
In 1985, master's degree in hand, I applied for the strength coaching position at The University of Toledo. I would become the first full-time strength coach in the Mid American Conference.
I would spend nine years at Toledo and work for three outstanding head football coaches. For four of those years, we operated out of an 800-square foot weight room located in the east tower of the Glass Bowl Stadium.
The room had very little equipment, cracked walls and ceilings (whose plaster and paint peelings occasionally fell on the players' heads while they were lifting), and was overrun with chipmunks and field mice.
When the stadium was renovated as part of a new football complex, I found myself the guardian of a magnificent 3,500-square foot weight room replete with $25,000 worth of new equipment. Toledo won a share of the MAC title in 1990 under Nick Saban and went on to become the winningest MAC team of the '90s.
ENTER SPARTAN PRIDE
After winning the MAC championship in 1990, Nick Saban left Toledo to become the defensive coordinator for the Cleveland Browns, where he developed the NFL's stingiest defense. Four years later he accepted the head coaching job at Michigan State. That's when he called me up and gave me the offer I couldn't refuse.
I now have the greatest job in the world, at least in my mind. We recently moved into a 9,000-square foot weight room and have purchased nearly a quarter of a million dollars worth of new equipment over the past three years.
I consider myself very fortunate to be doing what I want to do in the way I feel it should be done.
The great thing about being a strength and conditioning coach at the collegiate level is that you get to see the kids nearly every day, but it's not just the workouts that makes the job so special. It's the influence you can have on the more important areas of their lives.
To all the young coaches who read these lines, I'd like to offer several helpful suggestions:
Words to the Wise
1. Develop a true love for what you do.
2. Develop a true love for the kids you coach.
3. Always remember that these kids need and want discipline and structure, even though they won't always admit it.
4. Learn, learn some more, and always realize that there's always something more to learn.
5. Be willing to pay your dues - be a "grunt" for a while - as it is the only way you can appreciate the importance of this profession.
6. Whenever you start feeling overworked:, underpaid and burned out, take some time off and see whether it makes a difference. If it doesn't look for some ether kind of work.
And always remember: There are a million qualified tough, caring guys out there dying to work hard for a good cause - helping youngsters become better athletes and better people.
Physical Culture Books.com
Vital Nutrition Store.com
Sunday, September 18, 2011
Sour Juice: Time to Strike-Out the Steroid Menace - By Ken Mannie
Ken Mannie is the head Strength/Conditioning Coach at Michigan State University. Originally posted on NaturalStrength.com on February 6, 2006
Slugging it out on the Hill The fight against steroids in baseball and the entire sports culture is in extra innings. There are no runs, no hits, but more than enough errors to take us into the next decade. No need to mention any names here. You’ve heard the apologies, listened to the alibis, witnessed the shoulder shrugs, and maybe even read the tell-all book. Recently, a few heavy hitters were forced to step-up to the plate before Congress. A couple of them at least took a few solid swings at the questions. Sadly, one in particular decided to take ball four. Everyone winced with furrowed eyebrows and scratched their heads as he blatantly evaded the committee’s direct, pointed questions.
Should we take his advice, wipe the slate clean, and drop all of the “negative” talk about the past as if it never happened? Why don’t we just sit in the dugout, spit some chew, and adopt a “can we all just get along” attitude? No – a million times, no! There is too much at stake. High Price of Ignorance This really isn’t about the baseball players who have abused steroids. Whatever damage they have self-inflicted on their reputations, Hall of Fame consideration, and internal organs, is done. They have duties and responsibilities to maintain the integrity of the game. Those who used illegal drugs made the decision to drop the ball. We are talking about grown men who are supposed to be educated on the harmful effects of these drugs on their health and careers. They should know better. This isn’t even about baseball. The crux of this debacle is the fact that we continue to spin in this vicious web of ignorance, deception, and fractured rationalizations. Sure, baseball is currently in the eye in this chemical maelstrom. It is a problem they have earned over the past few decades through their “hear no evil, see no evil, speak no evil” overtures regarding legitimate steroid testing. They deserve the black eye – one that has been blind for far too long. Little Eyes are Upon You.
This is about accountability and a level playing field that’s awfully bumpy right now. For parents and youth coaches, this is about the health and well-being of youngsters who emulate and idolize pro ballplayers. What’s that, Mr. Big Time Ballplayer, you say that you don’t want to be a role model for young people? Well, sorry about that, slugger! It comes with the territory of your chosen profession that includes a multi-gazillion dollar contract, all of that television face-time, an adoring fan base, and the oversized shoe endorsement. The same shoes, incidentally, that thousands of Little Leaguers have their bright, innocent eyes and hearts set on filling some day. More importantly, it comes with everything that is sacred and admirable about sports. You say that parents should be the role models, right? No argument there. Parents should be good at what they do – parenting. But you guys are bigger than life to these kids. Unfortunately, it’s the way some of you are getting big that’s hurting everyone and the game you represent. Seventh Inning Stretch of the Truth Anyone who hasn’t lived in a cave for the past 30 years is well-aware of the proliferation of performance-enhancing drugs in every sport. Did Major League Baseball really think that this monster lived in everyone’s closet except theirs? Was baseball’s hierarchy under the convoluted assumption that steroids are only abused by weightlifters, bodybuilders, football players, and bar bouncers? There was a lot of rhetoric about unions and collective bargaining during the hearing. Here’s a suggestion, MLB: Try interjecting some collective common sense into the next collective bargaining meeting. The initial proposal for the strong anti-steroid testing policy you so desperately need was rightfully met with consternation and antipathy. Why? Because it was a joke! It allowed for four strikes before a player is out for one year; complete with an addendum to allow him to buy his way out of suspension with a fine. Testing is meant to serve as a deterrent, an educational vehicle, and as a strident statement that illicit, illegal (a felony, in the case of steroids) drug abuse will not be tolerated. It is implemented with the intent of incontrovertibly eradicating harmful chemicals from the game. It has -- at its most rudimentary level -- the goals of protecting the health of the players and the very heart and soul of the game. Quite simply, it is serious business with serious consequences for those who choose to be non-compliant. Testing is not designed to be a weak, finger-wagging disciplinary stunt, or a public relations smoke screen.
Final Out
The most compelling, sensible, and heartfelt statements made on Capitol Hill in March came from the parents of athletes whose lives ended tragically. Donald Hooton, whose son, Taylor, a high school baseball player in Texas, committed suicide in 2003 after taking steroids, had this to say: “Players that are guilty of taking steroids are not only cheaters, you are cowards… Show our kids that you’re man enough to face authority, tell the truth and face the consequences. Instead, you hide behind the skirts of your union, and with the help of management and your lawyers, you’ve made every effort to resist facing the public today.” Denise Garibaldi of Petaluma, California, whose son, Rob, also used steroids and committed suicide, offered this: “There’s no doubt in our minds that steroids killed our son. Ultimately, we do blame Rob for his use. …However, with his sports heroes as examples, and Major League Baseball’s blind eye, Rob’s decision was a product of erroneous information and promises.” It’s time to put some sharp teeth into the MLB testing process and get rid of steroids, steroid precursors, human growth hormone, and the cheaters who abuse them. It’s time for MLB to cease this “half-baked doping policy which insults the intelligence of the U.S. public,” as stated by Richard Pound, the president of the World Anti-Doping Agency. Let’s hope that the hearing on the Hill helps to save baseball -- and prevents future players from driving off the steroid cliff. It’s way beyond the time to get tough on steroids.
Tip from the Trenches
Know the enemy -- Androgenic-anabolic steroids are synthetic derivatives of the male sex hormone, testosterone. The term ‘androgenic” refers to the effects these chemicals have on male sexual characteristics. “Anabolic” is the most commonly heard term, and it refers to the promotion of skeletal muscle. Chemists have feverishly attempted to minimize the androgenic effects, while concurrently heightening the anabolic effects. In the clinical setting, and under stringent administration and monitoring, these drugs have certain useful medical indications – most significantly in severe burns, muscle-wasting diseases, and delayed puberty.
They are used illegally and illicitly by certain athletes and others who are looking for a short-cut to improve size, strength, power, physique, and/or self-confidence. Contrary to what abusers, underground publications, and pro-steroid web-sites fallaciously preach, there is no scientifically proven “safe” way to self-administer these potentially harmful compounds in every individual case. As with any drug, people react and respond independently to their effects. However, it has been shown that, over time, any one or more of several serious side-effects can surface. Just how long it will take before they rear their ugly heads is an individual anomaly. The bottom line, though, is that it is virtually impossible to continue an anabolic drug regimen without eventually suffering from one or more of the possible deleterious consequences listed here:
Note: While there are some very gender-specific possible health consequences from anabolic steroid abuse, the following represent some of the most serious for both males and females.
Increased LDL cholesterol (the “bad” cholesterol) and decreased HDL cholesterol (the “good” cholesterol), which can increase the risk of cardiovascular disease and myocardial infarctions (heart attacks). Abnormal enlargement of the heart’s left ventricle, which can lead to serious malfunctions of the heart muscle. Strokes Liver dysfunction and/or tumors Certain cancers Increase in connective tissue injuries.
Disruption of endogenous (normal) hormonal production and functions, which can lead to a host of serious sexual and growth dysfunctions. Adverse mood swings and clinical depression.
For scientifically grounded, sensible, useful, and correct information on anabolic steroids – including educational avenues, intervention strategies, and the consequences of their abuse -- we suggest that you log-on to the following web-sites: www.ncaa.org, www.drugabuse.gov, www.drugfreesport.com, and www.jointogether.org -- Ken Mannie
Physical Culture Books.com
Read More »
Slugging it out on the Hill The fight against steroids in baseball and the entire sports culture is in extra innings. There are no runs, no hits, but more than enough errors to take us into the next decade. No need to mention any names here. You’ve heard the apologies, listened to the alibis, witnessed the shoulder shrugs, and maybe even read the tell-all book. Recently, a few heavy hitters were forced to step-up to the plate before Congress. A couple of them at least took a few solid swings at the questions. Sadly, one in particular decided to take ball four. Everyone winced with furrowed eyebrows and scratched their heads as he blatantly evaded the committee’s direct, pointed questions.
Should we take his advice, wipe the slate clean, and drop all of the “negative” talk about the past as if it never happened? Why don’t we just sit in the dugout, spit some chew, and adopt a “can we all just get along” attitude? No – a million times, no! There is too much at stake. High Price of Ignorance This really isn’t about the baseball players who have abused steroids. Whatever damage they have self-inflicted on their reputations, Hall of Fame consideration, and internal organs, is done. They have duties and responsibilities to maintain the integrity of the game. Those who used illegal drugs made the decision to drop the ball. We are talking about grown men who are supposed to be educated on the harmful effects of these drugs on their health and careers. They should know better. This isn’t even about baseball. The crux of this debacle is the fact that we continue to spin in this vicious web of ignorance, deception, and fractured rationalizations. Sure, baseball is currently in the eye in this chemical maelstrom. It is a problem they have earned over the past few decades through their “hear no evil, see no evil, speak no evil” overtures regarding legitimate steroid testing. They deserve the black eye – one that has been blind for far too long. Little Eyes are Upon You.
This is about accountability and a level playing field that’s awfully bumpy right now. For parents and youth coaches, this is about the health and well-being of youngsters who emulate and idolize pro ballplayers. What’s that, Mr. Big Time Ballplayer, you say that you don’t want to be a role model for young people? Well, sorry about that, slugger! It comes with the territory of your chosen profession that includes a multi-gazillion dollar contract, all of that television face-time, an adoring fan base, and the oversized shoe endorsement. The same shoes, incidentally, that thousands of Little Leaguers have their bright, innocent eyes and hearts set on filling some day. More importantly, it comes with everything that is sacred and admirable about sports. You say that parents should be the role models, right? No argument there. Parents should be good at what they do – parenting. But you guys are bigger than life to these kids. Unfortunately, it’s the way some of you are getting big that’s hurting everyone and the game you represent. Seventh Inning Stretch of the Truth Anyone who hasn’t lived in a cave for the past 30 years is well-aware of the proliferation of performance-enhancing drugs in every sport. Did Major League Baseball really think that this monster lived in everyone’s closet except theirs? Was baseball’s hierarchy under the convoluted assumption that steroids are only abused by weightlifters, bodybuilders, football players, and bar bouncers? There was a lot of rhetoric about unions and collective bargaining during the hearing. Here’s a suggestion, MLB: Try interjecting some collective common sense into the next collective bargaining meeting. The initial proposal for the strong anti-steroid testing policy you so desperately need was rightfully met with consternation and antipathy. Why? Because it was a joke! It allowed for four strikes before a player is out for one year; complete with an addendum to allow him to buy his way out of suspension with a fine. Testing is meant to serve as a deterrent, an educational vehicle, and as a strident statement that illicit, illegal (a felony, in the case of steroids) drug abuse will not be tolerated. It is implemented with the intent of incontrovertibly eradicating harmful chemicals from the game. It has -- at its most rudimentary level -- the goals of protecting the health of the players and the very heart and soul of the game. Quite simply, it is serious business with serious consequences for those who choose to be non-compliant. Testing is not designed to be a weak, finger-wagging disciplinary stunt, or a public relations smoke screen.
Final Out
The most compelling, sensible, and heartfelt statements made on Capitol Hill in March came from the parents of athletes whose lives ended tragically. Donald Hooton, whose son, Taylor, a high school baseball player in Texas, committed suicide in 2003 after taking steroids, had this to say: “Players that are guilty of taking steroids are not only cheaters, you are cowards… Show our kids that you’re man enough to face authority, tell the truth and face the consequences. Instead, you hide behind the skirts of your union, and with the help of management and your lawyers, you’ve made every effort to resist facing the public today.” Denise Garibaldi of Petaluma, California, whose son, Rob, also used steroids and committed suicide, offered this: “There’s no doubt in our minds that steroids killed our son. Ultimately, we do blame Rob for his use. …However, with his sports heroes as examples, and Major League Baseball’s blind eye, Rob’s decision was a product of erroneous information and promises.” It’s time to put some sharp teeth into the MLB testing process and get rid of steroids, steroid precursors, human growth hormone, and the cheaters who abuse them. It’s time for MLB to cease this “half-baked doping policy which insults the intelligence of the U.S. public,” as stated by Richard Pound, the president of the World Anti-Doping Agency. Let’s hope that the hearing on the Hill helps to save baseball -- and prevents future players from driving off the steroid cliff. It’s way beyond the time to get tough on steroids.
