Techniques May 2021

Contents Volume 14 Number 4 / May 2021

30

8

22

IN EVERY ISSUE

6

USTFCCCA Presidents

AWARDS

46 2021 National Indoor Track & Field

Athletes and Coaches of the Year

FEATURES

8

Biokinetic Energy Identifying the fourth energy system for T&F events

BY PETER JOHN L THOMPSON

16 The Art of Acceleration

The Transition Phase in the 100m

BY ED BARBER 22 Javelin

Making a technically difficult event simple

BY RICHARD A. DESTEFANO, MS 30 Stop Competing and Start Winning

The business of coaching

BY BETH LAUNIERE AND LEO HOPF 38 A Team Philosophy

Building a championship program and culture

BY HALSTON TAYLOR

ON THE COVER: TWANISHA “TEE TEE” TERRY RACED TO A RUNNER-UP FINISH IN THE 60M DASH AT THE 2021 NCAA DIVISION I INDOOR CHAMPIONSHIPS IN FAYETTEVILLE, AR. PHOTOGRAPH BY KIRBY LEE IMAGE OF SPORT

MAY 2021 techniques

1

USTFCCCA PRESIDENT

LEROY BURRELL PUBLISHER Sam Seemes

USTFCCCA President Leroy Burrell is the Head Coach at the University of Houston.

Leroy can be reached at lburrel2@central.uh.edu

EXECUTIVE EDITOR Mike Corn DIRECTOR OF MEDIA, BROADCASTING AND ANALYTICS Tom Lewis

DIVISION PRESIDENTS

MEMBERSHIP SERVICES Kristina Taylor

DAVID SHOEHALTER NCAA Division I Track & Field

DIVISION II

DIVISION I

David Shoehalter is the Director of Track & Field and Cross Country at Yale University.

David can be reached at david. shoehalter@yale.edu

MARC BURNS NCAA Division I Cross Country Marc is the Head Men’s and Women’s Cross Country coach at the University of Missouri and can be reached at burnswe@ missouri.edu

DANA SCHWARTING NCAA Division II Track & Field

TORREY OLSON NCAA Division I Cross Country

Dana is the Head Men’s and Women’s Track & Field coach at Lewis College and can be reached at schwarda@lewis.edu

Torrey Olson is the Head Track & Field and Cross Country Coach at Cal State – San Marcos. Torrey can be reached at tolson@csusm.edu

COMMUNICATIONS Lauren Ellsworth, Tyler Mayforth PHOTOGRAPHER Kirby Lee EDITORIAL BOARD Tommy Badon, Scott Christensen, Todd Lane, Derek Yush ART DIRECTOR Tiffani Reding Amedeo

PUBLISHED BY Renaissance Publishing LLC 110 Veterans Memorial Blvd., Suite 123, Metairie, LA 70005 (504) 828-1380 myneworleans.com

DIVISION III

KRISTEN MORWICK NCAA Division III Track & Field Kristen is the Head Women’s Track and Field and Cross Country coach at Tufts University and can be reached at kristen.morwick@tufts.edu

DUSTIN DIMIT NCAA Division III Cross Country Dustin is the Head Men’s Track & Field and Cross Country coach at Rowan University and can be reached at dimit@rowan.edu

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

NJCAA

NAIA

MIKE COLLINS NAIA Track & Field

6

techniques MAY 2021

Mike is the Head Men’s and Women’s Cross Country and Track & Field coach at Lewis and Clark University and can be reached at mcollins@lcsc.edu

RYAN SOMMERS Cross Country President Ryan is the Head Cross Country coach at Bethel University and can be reached at ryan. sommers@betheluniversity. edu

DEE BROWN NJCAA Track & Field

DON COX NJCAA Cross Country

Dee Brown is the Director of Track and Field & Cross Country At Iowa Central CC. Dee can be reached at brown_dee@iowacentral.edu

Don Cox is the head track and field and cross country coach at Cuyahoga Community College. Don can be reached at donald.cox@tri-c.edu

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 2021.

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 70055-5969. If you would like to advertise your business in techniques, please contact Mike Corn at (504) 599-8900 or mike@ustfccca.org.

MAY 2021 techniques

7

Biokinetic Energy

Identifying the Fourth Energy System for all Track & Field Events PETER JOHN L THOMPSON

8

techniques MAY 2021

KIRBY LEE IMAGE OF SPORT

ENERGY SYSTEMS The simplest contributor to any athletic movement or performance is how the athlete creates, manages, utilises and expresses energy. We can now consider the human body to be like a hybrid car, as it has two principal sources of energy available to create movement. This is true for all the events of Track & Field, but with obvious shifts in emphasis of the source, production and expression.

The two principal sources of energy are: • The Bioenergetic (Metabolic) Energy Systems • The Biokinetic Energy System The Bioenergetic or Metabolic energy systems involve the muscles working like engines by burning fuel to produce movement. They are energy converters changing the chemical energy in the food we eat into the energy of movement. This chemical or metabolic energy of movement can be produced in different ways by the three distinct metabolic energy systems, ATP-CP, Lactate and Aerobic.

But the energy for movement is also produced by the body’s kinetic chain storing and returning energy, and coaches have long recognized the importance of this “elastic” or “reactive” contribution without previously being able to have a full understanding of the process and tissues involved. This energy source and process largely involves the joints, muscles, tendons and aponeuroses within the kinetic chain. Because the process involves the kinetic chain, it is called the Biokinetic Energy System and can be clearly thought of as the Fourth Energy System. This biokinetic energy source is fundamental, then, to all events and goes hand in hand with having an optimally functioning kinetic chain. The primary role of the biokinetic energy system is to add to muscular power production and to provide a metabolic energy-sparing input that improves economy and endurance expressed in all the events of track & field athletics.

THE BIOKINETIC ENERGY SYSTEM THE FOURTH ENERGY SYSTEM We have stated that the energy for human movement can be produced by the body’s kinetic chain storing and returning energy.

This energy source and process largely involves the joints, muscles, tendons and aponeuroses, along with the kinetic chains that they comprise.

Most coaches recognise that biokinetic capabilities are important in the ‘power’ events of athletics: the sprints, hurdles, jumps, throws and combined events. But there is a common misconception that these

capabilities and the role of biokinetic energy is unimportant or insignificant in endurance activities, like middle and long distance running and race walking.

An athlete’s ability to apply force rapidly and accelerate their body mass is the rule, rather than the exception, in all of the events of track & field athletics. While the endurance events certainly do require an emphasis on metabolic capacity over time, by definition, they also involve repeated brief, explosive ‘spikes’ in power output each time the foot contacts the ground. Biokinetic contributions must be considered fundamental for both force production and economical metabolic energy-sparing, and therefore, it would be incorrect to think of these endurance events as being solely sub-maximal activities.

The primary role of the biokinetic energy system is then to add to muscular force and power production and to provide a metabolic energy-sparing input that improves economy and endurance expressed in all the events of athletics.

It does not matter whether we are examining, for example, the endurance of a 100m sprinter in the last 20m of a race or a marathoner at mile 20 in a marathon race. If the metabolic energy systems are depleted, the athlete will have no option but to slow down for this reason. The athlete, however, who is able to maintain the stability and function, the optimal stiffness, of their kinetic chain while metabolically fatiguing, is able to continue accessing the contribution of their biokinetic energy system to fuel and maintain their movement.

There is ample evidence that the control of stiffness and the attaining of optimal stiffness is a trainable response in the athlete, both neurologically and through adaptations of the related tissues, the muscles, tendons, aponeuroses and ligaments. It is, however, currently unclear how much of the tissue response in action is a conscious response and how much is unconscious. But this is not a limiting factor, nor a ‘need to know’ for application by coaches and athletes training to develop and improve control of the kinetic chain and so, optimize stiffness.

KINETIC CHAINS – CONTROLLING STABILITY AND MOVEMENT We are aware that the body is supported by an internal skeleton that is capable of stability and movement when pulled on by muscles acting across joints and under instruction by signals from the nervous system. The combination and inter-relation of the nervous, muscular and skeletal systems, along with the connective tissues, is given the term the Kinetic Chain.

MAY 2021 techniques

9

BIOKINETIC ENERGY

FIGURE 1: THE KINETIC CHAIN

The concept of the “Kinetic Chain” originated in 1875, when a mechanical engineer named Franz Reuleaux proposed that if a series of overlapping segments were connected via pin joints, these interlocking joints would create a system that would allow the movement of one joint to affect the movement of another joint within the kinetic chain. In 1955, Dr. Arthur Steindler adapted this theory to include an analysis of human movement. Steindler suggested that the extremities be viewed as a series of rigid, overlapping segments and defined the Kinetic Chain as a “combination of several successively arranged joints constituting a complex motor unit.”

The body’s Kinetic Chain runs from the top of the head to the tip of the toes and involves the major joints of the body from the neck, through the upper back, lower back, pelvis, hips, knees, ankles and toe joints. We can also look at parts of this kinetic chain separately, such as the Anterior, or Frontal, Kinetic Chain; the Posterior, or Rear, Kinetic Chain and the Oblique Kinetic Chains. Sometimes we focus on other parts of the chain, such as the Upper or Lower Kinetic Chains, but always remembering that we must take into account the context of the whole-body Kinetic Chain to provide optimal segmental control, functional stability and movement of any parts of the body.

The importance of the kinetic chain for coaches is understanding that for optimal functional efficiency and performance, all ‘links’ in the chain must be in the correct position and able to function effectively.

If one link or component in the chain is out of alignment or not functioning optimally, the entire kinetic chain is compromised. It cannot function correctly, and ultimately, the movement and performance 10

techniques MAY 2021

will be negatively impacted. Of all the links in the chain, the pelvis is a fundamental link. Its correct alignment in all planes is a key determinant of posture and the integrity of the whole chain. (See Figure 1) CURRENT UNDERSTANDING OF THE INVOLVED TISSUES As well as providing for integrated segmental control, the Kinetic Chain is capable of storing and returning energy, known as Biokinetic Energy. It used to be thought that the muscles were the primary active systems in this energy storage and return, with the tendons and other connective tissues having a relatively passive role. In recent years, however, modern research equipment and techniques such as ultrasonography have been developed that can examine the structures and internal and external forces in the human kinetic chain during movement and exercise.

This equipment and these techniques have been refined, and since 2013, they can identify the relative contribution of the muscles, tendons and other connective tissues in vivo, in the living and moving individual. Not surprisingly, we are finding that the performance and properties of living tissues in situ, in the body, and undergoing specific movements are very different from what we have seen previously when examining tissues in vitro, in a cadaver. Dead tissue is, unsurprisingly, unresponsive and inelastic. The latest methods are yielding startling new insights and understandings of human movement and providing a more accurate picture of the dynamic interaction, nature and synergy of tissues in the kinetic chain to respond to the variety of movement and force production possibilities.

From the recent research findings, there has to be a reevaluation of the traditionally taught Stretch-Shortening Cycle, SSC, and its role in biokinetic energy production. The traditional view of the elastic properties of the lower kinetic chain, for example, was to imagine a dynamic muscle contraction going from eccentric to concentric, with the muscletendon system acting like a ‘rubber band’. While loading and stretching, energy would be stored primarily in the muscle (eccentric phase), with some stretching of the tendon ,and this energy would be regained at muscle shortening (concentric phase) for toe-off. This is now viewed as an oversimplistic and misleading description of the variability of responses of the body’s tissues to differing movement and force production demands. Additionally, we now appreciate more what an aponeurosis is and the part that aponeuroses play in biokinetic energy production, as will be explained in more detail later.

We now appreciate that the eccentric contraction phase of the muscle effectively does not operate as we thought and is not so important as the elastic properties of the tendons and aponeuroses. For economy of movement, the associated muscles need to be emphasised as being in isometric, or close to isometric, mode. This is essentially the same ‘rubber band’ analogy except now there is a recognition that the muscle response and contribution in running at all speeds is not as great as it was thought to be for creating force but is vital as a stabiliser and resistance. The ‘rubber band’ is now the tendon and aponeurosis working in synergy. The biokinetic contribution to performance will be optimal, and

COMPARISON OF THE PROPERTIES OF TENDONS AND APONEUROSES

TENDONS

APONEUROSES

tough and resilient and primarily serve to connect muscles to bones

tough and resilient and may involve muscles or connects bone to bone

a white opaque shiny rope-like structure

a white transparent sheath - a flat structure like a sheet

capable of resisting considerable strain and have elastic properties that may return, amplify or attenuate forces

capable of resisting considerable strain and have elastic properties that may return, amplify or attenuate forces

acts as a Series Elastic Element (SEE)

acts as both a Parallel Elastic Element (PEE) and as a Series Elastic Element (SEE)

only permits elastic properties relating to strain created from changes in their rope-like length

permits elastic properties relating to strain in a multi-directional response

uniaxial action

multi-axial action.

most energy will be regained if the stiffness of the kinetic chain is optimal. The level of isometric stabilisation or activation by the muscles and positioning of the joints helps determines the stiffness of the system. But what exactly do we mean by this ‘stiffness’?

