Sport Speed and Agility Training

["Principles\tof\tExercise The\t following\t principles\t should\t be\t used\t as\t guidelines\t to\t maximize\t the effectiveness\tof\tstrength\tand\tconditioning\tprograms: Specificity Overload Progression Reversibility Individualization Exercise\torder The\tprinciple\tof\tspecificity\tstates\tthat\tan\tathlete\tadapts\tto\texercise\taccording to\t how\t he\t exercises.\t Following\t this\t principle\t allows\t an\t athlete\t to\t focus conditioning\t programs\t to\t ensure\t that\t the\t desired\t gains\t are\t achieved.\t Failing\t to follow\t this\t principle\t means\t that\t things\t will\t happen\t by\t chance\t as\t a\t result\t of\t the conditioning\t program,\t which\t may\t not\t work\t out\t to\t the\t benefit\t of\t the\t athlete. When\t considering\t the\t principle\t of\t specificity,\t consider\t the\t biomechanical\t and metabolic\t demands\t of\t the\t sport\t and\t then\t design\t the\t program\t to\t address\t those demands. The\tprinciple\tof\toverload\tstates\tthat\tthe\tbody\tadapts\tto\texercise,\tand\tfor\tthe exercise\t to\t continue\t producing\t a\t positive\t training\t effect,\t it\t must\t be\t made\t more difficult\t over\t time.\t If\t this\t principle\t is\t not\t observed,\t then\t exercise\t will\t stop producing\t a\t positive\t training\t effect\t and\t development\t will\t level\t off\t and\t could actually\tregress.\tThe\toverload\tapplied\tto\ta\tspeed\tand\tagility\tworkout\tcould\ttake the\tform\tof\tmore\tcomplex\texercises\tand\tdrills,\tgreater\tvolume,\tgreater\tintensity, modified\trest\tperiods,\tor\tsome\tcombination\tof\tthese\telements. The\tprinciple\tof\tprogression\tstates\tthat\tan\tathlete\tmust\tgradually\tincrease\tthe complexity\tand\tdifficulty\tof\ttraining\tacross\this\ttraining\tlifetime\tto\tensure\tthat\the masters\t fundamental\t skills\t and\t exercises\t and\t develops\t a\t fitness\t base.\t This approach\tprevents\tinjuries\tand\tensures\tbetter\tmastery\tand\tperformance\tof\tskills. The\tprinciple\tof\treversibility\tstates\tthat\tthe\tgains\tmade\tfrom\texercise\tcan\tbe reversed.\t If\t an\t athlete\t does\t not\t maintain\t his\t conditioning\t levels,\t then\t he\t will regress.\t Muscles\t may\t atrophy,\t strength\t levels\t may\t decrease,\t speed\t and\t agility","may\t decrease,\t flexibility\t may\t decrease,\t and\t body\t fat\t levels\t may\t increase\t as\t a result\tof\tinjury,\tinactivity,\tand\treduced\ttraining\tover\ta\tlong\tperiod\tof\ttime.\tLoss of\tconditioning\toccurs\tvery\trapidly\tafter\tthe\tcessation\tof\texercise. The\t principle\t of\t individualization\t states\t that\t while\t certain\t fundamental principles\t and\t concepts\t should\t be\t observed\t during\t exercise,\t everyone\t will respond\t to\t a\t given\t stimulus\t differently.\t This\t principle\t is\t especially\t important when\t it\t comes\t to\t manipulating\t volume,\t intensity,\t rest,\t and\t recovery.\t Some athletes\t are\t able\t to\t tolerate\t larger,\t more\t frequent\t increases\t in\t volume\t and intensity,\t while\t others\t will\t be\t crushed\t by\t the\t same\t training\t demands.\t Coaches will\t need\t to\t alter\t their\t programs\t based\t upon\t how\t individual\t athletes\t respond. This\t principle\t explains\t why\t it\t is\t not\t recommended\t for\t coaches\t to\t copy\t the workout\tprograms\tof\thighly\tsuccessful,\tadvanced\tathletes. Exercise\torder\tis\tnot\ta\tfundamental\tprinciple\tbehind\tprogram\tdesign,\tbut\tit\tis an\timportant\tconsideration.\tSpeed\tand\tagility\ttraining\ttakes\tplace\tvery\tquickly.\tIt requires\t proper\t technique\t and\t the\t athlete\u2019s\t psychological\t focus\t or\t it\t can\t be dangerous.\tAs\ta\tresult,\tspeed\tand\tagility\ttraining\tshould\tbe\tperformed\twhile\tthe athlete\t is\t fresh.\t It\t should\t not\t be\t performed\t as\t an\t afterthought\t following\t a grueling\t practice\t or\t strength\t workout.\t Where\t possible,\t new\t skills\t should\t be introduced\t toward\t the\t beginning\t of\t the\t workout,\t followed\t by\t those\t activities requiring\t the\t most\t speed.\t In\t other\t words,\t fastest\t or\t most\t difficult\t exercises should\t be\t performed\t towards\t the\t beginning\t of\t the\t workout.\t Failure\t to\t observe this\t principle\t can\t result\t in\t injury\t and\t will\t certainly\t result\t in\t a\t reduction\t in\t the training\u2019s\teffectiveness. Keeping\t the\t principles\t of\t exercise\t in\t mind,\t it\u2019s\t important\t to\t begin\t tying everything\t together\t to\t determine\t what\t is\t needed\t from\t a\t conditioning\t program. To\tdetermine\tthe\tprogram\tneeds,\ttake\ta\tlook\tat\tthe\tsport\tor\teven\tthe\tposition\tand determine\twhat\tqualities\tare\tnecessary\tfor\tsuccess. Determining\tthe\tNeeds\tof\tthe\tSport\tand\tthe\tAthlete Before\t designing\t a\t conditioning\t program,\t it\t is\t important\t to\t assess\t an\t event\t or sport\tto\tdetermine\texactly\twhat\tqualities\tare\timportant\tfor\tsuccess.\tFailing\tto\tdo so\tcould\twaste\tan\tathlete\u2019s\ttime\tand\tmay\tnot\tprovide\tbenefits\tfrom\tthe\ttraining.","The\t process\t of\t assessing\t an\t event\t or\t sport\t is\t called\t the\t needs\t analysis.\t When performing\ta\tneeds\tanalysis,\tone\tshould\tconsider\tthe\tfollowing: The\tbiomechanical\tdemands\tof\tthe\tsport The\tmetabolic\tdemands\tof\tthe\tsport The\tinjury\tcharacteristics\tof\tthe\tsport","Biomechanical\tDemands The\t biomechanical\t demands\t of\t the\t sport\t refer\t to\t the\t quantity\t and\t quality\t of movements\tperformed\tin\tthe\tsport.\tConsider\tthe\tfollowing: What\tare\tthe\tmajor\tmuscles\tand\tmotions\tused\tin\tthe\tsport\tand\tposition? What\tare\tthe\tspeed\trequirements? Do\tdifferent\tpositions\twithin\tthe\tsport\thave\tdifferent\tneeds? The\tfirst\tthing\tto\taddress\tis\thow\tthe\tathlete\tis\tusing\this\tbody\tto\tperform\tthe event\t or\t sport.\t Understanding\t which\t muscles\t are\t involved\t and\t how\t those muscles\t are\t used\t can\t greatly\t aid\t in\t the\t design\t of\t a\t conditioning\t program.\t For example,\t is\t the\t activity\t performed\t standing\t up?\t If\t so,\t then\t exercises\t must\t be included\t that\t are\t performed\t standing\t up\t to\t help\t with\t the\t transfer\t of\t training gains.\t Strength\t training\t exercises\t such\t as\t squats,\t cleans,\t snatches,\t etc.\t that involve\t exerting\t force\t against\t the\t ground\t should\t be\t included\t to\t help\t with specificity. Does\t the\t sport\t involve\t running\t or\t quick\t changes\t of\t direction?\t If\t so,\t then running\t or\t agility\t training\t should\t be\t included\t in\t the\t conditioning\t program. While\tthis\tstatement\tseems\tself-evident\tgiven\tthe\ttopic\tof\tthis\tbook,\tit\tis\tnot\ttrue of\t every\t sport.\t For\t example,\t you\t could\t argue\t that\t volleyball\t does\t not\t involve\t a great\t deal\t of\t running,\t and\t therefore,\t a\t volleyball\t player\u2019s\t conditioning\t should focus\tmore\ton\tweights\tand\tjumping\tthan\ton\trunning. Obviously,\tmost\tsports\tare\tgoing\tto\trequire\tspeed\tand\tagility.\tUnderstanding the\t nature\t of\t that\t speed\t requirement\t will\t help\t in\t the\t designing\t of\t conditioning programs.\tConsider\tthe\tfollowing: Does\t the\t sport\t require\t acceleration?\t Remember\t that\t acceleration\t refers\t to changing\tvelocity.\tMoving\tfrom\ta\tslow\tspeed\t(or\tno\tspeed)\tand\tincreasing speed\t is\t acceleration.\t Since\t it\t takes\t four\t to\t seven\t seconds\t to\t reach maximum\tvelocity,\tanything\tunder\tthat\ttime\tis\tgoing\tto\tbe\tacceleration. Does\t the\t sport\t require\t maximum\t velocity\t running?\t It\t takes\t four\t to\t seven seconds\t to\t reach\t maximum\t velocity\t and\t it\t can\t only\t be\t maintained\t for\t one to\t two\t seconds.\t Many\t sports\t require\t acceleration,\t but\t few\t will\t require maximum\tvelocity\trunning.","Does\t the\t sport\t require\t speed\t endurance?\t The\t ability\t to\t maintain\t speed\t is speed\t endurance.\t After\t reaching\t maximum\t velocity,\t the\t goal\t is\t to\t slow down\t as\t little\t as\t possible.\t After\t five\t to\t ten\t seconds\t of\t acceleration\t and maximum\t velocity\t running,\t speed\t endurance\t becomes\t important.\t Keep\t in mind\tthat\t(except\tfor\ttrack\tevents)\tathletes\twill\trarely\thave\tthe\topportunity to\trun\tflat-out\tfor\t10\tto\t20\tseconds\tin\tsports. What\ttype\tof\tagility\tdoes\tthe\tsport\trequire?\tAre\tathletes\trequired\tto\tshuffle to\t the\t sides?\t Are\t they\t required\t to\t backpedal?\t Are\t sudden\t starts\t and\t stops common?\tAre\tquick\tchanges\tof\tdirection\tcombined\twith\tsprints\tfrequent? These\t considerations\t should\t be\t evaluated\t and\t incorporated\t into\t a conditioning\t program.\t For\t example,\t baseball\t requires\t an\t athlete\t to\t sprint\t from home\tplate\tto\tfirst\tbase,\tor\tfrom\ta\tposition\tin\tthe\toutfield\tto\ta\tfly\tball.