Tip from the Trenches
Know the enemy -- Androgenic-anabolic steroids are synthetic derivatives of the male sex hormone, testosterone. The term ‘androgenic” refers to the effects these chemicals have on male sexual characteristics. “Anabolic” is the most commonly heard term, and it refers to the promotion of skeletal muscle. Chemists have feverishly attempted to minimize the androgenic effects, while concurrently heightening the anabolic effects. In the clinical setting, and under stringent administration and monitoring, these drugs have certain useful medical indications – most significantly in severe burns, muscle-wasting diseases, and delayed puberty.
They are used illegally and illicitly by certain athletes and others who are looking for a short-cut to improve size, strength, power, physique, and/or self-confidence. Contrary to what abusers, underground publications, and pro-steroid web-sites fallaciously preach, there is no scientifically proven “safe” way to self-administer these potentially harmful compounds in every individual case. As with any drug, people react and respond independently to their effects. However, it has been shown that, over time, any one or more of several serious side-effects can surface. Just how long it will take before they rear their ugly heads is an individual anomaly. The bottom line, though, is that it is virtually impossible to continue an anabolic drug regimen without eventually suffering from one or more of the possible deleterious consequences listed here:
Note: While there are some very gender-specific possible health consequences from anabolic steroid abuse, the following represent some of the most serious for both males and females.
Increased LDL cholesterol (the “bad” cholesterol) and decreased HDL cholesterol (the “good” cholesterol), which can increase the risk of cardiovascular disease and myocardial infarctions (heart attacks). Abnormal enlargement of the heart’s left ventricle, which can lead to serious malfunctions of the heart muscle. Strokes Liver dysfunction and/or tumors Certain cancers Increase in connective tissue injuries.
Disruption of endogenous (normal) hormonal production and functions, which can lead to a host of serious sexual and growth dysfunctions. Adverse mood swings and clinical depression.
For scientifically grounded, sensible, useful, and correct information on anabolic steroids – including educational avenues, intervention strategies, and the consequences of their abuse -- we suggest that you log-on to the following web-sites: www.ncaa.org, www.drugabuse.gov, www.drugfreesport.com, and www.jointogether.org -- Ken Mannie
Physical Culture Books.com
Thursday, July 14, 2011
Gaining Perspective On Specificity - Understanding what it means and how it applies pays huge dividends to your program - By Ken Mannie
Ken Mannie is the Head Strength/Conditioning Coach at Michigan State University, East Lansing, Mich. (mannie@ath.msu.edu)
Coaches of all sports are feverishly searching for every possible nugget of training information that will assist their athletes in becoming the very best they can be at the skills they need to perform. And in this search, we discover that there is no dearth of program designs that claim to be either sport or position specific. Some of these programs can weather the intense scrutiny they receive with such a proclamation, while others simply don’t have a leg to stand on.
The question all of us must ask whenever the sport- or position-specific claim is made is this: “Where is the preponderance of sound, reliable and valid scientific data to support this notion?” Is it just an opinion based solely on the success of a handful of athletes or is there enough peer-reviewed evidence to stamp it with unmitigated approval?
Specificity is, unquestionably, one of the most used — and misused — terms in the physical-training literature. In many instances, coaches are led to believe that any number of general activities performed on the field, court, and in the weight room, are specific to sport or position skills.
Dr. John Drowatsky, one of my early mentors and a highly respected, well-published expert in motor learning, once told me: “The litmus test for specificity is relatively simple; if skill ‘A’ is claimed to be specific to skill ‘B,’ then it follows that skill ‘B’ is specific to skill ‘A.’ If there is any doubt whatsoever about that conclusion, then you are probably dealing with similarity at best, not specificity.”
As coaches, we would like to believe that our training systems have been fine-tuned to the point where everything we are asking our athletes to perform has relevance to their sport and position. After all, that is one of the primary goals of implementing any type of training regimen.
Without delving too deeply into the complex neurological components of movement control, it is imperative to have a foundation of the basic architecture and functions as they relate to skill development and retention. This rudimentary knowledge assists you in making good decisions on what is important in skill mastery — as well as what might very well be a waste of time and effort.
In this installment, we will take a closer look at the Principle of Specificity, provide enough insight into the neuromuscular “wiring” to give you a backdrop and then discuss the points of proper application.
Note: This discussion addresses athletic skill specificity exclusively. Other indices of training specificity (i.e., power, speed, strength, hypertrophy, energy systems, etc.) have either been touched upon in past columns or will be addressed in future ones.
Open-Loop, Closed-Loop Control Systems
The planning, initiation, execution and subsequent completion of an athletic skill involve a highly complex aggregate of both central and peripheral nervous system structures. The central nervous system (CNS) is the command center for human movement; primarily the cerebral cortex, basal ganglia, cerebellum and the brain stem. These brain structures — along with their various nuclei and interdependent components — serve to receive, interpret, store, adjust, program and transmit vital movement information along their neural pathways (i.e., the spinal cord and its emanations) to the working muscles.
Once a skill is initiated, feedback from the proprioceptors and muscle spindles (receptors in joints and muscles that provide information on joint positions, muscle force production and overall body positioning while in motion) provide the CNS with information regarding the correctness of the movement. If time allows, incorrect movements can be altered to obtain a successful result.
All coordinated movements are controlled by either the open-loop or closed-loop neuromuscular systems. Both systems contain control centers that issue movement commands to the effectors (i.e., the muscles and joints involved in producing the desired movement). Each system also has a feedback pathway that travels from the effectors to the CNS.
The two systems, however, have very distinct, inherent differences. First, the closed-loop system relies on the concurrent feedback from the movement effectors (muscles) to the movement control center (CNS), thus closing the loop. As stated earlier, when a movement (e.g., athletic skill) is initiated, efferent information on the stored, correct execution of that movement is sent from the CNS to the appropriate muscles for action. Afferent information is subsequently returned to the spinal cord (i.e., feedback) to verify that the movement matches the encoded skill that is stored in the motor memory. If needed, and time willing, corrections can be made. All of this can occur in milliseconds — literally making it a race against time.
A simple, everyday analogy of a closed-loop control system is a thermostat regulator. There is a set room temperature (analogous to a previously learned and stored skill) that depends upon feedback from the thermostat sensors (analogous to the proprioceptors and muscle spindles) for the current room temperature, from which either the furnace or air conditioner is enabled to meet the set temperature (analogous to the correction of a skill, if needed, while it is in motion). Thus, a comfortable room temperature is maintained.
The open-loop system differs from the closed-loop system in that there is an initial command to the muscles and joints that contains all of the directives needed to execute the planned movement. Although feedback is both produced and available, it is not used to control the ultimate completion of the task. This is especially true in rapidly deployed movements that are executed and completed in minimal time. The received feedback, however, will be used to help plan a future bout of the skill, especially if there was an error in the first one.
An example of a mechanized, computer-regulated open-loop system is a traffic signal. There is a pre-set, sequential timing pattern for the red, yellow and green lights, that is impervious to any change in traffic flow, an accident, weather conditions, etc., unless a change is made manually.
Most athletic skills have a predominant system, though many complex, voluntary movements can exhibit characteristics of both closed-loop and open-loop processes.
As we take a closer look at the skill continuum, you will have a clearer understanding of which regulatory system oversees the skills of your sport.
Understanding The Skill Continuum
Athletic skills can be placed on a continuum of what are termed “closed” and “open” categories. (Note: It is important here that you do not confuse “closed” and “open” skills with the closed-loop and open-loop regulatory systems. We are now examining the actual categorizing of specific skills.)
Closed skills are at the low end of the continuum and take place under fixed, relatively stable and unchanging environmental conditions. They are predictable and have clearly defined beginning and ending points. Once the skill is initiated, feedback plays a minor role. In addition, the skills are usually self-paced in the sense that the performer begins movement when he or she is ready. Archery, golf, bowling, shooting a free throw in basketball, attempting a penalty kick in soccer, many track and field events and competitive weightlifting, represent a small sampling of closed skills.
Open skills, which are on the high end of the continuum, usually take place under the conditions of a temporarily or spatially changing environment. Simply put, the athlete must make decisions and adjustments while “on-the-run.”
A major distinction of open skills is the reliance on feedback in the decision-making process. It may be a visual cue (e.g., a quarterback adjusting to a blitz sighting, which forces him to look-up the “hot” receiver), an auditory cue (e.g., the offensive line reacting to the snap count), a pressure cue (e.g., a basketball player working around an offensive pick attempt) or some other external stimulus or sensory indicator.
All of the above are known as forced-paced skills, which are extremely complex due to the fact that the athletes must make quick decisions based upon the various feedback stimuli they are receiving and execute the appropriate adjustments within a very small window of opportunity.
Due to the variability, dependence on feedback and the mental pressure to make instant judgments under duress, it is evident that open skills require a higher level of learning than their closed-skill counterparts. It is vital that coaches understand the distinction between these two categories of skills when designing training programs.
Final Rep
Two tasks may appear — at first glance — to have many general underlying features in common but chances are they use completely unique neuromuscular encoding and feedback pathways. In essence, the fact that individuals are skilled (or, unskilled) in one activity does not indicate their skill level in a different activity. To be specific — at least in the case of a motor or athletic skill — requires that an athlete use exactness, not similarity, in preparation for all of the involved variables. This includes, but is not limited to, limb positioning, equipment, audio and visual cues, ever-changing feedback and even environmental conditions (e.g., crowd noise) whenever possible.
The more complex or open the skill is, the greater the importance of dissecting all of its key components and presenting them to your athletes in a sequential, learnable format. Then, as closely as possible, set up your practice situations (i.e., individual, group and team periods) in a manner conducive to the skill requirements they are expected to face on game day.
When the practice situations mirror the desired outcomes of the actual competition as closely as possible, inroads are being made toward true specificity.
Suggested Readings:
Magill, R., 2004, Motor Learning: Concepts and Applications, 7th ed., McGraw Hill Publishers, New York, New York.
Rosenbaum, D. 1991, Human Motor Control, Academic Press, Inc., San Diego, CA.
Schmidt, R., Wrisberg, C.A., 2000, Motor Learning and Performance: A Problem-Based Approach, Human Kinetics, Champaign, IL.
Iron Nation
Read More »
Coaches of all sports are feverishly searching for every possible nugget of training information that will assist their athletes in becoming the very best they can be at the skills they need to perform. And in this search, we discover that there is no dearth of program designs that claim to be either sport or position specific. Some of these programs can weather the intense scrutiny they receive with such a proclamation, while others simply don’t have a leg to stand on.
The question all of us must ask whenever the sport- or position-specific claim is made is this: “Where is the preponderance of sound, reliable and valid scientific data to support this notion?” Is it just an opinion based solely on the success of a handful of athletes or is there enough peer-reviewed evidence to stamp it with unmitigated approval?
Specificity is, unquestionably, one of the most used — and misused — terms in the physical-training literature. In many instances, coaches are led to believe that any number of general activities performed on the field, court, and in the weight room, are specific to sport or position skills.
Dr. John Drowatsky, one of my early mentors and a highly respected, well-published expert in motor learning, once told me: “The litmus test for specificity is relatively simple; if skill ‘A’ is claimed to be specific to skill ‘B,’ then it follows that skill ‘B’ is specific to skill ‘A.’ If there is any doubt whatsoever about that conclusion, then you are probably dealing with similarity at best, not specificity.”
As coaches, we would like to believe that our training systems have been fine-tuned to the point where everything we are asking our athletes to perform has relevance to their sport and position. After all, that is one of the primary goals of implementing any type of training regimen.
Without delving too deeply into the complex neurological components of movement control, it is imperative to have a foundation of the basic architecture and functions as they relate to skill development and retention. This rudimentary knowledge assists you in making good decisions on what is important in skill mastery — as well as what might very well be a waste of time and effort.
In this installment, we will take a closer look at the Principle of Specificity, provide enough insight into the neuromuscular “wiring” to give you a backdrop and then discuss the points of proper application.
Note: This discussion addresses athletic skill specificity exclusively. Other indices of training specificity (i.e., power, speed, strength, hypertrophy, energy systems, etc.) have either been touched upon in past columns or will be addressed in future ones.
Open-Loop, Closed-Loop Control Systems
The planning, initiation, execution and subsequent completion of an athletic skill involve a highly complex aggregate of both central and peripheral nervous system structures. The central nervous system (CNS) is the command center for human movement; primarily the cerebral cortex, basal ganglia, cerebellum and the brain stem. These brain structures — along with their various nuclei and interdependent components — serve to receive, interpret, store, adjust, program and transmit vital movement information along their neural pathways (i.e., the spinal cord and its emanations) to the working muscles.
Once a skill is initiated, feedback from the proprioceptors and muscle spindles (receptors in joints and muscles that provide information on joint positions, muscle force production and overall body positioning while in motion) provide the CNS with information regarding the correctness of the movement. If time allows, incorrect movements can be altered to obtain a successful result.
All coordinated movements are controlled by either the open-loop or closed-loop neuromuscular systems. Both systems contain control centers that issue movement commands to the effectors (i.e., the muscles and joints involved in producing the desired movement). Each system also has a feedback pathway that travels from the effectors to the CNS.
The two systems, however, have very distinct, inherent differences. First, the closed-loop system relies on the concurrent feedback from the movement effectors (muscles) to the movement control center (CNS), thus closing the loop. As stated earlier, when a movement (e.g., athletic skill) is initiated, efferent information on the stored, correct execution of that movement is sent from the CNS to the appropriate muscles for action. Afferent information is subsequently returned to the spinal cord (i.e., feedback) to verify that the movement matches the encoded skill that is stored in the motor memory. If needed, and time willing, corrections can be made. All of this can occur in milliseconds — literally making it a race against time.
A simple, everyday analogy of a closed-loop control system is a thermostat regulator. There is a set room temperature (analogous to a previously learned and stored skill) that depends upon feedback from the thermostat sensors (analogous to the proprioceptors and muscle spindles) for the current room temperature, from which either the furnace or air conditioner is enabled to meet the set temperature (analogous to the correction of a skill, if needed, while it is in motion). Thus, a comfortable room temperature is maintained.
The open-loop system differs from the closed-loop system in that there is an initial command to the muscles and joints that contains all of the directives needed to execute the planned movement. Although feedback is both produced and available, it is not used to control the ultimate completion of the task. This is especially true in rapidly deployed movements that are executed and completed in minimal time. The received feedback, however, will be used to help plan a future bout of the skill, especially if there was an error in the first one.
An example of a mechanized, computer-regulated open-loop system is a traffic signal. There is a pre-set, sequential timing pattern for the red, yellow and green lights, that is impervious to any change in traffic flow, an accident, weather conditions, etc., unless a change is made manually.
