TABLE OF CONTENTS
NSCA
COACH
VOLUME 2
ISSUE 2
STRENGTH T R A I N I N G
04
DEVELOPING THE POTENTIAL OF THE UNDERSERVED CLUB ATHLETE:
A PROJECT WITH THE DUKE CLUB HOCKEY TEAM
AUTHOR NAME, PHD, CSCS, NSCA-CPT, FNSCA, FACSM
Understanding how to properly utilize movement pattern continuums is essential knowledge for any personal trainer. Using anecdotal evidence, this article shows the importance and provides examples of how to implement movement pattern continuums
into a resistance training program. Understanding how to properly utilize movement pattern continuums is essential knowledge
for any personal trainer. Using anecdotal evidence, this article shows the importance and provides examples of how to implement
movement pattern continuums into a resistance training program.
SPORTS N U T R I T I O N
11
DEVELOPING THE POTENTIAL OF THE UNDERSERVED CLUB ATHLETE:
A PROJECT WITH THE DUKE CLUB HOCKEY TEAM
AUTHOR NAME, PHD, CSCS, NSCA-CPT, FNSCA, FACSM
Understanding how to properly utilize movement pattern continuums is essential knowledge for any personal trainer. Using anecdotal evidence, this article shows the importance and provides examples of how to implement movement pattern continuums
into a resistance training program. Understanding how to properly utilize movement pattern continuums is essential knowledge
for any personal trainer. Using anecdotal evidence, this article shows the importance and provides examples of how to implement
movement pattern continuums into a resistance training program.
AT H L E T I C D E V E L O P M E N T
14
DEVELOPING THE POTENTIAL OF THE UNDERSERVED CLUB ATHLETE:
A PROJECT WITH THE DUKE CLUB HOCKEY TEAM
AUTHOR NAME, PHD, CSCS, NSCA-CPT, FNSCA, FACSM
Understanding how to properly utilize movement pattern continuums is essential knowledge for any personal trainer. Using anecdotal evidence, this article shows the importance and provides examples of how to implement movement pattern continuums
into a resistance training program. Understanding how to properly utilize movement pattern continuums is essential knowledge
for any personal trainer. Using anecdotal evidence, this article shows the importance and provides examples of how to implement
movement pattern continuums into a resistance training program.
NSCA COACH 2.2 | NSCA.COM
1
NSCA
ABOUT THIS PUBLICATION
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COACH ISSUE 2
VOLUME 2
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Jonathan Anning, PHD, CSCS,*D
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TABLE OF CONTENTS
04
08
12
16
18
20
24
APPLYING DUMBBELL EXERCISES TO FOOTBALL PLAYERS’ TRAINING PROGRAMS
ALLEN HEDRICK, MA, CSCS,*D, RSCC*D, FNSCA
ASSESSMENT AND TESTING OF SPECIFIC ENDURANCE IN SOCCER PLAYERS
GARY STEBBING, CSCS
STRENGTH AND CONDITIONING CONSIDERATIONS FOR THE ELITE TEN-PIN BOWLER
JULIAN LIM, MS, CSCS
MUSCULAR HYPERTROPHY TRAINING IN STRENGTH AND CONDITIONING
MATTHEW CRAWLEY, MS, CSCS,*D, USATF-1
INTEGRATIVE NEUROMUSCULAR TRAINING FOR YOUTH
RICK HOWARD, MED, CSCS,*D, USAW
EATING FOR MUSCLE GROWTH
DEBRA WEIN, MS, RDN, LDN, NSCA-CPT,*D, AND LAURA HALUPOWSKI
HAMSTRING TRAINING FOR INJURY PREVENTION—PART II
JOEL BERGERON, MS, CSCS,*D, USATF-2
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3
APPLYING DUMBBELL EXERCISES TO FOOTBALL PLAYERS’ TRAINING PROGRAMS
ALLEN HEDRICK, MA, CSCS,*D, RSCC*D, FNSCA
T
his article was written in part because of a member of the
National Strength and Conditioning Association (NSCA)
requested an article on the use of dumbbell exercises in
the training programs for football athletes. As a strength and
conditioning coach who has been using dumbbells for football
training programs since my time as a graduate assistant strength
and conditioning coach at Fresno State University in the early
1990s, I believe I am in a knowledgeable position to respond to
this request. During my three years as a graduate assistant and
my 12 years at the United States Air Force Academy, I continued
to use dumbbell training. That emphasis on dumbbell training
has continued during my six years as the Head Strength and
Conditioning Coach at Colorado State University-Pueblo (CSUPueblo), which recently won the 2014 National Collegiate Athletic
Association (NCAA) Division II Football National Championship.
My interest in using dumbbells as a training tool was sparked
by a comment by Roberto Parker, who was the Head Strength
and Conditioning Coach at Fresno State University during my
time there. He casually mentioned to me that the Strength and
Conditioning Coach for the New York Giants at the time, Johnny
Parker (no relation) had his athletes performing dumbbell cleans
at the Fresno State University facility while they were preparing
to play in the 1986 National Football League (NFL) Super Bowl in
Pasadena, CA. This led to me thinking about some of the benefits
dumbbells could provide to my athletes and I have been using
them as a training tool ever since.
In my current position at CSU-Pueblo our football athletes
train three times per week. For the first several years I was
at the Air Force Academy I had our big skill position athletes
(e.g., offensive/defensive linemen, linebackers, tight ends) lift
four times per week and our skill position athletes (e.g., wide
receivers, running backs, corner backs) lift three times per week.
However, in my determination, some of our big skill position
athletes reached a strength level where I believed further
increases in strength were not going to benefit performance
because they had already reached a superior strength. I decided
to move these athletes to lifting three times per week and
performing speed and agility training three times per week.
Subsequently, after reducing the lifting frequency of these
big skill position athletes from four times per week to three
times per week, I found that they were still demonstrating
significant increases in strength. At that point, we made a
decision to have all football athletes lift three days per week.
Since then, I have continued instructing all of our football athletes
to lift three days per week. However, there is a difference in the
program design of our skill position athletes as compared to our
big skill position athletes. Our skill position athletes train with
dumbbells twice per week and barbells once per week. In contrast,
our big skill position athletes train with barbells twice per week
and dumbbells once per week.
4
You may question, why do we have this differentiation in program
design between skill position and big skill position athletes? I
want our skill position athletes to be as athletic as possible. Yes,
strength and power are extremely important for them, but on top
of that they also have to be very athletic. From my experience, I
have seen that dumbbell training places a greater emphasis on
balance, coordination, and motor coordination as compared to
barbell training. This is possibly because using dumbbells requires
the athlete to control two independent implements.
While the skill position athletes have a greater emphasis on
overall athleticism and less on overall strength, the big skill
position athletes should not neglect athleticism. However, for the
big skill position athletes, there is an added emphasis on being
big, strong, and explosive. I have them train with barbells twice
per week for the simple reason that one can train with greater
loads with a barbell to gain strength as compared to dumbbells.
Even though these athletes will use barbell training more than
dumbbell training, they will still be able to experience some of the
advantages that training with dumbbells provides.
Nearly every exercise we perform with a barbell we also perform
with dumbbells. Because of the capability of performing
either alternate-arm or single-arm movements with dumbbells
(something that obviously cannot be done with a barbell) athletes
are able to perform a greater number of variations when training
with dumbbells than when training with a barbell.
For example, the following is a list of the possible variations when
training with dumbbells while performing the snatch:
1. Power snatch: hang or full
2. Power snatch: alternating-arm, hang, or full
3. Power snatch: single-arm, hang, or full
4. Split snatch: hang or full
5. Split snatch: alternating-arm, hang, or full
6. Split snatch: single-arm, hang, or full
7. Split: alternating-foot snatch, hang, or full
8. Split: alternating-foot snatch, alternating-arm, hang, or full
9. Split: alternating-foot snatch, single-arm, hang, or full
Even when performing a basic exercise, such as the bench press,
using dumbbells allows for the options of performing the exercise
with both arms simultaneously, alternating between each arm,
or performing one arm at a time. As a result, exercise variation is
increased when including dumbbells in the training program. With
all these options, it becomes easy to periodize exercise selection
while advancing through training cycles. The athlete can progress
from very simple, non-complex exercises to more and more
technically difficult ones as they move from cycle to cycle.
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For example:
1. Introduction cycle: push press
2. Hypertrophy cycle: power jerk
3. Strength cycle: split alternating-foot jerk
4. Power cycle: split alternating-foot, alternating-arm jerk
5. In-season: split alternating-foot, single-arm jerk
One advantage of performing single-arm movements is that it
creates an unbalanced condition that the body has to work to
correct. For example, when performing dumbbell hang singlearm power cleans with a 60-lb dumbbell, the muscles of the
core have to work to correct the unbalanced weight to one side.
This effect is amplified when performing a single-arm movement
overhead because the center of gravity is elevated, creating a
more unbalanced condition. As a result, performing these singlearm movements may be an effective way to train multiple muscle
groups simultaneously because the prime movers have to be
recruited to perform the movement and the muscles of the core
have to contract to maintain a stable, upright position.
Table 1 provides a sample five-week program used
by the skill position athletes at CSU-Pueblo. This is a
training cycle that involves two power days (Monday
and Wednesday) and one hypertrophy/endurance day
(Friday). Monday and Friday are dumbbell (DB) training
days while Wednesday is a barbell training day.
This program consists of two set/repetition schemes. Table
2 provides both set/repetition schemes for the skill position
athletes. In the first scheme, all total body (TB) exercises should
be completed for the full number of required repetitions on the
first set only and timed exercises should be completed for the full
number of required repetitions in the specified time period. In this
scheme, all TB exercises should be performed explosively while all
others should be performed at a pace that allows for completion
of all repetitions in the specified time period. There should be 2:30
min of rest between all sets and exercises.