\tIn\tother words,\t baseball\t requires\t the\t ability\t to\t accelerate.\t Baseball\t does\t not\t require\t an athlete\t to\t be\t able\t to\t maintain\t speed\t for\t periods\t of\t time\t (i.e.,\t baseball\t does\t not require\t speed\t endurance).\t As\t another\t example,\t soccer\t has\t periods\t of acceleration\t and\t maximum\t velocity\t running,\t interspersed\t with\t periods\t of walking\tand\tjogging.\tIn\tthis\tsport,\tfatigue\tcould\tbe\ta\tfactor\tin\tthe\toutcome\tof\tthe game.\t In\t addition,\t soccer\t requires\t backpedaling,\t sudden\t starts\t and\t stops,\t and rapid\t changes\t of\t direction\t accompanied\t by\t sprinting.\t As\t a\t result,\t soccer\t would require\tacceleration,\tmaximum\tvelocity\trunning,\tspeed\tendurance,\tand\textensive agility\ttraining. Many\t sports\t have\t positions\t that\t will\t have\t different\t roles\t during\t the\t game, which\t may\t affect\t that\t position\u2019s\t conditioning\t needs.\t You\t may\t understand\t how long\t an\taverage\t play\t lasts\tand\thow\t long\tthe\tathlete\trests\tbetween\t plays,\t but\tif you\t do\t not\t understand\t how\t each\t athlete\t functions\t during\t the\t plays,\t you\t may miss\t the\t mark\t in\t the\t conditioning\t program.\t For\t example,\t in\t football,\t the\t wide receiver\tand\tthe\toffensive\tline\tare\tgoing\tto\thave\tdifferent\troles\tduring\tthe\tgame and,\ttherefore,\tdifferent\tconditioning\trequirements. Once\tthe\tquantity\tand\tqualities\tof\tmotion\tused\tin\tthe\tperformance\tof\ta\tsport are\tunderstood,\tit\tis\ttime\tto\texamine\tthe\tmetabolic\tdemands\tof\tthe\tsport,\twhich will\thelp\tyou\tevaluate\tpotential\tlimitations\tto\tan\tathlete\u2019s\tperformance.","Metabolic\tDemands The\t metabolic\t demands\t of\t a\t sport\t refer\t to\t energy\t and\t fatigue.\t Different\t sports may\trely\tupon\tdifferent\tenergy\tpathways\tfor\tfuel.\tTherefore\tdifferent\tsports\twill have\t different\t conditioning\t needs.\t Understanding\t which\t energy\t system(s) contribute\t to\t the\t sport\t will\t help\t you\t understand\t what\t potentially\t limits performance\t and\t help\t you\t design\t conditioning\t programs\t accordingly.\t To determine\twhich\tenergy\tsystem(s)\tcontribute\tto\tthe\tsport,\tconsider: How\tlong\tdoes\tthe\tevent\tlast? How\tmuch\tof\tthat\ttime\tis\tactually\tspent\tmoving? What\tare\tthe\trest\/recovery\tperiods? What\t is\t the\t predominate\t energy\t system?\t If\t the\t sport\t uses\t more\t than\t one, how\tsignificantly\tis\teach\tinvolved? Table\t7-1\tprovides\tan\toverview\tof\tenergy\tsystems\tby\tduration\tof\teach\tevent. The\t table\t includes\t information\t on\t intensity,\t the\t primary\t energy\t system(s)\t used, and\t the\t major\t limiting\t factors\t for\t exercise\t in\t that\t energy\t system.\t Note\t that\t the times\tlisted\tin\tthe\ttable\tare\tonly\ta\tguideline,\tand\tmay\tvary\tfrom\tathlete\tto\tathlete due\tto\tconditioning\tlevels\tand\tgenetic\tability. The\t length\t of\t the\t event\t is\t going\t to\t determine\t which\t energy\t system(s)\t is providing\t the\t bulk\t of\t the\t fuel.\t For\t example,\t the\t 100meter\t sprint\t may\t last\t 10\t to 12\t seconds.\t Therefore,\t results\t are\t going\t to\t be\t determined\t by\t the\t ability\t to resynthesize\tATP\tto\t continue\tworking\tat\tmaximal\tintensity\tand\tpartially\tby\t an ability\t to\t tolerate\t lactic\t acid\t to\t maintain\t speed\t towards\t the\t finish.\t By understanding\t these\tfacts,\t you\tknow\tthat\tthe\tmajority\tof\tthe\tsprinter\u2019s\ttraining","needs\t to\t focus\t on\t the\t ATP-PC\t system,\t but\t the\t training\t also\t needs\t to\t include some\tlonger-duration\t(i.e.,\tspeed\tendurance)\truns\tto\tget\thim\tacclimated\tto\tlarge levels\tof\tlactic\tacid. The\t length\t of\t the\t event\t can\t be\t deceptive.\t For\t example,\t football\t is\t played over\t four\t 15-minute\t quarters.\t Table\t 7-1\t would\t indicate\t that\t this\t sport\t would\t be fueled\tby\tthe\taerobic\tsystem.\tHowever,\tanalyzing\tthe\tgame\treveals\tthat\tfootball plays\t only\t last\t four\t to\t six\t seconds,\t with\t perhaps\t 30\t to\t 45\t seconds\t of\t recovery. Therefore,\t instead\t of\t aerobic\t training,\t the\t football\t player\t needs\t to\t focus\t on training\t the\t ATP-PC\t and\t glycolytic\t energy\t systems.\t This\t example\t serves\t to reinforce\tthe\tpoint\tthat\twhile\tthe\tlength\tof\tthe\tevent\tis\timportant,\tyou\talso\tneed to\texamine\thow\tmuch\tof\tthat\ttime\tis\tactually\tspent\tmoving. Understanding\t how\t long\t the\t event\t lasts,\t how\t much\t of\t that\t time\t is\t actually spent\tmoving,\tand\thow\tmuch\trecovery\ttime\texists\tbetween\tplays\twill\tgive\tyou\ta great\t deal\t of\t important\t information\t for\t the\t designing\t of\t conditioning\t programs. What\t is\t actually\t occurring\t during\t the\t rest\t interval\t is\t also\t important.\t For example,\t do\t athletes\t get\t to\t sit\t down\t between\t plays\t or\t do\t they\t walk\t around between\tplays?\tThis\tfactor\tshould\tbe\treflected\tin\tthe\tconditioning\tprogram. For\texample,\tknowing\tthat\ta\ttypical\tfootball\tplay\tlasts\tfive\tseconds,\twith\t30 seconds\t of\t active\t recovery\t (i.e.,\t walking,\t jogging)\t in\t between,\t you\t can\t design running\t conditioning\t programs\t around\t these\t values.\t For\t conditioning,\t you\t may have\t football\t players\t perform\t 40-yard\t sprints\t every\t 30\t seconds\t and\t have\t them walk\taround\tbetween\tsprints. Like\t with\t biomechanical\t demands,\t it\t should\t be\t kept\t in\t mind\t that\t different positions\tin\ta\tsport\tmay\thave\tdifferent\tmetabolic\trequirements.\tFor\texample,\tin baseball,\tthe\tpitcher\tand\tthe\tcenter\tfielder\tare\tdoing\tvery\tdifferent\tthings.\tOne\tis active\tduring\tthe\tpitch\tand\tthe\tother\tis\tin\tmore\tof\ta\twaiting\tmode.\tThe\tpitcher\tis throwing\tthe\tball,\tcatching\tthe\tball,\tthen\tpreparing\tto\tthrow\tit\tagain.\tThe\tcenter fielder,\t on\t the\t other\t hand,\t needs\t to\t go\t from\t essentially\t no\t activity\t to\t a\t very intense\tsprint\tor\tjump\tto\treact\tto\ta\tplay. In\t addition\t to\t the\t biomechanical\t and\t metabolic\t demands\t of\t a\t sport,\t the injury\t characteristics\t of\t a\t sport\t or\t position\t need\t to\t be\t considered\t so\t you\t can design\tyour\tprogram\tto\tprevent\tthose\tinjuries.","Injury\tCharacteristics It\u2019s\t important\t to\t have\t an\t understanding\t of\t what\t injuries\t are\t common\t in\t a\t sport and\t why\t those\t injuries\t occur.\t When\t considering\t the\t injury\t characteristics\t of\t a sport,\task\tthe\tfollowing\tquestions: Are\tcertain\tmuscles\tor\tjoints\tmore\tfrequently\tinjured\tin\ta\tsport\tor\tposition? Are\tsome\tathletes\tprone\tto\tcertain\ttypes\tof\tinjuries? Why? Certain\tinjuries\toccur\twith\tgreater\tfrequency\tto\tathletes\tof\ta\tcertain\tsport\tor position.\t For\t example,\t baseball\t pitchers\t are\t more\t prone\t to\t shoulder\t and\t elbow injuries\tdue\tto\ta\tnumber\tof\tfactors,\tincluding\toveruse,\tlack\tof\tconditioning,\tand the\t deceleration\t of\t the\t arm\t during\t the\t pitching\t motion.\t Knowing\t this\t tendency, you\tcan\tdesign\ta\tpitcher\u2019s\tconditioning\tprogram\taround\thelping\tto\taddress\tthose factors\tthat\tcontribute\tto\tshoulder\tand\telbow\tinjuries. You\tmay\talso\thave\tspecific\tathletes\tthat\tare\tprone\tto\tcertain\ttypes\tof\tinjuries. For\texample,\tyou\tmay\thave\ta\trunning\tback\tthat\tis\tprone\tto\thamstring\tand\tgroin injuries. Examining\t that\t athlete\u2019s\t conditioning\t program\t and\t running\t technique\t may reveal\tsome\tdeficiencies\tthat\tcan\tbe\taddressed,\tfor\texample: Hamstring\tstrength\tand\tflexibility Groin\tflexibility Running\ttechnique Agility\tdrill\ttechnique A\tneed\tfor\tgreater\temphasis\ton\tagility\ttraining\tin\tthe\tathlete\u2019s\tconditioning program In\taddition\tto\tbiomechanical,\tmetabolic,\tand\tinjury\tcharacteristics\tof\ta\tsport or\t position,\t other\t considerations\t should\t be\t included\t when\t assessing\t the conditioning\tneeds\tof\ta\tsport\tor\tposition.\tFor\texample: Does\ta\tmodel\texist\tfor\tthe\tevent\tor\tsport? What\tkind\tof\ttesting\tis\tappropriate\tfor\tthe\tsport? After\texamining\tthe\tmuscles\tand\tmotions\tinvolved\tin\tthe\tsport,\tits\tmetabolic","demands,\t and\t its\t speed\t of\t movement\t requirements,\t and\t distinguishing\t between the\t needs\t of\t different\t positions,\t you\t should\t determine\t if\t a\t model\t exists\t for\t the event\t or\t sport.\t A\t model\t can\t provide\t anthropometric\t data,\t physical\t preparation data,\tand\tdata\ton\tideal\tperformance\tof\tthe\tevent.\tIn\tother\twords,\ta\tmodel\ttends to\t be\t an\t ideal.\t It\t can\t be\t a\t valuable\t tool\t in\t the\t selection\t and\t training\t of\t athletes for\t an\t activity.\t Remember,\t though,\t a\t model\t is\t meant\t to\t be\t a\t tool\t to\t aid\t in\t the conditioning\tprocess,\tnot\ta\tstandard\tto\tbe\tachieved. Table\t 7-2\t provides\t a\t sample\t anthropometric\t model\t for\t Olympic-style weightlifting.