Integrating Low-Intensity Plyometrics Into Strength and Conditioning Programs Jay Shiner,CSCS Baltimore Orioles,Baltimore,Maryland

Keywords: functional progression; speciﬁcity; plyometrics; dynamic stabilization; postural control; landing strategies Integrating Low-Intensity Plyometrics into Strength and Conditioning Programs Jay Shiner,CSCS Baltimore Orioles,Baltimore,Maryland

Tim Bishop,MS,CSCS Baltimore Orioles,Baltimore,Maryland PerformFit Inc.,Parkton,Maryland

Andrew J.Cosgarea,MD Johns Hopkins University,Baltimore,Maryland Baltimore Orioles,Baltimore,Maryland

to play. In a clinical setting, care plans tation is an athlete’s timely and safe re- summary are often developed based on sound turn to competition. From a prevention principles, such as functional progres- standpoint, it is the optimal preparation This article will define plyometrics sion, specific adaptations to imposed de- for the specific demands of a sport. At and provide a basis of understand- mands, and manipulating routine vari- the heart of functional progression is the ables (frequency, intensity, time/duration, specific adaptations to imposed demands ing for functional progressions lead- type/mode, and rate of progression). principle, which simply means that ing up to plyometric exercises. Performance conditioning for the well physical activities should be appropriate athlete should not be different. The effec- and strategic in preparing an athlete for Readiness for plyometrics is pre- tiveness of a plyometric workout should the demands of his or her sport (5), in- sented as a method of defining an not be measured by how tired an athlete cluding such components as accelera- feels. This approach may lead to over- tion/deceleration of movement, specific adequate strength base. Sample ex- training, exercise-related pain, and even velocities of movement, planes and ercises and progressions are provid- overuse injuries. There is a need for struc- ranges of motion, varied degrees of dy- ture and accountability when including namic trunk stabilization, and coordi- ed,including an example of the inte- plyometric exercises in strength and con- nated whole-body patterns of move- gration of low-intensity plyometrics ditioning programs, including progres- ment. sion in work volume and intensity. into a speed development program. Tippett and Voight (5) provided guide- Functional Progression lines governing the advancement of a In Review functional progression program: Introduction Functional progression is a series of basic lyometric exercises are often in- movement patterns graduated according • Begin with static positions and cluded in rehabilitation programs to the difficulty of the skill and an ath- progress to movement. P to prepare athletes for the de- lete’s tolerance (5). The primary objec- • Initiate skills at a slow speed and mands of their sport and for a safe return tive of functional progression in rehabili- progress to faster speeds.

10 December 2005 • Strength and Conditioning Journal a b

Figure 1. (a) Rounded shoulder and bowing spine during landing.(b) Squat using a dowel to assist in aligning proper position of head/spine and pelvis during landing.

• Initiate skills that are simple and such as running with quick start and The below exercises progress in the progress to more difficult skills. stops, cuts, and pivots within varied order listed: • Initiate skills unloaded (bodyweight sport specific distances. only) and progress to loaded (resist- 1. Strength phase: Static squat to adding ed) skills. Below is an example of how to apply movement, 2-leg squat to 1-leg squat functional progression guidelines and on bench, and FW/BK step-ups to lat- In this article, emphasis will be placed on graduate an athlete from one basic skill eral step-ups. cardinal plane maneuvers performed in to the next. There are 2 important 2. Plyo-support phase: Landing strate- one place and/or covering a shorter dis- points to note on the exercise progres- gies with simulated jump patterns. tance, including 2- and 1-leg squatting, sions below: 3. Performance phase: Jump patterns as step ups, and varied jumping exercises, follows: such as the 4-square and staggered-lad- 1. The athlete learns to attain align- der patterns. In these exercises, the ath- ment and postural control prior to • FW/BK jumps and left/right jumps. lete remains within the cardinal plane(s), advancing to the next phase (i.e., sta- • Add diagonals in 4-square forma- such as forward/back (FW/BK) in a sagit- tic control in a squat position fol- tions. tal plane and left-to-right jumps over a lowed by adding movement). • Staggered-ladder formation—progres- barrier, which includes frontal plane hip 2. The athlete develops strength to sive locomotive patterns. movements. For the purposes of this arti- maintain proper alignment that • 2-leg to 1-leg jumps in above pat- cle, these exercises are examples of simple builds a stronger base for dynamic terns. skills that are building blocks in prepar- actions, (i.e., landing strategies prior ing an athlete for more difficult skills, to jump patterns). The plyo-support phase is the period