Table 4 provides both set/repetition schemes for this program for
big skill position athletes. In the first scheme, the athlete should
select a resistance that allows completion of the full number of
required repetitions on each set prior to increasing resistance
(Table 4). The TB exercises should be performed explosively, and
all other exercises should be performed as explosively as possible
in the concentric phase but lowered in three seconds during the
eccentric phase.
The second scheme requires the athletes to select a resistance that
allows for the completion of the full number of required repetitions
on only the first set prior to increasing resistance. The TB exercises
should be performed explosively, and all other exercises should be
performed as explosively as possible in the concentric phase but
lowered in two seconds during the eccentric phase.
ABOUT THE AUTHOR
Allen Hedrick is the Head Strength and Conditioning Coach at
Colorado State University-Pueblo, in Pueblo, CO. Previously, Hedrick
has been the Head Strength and Conditioning Coach at the United
States Air Force Academy, the National Strength and Conditioning
Association (NSCA), and the United States Olympic Training Center.
Prior to that, he worked as a graduate assistant while pursuing his
Master’s degree at Fresno State University. Hedrick was named
the NSCA’s Collegiate Strength and Conditioning Coach of the
Year in 2003. Frequently published in various journals related
to strength and conditioning, Hedrick has authored books on
football and dumbbell training, written chapters in three textbooks
related to strength and conditioning, and has spoken at numerous
conferences and clinics both nationally and internationally.
The second set/repetition scheme calls for the athlete to complete
the full number of required repetitions on each set. TB exercises
should be performed explosively, while all other exercises explode
up and should be controlled on the way down. In this scheme, 1:30
min of rest between TB sets and exercises and 1 min between all
other sets and exercises.
Table 3 is an example of a three-week hypertrophy/strength
program for big skill position athletes. This program involves
two days of barbell training (Monday and Friday) and one day
of dumbbell training (Wednesday). The primary emphasis is
hypertrophy, which is trained twice per week. The secondary
emphasis is strength, which is trained once per week.
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5
APPLYING DUMBBELL EXERCISES TO FOOTBALL PLAYERS’ TRAINING PROGRAMS
TABLE 1. SAMPLE 5-WEEK PROGRAM FOR SKILL POSITION ATHLETES
MONDAY
(POWER)
WEDNESDAY
(POWER)
FRIDAY
(HYPERTROPHY/ENDURANCE)
DB hang alternating-arm
power snatches (TB)
Power cleans (TB)
DB squats/alternating power cleans/
alternating power jerks (TB)
DB split alternating-foot,
alternating-arm snatches (TB)
Hang cleans (TB)
DB single-leg squats (CL)
DB alternating-arm
incline presses (TL)
Jump squats (CL)
DB lateral lunges (CL)
DB v-ups
Squats (CL)
Plate lift and twists
DB rows (TL)
Bus drivers
DB bench back extensions
Neck manual resistance
flexion/extension
Bench presses (CL)
DB rows (CL)
Standing chest presses (CL)
Neck manual resistance
lateral flexion
TB = Total Body
TL = Timed Lift
AL = Auxiliary Lift
CL = Core Lift
TABLE 2. SET/REPETITION SCHEME FOR SKILL POSITION ATHLETES
WEEK
6
SCHEME 1 (POWER)
SCHEME 2 (HYPERTROPHY/ENDURANCE)
TB
TL
AL
TB
CL
AL
1
5x2
4 x 4 at 8 s
3x8
4x5
4 x 11
3 x 10
2
5x4
4 x 6 at 9 s
3x8
4 x3
4x9
3 x 10
3
5x2
4 x 4 at 8 s
3x8
4x5
4 x 11
3 x 10
4
5x4
4 x 6 at 9 s
3x8
4x3
4x9
3 x 10
5
5x2
4 x 4 at 8 s
3x8
4x5
4 x 11
3 x 10
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TABLE 3. SAMPLE 3-WEEK PROGRAM FOR BIG SKILL POSITION ATHLETES
MONDAY
WEDNESDAY
FRIDAY
Mid-thigh power snatches (TB)
DB mid-thigh power cleans (TB)
Mid-thigh power cleans (TB)
Split alternating-foot snatches (TB)
DB cleans (TB)
Cleans (TB)
Squats (CL)
DB front squats (CL)
Bench presses (CL)
Manual resistance leg curls
DB straight-leg deadlifts (CL)
Bent-over rows (CL)
Two-hand bar twists
DB incline press (CL)
60-s stabilizations*
Good mornings
DB crunches
Neck manual resistance lateral flexion
Neck manual resistance
flexion/extension
DB bench back extensions
*This is an exercise in which the athlete closes his/her eyes and stands on one foot for 60 s and then switches to the other foot. A partner
can apply force against the athlete to cause the athlete to have to hop to regain balance, but not forcefully push the athlete. The goal is to
regain balance as quickly as possible.
TABLE 4. SET/REPETITION SCHEME FOR BIG SKILL POSITION ATHLETES
WEEK
SCHEME 1 (HYPERTROPHY)
SCHEME 2 (STRENGTH)
TB
CL
AL
TB
CL
AL
1
4x6
4x9
3x8
4x5
4x7
3x6
2
4x4
4x7
3x8
4x3
4x5
3x6
3
4x6
4x9
3x8
4x5
4x7
3x6
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7
ASSESSMENT AND TESTING OF SPECIFIC ENDURANCE IN SOCCER PLAYERS
GARY STEBBING, CSCS
S
occer is a multifaceted game requiring a complex interaction
of multiple physical abilities. Elite soccer players rarely
demonstrate exceptional ability or capacity in one physical
domain, yet they are often highly competent in several different
areas. When analyzing soccer performance, it can be very difficult
to differentiate the various physical factors due to significant
crossover and interactions between abilities. Individual game
physiology varies based on technical and tactical demands, and
specific requirements and characteristics of each position. Large
variations also exist across individuals and playing levels, in terms
of game demands and fatigue. With this in mind, both training and
testing protocols should be individualized to each specific player.
Strength and conditioning professionals are expected to support
players of various ages, abilities, and genders; therefore, any
assessment or training intervention must be carefully matched
with the specific group and individual profiles. The focus of this
article is to describe the needs of soccer athletes and then provide
assessments for testing endurance.
BASIC PHYSIOLOGY OF SOCCER
Although decisive moments are defined by anaerobic activities
such as sprints, jumps, and contests for the ball, aerobic
metabolism still dominates so that soccer has a high endurance
component (14). Endurance is generally understood in terms of
ability to resist fatigue. Fatigue in soccer can be described as short
term relating to immediate activities, or longer term resulting
from the cumulative effect of work rate demands towards the
8
conclusion of the match. Endurance performance in soccer is
usually measured using the total distance covered in the match.
Although this is a reasonable indicator, total distance does not
clearly differentiate the varying intensities at which that distance
was achieved (6). This issue is slowly being addressed with
increased access to motion tracking devices. A well trained
aerobic system has a positive relationship with overall distance
covered, duration on the ball, and repeated sprint ability during
a match (19).
FITNESS ASSESSMENT AND TESTING
It is important to reaffirm that tests selected accurately target the
physiology and main performance related abilities in the sport.
All tests also have a natural variability in results, and coaches
must be mindful of falsely interpreting small changes in scores as
positive or negative (measurement error). In addition to options
for calculating worthwhile change that are discussed extensively
elsewhere, coaches should consider what constitutes a worthwhile
change and what level of change is meaningful (10).
Physiological demands of intermittent sports are difficult to
reproduce in the laboratory and the use of sport-specific field
testing is an accepted and valid approach to physical fitness
assessment in soccer (5,6). Field-based testing is popular as
it enables multiple players to be tested either together or in a
relatively short time, and it can take place in a normal training
environment. Basic, well-established field tests can be used to
assess key endurance abilities related to soccer. Analysis within
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the context of real play or related scenarios designed to replicate
game play continue to be developed. Specific field-based
endurance tests have been explored that incorporate forwards,
backwards, and sideways running along with turning and jumping
(5). Further specificity to soccer includes ball dribbling and a 290m soccer circuit track (7).
Contemporary methods are now providing much improved data
on previous notational and observational approaches. The use
of multiple cameras, Global Position Systems (GPS), and time
motion videos are just three ways in which soccer physiology and
performance is now being analyzed.
TESTING AEROBIC ENDURANCE
Assessing or measuring aerobic endurance is achieved via
establishing rate of maximal oxygen consumption (VO₂max).
Laboratory tests using step-like or ramped protocols with
incremental intensities can be used for accurate measure of
VO₂max and parameters related to lactate, as well as running
economy. Researchers suggest that a VO₂max greater than 60
ml/kg/min is required at elite levels of soccer (15). Commonly
used field tests include the multi-stage fitness test (MSFT),
Loughborough intermittent shuttle test (LIST), yo-yo intermittent
recovery test, and Hoff test.
MULTI-STAGE FITNESS TEST (MSFT) (FIGURE 1)
A commonly used field test for aerobic endurance is the MSFT,
which was originally devised by Ramsbottom, Brewer, and
Williams. MSFT is easy to administer and reproduce, and involves
common activities in soccer such as deceleration, turning, and
acceleration (13).
The MSFT protocol uses a prerecorded audio program with a
series of timed beeps. The participant performs shuttle runs
between the cones in time with the beeps of the program. The
program progresses through a series of levels with running speeds
increasing at each level. This test correlates well with VO₂max;
however, recording total distance covered during the program
rather than estimating VO₂max from the results may be a better
strategy in this situation (18).
