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One of the great challenges faced by high school strength and conditioning coaches is developing an effective protocol to develop student-athletes in our performance programs. Having an effective entrance plan with well-thought-out progressions goes a long way to efficiently move your athletes along the path to high performance within your programming.

I’m writing this article to offer insight into how we begin to develop our athletes to prepare for the climb from our Block Zero (Block 0) program to our Block 4-Elite level.

Background

When I first began working with athletes over 20 years ago, I had very little experience differentiating programming based on training age. I came into the field from the sport coach side. My experience was using the back squat, deadlift, bench press, and hang clean. I’m embarrassed to say that at that point, I basically used the same program for all my athletes.

A few years into my coaching career, I began to see that there was another, much safer and more effective way to program. Since then, I’ve continued to chase knowledge and pursue best practices for working with athletes with a young training age. It wasn’t until about ten years ago when I was tasked to work with 3^rd– to 8^th-grade athletes that I really began to fine-tune what we now do.

While the base of our program is set, I continue to tweak and seek ways to become more efficient in our progression and regression protocols. I have learned from so many great coaches, and it would be impossible to list all who have contributed. I hope you can use this article the way I have used so much of what I’ve learned over the years on this topic. I hope that you can take something you see here and find a way to use it to your advantage.

About the Block Zero Program

Much like everyone else, our Block 0 program at York Comprehensive High School (YCHS) is a basic movement program. We teach our athletes mobility, body awareness, jumping and landing mechanics, stability, and all the basic movement patterns they’ll use during their time in our program. Of course, Block Zero was a term that was developed by Coach Joe Kenn to describe his introductory program. It’s become a general term many use to label their intro program. Although you’ll find many different plans depending on the coach, most contain the same basic ideas and principles outlined in Coach Kenn’s plan.

At various times I’ve had more direct control over the Block 0 program than others. In my last position, I ran a sports performance camp year-round that was attended by most of our young football players. I also did a summer camp in our weight room, teaching the basics of the program. In my current position, I don’t have access to our athletes until the Spring of their 8th-grade year. However, we have strength and conditioning classes at our middle school, and we’ve coached the teachers on our program. Each year, our rising freshman get a little better at what we do. I urge you to be as involved as possible with the young athletes in your program. If you’re not doing this yet, you’ll see an immediate impact when you start.

Basic Movement Overview

Our Block 0 program has many small variations and progressions. The chart below shows a very basic outline of what we do at the very beginning of the program. This is a multi-year plan, so you only see the first steps.

During Block 0, the athletes will learn a general mastery of the following:

• rocking
• neck nods
• cross crawling
• crawling
• general movement skills
• deceleration
• basic sprinting techniques
• straight leg bounding
• bodyweight movements
• breathing
• mobility
• tumbling
• eccentric and isometric bodyweight
• basic jumps with landing focus
• medicine ball throws
• weighted pushing and carries 

Our goal is to have each athlete come to us with a basic mastery of each of the above movements and progressions. They’re also exposed to more slightly advanced movements as they get close to the Spring of their 8th-grade year. Of course, that won’t happen 100% of the time, and it never will. We just hope to have as many as possible as high performing as they can be when they come to us.

8th Grade Spring Semester: The Key Transition Period

As high school coaches, ideally we’ll be able to either participate directly or at the very least program for our athletes from as early an age as possible. At YCHS, I’m particularly blessed because our middle school has weightlifting classes for both male football players and a separate female class. Our football program also has weightlifting sessions in the summer at the middle school as part of the team’s summer practice schedule. It’s a great opportunity for our athletes to take part if they choose to do so.

Our administration also has allowed to me spend time during the school day to provide professional development for the staff and coaches as well as coaching the athletes at our middle school. During the professional development sessions, I lay out a general plan for the areas I’d like to see developed. This includes all areas of our Block 0 program, including sprinting and jumping/landing techniques. I hope that our middle school athletes can master the most basic techniques and have exposure to some next level movements.

At the very least, I hope our athletes will have a working knowledge of hinge and squat patterns. Of course, there will always be athletes who don’t end up in a class and come to us with a zero training age. It’s not uncommon to have freshmen and sophomores come in with the same issue. For these athletes, we go straight to the very beginning, though we obviously don’t have the time to spend multiple years mastering Block 0. Instead, they’ll move at a pace that will allow them to master the most basic techniques in the weight room. These older Block 0 athletes will still have to pass all our entrance standards to the various levels of weightlifting movements, jumping, and landing. Unfortunately, they lose some of the movement skills practice that comes with the multi-year Block 0 program.

Starting in the Spring semester of their 8th-grade year, they begin to participate in our after-school sessions. Most of these athletes are female because both 7th and 8th-grade football has a weightlifting class during school hours. Our middle school and high school athletes are together during this time, which can get pretty chaotic for me. I’ll have male and female Block 0 to Bock 4 athletes on a multitude of calendars based on sports season participation.

It’s important for the coach who has the most experience to work with the least experienced athletes, says @YorkStrength17. Share on X

If you plan to run your sessions this way, it’s imperative to have help. I usually have two to four sport coaches working with me during this time. While it’s tempting to work with our more advanced athletes and have the sport coaches focus on the younger group, we do the exact opposite at YCHS. I spend the vast majority of my after-school program with my 0 and level 1 athletes. The sport coaches will be with our 2-4 groups. If I teach our young athletes exactly how we want to do things, I believe they’ll experience success at our higher levels with less attention. It’s important for the coach who has the most experience to be with the least experienced athletes. The only exception to this rule is the week we test.

Jump and Land Athletically

When the 8^thgrade Block 0 group first comes to us, we want to get a general idea of where each athlete stands concerning what we hope they have mastered. I also want to understand each person’s overall level of athletic ability. We do this by watching them (with very little coaching cue) hop over five short agility hurdles. I tell them to jump and land, hold the landing for two seconds, and repeat.

We chose this test because it’s a great indicator of how much time they spent in our Block 0 program. Having an athlete jump and land also gives us a rough estimate of their athletic ability. Athletes who have a good level of experience will show a level of technique that a less experienced athlete won’t—particularly how they initiate and land.

We coach the “smash the egg” technique. I cue them that they have an egg on the back of their hamstring and when they jump, they need to “smash” the egg with their calves. We also approach landing with a very detail-oriented style: soft landings initially (with more stiff and explosive techniques coming later in the process) with toe to heel progression, feet shoulder width and forward, proper lower body flexion, and upper body bent forward close to 45 degrees. They hold for two seconds and repeat the effort over each mini hurdle.

This process is especially important for our female population. Knee injury is so prominent among female athletes that we, as strength coaches, have to help them not only strengthen but learn to move efficiently. And this is part of that process. I understand the argument that athletes in sport don’t often have the opportunity to land perfectly. But I also firmly believe that teaching the correct way to absorb force and stabilize while adding strength will help an athlete make the needed corrections in less than perfect landing situations.

Teaching how to absorb force & stabilize while adding strength helps self-correction in less than perfect landing situations, says @YorkStrength17. Share on X

Following this initial observation time, we go into a coaching period. We’ll review the correct techniques and explain our cues. Then we go through the drill a few more times, this time correcting and teaching the athlete to self-correct.

Constructing Power Position and Hinge Mechanics

The next step in our evaluation is hinge progression. We begin by reviewing the power position. I can’t recall where I heard this cue, but it’s my favorite: “You’re talking to a friend in class, and you sit on the edge of a desk to talk.” Next cue is superman or superwomen position, not by the sticking chest out or by pushing shoulders back but by “squeezing your big back muscles” up and squeezing hands together into a fist in front of you. This locks the athlete into a nice tight power position with their core and back. I have them hold and release this position to get a feel. I then have them hop three times and land without adjusting their feet but by getting that feel back. I’ve found that hopping and landing without thinking about foot placement often result in the athlete finding a natural power position.

Hopping and landing without thinking about foot placement helps athletes find a natural power position, says @YorkStrength17. Share on X

Step two is to partner up the athletes and have them stand back to back. We cue “power position” and then “push back with just your butt,” and they push against each other and reset, this time taking a step away. We repeat this process until they are far enough away from each other to complete a hinge movement. One cue that’s very helpful when teaching this concept (especially with basketball players) is having them imagine themselves with their back to a basket, ball in hand. Tell them the defender is playing tight and they need to create space to make their move without fouling. Often, they instinctively sink their hips and push the butt back into a really nice position.

Once we have that established, we’ll get out the PVC pipes. The athletes will get in the power position with the PVC pipe behind them running from overhead toward the floor aligned with the spine and glutes. The athlete’s top hand will be on the top of the PVC pipe with the elbow held at a 45-degree angle. The bottom hand will be behind their back, holding the PVC pipe in and against them. The athletes hinge in this position, making sure the PVC pipe stays connected with the upper back and top of their glutes as they bend. This movement teaches the movement pattern we’re looking for very efficiently.

The last step on the first day is the wall hinge drill, which is very similar to the partner drill. We also use the wall hinge drill as a regression movement for athletes, even at a higher training age. The athlete stands at the wall a few inches away in power position and pushes their butt back to touch the wall. They then step out and repeat. They’ll hold the position each time until I cue corrections. The number one thing I correct is the athlete lifting their toes and rocking back on their heels to get their glutes to the wall.

Introducing Barbell and Bodyweight Squatting Patterns

Once we’ve taught and reviewed the hinge, we move to the squat. Each of these teaching progressions could be an article in itself, so I’ll try to give the most streamlined version possible.

Step one is the eccentric air squat with a 3-second eccentric and isometric (pause) phase and a quick concentric phase. We cue the athlete to get into the power position with hands in front, take a breath through the nose (mouth closed) to expand stomach, squeeze the back (as taught earlier) and hands, push the hips back slightly, and slowly sit back on their heels. When they hit the bottom of the squat, they hold for 3 seconds then breathe out as they pop out of the squat as quickly as possible in a controlled manner.

We’re looking for weight pressing on the heels, superhero chest, body upright with a neutral chin, and knees externally rotated tracking over the outside toe. One common mistake I see is the athlete trying to initiate movement with knees instead of hips. That gets them up on their toes and makes it hard to sit back on the heels. From this, we can tell a great deal about the athlete’s mobility.

Next, we’ll add a plate and eventually a kettlebell or dumbbell to the same movement, which gives us even more information on possible dysfunction. We evaluate from the ground up checking for ankle mobility issues, possible knee valgus, hamstring strength and mobility, and core and thoracic strength.

Our final initial step with our lower body evaluation and preparation phase is our unilateral squat progression. We don’t often get to this on day one. If we do, we start with a split squat (even though it’s not a true unilateral movement) version of the eccentric air squat and progress in the same way. Much of the process is the same.

My main cues involve the front knee since athletes often push their hips forward instead of down toward the floor. This causes the knee to shoot out past the front of the foot, throwing the shin angle into excessive flexion. Also, if the knee is out past the toe but the hips are moving down, they likely have their feet too close together in their split. There are many other things we need to look for and coach with split squats, but that’s another article.

The second day our athletes come to us, we shift to the upper body portion of our protocols. These include horizontal push, vertical push, pulls, and weighted pushes and carries. I’ll cover these in depth in a future article because upper body training—while important—has some complicated politics and philosophies that merit a full breakdown.

Stay Patient and Never Stop Teaching

I hope that this article has given you insight into how we start the athletic development process for sports performance at YCHS. We pride ourselves in physically preparing our student-athletes with an evidence-based, step-by-step process that will lead them to advanced barbell movements with heavy loads. As coaches, sometimes we’re in a hurry to have our athletes lifting heavy and doing these advanced movements. I urge you to avoid this path and instead “slow cook” your athletes.

The better prepared athletes are from a young training age, the more strength and power they'll produce in the upper levels of your program. Share on X

Whether it’s using a program like the one I’ve outlined here or another one based on similar concepts, I hope you find the program that’s right for you and your athletes. In the long run, the better prepared they are from a young training age, the more strength and power they’ll be able to eventually put out when they reach the upper levels of your program. As always, feel free to reach out to me to discuss this or any topic. If I don’t have the “why,” I can point you in the direction of someone who does.

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The concept of unstable surface training blew my mind back in the late 2000s. To help pay tuition while I was finishing up physio school, I was training at a big box gym. At that time, it seemed to make so much sense as a way to improve an athlete’s balance and, ultimately, their performance. If they can do it on an unstable surface (which is harder, right?), then I would surely be setting athletes up for huge results.

I was young and excited, and I threw everyone who would let me train them and their mother onto a Bosu ball, balance disc, or physioball. The more complex and unbalanced the activity was, the better. The clientele loved it! If you were training during this period, I am sure you had someone at some point on a balance disc, an Airex pad, or some other sort of unstable surface. Everyone was doing it!

Need to get “toned” for your wedding? Bicep curls while standing on one leg on a Bosu ball is the answer—while your arms are toning, so are your legs. It’s functional!

Want to play golf in college? Working on rotational drills while standing on a Bosu ball or half foam roll is the key. If you can swing and stay balanced on the unstable surface, then you’re going to crush the ball on the course because the ground doesn’t move!

Want to play basketball in college? We definitely need to do all of your work on a physioball and Bosu ball, so you have to use your glutes and entire body to stabilize while you get strong. No way you sprain your ankle now!

I was a genius…and everyone in the gym was blown away by my creativity. They loved that it was new and different. I had a long waitlist of clients to train with me because of a serious case of FOMO.

Unfortunately, my professors in physical therapy school didn’t help curb my “genius.” Evidence-based practice was all anyone talked about, and they were focused on all the great rehabilitation literature that came out at this time.

There were studies that showed proprioceptive training allowed athletes to improve static and dynamic postural control. It not only could have important applications for preventing injuries such as ankle sprains and knee injuries, but might also improve sports conditioning parameters.¹ When you read a bit deeper, however, those “sports conditioning parameters” likely didn’t really mean anything for your athlete’s sport. Back then, though, I missed that important part.

This research was very exciting, as it seemingly gave us a way to improve an athlete’s ability to recover balance after an injury. The research also seemed to suggest that there was a possibility of preventing injury by incorporating proprioceptive training into an athlete’s regimen. Remember this research for later in the article as I’ll come back to it.

As if this wasn’t enough, all the EMG studies furthered our obsession with how great unstable surface training was. I can’t remember a single class in physical therapy school where an EMG study wasn’t brought up in support of a reason to do a specific exercise because it “increased muscle activation.”

EMG – More Activation Doesn’t Always Mean Better Outcomes

There are numerous studies out there that highlight the increase in muscle activation levels when you train someone on an unstable surface. These studies particularly highlight the deep core and the other “stabilizing” muscles. They point out which specific exercises on unstable surfaces elicit the highest activation levels in specific muscles.

This research was great for those of us looking to hit specific muscles or areas to train up performance and do it via unstable surface training. The research seemed to support that we were doing the right things and that unstable surface training was a viable option. Unfortunately, as I came to realize later in my career, I was just looking at research and data long enough and in enough different ways to tell me what I wanted to hear. I was not critically and objectively reading the research: unfortunately, I was cherry-picking it.