December 2005 • Strength and Conditioning Journal 11 Figure 1b shows an effective training method for postural control during landing. In this figure, a dowel is used as a cue for proper alignment from the head/neck, trunk, and low back/pelvis. In a squatting posture, the spinal curves should change and adjust to the anterior tilt of the pelvis. As the pelvis tilts forward, the lumbar vertebrae are forced anteriorly, thereby increasing lumbar convexity (lordotic curve). The line of gravity therefore is at a greater distance from the joint axes of the spinal seg- ments, and the extension moment is increased at both the cervical and lumbar regions. The posterior convexity of the thoracic curve increases slightly and becomes kyphotic in order to balance the greater-than-normal lordotic lumbar curve. Referring back to the dowel, the contact points of the body along the dowel are at the head, a midpoint along the thoracic spine, and the base of the lumbar spine-pelvis, which assists the athlete in maintaining the 3 adjusted spinal positions—the increased cervical, thoracic and lumbar curves that accom- pany an increased anterior pelvic tilt. Note that Figure 1b shows the body’s posture in the “freeze” positions under Landing Strategies. As an athlete jumps forward/back and freezes, he or she needs to land while maintaining the posture noted in Figure 1b, by maintaining the anterior pelvic tilt and proper curves of the spine, and not flexing at the head/neck and trunk or losing lumbar lordosis. This is an example of dynamic postural control training, which is part of Figure 2. Squat progression includes 2 legs to 1 leg.The 1-leg bench squat is excel- the plyo-support phase following the de- lent for developing strength,balance and core control. velopment of an adequate strength base.

during which the athlete develops neu- spine or “bowing spine,” and a posterior Plyometric in Nature rological control and dynamic stabiliza- tilt of the pelvis, or loss of lordosis), The practical definition of plyometrics tion of his or her body during the ground contact time will be delayed and is a quick powerful movement involv- amortization phase, or during ground- the amortization phase will be less than ing prestretching or countermovement contact time (transition between jumps optimal. In this case, ground contact is that activates the stretch shortening and/or change of direction). If there is a most likely increased because of the cycle (6). Within this powerful move- breakdown in postural control and time needed to extend the spine before ment is an eccentric or force reduction alignment (Figure 1a, i.e., protracted changing directions. The flexed spine phase; an amortization phase, or tran- and flexed cervical vertebrae or “for- position will also adversely effect cor- sition moment involving dynamic sta- ward head,” protracted scapulae or rect joint positions and actions of the bilization, and a concentric phase, or “rounded shoulders,” flexed thoracic lower extremities. force production phase (3). Although

12 December 2005 • Strength and Conditioning Journal it is common to view plyometrics by the muscular activity involved, the nervous system must be considered as well. Ultimately, the purpose of plyometric conditioning is to heighten the excitability of the nervous system for improved reactive ability of the neuro- muscular system (6). If one considers the parameters that go into describing a plyometric exercise, including the use of the stretch reflex and taking ad- vantage of the elastic rebound tenden- cy of muscle tissue, then the definition can be broadened to include many exercises that are plyometric in nature (2).

Chu (2) notes that plyometrics have been broadened to mean many different activities, from depth jumps using a 48- inch box to aerobic dance exercises. Some aquatic programs will term certain exercises as being plyometric. Plyomet- rics, in its purist form, are meant to be maximal, all-out, quality efforts in each repetition of an exercise. There are certain populations that will benefit from low-intensity exercises that are plyometric in nature, performed with submaximal effort, including young athletes and collegiate/professional athletes who are in-season. This is especially true for young athletes, who may lack the strength base or physical maturity to undergo the rigors of a maximal-effort plyometric workout and would benefit by performing lower-intensity exercises de- signed to improve movement (kinesthetic awareness and body control). The nature of these exercises can definitely qualify under the heading of “plyometric in nature” (2).