STIFFNESS Kinetic chains can absorb, store and return energy as the body moves. How well the energy is absorbed and returned is dependent on the ‘stiffness’ of the kinetic chain.

Here we must not confuse kinetic chain ‘stiffness’ with the standard dictionary definition of stiffness, which is, “rigid, firm, difficult or impossible to bend.” To better understand kinetic chain ‘stiffness,’ let’s look at running as an example. At its simplest, running is based on propelling the body forward while keeping its centre of mass (CM) relatively level during the running cycle. During impact with the ground, the leg acts much like a biomechanical spring, with the Lower Kinetic Chain absorbing energy and releasing it later in the running cycle at toe-off. Following this model, the closer the ‘stiffness’ of the kinetic chain is to optimal, the better the elastic return and the less metabolic energy needed to run at a certain velocity, or you can run faster for the same metabolic contribution. Stiffness is crucial and positive in defining biokinetic performance capacities in all events.

To continue with running as an example, think about what would happen if you

were to run gently across a concrete car park adjacent to a sandy beach and continue straight onto the sand. What would happen? Most probably, when you hit the sand your legs would remain extended to a much greater degree at each joint than they were while running over the parking lot. In other words, your legs would become stiffer on the sand. The stiffness of the leg is a function of the Lower Kinetic Chain involving the pelvis, hip, knee, ankle, foot and first metatarsophalangeal, “big toe”, (MTPJ) joints, coupled with the muscles, tendons and aponeuroses. But, if you were to sprint across the concrete onto the sand, you might well stumble and fall, as your legs might not have time to adjust to the new soft and giving surface and would not be sufficiently stiff to support the CM. Usually the body is able to adapt to terrain, and there will be a relative increase of leg stiffness on softer surfaces and a relative decrease on harder surfaces.

(See Figure 2) Incorrect stiffness on any surface produces negative results in either direction.

If the Lower Kinetic Chain is too stiff, then ground impact and reaction forces are increased, and the kinetic, elastic, energy is dissipated, lost, in the impact. If the stiffness is not sufficient, then the energy is dissipated, lost, into the squidgy ‘biomechanical spring,’ and another consequence is that the muscles will have to activate more and therefore use more metabolic energy. Ideal or ‘optimal stiffness’ for any

individual also prevents injury. If an athlete has too much stiffness they will be liable for bony injuries, while too little stiffness is associated with soft tissue injuries. This seems to make intuitive sense, that if the force at foot-strike, whether rear-, mid- or forefoot is too high from too much stiffness, the soft tissues cannot absorb the strain and so this force is taken up in the bony structures. Conversely, if the stiffness is too low, the soft tissues must be employed to control the foot strike, leading to transfer of strain to the soft tissue.

Stiffness is important to all the events of athletics. For the power event, athletes in the sprints, hurdles and jumps, stiffness is relevant largely in the same way that it is for a middle and long distance runner or race walker. In general, when running speed increases, there is a concomitant increase in stiffness. For throwers and combined event athletes, the oblique kinetic chains come into play to a much greater extent and, if the stiffness is optimal, can enhance the power created in their rotational and torsional movements.

To summarise stiffness is to view it as, “a skilled, responsive, adaptable, qualitative bio-mechanism involving the joints and tissues of the kinetic chains that determines the ability to optimise movement and biokinetic energy production and expression.” (Thompson, P.J.L., 2016).

TENDONS AND APONEUROSES – VITAL ELASTIC TISSUE There is a need to review the elastic tissues involved with the Kinetic Chain and Biokinetic Energy production since research articles frequently use the terms, ‘aponeurosis’, and the plural ‘aponeuroses’, that have not previously been incorporated into coach education materials. All coaches are now familiar with bones, muscles, tendons, ligaments and what they understand by ‘connective tissue’, but what are the aponeuroses, what are their properties and why might a coach need to know about them?

An aponeurosis is a ribbon or sheet of collagenous connective tissue, either as a separate structure or providing a wide area of attachment for one or both ends of flat muscles. Probably the best-known separate structure is the plantar aponeurosis on the under surface of the foot, commonly referred to as the plantar fascia.

Most coaches are familiar with the plantar aponeurosis, but this awareness is predominantly triggered from their athletes sustaining an injury to this structure, usually plantar fasciitis. But, with such awareness, how many coaches are actually knowledgeable MAY 2021 techniques

11

BIOKINETIC ENERGY FIGURE 2: COMPARING THE SPRING-MASS MODEL AND THE FUNCTIONING LOWER KINETIC CHAIN

of all the functions of the plantar aponeurosis? In one summary article, a researcher identified ten key biomechanical functions of the plantar aponeurosis, reinforcing the vital contribution of this structure to the biokinetic function of the foot. Aponeuroses are found throughout the body and are now known to be a vital elastic component of the kinetic chain, contributing to stability, movement and biokinetic energy production.

Aponeuroses are tough and resilient, similar to tendons in both function and composition, only tendons primarily serve to connect muscles to bones. The aponeurosis is a white, transparent sheath, a flat structure like a sheet, whereas a tendon is a white, shiny, rope-like structure. Both aponeuroses and tendons are capable of resisting considerable strain and have elastic properties that may return, amplify or attenuate forces. The difference between the two lies in their structure. Tendons are only elastic in one direction, relating to strain created from changes in their rope-like length. Aponeuroses, however, can react to strain in a multi-axial manner and provide a multi-directional response to strain, endowing aponeuroses with the capacity to function dynamically across a range of stiffnesses and movements. For many muscles, a significant portion of the tendon is an aponeurosis. The calf, or gastrocnemius aponeurosis, for example, is a sheet-like aponeurosis that is continuous and merges with the achilles tendon and extends over the gastrocnemius muscle bellies. We can now appreciate that the primary elastic connective tissues are the ten12

techniques MAY 2021

dons and aponeuroses and that they frequently work in synergy in the kinetic chain to yield biokinetic energy. Understanding the kinetic chain and how the body and all of its segments work together is essential for developing effective exercise and training programs to optimise Biokinetic Energy production and expression.

DEVELOPING THE BIOKINETIC ENERGY SYSTEM - CONTROL OF OPTIMAL STIFFNESS Control of the optimal stiffness of the Kinetic Chain and component kinetic chains can be achieved by an athlete’s adaptive responses to the blending of the following types of training: • Postural exercises for the controlled stability and movement of the whole kinetic chain • Focus and emphasis on the postural control of the pelvis in all three planes • Ensuring sufficient functional mobility throughout the kinetic chain with an emphasis on sufficient hip extension, ankle dorsiflexion and flexion of the first metatarsophalangeal, “big toe,” joints • Exploring the fundamental movements of kinetic chains e.g. bracing, hinging, squatting and lunging • Varying free weight loadings and exercises using implements, kettlebells, medicine balls and Olympic lifts - inter-session and intra-session • Varying the pattern and speed of movements, including running velocity - intersession and intra-session • Running on surfaces of varying compliance, on the continuum from effectively non-compliant, solid surfaces like concrete

to hyper-compliant, particulate surfaces such as sand - inter-session and intrasession • Training in shoes with midsoles of varying cushion and including barefoot running for the very small minority of athletes whose lower kinetic chain flexibility and function permits - inter-session and intrasession • Running on inclines, declines and undulations of varying steepness and length - inter-session and intra-session • Not over-striding, or over-reaching in any rotational movement, either naturally or deliberately.

As with most training, training the Biokinetic Energy system emphasises the quality of movement over quantity of movement, the quality of intensity over quantity of intensity and continual variety so that optimal adaptive stiffness responses and capabilities are developed. At the appropriate stage of athlete development, once tissues are conditioned and strong enough, and once skilled control of the Kinetic Chain and Stiffness is achieved, only then should there be challenges in training to maintain form and Biokinetic Energy production under competitionsimilar, fatigued conditions.

In summary, the Biokinetic Energy source is fundamental to all events and goes hand in hand with having an optimally functioning Kinetic Chain. Together they provide optimal movement and energy control, the Fourth Energy System, augmenting, enhancing and working in synergy with the contribution of the three Bioenergetic Energy Systems.

REFERENCES ALBRACHT, K. & ARAMPATZIS, A. (2013) Exercise-induced changes in triceps surae tendon stiffness and muscle strength affect running economy in humans. Eur J Appl Physiol 113(6): 1605-1615.

BARNES, K.R.; HOPKINS, W.G.; MCGUIGAN, M.R. & KILDING, A.E. (2015) Warm-up with a weighted vest improves running performance via leg stiffness and running economy. J Sci Med Sport 18(1): 103-108.

BARNES, K.R.; MCGUIGAN, M.R. & KILDING, A.E. (2014) Lower-body determinants of running economy in male and female distance runners. J Strength Cond Res 28(5): 1289-1297.

BLICKHAN, R. (1989) The spring-mass model for running and hopping. J. Biomech.

22: 1217-1227.

BUTLER, R.J.; CROWELL III, H.P. & MCCLAY DAVIS, I. (2003) Lower extremity stiffness: implications for performance and injury. Clinical Biomechanics 18: 511–517.

DALLEAU, G.; BELLI, A.; BOURDIN, M. & LACOUR, J.R. (1998) The spring-mass model and the energy cost of treadmill running.

Eur J Appl Physiol 77(3): 257-263.

DICHARRY, J. (2012) Anatomy for Runners: Unlocking Your Athletic Potential for Health, Speed and Injury Prevention.

Skyhorse Publishing, New York, USA. FARLEY, C.T.; HOUDIJK, H.H.; VAN STRIEN, C. & LOUIE, M. (1998) Mechanism of leg stiffness adjustment for hopping on surfaces of different stiffnesses. J Appl Physiol 85(3): 1044-55.

FERNÁNDEZ, P.J.; HOLOWKA, N.B.; DEMES, B. & JUNGERS, W. L. (2016) Form and function of the human and chimpanzee forefoot: implications for early hominin bipedalism. Sci Rep. 6: 30532.

FLETCHER, J.R. & MACINTOSH, B.R. (2015) Achilles tendon strain energy in distance running: consider the muscle energy cost. J Appl Physiol 118: 193-199.

FLETCHER J.R.; PFISTER, T.R. & MACINTOSH, B.R. (2013) Energy cost of running and Achilles tendon stiffness in man and woman trained runners.

Physiological Reports: 1(7): e00178.

HEISE, G.D. (2016) The work and activation of lower extremity muscles in explaining interindividual variability in running economy. 34rd International Conference on Biomechanics in Sports Tsukuba, Japan, July 18-22.

HILL, A.V. (1938) The heat of shortening and the dynamic constants of muscle.

Proc. R. Soc. Lond. B. London: Royal Society 126(843): 136-195.

HUDGINS, B.; SCHARFENBERG, J.;

TRIPLETT, N.T. & MCBRIDE, J.M. (2013) Relationship between jumping ability and running performance in events of varying distance. J Strength Cond Res 27(3): 563–567.

KARAMANIDIS, K.; ARAMPATZIS, A. & BRÜGGEMANN, G-P. (2006) Adaptational phenomena and mechanical responses during running: effect of surface, aging and task experience. Eur J Appl Physiol 98(3): 284-298.

KELLY, L.A.; LICHTWARK, G. & CRESSWELL, A.G. (2015) Active regulation of longitudinal arch compression and recoil during walking and running. Jour Royal Soc Interface 12(102): 20141076.

KIRBY, K.A. (2016) Understanding ten key biomechanical functions of the plantar fascia. Podiatry Today 29(7) KORFF, T.; HORNE, S.L.; CULLEN, S.J. & BLAZEVICH, A.J. (2009) Development of lower limb stiffness and its contribution to maximum vertical jumping power during adolescence. The Journal of Experimental Biology 212: 3737-3742.

LAI, A.; SCHACHE, A.G.; LIN, Y-C. & PANDY, M.G. (2014) Tendon elastic strain energy in the human ankle plantar-flexors and its role with increased running speed.

The Journal of Experimental Biology 217: 3159-3168.

MAY 2021 techniques

13

BIOKINETIC ENERGY

MOORE, I.S.; JONES, A.M., & DIXON, S.J. (2014) Relationship between metabolic cost and muscular coactivation across running speeds. J Sci Med Sport 17(6): 671-676.

MORITZ, C.T. & FARLEY, C.T. (2005) Human hopping on very soft elastic surfaces: implications for muscle pre-stretch and elastic energy storage in locomotion.

The Journal of Experimental Biology 208: 939-949.

