Techniques February 2015 by Renaissance Publishing

contents

Volume 8 Number 3 / February 2015

in every issue

4 A Letter from the President 5 USTFCCCA Presidents 56 Updates from the NCAA Eligibility Center

FEATURES 6 Power

Strength Training and the Horizontal Jumps

By John M. Cissik

The Dilemma

Eating Disorders in the Male Runner

By Larry Hannon

20 A Team Concept

The Benefits of Coaching High school Track and Field as a Team Sport

By Kent Viesselman

30 Post-Activation Potentiation

Its Uses in Collegiate Throws Training

By Daniel Corriher

12 AWARDS 47 48 50 52 54

USTFCCCA National Cross Country Coaches & Athletes of the Year Division I: USTFCCCA Regional Cross Country Coaches & Athletes of the Year Division II: USTFCCCA Regional Cross Country Coaches & Athletes of the Year Division III: USTFCCCA Regional Cross Country Coaches & Athletes of the Year 2014 High School Track & Field and Cross Country Coaches of the Year

COVER

Photograph courtesy of Kirby Lee

FEBRUARY 2015 techniques

A LETTER FROM THE PRESIDENT

ith the 2015 Indoor season well underway, I’m going to take this opportunity to both look back and look forward. The 2014 USTFCCCA convention in Phoenix was another record breaker. Attendance grew for the ninth consecutive year, topping out at over 1,500 people. The fact that so many member coaches choose to make attending the convention a priority speaks to the importance and value of the annual gathering. The technical symposium sessions were played out in front of full or nearly full rooms every day and once again featured some of the top coaches in the business providing valuable technical and philosophical information in virtually every event area. The social events were also a huge hit once again, highlighted by the induction of six outstanding coaches into the USTFCCCA Coaches Hall of Fame and the naming of the 2014 Bowerman Award winners. Thanks once again to our longtime supporter Mondo for hosting a memorable dinner party for the attendees. The convention was not all symposiums and social events however. Our association also elected a new slate of officers to lead this organization over the next couple of years. Adams State University Director of Track & Field / Cross Country Damon Martin assumes the role of USTFCCCA President in August of this year. Additionally, Larry Cole of Rose-Hulman was elected to a second term as your treasurer and Sandy Ford-Centonze of Dartmouth College was elected secretary. I would like to personally thank these individuals for committing to these very important jobs and I look forward to working with them. As we are all aware, some significant changes to the landscape of collegiate athletics are on the horizon and in fact, some of these changes are already here. Jeff Schemmel of College Sports Solutions, whom the USTFCCCA hired in early 2014 to conduct an assessment of the sports of collegiate Track & Field and Cross Country, gave a somewhat sobering and yet encouraging assessment of where we are today. In light of the changes being suggested (and some recently adopted)

by the “Autonomy” conferences of NCAA Division I, Jeff encouraged us all take a very hard look at how we’re approaching conducting our sports. He spoke extensively about “relevance.” He charged us all with thinking of concrete ways that we can demonstrate to our university presidents and athletic directors that our sports are relevant and indispensable in the grand scheme of collegiate sports. In response to this charge, and as a first step, the USTFCCCA Board of Directors formulated a resolution that was introduced to the membership at the opening session of the convention. The key points of this resolution are: • Substantial and proactive change must occur within our sports in order to preserve and maintain our relevancy on our campuses • Membership must identify key values that make cross country and track & field relevant over other sports • Develop specific steps that will elevate our sports • Work together while facing the upcoming obstacles • Establish who we are, what we do and why we matter • Create a list of talking points on the strengths and value of our sport to be utilized in conversations within our institutions, with our administrators , sponsors, community members and other stakeholders This resolution speaks to every one of us, regardless of Division or affiliation (NAIA, NJCAA & High School). This is not a Division I issue or a “big program” or “small program” issue, it’s about all of us and how we are going to not only preserve our sports, but also move them from the shadows and footnotes to the forefront and front pages. In closing, I encourage each member to embrace the changes we are facing and work together with our colleagues and leadership to create a more viable and exciting environment for our sports. Please share your thoughts and ideas with me, your regional or conference reps and or the USTFCCCA national office. Every voice is important and it could be your thought or idea that helps lead to the positive change our sports need now more than ever. Together we can achieve much, much more, it is the time to unite and move our sports forward.

Beth Alford-Sullivan President, USTFCCCA Beth is the Director of Men’s and Women’s Track & Field and Cross Country at the University of Tennessee. Beth can be reached at basullivan@tennessee.edu .

techniques FEBURARY 2015

Publisher Sam Seemes Executive Editor Mike Corn Contributing Editor Sylvia Kamp DIRECTOR OF MEDIA, BROADCASTING AND ANALYTICS Tom Lewis DIRECTOR OF COMMUNICATIONS

Kyle Terwillegar COMMUNICATIONS ASSISATANT

Dennis Young Membership Services Dave Svoboda Photographer Kirby Lee Editorial Board Tommy Badon,

Boo Schexnayder, Derek Yush,

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National Office 1100 Poydras Street, Suite 1750 New Orleans, LA 70163 Phone: 504-599-8900 Fax: 504-599-8909

Techniques (ISSN 1939-3849) is published quarterly in February, May, August, and November by the U.S. Track & Field and Cross Country Coaches Association. Copyright 2014. All rights reserved. No part of this publication may be reproduced in any manner, in whole or in part, without the permission of the publisher. techniques is not responsible for unsolicited manuscripts, photos and artwork even if accompanied by a self-addressed stamped envelope. The opinions expressed in techniques are those of the authors and do not necessarily reflect the view of the magazines’ managers or owners. Periodical Postage Paid at New Orleans La and Additional Entry Offices. POSTMASTER: Send address changes to: USTFCCCA, PO Box 55969, Metairie, LA 700555969. If you would like to advertise your business in techniques, please contact Mike Corn at (504) 599-8900 or mike@ustfccca.org.

ustfccca PRESIDENTs DIVISION I DENNIS SHAVER

NCAA Division I Track and Field Dennis Shaver is the Head Men’s and Women’s Track and Field Coach at Louisiana State University. Dennis can be reached at shaver@lsu.edu.

sean cleary

NCAA Division I Cross Country Sean Cleary is the Head Women’s Track and Field and Cross Country coach at West Virginia University. Sean can be reached at Sean.Cleary@mail.wvu.edu.

DIVISION II james reid

NCAA Division II Track and Field James Reid is the Head Track and Field Coach and Assistant Athletic Director at Angelo State University. James can be reached at james.reid@angelo.edu.

Scott Lorek

NCAA Division II Cross Country Scott Lorek is Head Men’s and Women’s Track and Field and Cross Country coach at Northwest Missouri State University. Scott can be reached at slorek@nwmissouri.edu.

DIVISION III Gary Aldrich

NCAA Division III Track and Field Gary is the Associate Head Track & Field Coach at Carnegie Melon University and can be reached at galdrich@andrew.cmu.edu

Robert Shankman

NCAA Division III Cross Country Robert is the Head Cross Country and Track & Field coach at Rhodes College and can be reached at shankman@ rhodes.edu

FEBRUARY 2015 techniques

techniques FEBURARY 2015

Power Strength Training for the Horizontal Jumps John M. Cissik

he horizontal jumps are challenging events for which to develop strength and conditioning programs. Both require strength, speed, power and technique. This article will review the aspects of the horizontal jumps a strength and conditioning program can assist, describe several considerations for the coach when designing a program and will include a sample program.

Aspects of the horizontal jumps Borrowing from the language of periodization, strength training is both a general and a special tool for the training of the horizontal jumper. It is a general tool to develop the physical foundation required for success in the events. It also is a special tool used to enhance aspects of the event and specific phases. In terms of general training, there are several things for which strength training can be used. First, by increasing the athlete’s strength it improves their ability to apply force against the ground. This is achieved by focusing on exercises such as squats, lunges and pulls requiring the athlete to exert force against the ground. Second, it can be used to help prevent those hamstring injuries common to sprinting athletes. This is accomplished by strengthening the hamstrings in the lengthened position. Third, strength training teaches athletes how to use their strength explosively through exercises such as the Olympic lifts, speed squats and plyometrics. Finally, both events involve significant ground reaction forces on the body (Hay and Miller 1985, Panoutsakopoulos 2009). Strength training programs assist with strengthening the athlete’s bones to resist these forces. This is done by focusing on those exercises involving exerting force against the ground. With regards to specific training, there are several aspects of the horizontal jumps a strength and conditioning program can enhance. First, the long jump and triple jump both require an approach run critical to performance. The greater the run up velocity the athlete can achieve and transfer to the take off the better performance will be. Depending upon the caliber of the athlete, it is not unusual to see approach run velocities of 8-10 meters/second (Hay and Miller 1985, Miller and Hay 1986, and Panoutsakopoulos and Kollias 2008). When it comes to the approach run, strength training can be used to enhance several aspects. First, it can help train the athlete to exert force against the ground. Second, it can improve the athlete’s ability to maintain their posture during the run. This is done by improving the athlete’s total body strength. Both the long jump and the triple jump involve a plant and an attempt to translate the horizontal velocity of the approach run into distance jumped (long jump) or distance hopped (triple jump). The desire is to maintain posture, minimize the loss of horizontal kirby lee photo FEBRUARY 2015 techniques

POWER velocity and exert force in the appropriate direction. In the long jump the plant and take off takes between .1 and .2 seconds ((Bridget and Linthorne, 2006, GrahamSmith and Lees 2005, Lees et al 1994). In the triple jump, the hop represents the first jump – there are two more all of which typically involve noticeable decreases in the athlete’s horizontal velocity (Hay and Miller 1985, Mendoza and Nixdorf 2011, Miller and Hay 1986). Strength training can assist the plant, take off, hop, step and jump in several ways. First it can develop the strength to assist the athlete with maintaining his or her posture during the plant, this can reduce the loss in velocity that occurs during this phase. Second, it can help the athlete propel himself or herself forward by developing strength and power. All of this can be done by focusing on one leg at a time, since the athletes are not performing these parts of the jump with both feet on the ground at the same time.

