NSCAs

T
raining
J
ournal
P
erformance
Features
Balancing Power and
Speed in Sprinting
Juan Gonzalez, PhD, CSCS
and Danielle Gaitan
Speed and Agility:
What Defnes Them
and How to Train
For Both
Travis Brown, MS, CSCS,*D
Speed, Agility,
and Quickness
Issue 8.4
July / August 09
www.nsca-lift.org
NSCAs Performance Train-
ing Journal is a publication
of the National Strength and
Conditioning Association
(NSCA). Articles can be ac-
cessed online at www.nsca-lift.
org/perform.
All material in this publica-
tion is copyrighted by NSCA.
Permission is granted for
free redistribution of each is-
sue or article in its entirety.
Reprinted articles or articles
redistributed online should be
accompanied by the follow-
ing credit line: This article
originally appeared in NSCAs
Performance Training Journal, a
publication of the National
Strength and Conditioning
Association. For a free sub-
scription to the journal, browse
to www.nsca-lift.org/perform.
Permission to reprint or redis-
tribute altered or excerpted
material will be granted on a
case by case basis; all requests
must be made in writing to the
editorial offce.
NSCA Mission
As the worldwide authority on
strength and conditioning, we
support and disseminate re-
searchbased knowledge and
its practical application, to im-
prove athletic performance and
ftness.
Talk to us
Share your questions and com-
ments. We want to hear from
you. Write to NSCAs Perfor-
mance Training Journal Edi-
tor, NSCA, 1885 Bob Johnson
Drive, Colorado Springs, CO
80906, or send email to kcin-
[email protected].
The views stated in the NSCAs
Performance Training Journal
are those of the authors, and
do not necessarily refect the
positions of the NSCA.
nscas performance training journal www.nsca-lift.org volume 8 issue 4
about this
PUBLICATION
NSCAs
P
erformance
T
raining
J
ournal
Editorial Offce
1885 Bob Johnson Drive
Colorado Springs, Colorado 80906
Phone: +1 719-632-6722
Editor
Keith Cinea, MA, CSCS,*D,
NSCA-CPT,*D
email: [email protected]
Sponsorship Information
Richard Irwin
email: [email protected]
Editorial Review Panel
Scott Cheatham DPT, OCS, ATC,
CSCS, NSCA-CPT
Jay Dawes, MS, CSCS,*D,
NSCA-CPT,*D, FNSCA
Greg Frounfelter, DPT, ATC, CSCS
Meredith Hale-Griffn, MS, CSCS
Michael Hartman, PhD, CSCS
Mark S. Kovacs, MEd, CSCS
David Pollitt, CSCS,*D
Matthew Rhea, PhD, CSCS
David Sandler, MS, CSCS,*D
Brian K. Schilling, PhD, CSCS
Mark Stephenson, ATC, CSCS,*D
David J Szymanski, PhD, CSCS
Chad D. Touchberry, MS, CSCS
Randall Walton, CSCS
Joseph M. Warpeha, MA, CSCS,*D,
NSCA-CPT,*D
2
t
a
b
l
e

o
f
C
O
N
T
E
N
T
S
3 nscas performance training journal www.nsca-lift.org volume 8 issue 4
departments
9
Balancing Power and
Speed in Sprinting
Juan Gonzalez, PhD, CSCS
and Danielle Green
Learn sample exercises that incorpo-
rate balance and explosive portions that
will target individual muscle fbers not
normally conditioned by traditional sprint
training.
Speed and Agility: What Defnes
Them and How to Train For Both
Travis Brown, MS, CSCS,*D
This article examines how to set up a pro-
gressive level training system for speed
and agility.
MindGames:
Keep Your Head in the Game
Suzie Tuffey Riewald, PhD, NSCA-CPT
The third installment of a series of articles
that aim to provide you with the how tos
underlying specifc mental skills that look
at the skill of concentration.
FitnessFrontlines:
G. Gregory Haff, PhD, CSCS,*D, FNSCA
The latest news from the feld on uphill
versus downhill sprint training, sequential
development of specifc ftness compo-
nents in a periodized program, and the
effects of high intensity interval training on
insulin action.
InTheGym
Speed, Agility, and Quickness
Training: No Pain All Gain
Kyle Brown, CSCS
Change the mindset of your training from
a no pain, no gain mentality and start
incorporating speed, agility, and quick-
ness drills.
TrainingTable:
Top Sport Nutrition Myths
Debra Wein, MS, RD, LDN, CSSD,
NSCA-CPT,*D
The feld of sports nutrition is flled with
myths that people follow blindly. This
articles looks at the top sports nutrition
myths, and what science has to say about
them.
OunceOfPrevention:
Reducing Tendon Injury Risk in
Athletes
Jason Brumitt, MSPT, SCS,
ATC/R, CSCS,*D
Learn the potential tendon risks for ath-
letes and some different exercises that
you can incorporate into your program to
help decrease your tendon injury risks.
speed, agility, and quickness
4
7
17
19
21
12
Suzie Tuffey Riewald, PhD, NSCA-CPT
about the
AUTHOR
mind
games
nscas performance training journal www.nsca-lift.org volume 8 issue 4 4
Suzie Tuffey Riewald
received her degrees
in Sport Psychology/
Exercise Science from
the University of North
Carolina, Greensboro.
She has worked for
USA Swimming as the
Sport Psychology and
Sport Science Director,
and most recently as
the Associate Director
of Coaching with
the USOC, where
she worked with
various sport National
Governing Bodies
(NGBs) to develop
and enhance coaching
education and training.
Suzie currently works
as a sport psychology
consultant to several
NGBs.
Keep Your Head in the Game
This is the third installment of a series of articles that aim
to provide you with the how tos underlying specifc men-
tal skills. Rather than emphasize the importance of a given
mental skill or concept, we look at how to use the skill to
enhance your athletic performance. In the frst article we
discussed goal-setting; in the second article we detailed
how to develop and use imagery; in this article we are go-
ing to take a look at the skill of concentration.
Get a pencil and timer before reading further. Table 1 pro-
vides a grid of numbers from 00 to 99. Your challenge is
to fnd as many numbers as you can in sequential order
starting with #15fnd number 15, cross it of, fnd 16 and
cross it of, etc. You have a minute to complete this exer-
cise.
How did you do? It is not as easy as it initially seems as
internal and external distractions and scanning strate-
gies can impede performance. As a means of comparison,
people who are able to concentrate efectively and scan
well, score in the upper 20s and 30s. Did your ability to
concentrate on the task at hand help your performance or
were you distracted such that it hurt your performance?
This is a useful exercise as it illustrates the importance of
efective concentration on performance (additionally, this
Concentration Grid can be used as a tool to enhance con-
centrationas well discuss later).
You have probably told yourself to focus at some point
during practice or competition. And if not you, then a
coach or teammate has surely told you to get your head
back in the game, focus on this point, dont focus on
the score, or something similar. After all, concentration is
an important mental skill. In a recent PTJ issue, we summa-
rized research looking at psychological characteristics of
successful versus less successful athletes (2) and, as youll
recall, better concentration and focus was a characteristic
that typifed successful athletes.
So, you are familiar with the term focus or concentration
and realize it is a valuable skill for enhanced performance
from experience and the Concentration Grid exercise
but how can you improve your concentration abilities,
especially when you know a lack of focus, or focusing on
the wrong things can have a negative impact on perfor-
mance? First, lets take a look at the four parts of efective
concentration (1). Efective concentration entails:
1. Focusing on relevant cuesthat is, selectively at-
tending to relevant cues and disregarding irrelevant
cues. This is also referred to as attentional focus.
2. Maintaining your attentional focus during practice
or competition.
3. Shifting attentional focus when necessaryit is
important to be able to shift ones focus as required
given the situation. For example, an endurance
athlete may need to be able to shift from a focus on
the course to an internal focus to assess how she is
handling the pace.
4. Having an awareness of the situation.
Read through the list againwhat are your concentration
strengths? When you have lapses in concentration, what
happens and can you relate it to the above components?
From a general perspective, enhancing your concentra-
tion skills will relate to developing your abilities within to
address each of these components. Following are some
Immediately prior to competing,
Im focused on my breathing. Im aware of
that. I also focus on the lane. When Im
on, it is almost silent except for the
referees whistle. Im really geared into
that sound and smaller details.