The research seemed to support that we were doing the right things and unstable surface training was a viable option. Unfortunately, I was cherry-picking the data. Share on X

Want to target the obliques more than the rectus abdominis because your athlete has a serious deficit there? Have your athlete do a crunch on a physioball instead of a traditional crunch, as the research shows increased oblique activity with this variation (and decreased rectus activation). I’m not sure how or why you would assess this objectively for sport performance, but the research says you can train those obliques up if you want to!

Fast forward a decade. Today, I have quite a different lens through which I attempt to evaluate all this.

As someone who works exclusively with rotational power athletes and has taken a deep dive into the research, I know this is where the caution flare needs to be shot up for all coaches and physios when it comes to EMG studies and the subsequent unstable surface training that has been touted for over a decade. The gluteus medius is probably the most famous EMG target and my personal favorite. If you are a coach or physio, you have definitely said or heard the phrase “we have to get your glutes firing.”

It made its way through the physio ranks and into the mass media spotlight when Tiger Woods told the world his “glutes weren’t firing” after a round of golf in the mid 2010s. After Tiger said he needed his glutes firing, I am sure the sale of minibands skyrocketed for those abduction walks!

If we stop to think about this for a second, however, obviously his glutes were not paralyzed…they were doing something, right? If they weren’t, how would he have been able to walk and how was he swinging the golf club over 120 mph? This is where my head went, and I hope yours does as well.

This Misunderstanding of EMG Research and Unstable Surface Training

Through all of my research digging, I was unable to discover where the idea of needing to train the deep core and stabilizing muscles even came from. My best guess is that it’s from the rehab world, though. I did find that researchers in one study were unable to find any diagnosis or articles reporting selective deficits of core muscles in strength-trained athletes. They went on in their article to discuss how confused they are about what data even led to the demand for specific exercises to strengthen the deeper trunk muscles, in particular, or improve the ability to selectively activate them. Furthermore, they were unable to find any evidence that classical strength-training exercises (e.g., squat, deadlift, snatch, and clean and jerk) affect only “global” muscles or lead to imbalances between the muscles of the trunk.²

This was of particular interest to me as I dove deeper down this unstable surface training rabbit hole. Wasn’t that the whole reason we had people doing unstable surface training in the first place? We wanted to target those deep stabilizers that did not get hit as well in traditional strength training, right? This only further confused me as to why we all started training this way in the first place. Perhaps it was nothing more than our innate desire for something new and exciting? I kept digging.

Electromyography has traditionally been used to measure changes in externally measurable force. Muscles used to aid in joint stability can contribute significantly to electromyographic signals without altering measurable force.³This means, simply, that you can increase how much muscular activity an EMG will read in a specific muscle group by having an athlete do something in a different way, but without it necessarily being in a way that positively impacts sport performance. For example, that’s great that your gluteus medius fired 20% more on the balance disc, but did you hit the ball farther or straighter afterwards?

While you’ll naturally see increases in the stabilizing musculature activity when someone is on unstable surfaces—does it translate to performance? Share on X

If I have an athlete swing a golf club on a Bosu ball, they have to try not to fall down. To achieve this, there will often be increased activation of their glute med and other hip stabilizers. While there will likely be an increase in EMG activity in these areas, the question that I wanted to know was if they would swing any better? While you will naturally see increases in the stabilizing musculature activity when someone is on unstable surfaces, particularly in the ankles and hips, the only question that matters is “Does it translate to performance?”

Somewhere along the line, people decided to circumnavigate the final connection to performance and instead moved past GO, collected their $200, and jumped to the conclusion that unstable training improves performance because it increases muscle activity. Hence, we arrived at “If you train golfers to swing on unstable surfaces, they will be better for it.” Born at this point was Golf Digest’s Dustin Johnson swinging a golf club while standing on a physioball—classic.

The belief was that having a golfer’s “stability muscles” firing at a higher rate would transfer to better performance because they would be more stable. If we accept this level of clinical reasoning, we should be putting all of our golfers and athletes on unstable surfaces because it increases neural drive to the stability centers, which is the key factor for performance.

The problem with this line of thinking, unfortunately, is that it fails to read the next line in much of the research that addresses the impact on performance of all this increased activity in the stability centers. Above and beyond what would be necessary on the stable ground where the game of golf and many other sports are played, the benefits of unstable surface training dissipate. The increased training of these stability centers has a point of diminishing returns and has even been shown to decrease an athlete’s ability to produce power.⁴

The flare of caution on EMG studies is one of paralysis by analysis. I believe the lack of applicability to performance actually gets lost in all of the numbers and confusing scientific terms of analysis. All of this EMG information is nice to know, but its applicability and usefulness in the training of high-level athletes is questionable at best. Coaches training high school, collegiate, and professional athletes would be better off if they forgot EMG studies exist on unstable surface training.

Coaches training high school, collegiate, and professional athletes would be better off if they forgot EMG studies exist on unstable surface training. Share on X

At the end of this deep dive into the research surrounding unstable surface training, EMG studies appeared to make up a large percentage of the studies that people would use as rationale to train specific muscles and areas. The EMG argument for unstable surface training loses its steam when you view it in the context of sport and performance. Performance happens in uncontrolled environments on stable ground and requires large amounts of power output in most sports. In most cases, EMG studies on unstable surfaces occurred in controlled environments on unstable surfaces with diminished power outputs.

Rehab vs. Sports Performance Applications

This is where the real discussion of this article begins, and we need to start by drawing a vivid line in the sand.

Unstable surface training has been shown to be useful in rehab settings to improve proprioceptive skills and capabilities. That’s it. There are clear positive medium- and long-term effects to proprioceptive measures reported in studies when the athlete is not acutely fatigued from proprioceptive training.¹

Unstable surface training has been shown to be useful in rehab settings to improve proprioceptive skills and capabilities. That’s it. Share on X

Unstable surface training has not shown value in sport performance training for rotational power athletes or any other power athlete and actually has been shown to be detrimental.

That’s the line for where unstable surface training is applicable and helpful. Hopefully, that’s clear enough. Let’s go deeper into the discussion about unstable surface training in the weight room.

Unstable surface training actually should be used with caution in the weight room because it produces short-term negative performance outcomes due to proprioceptive fatigue.¹This means that if a coach preceded heavy power work with intense proprioceptive training, they could actually increase the chances of injury to the athlete because their proprioception would be acutely worse. Coaches and physios should, however, make sure to stress an initial warm-up on stable ground such as a traditional dynamic warm-up, as this showed a general improvement trend in the control group of this study¹.

Leave the Airex pads and balance discs in the closet and avoid unstable surface training as part of your warm-up with your athletes. Keep the dynamic warm-up on stable surfaces and you will set up your athletes to perform better in their workout.

In another study, unstable surface training was found to lower maximum strength and muscle activity in deadlifts. In this particular study, it did not increase performance, nor did it provide greater activation of the paraspinal muscles.⁵The deadlift is one of the most important lifts for golfers to develop strength in, and if you extrapolate these findings to other lifts, it makes you question further the value of unstable surface training to performance in other exercises.

To further this deadlift finding, another study looking at unstable versus stable surface training found that there is a mean force deficit of 29% with unstable surface training compared to similar stable training surface exercises.⁶This is HUGE! For those of you training higher level athletes, putting them on unstable surfaces trains your athletes to produce less force. Not an ideal scenario.

For those of you training higher level athletes, putting them on unstable surfaces trains your athletes to produce less force. Not an ideal scenario. Share on X

To be objective, a number of studies have found equivalent output or no difference in strength outcomes with unstable versus stable training with strength and power markers. To be fair to the faction of physios and coaches who use unstable surface training regularly, it does work, and this is for you! But—and this is a big but—these studies were only done on relatively untrained or older adults, not high-level athletes. Remember, higher level athletes saw decreases in performance when using unstable surfaces, likely due to the, on average, 30% less force created.

This research, in my opinion, is not applicable to the sport performance world, but rather the general fitness and rehab worlds. If you work with seniors or other untrained individuals where you would not recommend higher level loads anyway, there appears to be an equal benefit to unstable and stable surface training on strength gains and power gains. I would call this the “newbie gain” phenomenon. No matter what you give them, they will get better.

There is a threshold, however, where the law of diminishing returns sets in for unstable surface training and it actually starts to become a detriment as shown in the research. It is up to us as professionals to identify where that threshold is and implement appropriate progressions. If you regularly test and retest your athletes, identifying these sorts of negative changes should be simple.

I see this threshold being crossed a lot with our adult golfers who come out of rehab from other locations. Many physio clinics do not progress their patients beyond unstable surface training and low-level TheraBand training. This leads to many recreational athletes and golfers still using low-level training and unstable surface training months and even years later. Because they are not progressed beyond the initial newbie threshold, many of them have significant strength deficits relative to the demands of golf or other sports they enjoy. This, unfortunately, leads to them facing subsequent repeated overuse injuries due to low resilience.

I am guessing, however, that most people reading this are not looking to train “average.” You are looking to train elite athletes who will perform at extremely high levels and require significant stimulus to see training improvements. If this is the case, unstable surfaces are not your answer…emphatically. In fact, they are your anti-gain, as demonstrated by decreased power outputs in elite level players when training on unstable surfaces.⁴

If you train elite athletes who will perform at extremely high levels and require significant stimulus to see training improvements, unstable surfaces are emphatically not the answer. Share on X

Despite the research, golf fitness professionals and golf teaching professionals hold deeply to their personal need to work on “stability” in their golfers. And no one will argue that stability in the golf swing is important. The challenge is that the solution in golf workouts is often to use unstable surface training. Because of this, I wanted to dedicate an entire section of this article to this topic.

Training Stability and Balance in Golf

If you have been in or around the game of golf, you have undoubtedly heard people talk about the importance of stability and balance in the golf swing. These aren’t novel concepts or unique to the sport of golf.

What you have not likely heard is a unified consensus on how to best train those traits. You also have not heard how to objectively measure and define what balance and stability is in the golf swing. This is where the problem starts.

On the instructional side, many golf instructors have taken to having students hold different positions in their swing on half foam rollers, balance discs, or other unstable surfaces. This makes sense to them, as they operate under the same logical line of thinking that I did when I started training back in the late 2000s. If they can get the athletes to be “stable” at the top of their swing or impact and “feel the position,” it surely will be easier for them when they are swinging full speed on stable ground. As we saw earlier, this line of thinking is severely flawed.

There is often a huge emphasis on “turning golfers’ glutes on” in the golf swing and activating all sorts of scapular muscles, etc. It is not uncommon to hear a golf instructor tell a golfer to turn their glute med on in the back swing and/or really fire their serratus anterior on the trail side during the downswing. Oh, and simultaneously fire the infraspinatus and teres minor on the lead arm through impact to make sure you finish your release. I am not sure how this all became so ingrained in the line of thinking in golf performance. I suspect it came from the rehab world, where we physios are famous for having athletes do clamshells until their glute medius doesn’t function anymore and then telling people to “squeeze their glutes” when they walk.

At any length, we all know that internal cues are the absolute worst thing to give an athlete to think about when it comes to performance. The best instructors in the world totally understand cueing and everything that goes with it, but they are the minority, unfortunately.

Playing basketball in college, I can’t imagine my coach telling me to fire my glutes when I took a jump shot or jumped for a rebound. That’d be crazy. Yet, that is what many golfers get during their instructional lessons every day across the country.

Again, if it looks like a golf swing, it has to be good for the golfer—until you dive into the research. Share on X

In the golf fitness world, much from the influence of this line of thought, the idea of training balance and stability just morphed into putting a weight in someone’s hand or giving them a cable to rotate with. Again, if it looks like the golf swing, it has to be good for the golfer—until you dive into the research.

We see all sorts of examples of this on social media, in major golf publications, on the Golf Channel, and even in the warm-ups and workouts of the best players in the world. In most cases, I have noticed one of two extremes when it comes to “golf fitness” training.

On the one side of the spectrum is what I call the “Mystical Physio.” This approach is where athletes are trained with little more than a band in all sorts of fancy PNF and other neuromuscular approaches. The golfer (and coach) are afraid of the golfer getting hurt and so don’t use heavy weights. The claim is that they are training neuromuscular firing patterns to maximize efficiency and stay flexible. Ironically, this leads to golfers having poor resilience to the rigors of Tour travel and demands, and increases the likelihood they will be hurt. On a sad note, I have seen this approach be the death of many careers for hypermobile golfers whose only hope for longevity was getting stronger.

The other side of the spectrum is what I call the “Tortured Trainer.” We all know one. They can’t go a week without making up a new exercise and posting it all over social media to show how creative they are. There are always lots of comments about how awesome the exercise looks and how people can’t wait to try it out. The buzz builds, especially when it is a top Tour pro doing it, and next thing you know, all the golfers in the world are incorporating it into their workout.

A recent example I saw of this could only be described as a rear foot elevated jump and land in place with the rear foot elevated stance maintained, followed immediately by a rotational medicine ball throw. You might have to read that three times, but it is the simplest way I can describe what I saw. The issue here is the confusion created from adding too much complexity. The exercise often grows so complex that the skill it was originally intended to train (assuming rotational speed or single leg balance or single leg strength?) becomes so washed out that it is minimally effective, if at all.

Looking back on my early training experience while I was finishing up PT school, I was crushing the commercial gym scene with the “Tortured Trainer” approach. I wasn’t actually good at training people or writing programs to help them meet their goals. But I had a long client list as long as people liked me and were intrigued by what I was doing. The problem with this was that I had to keep making up new stuff to keep them interested and none of it was based in any sort of science or objective measure. It wasn’t sustainable and if I had measured, they probably wouldn’t have been as impressed.

Early in my physio career, I made the transition to the “Mystical Physio” approach—attempting to improve people’s movements with primal movements, rolling, minimal hands-on work, and nonexistent strength training. Again, I had a long client list and people actually thought I knew what I was doing. If I’m honest, I hit plateaus with many clients. (Basically, when they needed serious hands-on work or real strength training that I wasn’t doing).

In both cases above, I missed the middle ground and I had to learn it the hard way. Sometimes it is appropriate to add complexity to an exercise and other times neurological retraining can be magical. But neither one is ever the answer in isolation, and if you do too much of either, the results are counterproductive. They are all part of a larger training and rehab continuum; just as unstable surface training is. The more of us that can realize this, the better it will be for our athletes.

The golf performance world is improving every year and the research on unstable surface training is hopefully becoming clearer with this summary. No matter the sport or the athlete, the first place to start is always an individual evaluation to understand the demands of the sport and how well the athlete is prepared to meet those demands at a high level and without injury.

Regardless of your feelings on the above, we can all agree that the buck stops with performance on the course, field, or court.

Transference – Is It There?

At the end of the day, all of the research, training philosophies, and ideas in the world come down to one question: Does it transfer to sport? That is all that matters.

At the end of the day, all of the research, training philosophies, and ideas in the world come down to one question: Does it transfer to sport? That is all that matters. Share on X

In the world of golf, in particular, this tends to be an oversight. We tend to focus more on the “why we are doing an exercise” and “does it look like it trains the golf swing patterns.” There is a serious deficit of focus on “does this intervention actually move the needle in performance on the course?”

Coaches applying unstable surface training with a proprioceptive training effect in mind may in fact be impairing the development of important athletic qualities such as power, speed, and force output.⁴Power, speed, and force outputs will be trained at about 30% less force output compared to using stable surfaces, which is likely the cause of the development impairment seen when unstable surfaces are used. This suggests that if we want to focus specifically on proprioception training, it should be done on stable surfaces to assure strategies and patterns used in sport are used in training.