Strength and conditioning considerations When it comes to a strength and conditioning program for a horizontal jumper, the coach should keep several things in mind. These include: • It’s only a tool • Athletes need to be strong • Athletes need to be able to exert force horizontally • Athletes need to express that strength quickly • Develop one leg • Strengthen the hamstrings • Complement training Strength training is only a tool, only one of many. It’s important to keep this in

perspective. Jumpers are not powerlifters, body builders, Olympic lifters or any type of athlete that competes using strength training. Ideally strength training should be focused, brief and should not cause injury or otherwise interfere with the athlete’s performance. Jumpers need to be strong, to a point. They need to be strong enough to exert force against the ground, propel themselves forward, maintain their posture and resist ground reaction forces without becoming injured. However, this always must be done while minimizing the extra mass on the athlete and ensuring the quest for strength doesn’t cause everyone to lose perspective about why the athlete is training. Athletes need to be able to exert force in a horizontal direction for the jumps. This is important because it is something the weight room does not train very well. Squats, deadlifts and the Olympic lifts are all training the athlete to exert force in a vertical direction. This means athletes are going to have to perform movements such as plyometrics, medicine ball throws and even kettlebell swings. Strength is great, but it’s useless if the athlete does not know how to use it. This means athletes have to train themselves to be able to express strength quickly. This is where plyometrics, variations of the Olympic lifts and other explosive movements come into training. The Olympic lifts are commonly used because the athlete moves the bar at 2-4 meters per second and the explosive phase of the lift takes about the same amount of time as the plant and take off in the horizontal jumps (Akkus 2012, Haddi et al 2012, Harbili 2012).

Sprinting, planting, taking off, the hop and the step are all done off one leg. For this reason it is a good idea for a jumper to increase their one-legged strength and power. This can be done via lunges, step ups, split squats, one-legged Romanian deadlifts, split variations of the Olympic lifts and even one-legged variations of the Olympic lifts. The hamstrings should receive some focus during strength training, but this should be approached carefully. The hamstrings should be strengthened in the lengthened position, which is where a lot of sprinting-related injuries are believed to occur. This means exercises like Romanian deadlifts, good mornings, reverse hyperextensions, etc. The final consideration is a complicated one. Strength training should be integrated into an athlete’s larger training program in a way that ensures it complements, rather than conflicts, with the other aspects of his or her training. This is best done by training the same qualities on a give day. For example, training for maximal strength, acceleration and jumps all require short, all-out efforts. Doing this gives the body and nervous system the best chance to recover between workouts.

Sample program The following program is organized around training five days a week. It is outlined in table one. The first day has a short-duration, all-out effort focus. This means a short run up (usually a few steps) when practicing the event, shorter sprints that focus on acceleration primarily, plyometrics, and total body maximum strength training (i.e. heavy weights, low volume). The second day is a recovery day. This

Table 1: Sample horizontal jump program

Focus Area

Day One

Day Two

Day Three

Day Four

Day Five

Event

Jumps with short run up

N/A

Jumps with medium run up

N/A

Jumps with longer run ups

Sprints

Acceleration focus

N/A

Maximum velocity focus

N/A

Speed endurance focus

Power

Horizontal plyometrics

N/A

Horizontal plyometrics

N/A

Vertical plyometrics

Strength

Maximum strength focus

N/A

Power (Olympic lifts) focus

N/A

Hypertrophy focus

Other

N/A

Mobility Core Bodyweight exercises

N/A

Mobility Core Bodyweight exercises

N/A

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POWER is a great day to get in mobility work, core training and bodyweight exercises like calisthenics. This workout is repeated on day four. The third day of training involves longer training but still a maximum effort. The approach run for the jumps are longer on this day so that the athlete is able to build up a greater velocity. Maximum velocity sprinting is used in training. This is combined with horizontal plyometrics – this would be a great day for hurdle hops or bounds. The weight room focuses on the Olympic lifts and their variations. The final day of training involves jumps performed with the longest approach runs. The sprinting focuses on speed endurance. Strength training is high volume with short recoveries. Plyometrics have a vertical focus. See table 1. The program outlines in table one aligns training so that the same kind of qualities and energy systems are trained on a given day. Day two and day four serve as recovery days.

References Akkus, H. (2012). Kinematic analysis of the snatch lift with elite female weightlifters during the 2010 world weightlifting

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championship. Journal of Strength and Conditioning Research, 26(4): 897-905. Bridgett, L.A. and Linthorne, N.P. (2006). Changes in long jump take-off techniques with increasing run-up speed. Journal of Sports Sciences, 24(8): 889-897. Graham-Smith, P. and Lees, A. (2005). A three-dimensional kinematic analysis of the long-jump takeoff. Journal of Sports Sciences, 23(9): 891-903. Hadi, G., Akkus, H., and Harbili. (2012). Three-dimensional kinematic analysis of the snatch technique for lifting different barbell weights. Journal of Strength and Conditioning Research, 26(6), 1568-1576. Harbili, E. (2012). A gender-based kinematic and kinetic analysis of the snatch lift in elite weightlifters in 69-kg category. Journal of Sports Science and Medicine, 11, 162-169. Hay, JG and Miller Jr, JA. Techniques used in the triple jump. Int. J. Sport Lees, A., Graham-Smith, P., and Fowler, N. (1994). A biomechanical analysis of the last stride, touchdown, and takeoff characteristics of the men’s long jump. Journal of Applies Biomechanics, 10: 61-78. Mendoza, L and Nixdorf, E. Biomechanical analysis of the horizontal jumping events at the 2009 IAAF World

Championships in Athletics. New Stud. Athletics. 26(3/4): 25-60, 2011. Miladinov, O. (2006). New aspects in perfecting the long jump technique. New Studies in Athletics, 21(4): 7-25. Miller Jr, JA and Hay, JG. Kinematics of a world record and other world-class performances in the triple jump. Int. J. Sport Biomech. 2: 272-288, 1986. Panoutsakopoulos, V. Junior triple jumpers: Kinematic differences between male and female. Modern Athlete and Coach, 47(2): 7-13 2009. Panoutsakopoulos, V and Kollias, IA. Essential parameters in female triple jump technique. New Stud. Athletics. 23(4): 53-61, 2008.

Bio: John M. Cissik has been involved in strength and conditioning for more than 20 years from commercial fitness, corporate fitness, universities, the Olympic level and administration. He has written 10 books on strength and conditioning and is a past contributor to techniques.

techniques FEBURARY 2015

The Dilemma Eating Disorders in the Male Runner Larry Hannon

kirby lee photo

FEBRUARY 2015 techniques

The Dilemma

hen we hear the words eating disorder or disordered eating the semblance of a female often is the first image many of us envision. Most data reflects that around 90 percent of those with eating disorders are female. However, we must ask ourselves, what about the males dealing with eating disorders? What happens to them? How do they deal with their issues? The fact of the matter is they are often forgotten and overlooked. A tendency exists to even dismiss them, believing they could not have a disorder closely associated with females. Either case potentially places them at high risk due to lack of treatment. Though eating disorders have the power to strike virtually anyone, certain people are especially at risk. Based on their environment and their personal predispositions distance runners are particularly vulnerable. A coach, an athlete or anyone else close to the sport of running should be familiar with the characteristics of eating disorders. This is true whether the athletes are female or male. First we will explore the nature of eating disorders and then investigate the collation to males and runners. The unique challenges of recognition, prevention and treatment will also be addressed. Eating disorders come in a variety of forms. Someone with anorexia severely limits food intake. A person with bulimia takes in large quantities of food and then takes extreme measures to expel it. These are the two most high-profie eating disorders but others exist as well. For example, being overly concerned with a muscular physique is known as Adonis complex and binge eating has the binging nature of bulimia without the purging. According to nationaleatingdisorders. org website there are also additional disordered types of eating which are not officially recognized. Orthorexia is a term coined by Steven Bratman, MD. Orthorexics obsess about healthy eating. Another unrecognized term, diabulimia refers to the condition in which an individual with an eating disorder, who also has diabetes, manipulates insulin levels to manage weight. As you can see eating disorders come from many points of attack. This makes diagnosing the problem and dealing with it even more difficult. With no intent to downplay the havoc 14