1992 Olympic Team Swimmer
nscas performance training journal www.nsca-lift.org volume 8 issue 4 5
tips to get you started on your way to more ef-
fective concentration:
Figure Out What is Relevant
Although it seems obvious, it is worth men-
tioningto focus efectively on relevant cues,
one needs to know what is relevant. That is,
what should you attend to in various competi-
tive situations? For example, fgure out if it is a
motivation or a distraction to look at the score;
determine the specifc performance cues/self-
talk to focus on, that trigger a desired response;
know where to place your eyes and ears prior
to and during a repetition or event. Also, know
what to look at to pick up contextual cues dur-
ing the heat of competition. What should you
be looking at to determine if your opponent on
the other side of the tennis net is going to hit
a fat or kick serve? Is the pitcher youre facing
unwittingly tipping her pitches? Knowing what
to look at can often times give you a competitive
advantage.
It Starts In Practice
Athletes often make the mistake of waiting until
competition to attempt to click into an efec-
tive focus. This is too late. Become aware of your
focus in practice and learn what works and what
hurts your training performance. Then, purpose-
fully practice the more efective concentration
strategies in training.
Practice With Distractions
It is a common practice in football to pipe in fan
noise over the loudspeakers during training. This
helps the athlete learn how to manage external
distractions and keep their focus on relevant
things. Take this same concept and apply it to
yourself using common distracters in your sport.
Routines
Having a routine in practice and for competi-
tion can help you focus efectively as it provides
structure and consistency to your thoughts and
focus. Sometimes this can be as simple as go-
ing through the same warm up regardless of
whether it is a training or competition day. It can
extend to having a series of physical or mental
steps you go through between points or pitches,
for example.
Enhance Your Concentration Off the Field
In addition to working on efective concentra-
tion on the feld, you can also enhance your
concentration outside of the sport environment.
As mentioned earlier, you can use the Concen-
tration Grid as an exercise to develop your con-
centration skills. To really challenge yourself,
complete the exercise a second time with music
or a TV as a distraction. To work on maintaining
attentional focus, pick an object (it can be re-
lated to your sport, such as a ball or racquet, or
unrelated to the sport) and practice describing
the object, attending to even the most intricate
details. Dont just say its a brown ball. Instead
describe things like size, shape, how it feels,
what it smells like, etc. You get the idea. The level
of detail with which you describe the object is
related to your attentional focus. When you fnd
your mind wandering, start over. Similarly, you
can practice your ability to shift attention by
adding a second or third objectpurposefully
shift your focus from one object to the next. Us-
ing some creativity, you can design a concentra-
tion exercise that is meaningful and relevant for
you.
Lastly, Be Realistic
Appreciate that efective concentration is men-
tally draining. It takes mental energy to keep
your thoughts focused in a relevant, controlla-
ble, benefcial direction. So, be aware and prac-
tice, practice, practice.
References
1. Weinberg, R. and Gould, D. (2006).
Foundations of sport and exercise psychology,
(4th Ed.) Champaign, IL: Human Kinetics.
2. Williams, J. & Krane, V. (2001). Psychological
characteristics of peak performance. In J.
Williams (Ed.), Applied sport psychology:
Personal growth to peak performance. Mountain
View, CA: Mayfeld.
Keep Your Head in the Game mind games
mind games
nscas performance training journal www.nsca-lift.org volume 8 issue 4 6
Keep Your Head in the Game
38 28 51 09 71 16 72 82 63 04
10 32 44 62 21 97 18 40 90 52
25 85 57 46 66 35 78 96 11 69
74 03 75 93 00 56 22 67 49 20
43 13 23 33 79 95 76 05 59 45
65 86 50 19 41 07 37 83 29 61
58 02 34 77 27 55 92 48 01 89
15 47 73 87 39 68 12 53 84 70
24 64 81 06 91 60 88 30 98 14
99 31 42 94 17 54 80 26 36 08
Table 1. Concentration Grid
G. Gregory Haff, PhD, CSCS, FNSCA
about the
AUTHOR
G. Gregory Haff is an
assistant professor
in the Division of
Exercise Physiology at
the Medical School at
West Virginia University
in Morgantown, WV.
He is a member of
the National Strength
and Conditioning
Associations Board
of Directors. He
is a Fellow of the
National Strength
and Conditioning
Association. Dr.
Haff received the
National Strength
and Conditioning
Associations Young
Investigator Award
in 2001.
ftness
frontlines
nscas performance training journal www.nsca-lift.org volume 8 issue 4 7
Does Uphill and Downhill
Sprint Training Improve
Running Performance?
There are many techniques which have been used in an
attempt to alter stride length and frequencies in order
to improve sprint performance. One classic method of
attempting to alter these components is the use of run-
ning on sloped surfaces. While some scientifc studies
have been performed looking at the performance of up-
hill and downhill training separately, very little research
has explored the use of both methods as part of a train-
ing plan. Recently, researchers from The University of Ath-
ens and Leeds Metropolitan University examined the ef-
fects of eight weeks of training using uphill and downhill
methods. Fifty-four college-aged students were divided
into one of three groups. Eighteen subjects were placed
in the uphill and downhill training (UDT) group, eighteen
subjects were placed in a horizontal only group (H), and
another eighteen subjects were placed into a no training
control group (C). Both the H and UDT groups performed
a 20 minute warm-up followed by six sets of 80 m sprints
performed at maximal intensity three times per week for
the frst four weeks of the training program. During the
second four weeks of the training program the number
of sprints was progressively increased by one sprint each
week culminating with 10 sprints during the 8th week of
training. Throughout the study, 10 minutes of recovery
was allotted between each sprint. The UDT group per-
formed all of their sprints on a custom made platform
which had 20-m of horizontal running followed by 20 m
of uphill running (3-degree incline), 10-m horizontal run-
ning, 20 m of downhill running (3 degrees), and 10-m of
horizontal running. The H group performed all sprints on
an 80 m horizontal track and the C group performed no
structured training. All subjects performed a 35 m sprint
test before and after the eight weeks of training. After the
eight weeks of training, it was determined that the UDT
group signifcantly (p <0.01) improved step rate (4.3%),
contact time (-5.1%), maximal running speed (4.3%), and
step time (-3.9%). The H training group demonstrated
smaller improvements in step rate (1.2 %, p < 0.01), con-
tact time (-1.7%, p < 0.01), maximal running speed (1.7%,
p < 0.01), and step time (-1.2%, p <0.01). The results of the
study suggest that a combination of horizontal, uphill,
and downhill running results in signifcant improvements
to running performance and specifc kinematic variables
associated with running. Based upon this data strength
and conditioning professionals should consider including
uphill and downhill running protocols when attempting
to develop maximal speed.
Paradisis, GP, Bissas, A, and Cooke, CB. Combined uphill
and downhill sprint running training is more effcacious
than horizontal. Int J Sports Physiol Perform 4:229 243.
2009.
Does the Sequential
Development of Specific
Fitness Components in Phasic
Pattern Result in Physiological
Improvements in Elite
Athletes?
The sequential development of specifc ftness aspects is
an often overlooked aspect of a periodized training plan.
In sports which require the development of multiple ft-
ness and performance characteristics such as strength and
endurance, the actual sequential order of training events
may be of particular importance. Recently a 12-week pe-
riodized training program which sequentially developed
and prioritized specifc physical ftness characteristics
across three mesocycles was investigated. The frst meso-
cycle lasted fve weeks and contained 10-15 high volume
endurance training sessions per week totaling 52.7 1
hour for the fve weeks. The resistance training program
contained a total of 15 0.8 hours of training over the fve
weeks which targeted the development of strength en-
durance. During the second mesocycle, which also lasted
fve weeks, maximal aerobic power (49.5 1.5 h for the
mesocycle) and maximal strength (13.2 0.7 h for the
mesocycle) were targeted as the main training factors. In
the third mesocycle, which lasted only two weeks, specifc
kayak endurance racing (21.5 0.6 hours per 2 weeks) and
maximal power (8.4 0.5 h per two weeks) were the focus.
