VOLLEYBALL CONDITIONING a NEWSLETTER DEDICATED to IMPROVING VOLLEYBALL PLAYERS Volume 19, Number 5

ERFORMANCE P VOLLEYBALL CONDITIONING A NEWSLETTER DEDICATED TO IMPROVING VOLLEYBALL PLAYERS Volume 19, Number 5

My How Periodization Has Grown Back in the 80s, periodization was popularized by Yuri Verkhoshansky WHAT’S noted Soviet coach and one of the primary lecturers in our NSCA educational tours behind the Iron Curtain. I will never forget his lecture on the topic. His INSIDE? approach was simple. In order to see the effectiveness of his training and if his athletes were fatigued from training, he would, on a random basis ask an athlete to do a five step alternate leg jump for distance. He would measure the result Combining Strength and Movement and based on his knowledge of the athlete and previous test results determine Specific Conditioning to Volleyball Part 2 just where the athlete was. All based on the work of Hans Seyle and the Gwen Egbert 1 S.A.I.D. principle of Specific Adaptation to Imposed Demand.

Putting a Stop to Injuries in Our Youth Athletes: How to Implement a Long Term Athlete Development 3 Plan Part 2: Early Specialization Rich White

Strength and Conditioning at the Club Level- Fitting it to a T Ken Kontor 5 Yuri Verkhoshansky (left) and Ken Kontor

Today we have GPS, Heart Rate monitors placing data in algorithms and force plate data providing feed back on power production. What we eat and when is periodized based on activity. Mental training is periodized based on stress. All leading to Recovery as the next Big Thing in conditioning. These Creating a Daily Nutritional Plan advances in periodization and the focus on recovery will advance the condition- Shelley L. Holden, Ed. D & 8 Christopher M. Keshock, Ph. D ing process to the next level. Great! But there are still some important things to remember in periodized planning. • Know your athletes. Just as with Yuri, he took simple data and his gut feel- ings, applied the S.A.I.D. principle and got results. • Combine practice/competition workload with conditioning workload. The relationship/communications of the coach and conditioning coach is criti- Matching Jumping Type cal to this. with Jump Training 9 • Focus on recovery first. In planning, start with recovery days and compe- Ryan Maedel titions and build in workload from there.

Something to think about.

Fit to a T-4 Teaching Menu Builder Ken Kontor 11 NEW From the Publishers of Performance Conditioning Volleyball “Fit“Fit toto aa T”T” thethe UltimateUltimate ConditioningConditioning ExperienceExperience fromfrom thethe UltimateUltimate VolleyballVolleyball ConditioningConditioning AuthorityAuthority

What is Fit to a T? No two conditioning programs are alike. If something "fits to a T" then it's perfect for your purpose and no one else. Our 7-T system guides you to fit your program to a T to get your athletes fit to perform at their best.

What makes us the authority? 650 articles from 229 authors for over 17 years! Largest, Most Comprehensive Volleyball Conditioning Library in the World.

HERE’S WHAT YOU GET • Fit to a T- Designing Your Own Conditioning Program Quick Starter Kit-All Levels of Play using the 7-T system. • Weekly updates putting our achieves to work for you on: 1. Program design 2. Volleyball athletic skill development (jumping, quick movement, agility). 3. Resource center: volleyball-specific injury prevention, nutrition, training psychology sport medicine and science and much more

SUBSCRIBE NOW Try it for a month $19.95 Do it for a year $99.95 ERFORMANCE P VOLLEYBALL CONDITIONING A NEWSLETTER DEDICATED TO IMPROVING VOLLEYBALL PLAYERS Volume 19, Number 5 Combining Strength and Movement Specific Conditioning to Volleyball Part 2 Gwen Egbert, Head Volleyball Coach, Doane College Important Consideration: his three part series provides the volleyball coach special strength exercises overloading BGN movements and positions specific to volleyball. These exercises do not adequately provide INT progressive overload which is the basic principle of developing strength, power and mus- ADV T4 T cle. Ideally these exercises should be part of a general base strength program that pro- gressively overload to gain muscle, strength and power. - Ken Kontor, publisher

Head Coach Gwen Egbert joined the Doane College Tiger staff in Spring 2013. Egbert brought a decorated resume to Doane following an outstanding high school coaching career at Papillion-LaVista and Papillion-LaVista South High Schools. She was named the Lincoln Journal Star Coach-of-the-Year in 2002 and 2012 while earning the Omaha World Herald honor in 2003.

