Final Knowledge Check Flashcards
(143 cards)
1
Q
what is speed?
A
-The highest possible veolcity reached through movement of the body
-Speed= stride length x stride freuqency (turn over rate)
-load is related to velocity- can move a lower load at a greater velocity
2
Q
Stride
A
=support pahse + Flight Phase
3
Q
3 distinct phases to look at when breaking down speed
A
The start, The acceleration pahse and max velocity
4
Q
Speed- stage 1: the Start
A
-Position used to generate the power needed to overcome inertia and propel the body forward (force applied down, ground applies force back)
-A good starting position has the lead foot’s heel just in front of the back foot’s toe, hands and shoulders vertically alinged and the hips held high
-This is where strength training is most benificial to an athelte for speed (helps body prepare for external focres- stronger allows faster recoveray and adaptation)
-Critical for several sports as generating velocity from a stand still is necessary (overcome body weight)
5
Q
Speed- stage 2: Acceleration
A
-Phase which is used to continually drive the body at a faster rate of velocity in an effort to reach max velocity- many sports don’t spend much time here or at all
-Greatest rate if accelerationis on the forst step and early steps feature longer ground contact times due to large horizontal forces.
-Key is maintaining a forward lean position and slowly transitioning to upright running as velocity is gained
-Quick accelerating the body to high velocities is key for any sport where movement is involved
6
Q
Speed- stage 3: Max velovity phase
A
-The highest possible veolcity (zero accleration) reach through stride length and rate
-Maximal velocity is reached between 20m (beginner/novice-shorter legs;anatomical disadvantage for optimizing stride length) and 60m (eleite sprinters)
-Goal here is to maintain the maximum possible velocity in upright running mechanics
-Cyclical patterning of the arms and legs and has minimal ground contact time (stride freuqncy is key for this)
-See tripple extension at this phase
7
Q
Multi-Directional Movement
A
- Whole body horizonal changes of direction usch as faking and avoiding
2.Whole body vertical changes of direction such as jumping and leaping
3.Rapid movements of body parts that control movements of implements in sports such as tennis, squash, and hockey
8
Q
What is change of direction
A
A pre-programmed rapid whole body movement with change in velocity and direction of movement
*** closed skill- skills that do not involve decsion making or response
9
Q
Estabilshing proper postion- 3 key elements
A
- Centre of mass: the point within (or outside) the body where all mass is equidistant (higher=less stable)
2.Base of support: Gound contact points where the COM can reside within, front, or behind ( increase for greater stability)
3.Angle of attack: Optimal angle of hip-knee-ankle positioning to produce force
10
Q
What is agility
A
-A rapid whole body movement with change of velocity and direction in response to stimuli
-Open skill: skills that require decision making and movements in response to stimuli
an agility ladder is not actually agility
11
Q
relationship between speed and stability
A
inversely realted- need to more faster; decrease base of support
12
Q
Closed skills/Drills
A
-Take place in a stable, predictable environment
-Athlete knows exactly what to do and when
-Skills are not affected by the environment and tend to be habitual
-Movements follow set patterns and have a clear beginning and end
13
Q
Open skills/Drills
A
-Environement is constantly changing
-Movements have to continually adapted
-Skills are predominatly preceptual
-Sports, wave drill, ladeer skills with partner, closed drills with a partner
14
Q
types of anticipation
A
spatial and temporal
15
Q
Spatial anticipation
A
Person is asked to predict as fast as possible the direction of the landing point of a moving object
16
Q
Temporal anticipation
A
Person has to make a motor response coincide with some external event
17
Q
Factors affecting agility
A
-Mobility
-Biomechanics
-Coordination
-Stabilization
-Spped
-Strength (stabilizing/propulsion)
-ESD
-Elasticity
-Power
-Dynamic balance
18
Q
Opportunity to Influence Agility
A
1.Improve mobility (hips, knees, ankles
2.Improve stability (torso, hiips, shoulders)
3.Improve balance (static, dynamic)
4.Improve strength (hip to torso slings)
5.Improve body control (Positioning)
6.Improve elasticity (plyos, skipping)
7. Drills (speed and agility)
19
Q
Prescription considerations for SAQ
A
based in time Motion Analysis
1.Training age
2.Direction/plane of movement
3.Movement actions and muscles used
4.Sport specific positons
5.Team dynamics (individual sport vs team)
6.Sport nature (collision, contact, ect)
7.Gender
20
Q
How to teach agility
A
-Teach linear to lateral to change of direction skills
-Teach one main component per trianing session
-Teach slow to fast
-Teach general to specific