Most athletic skills have a predominant system, though many complex, voluntary movements can exhibit characteristics of both closed-loop and open-loop processes.
As we take a closer look at the skill continuum, you will have a clearer understanding of which regulatory system oversees the skills of your sport.
Understanding The Skill Continuum
Athletic skills can be placed on a continuum of what are termed “closed” and “open” categories. (Note: It is important here that you do not confuse “closed” and “open” skills with the closed-loop and open-loop regulatory systems. We are now examining the actual categorizing of specific skills.)
Closed skills are at the low end of the continuum and take place under fixed, relatively stable and unchanging environmental conditions. They are predictable and have clearly defined beginning and ending points. Once the skill is initiated, feedback plays a minor role. In addition, the skills are usually self-paced in the sense that the performer begins movement when he or she is ready. Archery, golf, bowling, shooting a free throw in basketball, attempting a penalty kick in soccer, many track and field events and competitive weightlifting, represent a small sampling of closed skills.
Open skills, which are on the high end of the continuum, usually take place under the conditions of a temporarily or spatially changing environment. Simply put, the athlete must make decisions and adjustments while “on-the-run.”
A major distinction of open skills is the reliance on feedback in the decision-making process. It may be a visual cue (e.g., a quarterback adjusting to a blitz sighting, which forces him to look-up the “hot” receiver), an auditory cue (e.g., the offensive line reacting to the snap count), a pressure cue (e.g., a basketball player working around an offensive pick attempt) or some other external stimulus or sensory indicator.
All of the above are known as forced-paced skills, which are extremely complex due to the fact that the athletes must make quick decisions based upon the various feedback stimuli they are receiving and execute the appropriate adjustments within a very small window of opportunity.
Due to the variability, dependence on feedback and the mental pressure to make instant judgments under duress, it is evident that open skills require a higher level of learning than their closed-skill counterparts. It is vital that coaches understand the distinction between these two categories of skills when designing training programs.
Final Rep
Two tasks may appear — at first glance — to have many general underlying features in common but chances are they use completely unique neuromuscular encoding and feedback pathways. In essence, the fact that individuals are skilled (or, unskilled) in one activity does not indicate their skill level in a different activity. To be specific — at least in the case of a motor or athletic skill — requires that an athlete use exactness, not similarity, in preparation for all of the involved variables. This includes, but is not limited to, limb positioning, equipment, audio and visual cues, ever-changing feedback and even environmental conditions (e.g., crowd noise) whenever possible.
The more complex or open the skill is, the greater the importance of dissecting all of its key components and presenting them to your athletes in a sequential, learnable format. Then, as closely as possible, set up your practice situations (i.e., individual, group and team periods) in a manner conducive to the skill requirements they are expected to face on game day.
When the practice situations mirror the desired outcomes of the actual competition as closely as possible, inroads are being made toward true specificity.
Suggested Readings:
Magill, R., 2004, Motor Learning: Concepts and Applications, 7th ed., McGraw Hill Publishers, New York, New York.
Rosenbaum, D. 1991, Human Motor Control, Academic Press, Inc., San Diego, CA.
Schmidt, R., Wrisberg, C.A., 2000, Motor Learning and Performance: A Problem-Based Approach, Human Kinetics, Champaign, IL.
Iron Nation
Saturday, December 19, 2009
Skill development in football: an open and shut case - By Ken Mannie
Ken Mannie is the Head Strength/Conditioning Coach at Michigan State University. email: mannie@ath.msu.edu
Skill development remains the most critical physical element in coaching. A strong, well-conditioned athlete with a poor skill level is akin to a high-performance race car with flat tires.
Nobody is going to disagree with that observation. The problem lies in determining the best way to achieve the optimum level of skill. And that has to begin with a clear understanding of the different classification of skills and the steps involved in their teaching progression.
Every athletic skill is actually a motor skill, which can be defined as a properly executed voluntary body or limb movement. Unfortunately, the terms skill and ability are often used interchangeably.
Motor abilities (i.e., static and dynamic balance, response time, speed of limb movement, eye-hand/foot coordination, etc.) can be viewed as the fundamental components of motor skill development, but are not skills by definition. Most motor-behavior researchers maintain that abilities are determined more by genetics than by experience.
SKILL DEVELOPMENT STAGES
Skills, on the other hand, are learned over time in three specific and progressive stages:
The cognitive stage:
This is the beginning stage of skill learning, one in which the learner has many unanswered questions: What stance should I use? What are my steps on a lead, trap, or pass block? What position should my hands be in when catching a ball at various heights? What techniques should I use in man-to-man pass coverage?
As you can see, this stage is marked by numerous errors, variability in performance, and a great deal of needed quality repetition.
During this stage, the learner requires specific information to help him make correct adjustments. You will know that the athlete is still in this stage when he professes an awareness of "doing something wrong," but has no idea of how to correct it.
The associative stage:
As the athlete enters this stage, he knows many of the basic mechanics of the skill. His mistakes are fewer, less serious, and, more importantly, he is capable of recognizing many of his errors and is aware of how to take the proper steps to correct them. The goal now is to refine the skill.
It is paramount for the coach to continue to provide the athlete with useful, specific information and constructive feedback throughout this stage.
The autonomous stage:
This final stage of learning is realized only after much practice, quality repetition, and experience with the specific task. The skill has now become habitual or automatic. Obviously, this stage is not achieved overnight; it may take years, depending on the complexity of the skill.
The athlete is now able to recognize his errors and is cognizant of the process needed to correct them. Optimal performance is impossible until the athlete is operating in the autonomous mode.
Mistakes will still be made, even when this level of learning has been achieved. However, the individual will be able to tell the coach what he did wrong, why he did it, what should have been done, and describe the proper techniques for doing it.
As a coach, the only way to truly discern whether the athlete has achieved this higher level of learning is by quizzing him rather than lecturing him.
Questions like, "What did you see?" or "Why did you make that decision?" and "What should have been done in that situation?" will give the coach a better handle on where the player is in the learning progression. It will also motivate the player to learn by challenging his recall capabilities.
CLOSED SKILL VS OPEN SKILLS
Sport skills can be placed on a continuum having "closed" and "open" categories.
Closed skills are at the low end of the continuum and take place under fixed, unchanging environmental conditions. They are predictable and have clearly defined beginning and ending points.
Feedback plays a minor role once the skill is initiated, and the skills are usually "self-paced" in the sense that the performer begins movement when he is ready. Bowling, golf, archery, and competitive weight-lifting are consummate closed-skill sports.
Closed skills can also be an integral part of more complex activities (e.g., the free throw in basketball, the center/QB exchange in football, etc.), even though most of the skills in these sports involve much more detail. Open skills, which are at the high end of the continuum, usually take place under the conditions of a temporarily or spatially changing environment. Decisions and adjustments have to be made while "on the run."
An example of this would be an offensive lineman having to man-block a defender with an initial lead step and is subsequently forced to adjust on the second or third step due to an angle move.
A more intricate example would involve a quarterback on a pass play called at the LOS. The pre-snap alignment of the defense will dictate a certain play call. However, once the ball is snapped, the defensive secondary may rotate to a different coverage or a blitz may occur. The receivers must now change their patterns and the QB must now adjust his primary/secondary receiver progression. All of this must be done while on the run in a few short seconds.
A major difference between closed and open skills is the reliance on feedback in the decision-making process. It may be visual feedback, as in the QB example, or it may involve another cue. Defensive linemen, for instance, are taught to utilize both visual cues and "pressure" cues (i.e., the type, angle, and direction of the block they are facing). These are known as "forced-pace" skills and are extremely complex due to the fact that the athlete must make quick decisions and get his body to react with precision in a very short period of time.
Due to the variability, dependence on feedback, and the mental pressure to make quick decisions under duress, it is evident that open skills require a higher level of learning than closed skills.
PRACTICE: PART OR WHOLE?
A common problem of coaches is whether to teach the skill as a whole and allow the athlete to get a better feel for the flow and timing of all of the elements involved, or practice the skill in parts in order to emphasize each important detail.
Before making this decision, the coach must analyze both the complexity and organizational requirements of the skill. Complexity refers to how many parts or components are involved in the skill along with the information-processing demands it carries.
The act of throwing a ball is rather low on the complexity scale. However, the example of the QB adjusting the pattern progression due to a post-snap coverage change-up and throwing on the run is highly complex.
The organizational requirements refer to how the components of a skill are interrelated. If the parts of the skill are rather independent, it would be considered low in organization.
Researchers tell us that if a skill is low in complexity and high in organization, practice as a whole is a better choice. In other words a simple skill with highly related component parts can be most efficiently learned through the whole practice approach.
If the skill is high in complexity and low in organization, the part method would be the better choice. This would involve a skill that has many components, but these components are independent.
What if the skill ranks high in both complexity and organization? A progressive-part method would be a wise choice in this case - organizing all of the parts in the order in which they occur in performing the skill, then progressively linking these parts one by one.
In other words, after part one is learned, part two is practiced independently. Then parts one and two are practiced together. Part three is then practiced independently before being combined with parts one two, and so on.
Example of highly effective progressive-part teaching: Teaching pass protection (their most difficult assignment(to offensive linemen. From the stance, pass set, timing of the punch, reactions to various types of pass-rush techniques, etc., this skill ranks very high in both complexity and organization.
BE SPECIFIC
Once you have decided on your teaching approach, remember to remain true to the principle of specificity. The encoding principle of specificity states that the more the practice context resembles the test (game) context, the better the performance will be.
Simply put, whether you use part, whole, or progressive-part in your teaching approach, be sure to maintain the element of exactness - teach them what you expect to be repeated under game conditions.
Suggested Reading
R. Magill, Motor Learning: Concepts and Applications, 4th edition, by, Wm. C. Brown, publishers, Madison, WI, 1993
Read More »
Skill development remains the most critical physical element in coaching. A strong, well-conditioned athlete with a poor skill level is akin to a high-performance race car with flat tires.
Nobody is going to disagree with that observation. The problem lies in determining the best way to achieve the optimum level of skill. And that has to begin with a clear understanding of the different classification of skills and the steps involved in their teaching progression.
Every athletic skill is actually a motor skill, which can be defined as a properly executed voluntary body or limb movement. Unfortunately, the terms skill and ability are often used interchangeably.
Motor abilities (i.e., static and dynamic balance, response time, speed of limb movement, eye-hand/foot coordination, etc.) can be viewed as the fundamental components of motor skill development, but are not skills by definition. Most motor-behavior researchers maintain that abilities are determined more by genetics than by experience.
SKILL DEVELOPMENT STAGES
Skills, on the other hand, are learned over time in three specific and progressive stages:
The cognitive stage:
This is the beginning stage of skill learning, one in which the learner has many unanswered questions: What stance should I use? What are my steps on a lead, trap, or pass block? What position should my hands be in when catching a ball at various heights? What techniques should I use in man-to-man pass coverage?
As you can see, this stage is marked by numerous errors, variability in performance, and a great deal of needed quality repetition.
During this stage, the learner requires specific information to help him make correct adjustments. You will know that the athlete is still in this stage when he professes an awareness of "doing something wrong," but has no idea of how to correct it.
The associative stage:
As the athlete enters this stage, he knows many of the basic mechanics of the skill. His mistakes are fewer, less serious, and, more importantly, he is capable of recognizing many of his errors and is aware of how to take the proper steps to correct them. The goal now is to refine the skill.
It is paramount for the coach to continue to provide the athlete with useful, specific information and constructive feedback throughout this stage.
The autonomous stage:
This final stage of learning is realized only after much practice, quality repetition, and experience with the specific task. The skill has now become habitual or automatic. Obviously, this stage is not achieved overnight; it may take years, depending on the complexity of the skill.
The athlete is now able to recognize his errors and is cognizant of the process needed to correct them. Optimal performance is impossible until the athlete is operating in the autonomous mode.
Mistakes will still be made, even when this level of learning has been achieved. However, the individual will be able to tell the coach what he did wrong, why he did it, what should have been done, and describe the proper techniques for doing it.
As a coach, the only way to truly discern whether the athlete has achieved this higher level of learning is by quizzing him rather than lecturing him.
Questions like, "What did you see?" or "Why did you make that decision?" and "What should have been done in that situation?" will give the coach a better handle on where the player is in the learning progression. It will also motivate the player to learn by challenging his recall capabilities.
CLOSED SKILL VS OPEN SKILLS
Sport skills can be placed on a continuum having "closed" and "open" categories.
Closed skills are at the low end of the continuum and take place under fixed, unchanging environmental conditions. They are predictable and have clearly defined beginning and ending points.
Feedback plays a minor role once the skill is initiated, and the skills are usually "self-paced" in the sense that the performer begins movement when he is ready. Bowling, golf, archery, and competitive weight-lifting are consummate closed-skill sports.
Closed skills can also be an integral part of more complex activities (e.g., the free throw in basketball, the center/QB exchange in football, etc.), even though most of the skills in these sports involve much more detail. Open skills, which are at the high end of the continuum, usually take place under the conditions of a temporarily or spatially changing environment. Decisions and adjustments have to be made while "on the run."
An example of this would be an offensive lineman having to man-block a defender with an initial lead step and is subsequently forced to adjust on the second or third step due to an angle move.
A more intricate example would involve a quarterback on a pass play called at the LOS. The pre-snap alignment of the defense will dictate a certain play call. However, once the ball is snapped, the defensive secondary may rotate to a different coverage or a blitz may occur. The receivers must now change their patterns and the QB must now adjust his primary/secondary receiver progression. All of this must be done while on the run in a few short seconds.
A major difference between closed and open skills is the reliance on feedback in the decision-making process. It may be visual feedback, as in the QB example, or it may involve another cue. Defensive linemen, for instance, are taught to utilize both visual cues and "pressure" cues (i.e., the type, angle, and direction of the block they are facing). These are known as "forced-pace" skills and are extremely complex due to the fact that the athlete must make quick decisions and get his body to react with precision in a very short period of time.
Due to the variability, dependence on feedback, and the mental pressure to make quick decisions under duress, it is evident that open skills require a higher level of learning than closed skills.
PRACTICE: PART OR WHOLE?
A common problem of coaches is whether to teach the skill as a whole and allow the athlete to get a better feel for the flow and timing of all of the elements involved, or practice the skill in parts in order to emphasize each important detail.
Before making this decision, the coach must analyze both the complexity and organizational requirements of the skill. Complexity refers to how many parts or components are involved in the skill along with the information-processing demands it carries.
The act of throwing a ball is rather low on the complexity scale. However, the example of the QB adjusting the pattern progression due to a post-snap coverage change-up and throwing on the run is highly complex.
