conteVolume 6, ntsNumber 4 May 2013 2 A Letter from the President

REPORTS 4 Division I Track & Field Division I Cross Country

5 Division II Track & Field Division II Cross Country

6 Division III Track & Field Division III Cross Country

7 High School

FEATURES 14 10 Growth and Development As a Coach By Todd Lane

14 The Potential Developing the athlete’s performance potential by Christine M. Brooks, Ph.D.

24 Relationship Between High School and College Coaches by Bill Schnier

30 The 200m Athlete Team Contributions and Even Phases By Leo A. Settle

36 Pacing Strategies For Distance Events in 2012 U.S. Olympic Track & Field Trials By Molly Hirt and Dr. Phil Henson

56 Updates From the NCAA Eligibility Center by Leigh Ann Kennedy 30

36 49 AWARDS 2013 USTFCCCA Cross Country Regional Coaches & Athletes of the Year

Cover photograph courtesy of LSU Sports Information

may 2013 techniques 1 A Letter From the President

Publisher Sam Seemes trust that the indoor track & field season was a success for you and your program. Regardless of how the undercover campaign Executive Editor Mike Corn turned out, the outdoor season brings new opportunities and Associate Editor Sylvia Kamp challenges for coaches and student-athletes. As I write this, our MEDIA MANAGER Tom Lewis Iwarmer climate programs as well as those traveling from colder envi- Membership Services Dave Svoboda rons have begun outdoor competition. Most of us in the Midwest as well as the northern areas of the country should have their outdoor Photographer Kirby Lee seasons well underway by the time you read this. Editorial Board Tommy Badon, One of the things that I enjoy about coaching the sports of cross country, indoor track Larry Judge, Boo Schexnayder, and outdoor track is the creativity and problem solving required when faced with less than ideal conditions. With rare exception, we regularly need to adapt our practice plans Dr. Ralph Vernacchia, to current conditions. Whether it is trying to get a quality pole vault practice done with 40 Gary Winckler mph winds blowing across the Texas plains; planning early season cross country train- ing in Louisiana knowing the expected high temperature that day is 104 along with high humidity; or getting your team ready for the first outdoor meet in Minnesota when there is still 6 inches of snow on the ground, coming up with a plan to create the best experi- ence possible for our student-athletes is one of the unique challenges of our profession. Published by Renaissance Publishing LLC As I write this letter, the NCAA men’s and women’s basketball tournaments are drawing 110 Veterans Memorial Blvd., Suite 123, to a close. As you may know, the basketball coaches’ organizations (men and women are Metairie, LA 70005 separate) hold their conventions during their respective Final Fours. Possible alternatives (504) 828-1380 to our annual December convention have been discussed in the past. Besides the many www.myneworleans.com logistical reasons why pairing our convention with an event (say the NCAA Division I Outdoor Championship) would present many problems, I am glad that our time to gather as coaches is a stand-alone event. When comparing convention notes with my colleagues in other sports, it quickly becomes apparent that we have a really good thing going. We can be proud that our convention is a true professional meeting. The business that gets USTFCCCA conducted, the professional development that occurs and the quality of the celebratory National Office events makes the USTFCCCA annual convention, one of, if not the best, coaches associa- tion conventions in the country. We need to continue working to make the event even 1100 Poydras Street, Suite 1750 better but it certainly is one of the top benefits of being a member of our association. New Orleans, LA 70163 The ultimate destination for our student-athletes in any season is the national cham- Phone: 504-599-8900 pionship. This outdoor season will conclude with national championship meets in Marion, Indiana (NAIA), LaCrosse, Wisconsin (NCAA III), Pueblo, Colorado, (NCAA II) Fax: 504-599-8909 and Eugene, Oregon (NCAA I). I am sure that each of these championship events will provide a quality experience for all of the student-athletes and coaches who take part. While I have always respected the time and effort that host institutions put into hosting a national championship event, I have to admit, now that Nebraska Wesleyan will be host- ing the NCAA III indoor championship in 2014, I am paying even closer attention to the myriad of details that go into hosting such an event. My athletic director and I were tak- ing notes and analyzing logistics at the NCAA III Indoor championship at North Central Techniques (ISSN 1939-3849) is published quar- College. If we can do half as good a job as my friends at North Central, our meet will be terly in February, May, August, and November by a success. My thanks go to all the institutions that have been willing to host a national the U.S. Track & Field and Cross Country Coaches competition. While those of us who coach for a number of years will attend many cham- Association. Copyright 2013. All rights reserved. No pionships, the very small number of championship events that a student-athlete may part of this publication may be reproduced in any experience certainly make it a very special memory. manner, in whole or in part, without the permission I wish the very best for you and your program during this outdoor season. Let’s do our of the publisher. techniques is not responsible best to provide great experiences for our student-athletes. I look forward to continuing to for unsolicited manuscripts, photos and artwork work with you to make the greatest sport in the world even better. even if accompanied by a self-addressed stamped envelope. The opinions expressed in techniques are those of the authors and do not necessarily reflect the view of the magazines’ managers or owners. Periodical Postage Paid at New Orleans La and Additional Entry Offices. POSTMASTER: Send address dr. ted bulling changes to: USTFCCCA, PO Box 55969, Metairie, President, USTFCCCA LA 70055-5969. If you would like to advertise your director of track & field and cross country, nebraska wesleyan university business in techniques, please contact Mike Corn [email protected] at (504) 599-8900 or [email protected].

2 techniques may 2013

NCAA Report Division l Track & Field and Cross Country

ron mann barry harwick President, NCAA Division I President, NCAA Division I Track and Field Coaches CROSS COUNTRY Coaches

ongratulations to all who competed so well during the s I write this, I can tell you that my desk and office are NCAA Indoor Championships, and particularly to the more cluttered than usual. My team just got back from CUniversity of Oregon and University of Arkansas for their Aour 10-day spring trip this week and we are hosting a respective team championships. home meet on Saturday. The blur that was the indoor season Your executive committee has accomplished much since has already moved on to the outdoor campaign, so I’m spending my last report. We have recommended to the Division I Track most of my time getting the Dartmouth team ready for coming and Field Sports Committee a new schedule for future Indoor meets. I do try to schedule a little time each week for planning Championships, along with recommended updates to our now for next fall. I hope that each of you can also tackle some of the active document, the Indoor Championship Manual. In addition, projects I have listed below… during our Indoor National Championships in Fayetteville, Sam • Scheduling our meets is an area where the sport of cross- Seemes conducted an open forum discussion for throws coaches country can improve. We finally have our nine regional sites for and horizontal jumps coaches. The purpose of the Fayetteville the fall of 2013 but that process was not as smooth as it could dialog was to bring forward ideas to enhance and further stream- have been. If you have an interest in a future regional meet, line these events at our National Championships. This platform start laying the groundwork with your sport administrator now. will be replicated and expanded during our time in Eugene. It is not enough for a coach to get up at a regional meeting and Your conference representatives have been working on your say, “We have a great course!” Someone is going to have to be behalf on monthly conference calls to discuss business brought responsible for bid forms, permits and other paper work. Make forward from convention, as well as address issues you (the mem- sure your athletic department is on board. bership) have brought forward during the course of the regular • If you are planning on hosting a cross country meet this fall, and championship seasons. In addition, a subcommittee drafted get in some of the preliminary work now. Publicize the date of your a response to the NCAA Level III violation questionnaire, which meet well in advance. Consider using contracts to commit visiting the executive committee supported and forwarded to the NCAA. schools to your meet. I understand that this is not a tradition in The Championship Advisory Committee, chaired by Beth Alford- our sport but I feel strongly that is an idea whose time has come. Sullivan, has had ongoing discussion both at the site of the National • If there is a major event that you would like to attend with Championships, as well as regularly scheduled conference calls your team, contact the host institution well in advance. If the meet to make recommendations to the Executive Committee on how director is willing to guarantee your squad a spot on the starting the Division I championships can be enhanced. We welcome your line, then be ready to make a commitment to attend. We all want input through this representative process. to do what is best for our team. We also need to keep in mind that The USTFCCCA national office, your CEO Sam Seemes, and your hosting is often a thankless job. Having coaches wait until the last president have had ongoing scheduled dialog with the NCAA liaison minute to see where other schools are going to go is a disservice to Holly Shelley. The focus has been on how we can use technology everyone who plans a schedule in advance and sticks with it. and resources to improve the first round experience while provid- Our Executive Committee continues to have conference calls ing equity across both East and West sites. The national finals are a during the off-season. If you have a topic for us please contact great event, however we continue to explore avenues to make our your regional rep to get it on our agenda. championships ready for live TV with the NCAA’s partnership with On our last call, the Executive Committee discussed three ESPN. Again we welcome your input in this endeavor. different methods of ranking 64 teams in cross-country. This I wish each of you well and much success at the conference, has been a much longer process than I anticipated when I took first round and at the national finals. This is my final report as over as president; I do feel that we have made progress. I have your president. I would like to convey my sincere and heartfelt appointed a sub-committee chaired by our first vice-president appreciation for the opportunity to serve the membership of Sean Cleary to select the best method and we will present that to this great sport. I want to thank the membership, the executive the membership this fall. committee, Sam Seemes and the entire national office staff. Best Let me close by thanking everyone who coaches three seasons wishes to all of you as we conclude this season of Outdoor Track in a row. Do yourself a favor and include some personal and and Field! Run fast, jump high and throw far! family time planning in the months ahead. Best of luck to you and your team in your meets this spring, see you at the track.

Ron Mann is the Head Men’s & Women’s Track and Field Barry Harwick is the Head Men’s Track and Field and Cross Coach at the University of Louisville. Ron can be reached at Country Coach at Dartmouth College. Barry can be reached at [email protected] [email protected]

4 techniques may 2013 NCAA Report Division ll Track & Field and Cross Country

steve guymon marlon brink President, NCAA Division II President, NCAA Division II TRACK & FIELD Coaches CROSS COUNTRY Coaches