Examples of proprioceptive work that would not be detrimental to power, force, and speed outputs would be having young athletes working on proper single leg stance mechanics on solid ground while passing medicine balls to each other versus standing on one foot on an Airex pad passing balls. A dynamic example would be single leg hops or box jumps with focus on stable landing and take-off mechanics.

In adolescents and young adults, the specific comparison of stable surface training and unstable surface training resulted in contradictory findings. Thus, the use of unstable as compared with stable surfaces during strength training is not recommended in healthy adolescents and young adults if the goal is to enhance performance on stable surfaces.⁷This means that unless there is a specific injury or physical deficit in proprioception, keep the unstable surfaces in the closet for your junior golf fitness classes and your sport performance training.

There have been a number of other studies that have shown a very high statistical correlation of chest pass power, vertical leap power, total rotational power, and others to club speed, which is a direct sport performance measure.^8,9In lieu of the unstable surfaces, look at your programming and training to work on training up the skills to improve the physical traits needed to excel in these areas of power production.

What this all boils down to is that Bosu balls, physioballs, balance discs, and Airex pads should be kept in the rehab clinic. Train athletes on the stable surface they play on. Share on X

What this all boils down to is that Bosu balls, physioballs, balance discs, and Airex pads should be kept in the rehab clinic. When the athlete enters the gym to train for sport performance, train them on the stable surface they play on. In the world of golf and most other sports, that means the ground (unless, of course, they surf or skateboard—then it is likely a different scenario). If you want to train stability and proprioception in the gym, do it on the ground and add proprioceptive challenges in terms of stance widths, external upper extremity challenge, and the like.

The next time you see a colleague having an athlete jump from Bosu ball to Bosu ball or integrating unstable surface training with high-level athletes’ performance programs, please initiate a constructive conversation to improve both of your practices. We need to work together in the sport performance world to help coaches and athletes understand that adding complexity to an exercise to make it look new and different doesn’t always equate to improved performance. We need to challenge ourselves and our colleagues to keep to a higher standard—one of measured transference to sport performance.

Since you’re here…
…we have a small favor to ask. More people are reading SimpliFaster than ever, and each week we bring you compelling content from coaches, sport scientists, and physiotherapists who are devoted to building better athletes. Please take a moment to share the articles on social media, engage the authors with questions and comments below, and link to articles when appropriate if you have a blog or participate on forums of related topics. — SF

References

1. Romero-Franco, N, Martinez-Lopez, EJ, Lomas-Vega, R, Hita-Contreras, F, Osuna-Perez, MC, and Martinez-Amat, A. “Short-term effects of proprioceptive training with unstable platform on athletes’ stabilometry.” Journal of Strength and Conditioning Research. 2013; 27(8): 2189-2197.

2. Wirth, K, Hartmann, H, Mickel, C, Szilvas, E, Keiner, M, and Sander, A. “Core Stability in Athletes: A Critical Analysis of Current Guidelines.” Sports Medicine. 2017; 47(3): 401-414.

3. Behm, DG, Leonard, AM, Young, WB, Bonsey, WA, and MacKinnon, SN. “Trunk muscle electromyographic activity with unstable and unilateral exercises.” Journal of Strength and Conditioning Research. 2005; 19: 193-201.

4. Cressey, EM, West, CA, Tiberio, DP, Kraemer, WJ, and Maresh, CM. “The effects of ten weeks of lower-body unstable surface training on markers of athletic performance.” Journal of Strength and Conditioning Research. 2007; 21(2): 561-567.

5. Chulvi-Medrano, I, García-Massó, X, Colado, JC, Pablos, C, de Moraes, JA, and Fuster, MA. “Deadlift muscle force and activation under stable and unstable conditions.” Journal of Strength and Conditioning Research. 2010; 24(1): 2723-30.

6. Behm, D and Colado, JC. “The effectiveness of resistance training using unstable surfaces and devices for rehabilitation.” International Journal of Sports Physical Therapy. 2012; 7(2); 226-41.

7. Behm, DG, Muehlbauer, T, Kibele, A, and Granacher, U. “Effects of strength training using unstable surfaces on strength, power and balance performance across the lifespan: A systematic review and meta-analysis.” Sports Medicine. 2015; 45(12): 1645-1669.

8. Finn, C., Prengle, B. and Cassella, A. Research Driven Golf Performance Training, Par4Success. October 2018, pp. 3-20.

9. Finn, C., Prengle, B. and Cassella, A. Eccentric Flywheel Training and Its Effects on Club Speed in Golfers: A 6 Week Study. Par4Success. April 2019, pp. 2-10.

As a result of the recent tragedies that have transpired in collegiate athletics, there appears to be an increased push by many institutional administrations for the elimination of athletic department “silos.” This coordinated integration of various independent athletic departments is an attempt to cultivate a more homogenous organization. At various higher education institutions across the country, such a merging has begun to eliminate the segregated configuration of the medical (i.e., athletic training) and athletic performance (i.e., strength and conditioning) entities into one unique “Athletic Performance” model.

Throughout my professional career, I have had discussions with members of professional sport organizations, as well as higher educational institutions, with regard to the establishment and/or continued development and management of this type of athletic department model. During these conversations, the most frequent inquiry has been: “What type of professional is qualified to lead this new model, and what are the occupational requirements?”

The commencement and management of such an athletic performance type model will require a very skilled and unique professional to assume the director’s role. As a “formal” organizational structure is beyond the scope of this blog, this dialogue will present both thoughts and guidelines for six simple strategies for the athletic performance director (APD), based on my experience as a business executive, sports rehabilitation provider, and head strength and conditioning coach. It is important to reiterate these are only guidelines offered to the reader, as there are no absolutes, so to speak. Every institutional state of affairs has its own unique concerns.

Is the Individual Candidate Qualified for the Athletic Performance Director Position?

Professionals working in their specific occupation of choice often have aspirations to eventually achieve a supervisory role. Stating the obvious, the APD should have a noted background of experience in the two diverse yet inter-related professions of sports medicine/sports rehabilitation and athletic performance enhancement training. At a minimum, they should have an extensive background in one of these vocations, as well as an extensive appreciation of the complementary profession. Optimal success for this model cannot be dependent upon an expertise in a single professional “silo” of experience.

The APD must possess the knowledge proficiency and key technical skills to both assist and advise this new model’s team. It should also be acknowledged that a weekend course and accompanied certificate of completion do not create an “expert” in any professional field of choice. The APD is the “conductor of the athletic performance orchestra” and, thus, should have a strong familiarity with all of the instruments necessary to attain the harmony desired.

The APD should also have supervisory and proven leadership experience. The ability to lead a team of professionals, organize, interrelate, and communicate—as well as work with other managerial heads and departments including, but not limited to, general managers, athletic directors, head coaches, medical (including team physicians), strength and conditioning, technology, research, video, finance, legal, compliance, etc.—in a positive manner is imperative. Just as a head coach and their team of athletes require the cooperative and coordinated efforts of all assistant coaches, senior administration, and integral related departments, so does the APD and their staff.

Don’t underestimate what a critical asset leadership is for those taking a director or senior management level role. Don’t confuse it with job proficiency and/or management abilities. Share on X

Lou Carnesecca, my former Head Coach at St. John’s University of New York (and in the Basketball Hall of Fame), and NFL Super Bowl Champion Coach Dick Vermeil both instilled in me this significant message: “The players and staff don’t care how much you know until they know how much you care.” Leadership is a critical asset for all those assuming a director or any senior management level role and should never be underestimated.

This unique quality should not be confused with job proficiency and/or management abilities. The ability to perform a job well or to manage others does not directly correlate to exceptional leadership abilities. Leadership is the ability to positively influence staff and peers while simultaneously achieving the outcomes desired. This is an assumed yet often lacking quality, as demonstrated by the fact that many prominent assistant coaches have failed to establish themselves as leaders after assuming the role of head coach.

The APD should always be motivated to roll up their sleeves and work side-by-side with their staff, treating each individual staff member as a person and not an object or number. The staff should feel comfortable voicing appropriate opinions and conversations. All new staff additions should be made to feel welcome and at ease with their transition into their new department role. It should also be noted that there is a big differentiation between leadership and standing behind someone and “pushing them forward” via the scare tactics of bullying and intimidation. These destructive strategies are not only negative and demoralizing, but they may eventually become catastrophic as well.

It is important not to confuse the enactment of process with the achievement of results. Share on X

The APD should also be able to identify presently established as well as absent essential department needs, including the advancement, expansion, and implementation of the required processes for the vision and culture of this “new” department model. That said, it is important not to confuse the enactment of process with the achievement of results. Recognition of individual and department competencies, as well as insufficiencies, will help the APD make appropriate decisions for the sustained success of both staff and department.

Knowledge, skill, and role progression for the department as well as individual staff are essential for the retention of excellent staff. Failure to do this will result in stagnancy and regression, while the competition will likely continue to effectively progress forward. Thus, process and educational strategies for continued staff development in knowledge and skill proficiency, as well as valid objective testing to quantify all department strategies, must be employed. Objectivity is fundamental: If “x” is not measured, “x” will not likely change. The APD must also heed department financial budgets and adhere to project timelines. Failure to comply will derail progression and often results in a failure to achieve significant plan objectives.

Don’t forget that the establishment of this new organizational model and director role, as well as any department staff position, is entirely for the benefit of the athlete. Share on X

Lastly—and this should never be disregarded—the establishment of this new organizational model and director role, as well as any department staff position, is entirely for the benefit of the athlete, not for the advantage of any department, staff, or employed individual. Therefore, the ADP must also demonstrate the ability to relate to the athlete and their environment and prioritize the department’s obligations to the athlete in regard to medical care and athletic performance development.

Does the APD Have a Proven Organizational Model Structure?

The potential director should disclose prior success in an organizational model, philosophy, and culture as evidence to heighten the medical care and performance enhancement training of the athlete. This defined model must also positively correspond to the parent organization model. Considerations such as the number of department professionals to be employed, the variety of specific professional vocations (i.e., athletic trainers vs. performance coaches vs. nutritionists vs. additional health care professionals, etc.), and the necessary qualifications for both staff and supervisory roles are examples of some of the multifaceted assessments to be determined.

Additional considerations include, but are not limited to, the evaluation of the present-day department’s staff and existing operational methods employed to the athlete; evaluation of the medical and training facilities, equipment, and supplies; and the noted processes presently employed and intended for future implementation, as well as those to be eliminated. The APD should also be aware of the associated departments of the parent organization that are accessible to assist in the success of this new model.

The establishment of an appropriate department culture is most essential, as all staff must commit to the same medical and athletic performance philosophy, implemented process, work ethic, and goals. As NFL Hall of Fame Coach Bill Parcells has taught me, “there is a big difference between routine and commitment.” Department leaders and staff cannot “do their own thing” nor “R.I.P.” (rest in place), as a strong commitment is required for all implemented processes and programs to result in the successful attainment of all objectives.

No matter how popular an individual staff member or how long their tenure, those displaying inadequate culture, poor work ethic, and lack of commitment should not be retained in the new model. Individual popularity without the proper culture will breed inappropriate culture and likely lead to the voluntary departure of those professionals performing their role admirably due to job performance impartiality. That said, the APD must determine if an individual is truly displaying meager effort or simply lacks the tools and guided supervision for the responsibility and performance desired. At times, some staff members may lack the skill set necessary for success in their present position, and a change in role may foster the positive performance desired.

The APD must determine if somebody truly displays meager effort or simply lacks the tools and guided supervision for the responsibility and performance desired. Share on X

Performance evaluations of the department staff are targeted to the criteria of results. It is even preferable to employ an individual with just a little less talent but displaying the right positive work ethic and culture than a talented individual with a very poor work culture. There is a noticeable distinction in the performance outcomes that justifies a staff member’s existence versus a staff member “functioning” to justify their existence.

There must be a well-organized methodology with each staff member in terms of the accountability for their specific job responsibilities. Each staff member should be “managed by objectives” (MBO), whereby each individual professional is provided with specific job tasks and task completion timelines as determined by their supervisor. Provide “stretch” assignments to those who are deemed capable of tackling the larger projects.

All assignments/tasks should be SMART­—Specific, Measurable, Attainable, Realistic, and Trackable—in design strategy. Communication is important and should be provided for both specific and constructive feedback during each project timeline. Although all MBOs are role-dependent, when combined together, the accumulative success of MBO achievement will result in the realization of the overall structured objectives for the APD’s department and positive contributions to the parent organization.

Some guidelines for MBO consideration are provided in the RACI format below.

R = Responsible (also Recommender)
Those who do the work to complete the task. There is at least one role with a participation type of responsible, although others can be delegated to assist in the work required. There should also be a select process for identifying those who participate in a supporting role.

A = Accountable (also Approver or Final Approving Authority)
The individual ultimately answerable for the correct and thorough completion of the deliverable or task; the one who ensures the prerequisites of the task are met and who delegates the work to those responsible. In other words, an accountable must sign off (approve) work that a responsible provides. There must be only one accountable specified for each task or deliverable.

C = Consulted (sometimes Consultant or Counsel)
Those whose opinions are sought—typically subject matter experts—and with whom there is two-way communication. This individual may presently be a member of the organization (i.e., IT, research, finance, etc.).

I = Informed (also Informee)
Those who are kept up-to-date on the progress of the deliverable or task, usually a supervisor and/or APD. This may often occur only upon completion of the deliverable or task. There is often just one-way communication with an informed.

Determine Staff Responsibilities and Roles

Whenever possible, hired staff should be qualified in dual roles. If this dual role requirement is not realized with some hires, then these specific hires should be trained, over time, in a dual role capacity. For example, an assistant athletic trainer may also be a licensed physical therapist and an assistant strength coach may also be proficient in GPS implementation and data collection.

Team athletes are assigned at times, due to injury or unavoidable circumstances, to different positions in game situations. An offensive guard in football may be required to play center, a shooting guard in basketball may need to play point guard, and an assistant coach may be called upon for the role of interim head coach. If player and coaching situations arise that possibly require a dual role, why is this same preparation not instituted in a sports medicine/sports rehabilitation and athletic performance enhancement staff model?

As previously noted, staff communication is essential and should be consistent as an implemented plan of objectives, along with all accompanying processes and progressions. Individual accomplishments and ensuing accolades, as well as noted areas of concern—and yes, when appropriate, discipline—should also be conveyed to each staff member when appropriate and on a consistent basis. Communication is optimal in a two-way environment as it is essential to both listen and share information.

The APD should also arrange for regularly scheduled one-on-one meetings aimed toward each individual’s strengths and weaknesses, as well as present solutions to problems that may arise. All personnel should receive a formal written review at least biannually to ensure no unexpected surprises in job performance are presented only at year’s end. Those individuals deserving of rewards should be recognized, while those not deserving of rewards should not receive what has not been earned, regardless of popularity, position, tenure, etc. The MBOs will provide documented objectivity with regard to the achievement or non-achievement of the individual role responsibilities, state of recognition, and overall department accomplishments.