Intensity and Work Volume: Strategic and Appropriate— Figure 3. Athlete is in position to begin jump patterns in a 4-square formation. More is Not Better The actual term plyometric is based on simply measure performance and have a is an increased risk of overtraining and Latin origins—plyo + metrics—and is plan. In other words, if a scheduled exercise-related injuries when plyomet- interpreted to mean measurable increas- workout has assigned 80 total foot con- ric work is not measured and progressed es. Inappropriate applications of plyo- tacts (2 exercises, 2 sets × 20 repetitions appropriately, especially if a coach or metric exercises can happen if the exer- each exercise), the athlete is finished athlete uses a feel the burn approach and cises are not monitored correctly. Part of with the plyometrics portion of the ses- measures success by how tired the ath- proper practice using plyometrics is to sion once that work is completed. There lete feels following the workout.

December 2005 • Strength and Conditioning Journal 13 Table 1 the athlete is ready for the next plyomet- Foot contacts based on season and skill level ric workout. For example, a common weekly schedule could include the sub- Beginner Intermediate Advanced Intensity maximal jump patterns on lower body strength days, such as Tuesday and Fri- Off-season 60–100 100–150 120–200 low–moderate days, with upper body sessions on Mon- Preseason 100–250 150–300 150–450 low–high day and Thursdays.

In-season ———depends on sport ——— low–moderate Adequate recovery between sets in a workout is equally important as ade- Table 2 quate rest between workouts. A com- 4-square plyo-formation and work volume mon work-to-rest ratio is 1:5. For example an exercise that takes 10 seconds to 1,2 × 10 reps (2 foot contacts each rep,or 20 foot contacts per set) perform would have 50 seconds of rest 2,3 × 10 reps (20 foot contacts per set) between sets. An important point to consider with low-intensity plyometrics, 1,2,3 × 10 reps (1 rep = 3 foot contacts,or 30 foot contacts per set) particularly with the footwork patterns presented in this article, is that they are 4,3,2 × 10 reps (1 rep = 3 foot contacts,or 30 foot contacts per set) submaximal in nature. With this in 2,1,3,4 × 10 reps (1 rep = 4 foot contacts,or 40 foot contacts per set) mind, fatigue should not be a factor with this type of work. As stated earlier, Note:1 set of each exercise above = 140 foot contacts,2 sets = 280 foot contacts. proprioception, postural control, and dynamic stabilization are points of em- Table 1 adjusts work volume (total foot If an athlete at either level has a sched- phasis with this mode of exercise. Again, contacts) and intensity based on season- uled plyometric workout that includes fatigue should not be an issue if an ath- al periods and an individual’s readiness 300 total foot contacts, the above exam- lete follows a course of progression, in- for plyometrics. ple of 280 foot contacts of low-intensity cluding development of an adequate jumps using a 4-square formation strength base (i.e., squats and step-ups), The recommended volume of specific would only allow room for 2 sets of 10 and practices landing strategies with ad- jumps in any one session will vary with repetitions of a high-intensity exercise, equate body control prior to performing intensity and each workout’s objectives. such as depth jumps. The proportions actual working sets of low-intensity Table 1 shows how work volume should of low-intensity, moderate, and high- jump training. An athlete will not reach vary for beginning, intermediate, and intensity work would depend on the ob- a fatigue state given submaximal intensi- advanced workouts (2). For example, a jectives of the program and on the ob- ty, short duration of activities, and ap- beginner in a workout during the off- jectives of each session within a propriate work: rest ratios. Note that season could complete 60–100 foot con- periodized model. Once again, reiterat- submaximal footwork patterns/jumps tacts of low-intensity exercises, while the ing the importance of measurement and are often used as part of a warm-up in intermediate exerciser might be able to accountability, a strength and condi- preparation for moderate and high-in- do 120–200 foot contacts in an off-sea- tioning coach who carefully monitors tensity plyometrics (2). Otherwise, they son workout. With low-intensity jump work volume within athletes’ programs can be placed toward the end of a work- training, the work volume accumulates will be able to make more objective de- out, following the primary work of the quickly. Note that an athlete performing cisions with regard to progression, or day (weight training, sprinting, and 2 sets of each of the exercises in Table 2 even with regard to tapering work when agilities). will complete 280 foot contacts in 1 necessary. In addition to work volume, workout using the 4-square formation the frequency of plyometric work and Safety Considerations (please refer to Figure 4 for an illustra- recovery between sets are factors to Low-intensity plyometrics should be tion of the exercise). measure and monitor as part of an ob- performed in areas that allow both ade- jective-based strategic plan. quate space and a yielding training sur- It is important to consider the cumula- face. Multipurpose rooms (group fitness tive effect on work volume when com- Frequency and Recovery classrooms), gymnasium floors, and bining low- and high-intensity exercises Allowing 48–72 hours between low-in- outdoor fields are common places for during preseason workouts for both intensity plyometric sessions will ensure performing footwork patterns. As in termediate and advanced level athletes. that adequate rest takes place and that moderate and high-intensity plyomet-