Testing which included a progressive kayak performance
test, strength tests (bench press), and anthropometrics
(girth, skinfolds etc) were examined before the 12 weeks
of training, at week 5, 10, and after the 12 weeks. When ex-
amining markers of performance it was determined that
signifcant gains were noted between the pre and post
ftness frontlines
nscas performance training journal www.nsca-lift.org volume 8 issue 4 8
12-week testing periods. Specifcally, maximal aerobic power increased by
9.5%, paddling speed at maximal aerobic power increased by 6.2%, prone
bench press pull increased by 5.3%, and bench press increased by 4.2%.
The results of this study clearly demonstrated that sequencing training
and integrating training factors can facilitate the concurrent development
of both strength and endurance characteristics in elite athletes. Further
research is needed in order to determine the optimal sequencing patterns
that can be used in periodized models.
Garcia-Pallares, J, Sanchez-Medina, L, Carrasco, L, Diaz, A, and Izquierdo, M.
Endurance and neuromuscular changes in world-class level kayakers dur-
ing a periodized training cycle. Eur J Appl Physiol 106:629 638. 2009.
High Intensity Interval Training
Improves Insulin Action in Only
Two Weeks
It is commonly accepted that traditional aerobic exercise is an excellent
method for reducing cardiovascular disease and metabolic disease risk fac-
tors. One potential limitation of aerobic exercise is the time commitment
that is involved with this type of training. One solution to the time commit-
ment issue is to perform low-volume high intensity interval training. This
type of training has been shown to be a very powerful training stimulus
that produces marked improvement in aerobic function and cardiovascu-
lar health in a short period of time. Recently, the efects of high-intensity
interval training have been shown to improve metabolic risk factors in sed-
entary populations. Sixteen young men performed two weeks of high-in-
tensity interval training which consisted of six ffteen minute sessions that
contained four six all out 30-second cycling bouts. This exercise protocol
expended only 250kcals of energy each week. Prior to the two week train-
ing period subjects performed a 250kj self-paced cycling time trial and an
oral glucose tolerance test, which measured the subjects glucose, insulin,
and NEFA (non-esterfed fatty acid) response to a 75g glucose load. After
two weeks of interval training subjects demonstrated a 23% improvement
in insulin sensitivity, a 6% increase in cycling performance, and reduced
plasma NEFA concentration. There was a 37% reduction in insulin release
in response to 75g of glucose ingested during the oral glucose tolerance
test. Taken collectively, the efects of high intensity interval training on in-
sulin action appear to suggest this method of training is valuable for re-
ducing metabolic risk factors. While the results of this study are impressive,
it is important to note more research needs to be conducted in this area to
determine the long term benefts of this type of training.
Babraj, JA, Vollaard, NB, Keast, C, Guppy, FM, Cottrell, G, and Timmons, JA.
Extremely short duration high intensity interval training substantially im-
proves insulin action in young healthy males. BMC Endocr Disord 9:3. 2009.
speed, agility, and quickness feature
about the
AUTHOR
nscas performance training journal www.nsca-lift.org volume 8 issue 4 9
Juan Gonzalez is an
Associate Professor in
the Exercise Science
Department at
Schreiner University in
Kerrville, Texas.
Danielle Gaitan is
a Senior Exercise
Science Major in the
Gordon G. Tucker
Exercise Physiology
Laboratory at
Schreiner University in
Kerrville, Texas.
Developing Speed
for Sprinting
If you consider what the components for speed are, they
include fring frequency and muscle fber recruitment.
Contemporary training programs work on increasing
fring frequency through foot or leg drills or through re-
petitive running for set distances (1). Muscle fber recruit-
ment typically is done in the weight room with explosive
lifts. However, explosive lifts require proper training and
supervision to avoid injury. Immediate improvements in
speed usually come from neuromuscular adaptations.
Neuromuscular adaptations enhance fring frequency and
muscle requirement. A safer method of recruiting muscle
fbers for the development of speed includes the addition
of more balance work into the conditioning program.

If you look at most movement patterns of the lower body,
at one point during the movement the body must support
itself on one leg. However, we do not ask athletes to con-
dition that way. We usually get on a weight machine and
use two limbs; thus, never really working on the weaker
limb. Each time the weaker limb steps on the ground by
itself, it slows you down because, for a split fraction of a
second, it must adjust appropriately during the running
stride.
Balance work takes advantage of proprioception, the abil-
ity of muscle to respond to abnormal positions and situ-
ations. Proprioception provides a sense of joint position
and movement.
Doing balance work in conjunction with explosive power
movements in your sprint training provides an opportu-
nity to recruit and train additional muscle fbers. If done
properly, the end result is improved speed. The following
program will illustrate how to incorporate the right blend
of balance and power into the sprinting program.
Single Leg Backbridge (Figure 1)
Lie with your back on the ball and with one leg frmly in
contact with the ground. Make sure that the leg that is on
the ground is at an angle greater than 90 degrees and your
foot is pointed straight ahead. Raise the other leg of the
ground and maintain this position for three to four sets of
30 to 45 seconds depending on the level of leg imbalance.
Balance on Wobble Board (Figure 2)
Balance on each leg on the wobble board. Repeat for three
to four sets of 30 to 45 seconds on each leg. Ultimately
build to 60 seconds on each leg for three to four sets.
Balance on Wobble Board with Weighted Ball
(Figure 3)
Once balance work on a wobble board has been mastered,
the next level of progression is to hold on to a weighted
jelly ball or medicine ball. Repeat for three to four sets of
30 to 45 seconds on each leg.
Bulgarian Step Ups (Figure 4)
With a 35lb universal bar on your back (trapezius), place the
right foot on a box. Make certain that the efort is placed
on the foot that is on the box to step up. Step up on the
box with the trailing leg. Do three to four sets of six repeti-
tions on each leg.
Jelly Ball Kick Ups (Figure 5)
Use a three to four pound jelly ball for beginning train-
ing programs to allow for safe progressions to a heavier
weighted jelly ball. Place the ball between the feet.
Squeeze the ball with the feet and drive down during the
preparation phase. Next, drive up while kicking the jelly
ball up in the air. Repeat for three to four sets of six to ten
repetitions.
Juan Gonzalez, PhD, CSCS and Danielle Gaitan
Balancing Power and Speed
in Sprinting
nscas performance training journal www.nsca-lift.org volume 8 issue 4 10
Split Squat Jump (Figure 6)
Place one leg in front of the other in a split po-
sition. Drive down with the legs and arms and
explode up while maintaining the split squat po-
sition. Landing should be done in the same posi-
tion as the drive phase. Do three to four sets of
six jumps on each leg.
L Hops (Figure 7)
Place one leg on a table making the hip angle
about 90 degrees to the foor. Make sure that
you have a soft landing mat or foor while per-
forming these routines. Drive down on one leg
and explosively drive up on the same leg. Do
three to four sets of six to eight repetitions on
each leg.
Box Step Ups (Figure 8)
Place one foot on a box and step up on that
foot while driving the other leg up. Make sure to
maintain the same arm action that you would in
the running motion. Do three to four sets of six
to eight repetitions on each leg.
Quick Foot Step Ups (Figure 9)
Place an aerobic step on a secure foor to pre-
vent movement of the box. On command, the
athlete will step onto the box with the leg/foot
that they normally drive of with the blocks. The
athlete will step on and of the box as fast as pos-
sible for 30 seconds. Make sure to maintain the
proper sequence of arm movements in the run-
ning motion.
Stadium Hops (Figure 10)
Use aluminum stadium steps to do this exercise,
as it will provide a much softer landing. Place the
hands behind the head and squat, then explo-
sively drive up to the next step. Perform this for
about 10 rows and walk down and repeat the
same procedure three to four times.
Single Leg Hops (Figure 11)
Find an area that is soft and level if you are out-
side. Line up six cones and practice jumping over
one or two to line up the appropriate distance
between cones. Take a running start at the cones
and then single leg hop over each one. Perform
this drill three to four times on each leg.
Granny Throws (Figure 12)
Use a 16 pound jelly ball or medicine ball. Squat
down and drive straight up while tossing the ball
as explosively as you can. Perform this drill six to
eight times.
