WELSH ATHLETICS RESOURCE
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WELSH ATHLETICS COACHING RESOURCE
WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION PAGE 1 1 | PAGE 2 | 2 FOREWORd AbOUT THE CONTRIbUTORS
LONG-TERm ATHLETIC dEvELOPmENT 1 CHILdREN ARE NOT ‘mINIATURE AdULTS’ 3 YOUTH PHYSICAL dEvELOPmENT mOdEL 4 TECHNICAL COmPETENCY 6 7 9 E x A m P L E A N I m A L S H A P E S CWARM-OUP ACTNIVITIES T E N T S 11 12 ExAmPLE bOdYWEIGHT mANAGEmENT SHAPES
BExOADmYWPLEEIG bHOTd TYRWAEIINGIHNTG m A N A G E m E N T P O S I T I O N S 15 ExAmPLE bOdYWEIGHT mANAGEmENT SPORTS ACRObATICS 16 kEY TAkE-HOmE mESSAGES 19 22 25 WARm-UP ACTIvITIES
APTLYHOLmETEITCR MICO ATbOIRL ISTKIEILS L C O M P E T E N C I E S 27 LOWER bOdY bILATERAL 29 LOWER bOdY UNILATERAL 31 LOWER bOdY HINGING 33 UPPER bOdY HORIzONTAL PUSHING 33 UPPER bOdY vERTICAL PUSHING 34 UPPER bOdY HORIzONTAL PULLING 35 UPPER bOdY vERTICAL PULLING 35 CORE CONdITIONING 37 38 kEY TAkE-HOmE mESSAGES 39 GLOSSARY
REFERENCES 41 43 44 Coaching athletics in the 21st century requires a multidisciplinary approach to training prescription and competition preparation at all levels. A great deal of our time is spent studying and programming the event specific components of training, often with a particular emphasis on performing the event itself. However, potential limiting factors to performance can be attributed to a lack of general athleticism or pFhysiOcal prReparaEtion WthroughOout tRhe varD ious stages of A significant coaching related kPI (key Our guiding principle is to prescribe training that apenrf oartmhalnecete in’dsi ccaatorr)e foerr s. uccess is navigating is both appropriate and progressive relative to the athletes through the youth and junior age groups individual athlete’s age and stage of development. into the senior ranks, the success of this process is To produce high level performances in our sport, largely a coaches responsibility. Our aim is to it is essential that an athlete is physically produce senior champions capable of representing competent to cope with event specific demands Wales at the Commonwealth Games and ultimately by producing force, in the correct direction within to win medals. This process starts in the youth and a given timeframe. junior age groups by laying appropriate performance foundations. The coaching challenge is to become highly effective movement coaches and great generalists All events in track and field require the athlete to with an event or event group specialism. All possess some unique physical capabilities, coaches are required to teach movement, develop however all sport specific movements are skill and provide well planned and appropriate advanced derivatives of fundamental motor skills training for athletes. This is a challenge we urge and movement patterns. At Welsh Athletics we coaches to accept and one that Welsh Athletics is believe in the mastery of fundamentals from an proud to support. early age and that maintaining these through an athletes developmental years will minimise the We are pleased to have teamed up with Sport risk of injury and provide a platform or foundation Wales and Cardiff metropolitan University to from which event specific demands can produce physical preparation coaching resources be tolerated. and workshops to help coaches successfully nurture the current and future generations of Welsh athletes.