Know What Is Important and Don’t Worry About the Rest

Establishing an innovative single entity from what was previously two or more “removed” departments is a substantial task. Utilization of a S.W.O.T. (Strengths, Weaknesses, Opportunities, Threats) analysis or some form of formal enquiry of the present-day department(s) will help establish an operational starting point for the new, desired overall plan expectations. Once plan objectives, processes, and priorities are determined, attack the “elephants” in the room and don’t be concerned with the insignificant “ants.” Don’t get caught up in the minutiae. Don’t let the haunting failures of the past or the “what ifs” of the future intimidate the present.

Don’t let the haunting failures of the past or the “what ifs” of the future intimidate the present. Share on X

A well-thought-out and organized plan, including putting strong process into practice, will usually provide accuracy in predicting future results. Have the “mindfulness” to eliminate the undesirable distractions of the past and future and concentrate on the concerns of the present. Focus on the present state of affairs and determine how to successfully achieve the planned objectives.

It is important to note that when assigning initial assignments to individual staff members, these tasks should be readily achievable. Very few individuals will likely welcome and accept change positively or easily. Many will prefer the “old way” of doing things, especially if the previous organizational operation provided flashes of success. There may be occasions where the environment becomes difficult and even “turbulent,” and these events will require the APD to maintain their composure and keep the staff focused on the present strategy and objectives.

The staff’s involvement in the new process and established positive culture is a prerequisite to continued progress and success. Be sure to balance responsible work freedom for the staff while still making yourself available for advice and any other circumstances that may arise. When initiating a new organizational model/system, it is easier to achieve staff buy-in with the positive feedback of success. If the initial deliverables employed are fairly achievable and bring value, the percentages favor success. The repetitive achievement of success will then set the stage for sustained success.

There is nothing more demoralizing to an individual than consistent failure, especially when suitable work efforts have been demonstrated. Provide the proverbial “level 100” tasks before implementing “level 200” tasks to ensure that both the deliverables and the processes for achievement of the initial responsibilities are accomplished. Each successfully accomplished task will build upon future planned duties in a systematic fashion for the successful achievement of the overall objectives of the department. The ideal approach to ensure a more difficult “level 200” task is accomplished is to make certain the preceding “level 100” task was optimally achieved first.

The Similarities Between Running an Organization and Coaching a Team

During my role as a chief executive officer (CEO), I had strategic conversations with Coach Bill Parcells. I have known Coach Parcells since my time working with Hall of Fame Strength and Conditioning Coach Johnny Parker and the NY Giants players during their off-season training throughout Coach Parker’s tenure with the team. I personally believe a CEO responsible for a “business team” correlates closely with a head coach who is responsible for a “sport team.” Each scenario requires the ideologies of coaching.

I personally believe a CEO responsibility for a “business team” correlates closely with a head coach responsible for a “sports team.” Each scenario requires the ideologies of coaching. Share on X

The ability to recruit and develop players; implement administrative strategy, game plans, and personnel changes; and integrate various departments to optimize the common cause of “winning,” as well as many other considerations, are imperative in both roles. These scenarios and many more confront both the CEO and the head coach on a daily basis. Both “executive” positions require the ability to lead, communicate, and positively direct staff, as well as make appropriate, and at times difficult, decisions. Most importantly, both the CEO and the head coach must execute! Execution is the key element in the role of the CEO, head coach, and yes, APD.

An important lesson bestowed upon me years ago occurred when an NFL coach from an opposing team made an interesting comment after reviewing the game films of both the 1986 and 1990 NY Giants Super Bowl Champion team seasons. The coach stated he was looking for the “tricks”—the special plays and situations that placed the Giants above their competition. What were the NY Giants implementing that was significantly different than the rest of the teams in the NFL?

After reviewing hours upon hours of game film, he concluded that the Giants had no tricks; they did nothing “special” when compared to other teams in the league. The Championship Giants teams, and frankly all teams under Coach Parcells’ command, simply executed. They executed harder, longer, and better than their competition.

Execution is also imperative when running a business or a department within an organization. Success is highly dependent upon the execution of the organizational plan, including the department staff’s execution of their obligations for that plan. During the initial periods of an organizational change, there may be many excuses and/or defense mechanisms engaged. Staff members may occasionally present “justifiable excuses” for a lack of progress and/or a lack of objective accomplishments; however, the additional inclusion of action plans, as well as the timeline for action plan execution for correction of these deficiencies, are often nonexistent at the time of this same discussion. The choice is to accept excuses or mandate execution, and frankly, there really is no choice, as only plan execution will sow success.

Al Groh, a former Head NFL and Division I College Football Coach who was an assistant coach on Coach Parcells’ staff with the NY Giants, NE Patriots, and NY Jets, once made a significant comment that has remained with me to this day. It is important to note that prior to Coach Parcells’ arrival as a head coach to these NFL organizations, these teams were not very successful in terms of their win and loss record. Coach Groh realized that the ability to bring each team’s culture to a positive and the team record to winning was not magical, a secret, or a result of trickery. Based on his successful experiences with Coach Parcells, Coach Groh believed in the following remedy: “Get the players organized, get them disciplined, get them in condition and keep them conditioned, come up with an organized plan, stick to the plan, and the losers will eliminate themselves.”

Much of this philosophy of coaching can also be applied to any leadership administrative position, including the APD role and the department they lead. An organized and successfully executed plan, with appropriate process as well as the commitment of the staff, will go a long way. It’s all about the ability to execute a plan and the associated accountably of each role, with no tricks or gimmicks necessary. The losers eliminate themselves via their lack of plan execution.

Don’t Be Afraid to Make the Difficult Decisions

There is an old saying that “Good judgement comes from experience. However, experience comes from bad judgement.” Throughout the course of a career, everyone makes mistakes. The key is to learn from them, don’t repeat them, and over time, minimize them. That stated, don’t forget achieved successes, as you can utilize these victories as future road maps: Success generates success.

Throughout the course of a career, everyone makes mistakes. The key is to learn from them, don’t repeat them, and over time, minimize them. Share on X

Success is a strong staff motivator and a reinforcement for continued optimal performance. You should also remember that success is never final, but failure can be. Be organized and execute a disciplined implementation of a well-thought-out plan of action where every staff member is held accountable. Positively develop and enhance the knowledge and skill proficiencies of the staff within the department, focusing on the entities that can and will be measured. Eliminate all that is negative and allow for two-way communication.

Collect data for a specific purpose related to the plan of action and objectives to be achieved, not simply for the sake of the random collection of data. Base decisions on the information provided by collected data, facts, and results. Do not make decisions centered solely upon opinion, as everyone can have their own opinion but not everyone can have their own facts.

Lastly, never base sound judgment and decisions on fear, as the concerns related to the fear will likely not occur. Decisions based on fear will eventually become problematic to both the new model strategy and the staff.

Many difficult decisions will arise during the formation of this new Athletic Performance model, but if all leadership responsibilities, choices, and decisions were simple and easy, everyone would be qualified for the APD role.

Since you’re here…
…we have a small favor to ask. More people are reading SimpliFaster than ever, and each week we bring you compelling content from coaches, sport scientists, and physiotherapists who are devoted to building better athletes. Please take a moment to share the articles on social media, engage the authors with questions and comments below, and link to articles when appropriate if you have a blog or participate on forums of related topics. — SF

As a former collegiate soccer player at Boston University, I have gained significant experience with various modes of human enhancement, whether it was becoming proficient in the weight room, developing aerobic fitness, or even enhancing my skills with the ball that directly translated to the soccer field. Beginning in high school, I became fascinated with seeing the fruits of my labor on the field and then further, the physiological processes behind these adaptations that separated adequate athletes from dominant, elite ones. The field of human enhancement excites me. With this article, I hope to share some of the perspective and insights I gained from my experience with high-level athletics.

Even a Stumble Can Be a First Step Forward

A crucial part of my journey into the world of human performance was my transition away from my previous passion of physical therapy. As everyone knows, college is a time to decide which field you will devote your studies (and life) to, which is, of course, a daunting decision. While at BU, I knew I had a real interest in human physiology, so I decided to enroll in the Sargent College of Health and Rehabilitation Sciences, majoring in PT.

Throughout the rest of undergrad, I took mostly generic health classes, such as human anatomy and health care policy, as well as some chemistry and physics courses. However, it wasn’t until I began with the professional Doctor of Physical Therapy graduate program in the summer of 2018 that I began to have reservations concerning my potential career choice. I soon realized that I was not totally certain that I wanted to be a PT, which made the 10-hour study days especially miserable.

Of course, it was a very low feeling to have put such a colossal effort toward the demanding classes and ultimately not receive the degree at the end. However, I felt it was time to chase something that I was truly passionate about—merging my appreciation of human physiology with my love for athletics. Now, instead of focusing primarily on injury recovery, I could direct my efforts toward athletic enhancement.

Although I did not earn a degree from the DPT program at BU, I left bolstered by an advanced knowledge of human anatomy both in terms of nomenclature and in a functional sense, which can be directly applied to the human performance world. Additionally, in learning about musculoskeletal pathology as a strength and conditioning professional or sports scientist, I can be especially aware of appropriate levels of volume or intensity to push an exercise, workout, or even entire program. Besides an awareness of appropriate workload, I can more easily make corrections on potentially harmful techniques that may put unnecessary stress on vulnerable tissues. At any rate, I am now in a field that I am truly passionate about and I’m eager to see where it takes me.

The Transition from Rehabilitation to Performance

One aspect of human performance that has always fascinated me is how the body handles certain workloads for certain schedules, as I endured periods of immense volume as a Division 1 soccer player at BU. From a relatively early age, around 13 years old, I began to take soccer very seriously and implemented a strict training schedule. From that point on, having a structured schedule for the week with only one day off and sometimes multiple sessions per day enabled me to surpass other players who had previously been superior to me based solely on talent. I truly became a grinder, and it’s always a welcome feeling to have absolute confidence that your competitors are not putting in the same quantity or quality of training as you are on a weekly basis.

With this consistent schedule, I was able to develop extra sharpness and assurance in my technical ability, which ultimately allowed me to get recruited to BU and be an important player for the team for all four seasons of my eligibility. Specifically, my weekly routine fluctuated based on the period of the season, but even now, as I am in season with Boston Bolts USL2 team, I make sure to get in individual sessions in addition to our team training sessions so I can maintain extra sharpness. Of course, while in season with multiple games per week, it is crucial to monitor your volume and take honest self-assessments of how your body feels. However, there are ways to still do quality individual work without producing enough fatigue to cause performance decrements in the more important team sessions in which you are trying to earn or maintain a starting spot.

There are ways to still do quality individual work without producing enough fatigue to cause performance decrements in the more important team sessions. Share on X

For instance, the normal weekly schedule for our team these past few weeks is team training sessions on Monday, Tuesday, and Friday, with games on Wednesday and Saturday. Directly before driving over to our training facility, my strategy has been to go to a different field for 20-30 minutes. During this time, I can get in an extra warm-up and make sure my body is ready to go at full capacity.

I also work on my first touch, dribbling, and passing skills while being mindful not to burn myself out before the team session. I make sure to work on both right-footed and left-footed passes against a wall, which allows me to involve directional first touch work as well. Then I move on to close-control dribbling drills with quick cutting at about 90% intensity. Ideally, by the end of this pre-session work, I will get a decent sweat without feeling heavy or lethargic. When it is time for the team session, I feel sharp from a technical skill standpoint as well as in a neuromuscular sense, meaning I feel like I’m moving smoother—getting in and out of space quicker with more fluidity.

This sort of excess work—whether it’s extra sessions to improve skills, physical attributes, or extra recovery—becomes all-important when making the jump from high school to college athletics. Possibly the largest difference between the two is the respective schedules. Crucially, if a college team’s staff has spent time and effort recruiting a player and possibly awarding them a scholarship, the expectation is that when the player arrives at the college or university, they will plan their daily schedules around their obligations as a Division 1 athlete. Depending on which period the athlete is in—meaning preseason, in-season, or off-season­—they will have to find time to lift, participate in team training, and get in conditioning work all in the same day.

Excess work—whether extra sessions to improve skills, physical attributes, or extra recovery—becomes all-important when making the jump from high school to college athletics. Share on X

During the preseason, the training volume and intensity is extremely high, with players eager to make the best first impression they can. In-season volumes completely depend on whether the given athlete is an impact player who must be relied on to play 90 minutes in games or a bench player. In the latter case, they would replace the lack of volume from games with excess work in the gym or conditioning work. The off-season directly after the season begins with general conditioning work to simply maintain fitness, but then as preseason edges closer, volumes and intensities increase. Either way, the college schedule is far more demanding and structured than high school.

Evolving from High School to Division 1 Sports

During my transition, I found that there was a stark difference between high school and college soccer regarding the physicality and sheer competitiveness of the game. This can be explained by a multitude of reasons.

First, the average player at the Division 1 level has vastly greater athleticism than the average high school player. This means that you instantly go up against opponents who are stronger, faster, and more skilled—meaning the only way to survive is to adjust to the pace. You have to be ready to evade or hold off a potentially much stronger opponent breathing down your neck.

With this increase in the speed of the game, there also becomes a requirement for increased awareness on the field. In other words, you can no longer receive the ball then make your next decision. Instead, you have to have awareness of the next play before receiving the ball so as not to get tackled and lose possession, possibly costing your team in the process.

Another major difference between college and high school soccer is the introduction of resistance training. In a sport like soccer, where weightlifting is not necessarily paramount to performance—especially for youth players—most athletes have not participated in a consistent, structured resistance-training program before arriving at college.

Most athletes haven’t participated in a consistent, structured resistance-training program before arriving at college. This lack of experience creates a great opportunity for maximal gains. Share on X

This lack of experience creates an excellent opportunity for maximal gains. Sure enough, at least judging from my experience at BU, there is a consistent pattern of freshman soccer players gaining at least 10 pounds of muscle from the beginning to the end of the season. Consistent commitment to a new schedule meant major gains in strength and power, which helped me immensely with my development and performance. However, you must be mindful of putting the body under too much load for the first time because it could increase the risk of injury.

Learning to Lift Like an Athlete

Being introduced to strength and conditioning during my freshman year on the team at BU gave me a real appreciation for a completely new type of training. Previously, all my focus had been on skill work and aerobic fitness, but I soon found out that I would have to do some serious work in the gym to match the strength and speed of much older opponents. We would normally lift 2-3 times on a weekly basis, most of which was lower extremity work. Our strength and conditioning coach involved all of the basic multi-joint exercises like back squat and trap bar deadlift, combined with some single leg work like split squats and RFEs. Additionally, we worked through Olympic-type lifts like hang cleans and dumbbell snatches.

Early on, as for any novice in strength training, it was about mastering technique before adding more load to the lifts. The hang clean, in particular, was a very difficult skill for me to learn. Over the course of a few weeks, my motor skills gradually improved and I became at least proficient and could add additional load.

After being subjected to this new stimulus of resistance training, I saw major improvements in my athletic ability that manifested on the soccer field. First, I felt bigger and more powerful. I could hold off opponents who had previously been much stronger, and I could throw my weight around more than before.

