Principles of Conditioning

1. Principles of Conditioning Principle of Disuse - The theory that a training program must include a maintenance plan or the gains from training will be lost (conditioning is a way of life).

2. Principles of Conditioning Principle of Hard/Easy - The theory that a training program must alternate high-intensity workouts with low-intensity workouts to help the body recover and achieve optimal training adaptation (varied training).

3. Principles of Conditioning Principle of Individuality - The theory that any training program must consider the specific needs and abilities of the individual for whom it is designed (station work).

4. Principles of Conditioning Principle of Periodization - The gradual cycling of specificity, intensity, and volume of training to achieve peak levels of fitness for competition.

5. Principles of Conditioning Principle of Specificity -The theory that a training program must stress the physiological systems critical for optimal performance in a given sport in order to achieve desired training adaptations in that sport (sprint to gain speed).

6. Safety First • Weather • Equipment • Fields • Athletes condition - Athletes need to be physically prepared • Nutrition • HYDRATION • Strict protocols for practice details (warm-up, on deck circle, relaying, etc.)

7. Reasons for Measurable increases in Muscular Strength during training Neuromuscular coordination - Recruitment of motor units (a neuron and all the muscle fibers it innervates) Muscular hypertrophy - increases in the size of the muscular fibersMuscular hyperplasia - increases in the number of muscle fibers Reduction in Autogenic inhibition (golgi tendon organ) - the muscles are not inhibited which allows for greater load

8. Developing Flexibility facilitate routine as tolerated Static - 10 second hold with mild tension - 20 - 30 second hold to slightly increased tension Dynamic - This type of stretching should be avoided. Typically the stretch reflex is activated which will prevent any gains in flexibility. The muscle spindle is activated when the muscle is stretched suddenly and a reflex contraction of the stretch muscle results. PNF routines

9. Types of Muscular Contractions Concentric contraction - shortening of the muscle fibers - often times referred to the “positive” action Eccentric contraction - lengthening of the muscle fiber - often times referred to the “negative” action - show to have the greatest influence on increases in muscle strength. Isometric contraction - Static-action of muscle fiber. Most often utilized during rehabilitation.

10. Muscle Movements Prime mover (s) - The muscle(s) primarily responsible for the action. Antagonist(s) - The muscle(s) that oppose the prime mover(s). Synergist - The muscle(s) which assist the prime mover(s) or provide stabilization.

11. Etiology for Muscle Soreness Transient or Acute Muscle Soreness - Increase of end products of exercise Delayed Onset Muscle Soreness (DOMS) - Characterized by muscle soreness one or two days following exercise. Structural damage to the muscle membranes Inflammatory reaction within the muscle tissues Prevention: Follow your Principles

12. Energy Systems ATP - PCr system - 3 - 15 seconds (sprinting, weight training) Glycolytic System - Breakdown of glucose (early minutes of exercise) Oxidative System - Generation of ATP through the utilization oxygen and carbohydrates and fats. (long duration events)

13. Principles of Conditioning Time of day - When? Conditions? Duration - How long? Intensity - Exertion? Frequency - How often? Repetition - How many? Resistance - How much?

14. Duration - Specific to fitness component and individualAerobic - 10 - 15 - 20 - 25 - 30 - 40, etc. minutes or activity with the Target Heart Rate (THR)Intensity - Karvonin Equation: 220- Age = HR maxHr max - Rest heart rate (RHR) = Heart Rate Reserve (HRR)(HRR X .5 - .75) + RHR = Target heart rate (THR) 220 - 12 (age) = 208 bpm (HR max)208 (HR max) - 80 (RHR) = 140 (heart rate reserve (HRR) X .5 - .75 = 70 bpm - 105 bpm + 80 (RHR) = 150 - 185 bpm (THR)10 second heartbeats = 15 - 18 beats/10 seconds