Welsh Athletics Coaching and Performance team
WELSH ATHLETICS COACHING RESOURCE
1 | Rhodri S. Lloyd, PhD, ASCC, CSCS*D is currently a Senior Lecturer in strength and conditioning and Chair of the Youth Physical Development Centre at Cardiff Metropolitan University. His research interests surround the impact of growth and maturation on long-term athletic development and the neuromuscular mechanisms (Lloyd et al., 2016; bergeron et al., 2015). underpinning resistance training adaptations in youth populations. The notion of adopting a long-term approach to the development of ABOUT THE aLthleOticismN in yoGuth is- supTportEed byR leadiMng auth orities around the Jon L. Ol iver, P hD is currently a Reader in applied paediatric exercise science at world Whether an individual Cardiff Metropolitan University and an Adjunct Professor at the Sport Performance enters a long-term athletic development pathway from an early age CONReTsearchR InstituteI NeBw ZealanUd (SPRINTZ) at AuOckland URniversityS of Technology. ATHLETIC His research interests surround the natural development of physical fitness and during childhood or transitions into a pathway later in life (i.e. during how growth and maturation interact to influence the responsiveness to training in adolescence), it is imperative that coaches provide the foundations of youth populations. pDhysicEal fitVnessE to suLpporOt theiPr safeM particEipatioNn in sTports and Central to the philosophy of long-term athletic Coaches working with young or novice athletes pdehveylsopimcaenl t aisc tthiev eitayrl. y mastery of fundamental should never seek short-term improvements in motor skills and the development of base levels of performance at the expense of the health and Jason Pedley, MSc, ASCC is currently a Lecturer in strength and conditioning at muscular strength. The ratio nale for this emp ha sis well-being of the individual, but instead aim for Cardiff Metropolitan University. His research interests surround injury screening is that, irrespective of the sport or event an logical, sequential and progressive advances in a and effective training and coaching interventions to reduce the likelihood of individual participates in, they will be required to range of physical qualities. Additionally, despite musculoskeletal injury in young athletes. both produce force and absorb force. To do this sports and/or events having unique characteristics, safely and effectively, the individual requires a it is important that coaches attempt to develop strong and robust system (muscle strength) which athleticism in a well-rounded, holistic and moves in a technically correct and fluent manner athlete-centered manner. (fundamental motor skills) when faced with any John M. Radnor, MSc, ASCC is currently an Associate Lecturer in Strength and physical challenge. Strong and technically (Lloyd et al., 2014a) Conditioning at Cardiff Metropolitan University. He is undertaking a PhD in applied competent athletes will be better placed to express paediatric exercise science alongside his coaching responsibilities with Welsh Rowing. power, speed and agility, while also being more His research interests include speed, agility and plyometric development in children economical when utilising various forms and adolescents and the trainability of youth athletes. of endurance.
Sylvia Moeskops, MSc is currently a Technician Demonstrator and Associate Gymnastics Lecturer at Cardiff Metropolitan University. She is undertaking a PhD in strength and power development in young female artistic gymnasts, alongside delivering strength and conditioning support to these athletes through the Youth Physical Development Centre.
WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION
3 | | 4 Throughout childhood and adolescence, all systems within the body (Ce.g. nHervouIs,L musDcular,R skeleEtal, eNndocr inAe) wilRl deveElop a t different rates and in a non-linear manner. Biological maturation is the process of progressing toward a mature state, and varies in magnitude (extent oNf chanOge), Ttimin g ‘(oMnset ofI chNange)I anAd temTpo (Urate oRf chaEnge) dbeeptewndeenetn o nd tihfefseer vearniatb lseys,s ytoeutmh csa ni nbe the bodWyh ailen edx ebrceistew pereescnri pintiodni wvildl aulmalosst always be c(ALlalsosiyfiedDd east baiollU.o,g 2ic0al1ly 4L“abh)e. aTd of” (eSarly ’ driven by technical competency of the individual, maturer), “on time” with (average maturer), or coaches should be aware of the influence that “behind” (late maturer) their chronological age. growth and maturation will potentially have on the This inter-individual difference in biological training responsiveness, relative risk of injury and maturation is often clear when comparing a squad resiliency of athletes. of young athletes of the same chronological age who may differ markedly in terms of maturation. Within sports, including athletics, it is often the case that early maturing athletes (especially boys) are selected ahead of late maturing peers simply as a consequence of the absolute physical advantage that early maturation provides (e.g. greater levels of strength and power).
