contents Volume 11 Number 2 / November 2017

in every issue 4 A Letter from the President 5 USTFCCCA Presidents 14 FEATURES 8 Short Sprinting A World Full of Rhythmic Considerations Chris Parno

14 Throws The Technical Commonalities

22 Hamstring Injuries A Practical Discussion Jim Vahrenkamp

30 Simplifying the Pole Vault A Non-Vaulter’s Approach to Success Eli Sunquist

40 Cross Country The Basics of Visualization Kevin O’Grattan 22 AWARDS 52 USTFCCCA Coaches Hall of Fame Class of 2017 54 The Bowerman Finalist 2017

COVER Photograph courtesy of University of Tennessee Athletics

30 NOVEMBER 2017 techniques 1

A LETTER FROM THE PRESIDENT

Publisher Sam Seemes s the cross country season reaches its championships segment, the 2017 Executive Editor Mike Corn USTFCCCA Convention is right on the horizon. I hope each of you will be able to join your colleagues in Phoenix, Arizona for four days of profes- Contributing Editor Kristina Taylor sional development, networking, and working together in a deliberative DIRECTOR OF MEDIA, BROADCASTING body to better our sports. AND ANALYTICS Tom Lewis AAs we do each year, we are proud to induct another fantastic group of coaches into our Hall of Fame during the 2017 Convention. This year’s inductees are Membership Services Kristina Taylor Amy Deem, Pete Farwell, Jack Hazen, Bob Kersee, Fred Samara, and Patrick communications Shane. The hard work, dedication, and perseverance of these coaches serve as an Tyler Mayforth, Curtis Akey inspiration of all of us in our own pursuit of excellence in our coaching careers. Photographer Kirby Lee We also look forward to awarding the 2017 men’s and women’s winners of The Editorial Board Tommy Badon, Todd Bowerman, recognizing our National High School Cross Country and Track & Field Coaches of the Year, and honoring our schools that earned Program of Lane, Boo Schexnayder, Derek Yush the Year in each of our respective divisions. I know we all look forward to these opportunities to celebrate the achievements of our peers and colleagues. The Convention also serves an important role in the shaping of the future of our sports. We meet together to listen to and learn from each other, allowing our own Published by perceptions and preconceptions to be shaped by the experience and wisdom of Renaissance Publishing LLC our colleagues, and sharing our own experience and wisdom with others. While 110 Veterans Memorial Blvd., Suite the process is sometimes messy, if we approach our deliberations with respect for each other and an open mind to consider alternative viewpoints, this foundation 123, Metairie, LA 70005 will help us achieve the best possible results on whatever questions we consider. (504) 828-1380 Our Convention also offers us a great venue to interact with the vendors that myneworleans.com support our organization throughout the year. Whether it’s new equipment, a new facility, training aids, recruiting assistance, or uniforms, our sponsors and sup- porters will be glad to talk to you about how they can meet the needs of your team. USTFCCCA Please take some time during the Convention to stop by our vendor booths and National Office see what great products and services each of these companies has to offer. 1100 Poydras Street, Suite 1750 As my predecessor Damon Martin did last year, I want to appeal to each of you to get involved in our coaches association. This association belongs to all of New Orleans, LA 70163 us, and we need your involvement and your input in this important work. Each Phone: 504-599-8900 of our divisions has a number of committees that work throughout the year on Fax: 504-599-8909 behalf of coaches in our sports. If you’d like to get involved, please take some time before or during the Convention to contact your sport’s officers to let them Techniques (ISSN 1939-3849) is pub- know of your interest. lished quarterly in February, May, August Finally I would like to express my sincere condolences to the family of George and November by the U.S. Track & Field Dales who passed away on September 27 at the age of 96. As most of you know, and Cross Country Coaches Association. George was a tireless proponent of cross country and track and field for decades. Copyright 2016. All rights reserved. No part His contributions to our sports extend well beyond the realm of competition; he of this publication may be reproduced in was a mentor to a countless number of coaches and has left a legacy that will be any manner, in whole or in part, without the difficult if not impossible to match. permission of the publisher. techniques is I wish you all the best in the championships segment of the Cross Country sea- not responsible for unsolicited manuscripts, son or in your preparations for the upcoming Indoor Track & Field season! Stay photos and artwork even if accompanied tuned to the USTFCCCA web site for Cross Country Championships coverage and by a self-addressed stamped envelope. The our postseason awards. I hope to see you in a few short weeks in Phoenix! 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 changes to: USTFCCCA, PO Box 55969, Metairie, LA 70055-5969. If you would DENNIS SHAVER like to advertise your business in techniques, President, USTFCCCA please contact Mike Corn at (504) 599-8900 Dennis Shaver is the head men’s and women’s track and field coach at or [email protected]. Louisiana State University. Dennis can be reached at [email protected]