RAICHLEN, D.A., ARMSTRONG, H. & LIEBERMAN, D.E. (2011) Calcaneus length determines running economy: Implications for endurance running performance in modern humans and Neandertals. Journal of Human Evolution 60(3) 299-308.

ROBERTS, T.J. & AZIZI, E. (2011) Flexible mechanisms: the diverse roles of biological springs in vertebrate movement. The Journal of Experimental Biology 214: 353361.

PAAVOLAINEN, L.; HÄKKINEN, K.; HÄMÄLÄINEN, I.; NUMMELA, A. & RUSKO H. (1999) Explosive- strength training improves 5-km running time by improving running economy and muscle power. J. Appl. Physiol. 86(5): 1527-1533.

PERL, D.P.; DAOUD, A.I. & LIEBERMAN, D.E. (2012) Effects of Footwear and Strike Type on Running Economy. Med Sci Sports Exerc 44(7): 1335-1343.

14

techniques MAY 2021

SANO, K.; ISHIKAWA, M.; NOBUE, A.; LOCATELLI, E. et al. (2013) Muscle-tendon interaction and EMG profiles of world class endurance runners during hopping. Eur J Appl Physiol 113(6): 1395-1403.

SANO, K., NICOL, C., AKIYAMA, M., LOCATELLI, E. et al. (2015) Can measures of muscle-tendon interaction improve our understanding of the superiority of Kenyan endurance runners? Eur J Appl Physiol 115(4): 849-859.

SCHADE, F. (2010) Biomechanic services: a question of co-operation. IAAF New Studies in Athletics 25(2): 27-35.

STEARNE, S.M.; MCDONALD, K.A.; ALDERSON, J.A.; NORTH, I.; OXNARD, C.E. & RUBENSON, J. (2016) The foot’s arch and the energetics of human locomotion.

Scientific Reports. 6: 1-10.

TAM, N.; SANTOS-CONCEJERO, J.; COETZEE, D.R.; NOAKES, T.D. & TUCKER, R. (2017) Muscle co-activation and its influence on running performance and risk of injury in elite Kenyan runners. Jour of Sports Science 35(2): 175-181.

THOMPSON, P.J.L. (2018) Kinetic Chains - Controlling stability and movement. The Body in Sport, UK Athletics Publications, England: 13.

THOMPSON, P.J.L. (2016) Current perspectives of Biokinetics in middle and

long-distance running - an examination of the ‘Elastic Response’. IAAF New Studies in Athletics 31(1/2): 25-40.

THOMPSON, P.J.L. (2009) Introduction to Coaching - the Official IAAF Guide to Coaching Athletics. IAAF Publications, Monaco.

TUCKER, R. (2013) The Kenyan advantage: Is it calf elasticity? The Science of Sport Blog WAGER, J.C. (2015) Assessment of elastic energy in the plantar aponeurosis and its contributions to human running. Diss. The Pennsylvania State University.

PETER JOHN L THOMPSON IS OF BRITISH BIRTH AND HAS COACHED FOR 52 YEARS, WORKING WITH ATHLETES OF ALL AGES FROM MIDDLE SCHOOL TO PROFESSIONAL OLYMPIANS AND WORLD RECORD HOLDERS. HE HAS BEEN INVOLVED IN CREATING AND DELIVERING COACH EDUCATION FOR 46 YEARS AND WAS ON THE 1982 FOUNDING COMMITTEE FOR THE TAC/USA COACH EDUCATION PROGRAM. HE HAS COACHED ALL THE DISCIPLINES OF TRACK & FIELD AND WAS THE FIRST COACH OF DALEY THOMPSON, 1980 AND 1984 OLYMPIC GOLD MEDALIST. HE HAS COACHED IN EUGENE, OREGON FROM 1976-1990 AND FROM 2011 TO TODAY. PETER HAS ALWAYS BEEN INNOVATIVE IN HIS COACHING AND SINCE 1978 HAS CONCENTRATED ON THE MIDDLE AND LONG-DISTANCE EVENTS, FORMALLY DEFINING THE NEW INTERVAL TRAINING METHOD IN 1995. IN DECEMBER 2016 HE FORMALLY IDENTIFIED, DEFINED AND DEVELOPED THE TERMS, ‘BIOKINETICS’, ‘THE KINETIC CHAIN’, ‘STIFFNESS AND ‘THE FOURTH ENERGY SYSTEM’.

KIRBY LEE IMAGE OF SPORT

16

techniques MAY 2021

KIRBY LEE IMAGE OF SPORT

The Art of Acceleration The Transition Phase in the 100m ED BARBER

A

sprinter knows whether they have good speed relative to other sprinters, but good coaching and a good understanding of how to reach maximum velocity efficiently will take the sprinter to the next level. The purpose of this paper is to emphasize the transition phase, that is, the section of acceleration that comes after the drive phase when the sprinter transitions their acceleration to maximum velocity.

This paper will first define what is meant by the TRANSITION PHASE, followed by tips and drills that focus on coaching proper skills and mechanics that predicate reaching maximum velocity. Acceleration is both a drive phase, followed by transition phase. The application of the drills provided is for any coach, whether a college coach, a club coach or a high school coach.

For years, coaches have been breaking down the 100 meters sprint into phases with many variations. The basic phases are simpl: acceleration, maximum velocity and speed maintenance. Coach John Smith has seven phases, breaking down the start to include reaction time and block clearance, then the drive, acceleration, top speed, speed maintenance and finish. Coach Tom Tellez has five phases: reaction time, block clearance, acceleration, maintenance of maximum velocity and lessening of deceleration. All these examples of phasing have the purpose of helping the sprinter reach maximum speed efficiently.

Therefore, the TRANSITION PHASE defines the time during acceleration where the sprinter goes through the process of transitioning from horizontal force to vertical force. The transition is the part of acceleration that has qualities differing from the drive phase in terms of the mechanics involved. Transition mechanics involve a

shin angle, and that is a determinant of the change from drive to transition. Coming out of the blocks the shin angle moves from approximately 45°, to 90°. As the drive phase is ending, the shin angle moves perpendicular to the ground. There is also a change in posture when the horizontal forces of the drive phase end and transition begins. The body becomes perpendicular as well. There will be a line from the stance foot, through the hip, to head.

This has been referred to as the power line. The power line of the body goes through the same angle change as the shin, (45° to 90°) so that the application of force is the same throughout the acceleration.

There is not a prescribed meter mark on the track during acceleration where the transition begins. Each sprinter will be different, relative to their development and to their strength. It is helpful to know, however, approximately when the drive phase ends relative to that 90° angle of the shin. One tool coaches can use to find this 90° angle is video. The coach can suggest to the athlete that, “We are going to work on extending the drive phase.” The sprinter should be told to push for as long as possible. The coach will have set up cones every 5m out to 25m. The sprinter will start from the blocks as if running the 100m race. The sprinter is filmed accelerating to about 40m. Film 2 to 4 rehearsals.

While viewing the video, time each 5m segment and record the intervals. Early on, each timed segment will decrease, along with an increase in stride length. There is no longer acceleration when the time increases. The coach knows that this is the point where the drive phase ends.

The transition phase follows the drive phase and extends acceleration. Transition biomechanically ends the pushing by the

quadriceps, and increasingly emphasizes the hip extensors, which includes the glute/ hamstring muscles. With the posture erect, the transition phase force is maximized, having the magnitude and direction of force vertical in application by the end of the drive zone. During the transition, stride frequency is increasingly added to the stride length. Developing stride frequency is the goal of transition.

Usain Bolt had his greatest acceleration rate between 30m – 70m, (.86, .83, .82, .81 in 10m segments; Speedendurance.com), this is his transition phase. Increasing speed propels the sprinter into the frontside kinematics that characterize sprint form at maximum velocity. Regarding acceleration in both the drive phase and the transition phase, it is important to postpone maximum velocity for as long as possible. Drive and transition must be optimized before maximum velocity is reached.

That is, the drive phase reaches an optimal stride length before frequency becomes the priority, then the transition phase progressively adds frequency until both the OSL and the OSR have reached maximum velocity. The sprinter should be as far down the track as possible before reaching their maximum velocity. Also, no one, not even Usain Bolt, has accelerated past 7 seconds.

To continue to accelerate past the end of the transition phase works against speed maintenance. In fact, just the opposite occurs: deceleration is accelerated.

Jack Blatherwick (Force, Power, or Acceleration, 2013) sheds light on the transition phase as it correlates to the principles of physics with acceleration. If acceleration is kinematically defined as a change in velocity, then the question relative to the transition phase is how a sprinter can get the greatest velocity out of the transition

ART OF ACCELERATION phase.

Jack states, “Many coaches and athletes, (scientists and professors), incorrectly believe that explosiveness and explosive starting from a standstill is where athletes demonstrate the greatest power, like exploding out of the starting blocks...

If an athlete accelerates at the same rate between 0 to 5mph, as he does between 5 to 10 mph, his power is greater from 5 to 10 mph because the velocity is greater, power = force x velocity, and there needs to be substantial velocity for the power to be maximum.” Jack also notes that there needs to be a high rate of acceleration as well, because force = mass x acceleration.

So, in terms of an application for the transition phase, acceleration is greater after the initial explosion from the blocks, 3 seconds later. (see velocity over time graph). This is likely between 25m and 35m on the track, depending on development, and is where transition begins. Because of this power, the transition phase is understood to be a major contributor in acceleration. After the three seconds, the optimal stride length and the optimal stride rate progressively become balanced. To make this transition phase natural and comfortable, the coach needs to recognize there will be an individualized stride rate with sound mechanics. During the process of acceleration, there is an ideal frequency, a rhythm that, if exceeded by being quick, results in loss of efficiency. Many rehearsals are needed to find this natural sense of “ideal frequency “during transition. The drills provided in this work will provide coaches with the means to accomplish this.

All coaches encourage block clearance and the drive phase. It pays to work just as hard on what we are identifying as the transition phase. One approach that coaches can use is to make sure that transition is built into their program throughout the year. With the transition phase, it is easy to set up a transition zone (examples follow) so that sprinters can rehearse proper biomechanics and a pattern individualized allowing for a kinesthetic sense to be developed.

First and foremost, the coach should emphasize correct posture for optimal sprint technique. As any sprint workout begins, the shoulders should nearly be perpendicular to the ground. If the shoulders are significantly pressed forward, negative sprint mechanics will result. Casting the shin from the knee occurs, resulting 18

techniques MAY 2021

in a breaking effect as the foot strikes the ground. Also, the sprinter’s stride will not continue to reach an optimal stride length if they are pressing forward with the shoulders. Usain Bolt on YouTube made an interesting comment about shoulder position in the video, (www.youtube/ Usain Bolt/ Phases of the 100m sprint). He says, “Lift your posture, run tall and pick your knees up, and hold your shoulders down.” This is interesting language. Hold your shoulders down! He is no longer talking about the drive phase because he says, “run tall”. Yet, “hold your shoulders down”!

Later he reminds the sprinter to, “keep your body forward”.

If while sprinting ,one does not keep the body forward, a foot stride too far in front of the center of mass may result. This forward lean does not mean bowing. The power line, (hips over the support foot, and shoulders over the hips), is still to be maintained. It is the PLANK idea, a slightly forward plank. This degree of forward lean will be only slightly different for each sprinter.

The posture must always be in the mind of the athlete. Good posture, therefore, allows the power line to produce the required power angle of force. The direction of the force must be vertical.

Another important component that is related to the posture is leg stiffness. Leg stiffness is the ability to resist the force of gravity as each foot strikes the ground. Leg stiffness was found by Dr. Peter Weyand to be an Important determinant of efficient sprint speed. (Weyand 2014, JAP) The body is not overcome by gravity with each step.

If the body sinks, it takes longer to come off the ground in the stance phase, resulting in slow ground contact times, (GCT), thereby slower maximum velocity.

The sprint coach can next teach the biomechanics of the sprint cycle and how these biomechanics effect maximum velocity. These mechanics involve skills that can be rehearsed and learned in a transition zone. In the sprint cycle, the proper positioning of the legs, and how vertical force is produced, becomes the priority. The coach must teach their sprinters to have a feeling, a developed kinesthetic sense, of the proper positioning of the legs. This kinesthetic sense is related to the timing and rhythm of the repositioning of the legs.

LEG POSITIONING & VERTICAL FORCE The coach moves the sprinter on from posture, to the mechanics involved in leg positioning. Sprinters start an acceleration

and move into transition using a cue that I have found helpful in addressing the leg positioning. It is to use Charlie Francis’, “whip from the hip”.