would like to thank the city of Birmingham and the t is hard to believe that another academic year has almost passed Birmingham Crossplex for making the NCAA Indoor us by, and we are now thinking about wrapping up recruiting, INational Championships so successful. Katie Holmes Isummer training programs for our athletes, and looking ahead to and Chairman Scott Groom, the entire NCAA Track & Field what next fall will hold for our cross country teams. Committee, and A.J. Holzherr and his staff worked hard with a One of the things that I would like to encourage everyone to do short notice to pull off this year’s festival and did an outstand- is to “think outside of the box” and try to find ways to give back ing job. to the sport of cross country/track and field. As I write this, we As for the NCAA Sports Festival this year, if you have any are in the process of hosting a two-day college meet at the end of comments or concerns that you feel need to be addressed March. Hosting a meet is a great way to generate interest in your please feel free to email me. I will pass them to Damon Martin, teams. We also hosted two days of high school indoor track meets DII Executive Chairman, and we will see to it that they are two weeks earlier, as well as a youth indoor track and field meet conveyed to the right people. One concern that has been the first weekend in March. I note this, not in an attempt to brag, expressed to me already is in regards to the amount of time or to get anyone’s sympathy, but instead to highlight ways to help that athletes and coaches must spend away from school. This your programs as well as the sport that we are passionate about. concern will certainly be brought forward and we will keep you The youth track meet was a first year adventure for us, but was posted regarding any response we receive. very rewarding for the members of our team who got to help the I would also like to congratulate the USTFCCCA “Athlete of younger athletes and remember what it was like to be a first time the Year” and “Coach of the Year” Regional and National Award track and field participant. We were able to get some sponsor- Winners for the indoor season: Drew Windle, Ashland; Brent ships to offset the cost of participant T-shirts and awards and in Vogel, Central Missouri; Vashti Thomas, Academy of Art; Sam the end were able to even make a small profit for the team. Lockhart, Grand Valley State; George Williams, St. Augustine’s; While the thought of hosting an event may sound scary and and Charles Ryan, Academy of Art. This year we were able to daunting, it is a great way to get people interested in your sport. It add 4 more USTFCCCA awards to our slate: Assistant Coach may be hosting a cross country meet, a road race, or a track and of the Year and the High Point Athlete of the Championship field meet, but if it gets your team’s name out in the newspapers, Meet. These honors were given to Dennis Newell of U-Mary on the radio, TV, or on the school website, it can be a great way to and Blaine Maag of Grand Valley State as the Assistant Coaches get some positive publicity. of the Year, and the High Point went to two Academy of Art ath- I am excited about the prospect of another “outside of the letes: Vashti Thomas and Johnny Carter. box” idea that may happen in the fall of 2014 for cross coun- Congratulations also to this year’s Division II Athletes Hall try. At the Convention in December, we talked about hosting of Fame class. Kirby Blackley (Findlay), Derek Miles (Unv. a combined DI, DII and DIII cross country championships to of South Dakota) and Randolph Williams (Kentucky State) commemorate the 75th anniversary of NCAA Cross Country will be honored at the banquet prior to the NCAA Outdoor Championships. While this is still in the process of being exam- Championships in Pueblo, Colo. ined for feasibility and gathering NCAA approvals, I believe it is I would like to encourage you to send information to Sylvia something that could be a very exciting event that would create Kamp ([email protected]) at the USTFCCCA national office a very unique and memorable experience for the athletes and about any coaches that may be retiring this year so that they cross country fans alike. The success of the Men’s Basketball can be recognized by the organization. Also, if you would like championships this year where all three divisions played their to submit a proposal for consideration at the 2013 USTFCCCA championship games in Atlanta during the same weekend dem- convention, please contact your conference representative, and onstrates the possibilities. he or she can guide you through the process. A complete list of In closing, the Executive Committee will continue to have con- conference reps can be found on the USTFCCCA website in the ference calls throughout the spring/summer months, so if there Division II section. is an item that you would like us to discuss or that you want to Our job is to represent you, our athletes, and our sport. Let’s speak about, please don’t hesitate to contact me or your confer- strive to continuously make track and field better. I wish you ence rep. and your teams the very best this spring. I look forward to see- Best of luck to you and your teams this spring! ing you in Pueblo. Marlon Brink is Head Men’s and Women’s Track and Field Steve Guymon is the Head Men’s and Women’s Track and Field Coach and Cross Country coach at Wayne State College. Marlon can be at Harding University. Steve can be reached at [email protected] reached at [email protected]

may 2013 techniques 5 NCAA Report Division llI Track & Field and Cross Country

kari kluckhohn KATHY LANESE President, NCAA Division III President, NCAA Division III TRACK & FIELD Coaches cross country Coaches

he 2013 NCAA III Indoor Track and Field lthough Cross Country season is far from our minds at Championships are now behind us. It was an excit- the moment, your Executive Committee continues to Ting meet to not only coach, but to host. Thank you to Aconduct conference calls on a regularly scheduled basis those who participated in the Championships here at North to discuss some old business and some rather new business Central College. We hope you had a positive experience and that arose from our convention in December. made lasting memories. It was a privilege to be trackside to As you are aware, the topic of regional realignment was observe numerous amazing moments. One such experience addressed and discussed at length at the 2011 USTFCCCA con- was witnessing a long-time coach have a national cham- vention. As a result of those discussions, a proposal was craft- pion in the high jump. He said, as I paraphrase, “We don’t ed by the Executive Committee and submitted to the NCAA get these moments very often in our careers.” He was so Sport Committee for consideration. This proposal called for a proud, deservedly so. Take the time to enjoy the journey of more balanced distribution of programs throughout the eight each student athlete you coach. Look for those moments. It regions with defined geographic boundaries. After reviewing may not be the national title, but there are successes for all. the coaches’ proposal, the NCAA Division III Sport Committee Personal bests never get old. approved the plan with minor adjustments and forwarded it Thank you to the NCAA III Committee and Tyrone to the NCAA Division III Championships Committee. Cross Lockhart for meeting with me at the Indoor Championships. Country regional realignment was part of a broader look at Sam Seemes and I presented the USTFCCCA’s stance on regional competition across all sports in Division III and fol- field size expansion for the Indoor Championships begin- lowing this review it was the decision of the Championships ning in 2014. As a reminder, at the 2011 convention the Committee to not institute any significant changes to the cur- overwhelming majority of USTFCCCA coaches voted to add rent regional structure in Cross Country or other sports. With the 200 meters and 3000 meters while also adding to the field the exception of relocating four institutions from the Allegheny size for every individual event (17 women, 15 men). We also Mountain Collegiate Conference (Franciscan-Great Lakes offered the suggested competition schedule from the 2012 Region, Medaille, D’Youville and Hilbert, Atlantic Region) into convention. The NCAA III Track and Field Committee is con- the Mideast Region, the eight regions of Division III Cross tinuing discussion on the issue. Country have remained essentially unchanged. Our USTFCCCA III Executive Committee has been con- A topic of much discussion at this year’s convention was that tinuing with our monthly conference calls. I have been of a joint Division I, II and III Cross Country Championship for in communication with the NCAA to encourage further 2014. Each division’s Cross Country Executive Committee is in research regarding indexing. Our national office also sent a support of this initiative and continues to discuss the subject formal letter with regards to this issue, and others, from the with the respective sport committees to identify and resolve convention. Now that we have concluded a season that uti- any potential obstacles. The USTFCCCA national office has lized the new system, more work can be done. been working to identify potential locations that could host this The outdoor season is upon us. As some are enjoying event if approved and is monitoring this proposal as it moves excellent weather, I am sure others are wondering when the through the NCAA Committee structure. The recently complet- warm spring weather will be here! I know many were shovel- ed Men’s Basketball tournament in Atlanta featured champion- ing the snow off their outdoor tracks in the north and adjust- ship games in all three Divisions (in addition to the semi-finals ing their training schedules to adapt to the challenges well of Division I) and was greeted with almost universal praise into March. Adapting is an important part of coaching.We from coaches, players, administrators and fans. It is this type of all want what is best for our student athletes, and sometimes forward thinking that we hope to bring into our sport as well. the path to success presents detours and road blocks. There As always thanks to Sam Seemes and the staff at the is always more than one path. Our athletes pick up on how USTFCCCA office for their hard work and dedication to our we present any situation: as an opportunity or a challenge. sports and continued success to everyone this track and field Have a productive spring and enjoy your athletes! I hope season. We will be taking it to the trails before we know it! to see you in La Crosse, Wis., for the 2013 Outdoor Track and Field Championships.

Kari Kluckhohn is the Head Women’s Track and Field Kathy Lanese is the Head Men’s and Women’s Cross Country Coach at North Central College. She can be reached at Coach at Case Western Reserve University. Kathy can be reached [email protected]. at [email protected]

6 techniques may 2013 HIGH SCHOOL REPORT

Don helberg

he season has started. For some we’re at the halfway point and others are just starting up. Most of the annual clin- Tics have occurred and hopefully you’re trying some ‘new’ things to make your team the best it can be. I want to inform you about the National Senate of High School Coaches Associations. The Senate meets annually at both the USATF Annual Meeting in early December and also meets at the USTFCCCA Convention in mid-December in hopes that all states can be represented at either meeting. The purpose of the Senate is to: • Maintain lines of communication between major organiza- tions and high school coaches • Aid in the development of state high school track and cross country coaches associations • Develop state high school track and cross country coaches clinics • Act as a clearinghouse of information regarding clinic speakers • Create a forum to discuss issues and develop relationships between state organizations • Manage and promote the Gill “Coach of the Year” Award The Senate maintains lines of communication through mass emails and the National Senate web ite: nationalsenate.org. These emails are sent throughout the year and topics include surveys, rule interpretations, clinic information, national meet information and more. The Senate has set aside funds to help start up State Track & Field/Cross Country Coaches Associations where ones don’t currently exist. A meeting is planned for this July with USTFCCCA CEO Sam Seemes and Assistant Director Mike Corn to develop a plan for the USTFCCCA to help the Senate to facili- tate some of the objectives stated above. To help maintain and advance the National Senate, annual dues of $100/state association/year are collected. Individuals whose state does not have a Track & Field/Cross Country Coaches Association may become members for $10/year. Membership entitles a state to be involved in all motions and votes associated with the National Senate. Finally, the National Senate has agreed to manage and promote the Gill “Coach of the Year” Award. Mark Alcorn from Minnesota has agreed to chair this endeavor for Gill. The Senate will dissemi- nate information to the different states via email and the website. I want to encourage EVERY state to be involved in the National Senate and to reach out to me if you think the Senate can help you move your state forward. Good luck with your seasons!

Don Helberg is the Chair of the National Senate of High School Track Coaches Associations and an At-Large member of the USTFCCCA Board of Directors. Don can be reached at Donald. [email protected]

may 2013 techniques 7

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information

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lsu

Growth and Development as a coach By Todd Lane

ver the last several years I have had several conversa- the USATF Level 2 program and now the USTFCCCA Track and tions, some of them ongoing, with very successful Field Academy. My involvement in these programs has provid- coaches in our sport. These conversations have ed me the opportunity to interact with the many coaches that centered on developing and growing as a coach. I’ve take part in these week long courses. The opportunity to watch visited with University of Florida Head Coach Mike the learning, the exchange of ideas and continual communica- OHolloway on a practice track in South Korea; Boo Schexnayder, tion that goes on long after these schools, allows me to watch former assistant at LSU and a great educator over many lunches coaching development take place as new doors are opened and here in Baton Rouge; Vern Gambetta, one of the founding the wheels are spinning with new ideas in coaches’ heads. fathers of coaches education in this country during a recent The common themes from my discussions with these coaches project at our facility; Gary Winkler, former University for along with the teaching experiences and then my own personal Illinois coach at a clinic here in Baton Rouge; and my boss at experiences, continual growth and development form the basis Louisiana State University Dennis Shaver on many road trips. for this article. My goal is to set out an outline for those begin- I’ve also had the honor to teach, over the last seven years, in ning their own development in coaching in our sport.