\tIt\tis\tsomewhat\tdated\tbecause\tit\tis\tbased\tupon\tolder\tweight\tclasses that\tare\tno\tlonger\tused\tin\tcompetition.\tThe\theight\/weight\tdata\treveals\tsomething important\t about\t weightlifters\u2014heavier\t weightlifters\t are\t taller\t ones,\t and\t vice versa.\tThis\tknowledge\tcan\taid\ta\tweightlifting\tcoach\tin\tthe\ttraining\tand\tselection of\t weightlifters.\t Given\t an\t athlete\u2019s\t height,\t you\t can\t have\t some\t idea\t of\t what weight\tclass\tyou\tshould\tbe\tattempting\tto\tget\tthem\tready\tfor.\tFor\texample,\tif\tyou have\tan\t80kg\tlifter\twho\tis\t180cm\ttall,\tyou\tknow\tthat\tthat\tlifter\tshould\tideally\tbe in\tthe\t100kg\tor\t110kg\tweight\tclass.\tIf\tthe\tlifter\tis\ta\tjunior,\tthen\tyou\tcan\tdesign the\ttraining\tprogram\tto\thelp\tput\ton\tenough\tmuscle\tmass\tto\tplace\tthat\tlifter\tin\tthe proper\tweight\tclass. Models\tcan\talso\thelp\tprovide\tphysical\tpreparation\tdata.\tThis\tinformation\tcan provide\tbenchmarks\tto\thelp\tyou\tunderstand\tif\tthe\tathlete\tis\tat\tthe\tcorrect\tlevel\tof physical\tpreparation\tand\tcan\taid\tin\tthe\tselection\tprocess.","Table\t 7-3\t lists\t physical\t preparation\t data\t for\t a\t 100meter\t sprinter.\t It\t provides the\t physical\t preparation\t data\t that\t should\t be\t present\t to\t be\t able\t to\t achieve\t the desired\t level\t of\t performance.\t For\t a\t 100meter\t sprinter,\t the\t physical\t preparation data\t gives\t you\t an\t idea\t about\t the\t sprinter\u2019s\t lower\t body\t strength\t requirements (standing\t long\t jump\t and\t triple\t jump),\t single-leg\t strength\t and\t explosiveness (triple\tjump\tand\tbounds),\tand\ttotal\tbody\texplosiveness\t(medicine\tball\tthrows).\tIf you\tdetermine\tthat\tany\tof\tthese\tqualities\tare\tdeficient,\tthen\tyou\tmay\tdesign\tyour conditioning\tprogram\tto\taddress\tthose\tneeds. You\t may\t also\t use\t a\t model\t to\t help\t analyze\t performance\t of\t a\t specific\t event. Table\t7-4\tprovides\ta\tperformance\tmodel\tfor\tthe\t100meter\tsprint\tto\tbe\tperformed in\t10\tseconds.\tFor\ta\t100meter\tsprint,\tTable\t7-4\tshows\tthat\tthe\tathlete\tshould\tbe accelerating\t through\t at\t least\t the\t 60-meter\t mark.\t At\t that\t point,\t he\t should maintain\t his\t speed\t for\t another\t 20\t to\t 30\t meters.\t Comparing\t an\t athlete\u2019s performance\t to\t the\t model\t could\t indicate\t a\t need\t to\t work\t on\t acceleration, maximum\tvelocity\trunning,\tor\tthe\tability\tto\tmaintain\tspeed. Understanding\t biomechanical\t and\t metabolic\t demands,\t as\t well\t as\t what\t the \u201cideal\u201d\tshould\tlook\tlike,\twill\thelp\tyou\tunderstand\twhat\tqualities\tare\trequired\tfor success\tin\tthe\tevent\tor\tsport.\tUnderstanding\tthose\tqualities\tthat\tare\trequired\tfor success\t will\t help\t you\t understand\t what\t tests\t to\t employ.\t Testing\t can\t help\t you select\tathletes\tand\tcan\taid\tin\tdetermining\tif\tthe\tathlete\u2019s\ttraining\tis\tachieving\tthe desired\teffects.\tAfter\tcompleting\tthe\tanalysis\tthus\tfar,\tyou\tknow:","What\tmuscles\tand\tmotions\tare\tinvolved\tin\tthe\tsport What\tenergy\tsystem(s)\tare\tinvolved\tin\tthe\tsport What\t types\t of\t speed\t and\t agility\t are\t required\t in\t the\t sport\t (acceleration, maximum\tvelocity\trunning,\tetc.) What\t physical\t preparation\t qualities,\t according\t to\t the\t model,\t are\t important for\tsuccess\tin\tthe\tsport\tor\tevent Understanding\t these\t factors,\t you\t can\t select\t the\t best\t tests\t to\t measure\t those qualities.\tFor\texample,\tyou\tknow\tthat\ta\t100meter\tsprinter\twill\tprimarily\tuse\tthe muscles\t of\t the\t lower\t body\t and\t will\t perform\t single-leg\t motions.\t Since\t the activity\ttakes\taround\t10\tseconds,\tthe\tATP-PC\tsystem\twill\tprovide\tthe\tbulk\tof\tthe energy\t for\t the\t event.\t A\t 100meter\t sprinter\t requires\t acceleration,\t maximum velocity\t running,\t and\t a\t limited\t amount\t of\t speed\t endurance.\t According\t to\t the model,\ta\tnumber\tof\tevent-specific\ttests\tare\tcorrelated\twith\tsuccess\tin\tthe\tsprint (bounds,\t long\t jump,\t triple\t jump,\t etc.).\t With\t this\t knowledge,\t you\t should implement\ttesting\tthat\tstresses: Total\tbody\texplosiveness\t(for\texample,\tmedicine\tball\tthrows) Leg\t strength\t and\t explosiveness\t (for\t example,\t the\t long\t jump\t and\t triple jump) Single-leg\t strength\t and\t explosiveness\t (for\t example,\t triple\t jump\t and bounds) ATP-PC\tsystem\t(primarily\ttests\tthat\tlast\tunder\t10\tseconds) Acceleration\t(for\texample,\t20-to\t40-meter\tsprints\tfrom\tblocks) Maximum\tvelocity\trunning\t(for\texample,\t40-to\t60-meter\tflying\tsprints) Performing\ta\tneeds\tanalysis\tfor\tan\tevent\tor\tsport\twill\thelp\tto\tensure\tthat\tthe coach\t is\t familiar\t with\t those\t qualities\t that\t are\t necessary\t for\t success\t in\t the activity.\tIt\u2019s\timportant\tto\tconsider\tthe\tbiomechanical\tand\tmetabolic\tdemands\tof a\t sport\t or\t position\t to\t address\t potential\t limitations\t to\t performance.\t It\t is\t also important\t to\t understand\t the\t sport\u2019s\t injury\t characteristics\t so\t that\t these\t may\t be prevented\t in\t the\t conditioning\t program.\t In\t addition,\t you\t should\t have\t an\t idea\t of what\tcharacteristics\tare\tnecessary\tfor\tsuccess\tin\tthe\tsport\tso\tthat\tyou\tunderstand what\t you\t are\t attempting\t to\t develop.\t Finally,\t once\t you\t realize\t the\t qualities\t you want\tto\tdevelop,\tyou\tcan\tselect\ttests\tto\tevaluate\tthose\tqualities.","Taken\t together,\t this\t information\t will\t provide\t a\t powerful\t tool\t towards understanding\tthe\tconditioning\trequirements\tfor\ta\tgiven\tsport\tor\tactivity.\tIt\tcan also\t be\t used\t to\t help\t determine\t whether\t an\t athlete\t possesses\t the\t qualities necessary\tto\tmake\thim\tsuccessful\tin\ta\tsport.\tIf\tthe\tathlete\tis\tdeficient\tin\tcertain qualities,\t those\t can\t be\t determined\t and\t addressed\t as\t a\t result\t of\t the\t information gathered\t during\t the\t needs\t analysis.\t This\t process\t will\t help\t make\t your conditioning\tprogram\tmore\teffective.","Analyzing\tthe\tAthlete As\ta\tresult\tof\tperforming\ta\tneeds\tanalysis\tfor\ta\tsport,\tyou\twill\tunderstand\twhat biomechanical\tdemands,\tmetabolic\tdemands,\tand\tinjury\tcharacteristics\tthe\tsport has. You\t will\t also\t understand\t what\t type\t of\t physical\t preparation,\t event performance,\t and\t anthropometric\t characteristics\t an\t athlete\t in\t a\t given\t sport should\tpossess.\tBased\tupon\tall\tthis\tinformation,\tyou\tare\table\tto\tselect\tthose\ttests that\t will\t give\t both\t the\t best\t information\t about\t selecting\/evaluating\t athletes\t and feedback\tabout\tthe\teffectiveness\tof\tthe\ttraining\tprogram. Once\t you\t understand\t what\t qualities\t need\t to\t be\t developed\t for\t success\t in\t a given\t sport,\t you\t can\t examine\t the\t athlete\t and\t determine\t if\t he\t possesses\t those qualities.\tWhen\texamining\tan\tathlete,\tconsider: What\tis\tthe\tathlete\u2019s\ttraining\tage? What\tlevel\tis\tthe\tathlete\tcompeting\tat? What\tis\tthe\tathlete\u2019s\tinjury\tstatus? How\tdid\tthe\tathlete\tperform\tlast\tyear? Based\tupon\tthe\ttesting,\twhat\tkind\tof\tshape\tis\tthe\tathlete\tin? An\tathlete\u2019s\ttraining\tage\trefers\tto\thow\tlong\tan\tathlete\thas\tbeen\ttraining.\tAn athlete\tthat\tis\tjust\tbeginning\this\ttraining\twill\tneed\tto\tspend\ta\tgreat\tdeal\tof\ttime mastering\tfundamental\texercises\tand\tskills,\tas\twell\tas\tdeveloping\ta\tfitness\tbase. An\t athlete\t with\t many\t years\t of\t training\t under\t his\t belt\t can\t be\t expected\t to understand\t how\t to\t perform\t fundamental\t exercises,\t which\t will\t allow\t more advanced\texercises\tand\tdrills\tto\tbe\tperformed\tin\this\ttraining.\tTraining\tage\tis\tone reason\twhy\tone\tconditioning\tprogram\tdoes\tnot\tfit\tall\tathletes. The\t level\t an\t athlete\t is\t competing\t at\t is\t another\t important\t consideration\t in program\t design.\t International-or\t professional-caliber\t athletes\t tend\t to\t have\t a longer\t competition\t season,\t more\t time\t for\t training\t (because\t sport\t is\t the\t primary focus\t of\t their\t lives),\t and\t an\t advanced\t training\t age.\t All\t of\t those\t things\t will require\t a\t very\t different\t approach\t to\t programming\t than\t a\t developmental-level athlete\t who\t will\t have\t a\t shorter\t competition\t season;\t may\t be\t in\t school,\t working, or\tparticipating\tin\tother\tsports;\tand\tmay\thave\ta\tlow\ttraining\tage.","An\tathlete\u2019s\tinjury\tstatus\tis\tanother\timportant\tconsideration\twhen\tdesigning programs.\tIs\tthe\tathlete\tcurrently\thealthy?