4 techniques NOVEMBER 2017 DIVISION PRESIDENTs DIVISION I

Connie Price-Smith Dave Smith NCAA Division 1 Track & Field NCAA Division I Cross Country Connie Price-Smith is the head men’s Dave Smith is the director of track and and women’s track and field coach at field and cross country at Oklahoma the University of Mississippi. Connie can State University. Dave can be reached be reached at [email protected] at [email protected]

DIVISION II

Ryan Dall Jim Vahrenkamp NCAA Division II Track & Field NCAA Division II Cross Country Ryan Dall is the head track and field and cross Jim Vahrenkamp is the Director of cross country country coach at Texas A&M Kingsville. Ryan and track & field at Queens University. Jim can can be reached at [email protected] be reached at [email protected]

DIVISION III

Jason Maus Dara Ford Jason is the head cross country and Dara is the head cross country and track and field coach at Ohio Northern track and field coach at Otterbein University and can be reached at University and can be reached at [email protected] [email protected]

NAIA

Mike McDowell Heike McNeil NAIA Track & Field NAIA Cross Country Mike McDowell is the head men’s and Heike McNiel is the head track and field women’s track and field coach at Olivet and cross county coach at Northwest Nazarene University. Mike can be reached Christian University. Heike Can be at [email protected] reached at [email protected]

njcaa

Ted Schmitz Don Cox NJCAA Track & Field NJCAA Cross Country Ted Schmitz is the head track and field Don Cox is the head track and field and cross coach at Cloud County Community College. country coach at Cuyahoga Community College. Ted can be reached at [email protected] Don can be reached at [email protected]

