Sport Speed and Agility Training

["4 Speed\tTraining\tDrills This\t chapter\t describes\t drills\t that\t can\t be\t used\t to\t enhance\t maximum\t velocity running\t and\t acceleration.\t Some\t drills\t reinforce\t aspects\t of\t technique,\t some enhance\tstride\tfrequency\tor\tstride\tlength,\tand\tothers\twork\ton\texplosiveness. Maximum\tVelocity\tRunning\tDrills The\tdrills\tthat\twill\tbe\tcovered\tin\tthis\tsection\tare\tdesigned\tto\tbreak\tthe\tsprinting motion\t down\t into\t parts\t to\t make\t mastery\t easier.\t These\t drills\t should\t be\t done\t in the\tfollowing\torder: Arm\tswing\tdrills Ankling\tdrill High\tknee\tdrills Butt\tkick\tdrill A\tdrills B\tdrills Fast\tleg\tdrills Stride\tlength\tdrills ARM\tSWING\tDRILLS Arm\t swing\t drills\t are\t designed\t to\t teach\t the\t correct\t arm\t action\t during\t maximum velocity\t running.\t As\t was\t discussed\t in\t the\t last\t chapter;\t arm\t action\t balances\t the forces\tcreated\tby\tthe\tlegs,\tinitiates\tthe\tactions\tof\tthe\tlegs,\tand\tpotentially\tlimits running\t speed.\t As\t a\t result,\t it\t is\t important\t to\t develop\t correct\t arm\t swing mechanics\tduring\tmaximum\tvelocity\trunning.\tThe\tarm\tswing\tdrills\tdescribed\tin this\tchapter\tstart\twith\tthe\tsimple\tand\tmove\tto\tthe\tcomplex.\tAthletes\tshould\tnot progress\t to\t each\t more\t advanced\t drill\t until\t they\t have\t mastered\t the\t basic\t drills that\tprecede\tit.","Arm\tSwing\tDrill,\tSeated Purpose:\tTo\tteach\tcorrect\tarm\tswing\tmechanics. Start:\tSit\tdown\tand\textend\tthe\tlegs\tin\tfront\tof\tthe\tbody.\tThe\ttorso\tshould\tbe\ttall, with\tthe\tshoulders\tback.\tFlex\tboth\telbows\tand\tmake\tloose\tfists\twith\tboth\thands. The\tright\telbow\tshould\tbegin\tat\tapproximately\t60\tdegrees,\twith\tthe\thand\tlocated between\t the\t shoulder\t and\t the\t eyes.\t The\t left\t arm\t should\t be\t placed\t behind\t the body\tso\tthat\tthe\tleft\thand\tis\tnext\tto\tthe\tleft\thip. Action:\t While\t seated,\t drive\t the\t right\t arm\t backwards\t aggressively\t so\t that\t the right\t hand\t ends\t up\t next\t to\t the\t right\t hip.\t At\t the\t same\t time,\t drive\t the\t left\t arm forward\t so\t that\t the\t left\t hand\t ends\t up\t between\t the\t left\t shoulder\t and\t eye.\t As\t the right\t arm\t moves\t forward\t as\t a\t result\t of\t the\t stretch\t reflex,\t drive\t the\t left\t arm backwards.\tRepeat\tuntil\tthe\tdesired\ttime\thas\telapsed. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\ttime\thas\telapsed. Arm\tSwing\tDrill,\tStanding","Purpose:\tTo\tteach\tcorrect\tarm\tmechanics\twhile\tstanding. Start:\t Stand\t tall,\t shoulders\t back.\t Flex\t both\t elbows\t and\t make\t loose\t fists\t with both\thands.\tThe\tright\telbow\tshould\tbegin\tat\tapproximately\t60\tdegrees,\twith\tthe hand\t located\t between\t the\t shoulder\t and\t the\t eyes.\t The\t left\t arm\t should\t be\t placed behind\tthe\tbody\tso\tthat\tthe\tleft\thand\tis\tnext\tto\tthe\tleft\thip. Action:\t Focus\t on\t swinging\t the\t arms\t in\t the\t manner\t described\t in\t the\t seated\t arm swing\tdrill. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\ttime\thas\telapsed. Arm\tSwing\tDrill,\tWalking Purpose:\tTo\tteach\tcorrect\tarm\tswing\tmechanics\twhile\tmoving. Start:\tUse\tthe\tsame\tstarting\tposition\tdescribed\tin\tthe\tstanding\tarm\tswing\tdrill. Action:\tWhile\twalking\tforward\tfor\t10\tto\t20\tyards,\tfocus\ton\tswinging\tthe\tarms\tin the\t manner\t described\t in\t the\t standing\t arm\t swing\t drill.\t Try\t to\t swing\t the\t arms faster\tthan\tthe\tfeet\tmove. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered. Arm\tSwing\tDrill,\tJogging Purpose:\tTo\tteach\tcorrect\tarm\tswing\tmechanics\twhile\tmoving. Start:\tUse\tthe\tsame\tstarting\tposition\tdescribed\tin\tthe\tstanding\tarm\tswing\tdrill. Action:\tWhile\tjogging\tforward\tfor\t10\tto\t20\tyards,\tfocus\ton\tswinging\tthe\tarms\tin the\t manner\t described\t in\t the\t standing\t arm\t swing\t drill.\t Try\t to\t swing\t the\t arms faster\tthan\tthe\tfeet\tmove. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered. ANKLING\tDRILL Ankling\t teaches\t the\t athlete\t how\t to\t lift\t his\t feet\t off\t the\t ground\t during\t maximum velocity\trunning. Purpose:\tTo\tteach\t\u201ccocking\u201d\tof\tthe\tankle.","Start:\tStand\ttall,\tshoulders\tback. Action:\t Keeping\t the\t legs\t straight,\t step\t forward\t with\t the\t right\t foot.\t As\t the\t right foot\t lands\t on\t the\t ground,\t the\t left\t foot\t should\t enter\t plantarflexion\t and\t begin\t to lift\t off\t the\t ground.\t As\t the\t left\t foot\t is\t lifted\t (the\t leg\t remains\t straight),\t the\t ankle should\t be\t \u201ccocked.\u201d\t (i.e.,\t dorsiflexion\t with\t the\t big\t toe\t pointed\t up).\t The\t ankle should\tremain\tcocked\tas\tthe\tfoot\tswings\tforward.\tAttempt\tto\tland\ton\tthe\toutside edge\tof\tthe\tfoot.\tRepeat\tthis\tmovement\tpattern\twith\tboth\tsides\tuntil\tthe\tdesired distance\thas\tbeen\tcovered,\tusually\t10\tto\t20\tyards.\tNote\tthat\tthis\tdrill\tis\tnot\tdone for\tspeed,\tbut\trather\tfor\ttechnique. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered. HIGH\tKNEE\tDRILLS High\t knee\t drills\t teach\t the\t athlete\t to\t lift\t the\t knees\t during\t maximum\t velocity running.\t This\t technique\t is\t important\t to\t master\t because\t it\t results\t in\t a\t more powerful\t leg\t drive\t by\t allowing\t the\t athlete\t to\t use\t his\t gluteus\t maximus\t to\t help","power\tthe\tmotion.\tHigh\tknee\tdrills\tstart\twith\ta\twalking\tmotion,\tfocusing\ton\tone side\t at\t a\t time.\t Eventually,\t both\t sides\t are\t alternated,\t then\t skipping\t is\t added\t to make\t the\t movements\t more\t complicated.\t At\t first,\t these\t drills\t are\t performed without\t any\t emphasis\t on\t the\t arm\t motion.\t As\t the\t athlete\t becomes\t more proficient,\tthe\tarm\tmotion\tcan\tbe\tadded.\tHigh\tknee\tdrills\tare\tperformed\tfor\t10\tto 20\t yards.\t As\t with\t most\t technique\t drills,\t the\t emphasis\t should\t be\t on\t quality\t of movement\tas\topposed\tto\tspeed. High\tKnee\tDrill,\tWalking,\tOne-Side Purpose:\tTo\tteach\tthe\thigh\tknee\tmotion\twhile\tfocusing\ton\tone\tside\tof\tthe\tbody at\ta\ttime. Start:\tStand\ttall,\tshoulders\tback. Action:\tMaintaining\ta\ttall\tposture,\tlift\tthe\tright\tknee\tas\thigh\tas\tpossible.\tAs\tthe right\t knee\t is\t lifted,\t the\t right\t foot\t should\t be\t cocked.\t Maintaining\t the\t cocked position,\tlower\tthe\tright\tfoot\tso\tthat\tit\tlands\ton\tthe\toutside\tedge\tof\tthe\tfoot.\tTake a\tnormal\tstep\tforward\twith\tthe\tleft\tleg.\tRepeat\tthe\tdrill\twith\tthe\tright\tside\tfor\tthe desired\tdistance,\tthen\tswitch\tsides. Finish:\t The\t drill\t is\t completed\t when\t the\t desired\t distance\t has\t been\t covered\t with both\tsides\tof\tthe\tbody. High\tKnee\tDrill,\tWalking,\tAlternate\tSides Purpose:\tTo\tteach\tthe\thigh\tknee\tmotion\twhile\talternating\tboth\tsides\tof\tthe\tbody. Start:\tStand\ttall,\tshoulders\tback. Action:\tPerform\t the\t high\t knee\t walking\t motion\t with\t the\t right\t leg.\t As\t the\t right foot\tlands\ton\tthe\tground,\tperform\tthe\thigh\tknee\twalking\tmotion\twith\tthe\tleft\tleg. Continue\talternating\tfor\tthe\tdesired\tdistance. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered. High\tKnee\tDrill,\tSkipping,\tOne-Side Purpose:\tTo\tteach\tthe\thigh\tknee\tmotion\tin\tan\texplosive\tmanner\twhile\tfocusing on\tone\tside\tof\tthe\tbody. Start:\tStand\ttall,\tshoulders\tback.","Action:\tMaintaining\ta\ttall\tposture,\tperform\ta\tforward\tskip\twith\tthe\tright\tleg.\tAs the\t right\t leg\t is\t skipped,\t the\t right\t knee\t should\t be\t lifted\t high\t with\t the\t right\t foot cocked.\tMaintaining\tthe\tcocked\tposition,\tlower\tthe\tright\tfoot\tso\tthat\tit\tlands\ton the\t outside\t edge\t of\t the\t foot.\t Take\t a\t normal\t step\t forward\t with\t the\t left\t leg\t and repeat\tthe\tskip\twith\tthe\tright\tside.\tRepeat\tthe\tskips\tfor\tthe\tdesired\tdistance\tand then\t switch\t sides.\t Focus\t on\t getting\t off\t the\t ground\t with\t the\t skipping\t foot\t as quickly\t as\t possible.\t Note\t that\t stride\t length\t will\t not\t be\t very\t great\t during\t this drill,\tso\tthe\tdistance\twill\tnot\tbe\tcovered\tquickly. Finish:\t The\t drill\t is\t completed\t when\t the\t desired\t distance\t has\t been\t covered\t with both\tsides\tof\tthe\tbody. High\tKnee\tDrill,\tSkipping,\tAlternate\tSides Purpose:\t To\t teach\t the\t high\t knee\t motion\t in\t an\t explosive\t manner\t while alternating\tboth\tsides\tof\tthe\tbody. Start:\tStand\ttall,\tshoulders\tback. Action:\tPerform\tthe\thigh\tknee\tskipping\tmotion\t with\tthe\tright\tleg.\tAs\tthe\tright foot\t lands\t on\t the\t ground,\t perform\t the\t high\t knee\t skipping\t motion\t with\t the\t left leg.