Net Link: Read Part 1 of this article series HERE. Gwen Egbert

Band Drills Figure 8 Movement: Secure bands using a figure 8. Start half way between the cones. Start with left foot shuffle around in a figure 8 fashion Symbols to Success foward. Feet should stay in contact with Articles preceded by the floor the entire time. Reverse direc- BGN indicates author believes content is for beginning-level athletes with training age of 0 to 2 tion. Then do figure 8 moving laterally. years. INT indicates author believes content is for sport (intermediate)-level athletes with training Variation #1 reverse direction age of 2 to 4 years. Start- Variation #2 lateral shuffle ADV indicates author believes content is for expert-level athletes with training age of over 4 Half Way Variation #3 reverse direction years. Between ODV indicates author believes content is for outdoor volleyball. Cones NOTE: Training age year is continuous, year-round conditioning beyond just playing volleyball. R following article indicates the content has been reviewed by the editorial board. Shuffle O Around following article indicates the content is the sole opinion of the author. Article preceded by a T + a number 1-7 indicate the article is relevant to one or more T’s in our 7-T system of program design. T-1= Training Age (see above)/History T-2= Time T-5=Testing T-3= Tools T-6=Total Workload Lateral Start T-4= Teaching T-7=Team Position To find out more about Fit to a T program go to: www.performancecondition.com/ultimate-conditioning-library/volleyball This publication brought to you in cooperation with

Sports Medicine and Performance Commission COMBINING STRENGTH AND MOVEMENT SPECIFIC CONDITIONING

To add the ball do partner band drills with a volleyball tossing and catching moving to the net and toss and pass moving to the net. This can also be done in a star pattern sequence.

Lateral Around 2 Lateral Around 1 Box Work 1. 1 leg take off land on 2 feet Movement: Run to the box taking off on one foot and landing on two feet on the box, jump down landing in a loaded position.

3. 4 steps right/left left/right 2. Machine gun hop over mat onto box Movement: Run to box in four steps Movement: Run to a location several feet in front of the box hop onto box. right/left/right/left jumping onto the box and jump Jump down. down laterally. Repeat in the other direction.

Jump Hop

Load

Land in Transition 4. Blocking move Movement: Hop to box jumping on box with blocking movement. Land in transition. This can be done with a step crossover, block. PAGE 2 PERFORMANCE CONDITIONING VOLLEYBALL, VOLUME 19, NUMBER 5 COMBINING STRENGTH AND MOVEMENT SPECIFIC CONDITIONING / EARLY SPECIALIZATION

5. Hitter move Movement: Transition to box right/left/right/jumping on box landing to the side.

Don’t miss part 3 in the next issue! O

Be sure to get a copy of Gwen's DVD that shows these exercises and more go to: http://www.championshipproductions.com/cgi-bin/champ/p/Volleyball/Innovative-Conditioning-for-High-School- Volleyball_VD-02859.html?mv_source=kkperfcond Contact Gwen at: [email protected] Putting a Stop to Injuries in Our Youth Athletes: How to Implement a Long Term Athlete Development Plan Part 2: Early Specialization Rich White, CSCS, USAW, strength and conditioning coach Northern Lights Junior Volleyball Club, Burnsville, MN

Rich has been a strength and conditioning professional for 7 years. He graduated from Gustavus Adolphus College where he earned his Bachelor’s degree in Health Fitness and Coaching. He began his career at the National Strength and Conditioning Association where he worked with Colorado College Hockey, University of Colorado at Colorado Springs Volleyball, and a wide variety of tacti- cal and Olympic athletes. Rich then spent one season with the Kansas City Royals organization as a strength and conditioning coach in their minor league system. Currently, Rich is a strength and conditioning coach at Northern Lights Junior Volleyball Club and as of this spring will begin his graduate assistantship as a strength and conditioning coach at Concordia-St. Paul in Minnesota. He is a certified strength and conditioning specialist (CSCS) through the National Strength and Conditioning Association and a certified sports performance coach through USA Weightlifting.

An alarming study presented to the American Medical Society for Sports Medicine studied 1,206 “specialized” athletes ages 8-18. Nearly two-thirds had had an injury, and more than half has suffered an injury from overuse—193 of them were serious. The authors of the study concluded that specialization had resulted in “higher rates of injury, Rich White increased psychological stress and quitting sports at a young age.” –Courtesy of St. Louis Post Dispatch