NOVEMBER 2017 techniques 5

Short Sprinting A World Full of Rhythmic Considerations Chris Parno

8 techniques NOVEMBER 2016 SPX Sports PHOTO hythms Create Order an outline; musicians organize songs in standing. Pirsig explains the difference Among Chaos”; a phrase series of choruses, verses and bridges, between the two; “The romantic mode not only tattooed on my while teachers create lesson plans to fill is primarily inspirational, imaginative, right foot, but a mantra class periods. These pathways of organiza- creative, intuition. Feelings rather than for daily living. I see the tion help create flow and rhythm to the facts predominate…The Classic mode, by “world inR rhythms, and if you asked my task. On the track, coaches define Key contrast, proceeds by reason and by laws – fiancé, the consistent tapping of my hands Performance Indicators (KPI) to break which are themselves underlying forms of and feet brings her daily annoyance. Who down elements of short sprinting, hop- thought and behavior.” Each year there are would have thought the metronome sound ing to increase rhythm and flow when the signature performances in track and field. of a car blinker could strike up a full-on skill is performed. Furthermore, the cur- The romantic sees the movement and indi- symphony of beats? This rhythmic pas- riculum designers at NASPE, the National vidual limbs coalesce into rhythmic har- sion originated from my early exposure to Association of Sports and Physical mony, while the classic would think about Drum Corp International (DCI), a mesmer- Education, have advocated rhythm as the inner workings of the PNS and how izing display of movement, coordination, a foundational skill in physical activity. the systematic rhythmic movements are hair-raising melodies and overwhelming Rhythm activities are wrapped in con- wired and transmitted as they are perform- presentation of what creativity can gen- temporary pedagogy of physical educa- ing. A great example of a track romantic erate. In middle school, I picked up the tion curriculum. While studying to be a is Guy Drut, I suggest watching his video, marching snare drum and rhythm (drum- physical educator in college, one of my “13 Seconds.” Guy utilizes limited dialogue ming) changed my life forever. If you’ve favorite classes was “Teaching Rhythms.” while he describes his movements. The never seen DCI, I suggest a quick YouTube The curriculum incorporated rudimen- few words he uses to explain his technique search of “Backseat Freestyle by Brandon tary rhythmic movements like skips and are “Economy” and “Efficiency.” Drut Olander” to see some true Central Nervous hop progressions and moved to hand-eye focuses on these primary words as he takes System (CNS) magic. coordination activities like lummy sticks you through hurdle movements with very Drumming brought an overhaul for my and juggling. The goal of this course was little technical verbiage throughout the CNS; I created new motor patterns while to engrain and internalize rhythms at a video. Guy is a man truly obsessed with the organizing and increasing efficiency as I young age. rhythm of the hurdles. practiced and performed. If you’ve ever How can coaches better utilize rhythms Taking a deeper look at classic vs. read the Talent Code by Daniel Coyle, in the daily coaching of short sprinters? romantic; the “classic view” of the PNS Outliers by Malcolm Gladwell, or The The science behind skill acquisition and introduces terms like: Sports Gene by David Epstein, the subject refinement often leaves me awestruck as 1. Motor Units: motor neurons innervate of myelination and purposeful practice our body interacts with the world around skeletal muscle are explored. Myelin wraps cells on the it. A quick look into some of the elements 2. Afferent and Efferent pathways: sending axons of motor neurons, speeding up of science within rhythm will help get us and receiving messages from the brain to the neural activity, bringing improvements started. muscles and back within specific movement. One cannot The nervous system is comprised of the 3. Actin and Myosin proteins: provide the simply be an Olympic sprinter; it takes Central Nervous System (brain and spinal movement portion of muscular contractions years of practicing, sequencing, refining cord) and the Peripheral Nervous System 4. Bone and connective tissues that allow and a high genetic ceiling. I have been (brain to body connection). Within the and potentially impinge movements fortunate to attend rhythm symposiums brain, the cerebrum (directs volitional Contrary to the Romantic view, the on hurdling from Marc Mangiocotti and movement), the basal ganglia (initiates classics are cut and dry on structural Ralph Lindeman, and recently took a liking well-coordinated movement), and the make-ups and messages producing certain to a blog post by Altis coach Andreas Behm cerebellum (storage of learned move- movements, considering elements of: titled “Practice Rhythm & Flow.” Coach ments) are the drivers. The personification 1. Rate Coding, dealing with frequency of Behm discusses his love for rap music of these parts of the brain are reminiscent producing movements and coordinating those and states; “Rhythm in rap music is inher- of the movie “Inside Out” where the five movements at higher speed ent from the various elements of the beat emotional characters go through the day- 2. Myelination of Schwan’s cells which (drums, bassline, dubs and snips) to the to-day task of controlling the body and assist in speeding up messages sent through vocal rhymes timed out in bars and cre- storing different memories. Messages from the neuron ative delivery of syllables. In track, rhythm the brain are expressed to the body from 3. Recruitment, which deals with the amount is present in such activities as acceleration, the motor cortex and thalamus, which is a of fibers contracted and the potential forces synchronous limb movements, hurdle sort of “control center” that dictates which that can be produced within movements step patterns, discus and hammer rota- muscle will contract in the desired move- The romantics are more concerned with tions ... just to name a few.” Coach Behm ments. From here the Peripheral Nervous gross motor movements and how the PNS understands the prevalence of rhythm in System (PNS) takes the message to the and CNS coordinate messages into world the context of track and field. Throughout intended target expressing it through record performances. Some coaches see all of this experience, my interest in track- physical movement. short sprinting as a systematic set of rigid based rhythms started to blossom. When thinking about the PNS, and the technical models (classic) while others see The prevalence of rhythm in our daily messages sent throughout the body, I’m it as work of art with the various physi- lives goes far beyond the track. Rhythm, reminded of a book called Zen and the Art ological systems working in symphony tempo and flow are synonymous within of Motorcycle Maintenance. The author, (romantics). many life tasks. If one is stuck on organiz- Robert M. Pirsig, covers the difference With the science and understanding ing their thoughts in a paper, they make between “classic” vs. “romantic” under- touched on, let’s get back to rhythm. The