This cue describes the powerful force by which the knee is driven forward and up. “Up“ is not to be confused with a piston-like mechanic. Think out at a 45° angle. This acceleration of the swing leg moves the focus from the horizontal force in the drive phase, to a skill that will make it mechanically possible to achieve maximum velocity, (vmax), because it is during this transition phase that the greater power is applied because of velocity. Therefore, the focus changes to the velocity of the swing leg with the end being a different mechanical outcome from the horizontal force above. It is different in that the focus changes from trying to getting the foot under the hip during the drive phase, to the positioning of the swing leg in the transition phase. The leg must be out in front at the right time. If it is, then the leg is in a position and able to deliver optimal ground reaction forces, (GRF) from the vertical strike. The swing leg position has the foot at its highest point as the knee blocks. A second cue in the timing of this knee block is called, “strike from the top”. The foot is accelerated to the ground with a pop. A reminder of stride rate principles include understanding that frequency results from time in the air, flight time, (FT), and GCT. The less time is spent on the ground, the faster the SR can be. So, both a progressive increase in SR and a powerful pop on the ground characterize the effort.

How does an acceleration of the swing leg lead to greater GRF? In referencing physics again, we know that “for every action there is an equal and opposite reaction.” Therefore, the greater the force given to accelerating the swing leg forward, the greater the force will be on the knee as it moves back toward the ground. A stretch reflex in the hamstring/glute muscle group pulls the knee back with the same and equal amount of force applied in the swing leg. If the swing leg is positioned appropriately, then the strike on the ground will produce the kind of GRF that reduces GCT. The resultant rebound effect from this strike will pop the foot back up under the hip in a coordinated time relative to the swing leg, (another equal and opposite principle). This “pop, pop, pop” is executed properly when there’s great posture, and a “hard Z” (Vince Anderson’s descriptive pic-

ture of Seagraves knee up, toe up, heel up), allowing force to be vertically applied.

Dr. Weyland’s study (Weyand 2000, JAP) has shown another principle related to the idea of accelerating the swing leg forward.

Weyand states, “We conclude that human runners reach faster top speeds not by repositioning their limbs more rapidly in the air, but by applying greater support forces to the ground.” Dr. Weyand tells coaches to focus on the strike. This is a sprint paradox in that one cannot apply the force Dr. Weyand references unless the swing leg is positioned to strike. The heel does rebound under the hip, but the leg is not initially in the Anderson “Z”.

Accomplished sprinters can naturally reposition the leg to deliver a strike, but there are many coaches who have developing sprinters who need cues to help communicate principles that need to be adopted.

Would focusing on the strike alone reposition the swing leg? It would create a stretch reflex in the hip flexors pulling the leg up, but would it drive it out? There must have been some reason that Charlie Francis came up with “whip from the hip” and that Vince Anderson pictured the “hard Z”.

TRANSITION DRILLS The following drills are resourcing for coaches. If working the transition zone is new to coaches, the drills will be a good for one’s toolbox. There will be a run-in to a transition zone for many of these drills.

This run-in simulates the drive zone. Each run-in has two purposes. First, the sprinter is to be at 80% of their drive speed, and second to be near their optimal stride length, KIRBY LEE IMAGE OF SPORT

(OSL).

Use an extended warm-up on transition days. A hurdle plyometric activity is called for to start the session. As the sprinter springs over the hurdles, have them feel what their heels are doing while passing over the hurdle. Encourage, as part of the pop-off, to pull the heel under the hip. This anticipatory mindset prepares the sprinter for the mechanics used in the following exercises.

As the sprinter enters the transition zone, the stride rate (SR), should builds through a 25m to 30m practice zone. This does not mean that the effort is less than 100%.

There is still maximum force applied to the ground. It is just that the rate by which the force is applied is distributed throughout the zone. This first drill explains that.

1. SPLIT ZONE The coach puts a cone in the middle of the zone, telling the sprinter to use 90% speed of the swing leg during the first interval, and 100% in the second half. This rehearses the postponing of vmax. When vmax is reached prematurely, it requires running with full speed longer than is physiologically appropriate.

During the competitive season, this modeling drill and the transition zone may be 45m to 50m long. At that time two cones are used to divide the transition phase into three segments of, 15m, 15m, 15m, with the “whip from the hip” increasing in speed from 80%, to 90%, to 100% through the segments. This would be only 3 to 4 steps per interval, so the change in leg velocity happens fast.

2. VARIABLE SPEED CONTRASTS Therefore, another option for training the sprinter is to practice the rate of switching in the swing leg through longer zones.

Define the length of the zone relative to the phasing, but for this discussion 25m is used. The workout would include: 1 x 25m @ 80% velocity of the leg swing, a second run, 1 x 25m @ 90%, and a third, 1 x 25m @100%. Use two to three sets depending on the time of year, and 3 to 4 minutes for the recovery between reps. The set rest should be 8 to 10 minutes.

The use of a transition coaching cue might be, “whip to a ‘hard Z’” or “whip to Z”, which is a nice combination of Charlie Francis, and Vince Anderson in this cue.

Again, this cue describes the knee up, heel up, toe up sprint position Loren Seagrave uses describing the leg while sprinting. This leads to the second biomechanical position touched on above, which is the strike of the foot against the ground. Many developing sprinters have not yet understood, felt, or practiced the skill of accelerating the foot from above the ground. They cast the foot to the ground and then apply force.

3. WICKETS The wicket drill uses a drive phase zone into a wicket zone. The wicket zone used after the drive phase is like the 100m. A critical aspect of the drive phase in this drill is to make sure the torso progressively moves toward perpendicular. The sprinter cannot hit the “hard Z” over the wicket if the posture does not allow for it.

The wicket places the knee in a position where they learn to strike from the top.

Also, measuring the sprinters stride length at the end of the drive phase can help the coach place the wickets in a distance that will make a smooth transition zone. In terms of measuring, the coach needs to know the sprinters OSL. The OSL is found by taking a trochanter length measurement in meters. The length is then multiplied by the following: female x 2.35/ men x 2.43.

This produces what the sprinters SL should be, their OSL. Progressively move the distances between the wickets as competence is demonstrated, and as periodization dictates, (e.g. below). Periodization also considers where the athlete is in their competitive season for changes.

4. PROGRESSIVE HEIGHT WICKERTS After driving from the blocks, (maybe, out to 10m to 15m) and entering the wicket zone, the next 10m has 6” wickets, then 10m at 9”, and the last 10m- 12”. Again,

ART OF ACCELERATION the spacing of the wickets is based on one’s OSL, and where the season is relative to this drill. If the season is just starting, the coach should put the spacing to only be 85% of the sprinters OSL. Entering the wicket part of the drill, the swing leg is forced up and out, but the emphasis for the sprinter is to strike the ground from the top with a pop.

5. WICKET CONTRASTS This drill is a contrast method where the sprinter goes through a series of wickets, followed by a natural run. Using the wickets, recover the heel under the hip.

By pulling the heel up under the hip two things result. The knee will be higher and the “strike from the top” principle can be rehearsed. Next, a natural run is done, working to position the heel under the hip as in the wickets. This going from a wicket run, to the natural run, gives sprinters a rehearsal that applies the proper biomechanics without the wickets under them.

• Run a set of 10, 12” wickets, then • Next do a natural run, a 30m distance applying the above skills, trying to develop a kinesthetic sense of where the heel is and learning where the strike is initiated.

Adaptation usually follows understanding the feeling of doing things right.

• Use 3 sets of a wicket run, <2’>, then a natural run [4’] 6. CONTRAST II The purpose of this next drill is just like the previous drill except the contrast is in the same run. The previous drill has the natural run done in a separate rehearsal, connecting proper mechanics forced by the wickets into then running naturally. The idea in this drill is to hit the “hard z” after the forced constraints of the wickets within the same run. At the end of the wickets, the sprinter goes immediately into a natural section, running the same way as when the wickets were under them.

These distances between the wickets are only an example.

• 12” wickets • 3 x 5’ apart/ 4 X 5’6” / 5 X 6”, the sprinter is told to accelerate as they go • A cone is placed 30m from the last wicket to maintain the form.

• Using a 5 to 10m run-in, the sprinter enters the intervals focusing on the posture discussed, upright and at the same time “keep the body forward” (U.B.). Cue “whip to Z”.

The sprinter is to focus on relaxation so 20

techniques MAY 2021

as to be able to apply vertical force from the “Z”, striking from the top. This means that when the foot is over the knee, and in the “Z “, the knee is accelerated to the ground with a POP, (M Young, BOING) This must be anticipated and can only be accomplished if the swing leg is properly positioned. With many rehearsals, a kinesthetic sense is learned regarding the timing and rhythm of sprinting.

7. STICKS The purpose of the Stick Drill (in this situation) is to match an increase in SL with the increase in SR. Set up zones with sticks in a line that has progressively longer intervals between the sticks.

The intervals are increased out to an optimal stride length, (OSL). Below are some examples of stick zones, READING LEFT TO RIGHT. 4 x 6’6” 2 x 6’7” 2 x 6’8” 2 x 6’10” 4 x 6’7” 2 x 6’8” 2 x 6’9” 2 x 6’10” 2 x 7’ 4 x 6”8” 2 x 6’9” 2 x 6’10” 2 x 6’10” 1 x 7’ 1 x7’1”

* adjust for developmental levels From a 20m to 30m run-in, the sprinter enters the stick zone using the “whip to Z” principle, accelerating the swing leg out, and forcefully popping the ground to make the next interval. It is critical to not cast from the knee to make the intervals, but rather apply greater ground force. If casting occurs, then the sprinter needs to use a shorter interval line zone. Each of these line zones are around 30m in length. This makes for a good transference to a 100m with a 30m accelerate phase and a 30m transition phase.

Again, these examples are starter ideas for a coach to build from. General Prep/ Specific Prep/ and the Comp phasing can align the zones.

Maybe the coach wants to not build up to the SL but utilize a zone where a constant length is utilized so the sprinter might work at 80% of their SL in GP, 90% in SP, an 100% in the COMP phase. Another idea may be to add some sticks to lengthen the zone to 40m. Regardless, providing rehearsals at their OSL, and whipping from the hip, is key.

8. SLED CONTRASTS The purpose of this drill is to learn to transfer the applied force used to accelerate the sled, to the natural sprinting of the transition phase.

Between the sled pull and the natural

sprint there will be a 2 to 4-minute rest. The sled used should not be heavy.

• Go back and forth, sled run, rest, to a natural sprint, using 2 to 3 sets ` The coach may want to have the sled pull zone shorter than the zone for the natural run. 20m to 25m zone for sled, verses 30m to 40m for the natural run.

• After the 4’ rest, the natural sprint is run. Remember, coach the feeling of force that the sled required and apply that feeling to the natural sprint.

9. BLENDING As the drive phase begins to end, the sprinter is positioning his body for the transition phase. The following is reviewed because these mechanical positions must be in place before the transition phase is executed properly. The mechanical positions the coach should look to see includes: • Increased SL, shin angle to 90° • The power line is maintained with the angle of the body increasing towards perpendicular • The heel moves from stepping over the opposite foot, to stepping over the other shin, to stepping over the knee.

When the sprinter reaches their transition point, their shoulders are nearly perpendicular, they are beginning to whip from the hip and they are looking to add frequency to the achieved stride length.

The following workout is very intense, and the coach needs to make sure their sprinters are ready.

SET 1.

3 x block starts (steps 0, 1, 2) - put a cone at 4m as a stopping point 3 x, 3 step walk-ins to a 15m drive phase 3 x block clearances plus drive phase to 25m A key element to look for is a push that continues even though the posture is moving towards 90* SET 2.

Use a transition phase from 20m out to 50m, plus a flying phase of 30m This blending has the OSL and the OSR synchronizing to help the sprinter learn how to relax. Relaxation postpones the onset of deceleration.

This Blending is run 2 to 3 times with 8’ to 10’ for recovery.

10. BLENDING II Use a 3-step walk-in to a 15m drive phase. <4’> (A) Next, a 20m jog-in (up to 80% speed) to a

transition phase 30m in length. <4”> (B) Now Blend them: a 3-step walk-in to a 15m drive, with a 30m transition. (C) A, B, and C are one set. 2 to 3 sets are used depending on the time in the season and the fitness level of the sprinter.

10. ASSISTED There are two modes of assisted training to be used, downhill is one, and surgical tubing is another.

1. HILL WORK The downhill drill begins on the flat, the flat would simulate the drive phase.

At the crest, the downhill slopes off at about 4 to 5 degrees.

This degree of slope is one that you may have to experiment with to find what works best with your athletes.

To begin, the sprinter starts accelerating toward the crest at nearly full speed. The torso should come up and the stride should be open. At the crest, the sprinter is ready for full speed and must keep their torso perpendicular to the hill as they increase the velocity of the swing leg. Letting gravity help with the velocity of the swing leg the velocity increases through a 15 to 30m meter zone. Be careful to notice if they lean back or the speed increases to where they lose control by casting. Shorten the zone until they can master the distance.