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that eating disorders inflict upon females, we will look more specifically at males and their unique set of struggles. These diseases can be dangerous and even fatal for both sexes. Males make up 10 percent of the eating disordered population. However, the likelihood is that the true figure could be higher. Males are less likely to report an eating disorder and less likely to be recognized as having one. The former issue comes because the person feels the stigma of the disorder and its association with the other sex. Our culture, news, media and societal attitudes help to incite eating disorders, particularly the ones in which we strive to lose weight. This is true for men, women, boys and girls alike. We are all exposed to these powerful messages. Letâ&#x20AC;&#x2122;s consider what we read, see and hear in regards to body mass and health. It does not look at things from a neutral reference point but rather as if our neutral point were overweight and fixed in a host of other abnormalities. For example, take note of how many research studies address weight loss, fat loss, curbing appetite and so forth. Then note how many address gaining weight and promoting a hearty appetite. The former far and away outnumbers the latter. From a dietary standpoint we tend to look at things from a biased perspective. For example, many people would believe there are such things as good fats and bad fats. Saturated fats are considered evil while unsaturated fats are not. The reality outlying this is that the body works best with a certain balance of fats and some saturated fats and cholesterol are actually necessary for bodily processes such as hormone production. This is just one example but there are many. Dietary or lifestyle changes good for someone who is overweight and in poor health are not necessarily the best for someone who is already eating well and in good health. They have a different point of reference. To think of it in running terms, more running would be good exercise for the average person. For someone who is already running 50 miles per week, maybe not. For someone who is already running 100 miles per week, itâ&#x20AC;&#x2122;s rather doubtful. The nature of whether a change in anything is healthful is dependent upon the current state. Eating disorders can strike anyone and

I certainly donâ&#x20AC;&#x2122;t want to leave any small segment of the population out in the dark. However, for those of us who are runners or know runners we need to be particularly aware. Some of the same traits found in runners correlate very closely with those with eating disorders. Male runners share these traits with females and live just as much in a danger zone. With a sport such as running, there is essentially no ceiling on success. No matter how fast we run, we are always wondering how much faster we can go. A 4:30 miler will always strive for a 4:29 but once reached strive for a 4:28. The cycle will never end. In regards to body image this mentality can be dangerous. Someone who wants to become stronger or faster is in positive pursuit. On the other hand an unceasing pursuit of losing just one more pound can easily egress from positive and healthy to obsessive and destructive. To be a successful runner one usually needs to be highly motivated and driven. That pursuit of perfection that is infinitely unattainable can be a double edged sword. One of the running related catalysts for eating disorders actually lies in the attainment of success, observing results and improving. These things can be highly motivating to a runner or anyone for that matter. Some improvement sparks the desire for more. An idiosyncrasy of running that surely accompanies this is diminished returns. The product is someone who is motivated to improve yet finds it more and more difficult to do so. This is the perfect storm that can make that individual begin to search for answers and devise ways to continue the path of improvement. Those ways may or may not be healthy. Any runner can easily slip down this slope, though a very vulnerable model would be someone who was once overweight. Augmenting their sense of self enhancement is likely outside influences. In addition to watching seconds disappear on a watch and feeling healthier, words of encouragement and diminished criticisms provide an extrinsic energizer. Again, someone who finds some positive reinforcement seeks more. A larger component of the slipperiness of eating disorders lies in the gradual nature of how they attack. With some illnesses you may wake up one day feeling poorly and be acutely aware that

something is wrong. Eating disorders almost never settle so abruptly upon their victims. They progress slowly, often manifesting from what was originally a healthy, enriching set of goals.In relation to a running concept consider the athlete who takes a misstep on a cross country course and twists a knee. He or she knows distinctly where and what went wrong. On the other hand consider the runner who has deteriorated from a 17:00 5K time to a 17:08 over a period of two months. This case is less likely to provide an easy answer to where and how a blunder was made. It is more difficult to detect a problem is even developing. Significantly, it is important to keep in mind that this runner has a good possibility of not even addressing the problem correctly. For example, an overtraining situation may not be recognized and the runner may begin adding miles, doing the exact opposite of what is needed to make true corrections. Eating disorders are more like the latter situation. They creep in slowly and often provide no distinct point of commencement or recognition. Similar to an overtraining situation, the individual being afflicted is likely to misaddress the issue once it does become apparent. To kirby lee photo

compensate for feeling poorly someone with disordered eating may try to limit food intake even more. By the time an eating disorder is recognized it has often rooted itself deeply into the psyche of the individual it is inflicting itself upon. A deep psychological entrenchment is one of the key reasons that an eating disorder is so difficult to combat. As someone who has personally dealt with an eating disorder I understand just how firm of a grasp it can take and just how powerful it can become. I also truly believe someone cannot truly understand what it is like to have an eating disorder until they have actually experienced it. It would be like attempting to explain what it is like to run a middle distance race to someone else. No matter what you convey to them or how vivid your imagery may be there is something they will never quite understand until they are 700 meters into an 800 meter race. An eating disorder is the same way. Until it has fully gripped you and infiltrated into your being, you cannot fully grasp what it is like. The desire to be thin is a simple concept but it does not come close to truly conveying the psychological state of someone

with an eating disorder. An eating disorder holds the power to easily transcend all other things in life. Every waking moment and many sleeping ones are prone to being engrossed by obsessive thoughts of food, body weight and calculations of every calorie. Planning how to deal with these issues becomes a focal point in life. For example, something as simple as a holiday meal or picnic can trigger weeks of anguish and detailed internal planning. If the person with the eating disorder can manage to eat, there is compensation. A bulimic will of course purge the actual food. Others may become obsessive about exercising for long durations. Regardless, someone with an eating disorder needs to feel some route of escape from their worst fear, food. As I mentioned earlier, eating disorders share with running the trait of infinitely escaping satisfaction. Perfection cannot be attained because these things slide on scales with essentially no ceilings. Someone with an eating disorder will never reach a weight and feel satisfied. No matter how far skewed from healthy they are they will always strive to go further. In this sense, the mere existence of someone with an eating disorder is a problem in their mind. Satisfaction will FEBRUARY 2015 techniques

The Dilemma

not be reached until they have eradicated their entire physical being. They may be not much more than bone, skin and some bodily organs. However in their mind, this is too much. If left to perpetually advance with no changes in course an eating disorder has no practical end. Unless tamed, an eating disorder will unceasingly lead its victim toward literal self destruction. Diseases and illnesses carry with them unique characteristics and idiosyncrasies in the nature of their treatment. Some can be completely eradicated and done so in an on/off, white/black way. For example someone who has overcome alcoholism neatly and wholly avoids alcohol. Someone beating an eating disorder faces a very different situation. Human beings must consume food, should do so discriminately, should exercise and are required to live within a physical body. There are no ways to completely avoid some of the very things that comprise the core of an eating disorder. The fact that food consumption is an essential part of life makes overcoming and preventing the reoccurrence of an eating disorder very challenging. Unlike some diseases and disorders, someone recovering from an eating disorder is forced to continually 16

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play with fire. The disorder resides in the fire, always ready to strike its victim. Overcoming an eating disorder is a great fortune but it is not the end of a race. The individual will always carry a certain level of vulnerability and the outside pressures will never completely perish. Vigilance will always be necessary in order to prevent a relapse. First of all, one must be aware of the triggers for an eating disorder. There are vast societal triggers but many are also individual in nature. It is important to learn the details of someoneâ&#x20AC;&#x2122;s personality and what things may set them on the wrong course. Life events and structures such as losing a job, relationship failures, running performance or lack thereof, social company and approval or disapproval from others are just some of the many things that can set a mind rolling. Before an eating disorder has fully taken hold a door of retraction still may exist. This is particularly true in someone who has already been through it and thus has an understanding of what is taking place. When eating or the thought of it begins to grasp for more and more attention and inflict more and more stress, a dangerous path has been embarked

upon. Sometimes the things that create the most anxiety for the person are the very things that can be used to combat the disorder. For example, a fear of eating dessert may be tamed by eating one. The act of eating the dessert combined with the realization that nothing horrible resulted from it can curb some of that anxiety. Attacking a fear head-on is likely the foremost method of combating it. Of course the further an eating disorder is permitted to progress the more difficult that fear conquering becomes. There are various methods in curbing an oncoming eating disorder and the most appropriate depends on the nature of the individual and the environment in which he or she is in. At times a change to the environment can be powerful. Just as scary movies can provoke nightmares, violent games can influence children and partisan news can sway opinions, environmental factors hold the power to influence the onset of an eating disorder or the prevention. This can be very difficult to control or even identify. For example, someone may see pictures of slender or athletic figures in a magazine and be influenced, perhaps even subconsciously. This type of case is particularly dangerkirby lee photo

The Dilemma ous. It is possible that nobody, not even the potential victim, is aware of the psychological sway taking place. The tricky web nature of eating disorders can entangle a male with just as much force as a female. The tendency to overlook or dismiss cases of eating disorders in males places them in a perilous situation. Anybody who overcomes an eating disorder ultimately makes their own decisions and fate rests with them. However, encouragement, guidance and counsel from others can play an important role in influencing these decisions. Society is more likely to recognize and accept a female with an eating disorder. Even parents, family and others with close relationships may be slower to connect with the status in a male over a female. This is likely not due to a deliberate discrimination but instead to their own perceptions which have been influenced by society. A coach may very well be the last line of defense in combating an eating disorder in a male. Fortunately, a coach has a grasp on the correlations between a running mentality and a disordered eating one. Also, a coach often has a close view of the exercise habits of an athlete. Depending on circumstances perhaps the coach can stay abreast of eating habits as well. A coach may be one of the most respected people in an athlete’s life. Significantly, a coach is in a position to control the environment, promote values and attitudes and encourage or discourage the thoughts and actions of an athlete. The support of teammates can certainly be beneficial to an athlete with an eating disorder. Depending on relationships and position in the team structure some athletes may hold significant power to influence others. Of course, this poses a potential danger as well. An athlete that demonstrates disordered eating can encourage others to follow such a path. This is particularly true if that athlete is highly respected and, or successful. The goal however is that the benefit outweighs the cost. Athletes can encourage their teammates to eat a healthy diet, promoting recovery and providing the fuel for the challenges of practices and competition. Perhaps nothing would help more than the demonstration of such attitudes and behaviors. Identifying eating disorders in runners holds special challenges. Generally, they 18

