TRACK COACH 2017 / ISSUE 218

TRACK COACH Winter 2017 I 218

The official technical ATHLETE-CENTERED COACHING: WHAT, WHY, AND HOW ...... 6939 publication of USA Track & Field A FEW NOTES ABOUT A COACH NAMED PETROV ...... 6945 HAS THE ROTATIONAL SHOT PUT STYLE TAKEN OVER THE EVENT? ...... 6948 THE FUNCTIONS OF EXTREMITIES IN DISCUS THROWING ...... 6951 THE AMERICAN ENDURANCE RUNNING SCENE ...... 6956 USATF COACHING EDUCATION SCHOOLS ...... 6962 TRACK COACH CONTENTS ...... 6966 TRACK FROM THE EDITOR COACH RUSS EBBETS FORMERLY TRACK TECHNIQUE

218 I WINTER 2017 THE GRIP

The official technical publication of USA Track & Field

ED FOX...... PUBLISHER Success is often about attention to the little things, seemingly RUSS EBBETS...... EDITOR PUZPNUPÄJHU[\UJVU[YV]LYZPHS;OL`NLULYHSS`WYV]VRLHNYLLTLU[^OLU TERESA TAM...... PRODUCTION & DESIGN IYV\NO[\WPUJHZ\HSJVU]LYZH[PVU.YPWZ[YLUN[OPZVULVM[OVZL[VWPJZ FRED WILT...... FOUNDING EDITOR @V\ ZOHRL OHUKZ JHYY` H IHN VM NYVJLYPLZ VY VWLU H QHY HUK [OPUR UV[OPUNVM[OLZLHJ[P]P[PLZVMKHPS`SP]PUN;OL`HYL[OPUNZ[OH[L]LY`VUL KVLZ;OL`HYLQ\Z[[HRLUMVYNYHU[LK

PUBLICATION )\[NYPWZ[YLUN[OPZZVTL[OPUNZJPLU[PÄJYLZLHYJOLYZOH]LZ[\KPLK^VYSK^PKL MVY KLJHKLZ +PɈLYLU[ HNLZ YHJLZ JVSVYZ JYLLKZ OH]L ILLU HZRLK [V Track Coach is published quarterly by W\ZO[OPZHUKW\SS[OH[PUHULɈVY[[VKVJ\TLU[NYPWZ[YLUN[O.YPWZ[YLUN[O Track & Field News, OHZILJVTLHUPTWVY[HU[ZHMLZPTWSLHUKX\PJR[LZ[[VKVJ\TLU[VUL»Z 2570 W. El Camino Real, #220, ]P[HSP[`PUÄYTP[`VY[VJOHY[[OLWYVNYLZZVMVUL»ZYLOHILɈVY[Z Mountain View, CA 94040 USA. :VTLYLZLHYJOLYZOH]LL]LUKLKPJH[LK[OLPYSP]LZ[VZ[\K`PUNNYPWZ[YLUN[O The Spring 2017 issue (No. 219) HUKP[ZPTWSPJH[PVUZ6UVULOHUK[OH[TH`ZLLTSPRLHUVKK^H`[VTHRLH of Track Coach will be e-mailed SP]PUN\U[PS`V\JVUZPKLY[OLYLHYLHJ[\HSS`WLVWSL^OVNL[WHPK[V[LHJOV[OLY to subscribers by April 1, 2017. O\THUZOV^[VY\UHYV\UKHJPYJSLMHZ[LY>OH[PZ[OH[NSHZZOV\ZLX\V[L& 9\UUPUN L]LU[Z HYL UV[ T\JO VM H ¸OHUKZ VU¹ WYVJLZZ .YHU[LK VUL JHU SUBSCRIPTIONS \ZL[OLOHUKZPUHZWYPU[Z[HY[VY[VJHYY`HIH[VUI\[TVZ[^V\SKHNYLL[OL JVU[YPI\[PVUVM[OLOHUKZ[VY\UUPUNPZTPUPTHS $20.00 per year, U.S. or foreign. Track Coach became a digital-only publication in 2015. ,_JLW[MVY[OL]H\S[[OLQ\TWZHYLWYL[[`T\JO[OLZHTL)\[^OLU[OL[OYV^Z LU[LY[OLJVU]LYZH[PVU^LSS[OPUNZNL[[OYV^U^P[O[OLOHUKZ

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Track Coach ;OL9\ZZPHUZ\ZLK[V[LZ[MVY[OLPYOHTTLY[OYV^LYZI`ZLLPUNOV^X\PJRS`WYVZWLJ[Z 2570 W El Camino Real, JV\SK[HW[OLPUKL_ÄUNLY0»SSNP]L`V\HTVTLU[[VZ[VWSH\NOPUNHUK[OLUJVUZPKLY Suite 220, [OPZ 7YVZWLJ[Z OHK [V OH]L H JLY[HPU IVK` [`WL HU[OYVWVTVYWOPJ TLHZ\YLTLU[ Mountain View, CA 94040 ;OL`\ZLK[OLPUKL_ÄUNLYILJH\ZLP[^HZ[OLVUS`ÄUNLYPU[OLOHUKPUULY]H[LKI` [OL[OYLLTHQVYULY]LZ[V[OLOHUKTLKPHUYHKPHSHUK\SUHY;OLPUKL_ÄUNLYHSZV OHZ P[Z V^U T\ZJSL MVY L_[LUZPVU +PK P[ ^VYR& 9LTLTILY ILMVYL [OL >HSS MLSS [OL

CONTINUED ON PAGE 6944

TRACK COACH — 6938 ATHLETE-CENTERED COACHING: WHAT, WHY, AND HOW

Marshall Milbrath is a PhD student in Sport Pedagogy at the University of Northern Colorado and serves as a USATF Level I Coaching Education Instructor. Milbrath has seven years of coaching experience at both high school and college levels.

BY MARSHALL J. MILBRATH, M.ED.

INTRODUCTION The humanistic view accepts that ideas about athlete-centered coach- every individual has a deep desire ing exist including the challenging of Over the past two decades, athlete- to fulfill his or her own potential, dominant practices (Gould, Guinan, centered coaching philosophies and that when appropriate condi- Greenleaf, Medbery, & Peterson, have emerged in promoted coaching tions (e.g., consistency in personal 1999; Vealy, 2007); descriptions practices (Cassidy, 2010). While treatment, unconditional positive of coaching processes (Green- athlete-centered coaching has been regard, and accurate empathic leaf, Gould, & Dieffenbach, 2001); advocated across a wide spectrum understanding) are present within descriptions of coach education of sport, athlete-centered coach- positive interpersonal relationships, strategies (Lombardo, 1999 as ing practices have been promoted individuals grow, as cited in Jenny cited in Jenny & Hushman, 2014 in track & field in both non-formal & Hushman, 2014; also see Rog- and Orlick & Partington, 1988); and clinics (Freeman, 2009) and in the ers, 1957. the coaching process itself (Ewing USATF Coaching Education Pro- & Seefeldt, 1989). gram (McGuire, 2015). Taking root Despite the growing interest in in humanistic psychology, athlete- athlete-center coaching, a clear defi- While it has been suggested that centered coaching emphasizes nition of it has yet to be established. research must continue to develop coaching that addresses not only Humanism itself has been described a working definition of athlete-cen- the physical requirements of sport, as an adapted attitude rather than tered coaching, common methods but also addresses the needs of the a prescriptive orientation. This may recognized as athlete-centered mind and spirit. help explain why such a range of practices have been identified. This

TRACK COACH — 6939 review describes some of these in component parts, but as a in agreement with the mission of approaches taking into account whole. the Olympic Games, the pinnacle scientific findings from a multitude 5. A constant pursuit of knowing of sport competition. This section of sports contexts, rationales for one’s self should be promoted outlines the importance of these why these should be considered as no two people experience four implications in sport. by the track coach in her or his human nature in the same way. practice, and recommendations for Empowering its implementation. These five themes guide coaching Athletes and Coaches that focuses on collaborative and WHAT ATHLETE- non-manipulative methods, quali- Several sources of empowerment CENTERED COACHING IS fying athlete-centered coaching as through humanistic coaching for democratic, interactive, collabora- both the coach and the athlete have Humanistic fulfillment in sport has tive, and empathetic. This kind of been identified (Cross, 2002 as ref- gained increasing focus in the past coaching may include posing chal- erenced by Jenny, 2013; De Souza two decades in psychological and lenges and questions to athletes in & Oslin, 2008). For the coach these pedagogical research. This has re- order to deepen their understanding include: 1) transferring responsibility sulted in an emphasis on humanistic of sport. Additionally, coaches may to the athlete for their own suc- coaching practices by promoting share the decision-making process cess, 2) pressure on the coach is positivity and development of the with athletes while delivering feed- reduced as he is no longer the sole whole person (Smoll & Smith, 1987; back in a way that allows athletes source of direction, knowledge, and Thompson, 1995, 2003; Weiss to retain understanding and gain in- wisdom, 3) decreased likelihood to & Gould, 1984). This practice is dependence and confidence in their play the “blame game” as all share rooted in a focus on humankind’s abilities as athletes (Arena, 2003; responsibility, and 4) the importance striving for unmet potential in an Jenny & Hushman, 2014; Lombardo, on winning is no longer the primary effort to seek self-actualization, or 1987, 1999). These approaches motivator. self-fulfillment (Lombardo, 1987). emphasize the empowerment of This notion of self-actualization was athletes through personal achieve- first coined by Abraham Maslow ments and positive relationships. BY FOCUSING ON who described a hierarchy of needs TEACHING THE MIND, (e.g., physiological, safety, love and The athlete-centered approach BODY, AND SPIRIT belongingness, esteem, etc.) all breaks away from negative articula- OF THE ATHLETE, which build upon each other as one tions in coaching, while reducing the HUMANISTIC NEEDS becomes everything she or he is prevalence of autocratic, “win-at-all ARE FULFILLED capable of becoming (Maslow, 1943, cost” mentalities common in many AND ATHLETES ARE 1954). Jenny (2013) describes five sporting contexts. Athlete-centered EMPOWERED underpinning themes in humanism: coaching adopts an attitude of fa- cilitation and teaching. By focusing 1. Because people possess a on teaching the mind, body, and Athletes are empowered through: variety of feelings and views, spirit of the athlete, humanistic 1) encouragement to discover personal interpretations of expe- needs are fulfilled and athletes are their full potential, 2) increased riences should be personalized empowered. independence, self-reliance, and to the individual. control, 3) prioritization of personal 2. The notion of a separate re- WHY ATHLETE-CENTERED goals over winning, 4) ownership lationship between mind and COACHING IS BENEFICIAL of responsibility for success and body is rejected in favor of an failure, 5) valuing of creativity and interconnected view of the body. Athlete-centered coaching has sev- imagination, 6) increased feelings of 3. Freedom and autonomy of the eral positive implications in sport. competence and motivation, and 7) individual is promoted through Athlete-centered coaching empow- support through the highs and lows freedom of choice and decision ers athletes and coaches, focuses of sport involvement. Additionally, making. on athletes’ personal achievements, communication is boosted between 4. Experiences are not analyzed is preferred by athletes, and is coaches and athletes. DeSouza