LOUGHBOROUGH INTERMITTENT SHUTTLE TEST (LIST)
(FIGURE 1)
The LIST is a variation on the shuttle run test designed for
intermittent team sports and uses the same basic setup used for
the MSFT (11). The LIST test has two parts and uses a prerecorded
audio program to provide the signals that control the speed of the
participants speed during the test.
The first part of the test begins with the participant between
cones set up for 20-m shuttles to help determine their speed.
Their speed can be calculated based on predetermined fitness
level and specific sport. The audio beeps control the participant’s
speed during each bout. The participant then performs 15-min
bouts of the following cycle:
•
•
•
•
•
3 x 20-m shuttle walk
1 x 15-m sprint
3 x 20-m running
3 x 20-m jog (approximately 11 cycles in 15 min)
Rest for 3 min and repeat for 5 bouts
The second part of the LIST test consists of the participant moving
straight to intermittent shuttles alternating between jogging
and running speed. The participant performs these shuttles until
failing to stay with the audio for two consecutive beeps or 10 min
expires, whichever comes first. An alternative modification for
soccer players would be to skip the second part of the test and to
perform six cycles of the first part of the LIST test, which would
amount to 90 min of exercise.
YO-YO INTERMITTENT RECOVERY TEST (FIGURE 2)
The Yo-Yo Intermittent Recovery Test consists of 20-m shuttles
similar to the MSFT, but instead there is a short recovery period
following each shuttle run (2). Two speed profiles exist for this
test: level 1 (speed 10 km/hr) targets the aerobic energy pathway
and level 2 (speed 13 km/hr) targets both the aerobic and
anaerobic pathways.
For this test, the participant begins at the middle of three cones.
The prerecorded audio program signals the start of the test and
the participant must perform a 20-m shuttle run between the
cones in time with the beeps. Upon returning to the starting cone,
the participant has 10 s of recovery to either walk or jog out to the
5-m cone and back to the starting cone before the beep signals
the next shuttle. The participant’s inability to stay in time with
the predetermined beeps on two consecutive occasions ends the
test. Upon ending, the final point is marked and the total distance
covered is calculated. The level 1 speed profile relates to on-field
performance and an individual with a VO₂max greater than 60 will
cover in excess of 2,250 m on this test (8).
HOFF TEST
Developed by Hoff et al., the Hoff test is ideally marked out on
half of a full-sized soccer field (7). The participant dribbles a ball
in the direction of the arrows around a track. The dribbling track is
designed to replicate various soccer skills to complete the 290-m
lap. The participant completes the maximum number of circuits in
10 min. Elite players should cover more than 2,100 m on this test
(18). Recent research also suggests that the Hoff test may be able
to predict maximal lactate steady state (9).
TESTING FOR MAXIMAL AEROBIC SPEED (MAS)
MAS describes the minimum speed that elicits VO₂max and
may be indicative of a high anaerobic capacity (16). It has been
suggested that MAS may be a critical factor in developing aerobic
power in sports such as soccer (1). Interval training using MAS can
be a useful approach for improving aerobic power (1).
Testing for MAS can be done by using a fixed distance shuttle run
where participants cover as much distance as possible in 5 min
(300 s) using an out and back shuttle method (1). To calculate
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9
PREPARING FOR THE NFL COMBINE ­— A FUNCTIONAL AND MOVEMENT-SPECIFIC
ASSESSMENT AND TESTING OF SPECIFIC ENDURANCE IN SOCCER PLAYERS
STRENGTH AND CONDITIONING PROGRAM FOR ELITE-LEVEL PLACEKICKERS
MAS, divide distance covered (meters) by the time (seconds).
Researchers have suggested that a MAS of 4.4 – 4.8 m/s is
common in high-level soccer players (1).
REFERENCES
TESTING FOR REPEATED SPRINT ABILITY (RSA)
(FIGURE 3)
2. Bangsbo, J. Fitness Training for Football: A Scientific
Approach. August Krogh Institute: Copenhagen University; 1994.
1. Baker, D. Recent trends in high intensity aerobic training for
field sports. Professional Strength and Conditioning 22: 3-8, 2011.
Anaerobic endurance (i.e., RSA) is also a critical factor as soccer
players are often expected to perform multiple, short duration
near-maximal or maximal-effort activities with limited recovery.
RSA has recently been of great interest in team sports (3). Initial
evidence in soccer indicates a relationship between performance
on an RSA test and the distance a player can cover at high
intensity in a game (12).
3. Bishop, D, Giraud, O, and Mendez-Villanueva, A. Repeated
sprint ability – Part II: Recommendations for training. Sports
Medicine 41(9): 741-756, 2011.
RSA tests have used mixed protocols ranging up to 15 repetitions
of 6 – 10 s effort with 23 – 30 s of recovery (3,12). However, it
has been suggested that RSA tests should involve no more than
eight sprints if 20 – 30 s recovery bouts are used to avoid speed
decrement (4). A question has been raised regarding appropriate
protocols for soccer-specific RSA tests concerning the protocol
design in regards to the number of sprints required to induce a
performance drop off (4).
5. Ekblom, B. Handbook of Sports Medicine and Science, Football
(Soccer). Wiley-Blackwell, United Kingdom; 1994.
Testing protocols for RSA in soccer should reflect game
characteristics and analysis. For instance, a typical RSA adapted
protocol for soccer might use 30-m sprints interspersed with 25-s
active recovery (e.g., jogging) periods. When collecting the data,
the following factors should be considered:
• Average time for all efforts
• Fatigue index: difference between first and last effort
• Percentage drop off: [mean sprint time ÷ best sprint time]
x 100 (-100)
SOCCER-SPECIFIC TEST FOR REPEATED SPRINT
ABILITY (FIGURE 4)
Bangsbo proposed a soccer-specific RSA test (2). This test uses
a standard protocol for RSA testing as described previously. The
participant runs as fast as they can from the starting cone to a
finishing cone with a single sideways direction change, covering
a distance of 34.2 m in total. The test consists of seven sprints
of this 34.2 m course, with a 25-s recovery to walk back to the
starting cone between sprints.
CONCLUSION
There are many factors that contribute to success for each
individual soccer player, such as position, experience, abilities,
and gender. Regardless of these aspects, utilizing assessments
and testing for endurance can be a useful tool in training. These
assessments and tests can be easily performed and may provide
valuable performance measures for soccer-specific endurance
abilities including areas of improvement and the effectiveness of
the current training program.
10
4. Chaouachi, A, Manzi, V, Wong, DP, Chaalali, A, Laurencelle,
L, Charmari, K, and Castagna, C. Intermittent endurance and
repeated sprint ability in soccer players. Journal of Strength and
Conditioning Research 24(10): 2663-2668, 2010.
6. Hoff, J. Training and testing physical capacities for elite soccer
players. Journal of Sports Sciences 23(6): 573-582, 2005.
7. Hoff, J, Wisløff, U, Engen, LC, Kemi, OJ, and Helgerud, J.
Soccer specific aerobic endurance training. British Journal of
Sports Medicine 36(3): 218-221, 2002.
8. Krustrup, P, Mohr, M, Amstrup, T, Rysgaard, T, Johansen,
J, Steensberg, et al. The yo-yo intermittent recovery test
physiological response, reliability, and validity. Medicine Science
Sports and Exercise 35(4): 697-705, 2003.
9. Loures, J, Chamari, K, Ferreira, E, Campos, E, Zagatto, A,
Millioni, F, et al. Specific determination of lactate steady state in
soccer players. Journal of Strength and Conditioning Research
29(1): 101-106, 2015.
10. McGuigan, M. Evaluating Athletic Capacities. In High
Performance Training for Sports. Joyce, D, and Levindon, D (Eds.).
Champaign, IL: Human Kinetics; 2014.
11. Nicholas, CW, Nuttall, FE, and Williams, C. The Loughborough
intermittent shuttle test: A field test that simulates the activity
pattern of soccer. Journal of Sports Sciences 18(2): 97-104, 2000.
12. Rampini, E, Bishop, D, Marcora, SM, Ferrari Bravo, D, Sassi,
R, and Impellizzeri, RM. Validity of simple field tests as indicators
of match related physical performance in top level professional
soccer players. International Journal of Sports Medicine 28(3): 228235, 2007.
13. Ramsbottom, R, Brewer, J, and Williams, C. A Progressive
Shuttle run test to estimate maximal oxygen uptake. British
Journal of Sports Medicine 22(4): 141-144, 1988.
14. Reilly, T. An ergonomics model of the soccer training process.
Journal of Sports Sciences 23(6): 561-572, 2005.
15. Reilly, T, Bangsbo, J, and Franks, A. Anthropometric and
physiological predispositions for elite soccer. Journal of Sports
Sciences 18(9): 669-683, 2000.
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16. Renoux, JC, Petit, B, Billat, V, and Koralsztein, JP. Oxygen
deficit is related to the exercise time to exhaustion at maximal
aerobic speed in middle distance runners. Archives of Physiology
and Biochemistry 107(4): 280-285, 1999.
ABOUT THE AUTHOR
17. Silva, JR, Magalhães, J, Ascensão, A, Seabra, AF, and Rebelo,
AN. Training status and match activity of professional soccer
players throughout a season. Journal of Strength and Conditioning
Research 27(1): 20-30, 2013.
18. Stølen, T, Chamari, K, Castagna, C, and Wisløff, U. Physiology
of soccer – An update. Sports Medicine 35(6): 501-536, 2005.
19. Turner, A, and Kilduff, L. Defining and developing the aerobic
capacity. Professional Strength and Conditioning 23: 2-11, 2011.