\t Repeat\t the\t skips\t for\t the\t desired\t distance.\t Focus\t on\t getting\t off\t the\t ground with\tthe\tskipping\tfoot\tas\tquickly\tas\tpossible.\tOnce\tagain,\tstride\tlength\twill\tnot be\tvery\tgreat\tduring\tthis\tdrill,\tso\tthe\tdistance\twill\tnot\tbe\tcovered\tquickly. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered. BUTT\tKICK\tDRILL Butt\tkicks\tteach\tbackside\tmechanics. Purpose:\tTo\treinforce\tcocking\tthe\tfoot\tand\tto\tteach\tbringing\tthe\tfoot\tto\tthe\thip after\tpush-off. Start:\tStand\ttall. Action:\t Lift\t the\t left\t foot\t off\t the\t ground,\t cocking\t it\t as\t it\t leaves\t the\t ground. Immediately\t bring\t the\t foot\t to\t the\t left\t hip,\t flexing\t the\t left\t hip\t somewhat\t so\t the knee\tdoes\tnot\tpoint\tstraight\tto\tthe\tground.\tAs\tthe\tleft\tfoot\tlands\ton\tthe\tground,","repeat\tthis\tdrill\twith\tthe\tright\tside.\tContinue\talternating\tuntil\t10\tto\t20\tyards\thave been\tcovered.\tNote\tthat\tthis\tis\ta\ttechnique\tdrill,\tnot\ta\tspeed\tdrill. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered. A\tDRILLS A\tdrills\tare\tdesigned\tto\tbring\ttogether\tankling,\thigh\tknee\tdrills,\tbutt\tkicks,\tand, eventually,\tarm\tswing\tdrills.\tThey\tare\tdesigned\tto\tbe\tperformed\tfaster\tand\tmore explosively\t than\t these\t basic\t drills\t and\t are\t meant\t to\t reinforce\t a\t tall\t posture, ankling,\theel\tto\thip,\thigh\tknees,\tankle\tdorsiflexion,\tand\tdriving\tthe\tfoot\ttowards","the\t ground.\t Like\t the\t high\t knee\t drills,\t A\t drills\t start\t with\t a\t walking\t motion, focusing\t on\t one\t side\t at\t a\t time.\t Eventually,\t both\t sides\t are\t alternated,\t then skipping\tis\tadded\tto\tmake\tthe\tmovements\tmore\tcomplicated.\tAt\tfirst,\tthese\tdrills are\tperformed\twithout\tany\temphasis\ton\tthe\tarm\tmotion.\tAs\tthe\tathlete\tbecomes more\t proficient,\t the\t arm\t motion\t can\t be\t added.\t A\t drills\t are\t performed\t for\t 10\t to 20\t yards.\t As\t with\t most\t technique\t drills,\t the\t emphasis\t should\t be\t on\t quality\t of movement\tas\topposed\tto\tspeed. A\tDrill,\tWalking,\tOne\tSide Purpose:\tTo\tbegin\tteaching\tthe\tsprinting\tmotion\tby\tfocusing\ton\tone\tside\tof\tthe body\tat\ta\ttime. Start:\tStand\ttall. Action:\tBring\t the\t right\t heel\t to\t the\t right\t hip\t and\t cock\t the\t foot.\t When\t the\t heel reaches\t the\t hip,\t lift\t the\t right\t knee.\t As\t the\t knee\t is\t lifted,\t the\t foot\t will\t separate from\tthe\thip.\tThe\tknee\tshould\tbe\tlifted\thigh\tenough\tso\tthat\tthe\tright\tfoot\t\u201csteps over\u201d\t the\t left\t knee.\t The\t foot\t must\t remain\t cocked\t as\t this\t occurs.\t Using\t the\t hip, drive\tthe\tleg\tinto\tthe\tground\tjust\tin\tfront\tof\tthe\tbody\u2019s\tcenter\tof\tgravity,\twith\tthe outside\tedge\tof\tthe\tfoot\tlanding\ton\tthe\tground.\tUse\ta\tpawing\tmotion\tto\tpull\tthe body\u2019s\t center\t of\t gravity\t over\t the\t foot.\t Take\t a\t normal\t step\t forward\t with\t the\t left leg.\tRepeat\tuntil\tthe\tdesired\tdistance\tis\tcovered.\tSwitch\tsides. Finish:\t The\t drill\t is\t completed\t when\t the\t desired\t distance\t has\t been\t covered\t with both\tsides\tof\tthe\tbody. A\tDrill,\tWalking,\tAlternating\tSides Purpose:\tTo\tbegin\tteaching\tthe\tsprinting\tmotion\tby\tfocusing\ton\talternating\tboth sides\tof\tthe\tbody. Start:\tStand\ttall. Action:\tPerform\t the\t walking\t A\t drill\t with\t the\t right\t side.\t As\t the\t body\t is\t pulled over\tthe\tfoot,\tlift\tthe\tleft\theel\tto\tthe\tleft\thip\tand\tperform\tthe\twalking\tA\tdrill\twith the\tleft\tleg.\tContinue\talternating\tuntil\tthe\tdesired\tdistance\thas\tbeen\tcovered. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered.","A\tDrill,\tSkipping,\tOne\tSide Purpose:\t To\t teach\tthe\tsprinting\tmotion\tin\tan\texplosive\tmanner\twhile\tfocusing on\tone\tside\tof\tthe\tbody. Start:\tStand\ttall. Action:\tMaintaining\ta\ttall\tposture,\tperform\ta\tskip\twith\tthe\tright\tleg.\tAs\tthe\tskip is\tperformed,\tthe\tright\tfoot\tshould\tbe\tcocked\tand\tthe\theel\tshould\tbe\tbrought\tto the\t hip.\t The\t knee\t should\t then\t be\t raised\t and\t the\t foot\t should\t be\t aggressively driven\t into\t the\t ground\t in\t a\t pawing\t motion.\t Walk\t forward\t with\t the\t left\t leg. Repeat\tuntil\tthe\tdesired\tdistance\thas\tbeen\tcovered.\tSwitch\tsides. Finish:\t The\t drill\t is\t completed\t when\t the\t desired\t distance\t has\t been\t covered\t with both\tsides\tof\tthe\tbody. A\tDrill,\tSkipping,\tAlternate\tSides Purpose:\t To\t teach\tthe\tsprinting\tmotion\tin\tan\texplosive\tmanner\twhile\tfocusing on\talternating\tboth\tsides\tof\tthe\tbody. Start:\tStand\ttall. Action:\tMaintaining\ta\ttall\tposture,\tperform\ta\tskip\twith\tthe\tright\tleg,\tfocusing\ton the\t mechanics\t described\t in\t the\t previous\t drill.\t As\t the\t right\t foot\t makes\t contact with\t the\t ground,\t immediately\t perform\t a\t skip\t with\t the\t left\t leg,\t once\t again focusing\t on\t correct\t mechanics.\t Strive\t to\t get\t off\t the\t ground\t as\t quickly\t as possible.\tRepeat\tuntil\tthe\tdesired\tdistance\thas\tbeen\tcovered. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered.","B\tDRILLS B\tdrills\tbuild\ton\tthe\tskills\ttaught\tby\tA\tdrills\tand\thelp\tthe\tathlete\tto\tfocus\ton\tan active\t landing\t with\t the\t foot\t during\t the\t sprinting\t motion.\t The\t landing\t is important\t because\t a\t poor\t foot\t strike\t can\t result\t in\t braking,\t which\t can\t slow\t the athlete\tdown.\tLike\tthe\thigh\tknee\tand\tA\tdrills,\tB\tdrills\tare\tperformed\tslowly\twith one\t side\t at\t first\t and\t gradually\t progress\t to\t a\t skip\t using\t both\t sides\t of\t the\t body. Initially,\tthe\tarm\tswing\tmotion\tshould\tnot\tbe\tincluded,\tbut\tit\tshould\tbe\tadded\tas the\tathlete\tprogresses\tin\tproficiency.\tThese\tdrills\tare\ttypically\tperformed\tfor\t10 to\t20\tyards. B\tDrill,\tWalking,\tOne\tSide Purpose:\tTo\tteach\tthe\tactive\tlanding\tduring\tthe\tsprinting\tmotion\twhile\tfocusing on\tone\tside\tof\tthe\tbody\tat\ta\ttime. Start:\tStand\ttall. Action:\tBring\t the\t right\t heel\t to\t the\t right\t hip\t and\t cock\t the\t foot.\t When\t the\t heel","reaches\t the\t hip,\t lift\t the\t right\t knee.\t As\t the\t knee\t is\t lifted,\t the\t foot\t will\t separate from\tthe\thip.\tThe\tknee\tshould\tbe\tlifted\thigh\tenough\tso\tthat\tthe\tright\tfoot\t\u201csteps over\u201d\tthe\tleft\tknee.\tAllow\tthe\tright\tknee\tto\textend\tso\tthat\tthe\tfoot\ttravels\tout\tin front\t of\t the\t body.\t Let\t this\t movement\t occur\t naturally,\t as\t a\t result\t of\t the\t hip flexion.\tDo\tnot\tforce\tor\texaggerate\tit.\tThe\tfoot\tmust\tremain\tcocked\tas\tit\tmoves in\tfront\tof\tthe\tbody.\tUsing\tthe\thip,\tdrive\tthe\tstraight\tleg\tinto\tthe\tground\tjust\tin front\tof\tthe\tbody\u2019s\tcenter\tof\tgravity,\twith\tthe\toutside\tedge\tof\tthe\tfoot\tlanding\ton the\t ground.\t Use\t a\t pawing\t motion\t to\t pull\t the\t body\u2019s\t center\t of\t gravity\t over\t the foot.\t Take\t a\t normal\t step\t forward\t with\t the\t left\t leg.\t Repeat\t until\t the\t desired distance\tis\tcovered.\tSwitch\tsides. Finish:\t The\t drill\t is\t completed\t when\t the\t desired\t distance\t has\t been\t covered\t with both\tsides\tof\tthe\tbody. B\tDrill,\tWalking,\tAlternate\tSides Purpose:\tTo\tteach\tthe\tactive\tlanding\tduring\tthe\tsprinting\tmotion\twhile\tfocusing on\talternating\tboth\tsides\tof\tthe\tbody. Start:\tStand\ttall. Action:\tPerform\t a\t walking\t B\t drill\t with\t the\t right\t leg.\t As\t the\t right\t foot\t makes contact\twith\tthe\tground,\tperform\ta\twalking\tB\tdrill\twith\tthe\tleft\tleg.\tRepeat\tuntil the\tdesired\tdistance\thas\tbeen\tcovered. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered. B\tDrill,\tSkipping,\tOne\tSide Purpose:\t To\t teach\t the\t active\t landing\t in\t an\t explosive\t manner,\t focusing\t on\t one side\tof\tthe\tbody. Start:\tStand\ttall. Action:\tMaintaining\ta\ttall\tposture,\tperform\ta\tskip\twith\tthe\tright\tleg.\tAs\tthe\tskip is\tperformed,\tthe\tright\tfoot\tshould\tbe\tcocked\tand\tthe\theel\tshould\tbe\tbrought\tto the\t hip.\t Raise\t the\t knee\t and\t then\t allow\t it\t to\t extend\t as\t the\t foot\t travels\t out\t and away\t from\t the\t body.\t Remember\t to\t keep\t the\t foot\t cocked\t throughout.\t The\t knee extension\tshould\thappen\tas\ta\tresult\tof\tthe\thip\tflexion.\tIt\tshould\tnot\tbe\tforced\tor exaggerated.\t From\t the\t hip,\t aggressively\t drive\t the\t straight\t leg\t into\t the\t ground","just\t in\t front\t of\t the\t body\u2019s\t center\t of\t gravity,\t with\t the\t outside\t edge\t of\t the\t foot landing\ton\tthe\tground.\tUse\ta\tpawing\tmotion\tto\tpull\tthe\tbody\u2019s\tcenter\tof\tgravity over\t the\t foot.