My gains in strength made me physically more effective, but they paid dividends from a psychological standpoint as well. Crucially, before being subjected to a strength-training program, I had felt like a boy running around with men four years older than me. This unquestionably affected my aggression and I could not help hesitating when going into a challenge against a much bigger, older opponent. It was only after an entire year of resistance training that I was psychologically able to be fearless and much more aggressive in my defense as I was now confident in my athletic abilities relative to my opponents.

Additionally, it is very likely that my consistent commitment to resistance training since my freshman year on BU soccer has served a large role in preventing injuries. My weekly schedule in and out of season involves a large amount of volume and pounding on my tissues, so it is important that those tissues are strong enough to withstand the stress. Similarly, making sure to prevent large strength imbalances in opposing muscles likely played a part in preventing injuries as well. For instance, this could take the form of consistently involving hamstring work so as not to create a potentially dangerous imbalance of quadriceps to hamstring strength.

Although gains in strength and power were necessary for my development and transition into the college game, it is aerobic conditioning that is king. Share on X

However, although gains in strength and power were necessary for my development and transition into the college game, it is aerobic conditioning that is king when it comes to the beautiful game. The ability to outlast your opponents and still have the energy to execute quick, powerful movements makes all the difference. Furthermore, as much as fitness level can have an invaluable impact for soccer players, it can also have a massive negative effect if a player doesn’t possess adequate fitness.

For instance, if it’s the dying minutes of the match and even one out of 11 players on the field simply cannot sprint back because they are out of breath or their legs are gone, that play could lead to a goal, which could ultimately decide the result of that game and possibly the season. Other than the ability to still execute powerful movements late in games, a solid fitness level can produce sharpness of thought. At any given moment in a match, a player has hundreds of decisions to make, especially at the higher levels in which, as mentioned before, a player must make their decision before they receive the ball. Therefore, feeling fresh late in the game can help a player remain clear-headed and make significant decisions quickly.

Fitness Is More Than Practicing the Game

My aerobic capacity was something I took immense pride in early on, even before I developed a fascination with human performance. It’s possible that, genetically, I began slightly ahead of others, but just like seeing real improvements with resistance training, it is about maintaining a consistent schedule for a course of at least several weeks. Besides maintaining basic fitness, I looked to about two months before pre-season to begin developing my fitness so I could score as high as possible on our fitness tests, namely the Yo-Yo Intermittent Test. Essentially, my routine would involve three conditioning sessions to go along with my lifts each week for the first few weeks and then aim to progress to four sessions per week while steadily increasing the difficulty of the individual conditioning exercises. I stuck diligently to this schedule, and because of my commitment, I was able to have the top score on the Yo-Yo test each preseason that I was at BU.

Throughout my training period, I engaged in various methods of developing aerobic fitness, including treadmill workouts, gassers from sideline to sideline, and 150s, so as to create specificity towards the Yo-Yo test during preseason. Regarding specificity, it was always important for me when developing my conditioning to try to simulate movement specific to soccer. This means that the fitness drills would always be high-intensity interval work, mostly involving some sort of cutting, as this is what would be required when enduring a 90-minute match.

Appreciating Rest and Recovery After College

One additional modality that I have used for conditioning is pool workouts. However, I used them for a different purpose than the other aforementioned conditioning methods. I have found that pool workouts are excellent for maintaining conditioning while completely removing the pounding on the joints and muscles. So far, I have utilized pool workouts on the days after a demanding game for the purpose of recovery. That way, I can maintain my fitness levels while not adding more unnecessary volume onto my legs.

Keeping with the topic of recovery, I have learned through the years that performance levels are not completely determined by putting in hours of hard work and becoming as powerful and fit as possible. Overall health can also determine a massive aspect of performance, which can lend itself to better abilities on the field and promote better recovery. Recently, I have been monitoring my health, as well as completing blood tests to examine various biomarkers. From these tests I have gathered what I need to change in order to optimize my own performance.

The two main deficits were my sleep and my level of vitamin D, both being crucial enough to potentially lead to performance decrements. In an attempt to improve my sleep, I have limited the use of electronics right before I plan to go to bed and I simply turn out the lights earlier in the night. Hopefully, this will aid my recovery and give my tissues more opportunity to rest and repair.

Regarding the vitamin D deficiency, I have been taking supplements for a few weeks now and plan to stay on a consistent schedule. I hope to see an improved figure on my next blood test. As you may know, vitamin D plays an important part in muscle contraction as well as bone health, so you can imagine that it is vital for an athlete in season, which is why I am focused on correcting this deficiency.

Invest in Your Training and the Return Is Infinite

In this day and age with elite athletics, the margin between impressive athletes and world-record beaters is tremendously small. It ultimately comes down to who takes advantage of objective science to support their training, as opposed to essentially guessing at which methods provide desirable results. We see now that elite athletes all try to take advantage of the latest, most intricate technology with the hope of giving themselves some sort of a competitive advantage.

The margin between impressive athletes and world-record beaters is very small. It ultimately comes down to who takes advantage of objective science to support their training. Share on X

This cultural shift necessitates that inventive sports scientists and trainers push the boundaries of what has already been discovered, and this is what excites me the most about entering the field. Equipped with my background in physical therapy and my experience with high-level athletics at BU, I hope that I can make a difference in the sports science world. At the very least, I’d like to give the athletes I work with the best opportunity to optimize their performance.

Since you’re here…
…we have a small favor to ask. More people are reading SimpliFaster than ever, and each week we bring you compelling content from coaches, sport scientists, and physiotherapists who are devoted to building better athletes. Please take a moment to share the articles on social media, engage the authors with questions and comments below, and link to articles when appropriate if you have a blog or participate on forums of related topics. — SF

Strength and conditioning at the high school level has traditionally been the domain of the sport coach in the vast majority of schools. It was part of the head coach’s job description to implement their team’s sports performance program.

As the high school level experiences its current influx of strength and conditioning positions, those boundaries are forever being crossed. While many sport coaches recognize the advantages of having a dedicated strength and conditioning professional working with their team, others have problems as the lines of control blur. As strength and conditioning professionals, it is our job to do our best to guide sport coaches in the direction of an evidence-based high-performance strength program.

As S&C professionals, it is our job to do our best to guide sport coaches in the direction of an evidence-based high-performance strength program, says @YorkStrength17. Share on X

But how do we best deal with the many different personalities and “types” of team coach for the benefit of all? In this article, I’ll talk about the different coaching characteristics you’ll likely see, and how you can get them onboard—or at least understanding your goals for the team.

The Common Patterns Strength Coaches Will See

As I sat down to write this, I came up with seven categories of coaching characteristics for the coaches I have worked with. This is in no way a complete list, as there are many subcategories, but these are what I will discuss in this article.

1. Losing = “We’re weak” (Blame/Excuse)
2. “Do it my way…” (But I have no idea why)
3. “We win, so it’s right” (Anecdotal)
4. “Bench, curls, and dips” (Erroneous)
5. “I’m just a little bit smarter than you” (Compulsive Suggester)
6. The college program coach (Parrot)
7. “I trust you because this is what you do” (Pragmatist)

While it’s easy to say, “we just need to educate,” it’s often not as easy as simply sitting down with a coach to share a vision. Regardless of our experience, we will run into a situation that is very frustrating and how we solve it will dictate how successful we are in that particular situation in the future. No matter the level of the challenge, if we, as sports performance professionals, want to be able to guide a successful program, we need to get our sport coaches on board. Even if we can’t get them all the way in the boat, our job will be many times easier if we can at least get their foot on the deck!

This article covers several types of sport coaches I’ve dealt with over the last 20+ years, and how I (mostly successfully) navigated the situation to create a workable environment.

The ‘We Lost Because We’re Weak’ (Blame/Excuse) Coach

“Our main issue is we are the weakest team in school history.” This is the actual start of a weekly email that one head coach I worked with sent to me and our football staff—every time we lost a game! While my instinct was to reply (after a 30+ point loss), “Well coach, maybe if we averaged 10 more pounds on our squats, we would have only lost by 28 instead of 35,” I refrained.

This coach is a particularly tough one to deal with. Ego/narcissism drives the Blame/Excuse Coach. They have an ingrained characteristic that drives them to believe they are never part of what went wrong. Instead, they play the “blame game,” and the strength coach is a really easy target.

The Blame/Excuse Coach believes they are never part of what went wrong. The best way to approach them is one-on-one, with facts in hand, says @YorkStrength17. Share on X

In my experience, the way to approach this type of coach is head-on, with facts in hand. Have a one-on-one conversation with the coach. These types are often very passive-aggressive (hence, the vague email instead of a face-to-face conversation with actual complaints) and will roll it back very quickly when they’re face to face with you. Having the facts in hand will make it very difficult for the Blame/Excuse Coach to make their case. Unless you really are (and even if you are) the “weakest team in school history,” you will have documented testing results that outline improvements, etc.

In my case, I went a little overboard and made a Google Sheet listing all of the testing numbers from each athlete, from the first test I saw to the most recent, with percentage increases for each lift/speed test. It also had an overall team stat line showing great improvement since the first test. At that point, I predict you will get an answer that sounds something like, “I didn’t mean you,” and the next email will be even more vague but every bit as infuriating.

Unfortunately, I have found that while you can probably prove your point and improve the situation, the B/E Coach will likely never admit their mistake in communications with you. Stay vigilant, continue to be proactive and educational, and every time another job opens up, let the coach know how perfect he would be in THAT other job.

The ‘Do It My Way (But I Have No Idea Why)’ Coach

The “My Way” Coach isn’t always a bad one to work with. Unlike the Blame/Excuse Coach, I find the “My Way” Coach to be very reachable if you give it time and build a relationship with them. This coach has come to the conclusion that the way they do things is best. You need to show them, in detail, how you can improve upon what they already do. Of course, this is just my experience and by no way a psychological study, but most “My Way” coaches I have known had one thing in common. They knew the way to do what they wanted, but had almost no idea why they do it. (And “to get stronger and faster” isn’t the right answer—how and why does what you do accomplish that?)

Most “My Way” coaches have one thing in common. They know the way to do what they want, but have almost no idea WHY they do it, says @YorkStrength17. Share on X

Sport coaches must spend the majority of their time perfecting their skills at the sport they coach. The sports performance side of it has to be secondary. While many coaches are amazing at both, it takes a special person to do that. I know that I could not! Tell this coach to imagine if they spent zero time on their sport and 100% of their effort went into the art of strength and conditioning. I then talk to them about how that is exactly what I do. When they think about strength training, I think about it as well. When they think about practice drills, I’m thinking about strength training, and so on.

Next, ask them about their strength and conditioning philosophy and quiz them on the “why.” Listen and do not judge them. Then explain your philosophy and WHY you do what you do. Ask them what goals they have in mind for the strength program and educate them on how you will use a sound, evidence-based program to reach max potential for their team. It’s my experience that once you form a bond with the “My Way” Coach, they are excellent to work with. Listen, educate, and relate, and things can be great. 

‘We Win…So It’s Right’ (Anecdotal Coach)

The coach who believes that winning games justifies each and every thing they do comes in two categories for me. The first is the coach who actually leads the team that wins, therefore believing that what they do in the strength program is superior. This can be interesting, for sure. Wins and losses at the high school level never come down to one factor. Often, the team that is most well-coached doesn’t win.

A team with superior natural athletes will likely beat the team at an athlete deficit even if that team has a spectacular strength program. The “We Win” Coach uses anecdotal evidence to support the viability of what is done in the strength program, even if it isn’t necessarily the safest, soundest, or most efficient program. I’ve seen coaches selling programs and advertising that “YOU TOO CAN WIN SEVEN CHAMPIONSHIPS JUST BY DOING OUR PROGRAM.” Well, not so much. Even if that is a solid program, they are marketing it under false pretenses.

The variables are just too great. Every program, every year (as we all know) needs to be adjusted and re-thought based on the needs of the athletes that year.

This coach can be reached, however, (and it may sound like a broken record) through education. Explain the “why” to them and make small adjustments that will improve the program. “Coach, here is why doing 10 sets of 10 (anything) probably isn’t the most effective way to cause the adaptation we are looking for. Let’s try this.”

This was a tough one for me. I tend to get frustrated quickly when I ask why they want to do something and all they respond is: “Well, we win, so don’t change it.” My advice is just holding your ground. Continue to educate and explain every adjustment and why you are making it. The advantage you have is that this coach wants to win and doesn’t much care how most of the time. Show them how an evidence-based, technically sound program will help them win MORE.

The second category of “We Win” is much easier to deal with and I have probably seen this more than anything. This coach has been part of a winning team or has gotten a program from a winning team and wants to emulate the success. Much like the “My Way” Coach, you need to foster a trusting relationship. I sit down, look these coaches in the eye, and ask them to explain why they want to do what they want to do. I listen and then (again) educate on the how and why what I plan to do will help our particular group of athletes be as successful as they can.

To be honest, my experiences have almost all ended up very positive in these situations. These coaches often lack a knowledge base of their own (that’s why they are copying the other program). They will be excited to know how much you know and eager to build a program that may get them a book deal as well!

‘Bench, Curls, and Dips’ (Erroneous Coach)

I like to call this coach the “Erroneous” Coach. While “volume acclimation” and hypertrophy have a place in all programs, they shouldn’t be the main focus for an athlete. While my athletes obviously bench press, it’s the least emphasized of the major strength and power moves because it provides the least amount of power output potential.

That being said, we ALL know the big bench press coach. I once spoke with a coach who said, “Once we get a majority of guys to a 300-pound bench, we will be where we need to be.” That’s not a fabrication. He said those exact words to me. Where do we even start with that one? I’d rather not, because that rant would take up the rest of the article.

This coach based this on the “We Win” perspective mentioned before. I’d guess that if he actually ever had that many “300-pound bench guys,” they were probably very large and could also squat and clean a great deal of weight. Definitely an offshoot of the “We Win” anecdotal evidence “formula.”

This category was more just for “ranting” purposes. I will not attempt to change this coach’s mind. We bench and dip, and curls are an easy auxiliary to add. Just do a few of the things he likes and move on. This coach knows so little about sports performance, he will likely never know the difference.

‘I’m Just a Little Bit Smarter Than You’ (The Compulsive Suggester)

At some point in everyone’s life, we will meet the “Compulsive Suggester.” This person is just a little bit smarter than you (or so they believe) in just about every category. It’s particularly frustrating for us as strength coaches. The nice thing is they are little more than a nuisance. In my experience, the worst part is having to take the minute to explain why what you are doing is the right way at that moment.

The “Compulsive Suggester” coach is just a little smarter than you (or so they believe). And every once in a while, they may have a useful idea, says @YorkStrength17. Share on X

Every once in a while, these coaches may have a useful idea. That’s a conundrum because if you acknowledge this, they will get worse. If you don’t, then they may see you doing it their way the next time and it will get worse. So, I guess that’s not a conundrum, because it gets worse either way. Anyway, normally these coaches mean well and are polite. My tactic is to smile and nod. Then quickly explain my “why” and walk away as fast as possible. 

The College Program Coach (The Parrot)

If you are in coaching, you are already familiar with “The Parrot.” These are the coaches that go to clinics and never see an idea they don’t like, as long as a major D-1 Power 5 Conference coach presented it. The problem is that that Power 5 coach doesn’t coach 14-year-olds who grew up not skipping or playing outside. I hear this all the time.