14 December 2005 • Strength and Conditioning Journal rics, submaximal jump patterns should not be performed on cement or slippery surfaces.

Although it is common to use tape to set up the 4-square and staggered ladder patterns, this article shows the use of agility ladders for these exercises. Lad- ders are portable, easy to set up, and allow for consistency in the dimensions of the patterns. Also, note that the ladders shown in this article are foam ladders, which adds to performance safety should an athlete not clear the lines and land on the ladder. Another safety point to note is to use foam barriers, which are also less likely to cause injury if landed on. Note that 2-inch, 4-inch, and 6-inch foam blocks are the barriers used in the 4-square and staggered ladder patterns presented in this article.

Allowing time for an adequate warm up is another important safety considera- tion in preparing for low-intensity jump training. Jump rope is one simple way to prepare for the low-intensity jump patterns. For example:

1. Jump rope for 2 minutes. Perform 2–3 bouts with 60 seconds of dynamic stretching between bouts. 2. Dynamic stretching can include multidirectional lunging and standing quad/hip, hamstring, and lower- leg stretches.

Readiness for Plyometrics: Figure 4. Both Munoz and 4-square formations using the plyo-ladder are illustrated. Medical and Orthopedic In this illustration,please note placement of the foam blocks. Considerations There are important considerations that need to be entertained prior to beginning a plyometric program. In some circum- ical status, because it may be necessary in factors may predispose adolescent fe- stances, preexisting medical conditions some cases to obtain formal medical clear- males to exercise-related pain or injury. need to be considered. These concerns ance prior to starting the program. would generally apply to elderly or pedi- Any preexisting injury would have a very atric populations. Certain conditions, There are also important orthopedic important influence on the appropriate- such as diabetes or a current viral illness, considerations, as well as factors such as ness of a specific program. For example, can have a significant detrimental effect age, gender, physical maturity and expe- deep squats and resisted knee extension on even our most fit collegiate and profes- rience level, which are crucial to the de- may be contraindicated in patients with sional athletes. It is important to ascertain sign of the specific program. What is ap- significant patellofemoral symptoms. A the athlete’s relevant past medical history propriate for one 15 year old may not be greater emphasis on hamstring and and especially the athlete’s current med- for another. Structural and physiologic soleus strengthening and cocontraction