-Teach simple to complex
-Teach closed to open
-Coaching tip: talk/demo
21
Q
continous tasks
A
No apparent start or finish at low or moderate speeds as cyclic/ongoing
ie figure 8 run
22
Q
Discrete Tasks
A
Definite start/finish, acyclical/breif, at high speeds
ie Pro agility drill, partner drill, t test
23
Q
Serial skills
A
Discrete skills in sequence- most athletic skills
ie football route
24
Q
Progressive stimulus of trainign SAQ
A
-Increase volume or intensity
-Increae distance traveled (incease distancem cang et up to faster speed bu will have to slow self down more)
-Increase speed
-Increase reps
-Increase number of stimulus (anticipation, visual tracking- how does this change other factors ie beeps)
-Decrease rest to tax capacity of phosphagen system (more demand, conditioning effect)
25
Progressing the skill itself- SAQ
General skills: develop 1 or more basic coordinative abilities (ie proagility 180deg turns)
Special skills: unify coordinative abilities in a skill specific manner (ie t-test, 4 cone drill, L drill
Windows of trainability: coodinative abilitires-besr developed in paradolescence (11-13yrs: adaptability to training can't increase strength as much since lower testosterone, expose to movement ability and coordinate abilities to apply skills when hit puberty- get to be better movers prior to puberty, then can build on these foundational building blocks)
26
general prescription guidelines for SAQ' volume/intensity
general guidelines:
-Sets: -4
-Reps: time or # of reps
-Rest: 1:12 (power- zone 6) or 1:5 (capacity)
-Active rest such as torso or balance or stretching is appropriate
Key: volume-intensity relationship (intensity needs to ve near or a max- therefore the volune eeds to decrease)
Rule: train fast to play fast (learn mehcanics slowly then ramp up the speed)
27
Agility programming
-1-3 sessions per week (neural in nature early in week)
-traing power for performance and capacity for ESD pf phosphagen system
-Dependent on intensity, fitness level, cycle of periodization
-Dependent on intensity, fitness level, cycle of periodization
-Dependent on in-season vs off season
-Incorporate into warm-up as neural prep on a more regular basis instead of dedicated session (micordosing)
28
What is Periodization
periodizating requrie the application of pallaned phase changes and cycles in programming ro drive physical and metabolic adaptations to improve performance
-several months to a year
-Larger plans for programming
-Contains; preperatory, competitive and transion peroids
29
Why do we periodize
-prevents performance plateaus (diminishing returns)
-Drastically reduce performance decrements (reversability)
-Decrease signs and symtoms associated with overtraining
-Allows coach and staff to be on the same page
-Balance several components of a team's monthly to annual plan
-PLan is fluid and can be adjusted when needed
30
periodization cycle hierarchy
Quadrennial cycle: multi-year plan >=4 yrs
Macrocycle: description of complete training periods: <=1 yr
Mesocycle (phase): descriptin of singular training cycle or block (within macrocycle): 2-4 weeks
Microcycle: descripes the structural unti of a mesocycle: 1 week
Workouts: describes the structural unit of a microcycleL hours/minutes
31
Phases of periodization: general prep
-High volume of less specialized work which typically lasts 1-3 months but may be repeated during a macrocycle
-puropse-raise levels of preparedness specific to a sport (foundational and general)- 10 different sports could have the same general prep block A - gets more specific as you go
hallmark of offseason
32
Phases of periodization: Specific prep
-Relatively high volume phase in which the exercises selction becomes more specific to the sport performance
-puropse- raise the work capacity of the atheltes but in a more specific manner than GP
-hallmark of offseason; pre-season
33
Phases of periodization: Competiton (in season)
-lower volume, higher intensity phase associated with very specific exercise selections
-purpose- maintaince of strength/abilities, injury prevention (recall do no harm in season- don;t want to overtrain and cause injury)
34
Phases of periodization: peaking
pinicle ok season ie championships
-phase of climatic sport usually at the end of a mesocycle. Usually characterized by lowering volume and wither raising or maintaing intensity
-Devoted to bringing performance up to maximim levels by dissipating fatigue
35
Phases of periodization: Transition (active rest)
-period where the athelte recuperates after stressful comeption or training to be able to respond optimally to further training
-Characterized by the absence of traditional training. However it should b=inculde some acitivty (sport other than what the athelte is competing in)
36
variables of periodization
-volume, intensity, technique
37
progressive overload in action; periodization
avoid accomodatin stagnation
0without challenge- no adatation