Gary Stebbing studied sport and exercise science as an
undergraduate and sport and performance psychology at the
postgraduate level (PG Dip). He has been certified as a Certified
Strength and Conditioning Specialist® (CSCS®) through the National
Strength and Conditioning Association (NSCA) for 13 years. He
trains clients for challenging objectives such as ultra-endurance
and multi-day events. Since 1995, Stebbing has been a trainer
and freelance performance and conditioning coach, including
practicing, writing, and lecturing on coaching psychology, training,
and conditioning for sport in the United Kingdom and Australia.
Prior to this, he was a professional soccer player, spending 11 years
in English leagues and captaining England at the U18 and U19 levels.
FIGURE 1. MULTI STAGE FITNESS TEST AND LOUGHBOROUGH INTERMITTENT SHUTTLE TEST
Start
20 m
FIGURE 2. YO-YO INTERMITTENT RECOVERY TEST
5m
Start
20 m
FIGURE 3. TEST FOR REPEATED SPRINT ABILITY
Start
30 m
FIGURE 4. SOCCER-SPECIFIC TEST FOR REPEATED SPRINT ABILITY
5m
Start
Finish
5m
10 m
Sprint
10 m
10 m
10 m
Recovery
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11
STRENGTH AND CONDITIONING CONSIDERATIONS FOR THE ELITE TEN-PIN BOWLER
JULIAN LIM, MS, CSCS
T
en-pin bowling is an international indoor sport that has
gained participation both at the recreational and elite
levels. Its popularity has enabled the sport to be featured
in the Commonwealth and Asian Games since 1998 and 1978,
respectively. It is commonly viewed that ten-pin bowling is not
a physically demanding sport (5,6). However, recent studies
have shown that a significant amount of muscular strength and
endurance is correlated with high performance in the sport of tenpin bowling (3,4).
FIVE-STEP APPROACH
The five-step approach (Figure 1) in ten-pin bowling delivery
is the choice movement used by most elite bowlers around the
world. A proper five-step approach can result in greater ball
speed at release. This article focuses on strength and conditioning
considerations that impact performance of this specific movement.
POWER-STEP
The power-step is the penultimate step used in the five-step
approach, and its goal is to assist the bowler in generating more
power in the approach. In a right-handed bowler, this requires
a quick and forceful extension of the right hip and knee joints.
Peak horizontal ground reaction force and impulse need to be
generated to initiate the transfer of forces from the ground to the
ball at the point of release from the bowler’s hand.
12
BOWLING DELIVERY
The delivery of the bowling ball occurs during the last step of
the five-step approach. As the left foot is sliding, the bowling
ball is released when the arm swing reaches the bottom of its
arc. Simultaneously, the bowler’s fingers lift upward and outward
to impart revolution on the bowling ball. The efficiency of the
movement is influenced by arm flexion and forearm internal
rotation. Strength of the arm flexors and forearm/wrist internal
rotators are significantly correlated with ball release velocity, but
not to average bowling score (2). Researchers also reported that
experienced players generate tremendous spin on the bowling
ball, and thus develop strong forearm/wrist rotators through
experience (2).
INJURY PREVENTION
Oftentimes, bowlers’ shoulders can be susceptible to chronic
injuries. Instead of letting the arm swing like a pendulum through
the delivery, many contemporary bowlers attempt to “muscle”
through the shot. Not only does this place high traction force
on the glenohumeral joint, and may possibly lead to injury, the
anterior shoulder muscles can also become overdeveloped, in
comparison to the opposing muscle group. Therefore, it seems
beneficial for elite ten-pin bowlers to strengthen the posterior
shoulder muscles to help reduce such incidence of muscular
injuries and imbalances.
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Injuries to the lower back may also occur during the backswing of
the bowling delivery. The higher the backswing, the greater the
potential momentum generated for acceleration of the subsequent
bowling delivery. A lack of extension and rotation of the thoracic
spine and glenohumeral joint can affect the peak height of the
backswing. To achieve the desired range of the backswing, the
lumbar spine has to compensate with extension and rotation
movements. This may potentially lead to the development of
chronic injuries to the lower back. Thus, optimal thoracic and
shoulder mobility is suggested to achieve safe and efficient
technique for the backswing.
Injuries to the lower limbs may occur if a bowler lacks the ability to
form a stable base during the approach. Inefficient bowlers often
display noticeable knee valgus/varus movements on the last step
just before the point of release (1). The improper gait during the
approach and slide may lead to adductor muscle strains and knee
ligament injuries (1). Increasing lower body strength, especially
in the muscles involved in hip stability, appears beneficial to help
decelerate the body and maintain knee and ankle alignment, as
the bowler “slides” at the end of the approach.
REFERENCES
1. Hsiao, KC, Chen, MC, and Tu, CH. Bowling injuries. Journal of
Orthopedic Surgery Taiwan 13(2): 111-114, 1996.
2. Razman, R, and Cheong, J. Upper limb strength of Malaysian
ten-pin bowlers: Relationship with bowling average and ball
release velocity. Journal of Science and Medicine in Sport 13(suppl
1): 100-107, 2010.
3. Tan, B, Aziz, AR, and Teh, KC. Correlations between
physiological parameters and performance in elite ten-pin bowlers.
Journal of Science and Medicine in Sport 3(2): 176-185, 2000.
4. Tan, B, Aziz, AR, Teh, KC, and Lee, HC. Grip strength
measurement in competitive ten-pin bowlers. Journal of Sports
Medicine and Physical Fitness 41(1): 68-72, 2001.
5. Thomas, PR, Schlinker, PJ, and Over, R. Psychological and
psychomotor skills associated with prowess at ten-pin bowling.
Journal of Sports Sciences 14(3): 255-268, 1996.
6. Wiedman, DL. Bowling: Steps to Success. Champaign, IL:
Human Kinetics; 2006.
ABOUT THE AUTHOR
SAMPLE BOWLING TRAINING PROGRAM
Table 1 shows a sample strength and conditioning program for an
elite bowler. The training program is mainly comprised of training
for the muscles involved in the bowling delivery. These include
strengthening the gluteus maximus and hamstring musculature
for horizontal force propulsion during the power-step phase.
In addition, this program also includes exercises for the biceps
brachii and internal rotators of the forearm muscles for effective
bowling ball release during the delivery.
Julian Lim is a strength and conditioning coach at the Singapore
Sports Institute, where he implements sport-specific training
programs for national and elite level athletes. His current portfolio
includes athletes competing in athletics, badminton, basketball,
and bowling. He endeavors to research and utilize evidence-based
strength training principles to enhance an athlete’s sporting
performance. Lim received his Bachelor’s degree in Sports Science
from Edith Cowan University and his Master’s degree in Research
from the National Institute of Education in Singapore.
Prehabilitation (i.e., injury prevention) exercises are included to
address scapular stabilization and thoracic mobility during the
backswing, as well as hip stabilization during the sliding phase of
the delivery. These exercises are performed between sets of the
main exercises.
Lastly, core stability exercises are included to increase endurance
and dynamic stabilization to help in maintaining optimal technique
during the bowling delivery (Table 2). Exercises that focus on antirotation, anti-extension, and anti-flexion movement patterns are
included in this program.
CONCLUSION
The modern game of ten-pin bowling requires an athlete to have
high levels of physical preparedness to excel. By implementing
the sample training program, an athlete may be able to improve
performance in the sport of ten-pin bowling.
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13
PREPARING FOR THE NFL COMBINE ­— A FUNCTIONAL AND MOVEMENT-SPECIFIC
STRENGTH AND CONDITIONING CONSIDERATIONS FOR THE ELITE TEN-PIN BOWLER
STRENGTH AND CONDITIONING PROGRAM FOR ELITE-LEVEL PLACEKICKERS
Five-Step Approach (Figure 1): With a five-step approach, step 1
is short. The bowler moves the ball forward on step 2, begins the
drop on 3, and reaches the height of the backswing on step 4.
The ball comes forward on step 5, into a long slide and straightarm release.
Single-Leg Glute Bridge (Figure 4): A) Begin in a supine position
with the lower back slightly pressed against the ground (posterior
pelvic tilt), one leg in the air, and the other leg planted on the
ground or diagonal surface. B) Initiate the hip extension with the
weight on the heel of the foot. Finish the whole movement with
plantar flexion of the same foot.
FIGURE 1. FIVE-STEP APPROACH
Forward Mini-Hurdle Hop to Single-Leg Landing (Figure 2): A)
From an athletic position, explosively jump over the mini-hurdle.
B) Prepare to land in a single-leg stance while in mid-air. C)
Absorb the landing on one leg by flexing the hip, knee, and ankle.
Stay in the landing position for 1 s.
FIGURE 4. SINGLE-LEG GLUTE BRIDGE
Forearm Pronation (with band) (Figure 5): A) Attach the end of
a weighted handle to resistance tubing, and secure the tubing to
an anchor point. Ensure that the forearm is parallel to the floor
at the start of the movement. B) Rotate the forearm and ensure
that sufficient tension is applied to the resistance tubing as the
handle is positioned perpendicular to the floor. Throughout the
movement, ensure that the elbow of the pronating arm is held still
and beside the body as best as possible.
FIGURE 2. FORWARD MINI-HURDLE HOP TO
SINGLE-LEG LANDING
Barbell Skater Squat (Figure 3): A) While standing upright
with a barbell across the upper back, shift into a singleleg stance. B) Slowly extend one leg behind the body
while maintaining a neutral spine. The trail leg should
not be in contact with the ground at any time.
FIGURE 5. FOREARM PRONATION (WITH BAND)
Pretzel Stretch (Figure 6): Hold down the position of the right
knee onto the ground with the left hand. Then, place the right
hand on the left ankle to pull the shoulder across the body in
the opposite direction. Hold this position before switching to the
opposite side.