TRACK COACH — 6940 and Oslin further comment that This study found race time improve- across multiple sports and among these benefits increase athlete en- ment to be a powerful predictor of both males and females. Taken gagement in the athletic process. satisfaction shared by adults of together, these studies provide Altogether, these sources all lead all ages, including college-aged evidence that athletes may prefer toward a more positive experience (20-22 years) participants. Addition- humanistic coaching practices over for both coaches and athletes. ally, 84% of runners experiencing more “old school” approaches. continual improvement and 76% Focusing on Personal of runners who maintained stable Humanism and Olympism Achievement performance times indicated that achieving specific finishing times Societal support exists for the em- Athletes participate in sport for vari- were of primary concern. Lombardo, phasis of humanistic fulfillment in ous reasons, among which, is the (1999) has demonstrated the con- sport. As an Olympic sport, the im- desire to meet full athletic potential nection between achievement of portance of individual achievement (Caron, Bloom, & Bennie, 2015; personal goals and self-actualiza- is emphasized in the Olympic Creed Jenny, 2013; Stec, 2011). Studies tion. Therefore, it may be reasonable which states, “The most important that examined why athletes chose to suggest that personal improve- thing in the Olympic Games is not to the schools they did found that ment in performance is a source of win but to take part...The essential coaching staff, scholarship awards, humanistic fulfillment in endurance thing is not to have conquered but academic reputation, athletics facili- runners. Athlete-centered coaching to have fought well,” (“The Olympic ties, location, and coaching philoso- focuses primarily on providing for symbols,” 2007, p.5). This emphasis phy/style emerged most often as this demonstrated need to reach on fulfillment of personal potential top influencers of college choice unmet potential, implicating it as rather than competitive victory, even (Baumgartner, 1999; Bukowski, a means by which the coach can at the pinnacle of sport competi- 1995; Croft, 2008; Crowley, 2004; facilitate this kind of success. tion, indicates an implicit value of Fielitz, 2001; Glasby, 2014; Howat, humanistic fulfillment which can 1999; Pauline, 2010; Pauline, Pau- Athlete Preference for be demonstrated by the adoption line, & Allen, 2008; Reynaud, 1998; Athlete-Centered Coaching of athlete-centered coaching as Walker, 2002). discussed above. While there is currently no evidence Among these, two of these studies to directly suggest that athlete- HOW TO IMPLEMENT also indicated the desire to achieve centered coaching is effective at ATHLETE-CENTERED unmet athletic potential contributed improving performance, there is COACHING to the selection decision as well. evidence to suggest that athletes While factors relating to the need prefer humanistic coaching styles Before addressing how a coach may to meet unmet potential are only in comparison with more autocratic go about adopting an athlete-cen- observed twice in these studies, they coaching styles. Parker and col- tered coaching approach, it should emerged as influential in both stud- leagues (2012) found that coaches be noted that there is no single ies that allowed for their consider- who 1) remain calm and do not yell, correct way that a coach should ation. Thus, while motivating factors 2) are caring and encouraging, 3) operate. Indeed, Ron Warhurst for college selection include an array have knowledge of the sport, and 4) (1985) of the University of Michigan of factors, evidence exists that the involve the team in decision-making stated that a training program may need to achieve unmet potential is of were most preferred with youth work one year for a college cross- personal importance to prospective soccer players. In two separate country team only for it to fail the next college student-athletes. studies, Hastie (1993, 1995) found indicating that not every program that volleyball players preferred is suited for every individual. Côté Research on sources of athlete coaches who provided positive and colleagues (2007) identify that motivation additionally demonstrate feedback and were democratic (i.e. success in coaching is rooted in this importance. Frey and Ruble humanistic). Cuka & Zhurda (2006) the coach’s ability to align compe- (1990) investigated the focuses found concurrent results with 80.9% tencies in coaching with the needs of goal setting and competition of Albanian athletes preferring of the athletes. This involves the satisfaction in competive runners. democratic coaching philosophies effective implication of professional,

TRACK COACH — 6941 interpersonal, and intrapersonal s (OWWILLYOUDElNESUCCESSON coaches against humanistic philoso- knowledge of their current team your team? phy and the extent to which coaches (Côté & Gilbert, 2009). s (OW WILL YOU USE COLLABORATIVE facilitated humanistic environments. processes on your team? Findings suggested that humanistic However, two things a coach s (OWWILLDECISIONSONYOURTEAM approaches that were collaborative can do to purposefully implement be made? and involved joint decisions between athlete-centered coaching without s (OWWILLYOUADDRESSBODY MIND coach and athlete provided athletes disregarding the constantly fluc- and spirit on your team? with opportunities to self-regulate, tuating contextual dynamic is to s (OWWILLRELATIONSHIPSBEDEVEL- individualize, and make decisions 1) construct an athlete-centered oped on your team? they felt were in their best interests. coaching philosophy statement and However, many coaches chose not to 2) regularly set personal goals to employ coach/athlete decision- for her or himself just as goals are BY WRITING DOWN making for training sessions that set for the athletes. By purpose- A PHILOSOPHY target specific physiological ad- fully implementing these actions, STATEMENT AND aptations (e.g., improvement in the coach creates an environment REVISITING IT anaerobic threshold through interval for him or herself that can help REGULARLY, A training) indicating a deviance away take idealistic intention of athlete- COACH CREATES AN from a professed athlete-centered centered coaching and materialize ENVIRONMENT FOR coaching approach. Therefore, it it into deliberate action. HIS OR HER COACHING is important to stress that coaches should constantly compare their TO FALL IN LINE WITH Adopting a Coaching methods with their accepted phi- WHAT HE OR SHE Philosophy losophies to ensure congruence BELIEVES between them. Coaching philosophies are gener- ally promoted as able to improve Setting Coaching Goals No two coaching contexts are identi- effectiveness within an athletic cal, and the way coaches approach program (Martens, 2012). This One way to create a regular means these and other questions may be is accomplished by clarifying the of comparison of coaching practice different. As a coach answers these coach’s mind on many aspects of with coaching philosophy is by creat- questions, it is prudent to avoid the the coaching process, which in turn ing coaching goals for components temptation to seek the right answer; helps him or her make decisions of the training season. When coach- rather the coach should seek the an- with certainty (Hogg, 1995; Parsh, ing athletes, coaches design training swer that is right for his or her team. 2007). Evidence in social psychol- around an all-encompassing goal. ogy strongly suggests that attitudes However, to effectively pursue this While the development of a coach- follow exhibited behaviors, or in overall goal. A series of objectives ing philosophy statement can help other words, attitudes change to and smaller goals are created to a coach develop athlete-centered meet or align with actions (Festinger, develop the abilities and skills for attitudes, it is important to acknowl- 1962). By writing down a philosophy the overarching end-goal. For the edge that a coaching philosophy is statement and revisiting it regularly, coach, developing a coaching phi- even more truly expressed through a coach creates an environment for losophy could be thought of as set- coaching behavior rather than his or her coaching to fall in line with ting that overarching goal. In order through philosophy statements. This what he or she believes. Answering to develop one’s self into the coach is mentioned because attitudes and the following questions when con- that he or she wants to be, setting actions often fail to align as coaches structing an athlete-centered coach- smaller, demonstrable goals can sometimes preach one thing while ing philosophy, may help guide you help the coach adhere to his or her practicing another (Garringer, 1989; in articulating to yourself what you coaching philosophy. These goals Lyle, 2002; Martens, 2012). believe the best coaching practice could be constructed on a daily, looks like for your team: weekly, monthly, or seasonal basis. Jenny & Hushman (2014) examined the philosophy of endurance running

TRACK COACH — 6942 Goals might relate to the following Reservations of that training is provided that will be themes: Athlete-Centered Coaching effective for each individual to best meet the demands of the environ- s %MPHASIZINGYOURTEAMSDElNED Athlete-centered coaching has many ment in which she or he competes, measure of success beneficial implications. However, it is that is to prioritize the meeting of s 0ROVIDING WAY FOR ATHLETES AND not without some reservation. Some unmet potential. Implementing an coaches to collaborative authors believe that existing per- athlete-centered approach purpose- s 0ROVIDING WAYS FOR ATHLETES TO spectives around athlete-centered fully pursues these individual needs make directive decisions coaching make over-generalized on the path to mastery and self- s 0AYING ATTENTION TO MORE THAN assumptions which could be prob- fulfillment as a track & field athlete. just the physical work of training lematic and produce dangerous ef- s 0ROVIDING OPPORTUNITIES TO BUILD fects for coaches, and the valuation REFERENCES relationships of the coaching profession at large Arena, L. (2003). Field sports: Humanistic player (Denison & Avner, 2011). Some of feedback. Strategies, 16(6), 11–12. Studies in psychology have indi- the approaches to positive coaching Bandura, A. (1997). Self-efficacy: The exercise of control. Englewood Cliffs, NJ: Prentice-Hall. cated that setting explicit goals is in the literature reduce the positive Baumgartner, A. (1999). 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The Florida State University, Tal- and Motivation (pp. 509–526). The Sport Psychologist, 13, 371–395. Greenleaf, C., Gould, D., & Dieffenbach, K. (2001). Factors influencing Olympic performance: Interviews with Atlanta and Nagano U.S. Olym- pians. Journal of Applied Sport Psychology, From the Editor 13, 154–184. Continued from page 6938 Hastie, P. A. (1993). Coaching preferences of high school girl volleyball players. Perceptual and Motor Skills, 77(3f), 1309–1310. Hastie, P. A. (1995). Factors affecting coaching pref- Soviets had a Kenyanesque domi- forearm compartment syndromes erences of secondary school volleyball players. nance in the hammer frequently may be the result of using Popeye Perceptual and Motor Skills, 80(1), 347–350. Hogg, J. (1995). The ability to develop and live out your producing 40 of the top 50 male as a role model. coaching philosophy. In Mental Skills for Swim Coaches. Edmonton: Sport Excel Publishing. hammer throwers in any given Howat, E. G. (1999). Factors influencing student- year. Are you laughing now? While Al Oerter used to dribble a medicine athlete choice of institution. Retrieved from http:// dc.etsu.edu/etd/2923/ sources disagree, many researchers ball against a wall with his arms ex- Jenny, S. E. (2013, May). A case study of the coaching have found the index finger to be the tended above his head. Lifting with philosophy of a men’s NCAA distance running coach: to what extent is it humanistic? University strongest of all the fingers. I recently a thicker straight bar activates the of New Mexico, Albuquerque, NM. did a pilot study on which finger forearm muscles that control fingertip Jenny, S. E., & Hushman, G. F. (2014). A case study of a successful men’s NCAA Division I distance was stronger and the index finger strength. Fat bars or fat bar attach- running coach: To what extent is decision-making won—hands down. The index finger ments are available on the Internet. humanistic? Sport Journal, 1–16. Lombardo, B. (1987). Coaching in the 21st century: accounted for approximately 34% Issues, concerns and solutions. Springfield, IL: of total grip strength and beat the Charles C. Thomas. The hands are the first and last parts Lombardo, B. (1999). Coaching in the 21st century: strength of the middle finger by 4%. of the body to touch the weapons of Issues, concerns and solutions. Sociology of Sport Online, 2(1). Retrieved from http://physed. war. Total body conditioning should otago.ac.nz/sosol/v2i1/v2i1a4.htm There are many ways to strengthen be just that—total body because Lyle, J. (2002). Sports coaching concepts: A frame- work for coaches’ behaviour. London: Routledge. the grip but the general caveat here the first are the last. Little things Markula, P., & Martin, M. (2007). Ethical coaching: may be to consider grip strength as can make a big difference. You only Gaining respect in the field. In Coaching knowl- edges: Understanding the dynamics of sport one of those qualities that should need to win by a centimeter in the performance (pp. 51–82). Oxford: AC Black. be “optimized, not maximized.” throws, coincidentally about the width Martens, R. (2012). Successful coaching (4th ed.). Champaign, IL: Human Kinetics. Diminishing returns in the form of of a finger.