Inclined Sprints
Find an inclined area that is no more than four to
fve percent grade. The distance needed should
be about 25 to 35 meters in length. On com-
mand sprint for a set distance of 25 to 35 meters.
Perform this sprint six to eight times.
There are many ways to train for speed such as
tubing, parachutes, and shoulder harnesses.
(2,3). The isolated balance work and explosive
routines done by each leg as depicted in this
article will target those individual muscle fbers
not normally conditioned by traditional sprint
training. Incorporating balance and explosive
movement patterns, as it relates to sprinting will
develop the sprinter into a faster athlete. By fol-
lowing this program during the pre-season, the
sprinter will have an excellent base of functional
and explosive strength training as it relates to
sprinting. The simplicity of this training program
is that it does not require an expensive weight
room to get results.
References
1. Faccioni, A. Assisted and resisted methods for
speed development: Part 2. Modern Athlete and
Coach 32:8 12. 1994.
2. Jakalski, K. Parachutes, tubing and towing.
Track Coach 144:4285 4589, 4612. 1998.
3. Letzelter, M., G. Sauerwein, and Burger R.
Resistance runs in speed development. Modern
Athlete and Coach 33:7 12. 1995.
Balancing Power and Speed in Sprinting
Figure 1. Single Leg Backbridge Figure 2. Balance on Wobble Board Figure 3. Balance on Wobble Board with
Weighted Ball
nscas performance training journal www.nsca-lift.org volume 8 issue 4 11
Balancing Power and Speed in Sprinting
Figure 4. Bulgarian Step Ups Figure 5. Jelly Ball Kick Ups Figure 6. Split Squat Jump
Figure 7. L Hops Figure 8. Box Step Ups Figure 9. Quick Foot Step Ups
Figure 10. Stadium Hops Figure 11. Single Leg Hops Figure 12. Granny Throws
speed, agility, and quickness feature
about the
AUTHOR
nscas performance training journal www.nsca-lift.org volume 8 issue 4 12
Travis Brown has led
a career as a Strength
& Conditioning Coach
for over 12 years
in Atlanta, GA, and
at the University of
Tennessee, Knoxville.
He currently works
for Speed to Win,
which provides a pro
level speed and agility
training program,
training progressions,
and performance
tracking software to
colleges and high
schools. He has
trained, or played
next to, over 90 NFL
starters, 12 Pro-
Bowlers & 1st-round
NFL draft picks.
During his career, he
has trained a number
of athletes ranging
from youth to elite
professionals, which
include several MLB,
NBA and two Olympic
medal winners.
Travis Brown, MS, CSCS,*D
Speed and Agility:
What Defnes Them and
How to Train for Both
Speed: Definition and
How to Develop It
Speed is simply stride length (SL) x stride frequency (SF),
or how far you step by how quick you step. No matter
what height, weight or size an athlete is, to improve speed
one must maximize each step for stride length and stride
frequency. In order to do so, an athlete must be trained
with diferent drills specifc to each.
We can accomplish this by working through fve diferent
progressions or levels, which is what we use in the Speed
To Win curriculum. The fve levels of progression are as
follows:
Pre-Conditioning Aerobic Base
Build Sprint Form & Anaerobic Base
Develop Stride Length
Develop Stride Frequency
Addition of Power & Acceleration
In the Pre-Conditioning level, the goal is to get in aerobic
shape, or to develop an aerobic base so sprinting can be
taught to the athlete. We can accomplish this by doing
specifc dynamic warm-up drills such as high-knee grabs,
high-knee walks, high knees, ankle-quad grabs (Figure 1),
butt-kick walks, butt kicks, and more. We also incorporate
long bungee cords while doing backpedals and sprints for
about ten yards. The athlete should also develop his/her
aerobic base by jogging short and long distances.
In the next level, we focus on building sprint form and
anaerobic conditioning. We implement this by increasing
fexibility and form through the use of speed warm-up
and various stride-strengthening drills. We also incorpo-
rate heavy sled pulls. This forces the athlete to stay low
when coming out of their stance and to drive the knee
high and increase stride length, thus working on sprint
form.
During the next level, focus is on developing stride length.
We continue to apply the base dynamic warm-up exercis-
es, with the addition of a high-knee grab, toe touch-skip,
front lunge and press. This will help to increase fexibility
and recruitment of the muscles which will help with the
increase in stride length. And perhaps one of the more im-
portant components in increasing stride length is to im-
plement the use of short bungee cords to work hip fexor
(lying on your back) and hamstrings (laying face down).
While developing stride frequency, in the next level, we
simply learn how to turnover an adequate stride length.
We incorporate more advanced dynamic warm-up drills
such as 1-2-3 skip with a high knee grab and a toe touch
and fatten (Figures 2 6). A toe touch and front leg kick
(Figures 7 8) would be another ideal warm-up drill to
incorporate. This is also where the athlete learns how to
sprint with increased stride length and stride frequency.
With the addition of power and acceleration, we apply sled
pulls, the mule cords and push up starts. It is during this
phase the athlete learns that in order to accelerate and
use power, a forward lean must be created. Many times
coaches focus on this phase, before developing most
or any of the other phases or levels. The sled pulls that
were used in the previous levels are now much lighter.
This forces the athlete to practice accelerating zero to ten
yards, transitioning to top speed between ten and twenty
yards, and continuing to sprint at top speed for another
ten yards. It is a thirty yard sprint working on forty yard
dash technique. We also concentrate on the mule cords
with a partner. As one athlete is pulling against their part-
ner, which is working on deceleration, the other partner is
working on acceleration with resistance. Then they switch
after twenty yards.
nscas performance training journal www.nsca-lift.org volume 8 issue 4 13
Speed and Agility: What Defnes Them and How to Train For Both
In conclusion, its important to remember that
all of the levels overlap somewhat. For example,
a simple high knee drill will and can develop aer-
obic conditioning, sprint form, and stride length.
A simple butt kick drill can do the same, and if
the heel is snapped quickly, stride frequency will
be improved.
Agility: Definition and
How to Develop It
Agility can be simply defned as change of direc-
tion. In other words, quickness is controlled de-
celeration. In order to improve agility, an athlete
must increase acceleration, increase decelera-
tion, and then increase change of direction. Too
many times we see an increase in acceleration
targeted without an additional efort to increase
deceleration. This is a major mistake.
Let us think about the heavy/fast athlete. In
sports today, we see a number of non-contact
injuries, from torn ACLs to sprained ankles and
sprained knees. In todays world, athletes are like
a high performance sports car. Very fast and ag-
ile, able to turn corners at high speeds and stop
on a dime. However, we are adding more and
more muscle and body mass to the same frame
that has supreme acceleration. Its like increasing
the horsepower on that same sports car, without
improving the brakes and framework of the car.
And much like an athlete who tries to stop on
a dime after accelerating, and ends up tearing
their knee/ankle, the same would happen to the
sports car. When attempting to stop, the body
would tear right of the frame.
We can avoid this by working through fve difer-
ent levels of progression, and ensuring decelera-
tion is stressed as much as acceleration. The fve
levels of development are as follows:
Pre-Conditioning Agility
Improve Footwork and Deceleration
Strength
Foot Work PatternsLearn How to
Accelerate and Decelerate
Change of Direction with Conditioning
Drills
Develop Explosive Ability to Change
Direction
In the Pre-Conditioning level, you implement
various lateral movement conditioning drills,
such as over-under walks, cariocas, side bound-
ing, etc. In this level athletes must learn how to
stay low, turn their hips and move laterally. This
is the base of agility and must be set as the foun-
dation.
In the next level, we focus on improving foot-
work and deceleration strength. While you are
working on improving agility, you are also work-
ing on improving speed. Therefore, a lot of agil-
ity work at the beginning is teaching the body
to stop. It is during this level that we implement
proper footwork at change of direction spots
with the ladder. The athlete works on this by do-
ing a series of basic ladder drills, such as straight
one foot in every hole, side two feet in every
hole, one-two-three cuts (a.k.a. Icky Shufe, Fig-
ures 9 12) and one-two-three-four in and outs.