FIGURE 3. BARBELL SKATER SQUAT
FIGURE 6. PRETZEL STRETCH
14
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TABLE 1. SAMPLE STRENGTH AND CONDITIONING PROGRAM FOR BOWLERS
PREHABILITATION
EXERCISE
BETWEEN SETS
EXERCISE
SETS X REPETITIONS
LOAD
REST
Forward mini-hurdle
hops to single-leg
landing (Figure 2)
3 x 10
Body mass
2 – 3 min
Barbell skater
squats (Figure 3)
4x6
< 67% 1RM
30 – 60 s
Monster walks
with bands
Single-arm
dumbbell rows
4x6
< 67% 1RM
30 – 60 s
“T” and “I” exercises
(with weight plate)
Single-leg glute
bridges (Figure 4)
4 x 10
Body mass
30 – 60 s
Pretzel stretch (Figure 6)
Forearm pronation
(with band) (Figure 5)
3 x 10
Self-regulated
30 – 60 s
TABLE 2. SAMPLE CORE STABILITY PROGRAM FOR BOWLERS
EXERCISE
SETS X
REPETITIONS
FOCUS OF EXERCISE
Back extension
2 x 15
Anti-flexion
Dead bug
2 x 10 (each side)
Anti-extension/rotation
Bird dog
2 x 10 (each side)
Anti-flexion/rotation
Side plank
2 x 45 – 60 s
Anti-lateral flexion
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15
MUSCULAR HYPERTROPHY TRAINING IN STRENGTH AND CONDITIONING
MATTHEW CRAWLEY, MS, CSCS,*D, USATF-1
M
uscular hypertrophy training is often a topic of discussion
in sports where adding some extra mass to an athlete can
improve sports performance. Hypertrophy can be simply
described as muscular growth as a result of protein breakdown
and synthesis. Possible benefits of increased muscle mass typically
include an increase in muscular strength, force production, and
support and cushioning to help protect the body against external
forces (6,7). When engaging in muscular hypertrophy training, the
objective is to induce microtrauma in the chosen muscle groups
during training sessions to facilitate protein supercompensation
during rest (5). Supercompensation must take effect in order to
see gains by raising an individual’s fitness levels above where they
were prior to beginning the workout.
FOUNDATIONAL COMPONENTS
It is important for athletes and coaches to understand it takes
commitment to integrate lifestyle choices with hypertrophy
training to achieve sport performance goals. Athletes need
to be aware how non-training time and nutrition affect
hypertrophy. Taken together, recovery, nutrition, and training
are three factors that significantly affect hypertrophy. The
following sections provide a few research-based tips on these
foundational components.
RECOVERY
Recovery is an aspect of training that is often overlooked.
It is important to understand the recovery time for larger
and smaller muscle groups so changes can be made to the
training program. Larger muscle groups take 48 – 72 hr
16
to recover between intense workouts (3). Smaller muscle
groups take anywhere from 24 – 48 hr because of less
motor unit recruitment relative to muscle sizes (3).
Sleep is also often overlooked, but it is paramount to help muscle
tissue recover and effectively maintain a hormonal balance that
induces hypertrophy. Sleep recommendations range anywhere
from 7 – 10 hr per night to recover between workouts (3).
NUTRITION
“You are what you eat” is a common expression that means that
the body is a byproduct of the nutrients that are consumed. A
well-balanced diet with an appropriate amount of macronutrients
(e.g., protein, carbohydrate, fat) is essential to optimize gains.
Nutrition plays a substantial role in the process of building muscle.
When training with a focus on muscle hypertrophy, protein is
highly essential for muscle tissue repair and growth. Based on
recommendations from the Academy of Nutrition and Dietetics,
athletes should consume 1.2 – 1.7g/kg of bodyweight per day of
protein to promote muscle growth (8).
TRAINING
Because there is no “cookie cutter” training program that can
be applied to everyone, it is recommended that coaches and
athletes experiment and blend different methodologies to find
what works best for each athlete. However, most athletes can
gain strength and muscle mass by performing Olympic-style lifts,
power lifts, and auxiliary training. The following are four basic
guidelines to follow (5):
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1. An exercise overload should be applied.
2. The exercises and training program should be specific to
the goals.
3. The exercises and training load (e.g., intensity and volume)
should vary upon workout goals.
4. Programs should be adjusted individually.
It takes about 21 – 28 days for the human body to adapt to a new
stimulus (4). To account for this adaptation to stress, progressive
overload can be applied to continue making gains. The goal of
progressive overload is to progressively place greater than normal
demands on the exercising musculature (2).
Intensity and Volume
When the training goal is muscle hypertrophy, the vital parameters
of training include exercise intensity and exercise volume (5).
Intensity can be defined as performing an exercise repetition
in relation to an individual’s one repetition maximum (1RM) (1).
Intensity is a trigger for muscle growth and protein synthesis (1).
As intensity increases, volume must decrease, and conversely,
as volume increases, intensity must decrease. Volume can be
described as the total number of repetitions multiplied by intensity
or weight lifted. Intensity and volume should coincide to provide
an optimal hypertrophy training program.
As stated earlier, individual adaptations occur and there is no-onesize-fits-all approach. Some athletes will respond better to higher
rather than lower reps, while some athletes will respond better
to changes in intensity. Optimal results will likely be achieved by
individual trial and error to discover what works best. As a basic
guideline, volume and intensity recommendations for hypertrophy
training are 3 – 6 sets of 6 – 12 reps each per muscle group, with
loads of 50 – 85% of 1RM (1).
Training Methods to Consider
Maximum effort activities with multi-joint movements can
stimulate higher motor unit recruitment (e.g., fast twitch muscles)
and may promote hypertrophy (5). Maximum effort activities
relate to a percentage close to an athlete’s 1RM to stimulate as
many muscle fibers as possible in order to gain strength and size.
When programing workouts, it is important to select exercises
that will provide the most efficient way to help achieve goals.
For instance, if the goal is to add mass, choosing the “big three”
lifts (i.e., bench press, back squat, and deadlift) as a foundation
may be a good place to start. To increase power and rate of force
production, Olympic-style lifts may aid in the development of
explosive power (5). Auxiliary methods can be used to improve
specific areas and to work on targeted weaknesses.
QUICK TRAINING TIPS
• Increasing the speed of lifts increases power.
◦ Consider using higher velocities for the following exercises: bench presses, back squats, clean pulls,
and snatch pulls.
• For advanced progressions of the lat pulldown, try
variations of pull-ups, chin-ups, alternate grips, and
inverted rows.
•
Sometimes less is more; listen to the body and arrange for
periods of rest and recovery whenever appropriate.
CONCLUSION
The enlargement of the cross-sectional areas of individual muscle
fibers contributes to an increase in muscle size (i.e., hypertrophy)
(5). Muscular hypertrophy can be accomplished through proper
nutritional intake, effective recovery practices, and resistance
training. By following the recommendations on these three
components provided in this article, athletes can reach their
hypertrophy related goals.
REFERENCES
1. Baechle, T, and Earle, R. Essentials of Strength Training and
Conditioning. (3rd ed.) Champaign, IL: Human Kinetics; 2008.
2. Dietz, C, and Peterson, B. Triphasic training: A systematic
approach to elite speed and explosive strength performance.
Hudson, WI: Bye Dietz Sport Enterprise; 2012.
3. McDuff, DR. Sports Psychiatry: Strategies for Life Balance and
Peak Performance (2nd ed.). Arlington, VA; American Psychiatric
Publishing; 2012.
4. USA Track and Field. Coaching Education Level 1 Curriculum
Manual. USATF.org.
5. Zatsiorsky, V, and Kraemer, WJ. Science and Practice of
Strength Training (2nd ed.). Champaign, IL: Human Kinetics; 2006.
6. Ivy, JL, and Ferguson, LM. Optimizing resistance exercise
adaptations through the timing of post-exercise carbohydrateprotein supplementation. Strength and Conditioning Journal 32(1):
30-36, 2010.
7. Ivy, JL, Goforth, HW, Jr, Damon, BM, McCauley, TR, Parsons,
EC, and Price, TB. Early post-exercise muscle glycogen recovery
is enhanced with a carbohydrate-protein supplement. Journal of
Applied Physiology 93(4): 1337-1344, 2002.
8. Kohn, J. Strength building and muscle mass. Eat Right.
Academy of Nutrition and Dietetics. 2014. Retrieved March 2015
from http://www.eatright.org/resource/fitness/training-andrecovery/building-muscle/strength-building-and-muscle-mass.
ABOUT THE AUTHOR
Matthew Crawley is the Head Sports Performance Coach at Impact
Sports Performance in Buffalo, NY. Crawley is the former Head
Strength and Conditioning Coach for the men’s basketball team
at Webber International University. Previously, Crawley served
as a Performance Center Coach at the National Strength and
Conditioning Association (NSCA) World Headquarters in 2013. He
has extensive experience working in the private sector with youth,
high school, college, professional, tactical, and Olympic athletes.
Crawley holds a Master of Science degree in Health and Human
Performance from Canisius College. He is certified as a Level 1
Coach though United States of America Track and Field (USATF)
and is certified as a Certified Strength and Conditioning Specialist®
with Distinction (CSCS,*D®) through the National Strength and
Conditioning Association (NSCA).