It was particularly bad when I actually coached football. “We run Oklahoma’s offense.” Really? Do you also have Kyler Murray? If you don’t, then you may need to adjust it.

It’s the same with a strength program. We need to show these coaches that coaching a large group of ELITE athletes is vastly different from 14- to 18-year-olds with a massive range of skills. This idea has a lot of the “We Win” thought process. These coaches wish to simulate the winning ways of a team of elite athletes playing at an extremely high level. That’s not the situation you are in and we must (for the athlete’s sake) nip this in the bud.

We need to show the “Parrot” Coach that coaching a large group of elite athletes is vastly different than coaching 14- to 18-year-olds with a massive range of skill. Share on X

Lay all this out for the coach. Explain to them that what you will program may not be exactly like Ohio State. Instead, it will feature a similar level of appropriateness based on the age and skill level of your athletes. Those athletes have gone through a long process of up to eight or more years of strength and conditioning preparation. Our athletes are in a much earlier stage of that and need to be properly trained to get the most out of the program.

I’ve never had an issue convincing these coaches to trust me. Again, the knowledge base of the “Parrot” probably isn’t great. That’s why they want to copy a program. Once they recognize that you do have a plan and a deep knowledge base, they will be on board.

‘I Trust You, Do What You Do’ (Pragmatist)

The trusting Pragmatist Coach is by far the best one to work with. I’ve been lucky enough to work with four football coaches over the last 12 years who fall into this category. Adrian Snow, Ron Massey (Rest in peace, Coach), Luke Hyatt, and currently, Dr. Dean Boyd. I use their names because I truly appreciate them as coaches and people.

I mention “football” because normally those are the coaches that can make or break your coaching job from an enjoyment standpoint. Almost ALL of the coaches in the previous six categories coached football. All four of the above-mentioned head coaches had questions to start. All probably thought I was a little crazy at one point or another. None of them came from the same philosophy as me from a background standpoint. Yet all four allowed me to explain and demonstrate the how and why of what I do.

All four eventually said, “You know more about this than I do…I trust you. Do what you think is best.” All four eventually believed in what we do and never looked back. This is an awesome situation because it inspires you to get better as a coach. These coaches entrust YOU with the preparation of their athletes.

When head coaches entrust you with the preparation of their athletes, it inspires you to get better as a coach, says @YorkStrength17. Share on X

These coaches support you and allow you to do what you need to do to help the athletes reach their maximum potential. I’m very lucky that I work with an entire sport coaching staff at YCHS that trusts me. Treat these coaches with great respect and admiration. If you get to work with coaches who trust you and support you, repay them with the best effort possible.

I would implore you to treat every team with the same level of enthusiasm. Once the Pragmatist Coach understands that you will treat them and their team with the same level of energy as you do the other programs, your job satisfaction will go through the roof.

Closing Thoughts on Team Coach Collaboration

I hope this article gives you some ideas about how to deal with various coaches within your school. While it is far from an all-encompassing scientific study of sports psychology, it does give a snapshot from my experiences over the last 20+ years. Remember that you are not alone, and this is common throughout the profession. Other coaches are facing the same challenges, so think about managing personalities and thought processes with the right antidote.

Please feel free to reach out to me with any questions or to chat about a similar experience you may have had, as it’s likely you are experiencing the same need to communicate.

Since you’re here…
…we have a small favor to ask. More people are reading SimpliFaster than ever, and each week we bring you compelling content from coaches, sport scientists, and physiotherapists who are devoted to building better athletes. Please take a moment to share the articles on social media, engage the authors with questions and comments below, and link to articles when appropriate if you have a blog or participate on forums of related topics. — SF

Coaches, can I tell you something? I love the summer. Yeah, I know that’s hardly earth-shattering news, but it is absolutely true. Summer is the reason I grind through the other months. It’s the hope of those perfect summer days that keeps me motivated through the rest of the year.

Here’s the shocking thing, though: I’m not talking about the weather. I’m talking about the handful of months that are ideal for working with athletes. Yes, having warm days helps people warm up faster, makes their joints feel better, and puts everyone in a better mood. But, to me, the best part of summer is that we can actually make real progress, since there are no upcoming competitions or practices.

The best part about summer is that we can actually make real progress, since athletes don’t have any upcoming competitions or practices, says @CarmenPata. Share on X

Don’t get me wrong—I chose to work with athletes because I want to help them show off their talents during competition. After all, it’s not about being the best at exercising, but rather competing at the highest level possible. It feels like the college athletes I get to work with never have the opportunity to put in much time and work on their personal development.

Take football players, for example. They compete from mid-August to Thanksgiving, then have three weeks from Thanksgiving to finals week. After that, they are off on January “term break” from the week before Christmas until the last week of January. The only real training session we have with this group is the six weeks from the start of spring semester until spring break. After spring break, their spring practices start, and they go until the week before finals. After that it’s finally summer break, and we have a chance to really spend time developing their physical skills.

When we finally have the luxury of time without major interruptions, it’s important to take advantage of it. Here is the game plan that I use, based on everything I’ve learned over the past 17 years of running a summer program, to make it the most valuable time of the year.

Set the Schedule

Summer is a slow time for me, but it becomes busier for the athletes. While they might not have classes anymore, most are working a summer job. For many of the athletes I work with, summer is when they make the money they will live on for the school year. This is likely true for your athletes, too. Therefore, once you know when training sessions will be, let everyone know. If you make it clear to all the athletes that, if they want to work out with you, they need to be at the gym at these specific times, then they can set their schedules.

Depending on when you want to offer training sessions, however, you might have to readjust your programs. I understand that mornings seem to be a natural fit for training sessions, since the athletes can get a workout done and have the rest of the day to do whatever they want. If that is the only time you have available, by all means, take advantage of it.

When you change the purpose of early morning workouts from strength/power to volume, you set your athletes up for success, says @CarmenPata. Share on X

Morning workouts do need a small change. One of our sport coaches really wants their team to lift at 6 a.m. year-round, believing that will ensure that players get to bed early. And for some, yes, they get to bed early enough to get 7-9 hours of sleep each night. The overwhelming majority, however, still get to bed well after midnight, and try to make it through workouts with coffee and pre-workout mixtures. So, what can we do with people who are tired and hungry, and whose joints aren’t loose yet? Power development? No. What about strength work? Not a chance. Volume? Yes, we can do that!

You see, when people are tired and hungry, their bodies are simply not ready to train for speed or strength. Sure, you can train those qualities, but just realize that you are working on their relative best. They might give great effort, lift with great intensity, and have crystal-clear goals and ambitions, but will they still be able to be at their best? To paraphrase the wise old saying, train slow and be slow, which is exactly what will happen when you train at less than your absolute best. When you change the purpose of early morning workouts from strength/power to volume, you set the athletes up for success.

Consider the Specific Demands of Summer Jobs

I live in northwest Wisconsin and, although we are in the Twin Cities Metro area, many of the local jobs revolve around physical labor. A number of the athletes who decide to stay in our city over the summer find themselves working a manual labor job. Since we are a D3 school and cannot give out any scholarships, many of our athletes have only the short duration of summer to make the money they need for the school year. Consequently, they purposely seek out the highest paying jobs, preferably ones that also have plenty of overtime. What jobs check those boxes? Construction. Factory shift work. Farm help. Landscaping. All of those jobs are noble and provide valuable services, but they do not set athletes up for success in their training.

Each of those aforementioned summer jobs have a few things in common. The laborers are on their feet all day. There are really narrow windows of time in which to eat and drink. There is no relief from the extreme heat and humidity. At the end of the workday, people are simply tired, hungry, and thirsty. Now you expect them to go work out?

Do yourself and your athletes a favor: If you have athletes working at physically challenging summer jobs, adjust your training, says @CarmenPata. Share on X

Okay then, what are you going to do with them? Speed development? Strength development? Hypertrophy? Conditioning? I’ve tried all of those, and I’m sure at other times of the year we would have had fantastic results, but only one actually gave great results in summer: Training for hypertrophy with high volume loads.

You can train that way in the early morning, late at night, hungry, or tired. Sure, it isn’t the best way to go about it, but we need to get work done for the upcoming season. Do yourself and your athletes a favor: If you have athletes working at physically challenging jobs, adjust your training. Don’t expect the people working in the hot sun all day to be able to train at the same level as someone working at a desk in the air conditioning.

Remember: It’s Summer

I believe that there are certain rhythms and cycles in life. After the day, comes the night. But after the night, comes the day. After winter, comes spring, and then summer. The secret of training—and of life itself—is learning how to make the most out of every season.

In winter, everyone is bundled up and complaining about the weather. It’s too cold. There is too much snow. In spring, it’s too wet. The weather is warm one day and cold the next. In the fall, the weather gets colder, and it’s overcast. But summer? The skies are blue. The air is sweet. The grass is green. You cannot blame anyone for wanting to be outside.

There is nothing wrong with giving people what they want, while also giving them what they need. So, get people outside. Can you do your warm-ups outside? Yes. What about some med ball work? Of course. Think about it for a second. Is there anything you can do inside that you can’t do outside? Is it easy to take down, move, and set up a squat rack from your weight room to a spot outside? No. Can you do something else other than work in a squat rack though? Sure, you just have to get creative. If you can learn how to make the most out of your training program while letting your athletes enjoy all that summer has to offer, people will want to come to the training session.

In order to let your athletes enjoy all that summer has to offer, don’t plan a training session on Fridays. Give them three-day weekends in the summer, says @CarmenPata. Share on X

By the way, in order to let your athletes enjoy all that summer has to offer, do everyone a favor: Don’t plan on having a training session after Friday morning. Even better, make every weekend a three-day weekend in the summer. I found out the hard way that, when you plan and expect to have people work out on summer Fridays, you set yourself up for disappointment.

Yes, training is important. Yes, having high expectations is important. Don’t make your athletes choose between working out with you on a Friday afternoon and being with their friends. The athletes are making the most out of summer, and you should too.

Get Out of Your Own Head

I think the hardest part of the school year is that we have to dedicate so much time working on urgent matters that we end up neglecting some of what’s important. Think about it: When all the athletes are on campus and teams are in the middle of their competitive season, what are you doing day after day? We write all sorts of slogans and hashtags about it. Embrace the Grind. Enjoy the Suck. Rise and Grind. All of those slogans are a necessary part of our jobs. After all, in order to force bodies to adapt to the stress of training, we have to be consistent. And to win the battle of the mind, we need to be able to convince people that the process will be at a slow but constant pace. There is, however, a catch to all of this.

In order to ensure that our athletes make that slow and constant progress, we, as coaches, have to be consistently there as well. We have to be there to teach, to inspire, and to make the necessary subtle changes to the program. As important as being present is, it also costs us.

One of the things it costs us is the chance to spend time working on our program. Right? In order to really advance our program, we have to run into problems. When we have a list of questions that we’re stuck on, here is what happens first: We come up with a creative work-around. Sure, it might not be perfect, but whatever the work-around is, it allows us to keep moving forward. But for us to really come up with an answer, we need to get out of our own heads and ask someone else what they would do.

Spending time with another coach, a different athlete, or even in a new gym is one of the greatest ways I know to really grow as a professional, says @CarmenPata. Share on X

Getting a chance to get out and have those face-to-face conversations with our peers is the ultimate gift of those precious weeks of summer. Spending time in the presence of another coach, different athletes, or even a new gym is one of the greatest ways I know to really grow as a professional. Looking at what others do, asking why they do it, and talking about how you could integrate those concepts into your own program is a valuable way to spend your time. You never know where one idea or conversation is going to take you, but you have to start with the first one. Therefore, when you get done reading this, make a list of people you can reach out to and then pick up the phone and see when they have time to talk.

Keep Learning

It feels like there are a lot of conversations that revolve around what the compensation should be for strength coaches. There is a ladder that starts somewhere around $30,000 and tops out around $725,000. Isn’t it wonderful that here in America we all have the opportunity to get on that ladder and climb as high as we want, all while getting paid for doing what we love to do? I know that many people—including myself—are not nearly as high on the ladder as we want to be, so here is a good thing to remember: We get paid for the value we bring to the marketplace.

It’s not about the time that we spend doing our jobs, but the value we bring while we do it. So, the question we need to ask is: Why does one person get paid $30,000 and someone else makes 10x that, bringing home $300,000? Are they working 10x the hours? Do they know 10x the information? Does one strength program produce 10x more results? Of course not.

If both programs get close to the same results and work about the same schedule, with about the same information, what is causing this large of a disparity in the coach’s pay? Well, like it or not, one person is bringing 10x more value to the athletics program. Now, don’t ask me what they do that is so different that they earn so much more, but it has to be something important, otherwise they wouldn’t be getting paid what they are.

What are the skills holding you back? Maybe you need to learn how to use Excel better. Maybe you need to learn how to do some fundraising. Maybe you need to learn how to be a better public speaker. Maybe even you need to be a better writer. Well then, there is no better time than the summer to work on all of these personal development skills.

Remember, we get paid for the value we bring to the market, says @CarmenPata. Share on X

The challenge, of course, is that it’s summertime. Our work schedules are lighter. The days are warm and pleasant. There are all sorts of things fighting for our attention. There are so many distractions that it is hard to have the discipline to spend time developing these skills when so many other people are spending the summer playing around.

Remember, we get paid for the value we bring to the market. Unless you change, things will keep going the way they always have. Living in northern Wisconsin, I’ve learned how to deal with all the seasons and get the most from them. Even though the weather is saying that it’s summer outside, professionally, it’s a little more like winter to me. With the lull in your work responsibilities, there is no better time to spend time learning and developing your marketable skills.

Putting It All Together

I began this article with an obvious statement: I love summer. That love of the summer months is something that we can all share. The comfortable weather and the seemingly endless options for entertainment somehow makes up for the short and cold days of winter.

Everything that I wrote works like a game plan for summer. This game plan lays out some ideas on what to do for your athletes to make sure they are set up for success. Know what the athletes are doing for their summer jobs, when they are lifting, and how they are managing the accumulated stress and heat of summer days. We need to remember that their summer training schedule cannot be the same as what they do during the school year.

The things I’ve learned and the people I’ve met through the downtime of summer have had the greatest impact on my personal and professional development, says @CarmenPata. Share on X

But summer is not all about the athletes and what they need. Summer is also about you as a coach. Getting away for a while, unplugging yourself from the grind of the school year, and spending some time with some much-needed self-care is one of the most important things you can do as a professional. Learning a new skill or making another contact is one of the best ways I’ve learned to grow as a person. As I’m closing in on two decades of full-time coaching experience, it has been the things I’ve learned and the people I’ve met through the downtime of summer that have had the greatest impact on my personal and professional development.

Let me close this piece by telling you something we tell our athletes: You are the one constant in your own life. Spend more time working on yourself than working on your job—it’s the only way to guarantee that you will become the mighty variable in your life. Being the mighty variable means that things would have gone very poorly if you had not been there to bring your talents to the situation. Keeping that in mind, help your athletes become better by making yourself better this summer.