We also incorporate the same ladder drills with
low hurdles. This forces the athlete to change
direction around an obstacle (the hurdle). And
fnally, we increase strength at change of direc-
tion spots with change of direction strengthen-
ers, which is simply starting from a lunge posi-
tion sprinting forward, stopping at fve-yards,
and backpedaling back to the beginning and
then starting over.
For the next level, we focus on footwork patterns
and learning how to accelerate and decelerate.
The athlete accomplishes this by implementing
straight ahead and lateral stop and go drills. This
can be accomplished through fve-yard sprints
and stopping (going forward, as well as mov-
ing laterally). And to work on footwork patterns,
we add in more advanced ladder drills, such as
two feet in every hole going forward, one foot in
every hole moving laterally, one-two-three spin
cuts (Figures 13 17) and one-two-three-four
in and out of the ladder moving laterally. These
would be in addition to the other ladder drills in
the previous level, therefore, increasing inten-
sity. We also incorporate the same ladder drills
with the combination of low and high hurdles,
thus increasing intensity.
In the fourth level, we work on changing direc-
tion with conditioning drills. It is during this
level that we implement even more advanced
dynamic warm-up drills, such as opposite elbow
to ankle lunge and toe touch-hand walk-hurdler
stretch (Figures 18 21). Remember, our lateral
movement drills, change of direction strength-
eners, and learning how to start and stop are
what teach us how to change direction. We also
add in cone drills, such as the W drill, outside
foot cuts and shufe-sprint-shufe. Now ath-
letes are ready to condition themselves by actu-
ally changing direction.
In the fnal phase, we develop explosive ability
to change direction. Here is where the athlete
should be able to put together everything for
agility (acceleration, deceleration, and change
of direction). This can be done by practicing the
fve-ten-fve pro agility shuttle and the three-
cone drills. We also incorporate more advanced
cone drills, such as backpedal-sprints and spin
cuts.
Keep in mind, just as with the speed levels, the
agility levels do sometimes overlap. Many of
the base dynamic warm-up drills, are key com-
ponents in the foundation for becoming more
athletic. This is thoroughly accomplished in
both Speed to Win curriculums, by overlapping
speed, agility, and explosion to become a more
explosive athlete that is extremely quick.
nscas performance training journal www.nsca-lift.org volume 8 issue 4 14
Speed and Agility: What Defnes Them and How to Train For Both
Figure 1. Ankle Quad Grab Figures 2. 1-2-3 Skip to Touch Flatten Figure 3. 1-2-3 Skip to Touch Flatten
Figure 4. 1-2-3 Skip to Touch Flatten Figure 5. 1-2-3 Skip to Touch Flatten Figure 6. 1-2-3 Skip to Touch Flatten
Figure 7. Toe Touch Figure 8. Front Leg Kick
nscas performance training journal www.nsca-lift.org volume 8 issue 4 15
Speed and Agility: What Defnes Them and How to Train For Both
Figure 10. 1-2-3 Cuts Figure 11. 1-2-3 Cuts
Figure 12. 1-2-3 Cuts Figure 13.. 1-2-3 Spin Cuts Figure 14. 1-2-3 Spin Cuts
Figure 15. 1-2-3 Spin Cuts Figure 16. 1-2-3 Spin Cuts Figure 17. 1-2-3 Spin Cuts
Figure 9. 1-2-3 Cuts
nscas performance training journal www.nsca-lift.org volume 8 issue 4 16
Speed and Agility: What Defnes Them and How to Train For Both
Figure 18. Toe-Touch Hurdler Stretch Figure 19. Toe-Touch Hurdler Stretch Figure 20. Toe-Touch Hurdler Stretch
Figure 21. Toe-Touch Hurdler Stretch
Coaching Performance
Come learn ground based explosive
movements at a Fly Solo Camp and
demonstrate your ability to implement
the principles into your program.
After camp, purchase an Index Test
License so your athletes can compete
with athletes from around the world.

To learn more about the NSCA Coaching
Performance Program please visit
www.nsca-lift.org
or call 800-815-6826
endorsed by
Kyle Brown, CSCS
about the
AUTHOR
Kyle Brown is a health
and ftness expert
whose portfolio
includes everything
from leading
workshops for Fortune
500 companies and
publishing nutrition
articles in top ranked
ftness journals, to
training celebrity
clientelefrom pro
athletes to CEOs
to multiplatinum
recording artists. Kyles
unique approach to
health and ftness
emphasizes nutrition
and supplementation
as the foundation for
optimal wellness. After
playing water polo
for Indiana University,
as well as in London,
Kyle became involved
in bodybuilding and
ftness for sport
specifc training. Kyle
is the creator and Chief
Operating Offcer for
FIT 365Complete
Nutritional Shake
(www.ft365.com).
in the gym
nscas performance training journal www.nsca-lift.org volume 8 issue 4 17
Speed, Agility, and Quickness
Training: No Pain All Gain
Mindset is one of the most important factors to long-term
success in any exercise protocol in the gym. When an ath-
lete enters the gym for a typical strength training workout,
his/her expectations are typically to train the muscles to
fatigue and in most cases gauge the success of that work-
out on muscle soreness, albeit right or wrong, that percep-
tion is reality. With strength training, this muscle soreness
is a result of microtears in the muscle fbers, which creates
DOMS or delayed onset muscles soreness (2). Yet with
speed, agility, and quickness training, the muscles are not
undergoing the same time under tension as resistance
training. On the contrary, speed, agility, and quickness
training focus on challenging the central nervous system
and creating a better mind/muscle connection. Therefore,
the change in outcome requires a change in the athletes
mindset.
Speed, agility, and quickness training are all interrelated
as they fall under the category of neuromuscular train-
ing. Neuromuscular training or proprioceptive training
is designed to create a better body awareness, balance,
and coordination in order to increase reaction time and
efectiveness. No matter how skilled you are at a particular
sport, you are at a strong disadvantage if you are slower
than your competition.
Many athletes confuse quickness and speed. Quickness
refers to explosive acceleration from a stationary position
(3). Speed is the ability to reach a high velocity of move-
ment in whatever mode of locomotion- running, cycling,
skating, swimming, etc (1). Agility is the ability to quickly
change directions. Quickness, agility, and speed training
improve an athletes ability to perform sport-specifc skills.
When performing any type of neuromuscular training,
the focus is on the quality not the number of repetitions
and the set is complete when proper exercise technique is
compromised due to fatigue. You also want to stay relaxed
and loose, like a seasoned MMA fghter or boxer who en-
ters the ring looking as loose as someone who just had
a massage. Practice at 100% speed but 90 percent efort.
Sample Gym Exercises
Depth jumps
Stand on top of a box, and jump to the ground of of it,
absorbing the impact as you bend your knees into a squat
position. Upon hitting the ground, immediately jump as
high as possible.
Single Leg Lateral Jumps onto Bench
Stand to the side of the bench on one leg and jump later-
ally onto the bench, landing on the same foot.
Tucks
Squat down to 90 degrees and explode vertically as you
bring your knees up to your chest at the top of the jump.
As soon as your feet connect with the ground, immedi-
ately jump back up into another repetition.
Box Drop Into a Sprint
Stand on top of a platform and step of the platform. As
soon as you hit the ground, immediately explode into a
full sprint for just a few steps.
Make sure you are focusing on results, not muscle sore-
ness or burn out. When designing and evaluating the ef-
fectiveness of any speed, agility, and quickness program,
focus on quantifable measurements like decreasing the
amount of time it takes to perform a certain number of
repetitions, increase the number of repetitions performed
in a particular time, or decreasing your reaction time to a
particular sport-specifc stimulus. If your goals are weight-
loss related and you decide to incorporate speed, agility,
and quickness training into your strength training regime,
realize that your body will change as it must adapt to any
stress you put upon it, including getting leaner and more
conditioned.
in the gym
nscas performance training journal www.nsca-lift.org volume 8 issue 4 18
Speed, Agility, and Quickness Training: No Pain All Gain
References
1. Baechle TR and Earle RW. (2000). Essentials of
Strength Training and Conditioning: 2nd Edition.
Champaign, IL: Human Kinetics.
2. Connolly, D. A., Sayers, S. P. & McHugh, M.
P. (2003) Treatment and prevention of delayed
onset muscle soreness. Journal of Strength
Conditioning Research, 17(1):197 208.