NOVEMBER 2017 techniques 9 SHORT SPRINTING

CNS and PNS create the possibility to talk for the day. coach can add the simple cue “up, up, up, on this subject, and it’s important to know Various cueing systems are another way up” on each beat (snare & bass) allowing the rules governing how the body orches- rhythm can be integrated within practice the athletes to hear the pattern on top of trates specific movements within the sessions. During early season warm-up the music. A more advanced athlete could context of our sport. When I consider how periods, I take a methodical approach to use a rhythm cue that uses an 8th note I have coached and think about ways to explaining and teaching each skill within pattern cuing “up and, up and, up and, get my group to the highest level, rhythm the warm-up. I am careful to pick and up and.” It may seem quite rudimentary, always maintains a presence within that choose direct cues that assist in learning but I’ve had plenty of All-Americans that process. These thoughts revolve around the rhythm of an exercise. A straight to the struggled early on with coordinating sprint the origination of motor patterns, the point temporal cue dealing with the time drill movements. Coaches can cram a lot myelination involved in enhancing accel- and rhythm of sprint drill is important. For of teaching in the warm-up using rhythmic eration, and max velocity motor pattern example, the “A-skip” is a fairly prevalent cues, instead of just yelling out “A-Skips” efficiency. The next section of the article drill. I think of the rhythm of the drill in then turning to set up a something for will talk about strategies to involve rhythm quarter notes. A vast amount of music is in practice as the athletes shuffle along aim- into your daily practice plans. We will talk 4/4 time signatures, with each quarter note lessly. If you hold your warm-ups to a high about auditory and visual cueing systems getting one beat per measure (think “Billie standard rhythmically, the motor develop- that will assist in developing rhythm. Jean” by Michael Jackson). In that song, ment can carry over to your practice. the first few measures have the bass drum The acceleration portion of a short Auditory Rhythm Systems and snare drum alternating on each quar- sprinting race is highly rhythmic as the It is not a secret that the landscape of col- ter note. Imagine the right knee coming up body rises to the upright position char- lege hallways changed in 2001 when Apple on the snare hits and the left knee coming acteristics of max velocity running. One came out with the iPod, allowing for large up on the bass drum hits…with the alter- rhythmic cue for acceleration is comparing quantities of music (rhythms) on demand. nating shuffle on the back beat of each the pattern to a slow clap. The beginning In 2005, my freshman year of college, I knee rise. This pattern produces the A-skip patient portion of the clap signifies the had an iPod Nano that cut me off from the with the assistance of a popular song back- increased time spent on the ground as the rest of the student body, consistently fill- ing the rhythmic make-up of the drill. body creates momentum, while the end- ing my brain with beats. Fast forward to Taking this concept a bit further, a ing sped-up portion of the clap suggests the present day, Mp3 technology has been the body’s rise into our mid-race stance/ integrated into smartphones replacing cadence. Unfortunately, just cueing a slow the iPod. Rhythms, beats, differing time clap won’t do a whole lot because the signatures, tempo changes and varying tempo you start the clap at is highly indi- dynamics are a part of students’ daily lives. vidualized. Start the clap out too fast and I believe its changing athletes within the the acceleration can be a rushed “wheel sprints/hurdle world. Generally speaking, spinning” type pattern, conversely, start it student-athletes have a higher exposure off to slow and you may see an over strid- to rhythm than students circa 2001. I have ing, bounding type pattern. Each athlete used this to my advantage. I compare may click to different temporal cues, but rhythms to track-based movements and it’s also important we do not use rhythmic capitalize on my student-athletes ability to cues in a detrimental manner! understand the language of rhythm. Coaches hear a lot about specificity of With that being said, I am a propo- movement within our sport. Each drill and nent of music being present at practice. warm-up movement may assist athletes in Some coaches may be adamantly against creating correct and efficient motor pat- this, but I have found rhythm can be a terns. At the elite level (i.e., state champi- subliminal message that creeps into the onships, NCAA national meets), there are brain of the athlete trying to perform very few athletes that can get away with a skill. Without my athletes knowing, I being completely out of sync rhythmically choose songs in our practice mix tape during a warm-up, but then flawlessly that have a tempo close to the tempos I’m perform a correct acceleration pattern. looking for in the warm-up/sprint drills. The rhythmic qualities of the warm up and Neuromuscular days have a more aggres- pre-race routine signify the coordinative sive beat as the warm-up is specific to the abilities and readiness of the CNS system higher intensity nature of the day, while and can be a strong indicator of the rhyth- recovery days may have a laid-back beat mic qualities that the athlete will express or melody to try to signify the goal of the during race or practice demands. Correct session. Although it is not in the forefront, auditory cues while performing the warm- music may help lay a rhythmic foundation up, helps create efficiency and economy