The organizational requirements refer to how the components of a skill are interrelated. If the parts of the skill are rather independent, it would be considered low in organization.
Researchers tell us that if a skill is low in complexity and high in organization, practice as a whole is a better choice. In other words a simple skill with highly related component parts can be most efficiently learned through the whole practice approach.
If the skill is high in complexity and low in organization, the part method would be the better choice. This would involve a skill that has many components, but these components are independent.
What if the skill ranks high in both complexity and organization? A progressive-part method would be a wise choice in this case - organizing all of the parts in the order in which they occur in performing the skill, then progressively linking these parts one by one.
In other words, after part one is learned, part two is practiced independently. Then parts one and two are practiced together. Part three is then practiced independently before being combined with parts one two, and so on.
Example of highly effective progressive-part teaching: Teaching pass protection (their most difficult assignment(to offensive linemen. From the stance, pass set, timing of the punch, reactions to various types of pass-rush techniques, etc., this skill ranks very high in both complexity and organization.
BE SPECIFIC
Once you have decided on your teaching approach, remember to remain true to the principle of specificity. The encoding principle of specificity states that the more the practice context resembles the test (game) context, the better the performance will be.
Simply put, whether you use part, whole, or progressive-part in your teaching approach, be sure to maintain the element of exactness - teach them what you expect to be repeated under game conditions.
Suggested Reading
R. Magill, Motor Learning: Concepts and Applications, 4th edition, by, Wm. C. Brown, publishers, Madison, WI, 1993
Wednesday, September 30, 2009
That quick response to your athletes' training needs. - By Ken Mannie
Ken Mannie is the Head Strength/Conditioning Coach at Michigan State University. email: mannie@ath.msu.edu
Reaction time is a commonly overlooked or underestimated element of the coaching program. What we refer to as "explosiveness" is usually just great reaction time. Every sport we watch is constantly marked by exciting reactions to auditory
and visual cues. The athlete's ability to respond quickly and precisely to the message being sent to his mind and body is of the utmost importance in the conditioning protocol.
Before outlining a game plan for the training process, we would like to clarify a few vital points. The term "reaction time" (RT) actually has a different meaning than the context in which it is usually couched In the motor-learning literature, it is defined as "the interval of time between the onset of a signal (stimulus) and the initiation of a response." It is important to note that reaction time does not include the movement itself, but only the time prior to the beginning of the movement.
Whereas the term movement time (MT) is used to define the interval of time between the initiation and completion of the movement, response time refers to the total time interval represented by RT plus MT. As you can see, the improvement in response time involves RT, MT, or both. Four factors can help athletes develop a strategy for improving their response time to various cues.
Proper training with visual cues can hone your player's reactions and improve his performance:
1. REDUCE THE NUMBER OF STIMULUS-RESPONSE CHOICES:
The task can be accomplished in various ways, with some being better than others and a few being considered the best.
The fact is that the average person has a limited ability to acquire, store, and use meaningful information in learning specific tasks. The wise coach will focus on teaching a few things very well rather than a lot of things poorly or just adequately.
Choices will often have to be made on the run, especially in "open skills" - those that depend heavily on feedback, particularly after movement has been initiated.
Unlike a "closed skill," the open skill involves much more than merely moving from Point A to Point B with no concern for making adjustments in between (such as running a 100-m. dash).
The option play in football offers another prime example. When the QB has to make a decision while on the ran, it becomes imperative to focus on a specific key to make the decision.
Football coaches know that a good option game must be defended with numerous "looks" and change-ups; and since this obviously calls for a lot of extra preparation time, it makes limited response choices all the more important.
Experienced players tend to make better use of vital cues in determining their responses, as they are more capable of penetrating the "surface" of things. This enables them to process the information quicker and make better responses to what they see.
2 SEARCH FOR PREDICTORS:
How often have you heard an athlete say, "I knew what was coming because they telegraphed it."
What actually happened was that the athlete had more time to prepare a response because he anticipated the opponents' move. The more predictable the stimulus, the quicker and more accurate the response.
This element is closely related to the minimization of stimulus responses, as the athlete learns what is important and what is not before being required to make a response. In other words the visual cue (or other sensory indicator), such as a "pre-snap" read by the QB, will often narrow the possible options to one or two good ones.
A study by Christina et al (1990) investigated the effect of a four-week videotape training program designed to improve the linebacker's response-selection mechanism ("reading") without sacrificing speed.
The player was asked to view 20 different plays taped at angles corresponding to the LB's views from the field. The player had to respond as quickly and accurately as possible to each cue by moving a joystick in the direction he'd take in a game.
Question: Could this mental practice benefit the player's cognitive ability? Answer: Yes. The subject improved his response selection with each training session, while maintaining his response speed.
It was more difficult to ascertain whether this type of mental practice would transfer to the field - enable the athlete to make his game read and response as quickly and accurately as he did in practice.
The principle of specificity holds that the practice situation must be exactly the same as the game situation for a positive transfer to occur. In this case, the coaches concluded (subjectively) that the training program had a positive effect.
The main reason we study our opponents so intensely (through game tapes, scouting, etc.) is to identify these predictors and utilize them in our preparation scheme.
3 INSURE AN OPTIMAL AROUSAL LEVEL:
Get fired up! How often have you heard that exhortation before or during a game? We are speaking primarily of an emotional mind-set, an intangible product of motivation. Many coaches believe that athletes can improve their performance in direct proportion to their increase in arousal.
Coaches must be careful, however. Emotion can carry you just so far in a contest, and emotion without proper preparation and confidence can negatively affect performance.
Proper preparation breeds confidence and confidence usually produces successful performance - "all other things being equal."
4 DESIGN QUALITY, TASK-SPECIFIC PRACTICES:
Once the best responses have been defined for the situations to be faced, the players should be drilled on the correct cues (keys) and reactions.
Game situations offer the best way to develop motor memory. Proper (specifically designed) practice will reduce uncertainty in situations involving unfamiliar stimuli or extremely complex tasks.
Most game situations require the athletes to adjust their techniques to cues received while on the move. The motor-learning literature refers to this variability as "forced-paced" actions, and these add tremendously to the difficulty of both the teaching and learning processes.
To get the desired result, coaches are obligated to practice under the anticipated game conditions.
CONCLUSIONS:
Improved reaction (response) time doesn't happen by chance, nor is it just a matter of physical enhancement. With proper planning and the proper specificity of the training medium, you can make inroads in the perceptual, sensory, and motor aspects of performance enhancement.
References
R.W. Christina, J.V. Barresi, & P. Shaffner: The Development of Response Selection Accuracy in a Football Linebacker Using Video Training. Human Kinetics: The Sport Psychologist, Champaign, IL, 1990. R.W. Proctor & T.G. Reeve: Research on Stimulus-Response Compatibility: Toward a Comprehensive ACcount. In Stimulus-Response Compatibility: An Integrated Perspective, Elsevier Science Pub., The Netherlands, 1990.
Read More »
Reaction time is a commonly overlooked or underestimated element of the coaching program. What we refer to as "explosiveness" is usually just great reaction time. Every sport we watch is constantly marked by exciting reactions to auditory
and visual cues. The athlete's ability to respond quickly and precisely to the message being sent to his mind and body is of the utmost importance in the conditioning protocol.
Before outlining a game plan for the training process, we would like to clarify a few vital points. The term "reaction time" (RT) actually has a different meaning than the context in which it is usually couched In the motor-learning literature, it is defined as "the interval of time between the onset of a signal (stimulus) and the initiation of a response." It is important to note that reaction time does not include the movement itself, but only the time prior to the beginning of the movement.
Whereas the term movement time (MT) is used to define the interval of time between the initiation and completion of the movement, response time refers to the total time interval represented by RT plus MT. As you can see, the improvement in response time involves RT, MT, or both. Four factors can help athletes develop a strategy for improving their response time to various cues.
Proper training with visual cues can hone your player's reactions and improve his performance:
1. REDUCE THE NUMBER OF STIMULUS-RESPONSE CHOICES:
The task can be accomplished in various ways, with some being better than others and a few being considered the best.
The fact is that the average person has a limited ability to acquire, store, and use meaningful information in learning specific tasks. The wise coach will focus on teaching a few things very well rather than a lot of things poorly or just adequately.
Choices will often have to be made on the run, especially in "open skills" - those that depend heavily on feedback, particularly after movement has been initiated.
Unlike a "closed skill," the open skill involves much more than merely moving from Point A to Point B with no concern for making adjustments in between (such as running a 100-m. dash).
The option play in football offers another prime example. When the QB has to make a decision while on the ran, it becomes imperative to focus on a specific key to make the decision.
Football coaches know that a good option game must be defended with numerous "looks" and change-ups; and since this obviously calls for a lot of extra preparation time, it makes limited response choices all the more important.
Experienced players tend to make better use of vital cues in determining their responses, as they are more capable of penetrating the "surface" of things. This enables them to process the information quicker and make better responses to what they see.
2 SEARCH FOR PREDICTORS:
How often have you heard an athlete say, "I knew what was coming because they telegraphed it."
What actually happened was that the athlete had more time to prepare a response because he anticipated the opponents' move. The more predictable the stimulus, the quicker and more accurate the response.
This element is closely related to the minimization of stimulus responses, as the athlete learns what is important and what is not before being required to make a response. In other words the visual cue (or other sensory indicator), such as a "pre-snap" read by the QB, will often narrow the possible options to one or two good ones.
A study by Christina et al (1990) investigated the effect of a four-week videotape training program designed to improve the linebacker's response-selection mechanism ("reading") without sacrificing speed.
The player was asked to view 20 different plays taped at angles corresponding to the LB's views from the field. The player had to respond as quickly and accurately as possible to each cue by moving a joystick in the direction he'd take in a game.
Question: Could this mental practice benefit the player's cognitive ability? Answer: Yes. The subject improved his response selection with each training session, while maintaining his response speed.
It was more difficult to ascertain whether this type of mental practice would transfer to the field - enable the athlete to make his game read and response as quickly and accurately as he did in practice.
The principle of specificity holds that the practice situation must be exactly the same as the game situation for a positive transfer to occur. In this case, the coaches concluded (subjectively) that the training program had a positive effect.
The main reason we study our opponents so intensely (through game tapes, scouting, etc.) is to identify these predictors and utilize them in our preparation scheme.
3 INSURE AN OPTIMAL AROUSAL LEVEL:
Get fired up! How often have you heard that exhortation before or during a game? We are speaking primarily of an emotional mind-set, an intangible product of motivation. Many coaches believe that athletes can improve their performance in direct proportion to their increase in arousal.
Coaches must be careful, however. Emotion can carry you just so far in a contest, and emotion without proper preparation and confidence can negatively affect performance.
Proper preparation breeds confidence and confidence usually produces successful performance - "all other things being equal."
4 DESIGN QUALITY, TASK-SPECIFIC PRACTICES:
Once the best responses have been defined for the situations to be faced, the players should be drilled on the correct cues (keys) and reactions.
Game situations offer the best way to develop motor memory. Proper (specifically designed) practice will reduce uncertainty in situations involving unfamiliar stimuli or extremely complex tasks.
Most game situations require the athletes to adjust their techniques to cues received while on the move. The motor-learning literature refers to this variability as "forced-paced" actions, and these add tremendously to the difficulty of both the teaching and learning processes.
To get the desired result, coaches are obligated to practice under the anticipated game conditions.
CONCLUSIONS:
Improved reaction (response) time doesn't happen by chance, nor is it just a matter of physical enhancement. With proper planning and the proper specificity of the training medium, you can make inroads in the perceptual, sensory, and motor aspects of performance enhancement.
References
R.W. Christina, J.V. Barresi, & P. Shaffner: The Development of Response Selection Accuracy in a Football Linebacker Using Video Training. Human Kinetics: The Sport Psychologist, Champaign, IL, 1990. R.W. Proctor & T.G. Reeve: Research on Stimulus-Response Compatibility: Toward a Comprehensive ACcount. In Stimulus-Response Compatibility: An Integrated Perspective, Elsevier Science Pub., The Netherlands, 1990.
Thursday, May 14, 2009
High-tension multiple sets for the upper body - By Ken Mannie
Ken Mannie is the Head Strength/Conditioning Coach at Michigan State University. email: mannie@ath.msu.edu
One of the hotly debated topics in strength training concerns the number of recommended sets for each exercise. We continue to believe that one to three properly performed sets of any strength-training movement will provide the optimal stimulus for increased strength and muscular size.
Variety is a critical ingredient in every recipe and one way to incorporate a new twist is by manipulating the set paradigm. This approach will help keep the workouts fresh and challenging - paramount variables in the year-round activity.
We have been particularly successful with a plan called "descending pyramids." The pyramid involves three sets of an exercise for a particular body area, with each set being properly performed in an all-out manner (i.e., to momentary muscular fatigue).
The three sets descend in target reps (10-8-6) and usually in weight as well. At best, the weight remains the same for all three sets, due to the intensity of effort for each set along with the prescribed recovery between sets (1 1/2 to 2 minutes).
This training alteration allows us to control the volume of the workout and to emphasize designated areas of the body through the course of the training week. With that brief overview in mind, we can dwell on some of the finer coaching points and the implementation of the descending pyramids (DP).
UPPER BODY DP: PRESS OR PULL EMPHASIS
The first step in designing an upper body DP is to determine whether to target the primary pressing muscles (i.e., the anterior shoulder region, chest, and triceps) or the primary pulling muscles (i.e., the posterior shoulder region, upper back, and biceps) of the torso. From that point, it is merely a matter of placing the movements in an orderly sequence.
Normally, we choose three exercises for the DP program, determine the order of execution, and insert one set of an antagonist
movement after each to provide some work for the opposing muscle groups. For example, if we want to target the pressing muscles, the DP could be set up in the following manner: Bench Press (10-8-6), Lat Pulldown (8), Seated Military Press (10-8-6), Seated Row (8), Incline Press (10-8-6), and Dumbbell Row (8). On the next workout, we would probably choose to emphasize the pulling muscles in our DP. It would look like this: Lat Pulldown (10-8-6), Bench Press (8), Seated Row (10-8-6), Seated Military Press (8), Dumbbell Row (10-8-6), and Incline Press (8).
As you can see, if the DP workout has a "press" emphasis we would insert one set of a "pull" exercise between pressing pyramids. If the workout has a "pull" emphasis, we would insert one set of a "press" exercise between pulling pyramids.
This enables us to highlight certain areas and movements without completely abandoning a stimulus to the musculature
on the opposite side of the torso. The specific exercises used are a matter of personal choice - we recommend as much variety in movement selection as the equipment allows.