BGN ccording to www.stopsportsinjuries.org, more than 3.5 million kids under the age of 14 receive treatment for INT ADV A PERFORMANCE CONDITIONING VOLLEYBALL VOLUME 19, NUMBER 5 PAGE 3 EARLY SPECIALIZATION sports injuries each year. Moreover, overuse injuries are responsible for nearly half of all sports injuries to middle and high school- ers. Jim Hoffman is an owner of a training and rehab facility that deals a lot with young injured athletes. He notes that a lot of the traumatic injuries he is seeing are tears to ligaments in joints and fractures, especially on bone growth plates. These growth plate injuries are often attributed to muscles that have developed quicker than the bone it surrounds or overly fatigued muscles that that are unable to properly absorb force for bones and joints during force absorption activities (i.e. jumping). For female athletes especially, the risk of these ligament tears—most often ACLs—is particularly high. Erik Lay, a trainer at Mary Institute and Country Day School, states that another alarming condition that is showing up more and more in youth athletes is spondylolysis. More com- monly referred to as spondy, this condition is represented by a tiny stress fracture in the lower back caused by overuse in activities that require a lot of force absorption (i.e. jumping). Several years ago there weren’t any cases of Spondy to speak of, now he sees 2-3 every year. Hopefully some of these statistics paint a vivid picture of how overuse injuries are beginning to taint youth athlet- ics. I believe only by a combined effort from parents, coaches, teachers, youth directors and athletes themselves will this issue begin to subside. When I look back on my youth athletic career, it’s filled mostly of memories of pick-up games outside in my neighborhood with my childhood friends. We tried to play almost every sport we could. Fall was filled with pick up football, summer time— maybe the best season of all for us as kids—had us playing multiple sports a day sometimes. Basketball, soccer, golf, capture the flag, kickball, wiffleball homerun derby, street hockey, BMX bike races—you name it, we dabbled in it. Then once the snow fell it turned into sledding, snowboarding, ice and boot hockey, and of course tackle football with the 12 layers of winter clothing on. It hadn’t really hit me until just now, but looking back on it I absolutely loved every second of sports in my childhood. It was FUN, we never got sick of sports and there wasn’t really much organization to it. We made our own rules, fought over them (of course), and dreamt big every time we played. Never once did we think to play one sport year round, mainly because we played outside. That’s one of the reasons I love Minnesota so much; we have 4 seasons. Once the seasons started to turn we started to get bored with that season’s sport(s) and it was perfect timing to move onto the next. It always left us wanting more. There isn’t a doubt in my mind that my childhood had a huge influence on the athlete I grew up to be. Was I a DI protégé? Absolutely not, not one athlete in my class of 400 kids was. But we were happy, we stayed healthy and we thoroughly enjoyed our time with each sport we played until we could no longer play them. I had hardly ever heard of spondylolysis, ACL, Tommy John or patellar-femoral syn- drome. Those overuse injuries didn’t exist in my class of athletes for one simple reason—no one was over used. Aside from an increased likelihood of an overuse injury, early specialization can also result in the underdevelopment of basic motor abilities in young athletes. In the first part to this series, I underlined the importance of learning the basic fundamental movements involved in sport. Depriving young athletes of multiple different sports settings that require multiple sets of skills will only hinder their development later in their career. There is no one sport that can challenge and develop an athlete aerobically, anaer- obically, laterally, horizontally, vertically, bilaterally, unilaterally, etc. exclusively. That one sport just doesn’t exist. If an athlete expects to develop a well rounded set of skills that includes multiple athletic tools, that athlete is going to have to expose him/her- self to multiple sports. Our society is convincing parents that if their young athlete isn’t in the gym 24/7/365 working on the same skills for their specific sport over and over again, that they won’t get a full athletic scholarship at a school of their choice. To be blunt, I couldn’t disagree with that mindset more. I have always believed that if you are good enough, the right people will see you. Some of the best athletes of all time played multiple sports all through high school; some were even drafted in more than one professional sport. Here is a list of athletes I compiled that played multiple sports. It is in no way all inclusive, but I think you will get the idea. -Lebron James -Bo Jackson -Distinee Hooker -Kerry Walsh-Jennings -Joe Mauer -Dave Winfield -Misty May-Treanor All of the athletes above not only played multiple sports in high school, but all saw a pretty good deal of success competing in them as well. Am I saying that if every young athlete plays multiple sports they will be their generation’s next all star? No, of course that’s not the case. But who knows where the athletes listed above would be without the multi-faceted athletic approach they were exposed to in the early stages of their physical development. They weren’t overused and undertrained because they took advantage of what other sports had to offer physically. The exposure they got being in the spot light in multiple sports certainly did- n’t hurt their chances at competing in the next level either. Early specialization is becoming an athletic epidemic in this country and its contributing to more injury and less athletic potential. We need to be encouraging our youth to get out and participate in non-organized play with neighborhood friends. We need to encourage them to change sports as the seasons change. They need to be exposed to as many different physical challenges as they possibly can. Let’s do everything we can to make sure our youth athletes don’t become the next statistic. O

References: www.stopsportsinjuries.org www.lasvegasreviewjournal.com www.stltoday.com For more information on athlete development be sure to check out www.optimizemovement.com.

PAGE 4 PERFORMANCE CONDITIONING VOLLEYBALL, VOLUME 19, NUMBER 5 STRENGTH AND CONDITIONING AT THE CLUB LEVEL Elite VVElite LLEYLLEYBBALLALL PPerformanceerformance DDigestigest Strength and Conditioning at the Club Level- Fitting it to a T Ken Kontor- Publisher, Performance Conditioning Volleyball Presented by USA Volleyball Sports Medicine and Performance Commission Complied by MJ Engstrom, Head Volleyball Coach, University at Albany, Member USAVSMPC

Engstrom completed her third season at Albany. She helped guide UAlbany to its third conference championship in the last four seasons and produced the program’s first NCAA Tournament victory. UAlbany finished 24-10 overall and reached the NCAA’s second round for the first time in team history. Engstrom has also worked with the USA Men’s and Women’s National Volleyball Teams. She served as an assistant coach with the women’s A2 summer program squad in 1999. She is on the editorial board for the International Journal for Volleyball Research and is a member of the USA Volleyball Sports Medicine and Performance Commission. The USA Volleyball Sports Medicine and Performance Commission has created this column to briefly explain findings from primary research in various fields and extrapolate a pragmatic message that could be a benefit coaches in the practice/competitive environment- something coaches can use. MJ Engstrom

USA Volleyball Sports Medicine and Performance Commission mission is to serve volleyball coaches and athletes through the assimilation, generation and dissemination of information in the areas of sports medicine and performance and to coordinate future research in these areas.