TRACK COACH — 6944 A FEW NOTES ABOUT A COACH NAMED PETROV

Vault coach ’s theories sometimes are questioned in these pages. Here is a spirited defense of the “Master’s” methods by Rice coach David Butler.

BY DAVID BUTLER, RICE UNIVERSITY ATHLETICS, USA NATIONAL EXECUTIVE STAFF

There seems to be a lot of mis- National Pole Vault Summit in the understanding, controversy, and early 1990’s. He watched my high confusion about the teachings of school vaulter warm up and liked a man named Vitaly Petrov. Vitaly the way he dropped his pole tip Petrov was ’s mentor during the approach. I was a high and teacher back in the day. Coach school coach coaching “from study Petrov created and developed & observation.” I noticed and figured some “pole vault concepts” that are that Bubka was doing some things debated, ignored, criticized, and uti- differently. And they worked. So, lized by nearly all who either coach I taught what I saw, even though the event or have held fiberglass in I may not have understood the their hands. I thought that I’d attempt reasons why. to clarify or bring to focus some of these “concepts” of Petrov. Those incredible six summer pil- grimages to Formia were like an Why me? How do I know? apprentice climbing the mountain again and again to learn from the Petrov at work I had the great privilege of travel- Guru, the “pole vault monk” who ing to Formia, Italy the summers had the answers to my questions. help me understand and pay atten- of 2000-2006 to meet with the Petrov invited me with open arms tion to the little details I never even Master. We first met at the USA and an open heart, taking time to noticed before. When I returned to

TRACK COACH — 6945 the USA, I began to teach what I Fast forward to the early 1980’s 1979 or 1980. I remember how was taught to my college athletes. and we see a young Bubka with they just “flew” off the takeoff. It was amazing! They responded to the pole’s fall helping him run I am sure now that they were the addtional pole vault knowledge faster, hold higher and get on jumping close to free. with huge PRs! stiffer poles!! Today, many and most IGNORE the pole drop If you study the takeoffs of the Vitaly Petrov revitalized my coach- and just carry that static, dead greats, you will see “free take- ing career! He became like my “big weight down the runway. It is not offs” before they were called vault older brother” or my “Uncle an easy technique to learn, but free. took off free Petrov” who gave me a wealth of once it is learned, the vaulter will in the 1952 Olympics. So did knowledge that I didn’t know or see be taller, more postural, faster Ron Morris in 1960. Warmerdam before!! Let me share with you all, and be vaulting higher. was very close to free and Dr. some interesting things I learned (1964 Olympic from “the horses mouth.” Please 2. Free Takeoff. Just picture a Champion and my dentist for understand, Vitaly Petrov is one free takeoff being a weightlifter 25 years) told me that “he liked of the greatest teachers I’ve ever pushing a weight up using his to take off just a few inches out met. That’s why the world is invited whole body (like weightlifters because he felt he could really to train in Formia, an “International do). A free takeoff is, in Petrov’s get the pole moving!. [Kjell] Pole Vault Center”. words, “SAME TIME”. Same Isaksson was nearly free when time the vaulter takes off from he was setting world records There are three major things I his toes and the pole strikes the in 1972. The vaulters from the learned from Vitaly that seem to back of the box, same time!! This early 1980’s all were close to be ignored or missing in vaulters’ free takeoff is simply pushing being totally free! How do I technique and coaching instruc- the pole to its highest possible know? I simply watch the hips! tion today. These “big three” can angle for any given vaulter. If the hips are accelerating up revolutionize an athlete on a pole and forward when the pole is or the coach’s ability to help many This higher angle bends the straight, that’s a free takeoff!! athletes realize their dreams. pole higher and rolls it over like Same Time!!! Free takeoff is a whiplash! not jumping and being airborne 1. The Active Pole Drop (a difficult when the tip hit!! This freezes technique that few coaches pay The first thing I did when I the rotation of the pole! It’s same attention to). Petrov first noticed returned from Italy, was to go time!! the benefits of sprinting with out and pole vault myself, trying a pole that is moving with the this free takeoff. I first measured A free takeoff is a great ad- vaulter’s body rather than being my takeoff step, placing my foot vantage because it gets the carried as a dead weight down what would be considered a few vaulter on stiffer poles and the runway. He got this from his inches out (in a vertical line from higher grips!! It also forces the coach in the , who re- the top of my tophand, through vaulter to reach at their highest turned from serving in WWII with the hips and down to my toes. extension, creating a great con- his left arm sacrificed in battle. nection from ground to hands! I Petrov watched his coach pole I placed a foam rubber pad believe the hips can be engaged vault on bamboo by carrying it down a few inches in front of if the vaulter takes off anywhere with one arm down the runway my “free takeoff step”, backed between the ball of the foot to and clearing the bar, landing in up to around 8-10 steps, and the toes, which is within a ver- sawdust and sand. His coach vaulted! When I hit that Free tical line from the top hand. A would start with the tip nearly area, the pole “disappeared”!!! It vaulter does not have to be OUT straight up in the air, resting was amazing! I had never hit that in order to get the pole pushed against his right shoulder. As position when I was an athlete, off the ground, though I prefer a he ran faster, the pole left his but I remember watching Buci- little bit OUT. In Petrov’s words, shoulder and fell with the rhythm arski and Slusarski from Poland “not knee drive, my boy, hips!” of his run! Active pole drop!! warm up at an indoor meet in A free takeoff accelerates the

TRACK COACH — 6946 pole towards vertical before it Petrov, for over 50 years now, has A toast to one of the greatest teach- bends and as it bends!!! It’s that formulated his pole vault philosophy ers of our beloved event. I am in a “straight pole” rotation that is a from the history of the event. He great debt to a man who has never hidden power of a free takeoff! has studied the little details of the asked for anything in return, a coach It is not a myth, not fantasy, it athletes who used bamboo, steel who never made me feel like he is a fine, wonderful detail that and fiberglass. In fact, the basis, was elite or that I was stupid for not helps vaulters vault higher!!!! the structure of his model, is “the knowing. Petrov always treated me straight pole.” Petrov teaches vault- with respect and shared willingly, 3. Elastic… Elastic is the body ers to move straight poles even the joy of pole vaulting! Thank you jumping through the left arm, before they learn to bend the pole. Vitaly, my mentor, my brother, OUR the arms expanding above the It is difficult to move a straight, non- uncle of the pole vault. vaulter at takeoff! Elastic move- bending pole without jumping free ment allows the vaulter to enter and being elastic! the pole and become part of the pole, rotating the pole higher In my opinion, these three PETROV—A SUCCESSFUL COACH and faster! When the shoulders/ core techniques are the arms/hands move up, they allow essence of the practices Sergey Bubka the hips to cast forward, setting of Vitaly Petrov. Those 1983, 1987 World Champion up a long and powerful swing who refuse to understand 1988 Olympic Champion towards vertical. are missing these crucial Multiple world records details that help vaulters Elastic is how the vaulters of make huge improvements. 2003 World Champion history moved the poles! The Ignoring Petrov means you 2004 Olympic Bronze vaulters on bamboo and steel are ignoring pole vault his- would shift their bottom hand up tory. He is not called the 2005, 2007 World Champion to their top hand and elastically “Father of Modern Pole 2008 Olympic Champion stretch/cast/extend their body Vaulting” for nothing. Open Multiple world records through the pole! If they had you eyes and your mind. not used this “elastic attack” See if an active pole drop 2011 World Champion into the pole, they would not or a free takeoff or being land in sawdust or sand. They elastic makes the pole 2016 Olympic Champion discovered this elastic technique rotate faster! Your vaulter through trial and error, for the will feel the difference! purpose of survival and vaulting higher!

Petrov told me years ago that his idols in vaulting were Warmerdam and Sternberg, both great elastic, giant swingers who were “gymnasts” on a stick! Elastic is the way every- one jumped up to the mid-1980’s. Since then, many vaulters “block” their shoulders/arms at takeoff, force bending the pole! Yes, this is a way to pole vault, but not as power- ful and dynamic as being elastic. Elastic vaulters can “swing to and on top of a bigger bend” or “catch the bend before it unbends.” It is a natural way to pole vault. The author with Coach Petrov, 2002.

TRACK COACH — 6947 HAS THE ROTATIONAL SHOT PUT STYLE TAKEN OVER THE EVENT?

Is the glide going the way of the horse-and-buggy and the straddle high jump?