10 techniques may 2013 Understanding that coaching is teaching Robert Johnson, Greg Kraft and Bob Braman, to name a few, The word coach is a broad word that entails many different all had humble beginnings in our sports, where their craft of hats that we wear. What it all boils down to is, as coaches, we coaching, administrating, recruiting and more were developed. are teachers. We work in academic environments where we are These beginnings and experiences, this working in the trenches, responsible for helping student athletes learn, develop and grow certainly contributed to the success they have enjoyed on a as students, athletes and people. It is a great responsibility and national level. Developing as coach is grounded in experiences the prevalent thought that should never be forgotten in what we that provide the appreciation for challenges to be overcome. It do. Coaching/teaching is most importantly, not about our ego is plain and simple working hard in everything the coach does, and our success, but the success, development and growth of on and off the track. the student, the athlete and the person we work with. Developing athletes Working in the trenches to be the complete coach Those in the coaching profession all have the same goal and Developing and growing as a coach, should lead us down the that is for their athletes to continue to progress during the time road of working to be the “complete coach”. Being the com- they work with them. In the collegiate ranks, there are great plete coach, is being the best coach on the track that we can be, disparities in the funding, facilities and expectations of the pro- but also having an understanding that coaching is a very global grams as well as the athletic potential that is recruited to cam- term that encompasses many different aspects of our jobs off pus. The goal of developing athletes is the same however across the track. As we all know, coaching is not a nine-to-five job and all spectrums and the coach should work to develop athletic is more than just holding a stopwatch. As track and field coaches potential to the fullest extent possible. This does not have to we take on many roles, some of which are quite tedious such as mean NCAA champions or All-Americans, it may mean confer- moving hurdles, driving ence champion or podium finish, vans, fund raising, setting up whatever the potential may be. travel, completing mounds Obviously not all athletic poten- of paperwork for compliance tial will develop as we would like and many more that seem to due to circumstances beyond pull us away from what we all the coach’s control. What is the want to do: coach athletes. It measuring stick of how well you is part of coaching and doing are achieving in athletic develop- this trench work contributes ment? There should be consistent greatly to being successful development of potential that coaches. There are always produces the best results at the tasks in every program that most important times of the year are not overly enjoyable and throughout the athlete’s but necessary to do. There career with the coach. should be no task that is Becoming better at developing beneath a coach, particularly athletes takes time. One of the in the early years of his or her great on-the-track transforma- career. Be the person who tions that happens for coaches takes on those tasks because is when they develop into an the experience of doing them “artist” at designing and apply- is invaluable. Taking on and ing training. What I mean is that completing these tasks dem- there is an art to understand- onstrates a work ethic and ing how to manipulate training ability to do what is necessary to suit the athlete best. I have to make a program and its seen many times when a coach individual athletes successful. takes the workouts of the well- Every successful coach respected, successful coach and you see at the collegiate follows them exactly as they are level today earned their way written, but ends up with athletes oto h p to their successful posi- who fail to meet their potential lee tion. Odds are they worked y or even worse, injured. The art of irb hard at an institution with k coaching is not following some- a much smaller budget and one else’s plan or writing down less prestige prior to land- workouts that the coach sees ing their position with the more recognized program. They others doing; it is in designing, manipulating and altering the made less money or even no money for their coaching, but plan to meet the athlete’s needs based on what the coach sees in they worked long hours, became resourceful and didn’t let practice every day. The coach becomes an artist as they develop their limited resources or lack of pay discourage them. They their own training philosophy, which is a big step in coaching found ways to be successful and overcame the barriers that growth and development. that situation provided. When I look at the successful, National Championship win- Being a lifelong learner ning coaches at the Division I level, all had similar starts in our Coaching is always pursuing the best answer at the time and sport. Pat Henry, Curtis Frye, Mike Holloway, Dennis Shaver, finding a better answer the next time. Coaches will never know

may 2013 techniques 11 growth and development as a coach

it all and learning continues throughout a career. Learning itself aren’t being realized, obviously something isn’t working. Self- comes in many forms. It could be reading, listening and exchang- evaluation is not always easy, but it is a necessary activity that ing ideas as a coach, which are all part of being a lifelong learner. coaches should be doing on a regular basis to help determine The best learning is done by doing the work, implementing the what changes need to be made in order to reach a better out- training and finding out what works and what doesn’t. Even when come. Self-evaluation is not only useful when trying to fix what’s it doesn’t work, we grow and learn as coaches. Training errors wrong, it’s also useful for the coach to note what is working. are best discovered this way and allow the coach to re-think and Self-evaluation should involve all aspects of coaching, including re-apply how they do things. One of the great joys and challenges the training program, communication, effectiveness in complet- of coaching is that no two athletes are the same. As coaches, we ing administrative duties etc. should never feel like we have it completely mastered as we work As an on field coach there is already evaluation on a daily to get all athletes to develop. We may be on the right path, but basis. Every time a training session is in progress or just com- each athlete provides us with chances to learn more. These experi- pleted, there should be an evaluation of how it went or is going. ences that a coach has on a daily, monthly and yearly basis are Was or is it appropriate, what needs to be different next time part of being a lifelong learner. and how it progresses in the next session are all parts of a daily Our goals as coaches should be to become holistic in our knowl- evaluation. At seasons’ end, the coach should determine what edge. Coaches should continue to gain knowledge about all aspects worked and what didn’t and how improvements can be made of training be it on the track work, strength training, sports medicine for the future, concentrating on the things that they can influ- principles, sports psychology or any other aspect of the sport they ence and control. coach. In some situations, the coach may have other professionals who deal with certain areas, but the coach becomes better when they Have a mentor (or two) have a better understanding of everything that impacts the athlete’s Coaching is a long term journey of many years where help chance of reaching his or her potential. The coach challenges the and support are needed. We all need someone we can call on athlete to get better and so, too, should for advice, words of encouragement and to they challenge themselves to get better bounce around ideas. A mentor is someone by pursuing and taking advantage of who is going to provide honest feedback. opportunities to learn. At times, the feedback offered may not be what you want to hear but is what you need Problem solving on a daily basis to hear at that particular time. “You are either part of the problem Experienced, successful coaches have or part of the solution,” is one of my tremendous amounts of knowledge besides favorite sayings that I think cuts right just a training inventory and a resume of to the heart of what we as coaches do great athletes. Knowing how to work with on a daily basis. We are part of a solu- people, build relationships, network and tion, because we are constantly solv- learn the other side of coaching is some-

ing problems. Coaching is the oppor- oto thing that needs to be learned and con- h p tunity on a daily basis to embrace the veyed from a mentor. challenge of solving problems. Once Looking to find a mentor? The coach

they view themselves in that light, as information shouldn’t call up the person they think to

a problem solver, they move closer to be the greatest or most famous coach out sports becoming a complete coach. there. The coach should find someone Problems come from many sourc- who has taken a genuine interest in them, illinois es. They come from athletes, train- someone with experience and who is will- ing issues both on and off the track, ing to be called upon. The coach should parents, fellow coaches, administrators, athletic trainers, sports be genuine with the mentor in their efforts. No one who is in a information, facility people, fundraising groups, injury prob- position of mentoring wants to hear from someone just when lems, lack of resources and many more. there are problems, but also when there is success and new Problem solving involves thinking on the fly. For example discoveries. Having a few mentors that can provide an array of in practice situations, such as an injured athlete who may perspectives is good. One may provide excellent advice on train- need alternative training or an athlete who struggles to grasp a ing theory, while another provides excellent advice on managing concept. Problem solving involves looking at both short term personnel for example. and long term outcomes and finding the best way to solve the Coaching is a lifelong pursuit of excellence. It is an honor and problem to have positive outcomes for short and or long term privilege to be given the opportunity to coach in a sport as great conclusions. Every problem has a solution and it is the job of as ours. This honor means we should strive to be our best and the coach is to find it. The solution and/or implementation of a the most complete coach we can be. It is a process that is never solution may not always be easy but good coaches understand ending and should be pursued with passion, enthusiasm and a and embrace those challenges. commitment to our own growth and development.

Evaluation bio Evaluation starts with looking inward first in the process and Todd Lane is an Assistant Track and Field Coach at LSU and not finger pointing, not citing faults and making excuses for why serves on the staff of the USTFCCCA Track and Field Academy as it is not going the way the coach wants. If the desired results an instructor in the Jumps Specialist Certification program.

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14 kirby lee photo techniques may 2013 The Potential Developing the athlete’s performance possibilities by christine m. brooks, Ph.D.

very athlete has a specific level of performance potential. Relative to other competitors their age, this may be high, moderate, or low depending on a whole host of factors. EThe variables we will discuss in this paper include: • Genetics versus training • Physical capacity and exploitation capability • The adaptation process • How things can go wrong

Genetics versus training Two critical variables affecting the athlete’s performance potential are their genetics and their training. These carry roughly equal influence on the athlete’s performance potential. However, the role played by each is different. Genetics dictate the size of the external and internal body structures that often directly impact the events for which the athlete is suited. An athlete is tall or short due to their genetic coding. At full maturity their anthropometric dimensions such as height, arm or leg length, etc., is fixed. Outside hormonal enhancement, or other genetic fiddling, nothing can be done to change an athlete’s anthropometric characteristics. Genetics also dictates the maximum size of internal body structures, such as the heart and lungs, capillary beds, and the energy production capacity of the muscle fibers, etc. Unlike anthropometric dimensions, though, the average untrained individual’s internal structures are nowhere near their genetic capacity even at full maturity. This is because the body only maintains the internal structural size it requires for current level of chronic activity. There is considerable built-in excess untapped capacity that remains underdeveloped for most people due to their sedentary behavior. Designed correctly, training can trick the body into thinking it needs more physical capacity to meet its survival needs. In this way, training induces internal structures to grow bigger, or increase in total number as is the case for enzymes and hormones. The most important training response is to ‘turn on’ specific genes so that relevant proteins for the internal structure needing improvement are manufactured. This is referred to as the adaptation effect and is one of the ways training improves an athlete’s performance over time. When training stops, the structures regress back to a level matching daily activity needs.

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The luck of the draw structures to get bigger and stronger is not an easy process. Two In terms of genetic influence on anthropometric dimensions, main components are involved that are analogous to a plug and some athletes really luck out. Swimmer, Michael Phelps, for its receptor. One component (the plug) has to do with improv- example, has a very unusual body shape. His arm span exceeds ing the athlete’s physical capacity and the other component (the his 6’4” height by 3 inches. He has the leg length of a 6 foot man receptor) has to do with developing and honing the relevant and the torso length of a man who is 6’8”. His hands and feet are skills. When they are separated, these two components don’t disproportionally large for his size serving as fins and paddles. accomplish anything – they are inert, so to speak. Plug them There are likely thousands of potential elite athletes roaming together, however, and magic happens! around who are perfectly endowed anthropometrically for cer- tain sports waiting for us to identify them. Component 1: Training enhances motor abilities critical to All athletes are constrained by the influence of genetics on an athlete’s physical capacity. These motor abilities include their body structural design. Decathletes are a classic example. endurance, strength, speed, coordination and flexibility. Decathletes are challenged by the conflicting speed/strength Training stimulates the growth of internal structures so these versus endurance demands of their event due to the principle motor abilities improve thereby enhancing the athlete’s over- of allocation theory. Speed and strength depends on an athlete all physical capacity. having a high proportion of fast acting muscle fibers that are You can think of physical capacity as representing the size sensitive to fatigue. Endurance, on the other hand, relies on of the athlete’s engine. Training encourages growth of relevant a higher proportion of slower fibers with more resistance to internal structures so the athlete’s engine becomes better fatigue. This means that if the athlete is genetically endowed for equipped for jumping high, throwing further, or running fast or speed, he or she will have a disadvantage in the events requiring long, etc. The engine can only grow as big as the genetic ceiling endurance because the principle of allocation states it is not pos- allows. For this reason, the fundamental physical capacities of sible to excel in both. Good sprinters do not perform as well over speed, strength, endurance, coordination and flexibility all have 1500 meters, but have a superior ability in the long jump, 400 an upper ceiling to their development. meters and 110-meter hurdles. The decathlon is a sport of trad- eoffs generated by conflicting anatomical and muscle fiber type Component 2: Training enhances the athlete’s skill level requirements. Indeed, ecological and evolutionary theory pre- enabling exploitation of the bigger engine. dicts that above average ability in one motor ability can only be Developing exploitation capabilities is the most challenging attained at the expense of average performance in other motor and sometimes, most frustrating aspect of coaching. Not all abilities. This feature is illustrated in the design of all organ- athletes with an exceptional engine have the patience or dedica- isms and appears to be based in the organism’s genetic code. tion to maximally hone their skills so they can use that engine However, it is not exactly clear what influence an athlete’s train- effectively. Their development becomes arrested and never ing has on these genetically determined performance tradeoffs. reaches the level of “expert performer.” For example, an athlete might have the ability to run very fast. Taking an athlete to their genetic ceiling However, applying that speed to performing a particular skill, Developing an athlete’s performance by inducing internal let’s say hurdling, requires an interface between pure speed and