ere is a question we received about strength and conditioning train- H ing at the club level. We used our "Fit -to-T" 7-T System of Program Design to help him through the process. I wanted to see what you thought about strength and conditioning for club players. Most of the players go from high school to club to summer camps and then back to high school or college programs. We are thinking about incorporating an 8-week strength and conditioning session twice a week from November through December. During the season, January through March, we would lift once a week with indoor volleyball training twice a week. Starting in April, we would go back to twice a week of strength and conditioning and two days of sand volleyball training. What do you think? Seng Chiu www.dullesvolleyball.com I would be glad to offer my ideas. What you have planned is very workable. Conditioning includes strength training, movement efficiency development, recovery, injury prevention and many other aspects. To simplify, we have defined conditioning as "planned, measured progressive overload." You have to have a plan of work and recovery. Only in this way can you progress through proper overloading without overtraining to get better. Work means everything; practice, games and strength and conditioning, plus maybe private lessons. Measured helps to see if what you are doing is working. In order to make conditioning work for you, we have development the PERFORMANCE CONDITIONING VOLLEYBALL VOLUME 19, NUMBER 5 PAGE 5 STRENGTH AND CONDITIONING AT THE CLUB LEVEL 7-T "Fit-a-T" system approach to program design. What this means is that everyone's situation is unique. Here are some things for you to consider based on your situation.

-1Training Age: I assume you work with high school aged athletes. What is the conditioning history of your players? The big question is what do they do in high school. This is important in planning your 8 week session. Do they have a good strength base or just doing plyos? It will give you an idea of what exercises they have done and how heavy and how long they have been doing it. You can build on this information.

-2Time: There are two considerations: how much time do you have to train on a daily basis and what time of year is it? You have a good handle on this. You have an 8-week off-season to build strength and transition into volleyball specific explosive movements. In-season you will strength train once a week. Twice is better. Maybe you can work in a second session. Remember that since you are in-season you'll need to back off the intensity, the number of lifts and how long you train. Thirty minutes is enough to get the job done. Monitor your players and ask them how they feel. If you sense them being tired, it's OK to back off.

-3Tools: What equipment do you have access to and what type of facility do you train at-on court or in a gym? This will limit what exercises you can do.

-4Teaching: The exercises you do, be sure you can teach them. Maybe have a strength and conditioning coach come in and teach one session if you aren't comfortable. Also as discussed in T-1, you'll need to see if the exercises they do in high school are done properly. If not you have to start over. Be sure to allow time (T-2) to teach the exercises.

-5Testing: Keep this simple. Maybe measure vertical jump at the start of the eight weeks and after to see if what you've done has worked. Try to make each testing session the same, so it is reliable especially the state of recovery of the athlete should be the same (e.g. one day off before testing).

-6Total Workload: It appears you control all the activity of what your players do beyond the high school season. This is great. You will have a good handle on the level of fitness and fatigue of your players and know when to recov- er. The key to progression (getting stronger) is focus with proper rest and recovery. Train in priorities. To develop strength you have to focus on strength development as the biggest part of your total workload.

-7Team Position: You might want to consider different exercises for your outside hitter vs. your libero, but if you are developing a strength base the program can be similar.

I hope this helps. - Ken Kontor, Publisher, Performance Conditioning Volleyball Thanks for the response.

-1This is for the high school players. There's little strength and conditioning during the high school season.

-2During our club season, time is so valuable. If we do two days of conditioning and two days of court practice, they may not have any recovery when there's a tournament on a Friday, Saturday and Sunday. You mentioned that we could do the in-season conditioning in 30 minutes, what about a 45 minute strength (weight room) and 45 minute speed and agility? Most of our kids drive about an hour to train. We tried the 30 minute sessions but spending two hours in a car for a 30 minute work out wasn't worth it to some parents. -3We are training a gym so they have all the tools necessary. -4There's a certified trainer with them during the workouts. The volleyball coaches help motivate the players during the workouts.

-5We measure the athletes' 20 yard sprint, push-ups, shuttle (5-10-5) and vertical jump before and after the 8 week period.

-6Thanks. We give the strength coach our competition schedule before the season starts so we are on the same page. Being at the workouts will also help the volleyball coach and strength coach communicate as well.

-7What would be the different exercises for a hitter vs a libero? More upper body work for the hitter vs more lower body work for the libero?

PAGE 6 PERFORMANCE CONDITIONING VOLLEYBALL, VOLUME 19, NUMBER 5 STRENGTH AND CONDITIONING AT THE CLUB LEVEL / CREATING A DAILY NUTRITION PLAN I think it's a very helpful topic. We are the first club in the area to incorporate this level of strength training into a club program. Most do 30 minutes of condition before their regular practice once a week. We are going to have the strength coach talk to the parents at tryouts to educate them about how this will help their daughters become a better volleyball player/athlete. Thanks again for you feedback and insight.

