Training Theory: High School Throwers Matt Lydum, Defiance College January 27, 2005

1. Training Theory: High School ThrowersMatt Lydum, Defiance CollegeJanuary 27, 2005

2. “It takes 10 years of extensive training to excel in anything.” Herbert Simon - Nobel Laureate

3. Theories about training are generally based on yearly (or longer) cycles. The High School Coach faces challenges using these principles to create a training plan for a very short season.

4. Matveyev & Selye Much of how we think and talk about training theory is based on two big ideas. H. SELYE introduced the concept of General Adaptation, from which we derive supercompensation. L. MATVEYEV described the relationship between volume and intensity and how it related to timing a peak performance. Fundamentals of Sports Training Progress Publishers: Moscow, 1982.

5. Adaptation

6. Matveyevhttp://nhomag.com/99_v1_n1_5.asp

7. Periodization: Cracking the Code users.compaqnet.be/.../ training-schedules.html

8. Periodization: Cracking the Codehttp://www.judoamerica.com/ijca/periodisation/

9. Periodization: vocab • Move • Unit • Session • Micro-cycle • Meso-cycle • Phase • Period: preparation, competition, transition • Macro-cycle • Olympiad • Career

10. Moves & Units • Continually build and update your TRAINING MENU • Combinations of moves become units (routines, circuits, etc.) • Speeds up writing training programs • Allows for more time teaching specific skills (ex.: group one at med. Ball station, group two with coach working on technique) • Increases density of training (less standing around) • Aids in record keeping

11. Med. Ball Routine 1 Between legs forward Between legs back Over the head f’ward Jump front Jump back Hammer release left Hammer release rt. Partner shot left Partner shot rt. Push press for ht. In-place jumps Rockets Tucks One leg tuck right One leg tuck left Skateboard right Skateboard left Speed skater 360° rocket left 360° rocket right 4 count squat thrusts Moves & Units (examples)

12. Session & Micro-cycles • 3-12 units per session, 3-10 sessions/week. • Bowerman and the weekly plan • “Hard / Easy” • Coaching Track & Field William J. Bowerman. Houghton Mifflin Publishers, 1974. • Complimentary and Compatible Training • Put units that go well together in the same session • Build the weekly plan to maximize adaptation and learning • Propers to Boo Schexnayder, LSU / USATF CE

13. Building the weekly plan: example RANGE or VARIABLE INTENSITY THROWING • Teach the difference between sub-maximal intensity and all-out throws. • TOO MANY YOUNG THROWERS HAVE ONLY ONE GEAR. • Up to 50 throws at 50-75%, <10 throws @ >95% • SUBJECTIVE: 75% effort • OBJECTIVE: 75% of PR or goal distance • Taking lots of “hard” attempts everyday waters down the potential of high intensity throwing (nervous system implications).

14. Mesos, phases, and periods The “system” is not conducive to classical periodization… • 3 or 4 month high school season • Federation, league & school rules • Two or three sport athletes • Year-round training in some sports • Dual meets on weekdays • Etc.

15. Solutions • Think big-picture • Fall and Winter sport as general prep • Adolescents adapt quickly, (always try to pay attention and learn about adaptation) • Adolescents get bored quickly (a compressed season might keep some potential stars from drifting off)

16. Solutions Within the brief high school season… • move from general to specific • Use progressive loading • Steadily increase volume • Time unloading (↓volume and ↑ intensity) to accomplish a “peak” • VOLUME IS THE MOST CONTROLLABLE VARIABLE

17. Solution (example) Use week-day dual meets as training days (sample training program at a meet) • Jogging • Loosening moves • Locomotive moves (including skipping and lateral) • Dynamic range of motion • Between leg forward and back • Partial throws • Full throws • 3-6 competitive throws per event (perhaps some drills or more throws if appropriate) • Jogging • Hurdle mobility Eat* *It is widely accepted that eating a healthy snack soon after a strenuous training or competition aids recovery. See http://www.nsca-lift.org/perform/articles/02056.pdf

18. (Dys)adaptation… Inability to adapt well to training • Reasons: • Resistance: • misconceptions, • problems with authority, • coaching cues seem inconsistent with previous (other) coaches, • fear of success

19. Dysadaptation (cont.) More reasons: • Poor nutrition • Not enough rest • Other stressors • Family • Money • School • Adolescence in general

20. Dysadaptation (cont.) More reasons: • Stimulus (load) is inappropriate • Too much • Too little (habituation) • Too complex • Incorrect • Not fundamentally and/or biomechanically sound, i.e.: off balance, failure to generate a summate force. • Exhaustion (overtraining)

22. Peaking Agricultural epigraphs… • The hay is in the barn • Plant your seeds before the harvest is due

23. Peaking • Unloading: ↓ volume ↑ intensity • 3-7 days before key competition • Practice Peaking (likely only once or twice in a high school season) • Throw while supercompensated (timing and rhythm will be different) • How? Measuring tapes, video, simulated comp. (allow > 7 minutes between throws), mid. Season invitationals

24. Peaking • Teach peaking: make it a team tradition • Make it an expectation • Anticipate excited (supercomped) behavior. Teach your athletes not to blow it by doing something unwise in the weight room or overtraining too close to the meet.