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the specific skills of hurdling. These skills include clearing the age 5 all the way to elite performer. The athlete’s exploita- starting blocks and reaching the first hurdle in a certain num- tion capabilities develop more slowly than physical capacity ber of strides, then taking off, clearing the hurdle, landing on because of all the neurological complexities involved in train- the other side and then negotiating the limited space between ing the necessary motor skills. the hurdles without reducing speed. The coach is challenged further by the maturing athlete How long does it take to reach one’s genetic potential? because their body changes proportions contributing to their It appears to take 10 years or 10,000 hours of deliberate prac- larger physical capacity. A mismatch between a skill and an tice to reach one’s genetic potential. Deliberate practice means athlete’s current physical development can cause them harm. dedicated training in a specific event such as hurdling, or run- Run up speed in the long jump, for example, must match the ning endurance events. This 10,000-hour deliberate practice athlete’s ability to convert speed into a jump. A mismatch theory has its origins in a 1993 study by Ericsson exploring how can result in a torn muscle or strained ligament. A training great violinists became great. Transposing this research onto volume exceeding the athlete’s current level of adaptation sports is a bit tricky, but the important message from the delib- can lead to a career ending sickness response referred to as erate practice theory is: If you want to succeed, you must prac- “overtraining syndrome.” tice. If the athlete chooses the right sport it is possible to convert “practice” into quite a high level of performance. The performance capacity and exploitation curves Before puberty, the athlete’s performance rapidly improves Figure 1 (page 16) illustrates how an athlete’s physical due, in large part, to the natural growth of body structures capacity and exploitation capabilities might look like while and expansion of exploitation capabilities as the brain and progressing towards their genetic ceiling. The hypothetical nervous systems mature. After puberty, the athlete’s body performance level of the athlete is also shown. stops growing and continued improvement will depend pri- The three curves depict how an athlete’s physical capacity, marily on the adaptation of the internal structures and the exploitation capabilities and performance might look between athlete’s ability to hone the motor skills so he or she eventu-

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ally reaches a highly proficient level. After about age 30, the the cardiovascular system increases in response to training, engine’s capacity gradually shrinks due to internal body the principle of symmorphosis states that the organs within structure breakdown (i.e. due to the aging effect). Skill level this system will each adjust their structural design only to also deteriorates, although skill tends to remains quite high the level required to exactly match the new chronic physi- with continued practice. The athlete’s overall performance cal demand placed on it. Blood vessels alter their structure progressively declines after around age 30. to ensure working organs always have an adequate blood At all levels of development the coach is constantly supply exactly matching their new level of chronic activity. trying to increase the size of the athlete’s natural engine Bone will remodel itself to exactly match the increase in capacity by stimulating additional structural growth and stress loads placed upon it. The fibers of skeletal and heart enhancing exploitation capability by perfecting the motor muscle will increase their size and capacity to exactly match pathways of the nervous system. The coaching challenge chronic higher loads. These modifications will reverse to is to enhance the engine’s capacity without blowing it up match lower physiological demands when training stops for (i.e. sending the athlete into an over-trained state). You a period of time. The coach exploits this internal remodeling can blow up the athlete’s engine by stressing it beyond its capacity of the human body for the purpose of enhancing an ability to build the additional structures quickly enough to athletic performance. meet the stresses of training. Why the physiological systems adapt Everything is interconnected The body’s internal structures only operate within cer- American naturalist John Muir said, “When we try to pick tain environmental conditions for temperature, acidity and up anything by itself we find it is hitched to everything else blood glucose levels, etc. Environmental conditions within in the universe.” Muir was referring to interconnections the cell are closely controlled because the body’s organs, occurring in the natural world surrounding us. However, and all protein structures such as enzymes, can be severely this notion of interconnectedness has remarkable applica- damaged when the internal environment moves outside the tion to the way the human body works. A concept of “sym- preset ideal range. The body goes to inordinate lengths to morphosis” explains why the human body’s day-to-day prevent any disruption of its internal environment. physiological capacity is only sufficient to match current The term homeostasis is used to describe this desire of the chronic functional demands. It makes no sense for any part body to maintain its internal environment within a preset of a biological system to have a greater functional capacity ideal range. The cell’s homeostasis is at the very heart of than the system as a whole. If chronic functional demand of sport training because it is the reason for the existence of

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the body’s adaptive capacity. An athlete’s training is a stra- If the outcome you expect does not occur, it is because tegic manipulation of the body’s internal environment so it you have used the wrong signal for the structural building becomes a challenge for the cell to retain its ideal environ- response you want to accomplish. ment. Whenever the cell is stressed, the adaptive mecha- nism moves into motion to build additional structures so Monitoring mechanisms can malfunction the internal environment is stable when the athlete is work- We know that if you try to force the body to adapt too ing at a higher intensity. To combat disruption in homeosta- quickly the numerous sensors responsible for monitoring sis, cells respond by rapidly manufacturing protective pro- the correct preset internal state will malfunction. When you teins that go to work to repair damage done by the stresses overtrain an athlete the sensors are overworked, will gradu- of training and to restore homeostasis. ally malfunction and the athlete will ultimately become sick because the sensors are unable to send the correct informa- The game tion about the body’s homeostasis to the brain. You can think of the design of the athlete’s training as Your coaching experience will gradually permit you to a game you are playing with the adaptive mechanism of predict how the adaptive mechanism will react based on the athlete’s body. A coach makes strategic decisions to information about how an athlete has responded to a simi- disrupt the internal environment of the athlete’s body (or lar training stimulus in the past. This is the art of coaching its homeostasis) and in doing so sets the adaptive mecha- and it illustrates the importance of keeping detailed train- nism into action in its effort to correct this disruption. It’s a ing logs for each athlete. Training logs help you predict challenge, though, to ensure that the adaptive mechanism what the adaptive mechanism is likely to do under a given responds in predictable ways. For example, suppose you set of circumstances. Knowledge about how the human want the athlete’s muscles to improve capacity to burn fat body works physiologically, how structures are built to for energy rather than their limited store of glycogen. In this maintain a desirable internal environment, and the ath- case you will design a training stimulus to prod the body’s lete’s training log, are used hand-in-hand to form decisions adaptive mechanism to build structures to improve the about an athlete’s training. use of fat. If you want the muscles to add protein so they can produce a high level of force, as might be the case for References a sprinter, then you will strategically design the athlete’s Bouchard CA. Ping, Rice T, Skinner JS, Wilmore JH, training so the adaptive mechanism will build more protein Gagnon J, Perusse L, Leon A, and Rao DC. Familial aggrega- and add it to the muscles you want to become stronger. In tion of VO2max response to exercise training: Results from essence, you are trying to manipulate the body’s adaptive the HERITAGE Family Study. J. Appl. Physiol. 87(3): 1003 mechanism to build the structural components needed for –1008, 1999 the specific physiological capacity improvement you want Ericsson KA. Deliberate practice and acquisition of expert to accomplish. performance: A general overview. Academic emergency medi- cine. 15: 988-994, 2008. The adaptive mechanism is a mystery Ericsson KA, Krampe RT, Tesh-Romer C. The role of delib- Compared with the body’s adaptive mechanism, the erate practice in the acquisition of expert performance. coach is a neophyte in this game. The body’s adaptive Psychological Review, 100 (3), 363-406, 1993. mechanism has millions of years of experience behind it Plisk S. Periodization: Fancy name for a basic concept. and has devised numerous ways to make the necessary Olympic Coach 16(2): 14-17, 2004. structural changes so the body can adapt to the various Smith DJ. A Framework for understanding the training levels of stresses placed upon it. A further complexity is that process leading to elite performance. Sports Med; 33 (15): we don’t fully understand how the adaptive mechanism 1103-1126, 2003 works. We do know with some degree of certainty that it will Van Damme R, Wilson RS, Vanhooydonck B, and Aerts P. only make the essential structural improvements it “thinks” Performance constraints in decathletes. Nature, 415: 755- the body needs in order to survive. We also know it is pos- 756, 2002. sible to send the adaptive mechanism mixed signals and Weibel ER. Symmorphosis. On form and function in shap- the wrong structural changes can occur. Let’s say you want ing life. Harvard University Press, Cambridge, Massachusetts, to build leg strength. In this case you will design a training 2000. stimulus that will prod the adaptive mechanism to build Verhoshansky Y. Main features of a modern scientific more protein and add it to the leg muscles so they can pro- sports training theory. Translated from, the original Italian duce a higher level of force. If you happen to concurrently version by Alessandro Lombardi. New Studies in Athletics, add endurance running while developing strength you can 13(3): 9-20, 1998. potentially stimulate the adaptive mechanism to block pro- tein synthesis. This is not the outcome you want. The adap- BIO tive mechanism will interpret the endurance stimulus as a Christine Brooks, Ph. D., is an exercise physiologist who has signal to conserve energy. Since building protein requires developed interactive internet courses for Griffith University substantial energy all structural building projects will be and the University of Florida. She has been an instructor blocked. In this case, the wrong structural changes will with the USATF Coaching Education program and received occur because you have sent the adaptive mechanism con- the 2000 Smithsonian Laureate Award for innovative distri- flicting signals about what adaptations you want it to make. bution of scientific knowledge.