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17
INTEGRATIVE NEUROMUSCULAR TRAINING FOR YOUTH
RICK HOWARD, MED, CSCS,*D, USAW
A
positive interrelationship exists between motor skill
development and muscular strength (14). Coaches can help
athletes to develop athletic ability by including motor skills
training into practice sessions. Development of fundamental motor
skills has repeatedly been shown to enhance fitness and sport
skills, reduce the risk of injury, and promote lifelong participation
in physical activity (2,7,8,9,11,13,14). Central to the development of
fundamental motor skills is the development of muscle strength in
children and adolescents (3). Therefore, improvement of general
and sport-specific skills can be maximized by including both
motor skill mastery and muscle strength activities in a general
preparatory strength and conditioning program (7). This approach
is called integrative neuromuscular training (INT) and can be
achieved by purposefully including activities that promote health
fitness, skills fitness, motor skill mastery, and efficacy (1,10).
Motor skills can be thought of in a sports context as the
combination of skills that produce athleticism. Vern Gambetta
defines athleticism as “executing athletic movements at optimum
speed with precision, style, and grace,” (5). This definition of
athleticism fits well with the classic definition of physical literacy
that promotes movement with competence and confidence
throughout the lifespan (16). It is important for coaches to
recognize their role is to develop youth into physically active
adults. Coaches should provide a positive youth sports and
strength and conditioning experience that builds on success,
does not use exercise as punishment, and promotes motor skills
and muscle strength development for all youth. Incorporating INT
into sports practice and training can have long-term health and
physical fitness implications for youth (15). The purpose of this
article is to provide information to coaches on how to include INT
into their youth fitness and sports conditioning program.
INTEGRATIVE NEUROMUSCULAR TRAINING
The concept of INT was developed by Avery Faigenbaum for use
with youth across sports, fitness, or physical education settings
(12). The integrated components of INT include:
• Motor skills (e.g., running, throwing, catching, and
dynamic balance)
• Health fitness (e.g., muscle strength)
• Skills fitness (e.g., speed, agility, and balance)
• Efficacy, developmental appropriateness, and fun
The key to successful implementation of INT is a qualified coach
who understands the unique needs of youth throughout the
nonlinear stages of the developmental continuum. Successful
coaches understand instructional pedagogy for youth and must
be able to create a developmentally appropriate conditioning
program that focuses on long-term positive development,
following the Composite Youth Development (CYD) model (8,9).
18
THE COMPOSITE YOUTH DEVELOPMENT MODEL
Based on an analysis of long-term athletic development models,
the CYD model was proposed as a “flexible blueprint” for coaches
(8,9). The CYD model provides a holistic approach to positive
youth development for all children and adolescents with a strong
emphasis on designing physical conditioning programs that
emphasize general physical preparation and the development of
gross movement skills. The CYD model offers a comprehensive
approach for multisport participation, physical activity, fun
activities, and structured play for aspiring young athletes.
PUTTING IT ALL TOGETHER
Youth can begin participating in strength and conditioning
exercises at approximately the same age that they begin playing
sports (typically 6 – 8 years old) (4). It is incumbent on coaches,
therefore, to provide the appropriate instructional guidance for
youth as early as age 6 – 8 in INT as part of the CYD model. Every
child deserves the opportunity to participate in a wide variety
of sports and activities as well as to participate in a properly
designed strength and conditioning program.
REFERENCES
1. Bukowsky, M, Faigenbaum, A, and Myer, G. FUNdamental
integrative training for physical education. Journal of Physical
Education, Recreation and Dance 85(6): 23-30, 2014.
2. Faigenbaum, A, Lloyd, R, Sheehan, D, and Myer, G. The role of
the pediatric exercise specialist in treating exercise deficit disorder
in youth. Strength and Conditioning Journal 35(3): 34-41, 2013.
3. Faigenbaum, A, Farrell, A, Fabiano, M, Radler, T, Naclerio, F,
Ratamess, et al. Effects of integrative neuromuscular training on
fitness performance in children. Pediatric Exercise Science 23(4):
573-584, 2011.
4. Faigenbaum, A, Kraemer, W, Blimkie, C, Jeffreys, I, Micheli,
L, Nitka, M, and Rowland, TW. Youth resistance training: Updated
position statement paper from the National Strength and
Conditioning Association. The Journal of Strength and Conditioning
Research 23(suppl 5): S60-S79, 2009.
5. Gambetta, V. Athleticism. Retrieved March 1, 2015 from
http://www.performbetter.com/webapp/wcs/stores/servlet/
PBOnePieceView?storeId=10151&catalogId=10751&pagename=318.
6. Howard, R. Catch 22: Why fundamental motor skills are so
important. NSCA Coach 2(1): 38-41, 2015.
7. Lloyd, R, Faigenbaum, A, Stone, M, Oliver, J, Jeffreys, I, Moody,
J, et al. Position statement on youth resistance training: The 2014
international consensus. British Journal of Sports Medicine 48(7):
498-505, 2014.
8. Lloyd, R, Oliver, J, Faigenbaum, A, Howard, R, De Ste Croix,
M, Williams, C, et al. Long-term athletic development – Part 1: A
pathway for all youth. Published ahead of print. The Journal of
Strength and Conditioning Research, 2014.
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9. Lloyd, R, Oliver, J, Faigenbaum, A, Howard, R, De Ste Croix,
M, Williams, C, et al. Long-term athletic development – Part 2:
Barriers to success and potential solutions. Published ahead of
print. The Journal of Strength and Conditioning Research, 2014.
10. Myer, GD, Faigenbaum, AD, Edwards, NM, Clark, JF, Best,
TM, and Sallis, RE. Sixty minutes of what? A developing brain
perspective for activating children with an integrated exercise
approach. Published ahead of print. British Journal of Sports
Medicine, 2015.
11. Myer, GD, Faigenbaum, AD, Ford, KR, Best, TM, Bergeron, MF,
and Hewitt, TE. When to initiate integrative neuromuscular training
to reduce sports-related injuries in youth? Current Sports Medicine
Reports 10(3): 155-166, 2011.
12. Naclerio, F, and Faigenbaum, A. Integrative neuromuscular
training for youth. Revista Kronos 10(1): 49, 2011.
13. Stodden, D, Gao, Z, Goodway, J, and Langendorfer, S.
Dynamic relationships between motor skill competence and
health related fitness in youth. Pediatric Exercise Science 26(3):
231-241, 2014.
14. Stodden, D, and Goodway, JD. The dynamic association
between motor skill development and physical activity. Journal of
Physical Education, Recreation and Dance 78(8): 33-49, 2007.
15. Stodden, D, Howard, R, Faigenbaum, A, Richardson, C,
Meadors, L, Moore, et al. Promoting integrative youth physical
development in the United States. United Kingdom Strength and
Conditioning Journal 26: 10-18, 2012.
16. Whitehead, M. The concept of physical literacy. European
Journal of Physical Education 6: 127-138, 2001.
ABOUT THE AUTHOR
Rick Howard helped start the National Strength and Conditioning
Association (NSCA) Youth Special Interest Group (SIG) and served
this year as Immediate Past Chair. In addition, Howard serves on
the NSCA Membership Committee and is the NSCA State/Provincial
Program Regional Coordinator for the Mid-Atlantic Region. Howard
is involved in many pursuits that advance knowledge, skills, and
coaching education to help all children enjoy lifelong physical
activity and sports participation.
The National Strength and Conditioning Association in conjunction with the President’s Council on Fitness, Sports &
Nutrition presents the Strength of America Award. This recognition is given to high schools and their coaches that
exhibit the highest standards in the safety and success of young athletes. Apply Now.
Applications are accepted until May 15. Winners are recognized at the 2015 National Conference Awards Banquet on
July 10. Your program can help set the standard for what a high school program should be.
NSCA COACH 2.2 | NSCA.COM
19
EATING FOR MUSCLE GROWTH
DEBRA WEIN, MS, RDN, LDN, NSCA-CPT,*D, AND LAURA HALUPOWSKI
I
t is important to consider nutrition as an influential part of an
overall workout program. Spending hours in the gym will not
always equate to muscle gains without proper pre- and postworkout fuel. Muscle growth is a delicate balance between protein
synthesis and protein breakdown that requires sustaining an
adequate amount of macronutrients and micronutrients to meet
the demands of each individual. The purpose of this article is to
provide knowledge about nutritional intake (focusing on protein
and carbohydrates), in tandem with a workout program, which
may help in achieving muscle growth.
FUELING FOR MUSCLE GROWTH
THE SCIENCE BEHIND MUSCLE GROWTH
The recovery phase and protein’s effect on anabolic responses
throughout the entire day was addressed by a 2013 study. In this
study, three groups of eight men consumed 80 g of whey protein
over a 12-hr recovery period. They did so in one of three ways:
either in eight doses of 10 g every 1.5 hours, four doses of 20 g
every six hours, or two doses of 40 g every six hours. All dosing
methods stimulated MPS rates; however, the most effective dose
was four doses of 20 g of whey protein every six hours (1). A
2009 study looking at young, healthy males found that about
20 g of high-quality protein is sufficient to maximize RE induced
MPS over four hours post-exercise (11). These studies highlight
the importance of protein intake after working out and consistent
intake of protein throughout the day.
Resistance exercise (RE) naturally leads to the breakdown of
muscle fibers and puts the body into a state of catabolism (7). The
process of catabolism allows for the subsequent repair and growth
of that muscle tissue (anabolism) via muscle protein synthesis
(MPS). Although MPS is stimulated after RE, protein balance
remains negative and adequate nutrient intake is necessary to
achieve a positive protein balance and muscle growth (2,7). Net
muscle protein balance is a simple equation; if the body has
enough protein to repair the damaged tissue, it is able to support
muscle growth. Since net protein balance will remain negative
after RE, this net balance must become positive following exercise
so that the rate of synthesis can exceed the breakdown in order to
promote MPS (7).