December 2005 • Strength and Conditioning Journal 15 strategies is appropriate in patients with mands (e.g., basketball, a sport that in- what the movement is meant to ac- a history of anterior cruciate ligament in- nately includes high-volume/high-fre- centuate. These actions will influ- sufficiency. Likewise, athletes who have quency jumping throughout a long sea- ence the body’s position (whether it undergone previous surgery may have son). will be more upright or angled for- specific contraindications or require spe- ward) naturally through a kinetic cial areas of emphasis. And, of course, an adequate strength link system. Additional progressions base is necessary prior to beginning any include changing the body’s base of Bodyweight and strength ratios are im- plyometric program. Strength progres- support to condition the hip muscles portant factors to consider. For in- sions should begin before plyometric globally, including the wide “sumo” stance, it is suggested that an athlete to progressions. The athlete needs to squat, squat with a staggered leg be able to barbell squat 1.5 times his or demonstrate appropriate body control stance (asymmetrical), and 1-leg her bodyweight (1 repetition maxi- and exercise tolerance before progress- squat, as in Figure 2 (to name a few). mum) before beginning high-intensity ing to the next level. The following Adding lateral and/or across the plyometrics such as depth jumps (2). strength movements are examples of the body reaches while 1-leg squatting is This can be a dilemma for a high school type of progressive sequence that an ath- a way to challenge frontal and trans- athlete who could otherwise benefit lete should be able to complete before verse planes (1). from a plyometric program, but lacks beginning a plyometric program using • Step-ups: Perform FW/BK and then this type of strength. When an athlete is submaximal footwork patterns. progress to lateral step-ups. Step-ups running, he or she is already imposing are a healthy alternative to barbell- up to 3 times his or her bodyweight in Squatting and Step-Ups resisted squats, particularly for pre- forces through the knees. Therefore, as Squat is a body position and posture; pubescent and adolescent athletes stated earlier, low-intensity plyomet- squatting is a movement. The squat posi- and for athletes for whom loading rics, such as submaximal footwork pat- tion is part of most functional activities the spine directly is generally con- terns, are a healthy alternative for young and a prominent part of most sports traindicated. In a step-up, the height athletes who lack an adequate strength movements. The functional progression of the bench is set according to the base for performing high-intensity ply- for squatting is as follows: objectives of the exercise and the de- ometrics (2). Continuing with the high gree of desired hip action involved. school athlete as an example, the sub- • Squat position: An athlete should For example, if an athlete’s goal is to maximal footwork patterns will teach a practice the squat position as a pre- emphasize hip action and optimally young athlete to control his or her cen- requisite to performing the squat- engage the gluteal muscles, he or she ter of gravity, land softly, change direc- ting movement. This is an example can use a bench that allows the step- tion quickly, and spend as little time on of static to dynamic progression. ping leg to begin the step-up in a 90° the ground as possible. Low-intensity Controlling posture in a static squat hip-flexed position once the foot plyometrics can then be viewed as sup- position involves (a) head/neck steps onto the bench. Like a squat- port work for healthier running in alignment (chin slightly in), (b) ting movement, varying degrees of young athletes when combined with shoulder blades slightly back (slight ankle motion, lower leg positions, bodyweight resistance strength work scapulae retraction), and (c) main- and knee/hip flexion relationships and landing strategies. taining lordosis in the low back in will be based on the objectives for both 2-leg and 1-leg squat positions. performing the exercise. Low-intensity plyometrics are also a safer • Squatting: The actual squatting ac- choice for larger athletes, such as athletes tion should begin as a slow move- Landing Strategies weighing more than 220 pounds. For a ment and progress to a faster move- Landing strategies are the next progres- tall, 260-pound basketball player, the 4- ment. This is a continuation of sion from squats and step-ups. In square drill can be viewed as a dynamic functional progression, from (a) sta- essence, the landing position(s) of the ankle stabilization exercise and combined tic to dynamic, then (b) slow to fast body in low-intensity plyometrics is a in a lower-leg circuit, including wobble- movement(s). The manner in which partial squat. A partial squat is a posi- board exercises and resisted dorsiflexion an athlete performs a squat will de- tion with feet shoulder-width apart and with a resistance band. In this case, sub- pend on the objectives of the exer- the bodyweight centered over a stable maximal footwork patterns that are plyo- cise. Variations of a squatting action base of support (BOS). Bearing weight metric in nature are a healthy alternative can include less or more ankle dorsi- symmetrically, a stable BOS includes the for a heavier athlete, whereas high-inten- flexion with the tibia in a less or trunk being upright over the legs with sity plyometrics may be contraindicated more vertical position, and knee- or slight flexion of the hips and knees, or a because of bodyweight and sport de- hip-dominant motion depending partial squat position. The partial-squat