10 techniques NOVEMBER 2017 SPX Sports PHOTO

SHORT SPRINTING

within high-powered neuromuscular sure through the first 4-6 steps within an the millions of signals we take in and movement. acceleration, I may use “push, push, push, produces efficient and optimal rhythmic push” after initial clearance. This cue motor patterns. Anything we can do as Visual Rhythm Systems signals to the auditory dominant athlete coaches to assist the CNS in producing the I have always been a visual learner, which that you want to see pressure applied at motion necessary to achieve a work of art, is why I started “running school” during each contact, while still allowing the visual is imperative. You can always open a book our fall general/specific prep phase at learners to see the appropriate technical to learn more about the science behind Minnesota State. Every Wednesday, we execution of the initial segment of accel- running, however the application of that will get together in a classroom and work eration. Another common issue within science is truly where the art of coaching through different themes within sprinting acceleration is an athlete rising too quickly begins. and hurdling. We breakdown film, talk during their initial drive out of the blocks. about biomechanics and how we achieve You can take the same cue from above and certain positions in sprinting. elongate it by only saying “push” on every References Biomechanical considerations within right foot contact to extend the initial drive Backseat Freestyle, Brandon Olander [Video short sprinting go hand-in-hand with pattern. Creativity with cues can address File]. Retrieved from rhythm and timing. Watching a 30m accel- athlete’s issues and may also uncover https://www.youtube.com/ eration, or a rep through wickets, requires other underlying problems within certain watch?v=ASXQcSvGDG4 a high level of rhythmic understanding. movement patterns. Behm, Andreas., (2015). Practice Rhythm Furthermore, a coach must know the An important aspect to remember is & Flow. Altis Blog. Retrieved from individualistic demands of our sport with that each coach will need to tailor their cue https://altis.world/articles/practice-rhythm- athletes expressing unique biomechanical sets to their different populations of ath- flow/ markers and timing based on the relation- letes, whether auditory or visual. A cue or Bompa, Tudor., (1993). The Theory and ship between the upper and lower lever cue system is only as good as the results it Methodology of Training (Third Edition). length (e.g., taller athletes have unique garners. Using rhythmic considerations to Kendall Hunt, Dubuque rhythms compared to short athletes that enhance cuing can be an effective strategy Pirsig, R. M., (2006). Zen And The Art of have quicker timing.) During running to assist athletes progress a skill regardless Motorcycle Maintenance school, I will show both correct and incor- of the learning style. New York, NY: Harpertorch Publishing rect versions of sprinting and stress the Schexnayder, B. (2014). Sports Science for visual rhythmic patterns needed to per- Conclusion the Speed and Power Events form these movements. The previously The classic thinker views complex move- USTFCCCA Academy Curriculum covered auditory cues used at practice ments within short sprinting as a purely 13 Seconds [Video File]. Retrieved from can be presented during film study to add systematic brain to body, top down https://www.youtube.com/watch?v=p- another layer of support to learning. approach. No matter how hard you think WW8oa4hm0 Outside of visual or auditory learning, classically about these movements, a the combination of the two can greatly personal best effort in any sprinting event assist teaching of a skill and implementa- is a work of art and the romantic thinker tion of a drill. When instructing a high is always looking at the symphony of the level skill such as an “in and out”, I like timing and rhythm pattern contributing to to use both sets of cues to assist execu- those works. tion of the timing and rhythm within the Getting back to the tattoo on my foot drill. If we are performing an 80m in and from the intro, “Rhythms Create Order out, I will have an experienced runner line Among Chaos” is tattooed on my right foot up in a 3pt start and on my cue start the because that foot is used to control the drill. As the athlete accelerates, the group bass drum in a drum set. When record- watches from the side as the demonstra- ing music, the drummer is usually the tion progresses. Using the auditory cues first to lay down tracks as it organizes the “Accelerate, In, Out, In, Out” as the athlete rhythm of the song and the other musi- runs through the zones can assist the less cians rely on this structure to govern their advanced athlete gain a better understand- contributions to the song. Without this ing of the proper execution of the skill. foundational rhythm or timing, the music With a primary goal of successful and can become chaotic as the members make meaningful efforts through the exercise, their way through. The body isn’t far from the use of a combined visual/auditory that concept; movement can be chaotic Chris Parno an assistant track and field coach cue set can help engrain the timing and without the governing of efficient and for both the men and women’s track and field rhythm needed to perform the drill. effective rhythms. This is imperative since programs at Minnesota State University. Parno Another example comes from dem- the environment in which our sport takes directly coaches the men and women’s sprint/ onstrating acceleration patterns. If an place can be chaotic! The Central Nervous hurdle groups, while also serving as the recruit- athlete is having trouble applying pres- System is a rhythmic genius as it organizes ing coordinator.

12 techniques NOVEMBER 2016

Throws THE Technical Commonalities

14 techniques NOVEMBER 2017 IMAGE OF SPORT PHOTO lthough there are five dif- ferent throwing events in track and field, they share some things in com- mon. Each throwing event Ainvolves Preliminary Movements, an Approach, a Delivery Position, the Delivery of the implement and a Finish. Preliminary movements of the throws include assuming the grip, assuming the starting position or stance, and any rhythmic or setup movements, such as winds. The approach refers to the locomo- tive movements that bring the athlete into position to deliver the imple- ment. These movements include the glide in the shot put, the turns in the shot put, hammer and discus, and the run and crossovers in the javelin. The purpose of the approach is to develop momentum and velocity in the thrower/implement system. The delivery position refers to the position attained at the end of the approach, from which the implement is thrown. In most cases this is a posi- tion of double support, but in the jav- elin, the delivery begins in single sup- port and finishes in double support. The delivery consists of the throw- ing movement as performed from the delivery position. The finish consists of the move- ments that occur after the imple- ment’s release. The finish consists of the follow-through and the reverse. Other important aspects to under- stand when discussing the throwing events are the strike, the follow through and the reverse. The strike consists of the upper body activity during deliv- ery, particularly movements of the throwing arm(s). The follow-through consists of movements of the upper body, particularly the throwing arm(s), after the implement’s release. While no additional force can be applied to the implement after release, the follow-through is important because its presence insures the absence of prema- ture deceleration prior to release. The reverse consists of the readjustment of the stance that occurs immediately after release. The purpose of the reverse is to redirect unchecked momentum and prevent fouling.

