Download Principle of Individuality

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).
Principles of Conditioning
Principle of Hard/Easy - The theory that a
training program must alternate highintensity workouts with low-intensity
workouts to help the body recover and
achieve optimal training adaptation
(varied training).
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).
Principles of Conditioning
Principle of Periodization - The gradual
cycling of specificity, intensity, and volume of
training to achieve peak levels of fitness for
competition.
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).
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.)
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
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
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.
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.
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
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)
Principles of Conditioning
Time of day - When? Conditions?
Duration - How long?
Intensity - Exertion?
Frequency - How often?
Repetition - How many?
Resistance - How much?
Duration - Specific to fitness component and individual
Aerobic - 10 - 15 - 20 - 25 - 30 - 40, etc. minutes or
activity with the Target Heart Rate (THR)
Intensity - Karvonin Equation:
220- Age = HR max
Hr 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
Rate of Perceived Exertion (Borgs Rate of Perceived Exertion Scale)
Rating
6
7
15 point Scale - A
15 point Scale - B
No exertion at all
Very, very light
Extremely light
8
9
10
11
12
13
14
15
16
17
18
19
20
Adapted from Borg (1998)
Very light
Very light
Fairly light
light
Somewhat hard
Somewhat hard
Hard
Hard (heavy)
Very Hard
Very Hard
Very, very hard
Extremely hard
Maximal exertion
Utilization of the Training Heart Zone and
Borg’s RPE scale
1.
2.
3.
4.
5.
6.
7.
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)
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.
Demands for Sports - L=Low, M=Medium, H=High
Sport
Aerobic
Anaerobic
Flexibility
Strength
Endurance
Speed
Power
Baseball
L-M
M–H
M
M–H
L–M
H
H
Football –
(running
Backs)
M
H
M-H
H
M-H
H
H
Softball
L-M
L-M –
Beginner
M–HAdvanced
M
L-M Beginner
M–HAdvanced
L-M
H
H
Identify Exercises to Stress Components
Aerobic
Anaerobi
c
Flex
Strength
Enduranc
e
Speed
Power
Coordin
Warm-up
Jog, loco
Lunge,
Varisous
moderate
runs
Statci,
dynamick
, PNJ
Same as
Anaerobi
c
Jog
Moderate
runs
Bounds
All
activities
Drills
X
X
X
X
X
X
X
X
Strategy
X
Condition
Jog, run,
drills
Warm
downs
X-Jog,
drill
Calith,
Dynamics
PNF
XDynmic
stretch
Calisth,
Drills
Warm up,
CV, Drills
Plyometri
cSprints
Plyo,
drills,
Drill
X-drills
Practice plan - 1’30”
Maintain a Routine - Vary the Exercises - Post it
Phase
Time
Description
Comment
Organization
Warm-up
2:00
Arm Circles
Active ROM
for shld.
girdle
line - safe
distance
2:00 - 5:00
Jog
10:00
Passive
Stretch
5:00
Agility
Outfield
repeats
Mild develop
Partners
Stations
Practice plan - 1’30”
Maintain a Routine - Vary the Exercises - Post it
Phase
Time
Description
Comment Teaching pts
Organization
Drills
10:00
Base running single - Triple
Set-up, touch,
angle, inside
foot, safety
Lines
Drills
5:00
Demo - Leads,
steals
Body position coach comm.
Semi-circle
10:00
Steal
No Sliding
Line
5:00
Agility
Stations
Practice plan - 1’30”
Maintain a Routine - Vary the Exercises - Post it
Phase
Time
Description
Comment Teaching pts
Organization
Drills
20::00
Hitting
Warm
Lines
Cool Down
5:00 - 10:00
Jog, active
ROM
Closure
5:00
Review,
Compliment,
assignment
Strategies to Help Coach ADD
Athletes
Ja
BIG IDEAS
• Expose Athletes’ Natural Talent
• Improve Instruction
• Make Team-Sport Experience a Positive One
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.
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.
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.
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.
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.
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.
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.
Tip #8 - Let ‘em Rest
Devise a take-a-break plan with a child with ADD.
Breaks offer respite to children who become
overwhelmed.
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.
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.
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.