This workout could be done in sets of 2, with 3 repetitions in each set. The rest between reps should be 4 to 6 minutes. The set rest between 8 and 10 minutes.

This is a dangerous exercise! Progressions should lead to a readiness for this drill.

2. TUBING • With the surgical tubing I’ve had mixed results. Some athletes never can get the mechanics correct being pulled, (though they enjoy the drill). They fall into a position where they lean back in the pull or cast the foot. The ones who can use the tubing are those who keep the body planked forwards, without bowing. And, the goal is the same, whip to Z. • Beginners should not be under the assisted load for a long period of time, only 2 to 3 seconds. More experienced sprinters that have used the tubing may go 3 to 4 seconds.

This may seem like too short of a period, however, consider how long of time the transition is in a race!

RESOURCES (USATF, 1999-2015) (Seagrave, Monchbahani, & O’Donnell, 2009) (Blatherwick, 2013)(Pfaff, Dan, 1999) (Young, Michael, 2012) (Bolt, Usain, 200) (Blatherwick, 2013) (Peter G. Weyand, 2000) (Kenneth P Clark, 2014)

ED BARBER IS A LEVEL III COACH IN SPRINTS/HURDLES WITH USATF. PRESENTLY COACHING AT AMERICAN RIVER COLLEGE IN SACRAMENTO CALIFORNIA, HIS LAST TWO PRE-COVID SEASONS RESULTED IN CCCAA STATE CHAMPIONS IN THE DECATHLON. COACH BARBER HAS COACHED HIGH SCHOOL AND COMMUNITY COLLEGE TRACK SINCE 1978 RESULTING IN NUMEROUS ALL-AMERICANS AND STATE CHAMPIONS.

MAY 2021 techniques

21

22

techniques MAY 2021

KIRBY LEE IMAGE OF SPORT

Javelin

Making a rather technically difficult event simple RICHARD A. DESTEFANO, MS

T

he javelin throw is a full body, reactive event that required just the right amount of doses of speed, power, flexibility, elastic strength, etc. In order to throw the javelin far, there can be no margin of error, with near perfect positions and great speeds that need to be acquired throw after throw. Anyone can throw something, but to throw something far, the breakdown of proper mechanics is a must. Technique trumps everything.

(All is explained for a right-hand thrower) THE GRIP There are three grips utilized by javelin throwers. The Finnish grip is when the middle finger and thumb are behind the cord. The fork grip is when the index and middle finger are on either side of the grip. The American grip is when the first or index finger and thumb are behind the cord. The commonality among all three grips is that the palm is facing up.

CARRY & CROSSOVERS-“CREATING THE APPROPRIATE PATH OF THE JAVELIN THROWER” First and foremost, a focal point out in the horizon is chosen. It is a selected point to where the athlete doesn’t necessarily want to throw to, but rather through. A stick shift theory, as used when driving a standard automobile, is used as a coaching tactic when it comes to cultivating speed on the runway. The initial carry can start off slow for forward momentum. A carry should include enough running steps that the athlete feels is adequate before initiating crossovers. The drawback of the javelin allows for the body to accelerate with sideways momentum and will allow for the first crossover to begin. Again, each step is faster than the step before, so it is important not to start out too fast.

Although explosive leg ability starts with crossovers for getting down the runway, it is also used for when jumping into the throw using the penultimate and when putting on the breaks while planting. Crossovers are like running sideways; however, stride lengths cannot be short and choppy or too long, causing deceleration or a false sense of speed. The shoulders remain level, holding right arm MAY 2021 techniques

23

24

techniques MAY 2021

MAY 2021 techniques

25

JAVELIN CHART 1

and palm above the ear with javelin tip at either eye or forehead level. The left arm swings in a fashion so that both shoulders remain parallel to the runway and can be described as a 12 to 3 o’clock swing (12 being the front of the runway). If someone were in front of you standing at the toe board, the front of your shirt cannot be seen. Another way of visualizing this is that the right side of the chest is hidden behind the left side of the chest.

The number of crossovers can vary athlete to athlete. It is important to know that when cultivating top speeds into the penultimate, each step is faster than the one before. If crossover 2 looks just as fast as crossover 3, it may be redundant. However, some athletes feel that it helps them for continuity or fluidity reasons. Once an athlete and coach decide how many crossovers are taken, it is encouraged to take a large percentage of throws utilizing two or three crossovers, as the quality of good technique can be achieved and flaws can be corrected. This can allow for athletes to work with various speeds and tempos.

PENULTIMATE & BLOCK- “WITHOUT A LEFT THERE IS NO RIGHT” The penultimate step is also known as “the step before the throw”. Using the analogy of getting over a 300-foot hole in a tunnel at your height is used. This analogy allows for the athlete to use the last left of his or her final crossover to jump long and linearly enough to get over a 4 or 5 foot hole while avoiding getting vertical. If you get vertical, you will hit your head in the tunnel and decelerating is inevitable. A high right knee and a forwardly positioned right toe are two of the key penultimate attacking characteristics.

A big mental note is that a throw cannot be thrown until the plant has made contact to the ground. This position allows 26

techniques MAY 2021

for a must in any kind of throwing event, a double support. While the athlete is in the air during the flight phase of the penultimate, they are in a position awaiting for the right leg to make contact with the ground, enabling and pushing the left hip and left foot forward to the ground. Some may describe it as “getting the left leg down.” In response, the left leg makes a good ground force to finalize the hip. The right knee is bent and non-weight bearing, allowing for both an immediate left and so that no speed is lost. Without the left block, there is no completion of the hip response as well as reaction. A biomechanical analysis can detect and confirm the final action of the hip comes from impact and reaction to the left block. The upper torso is then aligned so that there is a spine change so that everything is back behind the plant as opposed to on top of the block. The upper body is extended, but relaxed. The shoulder and lat (latissimus dorsi) are fully extended back while maintaining level shoulders. If achieved with appropriate speeds this position creates the necessary amount of acceleration needed to increase the arm velocity, on average, anywhere between 4-8m/ s2 to upwards of 27-33m/s2. This may vary in practices and meets because throws in practices may range anywhere from 50-90%, whereas meets are all or nothing.

STRIKE AND FOLLOW THROUGH At the moment that a double support is achieved using the penultimate step, it is a must not to strike the implement too early.

This, in response, will allow for delayed strike as opposed to pre-bend or premature strike with arm. The position will then allow for the athlete to create a hip-chestshoulder-elbow-hand distribution of power effort. This position can be maximized by remaining closed with the hips and chest as almost parallel to the runway.

It is key to stay smooth, and once speed of the crossovers is converted into power using the penultimate, the athlete needs to put as much velocity into the spear as possible. This is accomplished by utilizing the firm base of both the left leg and left shoulder that the penultimate establishes in addition to the speed of the runup. The feeling of bracing the power position after the penultimate feels as if you are punched in the gut; however, the left side (including the left arm) braces for impact so the blow isn’t felt.

Both the hips and chest square up in the direction of the throw, allowing for a tremendous elastic stretch across the chest and shoulders. As a result, the javelin is flailed or slung out up and over the block.

The release speed and the highest release speed is the result of an elastic reflex of the muscles and connective tissue (fascia), as opposed to raw strength. The angle of attack can range anywhere between 38-45 degrees. A follow through may include a step or two after blocking due to forward momentum.

A BREAKDOWN OF THE THROW See Chart 1 CREATING THE TRAINING PROGRAM A training program can include several variables that are all of equal importance.

Physical training can range from getting the work done on the javelin runway, in the weight room or on the athletic fields, and sometimes you may find yourself in the pool or doing gymnastics from time to time. Any type of planned training has to start at the end, such as major meets, and work backwards. That includes all types of exercises that constitute your training.

The program is designed so that the athlete peaks when it counts. Whatever the goal is, take the time to sit down and map out a

JAVELIN plan. Keep in mind the athlete’s strengths and weaknesses season to season and make the adjustments where necessary. A periodized training is encouraged so that an athlete peaks when it counts.

WHAT TO TRAIN TO ACQUIRE BIG POWER & EXPLOSIVENESS PLYOMETRIC TRAINING Plyometrics can include 1) in-place jumps, 2) short bounding exercises, 3) extended bounding exercises, and 4) depth jumps.

In-place jumps are low in intensity, high volume jumps performed with no displacement, such as tuck jumps, lunge jumps, jump rope, etc.

Short bounding exercises are lowto-medium intensity jumps with low volumes, minimal contacts, and some displacement, and some specific technical component, such as standing long jumps, standing triple jumps or hurdle hops.

Extended bounding exercises are medium to high intensity bounding and hopping routines performed over extended distances, such as Left Right Left Right and Right Right Left Left.

Depth jumps are high intensity and low volume jumps that produce intensity by beginning with a drop for a higher surface, using gravity to increase loading. Examples are box-standing long jump combination, or a box rebound to another box.

STRENGTH TRAINING Sport-specific strength training programs are fundamental to an athlete’s development and success. Long gone are the days when coaches shunned weight lifting for fear that it might hinder the performance of fine skill and correct technique. It’s now accepted that high levels of strength are a prerequisite to superior speed, power, strength endurance and overall sporting performance.

Unfortunately, most strength training programs fall well short of what an athlete requires. Let’s say we are working on acceleration during crossovers and the pentultimate step. Squats lead to leg and core strength. A good squat should lead to better pulling movements (Olympic lefts). Pulling movements will lead to better ball throws like overhead backwards.

Overhead backwards improves starting power which leads to better jumping ability. Better jumping ability leads to better spring acceleration. The faster and more powerful you can accelerate sprinting, the better prepared you are to accelerate on 28

techniques MAY 2021

the runway doing crossovers.

Bodybuilding and Olympic weightlifting programs still dominate many athletes’ training regimes. While these types of training have their place, strength training for sport consists of a more refined approach than simply lifting heavy weights as many times as possible.

MINDSET AND MENTAL TOUGHNESS When athletes do the work on and off the runway and train with purpose, they will see results, however mental toughness is a must. Focus is a vital key to performing, to achieving, to qualifying, to medaling and winning. Athletes have lots of moving parts, and balance can sometimes be an art of its own. Mental toughness is a measure of an individual’s resilience that may predict success in sport. A good attitude is achieved when athletes execute at their maximum level consistently. Their belief in themselves is rock solid, and their ability to execute at a peak level of performance can be achieved in all situations without getting distracted and it comes with complete mental clarity and ease. It is referred to as being in the zone. The mindset becomes bulletproof, and by way of perseverance, success prevails.

OVERALL TRAINING NOTES Never unload volume and intensity at the same time.

• Volume or specific training depends upon prior volume of general prep.

• If volume of training is adequate then increase in # of sessions (avoid too much density & risk of injury).

• Increase both volume and intensity at all levels of development.

• To yield meaningful results observing specificity, exercises should be performed near the absolute limit of intensity and take up 55-60% of total training during 1st periodization (general prep phase) and should constitute 80-90% of total training in 2nd periodization (event specific phase).

• A training unit emphasizing speed, elastic strength, or maximum strength should be planned for a day of optimal capacity, not following a training unit of high demand, especially if it involves lactic anaerobic training.

• Each training session has a specific purpose.

• Avoid staleness & overtraining.

• Allow training to be systematic, sequential, and progressive.

Restoration is important.

REFERENCES Allerheilgen WB. Speed development and plyometric training. In: Baechle TR, ed. Essentials of Strength Training and Conditioning. Champaign, IL: Human Kinetics; 1994.

Bompa TO. Theory and Methodology of Training: The Key to Athletic Performance.

Dubuque, IA: Kendall/Hunt; 1994.

Chu DA. Jumping Into Plyometrics.

Champaign, IL: Huan Kinetics; 1992.

Fleck SJ, Schutt RC. Types of strength training. Clinical Sports Med. 1985.

Hakkinen K, Alen M, Komi PV. Changes in isometric force-and-relaxation-time, electromyographic and muscle fiber characteristics of human skeletal muscle during strength training and detraining. Acta Physiol Scand. 1985.

Knuttgen HG, Kraemer WJ. Terminology and measurement in exercise performance.

Journal of Applied Sport Science Res. 1987.

Kraemer WJ, Newton RU. Training for muscular power. Phys Med Rehabil Clin North Am. 2000.Newton RU, Kraemer WJ. Developing explosive muscular power: implications for a mixed methods training strategy. J Strength Cond. 1994.

McGuire, RT. Thinking Right in Sport: The Critical Importance of Mental Training Techniques. Vol. 1, No. 3. 2008.

Peterson MD, Rhea MR, Alvar BA. Maximizing strength development in athletes: a meta-analysis to determine the dose-response relationship. J Strength Cond Res. 2004 Rhea MR, Alderman BL. A meta-analysis of periodized versus non-periodized strength and power training programs. Res Q Exerc Sport. 2004.