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are thinner and leaner than the general public, especially in the American society. From the physical stature standpoint they may not be as much of an anomaly and it is easier for them to blend in with their peers. Except in severe cases identifying an eating disorder may take more than a quick look. It may take some observation of eating habits and even an understanding of thought patterns to truly grasp what is taking place. Lack of food intake is an obvious indicator but the signs are much more numerous than that. High or fluctuating food intake can also be a sign that something is amiss. Frequent trips to the bathroom, odd sizes of clothing, unexplained anxiety around eating times and incessant self weighing are some of the signs of an eating disorder. Beyond significant changes in weight there are a variety of physical consequences of an eating disorder. Anorexia can cause the following: • Abnormally slow heart rate and low blood pressure, which mean that the heart muscle is changing. The risk for heart failure rises as the heart rate and blood pressure levels sink lower and lower. • Reduction of bone density (osteoporosis), which results in dry, brittle bones. • Muscle loss and weakness. • Severe dehydration, which can result in kidney failure. • Fainting, fatigue, and overall weakness. • Dry hair and skin; hair loss is common. • Growth of a downy layer of hair called lanugo all over the body, including the face, in an effort to keep the body warm. Bulimia can cause the following: • Electrolyte imbalances that can lead to irregular heartbeats and possibly heart failure and death. Electrolyte imbalance is caused by dehydration and loss of potassium, sodium and chloride from the body as a result of purging behaviors. • Potential for gastric rupture during periods of binge eating. • Inflammation and possible rupture of the esophagus from frequent vomiting. • Tooth decay and staining from stomach acids released during frequent vomiting. • Chronic irregular bowel movements and constipation as a result of laxative abuse. • Peptic ulcers and pancreatitis. Treatment for an eating disorder is more individualistic than it is sometimes made out to be. Professional help has a

place but those with direct relationships may hold a special key in the process. The reasons for acquiring an eating disorder are varied from person to person just as the nature of their disorder and deciphering this can be a large piece of the puzzle. A coach, teammates, friends and family can influence how and if a person runs or competes but the ultimate responsibility lies with the athlete. When the moment of truth comes, nobody can run the race for you. The battle against an eating disorder is the same. Help and encouragement can come in many forms from many directions. As important as these influences are, the ultimate decision can only be made in one place. That is the heart of the competitor. To help someone with an eating disorder it is important to build trust and confidence in that individual. It is important to understand what is motivating them or discouraging them. It is important to promote positive attitudes and healthy behaviors. It is important to discourage negative behaviors without impressing guilt or shame. It is important to teach them and let them know they are valued. It is important to provide the resources and opportunities to succeed. A coach should be familiar with all of these and the last stands above all. It is crucial that the person struggling with an eating disorder feels empowered and knows success ultimately comes through their own hard work and determination.

Source www.nationaleatingdisorders.org www.nationaleatingdisorders.org/index. php www.nationaleatingdisorders.org/information-resources/men-and-boys.php www.nationaleatingdisorders.org/nedaDir/files/documents/handouts/HlthCons. pdf

Larry Hannon is a former cross country and track & field coach at the NCAA Division III level and author.

techniques FEBURARY 2015

the Team concept The Benefits of Coaching High school Track and Field as a team sport Kent Viesselman

still remember it vividly. I was at my first USTFCCCA convention in Orlando, Florida, listening to USTFCCCA CEO Sam Seemes discussing the state of Track and Field in the United States. He used words such as “crisis” and “crossroads,” and it made me nervous. Was it possible that I was missing something, or was it even worse than that? As I walked around for the remainder of the convention, I started to realize that my little world was not the norm, and at some point, if I truly cared about track and field, I might have to get out of my comfort zone and share with a larger audience. So, here we are. I think many track and field coaches are missing out on another aspect of sport, and I believe it is affecting our sport adversely. I am talking about the possibility that high school track may not be an individual sport. In fact, I would argue that most great high school track and field coaches teach it as a team sport, and that is one of the main “secrets” to their success. What do I mean by coaching track and field as a team sport? The

Isanti County News photo

FEBRUARY 2015 techniques

A TEAM CONCEPT main objective or priority is team success and is not limited to the individual success of gifted individuals. It’s about being concerned with the good of the group as a whole. So how is this beneficial? A team approach can address or eliminates common frustrations associated with coaching track and field.

A. Lack of leadership, commitment Wherever I have coached, initially the student-athletes I have worked with have a problem with being committed to track and field. Sure, you will have a handful of kids to whom commitment comes easy but by and large the masses struggle with this concept. This is not a criticism. It is reality. How do you address this? You need to instill in your team that they are a part of something larger than themselves. In a team concept, when they aren’t committed as individuals, they are hurting their teammates. Over time they start policing each other and taking care of issues without you even getting involved. As a result, your athletes start taking ownership of their team. Your leaders make sure team members are present at practice and meets. Gradually, effort in individual workouts improves as well. Commitment and working hard isn’t about them anymore, it’s about not letting down their teammates and friends. My Dad, a Minnesota track coaching veteran of 50 years, said something very wise to me when I started coaching. He said that there is no such thing as a lack of leadership. There is always someone leading, the question is whether it is positive or negative leadership. A team approach allows for more opportunities for positive leadership and positive leaders.

B. Lack of exposure (this is a process) Many non-track people think of track as a minor sport. I am not exactly sure what that means, but the evidence of this is they treat track and field like it is inferior to sports that they believe are either more prestigious or more important in their eyes. This can have an insidious impact on your program. When track and field is taught as a team sport, focusing more on all of your athlete’s improvement instead of a select few, a funny thing happens. It’s like bugs being drawn to a light. Students start talking about how they feel important in your program. 22

techniques FEBURARY 2015

They talk about how everyone gets to “play.” The effect is profound because this notion of everyone truly having a place on the team is foreign to most sports currently in our culture…even those that we consider “team” sports. The reason for this is because track is one of the very few sports that for most contests, everyone can participate. There is no starting 5 or starting 11. In essence, everyone “starts.” The impact on parents is predictable. People like to support something in which kids feel empowered and important. A natural outgrowth of this is an increase in participation in track and field. This does not go unnoticed in a community, and in time much of the lack of exposure and respect in your community will wane or fade away to a large extent.

A team approach reinforces the strengths unique to track and field. What are the strengths of track and field? While this is not an exhaustive list, I believe for our discussion it is sufficient. A. Observable performance improvement (individual time, team/relay time, individual place, etc.) B. Observable fitness level improvement C. For most contests, there is no bench. Everyone gets to participate. D. Team place E. Team improvement F. Unique opportunities for relationship building because of the nature of track and field both within the team and with members of other teams G. It is a checkbook sport. In other words, often what you put into your track account with respect to dedication and hard work can be withdrawn later in the year with respect to performances. H. Objectivity. Who plays is usually not determined by subjective means. In general, it is determined by a stopwatch or a tape measure. This is comforting to a lot of kids. By coaching track as a team sport, you add letters C, D, E and strengthen letter F in the above list. So instead of 4 ways to “win” in track, you have doubled that to 8 ways to find success. That is 100 percent increase in possible strengths. That is a substantial gain and not one that should be dismissed.

A team approach helps your outstanding individuals A. A team approach forces you and your staff

to do a more extensive evaluation of the student-athletes in your program. There are two specific examples I can give you from my own experience that highlight this notion of the benefit of intentional athlete evaluations. Several years ago, there was a young lady on our team that was a good, not great, sprinter (she qualified for the state meet but didn’t place at the meet). Through our early season evaluations, we discovered she could jump fairly well. We were doing this because we needed to be stronger as a team in the girl’s long jump. We started having her long jump her sophomore year. Her senior year, she was the state champion in the long jump in Minnesota. A couple of years later, we had another young lady that was a pretty good sprinter. During our early season evaluations we do a standing shot put. I had my back turned away from the shot put on the other side of our gymnasium when suddenly a heard a collective gasp and a bunch of commotion, which initially frightened me because of the event in question. It turned out that our sprinter with no form had just thrown the shot put well over 37’: the first time she attempted it. She ended up third in our state in the shot put, as well as going to state in the 100m. We helped both of these girls individually because we were intentional about evaluating them in all events in an effort to improve our team. This approach forces you to become aware of the fact that you need to determine what your athletes are best at and not simply focus on your “pet” events or the ones in which you feel most comfortable. One of the things I am most proud of as a head coach is that we have had athletes qualify for the state meet in 19 different events in my tenure. I believe that is a direct result of instilling a team philosophy and being athlete-centered rather than event centered. B. A team approach allows your individuals to perform better in “big” meets. Everywhere I have coached, I hear many of the same stories about performances of individuals in big meets. Often community members talk about how kids in previous years have “choked” at big meets. While on rare occasions some of our individuals may struggle at big meets, more often than our outstanding individuals have performed up to or exceeded their seed or potential in big meets. I

A TEAM CONCEPT believe it is because the focus and, or pressure are not squarely on their shoulders. They are not the lone flag bearer for our program. The pressure and/or expectation for success are spread out over a number of people, their teammates. As a result, they are a part of something and not simply the only hope for success at a meet, and it is liberating. It allows them to focus on helping the group and not get stressed about what they alone have to do.