\tIf\tthe\tathlete\tis\tnot\tcurrently\thealthy, then\t you\t should\t determine\t what\t the\t injury\t is\t and\t if\t it\t can\t be\t trained\t around. Another\tconsideration\t is\tto\tdetermine\tif\t the\tathlete\t has\ta\thistory\tof\tinjury\tto\ta specific\t joint\t or\t muscle.\t If\t so,\t you\t should\t determine\t why.\t Perhaps\t the\t athlete\u2019s technique\t is\t poor,\t he\t may\t have\t a\t strength\t imbalance,\t poor\t mobility,\t etc. Considering\t not\t only\t an\t athlete\u2019s\t current\t health\t level\t but\t also\t his\t history\t of injuries\twill\tallow\tyou\tto\tdesign\ta\tprogram\tto\thelp\tkeep\tthe\tathlete\thealthy\tand maximize\this\tperformance. The\t athlete\u2019s\t performance\t during\t the\t previous\t year\t should\t be\t considered when\t designing\t a\t conditioning\t program.\t This\t will\t help\t you\t understand\t how effective\t your\t program\t was\t last\t year.\t For\t example,\t did\t the\t athlete\t peak\t at\t the right\t time?\t If\t the\t athlete\t did\t not\t peak\t at\t the\t right\t time,\t then\t you\t should determine\t when\t the\t athlete\t peaked\t and\t why,\t so\t you\t can\t modify\t this\t year\u2019s program\taccordingly.\tWas\tthe\tathlete\tovertrained?\tIf\tso,\tyou\tshould\tdetermine\tif it\twas\tdue\tto\tthe\tconditioning\tprogram\tor\tto\toutside\tfactors\t(e.g.,\tbreakup\twith\ta significant\tother,\tdeath\tin\tthe\tfamily,\tschool,\tetc.).\tIf\tovertraining\twas\tdue\tto\tthe conditioning\t program,\t why\t did\t it\t occur?\t Volume\t may\t have\t been\t increased\t too much,\t the\t intensity\t might\t have\t been\t too\t high,\t etc.\t Examining\t the\t athlete\u2019s performance\t during\t the\t previous\t year\t will\t tell\t you\t what\t you\t did\t correctly\t and provide\tinstruction\tin\twhat\tyou\tshould\tchange\tthis\tyear. Finally,\tbased\tupon\tthe\ttesting,\twhat\tshape\tis\tthe\tathlete\tcurrently\tin?\tTesting will\t not\t necessarily\t predict\t how\t an\t athlete\t will\t perform\t on\t the\t field.\t It\t will reveal\t an\t athlete\u2019s\t current\t level\t of\t physical\t preparation.\t In\t other\t words,\t it\t will tell\tyou\tif\tthe\tathlete\tpossesses\tthe\tphysical\ttools\tnecessary\tto\tgive\thim\tthe\tbest chance\tat\tsuccess.\tTesting\twill\talso\tgive\tyou\tfeedback\tabout\tthe\teffectiveness\tof your\t conditioning\t program.\t If\t the\t athlete\u2019s\t testing\t results\t are\t getting\t worse during\t the\t conditioning\tprogram,\tit\twould\t indicate\t that\tthe\tprogram\t is\tmissing the\tmark. Understanding\ta\tsport\u2019s\tneeds,\tthe\tqualities\tthat\tare\timportant\tfor\tsuccess\tin the\t sport,\t and\t whether\t or\t not\t an\t athlete\t possesses\t those\t qualities\t is\t key\t to determining\t what\t should\t be\t included\t in\t a\t conditioning\t program.\t Once\t you understand\twhat\tqualities\tneed\tto\tbe\tdeveloped,\tyou\tshould\texamine\tthe\tsport\u2019s","competition\tseason\tbefore\tsetting\tup\tthe\tprogram\tbecause\tthe\tseason\twill\tdictate how\tthe\tannual\tprogram\tis\torganized. Examining\tthe\tSport\u2019s\tCompetition\tSeason The\t sport\u2019s\t competition\t season\t is\t going\t to\t dictate\t how\t you\t organize\t the\t annual plan.\tWhen\texamining\tthe\tcompetition\tseason,\tconsider: When\tis\tthe\tcompetition\tseason? What\tdays\tof\tthe\tweek\tdo\tcompetitions\ttake\tplace? Are\tall\tof\tthe\tcompetitions\tequally\timportant? It\tis\timportant\t to\tunderstand\twhen\t the\t sport\u2019s\tcompetitive\tseason\toccurs\tto determine\twhen\tthe\tathlete\tshould\tbe\tpeaked\tand\thow\tlong\tthat\tpeak\tshould\tbe maintained.\t The\t competitive\t season\t will\t also\t usually\t signal\t a\t time\t of\t reduced emphasis\ton\ttraining,\tas\tmore\tfocus\tis\tbeing\tplaced\tupon\tthe\tevent\titself. In\t some\t sports,\t competitions\t will\t occur\t on\t certain\t days.\t For\t example,\t in professional\tfootball,\tgames\twill\tbe\ton\tSundays\tor\tMondays,\twith\tan\toccasional Thursday\t thrown\t in.\t If\t you\t know\t that\t competitions\t will\t occur\t on\t specific\t days, then\tyou\tcan\torganize\tan\tathlete\u2019s\tannual\ttraining\taround\tpeaking\ton\tthat\tday. Are\t all\t of\t the\t competitions\t equally\t important?\t Granted,\t the\t won\/loss\t record is\timportant,\tbut\tin\tsome\tsports\tthe\tcompetition\tseason\tis\tso\tlong,\twith\tso\tmany competitions,\t that\t not\t all\t of\t them\t can\t realistically\t be\t peaked\t for.\t For\t example, professional\t baseball\t has\t 162\t games\t a\t season.\t While\t the\t won\/loss\t record\t is important\t in\t that\t sport,\t it\u2019s\t impossible\t to\t peak\t athletes\t for\t every\t game. Therefore,\t competitions\t must\t be\t evaluated\t and\t prioritized,\t so\t that\t the\t athletes are\tpeaked\tfor\tthe\timportant\tones\tand\ttrained\tthrough\tthe\tothers.","Putting\tEverything\tTogether Athlete\t A\t is\t a\t college\t sophomore\t who\t specializes\t in\t the\t 100meter\t sprint.\t From performing\t the\t needs\t analysis\t on\t the\t 100meter\t sprint,\t you\t know\t a\t number\t of things: Biomechanical\t demands:\t The\t 100meter\t sprint\t involves\t running.\t During this\t action,\t the\t athlete\t is\t emphasizing\t a\t high\t knee\t lift\t combined\t with dorsiflexion\t at\t the\t ankle.\t The\t activity\t includes\t periods\t of\t time\t when\t one foot\t is\t exerting\t force\t against\t the\t ground.\t In\t addition\t to\t lower\t body\t action, the\t athlete\t must\t keep\t his\t hips\t tall\t (i.e.,\t core\t stability),\t trunk\t upright,\t and arms\tswinging. Metabolic\tdemands:\tAs\tthe\t100meter\tsprint\ttakes\tplace\tin\t10\tto\t12\tseconds, performance\t will\t be\t limited\t by\t the\t muscles\u2019\t ability\t to\t break\t down\t and utilize\tATP\tfor\tfuel.\tAn\tadditional\tlimiting\tfactor\tto\tperformance\twill\tbe\tthe muscles\u2019\tability\tto\ttolerate\tlactic\tacid. Injury\t characteristics:\t 100meter\t sprinters\t are\t prone\t mainly\t to\t hamstring injuries\t and\t shin\t splints.\t Hamstring\t injuries\t may\t be\t the\t result\t of\t a\t number of\t factors,\t including\t poor\t flexibility,\t poor\t strength,\t or\t poor\t sprinting technique.\tShin\tsplints\tmay\tresult\tfrom\tovertraining,\tlack\tof\tstrength\tin\tthe anterior\tshank\tmuscles,\tpoor\tfootwear,\tetc. Model:\t The\t 100meter\t performance\t model\t in\t Table\t 7-4\t showed\t that\t a 100meter\tsprinter\tshould\tbe\table\tto\taccelerate\tfor\tsix\tto\tseven\tseconds\tand then\tslow\tminimally\tfor\tthe\trest\tof\tthe\trace. In\t summary,\t 100meter\t sprinters\t must\t train\t their\t hip\t flexors\/extensors,\t ankle plantar\/dorsiflexors,\t core\t muscles,\t and\t upper\t body.\t These\t muscles\t must\t be trained\tin\ta\tway\tthat\tinvolves\texerting\tforce\tagainst\tthe\tground\tand\tenhances\tthe ability\t to\t break\t down\t and\t utilize\t ATP\t for\t fuel.\t In\t addition,\t one-legged\t strength work\t should\t be\t performed\t to\t help\t simulate\t the\t leg\t drive\t in\t the\t sprinting\t stride. Hamstring\t strength\t and\t flexibility,\t as\t well\t as\t shin\t strength,\t are\t important\t for injury\t prevention.\t Additionally,\t according\t to\t the\t model\u2019s\t characteristics,\t a 100meter\t sprinter\t should\t accelerate\t for\t the\t first\t six\t to\t seven\t seconds\t and\t then slow\tminimally\tfor\tthe\tlast\tthree\tto\tfour\tseconds.","Besides\t actual\t 100meter\t performance,\t a\t number\t of\t tests\t can\t measure\t many of\t these\t qualities.\t To\t measure\t lower\t body\t strength\t and\t power,\t have\t the\t athlete perform\t the\t standing\t long\t jump\t and\t the\t behind-the-body\t 4kg\t medicine\t ball throw.\tTo\tevaluate\tone-legged\tstrength,\thave\tthe\tathlete\tperform\tbounding\tdrills of\t different\t distances\t and\t the\t standing\t triple\t jumps.\t All\t of\t these\t tests\t will\t also evaluate\tthe\tathlete\u2019s\tability\tto\tstore\tand\tuse\tATP\tfor\tfuel. Now\t that\t you\t understand\t what\t qualities\t are\t important\t for\t a\t successful 100meter\tsprinter,\tit\u2019s\ttime\tto\tlook\tfor\tthose\tqualities\tin\tAthlete\tA. Athlete\t A\t runs\t the\t 100meter\t sprint\t in\t 11.28\t seconds.\t The\t breakdown\t of\t his performance\tin\tthe\t100\tmeter\tshows\tthat\the\taccelerates\tfor\tthe\tfirst\tfour\tseconds, maintains\t his\t speed\t for\t two\t seconds,\t then\t begins\t to\t slow\t down\t during\t the remainder\tof\tthe\trace.\tHe\tis\tcurrently\thealthy\tand\thas\tno\thistory\tof\tinjuries.\tThe results\tof\this\ttesting\tare\tas\tfollows: Standing\tlong\tjump:\t3.01\tmeters 4kg\tbehind\tmedicine\tball\tthrow:\t14.6\tmeters Standing\ttriple\tjump:\t8.60\tmeters 5\tbounds:\t15.05\tmeters According\t to\t the\t testing,\t Athlete\t A\t has\t the\t strength\t and\t power\t to\t run\t the 100meter\tsprint\tin\tunder\t11.10\tseconds.\tHe\tis\tnot\tachieving\tthis\ttime\tbecause\the has\ttwo\tmajor\tdeficiencies:\the\tis\thaving\ttrouble\twith\this\tacceleration,\tand\the\tis having\ttrouble\tmaintaining\this\tspeed.