Seng Chiu www.dullesvolleyball.com Thanks Seng- in simple terms "you get it!" great answers and prospective! The travel time is a big issue, the 45 minutes strength and 45 minutes agility/speed is fine. As to T-7 basic strength is the same for all positions. As the player develops/matures you can do what you suggested on the upper/lower body. Also you might consider more horizontal, low position movement training for the libero. Good luck, you are on your way!- Ken Kontor, Publisher, Performance Conditioning Volleyball Creating a Daily Nutritional Plan

Shelley L. Holden, Ed. D, Christopher M. Keshock, Ph. D, University of South Alabama, Mobile, Al

Shelley is an Associate Professor at the University of South Alabama spe- cializing in teaching graduate and undergraduate Health Education courses in areas such as Nutrition and Hunger. Dr. Holden works with University of South Alabama athletes on nutrition and its effects on athletic performance. Further, Dr. Holden teaches nutrition courses for the United States Volleyball Association Coaching Accreditation Program. Chris received his Doctorate from Florida State University and is the Program Director and Associate Professor of Sport and Recreation Management at the University of South Alabama. Previously, Dr. Keshock coached international baseball teams overseas in Europe and Australia and at the collegiate level for the University of West Florida, Central Missouri State and Heidelburg College.

BGN lub volleyball and beach volleyball seasons have concluded and INT now coaches, athletes, and parents are preparing for the upcom- Shelley L. Holden Ed.D Christopher M. Keshock Ph.D ADV ing high school volleyball season. Now is the time for volleyball T6 C players to consider their daily nutritional choices. Many volleyball athletes make a huge mistake when planning for the season in terms of their nutrition. Nutrition is not something that is seasonal. Rather, nutrition and nutritional choices should be practiced year round. Obviously, making sound nutritional choices during the competitive season are important, but expanding the nutritional program year round would be even more effective in improving overall health and volleyball performance. When developing a year round nutritional program a volleyball player must consider: a) the number of calories they need to promote health and performance and understand that calorie needs are dependent upon their training and competition (intensity and duration), age, gender, height and weight; b) consume enough calories and appropriate nutrients to maintain desired body composition and promote optimal recovery from training; and c) consume enough fluids daily to maintain hydration status. There are several keys to putting this type of program together and they are variety, moderation and balance. First, volleyball players need to evaluate their daily choices to determine if they are eating a variety of foods (fruits, vegetables, meats, dairy products, grains, etc.). Many young athletes like to stick to the same food choices, but this practice may not provide all the essential nutrients that they need. By expanding their food choices volleyball players can ensure they are receiving the proper fuel for their training, competition, and their daily routine. Moderation simply means not consuming too much or too little of anything. That is, sometimes young volleyball players seek nutritional perfection and this is just not realistic. There will be times when 100% healthy options will not be available and there will be times when athletes have cravings for items that are not a typical staple in a sports nutrition diet. What athletes and their parents need to understand is that moderation is a major key to having an overall healthy diet. Skipping meals should never be an option for a volleyball player. Therefore, sometimes something is better than nothing when entirely healthy options are not available. However, when this situation does arise, such as when eating on the road, volleyball players must be educated on the best option for that partic- ular day and time while keeping in mind the idea of moderation (not too much or too little of anything). When incorporating balance into healthy eating it is important to balance portions and nutrients (fats, carbohydrates, protein, vitamins, minerals and water). MyPlate suggests that half of an individual’s plate should be fruits and vegetables and this is a good place for volleyball players to start. Another thought on balance is making sure the foundation of healthy eating is natural foods. That is, supplements have their place, but natural foods should make up most of a volleyball players daily diet. Another potential concern is vitamin and mineral supplements. A rule of thumb should be that vitamin and mineral supplements should only be taken under the PERFORMANCE CONDITIONING VOLLEYBALL VOLUME 19, NUMBER 5 PAGE 7 CREATING A DAILY NUTRITION PLAN supervision of a licensed physician. Table 1- Healthy Grain Options 100 % Whole Grains (breads, English muffins, tortillas) Daily Food Choices Rye bread, pumpernickel bagel, 7-grain rolls Once the basics of variety, moderation, and balance are understood a Corn tortillas, whole wheat pita, sesame crackers volleyball player can then look at their daily food choices. Typically sports Oatmeal, bran cereal, Wheaties nutritionists recommend athletes consume a diet that is high in carbohydrates, Popcorn (without heavy butter and salt) moderate in protein and low in fat. However, this does depend on the three considerations listed above: a) the number of calories they need to promote Sweet potato health and performance; b) consume nutrients to maintain and appropriate Brown or wild rice range for percent body fat and fat free mass as well as promote optimal recov- Whole wheat pasta ery from training; and c) consume enough fluids on a daily basis to maintain hydration status. In terms of carbohydrate consumption and volleyball players, it is important that quality carbohydrates are consumed. Fresh followed by frozen are always the healthiest option for fruits and vegetables. In terms of grains, 100% whole wheat/ whole grains are healthiest. Enriched white bread does not naturally contain the vitamins, minerals and fiber making it a less healthy option. Table 1 lists healthy grain choices that should be part of daily eating for volleyball players. When making daily fat choices, volleyball players need to realize that saturated fats and hydrogenated trans fats are not the healthiest options. The 2010 Dietary Guidelines for Americans suggest that people consume less than 10 percent of their daily calories from saturated fats and less that 1 percent of daily calories from trans fats (Clark, 2013). Trans fats can be found in food items such as cakes, chips, cookies, crackers, as well as pastries. Volleyball players should consume more of the heart healthy fats. Healthier fat options include nuts and seeds and canola or olive oil. A more detailed list can be seen in Table 2. However, one concern is that even the heart healthy fats contain 9 calories per gram so moderation is the key. Table 2- Healthy Fat Options Protein is also a nutrient that must be consumed by volleyball players to build and repair Avocado muscle tissue as well as playing a role in other structural functions. Daily protein choices could Nuts ( Walnuts, almonds) include fish, eggs, chicken, turkey, lean beef, peanut butter, canned beans, low fat cheeses and Seeds yogurt as well as nuts and soy products (tofu, soy nuts and soy burgers). Olives Overall, they key to a healthy nutritional program is to make it year round and utilize the concepts of variety, moderation and balance. When athletes are mindful of what they are eat- Olive Oil ing and why they are eating it, they will make healthier choices. Further, volleyball players must Flaxseed and Flax Oil also learn, by trial and error, which foods and fluids do not irritate the gastrointestinal tract or Fish (Salmon, tuna and other oily fish) cause other negative physical effects. Typically, parents of young volleyball players are responsible for the food items in the home. Therefore, a basic list of suggested items to keep in the cupboards and fridge is in Table 3. The benefits of healthy eating will be seen in performance, daily functioning, and overall health but the real benefit of adopting a healthy lifestyle while young is to develop nutritional habits that will continue throughout their lives. O