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RELATIONSHIP BETWEEN HIGH SCHOOL AND COLLEGE COACHES By Bill Schnier

he relationship between high school and college coaches • Both put the long-term interests of their athlete first. ideally is a symbiotic one in which each helps the other • Both have self-confidence and a sharing spirit. for the advancement of their common athletes. We are all • Both are happy with their jobs. doing the same job but with different employers and differ- • Neither is burdened by jealousy. ent aged athletes. We very much need to be supportive of • Both understand and respect the job of the other. eachT other for the benefit of our sport. When relationships break down, it is usually spearheaded At times the relationship is terrific; the admiration is high with the by misconceptions. Let’s try to put things in perspective. Is results soaring. That scenario usually exists when the high school a fourth grade teaching position better than a first grade job coach and the college coach have the following relationships: because the fourth graders will always outperform the first grad-

24 techniques may 2013 the high school coach is the more memorable, much like the first grade teacher because she was your first teacher. College coaches work with athletes at a higher level and can usually point to lifetime PRs being set under their watch. The coach-athlete relationship is almost always more mature result- ing in a higher level of dialogue. The stakes are higher so the peaks and valleys are greater. The college coach usually has the luxury of coaching as a full-time job. The college athlete tends to have more serious teammates and better training groups. The college coach has a larger pulpit with the opportunity to make a bigger splash. The college coach is usually the student’s final coach and in that respect is the more memorable, valued for his work at the pinnacle of an athlete’s career. Both categories of coaches need each other but their relation- ship is full of land mines which can be avoided if the following are true: • The high school coach needs to know what is actually good and not oversell his athletes. • The college coach needs to investigate the entire person, not just his times and distances. • The high school coach cannot discount college achievements just because the colleges are blessed with better athletes, facili- ties, money, schedules and a more national setting. • The college coach needs to appreciate that the high school coach got his or her athletes 85 percent of the way. • The high school coach needs to continue to show interest in his athlete(s) once they get to college. At their best, both coaches will remember the excitement of their first days of coaching and why they got started. The high school coach should try to pass his students on to the best coach and person, not simply to the most prestigious university. The college coach needs friends in the high school ranks, especially in these days of negative recruiting. In our sports, the need is great to respect and benefit from each other. As Benjamin Franklin once said, “if we do not hang together, we shall surely hang separately.” The ideal symbiotic relationship previously referred to can be achieved with a spirit of cooperation between the high school and college coaches. If each coach would walk in the other’s shoes or at least attempt to from time to time, then their relationship should be outstanding. Not only will that expand each coach’s personal network but will also best serve their common athletes. The high school coach has a golden opportunity to reach out to the college coach because his collegiate counterpart has a built-in interest in the high school athlete, the life-blood in build- ing his team. No high school coach needs to incorporate all of these suggestions, but should be active in some of these ways. It ers in every measurable category? If your answer is “yes” then will only help. you assume the college coach is better and more important than • Attempt to create a college-type team featuring good athletes his high school counterpart. In reality, coaching is coaching. in all events, college-ready students and a team which competes Having been a grade school teacher for one year, a high school at high-level meets. Most important, they need to think big. teacher/coach for seven years and a college coach for 38 years, • Visit colleges occasionally with your athletes to promote “life I have benefitted from the advantages of all levels. When you beyond high school.” Make them aware of the places they visit as work with younger athletes, you are more important in their lives well as other colleges which are both similar and dissimilar. This because you meet them in their formative years, consequently will motivate your students to continue their sport in the future. making a greater lifelong difference. You usually know their par- • Showcase your athletes by making a list of juniors and seniors ents and families. You are part of their school and larger commu- who plan to attend college and who are athletically able to com- nity. You teach them the sport for the first time, using that clean pete. Indicate which athletes are best suited for college Divisions canvas to create an early masterpiece. You take them to places I, II and III. Include complete information so as to begin a per- they have never been. Frequently you are their father or mother sonal relationship based on more than just athletic statistics. figure. The high school coach plays a more critical role in the • Contact college coaches by phone or email when you have development of the athlete as well as the person, seldom dupli- a worthy athlete. Make yourself known. Most college coaches cated no matter how skilled the college coach. For these reasons enjoy those calls and are waiting for them.

may 2013 techniques 25 relationship between high school and college coaches

• Host meets. Make your team important in your own school to help them out. Invite them to attend your college meets. as well as with colleges. • Speak at high school clinics. If you aren’t asked to speak, • Share officials with your local universities. Those officials attend them as a participant. In doing so you will learn and also will tend to speak well of both the high school and the college. give others the realization that you are not too “big” to learn. • Host a “College Night” with your parents, sharing what you The track and field culture is very much against a person who is know. Invite a variety of speakers including counselors and col- “living beyond their raising.” Keep in mind that if you speak at a lege coaches who can present their school. high school banquet it cannot be during a dead period and can- Help to place your students where they need to be, obligating not include a recruiting presentation. you to be well informed. In doing so, don’t allow bias to stand in • Volunteer at large high school meets. You are allowed to be the way of a natural fit for your athletes. an official but not an announcer at high school meets per NCAA The college coach can bask in the status of his position much rules. Your presence will do wonders for your reputation and like the fashion model who smugly expects lots of attention, or will also enhance your ability to recruit. he can reach out to his high school counterparts as a peer, much If all of these suggestions appear to be too much to handle, like the person who is pretty both inside and out. The latter plan on doing one per year which is still one more than many type of coach not only serves himself and his team, but is highly coaches do. After several years you will discover what is possible regarded at the high school level, receiving commendations and also what you enjoy. Any time taken from your primary job which he seldom hears but which occur nonetheless. He can do appears at first to be time poorly spent, but upon further review some or all of the following: you will discover that you have enriched your life by reaching • When you attend high school meets, introduce yourself to as out to others. Just as the best athlete cannot be contained in just many people as possible. Too many coaches simply observe and one sport or one event, the top coaches cannot be defined by never get active with coaches and parents at that meet. Realize just fulfilling their job description and nothing more. By putting that you cannot approach athletes other than seniors and not their athletes first, all coaches will discover they are not only bet- until they are released by their coach after their competition ter coaches but will live a much fuller coaching life. Most of all, it is over. Also know that a discussion with parents constitutes a will be more fun. “contact” per NCAA rules. • Host events for the high schools. This could be meets, Bio camps, clinics or “College Days” from the collegiate perspec- Bill Schnier has been the Head Track and Field Coach at the tive. NCAA rules play a role in this but it could pay off richly with University of Cincinnati for over 30 years. During his tenure, good recruits either this year or in the future. the program has produced more than 130 individual conference • Attend high school coaches meetings. Be a member of the champions and he has been named Conference Coach of the Year high school organizations. Ask them what your university can do 15 times.

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The 200m Athlete O T O PH utep athletics

Team Contributions and Event Phases by leo a. settle

30 techniques may 2013 aluable athletes on the team who can contribute to the championship season are important for every program. Every season, athletes’ training cycles are strategically designed to peak at the right moment to optimize team scoring. At the championships, a skilled jumper, a technically sound thrower, and a talented endurance runner can successfully compete in multiple events. This holds true for the properly trained Vthe 200-meter sprinter as well, who could potentially contrib- ute in as many as four events at a championship meet. To date, there is an enormous amount of literature and training methodologies for acceleration, maximum velocity, and the 400-meter sprinter. Despite the multitude of sprint studies and articles, there is a lack of literature specifically for the 200-meter sprinter. The purpose of this article is to describe the phases of the 200 meters and provide recom- mendations for future development of the event. Training the 200-meter athlete is not a complex proce- dure. It is accomplished through a series of developmental training distances carefully arranged in a progression so as to facilitate phases and components needed for the event. The 200-meter sprinter must combine the basic speed of the 100-meter sprinter and speed endurance of the 400-meter sprinter to optimize their performance. The 200-meter athlete can successfully contribute to the 4x100- meter and 4x400-meter relays when they are proficient at combining the 100-meter and 400-meter training attributes. Interestingly, at a championship meet they can be the favor- able choice for both relays, a finalist for the 100 meters or 400 meters as well as their own discipline. Athletes that are primarily the 100-meter or 400-meter runners may face challenges as a duel relay member. The raw speed of the 100-meter specialist is paramount for the 4x100 meters, but some athletes display speed endurance deficiency for the 4x400-meter relay. The speed endurance of the 400m specialist is paramount for the 4x400-meter relay, but the raw speed deficiency potentially increases their risk for injuries when competing at the shorter distance.

Versatile 200 Meter Athletes Michael Johnson, Usain Bolt, and Allyson Felix have proven to be versatile with their success in the 100/200/400 meters and relays. Baylor recruited Michael Johnson for his 200-meter high school times. Amerman (2004) quoted Michael Johnson dis- cussing high school, “I ran the 200 and both relays (4x100 O T O

PH meters and 4x400 meters).” As a senior, Johnson won the dis- trict title in the 200 meters but lost at the state meet. During his 1988 year at Baylor, he ran 20.07 seconds in the 200 meters utep athletics

may 2013 techniques 31 the 200 meter athlete O T O PH utep athletics

two years before he broke the 45 seconds barrier. Johnson did a accomplishments. In June 2012 at the USA Olympics Trials, rare showing in the 100 meters during 1994 and finished 10.08 sec- she recorded a 200-meter personal best of 21.69 seconds. Two onds. At the 1996 Olympic Games, he broke the 200 meters world months later, her personal best of 10.89 seconds in the 100 record and several years later the 400 meters world record. He is meters and 400 meters of 49.59 seconds followed her half lap currently recognized as one of the greatest 200/400 runners. personal record. At the 2012 Olympics games, she won three Usain Bolt’s 100 meters and 400 meters improved after break- gold medals for the 200 meters and both relays. ing the 20 seconds barrier in the 200 meters. In 2004, he broke Johnson, Bolt and Felix are supportive examples of 200- 20 seconds, three years before his first 100 meters race, and four meter athletes who can respectively compete in both relays. years prior to breaking the 10 seconds barrier with a 9.69 sec- Interestingly, a few 100-meter sprinters did well in other events. onds world record. Bolt’s personal best of 45.28 seconds in the Tyson Gay, who holds the USA 100-meter record, produced a 400 meters was three years after running under 20 seconds. 2009 world class 200 meters time of 19.58 seconds, and 2010 In 2003, Allison Felix earned the title “High School Athlete of world class 400m of 44.89 seconds. Gay is one of the few 100m the Year” by Track and Field News Magazine for her 200-meter specialists with a 44 seconds performance.

IAAF Men 200 Meters Historical Recognized Highlights World Record 19.19 Usain Bolt (JAM) 2009 First under 19.50 seconds 19.32 Michael Johnson (USA) 1996 First under 20.0 seconds 19.83 tommie Smith (USA) 1968 First under 20.5 seconds 20.4 henry Carr (USA) 1963 First under 21.0 seconds 20.7 Jesse Owens (USA) 1936

IAAF Women 200 Meters Historical Recognized Highlights World Record 21.34 Florence Griffith Joyner (USA) 1988 First under 22.0 seconds 21.71 Marita Koch (GDR) 1979 First under 23.0 seconds 22.9 Wilma Rudolph (USA) 1960 First under 24.0 seconds 23.6 stanislawa Walasiewicz (POL) 1935

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the 200-meter athlete

200-meter Phases through the head. The ground contact of the first step should be For the purpose of this article, the 200 meter event will be on the forefoot and striking directly or slightly behind the center divided into six phases. The phases are: of gravity of the hips for maximal force. • start/acceleration Strength is contributable to an effective acceleration phase. • transition Some athletes are often concerned about trying to have quick • sub-maximum velocity feet. The quick feet action is detrimental to great acceleration. • floating phase Acceleration effectiveness happens when the ground contact is • speed endurance forceful, slightly behind the center of gravity (hips), and ground • deceleration contract time is from longest to shortest throughout the accel- Each component is important. The prescribed training and eration phase. The ankle should remain in dorsiflexed position running mechanics can overlap somewhat. The suggested during ground contract, which will support an optimal posi- arbitrary distances for each phase are for references, modifi- tion for greater force. The athlete’s body alignment angle to cation is acceptable. the ground will gradually increase as they progress through the acceleration phase.