CONTROLLING TOTAL VOLUME AND MAINTAINING BALANCE
Anther advantage of this system is that it affords the opportunity to include multiple sets in the program without turning the training sessions into a marathon. Each of these routines involves 12 total upper body sets. Even when performed in conjunction with a lower body routine, the entire workout should take no more than an hour.
Other than the multiple set factor, the basic difference between this and our regular high intensity routines is that we perform fewer total exercises. In other words, we sacrifice a few exercises in order to perform more sets of selected ones.
By changing the press/pull emphasis on a workout to workout basis, we can still balance the work being performed for the anterior and posterior aspects of the torso by the end of the training week.
FINAL COACHING POINT
The frequency of inserting a DP workout is really up to the coach's discretion. For some, it may fit very well with their current system and they may want to use the concept regularly. We choose to use it on an occasional basis, as more of a change-up to our base routines.
One rule we always follow, however, is that if we perform a "press" DP somewhere during the training week, we make sure to perform a "pull" DP before the end of the week. This helps us stay true to the balance concept mentioned earlier.
Movement speed for all of the exercises should be smooth and controlled so that the involved musculature - not momentum - is forced to perform the work.
For the sake of accountability, all workouts should be recorded and a plan for progressive overload should be put in place. Whenever the target reps for these routines are achieved for two consecutive workouts, we add 2.5 to 5 pounds to a set.
As with all strength-training activities, proper spotting and supervision by qualified coaching personnel are mandatory.
We hope this variation of high-tension strength training helps keep your program enjoyable and challenging for your athletes. Let us know if you have any questions on this or any other aspect of our program.
Ken Mannie, Strength/Conditioning Coach, Michigan State University
, Duffy Daugherty
Football Building, East Lansing
, MI 48824 (517) 355-7514.
Read More »
One of the hotly debated topics in strength training concerns the number of recommended sets for each exercise. We continue to believe that one to three properly performed sets of any strength-training movement will provide the optimal stimulus for increased strength and muscular size.
Variety is a critical ingredient in every recipe and one way to incorporate a new twist is by manipulating the set paradigm. This approach will help keep the workouts fresh and challenging - paramount variables in the year-round activity.
We have been particularly successful with a plan called "descending pyramids." The pyramid involves three sets of an exercise for a particular body area, with each set being properly performed in an all-out manner (i.e., to momentary muscular fatigue).
The three sets descend in target reps (10-8-6) and usually in weight as well. At best, the weight remains the same for all three sets, due to the intensity of effort for each set along with the prescribed recovery between sets (1 1/2 to 2 minutes).
This training alteration allows us to control the volume of the workout and to emphasize designated areas of the body through the course of the training week. With that brief overview in mind, we can dwell on some of the finer coaching points and the implementation of the descending pyramids (DP).
UPPER BODY DP: PRESS OR PULL EMPHASIS
The first step in designing an upper body DP is to determine whether to target the primary pressing muscles (i.e., the anterior shoulder region, chest, and triceps) or the primary pulling muscles (i.e., the posterior shoulder region, upper back, and biceps) of the torso. From that point, it is merely a matter of placing the movements in an orderly sequence.
Normally, we choose three exercises for the DP program, determine the order of execution, and insert one set of an antagonist
movement after each to provide some work for the opposing muscle groups. For example, if we want to target the pressing muscles, the DP could be set up in the following manner: Bench Press (10-8-6), Lat Pulldown (8), Seated Military Press (10-8-6), Seated Row (8), Incline Press (10-8-6), and Dumbbell Row (8). On the next workout, we would probably choose to emphasize the pulling muscles in our DP. It would look like this: Lat Pulldown (10-8-6), Bench Press (8), Seated Row (10-8-6), Seated Military Press (8), Dumbbell Row (10-8-6), and Incline Press (8).
As you can see, if the DP workout has a "press" emphasis we would insert one set of a "pull" exercise between pressing pyramids. If the workout has a "pull" emphasis, we would insert one set of a "press" exercise between pulling pyramids.
This enables us to highlight certain areas and movements without completely abandoning a stimulus to the musculature
on the opposite side of the torso. The specific exercises used are a matter of personal choice - we recommend as much variety in movement selection as the equipment allows.
CONTROLLING TOTAL VOLUME AND MAINTAINING BALANCE
Anther advantage of this system is that it affords the opportunity to include multiple sets in the program without turning the training sessions into a marathon. Each of these routines involves 12 total upper body sets. Even when performed in conjunction with a lower body routine, the entire workout should take no more than an hour.
Other than the multiple set factor, the basic difference between this and our regular high intensity routines is that we perform fewer total exercises. In other words, we sacrifice a few exercises in order to perform more sets of selected ones.
By changing the press/pull emphasis on a workout to workout basis, we can still balance the work being performed for the anterior and posterior aspects of the torso by the end of the training week.
FINAL COACHING POINT
The frequency of inserting a DP workout is really up to the coach's discretion. For some, it may fit very well with their current system and they may want to use the concept regularly. We choose to use it on an occasional basis, as more of a change-up to our base routines.
One rule we always follow, however, is that if we perform a "press" DP somewhere during the training week, we make sure to perform a "pull" DP before the end of the week. This helps us stay true to the balance concept mentioned earlier.
Movement speed for all of the exercises should be smooth and controlled so that the involved musculature - not momentum - is forced to perform the work.
For the sake of accountability, all workouts should be recorded and a plan for progressive overload should be put in place. Whenever the target reps for these routines are achieved for two consecutive workouts, we add 2.5 to 5 pounds to a set.
As with all strength-training activities, proper spotting and supervision by qualified coaching personnel are mandatory.
We hope this variation of high-tension strength training helps keep your program enjoyable and challenging for your athletes. Let us know if you have any questions on this or any other aspect of our program.
Ken Mannie, Strength/Conditioning Coach, Michigan State University
, Duffy Daugherty
Football Building, East Lansing
, MI 48824 (517) 355-7514.
Thursday, April 30, 2009
Barbells vs Machines: Balancing a Weighty Issue - By Ken Mannie
Ken Mannie is the Head Strength/Conditioning Coach at Michigan State University.
Our answer is simple - we use both.
We believe in a comprehensive strength-training system that, while structured, allows for flexibility in the choice of equipment. Our emphasis is on safety, efficiency, productivity, and intensity, rather than the mode itself. Proper training technique and an aggressive approach always supersede the choice of equipment.
In terms of morphological enhancement (increase in muscular size), we know that the body responds favorably to progressive overload and that the source of the overload is not nearly as important as the proper application. We attempt to stimulate the target muscle complex with constant tension throughout the fullest range of motion (safely) possible. We do not believe that any one modality (barbell or machine) has a distinct advantage in stimulating lean tissue growth, enhancing strength and power, improving explosiveness, or augmenting sport-specific skill. The scientific literature has never established the superiority of any modality in these areas.
This is not to say that the two training modes are identical in function. Some very real differences exist between barbells and machines, and their pros and cons must be understood.
FREE-WEIGHT ADVANTAGE
As there are no rods, cams, or a leverage mechanism to guide the load, free weights require a good sense of balance. It is possible that the more synergistic muscles have a stabilizing effect on the developmental process and the rate and level at which they act merit additional study. (Note: The synergistic muscles are assistant, or secondary, muscles that offer support to the primary muscles in the specific action.)
The diversity of the free weights is also an advantage in that the barbells and dumbbells offer multiple ways of exercising most body areas.
With dumbbells, for example, you can perform the bench press, incline press, and chest flies - all of which stimulate the chest and anterior shoulder regions.
For coaches with limited budgets, free weights usually offer a more affordable option. It is interesting to note that several "plate-loading" machines that use free-weight plates for the resistance are now available in the market place at competitive prices.
MACHINE ADVANTAGES
Machines offer the capability of intensely targeting specific muscle while adjusting resistance to the athlete's strength needs in that area.
Simply put, during the execution of the exercises, the athlete's musculature will be weaker at certain points and stronger at others. The variable resistance machines - those that accommodate to the biomechanical changes along the strength curve - address this problem. They do a much better job than free weights in meeting this need.
Another plus for machines is that they can isolate areas that need more emphasis. This synergetic effect previously mentioned in free-weight training isn't always desirable. By enhancing the stimulation to isolate areas, the machine can force those muscles to perform the brunt of the work.
Machines also afford a safer means of performing certain exercises. Example: A bent-over barbell row, albeit a good exercise for the upper-back musculature, can be stressful to the lumber-spine region. A seated machine row affords a safer and possibly more productive alternative.
In many instances, machines are a necessity. The neck, hamstrings, hip abductors (outer hip and thigh), hip adductors (inner thigh), and hip flexors (muscles that draw the thigh toward the abdominal area) require machine intervention or manual resistance for adequate stimulation.
Rehabilitation and "special needs" situations (e.g., an injury to a single limb or an injury that limits the range of motion) also highlight the need for strength-training machines. Whenever these individual situations surface and free weights are the only option, you can wind up with a problem.
Machines are extremely useful in rehabilitation because they make it easier and document the athlete's range of motion. This documentation is important in assessing pain-free movement and determining the healing progress.
KEEP AN OPEN MIND
We suggest the incorporation of both free weights and machines whenever possible. Both have unique advantages that are difficult to ignore.
We would be wary of individuals or organizations that advocate the sole or primary use of a single kind of equipment - machine, free weight, or whatever - as such advocates are usually salesmen, philosophically biased, or have some other kind of hidden agenda.
Remember, as we have mentioned in past articles and as Dan Riley continually espouses in his "Power Line," progressive overload is the vital ingredient in successful strength training.
As far as equipment goes, gentlemen, choose your weapon!
(Ken Mannie can be reached for further information at The Duffy Daugherty Football Building, Michigan State U., East Lansing, MI 48824 or by phoning 517-355-7514).
Read More »
Our answer is simple - we use both.
We believe in a comprehensive strength-training system that, while structured, allows for flexibility in the choice of equipment. Our emphasis is on safety, efficiency, productivity, and intensity, rather than the mode itself. Proper training technique and an aggressive approach always supersede the choice of equipment.
In terms of morphological enhancement (increase in muscular size), we know that the body responds favorably to progressive overload and that the source of the overload is not nearly as important as the proper application. We attempt to stimulate the target muscle complex with constant tension throughout the fullest range of motion (safely) possible. We do not believe that any one modality (barbell or machine) has a distinct advantage in stimulating lean tissue growth, enhancing strength and power, improving explosiveness, or augmenting sport-specific skill. The scientific literature has never established the superiority of any modality in these areas.
This is not to say that the two training modes are identical in function. Some very real differences exist between barbells and machines, and their pros and cons must be understood.
FREE-WEIGHT ADVANTAGE
As there are no rods, cams, or a leverage mechanism to guide the load, free weights require a good sense of balance. It is possible that the more synergistic muscles have a stabilizing effect on the developmental process and the rate and level at which they act merit additional study. (Note: The synergistic muscles are assistant, or secondary, muscles that offer support to the primary muscles in the specific action.)
The diversity of the free weights is also an advantage in that the barbells and dumbbells offer multiple ways of exercising most body areas.
With dumbbells, for example, you can perform the bench press, incline press, and chest flies - all of which stimulate the chest and anterior shoulder regions.
For coaches with limited budgets, free weights usually offer a more affordable option. It is interesting to note that several "plate-loading" machines that use free-weight plates for the resistance are now available in the market place at competitive prices.
MACHINE ADVANTAGES
Machines offer the capability of intensely targeting specific muscle while adjusting resistance to the athlete's strength needs in that area.
Simply put, during the execution of the exercises, the athlete's musculature will be weaker at certain points and stronger at others. The variable resistance machines - those that accommodate to the biomechanical changes along the strength curve - address this problem. They do a much better job than free weights in meeting this need.
Another plus for machines is that they can isolate areas that need more emphasis. This synergetic effect previously mentioned in free-weight training isn't always desirable. By enhancing the stimulation to isolate areas, the machine can force those muscles to perform the brunt of the work.
Machines also afford a safer means of performing certain exercises. Example: A bent-over barbell row, albeit a good exercise for the upper-back musculature, can be stressful to the lumber-spine region. A seated machine row affords a safer and possibly more productive alternative.
In many instances, machines are a necessity. The neck, hamstrings, hip abductors (outer hip and thigh), hip adductors (inner thigh), and hip flexors (muscles that draw the thigh toward the abdominal area) require machine intervention or manual resistance for adequate stimulation.
Rehabilitation and "special needs" situations (e.g., an injury to a single limb or an injury that limits the range of motion) also highlight the need for strength-training machines. Whenever these individual situations surface and free weights are the only option, you can wind up with a problem.
Machines are extremely useful in rehabilitation because they make it easier and document the athlete's range of motion. This documentation is important in assessing pain-free movement and determining the healing progress.
KEEP AN OPEN MIND
We suggest the incorporation of both free weights and machines whenever possible. Both have unique advantages that are difficult to ignore.
We would be wary of individuals or organizations that advocate the sole or primary use of a single kind of equipment - machine, free weight, or whatever - as such advocates are usually salesmen, philosophically biased, or have some other kind of hidden agenda.
Remember, as we have mentioned in past articles and as Dan Riley continually espouses in his "Power Line," progressive overload is the vital ingredient in successful strength training.
As far as equipment goes, gentlemen, choose your weapon!
(Ken Mannie can be reached for further information at The Duffy Daugherty Football Building, Michigan State U., East Lansing, MI 48824 or by phoning 517-355-7514).
Tuesday, February 3, 2009
Organizing The Off Season Strength Training Program - By Ken Mannie
Ken Mannie is the Head Strength/Conditioning Coach at Michigan State University.
All of this material can be extremely helpful to anyone interested in structuring a high school or college program. The following suggestions on quality control have proved successful with both individual athletes and teams, and have helped us gain acceptance and support for the program from parents, administrators, and other coaches.
SAFETY
You owe it to your athletes to provide the safest training methods available. While every phase of athletics involves a certain amount of risk, we are obligated to avoid needless, inherently dangerous training methods. This may require a little homework on your part, but will be time well spent.
TOTAL PARTICIPATION
Strength training is important for all athletes, not just a chosen few or those who happen to enjoy it. If for no other reason than the fact that strength protects against injury, such training should become the rule rather than the exception.
When people ask me to name the most critical factor in the success of a program, I answer with one word - compliance.
COMMUNICATION WITH ADMINISTRATION, STAFF, AND PARENTS
During my years as a high school coach, I felt that it was vital to sell the importance of the program to our administration, staff, and parents as well as to keep them abreast of our progress.