NOVEMBER 2017 techniques 15 THROWS

Mechanical Factors Affecting spin or rotations of the implement, and the uncommon for a glide shot putter to proj- Throw Performance. airflow around the implement caused by ect the throwing arm into the sector upon Five factors dictate the performance the implement’s spin and travel. We clas- delivery, so that release of the implement on any given throw, and all technical sify these factors and their effects on per- actually occurs at a point that is beyond teaching is geared toward affecting these formance as aerodynamics. The discus and the point of measurement. Hammer and parameters. javelin are aerodynamic implements. It is discus throwers release the implement • The Implement’s Velocity at Release. crucial for the thrower to ensure optimal from a position within the ring, at a point The greater the velocity the implement angle of attack of the implement at release. close to the point of measurement. Javelin displays at release, the longer the flight An implement that displays proper atti- throwers deliver well behind the point of time and consequently the farther it will tude and pitch will achieve minimal drag measurement, allowing room for the fol- travel. and exhibit proper lift. low through. • The Implement’s Angle of Release. For • Spin and Oscillation. The spin of the each throwing event, there is an optimal javelin and discus provide stability to the Commonalities of the Approach angle of release that optimizes the flight implement during flight. Oscillations or Each throwing event includes some type path of the implement. This ideal angle of vibrations compromise implement aero- of approach. The approach can take dif- release is fairly consistent but may show dynamics, and reduce performance. ferent forms (a glide in the shot put, rota- slight variances based on environmental • Wind Direction. Wind direction can tions in the discus, hammer, or shot put, and anthropometric factors. significantly aid or hinder discus and or a run-up in the javelin). In each case, • The Implement’s Height at Release. javelin performance. A head wind that the approach serves three purposes. Within the parameters of good technique, assists a discus or a men’s javelin, can The approach provides the thrower the higher the point of release of the prove detrimental to the women’s javelin and the implement with momentum and implement, the better the performance. due to the unique characteristics of these velocity, increasing the opportunity for The height of release is primarily deter- implements. good performances. The approach should mined by anthropometric factors. • Release Position with Respect to the place the thrower in the correct physi- • Aerodynamic Factors. The flight char- Point of Measurement. Release position cal location from which to execute the acteristics of an implement may be greatly with respect to the point of measurement delivery of the implement, so that proper altered by the shape of the implement, the varies with each throwing event. It is not technique can be used and distance pre-

16 techniques NOVEMBER 2017 IMAGE OF SPORT PHOTO

THROWS served. The approach should place the body in the correct physical positions and motor environment to execute the mechanics of the delivery correctly. The approach should consist of a gradual, smooth acceleration. It is a com- mon error for a thrower to accelerate too quickly in the approach, only to decelerate later. Demanding patience and cuing slow to fast rhythm is common coaching prac- tice. Throwers should demonstrate proper posture in order to achieve the proper body positions for the delivery. The posi- tions and alignment of the head, torso, and pelvis determine the quality of posture and should be constantly addressed.