\tKnowing\tthese\tweaknesses\tallows\tyou\tto design\ta\ttraining\tprogram\tto\tdo\tthe\tfollowing: Prioritize\t acceleration\t training\t through\t a\t combination\t of\t starts,\t stick\t drills, and\tresisted\trunning. Prioritize\t speed\t endurance\t training\t through\t a\t combination\t of\t longer\t runs combined\twith\tincomplete\trecoveries. Continue\t working\t to\t maintain\t and\t increase\t strength\t and\t power\t levels through\ta\tcombination\tof\tstrength\ttraining\tand\tplyometric\texercises. Continue\t working\t to\t prevent\t injuries\t through\t a\t combination\t of\t flexibility and\tstrength\ttraining,\tespecially\tfor\tthe\thamstrings\tand\tshins. The\t 100meter\t sprinter\u2019s\t season,\t in\t college,\t lasts\t from\t roughly\t February","through\t June\t (approximately\t 20\t weeks).\t Competitions\t will\t occur\t just\t about every\t Saturday\t during\t the\t season\t and\t on\t some\t Sundays\t and\t Fridays.\t Working backwards,\t March\t through\t mid-June\t will\t make\t up\t the\t competition\t phase\t (14 weeks).\t Technical\t work\t is\t maintained\t unless\t it\t is\t a\t deficiency.\t Acceleration drills\t are\t performed\t mostly\t from\t starting\t blocks.\t Maximum\t velocity\t training\t is emphasized\t and\t uses\t all\t of\t the\t types\t of\t exercises\t available\t to\t the\t coach.\t Speed endurance\tis\tstill\tperformed,\tthough\tit\tis\tonly\tonce\tevery\tother\tweek\tor\tso. The\t precompetition\t phase\t will\t take\t up\t January\t and\t February\t (eight\t weeks). This\t phase\t is\t frequently\t the\t most\t intense\t of\t all\t the\t phases.\t Technical\t work\t is maintained\tunless\tit\tis\ta\tdeficiency.\tAcceleration\twork\tis\temphasized,\tand\tmost drills\tare\tperformed\tfrom\tblocks.\tMaximum\tvelocity\trunning\tis\temphasized\tand all\texercise\ttypes\tare\tused.\tSpeed\tendurance\tis\tmaintained. The\tspecial\tpreparation\tphase\twill\ttake\tup\tNovember\tand\tDecember\t (eight weeks).\t The\t sprinter\t is\t seeking\t to\t apply\t the\t physical\t qualities\t developed\t in\t the general\t preparation\t phase\t directly\t to\t sprinting.\t As\t a\t result,\t technical\t exercises are\t continued.\t Acceleration\t work\t is\t beginning\t to\t be\t performed\t from\t blocks\t in this\t phase,\t though\t multiple\t types\t of\t acceleration\t drills\t are\t still\t performed. Maximum\tvelocity\trunning\tis\temphasized,\tthough\tseveral\ttypes\tof\texercises\tare performed\t(varied\tpace,\tresisted,\tassisted,\tetc.).\tSpeed\tendurance\tis\tmaintained. The\tgeneral\tpreparation\tphase\twill\ttake\tup\tJuly\tthrough\tOctober\tand\twill\tlast 16\tweeks.\tThe\t100meter\tsprinter\twill\tbe\tseeking\tto\tbuild\this\tfitness\tbase\tduring this\t period.\t The\t emphasis\t would\t be\t on\t technical\t exercises,\t acceleration\t work from\t different\t positions\t (i.e.,\t standing,\t crouching,\t falling,\t etc.,\t no\t block\t work yet),\tsome\tmaximum\tvelocity\twork,\tand\tspeed\tendurance\twork. The\ttransition\tphase\twill\ttake\tup\tthe\tlast\ttwo\tweeks\tof\tJune.\tThe\tidea\tof\tthis phase\tis\tto\tkeep\tathletes\tin\tshape,\twhile\tvarying\tthe\ttraining\tand\tgiving\tthem\ta chance\t to\t rest\t and\t recover.\t A\t 100meter\t sprinter\t might\t run\t in\t the\t pool,\t play basketball,\tswim,\tclimb,\tetc.\tto\tkeep\tin\tshape\tduring\tthis\tphase. Taking\t the\t time\t to\t gain\t an\t understanding\t of\t the\t qualities\t necessary\t for success\t in\t a\t given\t sport\t or\t position\t is\t important\t for\t successful\t program\t design. By\tunderstanding\twhat\tqualities\tare\timportant\tand\tby\tapplying\tthe\tprinciples\tof exercise,\t you\t can\t organize\t the\t program\t around\t developing\t those\t qualities.","Failure\t to\t understand\t the\t sport\t and\t address\t its\t needs\t leaves\t the\t success\t of\t the program\tto\tchance. This\tbook\tis\tfocused\ton\tspeed\tand\tagility\ttraining.\tHowever,\tother\ttools\tare also\t used\t to\t train\t athletes,\t including\t training\t in\t the\t weight\t room,\t plyometrics, core\/stability\ttraining,\tmobility\ttraining,\tetc.\tWhen\ttraining\tathletes,\tno\tmode\tof training\texists\tindependently\tfrom\tthe\tothers,\twhich\tmeans\tthat\tthe\tother\ttools\tof training\t have\t to\t be\t incorporated\t with\t the\t athletes\u2019\t speed\t and\t agility\t training, sport-specific\t practices,\t competition,\t travel,\t and\t life\t outside\t of\t sport.\t At\t this point,\t many\t coaches\t and\t athletes\t have\t questions.\t For\t example,\t if\t athletes perform\tback\tsquats\ton\tMonday,\twhen\tshould\tthey\tsprint?\tHow\tare\tplyometrics integrated?\tThe\trest\tof\tthis\tchapter\tdescribes\thow\tto\tmeld\tall\tthe\tdifferent\tmodes of\t training\t together.\t For\t consistency,\t the\t 100meter\t sprinter\t will\t be\t used\t as\t an example\tto\tlook\tat\tgeneral\tpreparation\ttraining. The\tfollowing\tsteps\tshould\tbe\tused\tto\thelp\ta\tcoach\tor\tathlete\tincorporate\tthe different\tmodes\tof\ttraining: 1.\t Determine\tthe\tmost\timportant\tmode\tof\ttraining. 2.\t Set\tup\tthe\ttraining\tfor\tthat\tmode. 3.\t Determine\tthe\tnext\tmost\timportant\tmode\tof\ttraining. 4.\t Set\tup\tthe\ttraining\tfor\tthat\tmode\tand\tmake\tsure\tit\tis\tin\tsync\twith\tthe\tmost important\tmode. 5.\t Repeat\tsteps\t3\tand\t4\tfor\teach\tsuccessive\tmode\tof\ttraining For\t a\t 100meter\t sprinter,\t the\t most\t important\t mode\t of\t training\t is\t going\t to\t be speed\ttraining.\tOther\tmodes\tinclude\tthe\tfollowing: Strength\ttraining\t(maximal\tstrength,\tpower,\thypertrophy) Plyometrics\t(vertical,\thorizontal) Core\ttraining Mobility\ttraining Agility\ttraining In\tthe\tgeneral\tpreparation\tphase,\tthe\tvarious\tmodes\tof\ttraining\tare\tranked\tas follows\t(i.e.,\tmost\timportant\tto\tleast): 1.\t Speed\ttraining","2.\t Strength\ttraining 3.\t Mobility\ttraining 4.\t Plyometrics\ttraining 5.\t Core\ttraining 6.\t Agility\ttraining With\t these\t rankings\t in\t mind,\t the\t program-design\t section\t will\t begin\t with speed\ttraining.\tIn\tthe\tgeneral\tpreparation\tphase,\tthe\tsprinter\tis\tfocused\ton\tlaying the\t foundation\t for\t future\t success.\t As\t a\t result,\t speed\t training\t will\t be\t designed around\testablishing\ttechnical\tfundamentals\tand\t improving\twork\tcapacity.\tWith this\t concept\t in\t mind,\t speed\t training\t will\t be\t planned\t for\t three\t days\t per\t week\t , with\teach\tday\tfocusing\ton\ta\tdifferent\tcomponent\tof\tspeed\ttraining\t(see\tTable\t7-5 for\tan\toverview\tof\tspeed-training\torganization). Once\tthe\torganization\tof\tthe\tspeed\ttraining\thas\tbeen\tcompleted,\tthe\tnext\tstep is\t to\t determine\t what\t kind\t of\t work\t will\t be\t performed\t during\t the\t first\t week\t of training.\t As\t the\t weeks\t progress,\t the\t volume,\t intensity,\t and\t complexity\t of\t the workouts\tincrease.\tTable\t7-6\tillustrates\tthe\tfirst\tweek\tof\ttraining. On\tthe\tfirst\tday\tof\ttraining,\tall\tof\tthe\twork\tis\tdone\tfor\tdistances\tof\t10\tmeters or\tless.\tIn\tother\twords,\teach\tactivity\ttakes\taround\tone\tsecond.\tEach\tactivity\tis\tan all-out\teffort\ton\tthe\tpart\tof\tthe\tathlete.\tOn\tWednesday,\tthe\tfocus\tis\ton\tactivities that\twill\tlast\tno\tmore\tthan\tsix\tor\tseven\tseconds.\tThe\tfocal\tpoint\tis\tstill\tprimarily on\t the\t phosphagen\t energy\t system.\t However,\t technique\t becomes\t a\t factor\t in\t the execution\t of\t the\t sprints.\t On\t Friday,\t with\t the\t longer\t sprints\t and\t incomplete recovery,\tthe\tathlete\tchallenges\tthe\tlactic\tacid\tenergy\tsystem. After\t the\t most\t important\t mode\t of\t exercise\t is\t laid\t out\t for\t the\t first\t week\t of","training,\tthe\tsecond\tmost\timportant\tmode\tcan\tbe\tadded.\tWhen\tadding\tthe\tsecond mode,\t remember\t to\t sync\t up\t the\t energy\t systems\t and\t qualities.\t Table\t 7-7 illustrates\t how\t to\t use\t the\t strength\t training\t to\t complement\t the\t speed\t training. Each\t workout\t trains\t the\t same\t energy\t systems\t and\t qualities\t to\t allow\t for maximum\t synchronization\t and\t recovery.\t In\t general\t (with\t some\t exceptions), energy\tsystems\tshould\tnot\tbe\ttrained\ttwo\tdays\tin\ta\trow,\tespecially\tnot\tthis\tearly in\t the\t training\t year.\t This\t procedure\t gives\t the\t athlete\t a\t chance\t to\t fully\t recover. It\u2019s\talso\ta\tgood\tidea\tto\tsync\tup\tqualities\tand\tenergy\tsystems\twhen\tincorporating multiple\t modes\t of\t training,\t which\t allows\t the\t athlete\t the\t maximum\t chance\t to apply\tone\tmode\tof\ttraining\tto\tthe\tother.\tFor\texample,\tfocusing\ton\tsub\t10-meter sprints\ton\tMonday,\tthen\tturning\taround\tand\tdoing\tsets\tof\t30\tin\tthe\tweight\troom would\tsend\tmixed\tmessages\tto\tthe\tathlete.","Once\t the\t first\t two\t modes\t of\t exercise\t have\t been\t determined,\t the\t third (mobility\t training)\t can\t be\t incorporated.\t As\t illustrated\t in\t Table\t 7-8,\t mobility training\t is\t incorporated\t almost\t daily.\t It\t is\t used\t as\t a\t warm-up\t on\t Monday, Wednesday,\t and\t Friday.