More information please! Email Shelley at: [email protected] Table 3- Grocery List to Promote Health and Performance Fruits Vegetables Grains Bananas Asparagus Brown or wild rice Berries Beans (green, black and yellow) Breads (100 % Whole Grains) 100% fruit juice Broccoli (breads, rye bread, pumpernickel bagel, 7-grain rolls) Raisins Cauliflower Cereal (Wheaties) Dried fruit Carrots Crackers (whole grain, sesame, and graham) Canned fruits (in their own juices) Dark green vegetable English muffins (whole wheat) Fresh fruit Salad Oatmeal Frozen Fruit Sweet potatoes Popcorn (without heavy butter and salt) Peppers (red, green and yellow) Sweet potato Tortillas (whole wheat and corn) Proteins Whole wheat pasta Chicken (boneless, skinless breasts) Whole wheat pita Deli or sliced chicken, ham, roast beef, or turkey Eggs Dairy Products Snacks Fish (fresh and frozen) Low fat yogurt Cereal or granola with milk Ground beef (80-96% lean) Skim milk Cereal bars Peanut butter String cheese Fig bars Pork and beef (lean cuts) Cheese slices Frozen fruit pieces Nuts (Walnuts, almonds) Cottage cheese Frozen fruit juice or yogurt bars Starchy beans (black, kidney, pinto, soy) Non fat dairy milk Peanut butter and crackers Tofu Pudding Sherbert or frozen yogurt Tuna fish (in water)

PAGE 8 PERFORMANCE CONDITIONING VOLLEYBALL, VOLUME 19, NUMBER 5 CREATING A DAILY NUTRITION PLAN / MATCHING JUMPING TYPLE WITH JUMP TRAINING References Benardot, D. (2006). Advanced Sports Nutrition. Champaign, IL: Human Kinetics. Clark , N. (2013). Sports Nutrition Guidebook. Chestnut Hill, MA: Healthworks Fitness Center. Fink, H. H., Mikesky, A. E., & Burgoon, L. A. (2015). Sports nutrition (4th ed.). Sudbury, Ma: Jones and Bartlett Publishers. Insel, P., Ross, D., McMahon, K., & Bernstein, M. (2014). Nutrition (5th ed.). Sudbury, MA: Jones and Bartlett Publishers. Matching Jumping Type with Jump Training Ryan Maedel, Strength and Conditioning Coach

Ryan jumped into the strength and conditioning field completing several internships before landing a graduate assistant position at Salisbury State University in Salisbury Maryland. After years of study and experience in the field, Ryan is the strength coach for the Toronto Blue Jays affiliate Lansing Lugnuts. Last year as the strength coach for the gulf coast Blue Jays he was awarded strength coach of the year. During this off season he traveled around Europe with MLB training academies and prospects in Germany, Holland, Czech Republic and Austria. His journey across Europe made him appreciate training world wide.

BGN ot all athletes are created the same. Certain physical qualities distinguishes one athlete from another. By know- INT ing these differences a coach can modify a volleyball athlete's jump training program to get the greatest bene- ADV N fits. Categorizing the Type of Jumper “What kind of athlete are we dealing with?” Type One Type Two Power/Strength Jumper Elastic/Reactive Jumper • Relies on concentric power/strength • Excels at fluid movements • More powerful off of 2 legs/stand-still • Very springy! • Slower/more lethargic in yielding/eccentric (muscle • More powerful off 1 leg or with a run-up lengthening) phase • Short/quick eccentric • Uses deeper knee bend and more quad activation • Bends over more at waist during jump positions • Stays more upright in jump positions • More hip and/or hamstring activation • Shorter stature/limbs, thicker joints • Longer limbed, thinner joints • Adding SSC (stretch/shortening cycle) doesn’t help much • Usually explosive due to structure • Longer GCT (ground contact time) • Plenty of plyometric ability • Has plenty of strength (1RM) Recommendation: Usually needs to work on force development Recommendation: Usually needs focus on plyometric training

Here is a sample workout of the two different types of athletes: • Strength/Power Athlete- Since this athlete has overall greater maximum strength we will use a Contrast method of training to elicit more speed into their workouts. Working from loaded to unloaded, heavy to light contrast.