Once these individuals have a better understanding of what you are trying to accomplish, you can stimulate their enthusiasm and win their much needed support.
This can be accomplished with something as simple as a monthly, one-page newsletter that provides information on the improvements of the athletes, descriptions of the how's and why's of the program, little blobs of research on the benefits of proper training (especially in injury prevention), tips on proper nutrition
(the moms love that one), etc.
Before too long, you will have many of these people asking you what they can do to help your program.
Since your players are the ones being discussed in this newsletter, it also provides another means of motivating them. Recognizing these young people for their efforts heightens their self-esteem and breeds pride in the team and the program.
Administrators and coaches of the other sports will usually appreciate the information, as you may, in fact, make believers out of the skeptics of strength training. Since many high school athletes participate in more than one sport, everyone will benefit from the fact that athletes now have the opportunity to strength-train on a year-round basis.
COACHING AND SUPERVISION
Your entire coaching staff should be well-versed on the practical application of your program, and should also be capable of providing hands-on assistance in the training sessions.
To accomplish this, you will have to meet with them and discuss the X's and O's of the program. You will have to trouble-shoot your potential problems as a staff before presenting the program to the players.
If you approach the program with the same organization and effort that you approach practice, you will achieve better results and evoke more enthusiasm for your program.
Remember, never leave your athletes unattended in the weight room. A qualified individual (preferably a full-time coach) should be present on the floor at all times.
FREQUENCY AND DURATION OF THE WORKOUTS
Research proves that the best results are obtained from a work week consisting of three non-consecutive lifting days.
We suggest total body workouts on these days, utilizing a variety of exercises which stimulate the major muscle groups through the fullest range of motion safely possible.
The workouts should be designed so that they can be completed in an hour or less. If your athletes are truly working with purpose and intensity, they should have no problem achieving this.
When heavy running workouts begin, you may occasionally consider eliminating the lower body work on the middle training day. This is a judgement call on your part, based on how you feel the players are performing, and it can also help prevent overtraining, especially when heavy sprint workouts begin.
COMPREHENSIVE STRENGTH TRAINING
Some strength-training programs revolve around three to five core lifts and what are sometimes termed auxiliary exercises. This terminology sends a message to the participants: that core exercises are important and auxiliary exercises "not so important." We do not believe that there is any "Big 3" or "Big 5" workout that can per se adequately prepare an athlete for the rigors of competition.
While this approach may be fine for an individual who competes solely in weigthlifting events, the athletes in other sports need much more balanced development in all of the agonist and antagonist structures in the muscular system. A severe imbalance, or "weak link", can pre dispose the athlete to muscle or connective tissue injury.
As a rule, a workout should account for the following muscle complexes in just about every workout, or at least twice by the end of the training week: neck, quadriceps, hamstrings, gluteals, lower back, calves, chest, shoulders, upper back, biceps, triceps, forearms, and abdominals.
This type of comprehensive approach will assure balanced development and better prepare the athletes for the physical stresses of competition.
VARIETY
We suggest the incorporation of as much variety in the training sessions as time, space, equipment, and imagination will allow. Whether or not you choose to change the exercise, tools, or order of the exercises from workout to workout, you should try to keep things fresh and challenging. Strength training is hard work, but it should never be boring.
In our workouts, we provide choices and variety without deviating from basic principles.
PROGRESSIVE OVERLOAD
Effective strength training requires progression, and indications of this must be recorded. There are numerous overload systems to choose from and most of them work very well.
Our primary overload plan is known as "double progression." It is a simple but extremely productive concept. We set a rep range for all of our exercises - the lower body ranges are usually 8-1 0 or 10-15 and upper body ranges usually 6-10.
An athlete will initially find a weight that will allow him to work in the lower end of the range and to work to attain the high end of the range. Once the high end of the range is accomplished, the weight for that particular exercise should be increased.
This increment
can be as low as 2.5 lbs. and as high as 10 lbs., depending on the exercise and the muscle groups being worked. Basically, our upper body increments are between 2.5 and 5 lbs., and our lower body increments between 5 and 10 lbs.
This system allows each athlete to progress at his own rate while at the same time challenging him to make steady improvements.
SETS
How many sets should I do? Probably no question is asked more often in the weight room. The answer usually ranges between one and five, depending on whom you ask.
We can only offer our suggestions, based on our research and practical experience.
1. Sets should be limited - one to three sets of any exercise performed with the appropriate intensity is enough to stimulate gains in size and strength.
Our sets vary from one to three, and they are not always back to back in exercise order. For the most part, we would rather use two or three different exercises for a particular muscle group than to perform two or three sets of the same exercise.
2. Rather than perform more sets, we emphasize performing more work within the set. In most of our exercises, we have the athletes use the heaviest weight possible for each set and perform the maximum number of reps with proper form.
CONCLUSION
The above guidelines for program organization merely represent a general overview of considerations for the coach who is planning an off-season strength program. The list is by no means all-inclusive, as each coach has his own personality and philosophy.
Our hope is that we've given you some helpful information to initiate a successful program. Good luck!
Read More »
All of this material can be extremely helpful to anyone interested in structuring a high school or college program. The following suggestions on quality control have proved successful with both individual athletes and teams, and have helped us gain acceptance and support for the program from parents, administrators, and other coaches.
SAFETY
You owe it to your athletes to provide the safest training methods available. While every phase of athletics involves a certain amount of risk, we are obligated to avoid needless, inherently dangerous training methods. This may require a little homework on your part, but will be time well spent.
TOTAL PARTICIPATION
Strength training is important for all athletes, not just a chosen few or those who happen to enjoy it. If for no other reason than the fact that strength protects against injury, such training should become the rule rather than the exception.
When people ask me to name the most critical factor in the success of a program, I answer with one word - compliance.
COMMUNICATION WITH ADMINISTRATION, STAFF, AND PARENTS
During my years as a high school coach, I felt that it was vital to sell the importance of the program to our administration, staff, and parents as well as to keep them abreast of our progress.
Once these individuals have a better understanding of what you are trying to accomplish, you can stimulate their enthusiasm and win their much needed support.
This can be accomplished with something as simple as a monthly, one-page newsletter that provides information on the improvements of the athletes, descriptions of the how's and why's of the program, little blobs of research on the benefits of proper training (especially in injury prevention), tips on proper nutrition
(the moms love that one), etc.
Before too long, you will have many of these people asking you what they can do to help your program.
Since your players are the ones being discussed in this newsletter, it also provides another means of motivating them. Recognizing these young people for their efforts heightens their self-esteem and breeds pride in the team and the program.
Administrators and coaches of the other sports will usually appreciate the information, as you may, in fact, make believers out of the skeptics of strength training. Since many high school athletes participate in more than one sport, everyone will benefit from the fact that athletes now have the opportunity to strength-train on a year-round basis.
COACHING AND SUPERVISION
Your entire coaching staff should be well-versed on the practical application of your program, and should also be capable of providing hands-on assistance in the training sessions.
To accomplish this, you will have to meet with them and discuss the X's and O's of the program. You will have to trouble-shoot your potential problems as a staff before presenting the program to the players.
If you approach the program with the same organization and effort that you approach practice, you will achieve better results and evoke more enthusiasm for your program.
Remember, never leave your athletes unattended in the weight room. A qualified individual (preferably a full-time coach) should be present on the floor at all times.
FREQUENCY AND DURATION OF THE WORKOUTS
Research proves that the best results are obtained from a work week consisting of three non-consecutive lifting days.
We suggest total body workouts on these days, utilizing a variety of exercises which stimulate the major muscle groups through the fullest range of motion safely possible.
The workouts should be designed so that they can be completed in an hour or less. If your athletes are truly working with purpose and intensity, they should have no problem achieving this.
When heavy running workouts begin, you may occasionally consider eliminating the lower body work on the middle training day. This is a judgement call on your part, based on how you feel the players are performing, and it can also help prevent overtraining, especially when heavy sprint workouts begin.
COMPREHENSIVE STRENGTH TRAINING
Some strength-training programs revolve around three to five core lifts and what are sometimes termed auxiliary exercises. This terminology sends a message to the participants: that core exercises are important and auxiliary exercises "not so important." We do not believe that there is any "Big 3" or "Big 5" workout that can per se adequately prepare an athlete for the rigors of competition.
While this approach may be fine for an individual who competes solely in weigthlifting events, the athletes in other sports need much more balanced development in all of the agonist and antagonist structures in the muscular system. A severe imbalance, or "weak link", can pre dispose the athlete to muscle or connective tissue injury.
As a rule, a workout should account for the following muscle complexes in just about every workout, or at least twice by the end of the training week: neck, quadriceps, hamstrings, gluteals, lower back, calves, chest, shoulders, upper back, biceps, triceps, forearms, and abdominals.
This type of comprehensive approach will assure balanced development and better prepare the athletes for the physical stresses of competition.
VARIETY
We suggest the incorporation of as much variety in the training sessions as time, space, equipment, and imagination will allow. Whether or not you choose to change the exercise, tools, or order of the exercises from workout to workout, you should try to keep things fresh and challenging. Strength training is hard work, but it should never be boring.
In our workouts, we provide choices and variety without deviating from basic principles.
PROGRESSIVE OVERLOAD
Effective strength training requires progression, and indications of this must be recorded. There are numerous overload systems to choose from and most of them work very well.
Our primary overload plan is known as "double progression." It is a simple but extremely productive concept. We set a rep range for all of our exercises - the lower body ranges are usually 8-1 0 or 10-15 and upper body ranges usually 6-10.
An athlete will initially find a weight that will allow him to work in the lower end of the range and to work to attain the high end of the range. Once the high end of the range is accomplished, the weight for that particular exercise should be increased.
This increment
can be as low as 2.5 lbs. and as high as 10 lbs., depending on the exercise and the muscle groups being worked. Basically, our upper body increments are between 2.5 and 5 lbs., and our lower body increments between 5 and 10 lbs.
This system allows each athlete to progress at his own rate while at the same time challenging him to make steady improvements.
SETS
How many sets should I do? Probably no question is asked more often in the weight room. The answer usually ranges between one and five, depending on whom you ask.
We can only offer our suggestions, based on our research and practical experience.
1. Sets should be limited - one to three sets of any exercise performed with the appropriate intensity is enough to stimulate gains in size and strength.
Our sets vary from one to three, and they are not always back to back in exercise order. For the most part, we would rather use two or three different exercises for a particular muscle group than to perform two or three sets of the same exercise.
2. Rather than perform more sets, we emphasize performing more work within the set. In most of our exercises, we have the athletes use the heaviest weight possible for each set and perform the maximum number of reps with proper form.
CONCLUSION
The above guidelines for program organization merely represent a general overview of considerations for the coach who is planning an off-season strength program. The list is by no means all-inclusive, as each coach has his own personality and philosophy.
Our hope is that we've given you some helpful information to initiate a successful program. Good luck!
Tuesday, December 16, 2008
Aggressive Strength Training For The Lower Body - By Ken Mannie
Ken Mannie is the Head Strength/Conditioning Coach at Michigan State University.
"The Filthy Five" provides a high level of stimulation for all of the key muscle groups in this area. The major muscle groups of the legs, hips, and lower back are extremely important to all athletes in the development of strength and power, joint stabilization, and efficient skill execution.
All of these areas demand a year-round conditioning program. One of our more intense routines for the lower body is called "The Filthy Five" by our athletes. It consists of a sequence of five exercises that provide a high level of stimulation for every key muscle group in this area: the quadriceps, hamstrings, gluteals, and low-back region.
When performed properly in sequence, the exercises provide a very demanding (some call it "brutal") leg/hip/low-back workout in a minimum amount of time. Before delving into the actual exercises, we would like to lay down the four basic guidelines for the administration of the workout.
* Proper Weight Selection: A weight is selected for every exercise that causes the trainee to reach momentary muscular fatigue - that is, the inability to perform another full-range rep with correct technique. Though this initially is a trial-and-error process, it rarely takes more than two workouts to determine the correct weight.
* Smooth, Controlled Reps. Controlled movement speed is (as I have discussed in previous SC articles) is safer and at least as effective as any other training methodology.
We do not necessarily place a strict cadence (e.g., two seconds for raising the weight and three to four seconds for lowering it) on the reps, but we do insist on eliminating needless momentum during the concentric phase (raising) and the eccentric phase (lowering). We also want a slight pause at the mid-range point when possible. Basically, we instruct our athletes to lift the weight rather than throw it, and to lower the weight rather than drop it.
* Short Rest. We ask the trainee to move to each exercise (in the routine) as quickly as possible to intensify the demand on the involved musculature.
. Whenever possible, all of the weightloads should be pre-set on the bars/machines to avoid wasting time.
* Frequency. Due to the high muscular and metabolic demands of this routine, we suggest its use only once per week. A less intense, more conventional workout can be performed on the other training days, utilizing different exercises in a varying sequence.
We also recommend that "The Filthy Five" be reserved for off-sea-son periods, as the soreness incurred (at least in the initial phases) might pose a problem in practice situations.
Finally, we suggest that the workout be done on the last training day of the week to allow for a longer recovery period (e.g., do it on Friday of a M-W-F lifting schedule). Make no mistake - this is a very difficult routine that is designed for the seasoned, mentally and physically tough strength trainee. Beginners would be well-advised to get a few weeks of "basic training" under their belts before tangling with "the filthy five"!
* Progression. As with any type of strength training-scheme, progressive overload is vital for success. Once our athletes achieve the high end of the rep range, they will add at least five and sometimes 10 pounds to the exercise on the next workout. All of our workouts are charted, nothing is left to chance, and we maintain the all-important element of accountability.
* Supervision and Spotting.
Supervision by a knowledgeable coach and correct spotting procedures by training partners are extremely important. Persistent communication in proper techniques, safety considerations, and encouragement to the lifter should always be evident.
THE ROUTINE
With these guidelines, suggestions, and points of emphasis in mind, the following lower-body routine will provide an intense stimulus to the aforementioned muscle structures in an efficient, productive, and safe manner.
* Deadlift: The trainee is told to perform one or two warm-up sets before placing the maximum amount of weight possible on the bar for a 12-15 rep range. We demand strict technique. This includes placing the feet at or slightly wider than shoulder-width, maintaining the natural curvature of the low back (not "rounding" it), and positioning the head so that the eyes are in what we call a "conversational plane" (i.e., looking straight ahead at eye level).
The head and shoulders should always lead the raising phase of the exercise. The trainee will know that technique is being compromised when the buttocks raise first while the head and shoulders tilt downward and forward.