3. Sherrington CS (1907). On the proprioceptive
system, especially in its refex aspect. Brain 29:
467 85.


C
C
A
P
thletic
erformance
thletic
Performance
A
Reaction Timer
Many coaches want to measure an
athletes quickness. The Reaction
Timer times an athletes reaction
to a light or sound stimulus and the
overall time of the completed test. It
comes with:
Two tripods--
One with Control/Sensor Box
One with Refector
Modes for random light or sound
stimulus
Records 2 times--
Time 1, reaction to the stimulus
Time 2, completed test
Accurate to 1/100th of a second
Wireless
Digital readout
How Quick are your Athletes?
For more information go to www.epicindex.com
Can function as an Agility
Timer as well.
sponsored by
TSAC Conference
information / registration 800-815-6826
www. nsca-lift. org/TSACNov
November 17 19, 2009 The M Resort Las Vegas, NV
Debra Wein, MS, RD, LDN, CSSD, NSCA-CPT,*D
about the
AUTHOR
training
table
nscas performance training journal www.nsca-lift.org volume 8 issue 4 19
Debra Wein, is a
faculty member at
the University of
Massachusetts Boston
and adjunct lecturer
at Simmons College.
Debra is the President
and Co-founder of
Sensible Nutrition, Inc.
(www.sensiblenutrition.
com), a consulting
frm established in
1994 that provides
nutrition services to
athletes, individuals,
universities, corporate
wellness programs
and nonproft groups.
Debra is Certifed
as a Specialist in
Sports Dietetics
(CSSD) through The
American Dietetic
Association. Her sport
nutrition handouts
and free weekly email
newsletter are available
online at www.
sensiblenutrition.com.
Top Sport Nutrition Myths
The feld of sports nutrition is flled with myths that people
follow blindly. This articles looks at the top sports nutrition
myths, and what science has to say about them.
Myth: The more protein I eat, the better.
Truth: While protein is necessary to support increased
protein oxidation during endurance training as well as
muscle growth for athletes participating in strength train-
ing activities, there is insufcient evidence to support the
notion that the more I exercise, the more protein I need.
Athletes should consume between 1.2 1.8 grams per kg
of body weight or 10 35% of total calories (4,7,8).
Myth: It is not possible to drink too much water.
Truth: Headache, vomiting, swollen hands and feet, con-
fusion edema, respiratory arrest and even death can occur
in athletes who drink too much water. (7) Hyponatremia,
low sodium in the blood stream, is more likely to occur in
smaller, less lean individuals who run slowly, sweat less,
and drink water (as opposed to fuids with electrolytes)
before, during, and after exercise. (7) Weigh yourself be-
fore and after a typical exercise session to make sure you
have not put on weight (which is a sign that youre drink-
ing too much).
Myth: An eight-ounce serving is the right amount of
fuid to drink.
Truth: There is a large range in sweat rates and total sweat
losses of individuals between and within activities mak-
ing individual recommendations difcult (7). Individuals
should strive to consume between 72 ounces and 100
ounces for men, and let thirst be their guide according to
the Institute of Medicines recent report on Dietary Refer-
ence Intakes (5).
Myth: All athletes need supplements.
Truth: According to the joint ACSM / ADA position state-
ment no vitamin and mineral supplements are required
if an athlete is consuming adequate energy from a variety
of foods to maintain body weight. Athletes who are con-
suming too few calories (such as in dieting), is ill, recover-
ing from injury or has a specifc medical / nutritional rea-
son to supplement, may beneft from a single supplement
to correct that specifc condition (6). Always remember,
food frst, supplement if needed. Speak to an MD or RD
about your specifc situation.
Myth: Vitamin C will prevent me from getting sick
during my training season.
Truth: While vitamin C has been shown to lessen the
symptoms and severity of a cold, research to date does
not show that vitamin C supplements help individuals
ward of colds (3). The best method to avoid getting sick is
regular hand washing and a healthy diet. Vitamin C does
play a role in respiratory defense mechanisms, so taking
in additional vitamin C when you frst feel a cold coming
on may help.
Myth: Diluting sport drinks is a good idea to reduce
my calorie intake.
Truth: Sport drinks are designed to provide a 6 8% car-
bohydrate solution and a reference amount of electrolytes
to replace both fuids and electrolytes for athletes who
lose these thru sweat. For exercises lasting 60 minutes or
longer, taking in a sport drink, without diluting it is appro-
priate for optimal hydration (6).
Myth: If Im thin, I dont need to worry about
what I eat.
Truth: Low energy intake compromises performance and
negates the benefts of training. With a hypocaloric diet,
fat and lean tissue will be used for fuel by the body lead-
ing the loss of strength and endurance, as well as compro-
mised immune, endocrine, and musculoskeletal function.
A poor nutrient intake, may also result in metabolic dys-
functions associated with nutrient defciencies as well as a
lowered resting metabolic rate (RMR) (6).
training table
nscas performance training journal www.nsca-lift.org volume 8 issue 4 20
Are Supplements a True Substitute for Real Food?
Myth: I need to watch my weight because my BMI is too high.
Truth: Trained athletes typically have more skeletal muscle and less body
fat than sedentary individuals. Therefore, BMI is not an appropriate disease
risk screening tool for athletes (2). The Centers for Disease Control and Pre-
vention (CDC) recommends that athletes use methods other than BMI to
assess body composition (1). Waist circumference is a good indicator of
risk, as abdominal fat is a strong predictor of obesity related diseases (1).
The CDC also recommends using Bioelectric Impedance (BIA), underwater
weighing, or Dual-Energy X-Ray Absorptiometry (DXA) to determine body
fat percentage (1).
Myth: Eliminating carbs will help me lose weight.
Truth: While taking in fewer calories than your body requires (thru a de-
crease in any macronutrientcarbs, protein or fats) will lead to weight
loss, eliminating (or severely restricting) carbohydrates can lead to fatigue
and poor performance as carbohydrates fuel your working muscles (even
during high intensity activities such as strength training) (4, 8). Accord-
ing to the Institute of Medicine, individuals should consume between 45
65% of total calories from carbohydrates (4, 8), with athletes requiring the
higher end of that recommendation (6).
The bottom line is do not believe everything you hear. Always consider
the source and check to make sure your information comes from credible
sources such as nationally recognized medical and research organizations.

References
1. Centers for Disease Control and Prevention. BMI for Adults. Retrieved
July 21, 2008, from http:// www.cdc.gov/nccdphp/dnpa/bmi/adult_BMI/
about_adult_BMI.htm, n.d.
2. Dunford, M, and Doyle J. Nutrition for Sport and Exercise. Belmont, CA:
Thomson Wadsworth. 2008.
3. Hemil H, Chalker E, Treacy B, Douglas B. Vitamin C for preventing and
treating the common cold. Cochrane Database of Systematic Reviews.
2007.
4. Institute Of Medicine. Dietary Reference Intakes for Energy,
Carbohydrate, Fiber, Fat, Fatty Acids, Cholesterol, Protein, and Amino
Acids (Macronutrients), Sodium, Chloride, Potassium and Sulfate,
Washington, D.C: National Academy Press, 2005.
5. Institute Of Medicine. Dietary Reference Intakes for Water, Sodium,
Chloride, Potassium and Sulfate, Washington, D.C: National Academy
Press, 2005.
6. Rodriguez N.R., Di Marco N.M., and Langley S. American Dietetic
Association; Dietitians of Canada; American College of Sports Medicine of
position stand. Nutrition and athletic performance. Med Sci Sports Exerc.
Mar;41(3):709 31. 2009.
7. Sawka MN, Burke LM, Eichner ER, Maughan RJ, Montain SJ,
Stachenfeld NS. Exercise and Fluid Replacement. Medicine and Science in
Sports and Exercise, 39(2):377 390, 2007.
8. Zello, G. Dietary Reference Intakes for the macronutrients and energy:
considerations for physical activity. Appl Physiol Nutr Metab, 31 (1): 74 9,
2006.