Schexnayder, B. Plyometric Training for Sports Performance, Complete Track and Field, 2012.

RICH DESTEFANO COMPETED AS A JAVELIN THROWER (85-2004) AND NOW COACHES (1993-CURRENT) IN CONNECTICUT. HE HAS A PERSONAL BEST OF 72.56M (RANKED 11TH IN US IN 2000), AND HAS COACHED NOTABLES SUCH AS FORMER US WOMEN’S RECORD HOLDER & WORLD UNIVERSITY GAMES COMPETITOR, ANN CROUSE (PR 57.38M); 2X NCAA DIV. II CHAMPION AND 7 X JAMAICAN CHAMPION, KATEEMA RIETTIE (PR 57.20); 2001 USA JUNIOR OUTDOOR CHAMPION WORLD JUNIOR TEAM (USA V. ENGLAND) COMPETITOR MIKE CURRAN (PR 63.41).

RICH HAS BEEN RUNNING THE ANNUAL DESTEFANO JAVELIN TECHNIQUE CLINIC FOR OVER 28 YEARS AND 1000’S OF ATHLETE HAVE ATTENDED. RICH HOLDS HIS UNDERGRADUATE DEGREE FROM SCSU IN EXERCISE SCIENCE AND HIS GRADUATE DEGREE FROM CAPELLA UNIVERSITY IN PSYCHOLOGY SPECIALIZING IN SPORT PSYCHOLOGY.

MAY 2021 techniques

29

Stop Competing and Start Winning The Business of Coaching BETH LAUNIERE AND LEO HOPF

30

techniques MAY 2021

KIRBY LEE IMAGE OF SPORT

I

n programs that are simply competing hard, coaches and support staff go to work every day and do their best. They scramble, deal with the issues of the day and fight fires as they arise. There are unending demands on their time and never a chance to step back and plan. Their world is reactive and the pressure unending. They work hard every day, but they are not necessarily working smart.

If a program that simply competes hard happens to have great players, they win. If they have a year with only average players, they lose. Annual success is highly variable, and each year seems like a roll of the dice.

Coaches and staff in programs designed to win experience things quite differently. Success is embedded in their culture and their processes.

Leaders have time to think and to proactively and creatively address challenges.

Everyone works hard, of course, but their work is more effective and is made easier by the advantages their design provides.

Programs that are designed to win have the following characteristics: • A clear, compelling and positive vision of what the program is designed to accomplish—a vision understood by everyone and that guides their actions and decision-making.

• A growth mindset that enables coaches, support staff and players to consistently improve their skill set, incorporate new concepts, and keep themselves fresh and prepare for the future. As Karch Kiraly, coach of the USA women’s national volleyball team, put it: “You have to have a ruthless and neverending pursuit of mastery.”

• High expectations for everyone in the program so that stars reach their full potential and “C” performers are improved or removed.

• Effective delegation so that the right work is done by the right people, and the program is aligned from top to bottom.

• Clear givens and quality commitments to ensure everyone understands what is being asked of them for both tasks and projects.

MAY 2021 techniques

31

STOP COMPETING AND START WINNING • High-quality coaches and support staff members who are lifelong learners, open to mentorship and hungry to be part of a program designed to win.

• Tools for finding the right people to bring on to your staff and for bringing them quickly up to speed.

• A roster of players that fulfill necessary team roles and who are developed to reach their individual potentials.

• A recognition of the value and engagement of fans and donors.

• The ability to run the program effectively both in normal conditions and remotely during a crisis, such as that caused by the COVID-19 pandemic.

• A continuous focus on preparing for the future rather than being stuck in the past.

• The leadership style and capabilities that tie everything together.

• The willingness to implement new ideas and take the first steps, even if they are small.

SETTING THE RIGHT GOALS FOR YOUR STARS The challenge with star performers (both players and staff members) is that they can outperform others without having to work very hard to do so. Their sheer ability ensures they will virtually always beat average performers. The key is to set targets which are appropriate to the star’s capability, rather than setting the much lower targets that others may have to stretch to reach. What gets measured gets improved, and a star’s goals need to be set high to unleash their full capabilities.

The targets for stars need to be set against their own already-high level of performance or against outstanding players on other teams who have already reached the peaks your star is trying to climb. For example, if your star was a starter last season, what stats would they need to be named All-Conference? If they were AllConference, what stats would make them an honorable mention All-American? If they were an honorable mention All-American, what would it take for them to be named to the first or second All-American teams?

All of these numbers are easily identified by looking at the stats of players who have already reached your star’s next goal.

Present the numbers to your star, collaborate with them to set goals, and then step back and let them shine. Chances are they have a wonderful growth mindset based on their current success, and by challeng32

techniques MAY 2021

ing them, they will stay focused on the next step in their development.

Setting targets is more difficult for your star staff members since they have few stats and do not hav easily identifiable honors such as All-Conference or All-American.

Instead, you will need to rely on your own evaluations of their skill levels. The targets you set with them will, by necessity, be focused primarily on internally perceived growth and development rather than on external validation.

YOUR STARS MUST BE ENCOURAGED TO FAIL If you are truly stretching your stars, they will fail at some point. As Green Bay Packers coach Vince Lombardi said, “If you are not making mistakes, you’re not trying hard enough.” Or, as racing legend Mario Andretti said, “If everything seems under control, you’re just not going fast enough.”

Your goal should not be to prevent your stars from failing to protect their fragile egos, but instead to push them so hard that they inevitably fail. When they do, you need to help them understand and accept that they failed, solidify what they learned from it, and then get them to dust themselves off and get back in the game.

The longer your best performers go without failing, the more they define their self-worth as being the person who never makes mistakes. Because of this, they will become more and more risk averse and will avoid doing anything that might not work out perfectly. This lowers their ceiling and downgrades a potential star into just a good performer. You only get so many potential stars, and you must do everything in your power to help them realize their full potential and maximize their value to your program.

THE TRUE COST OF A “C” PERFORMER IS FAR HIGHER THAN YOU THINK When we refer to “C” performers, we are thinking of at most 5–10% of your coaching staff or players. “C” performers stand out from the pack, and not in good ways. The true cost of a “C” performer is much higher than you think.

Obviously, “C” performers do their own work much less effectively than either stars or solid performers. Their assignments come back late, unfinished, off target or not to the level of quality required. Even though they don’t deliver high-quality work, they often make the biggest demands on your time. They may want endless meetings to

show you how clever they have been, or they might avoid you entirely and plan on surprising you with the brilliance of their work after it has been completed. Either way, they will not complete the task in the way you need it and will take more of your time than you had allotted.

If it was just the fact that they do their own jobs poorly, you might think it better to just ignore “C” performers and work around them. After all, you have many things to do, and it takes time to deal with the issues “C” performers create. But if you want to design your program to win, you cannot let “C” performers hang on because they hurt your program in many more ways than just their own poor performance. Other ways they hurt your program include: • “C’s” block the advancement of more talented people. They don’t deserve to be promoted, and no one else is clamoring to take them off of your hands. So, they clog up their spot and prevent you from using it to develop a potential star or solid performer.

• “C’s” overload your top performers as they scramble to do the work that should have been completed by the “C’s.”

• “C’s” create bottlenecks in projects that require inputs from multiple people. If the “C” does not deliver on time and to the level of quality required, they may impose delays on others who are dependent on the “C’s” work to proceed.

• “C’s” are poor role models and teachers for those below them. Therefore, the next generation develops more slowly—or not at all.

• “C” performers hire and promote other “C” performers. They will never bring stars into the program because they are afraid of being outshone.

Continued acceptance of “C” performance signals that either the leaders are clueless or they have lowered the bar. If you don’t take action, you are signaling that the results being delivered by your “C” are perfectly acceptable to you.

The final point is that misery loves company. “C’s” tend to be dissatisfied and generators of drama, gossip and grievances.

There is no way a program can be designed to win unless it sets and maintains high standards for everyone in the program, including the “C” players.

THE GOLDEN RULE OF DELEGATION There is a golden rule that simplifies and clarifies decisions as to what to delegate.

MAY 2021 techniques

33

STOP COMPETING AND START WINNING form the work. If there is, you delegate to them. It is that simple.

Tara VanDerveer, Stanford women’s basketball coach, believes that effective delegation was natural when we were children, but we have forgotten about it along the way. She said: “My parents delegated chores and they had it down to a science. Dad would show me how to do it the first time, and then I was expected to do it myself and you just got it done. Mom even had a saying for it­—everyone works and no one works too hard.”

The golden rule is this: Anything that can be delegated must be delegated.

It is this single statement that started Beth on her journey with Leo. He mentioned it to her at a lunch, and it stuck in the back of her mind. Beth kept trying to understand how she could apply this and what the implications would be if she were to adopt the golden rule. Her acceptance of this rule was their first big step in working together.

Without the golden rule, delegation is a complicated process. You must first decide if a task or project should be delegated. To 34

techniques MAY 2021

do that, you will need to balance priorities, capabilities, workloads, trust and urgency.

Then, for each of the things you have chosen to delegate, you need to decide to whom you will delegate it, actually delegate it and then ensure the person understands exactly what you need.

But you only need to decide one time to accept the golden rule, and once you do, your life is simplified. You will no longer need to spend a lot of time and energy deciding whether or not to delegate each task or project. Instead, all you need to ask yourself is if there is anyone below you in the organization who could credibly per-

YOU CAN’T SAY “YES!” UNTIL YOU LEARN TO SAY “NO.” Delegation is essentially the art of saying “No” to doing work yourself that could be done by someone who reports to you. You cannot master delegation until you master the art of saying “No” respectfully and with finality. Mahatma Gandhi summarized the importance of saying “No” when he said: “A ‘No‘ uttered from deepest conviction is better and greater than a ‘Yes‘ merely uttered to please, or what is worse, to avoid trouble.”

As William Ury points out in his book The Power of a Positive No, you can’t enthusiastically say “Yes” to high-value tasks unless you free up your time by saying “No.” to lower-value tasks. In other words, you say “No.” with a period so you can say “Yes!” with an exclamation point.

If you do a small number of important things, you can do them with excellence and bring great value to your program. If you try to do a large number of important and unimportant things all mixed together, you will get little done and add little value.

As Warren Buffett, CEO of Berkshire Hathaway, says: “The difference between successful people and really successful people is that really successful people say no to almost everything.”

Saying “No” requires balancing your power and your relationships. If you exercise your power to say “No” too often, you could damage your relationships. People may become offended because they wanted you to agree to do the work they had requested.

But if you always say “Yes,” it takes away your ability to control your own life and work. It also reduces the respect others have for you. Someone who always says “Yes” signals they have no higher priorities KIRBY LEE IMAGE OF SPORT

YOUR ROADMAP TO A GREAT TRACK: FOCUS ON TRUST. YOU’RE PARTNERING FOR THE LONG-TERM You’ll be relying on your supplier for nearly a decade.

Select one that you can trust and that will be reliable throughout the life of your track. Playing the long game always wins.

THE LEADING SURFACE OF TRACK & FIELD

THE DETAILS YOU CAN’T SEE MATTER JUST AS MUCH Go beyond first appearances and truly research your system and supplier.

The design, manufacturing and installation of your track is an art. Don’t settle.

SUCCESS LIES IN THE QUALITY OF THE INSTALLATION Don’t underestimate the value of an experienced installation crew. The success of your surface greatly relies on their execution.

ASK & VISIT Do your homework!

Speak to facility owners and visit installations. You want to ensure that your supplier of choice has strong references.

LET’S GET STARTED ON YOUR TRACK

BEYNONSPORTS.COM MAY 2021 techniques 35

STOP COMPETING AND START WINNING and are not focusing on the small number of things that matter.

There is also a sense of satisfaction that arises from a strong and confident “No” As Elizabeth M. Thackeray, MD, University of Utah Anesthesiology Residency Program Director, told us: “I was surprised at how empowering it felt to say “No.” I felt a surge of confidence: I was taking control over my time and my attention, which are my most valuable (and nonrenewable) resources. My “No” defined my priorities and I refused to allow anyone else to define them for me. It felt fantastic!”

About 3 years ago, Beth began to say “No” to committee work for the American Volleyball Coaches Association (AVCA). She felt it was time for younger coaches to take over leadership roles in the organization, and she reached out to them to encourage their involvement. Slowly, younger coaches began taking over the responsibilities of building the sport.

By saying “No.” to committee work, Beth has been able to say “Yes!” to writing this book, doing special projects for the AVCA, coaching more USA national teams, and getting involved in other coaching organizations such as WeCoach, Art of Coaching, and Gold Medal Squared.