\t In\t addition,\t it\t is\t used\t as\t part\t of\t a\t recovery\t workout\t on Tuesday\tin\tthe\tpool. Now\t that\t speed,\t strength,\t and\t mobility\t training\t have\t been\t incorporated,\t the","next\t most\t important\t component,\t plyometric\t training,\t will\t be\t added.\t Table\t 7-9 demonstrates\thow\tto\tincorporate\tplyometrics\tinto\tthe\ttraining\tprogram.\tKeeping in\t mind\t that\t the\t workout\t is\t for\t the\t early\t off-season,\t the\t volume\t is\t kept\t to\t a minimum\tand\tthe\tfocus\tis\ton\ttechnique\tand\tbuilding\ta\tfitness\tbase. Following\tplyometrics,\tthe\tnext\tmost\timportant\tcomponent,\tcore\ttraining,\tis included.\t Table\t 7-10\t illustrates\t that\t core\t training\t is\t incorporated\t on\t Tuesday, Wednesday,\t and\t Friday.\t On\t Wednesday\t and\t Friday\t it\t is\t included\t as\t part\t of\t the warm-up,\tand\ton\tTuesday\tit\tis\tpart\tof\ta\tlarger\tactive\trecovery\tworkout.\tOn\teach day,\t the\t core\t training\t syncs\t up\t with\t the\t energy\t systems\t and\t qualities\t to\t be trained\tin\tthe\tother\tworkouts. The\tfinal\tcomponent\tto\tincorporate\tis\tagility\ttraining.\tClearly,\tthis\ttraining\tis something\tthat\tis\tnot\ta\tmajor\tfocus\tfor\tsprinters,\tbut\tit\u2019s\timportant\tto\tinclude\tto make\t them\t well-rounded\t athletes.\t Table\t 7-11\t shows\t how\t this\t goal\t can\t be achieved.\t Agility\t training\t is\t approached\t as\t an\t active\t recovery\t workout\t once\t a week.\tAs\tthe\tsprinter\tdoes\tnot\thave\tto\tmove\tin\tmultiple\tdirections,\tthe\tfocus\tcan be\ton\tfundamental\tskills\tand\tusing\tthis\ttraining\tmode\tto\tprovide\tsome\tvariety.","Taking\tthe\tworkouts\tas\ta\twhole,\teach\tcomponent\tis\tmeant\tto\tbe\tdone\tin\t5\tto 30\tminutes.\tProperly\tsupervised,\tthe\tweight\tworkouts\tshould\ttake\tno\tmore\tthan 30\t minutes,\t which\t means\t that\t the\t Monday,\t Wednesday,\t and\t Friday\t workouts should\t take\t no\t more\t than\t 90\t minutes.\t The\t idea\t is\t for\t the\t athlete\t to\t work\t hard and\tthen\tleave\twithout\twasting\ttime.\tStepping\tback\tfrom\tthe\tdetails,\tFigure\t7-1 illustrates\t how\t the\t weekly\t training\t is\t laid\t out\t in\t terms\t of\t volume\t and\t intensity. The\t intensity\t is\t greatest\t on\t Monday\t and\t lowest\t on\t Tuesday,\t which\t is\t done\t on purpose,\twith\tthe\tmost\tintense\tday\tbeing\tfollowed\twith\tone\tof\ta\tlower\tintensity to\tallow\tfor\trecovery.\tVolume\tis\tlowest\twhen\tintensity\tis\tgreatest\tand\tvice\tversa. Thursday,\tSaturday,\tand\tSunday\tare\tcomplete\trest\tdays\tthis\tearly\tin\tthe\ttraining year.","Once\tthe\tfirst\tweek\thas\tbeen\tlaid\tout\tas\tdetailed,\teach\tsuccessive\tweek\tcan be\tdesigned\tby\tchanging\tthe\texercises,\tintensity,\tand\tvolume.\tIn\tterms\tof\thow\tto fit\t these\t exercises\t into\t the\t bigger\t picture,\t a\t 3:1\t approach\t to\t increasing\t volume and\tintensity\tis\tsimplest.\tIn\tother\twords,\tvolume\tand\tintensity\tare\tincreased\tfor three\t weeks\t in\t a\t row\t and\t the\t fourth\t week\t is\t an\t unloading\t week\t to\t allow\t for recovery.\tFigure\t7-2\tprovides\ta\tgraphic\texample\tof\tthis\tapproach.","It\tis\timportant\tto\trealize\tthat\tathletic\ttraining\tincorporates\tmore\tthan\tjust\tone or\t two\t modes\t of\t exercise.\t Each\t of\t these\t methods\t has\t to\t be\t accounted\t for\t to ensure\tthat\tthe\tathlete\thas\ttime\tto\trecover\tbetween\tworkouts\tand\tthat\this\ttraining time\tis\tmaximized.","PART\tII Sport-Specific\tTraining Chapters\t 8\t to\t 13\t present\t speed\t and\t agility\t training\t programs\t for baseball\/softball,\t basketball,\t football,\t ice\t hockey,\t rugby,\t and\t soccer.\t Each\t event chapter\tis\torganized\tinto\tseveral\tparts: Background\tinformation\tabout\tthe\tsport\tand\tits\tunique\tneeds Speed\tand\tagility\tprograms Drills\t(agility\tand\tspeed)\tspecific\tto\tthat\tsport","Background\tInformation The\t background\t information\t section\t presents\t the\t information\t that\t makes\t the sport\t unique\t from\t a\t conditioning\t standpoint.\t Information\t may\t include\t specific (and\t unique)\t movement\t patterns,\t work:rest\t ratios,\t lengths\t of\t an\t average game\/play,\tetc.\tThis\tinformation\tis\timportant\tbecause\tit\tis\tused\tto\tdetermine\tthe speed\tand\tagility\tprogram.","Speed\tand\tAgility\tPrograms Training\t programs\t are\t organized\t into\t beginner\t and\t advanced\t programs.\t The beginner\tprogram\tis\tgeared\ttowards\thigh\tschool\tathletes.\tWith\tmodifications,\tit could\t also\t be\t used\t with\t collegiate\t athletes\t that\t do\t not\t have\t much\t training experience.\t The\t advanced\t program\t is\t geared\t towards\t collegiate\t athletes.\t With modifications,\tit\tcould\tbe\tperformed\tby\tmore\tsenior-level\tathletes. The\t high\t school\t athlete\t needs\t to\t develop\t fitness\t and\t movement\t skills.\t He should\tbe\tinstructed\ton\tfundamentals.\tThe\thigh\tschool\tathlete\tis\tnot\tyet\tprepared to\t endure\t more\t intensive\t training.\t While\t fundamentals\t are\t important\t at\t the college\tlevel,\tsports\tspecificity\ttakes\ton\teven\tgreater\timportance.\tUnlike\tin\thigh school,\tat\tthe\tcollege\tlevel,\tonly\tpart\tof\tthe\tyear\tshould\tfocus\ton\tfundamentals, while\tthe\trest\tof\tthe\tyear\tshould\tfocus\ton\tmore\tsports-specific\tdrills.\tA\tcollegiate athlete\t will\t have\t more\t training\t experience\t and,\t in\t general,\t will\t be\t better prepared\t for\t the\t game.\t The\t training\t can\t be\t more\t intense\t and\t the\t athlete\t should be\table\tto\thandle\ta\tgreater\tvolume\tof\ttraining.\tAfter\ta\tfitness\tand\ttechnique\tbase has\t been\t established,\t the\t collegiate\t athlete\u2019s\t program\t should\t be\t faster\t and feature\tmore\tcomplex\tdrills\tthan\tthe\thigh\tschool\tathlete\u2019s. Each\tprogram\tis\tperiodized\u2014i.e.,\tdivided\tinto\tthe\tfollowing\tphases: General\tpreparation Special\tpreparation Precompetition Competition Transition Exact\t dates\t for\t each\t phase\t of\t training\t are\t not\t provided.\t In\t other\t words, nothing\tin\tthe\tsample\tprogram\tindicates\tthat\ton\tAugust\t15\tthe\tathlete\tshould\tbe performing\ta\tspecific\tworkout.\tInstead,\trecommended\tlengths\tof\teach\tphase\tare provided\t for\t each\t level\t of\t training\t program,\t for\t a\t number\t of\t reasons.\t First,\t it would\tbe\tinappropriate\tto\tdesign\t\u201ccookie\tcutter\u201d\tprograms\twith\ttoo\tmuch\tdetail without\t being\t familiar\t with\t an\t athlete\u2019s\t situation.\t Second,\t many\t schools (particularly\t at\t the\t high\t school\t level)\t do\t not\t have\t the\t same\t exact\t schedules\u2014 some\t may\t have\t seasons\t which\t start\t earlier,\t end\t later,\t etc..\t Finally,\t athletes\t may","participate\tin\ta\tsport\toutside\tof\ta\tschool\tprogram\t(for\texample,\tin\ta\tcity\tleague). The\trecommended\tlengths\tof\teach\tphase\tshould\tbe\treviewed\tcarefully,\tas\tany\tof these\tsituations\tmay\talter\tthe\tlength\tof\teach\tphase\tin\ta\ttraining\tprogram. Each\t training\t phase\t has\t a\t different\t purpose\t and\t focus.\t During\t the\t general preparation\tphase,\tthe\tathlete\tis\tpreparing\tfor\tthe\tmore\tintense\ttraining\tthat\twill come\t as\t the\t season\t approaches.\t It\t is\t imperative\t that\t perfect\t technique\t is emphasized.\t If\t bad\t habits\t are\t reinforced\t in\t the\t general\t preparation\t phase,\t they will\tbe\tmore\tdifficult\tto\tcorrect\tlater\tin\tthe\ttraining\tseason. The\t special\t preparation\t phase\t serves\t as\t a\t bridge\t between\t the\t all-around focus\tof\tthe\tgeneral\tpreparation\tphase\tand\tthe\tfocused,\tevent-specific\ttraining\tin the\t precompetition\t phase.\t During\t the\t special\t preparation\t phase,\t the\t fitness developed\t in\t the\t general\t preparation\t phase\t should\t be\t applied\t to\t the\t sport\t in\t a specific\t manner.\t This\t involves\t an\t emphasis\t on\t agility\/sport-specific\t movement patterns.\tAt\tthis\ttime\tduring\tthe\ttraining,\tit\tis\talso\tadvisable\tto\t\u201copen\u201d\tthe\tagility patterns\t to\t add\t a\t reactionary\t component,\t such\t as\t catching\t a\t ball\t or\t evading\t a defender. With\tthe\tprecompetition\tphase,\ttraining\tis\tscaled\tback\tso\tthat\tthe\tathlete\tcan focus\t more\t on\t game\t skills.\t Because\t the\t athlete\t is\t getting\t more\t rest,\t the complexity,\t intensity,\tand\tspeed\tof\tthe\texercises\tis\tincreased\tto\tensure\tthat\tthe athlete\t continues\t to\t make\t improvements\t and\t to\t help\t peak\t the\t athlete\t for\t the competitive\tseason. Training\tis\tscaled\tback\tin\tthe\tcompetition\tphase.\tPracticing\tand\tcompetition on\t a\t weekly\t schedule\t can\t be\t demanding\t on\t the\t body,\t no\t matter\t what\t level\t of play.\t The\t coach\t should\t approach\t the\t competition\t phase\t with\t a\t minimalist attitude\u2014do\tas\tlittle\tas\tpossible,\tbut\tno\tless.