BY JOHN N. KERNAN, EdD USATAF LEVEL III THROWS COACH—PUYALLUP, WA, WITH KEVIN MCGILL

INTRODUCTION used his revolutionary “flop” style to the rotational style of shot put to win the gold medal, straddle throwing? Will we see all the girls Or maybe a better question is: “Has jumpers still won international and and women follow suit? the rotational shot put style become national medals and championships the new “Flop” of the track & field up through and including the 1980’s. LITERATURE REVIEW world”? So, it was not an immediate change or rush to dominance (especially I went to a couple of reliable re- RECENT SWEEP in Eastern Europe), but rather a sources for the research basics gradual process to what we find now. of the rotational versus glide tech- The recent Rio ‘16 Olympic shot put It seems the only time a straddle niques. Technical food for thought! sweep must give pause for thought jumper can be found is in a local by throws coaches; especially those seniors or masters meet! 1. Track and Field Omnibook (Ken working with youth and beginning Doherty, 5th Edition, 2007) throwers. Should they teach the The question really needs to be rotational style? Should they start asked if the shot put event is mov- “The greatest advantage of the with glide? Should one precede ing strongly from gliders to those spin technique is the superior the other? who rotate? Although recent World development of momentum and and Olympic Games results still find the application of force over the Track & field historians will note that gliders winning medals and champi- greatest distance.” while in the 1968 Olympic Games onships (especially on the women’s high jump competition Dick Fosbury side), will the next generation evolve 2. Basic Track & Field Biomechan-

TRACK COACH — 6948 Ryan Crouser, 2016 Olympic shot put champion

ics (Tom Ecker, 4th Edition, expert and practical answer to the only improved their overall marks, 2015) above question. I have contacted but have experienced an improve- and posed questions about teaching ment in marks from those who “The great successes of some and training for the rotational tech- throw not only the discus but the rotational shot putters in recent nique versus the glide technique to hammer as well. years cannot be attributed to shot put athletes and beginners. I an increase in release speed reached out to former Track Coach My explanation for this is that the due to the turning action of editor and throws coach Kevin Mc- multitude of rotational drills and the rotational technique. The Gill, throws coach John Smith of throws ingrain better hip and foot reason for the successes of Ole’ Miss, and Dr. Larry Judge of movements for the other events the rotational shot putters is an the Ball State University coaching despite the ring dimensions or event increased release speed made education department, as well as technique differences. Personally, I possible by an improved delivery other USATF Coaching Education have found that those who are not position that is produced at the colleagues and mentors. as strong and powerful initially, do conclusion of the turning action.” better in the rotational style. This has For over two decades, through the been especially true with combined PRACTICAL APPLICATION seventies and into the nineties, I event athletes, specifically the men. AND OBSERVATION personally trained my athletes to Obviously, when strength and power learn both techniques. Recently, levels come up, so does the length While it is good to have the solid however, I have had more success of their throws. sport research at your back for a with my middle and high school decision on how you are going to athletes as well as elite disabled Some recent experimentation from present a technique and style to a throwers and collegians teaching Dieter Poppe from New Zealand young athlete, my focus was to take the rotational style first, or convert- has shown some of his youth and this question to several of my col- ing them from the glide. Since doing younger throwers training with two leagues and mentors to give both an this, almost all of the athletes not turns for rotational shot as well as

TRACK COACH — 6949 discus. When I posed a question Majewski and Storl had matched The U.S. had fantastic rotational about this method to Olympian and their PR’s, then it would have been throwers in 2008 and 2012 lose to discus great Jay Silvester last year, a different story! a glider, and that is recent history. he stated that he had experimented While coaches here in the U.S. ap- back in the sixties with double rota- While Europe has produced several pear to have abandoned the glide, tion for his discus technique. While great rotational throwers, in recent we have to keep in mind that some he never felt comfortable with two years Majewski and Storl have usu- athletes may be more suited to a turns, he did adjust his starting point ally managed to handle them with glide. It is up to the coach, to read at the back of the ring to initiate their glide technique. In the U.S., the the literature, and make decisions more torque for him, something glide seems to be vanishing with the based on experimenting with both that set him apart from other discus men, but Michelle Carter is keep- techniques, before going into the throwers of his era. ing the flame alive on the women’s rotation. David Storl is still a young side. In recent years, Valerie Adams thrower, and as he improves, and NOT SO FAST! has been dominant, winning the gets closer to 23 meters, our U.S. Olympics twice, and the World’s coaches need to be prepared!! Kevin McGill, co-author of The Outdoor Championships four times Throws Manual, has been one as a glider. So, in conclusion, don’t count out of my mentors for the throwing the glide when the women are do- events. He was one of my USATF Back in 2000, pundits may have ing fine with it; and two of the last Level II and III instructors during said: “See the glide is dead, all three three men’s gold medals were won my developmental years. Though Olympic medals went to rotational by a glider!! I am convinced that the rotation throwers”. So, we have the situation is the way to present, teach, and in 2016, where it will also be said: While I concur that the rotational coach shot put technique, Kevin The glide is dead. style shot put may not be for ev- has several good ideas to consider. eryone, I do favor the mass move- Many coaches have wondered if ment to the rotational for most of To answer your question about the there is value in learning the glide the younger throwers. And while I rotational shot, I looked back at the first, even if the goal of the coach is can agree that the glide for some last ten Olympics, just the men. to have the athletes do the rotation. may be a “if it works don’t fix it” There were 30 medals awarded In my opinion, the value of the glide proposition, I don’t feel that the glide from 1980-2016, and 17 were ro- is in learning the power position, power position is a prerequisite for tational; 13 were glide. However, in and how to deliver a shot using learning the rotational. As a matter gold medals, there were six glide both legs, hips, upper body in the of fact, I don’t feel the rotational shot winners, and four rotational winners. correct order. The glide is easier to put power position is the same as teach than the rotational, because the glide! Mac Wilkins inferred that Looking at 2016, we can remember the timing is simpler. In the past when Crouser won the Olympic title that two-time Olympic Gold Medal- 40 years or so, dozens of articles one of the most extraordinary things ist, Majewski, did not have a great have been written on the rotational was that he didn’t foul. It has been day with 20.72, but he does have a shot, and the science concludes that a common theme that those who PR of 21.95. David Storl was also the rotation, if done properly, can rotate foul more than the glide style. out of the medals, and was a silver provide an increase in distance, for My take on this that more fouls medalist in 2012. He threw 20.44, most athletes. mean the thrower is trying to hit a but has a PR of 22.20. glide power position rather than a For the women athletes, the glide rotational style power position. After Ryan Crouser was dominant in is the better bet for most. When over 40 years of watching film and this Olympics, no question. Joe you discuss the men, and look video of both styles my conclusion Kovacs, also a rotational thrower, at the Olympics since 1980, you is there a distinct difference in the did not have his best day, but has could say that despite the science setup of the power positions. a PR of 22.56. Kovacs would have supporting the rotation, the reality had to nearly match his PR to win is: it is a toss-up. over Crouser. It can be said that IF

TRACK COACH — 6950 THE FUNCTIONS OF EXTREMITIES IN DISCUS THROWING

Biomechanical considerations in the discus. This piece is adapted from an article which first appeared in Long & Strong, April 2009.

BY ANDREAS V. MAHERAS PH.D., FORT HAYES STATE UNIVERSITY

Angular momentum, which is also another system as, for example, It is also possible to transfer angular called rotary momentum is a me- the ground. momentum from one part of the chanical factor in discus throwing system to another, while for any that basically describes how fast the In cases where the system is not given amount of angular momentum thrower+discus system is rotating in direct, physical contact with other that a part of the system has, the (speed of rotation). In this respect, systems, its angular momentum closer this part is kept to the axis angular momentum is also related will remain constant. In discus of rotation, the faster it will tend to to how “spread out” the system throwing when the thrower is air- rotate around that axis. may be with respect to the axis of borne, as happens in the phase rotation. The faster the system is between left foot takeoff and right In discus throwing, the thrower rotating and the more spread out the foot touchdown in the middle of the will acquire angular momentum, system is with respect to the axis circle, the angular momentum of the the discus will acquire angular of rotation, the greater the angular thrower+discus system will remain momentum, and the combined momentum of the system. constant. Generally, engaging the thrower+discus system will acquire “free” extremities quite aggressively angular momentum. The force Changes in the angular momentum towards the direction of the angular interaction between the thrower of the system can occur only when momentum that the thrower desires and the ground will determine the forces are exerted at a point off to achieve enhances the generation generation (or the loss) of angular center to its center of mass (c.m.). of angular momentum in discus momentum for the thrower+discus In turn, this is only possible when throwing. system, while the force interaction the system is directly affected by between the thrower and the discus

TRACK COACH — 6951 to the angular momentum of the Horizontal velocity of thrower plus the angular momentum Discus of the discus.

In studying the angular momentum Upward linear momentum of the discus, one can gain an insight as to the actual speed of it because those two values are directly propor- tional. In other words, by examining the angular momentum of the discus Vertical Figure 4: Upward linear momentum Axis we can also tell whether the discus (final delivery). is moving fast or not.

Figure 1: Angular momentum and the horizontal directions. Given about the vertical axis (view The ground reaction forces will this fact, the action of the extremi- from top. Curved arrow indicates produce angular momentum in ties as sources of rotary momentum direction of rotation). two directions. There is angular generation is examined below. momentum about the vertical axis Vertical (Figure 1) and there is also angular PROPULSIVE ACTIONS OF velocity of momentum about the horizontal axis Discus THE RIGHT LEG AND THE (Figure 2). A transfer of angular LEFT ARM IN THE BACK momentum about the vertical axis OF THE CIRCLE from the thrower to the discus im- parts horizontal speed to the discus. As soon as the right foot is lifted A transfer of angular momentum off the ground in the back of the about the horizontal axis from the circle, the right leg should make a Horizontal thrower to the discus imparts vertical rather wide counterclockwise rota- Axia speed to the discus (Dapena, 1993; tion around the body as viewed from Maheras, 2007). overhead. Following, it should be Figure 2: Angular momentum “thrust” very aggressively towards about the horizontal axis In discus throwing there is also lin- the front/middle of the circle. This (view from the 0° azimuthal angle. ear momentum generation involved. Curved arrow indicates direction thrusting action of the right leg of rotation). Forward linear momentum (Figure enables the generation of angular 3) will contribute approximately momentum around the vertical 6% to the horizontal speed of the axis due to the fact that it makes discus at release with the angular it easier for the left foot to exert Forward linear momentum momentum about the vertical axis on the ground the forces that are contributing the remaining 94% of necessary for generating angular the horizontal speed. Upward linear momentum. The right leg should momentum (Figure 4) will contribute be thrown around the body in a approximately 10% of the vertical controlled but very fast way and speed of the discus at release over the longest range of motion with the angular momentum about possible. This dynamic action of Figure 3: Forward linear the horizontal axis contributing the the right leg can be experimentally momentum (transition to the remaining 90% of the vertical speed evaluated with the larger values middle of the circle). (Dapena, 1993; 1994). Therefore, considered to be optimum in discus as a whole, the contribution of the throwing (Dapena & Anderst, 1997). will determine the transfer of angu- rotary momentum in discus throwing lar momentum from the thrower to (its contribution to the speed of the In case the right leg action seems the discus or vice versa. In these discus at release) is significantly to be less than optimum, two main terms, the angular momentum of greater than the contribution of the factors can be the cause. First, the the thrower+discus system is equal linear momentum in both the vertical angular momentum of the right leg

TRACK COACH — 6952 small, or the combined duration of legs cannot be used for the genera- At left foot lift off the double support and single sup- tion of such momentum. The new

System c.m. port over the left foot in the back of role of the legs during this phase 0.5 m. the circle may be too brief. In the is to increase their own speeds

At right foot case where the angular momentum of rotation in relation to the upper lift off of the left arm is small, this could be body. This will allow for an early due to a slow speed of rotation of and quick planting of the left foot in the arm or due to a short distance the front of the circle—a beneficial