Delivery Biomechanics the implement will be. One strategy that greater implement velocity achieved. and Postural Integrity throwers use to lengthen the amount of Typically during the approach, throw- The core of the body must be adequately time they apply force to the implement ers use extended body positions to estab- stabilized to provide a solid base from is to lengthen the path the implement lish high angular momentum values. This which to apply force. This permits the travels during the delivery. This is done in enables the thrower at delivery to reduce body to apply force from a stable position, two ways: the body’s effective radius and exhibit and withstand the impact associated with • Weight Transfer. During the deliv- high angular velocities. landing in the delivery position. ery, bodyweight is transferred from the The core of the body must be aligned back foot to the front foot, to effectively Blocking correctly in order to position the limbs increase the path of the implement. As the body arrives in the delivery posi- for efficient operation. We are most con- • Closed Throwing Positions. The deliv- tion, the front leg should be in position to cerned with the alignment of the head ery in throwing events begins with the stop most of the horizontal movement of with respect to the spine, and the align- body turned away from the direction the body to set up transfer of momentum ment of the pelvis with respect to the of the throw. This enables the body to to the implement. This stopping of hori- spine. A neutral alignment of the head rotate through a greater angle as the zontal movement is called blocking. While insures muscle relaxation, stability and implement is delivered, increasing the deceleration is important, it should not be balance. The location of the head also length of the path of the implement in a complete and abrupt, but characterized dictates mechanical characteristics of rotational sense. This alignment of the by some amortization. the many third class levers operational body, directed away from the throwing As the upper body turns and approach- in the throwing musculature, so poor direction, is called a closed body position. es the direction of the throw, the non- head alignment disrupts strike mechan- Closed positions are used in all throwing throwing arm should be pulled in toward ics. A neutral or slightly upwardly tilted events, but the nature of the implement the torso, decelerating the non-throwing pelvis enables relaxation and proper leg may limit how closed the initial delivery side. This effectively moves the upper function when throwing. While certain position may be. body’s axis of rotation to the non-throw- movements in the throws may require the The acceleration of the implement ing side, accelerating the throwing side pelvis to be slightly downwardly rotated, must be consistent and positive. It is through an angular hinged moment. This this rotation should not be excessive or common error for athletes to accelerate block must be performed and completed permanent. Also, a downwardly rotated the implement too quickly initially, only before the shoulders reach a position pelvis cannot turn, and the body normally to decelerate it later. This concept of con- where they are facing the direction of the substitutes shifting strategies, disrupting sistent, progressive acceleration pertains throw. This permits this acceleration to technique. to the approach and delivery phases. occur in a useful direction. This block This stabilized and aligned postural Many throwing events show imple- should decelerate rotational movement, unit (head, spine, pelvis) must move in ments that travel angular paths during but linear movement should continue. some predictable fashion. Erratic move- the approach. In these cases, maximizing The turning of the hips during the ments or radical changes in the path of the curvilinear velocity of the implement delivery should be stopped when the movement of the body or implement is the primary concern. Maximizing cur- hips axis reaches a point perpendicular make force application difficult. vilinear velocity requires positioning the to the throwing direction. This blocking implement as far as possible from the axis transfers energy to the upper body and Accelerating the Implement of rotation. Thus, in the discus and ham- establishes a stable platform from which According to the impulse equation, the mer, the greater the distance the imple- the strike may be executed. longer we apply force to the implement, ment is from athlete’s axis of rotation, the the greater the momentum changes in

18 techniques NOVEMBER 2017 IMAGE OF SPORT PHOTO

THROWS

Summations of Force is present as the delivery position is tic situation as the legs extend, applying Upper body activity in delivery and the achieved in all throws, but the specific vertical force to the implement. strike should result from a summation positions of then hip axis, shoulder axis, The delivery phase of the throw should of forces. The large muscle groups of the and degrees of separation vary. be initiated with a turning of the lower body’s core initiate the movement. Joints In efficient throwing, during deliv- body, while the upper body remains pas- subsequently contribute to force genera- ery, unique patterns of extension exist sive. This creates a twisting of the core of tion and application, progressing from the between the upper and lower bodies. The the body called torque. This torque cre- body’s core outward. While each throw hip joint should extend in concert with ates the potential for elastic energy gen- has a unique ideal firing order, proximal the hip, the knee with the shoulder, the eration as untwisting occurs, and serves to distal firing must be preserved. This ankle with the wrist, etc. This has great as the mechanism by which rotational proximal to distal firing relationship is implications for the rotation necessary energy from the lower body is transferred also observed in the rotational aspects in good throwing, since excessive and/or to the upper body. of delivery, as the body’s core turns first, premature extension in the upper body In the throws, when we examine the while the upper body temporarily remains will disrupt rotation and promote exten- path of the body’s center of mass through passive. sion in the lower body, and vice versa. the approach and delivery phases, we During delivery, the body must turn see vertical rises and falls. These provide smoothly in the direction of the throw. Elastic Energy Generation opportunities for elastic loading via joint However, the upper and lower bodies do The sweep of the non-throwing arm, cou- flexion and extension and potential ener- not turn from the same positions at the pled with the block, serves to set up an gy development. An oscillating system same time. In the delivery position, the elastic situation in the chest musculature is created requiring less energy input for shoulders are rotated farther from the that helps accelerate the implement. high performance. direction of the throw than the hips. This There is a slight amount of flexion in When we examine the path of the relationship of the hips and shoulders is the legs that occurs in response to the implement through the approach and called separation, referring to the separa- impact associated with landing in the delivery phases, we also see vertical rises tion of their respective axes. Separation delivery position. This will set up an elas- and falls. Again, these provide opportuni-