\t Take\t a\t normal\t step\t forward\t with\t the\t left\t leg.\t Repeat\t until\t the desired\tdistance\tis\tcovered.\tSwitch\tsides. Finish:\t The\t drill\t is\t completed\t when\t the\t desired\t distance\t has\t been\t covered\t with both\tsides\tof\tthe\tbody. B\tDrill,\tSkipping,\tAlternate\tSides Purpose:\t To\t teach\t the\t active\t landing\t in\t an\t explosive\t manner,\t focusing\t on alternating\tboth\tsides\tof\tthe\tbody. Start:\tStand\ttall. Action:\tMaintaining\ta\ttall\tposture,\tperform\ta\tskipping\tB\tdrill\twith\tthe\tright\tleg. As\tthe\tright\tleg\tmakes\tcontact\twith\tthe\tground,\timmediately\tperform\ta\tskipping B\tdrill\twith\tthe\tleft\tleg.\tContinue\talternating\tfor\tthe\tdesired\tdistance. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered. FAST\tLEG\tDRILLS Fast\t leg\t drills\t are\t advanced\t drills\t that\t combine\t the\t qualities\t of\t a\t number\t of\t the drills\tdescribed\tpreviously.\tFast\tleg\tdrills\tshould\tonly\tbe\tperformed\tafter\tathletes have\tmastered\tthe\tmore\tbasic\tdrills. Fast\tLeg\tDrill Purpose:\tTo\thelp\timprove\tstride\tfrequency. Start:\tStand\ttall. Action:\tShuffle\ton\tstraight\tlegs,\tcocking\teach\tfoot\tas\tit\tleaves\tthe\tground\t(i.e.,\ta fast\tankling\tmotion).\tOn\tevery\tthird\tstep,\tperform\ta\t\u201cfast\tleg\u201d\tmotion:\tbring\tthe heel\tto\tthe\thip,\tcycle\tthe\tleg\tforward\t(stepping\tover\tthe\topposite\tleg),\tand\tlift\tthe knee,\t allowing\t the\t foot\t to\t separate\t from\t the\t hip.\t Using\t the\t hip,\t drive\t the\t foot down\ttoward\tthe\tground\tin\ta\tpawing\tmotion\tso\tthat\tthe\toutside\tedge\tof\tthe\tfoot makes\t contact\t with\t the\t ground.\t The\t foot\t should\t remain\t dorsiflexed\t throughout. This\t fast\t leg\t motion\t should\t take\t place\t as\t quickly\t as\t possible.\t Perform\t the\t drill","for\t10\tto\t20\tyards.\tA\tvariation\tof\tthis\tdrill\tis\tto\ttake\tevery\tleft\t(or\tright)\tstride\tas a\tfast\tleg. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered. STRIDE\tLENGTH\tDRILLS Stride\tlength\tdrills\tare\tdesigned\tto\thelp\timprove\tan\tathlete\u2019s\tstride\tlength.\tWhen implementing\tthese\tdrills,\tkeep\tseveral\tpoints\tin\tmind: Too\tmuch\tstride\tlength\t(i.e.,\toverstriding)\tis\tjust\tas\tbad\tas\tnot\tenough\tstride length. An\t athlete\u2019s\t ideal\t stride\t length\t generally\t should\t be\t 2.3\t to\t 2.5\t times\t leg length\tfor\twomen\tand\t2.5\tto\t2.7\ttimes\tfor\tmen. Improving\tstride\t length\trequires\tseveral\tfactors,\tincluding\tsound\tsprinting technique,\tstrength,\tand\tdynamic\tflexibility. With\ta\tstride\tlength\tdrill,\tthe\tcoach\tshould\tgive\tthe\tathlete\t10\tto\t15\tyards\tto accelerate.\t After\t that\t point,\t the\t coach\t should\t put\t some\t type\t of\t marker\t on\t the ground\tat\ta\tpercentage\tof\tthe\tathlete\u2019s\tideal\tstride\tlength\t(generally\t80\tpercent). The\t coach\t can\t place\t 10\t to\t 15\t markers\t the\t same\t distance\t apart.\t To\t execute\t this drill,\tthe\tathlete\twill\taccelerate\tand\tthen\tattempt\tto\thave\ta\tfoot\tstrike\tafter\teach marker. For\texample,\tif\ta\tmale\tathlete\thas\ta\t36\u201d\tleg,\tthen\this\tideal\tstride\tlength\tis\t90 inches\t (2.5\t x\t 36).\t After\t a\t 10-to\t 15-yard\t acceleration\t zone,\t a\t marker\t should\t be placed\tevery\t72\tinches\t(80\tpercent\tof\t90).\tThe\tathlete\twill\tbe\texpected\tto\thave\ta foot\tstrike\tafter\teach\tmarker. Another\t approach\t is\t a\t scaling\t foot\t strike\t drill,\t where\t the\t distance\t between markers\t is\t gradually\t increased.\t The\t athlete\t should\t still\t have\t a\t 10-to\t 15-yard acceleration\tzone.\tAfter\tthat,\tthe\tfirst\tmarker\tshould\tbe\tplaced\tat\ta\tdistance\tof\t60 percent\t of\t the\t athlete\u2019s\t ideal\t stride\t length.\t The\t next\t marker\t should\t be\t at\t 65 percent,\tthen\t70\tpercent,\tand\tso\ton,\twith\teach\tmarker\tincreasing\tby\t5\tpercent,\tall the\t way\t up\t to\t 105\t percent\t of\t the\t athlete\u2019s\t ideal\t stride\t length.\t Using\t the\t same athlete\tas\tthe\tprevious\texample,\tthe\tmarkers\twould\tbe\tplaced\t54,\t58.5,\t63,\t67.5, 72,\t76.5,\t81,\t85.5,\t90,\tand\t94.5\tinches\tapart.","During\t stride\t length\t drills,\t sound\t technique\t must\t be\t emphasized.\t Athletes will\t attempt\t to\t overstride\t or\t run\t on\t their\t toes\t during\t these\t drills,\t but\t these actions\tshould\tbe\tdiscouraged\tbecause\tthey\tdevelop\tbad\thabits. Acceleration\tDrills Accelerating\tincludes\tstarting\tthe\tmotion\t(from\ta\tstationary\tor\tmoving\tstart)\tand increasing\tvelocity.\tAcceleration\tdrills\tcan\tgo\tfrom\tsimple\tto\tsport-specific.\tThe acceleration\tdrills\tin\tthis\tchapter\tuse\tthe\tfollowing\tprogression: Standing Crouching Lying Changing\tdirections Sport-specific Standing\tStart Purpose:\t To\t teach\t the\t arm\t action\t that\t accompanies\t the\t start\t and\t to\t develop acceleration. Start:\t The\t non-power\t foot\t begins\t two\t foot-lengths\t behind\t the\t start\t line.\t The power\t foot\t begins\t three\t foot-lengths\t behind\t the\t start\t line.\t Feet\t are\t placed\t less than\tshoulder-width\tapart.\tSquat\tdown,\tkeeping\tthe\thead\tand\ttrunk\tin\talignment. Keep\tthe\tweight\ton\tthe\tballs\tof\tthe\tfeet. Action:\t Begin\t acceleration\t by\t \u201cfalling\u201d\t forward\t and\t then\t stepping\t with\t the power\tfoot\tto\tbreak\tthe\tfall.\tAs\tthe\tpower\tfoot\tsteps\tforward,\tdrive\tback\tthe\tarm on\tthe\tsame\tside.\tRun\tthe\tprescribed\tdistance. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered.","Crouch\tStart Purpose:\tTo\tdevelop\tacceleration\tfrom\tthe\tcrouched\tposition. Start:\tAssume\teither\ta\tthree-point\tor\tfour-point\tstance. Action:\t On\t command,\t sprint\t forward\t and\t cover\t the\t desired\t distance.\t As\t the power\tfoot\tsteps\tforward,\tdrive\tthe\tarm\ton\tthe\tsame\tside\tbackward. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered.","Push-Up\tStart","Purpose:\t To\t make\t the\t starting\t motion\t more\t difficult\t by\t requiring\t the\t athlete\t to stand\tup\tbefore\taccelerating. Start:\t Lie\t down\t behind\t the\t start\t line\t and\t assume\t the\t starting\t position\t for pushups. Action:\tOn\tcommand,\tstand\tup\tand\tsprint\tforward,\tcovering\tthe\tdesired\tdistance. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered. Prone\tStart Purpose:\t To\t make\t the\t starting\t motion\t more\t difficult\t by\t requiring\t the\t athlete\t to get\toff\tthe\tground\tbefore\taccelerating. Start:\tLie\tdown\ton\tthe\tstomach. Action:\tOn\tcommand,\tstand\tup\tand\tsprint\tforward,\tcovering\tthe\tdesired\tdistance. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered.","Standing,\tBack-to-Course\tStart Purpose:\t To\t make\t the\t starting\t motion\t more\t difficult\t by\t requiring\t the\t athlete\t to change\tdirection\tbefore\taccelerating. Start:\tStand\twith\tthe\tback\tto\tthe\tcourse. Action:\t On\t command,\t turn\t around\t and\t sprint\t forward,\t covering\t the\t desired distance. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered. Broad\tJump\t+\tStart Purpose:\tTo\tmake\tthe\tstarting\tmotion\tmore\tcomplex\tand\tmore\tsport-specific\tby combining\tmotions. Start:\tStand\ttall.","Action:\t Execute\t a\t standing\t broad\t jump.\t Upon\t landing,\t immediately\t sprint forward\tand\tcover\tthe\tdesired\tdistance. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered. Vertical\tJump\t+\tStart Purpose:\tTo\tmake\tthe\tstarting\tmotion\tmore\tcomplex\tand\tmore\tsport-specific\tby combining\tmotions. Start:\tStand\ttall. Action:\t Execute\t a\t vertical\t jump.\t Upon\t landing,\t immediately\t sprint\t forward\t and cover\tthe\tdesired\tdistance. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered. Medicine\tBall\tToss\t+\tStart Purpose:\tTo\tmake\tthe\tstarting\tmotion\tmore\tcomplex\tand\tmore\tsport-specific\tby combining\tmotions. Start:\tStand\ttall. Action:\t Execute\t a\t forward\t or\t backward\t medicine-ball\t toss.\t Upon\t releasing\t the ball,\tsprint\tforward\tthe\tdesired\tdistance. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered.","Agility Agility\tis\tthe\tability\tto\teffectively\tand\tefficiently\tchange\tdirection.\tIn\tan\tathletic context,\t agility\t can\t take\t on\t a\t much\t greater\t meaning,\t for\t instance,\t the\t ability\t to coordinate\t sport-specific\t tasks\t (like\t eluding\t a\t defender,\t carrying\t a\t ball,\t and evaluating\t the\t defensive\t scheme),\t the\t ability\t to\t coordinate\t several\t skills simultaneously,\t and\t even\t the\t ability\t to\t effectively\t decipher\t a\t novel\t situation. Studies\t show\t that,\t outside\t of\t sport-specific\t skills,\t agility\t is\t the\t primary determining\tfactor\tfor\tsuccess\tin\ta\tsport. Like\t any\t physical\t component\t of\t a\t successful\t athlete\t (e.g.,\t strength,\t power, balance,\t coordination,\t etc.),\t agility\t (or\t athleticism)\t is\t largely\t determined\t by genetics.