PHYSICAL PREPERATION
| 6 (Lloyd and Oliver, 2012)
The Youth Physical Development model was designed to provide a contemporary view of the trainability of youth of different stages of maturation for both males (left) and females (right).The model shows that all components of fitness are trainable at all stages of development; however, within the model, the larger the font size, the more important and responsive to training the fitness quality will be during the developmental stage. During early childhood, FMS and muscle strength are prioritised as these qualities will aid the development of of well-controlled movement skills, which also underpin other fitness qualities. YOUTH PHYSICAL CHRONOLOGICAL AGE CHRONOLOGICAL AGE 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21+ 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21+ Y(oYEAuRtS) h Physical Developement (YPD) Model for Males Y(oYEuARtS) h Physical Developement (YPD) Model for Females
EARLY EARLY AGE PERIODS MIDDLE CHILDHOOD ADOLESCENCE ADULTHOOD AGE PERIODS MIDDLE CHILDHOOD ADOLESCENCE ADULTHOOD DEVCEHILDHOOD LOPMENT CHILDHOOD GROWTH RATE RAPID GROWTH STEADY GROWTH ADOLESCENT SPURT DECLINE IN GROWTH RATE GROWTH RATE RAPID GROWTH STEADY GROWTH ADOLESCENT SPURT DECLINE IN GROWTH RATE
MATURATIONAL MATURATIONAL MODEYEARSL PRE-PHV PHV YEARS POST-PHV YEARS PRE-PHV PHV YEARS POST-PHV STATUS STATUS
TRAINING COMBINATION OF NEURAL AND HORMONAL PREDOMINANTLY NEURAL TRAINING COMBINATION OF NEURAL AND HORMONAL PREDOMINANTLY NEURAL (AGE-RELATED) ADAPTATION (MATURITY-RELATED (AGE-RELATED) ADAPTATION (MATURITY-RELATED)
FMS FMS FMS FMS
SSS SSS FMS FSMSS S SSS SSS FMS FMS MOBILITY MOSBSILS ITY MOBILITY SSS MOSBSILS ITY MOBILITY MOBILITY AGILITY AGILITY AGILITY AGILITY PHYSICAL SPEED AGILITY AGILITY PHYSICAL SPEED AGILITY AGILITY QUALITIES SPEED QUALITIES SPEED POWER SPEED SPEED POWER SPEED SPEED POWER POWER POWER POWER POWER POWER
HYPER HYPER STRENGTH STRENGTH STRENGTH STRENGTH HYPER STRENGTHYPERTRSOPTHRY ENGTH STRENGTH STRENGTH HYPER HYPERTROPHY TROPHY TROPHY TROPHY TROPHY ENDURANCE ENDURANCE & MC ENDURAHNCYE &P MEC RTROPHY ENDURANCE & MC ENDURANCE & MC ENDURANCE & MC & MC ENDURANCE & MC HYPERTROPHY ENDURANCE & MC TRAINING LOW MODERATE HIGH VERY HIGH TRAINING LOW MODERATE HIGH VERY HIGH UNSTRUCTURED UNSTRUCTURED STRU=C fTuUnRdE amental motor skills; = sporSt-TsRpUeCcTiUfiRcE skills; STR=U CmTUeRtaE bolic coSnTdRiUtCioTnUiRnE g STRUCTURE STRU=C fTuUnRdE amental motor skills; = sporSt-TsRpUeCcTiUfiRcE skills; STR=U CmTUeRtaE bolic coSnTdRiUtCioTnUiRnE g STRUCTURE
FMS SSS MC FMS SSS MC WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION
7 | | 8 What does movement competency look like?
Can athlete find position?
Can athlete hold position? Does While coaches should be aware of the physical and psychosocial cueing
Tmhea tteuchrniitcya l ocofm thpeeteinrc ay mtholdeelt (eri(gsh)t), pwrohvideens coaIcf chuieningg dyooeus nogt hoerlp ncoorrveicct eth ea mtholvemteenst,, resolve ait s itesp wuilstei mappartoeaclhy fotre ccohacnhiecsa tol dceotemrmpineet ency tthhena cto iasch tehs esh koueldy rpegrrieossr ithtye drill or use a issue? the technical competency of the athlete(s) they corrective exercise. hTave inE front ofC them. HNICAL Can athlete repeatedly move in Where technical competency is repeatedly and out of position? Should an athlete not be able to demonstrate displayed in dynamic tasks, then the exercise technical competency at any stage of the should be progressed in a sensible manner. pCrocessO, then thMe coach shPould attEempt toT ENCY correct movement with developmentally- appropriate cueing (external cues tend to be more effective). Progress Exercise e.g. add loading, Increase complexity
Introduce corrective exercises
Regress Exercise e.Ag..d .r, eLldoyudc, Re. Sl.o, aandd iOnligve, r, J.L. (in press) Decrease complexity
WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION
9 | | 10 WARM-UP ANIMAL SHAPES
ALLIGATOR move close to the ground keep belly off the floor Tecdhrnivicea kl nPeoei ntots e lbow
body too far from the floor Arching at lower back Common errors Unsynchronized movement
START POINT END POINT
Arms straight and knees BEAR off floor Te cFhlnatic baal cPko winitsh pelvis straight Chest up when squatting
Rounded back Pelvis moving side to side ComFomrwonar edr lreoarns when squatting WhReariesvee (rt epmospseirbaletu, rceo,a hcehaerst srahtoeu, lrde sapdiorpat itohne rate, The purpose of the warm-up is R A bMloPo dp rfilnocwip) le for a warm-up; whereby: Activate (key muscle groups) START POINT END POINT to suitably prepare the body for R mobilise (key joints) exercise by increasing heart rate, Potentiate (excite the neuromuscular system) A blood flow, body temperature TMhe following pages provide an example of some CRAB Hips up to ceiling WARM-UPaPn im al shapes, which can be used in a variety of Hands facing feet and mental alertness. However, Coaching points ways (including individual performance, large Feet flat, hip width apart the warm-up also provides an scale groups, relay races, tag and other interactive eAxcellNent opIpoMrtunityA to deLvelo p SgaHmes) to Ahelp dePvelop fuEndamenS tal motor skills Hips dropping athleticism by exposing athletes (i.e. locomotion, stabilisation and manipulation) Arms not straight Common errors to opportunities to develop Feet too wide fundamental motor skills and muscle strength. While the coach START POINT END POINT should always reinforce good technique, the warm-up should beW EfLuSHn A,T HeLEnTIgCSa CgOAiCnHgING a REnSOdU RdCEynamic. PHYSICAL PREPERATION
11 | | 12
WARM-UP ANIMAL SHAPES
FLAMINGO Heel-to-toe walking bend at hips Te cFhlnatic baal cPk oints
bending at lower back Rounded back Common errors Loss of balance
START POINT END POINT
Flat back PIG Arms straight Te cChlnoiscea lt oP folionotrs before you roll
Rounded back Pelvis moving side to side CoUmnmsyonnc ehroronrizs ed movement
START POINT END POINT
Hands facing out SEAL Chest up Te cRhontiactael aProoiunntsd hands and feet
Hands facing forward Arms not straight Common errors Rounded upper back
START POINT END POINT
WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION
13 | | 14 SHAPES
ARCH bend at the lower back Lift chest and arms off the floor Te cLhifnti ckanle Peos ianntsd feet off the floor
The subsequent sections provide an example of Legs not straight , and , which children should be competent at performing, as Arms not straight Common errors competency in these exercises will later serve as Head up key shapes positions The ability of the young or novice the foundation of more advanced athletic motor athlete to manage their own skills. The final section, , bodyweight in a variety of are exercises that challenge the individual to perform the shapes and positions in combination sports acrobatics positions and on a range of with partners, to provide a fun and engaging brace core BdiffereOnt suDrfaceYs is iWmportaEnt IGphysicaHl challenT ge. DISH Lift arms, shoulders, and head for general athleticism. Technical Points These are only examples, and coaches should off the floor Lift legs off the floor TRAINING attempt to develop their own library of The use of the body as a form exercises and ensure they are supported of resistance also provides a with developmentally appropriate cues Arch at lower back suitable training stimulus for wherever possible. Shoulders on the floor the simultaneous development ComLemgso nn oetr rsotras ight While young or novice athletes should be of fundamental motor skills challenged, technical competency and general and muscle strength. health and safety should be reinforced at all times.