Path between the c.m. of the arm and action in discus throwing—(also see the c.m. of the system (Figure 6). Maheras, 2008) and will also enable Figure 5: Approximate path of the the thrower to assume a “wound-up” c.m. of the right leg during its An important observation in compar- position in the middle of the circle, drive. The larger the shaded area ing the momentum of the right leg one where the lower body and hip the better (adaptedfrom Dapena & and the left arm in the back of the axis are rotated significantly ahead Anderst, 1997). circle is that the average angular of the upper body and the shoulder momentum of the left arm is only axis. To achieve a faster rotation may be small or second, the dura- about half of that of the right leg of the legs, the thrower, during the tion of the sweeping of the right leg (Dapena & Anderst, 1997). How- non-support phase and the single may be too brief. In the case where ever, the sweeping of the left arm support over the right foot, should the angular momentum of the right lasts two and a half times longer decrease as much as possible the leg is small, this could be due to a than the sweeping of the right leg. distance between the c.m. of the slow speed of rotation of the leg or Therefore, the longer duration of right and left leg and the axis of due to a short distance between the the sweep of the left arm allows the the system. c.m. of the leg and the c.m. of the left arm to make a larger contribu- system (Figure 5). tion to the rotation of the system. That axis passes through the sys- On average, the action of the left tem’s c.m., is in line with the lower The activity of the left arm in the arm contributes about a third more and upper part of the system and back of the circle is similar to that of than the action of the right leg to if the system tilts, it tilts also. Dur- the right leg. As soon as the discus the rotation of the system. ing this airborne phase, the smaller reaches its furthermost position to the radius of the legs the better the right during the winds, and until RECOVERIES OF THE (Figures 7, 8). the lift off of the left foot, the left RIGHT AND LEFT LEGS arm should execute a wide rotation RECOVERY OF THE around the body and towards the During the airborne phase immedi- LEFT ARM left. This sweeping action of the left ately following the left foot push-off in arm enables the generation of an- the back of the circle, when ground As is the case with the right and gular momentum around the vertical contact is lost, no more angular mo- left legs, the left arm is also unable axis following the same mechanism mentum can be produced and the to produce any additional angular as during the action of the right leg.

System c.m. The left arm should be thrust in a At most controlled manner but at high speed, backward position of far from the middle of the body and discus At right over the longest possible range of foot lift off motion. During the dynamic action 1 m. Figure 6: Approximate of the left arm, larger values of path of the c.m. of the left arm during its angular momentum are considered initial drive. The larger to be optimum in discus throwing. the shaded area the If the left arm action seems to be better (adapted from At left foot less than optimum, either the angu- lift off Path Dapena & Anderst, lar momentum of the arm may be 1997).

TRACK COACH — 6953 At left foot lift off At left foot landing

System c.m. 0.5 m. At right foot landing 0.5 m.

System c.m. At right foot lift off At left foot Path lift off At left foot landing

Path

Figure 7: Approximate path of the c.m Figure 8: Approximate path of the c.m. of the left leg during its recovery. of the right leg during its recovery. The smaller the shaded area the better The smaller the shaded area the better (adapted from Dapena & Anderst, 1997). (adapted from Dapena & Anderst, 1997). momentum during the airborne wise (towards the left) sweeping methods will be equally effective in phase after the left foot lifts off in action as soon as ground support helping the legs accelerate. the back of the circle. This is again has been reestablished. This second due to the loss of ground contact. sweeping action aids in generating However, the slowing down of the The function of the left arm dur- additional angular momentum for the arm action offers the advantage of ing this airborne phase is to slow system during the single support allowing the left arm to keep moving down its rotation and/or decrease over the right foot and the double over a long range of motion in the its radius of rotation. This will cause support delivery phases. ensuing single support and double the arm to use a smaller amount of support phases (Dapena & Anderst, the total angular momentum of the If the angular momentum of the left 1997). If the left arm’s radius is system and thus there will be more arm is large during the period of the shortened, that short radius will angular momentum available for the left foot takeoff in the back of the cause the arm to keep moving to other parts of the system. Essen- circle and the subsequent right foot the left quite fast which will allow tially, there is a transfer of angular landing, either the arm is rotating for a smaller range of motion avail- momentum from the left arm to the too fast or the radius of the arm is able for the arm in the subsequent rest of the system. There are two kept too long. It is not clear what single and double support phase advantages of the mentioned slow- would be the preferred method as (Figure 9). ing down of the left arm. First, the the thrower attempts to keep the thrower can indeed transfer angular angular momentum of the left arm SECOND PROPULSIVE momentum to the legs where it is low. Does a thrower need to slow DRIVE OF THE LEFT ARM needed the most. the arm down or does he/she need to shorten its radius of rotation? Both Following the right foot landing in That is, the slowing down of the left arm, in cooperation with the mid-section muscles, contributes in speeding up the rotation of the legs At release which in turn results in an earlier Figure 9: Approximate 1 m. path of the c.m. of planting of the left foot in the front the left arm during its of the circle. Second, the slowing System At landing of initial recovery, during down of the left arm causes it to fall c.m. left foot its second drive and, behind in its rotation with respect to during its second the rest of the system. In turn, this At left foot recovery (adapted from lift off Path Dapena & Anderst, makes it possible for the left arm to At landing of 1997). later execute another counterclock- right foot

TRACK COACH — 6954 the middle of the circle, the thrower it will not do the thrower any good. following the guidelines mentioned should throw the left arm very dy- That is why, before the release of above. Many coaches and athletes namically to the left, far from the the discus, it is necessary for the may tend to overemphasize the lin- middle of the body and through the discus thrower to transfer as much ear momentum and the linear drive longest range of motion possible of this angular momentum as pos- (sprint) from the back of the circle (Figure 9). As a result, the c.m. of the sible to the discus he/she is holding. towards the center, at the expense left arm obtains a significant amount To do this, the thrower needs to of rotary momentum. However, there of speed. This action aids in the reduce the angular momentum of is a caveat here. Paying attention generation of angular momentum for the left arm during the final release to the linear drive from the back of the thrower+discus system because phase by either slowing down the the circle is not entirely a bad thing, it enables the right foot and, during left arm or by reducing its radius of because the ground reaction force the double support, both feet to exert motion (Figure 9). For a satisfac- that drives the thrower off from the on the ground the forces necessary tory transfer of angular momentum back of the circle also contributes for generating angular momentum. from the left arm to the rest of the to the generation of a fair amount A characteristic of this part of the system and the discus, the smaller of the angular momentum about the throw is that the thrower has an the angular momentum of the left vertical axis. This is due to the fact inclined position towards the back of arm at the instant of release the that (in the view from overhead) the the circle, which causes the axis to better. It seems that most throwers force points off-center to the cen- also have a backward incline. Due to slow down the left arm to reduce ter of mass of the thrower+discus that incline, the angular momentum its angular momentum while a few system as it passes slightly to the generated by the second propulsive others in addition to slowing the arm right of the c.m. (Dapena. 2009). If action of the left arm is a combina- down will also progressively shorten a thrower seems to be entirely ig- tion of angular momentum around a its radius of rotation by bending the noring the linear aspect of throwing, vertical axis and angular momentum arm at the elbow. then there is a need for the coach around a horizontal axis which is to address the issue and place the exactly what the discus thrower is SOME CONSIDERATIONS needed emphasis there. However, in after, since during that phase the the final analysis there is no ques- thrower desires to develop both tion that the rotational effect is by horizontal and vertical speed which far the more important of the two will contribute to the final speed of (rotational vs. translational). This the discus at release. If the thrower’s should be clear in the coach’s mind. second left arm drive is less than optimum, that occurs because ei- We also saw earlier that on aver- ther the angular momentum of it is age, the left arm contributes about small or the combined duration of a third more than the action of the the single support on the right foot right leg to the rotation of the system. and the delivery phase is too short. For that reason, the role of the left Andreas Maheras arm needs to be better appreciated. SECOND RECOVERY OF We saw that the thrower needs to It was mentioned earlier that rotary THE LEFT ARM move the left arm aggressively and momentum contributes the great at high speed to the left and then majority of the total momentum The second propulsive action of the stop it and “re-wrap” it clockwise observed in discus throwing. Based left arm described above will help the prior to the start of the double sup- on that, we can generalize and con- thrower+discus system to acquire port. Finally, he should again move clude that the discus thrower should more angular momentum from the it aggressively and at high speed to make rotary momentum develop- ground, which is very beneficial for the left during the final double sup- ment the focus of his/her throwing the throw. Most of this angular mo- port, and stop it (or bring it toward and he should be devoting most of mentum will be stored in the left arm the body) just before release. So his efforts to maximizing the rota- itself. However, if the thrower keeps what the athlete needs to do is, two tional part of his technique and the the momentum stored in the left arm development of rotary momentum throughout the delivery phase, then (Continued on page 6961)

TRACK COACH — 6955 THE AMERICAN ENDURANCE RUNNING SCENE

Coach Jim Hunt has long been a proponent of speed development in distance runners from the get-go—if American endurance athletes are to be competitive on the world scene.

BY JIM HUNT

American elite endurance runners collegiate runners. and 3200 runners gets whoever emerge from our youth and high is left. There are few in this group school programs, where thousands Adding to the problem is the fact who possess good basic speed. The of young athletes begin their run- that when our young males decide coach then further impedes their ning careers. Further, high school to compete in athletic events, those basic speed by sending them out and collegiate programs provide the with the best basic speed and ath- to build up minutes of running with United States with a farm system letic ability have been siphoned off little or no instructions on proper second to none. So why is it that into football and soccer. The same running mechanics or any functional we produce so few medal winners is true with young females with soc- muscle strengthening to prepare at the World and Olympic Games? cer and volleyball. What the cross their muscles for running. country coach gets is mostly the The problem lies in our roots. To bottom of the athletic chain. Excerpt from Ken Doherty’s Track begin with, we are a riding nation, & Field Omnibook: whereas the countries that produce When track season rolls around, most of the medals emerge from the head coach wants to determine I’d start jogging twice a week for walking and running societies. where the talent lies in the new five minutes, then ten—twenty— By walking or running to school, team. The coach then has a time thirty, then three times a week, church, work, to visit relatives, trial at 100 meters. The top four or then daily. I’d do it on a time and play, young people in these five become sprinters, the next in and fun basis. Distance runners countries develop a base for strong line become hurdlers and jumpers, develop primarily by simple pro- leg muscles. By the time they are then of course the heavyset mem- gressive increments of enjoyable of high school age, their working bers become throwers. The coach running. muscles are as strong as American in charge of developing 800, 1600