Since you’re here…
…we have a small favor to ask. More people are reading SimpliFaster than ever, and each week we bring you compelling content from coaches, sport scientists, and physiotherapists who are devoted to building better athletes. Please take a moment to share the articles on social media, engage the authors with questions and comments below, and link to articles when appropriate if you have a blog or participate on forums of related topics. — SF

If, like me, you’re obsessed with the pursuit of speed, during your hours of internet trawling and book reading you will undoubtedly come across the term “PAP” (post-activation potentiation). You’ve likely already seen people using it, and even put the concept into action many times yourself. Sled sprints? Box jumps during a weight session? Both apply PAP.

Though you may be familiar with the effects of PAP from a traditional contrast-based training method, through the use of blood flow restriction (BFR) or occlusion training, I believe the same, if not better, results can be achieved.

Occlusion-induced potentiation has a greater potential for motor unit recruitment and enhancement of type IIx muscle, says @StewGodiva. Share on X

I call this area of potentiation, occlusion-induced potentiation (OiP). I believe this method has a greater potential for motor unit recruitment and enhancement of type IIx muscle, and due to its ease of use and tolerability, it can be repeated on a more frequent basis than traditional PAP methods. And, as we all know, speed needs to be rehearsed as often as possible in order to improve!

What Is Post-Activation Potentiation?

PAP is a phenomenon where a maximal or near-maximal activity increases the performance of a subsequent activity. We expect the performance of the subsequent activity to be greater than if it were performed without the PAP stimulus.

PAP simply refers to an acute (short-term) excitation of the neuromuscular system following some form of exercise, traditionally in the form of a maximal resisted movement. This acute excitation has been shown to improve subsequent explosive performances, such as the countermovement jump, and even more importantly, sprint speed. This heightened excitation is achieved through increased neural output and motor unit recruitment.

PAP simply refers to an acute (short-term) excitation of the neuromuscular system following some form of exercise, traditionally in the form of a maximal resisted movement, says @StewGodiva. Share on X

The implementation of PAP brought me to my current thought pattern about OiP. As we know, PAP is well established as being a crucial element to any athletic development and training program, either in the gym with squatting followed by something like a box jump or sessions on the track pulling a sled followed by a free sprint.

The action of the potentiating exercise is to recruit the motor units for the exercise that follows. Usually, this is achieved by using a heavier stimulus to engage the bigger fast twitch muscle fibers that require a little more effort to switch on. And, by utilizing the Fitness Fatigue model, we have a window of opportunity to elicit a greater performance (or training load).

In fact, there are two primary outcomes to using variants of PAP. The traditional, well-known one is generally used for “muscle unit activation,” and I believe this is, of course, a crucial element that OiP also brings. The second is what sprint coaches, including Jonas Dodoo, refer to as “cognitive adaptation”—this is the learning element of the potentiation. We know that a potentiation exercise usually starts with a restricted exercise performed at a slower speed. This enables the athlete to be in a position longer, and therefore helps them “learn” the position and cognitive feeling. From there, they’ll be able to replicate it.

I postulate that this element of potentiation is further enhanced with the follow-up exercise. Apart from having a greater initial number of active motor units, the body has now learned to utilize them at this new given output level. The follow-up exercise reinforces that pattern neurally, not just by performing the initial exercise at a “learning” pace.

As I will discuss later, by using OiP, the occlusion element can be performed with less intensity, allowing the athlete to focus on technique without compromise.

French Contrast – One ‘Recent’ Evolution of PAP

The French Contrast method takes advantage of high motor unit recruitment using heavy weight, then uses plyometrics to stimulate the nervous system, next applies light weight at high speeds, and follows up with an overspeed movement. French Contrast has recently been implemented across the world of athletic development in some shape or another, and I’m sure there are those among us who have been doing a derivative of it for much longer. Science catches up to the coaches, eventually.

If you haven’t heard of French Contrast style training, here is a quick template:

1. Compound strength movement: Squat/deadlift
2. High-force plyometric or speed movement: Box jumps
3. Speed-strength movement: Hang clean
4. High-speed plyometric or speed movement: Sprint/assisted jumps

In short, French Contrast is two “waves” of potentiation-based training, all within one set.

This form of potentiation brings the element of an assisted exercise into the training mix. If you follow coaches such as Cal Dietz, you will not only be aware of the triphasic method of training, but also the use of assisted band jumps or even drop weight jumps. These are training elements designed to overload from a contraction speed and power perspective, allowing a faster contraction through the required range of motion. (Keep that in mind as we move forward.)

One problem with these contrast potentiation routines is fatigue. If it takes an extra few days to recover, we’re likely staying stagnant rather than moving forward, says @StewGodiva. Share on X

One problem with these potentiation routines is fatigue. In this case, we now refer to the chronic fatigue built up by the sessions either within the micro or macro training phases. The reason why these sessions work is because they really make the body have to adapt to a greater and increasing load. But, as we all know, in the world of speed, fatigue is the enemy. If it takes an extra few days to recover, we’re likely staying stagnant rather than moving forward.

I’ll say it again: Speed needs to be rehearsed as often as possible in order to improve!

Key takeaways:

1. Potentiation is the increased activation of motor units and neural output.
2. Advances in potentiation such as French Contrast have normalized assisted movements to improve contract rates within the session.
3. PAP is tiring.

How Does Blood Flow Restriction Fit In?

In the world of strength and conditioning, and even in sports rehab, there has been an ever-increasing use of blood flow restriction in order to assist muscular development and rehabilitation, which is very, very interesting!

Blood flow restriction training is low-intensity resistance training performed using a loose tourniquet-style wrap around the top of the working limb, allowing arterial blood supply but occluding venous return. This reduces the amount and speed at which blood returns to the heart and restricts muscle by-products from escaping during rest periods, thus increasing metabolic and mechanical stress. As a result, fast twitch muscles are activated earlier than they would be under normal conditions.

Exercise-induced mechanical tension and metabolic stress are the proponents to a number of mechanisms for the induction of muscle growth, including increased fast-twitch fiber recruitment, muscle damage, systemic and localized hormone production, and the production of reactive oxygen species and its variants (including nitric oxide and heat shock proteins).

To elicit muscle growth, you need to add more protein to your muscles than you break down. And this is where BFR use really gets its glory, says @StewGodiva. Share on X

To elicit muscle growth, you need to add more protein to your muscles than you break down. And this is where BFR use really gets its glory.

Metabolic Stress

Type II muscle fibers (the good ones for speed) use Cori Cycle for energy. Lactic acid (Cori Cycle) is the key metabolite responsible for a host of anabolic signaling pathways, activating positive anabolic signaling pathways like mTORC1, and inhibiting the negative muscle anabolic pathways, such as myostatin. Lactate also raises systemic growth hormone, providing additional superstructure to tendons, ligaments, bone, and muscle.

In layman’s terms: The buildup of waste products from energy production results in enhanced muscle growth and hormonal benefits, including elevated growth hormone levels. See 1 and 2 below for why this is important.

1. Growth Hormone Increase: As a huge direct benefit from the increased lactate, the pituitary gland upregulates the formation of endogenous growth hormone (GH). In fact, the data has demonstrated that following BFR, GH has increased up to 300% from baseline and 170% higher than traditional resistance training. Growth hormone is associated with bone, muscle, and other tissue growth and repair; increased fat mobilization and metabolism; blood sugar control; muscle protein synthesis; and immune function, among other positive benefits.

In layman’s terms: Growth hormone levels go up, which helps make you stronger, leaner, and healthier.

2. Myogenic Stem Cells: IGF-1 induces hyperplasia through the fusion of satellite cells to muscle fibers, which is thought to play a role in the donation of additional myonuclei to a muscle cell. This is accompanied by substantial muscle contractile protein synthesis, increasing muscle size and strength.

In layman’s terms: The ultimate muscle party — not only are muscle cells growing, but new muscle cells are being added. And if the training is correct, these new muscle cells will be the holy grail of IIx fast twitch.

There is an increase of type IIx muscle fiber with the use of blood flow restriction training, says @StewGodiva. Share on X

Yep, that’s right, you read it correctly: There is an increase of type IIx muscle fiber with the use of BFR training. And, of interest to those among us who find that very exciting information, the two studies below should certainly grab your attention.

• Low-Intensity Sprint Training With Blood Flow Restriction Improves 100-m Dash
• Eight days KAATSU-resistance training improved sprint but not jump performance in collegiate male track and field athletes

Process

1. Slow twitch muscle fibers are activated soon after occlusion begins.
2. When venous blood flow is modified, oxygen (which slow twitch muscles need to function) runs short in the early stages of occlusion. This condition created by occlusion is equivalent to exercise with a heavy load.
3. Fast twitch muscle fibers start to activate under this condition, even if there is not a heavy load being used.
4. This leads to a simultaneous stress on both the slow twitch and fast twitch muscles, because the slow twitch muscles do not receive sufficient oxygen.
5. When all the multiple working muscles are fatigued in early stages, lactic acid is produced in a large volume.
6. Lactic acid stimulates receptors in the muscles that results in signals sent to the pituitary gland, subsequently resulting in the secretion of a significant amount of growth hormone that peaks approximately 15 minutes after occlusion is completed. And thus begins the “potentiation window.”

Occlusion-Induced Potentiation (OiP) – A Look to the Future

I’ve been doing personal research and experimentation on using BFR as a PAP precursor to sprints (flys or even overspeed/assisted sprinting) in order to increase motor unit recruitment prior to the main element of firing the twitch for speed development. And this is where I’ve introduced OiP (occlusion-induced potentiation) into my program.

Looking back at the Section 1 review, the main issue with contrast training methods is fatigue. The two studies referenced above highlight a huge benefit of occlusion (BFR) training, in that fatigue is extremely low, and yet the results show an increase in motor unit activation and type IIx muscle fiber recruitment. This could then replace the “heavy” resistance exercise we have historically used to start the potentiation cascade within our athletic training sessions (or, at the very least, enhance it).

A simple format is performing “strides,” 4-6 runs (70%) to activate and then move on to your next element of the PAP training cycle. Or, you can perform your skills/drills warm-up while occluded.

This can be further enhanced by implementing the concept into the French Contrast Method, eliminating the need for a heavy gym environment. In this case, by using BFR, a much lower weight of 20-30% can be utilized (this can very easily be the weight of a partner on your back or a sand bag).

Usage within a track speed session would be an amendment of example 1 highlighted above, simply replacing the resisted method with BFR runs.

If we follow this on from the discussion of French Contrast and the development of assisted jumps as part of the complex, we can possibly move further forward with the OiP process and introduce an assisted speed method, using tools such as downhill running or the 1080 Sprint.

What I have been able to identify from personally training and utilizing this method with my athletes is repeatability and increased activation. I have yet to completely remove traditional PAP methods with all my athletes, but I have already seen similarities with comparable sessions such as fly sprints.

After a grace period of around 10 days where the athletes are adapting (around four sessions using OiP), the benefits commence during the following sessions, where athletes perform the OiP runs followed by timed sprints through gates. Within a couple of runs, they hit the same times as those using a traditional method; however, they have been able to run at least one extra rep within that same achieved time. This, of course, means they are running at a potentiated and neurally enhanced speed more often, which is the key to speed development.

Athletes performing OiP runs followed by timed sprints through gates are running at a potentiated and neurally enhanced speed more often, which is the key to speed development, says @StewGodiva. Share on X

We have also introduced this into a bespoke session that includes OiP by being occluded while striding uphill for a few runs, followed by a series of free assisted/overspeed runs down a low gradient hill. The benefit of this session is in the nature of perceived or actual effort required to get the stimulus. Seventy-percent runs occluded, followed by downhill running, require very little perceived effort. (I instruct athletes to simply let gravity do the work.)

I have timed the downhill elements through gates on occasion, and they are performed at a greater speed than flat sprints from a time perspective and also a slight increase in stride rate.

I look forward to seeing the long-term benefits that can be achieved with this method of training with my athletes—and, of course, also seeing how others use this method.

Since you’re here…
…we have a small favor to ask. More people are reading SimpliFaster than ever, and each week we bring you compelling content from coaches, sport scientists, and physiotherapists who are devoted to building better athletes. Please take a moment to share the articles on social media, engage the authors with questions and comments below, and link to articles when appropriate if you have a blog or participate on forums of related topics. — SF

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Cook SB, Brown KA, Deruisseau K, et al. “Skeletal muscle adaptations following blood flow-restricted training during 30 days of muscular unloading.” Journal of Applied Physiology. 2010; 109(2): 341-349.

Decking UKM, Schlieper G, Kroll K, Schrader J. “Hypoxia-Induced Inhibition of Adenosine Kinase Potentiates Cardiac Adenosine Release.” Circulation Research. 1997; 81: 154-164.

Fry CS, Glynn EL, Drummond MJ, et al. “Blood flow restriction exercise stimulates mTORC1 signaling and muscle protein synthesis in older men.” Journal of Applied Physiology. 2010; 108(5): 1199-1209.

Impellizzeri FM, Bizzini M, Rampinini E, et al. “Reliability of isokinetic strength imbalance ratios measured using the Cybex NORM dynamometer.” Clinical Physiology and Functional Imaging. 2008; 28(2): 113-119.

Jan MH, Lin CH, Lin YF, et al. “Effects of weight-bearing versus nonweight-bearing exercise on function, walking speed, and position sense in participants with knee osteoarthritis: a randomized controlled trial. Archives of Physical Medicine and Rehabilitation. 2009; 90(6): 897-904.

Jung KJ, Kimm H, Yun JE, et al. “Thigh circumference and diabetes: obesity as a potential effect modifier.” Journal of Epidemiology. 2013; 23(5): 329-336.

Kim E, Gregg LD, Kim L, et al. “Hormone responses to an acute bout of low intensity blood flow restricted resistance exercise in college-aged females.” Journal of Sports Science & Medicine. 2014; 13(1): 91-96.

Kim LJ. “Changes of compound muscle action potential after low-intensity exercise with transient restriction of blood flow: a randomized, placebo-controlled trial.” Journal of Physical Therapy Science. 2009; 21(4): 361-366.

Kisner C, Colby LA. Therapeutic Exercise: Foundation and Techniques, 5th ed. Philadelphia: F.A. Davis, 2007.

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Old habits die hard, and perhaps we can say the same about antiquated perceptions regarding the physical training of soccer athletes. Clinging to old beliefs is understandable because change is hard. Change can be even harder if the beliefs brought about some measure of success in the past. After all, if it doesn’t appear broken, why fix it?

There is great comfort to be found in the status quo. However, growth can only truly occur after we become uncomfortable. We must question the accepted norms. This is what drives me—tasteful disruption in the constant pursuit of better, faster, and more efficient. This drive has led me to challenge certain misconceptions that still exist around the training of a soccer athlete. As a result, I have compiled a list of seven common myths and effective strategies to improve the current philosophies.

Myth #1. Lifting Weights Will Make a Soccer Player Bulky and Slow

A great deal is still misunderstood about the role of resistance training, specifically as it relates to an athlete. For better or worse, the mere thought of weights appears to evoke strong imagery of Arnold and Franco slapping 45-pound plate after 45-pound plate onto a barbell and crushing rep after excruciating rep chasing that legendary “pump.” To the average person, weights are synonymous with mass.

As awesome and motivating as Pumping Iron is, it is not an accurate depiction of how an athlete would specifically utilize weight training to help on-field performance. Unfortunately, not being able to distinguish between bodybuilding and power training, and avoiding weights as a result, will most likely prevent a soccer athlete from optimizing performance and, even worse, increase the likelihood of a preventable injury.