TUCK Flat back bring legs to chest Te cHheneiclsa lo Pffo tihnets floor
Rounded back Legs too straight Common errors Heels on the floor
WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION
15 | | 16 SHAPES SHAPES
PIKE Flat back STRADDLE Flat back Arms straight overhead Legs straight Te cLhengisc aslt rPaoiginhtts and together Te cLhengisc aalp Paortints
Rounded back bending at lower back Legs not straight Rounded back Common errors Common errors Arms not straight Legs not wide enough apart
Flat back Flat back STRAIGHT FORWARD STRADDLE Arms and legs straight Arms straight Te cbhennicda al tP hoiipn tws ith one leg to TecLhengisc aslt rPaoiginhtts and together point to ceiling
Arching at lower back Arching at lower back Legs not straight Common errors Legs not straight Arms not straight Common errors Leg not raised to appropriate height
PUCK Flat back bending at hips and knees STAR Flat back Te cWheniigchalt Pono ihnetsels Arms and legs straight Te cLhengisc aalp Paortints
Rounded back knees too far over toes Arching at lower back Common errors Weight towards front of foot Arms not straight Common errors Legs not wide enough apart
WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION
17 | | 18 POSITIONS POSITIONS
Straight line from shoulders SQUAT Flat back FRONT SUPPORT to toes bending at hips and knees Te cAhrnmicsa sl tProaignhts t Te cWheniigchalt Pono ihnetsels Shoulders above hands
Rounded back Rounded back knees too far over toes Common errors Arching at lower back Weight towards front of foot Common errors Shoulders not above hands
Straight line from shoulders LUNGE Flat back SIDE SUPPORT to toes Legs at 90 degrees Te cAhrnmicsa sl tProaignhts t Te cFhrnoincta sl hPioni nvetsrtical Shoulders above hands
Rounded back Hips dropping knee too far over front toes Arching at lower back ComShmino n oetr vreorrts ical Co mShmoounld eerrso nros t above hands
Straight line from shoulders LATERAL LUNGE Flat back BACK SUPPORT Hips pushed back and down to toes Technical Points Te cThrnaicl alel gP sotirnatis ght Hands facing feet Shoulders above hands
Rounded upper back Hips dropping knee not inline with toes Common errors Arching at lower back Trail leg not straight Co mHamnodns efarcrionrgs backwards
WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION
19 | | 20 POSITIONS SPORTS ACRO
Straight line from shoulders Legs bent with weight SHOULDER STAND to feet BACK-TO-BACK SQUAT on heels Technical Points Te cAhrnmicsa sl tProaignhts t, palms facing Flat back the floor Push against partner to stand Feet pointing to the ceiling
Rounded back Feet not flat on floor Hips dropping to the floor ComUnmsoync ehrrroonriszed movement Legs not straight Common errors Legs not together
START POINT END POINT
Arms straight BED BUNKS Straight line from shoulders Flat back SUPERMAN T e ctoh nfeiceat l Points Legs straight and arms straight Hands and shoulders in line TecPhenlvicisa le Pvoeil nts
Arching at lower back Arching at lower back Arms bent Pelvis moving side to side Common errors Common errors Shoulders and hands not inline Unsynchronized movement
START POINT END POINT
Arms straight, supporting shin PARTNER BOXES of top partner BRIDGE Shoulders above hands TecShtnraicigahl tP loininet fs rom shoulders Hips to the ceiling to feet Te cShtnraicigahl tP aorinmts Hands and shoulders in line
Hands not facing feet Arching at lower back Arms not straight Common errors Arms bent Hips dropping to the floor Common errors Shoulders and hands not inline
START POINT END POINT
WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION
21 | | 22 SFPROONRT STUSPP OARCT TRROAVEL Supporting partner maintain SPORTS ACRO flat back TecShtnraicigahl tP loininet fs rom shoulders Grip partners wrist to feet PARTNER SQUAT Shoulders above hands bend at hips and knees T e cshimniuclatla Pneooinutss ly Weight on heels at bottom
Supporting partner rounding back Common errors Rounded back Arching at lower back Shoulders not above hands knees too far over toes Common errors Weight towards front of foot
START POINT END POINT START POINT END POINT
Supporting partner maintain FRONT SUPPORT GORILLA SLAPS Top partner grip above ankles flat back PARTNER PLANK Straight line from shoulders TecShtnraicigahl tP loininet fs rom shoulders T e ctoh nfeiceat l Points to feet Shoulders above hands keep pelvis straight
Rounded back Supporting partner Arching at lower back rounding back Common errors Common errors Shoulders not above hands Arching at lower back Pelvis moving side to side START POINT END POINT
START POINT END POINT Flat back for both partners GLUTE BRIDGE AND SUPERMAN Pelvis level Supporting partner maintain Te cHhinpisc aulp P toi ncetsiling (glute FRONT SUPPORT STEP-UP flat back bridge), arms and legs TecShtnraicigahl tP loininet fsr om shoulders straight (Superman) to feet keep pelvis straight
Hips dropping Arching at lower back Supporting partner ComPemlvoisn neortr olervs el rounding back Common errors Arching at lower back Pelvis moving side to side START POINT END POINT
WESLTSAH RATH PLEOTIINCST COACHING RESOURCE END POINT PHYSICAL PREPERATION
23 | | 24
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Developing fundamental motor skills and base levels of muscular strength . K shouEld foYrm p arTt of Aany sKessioEn -HOME While coaches need an understanding M of tecEhnicaSl moSdels Aand eGxercisEe S progressions, they must coach what . is in front of them
Coaches should use their imagination to create novel learning experiences for their athletes
WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION
25 | | 26 It is very likely that low levels of muscle strength and movement control and coordination will limit the development of AmSC.