Into the Curve Start/Acceleration 0-30 meters (Push from the blocks and apply force to ground) Transition 30-40 meters (Gradually rise to an up-right position)

Out of the Curve Sub-Maximum Velocity 40-80 meters (Sub Maximum Speed about 95-97%) Floating Phase 80-110 meters (Run fast effortlessly)

Home Stretch Maintenance Speed Endurance 110-150m (Sustain speed endurance and to gain position) Deceleration Phase 150-200m (Sustain speed endurance and decelerate the least amount)

Into the Curve The transitional phase is when the athlete’s body drive angle The main purpose of start/acceleration is to overcome iner- significantly increases from a few degrees to erect position. The tia and effectively attain speed in a powerful, efficient way. horizontal ground contact develops to vertical as the ground Coaches practice many different training methodologies for contact time shortens. The athlete’s acceleration is near peak the start/acceleration phase. Some common methods used to as they prepare for sub-maximal speed. The transitional phase enhance acceleration are short measured hill runs, sled pulls, should happen naturally without any compromising jerks. vest running, harness belts, hurdle hops to sprint run, falling When running the curve phases, the body will experience starts and starts from the blocks. centripetal force that makes it difficult to hug the line. Doscher Guthrie’s (2003) suggested positioning in the starting blocks: (2009) describes the feeling of the body pulled to the outer • Both hands with all fingers on the surface with thumb and lanes; in reality, it is the normal tendency for the body to con- forefingers creating a bridge position tinue moving in a straight line. The body is resisting our efforts • Right hand on the line and left hand 3-4 inches behind the line to keep forcing it to the left. The left shoulder should slightly • Arms perpendicular with the surface with shoulder direct- turn inward toward the curve for efficiency curve running. ly above • Head in neutral position Out of the Curve • Lead leg knee 1-3 inches from the start line The sub-maximum velocity and floating phases are the fast- • Recovery leg knee 1-3 inches from the lead leg foot contact est part of the event. The speed from the 100-meter training will on the ground contribute to these areas. When executed properly, the athlete • On the set position, the hips rise up with both feet pressing will have reserve energy, decelerate the least, and appear to the pads and shoulders minimizing forward lean. The lead leg have faster velocity in the home stretch. Usually, race position- should be around 90 degrees and the recovery leg should be ing is set up in these areas. Success in the 200 meters does not around 120 degrees. require maximum speed effort in any part of the race. The suc- Acceleration commences after the start gun signal. The ath- cess comes from efficient running, reaching near max speed, lete’s lead leg powerfully applies force against the blocks while and the ability to tolerate speed endurance fatigue. Spencer the recovery legs swings simultaneously with the opposite arm. et al’s (2005), research suggest that one’s muscular physiology Guthrie (2003) stated after block clearance, the athlete should limitation is performing at maximum velocity for 6-8 seconds. continue to drive forward from a 45-degree angle, plotted from The sub-maximal phase is on the second half of the curve the ground, through the ankle to the knees joint, hips, and then where athletes are experiencing less centripetal force. The

34 techniques may 2013 shoulder will have less of an inward lean and the head position- Developmental Training Distance ing should remain in neutral position. The recommended exer- Prospective sprinters who have a good tolerance to speed and tion effort is around 95 percent of maximum speed. This will special endurance I & II training are good candidates for the 200 allow the athlete to have sufficient energy for the remainder of meters as their primary event. These individuals may signifi- the event and reduce injuries. cantly contribute to both relays and have the 100m or 400m as The floating phase is when the athlete is effortlessly maintain- a secondary event. Training the 200 meter athlete is not a com- ing speed from the established sub-maximal speed. The speed is plex procedure, but is accomplished through a series of devel- sustainable due to the previous near max speed and not “floor- opmental training distances carefully arranged in a progression ing the gas pedal.” The emphasis is on preparing the body to so as to facilitate phases and components needed for the event. sling shot off the curve into the home stretch. Arguably, many According to Mc Farlane (2000), the following distances and injuries happen in this area due to athletes’ constant pushing intensities are for developing acceleration, maximum velocity, and over stressing the hamstrings. speed endurance, special endurance I, and special endurance II.

Home Stretch Maintenance The home stretch in the 200 meters challenges the ath- lete’s speed endurance. After the body is slingshot off the 0-30m @ 90-100% acceleration curve, sufficient 400-meter strength training will contrib- 30-60m @ 90-100% Maximum Velocity (Raw Speed) ute to the home stretch speed endurance. The athlete will 80-150m @ 85-100% speed Endurance be in trouble if efficiency into and out of the curve was 150-300m @ 85-100% special Endurance I (100 & 200 meter Runner) not executed. Running the first 100 meters at 100 percent 300-600m @ 85-100% special Endurance II (400m Runners) is detrimental to the adenosine triphosphate and fast twitch muscle energy reserves (Spencer et al., 2005). The speed endurance phase mechanics will resemble a 100-meter sprinter. The foot remains dorsal flex, ground con- Through careful planning and execution of that plan, the 200 tact at the ball of the foot, the recovery leg stepping over the meter runner can be a significant contributor to your track and opposite leg calf, hips high and squared forward, and the body field program. Having the ability to not only compete at a high will have a slight forward lean. The arms back swing should level in their specialty, the 200 meters, but also contribute to be hand slightly behind hips and elbows flexed at 90 to 110 both the long and short relays as well as the other sprint races degrees. The forward swing completion is hand directly in front makes them a valuable piece of the puzzle. of the face and elbows at 80 to 90 degrees. The illusion of some athletes running faster in the decelera- References tion phase is the effect of them decelerating the least. Fatigue is Allen, D.G. (2004) Skeletal muscle function: Role of the culprit to deceleration. The athlete’s intense energy expen- ionic changes in fatigue, damage and disease. Clinical and diture during the first 150 meters causes a variety of changes in Experimental Pharmacology and Physiology, 31 (8) 485-493 the muscle properties. Allen (2004) suggests that fatigue results Amerman, D. (2004) Michael Johnson, Encyclopedia Notable in the accumulation of lactate and lowering of the pH- which Sports Figures. The Gale Group, Inc. Retrieved from: http://www. negatively affects the skeletal muscles excitability. Achieving encyclopedia.com/doc/1G2-3407900276.html greater performance, in this component, will rely on executing Doscher, W. (2009) The Art of Sprinting: Techniques for Speed proper running mechanics with a rhythmic pattern. and Performance. North Carolina: McFarland & Company Gonzalez, J. (2011) Resistive Training for Speed Development. NSCA Performance Training Journal, 10 (4) 7-8 Guthrie, M. (2003) Coaching Track & Field Successfully. Champaign, Illinois: Human Kinetics Mc Farlane, B. (2000) The Science of Hurdling and Speed 4th Edition. Ottawa, Ontario: The Canadian Track and Field Association Spencer, M., Bishop., Dawson. B., and Goodman, C. (2005) Physiological and Metabolic Responses of Repeated-Sprint Activities. Sports Medicine 3335 (12), 1025-1044.

Bio Leo Settle is an assistant Track and Field coach at the University of Texas-El Paso overseeing the Men’s Sprints, Hurdles, Relays and Jumps for the Miners. O T O PH utep athletics

may 2013 techniques 35 pacing strategies For Distance Events in 2012 U.S. Olympic Track and Field Trials Molly Hirt & Dr. Phil Henson

36 techniques may 2013 very four years before the summer Olympics, the U.S. holds an Olympic Trials track and field O T O meet to determine the U.S. Olympic team. PH Athletes who have met the U.S. Olympic Trials “automatic” standard within the prescribed kirby lee time period are qualified to participate in the Olympic Trials. Additional verified entries from the rank-ordered list of those who have quali- fied with the Olympic Trials “provisional” standard Eare invited to participate, only to the extent that the indicated field size has not been filled by those with the “automatic” standard (USATF, 2012). The top three athletes in each event who have the Olympic “auto- matic” standard (note: this is often faster than the U.S. Olympic Trials “automatic” standard) qualify for the U.S. Olympic team (USATF, 2012). Therefore, the three athletes who compete in the Olympic Games may not be the top three finishers at the Olympic Trials. If one of the top three finishers does not meet the Olympic “automatic” standard prior to the Olympic Trials or during the Olympic Trials, another member of the field who already has achieved the Olympic “automatic” standard is named to the team instead. In many large meets, a rabbit will be present for the beginning of distance races to help make the pace of the race quick without requiring the contending athletes to lead the whole race. However, in the U.S. Olympic trials, rabbits are not allowed. This can make pacing strategies for the Olympic Trials interesting, especially since some athletes who already have the Olympic “automatic” standard may want to sit back and conserve energy for the final few laps of the race, while other athletes who do not have the Olympic “automatic” standard may try to push the pace early in hopes of finishing in the top three and hitting the qualification mark. The purpose of this article is to examine pacing techniques in both the men’s and women’s distance races (from the 800 meters to the 10,000 meters) in the 2012 U.S. Olympic Track and Field Trials. These races are different from many other championship races because qualification standards have to be met in order to make the Olympic team. Therefore, the question of interest is: are the pacing strategies at the Olympic trials different? Often times, for distance races (above 800 meters) at championship events, the winners negative split the race, running the second half faster than the first. Is that the case in the 2012 U.S. Track and Field Olympic trials? Thiel et al. (2012) claim that, “pacing strategy is an important determinant of success in sports com- petitions. Athletes have to distribute their ability to provide for muscular adenosine triphosphate (ATP) generation while maintaining an adequate reserve such that the athlete never runs out of energy and faces catastrophic physiological failure before the finish, nor has excess energetic reserves at the end of the competi- tion.” Foster et al. (2009) claim that pacing strategies

may 2013 techniques 37 pacing strategies

Figure 1

middle of the event by increasing the pace, or a long endspurt after a gradual increase in speed at the end of the race (Thiel et al., 2012). In short duration events (<4 minutes), the typical pacing strategy involves a fast start, with power output declining progressively until completion (Tucker & Noakes, 2009). Tucker and Noakes (2009) found that in an 800-meter event, the typical pacing strategy involves a fast first lap, with a significant decrease in speed on the second lap. This type of pacing strategy was seen in both the women’s and men’s 800-meter races at the U.S. Olympic trials. Interestingly, in the women’s 800-meter race, many of the women competing in the final already had the Olympic “automatic” qualifier before the finals. Therefore, many of the women were racing in Figure 2 order to place in the top three, not necessarily for time. Alysia Montano, Geena Gall, and Alice Schmidt finished 1-3 in the finals and qualified for the U.S. team at the London Olympics.

Figure 1: Speed vs. distance of the winner of the wom- en’s 800-meter final at the U.S. Olympic trials. The winner positive split the second half of the race.

In the men’s 800-meter race, the competitors employed the typical positive splitting pac- ing strategy. The top three finishers all had the “automatic” Olympic standard before the race and ran faster than the standard during the race. Nicholas Symmonds, Khadevis Robinson, and Duane Solomon Jr. finished 1-3 and each quali- fied for the London Olympics.

Figure 2: Speed vs. distance of the winner of the men’s 800-meter final at the U.S. Olympic trials. The winner posi- are based on extensive experience gained during training and tive split the second half of the race. previous competitions. Tucker et al. (2006) state that the “best race” strategy in the 800 meters is small but progressive slowing. In many championship 1500-meter races, the common rac- In the 1500- to 10,000-meter track races, the “best race” strategy ing tactic is a sit-and-kick approach. This is because in the has been described as even pacing with an endspurt (Tucker et 1500-meter race, the competitors are faced with conflicting al., 2006). In championship races, since finishing place is a more demands: start fast to allow the achievement of VO2 max and important outcome than finishing time, the top runners might limit the participation of the anaerobic system in the interme- run with a slower pace with varied tactics, and variations in pace diate part of the race, while the same fast departure increases can vary with the overall pace of the race (Thiel et al., 2012). the participation of the anaerobic metabolism in the beginning Since the U.S. Olympic trials is a championship race, but there of the race and could, if too intense and too long, damage the are also Olympic standards that have to be met, the pacing strat- final performance (Hanon et al., 2008). For this reason, many egies may be slightly different than typical championship races. of the competitors in the 1500 meters start out slower and fin- Thiel et al. (2012) have found that lap splits in world record ish faster, so that they do not tap into the anaerobic system performances suggest smooth and slow transitions of speed. too early and risk not having enough energy for the final lap. However, in Olympic finals races, Thiel et al. (2012) found In the women’s 1500-meter race, the top competitors all had “microvariation” was seen and likely represents the complex the Olympic “automatic” standard before the Olympic trials. regulation necessary to balance runners’ efforts to keep their Therefore, the primary tactic of many of these runners was to pace at the desired level despite growing fatigue, while avoiding place themselves in position to cover moves and be ready to a physiologically catastrophic event. Thiel et al. (2012) describe respond when the final kick starts. Morgan Uceny, Shannon three different winning strategies used in distance races: a con- Rowbury, and Jenny Simpson finished 1-3 to secure their spots tinuously high speed throughout the race, a “break away” in the on the U.S. team to the Olympics.