-too much - risk of setback
38
types of periodization: linear periodization
-progression from endurance--> strength--> power
-need a big chunk of trainign time
-progressing towards 1 peak
39
types of periodization: undulating periodization
-multiple adaptatins in a program or change is not linear (strength this month, endurance next month, ect)
-allows for multiple peaks
-allows for scheduling of training plans with other aspctects involved (practices, school, jobs, ect)
40
Example of linear periodization
4 week
3 summated (loading) microcycles
-Progressive increas in volime-load by manipulation of one or both of the variables involved (ie volume and intensity)
1 deload microcycle
-purpose of dissipating fatigue in the attempt to acheive supercompensation of abilites (ie strength)
-Research has found that reduction in volume is the optimal method of acheiving deload
41
Adaptations of periodization- long linear
-Intensity increases within mesocycle, within specific range
-the training goal will change from one mesocycle to the next; progressing from extensive to intensive workouts (hypertrophy-->strength)
Extensive: high-volume, low intensity
Intensive: Low-volume, high intensity
-Of all the methods of periodizating, long-linear had the most gradual progression from extensive to intensive workloads. This is benifical for younger atheltes who may need additonal time to adapt to new stimuli
42
Power
The ability to do work in a short period of time; high rate of force development; speed-strength
43
Static Power
The ability to produce power from a static position
ie start blocks (sprint, swim)--> Football lineman
44
Reactive Power
The ability to produce power during a stretch-shortening cycle
ie volleyball jump
45
Power-endurance
The ability to maintain power over a prolonged period
ie Skating, running, pitcher (reproduce power), boxer, rowing
46
Training the speed element
power calculations:
Power= (force x Distance)/ Time = Work/Time= Forcex Velocity
Power= Strength x speed
Don't need to memorize calculations
47
Force x Velocity
curve diagram
48
Defining power in sport: Impulse
-Change in momentum
-Product of force and time
-Goal=increase RFD (rate of force development)- time element= important
49
Defining power in sport: power
-Rate of doing work, measured as the product of force and velocity
-Higher power outputs are required to rapidly accelerate, decelerate, or achieve high velocities
-Maximum force exerted in the least amount of time
-"Big pop, little time"
50
How is power produced: mechanical model
-series elastic component (SEC) and parallel elastic component (PEC)
51
How is power produced: neurophysiological model
-Potentiation through stretch shortening cycle (SSC) (Stretch reflex)
52
Mechanical model
-Elastic enery is musculotendinous units are increased with a rapid stretch (eccentric muscle action) and then briefly stored
-If a concentric muscle action follows immediately, the stored energy is released, contributing to the total force production- if not is released as heat
-The series elastic component (SEC), when stretched, stores elastic eleastic energy that increases the force produced. (muscle tendon)
-The contractile component (CC) (ie actin, myosin, and cross-bridges) is the primary source f muscle force during concentric muscle action (microscopic level)
-The parallel elastic component (PEC) (ie epimysium, perimysium, and sarcolemma) exerts a passive force with unstiumlated msucle stretch)- rely on non muscluar function (tendon)
53
The series elastic component (SEC)
when stretched, stores elastic eleastic energy that increases the force produced. (muscle tendon)
54
The contractile component (CC)
(ie actin, myosin, and cross-bridges) is the primary source f muscle force during concentric muscle action (microscopic level)
55
The parallel elastic component (PEC)
(ie epimysium, perimysium, and sarcolemma) exerts a passive force with unstiumlated msucle stretch)- rely on non muscluar function (tendon)
56
Neurophysiological model
-The model involves potentiation (change in the force-velocity characteristics of the muscle's contractile component cause by stretch) of the concentric muscle action by use of the stretch reflex
-Stretch reflex is the body's involuntary response to an external stimulus that stretches the muscles
-When muscle spindles are stimulated, the stretch reflex is stimulated, sending input to the spinal cord via Type Ia afferent nerve fibers
-After synapsing with the alpha motor neurons in the spinal cord, impulses travel to the agonsit extrafusal fibers, causing a reflexive muscle action
-Dampens GTO inhibition (spindles faster than GTO in response)
-can fail if too musch stimuli
57
Stretch-shortening cycle
-The stretch-shortening cycle (SSC) employs both the energy storage of the SEC (mechanical) and stimulation of the stretch reflex (neurophysiological) to facilitate maximal increase in muscle recruitment over a minimal amount of time.