TRACK COACH — 6956 This is the basic theory of training and strong, fatigue-resistant work- Until American coaches and ath- followed by entry level coaches ing muscles that can sustain speed letes shun the myth that you must throughout the U.S. The theory is endurance paces for long periods establish an aerobic base with to start easy and slow, then build of time and still be able to sprint at submaximal paced running before toward faster running. the end of a race. adding other physiological aspects of training, we are doomed to lag Given their own means of interpret- Track & Field Omnibook: “Basic behind in the world of endurance ing running form, entry level athletes speed is the most important single running. In order to change, we must will, with few exceptions, develop a factor in 400-meter performance. build our training scheme around running rhythm that features over- There is a close relationship teaching our entry level athletes how striding with a slow turnover and foot between 100-meter time and to run with power and efficiency and strike. As the number of minutes 400-meter time and 400 meters build strong, fatigue-resistant leg of slow running is increased, the time with the 800, 1500, 3k, 5k muscles. As we accomplish this, athlete becomes neuromuscularly and 10K.” we can jump start all of the other adept at running slow. The slow-to- physiological systems and develop fast theory of developing entry level From the Omnibook—Lee Evans: both the cardiovascular and neuro- athletes defies the fact that speed “Run as fast as possible while muscular aspects. is the most important physiological staying completely relaxed. The factor in determining a person’s ultimate competitor is one who The faster an athlete’s 400-meter ability to race at any distance. learns how to sustain an all-out time, the greater the potential to fast, relaxed effort for the entire race in endurance events of 800 Somewhere during the latter part distance” (faster—looser). OK. meters to 10K. Improving 400-meter of the training season, the coach time should be at the top of the list decides that in order to race, it From the Omnibook—“Coach when planning workouts. In order to might be necessary to develop Timmons: Jim Ryun worked for continually improve basic speed, we some speed. Since it takes several six weeks to do one thing—learn must teach the athlete to run with weeks of specific training to improve how to sprint when tired.” power and efficiency. This learning basic speed, it is too late to be truly process must be combined with effective for that season. In many Haile Gebrselassie was able to use developing strong, fatigue-resistant cases, the coach has not spent his speed to surge to a 10-meter working muscles, mainly the core, enough training time conditioning lead, then drop back to his race buttocks, quads and hamstrings. the muscles that do the work of run- pace and hold that lead. Medals ning to withstand this new stress and in the World Championships and The basic element of improving real injury rates rise dramatically during Olympic Games endurance races speed is learning to run fast relaxed. the last few weeks of the season. go to the athletes who can run the fastest when fatigued. They are the Clyde Hart former Baylor coach: The solution to producing better elite best in the world because they have “In order to improve speed, you runners in this country is for the US- learned to run fast-relaxed during must eliminate as much back ATF Coaches Education Committee their development from entry level. side mechanics as possible and to come up with a training scheme increase front side mechanics as where entry level athletes are taught Learning to run fast relaxed is a much as possible.” to run with power and efficiency and neuromuscular training procedure. to develop strong, fatigue-resistant Until our leaders in the profession Running skills must be the first thing working muscles. If our young hope- of coaching endurance runners taught to endurance runners and fuls could be exposed to heavy change their concept of the physi- must be continued throughout their doses of these types of activities ological aspects of developing the entire running career. Even though for the first 10 years of their running complete endurance athlete, the Mo Farah did the traditional 120 development, they would be more United States will never gain promi- miles per week, he had to spend complete runners by the time they nence in this area. four years working on improving his become emerging elite athletes. The speed before he became the best complete runner is one with speed 5k-10K runner in the world.

TRACK COACH — 6957 Galen Rupp finally won Worlds approximately a 90° angle and 4. Front Side Mechanics: When the and Olympic medals after he spent hang loosely from the shoulder toes push off, the thigh and knee considerable training time improving joints. As the elbows move back are lifted forward and upward. his speed. and forth during the arm swing, As the thigh reaches its most the forearm closes the angle forward and upward position, the If we accept the fact that basic speed slightly at the top of the swing lower leg is extended forward determines an athlete’s potential to and opens slightly at the bottom then quickly brought downward race any distance, why do coaches of the swing. The hands are to cause a foot strike to occur in the USA wait until later in the closed loosely, with the thumb- just in front of the heel bone and season to develop this aspect? Why nails pointing upward. There is as far backwards as possible. not make the very first step of the no contraction of the muscles When the foot makes contact training period a fast one. in the lower arms. with the surface, the knee is slightly flexed during the support Young, unconditioned, entry level phase. athletes are capable of running COACHES ARE short, fast distances from the very AWARE OF THE 5. Backside Mechanics: As the foot beginning. Short, fast intervals ac- NEUROMUSCULAR pushes backward and the toes companied by functional muscle ASPECTS OF TRAINING, leave the surface, it must be strengthening will form a base for all BUT EITHER DO NOT driven upward toward the knee of the other physiological aspects of UNDERSTAND THIS as soon as possible. This will training. The greater the stress on ASPECT OR CHOOSE TO cause a high heel follow through, the muscles, the greater the stress IGNORE IT. shorter angle between the up- on the heart. per and lower leg. The shorter this angle, the quicker the foot Coaches are aware of the neuro- 3. Foot Strike: The foot is the gets back onto the surface. The muscular aspects of training, but lever that provides force for less time the foot spends on the either do not understand this aspect forward movement. The foot surface and in the air, the faster or choose to ignore it. The neurologi- is composed of a heel bone, one can run. cal aspects of training are learning tendons, ligaments and soft to run with power and efficiency tissue which provides stretch 6. Turnover and Stride Length: A and running specific strengthening power energy that is stored turnover is every time the same of the muscles that do the work during each foot strike. The foot touches down. There are of running. Running skills must be foot strikes the surface slightly two steps per turnover which the first thing a coach teaches an in front of the heel bone and is called a stride. The optimal endurance running hopeful and slightly on the outside. As the turnover for efficient endurance must be continued on a daily basis weight of the runner’s body is running is 96-98 per minute. throughout the entire season and being supported, the foot slightly Michael Johnson, when racing the athlete’s entire running career. pronates then supinates slightly the 400 meters, used a turnover as the body moves forward. The of two per second. TEACHING FUNDAMENTAL compression of the tendons RUNNING SKILLS and ligaments, along with the Stride length and turnover must pronation and supination action be compatible. Stride length is 1. Posture: A tall, relaxed torso with of the foot provides the force for determined by how far back the head and shoulders directly forward motion. The further back under the center of mass the over the hips. under the center of mass the foot strike occurs. A quick foot strike occurs, the quicker turnover with a medium length 2. Arms: The arms are the key to the foot strikes. The quicker the stride is most efficient. In order relaxation while running. The foot strike, the greater the force to accelerate running velocity, basic element of improving created. a runner should increase the speed is learning to run fast turnover rate without sacrificing relaxed. The arms are held at the stride length. Trying to run

TRACK COACH — 6958 faster by lengthening the stride length only is inefficient and will result in greater fatigue.

Running speed can only be in- creased when the foot strike is moving backward at a greater speed than the center of mass is moving forward.

All gold medal winners of endur- ance running events in the Worlds and Olympic Games reveal similar Haile Gebrselassie shown running characteristics. They exhibit here with T&FN’s Jon a tall, relaxed torso with head and Hendershott: Gebrselassie used his speed to surge shoulders directly over the hips. to a 10m lead, then drop The arms move with a short, quick, back to race pace and forward and backward motion. The hold that lead. foot strike is quick as the foot is driven back under the center of mass. The side view of the foot ligaments and toes provide stretch cular activity. The neuromuscular cycle resembles that of a wheel. The power energy for running. The foot is system is a human computer and running action exhibits a full range the end of a kinetic chain of muscles, can be programmed to produce of motion with an ankle-over-knee tendons and ligaments that begin at specific actions. The manner in recovery. Entry level endurance the core and glutes then continue which the foot strikes the surface runners can be taught to emulate by links down through the quads, and its position with relation to the gold Medal running form. hamstrings, gastric and Achilles runner’s center of mass as it strikes tendon. All of these appendages is important for balance and power. Have the athlete begin by quickstep go on stretching as the weight of A balanced body, with the head and walking with an ankle-over-ankle the runner’s body is absorbed with shoulders directly over the hips and movement while maintaining good each footfall. As the runner’s center a foot strike that occurs as far back posture and arm action. Perform of mass moves in front of the foot, under the center of mass as pos- this action for 10 seconds x 6. Walk all of the stretch power of the kinetic sible, provides the greatest power 10 seconds then quickstep run chain releases energy that propels and best economical use of energy. with ankle over ankle foot action the runner’s body forward. The neuromuscular system not only for 10 seconds x 6. Now progress controls all muscular contractions to 10 seconds of ankle-over-mid- Foot Placement and relaxations but also the intensity shin quickstep running, and finally and duration of all muscular action. to 10 seconds of ankle-over-knee The foot should strike the running running action. This progression of surface just in front of the heel bone PROGRAMMING THE FOOT learning can be incorporated into and slightly on the outer side. The STRIKE SPEED-AGILITY the warm-up. farther back under the center of LADDER mass the foot lands, the quicker TEACHING GOLD MEDAL the foot strike. The quicker the foot A sure way to teach a runner RUNNING FORM strike, the greater the force created. proper foot placement is using a speed-agility ladder. The SA ladder The Foot TEACHING FOOT is approximately 20 feet long with PLACEMENT rungs placed every 14 inches. The foot is the lever that provides the force for running. The contours Running is controlled by the central Step one; imagine that you have a of the foot, along with its tendons, nervous system and is a neuromus- rod sticking through each ankle then

TRACK COACH — 6959 walk through the ladder by lifting the and 6’). When a young female can lengthening the stride length only is heel and stepping one ankle over the run smoothly using a 5-foot stride, inefficient and will result in greater other, then flexing the toes down- she will become an accomplished fatigue. Running speed can only ward. This walking action will teach runner, as will a young male at 6 be increased when the foot strike the muscles to place the foot strike feet. The most effective acceleration is moving backward faster than the under the center of mass. Complete ladder is laid out with flat sticks the center of mass is moving forward. the walking action six times while first 8 strides and then 3” risers to Note: Too much backside mechanics increasing the walking tempo each 30 meters then followed 5” risers to is when the toes finish pushing off time through the ladder. Repeat this 45m. The ultimate ladder advances the surface and the foot and lower action while running and increase to 60 meters with 7” risers from 45 leg follow through too far behind the tempo each time. meters to 60 meters. the center of mass causing a long leg lever for the recovery leg. This An athlete should work toward The running action is a sprint start slows the forward leg movement and running as fast as possible while through the flat sticks, ankle-over- causes a pronounced heel strike keeping the foot strike within the mid-shin to 30 meters and ankle- and braking action. confines of the ladder rungs. To over-knee for the rest of the ladder. further program the feet to move A 45m ladder is very practical as faster, have the athlete progress the runner can continue beyond SCIENTIFIC EVIDENCE through the ladder by stepping in that distance using muscle memory POINTS TO THE FACT and out of the ladder as fast as to complete any distance desired. THAT A PERSON’S BASIC possible (two feet in—two feet out) Remember to maintain a tall, re- SPEED IS THE SINGLE while advancing through it. Now laxed posture with arms moving MOST IMPORTANT face north and do the same quick fast relaxed throughout each effort. PHYSIOLOGICAL foot action while advancing through VARIABLE DETERMINING the ladder laterally, returning facing WARM-UP A HUMAN BEING’S south. ABILITY TO RACE AT Begin by walking for 10 seconds, ANY DISTANCE The quick step run can also be done then ankle-over-ankle quickstep on the hash marks of a football field running for 10 seconds, then 10 or by placing flat stick a yard apart. seconds of ankle-over-mid-shin Scientific evidence points to the fact When working in the S.A. ladder, running, then transition into an that a person’s basic speed is the practice good posture and quick, ankle-over-knee running action for single most important physiological relaxed arm movements. 30 seconds. Continue this for 10 variable determining a human be- minutes, then continue dynamic ing’s ability to race at any distance. ACCELERATION LADDER warm-up. 400-meter time is basic to determin- ing performance in the 800 meters, The next step in learning the pro- In order to accelerate running 1500 meters, 3k, 5k and 10K. gression of running is to work in velocity, a runner should increase Science has given us the formula an acceleration ladder. This ladder the turnover rate without shortening for determining potential to race in systematically increases the stride the stride. Trying to run faster by those events, computing training length while keeping the foot strike under the center of mass. For the TABLE 1 first eight steps, use flat sticks set Event Percentage Potential Time 400 Meters Goal Pace at 1.5’, 2’, 2.5’, 3’, 3.5’, 4’, 4.5’ 800 .91-.92 2:13 65 and 5’. For beginners, work up to 1500 .84-.85 4:28 69 4’ and then keep a 4-foot spacing 3k .77-.78 9:50 74 until becoming adept at that stride length. For those who can advance 5k .75-.76 16:50 79 beyond a 4-foot stride, the set- 10k .74-.75 34:00 83 tings would increase to 5 feet and Steeple .74-.75 10:12 69-83 eventually 6 feet (5’-3”, 5’-6”, 5’-9” Mile .84-.85 4:47 69