Athletic motor skill competencies Coaches should ensure that all athletes are (AMSC) are movement skills competent in all AmSC and are able to produce and Fundamental Athat fTorm Hthe baLsis oEf globTal ICab sorb forces with correct technique. movement skills movements, such as running, The following exercises are only examples, MjumpinOg andT throOwing,R and a lsSo Kand cIoacLhes shoL uld attempt to develop their allow for progression to more own library. Speed and Lower body advanced athletic training. agility COMPETEHNowever, wChetherI usiEng the fSollowing example bilateral exercises, or using their own, coaches should seek to develop competency across all AmSC. Exposure to the different AmSC may take place in ATHLETIC the same session or Plyometric MOTOR SKILL Lower body across multiple sessions abilities COMPETENCIES unilateral depending on the level (AMSC) of athlete.
Trunk/core Upper body conditioning pushing
Upper body pulling
A.d., Lloyd, R.S., and Oliver, J.L. (2014)
WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION
27 | | 28 WARM-UP ACTIVITIES WARM-UP ACTIVITIES
Squeeze abdominals FOAM ROLLER Wrap arms around chest GLUTE BRIDGE and glutes Flat back Te cPhunsicha tlh Prouingths heels Te cbhrneiactahle P ouint tws hile rolling knees pushed out
Holding breath knees collapsing together Arching lower back Common errors Arching lower back Not rolling all of the back Common errors Not fully extending hip
knee stays in contact WINDMILLS MINI BAND WALKS Weight on mid-foot with roller Lead with knee Te cHhinpisc afilx Pedo iinnt splace Te cShtnaiyc laolw Points Only upper body moves
Rising and falling Rotating hips to aid range Leading with foot Only moving arm and not torso Common errors Common errors knees dropping forwards Rushing the movement
Flat back band above the crown of SPIDERMAN OVERHEAD BAND SQUAT Foot flat on the floor the head Te cShtnraicigahl tP loininet sfrom head to heel Te cWheniigchalt Pthorionutsgh heels Chest up
Heel off the floor Rounded back band in front or behind head Common errors knee collapsing towards elbow Elbows not locked out Common errors Flexing spine
WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION
29 | | 30 PLYOMETRIC ABILITIES PLYOMETRIC ABILITIES
Soft landing Soft landing JUMP TO BOX JUMP WITH PERTURBATION Full foot contact Full foot contact Technical Points Te cAhsnsiucmal eP boainctks squat position Assume back squat position upon landing upon landing Weight equally distributed between both feet Heavy/loud landing Heavy/loud landing knees collapsing together Common errors Hips sinking towards floor knees collapsing together Common errors
Soft landing Soft landing JUMP FROM BOX HORIZONTAL JUMP Full foot contact Full foot contact Technical Points Te cAhsnsiucmal eP boainctks squat position Assume back squat position upon landing upon landing
Heavy/loud landing Heavy/loud landing knees collapsing together knees collapsing together Common errors ComHimpso sni nekrrinogr s towards floor Hips sinking towards floor
Start Point END POINT
Quick transition into next jump Soft landing JUMP IN PLACE MULTIPLE JUMPS Full foot contact Full foot contact TecAhsnsiucmale P boainctks squat position Te cAhsnsiucmal eP boainctks squat position upon landing upon landing
Heavy/loud landing Heavy/loud landing knees collapsing together knees collapsing together Common errors Common errors Hips sinking towards floor Hips sinking towards floor towards elbow START POINT END POINT
WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION
31 | | 32 LOWER BODY
Weight towards heels in BACK SQUAT BILATERAL SINGLE LEG SQUAT Sit backwards UNILATERAL bottom position Push through heel Technical Points knees in line with toes Teckhnneieca iln P lionien tws ith toes keep torso upright
knee collapsing inwards Flexing knees first Heel lifting off the floor knees collapsing together ComPemlvoicn teilrt r(olerfs t/right) Common errors Flexing of spine
START POINT END POINT START POINT END POINT
Push through heels keep bar over the crown of BAND HIP THRUST HINGING OVERHEAD SQUAT the head BILATERAL Squeeze abdominals Technical Points Tecbhondiyc awl ePigohintt ts hrough heels and glutes Flat back