15. Rate of Perceived Exertion (Borgs Rate of Perceived Exertion Scale) • Rating 15 point Scale - A 15 point Scale - B • 6 No exertion at all • 7 Very, very light • Extremely light • 8 • 9 Very light Very light • 10 • 11 Fairly light light • 12 • 13 Somewhat hard Somewhat hard • 14 • 15 Hard Hard (heavy) • 16 • 17 Very Hard Very Hard • 18 • 19 Very, very hard Extremely hard • 20 Maximal exertion • Adapted from Borg (1998)

16. Utilization of the Training Heart Zone and Borg’s RPE scale • Post the 10 second heart rate chart. • Athlete takes a 10 second heart rate during aerobic exercise (brief pause of exercise). • Athlete view or knows RPE scale. • Athlete decides what his/her rate of perceived exertion is at that moment. • Athlete makes a conscious effort to remember how they feel at the measured heart rate. • RPE Guidelines: Warm-up & cool down (8 - 11) • Training Zone (12-13 - 15-16)

17. Exercise Prescription Frequency - This is a variable factor that must be adjusted according to the exercises or goal. Repetitions - Calisthenics - Repetitions to mild - then moderate - then difficult Weight training exercises do not need to be a part of an adolescent’s exercise program.

18. Demands for Sports - L=Low, M=Medium, H=High

19. Identify Exercises to Stress Components

20. Maintain a Routine - Vary the Exercises - Post it Practice plan - 1’30”

21. Maintain a Routine - Vary the Exercises - Post it Practice plan - 1’30”

22. Maintain a Routine - Vary the Exercises - Post it Practice plan - 1’30”

23. Strategies to Help Coach ADD Athletes Ja

24. BIG IDEAS • Expose Athletes’ Natural Talent • Improve Instruction • Make Team-Sport Experience a Positive One

25. 10 Tips Coaching Students with Attention Deficit Disorder (they work for all youngsters)

26. Tip #1 - Never Humiliate a Child This would seem to be common sense. Unfortunately, that is not always the case. Some coaches feel that embarrassing, humiliating or punishing will get a child to pay attention. This approach will not work with an ADD child.

27. Tip #2 - Drill with Energy Children will ADD get bored and distracted standing around waiting for their turn. Develop drills that require change and continuous movement.

28. Tip #3 - Go one-on-one Children with ADD get lost in group directions, but they do well in one-to-one coaching situations. Talk to children with ADD individually to explain instructions.

29. Tip #4 - Do a double-check Ask a child with ADD privately if he/she understood the directions, asking him/her to repeat what he/she heard.

30. Tip #5 - Move Players Around Rotate positions so that everyone on the team has an opportunity to be in active positions. This will help all children to use excessive energy well and possibly learn a new skill.

31. Tip #6 - Manage Excitement Children with ADD often get caught up in the action of the game, forgetting about strategy and teamwork. Awareness of this will help a child with ADD focus.

32. Tip #7 - Keep ‘em busy Assign a child with ADD a job or duty while on the bench or during downtime. Some suggestions include: assisting score keeping, keeping equipment in order or anything that will hold the child’s interest.

33. Tip #8 - Let ‘em Rest Devise a take-a-break plan with a child with ADD. Breaks offer respite to children who become overwhelmed.

34. Tip #9 - Think Positive Assess the child’s strengths and emphasize them in practice. For example, if a child is extremely good at blocking the soccer ball, consider making the child a goalie.

35. Tip #10 - Win - and Lose - as a Team Make sure that the players know that winning or losing is a team responsibility. A player should not be held a fault. It is the coach’s job to instill and demonstrate sportsmanship values for all players, beginning with the first practice. Support, encouragement, and respect for all players should be top priority.

36. In-Closing A good coach will consider it a gift when families inform you of their child’s special needs. Coaches have the opportunity to make a huge impact on students’ lives. They can help each player feel like an important member of the team - each with his/her own talents that help the team as a whole.