\t Many\t coaches\t and\t athletes\t think\t that\t agility\t cannot\t be\t influenced\t or improved\tto\tany\tsignificant\tdegree.\tAgility\tis\tdifficult\tto\tinfluence\tand\timprove, but\t agility\t training\t is\t still\t important,\t just\t like\t strength\t training,\t flexibility,\t and metabolic\t conditioning.\t Agility\t is\t a\t neural\t ability\t that\t is\t developed\t over\t time with\t many\t repetitions.\t Depending\t on\t the\t physical\t requirements\t of\t the\t sport, agility\ttraining\tmay\tbe\tthe\tmost\timportant\taspect\tof\ttraining\tout\tof\tseason. Traditionally,\t off-season\t programs\t have\t focused\t solely\t on\t strength\t and conditioning,\twithout\tsport-specific\tapplication.\tThe\tproblem\twith\tthis\tapproach is\t that\t when\t the\t season\t starts,\t the\t athlete\t is\t in\t top\t physical\t shape\t that\t does\t not necessarily\t apply\t to\t the\t sport\u2019s\t specific\t needs.\t Agility\t training\t bridges\t the\t gap between\t strength\t and\t conditioning\t and\t competition,\t and\t helps\t athletes\t apply their\t hard-earned\t strength\t and\t conditioning\t gains\t to\t the\t playing\t field.\t Agility training\t should\t be\t incorporated\t into\t all\t off-season\t strength\t and\t conditioning programs\t for\t sports\t that\t require\t the\t athlete\t to\t compete\t in\t open\t space,\t change direction,\tor\tcompete\tin\tan\tunpredictable\tenvironment. This\t chapter\t will\t cover\t the\t science\t behind\t agility\t training,\t constituents\t of agility,\t training\t principles\t of\t agility\t training,\t and\t program\t design\t information relating\tto\tagility\ttraining.","Science\tand\tAgility\tTraining It\tis\timportant\tto\tunderstand\tsome\tof\tthe\tmechanisms\tassociated\twith\tacquiring agility\t skills.\t Many\t coaches\t quickly\t incorporate\t drills\t into\t team\t practice,\t with little\tunderstanding\tof\tthe\twhys\tbehind\tthe\tdrills.\tAs\ta\tresult,\tathletes\tof\tvarying degrees\t of\t experience\t and\t skill\t may\t be\t grouped\t together,\t and\t many\t of\t the athletes\t may\t receive\t inappropriate\t coaching.\t Before\t implementing\t agility training,\t a\t coach\t needs\t to\t understand\t the\t science\t behind\t agility\t to\t avoid\t some common\t coaching\t pitfalls.\t Agility\t training\t draws\t from\t a\t number\t of\t important sport\tscience\tdisciplines:\tphysiology,\tbiomechanics,\tand\tmotor\tlearning.","Physiology\tand\tAgility\tTraining Metabolic\t conditioning\t and\t agility\t training\t should\t be\t considered\t inseparable. Appropriate\t agility\t training\t drills\t can\t duplicate\t movement\t skills\t that\t tax\t the metabolic\tsystem\tin\ta\tspecific\tmanner.\tAlthough\tthe\tintensity\tof\tcompetition\tcan never\tbe\texactly\tduplicated\tin\tpractice,\tthe\tintensity,\tduration,\tand\trest\tperiods\tof drills\tcan\tbe\tadjusted\tto\tsimulate\tgame\tsituations\tand\telicit\tthe\tdesired\tmetabolic effect.\t The\t drills\t should\t be\t modified\t according\t to\t the\t nature\t of\t the\t sport (work\/rest\tor\twork\/active\trest). Many\t coaches\t line\t up\t their\t players\t single\t file\t to\t participate\t in\t a\t drill.\t For instance,\tthe\tsoccer\tcoach\tinstructs\tone\tplayer\tto\tpossess\tthe\tball\twhile\tanother player\t acts\t as\t the\t defender.\t The\t ball\t handler\t tries\t to\t run\t by\t the\t defender,\t while the\trest\tof\tthe\tteam\tstands\tin\tline\tand\twatches.\tIn\tessence,\ttwo\tplayers\tare\tactive, while\t10\tor\tmore\tare\tmetabolically\tat\trest.\tClearly,\tthis\tsituation\trarely\thappens in\t a\t game.\t As\t an\t alternative,\t divide\t the\t players\t into\t groups\t of\t three.\t In\t each group\tof\tthree,\ttwo\tcan\tcompete\tor\tbe\tactive\tand\tone\tcan\trest.\tEven\tif\tthe\tcoach cannot\tinstruct\tall\tthe\tplayers,\tthey\tare\tactive\tand\tthey\tare\tlearning\ton\ttheir\town. This\tsimple\tstrategy\tcan\tincrease\tthe\tmetabolic\tintensity\tof\tpractice\tand\tkeep\tthe players\tinterested\tin\tthe\tdrill. Off-season\ttraining\tshould\tallow\tenough\ttime\tto\tadequately\ttrain\tagility\twith full\t recovery\t between\t repetitions,\t which\t ensures\t that\t accumulated\t fatigue\t is minimized\tand\tquality\tof\tmovement\tis\temphasized.\tUltimately,\trest\tintervals\tcan be\t reduced\t to\t more\t closely\t reflect\t the\t work-to-rest\t intervals\t observed\t in competition.\t When\t incorporating\t sport-specific\t work-to-rest\t intervals,\t a progression\tshould\tbe\tused\tover\ttime,\twhich\twill\tensure\ta\tmore\tgradual\tchange in\tintensity\tand\tminimize\tthe\tchances\tfor\tovertraining,\toveruse,\tand\tinjury.","Biomechanics\tand\tAgility\tTraining The\t basis\t of\t all\t human\t movement\t is\t muscles\t applying\t torque\t to\t bones\t rotating around\t joints.\t The\t human\t body\t is\t a\t very\t complex\t series\t of\t systems\t that\t are coordinated\tto\tmake\teven\tbasic\tmovements\thappen.\tWhile\ttraining\tfor\tagility,\tor in\t athletic\t competition,\t the\t biomechanics\t of\t the\t movements\t become\t very important\tand\tcan\thave\ta\tpronounced\teffect\ton\tthe\toutcome.\tIf\ta\tbatter\twere\tto adjust\this\tswing\teven\ta\tquarter\tof\tan\tinch\ton\ta\tpitch,\tit\tcould\tmean\tthe\tdifference between\t a\t routine\t pop-up\t and\t a\t home\t run.\t The\t same\t thing\t can\t be\t said\t for\t foot placement\ton\tthe\tbasketball\tcourt.\tIf\ttwo\tplayers\tare\tscrambling\tfor\ta\tloose\tball and\t one\t can\t apply\t more\t properly\t placed\t foot\t contacts,\t then\t he\t is\t in\t a\t better position\tto\twin\tthe\tball. When\tit\tcomes\tto\tbiomechanics\tand\tagility\ttraining,\ta\tcoach\tshould\ttake\tinto account\tthe\tfollowing\tfour\tinterrelated\tconsiderations: The\tlocation\tof\tthe\tcenter\tof\tgravity The\timportance\tof\tacceleration\tand\tdeceleration Efficiency\tof\tmovement The\timportance\tof\tbody\tpositioning Location\tof\tthe\tCenter\tof\tGravity The\tcenter\tof\tgravity\tor\tcenter\tof\tmass\tis\tthe\tpoint\tat\twhich\tall\tof\tthe\tmass\tof\tthe body\twould\tbe\tcondensed\tinto\tconsidering\tall\tbody\tsegments\tand\ttheir\tpositions. The\thigher\tthe\tcenter\tof\tgravity,\tthe\tmore\tunstable\tthe\tathlete.\tA\thigh\tcenter\tof gravity\t can\t sometimes\t be\t advantageous,\t for\t example,\t when\t a\t basketball\t player would\t desire\t to\t remain\t elevated\t for\t a\t longer\t period\t of\t time.\t Advanced\t players will\t raise\t their\t center\t of\t gravity\t while\t in\t the\t air\t to\t give\t the\t visual\t illusion\t that they\t are\t somehow\t suspended.\t The\t athlete\u2019s\t center\t of\t gravity\t will\t have\t an\t ideal location\tdepending\ton\tthe\tsituation. Most\toften,\ta\thigher\tcenter\tof\tgravity\twill\tnot\tbe\tto\tthe\tathlete\u2019s\tadvantage. Consider\t the\t following\t situation:\t two\t opposing\t players\t are\t positioning\t for\t a loose\t soccer\t ball.\t As\t they\t both\t race\t toward\t the\t ball,\t one\t drops\t his\t center\t of gravity\tby\tbending\tat\tthe\thips,\twhile\tthe\tother\talso\tlowers\this\tcenter\tof\tgravity, but\tnot\tas\tmuch.\tDuring\tincidental\tcontact\tas\tthey\tmove\ttoward\tthe\tball,\twith\tall","other\t variables\t held\t equal,\t the\t lower\t player\t can\t better\t position\t himself\t by pushing\toff\tthe\topponent. Lowering\tthe\tcenter\tof\tgravity\tby\tbending\tat\tthe\tknees\tand\thips\toften\tresults in\ta\tbetter\tposition\tto\tpush\tthe\tathlete\tin\tthe\tdesired\tdirection\twhen\taccelerating. As\t a\t simple\t example,\t take\t a\t shoulder-width\t stance,\t bend\t at\t the\t knees\t slightly, and\tthen\ttake\ta\tforceful\tlateral\tstep.\tNext,\ttake\tthe\tsame\tshoulder-width\tstance, but\tthis\ttime\tbend\tfurther\tat\tthe\tknees\tand\thips,\tlowering\tyour\tcenter\tof\tgravity, and\ttake\tthe\tlateral\tstep.\tYou\twill\tquickly\tnotice\tthat\tyou\tcan\ttake\ta\tbigger\tand more\tforceful\tstep\tin\tthe\tlower\tposition. The\t universal\t \u201cathletic\t stance\u201d\t is\t a\t position\t where\t the\t knees\t and\t hips\t are bent,\tthe\ttorso\tleans\tforward\tslightly,\tthe\tback\tis\tflat,\tand\tthe\thead\tand\teyes\tare up.\tThis\tstance\tis\tobserved\tin\tmany\tdifferent\tsports,\tsuch\tas\tfootball,\tbasketball, and\t tennis.\t This\t stance\t is\t the\t best\t position\t to\t apply\t force\t in\t all\t directions.\t The linebacker\t can\t either\t take\t on\t a\t blocker\t by\t quickly\t moving\t forward\t or\t react\t to cover\t a\t tight\t end.\t The\t tennis\t player\t can\t move\t in\t multiple\t directions\t to\t return\t a serve\twith\ta\tbackhand\tor\tforehand.\tAnd\tthe\tbasketball\tplayer\tis\tbest\tpositioned to\tdefend\tan\topponent\tthat\tis\ttrying\tto\trun\tby\twith\tthe\tball.