\tMost\tof\tthe\ttime\tand\tenergy\tshould be\tdirected\ttoward\tpractice\tand\tcompetition. The\t transition\t phase\t is\t meant\t to\t allow\t the\t athlete\t to\t recover\t physically\t and psychologically\t from\t the\t previous\t year\u2019s\t training.\t Athletes\t should\t continue\t to exercise\tduring\tthis\tphase\tof\ttraining.\tHowever,\texercise\tshould\tbe\tmore\tgeneral in\tnature\tand\tbe\trelatively\t unstructured.\t Games\tsuch\tas\t basketball,\tsoccer,\t and racquetball;\tactivities\tsuch\tas\tclimbing\tor\tswimming;\tmedicine\tball\tcircuits,\tetc. are\tall\tgreat\texamples\tof\ttransition\tphase\ttraining.\tTransition\tphase\tworkouts\tare","not\tdetailed\tin\tthis\tbook.\tThey\tshould\tbe\theavily\tinfluenced\tby\tthe\tathletes,\ttheir situation,\t the\t coach\u2019s\t preferences,\t and\t available\t resources.\t For\t example,\t a transition\t phase\t workout\t emphasizing\t swimming\t pool\t training\t would\t be irrelevant\tfor\ta\thigh\tschool\twithout\ta\tswimming\tpool.","Drills\tSpecific\tto\tthe\tSport Movement\tpatterns\tfor\teach\tsport\tcovered\tin\tthis\tbook\twill\tvary\tfrom\tposition\tto position.\t However,\t some\t common\t patterns\t are\t seen\t at\t almost\t every\t position. These\tcommon\tmovement\tpatterns\tare\treflected\tin\teach\tchapter\u2019s\tdrills. Most\tpositions\tin\tmost\tsports\trequire\tvarious\tchanges\tof\tdirection,\tthe\tlateral shuffle,\tthe\tability\tto\taccelerate\tin\tall\tdirections\t(both\tfrom\ta\tstop\tand\tat\tvarious speeds),\t and\t the\t ability\t to\t come\t to\t a\t stop\t quickly\t from\t multiple\t directions\t and movement\t patterns.\t In\t addition,\t to\t be\t successful,\t every\t position\t also\t has\t skill- specific\tmovement\tpatterns\tthat\tthe\tplayer\tmust\tbe\tproficient\tat. In\t this\t book,\t work\t intervals\t in\t distance\t will\t remain\t the\t same\t for\t each position.\t Some\t variations\t exist\t between\t positions,\t but\t the\t essential\t movement elements\tare\tcovered\twith\tthe\tvarious\tdrills.\tThe\tdrills\tselected\twill\tbe\texecuted for\t a\t specified\t distance\t that\t will\t coincide\t with\t an\t approximate\t time\t interval. Depending\t upon\t the\t particular\t situation,\t the\t coach\t may\t want\t to\t adjust\t some\t of the\t distances\t selected\t for\t each\t drill\t depending\t on\t the\t objective\t of\t the\t training session\tand\tthe\ttime\tof\tseason. Rest\t intervals\t of\t no\t more\t than\t three\t minutes\t should\t be\t used.\t A\t marginally conditioned\t athlete\t should\t be\t able\t to\t completely\t recover\t from\t an\t eight\t second work\t interval\t in\t two\t to\t three\t minutes.\t A\t shorter\t rest\t interval,\t as\t low\t as\t eight seconds,\tmay\tbe\tappropriate\twhen\tmetabolic-specific\ttraining\tis\tneeded. Increasing\tcomplexity\tis\tgenerally\tdone\tby\tadding\tsensory\tinformation\tin\tthe form\t of\t passing,\t kicking\t the\t ball,\t catching\t the\t ball,\t evading\t a\t defender,\t or reacting\t to\t a\t sport-specific\t cue.\t For\t instance,\t an\t athlete\t could\t run\t with\t the\t ball while\t weaving\t through\t a\t drill,\t elude\t a\t defender\t at\t the\t end\t of\t the\t pattern,\t and make\ta\tkick\tto\tfinish\tthe\tdrill. Each\tdrill\tdescribed\tin\teach\tchapter\tincludes\tthe\tfollowing: Purpose:\treason\tfor\tusing\tthe\tdrill Objective:\twhat\tthe\tdrill\tis\tmeant\tto\taccomplish Description:\thow\tto\tperform\tthe\tbasic\tdrill Increasing\t Complexity\/Difficulty:\t how\t to\t make\t the\t drill\t more\t advanced","using\tsport-specific\tcues,\tor\thow\tto\tmake\tthe\tdrill\tmore\tdifficult\tto\tperform for\tadvanced\tathletes Work\t Interval:\t general\t guidelines\t for\t how\t long\t the\t drill\t should\t take\t to execute.\tNote\tthat\tthis\twill\tvary\twith\tthe\tlevel\tof\tthe\tathlete. Rest\tInterval:\t general\t guidelines\t for\t how\t much\t rest\t the\t athlete\t should\t get between\twork\tintervals","8 Baseball\/Softball Baseball\tand\tsoftball\tare\tsports\tof\tsudden\tstarts,\tstops,\tand\tchanges\tof\tdirection. Therefore\t speed\t and\t agility\t are\t critical\t components\t to\t success.\t According\t to Szymanski\t and\t Fredrick\t (2001),\t speed\t gives\t teams\t an\t advantage\t in\t both offensive\tand\tdefensive\tplay.\tFor\tthe\toffense,\tspeed\tis\tan\tadvantage\tbecause\tthe defense\t must\t get\t the\t ball\t to\t the\t base\t faster\t than\t the\t speed\t of\t the\t player\t in\t the batter\u2019s\tbox\tor\tbase\tpaths.\tFrom\ta\tdefense\tstandpoint,\ta\tfast\tteam\tis\table\tto\tcover more\tground\tand\teven\tto\tmake\tup\tfor\tmistakes. Batters\t and\t runners\t need\t the\t ability\t to\t accelerate\t and\t stop\t suddenly; defensive\tplayers\tneed\tquickness\tand\tlateral\tspeed.\tDefensively,\tthose\tplayers\tin the\t middle\t of\t the\t field\t (second\t base,\t shortstop,\t and\t center\t field)\t tend\t to\t be fastest,\tthe\tplayers\ton\tthe\tcorners\t(first\tbase,\tthird\tbase,\tright\/left\tfields)\ttend\tto be\tthe\tnext\tfastest,\tand\tthe\tpitchers\tand\tcatchers\ttend\tto\tbe\tthe\tslowest\tplayers. These\tdifferences\tshould\tbe\tkept\tin\tmind\tas\tthey\tindicate\tthat\tdifferent\tpositions have\tslightly\tdifferent\tconditioning\tneeds. While\t baseball\t and\t softball\t are\t usually\t played\t over\t nine\t and\t seven\t innings, respectively,\t the\t bulk\t of\t the\t energy\t for\t these\t sports\t is\t provided\t by\t the phosphagen\t energy\t system.\t The\t majority\t of\t speed\t and\t agility\t work\t should\t take place\tover\tshort\tdistances\tand\temphasize\tcomplete\trecovery. In\tgeneral,\ta\tspeed\tand\tagility\tprogram\tfor\tbaseball\tor\tsoftball\tshould\ttarget the\tfollowing: Acceleration:\thelps\tthe\tathlete\tcover\tthe\tdistances\tbetween\tbases\tquickly. Ability\t to\t stop\t suddenly:\t an\t important\t skill\t for\t both\t base\t running\t and defensive\tplay. Ability\tto\tchange\tdirections\tquickly:\tan\timportant\tskill\tfor\tbase\tstealing\tand defensive\tplay. Lateral\tspeed:\tan\timportant\tskill\tfor\tbase\tstealing\tand\tdefensive\tplay. Anaerobic\t conditioning:\t enables\t athletes\t to\t maintain\t their\t speed\t during\t a","nine-inning\tgame. The\t program\t descriptions\t in\t this\t chapter\t will\t specifically\t refer\t to\t baseball, but\tsoftball\tplayers\twill\talso\tfind\tthese\ttraining\tprograms\thelpful.","Beginning\tProgram The\thigh\tschool\tathlete\u2019s\ttraining\twill\tbe\torganized\taround\tthe\tfollowing: 15-to\t20-week\tgeneral\tpreparation\tphase 10-week\tspecial\tpreparation\tphase 4-week\tprecompetition\tphase 12-to\t15-week\tcompetition\tphase 2-week\ttransition\tphase The\t high\t school\t athlete\u2019s\t training\t should\t focus\t on\t the\t development\t of running\ttechnique\tto\thelp\tthe\tathlete\tget\tto\tbases\t(or\tballs\tin\tplay)\tmore\tquickly, development\t of\t anaerobic\t conditioning\t to\t help\t them\t perform\t explosively throughout\t a\t nine-inning\t game,\t increasing\t strength\t and\t power\t to\t aid\t speed\t and agility,\t improving\t core\t conditioning\t to\t help\t with\t proper\t running\t and\t agility mechanics,\tand\timproving\tbaseball-specific\tmovement\tpatterns.","","General\tPreparation\tPhase For\t the\t high\t school\t baseball\t player,\t the\t general\t preparation\t phase\t of\t training should\temphasize\tfundamental\trunning\tand\tagility\ttechnique\tin\tthe\tform\tof\tdrills and\tshort\tsprints\tas\twell\tas\tanaerobic\tconditioning\tin\tthe\tform\tof\tlonger-distance sprints\t with\t short\t recovery\t periods.\t Table\t 8-1\t provides\t an\t overview\t of\t the physical\tqualities\tthat\tshould\tbe\tdeveloped\tduring\tthis\tphase\tof\ttraining\tand\tthe drills\tthat\tshould\tbe\tused. During\tthe\tgeneral\tpreparation\tphase,\tthe\thigh\tschool\tbaseball\tplayer\tshould be\t training\t two\t to\t four\t days\t per\t week.\t Table\t 8-2\t provides\t a\t sample\t week\t of workouts\t from\t the\t early\t part\t of\t the\t general\t preparation\t phase.\t Note\t that\t each workout\t focuses\t on\t sprinting\t technique\t and\t agility.\t Although\t baseball\t does\t not require\tlong-distance\tsprints,\tthe\tsprinting\ttechnique\tis\timportant\tfor\tpreventing injuries\tduring\tconditioning. In\t the\t sample\t in\t Table\t 8-2,\t the\t athlete\t is\t training\t three\t times\t per\t week.\t The first\t and\t third\t workouts\t emphasize\t acceleration\t and\t the\t middle\t workout emphasizes\t conditioning.\t As\t the\t athlete\t progresses\t through\t the\t general preparation\tphase,\tthe\tvolume,\tintensity,\tand\tcomplexity\tof\tthe\texercises\tshould progressively\tincrease. Athletes\tshould\tbe\tallowed\tto\tfully\trecover\tfor\ttwo\tto\tthree\tminutes\tbetween sprinting\ttechnique,\tagility,\tand\tacceleration\tdrills.\tThe\temphasis\ton\tdrills\tshould be\ton\tcorrect\texecution\tfirst\tand\tspeed\tsecond.","","Special\tPreparation\tPhase Athletes\t should\t train\t two\t to\t four\t times\t per\t week\t during\t the\t special\t preparation phase.