Pelvic tilt (left/right or bar travelling forwards forward/backwards) Common errors or backwards Arching of lower back Common errors Not hitting full hip extension back flexing knees collapsing together START POINT END POINT
START POINT END POINT ROMANIAN DEADLIFT Flat back HINGING Weight through heels Push through front heel TecHhinpisc palu Pshoeindt sbackwards SPLIT SQUAT Torso uprightU, hNipIsL tAraTvEelR AL T e cshtrnaiicgahl tP dooiwntn s 90 degrees at ankle, knee Flexing of lower back and hip Weight on front of foot Common errors Excessive bending of knees
Front knee traveling beyond the toes Common errors START POINT END POINT Torso leaning forwards
START POINT END POINT
WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION
33 | | 34
UPPER BODY Straight line from head PRESS UP tHo hOeRelIZONTAL PUSHING TecHhannicdasl b Peosiindtes chest at bottom position
Arching lower back Shoulders rise before hips Common errors Elbows flaring outwards
START POINT END POINT
Elbows behind wrists BAND PRESS HORIZONTAL PUSHING Shoulder blades T e cphinncichaeld P tooignetts her Fully extend elbows
Pushing shoulders forward at end of movement Common errors Elbows not tracking the path of the wrists
START POINT END POINT
Squeeze abdominals BAND SHOULDER PRESS and gVlEutRes TICAL PUSHING Tecmhaniinctaali nP osipnatcs e between shoulders and ears band finishes above crown of the head
Arching lower back Pushing hands out or C o mformwoanr des rrors
START POINT END POINT
WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION
35 | | 36 UPPER BODY Shoulders blades pulled BAND ROW SHquOeRezIeZ OabNdoTmAiLn aPlsU LLING WIDE GRIP PULL UP downV aEnRd TtoIgCeAthLe r PULLING and glutes TecPhunlilc eallb Powoisn tsowards waist Technical Points Pinch shoulder blades Squeeze abdominals together and glutes
Rounding of upper back body swinging Shoulders shrugging up No gap between ears Common errors towards ears C o manmd osnh oeurlrdoerrs s movement not smooth
START POINT END POINT START POINT END POINT
Straight line from head SUPINE ROW HORIZONTAL PULLING to heel TecShhnoiucaldle Pro binlatds es pinched together Pull bar towards lower chest
Hips moving out of line with the rest of the body Common errors Rounding of upper back
START POINT END POINT
BAND PULL DOWN VERTICAL PULLING Shoulders away from ears Squeeze abdominals T e cahnndi cgalul tPeos ints Pull elbows towards waist
Arching lower back hands pulled together by band Common errors
START POINT END POINT
WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION
37 | | 38 CORE CONDITIONING Squeeze abdominals Squeeze abdominals PLANK PALLOF PRESS and glutes and glutes Technical Points TecEhlbnoicwasl Pdoirienctts ly move arms independent beneath shoulders of torso Straight line from head Flat back to heel
Torso rotating with arm movement Hips sagging down Co mFlemxoend ebrarcok rs Arching lower back Common errors Pelvic tilt (left/right, forwards/backwards) START POINT END POINT
START POINT END POINT
Lower back pushed into DEADBUG the floor TecShynniccharlo Pnoisinetds movement of arms and legs Head resting on the floor
Arching of lower back Head lifting from the floor Common errors
START POINT END POINT
Flat back JACKKNIFE Squeeze abdominals T e cahnndi cgalul tPeos ints Hips stay in the same position
Rounding of back Hips dropping and rising Common errors
START POINT END POINT
WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION
39 | | 40
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Physical conditioning does not have to look like the sport - it is important that athletic development is sport-relevant not . K spoErt-spYecific . TAKE-HOME Take a well-rounded view of developing athletic motor skills . M - devEelop SthemS all! AGES While there are many exercises involving more advanced equipment, coaches should not underestimate the importance of quality (how well someone moves) as opposed to quantity (how much . load is lifted)
Initially, coaches should make use of bodyweight or light loads (e.g. wooden dowels, PVC pipes, barbells); however, providing technical competency is maintained, additional load will be required for on-going adaptation.