Sequence 1 1A) Front Squats 4x5 (60%) loads 1B) Mini Hurdle Jumps (continuous) 4x6 1C) Corrective Mobility Exercise: Ankle rocks

Sequence 2 2A) Dumbbell split squats off step/bench 3x6 2B) Split squat jumps 3x3 each leg 2C) Corrective Mobility Exercise: Wall Hip Flexor Stretch

PERFORMANCE CONDITIONING VOLLEYBALL VOLUME 19, NUMBER 5 PAGE 9 MATCHING JUMPING TYPLE WITH JUMP TRAINING Sequence 1 • Elastic/Reactive Jumper- This athlete possesses overall more reactive ability so he/she will benefit from sub-maximal to maximal loads. We will use a Complex/Contrast method here to elicit static overcome by dynamic.

1A) Trap Bar Dead lift (wave sequence) Sets of 8,6,4,8,6,4 For example 1st set @ 175 x 8 2nd set @ 205 x 6 3rd set @ 225 x 4 4th set @ 180 x 8 5th set @ 210 x 6 6th set @ 230 x 4 1B) Corrective Mobility Exercise: Box Glute Stretch

BOX GLUTE STRETCH

Sequence 2 2A) Squat jumps 5x5 2B) Corrective Mobility Exercise: Box Tri-Planer Hamstring Stretch

SAGITAL PLANE- DYNAMICALLY FRONTAL PLANE-SIDE TO SIDE- TRANSVERSE PLANE- MOVE THROUGH MOVEMENT DYNAMICALLY MOVE THROUGH MOVEMENT ROTATE- DYNAMICALLY MOVE THROUGH MOVEMENT

Notes on Jumping: *Since this is a complex/contrast type of training. The athlete will perform all sets of the trap bar dead lift then go straight to squat jumps. *Important things to remember here is “how we land will determine how we take-off”. This is important in programming certain jumps for athletic ability. * There are many different ways to go about these setups for the two different types of jumpers.

By following these simple progressions based on the physical jumping qualities of your athletes you can make your jump training more time effective. O

Contact Ryan at: [email protected] How to-Selected Exercises Trap Bar Dead lift on Box Start: • Stand inside trap bar, grabbing the inside handles of the bar. Squat down to full squat position. • Feet shoulder-width, toes pointing outward. • Back is in neutral position, abs tight. Going Up: • Keeping the abs tight, use the legs and hips to rapidly pull the bar to knee height (1-2 seconds). PAGE 10 PERFORMANCE CONDITIONING VOLLEYBALL, VOLUME 19, NUMBER 5 MATCHING JUMPING TYPLE WITH JUMP TRAINING / FIT TO A T-4 MENU BUILDER • Once the legs and back are completely straight, complete the movement by pulling the shoulders back without arching the back. • Exhale during ascent. Going down: • Return the bar to the floor with control (3-4 seconds). • Lightly touch the bar to the floor and come to a stop for one (1) second. • Inhale during descent. • Control the bar, do not drop to the floor.

Split Squat on box/step With this exercise the trail leg is placed on bench to increase the challenge to balance. The key coaching point is to keep the shin perpendicular to the ground. Try to keep the knee behind the toe and avoid the knee moving past the knee, as in the lung position. Keep the back flat and in neutral position.

Split Squat Jump • On the ground using the spilt squat low position jump as high as possible reversing foot position landing in the same low position.

Teaching -4 Menu Builder BGN INT o two conditioning programs are alike. If something "fits to a T" then it's perfect for your purpose and no one ADV else. We have come up with a 7-T system to fit you to your T to get your athletes fit to perform at their best. T4 N

T-4 The exercises you select must be taught using perfect technique whether you teach it or have outside assistance.

Slide Board: Use of the slide board helps develop stamina and lateral movement. There are three different drills that can be used on the slide board. a. This is a basic side to side drill, working on speed and quickness. The athlete starts on one side and push- es off to the other side, then repeats the motion. The goal is to work on keeping a low center of gravity and maintain good form while emphasizing speed. We usually do the exercise in intervals of 10 to 30 seconds. b. The X drill adds a little challenge to the slide board. The player starts at the bottom right-hand side of the board and slides to the top left-hand side of the board, then slides across to the top right-hand side. Next, the athlete slides back down to the bottom lefthand side and continues sliding across to the start position, the bottom right-hand side. This drill is great for working on movement at angles to the front and rear. c. The last slide board exercise is called the slide and bump. Utilizing the basic side to side method, you can make it more advanced for the volleyball player by adding a sport specific movement like the bump. For example, when the player is on the right hand side of the slide board moving toward the left, you can throw the volleyball toward the left and make them react to the ball for the pass. This can be repeated back and forth throughout the movement. - Rich Gray Joe Kenn PERFORMANCE CONDITIONING VOLLEYBALL VOLUME 19, NUMBER 5 PAGE 11 FIT TO A T-4 MENU BUILDER