-There are three phases: eccentric, amoritization, and concentric
-A fast rate of musculotendinous stretch is vital to muscle recruitment and activity resulting from the SCC.
58
Phases pf SSC
1- Eccentric
Action: stretch of the agonist muscle
physiological event: elastic energy is store in the series elastic component. Muscle spindles are stimulated
2- Amortization
Action: Pause between phases I and III
Physiological event: Type Ia afferent nerves synapse with alpha motor neurons. Alpha motor neurons transmit signals to agonsit muscle group
3- Concentric
Action: shortening of agonist muscle fibers
Physiological event: Elastic energy is released from the series elastic component. Alpha motor neurons stimulate the agonist muscle group
59
power categorization
flow chart
4 categories:
-Single response, single plane
-Single response, multi plane
-Multi response, single plane
-Multi response, multi plane
60
Individual difference
-innate skills- movement rehearsed over and over again until they appeat effortless when perfomed
-Nature- some atheltes benefit or suffer from the DNA and hard-wiring received via genetics from parents and relatives
-Nurture- Some atheltes benefit or suffer from the environment to which they are exposed during optimal windows of development
-Strength base is required prior to higher levels of plyometrics
-Majority of females and some men with lack of foot/knee/hip stability leading to valgus force on knee joints
-Females-delayed co-contraction of hamstrings (biggest protector of ACL). Equals anterior shift of tibia and> risk of ACL
61
Age related differences
-individuals or groups- technical coaching and safety are a priority
-Age- plyometrics Exercise os for all ages however it is age and strength specific
-Adolescent (8+ yrs): run and jump, double dutch/hopscotch
-Masters athetes (30+): need to be aware of history and pre-exisiting orthopedic conditions (reduced amplitude amplitude/intensity when dealing with osteo-arthritis/ joint degeneration
62
Factors to consider- power
-Strength deficit
-Lower/ upper limb injury (laxity)
-Valgus mechanics
-Questionable surfaces
-Fatigue is present (increase injury)
-Age
-Overtrianing (GAS Curve)
-Intensity/ wt too high
-less than 1-2 days recovery (requires more rest)
-# of foot contacts too high for itime of year or age
63
Strength vs speed
SCC potentiation/ elasticity calculation
-Squat jump hight (SJ)
-Counter movement jump height (CMJ)
-CMJ/SJ
General rule of thumb
<1.1 (<10%)= athelte needs to train plyometrics
>1.1 (>10%)= athelte needs to increase strength
64
Power: frequency
-1-3 sessions per week
-48-72 hours rest between dedicated sessions
-Dependent on intensity, fitness level, cycle of periodization
-Incorporate into warmup (microdosing) or comples sets in a more regular basis of dedicated session
65
Power: intensity
Based on assesment of sport and needs analysis
Stress/impact (start>finish, 1 vs 2 feet)
Amplitude (relative, absolute)
Load (bodyweight, external loading)
66
Power: intensity: 10 considerations (based on assmeent of sport and needs analysis)
1. Training age
2.Direction/plane of movment
3.Movement actions and muscles used
4.Force/velocity curve
5.Type:Lower/Upper/Torso
6.Equipemnt and facilities available
7.Sport nature
8.Phase of season
9.Training goals
10.History of inury
67
Power: Recovery
-5-10 seconds between maximal plyometrics (1:5 +)
-2-4 minutes between sets (ATP-CP recovery)
-Volume-intensity relationship (ties to intensity)
-periodized program
-48-72 hours rest between dedicated sessions
68
Programming plyometrics: plane of motion
horizontal (jump for distance) and verical (jumps for height)
69
Programming plyometrics: speeds
-Short response jumps- quick ground contact time (short duration- ie skip, pogo)
-Moderate response jumps- moderate ground contact time (moderate duration)
-Long response jumps- long duration contact time (long duration) (ie borad jump)
70
Programming plyometrics: surfaces
-Water, sand, grass, feild, turf, synthetic track, wood spring floods
-Avoid: concrete, hard unforgiving surfaces or too soft (mats)/ uneven ground
71
Programming plyometrics: progressions
-Volume or intensity, complexity, # of limbs