\tThe\tcenter\tof\tgravity is\tlow\tand\tthe\tbody\tis\tpositioned\tto\tmove\tin\tmany\tdifferent\tdirections.","Importance\tof\tAcceleration\tand\tDeceleration Acceleration\t can\t be\t defined\t as\t a\t change\t in\t velocity,\t usually\t in\t the\t positive direction.\tDeceleration,\tor\tstopping\tability,\tis\tsimply\tmoving\tfrom\ta\thigh\tto\tlow velocity\t or\t to\t a\t stop.\t Many\t situations\t in\t sport\t require\t the\t athlete\t to\t be\t able\t to accelerate\tand\tdecelerate.\tThe\tmore\tproficient\tthe\tathlete\tbecomes\tat\tthese\tskills, the\t better\t his\t performance\t potential.\t The\t ability\t to\t accelerate\t and\t decelerate\t is important\t because\t it\t creates\t space\t between\t opposing\t players.\t Its\t importance\t is especially\tevident\tin\tfootball\tbetween\tdefensive\tbacks\tand\tthe\treceiver\tposition. Great\t receivers\t can\t accelerate\t and\t decelerate\t more\t rapidly\t than\t defensive backs.\t For\t example,\t take\t a\t simple\t out\t pattern\t of\t the\t receiver\t into\t account.\t The receiver\twill\taccelerate\toff\tthe\tline\tof\tscrimmage\trapidly\tand,\tdepending\ton\tthe situation,\tthe\tdefensive\tback\twill\tstart\tmoving\tbackward\tquickly.\tGreat\treceivers can\t disguise\t their\t routes\t using\t acceleration\t off\t the\t line\t to\t keep\t the\t defensive back\tpositioned\tnot\tto\tgive\tup\tthe\tdeep\tpass.\tThe\treceiver\troute\trequires\tthem\tto quickly\tdecelerate\tand\t make\t a\t90-degree\tturn.\tThe\tdefensive\tback\tshould\t then change\tdirection\tand\taccelerate\ttoward\tthe\treceiver.\tOnce\tagain,\tthe\treceiver\twill want\tto\tdisguise\twhich\tdirection\the\tis\tgoing\tto\tturn,\tleaving\tthe\tdefensive\tback with\tlittle\tinformation\tto\treact\tto.\tIf\tthe\treceiver\tdecelerates\tquickly\tenough,\the will\t create\t space\t between\t himself\t and\t the\t defensive\t back.\t However,\t a\t good defensive\t back\t will\t be\t in\t position\t to\t defend\t the\t receiver.\t As\t the\t pattern continues\tand\tthe\treceiver\tchanges\tdirection,\the\twill\thave\tanother\topportunity\tto accelerate\t more\t rapidly\t than\t the\t defensive\t back.\t The\t great\t receivers\t can accelerate,\tdecelerate,\tand\tre-accelerate\tbetter\tthan\ttheir\topponents.\tOn\tthe\tother hand,\ta\tgreat\tdefensive\tback\tcan\tdo\tthe\tsame.","Efficiency\tof\tMovement Efficiency\tof\tmovement\tis\tcritical\tfor\teffective\tagility\tto\toccur.\tAthletes\tshould be\t trained\t enough\t and\t familiar\t enough\t with\t the\t required\t skills\t of\t the\t sport\t to move\t efficiently\t in\t various\t situations.\t In\t open\t skills,\t the\t athlete\t may\t be\t able\t to decipher\tthe\toffensive\tand\tdefensive\tschemes,\twhich\tcan\tbe\ta\tvery\teffective\tway to\tconserve\tenergy.\tHowever,\twhen\tisolating\tspecific\tagility\tskills,\tefficiency\tof movement\tis\tparamount.\tFoot\tplacement,\tlocation\tof\tthe\tcenter\tof\tgravity,\ttorso positioning,\t arm\t action,\t head\t positioning,\t and\t the\t focus\t of\t the\t eyes\t are\t all\t very important.\t The\t athlete\t should\t strive\t to\t expend\t all\t of\t his\t efforts\t moving\t in\t the most\t efficient\t manner\t toward\t his\t objective,\t which\t may\t involve\t an\t array\t of different\t movement\t patterns\t like\t backpedaling,\t side\t shuffling,\t using\t the crossover\t step,\t or\t turning\t and\t running.\t An\t experienced\t coach\t will\t be\t able\t to identify\t unnecessary\t movements\t of\t the\t body,\t usually\t of\t the\t feet\t and\t arms.\t The coach\t should\t give\t information\t to\t the\t athlete\t before,\t during,\t and\t after\t the\t drill. This\t strategy\t has\t been\t proven\t to\t be\t most\t effective\t for\t athletes\t to\t learn\t and acquire\t skills.\t The\t bottom\t line\t is\t that\t the\t athlete\t should\t strive\t to\t bring\t about some\t end\t result\t with\t maximum\t certainty\t and\t minimum\t outlay\t of\t energy,\t or\t of time\tand\tenergy.","Importance\tof\tBody\tPositioning The\t importance\t of\t body\t positioning\t cannot\t be\t overstated.\t In\t team\t sports,\t using correct\tbody\tposition\tenables\tthe\tathlete\tto\tbest\tapply\tforce.\tThe\tresistance\tthat needs\tto\tbe\tovercome\tis\tthe\tathlete\u2019s\town\tbody\tweight,\tan\topponent\u2019s\tresistance, an\t implement\/object,\t or\t a\t combination\t of\t these\t factors.\t The\t athlete\t should maintain\t a\t neutral\t spine\t and\t have\t the\t ability\t to\t keep\t the\t correct\t body\t position. The\tterm\t\u201ccore\tstability\u201d\tis\tsometimes\tused\tto\tdefine\tthe\tability\tto\tmaintain\tthis position. The\t\u201ccore\u201d\t of\tthe\t body\trefers\t to\tthe\tmusculature\tthat\tsupports\tthe\tspine\tof the\t body.\t If\t the\t spine\t is\t viewed\t as\t a\t lever\t and\t it\t is\t not\t rigid,\t the\t limbs\t cannot generate\tmaximal\tforce.\tOn\tthe\tother\thand,\tif\tthe\tspine\tis\tneutral,\tand\tthe\tbody is\tin\tposition,\tthen\tthe\tathlete\tcan\tsignificantly\tincrease\tthe\tamount\tof\tforce\tthat can\tbe\tapplied.\tThis\tforce\tcan\tbe\tused\tto\taccelerate,\tdecelerate,\tchange\tdirection, win\ta\tloose\tball,\treturn\ta\tserve,\tdrive\tblock\ta\tdefender,\tetc. Interestingly,\tsome\tstudies\thave\tsuggested\tthe\tfollowing: Athletes\t with\t higher\t vertical\t jumps\t also\t perform\t better\t on\t certain\t agility tests\t(Barnes,\tJ.,\tet\tal.\t2007). A\t weak\t correlation\t exists\t between\t short-distance\t sprint\t speed\t and\t agility performance. Lower-body\tmuscular\tpower,\tagility,\tand\testimated\tmaximal\taerobic\tpower typically\timprove\twith\tincreased\tplaying\tlevels\t(Gabbett,\tT\t&\tB.\tGeorgieff, 2007). Agility\t was\t the\t only\t performance\t measure\t that\t predicted\t competitive rankings\tin\ttennis\twhen\tconsidering\tstrength,\tspeed,\tagility,\tand\tendurance (Roetert,\tP.,\tet\tal.\t1992).","Motor\tLearning Motor\t learning\t is\t a\t set\t of\t internal\t processes\t associated\t with\t practice\t or experience\tleading\tto\ta\trelatively\tpermanent\tgain\tin\tperformance\tcapability.\tThe following\t section\t pertains\t to\t motor\t learning\t and\t skill\t classification.\t It\t is important\tto\tunderstand\tskill\tclassification\tand\tits\timplications.\tThe\tinformation that\t follows\t will\t help\t the\t practitioner\t to\t discern\t between\t each\t skill\t taught\t and give\ta\tstrategic\tapproach\tto\tcoaching.\tCoaches\tshould\tbe\tfamiliar\twith\tthe\ttypes of\t skills\t that\t their\t sport\t requires\t and\t with\t basic\t concepts\t underlying\t motor learning.\t Skill\t classification\t and\t practical\t application\t for\t the\t coach\t and\t athlete will\tbe\tdiscussed. Discrete,\tContinuous,\tand\tSerial Discrete:\t A\t skill\t where\t the\t action\t is\t usually\t brief\t and\t with\t a\t recognizable beginning\t and\t end.\t The\t serve\t in\t tennis\t is\t an\t example\t of\t a\t discrete\t skill. Elite\tplayers\trecognize\tthe\timportance\tof\tthe\tserve\tand\tpractice\tit\tfor\thours on\tend. Continuous:\t A\t skill\t where\t the\t action\t unfolds\t continuously,\t without\t a recognizable\t beginning\t and\t end.\t Playing\t the\t game\t of\t rugby\t incorporates many\tactions\twithout\t a\trecognizable\tbeginning\tand\tend.\tTherefore,\trugby would\tbe\tclassified\tas\ta\tcontinuous\tskill. Serial:\t A\t skill\t composed\t of\t several\t discrete\t actions\t strung\t together,\t often with\t the\t order\t of\t actions\t being\t critical\t for\t success.\t Some\t drills\t used\t in agility\t training\t are\t serial\t in\t nature,\t for\t instance,\t using\t a\t sequence\t of changes\tin\tdirection,\treacting\tto\ta\tstimulus\t(defender),\tand\tcatching\ta\tball.","Open\tand\tClosed Open\t skills\t are\t skills\t that\t take\t place\t in\t an\t unpredictable\t and\t changing environment.\t With\t open\t skills,\t it\t is\t recommended\t that\t the\t athlete\t focus\t on\t the environment.\t Most\t team\t sport\t competitions\t (i.e.\t basketball,\t rugby,\t football)\t are open\tskilled. Closed\t skills\t are\t movements\t that\t take\t place\t in\t stable\t environments.\t The athlete\t should\t be\t focusing\t on\t the\t preprogrammed\t motor\t programs.\t Many\t skills in\t gymnastics\t are\t closed\t skills.\t The\t environments\t (i.e.,\t balance\t beam,\t uneven bars,\tfloor,\tetc.)\tare\tclearly\tstable\tand\tunchanging. Motor\tand\tCognitive Highly\t weighted\t cognitive\t skills\t rely\t on\t a\t thinking\t process\t and\t arousal\t is detrimental\tto\tperformance.\tSpringboard\tand\tdiving\tare\tan\texcellent\texample\tof highly\tweighted\tcognitive\tskill. Motor\tskills\trely\ton\tmovement\tcontrol\tand\tresponse\tproduction.\tPowerlifting is\t a\t wonderful\t example\t of\t a\t motor\t skill.\t Although\t the\t lifts\t themselves\t are somewhat\ttechnical,\tthey\trely\ton\tmotor\tskills\theavily.","Simple\tand\tComplex\tSkills The\t concept\t of\t simple\t and\t complex\t skill\t classification\t gives\t room\t for interpretation.