Principles of Conditioning
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Transcript of Principles of Conditioning
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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).
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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).
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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).
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Principles of Conditioning
Principle of Periodization - The gradual cycling of specificity, intensity, and volume of training to achieve peak levels of fitness
for competition.
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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).
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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.)
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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 fibersReduction in Autogenic inhibition (golgi tendon organ) - the muscles are not inhibited which allows for greater load
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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
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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.
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Muscle MovementsPrime 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.
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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 tissuesPrevention: Follow your Principles
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Energy SystemsATP - 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)
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Principles of Conditioning
Time of day - When? Conditions?Duration - How long?Intensity - Exertion?
Frequency - How often?Repetition - How many?
Resistance - How much?
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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
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Rate of Perceived Exertion (Borgs Rate of Perceived Exertion Scale)
Rating 15 point Scale - A 15 point Scale - B6 No exertion at all7 Very, very light
Extremely light89 Very light Very light1011 Fairly light light1213 Somewhat hard Somewhat hard1415 Hard Hard (heavy)1617 Very Hard Very Hard
1819 Very, very hard Extremely hard20 Maximal exertion
Adapted from Borg (1998)
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Utilization of the Training Heart Zone and Borg’s RPE scale
1. Post the 10 second heart rate chart.2. Athlete takes a 10 second heart rate during aerobic exercise
(brief pause of exercise).3. Athlete view or knows RPE scale.4. Athlete decides what his/her rate of perceived exertion is at
that moment.5. Athlete makes a conscious effort to remember how they feel
at the measured heart rate.6. RPE Guidelines: Warm-up & cool down (8 - 11) 7. Training Zone (12-13 - 15-16)
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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.
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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 – BeginnerM – H - Advanced
M L-M - BeginnerM – H - Advanced
L - M H H
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Identify Exercises to Stress Components
Aerobic Anaerobic
Flex Strength Endurance
Speed Power Coordin
Warm-up Jog, loco Lunge, Varisous moderate runs
Statci, dynamick, PNJ
Same as Anaerobic
Jog Moderate runs
Bounds All activities
Drills X X X X X X X X
Strategy X
Condition Jog, run, drills
Calith, Dynamics
PNF Calisth, Drills
Warm up, CV, Drills
PlyometricSprints
Plyo, drills,
Drill
Warm downs
X-Jog, drill
X-Dynmic stretch
X-drills
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Maintain a Routine - Vary the Exercises - Post it
Practice plan - 1’30”
Phase Time Description Comment Organization
Warm-up 2:00 Arm Circles Active ROM for shld. girdle
line - safe distance
2:00 - 5:00 Jog Outfield repeats
10:00 Passive Stretch
Mild - develop
Partners
5:00 Agility Stations
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Maintain a Routine - Vary the Exercises - Post it
Practice plan - 1’30”
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
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Maintain a Routine - Vary the Exercises - Post it
Practice plan - 1’30”
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
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Strategies to Help Coach ADD Athletes
Ja
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BIG IDEAS• Expose Athletes’ Natural Talent
• Improve Instruction
• Make Team-Sport Experience a Positive One
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10 TipsCoaching Students with Attention Deficit Disorder (they work for all youngsters)
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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.
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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.
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Tip #3 - Go one-on-oneChildren 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.
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Tip #4 - Do a double-checkAsk a child with ADD privately if he/she
understood the directions, asking him/her to repeat what he/she heard.
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Tip #5 - Move Players AroundRotate 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.
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Tip #6 - Manage ExcitementChildren 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.
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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.
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Tip #8 - Let ‘em RestDevise a take-a-break plan with a child with ADD.
Breaks offer respite to children who become overwhelmed.
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Tip #9 - Think PositiveAssess 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.
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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.
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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.