Hip Rotators: This is a good drill that works the hips and the feet at the same time. The athlete starts by straddling the box (24x24x6), and putting the left foot on the ground, while the right foot is on the top right side of the box. The player then, in one motion, puts the left foot on the top left side of the box and the right foot on the ground. This is not a jumping motion; it’s a rotation of the hips and a slight flexion in the legs. The body stays centered on the box throughout the movement, and the athlete moves just the hips and legs. This exercise is per- formed with speed for a duration of 20 seconds to 1 minute. At the same time put A on the floor and B on the box. Repeat for allotted time. - Rich Gray Joe Kenn

Lateral Box Jumps: The last drill is lateral box jump, utilizing two boxes. The player stands between two boxes and jumps laterally, with feet together, onto the box on the left, then down to the floor and immediately up onto the box on the right. This is done in a repetitive manner for a specific period of time. The lunge and step-up series are examples of how Boise State volleyball players work to gain that extra advantage in on court mobility. These exercises help us reach the goals set for our program; as coaches, that is what matters Figure 6 Feet together jump on box to left then down to floor and repeat to the right. - Rich Gray Joe Kenn

Bag Agilities Six inch banana hurdles can be substituted. Place the object according to ability of the athletes.

Side Shuffle Over Bags - Ed Ellis

Back Pedal: Back pedal straight, spin, then sprint around bags. - Ed Ellis

Sprints (around bags): Many other exercises can be incorporated into this station. These include carioca, hopping, etc. - Ed Ellis

Moving? Subscription Question(s)? Write: Performance Conditioning Volleyball, PO Box 6819, Lincoln, NE 68506, Call: 402-489-9984, e-mail: [email protected] PERFORMANCE Greg Brislin, M.S., C.S.C.S.—Chair John Kessel techniques, drills, strategies and order to P.O. Box 6819, Lincoln, NE CONDITIONING Athletic Training Consultants, Inc., USA Volleyball, Director of coaching feature stories. 68506-0819. USA Volleyball Sports Medicine & Educational (866) 544-2822 CUSTOMER ASSISTANCE AND VOLLEYBALL Performance Development, USA Volleyball Sports • Attend a USA Coaching EDITORIAL OFFICES: 1-402-489- Louisville, KY Medicine and Performance Accreditation Program (CAP) 9984. EDITORIAL BOARD Commission NUTRITION/RECOVERY course and become accredited to ATHLETIC DEVELOPMENT Colorado Springs, CO Barbara Day, M.S., R.D., C.N.—Chair receive Olympic Coach and POSTMASTER Bob Alejo University of Louisville Geri Polvino, Ph.D. Sidelines as benefits. Call toll free: Send address changes to: Performance USA Volleyball Sports Medicine & Louisville, KY Eastern Kentucky University 1-88USVOLLEY. Conditioning Volleyball Newsletter, Performance Commission Resource Richmond, KY VOLLEYBALL SCIENCE P.O. Box 6819, Lincoln, NE 68506- Advisory Team Member Don Shondell PUBLISHING STATEMENT 0819. Oakland, CA Doug Beal, Ph.D. Ball State University Performance Conditioning Volleyball This newsletter is intended to provide USA Volleyball Vern Gambetta Muncie, IN Newsletter (ISSN 1544-2411) is pub- general information and is not intend- USA Volleyball Sports Medicine & Darlene Kluka, Ph.D. Barb Viera lished 7 times a year, ed to provide individual conditioning Performance Commission Resource Barry University, USA Volleyball University of Delaware August/September, October/November, and/or medical advice. Any individual Advisory Team Member Sports Medicine and Performance Newark, DE December/January, February, March, should consult with his or her physi- Sarasota, FL Commission April/May, June/July, in cooperation cian or trainer to determine if these John D. McBride Miami Shores, FL STAFF with the U.S. Volleyball Association methods are appropriate. University of the Pacific COACHES ADVISORY COUNCIL Ken Kontor CAE, C.S.C.S.-Publisher and the American Volleyball Coaches © Performance Conditioning, Inc. Stockton, CA Sean Madden—Chair Joe Kontor - Layout & Design Association by Performance 2014. All rights reserved. Conditioning Inc., Ken Kontor, CAE, CONDITIONING DEVELOPMENT USA Volleyball Sports Medicine & Tim Kontor - Associate Office C.S.C.S., publisher. Subscription price Sean Madden—Chair Performance Commission Resource Manager $29 per year, $26 for coaches and ath- USA Volleyball Sports Medicine & Advisory Team Member letes in U.S. Canada add $5; other Performance Commission Resource Monterey, CA countries add $10. U.S. funds only for Advisory Team Member Mary Biermann MORE INFORMATION PLEASE! all transactions. Monterey, CA Northern Kentucky University For more volleyball coaching-specific INJURY PREVENTION Highland Heights, KY publications: NEW SUBSCRIPTIONS Nina Partin, M.Ed., A.T.,C.—Chair Jim Brinton • Join the American Volleyball Credit card orders only dial 1-402- Nacogdoches, TX Cal State University, Chico Coaches Association for more on 489-9984 or order by check or money Chico, CA

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