20
It may be useful to think of each entire day’s nutrient intake as
preparation for the next workout. Several studies have shown
that protein, or protein in combination with carbohydrates in
close temporal proximity to RE, stimulates greater MPS than
carbohydrates alone (3,7,13). Specifically, a 2006 study that
compared supplementation of 20 g of protein versus 20 g of
dextrose (i.e., carbohydrate) one hour before and one hour after
RE showed greater upregulation of MPS markers in the group that
consumed the protein supplement (13).
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It is recommended to aim for 15 – 20% of all daily calories to
come from high-quality protein sources. Table 1 provides a variety
of protein sources including their biological value (BV), which
determines how efficiently protein leads to MPS once absorbed
(5,12). It is the position of the Academy of Nutrition and Dietetics
that in order to build muscle mass, individuals should consume
1.2 – 1.7 g/kg of bodyweight per day of protein (9). The list below
demonstrates an example of how an athlete can consume about
90 g of protein throughout the day (a sufficient amount for a
150-lb male whose protein needs are approximately 81 – 116 g of
protein per day) (9).
•
•
•
•
•
•
2 cups of fat-free milk = 16 g
8 oz of plain low-fat yogurt = 12 g
1 tablespoon of peanut butter = 7 g
3 oz of baked chicken = 26 g
3 oz of grilled salmon = 21 g
1 cup of quinoa = 8 g
REFERENCES
1. Areta, JL, Burke, LM, Ross ML, Camera, DM, West, DW, Broad,
EM, et al. Timing and distribution of protein ingestion during
prolonged recovery from resistance exercises alter myofibrillar
protein synthesis. The Journal of Physiology 59(1): 2319-2331, 2013.
2. Borsheim, E, Tipton, K, and Wolf, S. Essential amino acids
and muscle protein recovery from resistance exercise. American
Journal of Physiology Endocrine and Metabolism 283(4):
E648-E657, 2002.
3. Cribb, PJ, and Hayes, A. Effects of supplement timing and
resistance exercise on skeletal muscle hypertrophy. Medicine and
Science in Sports Exercise 38(11): 1918-1925, 2006.
4. Escott-Stump, S. Nutrition and Diagnosis-Related Care.
Philadelphia, PA: Wolters Kluwer Health/Lippincott Williams and
Wilkins; 2008.
5. Hoffman, JR, and Falvo, MJ. Protein – which is best? Journal of
Sports Science and Medicine 3(3): 118-130, 2004.
CARBOHYDRATES
Carbohydrates should comprise about 50 – 60% of the daily
caloric intake, or about 2.3 – 3.6 g/kg of bodyweight (6). Powering
through workouts depends on available glycogen stores. It is
important to replenish these stores immediately before and after
a workout to allow for glycogen resynthesis and optimal MPS. The
consumption of carbohydrates alone is not considered an ideal
meal post-RE but it is a vital component because, as previously
stated, it has been shown that consumptions of carbohydrates in
combination with protein stimulates MPS more than carbohydrates
alone (3,7,13).
A common approach includes eating carbohydrates and protein in
a 3:1 or 4:1 ratio. When eaten together, protein slows the digestion
of carbohydrates. This prevents spikes in blood glucose while
enhancing the response of insulin and allows for a more efficient
transfer of macronutrients to muscle cells (4).
CONCLUSION
A well-balanced nutritional intake that is rich in high-quality
protein and carbohydrates can support muscle growth and the
maintenance of lean body mass. It is also important to consume
protein and carbohydrates together following RE to stimulate
optimal MPS.
6. Hulmi, JJ, Kovanen, V, Selänne, H, Kraemer, WJ, Häkkinen,
K, and Mero, AA. Acute and long-term effects of resistance
exercise with or without protein ingestion on muscle hypertrophy
and gene expression. Amino Acids 37(2): 297-308, 2009.
7. Ivy, JL, and Ferguson, LM. Optimizing resistance exercise
adaptations through the timing of post-exercise carbohydrateprotein supplementation. Strength and Conditioning Journal 32(1):
30-36, 2010.
8. Ivy, JL, Goforth, HW, Jr, Damon, BM, McCauley, TR, Parsons,
EC, and Price, TB. Early post-exercise muscle glycogen recovery
is enhanced with a carbohydrate-protein supplement. Journal of
Applied Physiology 93(4): 1337-1344, 2002.
9. Kohn, J. Strength building and muscle mass. Eat Right.
Academy of Nutrition and Dietetics. 2014. Retrieved March 2015
from http://www.eatright.org/resource/fitness/training-andrecovery/building-muscle/strength-building-and-muscle-mass.
10. McGlory, C, Wardle, SL, and Macnaughton, LS. Pattern of
protein ingestion to maximize protein synthesis after resistance
exercise. The Journal of Physiology 591(12): 2969-2970, 2013.
11. Moore, DR, Ribinson, MJ, Fry, JL, Tang, JE, Glover, EI,
Wilkinson, SB, et al. Ingested protein dose response of muscle and
albumin protein synthesis after resistance exercise in young men.
The American Journal of Clinical Nutrition 89(1): 161-168, 2009.
12. Weingarten, H. What is a protein’s biological value and why is
it important? Fooducate. 2014. Retrieved March 2015 from http://
blog.fooducate.com/2014/11/12/what-is-a-proteins-biologicalvalue-and-why-is-it-important/.
13. Willoughby, DS, Stout, JR, and Wilborn, CD. Effects of
resistance training and protein plus amino acid supplementation
on muscle anabolism, mass, and strength. Amino Acids 32(4): 467477, 2006.
NSCA COACH 2.2 | NSCA.COM
21
PREPARING FOR THE NFL COMBINE ­— A FUNCTIONAL AND MOVEMENT-SPECIFIC
EATING FOR MUSCLE GROWTH
STRENGTH AND CONDITIONING PROGRAM FOR ELITE-LEVEL PLACEKICKERS
ABOUT THE AUTHOR
Laura Halupowski is a fitness, nutrition, and food enthusiast who
completed her Bachelor of Science degree in nutrition at the
University of New Hampshire. Halupowski plans to combine her
passion for wellness, nutrition, and culinary skills as a Registered
Dietitian to provide comprehensive education and coaching
services to those looking to improve their overall health and state
of mind.
Debra Wein is a nationally recognized expert on health and
wellness. She has nearly 20 years of experience working in the
health and wellness industry and has designed award-winning
programs for both individuals and corporations across the country.
She is President and founder of Wellness Workdays, (www.
wellnessworkdays.com) a leading provider of worksite wellness
programs. Wein is also the Program Director of the Wellness
Workdays Dietetic Internship, the only worksite wellness-focused
internship for dietetics students interested in becoming Registered
Dietitians that is approved by the Accreditation Council for
Education in Nutrition and Dietetics (ACEND).
TABLE 1. PROTEIN SOURCES AND BIOLOGICAL VALUE (5,12)
PROTEIN CONTENT
BIOLOGICAL
VALUE (BV)
ADDITIONAL BENEFITS
6 g (each)
100
Readily utilizable protein
1% milk (1 cup)
8g
91
Calcium and vitamin D
Low-fat cottage cheese (½
cup)
14 g
84
Calcium and vitamin D
Tuna (3 oz/85 g)
24 g
83
Heart healthy fats and vitamin D
Quinoa (1 cup)
8g
83
Gluten-free, easy to digest, fiber, magnesium, and iron
Plain yogurt (½ cup)
7g
68
Healthy probiotics
Chicken breast (2.8 oz/79 g)
26 g
79
Lower in fat than other meats
Tofu (½ cup)
10 g
74
Contains all essential amino acids, rich in vitamins
and minerals, and low in fat
Brown rice (1 cup)
4g
59
Rich in fiber and minerals
Beans (1 cup)
15 g
58
Healthy source of fiber and rich in minerals
Oatmeal (1 cup)
13 g
55
Soluble fibers may help in lowering cholesterol
Whey (1 scoop)
25 g
104
Excellent bioavailability and it may lead to
rapid protein synthesis
Casein (1 scoop)
24 g
77
Allows for a slow sustained release of amino acids
SOURCE
Eggs
22
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23
HAMSTRING TRAINING FOR INJURY PREVENTION—PART II
JOEL BERGERON, MS, CSCS,*D, USATF-2
P
art I of this two-part series established that hamstring
injuries can stem from both biomechanical inefficiencies in
sprint and running mechanics, and may also be a product
of training programs which either do not promote balanced
development in concert with antagonistic muscles or simply fail
to strengthen both the proximal and distal ends of the hamstring
group. Part II of this series provides example exercises to educate
coaches on how to prevent hamstring strains. It is imperative that
these exercises be implemented regularly during training to help
minimize the risk of hamstring injuries.
Sound biomechanics on and off the field, regular flexibility
training, and specialized strength training may help to reduce
hamstring injuries (3,6). Technically sound stride recovery
mechanics during sprinting reduces stress placed on the
hamstrings (6,7). Regular stretching of these muscles after a
training session may improve range of motion and reduce tension
within the tissue (1). Stretching in this manner may even increase
tolerance for future microdamage sustained by less flexible tissue
(4). Figures 1 and 2 provide examples of static stretching activities
that target the proximal and distal aspect of the hamstring group.
A logical way to improve hamstring strength is to choose exercises
that specifically target that muscle group in a fashion similar to
the way they are used during a maximal intensity movement (2).
The kinematic activation of the hamstrings group consists of 1)
lengthening across the knee and hip during the swing phase, 2)
extension at the hip during the plant, and 3) flexion at the knee
during recovery. The hamstrings can be susceptible to injury when
elongated across both joints (7). Therefore, exercises that target
the entire length of the tissue are practical and effective.
The following exercises target the entire hamstring muscle
group. Most of them are bodyweight-orientated exercises. When
implementing these exercises, they can be used as auxiliary items
within a resistance training program. A 1:1 or 2:1 ratio of hamstrings
to quadriceps exercises is recommended within the training
program (6).