When lowering the weight, the knees should bend with a gradual lowering of the buttocks, while still maintaining the same lower back and head position. The set should be terminated whenever you detect the shoulders and head tilting over the feet with little or no knee bend and the low back beginning to round.
We choose to use what is known as a "hip bar" (photo) or dumbbells for our deadlift work, as they help us ensure proper technique. Regardless of the tool you decide to use for this exercise, insist that the athletes adhere to proper form throughout the set.
* Leg Curls:
The deadlift set is immediately followed by a set of leg curls, again using the 12-15 rep range. Once the lifter fatigues, the spotter must assist with the execution of 2-3 "forced reps," to help the lifter with the raising phase of the exercise (providing only as much help as is necessary to make sure the lifter is still "working hard").
* Leg Press:
Immediately follow the leg curls, again taking the set to fatigue in the 12-15 rep range with the inclusion of 2-3 forced reps (if possible) to complete the set.
* Leg Extensions:
Now hustle to the leg extension machine and crank out 12-15 strictly performed reps, again with 2-3 forced reps at the end.
* Leg Press (again!):
Rounds out the routine. Obviously, the weight will be reduced quite significantly from the first set, but it will still range in the 12-15 area.
The forced reps at the end will complete as grueling (and productive) a lower body workout as any of your athletes have ever experienced. They will be completely spent and filthy to the bone.
Conclusion: Remember, the intensity of this program dictates its use only with individuals who have been training for at least a few weeks. It would not be advisable to throw this at your players during their first week of the winter strength-training program. They might throw you into a mud hole (or a snow pile, at least)!
Ken Mannie can be reached for further information at (517) 355-7514 and by mail at Michigan State University, Duffy Daugherty Football Building, East Lansing, MI, 48824.
Read More »
"The Filthy Five" provides a high level of stimulation for all of the key muscle groups in this area. The major muscle groups of the legs, hips, and lower back are extremely important to all athletes in the development of strength and power, joint stabilization, and efficient skill execution.
All of these areas demand a year-round conditioning program. One of our more intense routines for the lower body is called "The Filthy Five" by our athletes. It consists of a sequence of five exercises that provide a high level of stimulation for every key muscle group in this area: the quadriceps, hamstrings, gluteals, and low-back region.
When performed properly in sequence, the exercises provide a very demanding (some call it "brutal") leg/hip/low-back workout in a minimum amount of time. Before delving into the actual exercises, we would like to lay down the four basic guidelines for the administration of the workout.
* Proper Weight Selection: A weight is selected for every exercise that causes the trainee to reach momentary muscular fatigue - that is, the inability to perform another full-range rep with correct technique. Though this initially is a trial-and-error process, it rarely takes more than two workouts to determine the correct weight.
* Smooth, Controlled Reps. Controlled movement speed is (as I have discussed in previous SC articles) is safer and at least as effective as any other training methodology.
We do not necessarily place a strict cadence (e.g., two seconds for raising the weight and three to four seconds for lowering it) on the reps, but we do insist on eliminating needless momentum during the concentric phase (raising) and the eccentric phase (lowering). We also want a slight pause at the mid-range point when possible. Basically, we instruct our athletes to lift the weight rather than throw it, and to lower the weight rather than drop it.
* Short Rest. We ask the trainee to move to each exercise (in the routine) as quickly as possible to intensify the demand on the involved musculature.
. Whenever possible, all of the weightloads should be pre-set on the bars/machines to avoid wasting time.
* Frequency. Due to the high muscular and metabolic demands of this routine, we suggest its use only once per week. A less intense, more conventional workout can be performed on the other training days, utilizing different exercises in a varying sequence.
We also recommend that "The Filthy Five" be reserved for off-sea-son periods, as the soreness incurred (at least in the initial phases) might pose a problem in practice situations.
Finally, we suggest that the workout be done on the last training day of the week to allow for a longer recovery period (e.g., do it on Friday of a M-W-F lifting schedule). Make no mistake - this is a very difficult routine that is designed for the seasoned, mentally and physically tough strength trainee. Beginners would be well-advised to get a few weeks of "basic training" under their belts before tangling with "the filthy five"!
* Progression. As with any type of strength training-scheme, progressive overload is vital for success. Once our athletes achieve the high end of the rep range, they will add at least five and sometimes 10 pounds to the exercise on the next workout. All of our workouts are charted, nothing is left to chance, and we maintain the all-important element of accountability.
* Supervision and Spotting.
Supervision by a knowledgeable coach and correct spotting procedures by training partners are extremely important. Persistent communication in proper techniques, safety considerations, and encouragement to the lifter should always be evident.
THE ROUTINE
With these guidelines, suggestions, and points of emphasis in mind, the following lower-body routine will provide an intense stimulus to the aforementioned muscle structures in an efficient, productive, and safe manner.
* Deadlift: The trainee is told to perform one or two warm-up sets before placing the maximum amount of weight possible on the bar for a 12-15 rep range. We demand strict technique. This includes placing the feet at or slightly wider than shoulder-width, maintaining the natural curvature of the low back (not "rounding" it), and positioning the head so that the eyes are in what we call a "conversational plane" (i.e., looking straight ahead at eye level).
The head and shoulders should always lead the raising phase of the exercise. The trainee will know that technique is being compromised when the buttocks raise first while the head and shoulders tilt downward and forward.
When lowering the weight, the knees should bend with a gradual lowering of the buttocks, while still maintaining the same lower back and head position. The set should be terminated whenever you detect the shoulders and head tilting over the feet with little or no knee bend and the low back beginning to round.
We choose to use what is known as a "hip bar" (photo) or dumbbells for our deadlift work, as they help us ensure proper technique. Regardless of the tool you decide to use for this exercise, insist that the athletes adhere to proper form throughout the set.
* Leg Curls:
The deadlift set is immediately followed by a set of leg curls, again using the 12-15 rep range. Once the lifter fatigues, the spotter must assist with the execution of 2-3 "forced reps," to help the lifter with the raising phase of the exercise (providing only as much help as is necessary to make sure the lifter is still "working hard").
* Leg Press:
Immediately follow the leg curls, again taking the set to fatigue in the 12-15 rep range with the inclusion of 2-3 forced reps (if possible) to complete the set.
* Leg Extensions:
Now hustle to the leg extension machine and crank out 12-15 strictly performed reps, again with 2-3 forced reps at the end.
* Leg Press (again!):
Rounds out the routine. Obviously, the weight will be reduced quite significantly from the first set, but it will still range in the 12-15 area.
The forced reps at the end will complete as grueling (and productive) a lower body workout as any of your athletes have ever experienced. They will be completely spent and filthy to the bone.
Conclusion: Remember, the intensity of this program dictates its use only with individuals who have been training for at least a few weeks. It would not be advisable to throw this at your players during their first week of the winter strength-training program. They might throw you into a mud hole (or a snow pile, at least)!
Ken Mannie can be reached for further information at (517) 355-7514 and by mail at Michigan State University, Duffy Daugherty Football Building, East Lansing, MI, 48824.
Saturday, November 22, 2008
Five Major Facts on Player Development - By Ken Mannie
Ken Mannie is the Head Strength/Conditioning Coach at Michigan State University.
One to three sets of any particular exercise will provide the stimulus for size and strength improvement. The physical development of football players is a multifaceted endeavor involving several key factors. Inherited attributes are essential, as there is no substitute for genetic potential - or as coaches would put it, the "right hook-ups."
The year-round training regimen will determine the improvements in the athlete's strength, speed, conditioning, and position-specific skills.
The five major constituents in the process include: force production, anaerobic capacity, comprehensive strength training, timing, and specificity.
FORCE PRODUCTION
The power for any given activity can be enhanced by increasing the output of force over a given distance. Strength training, especially high-tension movements, can help generate this force. Such training will enable the athlete to train without the primary nemesis of force production - momentum.
A study of the force/velocity relationship reveals that controlled movement produces a higher force output. In short, by creating and maintaining tension in the tension muscle groups, you can force the muscles in question to do more work per repetition. This increased work will heighten the intensity of any given exercise set from a metabolic standpoint and produce a stimulus for proper overload. The capabilities of force can be optimally increased by selecting a lifting movement that will recruit the greatest number of muscle fibers for a designated area and executing it in an all-out manner. Granted much of the ability to efficiently recruit these units is governed by one's inherent neuromuscular proficiency, but maximal intensity will assist greatly in the process.
The "size principle" in motor unit recruitment is the most widely accepted precept in neuromuscular physiology. It states that muscle fibers are recruited in relation to the requirements of force. This recruitment depends primarily on the intensity of the exercise rather than the speed of movement.
This is one of the major reasons why we advocate high-tension strength movements. By training in this fashion, we progressively activate the "fast-twitch" muscle fibers as we approach the point of momentary muscular fatigue. Rationale: The more difficult the repetitions in the set become, the more force we have to generate to complete those last, very intense reps.
These higher force requirements demand activation of the larger, stronger, more powerful fast-twitch units - which is one of the primary goals of the strength-training program. To accomplish this we must instruct our athletes to do most of these exercises the maximum number of times (reps).
The exception to this rule would be with movements (such as the barbell squat) that could compromise safety, or with multiple sets that are being used as the primary source of overload.
Set and rep schemes need not become overly complicated. Both scientific and empirical evidence indicate that one to three sets of any particular exercise will provide the proper stimulus for progressive size and strength improvements.
In many cases, the number of sets/reps chosen will be more of a personal preference than a dictum supported with definitive data. If your lower body rep system is in the neighborhood of at least eight and as high as 15, you are usually operating within safe and effective parameters.
Most upper body systems suggest rep ranges somewhere in the 6-12 area, a model with which most practitioners would concur. I believe that lower rep training (e.g., 1-3 reps) should be done sparingly, as low rep sets usually involve heavier weight loads, amplifying the injury potential. With good technique, the high-tension strength training protocol is at least as effective as any other and less risky than some. There are basically two schools of thought on the speed with which these movements should be performed. One school suggests ballistic-type weight training; the other, a stricter, more controlled speed with emphasis on eliminating as much momentum as possible.
For many of the reasons already mentioned, we have adopted the latter. Since both systems involve progressive overload, I would merely suggest that coaches check their system of strength training thoroughly before implementing it.
Further information on the specifics of the organization and administration of the strength program will be given in the section on "comprehensive strength training."
ANAEROBIC CAPACITY
Football involves short, quick, powerful bursts of activity followed by relatively short relief periods. In preparing for the metabolic demands of the game, it is important to focus on the specific energy system being stressed in the conditioning drills. The major goals to keep in mind in the running workouts is to improve the players' "anaerobic capacity."
There are actually two anaerobic energy systems - the ATP-PC-LA system, which governs runs between 30 and 90 seconds, and the ATP-PC system, which manages the bursts from a few seconds up to about 30. Both have a place in the preparation scheme.
Let's say you are working with an eight-week summer-training calendar prior to your two-a-day camp period. The early phase of the program (2-3 weeks) should include 200-to-400 meter runs of moderate intensity to allow the players to adapt to both the soft-tissue stresses and the lactic acid (a by-product of the glycogen breakdown in the muscle build up) incurred with this mode of training.
Upon completion of this preparatory phase, the distances should be gradually reduced in order to shift the emphasis from the ATP-PC-LA system to the ATP-PC system. In our program, this involves runs and drills ranging from 10 yds. to 110 yds. in length.
Several variables must be monitored for quality control when training anaerobically in interval fashion. These include: Frequency, sets, reps, distance, intensity, relief interval, and duration.
* Frequency: the number of scheduled workouts per week. During the summer months, when strength training and skill-specific work are also part of the program, we plan a minimum of two and a maximum of three interval sprint workouts per week.
* Sets: A group of work and relief intervals (e.g., eight 200-meter sprints with a designated recovery period).
* Reps: The number of repeats within the set.
* Distance: Total distance covered in the workout - usually between one and two miles.
* Intensity: The individual's heart rate (H.R.) is the most practical way to determine whether the workload is inducing the appropriate response. The target H.R. for the work intervals of high school athletes is usually between 180 and 190 beats per minute, and between the mid-170s and mid-180s for the college athlete.
H.R. can also be used to aid in the timing of the relief interval. The high school athlete is usually ready for the next repeat when the H.R. drops to around 150 beats per minute, while the college-aged athlete should be ready when the H.R. drops to around 140 beats per minute.
Obviously, these are general guidelines, and the coach must also pay attention to the "perceived exertion
" of the athletes (i.e., how "good" or "bad" the athlete is feeling during the workout), especially during the early phase of the workout program. The athlete's inability to produce the required effort in the work interval would indicate that the relief interval requires adjustment.
* Relief Interval: Allotted time between work intervals in a set, which can consist of light activity (e.g., walking) or moderate activity (e.g., jogging). The R.I. depends on the time required for the heart rate to recover to the approximate bpm's previously discussed.
Work intervals taking between 10-70 seconds to complete usually require a 1:3 work/relief ratio - which means the R.I. should be three tunes as long as it took to complete the work interval.
Work intervals taking over 70 seconds and up to 90 seconds to complete are usually given a 1:2 work/relief ratio.
Again, these are merely suggested guidelines. Each coach must assess his players' response to the workout and adjust accordingly.
* Duration: As previously mentioned, you will need an 8-10 week summer program to allow for proper progression and overload. As with strength training, you can gradually make the workouts more demanding by manipulating the sets and/or reps (increasing them), the relief intervals (short-erring them), demanding that the work interval be performed faster, or any combination of the three.
COMPREHENSIVE STRENGTH TRAINING
Having discussed our philosophical approach to strength training, we can now take a closer look at the specifics of the workout plan.
* Tools: The modes of exercise we use are not nearly as important as the manner with which we use them. We use a combination of free weights (barbells and dumbbells), a variety of machines, manual resistance, ropes and towels, and even sandbags
. Any tool will increase strength when used properly with some system of progressive overload.
* Exercise selection: One may choose from a broad variety of exercises. The important point is to train all of the major muscle groups (i.e., neck, legs/hips/low back, chest, upper back shoulders, arms/forearms, abdominals) in an efficient, progressive manner. We suggest the incorporation of as much variety in exercises as time, equipment, and imagination will allow. Strength training is hard work and anything that can offer new challenges to the trainee - while remaining true to guidelines of the program - should be done.
Caution: No single collection of "core" lifts can provide the magic bullet for growth and development. There are simply too many good, proven ways to get the job done, and you will have to keep an open mind to find them.
The accompanying chart demonstrates the variety we have in our system of training. It is a sample workout (Day #1 in a three-day-a-week rotation) and you will notice how it adheres to many of the principles mentioned earlier.