TRACK COACH — 6960 paces based on a percentage of pace training. The essence of the at race goal pace because the more 400 meters speed. See Table 1. variable pace system is to train at work done at a specific pace, the race pace plus two paces that are more the athlete becomes efficient Ken Doherty tells us: “An athlete faster than goal pace and two paces at running that pace. with greater speed can carry a given that are slower than race goal pace. pace for a short distance with a Example: An 800 meters runner Jim Hunt coached track and cross relatively lower level of stress.” This would train with sprint work and 400 country for many years at Hum- factor sets the parameter for goal meters pace, as well as paces at boldt State and UC Davis. He was pace training. Assuming equal pace, 1500 and 3k. These paces provide inaugurated into the USTFCCCA the greater the distance of each run both speed effort and endurance. A Hall of Fame in 2013. the greater the stress produced, greater percentage of work is done even though the rest intervals are increased correspondingly. 3 x 400 at 60s with 60s rest produces The Functions Of Extremities In Discus Throwing greater stress than 30s with 300s Continued from page 6955 rest. The recovery period or the time between runs, from a heart high-speed drives of the left arm would not be a problem, again strengthening standpoint, the work and two “re-wrappings.” However, provided that the thrower is able period and the rest period are both contrary to those guidelines, many to get “wound up” in the middle developmental. During the first 10s coaches have been encouraging of the circle. Then the thrower of the rest period, the stress is the the thrower to keep the left arm would be OK. If the thrower could greatest and therefore, the greatest relatively inactive, particularly bring the shoulders back again stimulus for expansion and develop- during the entry in the back of after they have caught up with the ment. The development period can the circle. pelvis, then it would actually be a last up to 30s. good thing to allow the shoulders This encouragement may not be to “catch up” with the pelvis mo- A pace that is considerably faster entirely incorrect. If the thrower mentarily around the end of the than race goal pace not only allows the aggressively moving takeoff from the back of the circle. achieves a developmental heart left arm to overly engage the up- Technical finesse comes into play stress, it also develops a fast-twitch per body in leading the throw in here with the goal being for the function in the leg muscles which is the back of the circle, then there thrower to take advantage of as necessary for a sustained sprint at should be a compromise and this much rotary momentum as pos- the end. The greater the number of arm needs to be restrained and sible from the left arm in the back muscle units and fast-twitch fibers be kept in check. The criterion for of the circle without compromising recruited, the stronger the working the dynamic or non-involvement the integrity of the ensuing throw muscles. The stronger the working of the left arm, particularly in the ing movement. muscles, the harder they can make back of the circle, is whether the the heart work. The stronger the athlete, following the drive from REFERENCES heart muscle, the more oxygen rich the back, is able to rotate the Dapena. J. (2009). Personal Communication. blood being sent to the muscles that hips counterclockwise relative to Dapena. J.. & Anderst. W. (1997). Discus Throw do the work of running. the shoulders so that the hips are (Men). Scientific Services Project, U.S.A Track & Field Biomechanics Laboratory. again rotated markedly ahead of Dept, of Kinesiology. Indiana University. When an athlete’s best potential the shoulders before the start of Dapena. J. (1994). An analysis of angular momentum in the discus throw. Journal of race distance has been determined, the final delivery action. Biomechanics. 27:660. the best way to develop race po- Dapena. J. (1993). New insights on discus throwing. Track Technique. 125.3977-3983. tential is by training at variable Even if the athlete were to al- Maheras. A. (2008). Grounded versus airborne paces. Variable pace training was low the upper body (shoulders) release in discus Throwing. Long & Strong. October. 2008.36-39. conceived by British club coaches to catch up with the lower body Maheras. A. (2007). Momentum development in (pelvis) just before the takeoff discus throwing. Long & Strong Throwers during the early 50s and 60s. During Journal. 10(1). 30-31 this time period, numerous world from the back of the circle, this records were set using variable

TRACK COACH — 6961 2017 LEVEL 1 SCHOOLS

http://www.usatf.org/Resources-for---/Coaches/Coaching-Education/Calendar-of-Schools.aspx

Christian Brothers College HS Oral Roberts University Jan. 6-8 June 23-24 St. Louis, MO Tulsa, OK University of South Carolina Stillwater High School Jan. 6-8 June 26-27 Columbia, SC Stillwater, MN Florida Atlantic University University of Albany Jan. 7-8 July 7-9 Boca Raton, FL Albany, NY Chabot College Nassau Community College Jan. 14-15 July 14-16 Hayward, CA Garden City, NY Red Mountain High School Johns Hopkins University Feb. 11-12 July 21-23 Mesa, AZ Baltimore, MD San Diego State University Savannah State University Feb. 11-12 July 21-23 San Diego, CA Savannah, GA Benedictine University Yale University Feb. 17-19 Aug. 4-6 Lisle, IL New Haven, CT Pacific University-Hillsboro Campus Central College Feb. 17-19 Aug. 5-6 Hillsboro, OR Pella, IA University of New Mexico Highline College Feb. 18-19 Aug. 12-13 Albuquerque, NM Des Moines, WA Public School 9 Community College of Philadelphia Mar. 10-12 Sept. 29-Oct. 1 New York, NY Philadelphia, PA Episcopal High School Marian University Mar. 11-12 Oct. 13-15 Alexandria, VA Indianapolis, IN Villanova University Cardinal Stritch University Mar. 17-19 Nov. 11-12 Villanova, PA Milwaukee, WI Allen High School Eastern Michigan University May 21-22 Nov. 17-19 Dallas, TX Ypsilanti, MI Cerritos College Tennessee State University May 27-28 Nov. 18-19 Norwalk, CA Nashville, TN Atlantic Sports Health UNLV June 2-4 Nov. 25-26 Morristown, NJ Las Vegas, NV Jacksonville University IMG Academy June 3-4 Dec. 1-3 Jacksonville, FL Bradenton, FL Benedictine University Westerville South High School June 9-11 Dec. 8-10 Lisle, IL Westerville, OH Houston Baptist University Houston Baptist University June 10-11 Dec. 9-10 Houston, TX Houston, TX Wellesley College Public School 9 June 16-18 Dec. 15-17 Wellesley, MA New York, NY UNC Greensboro Allen High School June 18-20 Dec. 16-17 Greensboro, NC Dallas, TX

TRACK COACH — 6962 Save the Date for the 2017 Level 2 School USATF will head to the campus of California State University – Fullerton for the 2017 Level 2 Program. The dates of the week-long school are scheduled for July 17-22, 2017. Applications will be available by March 1, 2017. Please visit the Calendar of Schools for more event information to be posted soon.

http://www.usatf.org/Resources-for---/Coaches/Coaching-Education/Calendar-of-Schools.aspx

USATF COACHing EdUCATiOn AwARd winnERS

Dr. Joe Vigil Sports Science Award: Dr. Larry Judge This award recognizes a coach who is very active in the area of scholarship, and contributes to the coaching literature through presentations and publications. This award identifies a coach who utilizes scientific tech- niques as an integral part of his/her coaching methods, or has created innovative ways to use sport science.

Ron Buss Service Award: Dave Pavlansky This award recognizes a coach that has a distinguished record of service to the profession in leadership roles, teaching, strengthening curricula and advising and mentoring coaches. This person is a leader, whose counsel others seek, and who selflessly gives his/her time and talent.

Fred Wilt Coach/Educator of the Year Award: Ian Dube This award recognizes a coach that has a distinguished record, which includes sustained, exceptional per- formance. This award will be presented annually to recognize one individual who has exemplified passion and leadership nationally for the promotion of USATF Coaching Education.

Vern Gambetta/Young Professional Award: Ronda Broome This award recognizes a young coach in the first 10 years of his/her career that has shown an exceptional level of passion an initiative in Coaching Education. This award will be presented annually to recognize one individual who has exemplified passion and leadership nationally for the promotion of USATF Coaching Education.

Terry Crawford/Distinguished Female in Coaching Award: Tamara Ards This award recognizes a female coach that has shown an exceptional level of accomplishment, passion and initiative in Coaching Education. This award will be presented annually to recognize one female coach who has exemplified passion and leadership nationally for the promotion of USATF Coaching Education.

Kevin McGill/Legacy Award: Dr. Dave Shrock This award recognizes a veteran coach with 25+ years of involvement that has shown an exceptional level of passion an initiative in Coaching Education. This award will be presented annually to recognize one individual who has exemplified passion and leadership nationally for the promotion of USATF Coaching Education.

Level 2 Coaches/Rising Star Award: Glenn McAtee This award recognizes a coach that has utilized the USATF level 2 CE program to make an impact on their coaching that includes sustained, exceptional performance. This award will be presented annually to rec- ognize one individual who has recently completed the level 2 school and it has helped to make an impact on their coaching. This award winner exemplifies the impact of the USATF Coaching Education program.