Here is a great way of deciding whether or not to accept a project or task: “If it is not a ‘Hell Yeah!‘, it’s a ‘No.‘“ Think back on all of the ways you spent your time in the past year. Then ask yourself this question—what percent of your time was spent on things that could have been delegated, turned out not to matter, or that shouldn’t have been done in the first place? Typically, responses are in the range of 30–40% of people’s time that was spent on work in these categories.

THE SINGLE WORST APPROACH TO DELEGATION YOU CAN TAKE There is a terrible approach to delegation that is difficult to resist. It is most people’s first instinct, and it raises its ugly head again and again. The single worst approach you can take to delegation is this: “I can do it better and faster myself.”

Of course you can do it better and faster yourself. That is why you were promoted.

But the question is not, “Can I do it better and faster myself?” The question is, “What value will be lost if I do work someone else could have done instead of doing the work that only I can do?”

The statement that you can do it better 36

techniques MAY 2021

and faster yourself is almost assuredly correct. It will take longer to explain how to do the task and describe what you want than to do it yourself. That will be true every single time.

But tasks repeat. An individual task may take three times as long to delegate as it would take to just do it yourself. But if that task, or one similar to it, comes up 20 times later on, investing the time and training to delegate it will pay off in the long run.

When you delegate a task today, you are making an investment that will be repaid many times over by enabling you to confidently delegate that same category of task in the coming months and years. And, by doing so, you will be building the capabilities of your team, which will enable delegation of even more complex topics at a later date.

As Jamie Morrison, former head coach of the Dutch women’s national volleyball team, told us: “Head coaches need to think of themselves as less of doers within their organizations and more as planners, organizers, and delegators.”

YOU CAN’T DELEGATE RESPONSIBILITY Running an effective organization requires delegation. But doing so opens you up to taking the heat for someone not delivering for you. You can delegate tasks and projects, but you can’t delegate responsibility.

When your people don’t deliver, you must hold them accountable. You need to point out where they went off track and let them know what could have been done differently. You are not looking for excuses, you are looking to get the job done.

But just as you hold your people accountable, your boss will hold you accountable. It doesn’t matter if you were the one who did the work or if you delegated it to someone else. It doesn’t matter if there is an excuse for not delivering. What matters is that it was your responsibility to complete the work and it was not finished on time with the quality required. You are responsible, and there is no getting around it.

If you delegated the task to someone who was overloaded and couldn’t do it in time, you are responsible. If the person didn’t have the skills to complete the task, you are responsible. If they let the task slide and you didn’t know about it, you are responsible.

Welcome to being a leader.

CONCLUSION The pairing of a business consultant with a Division I head coach may not have been an obvious match, but it has benefitted both parties. As professionals grow in confidence, capability, and experience within any one field, they move towards mastery of it. But eventually, their rate of growth slows because they have accessed the bulk of the ideas that make up the knowledge base in their field.

What seems difficult in one specialty may be routine in another because people in different specialties know different things. Leo would have no idea how to teach middle blockers serve-receive approach patterns to hit the gap or the slide, or transition footwork patterns to be able to attack in as many point-scoring situations as possible.

That is simply not part of his experience or training.

Likewise, Beth would not know how to optimize the risk and return of a pharmaceutical research and development portfolio located in business units throughout North America, Asia, and Europe. What is the bread and butter of one specialty may be totally foreign to another.

On a humorous note, Leo had made a first cut describing a type of volleyball problem he would be clueless to solve. Beth saw it, laughed, and then totally revamped the example. Not only did Leo not know enough to solve the problem, but he also didn’t know enough to describe a volleyball problem he couldn’t solve.

The purpose of this book was not just to tell stories celebrating the career of a longtime coach. More importantly, we wrote it to show you that there are ideas not typically found in athletics that can be applied to your program to help you make the leap from simply competing hard to being designed to win.

BETH LAUNIERE IS IN HER 31ST SEASON AT THE HELM OF THE UNIVERSITY OF UTAH VOLLEYBALL PROGRAM IN 2020. BETH IS A PAST PRESIDENT OF THE AMERICAN VOLLEYBALL COACHES ASSOCIATION (AVCA). SHE HAS ALSO COACHED IN THE USA NATIONAL TEAM PROGRAM FOR THE PAST 11 YEARS. LEO HOPF IS THE CO-AUTHOR OF RETHINK, REINVENT, REPOSITION: 12 STRATEGIES TO RENEW YOUR BUSINESS AND BOOST YOUR BOTTOM LINE. HE HAS LED STRATEGY EFFORTS IN 15 COUNTRIES AND IN 40 DIFFERENT INDUSTRIES. HE EARNED A MASTER OF BUSINESS ADMINISTRATION DEGREE WITH HIGHEST DISTINCTION FROM THE TUCK SCHOOL OF BUSINESS AT DARTMOUTH AND HAS BACHELOR’S DEGREES IN CHEMICAL ENGINEERING AND IN METALLURGICAL ENGINEERING FROM THE UNIVERSITY OF MINNESOTA.

A TEAM PHILOSOPHY Building a championship program and culture.

HALSTON TAYLOR

38

techniques MAY 2021

KIRBY LEE IMAGE OF SPORT

T

he sport of track & field does not lend itself to being a team sport. With 17 events spread over seven different disciplines in high school and 20 events in college, along with academic schedules that make it next to impossible to have a team practice schedule most college student-athletes can attend, building a team culture is very challenging and must be intentional. The reward may be many team championships for your program.

What follows is a guide to achieving that end.

THE PROCESS • As suggested above, I feel there must be a process in place. Athletes and coaches will change, but if you stick to a proven and successful process, you will do well year after year. Our process has an overarching Mission Statement and Guiding Principles and then a two-pronged approach. Areas such as recruiting, training and coaching all must be at the highest level and are assumed to be so within the scope of this description. While the process does not change, tweaking the components of it should happen regularly for the program to continue to grow.

• First and foremost, there must be a Mission Statement and Guiding Principles so you have a consistent basis as to how decisions and policies are made. Most head coaches have them, but the assistants and each member of the team may not be aware of them, or sometimes they are in the mind, but not on paper. Everyone must be aware of these so that all decisions fall within what is accepted under that statement and principles. All decisions will be consistent and will be understood by all members of the team. This keeps things transparent and the consistency high.

Below are the Mission Statement and Guiding Principles I developed at MIT. MISSION STATEMENT • To establish and maintain a program of excellence that is grounded by competent physical and mental development of the individual, to ultimately bring about a team performance that is greater than the sum of its parts.

GUIDING PRINCIPLES - TEAM • To place sportsmanship, ownership, respect and honor as the cornerstones of the program.

• To strive to place among the top four teams at the NCAA Division III Championships while also focusing on MAY 2021 techniques

39

A TEAM PHILOSOPHY winning the New England Division III and NEWMAC Championships each season.

• To try and win all scoring meets, while not sacrificing the above principle.

• To set a winning tradition through accountability, communication, leadership and support, thus providing the best team atmosphere possible.

• To instill an understanding that by focusing on the team approach, everyone will perform at a higher level in order to support the team.

• To continue to develop and implement a leadership training program that educates individuals (mentors, group leaders and captains) on the team philosophy and to develop a two-way path of communication that takes into account the captain’s and mentor’s points of view, with the goal being everyone will be on the same page.

GUIDING PRINCIPLES - INDIVIDUAL • To maximize the student-athlete’s ability in the event(s) in which they have the most potential on a world ranking list.

• To understand that the first obligation is to the team, contributing to the team principle that the whole is bigger than the sum of its parts.

• To focus on competitiveness (place finish) in every competition versus the focus on performance (PR).

• To provide every opportunity of competition possible for any individual who has the ability to be competitive at that level.

• To continue to focus on the support of each individual by everyone on the team.

• To train and compete at the highest level while understanding that one’s health is a higher priority.

• To honor the academic role of the student-athlete, understanding our practice window and respecting the student-athlete’s academic needs.

Both the Mission Statement and Guiding Principles were created by the coaching staff and the captains. The coaching staff should begin with a rough draft since they will likely have a longer tenure and sense of history than the current student-athletes.

The captains can then work with the coaching staff to fine-tune or change to provide the best fit for the program.

LEADERSHIP PHILOSOPHY Similar to your mission statement and guiding principles, most of us have a leadership philosophy, but it may not be written anywhere. Also, like those two aforementioned 40

techniques MAY 2021

components, this will tend to be a constant work in progress.

Why have this in writing? It is important that your assistants and student-athletes know what you expect from them, and likewise, they want to know what they should expect from you. Perhaps more importantly, what do you expect of yourself. Without putting words to paper, you invite inconsistency throughout your program.

See Appendix A for my Leadership Philosophy.

HIRING COACHING STAFF If you do not have it already, develop a list of skills and characteristics you would like to see from your coaches. Like many things when you are starting out, it will be a work in progress. Separate the list into those skills and characteristics you absolutely must have, those you feel you can develop if the candidate is open to and interested in learning, and those that would be really great to have, but you can live without.

These are the ones that may be the tie breakers in who you hire. See Appendix B for my list.

Hiring a coach who lacks passion, wants to do things their way and is not interested in fitting in with the system will throw your program back by years. Building a successful program takes years, but it can be destroyed in a matter of weeks.

If you cannot find the right fit, be prepared to either hire someone with the passion and desire to learn but may be lacking the coaching pedigree you are looking for, or use alums in the area to help in the interim. If you have to, do it yourself. I believe every head coach should be able to coach every event at a passable level. Not only will this serve you well if you get caught with no assistant coach, but it will also allow you to better know if your assistants are being safe in their approach to coaching your studentathletes.

DRINK THE KOOLAID Once everyone believes they are the best, it is much easier to make it a reality. Coaches, captains and team members must be speaking the same language. They almost have to be looking past their lower level opponents, while the coach keeps them focused on the task at hand so unexpected losses do not occur. It must start with the coaches. When I first took over the women’s xc program, the team had no confidence. I suggested that I had my sights on Nationals

and they should be embarrassed to be losing in the NEWMAC Championship so badly when none of the NEWMAC schools were nationally ranked. They looked at me like I had three heads. The student-athletes on that team did not see themselves as champions. That first season (2006) they were fully capable of winning, but a couple injuries and a lot of negative and inward thinking ended that miserable season with us finishing 4th in the NEWMAC meet and 14th in New England. They did not see themselves as better than these other teams. In 2007 they won NEWMAC but still tried to lose it. I could see on their faces that they just knew they were going to get caught at the end, and that almost happened because they started inward thinking instead of competing. We had two eventual All America winners and one eventual national champion getting beat like a mule at our conference meet. They only finished 7th at the New England Regional, but were beginning to believe. They raced poorly, knew they raced poorly, but still did better than they had in the history of the program.

More Koolaid—”you are better than this, do not be satisfied or even pleased with today.

You should be the best.” In 2008, they finished 3rd at Regionals and 10th in the first trip to Nationals. NEWMACs were in the rear view mirror and would stay there. In 2009, they won Regionals and finished 5th at Nationals. They have been top seven at Nationals ever since. And yet there is still work to do.

LEADERSHIP A lot of teams cannot get to the next level because they take the easy way out and have their captains elected by the team, which turns into either a popularity contest or goes to the best performing individuals on the team. In the best of scenarios, a program can get lucky if the individuals selected by the team are great team players and the coach increases the captain’s chances of success by providing leadership training.

What is more likely to happen is that the captains selected are more popular due to their extracurricular social behavior. They do not flesh out problems within the team, and indeed may be the source of many problems themselves.

For many years, I fostered the scenario above, yet I complained about coaches who were moved into administration with no training at that job or managing people. I was doing the same thing to my captains.

They had virtually no chance of success as they were not trained for the job.

Running at an equal and parallel level to “Drink the Koolaid” is establishing a system of leadership and mentorship in which everyone on the team is educated about the support we have for one another, the team’s expectations and how we go about meeting those expectations along with the priorities within each season. We start with the book “The Team Captain’s Leadership Manual” by Jeff Janssen, and we added “The Mentoring Manual” by Julie Starr and “The Elements of Mentoring” by W. Brad Johnson. This is taught to any freshman or sophomore wishing to be an eventual captain or mentor. Those wishing to be a captain must also take a second year of training that deals more with practical applications of the position and does so in a discussion and role-playing format. The books we use for that are “Foundations of Sport and Exercise Psychology” by Robert S. Wineberg and Daniel Gould, “You Already Know How to be Great” by Alan Fine and R. Rebecca Merrill, “Grit” by Angela Duckworth and “Mindset” by Carol S, Dweck. Those who had the first year of training and were assigned mentees must go through a second year of training to remain a mentor.

For that second mentoring class, we use the books mentioned above as well as “Creating MIT SPORTS INFORMATION

a Mentoring Culture” by Lois Zachary. In order to be a captain, one must have the two years of training as well as be nominated by current captains and then interviewed by the head coach to be selected as a captain for the following year. As captains, they have continued training throughout the year to enhance their skills, as well as being included in all of our decisions that might affect the team.