72
Programming plyometrics: training considerations
-strength base and training age
73
Programming plyometrics: pre-training screen
-Equipement, footwear, injury history, technique and range of motion
74
Every system review
-ATP-PC
-Anaerobic glycolytic
-aerobic
ATP fuels muscle contractions
-Exercise duration and intensity
All systems are active no matter the exercise
75
Aerobic system
-Primary energy supplier for the body at rest and low intensity activites lasting longer than 3 minutes
-ocidative system or mitochondrial respiration/ Krebs cycle (many reactions, ability to produce ATP at the slowest rate
-CHO and lipds as fuel source
-Amino acids- as the last ditch effort for energy
76
Chronic Adapatations to Aerobic trainings: Cardiovasular
increased maximal cardiac output, increased stroke volume and reduced heart rate at rest
77
Chronic Adapatations to Aerobic trainings: respiratory
more efficient oxygen delivery through increased tidal volume, breathing frequency
78
Chronic Adapatations to Aerobic trainings: neural
greater efficieny of synergistic muscle msucle activation, better locomotio
79
Chronic Adapatations to Aerobic trainings: muscular
Increased aerobic capacity of the given musculature. Ultimately, allows trained atheltes to perform work at a greater maximal oxygen uptake
80
Chronic Adapatations to Aerobic trainings: bone and connective tissue
Stimulation of bone growth, thicker cartilage at weight bearing joints
81
Chronic Adapatations to Aerobic trainings: hormonal
increase in hormonal circulation and changes in the receptor level
82
what does aerobic training look like?
table
83
Anaerobic glycolytic system
-supplies energy to the body via the breakdown of carbohydrate (glycolysis)- fast and slow
-Can be used as a primary energy system for exercise between 30s and 3 minutes, depending on the intensity
84
ATP-PCr system
-used to fuel intense, short term activites (fight or light response)
-one step equation, fastest rate of energy production
-Phosphocreatine breakdown
85
realtive energy contribution
chart
86
Evaluating system performance: maximal aerobic
-"VO2 max"- the body's ability to supply oxygen to the muscles
-Increased exercise duration= increased ATP demand
-O2 consumption "cut-off" point
-VO2 max/aerobic endurance correlation
87
Resting HR
-Measured in beats per minute (BPM)
-heart work at rest or limited activity
-influential facotrs: genertics, fitness level
-RHR and overtrianing: >RHR=overtraining
88
Aerobic threashold heart rate
-HR level at which anaerobic metabolism begins to increase ~60-65% of HR max
-Tracking ESD development requires training at RPE levels 9-10 (borg scale 6-20 scale)
-Blood lactate: 1-2 mmol
89
Lactate threashold
-Point where blood lactate concentration surpases 1mmol
-better indicator of aerobic performance
-related to max lactate steady state
-trained vs untrained (delayed onset of accumulation, and produce less lactat at a given intensity)
-exercise economy
90
Lactate threashold HR
-Lactate production> removing capacity
-more anaerobic metabolism
-HR at 80-85% of HRmax
-RPE: ~14
-Blood lactate: ~4mmol
91
Max HR
-Fastest possible heart beat: genetics, age, gender
-Calculation: 220-age (variance of 12+ bpm)
-Fitness testing is the most accurate and effective method to determine HRmax
-Note: variances in different sports (specificity- do test most similar to sport)
92
ESD acute variables
frequence, intensity, rest/recovery. repetition, set, series, volume
93
ESD prescription
of sets: itensity dependent (n/a for continous efforts)
distance, time, or reps: intensity dependent
rest: less for aerobic/ more for anaerobic
Load: body weight
Intensity: variable- zone 1: least intense; zone 6: most intense
frequency: 1-6 sessions/week
94
ESD considerations intensity
ESD can be performed everyday... in theory
Zone 1 and 2: less demanding on the body: can be performed on back to back days with caution
Zone 3 and 4: one day rest between training sessions: depends on intensity level
Zone 5 and 6: highly demanding on anaerobic system: subject to neural fatigue due to high velocities, best to give 48-72 hours between anaerobic sessions, can be followed with workouts in zone 1 and 2.