\t If\t the\t skill\t to\t be\t learned\t is\t novel\t and\t requires\t a\t great\t deal\t of cognitive\tawareness,\tthen\tthe\tskill\twould\tbe\tclassified\tas\tcomplex.\tHowever,\tif the\t athlete\t is\t advanced\t and\t the\t learning\t of\t new\t skills\t comes\t easily,\t it\t may\t be termed\tsimple.\tKeep\tin\tmind\tthe\tarousal\tlevel\tof\tthe\tathlete.\tIf\tthe\tskill\tappears to\t require\t less\t concentration\t and\t arousal\t levels\t are\t advantageous,\t then\t the\t skill would\tbe\tsimple.\tOlympic\tlifting\tis\tvery\ttechnical\tand\trequires\ta\tcertain\tlevel\tof arousal,\t but\t not\t so\t much\t as\t to\t compromise\t the\t successful\t execution. Weightlifting\tis\tclassified\tas\tcomplex.","Concepts\tof\tMotor\tLearning The\tfollowing\tconcepts\tof\tmotor\tlearning\tare\timportant\tfor\tagility\ttraining: Perceptual\temphasis Sequential\tdependencies Automatization The\timportance\tof\terrors Motor\tstage\tof\tmastery Arousal\tlevels \u2022\tPerceptual\temphasis Perceptual\t emphasis\t is\t a\t key\t area\t to\t training\t for\t agility.\t To\t perform\t in\t an unstable\t environment,\t the\t athlete\t must\t be\t aware\t of\t sensory\t information.\t For instance,\t many\t situations\t in\t the\t game\t of\t soccer,\t like\t time\t on\t the\t clock,\t surface conditions,\t team\t tactics,\t and\t the\t opponent\u2019s\t strengths,\t weaknesses,\t and tendencies\t all\t require\t a\t perceptual\t emphasis\u2014in\t contrast\t to\t discrete\t skills\t like gymnastics,\twhere\tthe\tfocus\tis\tmainly\ton\tmovement\tcontrol. \u2022\tSequential\tDependencies Sequential\t dependencies\t are\t skills\t or\t tasks\t that\t interrelate\t or\t depend\t on\t each other\tstrongly.\tThe\tbicycle\tkick\tin\tsoccer\thas\ta\tstrong\tsequential\tdependency.\tIf a\tskill\thas\ta\tstrong\tsequential\tdependency,\tthen\tit\tis\tbest\tto\tpractice\tall\tthe\tskill\u2019s movements\ttogether,\tnot\tindependently.\tMany\ttimes,\tskills\tcan\tbe\tbroken\tdown, but\tit\tis\timportant\tto\talways\ttrain\tthe\tskill\tin\tits\tentirety. \u2022\tAutomatization If\t the\t skill,\t or\t part\t of\t the\t skill,\t can\t be\t automated,\t then\t the\t athlete\t can\t free attention\t for\t higher\t order\t aspects\t of\t the\t skill.\t As\t an\t example,\t the\t offensive lineman\u2019s\tfootwork\tof\tthe\tpass\tset\tin\tfootball\tcan\tbe\tautomated.\tAutomatization of\tthe\tfootwork\tcan\tfree\tattention\tto\tprocess\tother\tcoordinative\tabilities\tand\tthe opponent\u2019s\tstrategies\tand\ttact. \u2022\tImportance\tof\tErrors It\t is\t important\tto\tdetermine\thow\tcostly\terrors\tare\tto\tthe\tperformance.\tIn\tmany team\t sports,\t errors\t can\t be\t extremely\t costly,\t therefore\t practicing\t for","automatization\tis\tless\timportant\tthan\tbeing\table\tto\tdecipher\tsensory\tinformation. Sensory\t information\t is\t critical\t to\t transferring\t agility\t training\t to\t the\t field\t of competition.\t Therefore,\t supplying\t a\t significant\t level\t of\t sensory\t information when\t appropriate\t is\t important.\t The\t transfer\t of\t agility\t training\t to\t competition\t is what\tis\tmost\timportant. \u2022\tMotor\tStage\tof\tMastery Motor\tstage\tof\tmastery\tis\tthe\tlevel\tof\tacceptance\twhere\tthe\tskill\tcan\tbe\trepeated successfully\t without\t error.\t This\t level\t is\t important\t to\t reach\t in\t many\t skills because\tit\tfrees\tup\tthe\tathlete\u2019s\tattention\tand\tthat\tcould\tlead\tto\ttheir\tsuccess.\tIt\tis critical\tfor\tthe\tcoach\tto\tdefine\tthe\tbasic\tskills\tof\tthe\tsport.\tOnce\tthe\tskills\thave been\tdefined,\treinforce\tthose\tdefined\tskills\twith\tpractice. \u2022\tArousal\tLevels Arousal,\t or\t mental\t excitement,\t levels\t will\t vary\t from\t sport\t to\t sport\t and\t position to\t position.\t If\t the\t position\t on\t a\t team\t requires\t a\t great\t degree\t of\t skilled\t ability, then\t the\t arousal\t level\t is\t relatively\t low.\t As\t an\t example,\t a\t defensive\t back\t may have\t to\t process\t more\t information\t than\t the\t defensive\t tackle\t on\t the\t same\t team during\t the\t same\t play.\t The\t defensive\t back\t will\t have\t to\t recognize\t the\t offensive scheme,\t align\t himself\t against\t his\t opponent,\t determine\t what\t the\t opposition\u2019s tendencies\t and\t weaknesses\t are,\t react\t to\t the\t opponent\u2019s\t body\t positioning,\t and react\tto\tthe\tball\tin\topen\tspace\u2014all,\tmost\tlikely,\tin\ta\thighly\tskilled\tmanner.\tThe defensive\t tackle\t will\t have\t to\t make\t some\t of\t the\t same\t decisions,\t but\t he\t has\t less information\tto\tprocess\tand\tless\tspace\tto\tmake\tmoves\tin,\tand\tmany\tof\tthe\tskills required\tare\tgross\tmotor\tmovements.","Constituents\tof\tAgility An\t effective\t agility\t training\t program\t will\t address\t several\t components\t that\t are the\t constituents\t of\t agility.\t They\t are\t dynamic\t flexibility,\t coordination,\t power, dynamic\tbalance,\tacceleration,\tstopping\tability,\tand\tstrength.\tA\tmoderate\tto\thigh degree\t of\t transfer\t exists\t among\t each\t subcomponent.\t These\t components\t are interrelated,\t and\tdrills\twill\toften\temphasize\tone\tof\tthe\tcomponents\tbut\tdo\t not, and\t should\t not,\t isolate\t one\t particular\t component.\t The\t coach\t should\t practice subcomponents\tof\tagility\tto\timprove\toverall\tagility. Dynamic\t flexibility:\t Dynamic\t flexibility\t exercises\t closely\t duplicate\t the movement\trequirements\tseen\tin\ttraining\tor\tin\tcompetition.\tThey\tare\tfunctional- based\t activities\t that\t increase\t balance,\t flexibility,\t proprioception,\t coordination, and\t speed.\t They\t also\t help\t to\t teach\t sports-specific\t movements.\t Dynamic flexibility\twas\tcovered\tin\tChapter\t2. Coordination:\t Coordination\t is\t an\t athlete\u2019s\t ability\t to\t properly\t manage\t or process\tmuscle\tmovements\tto\tproduce\tcertain\tskills.\tHighly\tcoordinated\tathletes will\tproperly\tcoordinate\ttheir\tmuscle\tmovements\tto\telicit\tproductive\toutcomes. Power:\t Mechanically,\t power\t is\t work\t divided\t by\t time.\t If\t an\t athlete\t moves from\t point\t A\t to\t point\t B\t in\t less\t time,\t he\t has\t executed\t the\t movement\t more powerfully.\t Power\t is\t one\t of\t the\t many\t desirable\t characteristics\t that\t make\t up\t an agile\tathlete. Dynamic\t balance:\t Dynamic\t balance\t is\t the\t ability\t to\t maintain\t control\t over the\t body\t while\t in\t motion.\t While\t in\t motion,\t the\t body\t can\t use\t various\t feedback (i.e.,\t sight,\t kinesthetic\t awareness,\t perturbations)\t to\t adjust\t its\t center\t of\t gravity. Adjustments\tare\tmade\tby\tthe\tnervous\tsystem. Acceleration:\t This\t element\t should\t be\t considered\t as\t the\t ability\t to\t accelerate from\ta\tstarting\tposition\tto\ta\tgreater\tvelocity,\tand\talso\tthe\tability\tto\tchange\tfrom one\t speed\t to\t another,\t often\t referred\t to\t as\t \u201cchanging\t gears.\u201d\t Acceleration\t was covered\tin\tChapter\t3. Stopping\tability:\tStopping\tability\tis\tthe\tability\tto\tcome\tto\ta\tcomplete\tstop\tor to\t decelerate\t from\t various\t speeds.\t Stopping\t ability\t can\t take\t on\t various\t forms,","such\tas\tshuffling,\tbackpedaling,\tusing\ta\tcrossover\tstep,\tusing\tsingle\tor\tmultiple footsteps\tto\tstop,\tetc.\tStopping\tability\tand\tacceleration\tare\ttwo\tkey\telements\tfor success\ton\tthe\tplaying\tfield. Strength:\t Strength,\t in\t its\t most\t basic\t form,\t is\t the\t ability\t to\t overcome\t a resistance.\tIn\tmany\tsituations\tsurrounding\tagility,\tthe\tmass\tof\tthe\tbody\tsupplies the\tresistance.\tWhen\tan\tathlete\tis\tengaged\twith\tan\topponent,\tthe\taddition\tof\tthe opponent\u2019s\tresistance\tplus\tthe\tathlete\u2019s\town\tbody\tmass\tis\tthe\tresistance. To\t maximize\t performance,\t strength\t training\t should\t supplement\t all\t athletic training.\t Research\t has\t indicated\t that\t a\t significant\t correlation\t exists\t between lower\t body\t strength\t and\t agility.\t As\t a\t general\t rule,\t the\t more\t emphasis\t the\t sport has\t on\t strength\t and\t power,\t the\t greater\t the\t need\t to\t strength\t train.\t Strength training\thas\tnumerous\tbeneficial\teffects\tfor\tthe\tathlete,\tincluding: Improve\tbody\tcomposition Reduce\tthe\trisk\tof\tinjury Increase\tmuscular\tstrength\tand\tendurance Improve\tathletic\tperformance The\tground-based\tOlympic\tlifts\t(snatch,\tclean\tand\tjerk,\tand\ttheir\tvariations) in\t particular\t are\t extremely\t important\t to\t maximizing\t performance\t of\t team\t and change-of-direction\t sports.\t The\t intermuscular\t motor\t coordination\t of\t the Olympic\t lifts\t is\t most\t similar\t to\t various\t athletic\t competitions.