TRACK COACH — 6963 USATF COACHING PROGRAMS BY THE NUMBERS — 2016 YEAR IN REVIEW

Level 1

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Level 2

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Level 3

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USATF Campus

s NEWSPORTSSCIENCECOURSESADDEDIN s  COURSESDELIVERED

Cross Country Specialist Course

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TRACK COACH — 6964 http://courses.usatf.org/

TRACK COACH — 6965 TRACK TECHNIQUE/ TRACK COACH CONTENTS

TRACK TECHNIQUE/TRACK COACH BACK ISSUES. The issues listed below are the only remaining issues of the printed issues. If an issue is not listed, it is out of print and unavailable. These issues are available singly for $5.50 apiece postage-paid for U.S. delivery; $8.00 apiece postage-paid for foreign delivery. Order 5-9 issues, pay $4.00 apiece; more than 10 issues, $3.00 each, postage-paid. Non-U.S. orders—add $2.00 shipping per copy. Some issues are in short supply, so order early. Visa/MC/Amex orders accepted by phone: 650/948-8188 9 am-5 pm PT, M-F. Note: The periodical’s name was changed from Track Technique to Track Coach with issue #131 (Spring 1995). Listed below are a few of the more prominent articles in each issue. There are many more useful contributions in each number.

A one-year DIGITAL subscription (four issues) is $20 U.S. and foreign. Effective with our Winter 2015 Issue #210, Track Coach became available by electronic format only. Digital issues will be sent to the email address used for placing your order. Order from: Track & Field News, 2570 W. El Camino Real, Suite 220, Mountain View, CA 94040 USA. Email: subs@trackandfieldnews.com.

No. 113, Fall, 1990 No. 157, Fall, 2001 Training Characteristics of U. S. Olympic Distance Training Analysis with the Mac Launching into the Vaulting Action, David Marathon Trials Qualifiers, Jason Karp Computer, Tony Sandoval Bussabarger Stride Length and the Human Organism, Scott Model Technique in the LJ, Günter Tidow Beginning PV Progressions, Jan Johnson Chirstensen Results from TAC Junior Elite Sprint Camp Active Landings in the Horiz. Jumps, LeBlanc Interview with Peter Coe No. 180, Summer, 2007 No. 119, Spring, 1992 An In-Depth Look at VO2max, Jason Karp Load Variations of Elite Female Javelin No. 162, Winter, 2003 Biomechanics of the Glide SP, Michael Young Throwers in a Macrocycle, Jianrong Colin Jackson’s Hurdle Technique, Milan Coh Are Tactics Important for Middle and Long Dist. Kinematic Analysis of Syedikh’s WR, R. Otto Troubleshooting the PV, M. Thompson Athletes? David Lowes Release velocity/Angle in Hammer Throw, I. No. 148, Summer 1999 Hunter & G. Killgore No. 181, Fall, 2007 Teaching the Women’s Hammer, Larry Judge Biodynamic Analysis of the Rotational Shot Psychological Adaptation to Heat Stress, No. 163, Spring, 2003 Put Tecnique, Milan Coh, Matej Supej, and Vernacchia & Veit-Hartley HS Team Dynamics Roundtable Stanko Stuhec Angular Momentum of Hurdle Clearance, Craig An In-Depth Look at Lactate Threshold, Karp No. 152, Summer 2000 McDonald Preseason Training for the Hammer and Strength Training for Endurance Runners, Sprint Start Positioning, Karen Helmick Weight Throw, Glenn McAtee Scott Christensen Accuracy in the Horizontal Jumps Approach, No. 170, Winter, 2005 No. 182, Winter 2008 Rubin Is Periodization Dead or Just Sick?, John In-depth Look at Running Economy, J. Karp Sprint Observations, Kirk Reynolds Cissik Patterns of Support in a Bending Leg, R. Strength Training for the Hammer, Todd Taylor Mackenzie No. 153, Fall, 2000 An Appraisal of Shot Putting, Wilf Paish Last 3-5 Strides in LJ Approach, Mike Jones A Visit with Jack Reed The Glide—The Glen Mills Way Judging of Race Walking, Ron Laird No. 175, Spring, 2006 Mid-Marks for Runway Precision, Brian Risk Interview with Joe Vigil No. 183, Spring 2008 Adam Nelson Interview Lungs and Distance Running, Jason Karp Patterns of Force in the Depth Jump, Correct Race Walk Technique, Ron Laird Mackenzie & Grey No. 154, Winter, 2001 Training of American Decathletes, Huffins & Q&A with Trinidad Coach Ian Hypolite Periodization Training, Jason Karp Hart Arousal Regulation Techniques, K. Zackowitz Management of Risk in PV, Jan Johnson USATF Level I Coaching Education Program, No. 176, Summer, 2006 No. 185, Fall 2008 Carolyn Ross & Troy Engle Carbohydrates and the Distance Runner, Kenyan Domination in Long Dist. Running, Jason Karp Lantz No. 155, Spring, 2001 Selection and Design of Event-Specific Achilles Tendinitis Prevention & Treatment Athletic Profile: The Emergence of Ryan Hall Exercises, Joil Bergeron Interview with Vern Gambetta, Russ Ebbets High Jump: Tech. Aspects, S. Patrick Libor Charfreitag Profile, Glenn Thompson Muscle-Fiber Types and Training, J. Karp No. 178, Winter, 2007 Psych. Application for Distance Runners, Scott Training Theory Roundtable, with Lundin, Christensen Ebbets, Lydum et al.

TRACK COACH — 6966 No. 186, Winter 2009 The 4x100 Relay, Clayton Davis The Form of Wladyslaw Kozakiewicz, Heptathlon Roundtable Children and Sport, Russ Ebbets Bussabarger Idealized Mathematical Model of a Runner Harry Marra Interview Built from Angle of Lean No. 195, Spring 2011 Should Coaches Alter Running Form in No. 203, Spring 2013 No. 187, Spring 2009 Distance Runners?, Kirk Reynolds Run Hard, Be Strong, Think Big (Fayetteville- Developing Speed Strength for Collegiate What Type of “Athletic DNA” Do Elite Manlius Story) Thrower, Larry Judge Decathletes Possess?, Bar-Lev Transfering Strength Training to the Track Assessing Sprint Ability, Jason Karp Coaching Kids Successfully: 100 Years of Motor Using Olympic Lifts to Strengthen Prep Interview with Harold Connolly Development Research, Matthew Buns Throwers A Fresh Look at Plyometrics, John Cissik Steady Pace Running 400m, James Parker No. 188, Summer 2009 Fundamental Mechanical Principles in PV, Altitude and Beyond: Hyperbaric Tng. David Bussabarger No. 204 , Summer 2013 Eighty Years of Systems Coaching, Horwill Tom Tellez Interview Inspiring Young Women Throwers Seven Steps to Teach the Hammer Throw Life After Throwing, E. Wanless Leadership Roundtable No. 196, Summer 2011 Tech. Analysis of R. Lavillenie, Bussabarger Raising American Distance Runners to Gold Medal Comparative Analysis of the PV Takeoff No. 189, Fall 2009 Levels, Jim Hunt Is Speed the New Route to Endurance? Teaching Distance Racing Strategy, Chapman Quality Strength for Human Athletic Performance, Skills and Drills, Russ Ebbets C. Staley No. 205 , Fall 2013 Profile of Kara Patterson, Kurt Dukel Collegiate Hammer Facilities: Compliant with Intl. Dynamic Stability, Russ Ebberts Standards?, Larry Judge, et al. Shoes Or Barefoot: Which Is The Best Way No. 190, Winter 2010 To Run?, Kevin A. Kirby Looking Back at the U.S. 4x1 Disasters in No. 197, Fall 2011 “Choking” Under Pressure And How To , Dennis Grady Sport Psychology Roundtable Prevent It, Robert B. Welch Athletic Power Development: A Critical Teaching the Hammer Throw: Perfecting Technique, Training Forwards Or Backwards?, Larry Component for Throwers, Todd Linder G. Martin Bingisser & Ryan E Jensen Hannon Interview with Tony Naclerio, Russ Ebbets The Neural Gains From Strength Training, John The Track Coach’s Digital File Cabinet, Recovery Principles, Clive James M .Cissik Continued, Skip Stolley

No. 191, Spring 2010 No. 198, Winter 2012 No. 206 , Winter 2014 The Right Leg in the Javelin Throw, Kevin Coaching Strategies For Barrier Heights During Strength Training For Distance Runners, Matthew McGill Plyometrics, Robert Marchetti Buns Ten Principles of Coaching the Comback VOQ Training For Cross Country & Track, Dan Looking Back At U.S. Sprint Relay Results, Dennis Runner, Ashley B Benjamin Kaplan Grady Athletics Outstanding Performer—The Vaulting The Secret Of Sisu And The Making Of Lasse How Plyometrics Works, Donald Chu & Gregory Pole, Dave Nielsen Viren, Rolf Haikkola Myer No. 192, Summer 2010 Mixing The Right Ingredients, David Lowes No. 199, Spring 2012 Where Have All The Gliders Gone?, Don Babbitt Top Seven Lessons For Coaching Runners, Dr. Interview w/Kevin Tyler Jason R. Karp Takeoff Point in Fiberglass PV, Bussabarger No. 207, Spring 2014 The Transfer Of Momentum In Fiberglass Pole Interview w/Tony Wells H.S. Training Timeline, W. Rowan Vaulting, David R. Bussabarger The Vegetarian Diet, Mathew Buns Developing Proficient PV Technique, D. Bussabarger Post-Performance Stretching For The Athlete, Being a Meet Director, Bruce Colman Allistair McCaw No. 200, Summer 2012 Safety Guide for T&F, Robert Rush Twitch-ful Thinking, Stephen Sniderman Down Memory Lane with TC/TT Editors Coaching for Speed, James Ulrich Pushing The Athlete In The Weight Room: How Fiberglass PV Trends, D. Bussabarger Much Is Too Much? John M. Cissik Rainer Martens Interview No. 208, Summer 2014 No. 193, Fall 2010 No. 201, Fall 2012 New Faces on the Team: Unfit T&F Neophytes 4x100 Roundtable Managing Teams with a Big Tent Philosophy Increasing Self-Efficacy Racing at Altitude Strength Training And Distance Running: A Barefoot Madness Rotational Javelin Throwing—Fundamentals Scientific Perspective, Jason R. Karp Hamstring Injuries and the Sprinter, Cissik Official Timing at Long Distance Events Kinematic, Dynamic And EMG Factors Of A The Invisible Injury, S. Weinheimer Sequencing Your Workouts Spint Start, Milan Coh & Mitja Bracic Rotational Throwing, G. Thompson No. 209, Fall 2014 Conditioning Spring Acceleration: Recent Fitness Gains For Javelin, R. Bradstock If You Are Not Assessing, You Are Guessing Researh, John Shepherd No. 202, Winter 2013 Understanding Running and Aging, Utzschneider No. 194, Winter 2011 Racing Strategies, Jason Karp Maximizing 800 Training, Sinnott & Rizzo Top-Speed Practice Drills for Sprinters, Modern PV Training Area, Kernan & Williams Shot Put Predictors, Judge & Bellar Headly, et al. Long Jump Technique, John Shepherd Teaching the Hammer Throw: How to Get a Spirit of the PV—10 Tips, Tim St. Lawrence Beginner to Throw in Just Days

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