95
ESD specificity
-Demand, sport specific, applies to velocity and intensity, balance (don't always do the same thing)
96
ESD progression
overload principle
-applies to many training domains
-adaptation to stimuli
-prvent plateau effect in trianing
-progress training challenge
-volume: sets, distance, time, rest, ect
Progresso=ions:
-progressively overloaded
-athelte must establish base first
-increases spedd and intensity
97
Program design: 5 step process ESD
1.select exercise mode (type, specificity, modality)
2.Determine training freuqency (session number, in season/off-season, training age)
3.Manage training intensity (HR range, blood lactate, % velocity/time, perceived exertion)
4.determine exercise duration (minutes, dirctated by goal, coach's respnsibility)
5.Exercise progression (intensity/duration relationship, increased intensity= decreased duration, training impact)
98
When programming ESD- Acute training variables
reps: measurable (ie times, distance, ect)
intensity- main facotr that determines the number of reps performed. Zone1: more time since less intense; zone 5: less time since more intense
Rest: depends on work intensity
aerobic: less/no recovery, all work is continous
anaerobic: longer recovery, more breaks
Loading: typically body weight through movement
some alternatives to body weight: bike resitance, weights
99
Aerobic programming: slow, long distance
-Training is longer than race distace- 30-120 minutes at ~70% VO2max
-Good for developing base level conditioning
-INcrease duration/ recovery time
-Type IIx-->Type I
100
Aerobic programming: Pace/tmepo training
-Training= competition intensity or lactate threashold >70%VO2max
Steady:
-20-30 minutes
-Continous
-At lactate threashold
-Increase movement economy
-Increase lactate threashold
Intermittent
-Short intervals
-Rest periods
-At lactate threashold
101
Aerobic programming: interval training
-Training intensity is greater than pace/tempo- 305 minutes at VO2max
-Work: Rest= 1:1
-Greater time spent near VO2max. =increasing VO2max
-Anaerobic metabolism
-Most effective with solid base of aerobic training
102
Aerobic programming: Repetition training
-highest training- 30-90 seconds > VO2max
-Work: Rest= 1:5
-2-3 days rest perids between training sessions
-Anaerobic metabolism
-Improve capacity and tolerance of anaerobic metabolism
103
Zone based programming
Zone 1: aerobic capacity (1:1 or 1:2)
Zone 2: aerobic power (1:2-3)
Zone 3: anaerobic lectic capacity (1:3-5)
Zone 4: anaerobic lactic power (1:4)
Zone 5: ATP capacity (1:6-8)
Zone 6: ATP power (1:8+)
104
Why do we test
1.Used to assess athletic talent
-Recruitment and ranking of athlete
2.Determine areas in need of improvemnt/sucess
-Team and individual (is a program working)
-provides sport coach and S&C coach with trends and "bucketing" atheltes- know what to focus on
3.Evaluate progress towards goal
-Is the programming atheltes are creating an adaptation
105
Determing what to test
Return back to needs analysis:
-Metabolic energy systems (predominant system)
-biomechanical movment patterns (combative? push vs pull dominant)
-Demand of sport/activity (envrionemnt, time)
Athlete experience
-training status
-Age
-Envrionmental factors when selecting tests
106
What abilites can we test
We can test the same attributes we can train
Improtance on the specificity of selecting what needs to be tested
1.mobility/stability
2.resistance training
3.power
4.Movement (SAQ)
5.Conditioning
107
When do we test
1.begining of off-season
A) Estabilshing a baseline for upcoming training
B) Evaluate the effectiveness of in-season programming
2.Mid-off-season
A)Progress towards goal (do we need to change anything)
3.Pre-season
A)Determine effectiveness of off-season training
B) Establish a baseline for in-season training
4.Mid in-season
A evaluate efectivenss of in-season programming
108
Testing vs monitoring
Testing:
Pro= great opportunity to evaluate longitudinal progress
Con= infrequency of quarterly testing does not evaluate metrics that are easily impacted by neural fatigue
Monitoring
Pro= able to collect more data points and make informed inferences
cons= time and resources extensive
109
Ordering of testing
1.non fatiguging tests
(full warm up)
2.Speed/ agility tests
3.maximum power and strength tests
4.Local muscular endurance tests
5.fatiguing anaerobic capacity tests
6.Aerobic capcity tests
** the order of tests should be designed in a way that the completion of one test does not adversely affect performance of subsequent tests
110
Testing considerations
1.Validity and reliability
-validity: does the test measure what it is supposed to?