A team approach increases participation numbers. The year before I became head coach of girls track and field, there were a little over 30 girls out for the sport in our high school. The last year I was the girls head coach in our high school we had approximately 110 girls participating. Eight years ago, I took over the boys program and was coach of both boys and girls at our school for five years. There were 55 boys out for track and field in our school the year before I started as head boys coach. This past year, we had approximately 115 boys participate. Three years ago, my last year as head boys and girls track coach, we had over student athletes out for track and field. We outgrew our ability to have one head coach for both genders. Maybe its coincidence, but I firmly believe the team approach had a huge impact on our participation numbers. There is little doubt that the kids already on the team helped recruit others into the program. Because everyone gets to play (see strengths of track and field) and it’s a positive experience, your athletes want their friends to have a good experience as well. Countless times I have had a track athlete come up to me and say, “Coach, I have a friend that I know would be good at the such and such. I know that is an event we could get better at.” I used to recruit athletes that weren’t in another spring sport quite a bit. Honestly, I recruit only a handful of kids now. Most of the new team members choose to come out because a friend or acquaintance on the team talked to them about their experience in track.

A team approach forces you to have a more cohesive coaching staff.

A team philosophy forces you and your staff have to communicate more often. By having a team philosophy, I have to communicate more frequently and more intentionally to make sure that our team is as strong as possible in all events and that everyone on the coaching staff is on the same page. I am fortunate enough to have a great coaching staff but a team approach does tend to force us talk more frequently and more constructively about the athletes on our team. A team approach also forces your assistants to be more observant about potential track athletes and communicate that to you. This past year, we posted depth charts of performances. To do this, I had to check with our assistants often for accuracy and sometimes clarification. Our entire staff had a very good idea of how all athletes performed in all events. It also helped highlight a couple of the strengths of track and field I highlighted earlier in this conversation. The objectivity of who “starts” in track and field and the potential for easily documented improved individual performance is highlighted in such an exercise. The depth chart was initiated because of our philosophy, but ended up helping in unintended ways.

How does this philosophy go beyond individual track programs? At the beginning of this article I alluded to the unique situation we have in Minnesota with respect to team track and field. It all started almost 30 years ago in Minnesota. A handful of track coaches were confronted with the reality that a couple of athletes had just won a “team” championship at the Minnesota State Track and Field Meet. As a result, several track coaches started meeting to determine if they could devise a way to measure total team strength and award a TRUE team track and field champion. In 1987, Minnesota held its first True Team Track and Field Championships and crowned

state team track and field champions. This Championship attempts to gauge overall team strength and therefore honor a “TRUE” team champion. This is accomplished by scoring all individuals that participate in the track meet. For larger schools, this means scoring three individuals from each school in each individual event as well as one relay team per relay event. For smaller schools, two individuals per individual event are scored and one relay team per relay event. (To see more specific information on this topic, I recommend that you visit the Minnesota State High School Track Coaches Association at http://mshsca.org/track/index.htm. ) The championships are run completely by Minnesota High school track and field coaches. Minnesota is currently the only state in the United States that hosts a standalone Team Championship in track and field. What has been the impact of such a state-wide philosophy? In 1987, the year the Minnesota True Team Track and Field Championships started, track and field ranked 3rd in total participation in the state at approximately 15, 570 individuals behind football (19, 617 individuals) and boys/girls basketball (18, 348). In 2013, track and field in Minnesota ranked 1st in total participation in the state at approximately 31, 577 individuals. Football was 2nd (26, 563 individuals) and boys/girls baseball and softball was 3rd (25, 225 individuals) and boys/girls basketball was 4th (25, 104 individuals) for participation in the state of Minnesota. In terms of participation growth over that span, track and field participant numbers grew by 100. 5 percen, baseball/softball grew by 68. 5 percent, and basketball and football grew at rates of 36.8 percent and 35 percent, respectively. In other words, in the span of years in which the true team track and field championships was introduced track and field has become the No. 1 sport in participation of indi-

Chart 1 Sport 987 participation Football 19,617 Basketball 18,348 Track and Field 15,750 Baseball/Softball 14,958

2013 participation 26,563 25,104 31,577 25,225

% increase 35% 36.8% 100.5% 68.6%

A TEAM CONCEPT Chart 2 State Track and Field Participants in 2013 1. Texas.....................135,413 2. California...............99,421 3. Pennsylvania..........48,360 4. Ohio.......................45,340 5. New York...............45,003 6. Illinois...................44,730 7. Michigan................40,171 8. New Jersey.............35,302 9. Minnesota..............31,577 10. Florida.................27,806

viduals in Minnesota and the growth in participation numbers for track and field has far surpassed any of the other “established” team sports. I believe the growth percentage is the real key to this conversation. Growth that dramatic can’t simply be attributed to population increases due to the dramatic difference in growth percentage relative to the other established “team” sports. It also bears mentioning that track and field’s popularity in Minnesota has not been a one year phenomena. Five of the last six years, track and field has been the most popular sport by participation in the state of Minnesota. See Chart 1. So, it’s a nice little story. The number of students participating in track and field has increased quite a bit in the state of Minnesota. What if it is a little bit more dramatic than that? It turns out that Minnesota is in the top 10 states in the U. S. for students participating in track and field. Here are the numbers according to the NFHS for 2013. See Chart 2. However, these numbers do not tell

the complete story. They don’t take into account population differences between states. It would seem obvious, that a state with a larger population should have more sports participants. According to the U. S. Census Bureau, only one of these states is not in the top 11 states for overall population and it’s Minnesota at No. 21. The table below takes into account these two items as well as estimations of the high school student athlete population available to each state based upon numbers available from the U.S. Census Bureau. Some states have younger populations and the U. S. Census Bureau has that data. See Chart 3 According to the numbers, Minnesota has the largest percentage participation of all of the states in the top 10 track and field participation rates at 10. 5 percent. In fact, none of the states in the top 30 states with respect to population that offer baseball and softball during the same season as track and field even approach 10 percent participation of their “available” athletes for track and field participation. Something different is taking place in Minnesota; something very positive with respect to track and field.

So what does all of this mean? On both a program level and at a state level, a team philosophy seems to be a very positive thing for high school track and field. Whether talking about increasing participation numbers, helping your outstanding individuals perform at a higher level, or allowing kids in your program to feel valued and a part of something larger than themselves, the benefits seem to be obvious. I want to offer one

other item to consider. I believe above all else, coaches are teachers. We are teaching students about something larger than sport. Wins and losses are important but when a student leaves your program what do you want them to take with them? What do you deem important? Is it more important for them to discover that they have the ability to be a 20’ long jumper or for students and adults to learn how to work together, put aside their own wants, and realize what it is to be a positive, contributing member of a team. It has been my experience that there are very few adults that understand what it truly means to be a good teammate. As coaches and teachers, there may be no greater calling than to help the students under our charge to realize that they are not the main character in the story. I would encourage those of you that think of high school track and field as an individual sport to think about making a shift in your coaching paradigm. It will benefit your program greatly, but more importantly, it will benefit the young adults placed in your care.

Sources MSHSL, NFHS, U. S. Census Bureau, MSHSCA

Kent Viesselman is the Head Boys Track and Field Coach at Cambridge-Isanti High School in MN. He has also served as president of the MN Track Coaches Association, Chair of the MN Clinic committee and is a member of the MN True Team Track and Field Committee.

Chart 3 State Participants

Total Pop. (rank)

% pop < 18

Approx. pool of HS athletes

% of eligible students participating

Texas

135,413

26,448,193 (2)

26%

1,618,007

0.08369 (8.4%)

California

99,421

38,332,521 (1)

25%

2,245,835

0.04427 (4.4%)

Penn.

48,360

12,773,801 (6)

21%

640,193

0.07554 (7.5%)

Ohio

45,340

11,570,808 (7)

23%

623,462

0.07272 (7.3%)

New York

45,003

19,651,127 (3)

22%

998,740

0.04506 (4.5%)

Illinois

44, 730

12,882,135 (5)

24%

712,306

0.06280 (6.3%)

Michigan

40,171

9,895,622 (8)

23%

528,543

0.07600 (7.6%)

New Jersey

35,302

8,899,339 (11)

23%

475,329

0.07427 (7.4%)

Minnesota

31,577

5,420,380 (21)

24%

300,991

0.10491 (10.5%)

Florida

27,806

21%

947,739

0.02934 (2.9%)

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19,552,860 (4)

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Post-Activation Milligan Sports Information photo

he five throwing events in collegiate track and field demand the athletes to have considerable amounts of strength and power production. The use of post- activation potentiation (PAP) is a well-known method used within training, ranging from exercise selection to timing methods. The purpose of this article is to define PAP, how it can best be utilized and, most importantly, give the throws coach scientific training tools to increase performance.

Post-Activation Potentiation Post-activation potentiation is applying high intensity work to the body to increase power output and rate of force development (RFD) occuring from the result of a previous activation of a similar muscle set (Stone et. al. 2008;Judge et. al., 2012). The idea of PAP is to improve the athletes’ RFD leading the athlete to produce greater velocity and acceleration to the implement (Sale, 2002, Judge, et. al., 2012). Throws coaches apply this training principle without realizing the full potential by using heavier implements prior to completing a certain regimen of throws. While this simple view can be beneficial, applying it within a scientific training program can produce greater results. Prior to using PAP, the throws coach must write out a general training program for their athletes which allowing them to include PAP at different times in the training cycle. In addition, understanding the training maturity of the athlete is highly important. Novice athletes may not receive benefit from PAP (Sale, 2002), (Stone et. al., 2008).