16 December 2005 • Strength and Conditioning Journal position may involve slightly more hip • R/L/R and freeze. • Improve body control and move- flexion (60–70°) than knee flexion • L/R/L and freeze. ment in youth populations. These (30–45°), keeping the knees posterior to • Add 6-inch box to the above patterns. exercises are appropriate for young the toes. By maintaining a more perpen- athletes who may lack the strength dicular position of the tibia to the Practicing landing strategies is one exam- base or physical maturity to undergo ground, patellofemoral reaction forces ple of controlled, proactive exercises. the rigors of a maximal effort plyo- are minimized and anterior translation When an athlete demonstrates body con- metric workout. of the tibia is minimized as well, particu- trol in the above exercises and has con- • In-season maintenance condition- larly because of the normally occurring currently developed an adequate strength ing. These exercises are appropriate 7° posterior tilt of the tibial plateau (6). base, he or she will then progress to: for collegiate and professional ath- In short, the partial-squat position is an letes in season who otherwise may important quality point in landing • Advanced controlled proactive type lack adequate recovery time if per- strategies, which will, in turn, have a exercises: Repetitions of preset jump forming maximal effort plyometrics. carryover effect to low-intensity jump patterns (without freeze moments) • Improve dynamic stabilization strength training by: that advance from FW/BK and L/R in feet/ankles. These exercises are pre- movement to adding diagonal pat- requisites to agilities that require 1. Minimizing risk of exercise-related terns and foam barriers (see Instruc- start and stops, cuts, pivots, and knee injuries (minimizing patello- tions for Jump Patterns and Figure 4), change of direction. femoral reaction forces and anterior and tibial translation), and • Uncontrolled, reactive type of exer- Footwork patterns with low-intensity 2. Teaching an athlete to control the cises (4). In this case, the athlete pro- plyometrics are common and found in body’s center of gravity within its gresses to situations in which he or special speed development programs. base of support. she must control activity reactively. Chu (2) notes that some footwork pat- The above landing strategies and terns are based on the inverted funnel Landing strategies bridge the gap be- below jump patterns are examples of principle. The inverted funnel principle tween squats/step ups and the actual controlled movement patterns sim- is based on the fact that athletic move- low-intensity jump patterns by training ply because the athlete initiates ments require an individual to often an athlete to develop dynamic postural movement. In uncontrolled reactive move the feet out from under the body’s control in the partial-squat position and exercises, the athlete reacts to a stim- center of gravity (COG) and then recov- enhancing dynamic trunk stabilization ulus during eccentric, deceleration er the position for a brief period of time at ground contact when the feet hit the moments. Using the 4-square jump so as to regain balance and stability (2). ground. This type of training will have a pattern as an example, the athlete The essence of footwork drills is that direct transfer effect that carries over to would progress from preset jump they teach an athlete to maintain their jump training, particularly during the patterns to random jump patterns body’s COG in a relatively constant po- amortization phase(s) of each repetition on command by the coach. In this sition while the feet rapidly work out in a jump training set. The objective is case, the coach can combine both a from under it in multiple directions. to enhance proprioception and kines- visual and auditory stimulus to di- The result is improved kinesthetic thetic awareness during ground contact rect the athlete by calling out and awareness, or that sense of where the time. It is also important to note that pointing directions. Other examples body is in relation to the environment. when an athlete is able to control pos- of controlled proactive versus un- ture at ground contact, he or she will be controlled reactive exercises would Instructions for Jump Patterns able to change direction quickly and be balancing on a wobble board or The following jump patterns are low- easily, with minimal wasted move- mini-trampoline, then progressing intensity plyometrics that follow a nat- ment(s). to catching and throwing while 2- ural progression to the exercises noted and 1-leg standing on the same ap- in Landing Strategies. Figure 3 shows Examples of landing strategies could in- paratus, or progressing from lateral an athlete in position to begin a jump clude the following jumps: movement on a slide board to catch- pattern in the 4-square formation. The ing and throwing with lateral move- body position in Figure 3 is an example • FW and freeze. ment on the slide board. of the partial-squat position described • FW/BK and freeze. earlier. Even though the athlete’s feet • FW/BK/FW and freeze. Objectives for Jump Patterns will be traveling in and out of the boxes • Lateral right (R) and freeze. Objectives for submaximal jump pat- in prescribed patterns, the body’s • Lateral left (L) and freeze. terns include: COG should remain constant. The

December 2005 • Strength and Conditioning Journal 17 to 6 and return from 6 to 1 for max time (2).

Adding Foam Barriers: When jumping foam barriers, the method of counting changes. Each foot contact is counted. Using the staggered ladders and box 1-2 jumps with a foam barrier, count 1 when the athlete contacts box 2 on the initial jump, count 2 when the athlete touches box 1 on the return trip, and continue in this manner for the remainder of the drill time (10–20 seconds). Please note Figure 5, which shows an athlete ready to begin performing jump patterns using the staggered ladders.