\t Conditioning\t becomes\t more\t difficult\t than\t the\t general\t preparation\t phase, with\ta\t greater\tvolume\tand\t reduced\trecovery.\tVolume\tis\tgreater\ton\tacceleration exercises.\tAgility\texercises\thave\tbecome\tmore\tdifficult,\twith\tsome\tpatterns\tand drills\t being\t introduced.\t As\t this\t phase\t progresses,\t the\t ball\t should\t be\t introduced into\t the\t agility\t drills\t to\t help\t make\t the\t training\t more\t sport-specific.\t Sprinting technique\t drills\t should\t still\t be\t performed.\t Note\t that\t more\t complicated\t drills have\tbeen\tintroduced.\tTable\t 8-3\tdescribes\tthe\tphysical\tqualities\tthat\tshould\t be developed\tin\tthis\tphase\tof\ttraining,\talong\twith\tthe\tdrills\tthat\tshould\tbe\tused.\tThe agility\t pattern\t drills\t mentioned\t in\t Table\t 8-3\t (and\t subsequent\t tables)\t will\t be described\tlater\tin\tthis\tchapter. Table\t 8-4\t provides\t a\t sample\t week\t of\t workouts\t from\t the\t early\t part\t of\t the special\t preparation\t phase\t of\t training.\t The\t workouts\t cover\t three\t days\t per\t week and\t the\t emphasis\t of\t each\t session\t remains\t similar\t to\t the\t general\t preparation program,\talthough\tthe\ttraining\tvariables\tand\texercises\tmay\tbe\tdifferent.","","Precompetition\tPhase Due\t to\t the\t reduction\t in\t training\t sessions\t during\t the\t precompetition\t phase, intensity\t and\t complexity\t will\t increase.\t Agility\t drills\t should\t be\t sport-specific, with\t the\t ball\t being\t integrated\t wherever\t possible.\t Acceleration\t and\t conditioning should\t be\t emphasized,\t with\t less\t sprinting\t mechanic\t work\t being\t performed\t in each\t training\t session\t (although\t sprinting\t drills\t should\t become\t progressively more\tcomplex).\tTable\t8-5\tprovides\tan\toverview\tof\tthe\tdrills\tthat\tshould\tbe\tused in\tthe\tprecompetition\tphase\tof\ttraining. During\tthe\tprecompetition\tphase,\tathletes\tshould\ttrain\tbetween\ttwo\tand\tthree times\t per\t week,\t depending\t upon\t time\t availability.\t As\t the\t phase\t progresses\t and games\t begin,\t the\t amount\t of\t time\t available\t for\t training\t will\t decrease.\t Table\t 8-6 provides\t a\t sample\t week\t of\t late\t precompetition\t phase\t workouts\t for\t an\t athlete who\tis\ttraining\ttwice\ta\tweek.","Each\t training\t session\t includes\t acceleration,\t agility,\t and\t conditioning exercises.\t The\t first\t training\t session\t has\t a\t greater\t volume\t of\t acceleration exercises\t and\t the\t second\t has\t a\t greater\t volume\t of\t conditioning\t exercises.\t All training\tsessions\tinclude\tagility\texercises.","Competition\tPhase During\t the\t competition\t phase,\t the\t focus\t is\t on\t maintaining\t speed,\t agility,\t and fitness,\t while\t winning\t baseball\t games.\t Training\t will\t often\t be\t reduced\t due\t to travel,\t games,\t and\t practices.\t As\t a\t result,\t training\t must\t be\t organized\t so\t that exercises\t may\t develop\t multiple\t qualities.\t For\t example,\t agility\t pattern\t drill\t #1 develops\t acceleration,\t stopping,\t change\t of\t direction,\t and\t conditioning.\t Agility pattern\t drills\t #5\t and\t 6\t develop\t acceleration,\t change\t of\t direction,\t and\t lateral acceleration.\tTable\t8-7\tdescribes\thow\tvarious\texercises\tmay\tbe\tused\tto\tdevelop multiple\tphysical\tqualities\tduring\tthe\tcompetition\tphase. Table\t8-8\tprovides\ta\tsample\tweek\tof\tworkouts\tduring\tthe\tcompetition\tphase. Ideally,\tathletes\tshould\ttrain\ttwo\tto\tthree\ttimes\tper\tweek\tduring\tthe\tseason.\tEach training\t session\t will\t focus\t on\t reinforcing\t sprinting\t technique\t and\t developing acceleration,\t agility,\t and\t conditioning.\t Whenever\t possible,\t the\t ball\t should\t be integrated\twith\tthe\tdrills\tto\tenhance\tthe\ttransfer\tof\tthe\ttraining\tto\tthe\tsport. High\t school\t baseball\t players\t should\t focus\t on\t developing\t and\t refining movement\t fundamentals.\t By\t learning\t good\t skills\t early,\t they\t will\t have\t a\t more solid\tbase\tto\tbuild\ton\tas\tthey\tbecome\tmore\tadvanced\tathletes.","Advanced\tProgram The\t advanced\t program\t presented\t in\t this\t section\t is\t appropriate\t for\t collegiate- level\t athletes\t and\t beyond.\t The\t collegiate\t athlete\u2019s\t training\t will\t be\t organized around\tthe\tfollowing: 15-to\t20-week\tgeneral\tpreparation\tphase 10-week\tspecial\tpreparation\tphase 4-week\tprecompetition\tphase 12-to\t16-week\tcompetition\tphase 2-week\ttransition\tphase The\t training\t of\t collegiate\t baseball\t players\t should\t primarily\t focus\t on developing\tthe\tfollowing: Acceleration:\t The\t ability\t to\t run\t to\t the\t base\t after\t hitting\t the\t ball\t and\t the ability\t to\t run\t to\t balls\t that\t are\t in\t play\t is\t extremely\t important.\t Collegiate athletes\t will\t use\t a\t wide\t variety\t of\t tools\t (short\t sprints,\t resistance,\t stick drills,\tetc.)\tto\tenhance\tacceleration. Conditioning:\tWhile\tbaseball\tis\ta\tsport\tthat\tprimarily\tuses\tthe\tphosphagen energy\t system,\t players\t may\t have\t to\t perform\t maximal\t speed\t and\t agility tasks\trepeatedly\tduring\ta\tgame.\tAs\ta\tresult,\tanaerobic\tconditioning\twill\tbe important\tto\tdevelop\tthroughout\tthe\tyear. Agility:\t Stopping,\t starting,\t and\t changing\t directions\t rapidly\t are\t important tasks\t both\t for\t baserunning\t and\t for\t making\t defensive\t plays.\t The\t collegiate player\t will\t spend\t some\t time\t on\t fundamental\t skills,\t but\t the\t majority\t of training\tshould\tbe\tfocused\taround\tsport-specific\tskills.","","General\tPreparation\tPhase As\t with\t the\t beginning\t program,\t the\t general\t preparation\t phase\t of\t the\t advanced program\t focuses\t on\t laying\t the\t foundation\t in\t terms\t of\t fitness\t and\t skills\t that\t the athlete\twill\tneed\tthe\trest\tof\tthe\ttraining\tyear.\tAt\tthe\tcollegiate\tlevel,\tthis\tphase\tis a\t mixture\t of\t fundamental\t skills\t (sprinting\t and\t agility),\t conditioning,\t and\t sport- specific\tdrills\tand\tpatterns. When\t programming\t for\t this\t phase,\t keep\t in\t mind\t that\t during\t parts\t of\t this phase,\t training\t may\t be\t unsupervised.\t As\t a\t result,\t the\t beginning\t portions\t of\t this phase\tshould\tbe\trestricted\tto\tdrills\tand\tskills\tthe\tathlete\tis\talready\tfamiliar\twith. As\t the\t phase\t progresses,\t more\t complicated\t drills\t and\t exercises\t should\t be integrated.\t Table\t 8-9\t provides\t a\t breakdown\t of\t the\t qualities\t the\t athlete\t should develop\t in\t this\t phase\t and\t the\t exercises\t that\t could\t be\t used\t to\t develop\t those qualities. Table\t 8-10\t provides\t a\t sample\t week\t of\t workouts\t for\t a\t collegiate\t baseball player\tin\tthis\tphase\tof\ttraining.\tIdeally,\tthe\tathlete\tshould\tbe\ttraining\ttwo\tto\tfour times\tper\tweek.\tThe\texample\tin\tTable\t8-10\thas\tthe\tathlete\ttraining\tfour\ttimes\tper week.\t In\t this\t scheme,\t two\t sessions\t focus\t primarily\t on\t acceleration\t and\t two sessions\t focus\t primarily\t on\t conditioning.\t Due\t to\t its\t importance,\t some\t limited acceleration\t work\t is\t performed\t during\t every\t workout.\t Dynamic\t flexibility,","sprinting\t technique,\t and\t agility\t training\t are\t performed\t during\t every\t training session.\tThe\tworkouts\tin\tTable\t8-10\tare\tintended\tfor\tuse\ttowards\tthe\tend\tof\tthis phase\t of\t training.\t Therefore,\t more\t complicated\t exercises\t and\t higher\t training volumes\tare\tbeing\temployed.\tThese\tfactors\twill\tneed\tto\tbe\tadjusted\twhen\tusing this\tprogram\tearlier\tin\tthe\tphase.","Special\tPreparation\tPhase The\t special\t preparation\t phase\t continues\t the\t athlete\u2019s\t development\t while integrating\t more\t complex\t skills\t and\t more\t difficult\t drills,\t and\t increasing\t the sport-specific\tnature\tof\tthe\ttraining.\tFundamental\tskills\tare\tstill\ttrained,\tbut\tthey are\t done\t so\t in\t conjunction\t with\t baseball\t cues\t (for\t example:\t shuffle,\t perform\t a crossover\t step,\t sprint\t to\t second\t base\t before\t the\t ball\t arrives,\t etc.).\t As\t the\t phase progresses,\t training\t should\t emphasize\t baseball\t specificity\t more,\t and\t general training\t less.\t Table\t 8-11\t provides\t an\t example\t of\t the\t qualities\t that\t should\t be developed\tin\tthis\tphase\tand\twhat\ttools\tshould\tbe\tused\tto\tdevelop\tthose\tqualities. Ideally,\tan\tathlete\tshould\ttrain\ttwo\tto\tfour\ttimes\tper\tweek\tduring\tthis\tphase. Table\t 8-12\t provides\t a\t sample\t week\t of\t workouts\t from\t the\t beginning\t of\t this phase.\t The\t organization\t of\t the\t training\t sessions\t has\t not\t been\t altered\t from\t the general\t preparation\t phase.\t Remember\t that\t training\t should\t become\t more baseball-specific\tas\tthe\tphase\tprogresses\t(i.e.,\tagility\tdrills\tshould\tbe\tperformed using\tthe\tball,\tetc.).",""]