Jason Brumitt, MSPT, SCS, ATC/R, CSCS,*D
about the
AUTHOR
ounce of
prevention
nscas performance training journal www.nsca-lift.org volume 8 issue 4 21
Jason Brumitt is an
instructor of physical
therapy at Pacifc
University in Hillsboro,
Oregon. He is a
board certifed sports
physical therapist, an
athletic trainer, and a
certifed strength and
conditioning specialist
with distinction. He
may be reached at
jbrumitt72@hotmail.
com.
Skeletal muscles, and by extension their tendons, are
responsible for human motion. Tendons serve two func-
tions in sports: to facilitate movement or joint stability by
transmitting forces from a muscle to a bone and to store
energy for subsequent explosive movements (as in the
case of plyometrics; the series elastic component stores
elastic energy in response to a rapid eccentric stretch of
the muscle).
Tendons have the ability to withstand signifcant physi-
ologic loads. For example, during the pitching motion, the
pitchers shoulder rotates up to 7000 degrees per second
with 400 newtons (N) of posterior shear forces, 300 N of
inferior shear forces, and 1000 N of compressive forces ex-
perienced at the joint during the deceleration phase (3).
An athlete who experiences supraphysiologic stress, like
the aforementioned, may be at risk of developing an acute
or chronic tendon injury.
Injury to a tendon may signifcantly impair an athletes
functional ability. Ones experience after a tendon injury
may range in severity from minor pain with minimal func-
tional loss to severe pain with prolonged or indefnite
functional loss. Tendon injuries may be slow to recover or,
in a worst case scenario, require surgery. The inclusion of
specifc exercises may help to reduce ones risk of develop-
ing a tendon injury.
Eccentric and Plyometric
Exercises
Tendon injuries occur in response to either a traumatic
supraphysiologic overload to the tendon or to repeated
subphysiologic stresses over time. Current evidence is
suggesting that eccentric training programs are helping
to reduce pain and restore function in athletes with chron-
ic tendon injuries (even in those who have been awaiting
surgery) (1,2,4,5).
The Supraspinatus tendon (shoulder), the Patella tendon
(knee), and the Achilles tendon (ankle) are particularly
prone to injury. Who is at risk for these types of injuries?
Baseball pitchers and other overhead throwing athletes
risk injury to the supraspinatus or the other rotator cuf
tendons (3). Basketball and volleyball players are at risk
for injury to the patella tendon (2,5). Runners and older,
weekend warrior basketball players risk injury to the Achil-
les tendon (4). Including eccentric and plyometric exer-
cises (which contain an eccentric movement component)
may help to reduce injury risk and should be incorporated
into ones training program.
Table 1 presents a few examples of exercises that could
be included in ones training program. It is recommended
that an athlete train under the supervision of a Certifed
Strength and Conditioning Specialist (CSCS). The CSCS
will be able to develop a complete periodized training
program that will maximize ones performance and reduce
ones risk of injury.
References
1. Alfredson H, Pietila T, Jonsson P, Lorentzon R. Heavy-load
eccentric calf muscle training for the treatment of chronic
Achilles tendinosis. Am J Sports Med. 1998; 26: 360 366.
2. Hyman GS. Jumpers knee in volleyball athletes: ad-
vancements in diagnosis and treatment. Curr Sports Med
Rep. 2008; 7(5): 296 302.
3. Meister K. Injuries to the shoulder in the throwing ath-
lete. Part one: biomechanics/pathophysiology/classifca-
tion of injury. Am J Sports Med. 2000; 28(2): 265 275.
4. Schepsis AA, Jones H, Haas AL. Achilles tendon disor-
ders in athletes. Am J Sports Med. 2002; 30: 287 305.
5. Visnes H, Bahr R. The evolution of eccentric training as
treatment for patellar tendinopathy (jumpers knee): a
critical review of exercise programmes. Br J Sports Med.
2007; 41(4): 217 223.
Reducing Tendon Injury
Risk in Athletes
nscas performance training journal www.nsca-lift.org volume 8 issue 4 22
Reducing Tendon Injury Risk in Athletes
ounce of prevention
Body Region Tendon Exercises
Shoulder Supraspinatus tendon 1. Scaption Exercise with Arms in External
Rotation
2. One Arm Physioball Throws to a
Rebounder
Knee Patella tendon 1. One-legged squat
2. Lunges
Ankle Achilles tendon 1. Eccentric heel raises
Table 1. Tendons at Risk for Injury and Exercises That May Help Reduce the Risk of Injury.
Call 800-556-7464
www.performbetter.com
REQUEST
OUR NEW
CATALOG


training facilities
weight rooms
strength and power
flooring
speed and agility
specialized equipment
JE JE JE JE JE JE JE JE JE JEEE JE JEEE JJ NNNN NNNN N N NN N N N PE PE PPE PE PE PE PE PE PE PE PPPE PE ERE RE RE RE RRE RE RE RRRE RE RE RE RE RRE R ZZZZZZZZZZZZZZZZZZZZ
EEl El EEl El El EEEl El El El EEl El EEl El El EEl Elit it it it it it it it t it it it t it it itt ii ee e eee eeeeeeeeeee Tr Tr Tr Tr Tr r Tr r TTTr Tr T ia ia ia ia ia ia a ia ia ia ia ia a ia ia ia i th th th th th th th tth th thh th th th tttt le le le le le le le le le e le lete te te te te te teee tte te tee te
For For For For For or For For For For or orr For Forrr o F mo mo mo mo mo mo mo mo mo mo mo mo mmo moo more re re rre re re re re re re rre e re re re re inf inf inf inf nn inf inf inf inf inf nf nf nf nf nnfform orm orm orm orm orm orm orm orm orm orm orm rm oor o ati ati ati ati ati ati ati ati t at ati ati ti at at at at at on, on, on, on, on, on, on, on, n, on, on, on, on on, on, go go go go go go go go go go go gooo to to tto to to to to to oo to to to to oo ea ea ea ea ea ea ea ea ea eaa ea ea ea eaas.c s.c s.c s.c s.c cc s.c s.c s.c .c s.c s.c s c s.c s om om om om om om om omm mmm om oom om 2 2 2 2 2 2 2 2 2 2 2 2 2 2009 009 00 009 009 009 009 009 009 009 0009 00 009 0 0 Ab Ab Ab Ab Ab Ab Ab Ab Ab Ab Ab Ab Ab b Abbot bot bot bot bot o bottt bbo bbottt bb t L t L t L t L L t L t L t L L t L LLLLLabo abo abo abo abo abo abo abo ab abo abo abo abo b aborat rat rat rat rat rat rat rat rat at at ra ra rat ra ra ra ori or oori oori r ori orii oor orr es es es es es es es es ees es es es sss LI T LI T LI T LI T LI T I T LI T LI T LI T LLI T LI T I TT LI TTTHO HO HO HO HO HO HO HO HOOOO HO HO HHOO H I N I N I N I N I N I N N I N I N I N I N I N I N I NN USA USA USA USA USA UUSA S USA UUSA USA US UUS USA SA
NNNNNNNNNNNNNNNNNNNNNNNNNOOOOOOOOOOOOOOOOOOOOOOOOWWWWWWWWWWWWWWWWWWWWWWWWWW IIIIIIIIIIIIIIIIIIIIIIIIIIIMMMMMMMMMMMMMMMMMMMMMMM DDDDDDDDDDDDDDDDDDDDDDDDDDDOOOOOOOOOOOOOOOOOOOOOOOOOONNNNNNNNNNNNNNNNNNNNNNNNNEEEEEEEEEEEEEEEEEEEEE................