-Reliability: the degree of consistency and repeatability of a test
2.experience/training staus
-technique intensive tests (agility)
3.Envronmental
-temperature, humidity, altitude, flooring (kept consistent)
111
test administration
1.health and safety
-maximal exertion tests (strength or conditoning) present an inherent higher level of risk
2.selection and trianing of testers
-thorough understanding of procedures and protocols, including verbal instruction (cueing)
3.Testing battery/sequencing
-allowing for sufficient rest between trials and exercises
4.Preperation
-familization of tests and consistent warm-ups and instructions
112
Movement screens- FMS key tests
overhead squat, inline lunge, truck stability (pushup), rotary stability (birddog), hurdle step, active single leg raise
113
movement screens- FMS: things to consider when identifying movement compensation
- is the compensation bilateral or unilateral
-is compensation present only in active movements or also rpesent during passive movements
-is there adequate ROM in the joints involved?
-Are you dealing with a dysfunction? is it a mobility dysfunction or a motor control dysfunction
114
other movement screens
y balance test
thomas test
115
Assessing speed, agility, quickness
1. Agility- "apid, whole-body, change of direction or speed inresponse to a sports-specific stimulus"
-Two components: sped while changing direction and a cognitive facor element ex: T test, 5-0-5, proagility
2.Sprint tests
-defined as the time taken to cover a fixed distance
-acceleration vs top-end (maximal) speed
-Ex:10 yeard, 40 yeard (split times and fly-ins)
116
Assessing power: maximal muscluar power
-exerting high force at high speed
-can be completed in a loaded or unloaded environment
-ex: power clean, vertical jump, broad jump, med ball throws
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Assessing power: maximal strength tests
a) compound movements best evaluated through RM testing
b) Ex bench press, squat, deadlift
high load slow movment
want to make specific to athelte (sport demand)
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Assessing power: local muscular tests
a) ability to repeat muscle contractions against submaximal resistance (fixed load of % 1RM or body weight)
b) chin-ups, push-ups, squat, torso
make specific to athelte sport demand)
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Assessing strength
-directly measuring 1-RM
-Estimating 1-RM
-Estimating 1-RM using a multiple Rm method
-Repetition max
-Velocity tracking (good correlation between velocity and % 1RM)
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Assessing fitness
1. Fatiguing anaerobic capacity tests
-Used to determine rate of energy produced by PCr and Glycolytic systems
-Ex: Wingate, 300-m shuttles, yoyo
2.Aerobic capacity tets
-sued to determine the maximaum rate at which an athelete can produce energy
-gold standard would be to evaluate VO2max (but$$)
-feild tests include: beep test, 1-mile bronco, yo-yo
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Creating an ethletic profile
1.select tests that are specific to the athletic demands
2.arrange testing to provide valid and reliable results
3.administer the testing battery with as many atheltes as possible, as frequently as possible
4.compare results against normative values
5.conduct repeat testing and use the results to create a visual for atheltes
6.use the results in a meaningful way (strengths and weaknesses, more impactful trianing)
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Long term athelte development: objectives for each stage of LTAD
1) active start: learn fundemental movements and link them together in play
2) FUNdementals: learn all fundemental movement skills and build overall skill
3) Learn to traing: learn overall sport skill
4)Train to train: build aerobic base, develop speed and strength
5) train to compete: optimize the engine and learn to compete
6)Train to win: performance on demand
7)Active for life: lifelong physical activity and participation insport
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Key facotrs influenceing LTAD: physical literacy
-demonstrating a wide variety of basic human movements
-Move with confidence, competence and creativity
-develop the motivation, ability and knowledge to understand
-make choices that engage them in physical activity
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key facotrs influenceing LTAD: specialization
-early vs late specialization: children should participate in a wide variety of sports, athletes cna seletc a late specialization between the ages of 12-15
Early specialization: acrobatic sports (gymnastics, diving, figure skating), highly kinesthestic, dynamic and complex motor skills
Later specialization- allows for greater development of motor skills and abilites
-risk of early specialization in a late specializatin sport contributes to lack of ABCs (agility, balance and coordination), overuse injuries, early burnout/retirement
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key facotrs influenceing LTAD: developmental age
-chronological age: refers to the number of years/days since birth
-developmental age referes to the degree of physical, mental, moral, cognitive and emotional maturity- quality indicators of developmental age is peak height velocity (earlier in girls)
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key facotrs influenceing LTAD: sensitive periods
the 5s
stamina (emdurance).. conditioing
strength.. resistance training
-speed...SAQ
-Skill.. movment/sport skill
-Suppleness.. mobility/ flexibility
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key facotrs influenceing LTAD: Mental, cognitive, emotional development