Implementing PAP in a Training Program The training cycle or annual plan can be broken down into four different categories called mesocycles. The mesocycles in a thrower’s training are the off-season, preseason, in-season and post season. Each of these different mesocycles has different foci preparing the athlete for optimal performance at the opportune time. Within these mesocycles, training is broken down into blocks of training. Each block has a certain emphasis for what the athlete needs at the given time in the training year. As the train-

ing year progresses, the athlete(s) move from general preparation into sport specific work (Stone, Stone, & Sands, 2007), (Bompa & Haff, 2009). The off-season and pre-season for collegiate track and field takes place in the summer and fall months. During this time, the emphasis is on training in sport specific conditioning, general/specific strength and technical development. Once the training program moves into in-season and post-season, the athlete’s training focus is on strength and power development since the foundation of the off-season and preseason has been set in place (Stone, Stone, & Sands, 2007), ( Bompa & Haff, 2009). PAP can best be utilized for throwers that have reached a certain amount of training maturity during the in-season and post-season. The in-season months of training typically consist of January through May; this large time window gives room for different PAP methods to increase throwing performance. Each block during these months can feature a different form of potentiation, but it depends on what the coach believes the athlete needs. Once the general outline of training for the year has been established, it must be decided what method of PAP is appropriate. There are many different ways to produce PAP. These forms can come from certain exercises in the weight room, within throwing and a combination of the two. Verious weight lifting movements produce high levels of power output and RFD. Some examples are the back squat, clean and jerk, and the snatch (Stone et. al., 2003), (Adams, O’Shea, O’Shea & Climstein, 1992), (Mcbride, Nimphius, & Erickson, 2005). These exercises can be used to potentiate each other to create a greater result within the training session. Additionally, improvement in these lifts will aid the thrower. An example of this is to potentiate back squats by performing jerks (split or power) prior to the set. Coaches can also implement movements that are more specific to the actual throw within the weight room. Performing heavy medicine ball throws on an incline bench prior to performing an incline bench can be very specific to shot put throwing. The athlete needs to be in a similar angle to the finish of the shot put when on the incline bench for both exercises to achieve specificity.

Potentiation

The most commonly known form of PAP for throwing is performing throws with heavier implements before throwing the competition weight. Novice to moderately trained athletes should not advance much farther than the standing throw due to strength and technical deficiencies. When PAP is used within throwing sessions, the coach should not use too much weight for the implements. An addition of 1-2 kilograms for the implement weight should be adequate to achieve PAP. Another method to achieve potentiation within a throwing session is to use medicine balls before performing a throw. An example of this is having the athlete toss the medicine ball explosively for height for a set followed by a throw. The combination of potentiating a throws session with the weight room can produce improved results as well. This last method to achieve PAP can be time consuming and limited due to proximity of the weight room and throwing circle. The weight lifting movements beneficial to throwers in weight training can be used in this combined methodology. Using this combination of throws and weight training can become specific by having the thrower perform weight lifting movements before throwing. For example, a hammer thrower would do a set of snatches from the mid-thigh position prior to throwing the hammer. The similarities between the hang snatch and releasing the hammer are similar; therefore, you can get a specific movement involved while creating a potentiated effect. Another example would be performing squat jumps prior to doing any of the throws. This movement is specific due to the use of the legs within the finish of a throw.

Practical Applications Throwing programs vary for a variety of reasons. Collegiate track and field is a nonrevenue sport and budgets (both equipment and scholarship) make training philosophies differentiate from one another. There are multiple ways to apply PAP, as discussed above. There are a variety of ways to achieve this training affect and do not necessarily require elite level athletes or high end training equipment. The use of an overweight implement prior to throwing a competi-

Its Uses in Collegiate Throws Training Daniel Corriher FEBRUARY 2015 techniques

Post-Activation Potentiation Example Resistance Training Session

Example Sets and Repetitions

Sets/Repetitions

Intensity

Day

Back Squat*

3x5

Dumbbell Jump Squat*

3x5

Power Jerk

3x5

Incline Bench Press

3x5

Standing Dumbbell Press

3x5

Monday

Wednesday

Friday

Week 1

3x5

Week 2

3x5

Week 3

3x5

Week 4

3x5

Exercises

*Potentiated Exercises

Example Intensity Monday

Intensity based on maximum effort Tuesday

Wednesday

Thursday

Friday

L- 60-70% ML-70-75%

Week 1

Week 2

Week 3

H-85-90%

Week 4

VH- 90-100%

M-75-80% MH-80-85%

Shot Put PAP Training Session Throwing Exercise

Repetitions

Overweight Standing Throw

3-5

Competition Weight Standing Throw

3-5

Full Throws

Hammer/Weight PAP Training Session Throwing Exercise

Repetitions

Overweight One Turn Throw

3-5

Competition Weight One Turn Throw

3-5

Full Throws

5-6

tion weight could help the competition weight feel light to the athlete (Judge, 2009). Implementing these training methods can enhance an athlete’s performance either within training sessions or competition. The training examples below illustrate examples of throwing sessions utilizing PAP training methods.

References 1) Adams, K., O’Shea, J. P., O’Shea, K. L., & Climstein, M. (1992). The effect of six weeks of squat, plyometric and squat-plyometric training on power production.Journal of Applied Sport Science Research, 6(1), 36-41. 2) Bompa, T. O., & Haff, G. G.

techniques FEBRUARY 2015

(2009). Periodization: Theory and methodology of training. (5th ed.). Champaign: Human Kinetics. 3) Judge, L. W., Bellar, D. M., Judge, M., Gilreath, E., Bodey, K. J., & Simon, L. (2012). Efficacy of potentiation of performance through over weight implement throws on female shot putters. Track and Cross Country Journal, 1(4), 7-14. 4) McBride, J. M., Nimphius, S., & Erickson, T. M. (2005). The acute effects of heavy-load squats and loaded countermovement jumps on sprint performance.Journal of Strength and Conditioning Research,19(4), 893-897. 5) Stone, M. H., Sanborn, K., O’Bryant,

H. S., Hartman, M., Stone, M. E., Chris, P., Ward, B., & Hruby, J. (2003). Maximum strength-power-performance relationships in collegiate throwers. Journal of Strength and Conditioning Research, 17(4), 739-745. 6) Stone, M. H., Stone, M. E., & Sands, W. A. (2007).Principles and practice of resistance training. Champaign: Human Kinetics. 7) Judge, LW. (2009). The application of post-activation potentiation to the track and field thrower. Strength & Conditioning Journal 31(3): 34-36.

Daniel Corriher is an Assistant Track & Field coach at Milligan College in Tennessee.

2014 usftccca Convention

2014 Bowerman winners Deon Lendore & Laura Roesler

University of Wisconsin-La Crosse coaches Derek Stanley, Josh Buchholtz, Nick Kohl and Kate Wagner receive the Al Carius Division III Men’s Program of the Year award from USTFCCCA President Beth Alford-Sullivan.

USTFCCCA Hall of Fame class of 2014 (l-r) Ed Nuttycombe, Joey Haines, Lance Harter, Chris Daymont, Tom Donnolly, Dr. T.R. Williams (accepting for Johnny Thomas)

Dr. Rick McGuire (R) receives the George Dales Award from George Dales himself during the convention’s opening session.

Eventual Bowerman winner Laura Roesler is interviewed by Queen Harrison and Alex Lohr prior to the Bowerman ceremony. Legendary coach Dan Pfaff was one of many outstanding speakers who conducted technical symposiums.

DeNita Turner, President and CEO of Image Builders, Inc., presenting at the “Women In Coaching” program.

Attendees enjoying the Mondo dinner

Lincoln University head coach Victor Thomas and his staff received their national championship rings from Balfour’s Harold Leverett and USTFCCCA President Beth Alford-Sullivan

Jeff Schemmel , president of College Sports Solutions, giving a state of the sport update during opening session. FEBRUARY 2015 techniques

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directathletics.com

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ucsspirit.com mfathletic.com

coachesdirectory.com

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2014 ustfccca national cross country coaches & athletes of the year division i

Walt Drenth Michigan State Women’s COY

Mark Wetmore Colorado Men’s COY

Kate Avery Iona Women’s AOY

Edward Cheserek Oregon Men’s AOY

division iI

Jerry Baltes Grand Valley State Women’s COY

Damon Martin Adams State Men’s COY

Kendra Foley Grand Valley State Women’s AOY

Tabor Stevens Adams State Men’s AOY

division iII

Bobby Van Allen Johns Hopkins Women’s COY

Al Carius North Central Men’s COY

Amy Regan Stevens Women’s AOY

Grant Wintheiser St. Olaf Men’s AOY

FEBRUARY 2015 techniques

division i 2014 ustfccca regional cross country coaches & athletes of the year great lakes region