WELSH ATHLETICS COACHING RESOURCE PHYSICAL PREPERATION
41 | | 42 - reflects the simplification of bergeron, mF, mountjoy, m, Armstrong, N, Chia, m, Cote, J, Emery, CA, Faigenbaum, A, Hall, G Jr, kriemler, S, Leglise, m, malina, Rm, Pensgaard, Am, Sanchez, A, Soligard, T, Sundgot-borgen, J, van mechelen, W, Weissensteiner, JR, and movement skills that form the basis of global the demands of a movement task, such as making Engebretsen, L. (2015). International Olympic Committee consensus statement on youth athletic development. movements, such as running, jumping and a task less complex. british Journal of Sports medicine 49, 843–851. Athtrholwetiincg m, aontdo ra slskoil al lclomw pfoert epnrocigerse s(AsiMonS Cto) Exercise regression Faigenbaum, A.d., Lloyd, R.S. and Oliver, J.L. (in press) Essentials of Youth Fitness. Champaign IL: Human kinetics. more advanced athletic training. are basic motor skills that are typically classified as locomotion, Lloyd, R.S., Cronin, J.b., Faigenbaum, A.d., Haff, G.G., Howard, R., kraemer, W.J., micheli, L.J., myer, G.d. and Oliver, J.L. (2016). is the ability to repeatedly perform a manipulation and stabilisation skills. National Strength and Conditioning Association position statement on long-term athletic development. Journal of Strength and Conditioning Research 30(6), 1491-1509. range of movements with precision and Fundamental motor skills (FMS) confidence in a variety of environments, which are more advanced Lloyd, R.S. and Oliver, J.L. (2012). The youth physical development model: A new approach to long-term athletic development. Aretqhuleirteic cisom mpetent levels of; motor skills, motor skills that are far more specific to actual Strength and Conditioning Journal, 34(3), 61–72. strength, power, speed, agility, balance, sporting activities. Sport-specific skills (SSS) Lloyd, R.S. and Oliver, J.L. (2014). developing younger athletes. In: High-Performance Training for Sports (Joyce, d. and coordination, and endurance. Lewindon, d., editors). Champaign IL: Human kinetics. ISbN: 978-1-450444-82-8. pp.15–28. GLOSSARY is the ability of an REFERENCES exercises are performed using both individual to execute a skill with control and Lloyd, R.S., Faigenbaum, A.d., Stone, m.H., Oliver, J.L., Jeffreys, I., moody, J.A., brewer, C., Pierce, k., mcCambridge, T.m., Howard, R., Herrington, L., Hainline, b., micheli, L.J., Jaques, R., kraemer, W.J., mcbride, m.G., best, T.m., Chu, d.A., Alvar, b.A. sides of the body or both limbs at the same time. proficiency. and myer, G.d. (2014). Position statement on youth resistance training: the 2014 International consensus. british Journal of An example of this would be a double leg squat. Technical competency Sports medicine 48(7): 498-505 Bilateral - exercise that aims to Lloyd, R.S., Oliver, J.L., Faigenbaum, A.d., myer, G.d. and de Ste Croix, m. (2014). Chronological age versus biological - a form of training that improve the ability of the muscle to use aerobic maturation: implications for exercise programming in youth. Journal of Strength and Conditioning Research 28(5), 1454-1464 requires children to manage body weight through and/or anaerobic energy and resist fatigue. movements that stress fundamental motor skills Metabolic conditioning Bodyweight training is the systematic approach to is the time from date birth, a warm-up, consisting of raising, activation and whereas is the process of mobilisation, and potentiation. progressing toward a mature state. R.A.M.P. Warm-up Chronological age exercises are performed using one biological maitsu trhaet iporn ocess of increasing side of the body or a single limb. An example of the demands of a movement task, such as making this would be a single leg squat. Unilateral a task more complex. ARChoKdNrOi LWloLyEd DGEMENTS Exercise progression Jon Oliver Authors
Neil Wheeler Adrian Palmer EScdoittot rSs impson
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