38 techniques may 2013

pacing strategies

Figure 3 Figure 3: Speed vs. distance of the winner of the women’s 1500-meter final at the U.S. Olympic trials. The winner negative split the second half of the race.

In the men’s 1500-meter race, only six competitors had the Olympic “automatic” standard going into the finals. Therefore, the pace went out fairly fast in the begin- ning, because some of the athletes without the “automatic” standard wanted to try to finish in the top three and hit the standard. However, as is typical in many champion- ship 1500-meter races, the pace slowed during the middle and the fastest lap of the race was the final lap. Leonel Manzano, Matthew Centrowitz, and Andrew Wheating finished 1-3 and qualified for the U.S. team at the London Olympics. Figure 4 Figure 4: Speed vs. distance of the winner of the men’s 1500-meter final at the U.S. Olympic trials. The winner negative split the second half of the race.

The 3000-meter steeplechase is a particu- larly difficult race since the competitors not only have to race 3000m, but they also have to jump over barriers and a water jump. Therefore, strength and energy conserva- tion are critical for success in this race. Tucker and Noakes (2009) state that, “sub- strate availability is often implicated as a limiting factor during exercise performance. Volitional fatigue during exercise at a con- stant workload is often thought to coincide with muscle or liver glycogen depletion.” Pacing is important in a difficult distance race such as the 3000-meter steeplechase Figure 5 in order to prevent catastrophic fatigue. In the women’s 3-kilometer steeplechase, the top three finishers all hit the Olympic “automatic” standard during the finals. The pacing of the leader during in the women’s 3-kilometer steeplechase started out fast and slowed down as the race progressed. The third place finisher, Shalaya Kipp, did not have the Olympic “automatic” standard going into the finals. However, since she hit the Olympic “automatic” standard in the final and finish third, she secured her trip to the London Olympics.

Figure 5: Speed vs. distance of the winner of the wom- en’s 3000-meter steeplechase final at the U.S. Olympic tri- als. The winner positive split the second half of the race.

40 techniques may 2013 Figure 6 Unlike the women’s 3-kilometer steeplechase, the men’s 3-kilometer steep negative split the second half of the race. Many of the men in the final already had the Olympic “automatic” standard going into the U.S. Olympic trials. Therefore, the race was more tactical, and many of the competitors were running for place and to conserve energy rather than run a fast race. Evan Jager, Donald Cabral, and Kyle Alcorn finished 1-3, all running the Olympic “automatic” standard in the finals (which they all had prior to the race) in order to qualify them for the London Olympics.

Figure 6: Speed vs. distance of the winner of the men’s 3000-meter steeplechase final at the U.S. Olympic trials. The winner negative split the second half of the race.

In the women’s 5-kilometer race, many of the top contenders had the Olympic “automatic” standard Figure 7 going into the finals. The race began as a fairly tactical race, but with approximately 1 kilometer to go, Julia Lucas, who already had the Olympic “automatic” stan- dard, started to increase the pace. Tucker and Noakes (2008) claim that exercise work rate typically increases significantly at the end of longer duration exercise bouts. However, in the case of Lucas, she started to increase her work rate too early in the race and ended up having a ‘catastrophic’ event in the last 400m of the race. She got passed by the top two finishers, and then at the very end was beaten out by Kim Conley, who finished third and ran a time under the Olympic “automatic” standard (which she didn’t have prior to the 5-kilometer finals). Therefore, the U.S. Olympic team for the women’s 5-kilometer was Julie Culley, Molly Huddle, and Kim Conley, with Julia Lucas barely missing out on qualifying for the Olympic team.

Figure 7: Speed vs. distance of the winner of the women’s 5000-meter final at the U.S. Olympic trials. The winner negative Figure 8 split the second half of the race.

In the men’s 5-kilometer race, Bernard Lagat, Galen Rupp, and Lopez Lomong were the favorites, and each of them had the Olympic “automatic” standard prior to the finals of the 5-kilometer. Therefore, the pacing strategy of this race was similar to many championship races, such that the race started out at a slower race and then increased over time, with the last lap as the fastest lap of the entire race. Galen Rupp outkicked Bernard Lagat to win the 5-kilometer, followed by Lopez Lomong. All three qualified for the London Olympics.

Figure 8: Speed vs. distance of the winner of the men’s 5000-meter final at the U.S. Olympic trials. The winner negative split the second half of the race.

may 2013 techniques 41 pacing strategies

Figure 9

Figure 10

When competing in a race, long endurance races such as the Olympic standard) qualified for the London Olympics, along 10 kilometers, appropriate distribution of energetic resources with Hastings and Flanagan (USATF, 2012). is critical. Billat et al. (2006) compared subjects who raced a 10-kilometer event at a free pace throughout versus subjects Figure 9: Speed vs. distance of the winner of the women’s 10,000-meters final who raced at a constant-pace. The results of their study showed at the U.S. Olympic trials. The winner negative split the second half of the race. that the larger degree of pace variation in the free paced races may be a strategy to minimize the physiological strain during The men’s 10 kilometers was a different scenario than the severe exercise and prevent premature termination of effort women’s race. Galen Rupp was the clear favorite. He already (Billat et al., 2006). At the 2012 U.S. Olympic trials, the winner had the “automatic” Olympic standard. His role in this race was of the women’s 10 kilometers ran at varying speeds throughout to help his teammate, Dathan Ritzenhein, finish in the top three the race (Figure 9). However, as the race progressed, the speed and hit the “automatic” Olympic standard, since he did not have was increased, such that the second half of the race was faster it prior to the Trials. Therefore, Rupp controlled the pace from than the first half. This strategy was likely employed to ensure the beginning to make it an even paced race that would be fast that a ‘catastrophic’ event, where there is a significant decrease enough to help Ritzenhein qualify for the team to London. In in pace for an athlete due to exhaustion, did not occur during the end, Galen Rupp, Matt Tegenkamp, and Dathan Ritzenhein the race. In the end, Amy Hastings outkicked collegian Natosha finished 1-3 and all ran the “automatic” Olympic qualifier time Rogers and Olympic bronze medalist Shalane Flanagan to win to secure their spots at the London Olympics. the race. Since Rogers did not already have the Olympic “auto- matic” standard and did not eclipse that standard in this race, Figure 10: Speed vs. distance of the winner of the men’s 10,000-meter final at the fourth place finisher, Lisa Uhl (who had the “automatic” the U.S. Olympic trials. The winner negative split the second half of the race.

42 techniques may 2013 O T O PH kirby lee

The pacing strategies of the distance races at the U.S. energy for the end of the race when they need to sprint at Olympic trials were similar to many championship races. the finish. These athletes needed to ensure that they fin- The men’s and women’s 800-second positive split, which is ished in the top three in order to secure a spot on the U.S. typical for running events of a shorter duration. The other Olympic team at the London Olympics. The only exception distance races all negative split, meaning that the pace of to this pacing strategy was the women’s 3000m steeple- the race picked up in the second half, which is typical for chase, where the competitors positive split the second half longer distance events in championship races. This strat- of the race. Since few competitors in this race had the egy enables many of the top competitors to conserve their Olympic “automatic” standard, it is likely that the race

may 2013 techniques 43 pacing strategies

J.J., Lucia, A. Wright, G. Pattern of developing the performance template. Br. J. Sports Med 2009; 43(10): 765-769. Hanon, C. Leveque, J.M., Thomas, C., Vivier, L. Pacing strategy and VO2 kinetics during a 1500-m race. Int J. of Sports Med 2008; 29: 206-211. Thiel, C., Foster, C., Banzer, W., Koning, J.D. Pacing in Olympic track races: Competitive tactics versus best performance strategy. J of Sports Sci 2012; 30(11): 1107-1115. Tucker, R., Lambert, M.I., Noakes, T.D. An analysis of pacing strategies during men’s world-record performances in track athletics. Int. J. Sports Phys and Perf 2006; 1(3): 233-245. Tucker, R., Noakes, T.D. The physiological regulation of pac- ing strategy during exercise: a critical review. Br. J. Sports Med 2009; 43(1): 1-9. USATF. Olympic Trials Track and Field 2012 Results. Available online at http:// www.usatf.org/Events--- Calendar/2012/U-S--Olympic- Team-Trials-TF/Results.aspx USATF. Qualifying Standards O T

O 2012. Available online at http:// PH www.usatf.org/events/2012/ OlympicGames/entry/qualifying- kirby lee Standards.asp

started faster to ensure the race was run at a pace that would BIO enable competitors who did not yet have the Olympic “auto- Molly Hirt is a graduate of Bloomington North High matic” standard to try to achieve it and finish in the top three. School (IN), and the University of Notre Dame, where she was Therefore, the fact that the competitors had to be the top three an outstanding Middle Distance and cross country runner. She finishers with the Olympic “automatic” standard did influ- is currently competing in her final year of NCAA eligibility while ence the pacing strategies in some of the distances at the U.S. completing a Masters’ Degree in Applied Sport Science at Indiana Olympic Trials. University.

refrences Phil Henson Ph.D. served as faculty advisor on this article. Billat, V.L., Wesfreid E., Kapfer, C., Koralsztein, J.P., Meyer, Y. Dr. Henson is Assistant Professor and Coordinator of Coaching 2006. Nonlinear Dynamics of Heart Rate and Oxygen Uptake in Education in the department of Kinesiology at Indiana University. Exhaustive 10,000m Runs: Influence of Constant vs. Freely Paced. He was previously an Assistant Track and Field Coach at Indiana, J. Physiol. Science 2006; 56(1): 103-111. and was the Competition Director for the 1996 Centennial Foster, C. Hendrickson, K.J., Peyer, K., Reiner, B., de Koning, Olympic Games in Atlanta.