Ta Ta Ta Ta Ta Ta Ta Ta Ta Ta Ta TTa Ta a Ta aaa Ta Ta TT ke ke ke ke ke ke ke ke ke ke ke ke ke ke ke kkkke kennnn nnnn nnnnn n nnn wi wi wi wi wi wi wwwi wi wi wi wi wi wwi wi wwi w th th th th th th th th th th th th th th h th hhhhin in in in in n in in in in in in in in in in 33333 333 333 333333330 0 00 0 0 0 00 00 000 000 0000 mi mmmmi mi mi mi i mmi mi mmi mmmmnu nnnu nu nu nu nu nuu nu nnuu nnn te te te te te te te te e te te te te te te ee te ees sss s s sss ss ssssss of of of of of of of oof of of off of of yyyyyyyyy yyyy yyyou ou ou ou ou ou ou ou ou ou ou ouu ou ou ou o r r r r rrr r r rrrrr wo wo wo wo wo wo wo wo wo wo wo wwo wo wo wwwo wo w rk rk rk rk rk rk rk rk rk rk rk rk rk rk rk rk rrrrr ou ou ou ou ou ou ou ou ou ou ou ou oou ou ou o t, t, t, tt, t, t, t, t, t, t, t, t, tttttt, ttt ttt tttttttttthe he he he he he he he he he he hhhe ee hhhh hhhh hhh hh hhhhhhhhhhhhig ig ig ig iggg ig ig ig ig ig ig igg iggh- h- h- h- h- h- h- - h- h- h- hh- h- - h-qu qu qu qu qu qu qu qu qu qu qu qu qu quu qquu qqq al al al al al al al al al al al aaal aaal aa it it it it it t it tttttt it t it i y y y y y y y y yy yyyy y y pr pr pr pr pr pr pr pr pr pr pr pr ppr ppppr pr pp ot ot ot ot ot ot ot ot ot ot ot ot ot ot oot ottt ot ot o ei ei eei eeeei eeei ei ei ei ei eee n, n, n, n, n, n, nn, n, nn, n, n, nnn, n, nn, nn, cccccc ccc ccaar ar ar ar ar ar ar ar ar ar aar ar ar aar a bo bo bbo bo bo bo bo bo bo bo bo bo bo o bbo bbo b hy hy hy hy hy hy hy hy hy hy hy hy hy hy hhy hhy hydr dr dr dr dr dr dr dr dr dr dr dr dr ddr dd at at at at at at at at at at at at at at aa e, e, e, e, e, eee, ee, e, ee, e, ee, ee, ee
vi vi vi vi vi vi vvi vi vi vvi vvvi ita ta ta ta ta ta ta ta ta ta taaami mi mi mmi mi mi mi mi mmi mi mi mmmi mmmi mi mmns ns ns ns ns ns ns ns s ns ns ns ns ns ss ns, , , , , an an an an an an an an an an an an an an aaaa dd d dddddd d ddddddd mi mi mi mi mi mi mi mmmi mi mi mi mi mi i mi mmne ne ne ne ne ne ne ne ne ne ee ne ne ne ne ne e ne e n ra ra ra ra rra ra ra ra ra ra ra ra raaaals ls ls ls ls ls ls ls ls lls lss lls lllls i iiii iin n n n n nn nnn nnnnnnn EA EA EA EA EA EA EA EA A EA EA EA EA EA A EA EA EA EA EASSSSSSSSSSSSSSSSSSSSS

My My My My My My My My My My My My My My My My y My My My y My M op op op op op op oop op op oop op op op op op op o le le le le le le lee le le le le leeexxxxxxxxxxxxxxxxx

h hh hhhh hhhhh hel el el el el el el eeeel ll el el el e p p p pp pp p p p pp pp yo yo yo yo yo yoo yo yo yo yoooo yoo yooou u u u u uuuuuuuuuu u u re re re re re re re re re re re re re e re eee re r fu fu fu fu fu fu fu fu fuu fu fu fu fuu f el el el el el eeel el eel eel eel ee aaaaaaa aaa aaaaaaaaand nd nd nd nd nd nd nd nd nd nd nd nd nd nd nddd nn bbbbbbb bb bb bbui ui ui ui ui ui ui ui ui ui ui uui uuu ld ld ld ld ld lddddd ldd ld ldd ld ldddd lllll ll llea ea ea eea ea ea ea ea ea ea ea ea eea aa eee n n n n n n n n n nnnnn mu mu mu mu mu mu mu muuu mu muu mu mu muu mu muusc sc sc sc sc sc sc sc sc sc sc sc scc sc scle le le le le le le le leeeeee.....
TH TH TH TH TH TH TH TH TH THH TH TH TTH THH TH THAT AT AT AT AT AT AT AT AT AT AT AT ATT AA WWW WWWWWWW WWWWWWWW WWAY AY AY AY AY AY AY AY AY AY AY AY AY AY AY AY Y AY Y AY AA ,,, ,,, ,,,, YO YO YO YO YO YYO YO YO O YO YO YO YO O YO OOO YO OO YYO OOU UUU U UUUUU UUUUUUUUUUU DO DO DO DO DO DO DO DO DO O DO DO DDO DO O DO DO DON N N N N N N N N NNNNNNN TT T T TT TTTTTTTTTTTT WA WA WA WA WA WA WA WA WA WA WA WA WA WA WA WA WA WA WA WA WA WWAST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST ST SST STE E E E EEEEE E EEE YO YO YO YO YO YO YO YO YO OO YO YO OO YOO Y UR UR UR UR UR UR UR UR UR UUR UR UR UUR UUR UR UR UUUU WWW WWWWWW WWWW WWWWWOR OR OR OR OOOR OR OR OR OR R OR OR OOR OR OOR OR R O KO KO KO KO KO KO KO KO KO KO KKO KO KO KO KO KO KOOUT UT UT UT UT UUUT UT UT UT UT UT UT UT UT UUTT UT........
RRRRRRRRRRRRRRRRRRRRRREEEEEEEEEEEEEEEEEEFFFFFFFFFFFFFFFFFFFFFFUUUUUUUUUUUUUUUUUUUUUUUEEEEEEEEEEEEEEEEELLLLLLLLLLLLLLLLLLLLL +++++++++++++++++++++ BBBBBBBBBBBBBBBBBBBUUUUUUUUUUUUUUUUUUUUUUUUUUUUIIIIIIIIIIIILLLLLLLLLLLLLLLLLLLLLDDDDDDDDDDDDDDDDDDDDDDD LLLLLLLLLLLLLLLLLLLLLEEEEEEEEEEEEEEEEEEEEEEAAAAAAAAAAAAAAAAAAAANNNNNNNNNNNNNNNNNNNNN MMMMMMMMMMMMMMMMMMMMMUUUUUUUUUUUUUUUUUUUUUSSSSSSSSSSSSSSSSSSSSCCCCCCCCCCCCCCCCCCCCLLLLLLLLLLLLLLLLEEEEEEEEEEEEEEEEEEEEEEEEEE
WIT WIT WIT WIT WI WI WIT WIT WI WIT WIT WITTTHIN HIN HIN HIN HIN HIN HIN HIN HIN HIN HIN HIN HIN HIN HINN HIN HIN IN 30 30 30 30 300 30 30 30 30 3 330 30 330 3300 MIN MIN MIN MIN MIN MIN MIN MIN MIN IN MIN MI MIN MIN MIN MIN MINNNNNUTE UTE UTE UTE UTE UTE UTE UTE UTE UTE UTE TE TE TTEE UTE TEE TE UT SSSSSSSSSSSSSSSSS 2 H 2 H 22 H 2 H 2 H 2 H 2 H 2 H 2 H 222 H 2 HHHOUR OUR OUR OUR OUR OUR OUR UR UR UR R O RR OOUR OO RR U S O S O S O S O S O S O S O S O S O S O S O S O S O S O S O S O OO SS RRR R R R RRR RR RRRR MOR MOR MMMOR MOR MMOR MOR MOR OO MOR MOR OOR MO MOR MOR MMMM EEEEEEEEEEEEEEEEEE
POS POS POS POS PPOS POS POS POS OO POS POS POS POS POS O POS OOS OS POST W T W T W T W T W TT W T W T W T W T W TT W T W T W WW TT W T W WWORK ORK ORK ORK ORK ORK ORK ORK ORKKK ORK ORK OORK RK ORKK R OUT OUT OUT OUT OUT OUT OUT OUT OUTT OU OUT UT OO
EAS09-013_JenB_Wh_Jul_Rd1.indd 1 5/4/09 2:06:47 PM
(559) 256 8000 keiser.com
With Keiser equipment we are able to precisely control our
training protocols to facilitate increased athleticism as well as
greater functionality in every person we coach.
Ch M. Torry - Principal/President Lifewise Fitness. www.lifewiseftness.com
Visit keiser.com for our complete line of performance equipment.