\t In\t addition,\t the rate\tof\tforce\tdevelopment\twhile\tusing\tthe\tOlympic\tlifts\tis\tmost\tsimilar\tto\tthat\tof agility\tmovements\ton\tthe\tfield\tor\tcourt. Regarding\t explosive\t lifts\t and\t training,\t it\t is\t the\t position\t of\t the\t National Strength\tand\tConditioning\tAssociation\tthat: Resistance\t exercises\t characterized\t by\t maximal\t or\t near\t maximal\t rates\t of force\t development\t or\t by\t high\t accelerations,\t usually\t referred\t to\t as \u201cexplosive\texercises,\u201d\tare\teffective\tfor\tenhancing\tphysical\tperformance. Explosive\t exercises\t may\t be\t necessary\t for\t optimal\t physical\t conditioning\t in some\tsports,\tparticularly\tthose\tinvolving\thigh\taccelerations. In\t keeping\t with\t the\t principle\t of\t specificity\t of\t training,\t explosive\t exercises can\t be\t used\t to\t simulate\t movement\t patterns\t and\t velocity\t and\t acceleration","patterns\tof\tmany\tsports\tmovements. Explosive\t exercises\t should\t be\t taught\t by\t experienced\t and\t knowledgeable instructors. When\t properly\t taught\t and\t supervised,\t explosive\t exercises\t do\t not\t involve excessive\trisk\tof\tinjury. These\t interrelated\t constituents\t of\t agility\t are\t underlying\t components\t that should\tbe\taddressed\twhen\ttraining\tagility.","Training\tPrinciples\tand\tAgility\tTraining The\t following\t agility\t principles\t are\t highly\t correlated\t with\t training\t for\t agility and\twill\tserve\tto\tbetter\tdefine\ta\ttheoretical\tagility\tparadigm: Overload\tprinciple Transfer\tof\tabilities SAID Lead-up\tskills The\toverload\tprinciple\tis\tsimply\tstressing\tthe\tbody\tbeyond\tits\tcurrent\tstate. The\tstress\tis\texercise.\tThe\tbody\tmakes\tan\tadaptation\tbased\tupon\tthe\tstress\tand current\tfatigue\tstatus.\tThis\tdefinition\tis\ta\tvery\tsimplified\tversion\tof\tthe\toverload principle,\t with\t no\t consideration\t to\t the\t appropriate\t level\t of\t stress\/exercise\t that will\telicit\tthe\toptimal\tadaptation. Practicing\t agility\t movements\t should\t reflect\t circumstances\t observed\t in competition.\tThere\twill\tbe\ta\tpositive\ttransfer\tof\tabilities\tif\tappropriate\tdrills\tare selected.\t The\t amount\t of\t transfer\t will\t depend\t on\t the\t similarity\t of\t practice\t and competition.\t The\t greater\t the\t amount\t of\t similarity\t between\t practice\t and competition,\tthe\tgreater\tthe\tamount\tof\tappropriate\ttransferring. The\tspecific\tadaptations\tto\timposed\tdemands\t(SAID)\tprinciple\tstates\tthat\tthe adaptations\tof\tthe\tbody\tare\tspecific\tto\tthe\ttype\tof\tactivity\tthat\tcaused\tthem.\tAs an\t example,\t a\t distance\t runner\t would\t tax\t the\t aerobic\t system\t and\t muscular endurance\tqualities\tof\tthe\tbody.\tThe\texpected\tadaptations\twould\tbe\tan\timproved aerobic\t system\t and\t increased\t muscular\t endurance.\t In\t the\t case\t of\t training\t for agility,\t the\t coach\t will\t want\t to\t make\t the\t drills\t as\t specific\t as\t possible\t to\t the demands\t of\t the\t sport.\t If\t lateral\t shuffling\t is\t a\t predominant\t motor\t ability\t of\t a tennis\tplayer,\tthen\tthat\tspecific\tskill\tshould\tbe\temphasized\tin\tthe\tagility\ttraining program.\tIt\tis\twise\tto\tincorporate\tother\tfactors\tthat\tare\tspecific\tto\ttennis\tas\twell, such\t as\t having\t the\t athlete\t hold\t a\t racquet,\t use\t the\t court\t to\t perform\t the\t training, and\/or\treact\tto\ta\ttennis\tball\tin\tan\tappropriate\tmanner. The\t parts\t of\t a\t skill\t that\t lead\t up\t to\t more\t complex\t skills\t are\t called\t lead-up skills.\t Athletes\t should\t learn\t novel\t skills\t first,\t then\t the\t coach\t can\t add\t more complexity\t to\t the\t skill.\t In\t gymnastics,\t for\t example,\t it\t is\t logical\t to\t teach\t the","forward\troll\tbefore\tintroducing\ta\tdrive\troll. Program\tDesign\tVariables\tand\tAgility\tTraining Before\t beginning\t an\t agility\t training\t program,\t the\t coach\t should\t define\t the following\tprogram\tdesign\tvariables: Exercise\t interval\t refers\t to\t how\t long\t (in\t time\t or\t distance)\t the\t drill\t should last. Exercise\torder\tshould\tbe\tdetermined\tby\twhich\tdrills\tare\tthe\tmost\ttechnical or\t important,\t either\t to\t an\t individual\t athlete\t or\t to\t the\t demands\t of\t the sport\/position. Exercise\trelief\tis\t the\t amount\t of\t exercises\t performed\t per\t set,\t for\t example, two\tsets\tof\tfour\treps. Frequency\t is\t the\t number\t of\t training\t sessions\t performed\t in\t a\t given\t time period.\t Frequency\t is\t usually\t expressed\t as\t training\t sessions\t per\t week\t when referring\tto\tagility\ttraining. Intensity\tis\texpressed\tas\thow\tquickly\t(in\ttime)\tthe\tdrill\tis\tperformed.\tIf\tthe drill\tis\ttimed,\tthen\tintensity\tis\tthe\tdistance\tcovered. Relief\t or\t recovery\t interval\t is\t determined\t by\t the\t objective\t of\t the\t training session.\t If\t learning\t a\t new\t complex\t technique\t is\t the\t objective,\t then\t rest should\tbe\tmaximal,\tallowing\tthe\tbody\ta\tcomplete\trecovery\tbefore\tthe\tnext repetition.\t However,\t if\t sport-specific\t metabolic\t training\t is\t the\t objective, then\tthe\trest\tinterval\tshould\tbe\treflective\tof\tthe\trest\tinterval\tof\tcompetition or\tdemands\tof\tthe\tgame. Repetition\tis\tthe\texecution\tof\tone\tcomplete\tmovement\tskill. Set\tis\ta\tgroup\tof\trepetition\tand\trelief\tintervals. Volume\tis\tthe\tamount\tof\ttotal\trepetitions\tperformed. Drill\tselection\tis\tbased\ton\tfour\tfactors:\tmovement\tpatterns\tof\tthe\tsport,\twork intervals\t (considering\t distance\t and\t time),\t rest\t intervals\t (which\t will\t vary according\tto\ttraining\tobjectives),\tand\tcomplexity.\tOnce\tmotor\tpattern\/movement is\t mastered,\t then\t adding\t decision\t sensory\t information\t like\t balls,\t implements, and\tdefenders\tcan\tincrease\tthe\tcomplexity\tof\tthe\tdrill.\tTechnique\tsuggestions\ton how\t to\t increase\t the\t complexity\t of\t the\t drill\t will\t be\t included\t in\t the\t drill descriptions\tin\tthis\tbook.","All\t other\t program\t design\t variables,\t such\t as\t sets,\t volume,\t repetitions, frequency,\t order,\t and\t exercise\t relief,\t need\t to\t take\t into\t consideration unforeseeable\t training\t factors,\t including\t the\t age\t of\t the\t athlete,\t experience\t with training,\t the\t maturity\t of\t the\t athlete,\t training\t experience,\t level\t of\t play,\t present fitness\t levels,\t history\t of\t injury,\t medications,\t resistance\t to\t training,\t and\t other training\t methods\t that\t may\t be\t incorporated\t into\t training,\t like\t plyometrics, strength\t training,\t and\t practice.\t To\t specifically\t recommend\t definitive\t programs without\tthe\taforementioned\tinformation\twould\tbe\tinappropriate. Keep\t in\t mind\t the\t following\t factors\t when\t planning\t an\t agility\t training program: Train\tquality\tof\tmovement\tfirst. Use\ta\tprogression\t(simple\tto\tcomplex). Train\tspecific\tmotor\/movement\tpatterns. Incorporate\treactive\tstimulus\twhen\tappropriate. After\t mastery\t of\t movement,\t and\t when\t appropriate,\t incorporate\t metabolic conditioning\tby\tcontrolling\tthe\trest\tinterval\tand\tintensity. Train\tthe\tskill\tin\tits\tentirety. After\tmastery\tof\tmovement,\texecute\tmovements\tat\t100\tpercent\tintensity. Make\tsure\tathletes\tgive\ttheir\tundivided\tattention\tto\tthe\tdrill.","The\tCooldown Towards\t the\t end\t of\t the\t workout,\t it\t is\t important\t to\t engage\t in\t some\t type\t of cooldown\t activity.\t The\t cooldown\t is\t designed\t to\t slowly\t reduce\t the\t intensity\t of the\texercise\tand\tserve\tas\ta\tbridge\tbetween\texercise\tand\trest,\twhich\tis\timportant because\tan\tabrupt\tstop\tin\texercise\tmay\tlead\tto\tblood\tpooling\tin\tthe\textremities, dizziness,\tfainting,\tand\televated\tcatecholamine\tlevels. Remember\t that\t towards\t the\t end\t of\t a\t speed\t or\t agility\t workout,\t a\t number\t of things\t will\t be\t occurring\t in\t the\t athlete\u2019s\t body.\t First,\t due\t to\t the\t activity,\t the athlete\u2019s\t heart\t rate\t and\t respirations\t will\t be\t elevated.\t Second,\t the\t athlete\t will have\t an\t increased\t blood\t flow\t to\t the\t exercising\t muscles\t (predominately\t lower extremity).\tThird,\tthe\tathlete\twill\thave\tincreased\tlevels\tof\tlactic\tacid\tcirculating through\t his\t muscles.\t Fourth,\t the\t athlete\t will\t be\t psychologically\t aroused.\t A properly\tperformed\tcooldown\tis\tdesigned\tto\treduce\tall\tof\tthese\tfactors\tgradually, rather\tthan\tsuddenly. In\taddition\tto\tbeing\ta\tgradual\ttransition\tfrom\texercise\tto\trest,\tthe\tcooldown may\talso\tbe\tused\tto\taddress\tareas\tthat\treally\tcannot\tbe\taddressed\twell\tduring\tthe warmup\t or\t during\t the\t workout\t itself.