44 techniques may 2013

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2013 USTFCCCA national indoor COACHES & ATHLETES OF THE YEAR

Division I

Chris Bucknam Robert Johnson Travis Geopfert Wayne Pate Lawi Lalang Abbey D’Agostino Derek Drouin Andrea Geubelle Arkansas Oregon Arkansas Kansas Arizona Dartmouth Indiana Kansas Men’s Head COY Women’s Head COY Men’s Assistant COY Women’s Assistant COY Men’s Track AOY Women’s Track AOY Men’s Field AOY Women’s Field AOY

Division Ii

George Williams Charles Ryan Blaine Maag Dennis Newell Drew Windle Vashit Thomas Brent Vogel Sam Lockhart St. Augustines Academy of Art Grand Valley State University of Mary Ashland Academy of Art Central Missouri Grand Valley State Men’s Head COY Women’s Head COY Men’s Assistant COY Women’s Assistant COY Men’s Track AOY Women’s Track AOY Men’s Field AOY Women’s Field AOY

Division Iii

Josh Buchholtz Ben Dorsey Drew Ludtke Eric Schueffner Brian Woodard Dan Sullivan Christy Cazzola Isaac Vazquez Melissa Norville Wisconsin-LaCrosse Wisconsin-Oshkosh Wisconsin-Oshkosh Wisconsin- Monmouth Wisconsin-Stevens Wisconsin-Oshkosh Wisconsin-LaCrosse Illinois College Men’s Head COY Women’s Co-Head Women’s Co-Head Whitewater Women’s Assistant Point Women’s Track AOY Men’s Field AOY Women’s Field AOY COY COY Men’s Assistant COY COY Men’s Track AOY

may 2013 techniques 49 DIVISION I 2013 USTFCCCA Regional indoor Coaches & Athletes of the Year great lakes region

Bill Lawson Ed Nuttycombe Phil Rickaby Alan Turner Jade Barber Maverick Darling Felisha Johnson Derek Drouin Kent State Wisconsin Kent State Notre Dame Notre Dame Wisconsin Indiana State Indiana Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY mid atlantic region

Joe Compagni Beth Alford-Sullivan Randy Bungard John Gondak Emily Lipari Casimir Loxsom Thea LaFond Damon McLean Monmouth Penn State Penn State Penn State Villanova Penn State Maryland Princeton Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

midwest region

Tonja Buford-Bailey Randy Hasenbank Wayne Pate Adrian Wheatley Betsy Saina Chris O’Hare Andrea Geubelle Erik Kynard Illinois Loyola Chicago Kansas Illinois Iowa State Tulsa Kansas Kansas State Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

mountain region

Joe Franklin Eric Heins Juli Benson Scott Steffan Emma Coburn Kennedy Kithuka Nickevea Wilson Mason Finley New Mexico Northern Arizona Air Force Air Force Colorado Texas Tech UTEP Wyoming Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

50 techniques may 2013 northeast region

Jason Saretsky Nathan Taylor Andrea Grove-McDonough James Garnham Abbey D’Agostino Eric Jenkins Victoria Flowers Montez Blair Harvard Cornell Connecticut Buffalo Dartmouth Northeastern Connecticut Cornell Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

south region

Caryl Smith Gilbert Andy Eggerth Karen Harvey Ken Harnden Aurieyall Scott Eddie Lovett Lucie Ondraschkova Marquis Dendy UCF Kennesaw State Florida State Florida State UCF Florida Georgia Florida Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

south central region

Lance Harter Chris Bucknam Chris Johnson Travis Geopfert Regina George Deon Lendore Makeba Alcide Tarik Batchelor Arkansas Arkansas Arkansas Arkansas Arkansas Texas A&M Arkansas Arkansas Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

southeast region

Shawn Cobey Dave Cianelli Tim Hall Ben Thomas Brianna Rollins Ryan Hill Karimah Shepherd Alexander Ziegler Clemson Virginia Tech Clemson Virginia Tech Clemson NC State NC State Virginia Tech Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

west region

Shelia Burrell Greg Kraft Maurica Powell David Dumble Phyllis Francis Lawi Lalang Shanieka Thomas Jeremy Taiwo San Diego State Arizona State Oregon Arizona State Oregon Arizona San Diego State Washington Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

may 2013 techniques 51 DIVISION II 2013 USTFCCCA Regional indoor Coaches & Athletes of the Year DIVISION II atlantic region

Lennox Graham George Williams Anne Carleson Steve Spence Katrina Spratford Dane Hyatt Tabitha Bemis Cameron Daugherty Johnson C. Smith Saint Augustine’s Edinboro Shippensburg Shippensburg Saint Augustine’s Edinboro Slippery Rock Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

central region

Victor Thomas Mark Schuck Dennis Newell Kevin Sanger Melissa Agnew Derek Bredy Erin Alewine Brent Vogel Lincoln Minnesota State University of Mary Minnesota State University of Mary MSU Moorhead Central Missouri Central Missouri Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

east region

Gary Gardner Karen Boen Mike Ekstrand William Sutherland Ada Udaya David Thomas Antoinette Toussaint Nick Lebron UMass Lowell Stonehill UMass Lowell Southern Connecticut New Haven New Haven UMass Lowell Southern Connecticut Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

midwest region

Jerry Baltes Scott Fangman Kris Horton Blaine Maag Anna Rudd Drew Windle Sam Lockhart Joseph Postwaite Grand Valley State Indianapolis Bellarmine Grand Valley State Ferris State Ashland Grand Valley State Lake Erie Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

52 techniques may 2013 DIVISION II 2013 USTFCCCA Regional indoor Coaches & Athletes of the Year DIVISION II

south region

Frank Hyland David Cain Soyini Thompson Kedeshia Simpson Deon Clifford Krishanda Campbell- Devin Jones Benedict Alabama-Huntsville Alabama-Huntsville Alabama-Huntsville Benedict Brown Alabama-Huntsville Women’s Head COY Men’s Head COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Benedict Men’s Field AOY Women’s Assistant COY Women’s Field AOY

south central region

Bob DeVries Damon Martin Tom Dibbern Jerrod Cook Alicia Nelson Tabor Stevens Barbara Szabo Jordan Yamoah New Mexico Highlands Adams State Angelo State Abilene Christian Adams State Adams State Western State Texas A&M-Kingsville Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

southeast region

Peter Dalton Cameron Babb Clive Caesar Amanda Davis- Hannah Witt Ayrton Azcue Jessica Matthews Evan Webb King College Limestone Clayton State Williamson King College Clayton State Clayton State Lees-McRae Women’s Head COY Men’s Head COY Women’s Assistant COY King College Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY Men’s Assistant COY

west region

Michael Friess Pee Wee Halsell Chris Riggs Bruce Frankie Vashti Thomas Micah Chelimo Becki Duhamel Johnny Carter Alaska Anchorage Western Washington Grand Canyon Grand Canyon Academy of Art Alaska Anchorage Central Washington Academy of Art Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

may 2013 techniques 53 DIVISION IIi 2013 USTFCCCA Regional indoor Coaches & Athletes of the Year DIVISION IiI atlantic region

Mike Jackson Matt LoPiccolo Branko Miric Marques Dexter Sasha Henry Thierry Diessongo Michelle Favre Spencer Lefort Ramapo College SUNY Oneonto Ramapo College SUNY Cortland Buffalo State CCNY Ramapo College SUNY Fredonia Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

central region

Marcus Newsom Steve Mathre Drew Jones Erik Diley Taylor Berg Brian Saksa Kayla Hemann Maxwell Dunne Wartbur St. Thomas Hamline St. Thomas St. Thomas St. Olaf Wartburg St. Thomas Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

great lakes region

Kevin Lucas Clyde Morgan Brian Diemer Mike Schober Mary Mahoney Ethan Freet Elizabeth Evans Tom Postema Mount Union Wabash Calvin Mount Union Mount Union Ohio Wesleyan Rose Hulman Defiance Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

mideast region

Bobby Van Allen Tom Donnelly Ben Serfass Kevin Clark Hannah Oneda Chris Stadler Chelsea Tavik Justin Turner Johns Hopkins Haverford Gwynedd Mercy Gwynedd-Mercy Johns Hopkins Haverford Salisbury Mercy Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

54 techniques may 2013 DIVISION IIi 2013 USTFCCCA Regional indoor Coaches & Athletes of the Year DIVISION IiI

midwest region

Kari Kluckhohn Josh Buchholtz Brian Woodard Ed Schueffner Christy Cazzola Dan Sullivan Melissa Norville Isaac Vazquez North Central UW LaCrosse Monmouth UW Whitewater UW Oshkosh UW-Stevens Point Illinois College UW LaCrosse Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

new england region

Kristen Morwick TJ Smith Lisa Wallin Todd Goewey Sarah Quinn James LePage Tanasia Hoffler David Pless Tufts Bridgewater State Tufts Bates MIT Bates Williams Bates Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

south/southeast region

John Curtin Tyler Wingard Aaron Campbell Brian Flynn Carmen Graves Robert Willett Theresa Ford Dominique Torres Emory Christopher Newport Emory Bridgewater Roanoke Birmingham Southern Emory Christopher Newport Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Women’s Track AOY Men’s Track AOY Women’s Field AOY Men’s Field AOY

west region

John Smith Toby Schwarz Doug Beatty Joey VanHoomissen Jonathan Padron Emily Wyatt Carter Comito George Fox Whitworth George Fox Whitworth Occidental George Fox Whitworth Women’s Head COY Men’s Head COY Women’s Assistant COY Men’s Assistant COY Men’s Track AOY Women’s Field AOY Men’s Field AOY Women’s Track AOY

may 2013 techniques 55 Updates from the NCAA Eligibility Center by leigh ann kennedy

ummer is right around the corner, and it is important to • New Academic Requirements Document: This document stay informed on what college-bound student-athletes discusses the new academic standards for student-athletes should do in high school to ensure a smooth certification enrolling at a college or university on or after August 1, 2016. process before attending an NCAA Division I or II institu- fs.ncaa.org/Docs/eligibility_center/Important_New_Rules/New_ Stion. The NCAA’s outreach and education efforts related to ini- IE_Rules.pdf tial-eligibility requirements are in full swing. These efforts focus • 2012-13 Your Path to the Student-Athlete Experience on both Division I requirements for prospective student-ath- Presentation (for Students): A PPT for students and parents to letes enrolling on or after August 1, 2016, and Division II pro- provide insight into our process. fs.ncaa.org/Docs/eligibility_cen- spective student-athletes enrolling on or after August 1, 2013. ter/Your_Path_Presentation_for_Student-Athletes.pdf The following materials, which have been made available to • New Academic Standards PowerPoint: fs.ncaa.org/Docs/ high school and non-scholastic athletic communities, may also eligibility_center/Important_New_Rules/High_School_IE_ be valuable to you and your colleagues. Please refer to www. Standards.pdf eligibilitycenter.org, or our new outreach site, www.2point3.org Also, in an effort to continue to spread the word about this for even more information. important new information, we are pleased to announce • Guide for the College-Bound Student-Athlete: The guide is a that the NCAA’s Initial-Eligibility course available through highly comprehensive tool, that has been designed to help you NFHSLearn.com has been updated with the new academic understand the NCAA initial-eligibility process and to prepare requirements and is being made available free of charge! Please student-athletes for transitioning from high school to becoming visit NFHSLearn.com and take 30-45 minutes to complete the an NCAA Division I or II student-athlete. www.ncaapublications. Initial Eligibility course. This course will familiarize you and com/productdownloads/CBSA.pdf your colleagues with the new academic requirements, as well as • Initial-Eligibility Brochure: A quick guide to the standards the required NCAA Eligibility Center registration and certifica- and steps that it takes to become an NCAA Division I or II stu- tion process for college-bound student-athletes. dent-athlete. www.ncaapublications.com/productdownloads/ For feedback, questions, comments or suggestions for future EB13.pdf topics from the NCAA Eligibility Center, please contact Leigh • Eligibility Center Quick Reference Sheet: A complete break- Ann Kennedy at [email protected]. down of the NCAA Divisions I and II initial-eligibility standards. For more information, visit the NCAA Eligibility Center web- fs.ncaa.org/Docs/eligibility_center/Quick_Reference_Sheet.pdf site at www.eligibilitycenter.org.

56 techniques may 2013