Walt Drenth Michigan State Women’s COY

Mick Byrne Wisconsin Men’s COY

Leah O’Connor Michigan State Women’s AOY

John Mascari Indiana State Men’s AOY

Michael Smith Georgetown Women’s COY

Marcus O’Sullivan Villanova Men’s COY

Katrina Coogan Georgetown Women’s AOY

Matt Fischer Penn State Men’s AOY

Andrea Grove-McDonough Iowa State Women’s COY

Dave Smith Oklahoma State Men’s COY

Courtney Frerichs UMKC Women’s AOY

Kirubel Erassa Oklahoma State Men’s AOY

Mark Wetmore Colorado Women’s COY Men’s COY

Alice Wright New Mexico Women’s AOY

Anthony Rotich UTEP Men’s AOY

mid atlantic region

midwest region

mountain region

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NORTHEAST region

Ricardo Santos Iona Women’s COY

Chris Fox Syracuse Men’s COY

Kate Avery Iona Women’s AOY

Jake Byrne Iona Men’s AOY

SOUTH region

Steve Keith Vanderbilt Women’s COY

Brian O’Neal Mississippi Men’s COY

Colleen Quigley Florida State Women’s AOY

Ty McCormack Auburn Men’s AOY

Lance Harter Arkansas Women’s COY

Chris Bucknam Arkansas Men’s COY

Dominique Scott Arkansas Women’s AOY

Stanley Kebenei Arkansas Men’s AOY

SOUTH CENTRAL region

SOUTHEAST region

Natalie Hall William and Mary Women’s COY

Peter Watson Virginia Men’s COY

Annie Lehardy North Carolina Women’s AOY

Luis Vargas Elon Men’s AOY

WEST region

Corey Ihmels Boise State Women’s COY

Rob Conner Portland Men’s COY

Shelby Houlihan Arizona State Women’s AOY

Maksim Korolev Stanford Men’s AOY FEBRUARY 2015 techniques

division iI 2014 ustfccca regional cross country coaches & athletes of the year atlantic region

Rick Hammer Edinboro Women’s COY

Aaron Russell Lock Haven Men’s COY

Kasey Jones Edinboro Women’s AOY

Aaron Dinzeo California Men’s AOY

Joanna Warmington Minnesota Duluth Women’s COY

Tracy Hellman Augustana Men’s COY

Samantha Rivard Minnesota Duluth Women’s AOY

Harald Karbo Augustana Men’s AOY

central region

east region

Andrew Dorr Roberts Wesleyan Women’s COY

Jennifer Dorr Roberts Wesleyan Women’s COY

Leo Mayo American International Men’s COY

Rachel Prutsman Roberts Wesleyan Women’s AOY

midwest region

Jerry Baltes Grand Valley State Women’s COY Men’s COY 52

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Emily Oren Hillsdale Women’s AOY

Tyler Pence Southern Indiana Men’s AOY

Mike Biwott American International Men’s AOY

2014 ustfccca regional division iI cross country coaches & athletes of the year south region

Jarrett Slaven Tampa Women’s COY

Ben Martucci Florida Southern Men’s COY

Kelley Bahn West Florida Women’s AOY

Dessie Demlew Benedict Men’s AOY

south central region

Tommy Barksdale Montevallo Women’s COY

Damon Martin Adams State Women’s COY Men’s COY

Lauren Martin Adams State Women’s AOY

Mike Owens Mars Hill Men’s COY

Catie Byrd Queens Women’s AOY

Tabor Stevens Adams State Men’s AOY

southeast region

Ahmad Nesbitt North Greenville Men’s AOY

west region

Brit Townsend Simon Fraser Women’s COY

Gary Towne Chico State Men’s COY

Katelyn Steen Western Washington Women’s AOY

Henry Cheseto Alaska Anchorage Men’s AOY FEBRUARY 2015 techniques

division iII 2014 ustfccca regional cross country coaches & athletes of the year atlantic region

Mike Howard St. Lawrence Women’s COY

John Newman St. Lawrence Men’s COY

Amy Regan Stevens Women’s AOY

Matt Giannino RIT Men’s AOY

Donna Ricks Carleton Women’s COY

Phil Lundin St. Olaf Men’s COY

Ruth Steinke Carleton Women’s AOY

Grant Wintheiser St. Olaf Men’s AOY

Brian Diemer Calvin Women’s COY

Roger Busch Wabash Men’s COY

Cassandra Vince Calvin Women’s AOY

Dan McGeary Mount Union Men’s AOY

Bobby Van Allen Johns Hopkins Women’s COY

Dario Donatelli Carnegie Mellon Men’s COY

Sophia Meehan Johns Hopkins Women’s AOY

Charlie Marquardt Haverford Men’s AOY

central region

GREAT LAKES region

MIDEAST region

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2014 ustfccca regional division IiI cross country coaches & athletes of the year MIDWEST region

Jeff Stiles Washington Women’s COY

Al Carius North Central Men’s COY

Lucy Cheadle Washington Women’s AOY

Andrew Padgett Washington Men’s AOY

NEW ENGLAND region

Halston Taylor MIT Women’s COY

Jared Beers Colby Men’s COY

Sarah Quinn MIT Women’s AOY

Colin Cotton Williams Men’s AOY

SOUTH/southeast region

Matthew Barreau Christopher Newport Women’s COY

John Curtin Emory Men’s COY

Teagan Young Mary Washington Women’s AOY

Ryan Gehman Eastern Mennonite Men’s AOY

west region

Matt McGuirk Willamette Women’s COY

John Goldhammer Claremont-Mudd-Scripps Men’s COY

Maya Weigel Pomona-Pitzer Women’s AOY

John Guzman Occidental Men’s AOY FEBRUARY 2015 techniques

2014 High School TRACK & FIELD Coaches of the Year

National Boys COY Michael Fields Hinds High School Mississippi

Boys

Alabama - Tom Esslinger - Homewood High School Alaska - Scott Campbell - Dimond High School Arizona - Tim Kelly - Corona del Sol High School Arkansas - Denny Burdine - Arkansas High School California - Rick Martinez - Mater Dei High School Colorado - Josh Trahan - Palmer Ridge High School Connecticut - Kelvan Kearse - Windsor High School Delware - Mike Tucci - Caesar Rodney High School Florida - Alex Armenteros - St. Thomas Aquinas High School Georgia - Rob Blaszkiewicz - Shiloh High School Hawaii - Harvey McInerny - Kamehameha School Idaho - Brad Abbott - Rocky Mountain High School Illinois - Leroy Millsap - Cahokia High School Indiana - Gene Johnson - West Side Leadership Academy Iowa - Brent Heitland - Waukee High School Kansas - Cory Swords - Bishop Carroll Catholic High School Kentucky - James Webb - North Hardin High School Louisiana - Preston Curtis - John Curtis Christian School Maine - Steve Virgilio - Cheverus High School Maryland - Marlon Turner - Frederick Douglass High School Massachusetts - Michael Fowle - Woburn High School Michigan - Dave Emeott - East Kentwood High School Minnesota - Nick Lovas - Hopkins Senior High School Mississippi - Michael Fields - Hinds High School Missouri - Rodney Baldridge - Lamar High School Montana - Tony Arntson - Helena High School Nebraska - Bob Talbitzer - Kearney High School Nevada - Mike Paul - Dayton High School New Hampshire - Carol Quarles - Pinkerton Academy New Jersey - Mike McCabe - Union Catholic High School New Mexico - Kenneth Henry - Sue Cleveland High School New York - Mike Potter - Warwick Valley High School North Carolina - Patrick Cromwell - Mt Tabor High School North Dakota - Dave Zittleman / Darrell Anderson - Bismarck High School Ohio - Theodore Ginn Sr - Cleveland Glenville High School Oklahoma - Steve Patterson - Jenks High School Oregon - Tom Rothenberger - Jesuit High School Pennsylvania - Robert Beale - Cheltenham High School Rhode Island - Charlie Breagy - North Kingstown High School South Carolina - Calvin Hudgins - Northwestern High School South Dakota - Jim Jarovski - Sioux Falls Lincoln High School Tennessee - Aaron Martens - Houston High School Texas - Tate Symons - Kingwood High School Utah - Chase Englestead - Riverton High School Vermont - Geoff Bennett - South Burlington High School Virginia - Neil Mathews - Lee-Davis High School Washington - Chris Williams - Federal Way High School West Virginia - Rod O’Donnell - Parkersburg High School Wisconsin - Steve Pratt - Kimberly High School Wyoming - Ernie Mecca - Thermopolis High School

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National Girls COY Dave Turnbull Summit High School Oregon

Girls

Alabama - Devon Hind - Hoover High School Alaska - Tara Edwards - Grace Christian School Arizona - Cassandra Cline-McKenzie - Desert Vista High School Arkansas - Brett Unger - Har-Ber High School California - Don Norford - Long Beach Poly High School Colorado - Conrad Crist - Fort Collins High School Connecticut - Jesse McCray - Staples High School Delware - Patrick Castagno - Tatnall High School Florida - Carmen Jackson - Northwestern High School Georgia - Jason Cage - Westlake High School Hawaii - Bobby Grossman - Seabury Hall High School Idaho - Jake Wimer / Cori Mooney - Boise High School Illinois - Wendy Hegarty - Lincoln-Way East High School Indiana - Tim Richey - Lawrence Central High School Iowa - Tim O’Neill - Assumption High School Kansas - Jordan Rose - Free State High School Kentucky - Kathy Broadnax - Bryan Station High School Louisiana - Chris Carrier - Zachary High School Maine - Ian Wilson - Waterville High School Maryland - Valerie Harrington - Huntingtown High School Massachusetts - Joe Tranchita - Newton North High School Michigan - Brandon Jiles - Oak Park High School Minnesota - Jane Reimer-Morgan - Minnetonka High School Mississippi - Johnathan Perkins - Clinton High School Missouri - Sheldon Webster - McCluer North High School Montana - Spencer Huls - Corvallis High School Nebraska - Brett Schuster - Lincoln Southwest High School Nevada - Roy Session - Centennial High School New Hampshire - Tim Cox / David Zink-Mailloux - Coe-Brown Northwood Academy New Jersey - Jason Russo - Haddonfield Memorial High School New Mexico - Kathy Brion - Eldorado High School New York - Nicola Martial - Medgar Evers College Prep North Carolina - Antwan Hughes - Parkland Magnet High School North Dakota - Nick Walker - Century High School Ohio - Brian Sabol - Solon High School Oklahoma - Jerry Naylor - Plainview High School Oregon - Dave Turnbull - Summit High School Pennsylvania - Ron Colland - Hempfield Area High School Rhode Island - Bob Palazzo - Classical High School South Carolina - Calvin Hudgins - Northwestern High School South Dakota - Bob Garry - Sioux Falls Christian High School Tennessee - Christina Webb - Northeast High School Texas - Beverly Humphrey - Lancaster High School Utah - Jeff Rawlins - Box Elder High School Vermont - Joe Gonillo / Katie White - Essex High School Virginia - Claude Toukene - Western Branch High School Washington - Cheryl Schauble - Kamiakin High School West Virginia - Zach Hall - Williamstown High School Wisconsin - David Dixon - Hayward High School Wyoming - Shelly Stremcha - Campbell County High School