The culmination of this is a seamless product that has empowered the captains, removed all drama and issues from the team atmosphere and allowed the teams to focus on the championships they know they can win without internal obstacles.

WHAT IS A TRACK & FIELD TEAM TO YOU Do you want a team that wins dual meets, conference championships, national championships or all the above? You can let your resources (budget, admissions, facilities, coaching staff) dictate what your team looks like, or you can stick with your philosophy.

There is no right answer. (Friends and Alumni development is beyond the scope of this article but is something critical to the success of our program).

What you should not be is a coach who gives up on all those goals because they feel they do not have the resources to compete at any of those levels. These coaches live

vicariously through whichever athletes they have, but never try to develop a team.

There have been times where we have been competitive at every level, including placing second at the NCAA Division III championship with only two coaches. I was brought up in team sports and old school, so having a complete team is important to me. I have been through every possible iteration of coaching and travel resources and have never had any recruiting edge with admissions. There is no question it is easier to go with your resources as that is the most efficient and less frustrating path.

A national title can be won with strength in just a couple of areas if those areas are strong enough.

Regardless which path you choose, it is important to stay the course. At MIT, we have no control over who gains admission.

We may have 10 pole vaulters and zero sprinters. We are almost always void in an area or two. We are still able to win a large majority of the time by sticking with our process.

APPENDIX A LEADERSHIP PHILOSOPHY I am driven and committed to constantly improve myself as a person in every aspect of my life. This includes my character, as well as my role as a husband, father, friend MAY 2021 techniques

41

A TEAM PHILOSOPHY

and coach.

My goal as a coach is to provide the necessary leadership to assistant coaches and student-athletes to achieve our mission statement while adhering to our guiding principles.

EXPECTATIONS FOR ME • To not judge: allow myself to consider the environment, culture and background of the individual and ask questions when it is not clear what someone means or says.

• To be fair: fully investigate every situation so I have as much information as possible, rather than take the first statement presented as the facts.

• To care about the person: Regardless of winning or losing, or performances achieved or failed, I want to first consider the person’s well-being, personal development and academic standing.

• To make myself available: Provide open hours for coaches and student-athletes to schedule time or drop by.

• To listen: I do not always need to solve problems. I expect to be a proficient listener first, and provide help if asked or if necessary.

EXPECTATIONS FOR COACHES AND STUDENT-ATHLETES • I want it to be clear I want my student42

techniques MAY 2021

athletes to understand that their academics come first within the limitations recommended in our commitment statement.

• Parallel to their academics, our studentathletes will understand that their health (mental and physical) is critical to me as their coach and leader.

• I want my assistant coaches and student-athletes to not fear failure—to understand failure is temporary.

• I expect commitment. By joining this program, you hold yourself to a higher standard for your personal health. When at practices and meets, I expect you to focus on the task at hand as well to adequately prepare mentally.

• I expect my assistant coaches and student-athletes to take a moment after practices and meets to reflect on what went well, what could have been done better, and to work on how to do better next time.

• I expect my assistant coaches and student-athletes to support one another in practice, in meets and in life. To do this, you must know each other in a manner that will allow you to support, encourage and cheer for that person in a meaningful way. We are a team—a family.

• I expect punctuality: When you are late, you are stating that your time is more valuable than others. Be respectful of other people’s time.

• I expect the team to come first in matters of policy or behavior. While we may agree to disagree, when the day is done, we will all be on the same page with what we say and project.

• I expect timely communication: When there are issues with each other, with coaches or with policies, those issues should be communicated with the appropriate person, not bantered around the team.

• I expect student-athletes to follow the leadership chain of command: report issues to mentor, group leader, captain, event coach or head coach as appropriate and in that order.

• I expect professional behavior by my coaches and student-athletes. This includes appropriate dress, language and respect.

WHAT I WILL NOT TOLERATE • I will not tolerate alcohol or drug abuse.

If it affects your practices, competition or life, you will not be retained.

• I will not tolerate lying, obfuscation or deceit.

• I will not tolerate harassment of any kind.

• I will not tolerate tardiness.

I will not tolerate profanity in the team setting.

• I will not tolerate poor sportsmanship.

MIT SPORTS INFORMATION

• I will not tolerate any illegal activity.

APPENDIX B ASSISTANT COACH SKILLS AND CHARACTERISTICS – ABSOLUTELY CRITICAL PASSION Athletes will feed off what the coach brings to the table. A passionate attitude is contagious. This is not just being loud and excited about practices and meets, but that is part of it. Academics are challenging, difficult and stressful. Practice should be a place that relieves some of that stress. A coach with a great attitude can make all the difference. Likewise, a coach who brings their problems to the track or field is not helpful.

DESIRE TO BE PART OF YOUR PROGRAM I am fine with someone using my program as a steppingstone; I even applaud it.

However, I want the coach to want to be a part of what we have, not change it to suit what they want. I hope every hire can bring ideas that can make our program better, but the attitude must be one of fitting what we do and playing a role in keeping that culture and success going.

OWNERSHIP Usually when you read cover letters ,you see a lot of what a coach takes responsibility for, even though they were often not directly responsible for the coaching of an athlete, nor directly responsible for the team’s success. They may have been part of it, but they take credit for more than they actually were responsible for. Do they also take responsibility when their student-athletes fail or the team fails? When interviewing, I ask to see a list of all the student-athletes the candidate has coached the past two years, with a column representing their high school best and year-by-year progress or not, and when in the season the best performances occurred. I also like to ask what areas in which the candidate needs to improve.

DESIRE TO IMPROVE I not only look for coaches who know their flaws, but those who want to work to eliminate those flaws. A coach who does not ask for help or does not believe they can get an idea from anyone, has an ego that will stunt their growth as a coach. This will lead to conflicts, particularly if they do not respect your opinion on where they need to improve. This also goes back to Desire to be

Part of Your Program, as well as Ownership.

CARE FOR STUDENT-ATHLETES It is critical that the coach cares for the student-athlete as a person, not just as an athlete. While most student-athletes love their sport and will perform well regardless of whether or not a coach cares about them as a person, the student-athlete will give more if there is a more personal relationship. Where this will really show benefits is if and when the student-athlete gets injured and feels detached from the team.

ORGANIZATIONAL SKILLS This is important for pretty obvious reasons. Not knowing what is due or when, being late for requested work, or not being able to find information upon request will cause you extra work. Likewise, not presenting workouts and other information to the student-athletes in a timely manner will cause discord within the group. There is little that is more important to me than someone who only has to be told something once and gets the job done on time.

COACHING ABILITY – TIME MANAGEMENT Another important part of the job is the mental ability to process information quickly and deliver a quick verbal cue to the athlete, so they can move on to the next student-athlete, or the next event if it is a meet. Not having effective time management skills will waste the student-athlete’s time and frustrate them tremendously.

There is rarely time at the Division III level to have long coaching conversations during practice or meets. During the interview process, I will show videos in the coach’s event and ask them what they see and what they would say to me if I was one of ten of their student-athletes at practice.

WRITING SKILLS This took me awhile to realize how important it would be. Anything written to student-athletes, peers, alums, outside sources or administration is a reflection on you and your program and possibly the college. Inappropriate or politically incorrect statements, poor grammar and more than the occasional spelling errors are things that should not exist often, if at all. If your assistant cannot do this, then it will fall on you.

Checking all of their work will put more work on you and take more time than if you did it yourself. When I am interviewing candidates, I will have them write an impromp-

tu article, preferably in front of me, so they cannot have someone else proof it. This has proved invaluable with recent hires.

DESIRE TO RECRUIT Recruiting can be the most frustrating part of the job, particularly at a school that does not have slots or pre-reads. If the candidate is not willing to be a relentless caller and follow a successful process of developing a stable of recruits, then they will significantly increase your workload. They have to not only understand the need to recruit, but have to want to do it.

COMMUNICATION How a coach communicates with administration, alums, you the head coach, peers and athletes can be critical for the program’s success. If the administration sees your assistant as someone who is not a plus to the department, it is going to be much more difficult for you to have requests granted. If alums feel they are not welcome or a part of the “family” they are less likely to contribute. If you have to wait for replies, or what you get is not clear or accurate, you will be wasting time. How your assistant communicates with peers (inside and outside department) and vendors (hotels, dining, travel) reflects on how others perceive your program. Mostly, if they are poor communicators with their athletes, do not handle questions well, cannot accept criticism or are judgmental, you will spend significant time cleaning up their messes.

HALSTON TAYLOR’S TEAMS AT MIT HAVE CONSISTENTLY EXCELLED ATHLETICALLY AND ACADEMICALLY ON A CONFERENCE, REGIONAL AND NATIONAL LEVEL. HIS CROSS COUNTRY AND TRACK AND FIELD TEAMS HAVE COMBINED FOR 33 TOP-10 NCAA CHAMPIONSHIP FINISHES, ALONG WITH 53 NEW ENGLAND REGIONAL CHAMPIONSHIPS, 17 INDIVIDUAL NCAA CHAMPIONS AND 369 ALL-AMERICANS. TAYLOR’S TEAMS HAVE EARNED 64 NEWMAC CHAMPIONSHIPS, INCLUDING ALL 22 NEWMAC MEN’S CROSS COUNTRY TITLES. HE IS A 45-TIME NEWMAC COACH OF THE YEAR, A 22-TIME USTFCCCA REGIONAL COACH OF THE YEAR AND HIS WOMEN’S TEAMS CAPTURED THE NCAA DIVISION III DEB VERCAUTEREN PROGRAM OF THE YEAR AWARD IN BOTH 2014-15 AND 2010-11.

MAY 2021 techniques

43

USTFCCCA Supporters ucsspirit.com mondoworldwide.com

beynonsports.com sportsbyapt.com/sport/track

balfour.com

pitfinishrake.com

geosurfaces.com

connect.marines.com

directathletics.com

44

techniques MAY 2021

Through their ongoing support of the U.S. Track & Field and Cross Country Coaches Association, these companies demonstrate their strong commitment to the sports of Track & Field and Cross Country. The USTFCCCA strongly encourages each member to purchase products and services from these supporters.

mfathletic.com

ucsspirit.com

maxmedals.com

coachesdirectory.com

trainingpeaks.com

vsathletics.com

osst-surfaces.com/en simplifaster.com

MAY 2021 techniques

45

2021 National Indoor Track & Field NCAA DIVISION I

Lance Harter Arkansas Women’s Head COY

Robert Johnson Oregon Men’s Head COY

Sean Brady Texas A & M Co-Women’s Assistant COY

Chris Johnson Arkansas Co-Women’s Assistant COY

Ben Thomas Oregon Men’s Assistant COY

Athing Mu Texas A & M Women’s Track AOY

Cole Hocker Oregon Men’s Track AOY

Tyra Gittens Texas A & M Women’s Field AOY

JuVaughn Harrison LSU Men’s Field AOY

NCAA DIVISION II

Jerry Baltes Grand Valley State Women’s Head COY

Jud Logan Ashland Men’s Head COY

Chris Parno Minnesota State Women’s Assistant COY

NCAA Division III did not hold a national championship meet therefore regional and national awards were not presented for the 2021 Indoor season.

46

techniques MAY 2021

Ernie Clark Ashland Men’s Assistant COY

Nicole Sreenan Grand Valley State Women’s Track AOY

Trevor Bassitt Ashland Men’s Track AOY

Cheyenne Williamson Saginaw Valley State Women’s Field AOY

Ushan Perera Texas A & M Commerce Men’s Field AOY

Athletes and Coaches of the Year NAIA

Doug Edgar Indiana Tech Men’s & Women’s Head COY

Austin Roark Indiana Tech Women’s Assistant COY

Nate Wolf Dordt Men’s Assistant COY

Aniekeme Etim William Carey Women’s Track AOY

Zouhair Talbi Oklahoma City Men’s Track AOY

Leondra Correia Indiana Tech Women’s Field AOY

Dylan Kucera Midland Men’s Field AOY

NJCAA

Douglas Marshall Iowa Western Women’s Head COY

Erik Vance South Plains Men’s Head COY

Shellene Williams-Davis Iowa Western Women’s Assistant COY

Wes Miller South Plains Men’s Assistant COY

Faith Linga Iowa Western Women’s Track AOY

Khaleb McRae South Plains Men’s Track AOY

Onaara Obamuwagun South Plains Women’s Field AOY

Courtney Lawrence Cloud County Men’s Field AOY

2020 NATIONAL HIGH SCHOOL CROSS COUNTRY COACHES OF THE YEAR

Aaron Olswanger Boise High School (ID) Girls COY

Andrew Tripp U-32 High School (VT) Boys COY

MAY 2021 techniques

47

48

techniques MAY 2021