Different sizes of foam blocks can be used to increase the intensity of a staggered footwork pattern. This is particularly helpful in teaching an athlete to simply pick his or her feet up in an off- time rhythm, or syncopated pattern. Using the staggered ladder pattern and 1, 2, 3, 4 as an example, an athlete develops a natural rhythm and pattern of movement while his or her feet move from box to box. After the athlete becomes familiar with the 1, 2, 3, 4 pattern under normal conditions (consistent spacing and jump heights between boxes), a 4-inch foam block can be placed between boxes 3 and 4, which will augment the athlete’s previously learned pattern of movement and rhythm. Picture the athlete jumping a similar height and angular distance from 1 to 2 to 3, then having to quickly pick up his or her feet to clear a different Figure 5. Athlete is in position to begin jump patterns in the Munoz formation. height (of the foam block) from 3 to 4, and upon landing in box 4, picking up partial squat position depicted in Fig- time the athlete returns to the starting the feet again to change direction, land- ure 3 will allow an athlete to control point. For example, when performing ing in box 3, then continuing the return the body’s COG effectively during the staggered ladder pattern and going to box 1 under the normal dimensions submaximal footwork drills. Please from box 1 to box 2, the scorer will of the jump pattern. Using the same pat- refer to Figure 4 for an illustration of count each time the athlete’s foot or tern (1, 2, 3, 4), a 2-inch block can be both the staggered-ladder and 4-square feet return to box 1. For a box 1-2-3 placed between 1 and 2 and a 6-inch patterns using 2 foam agility ladders, pattern, again, count 1 each time the block between 3 and 4, which is another and the varied jump patterns in these athlete’s foot or feet return(s) to box 1. example of staggering jumps/footwork formations. Note how the boxes are In 1–6 for max-time (1, 2, 3, 4, 5, 6 patterns and training in a syncopated numbered (1–6 in the staggered-ladder formation), the athlete’s center of grav- rhythm. In either case, an athlete can and 1–4 in the 4-square). The general ity should stay centered between the improve body control by learning to rule for all patterns is to count “1” each ladders as his or her feet jump from 1 maintain a rhythm during normal jump

18 December 2005 • Strength and Conditioning Journal patterns, then progress to varied synco- Table 3 pated patterns using the foam blocks. 4 week speed development program Integrating Footwork Weeks 1 and 3 Patterns into Speed Monday Tuesday Wednesday Thursday Friday Development Programs Table 3 is an example of how to inte- LB strength UB weights Sports LB strength UB weights grate low-intensity plyometrics into a LB PLYOS UB PLYOS Balance LB PLYOS UB PLYOS strength and conditioning program de- Max speed Max speed signed for speed development. Simply Aerobic Core 3 Aerobic stated, lower-body strength training and & sprinting & sprinting plyometrics are performed on Monday Core 1 Core 2 Core 1 Core 2 and Thursday, and upper-body weight training and plyometrics are performed Weeks 2 and 4 on Tuesday and Friday. Monday Tuesday Wednesday *Thursday Friday *Max speed Note the order and sequence of exercises LB strength UB weights Sports UB weights & sprinting on Monday and Thursday workouts in Table 3. This sample program has lower- LB PLYOS UB PLYOS Balance LB strength UB PLYOS body strength training preceding lower- Max speed Aerobic Core 3 LB PLYOS Aerobic body plyometrics, followed by sprinting & sprinting and/or multidirectional speed drills for 3 workouts (Monday, Thursday, and the Core 1 Core 2 Core 1 Core 2 following Monday). In this schedule, Core 1 = Phys-ball trunk exercises every other Thursday is a measurement Core 2 = Med-ball trunk exercises on the ﬂoor day. On that day, the workout will begin Core 3 = Standing med-ball exercises,i.e.,chops,throws,etc. * Thursday = weeks 2 and 4 are testing days.LB = lower body;UB = upper body; with maximal effort speed drills, includ- PLYOS = plyometrics ing sprinting, following a proper warm- up, of course. In other words, every other Thursday is the day to measure hancement can become a primary ob- A general strength base can be developed progress and note improvements in jective because of the extra time an ath- through exercises such as step-ups and speed, including straight-ahead sprint- lete has to recover between workouts. different types of squats, whereas prac- ing or lateral movement. There are many When an athlete is in-season, injury ticing landing strategies and dynamic ways to test speed in linear, lateral prevention becomes the primary objec- postural control exercises can develop change of direction, and various multi- tive of a strength and conditioning pro- greater body control. Furthermore, it is directional speed drills. This sample gram. important to focus on quality perfor- program provides 4 testing days to for- mance and ensure that plyometric exer- mally track data within an 8-week train- Conclusion cises are not used simply for conditioning period. While most strength and conditioning ing. This is where the balance between coaches have at some point prescribed qualitative and quantitative measures of Regarding the lower-body plyometrics plyometric exercises, proper progres- performance is important. Using the and the emphasis of this article, it is im- sions may not always be followed. Pro- staggered ladder formation as an exam- portant to follow proper progression gressions can be based upon the func- ple, maintaining a relatively constant and a strategic plan based on an athlete’s tional ability of an athlete and the COG as the feet move quickly from box functional capacity, manipulating vari- seasonal demands of a sport. Low-level to box is a qualitative measure in low- ables such as intensity and work volume plyometrics, particularly submaximal level plyometrics (i.e., inverted funnel (refer to section on work volume and footwork patterns, are effective for less- principle). Quantitative measures with intensity). Note also that this is a sam- skilled athletes, those who are physically low-level plyometrics include monitor- ple off-season schedule in a cycled con- immature, and in some cases athletes ing work volume per session and follow- ditioning program. In the off-season, an who are in-season. With this modality, it ing a logical and strategic progression athlete is not competing and recovery is important to progress carefully only throughout a training period. Work vol- between sessions is not a critical con- after a strength base is first developed ume can be measured through actual cern. In the off-season, performance en- and good body control is demonstrated. foot contacts, and the number of foot