2014 High School Cross Country Coaches of the Year

National Boys COY Bill Miles Wayzata High School Minnesota

Boys

Alabama - Clay Campbell - Cold Springs High School Alaska - Marcus Dunbar - Kodiak High School Arizona - Chris Hanson - Desert Vista High School Arkansas - Carlton Efurd - Rogers High School California - Tyree Cruz - Ventura High School Colorado - Jon Dalby - Mountain Vista High School Connecticut - Robert Murray - Danbury High School Delaware - Annie Zeberkiewicz - Tower Hill School District of Columbia - Anthony Belber - Georgetown Day School Florida - Doug Butler - Holy Trinity Academy Georgia - Jack Coleman - Marietta High School Hawaii - Katie O’Neil - Mid Pacific Institute Idaho - Tracy Harris - Mountain View High School Illinois - Chris Muth - Yorkville High School Indiana - Steve Lewark - West Lafayette High School Iowa - Todd Goodell - Linn-Mar High School Kansas - Justin Wrigley - St. Thomas Aquinas High School Kentucky - Stan Clark - South Oldham High School Louisiana - Chaz Caiado - John Curtis Christian School Maine - Jim Harmon - Scarborough High School Maryland - Terry Gibbons - Catoctin High School Massachusetts - Phil Maia - Lowell High School Michigan - Asa Kelly - Benzie Central High School Minnesota - Bill Miles - Wayzata High School Mississippi - Heath Dudley - J. Z. George High School Missouri - Bryant Wright - Festus High School Montana - Clint May - Bozman High School Nebraska - Fr. Robert Tillman - Creighton Prep Nevada - Ed Parise - McQueen High School New Hampshire - Mike Smith - Mascenic Regional High School New Jersey - Tom Heath - Christian Brothers Academy New Mexico - Sal Gonzales - Rio Rancho High School New York - Bill Aris - Fayetteville-Manlius High School North Carolina - David Christian - Broughton High School North Dakota - Darrell Anderson - Bismarck High School North Dakota - Dave Zittleman - Bismarck High School Ohio - Tom Rapp - Mason High School Oklahoma - Steve Patterson - Jenks High School Oregon - Carol McLatchie - Summit High School Pennsylvania - John Neff - North Allegheny Rhode Island - Ken Skelly - LaSalle Academy South Carolina - Bill Wrightson - Hilton Head High School South Dakota - Eric Pooley - Sioux Falls Lincoln High School Tennessee - Len Jeffers - Daniel Boone High School Texas - Justin Leonard - Southlake Carroll High School Utah - Logan Fielding - Desert Hills High School Vermont - Geoff Bennett - South Burlington High School Virginia - Mike Mangan - Lake Braddock Secondary School Washington - Gene Blankenship - Medical Lake High School West Virginia - Jonathan Griffith - Bridgeport High School Wisconsin - Tom Kaufman - Madison West High School Wyoming - Greg Schabron - Laramie High School

National Girls COY Bill Aris Fayetteville-Manlius High School New York

GIrls

Alabama - William Calvert - Saint Bernard Prep School Alaska - Bill Steyer - Homer High School Arizona - Dr. Jeff Messer - Desert Vista High School Arkansas - Sharon Jones - Siloam Springs High School California - Doug Soles - Great Oak High School Colorado - Mike Caller - Fort Collins High School Connecticut - Judi Lafontaine - Tolland High School Delaware - Marnie Giunta - Padua Academy District of Columbia - Kevin Hughes - Georgetown Visitation Prep Florida - Kristin McWilliams - Winter Park High School Georgia - Eric Heintz - Marist High School Hawaii - Dennis Swart - Kaiser High School Idaho - Ty Axtman - Timberline High School Illinois - Dan Iverson - Naperville North High School Indiana - Steve Lewark - West Lafayette High School Iowa - Christy Nimrod - Decorah High School Kansas - Justin Wrigley - St. Thomas Aquinas High School Kentucky - Rick Heim - Sacred Heart Academy Louisiana - Mark LaHaye - St. Joseph’s Academy Maine - Lin White - Orono High School Maryland - Dan Jones - Liberty High School Massachusetts - Cara Van Cott - Needham High School Michigan - Doug Jager - Grand Rapids Christian High School Minnesota - Dave Emmans - Wayzata High School Mississippi - Tim Sayers - Ocean Springs High School Missouri - Gaylerd Quigley - Nerinx Hall High School Montana - Clint May - Bozeman High School Nebraska - George O’Boyle - Pius X High School Nevada - Roy Session - Centennial High School New Hampshire - Tim Cox - Coe-Brown Northwood Academy New Hampshire - Brent Tkaczyk - Coe-Brown Northwood Academy New Jersey - Rob DeFillipis - Red Bank Catholic High School New Mexico - Nick Martinez - La Cueva High School New York - Bill Aris - Fayetteville-Manlius High School North Carolina - Mike Miraggliuolo - Green Hope High School North Dakota - Julie Stavn - Century High School Ohio - David Dobson - Centerville High School Oklahoma - David Ayres - Bartlesville High School Oregon - Carol McLatchie - Summit High School Pennsylvania - Greg Sargent - Pennsbury High School Rhode Island - Kelly Martin - LaSalle Academy South Carolina - Eric Cummings - Riverside High School South Dakota - Jesse Coy - Rapid City Stevens High School Tennessee - Raymond Farmer - Morristown-West High School Texas - Rebekah James - Canyon Randall High School Utah - Bruno Hunziker - American Fork High School Vermont - Scott Bliss - Champlain Valley Union High School Virginia - James DeMarco - Blacksburg High School Washington - Steve Olson - Lakeside Nine Mile Falls High School West Virginia - Daniel Demchak - University High School Wisconsin - Mark Johnson - Eau Claire Memorial High School Wyoming - Jeff Brazil - Jackson Hole High School FEBRUARY 2015 techniques

ncaa eligibility center

or many athletes who dream of competing in Division I track and field/ cross country, their high school careers can be a numbers game. Are they putting in enough miles? Can they better their PR by a couple of tenths of a second? How can they get a few more inches out of their next jump or throw? As their coach, you may even have given them another number to think about: 2.3, the minimum high school GPA needed for a Division I freshman to compete if they enroll full-time after Aug. 1, 2016. But did you know your high school freshmen, sophomores and juniors also need to remember the numbers 16, 10 and 7? Starting Aug. 1, 2016, high school graduates (your current junior class) must meet the following core-course requirements to compete in their first year at a Division I school: • 16: High school students must complete 16 core courses. • 10: Students must complete 10 of their core courses before the start of their seventh high school semester. For most students, that’s the start of their senior year. • 7: Students must complete 7 of their 10 core courses in English, math or science. Your students have until the start of 58

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their seventh semester to complete their 10 core courses. That may mean summer school for students who are finishing their sixth semester without the necessary 10 core courses. Just remember that summer school courses must be on a school’s approved List of NCAA Courses, as well as completed before the first day of the student’s seventh semester. Any summer school classes taken through nontraditional programs must be approved by the NCAA to count toward the 16 core-course requirement. You can search for NCAA-approved nontraditional programs at eligibilitycenter.org. If your athletes want to play NCAA Division I or II sports, they need to be certified by the NCAA Eligibility Center. That means they need to be more than a great athlete. They also need to be a great student. As coaches, you are an integral part in helping spread the word about these academic standards. We need your help in emphasizing that from the beginning of ninth grade, courses and grades are more important than ever. Share this information – including the available downloads at 2point3.org – with players, fellow coaches, parents and high school administrators. Together we can make sure students have the information needed to become successful both on and

off the court. Academic achievement has always been important, but now more than ever, students must pay attention to their high school courses and grades. Tell students who plan to compete in Division I to visit 2point3.org for the full list of eligibility requirements. Coaches, here is a handy checklist to assist your athletes and parents with the NCAA initial-eligibility process.

CHECKLIST How You Can Help • Visit NFHSLearn.com and join the more than 6,000 other coaches who have completed the free online NCAA Initial-Eligibility course. • Make sure your athletes who want to play sports in college register at eligibilitycenter. org. • Talk to the parents of your athletes about the upcoming increase in academic standards. • Spread the word to your colleagues in the scholastic and non-scholastic coaching communities, including athletics directors. • High school counselors should have received a letter from the NCAA Eligibility Center. When requesting transcripts or on visits to high schools, take a moment to talk with the counselors to make sure they are familiar with the academic standards.