Not being able to distinguish between bodybuilding and power training, and avoiding weights as a result, will most likely prevent a soccer athlete from optimizing performance. Share on X

The SAID principle states that the body will specifically adapt to the imposed demands placed upon it. Bodybuilders look to build mass by primarily training in a specific rep range and at a submaximal intensity level that optimizes a combination of time under tension, metabolic fatigue, and muscular damage to build muscular size. Muscular growth or hypertrophy results when both the number of contractile fibers, known as sarcomeres, and the non-contractile elements, such as sarcoplasmic fluid, grow simultaneously. Simply put, bodybuilders lift moderate weights in higher rep ranges consistently to solicit these types of adaptations.

Soccer players, or any movement-based athletes for that matter, would use resistance training to enhance power and speed qualities. These types of adaptations are just as much neurological as they are muscular. Power and speed are best developed through high-intensity lifts with very low rep ranges. Power and speed both require full recovery between sets to preserve the intricate intermuscular and intramuscular coordination required to achieve the desired neurological adaptation. Athletes actively try to avoid time under tension, metabolic fatigue, and excess muscular damage when training with weights because they stunt explosiveness. Couple this type of training with the typical volume of running, jumping, and cutting done while training for and competing at soccer, and it would be nearly impossible to gain any appreciable excess bulk.

As an example to highlight the differences mentioned above, if a bodybuilder were to do a traditional back squat, their typical set, rep, and intensity scheme might look something like 4-5 sets of 8-12 reps at roughly 60% of their one rep max. A bodybuilder might even employ other strategies to further increase time under tension, metabolic fatigue, and muscular damage, such as assisted negatives and partial reps. Conversely, for an athlete to optimize speed and power utilizing the same back squat as the exercise, the athlete may train 5-6 sets of 2-3 reps at 80% of their one rep max. In this scenario, the total volume is much lower than that of the bodybuilder and the intensity is significantly higher.

A well-coached athlete should also be aware that fatigue is the enemy of speed, so instead of grinding through forced reps, they should immediately terminate a set once bar speed drops. To further enhance the neurological effect, a soccer player may combine their sets with an explosive med ball throw, jump, or sprint. As with many things, it’s not what is done but how it is done and the intent behind it. In the above example, the same exercise was utilized in dramatically different ways and, as a result, would yield completely different adaptations.

Myth #2. Slow Soccer Players Need More Fitness

It’s easy to draw this conclusion when an athlete is consistently a step too slow and everything they do appears to be labored. Struggling to keep up is often viewed as symptomatic of being out of shape. However, the illusion of being out of shape often conceals the reality, which is lack of speed. Trying to fix a lack of speed with increased fitness only exacerbates the true issue. Fitness typically devolves into low-quality, low-skilled, high-quantity bouts of training when the athlete most needs high-skilled, high-intensity speed work with near complete recovery. Trying to “out fitness” being slow will frequently just leave the athlete tired and slower than when they started.

Struggling to keep up is often viewed as symptomatic of being out of shape. But the illusion of being out of shape often conceals the reality, which is lack of speed, says @houndspeed. Share on X

Charlie Francis championed the notion of “speed reserve.” The concept is relatively straightforward. If you can increase an athlete’s maximal linear sprint capabilities, all submaximal sprint capabilities improve as well. Since most sports are played at submaximal speeds, the ease at which they can run at slower velocities and repeat runs at the same slower velocities increases.

For instance, if you have two athletes, one of whom runs a 4.5 40-yard dash and the other a 5.0 40-yard dash, it is comparatively much easier for the 4.5 athlete to run a 5.4 as it’s an 80% effort, whereas the slower 5.0 athlete must exert 92% of a maximal effort to run the same 5.4 40-yard dash. The faster athlete would appear to be significantly more fit.

Instead of increasing the fitness demands on the athlete with unnecessary mileage and endless shuttles, a structured approach to enhance starting strength, acceleration, and max velocity simultaneously would be a better option. It may seem like a lot, but a solid 15-20 minutes of high-quality speed skill work that could also double as a great dynamic warm-up prior to soccer training to maximize skill acquisition 2-3 times a week would go a long way. If the average athlete competes on the weekend and trains with their team 2-3 times a week, a potential training schedule could look something like this:

Monday – Acceleration Theme

• Wall sprint, 3 sets of 5 steps (posture, shin angle, drive!)
• Resisted accelerations, 3 x 20 yds (band, sled, partner)
• “Get up” accelerations, 3 x 20 yds
• Broad jump + med ball throw, 2 x 3
• Low hurdle pogo hops, 2 x 10 hurdles (ssc, ground contact)

Wednesday – Max Velocity Theme

• Ankle dribbles, 2 x 15 yds
• Captain’s pose (5 bounce + boom), 2 x 15 yds
• Boom-boom-booms, 2 x15 yds
• Alternating thigh drives, 2 x 15 yds
• 10-yd run-up + 15 wicket run x 3
• 20-yd run-up + float 10 yds + hit 10 yds + float 10 yds

Myth #3. Soccer Players Shouldn’t Squat to Full Depth to Protect Their Knees

The typical argument for those who exclusively use partial ROM squats is twofold. First, full squats aren’t necessary because they lack the specificity regarding joint angles experienced while playing. Second, because of the amount of impact a soccer player endures while training and playing, it is wise to prevent putting the knees under more stress by avoiding squatting to full depth.

However, limiting an athlete from utilizing a full range of motion in any joint is not advisable, and you are only as strong as your weakest link. From an injury prevention standpoint, avoiding specific ranges of motion altogether in turn makes the neglected ROMs weak. In a sport such as soccer, with unlimited degrees of freedom, having the athlete train and compete under the belief that they are unlikely to encounter these neglected ROMs is a dangerous gamble.

Many studies have been done comparing partial squats and full squats. Admittedly, many of them were relatively inconclusive as to the distinct superiority of one over the other in terms of performance. What does appear to be evident, however, is that not using certain ROMs results in loss of strength at those specific ranges of motion. In other words, use it or lose it.

I have always contended there is no ability like availability, so given the choice, I want my athletes to be strong through the entire range of motion to enhance resiliency everywhere as much as possible. Ironically, in the effort to preserve knees with partial ROM squats, it is the limited range of motion that puts the knees under the most stress. In Mark Rippetoe’s book, Starting Strength, he suggests that anterior and posterior forces are unbalanced in a partial squat, exposing the patella to higher shearing forces. However, in a full squat, forces are balanced because of the tension the hamstring provides at the bottom of the squat.

Ironically, in the effort to preserve knees with partial ROM squats, it is the limited range of motion that puts the knees under the most stress, says @houndspeed. Share on X

Although I favor full squats because I believe it is good to be as strong as possible at as many positions as possible, I do find a lot of value in a partial squat from a performance perspective because of the joint angle specificity. An optimal squat program probably would include both variations. The ratio of full to partial should be individualized based on the proficiency of the athlete, as I would strongly suggest primarily squatting to full depth until at least a 1.5x bodyweight squat is achieved. As the athlete becomes more advanced and achieves prerequisite levels of general strength with a full squat, the freedom to incorporate more joint-angle-specific partials would grow. For instance, a novice lifter should exclusively squat through a full range of motion, while an athlete with more training experience may incorporate one joint-angle-specific partial squatting session for every three full ROM sessions.

Myth #4. Since Soccer Players Run and Spend So Much Time Exclusively on Just One Leg, They Don’t Need to Develop Strength on Two Legs

Although it may be true that most ball court athletes spend most of their time on just one leg, it is wrong to assume that they only need to develop strength on just one leg. The forces generated by unilateral efforts are far lower than those of bilateral efforts and, as a result, also generate far less stress systemically. On the surface, it may sound like a good thing to minimize stress in training, but soccer athletes must be prepared for maximal sprints and changes of direction, which impose the largest possible stresses on them. Avoiding large multi-joint bilateral movements like heavy squats and deadlifts will only limit the soccer athlete’s ability to both generate and manage the propulsive forces experienced while playing.

Avoiding large multi-joint bilateral movements like heavy squats and deadlifts only limits the soccer athlete’s ability to generate and manage the propulsive forces experienced while playing. Share on X

Although there is value in the added proprioception and enhanced stability that single leg efforts require, they just cannot be loaded heavy enough to generate the necessary forces and provide the intended neural response. Carl Valle simply states, “stability is reducing unwanted motion, not providing the motion the athlete needs.” With that said, a well-balanced approach to developing athleticism in a soccer player would showcase bilateral efforts such as squats and deadlifts and be supplemented by more stabilizing single leg efforts such as the rear foot elevated split squats (RFESS), step-ups, and multidirectional lunges.

Prioritizing skill- and labor-intensive efforts such as sprints, plyos, squats, and deadlifts and integrating them appropriately around the athlete’s sport-specific training and competition schedule is best for optimizing performance. Once the foundation of sport-specific training, competitions, and high CNS development is established, we can then start adding lower CNS efforts to supplement or provide the necessary change of pace to avoid plateauing. For instance, if an athlete competes on the weekend, the week could look something like this:

Tuesday

• Maximal sprints (95%+)/plyos
• Hex bar DL 2x2x90%
• Weighted chin-up 3×5

Thursday

• Speed skill work (skips, wickets)
• Rear foot elevated split squat 75%x3x3
• Military press 3×5
• Med ball throws

Myth #5. Soccer Players Just Need Cones, Speed Ladders, and Mini Hurdles to Best Develop Athleticism

This misguided belief perhaps best exemplifies clichéd soccer training. It is unclear as to the origin of this belief, but I have always theorized that this is how a soccer coach would best go about trying to improve footwork and agility. After all, agility is perhaps the most prominent physical attribute of a successful soccer player, so the intent to develop it is correct, but the means by which it is developed could be more effective. Exclusively leaning on footwork and choreographed change of direction drills without building strength and power with varied, complex loads will limit the athlete’s performance and leave them more susceptible to injury.

To use a car as an analogy, the fancy footwork and ladder drills are like putting rims, a spoiler, and ground effects on a 4-cylinder, while adding strength and power turns that same 4-cylinder engine into a V6 or V8. Building a bigger engine addresses the underlying mechanism to all athleticism.

To specifically improve agility, high levels of eccentric strength and lightning-quick ground contacts must be developed. Eccentric strength allows the soccer player to rapidly decelerate and efficient ground contacts allow them to quickly redirect their trajectory. Conventional barbell exercises like squats and Romanian deadlifts emphasizing a slow stretch phase coupled with plyometrics in various directions are the best way to enhance athleticism and build tremendous capacity to change direction.

Simple examples of this type of training would be:

• Superset x4 front squat (5:0:0) 80% x3, hurdle hops x5
• Circuit x3 RDL (3:2:0) 75% x5, snap downs x5, underhand med ball throw (vertical) x5, pogo jump x10

Myth #6. Training on Unstable Surfaces Is the Best Way to Develop Stability When Playing

The use of instability to build core strength runs into the same load versus stability issue that exclusively training on one leg does. Constantly fighting to stabilize on a BOSU Ball or dangling kettlebells from jump stretch bands at the expense of larger compound movements such as traditional squats, deadlifts, speedwork, and plyometrics limits the soccer athlete’s exposure to the forces and stressors typically seen on the field.

The core is often viewed incorrectly as synonymous with only abdominal musculature. The abs are merely a part of the athlete’s core region, which includes the entirety of the musculature around the pelvic girdle. The glutes, hamstrings, spinal erectors (low back), adductors (groin), and psoas (hips) also are synergistically responsible for stabilizing the athlete. Unfortunately, as a result of this common misconception, much of the core musculature often goes neglected.

Another common misbelief is that the core is best stimulated by low-intensity, high-volume training. Due to the lack of intensity, most instability training would be categorized this way. However, the core is best developed through high-intensity, low-volume efforts, which are commonly seen in traditional maximal force and power development. Tremendous core stability is a frequently overlooked by-product of becoming strong and powerful with compound movements. You will have a brutally strong core if you are squatting 2.5x body weight and pulling 3x body weight!

Tremendous core stability is a frequently overlooked by-product of becoming strong and powerful with compound movements, says @houndspeed. Share on X

Thoughtful ways to enhance bracing and postural muscles while still working the powerful hip musculature would be changing a traditional back squat to a front squat, overhead squat, or Zercher squat, or even integrating cambered bars to alter the center of mass, etc. These alternatives would be far more potent at both forcing functional bracing and stability and imposing the necessary forces a soccer player must deal with than low-intensity, high-volume instability training.

Myth #7. Since Soccer Players Rarely Hit Top Speed, They Only Need to Train Acceleration Work

Although it is true that soccer players rarely hit max velocity because the nature of the game dictates constant changing of direction—which is more commonly associated with accelerating, decelerating, and agility—it is still important to develop top end speed. Developing top end speed provides context for acceleration work. Monitoring and actively trying to improve an athlete’s max velocity with a simple fly 10 will enhance that athlete’s acceleration phase as well. For the athlete to achieve higher and higher maximum velocities, they must become more efficient in their buildup to maximum velocity. Top speed and acceleration work very much in tandem with one another.

Developing both acceleration phase and top end speed simultaneously builds an athlete’s alactic capacity. This concept is critical and often overlooked in ball court athletes. As an athlete’s alactic capacity grows, they will be able to handle a greater volume of short-duration, high-intensity sprints (6-7 seconds max effort) and delay the onset of the effects of lactic acid. Increasing maximal linear speed allows the athlete to expend less energy during both maximal sprints and submaximal runs, giving the perception of greater fitness.

Although soccer players rarely hit max velocity because the nature of the games dictates constant changing of direction, it is still important to develop top end speed, says @houndspeed. Share on X

Top end speed development also makes a soccer player’s hamstrings more resilient to injury. At an athlete’s absolute maximum speed, their hamstrings are exposed to peak forces and stress in the most specific manner possible. Being able to properly control this narrative in a fully rested training scenario prior to competition is important to make sure the hamstring is properly conditioned. Continually playing at sub max speeds in training does not prepare a soccer athlete for the maximum speeds experienced during a game. Avoiding pure speed work of 95%+ intensities may provide comfort in limiting the likelihood of injury in training, but only heightens the susceptibility for injury during competition.

Appropriately integrating small doses of top end speed work when a soccer athlete is fully rested goes a long way. Priming proper upright mechanics with fly in wicket runs over 10-30 yards with various run-up distances is a simple way to ensure proper frontside mechanics. It also provides immediate feedback to the athlete as to the feel of the appropriate rhythm of ground contacts at top speed. Float hit float runs are also great to teach an athlete to relax at top speed, allowing them to truly explore what max speed should feel like. Monitoring the development of max velocity with a simple fly 10 will allow for objective feedback to ensure continual progress and, in turn, benefit the athlete’s acceleration phase as well.

Let’s Bust the Myths So We Can Build Athletes

Continuous reevaluation of current paradigms will always be necessary to drive further growth in the physical preparation of the soccer athlete. Pursuit of that which is simplest and most efficient will always lead to asking the appropriate questions that will ultimately optimize a soccer player’s performance. Unless we spend time educating the coaches, parents, and the athletes themselves, we will fight the same battles every year without creating the necessary programs to truly advance the sport.

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