Also notice the feedback the trainee receives with each workout sheet: the weights used for each exercise the last time this workout was performed, the number of reps achieved on the last workout, the weight adjustment (if any) for the current workout, and a minimum goal for reps on the current workout. This system provides both an organized approach and built-in motivation for the trainee.
TIMING
What we refer to as "explosiveness" is often actually great reaction time. Think about it. Isn't football a constant series of reactions to auditory and visual cues?
A player's ability to respond properly, quickly, and precisely to the myriad of information being sent to him through the keys he has been taught to "read" is of utmost importance in determining his success at his particular position.
Decreasing his reaction time to these cues is just as vital to his total development as any of the conditioning procedures already discussed.
A three-pronged approach is essential in the teaching program.
1. You must intensify the arousal level of the individual. In other words you must motivate the individual to perform his responsibilities with pride and determination! After all, what is talent without desire?
2. Reduce the number of stimulus-response choices. There are numerous ways to accomplish a task, but some are better than others and a few may be considered the best. You would be well-advised to teach your players the best responses to various stimuli. The fact is that the average person has a limited ability to acquire, store, and use "meaningful" information when it comes to learning and repeating specific tasks. In other words, teach them to do a few things very well as opposed to doing a lot of things just normally or poorly.
3. Insure quality practice with the specific task. Once the best responses have been defined, you should drill the players with both the correct cues (keys) and the appropriate reaction(s).
Repetition of the proper responses in game situations is the best way to develop the player's responses and skills. The adage, "Repetition may not entertain, but it teaches," applies here.
SPECIFICITY
This leads us into the final point under discussion - specificity. In this case, however, we are speaking in terms of skills rather than responses. Regardless of the skill in question (blocking, tackling, passing, receiving, etc.), coaches must be aware of the correct meaning of the term, specificity, to avoid installing techniques that may hinder rather than aid the teaching/learning process.
Ignore anyone who claims you can duplicate a football skill with a weight-training movement (the concept of specificity). Remember, specificity implies exactness - not similarity, but exactness.
In other words, if A is specific to B, then B is specific to A. If a lifting movement can improve a football skill, then the football skill should improve the lifting movement. You can't have it just one way when it comes to specificity.
Remember also that most football skills are "open" in nature, meaning that they involve actions that occur "on the run" and require responses to varying feedback. As coaches, you are well aware of the fact that your players are often taught to change or adjust a technique based on the cues they receive after the snap.
The motor-learning literature refers to these as "forced-paced" skills and they add tremendously to the degree of difficulty in both the teaching and learning processes. It also reinforces the tenet
that to get the desired results, you must practice it in the anticipated circumstances.
The point I am making is that the only realistic way to develop a skill is to practice it with precise accuracy as often as possible in game-like situations.
SUMMARY
These tips on football preparation are not meant to be a panacea, but rather one systematic, practical, and scientific approach to assist in the development of your players. Each coach must add his own philosophy and personal touch to the formula.
Remember, it is only a recipe. And the success of this recipe, or any other, will be ultimately determined by you (the cook) and your players (the ingredients).
References
E.L. FOX: Sports Physiology (2nd edition), Saunders College Pub., 1984
E.L. Fox, et. al.: "Metabolic Responses to Interval Training
Programs of High and Low Power Output", Medicine and Science in Sports, 1977
R.A. Magill: Motor Learning: Concepts and Applications (4th edition), Wm. C. Brown Pub., Dubuque, Iowa
, 1993
D.A. Winter: The Biomechanics
of Human Movement, Wiley and Sons Pub., 1990
Read More »
One to three sets of any particular exercise will provide the stimulus for size and strength improvement. The physical development of football players is a multifaceted endeavor involving several key factors. Inherited attributes are essential, as there is no substitute for genetic potential - or as coaches would put it, the "right hook-ups."
The year-round training regimen will determine the improvements in the athlete's strength, speed, conditioning, and position-specific skills.
The five major constituents in the process include: force production, anaerobic capacity, comprehensive strength training, timing, and specificity.
FORCE PRODUCTION
The power for any given activity can be enhanced by increasing the output of force over a given distance. Strength training, especially high-tension movements, can help generate this force. Such training will enable the athlete to train without the primary nemesis of force production - momentum.
A study of the force/velocity relationship reveals that controlled movement produces a higher force output. In short, by creating and maintaining tension in the tension muscle groups, you can force the muscles in question to do more work per repetition. This increased work will heighten the intensity of any given exercise set from a metabolic standpoint and produce a stimulus for proper overload. The capabilities of force can be optimally increased by selecting a lifting movement that will recruit the greatest number of muscle fibers for a designated area and executing it in an all-out manner. Granted much of the ability to efficiently recruit these units is governed by one's inherent neuromuscular proficiency, but maximal intensity will assist greatly in the process.
The "size principle" in motor unit recruitment is the most widely accepted precept in neuromuscular physiology. It states that muscle fibers are recruited in relation to the requirements of force. This recruitment depends primarily on the intensity of the exercise rather than the speed of movement.
This is one of the major reasons why we advocate high-tension strength movements. By training in this fashion, we progressively activate the "fast-twitch" muscle fibers as we approach the point of momentary muscular fatigue. Rationale: The more difficult the repetitions in the set become, the more force we have to generate to complete those last, very intense reps.
These higher force requirements demand activation of the larger, stronger, more powerful fast-twitch units - which is one of the primary goals of the strength-training program. To accomplish this we must instruct our athletes to do most of these exercises the maximum number of times (reps).
The exception to this rule would be with movements (such as the barbell squat) that could compromise safety, or with multiple sets that are being used as the primary source of overload.
Set and rep schemes need not become overly complicated. Both scientific and empirical evidence indicate that one to three sets of any particular exercise will provide the proper stimulus for progressive size and strength improvements.
In many cases, the number of sets/reps chosen will be more of a personal preference than a dictum supported with definitive data. If your lower body rep system is in the neighborhood of at least eight and as high as 15, you are usually operating within safe and effective parameters.
Most upper body systems suggest rep ranges somewhere in the 6-12 area, a model with which most practitioners would concur. I believe that lower rep training (e.g., 1-3 reps) should be done sparingly, as low rep sets usually involve heavier weight loads, amplifying the injury potential. With good technique, the high-tension strength training protocol is at least as effective as any other and less risky than some. There are basically two schools of thought on the speed with which these movements should be performed. One school suggests ballistic-type weight training; the other, a stricter, more controlled speed with emphasis on eliminating as much momentum as possible.
For many of the reasons already mentioned, we have adopted the latter. Since both systems involve progressive overload, I would merely suggest that coaches check their system of strength training thoroughly before implementing it.
Further information on the specifics of the organization and administration of the strength program will be given in the section on "comprehensive strength training."
ANAEROBIC CAPACITY
Football involves short, quick, powerful bursts of activity followed by relatively short relief periods. In preparing for the metabolic demands of the game, it is important to focus on the specific energy system being stressed in the conditioning drills. The major goals to keep in mind in the running workouts is to improve the players' "anaerobic capacity."
There are actually two anaerobic energy systems - the ATP-PC-LA system, which governs runs between 30 and 90 seconds, and the ATP-PC system, which manages the bursts from a few seconds up to about 30. Both have a place in the preparation scheme.
Let's say you are working with an eight-week summer-training calendar prior to your two-a-day camp period. The early phase of the program (2-3 weeks) should include 200-to-400 meter runs of moderate intensity to allow the players to adapt to both the soft-tissue stresses and the lactic acid (a by-product of the glycogen breakdown in the muscle build up) incurred with this mode of training.
Upon completion of this preparatory phase, the distances should be gradually reduced in order to shift the emphasis from the ATP-PC-LA system to the ATP-PC system. In our program, this involves runs and drills ranging from 10 yds. to 110 yds. in length.
Several variables must be monitored for quality control when training anaerobically in interval fashion. These include: Frequency, sets, reps, distance, intensity, relief interval, and duration.
* Frequency: the number of scheduled workouts per week. During the summer months, when strength training and skill-specific work are also part of the program, we plan a minimum of two and a maximum of three interval sprint workouts per week.
* Sets: A group of work and relief intervals (e.g., eight 200-meter sprints with a designated recovery period).
* Reps: The number of repeats within the set.
* Distance: Total distance covered in the workout - usually between one and two miles.
* Intensity: The individual's heart rate (H.R.) is the most practical way to determine whether the workload is inducing the appropriate response. The target H.R. for the work intervals of high school athletes is usually between 180 and 190 beats per minute, and between the mid-170s and mid-180s for the college athlete.
H.R. can also be used to aid in the timing of the relief interval. The high school athlete is usually ready for the next repeat when the H.R. drops to around 150 beats per minute, while the college-aged athlete should be ready when the H.R. drops to around 140 beats per minute.
Obviously, these are general guidelines, and the coach must also pay attention to the "perceived exertion
" of the athletes (i.e., how "good" or "bad" the athlete is feeling during the workout), especially during the early phase of the workout program. The athlete's inability to produce the required effort in the work interval would indicate that the relief interval requires adjustment.
* Relief Interval: Allotted time between work intervals in a set, which can consist of light activity (e.g., walking) or moderate activity (e.g., jogging). The R.I. depends on the time required for the heart rate to recover to the approximate bpm's previously discussed.
Work intervals taking between 10-70 seconds to complete usually require a 1:3 work/relief ratio - which means the R.I. should be three tunes as long as it took to complete the work interval.
Work intervals taking over 70 seconds and up to 90 seconds to complete are usually given a 1:2 work/relief ratio.
Again, these are merely suggested guidelines. Each coach must assess his players' response to the workout and adjust accordingly.
* Duration: As previously mentioned, you will need an 8-10 week summer program to allow for proper progression and overload. As with strength training, you can gradually make the workouts more demanding by manipulating the sets and/or reps (increasing them), the relief intervals (short-erring them), demanding that the work interval be performed faster, or any combination of the three.
COMPREHENSIVE STRENGTH TRAINING
Having discussed our philosophical approach to strength training, we can now take a closer look at the specifics of the workout plan.
* Tools: The modes of exercise we use are not nearly as important as the manner with which we use them. We use a combination of free weights (barbells and dumbbells), a variety of machines, manual resistance, ropes and towels, and even sandbags
. Any tool will increase strength when used properly with some system of progressive overload.
* Exercise selection: One may choose from a broad variety of exercises. The important point is to train all of the major muscle groups (i.e., neck, legs/hips/low back, chest, upper back shoulders, arms/forearms, abdominals) in an efficient, progressive manner. We suggest the incorporation of as much variety in exercises as time, equipment, and imagination will allow. Strength training is hard work and anything that can offer new challenges to the trainee - while remaining true to guidelines of the program - should be done.
Caution: No single collection of "core" lifts can provide the magic bullet for growth and development. There are simply too many good, proven ways to get the job done, and you will have to keep an open mind to find them.
The accompanying chart demonstrates the variety we have in our system of training. It is a sample workout (Day #1 in a three-day-a-week rotation) and you will notice how it adheres to many of the principles mentioned earlier.
Also notice the feedback the trainee receives with each workout sheet: the weights used for each exercise the last time this workout was performed, the number of reps achieved on the last workout, the weight adjustment (if any) for the current workout, and a minimum goal for reps on the current workout. This system provides both an organized approach and built-in motivation for the trainee.
TIMING
What we refer to as "explosiveness" is often actually great reaction time. Think about it. Isn't football a constant series of reactions to auditory and visual cues?
A player's ability to respond properly, quickly, and precisely to the myriad of information being sent to him through the keys he has been taught to "read" is of utmost importance in determining his success at his particular position.
Decreasing his reaction time to these cues is just as vital to his total development as any of the conditioning procedures already discussed.
A three-pronged approach is essential in the teaching program.
1. You must intensify the arousal level of the individual. In other words you must motivate the individual to perform his responsibilities with pride and determination! After all, what is talent without desire?
2. Reduce the number of stimulus-response choices. There are numerous ways to accomplish a task, but some are better than others and a few may be considered the best. You would be well-advised to teach your players the best responses to various stimuli. The fact is that the average person has a limited ability to acquire, store, and use "meaningful" information when it comes to learning and repeating specific tasks. In other words, teach them to do a few things very well as opposed to doing a lot of things just normally or poorly.
3. Insure quality practice with the specific task. Once the best responses have been defined, you should drill the players with both the correct cues (keys) and the appropriate reaction(s).
Repetition of the proper responses in game situations is the best way to develop the player's responses and skills. The adage, "Repetition may not entertain, but it teaches," applies here.
SPECIFICITY
This leads us into the final point under discussion - specificity. In this case, however, we are speaking in terms of skills rather than responses. Regardless of the skill in question (blocking, tackling, passing, receiving, etc.), coaches must be aware of the correct meaning of the term, specificity, to avoid installing techniques that may hinder rather than aid the teaching/learning process.
Ignore anyone who claims you can duplicate a football skill with a weight-training movement (the concept of specificity). Remember, specificity implies exactness - not similarity, but exactness.
In other words, if A is specific to B, then B is specific to A. If a lifting movement can improve a football skill, then the football skill should improve the lifting movement. You can't have it just one way when it comes to specificity.
Remember also that most football skills are "open" in nature, meaning that they involve actions that occur "on the run" and require responses to varying feedback. As coaches, you are well aware of the fact that your players are often taught to change or adjust a technique based on the cues they receive after the snap.
The motor-learning literature refers to these as "forced-paced" skills and they add tremendously to the degree of difficulty in both the teaching and learning processes. It also reinforces the tenet
that to get the desired results, you must practice it in the anticipated circumstances.
The point I am making is that the only realistic way to develop a skill is to practice it with precise accuracy as often as possible in game-like situations.
SUMMARY
These tips on football preparation are not meant to be a panacea, but rather one systematic, practical, and scientific approach to assist in the development of your players. Each coach must add his own philosophy and personal touch to the formula.
Remember, it is only a recipe. And the success of this recipe, or any other, will be ultimately determined by you (the cook) and your players (the ingredients).
References
E.L. FOX: Sports Physiology (2nd edition), Saunders College Pub., 1984
E.L. Fox, et. al.: "Metabolic Responses to Interval Training
Programs of High and Low Power Output", Medicine and Science in Sports, 1977
R.A. Magill: Motor Learning: Concepts and Applications (4th edition), Wm. C. Brown Pub., Dubuque, Iowa
, 1993
D.A. Winter: The Biomechanics
of Human Movement, Wiley and Sons Pub., 1990
Subscribe to:
Posts (Atom)
Vintage Bodybuilding Literature
Oldtime Strongman Books