\t The\t major\t area\t that\t can\t be\t addressed during\tthe\tcooldown\tis\tthe\tprevention\tof\tshin\tsplints. Shin\t splints\t are\t an\t unfortunate\t reality\t of\t speed\t and\t agility\t training.\t They typically\ttake\tthe\tform\tof\tpain\talong\tmedial\taspect\tof\tthe\ttibia.\tIn\tthe\tbeginning stages,\t this\t pain\t occurs\t at\t the\t beginning\t of\t a\t workout\t but\t disappears\t as\t the workout\t progresses.\t In\t later\t stages,\t the\t pain\t becomes\t more\t severe\t and\t more persistent. Shin\tsplints\tmay\tresult\tfrom\tany\tone\tof\ta\tnumber\tof\tfactors.\tAthletes\tmay\tbe wearing\tinappropriate\tfootwear,\twhich\twill\tcontribute\tto\tshin\tsplints.\tThey\tmay be\t training\t on\t a\t surface\t without\t much\t \u201cgive\u201d\t to\t it\t (for\t example,\t a\t concrete parking\tlot).\tThey\tmay\tnot\thave\tenough\tstrength\tin\tthe\tmuscles\ton\tthe\tanterior portion\t of\t their\t lower\t leg\t or\t their\t feet.\t They\t may\t also\t be\t unable\t to\t adjust\t to higher\t training\t volumes.\t Any\t of\t these\t factors,\t or\t any\t changes\t in\t these\t factors, could\tcause\tor\texacerbate\tshin\tsplints.","Some\tof\tthe\tcontributing\tfactors\tto\tshin\tsplints\tare\tinterrelated.\tMost\tathletes today\tare\taccustomed\tto\ttraining\twith\tcushioned\tshoes.\tAs\ta\tresult,\ttheir\tfeet\tand shin\t muscles\t do\t not\t get\t stronger\t through\t training.\t Unfortunately,\t common strength\ttraining\texercises\taddress\tthese\tareas\t(feet\tand\tshins)\tinadequately.\tOne way\tto\taddress\tthis\tdeficiency\tis\tby\thaving\tan\tathlete\tperform\tdrills\tin\tbare\tfeet during\t the\t cooldown.\t Performing\t drills\t in\t bare\t feet\t will\t help\t the\t athlete\t to strengthen\tthe\tmuscles\tthat\tsupport\tthe\tfeet.\tThis\tchapter\tdescribes\tdrills\tthat\tan athlete\tcan\tperform\twith\tbare\tfeet\tduring\tthe\tcooldown.\tThe\tdrills\tare\tpresented in\tthe\tprogression\tthat\tthey\tshould\tbe\tmastered.","Walk\ton\tToes Start:\tFace\tthe\tcourse\tand\tstand\ttall.\tPlantarflex\tthe\tankles\tso\tthat\tthe\theels\tare not\ttouching\tthe\tground. Action:\tWithout\tletting\tthe\theels\ttouch\tthe\tground,\twalk\tthe\tprescribed\tdistance. This\tdrill\tis\ttypically\tperformed\tover\t20\tyards. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered.","Walk\ton\tHeels Start:\tFace\tthe\tcourse\tand\tstand\ttall.\tDorsiflex\tthe\tankles\tso\tthat\tthe\ttoes\tare\tnot touching\tthe\tground. Action:\t Without\t letting\t the\t toes\t touch\t the\t ground,\t walk\t the\t prescribed\t distance. This\tdrill\tis\ttypically\tperformed\tover\t20\tyards. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered.","Walk\tToes\tIn Start:\tFace\tthe\tcourse\tand\tstand\ttall.\tExaggerate\tthe\tangle\tof\tthe\tfeet\tso\tthat\tthe toes\tare\tpointing\ttowards\teach\tother. Action:\tMaintain\t the\t exaggerated\t foot\t angle\t and\t walk\t the\t prescribed\t distance. This\tdrill\tis\ttypically\tperformed\tover\t20\tyards. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered.","Walk\tToes\tOut Start:\tFace\tthe\tcourse\tand\tstand\ttall.\tExaggerate\tthe\tangle\tof\tthe\tfeet\tso\tthat\tthe toes\tare\tpointing\taway\tfrom\teach\tother. Action:\tMaintain\t the\t exaggerated\t foot\t angle\t and\t walk\t the\t prescribed\t distance. This\tdrill\tis\ttypically\tperformed\tover\t20\tyards. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered.","Walk\tPronated Start:\t Face\t the\t course\t and\t stand\t tall.\t Stand\t with\t the\t feet\t pronated\t so\t that\t the soles\tof\tthe\tfeet\tare\tfacing\tout. Action:\t Maintaining\t this\t posture,\t walk\t the\t prescribed\t distance.\t This\t drill\t is typically\tperformed\tover\t20\tyards. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered.","Walk\tSupinated Start:\t Face\t the\t course\t and\t stand\t tall.\t Stand\t with\t the\t feet\t supinated\t so\t that\t the soles\tof\tthe\tfeet\tare\tfacing\teach\tother. Action:\t Maintaining\t this\t posture,\t walk\t the\t prescribed\t distance.\t This\t drill\t is typically\tperformed\tover\t20\tyards. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tdistance\thas\tbeen\tcovered.","Stand\ton\tOne\tFoot Start:\tBalance\ton\tone\tfoot. Action:\tMaintain\tthe\tposition\tfor\ta\tprescribed\tperiod\tof\ttime. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\ttime\thas\telapsed. Stand\ton\tOne\tFoot\tand\tToss\tMedicine\tBall Start:\tThis\tdrill\trequires\ta\tpartner.\tThe\tathlete\tshould\tfirst\tbalance\ton\tone\tfoot. Action:\tOnce\tbalance\thas\tbeen\tattained,\tperform\tchest\tpasses\twith\tthe\tmedicine ball. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\tnumber\tof\tchest\tpasses\thas\tbeen completed. Stand\ton\tBalance\tBoard\tWith\tBoth\tFeet Start\tand\tAction:\tStep\ton\tthe\tbalance\tboard\tand\tattempt\tto\tkeep\tit\tlevel.\tDo\tnot let\t any\t part\t of\t the\t balance\t board\t touch\t the\t ground.\t This\t drill\t is\t typically performed\tfor\ttime. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\ttime\thas\telapsed. Stand\ton\tBalance\tBoard\tWith\tOne\tFoot Start:\tStep\ton\tthe\tbalance\tboard\twith\tone\tfoot. Action:\tAttempt\tto\tkeep\tthe\tboard\tlevel,\tnot\tletting\tany\tpart\tof\tthe\tbalance\tboard touch\tthe\tground.\tThis\tdrill\tis\ttypically\tperformed\tfor\ttime. Finish:\tThe\tdrill\tis\tcompleted\twhen\tthe\tdesired\ttime\thas\telapsed. Stand\ton\tBalance\tBoard\tand\tToss\tMedicine\tBall Start:\tPerform\twith\tone\tfoot\tor\tboth\tfeet\ton\tthe\tboard.\tStep\ton\tthe\tbalance\tboard and\tget\tthe\tboard\tlevel. Action:\t Once\t the\t board\t is\t level,\t toss\t the\t medicine\t ball\t with\t a\t partner.\t Focus\t on catching\tthe\tball\tand\ton\tkeeping\tthe\tboard\tlevel. Finish:\t The\t drill\t is\t completed\t when\t the\t desired\t number\t of\t tosses\t has\t been","performed.","Sprinting\tTechnique\tDrills Advanced\t athletes\t may\t perform\t many\t of\t the\t sprinting\t technique\t drills\t (e.g., ankling,\t butt\t kicks,\t high\t knees,\t A\t walks\/skips,\t and\t B\t walks\/skips)\t in\t bare\t feet during\tthe\tcooldown.\tThese\tdrills\tare\tdescribed\tin\tChapter\t4. Multi-Directional\tDrills Advanced\t athletes\t may\t perform\t many\t of\t the\t multi-directional\t drills\t (e.g.,\t side shuffles,\t cariocas,\t step\t backs,\t and\t backpedals)\t discussed\t in\t Chapter\t 2\t for\t 20 yards\tin\tbare\tfeet\tduring\tthe\tcooldown. The\t cooldown\t should\t begin\t immediately\t following\t the\t last\t speed\t or\t agility exercise.\t It\t should\t consist\t of\t three\t to\t five\t minutes\t of\t light\t exercise\t designed\t to gradually\t bring\t the\t athlete\t to\t a\t resting\t state.\t The\t barefoot\t drills\t provide\t an excellent\t way\t to\t transition\t the\t body\t from\t exercise\t to\t rest.\t Since\t they\t are\t not performed\tfor\tspeed\t(i.e.,\tthe\tgoal\tis\tto\twalk\t20\tyards\tin\tthe\tmanner\tspecified), they\t are\t a\t low\t intensity\t type\t of\t exercise.\t As\t a\t result,\t even\t though\t a\t training effect\tis\tstill\toccurring,\theart\trate\twill\tdecrease\tand\tblood\tflow\tto\tthe\texercising tissues\twill\tgradually\treturn\tto\tnormal. Barefoot\t drills\t should\t be\t performed\t for\t 10\t to\t 20\t yards.\t Generally,\t they\t are performed\t for\t one\t set\t on\t each\t exercise\t and\t can\t be\t performed\t in\t a\t manner\t of minutes,\t so\t they\t do\t not\t require\t much\t time.\t Beginners\t should\t focus\t on\t the walking\t drills.\t As\t those\t drills\t are\t mastered,\t the\t balancing\t exercises\t may\t be integrated\t into\t the\t program\t for\t variety.\t Once\t athletes\t are\t able\t to\t perform\t the balance\t exercises\t with\t the\t medicine\t ball\t and\t balance\t board,\t they\t are\t ready\t for some\t of\t the\t sprinting\t and\t multi-directional\t drills.\t Athletes\t should\t first\t perform ankling,\tbutt\tkicks,\tand\thigh\tknees\twith\tbare\tfeet\tbefore\tprogressing\tto\tA\tdrills, B\tdrills,\tand\tmulti-directional\texercises. The\tcooldown\tshould\tprovide\ta\tway\tto\tgradually\treturn\tthe\tbody\tto\ta\tresting state.\tIt\tprovides\tan\texcellent\ttime\tto\taddress\tinjury\tprevention\texercises,\twhich are\ttypically\tperformed\tat\ta\tmuch\tlower\tintensity\tthan\tthe\tactual\tworkout.\tIf\tthe time\tis\tused\tproperly,\tthe\tcooldown\tcan\thelp\tprevent\tinjuries\tsuch\tas\tshin\tsplints and\tcould\tpossibly\thelp\tkeep\tthe\tathlete\tfrom\tbeing\tas\tsore\tthe\tday\tor\ttwo\tafter training.","Program\tDesign Previous\t chapters\t have\t explored\t all\t the\t components\t that\t are\t required\t for\t safe and\teffective\tspeed\tand\tagility\ttraining.\tThis\tchapter\tis\tgoing\tto\tfocus\ton\tputting everything\t together.\t To\t design\t effective\t speed\t and\t agility\t programs,\t one\t must consider\tthe\tfollowing: Principles\tof\texercise Needs\tof\tthe\tsport\tand\tthe\tathlete The\tsport\u2019s\tcompetition\tseason"]