SINGLE-LEG STRAIGHT-LEG DEADLIFT
(FIGURES 3 – 6)
7.
SUPINE HIP EXTENSION
1.
Begin lying on the floor with one foot resting on a box
and the knee bent at 90 degrees. The free leg should be
straight and held in the air vertically.
2. Push through the heel of the foot on the box until full
hip extension is achieved. There should be an imaginary
straight line running from the knee to the shoulders at the
top of the movement. A coaching cue is to instruct the
athlete to try to “touch” the ceiling with the toe of the free
leg.
3. Lower the body back to the floor under control.
The following exercises can be progressed through with the
addition of a stability ball:
• Single-leg hip extension off box (Figures 7 and 8)
• Double-leg hip extension off stability ball (Figures 9 – 11)
• Single-leg hip extension off stability ball (Figures 12 – 14)
SINGLE-LEG SQUAT PROGRESSION
A. Split squat off bench
B. Single-leg squat off box
C. Single-leg squat to single-leg straight-leg deadlift
SPLIT SQUAT OFF BENCH (FIGURES 15 AND 16)
1.
Begin in an athletic position with the knees and hips
slightly flexed, balancing on one leg while holding one or
two dumbbells at the sides. The free leg should be held
only slightly off the ground.
2. Initiate the movement by pushing the hips backwards and
keeping most of the weight on the heel.
3. Lower the weight while slightly flexing the knee. Pay
careful attention to keep the back straight; do not continue
performing this lift if the back moves out of a neutral/
24
5.
6.
HAMSTRING TRAINING SOLUTIONS
1.
4.
slightly arched position. Keep the weight as close to the
body as possible; the path of the dumbbell(s) should trace
the “outline” of the legs.
Lift the weight by returning to the starting position. Make
sure the shoulders and hips rise at the same speed. Keep
the trunk stable and push through the heel. Do not allow
the shoulders to trail the hips when lifting.
During this movement, the free leg should rise and fall
behind the body in order to facilitate balance and maintain
neutral spinal alignment.
For an added challenge, the free knee can be raised in front
of the body during the lift phase.
There should be an imaginary straight line running
from the shoulder to the heel of the free leg throughout
the movement.
Perform this exercise in a balanced position with the front
foot on the ground and the rear foot on a bench.
2. Maintain an upright, stable trunk position, as well as the
relationship between the knee and foot throughout the
movement.
3. Weights can be held in the hands for an added load.
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SINGLE-LEG SQUAT OFF BOX (FIGURES 17 AND 18)
1.
2.
3.
4.
5.
To perform this exercise, begin by standing on a box in an
athletic position with one leg hanging off to the side and
raised slightly in front of the body.
The support leg should be positioned such that the toes
are at the front of the box.
The hands should be raised in front with the option of
holding light weights to help with balance and increase
load. Then, start the downward movement by flexing at
the hip instead of the knee, and then allowing the knee
to flex as the body is lowered.
The free leg should move forward to help balance
the movement.
Squat low enough so that the thigh of the support leg is
parallel with the ground.
SINGLE-LEG SQUAT TO SINGLE-LEG STRAIGHT-LEG
DEADLIFT (FIGURES 19 – 21)
1.
Combine a single-leg squat and immediately afterwards,
execute a single-leg straight-leg deadlift.
2. Follow the same instructions as previously described.
GLUTE-HAM RAISES OFF BENCH (FIGURES 22 – 24)
This exercise can also be done on an exercise mat or using a gluteham machine.
1. Begin by kneeling on the edge of a bench
with the ankles hanging off the end.
2. A partner holds the feet down.
3. Lower the trunk and hips in one movement until lying
face down on the bench; lower slowly to maintain
stability. The longer the eccentric (lowering) phase,
the more stress is placed on the hamstrings.
4. With a light push of the hands, begin the concentric
(rising) movement back to the original position. Pay close
attention to keeping the trunk and hips in a straight line. Do
not rotate the pelvis anteriorly by sticking out the glutes.
BARBELL HIP RAISE
1.
2.
3.
4.
5.
6.
7.
Place a bench against a stationary object such as a wall
or squat rack so it will not move.
Place a foam sleeve over the barbell or place a pad on
the pelvis to reduce the likelihood of bruising.
Load each side of the barbell with the desired weight.
Sit on the floor in an upright position with the shoulders
against the bench.
Roll the bar over the body and directly above the pelvis.
Flex the knees until the feet are below (inferior to)
the knees.
Extend the hips and lift the bar off the ground, similar
to performing a bridge movement.
8. Lower the barbell slowly to the ground. This focuses
primarily on the proximal hamstrings and gluteal
muscle group.
CONCLUSION
Hamstring injuries result from multiple factors. Adding specific
exercises to strengthen this muscle group and increase flexibility
may help to reduce the risk of injuries. By implementing
a specialized resistance training program and taking into
consideration multiple facets of training, athletes may perform
at higher levels and improve at an accelerated pace. It is the
responsibility of the strength and conditioning professional to
design the annual training plan to decrease the chance of injury.
REFERENCES
1. Davis, DS, Ashby, PE, McCale, KL, McQuain, JA, and Wine,
JM. The effectiveness of 3 stretching techniques on hamstring
flexibility using consistent stretching parameters. The Journal of
Strength and Conditioning Research 19(1): 27-32, 2005.
2. Hayes, S, and Jones, MT. Alternative exercises for the glute–
ham bench. Strength and Conditioning Journal 22(2): 18-21, 2000.
3. Hemba, GD. Hamstring parity. National Strength and
Conditioning Association Journal 7(3): 30-31, 1985.
4. Ross, M. Effect of lower-extremity position and stretching
on hamstring muscle flexibility. The Journal of Strength and
Conditioning Research 13(2): 124-129, 1999.
5. Tortora, GJ, and Anagnostakos, NP. Principles of Anatomy and
Physiology (6th ed.). Harper and Row: 1990.
6. Tyson, A. Rehab tips – Hamstring injuries: Rehabilitation and
prevention. Strength and Conditioning Journal 17(3): 30-32, 1995.
7. Wright, GA, Delong, TH, and Gehlsen, G. Electromyographic
activity of the hamstrings during performance of the leg curl, stiffleg deadlift, and back squat movements. The Journal of Strength
and Conditioning Research 13(2): 168-174, 1999.
ABOUT THE AUTHOR
Joel Bergeron is the Director of Coaching Education for the United
States of America Track and Field (USATF) New England Chapter.
Bergeron has previously served as the New Hampshire State
Director for the National Strength and Conditioning Association
(NSCA), Strength and Conditioning Coordinator for the Manchester
Wolves (a professional arenafootball2 team), a track and field
coach and university instructor at Florida International University,
Strength and Conditioning Coordinator for Southern New
Hampshire University (SNHU) women’s basketball team, Strength
and Conditioning Coordinator for the New Hampton School men’s
hockey team, and a member of the New Hampshire Governor’s
Council for Physical Fitness and Health. He holds a Master’s degree
in Exercise and Sport Science with a concentration in Strength and
Conditioning and seven certifications. Bergeron has worked as a
clinician at the international level, and presented at and directed
more than 100 different events and conferences. He is also a
published author for a variety of coaching journals and books.
NSCA COACH 2.2 | NSCA.COM
25
HAMSTRING TRAINING FOR INJURY PREVENTION—PART II
26
FIGURE 1. ELBOW-TO-INSTEP STRETCH
FIGURE 2. STANDING RAISED HAMSTRING STRETCH
FIGURE 3. SINGLE-LEG STRAIGHT-LEG DEADLIFT
FIGURE 4. SINGLE-LEG STRAIGHT-LEG DEADLIFT
FIGURE 5. SINGLE-LEG STRAIGHT-LEG DEADLIFT
FIGURE 6. SINGLE-LEG STRAIGHT-LEG DEADLIFT
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FIGURE 7. SINGLE-LEG HIP EXTENSION OFF BOX
FIGURE 9. DOUBLE-LEG HIP EXTENSION OFF
STABILITY BALL
FIGURE 8. SINGLE-LEG HIP EXTENSION OFF BOX
FIGURE 10. DOUBLE-LEG HIP EXTENSION OFF
STABILITY BALL
FIGURE 11. DOUBLE-LEG HIP EXTENSION OFF
STABILITY BALL
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27
HAMSTRING TRAINING FOR INJURY PREVENTION—PART II
FIGURE 12. SINGLE-LEG HIP EXTENSION OFF STABILITY BALL
FIGURE 13. SINGLE-LEG HIP EXTENSION OFF STABILITY BALL
FIGURE 14. SINGLE-LEG HIP EXTENSION OFF STABILITY BALL
FIGURE 15. SPLIT SQUAT OFF BENCH
28
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FIGURE 16. SPLIT SQUAT OFF BENCH
NSCA.com
FIGURE 17. SINGLE-LEG SQUAT OFF BOX
FIGURE 19. SINGLE-LEG SQUAT TO STRAIGHT-LEG DEADLIFT
FIGURE 18. SINGLE-LEG SQUAT OFF BOX
FIGURE 20. SINGLE-LEG SQUAT TO STRAIGHT-LEG DEADLIFT
FIGURE 21. SINGLE-LEG SQUAT TO STRAIGHT-LEG DEADLIFT
NSCA COACH 2.2 | NSCA.COM
29
HAMSTRING TRAINING FOR INJURY PREVENTION—PART II
FIGURE 22. GLUTE-HAM RAISES ON BENCH
FIGURE 23. GLUTE-HAM RAISES ON BENCH
30
FIGURE 24. GLUTE-HAM RAISES ON BENCH
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