December 2005 • Strength and Conditioning Journal 19 contacts prescribed can be based on the 6. Voight, M.L., and P. Draovitch. Plyo- athlete’s skill level, the intensities of metrics. In: Eccentric Muscle Training combined plyometrics in 1 workout in Sports and Orthopedics. M. Albert, (low-moderate-high), and seasonal peri- ed. New York: Churchill Livingston, od (in-season versus off season). 1991. pp. 45–52.

Repeatability of jump quality is equally important. Special tools such as ladders and different-sized foam blocks can be used to create a controlled environment that teaches spatial awareness and body control. Foam ladders and blocks also contribute to a safe environment, should an athlete land on the blocks or ladders. Adequate space and a yielding surface are additional safety points to consider when Shiner performing jump patterns. Jay Shiner is the Strength and Condition- The effectiveness of a plyometric working Coordinator for the Baltimore Orioles out should not be measured by how in minor league player development. tired an athlete feels. This approach may lead to overtraining, exercise-related pain, and overuse injuries. There is a need for structure and accountability when including plyometric exercises in strength and conditioning programs, including progression in functional ability, work volume, and intensity. ♦

References 1. Button, S.L. Closed kinetic chain training. In: Therapeutic Exercise: Mov- Bishop ing Toward Function. C. Hall and L. Brody, eds. Philadelphia, PA: Lippin- Tim Bishop is a Strength and Condition- cott Williams and Wilkins, 1999. pp. ing Coach for the Baltimore Orioles and 257–263. President of PerformFit,Inc. 2. Chu, D. Jumping Into Plyometrics. (2nd ed.). Champaign, IL: Human Ki- netics, 1998. pp. 29, 69–75. 3. Clark, M.A., and T.W.A. Wallace. Ply- ometric training with elastic resistance. In: The Scientiﬁc and Clinical Applica- tion of Elastic Resistance. P. Page and T. Ellenbecker, ed. Champaign, IL: Human Kinetics, 2003. pp. 119–121. 4. Ellenbecker, T.S., and G.J. Davies. Closed Kinetic Chain Exercises. Cham- paign, IL: Human Kinetics, 2001. pp. Cosgarea 42–45. 5. Tippett, S.R., and M.L. Voight. Func- Andrew Cosgarea is an associate profes- tional Progressions for Sport Rehabilita- sor of orthopedic surgery and Director of tion. Champaign, IL: Human Kinetics, Sports Medicine and Shoulder Surgery at 1995. pp. 3, 8, 12–15. Johns Hopkins University.

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