Intellectual development:
-Sensorimotor and pre-operational stages during active start
-concrete operational: individals continue to develop logic
-formal operational: start to understand abstract thoughts (ie rules such as offside)
Emotional development:
-hope, will, purpose, competence (active start and train to train), fiedelity (self-reflection)
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key facotrs influenceing LTAD: Periodization
phases of trianing
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key facotrs influenceing LTAD: competition
key points to consider:
-over-competition and undertraing result in lack of basic skills and fitness
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key facotrs influenceing LTAD: Excellence takes time
1000 hous to master a craft
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key facotrs influenceing LTAD: system alignment and integration
-tool for change towards full system alignment
-athelte-centred, coach driven and administration/sport science/sponsor supported
-activites of school, communities, clubs and PSO/NSO's should fully align and integrate through sport for life
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key facotrs influenceing LTAD: continous improvement-kaizen
-LTAD responds to an incorporates scientific, coaching and sport specific innovations
-LTAD is a vehicle for change, reflects upon emergin themes in phys ed, sport and recreation
-LTAD promotes ongoing education in all fields in an effort to connect physical education, school sport, community recreation, life long physical activity
-LTAD promotes integration between sectors based on common principles and goals
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Why resistance training for children
-promotes musclar strength, motor skills and lifelong physical activity habits
-Enhances body awareness, weight room etiquette, and enjoyment of exercise
-prepares young atheltes for sports and reduces injury risks
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key guidelines of weight training for youth atheltes
1.readiness--> interest in participating in resistance training
2.focus areas--> intrinsic goals: skill improvement, personal sucess and fun
3.Progression: start with light/no wieght for technique mastery. Gradual increase in load or sets after technique consistency
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injury prevention strategies- resitance traiing for youth
-professional supervision to maintain technique and reduce overuse risks
-comprehensive, year round programs with varried intensity and type
-encourage recovery periods between seasons and avoid early specialization
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compoenets of a balance program- ressitance training for youth
1.physical training--> resistance trianing, plyometrics, speed, agility and balance work
2.lifestyle facotrs--> promote adequate sleep, hydration and balanced nutriton
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Resistance training for older atheltes: general considerations
maintaing strength and functionality
-resitance traing helps preserve muscle mass (combat sarcopenia) and maintain bone mineral density, reducing the risk of osteoperosis and fractures
-Aims to maintain or improve balance, mobility and functional independence to reduce fall risk and imrpove QOL
Start low, progress gradually:
-Begin with lower resistance and volume, increasing as the athlete adapts to avoid injury
-focus n functional exercises that replicate daily movements (eg squats, lunges, step-ups), machines are good as they increase stability
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Restistance traing for older aduts prescription (freuqency, volume, recovery, progression
frequncy and volume:
2-3x/week of resistance training targeting major muscle groups
1-3 sets per exercises, aiming for 8-12 reps to build strength without overexertion
recovery and progressions:
allow adequate recovery (1-2 days- need more rest) to avoid overtraining and facilitate muscle repair
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resistance training for older adults- injury prevention and wellness
-flexibility and balance training--> include stretching and balance exercises to reduce fall risk and improve joint flexibility
-gradula load increase--> avoid rapid intensity increases, ensuring the athelte can maintain proper technique with each progression
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principles of rehab
avoid overstressing healthing tissue- ensure tissues are not subjected to excessive stress during recovery
progression based on scientific criteria- atheltes must meet set criteria to advance through each phase of rehabilitation
evidence-based approach- programs should be grounded in current clinical and scientific research
individualized programs- tailor rehab to each athlete's unique needs, goals and condition
team orinted process- collab amoung all sports med professionals is essential for the athelte's safe and quick return
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inflammatory response exercise strategies
1st phase
1.relative rest for injured area
2.eercise uninjured areas
3.focus on maintaing fitness
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fibroblastic repair exercise strategies
2nd phase
1. isometric exercises
2.isokinetic/isotonic exercises
3.isotonic exercises
4.neuromuscluar control trianing
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maturation-remodelling phase exercise strategies
3rd (final) phase
1.sport-specific training:
2.velocity-specific training
3.closed kinetic chain exercises
4.open kinestic chain exercies