20 techniques NOVEMBER 2017 IMAGE OF SPORT PHOTO ties for elastic loading and potential ener- turning takes place, both legs must be unique to a plane, so the movement must gy development. These oscillations may involved. Early in the delivery phase, the occur in the same plane as the strike. also be found in other planes as well. rear leg is bearing most of the weight, and In single armed throwing events, as initiates the rotation. Later, the front leg the upper body turns and approaches the Lower Body Mechanics in the Delivery is bearing most of the weight, and finishes direction of the throw, the non-throwing Generally, in throwing, a heel-ball align- the rotation. arm should be pulled in toward the torso, ment of the feet should be used in the The turning and weight transfer move- decelerating the rotation of the non- delivery position. This means that the ments during delivery should occur throwing side and producing an accelera- heel of the rear foot and the ball of the simultaneously, and at similar rates. tion of the throwing side. front foot should lie on a line correspond- Transferring then turning, or vice versa, Upper body activity in delivery and the ing to the direction of the throw. This produces an inherently inefficient arrange- strike should exhibit an efficient summa- alignment best permits blocking and ment. tion of forces. Weight transfer and turning turning as described below. During delivery, extension of the legs of the torso initiate the movement, fol- During the delivery of most throwing produces a vertical force to the imple- lowed by contributions of the shoulder, activities, as the front foot grounds, the ment. Integration of vertical force genera- then the elbow, then the wrist, hand, etc. front foot should be aligned at approxi- tion from the legs and horizontal force While each throw has a unique ideal fir- mately 40 degrees to the direction of the application from the strike during delivery ing order, proximal to distal firing must be throw, so that the left toe points to the should be created in unison and with cor- preserved. right for a right handed thrower. Because rect timing. of the anatomical structure of the hip, Commonalities of the Finish this foot alignment permits the hips to Upper Body Mechanics in the Delivery The reverse is a maneuver that enables stop turning when facing the throwing The grip is a critical part of the throw. The the thrower to follow through, and main- direction. This sets up better blocking and proper grip puts the wrist and hand in a tain or regain balance after the throw is deceleration of the rotating hip axis. position to contribute to force produc- completed to prevent fouling. While it As delivery is initiated, the back foot tion. Because joints effectively commu- varies from event to event, it typically should be directed approximately 90 nicate through networks of muscle and involves adjusting the stance and torso. degrees from the direction of the throw. fascia, the positioning of the distal joint Force application to the implement This position varies slightly from event of a limb dictates much of the character- must be maximized, and to accomplish to event. istics of the firing order of that limb. This this, forces must be applied from a stable As the rear foot grounds, some amor- means that the position of the hand and position. Reversing prematurely dis- tization should take place and the leg wrist dictate much of the firing character- rupts the latter stages of the strike and should amortize to some degree. This istics of the entire throwing limb. Proper often results in the strike occurring from produces a passive, yielding contact. striking mechanics may be impossible to an airborne position. While some elite This flexion should remain in the rear achieve if the grip is not correct. thrower do show flight in the final stages leg throughout most of the delivery. During the delivery, the upper body of delivery, in these cases this results from Overactiveness or pushing off of this foot should turn smoothly and progressively the application of huge forces in a cor- triggers extension reflexes and prevents from its closed position to a position fac- rect summation, and is not at all the same the hip axis from turning in delivery. ing the direction of the throw. This turn- as the premature reversal phenomenon. The feet should be spaced so that when ing is initiated in response to the torque Having throwers do a significant amount weight is completely on the rear foot, generated in the body’s core. For this rea- of work with the feet fixed is common the front leg is extended. This optimizes son, the upper body must remain passive coaching practice. lengthening of the implement’s path as delivery begins. The throw should not be considered During the delivery, bodyweight is In the delivery position, there are complete when the implement leaves transferred from the back foot to the front unique relationships between the posi- the hand. Each throw has a position of foot, to effectively lengthen the path of tion of certain body parts and the imple- locus of the throwing arm when its follow the implement. This weight transfer must ment. As the delivery begins and turning through motion stops. The strike should be complete. takes place, these relationships should be be considered a movement through The lower body should show a some- preserved. It is a common error to initiate the release to the locus position. While what closed position as the body arrives in movement and turning in the upper body mechanically force is no longer being the delivery position. During the delivery, without moving the implement, destroy- applied to the implement once it leaves the lower body, particularly the hip axis, ing this positional relationship. It is also the hand, failure to reach this position is should turn smoothly and progressively a common error to see the implement indicative of premature deceleration. to a position facing the direction of the move without advancement or turning throw. Anatomical structure of the hip will of the upper body, again destroying this decelerate and block the hip axis prop- relationship. erly if the stance is correct. Rotation and A sweeping movement of the non- extension are conflicting kinetic chain throwing arm prior to the strike can serve This article is taken from the USTFCCCA functions, so premature extension of the as a momentum development tool to Track and Field Academy Throws Specialist rear leg serves to disrupt rotation. The hip enhance the strike. For this to occur, the Certification Course (SCC) text. Boo Schexnayder axis cannot be pushed forward, it must be arm must be in a somewhat extended is primarily responsible for the content of the turned. position so that a significant moment curriculum. Don Babbitt contributed to the Since weight is being transferred as this is created. Also, momentum created is material contained in this excerpt.

NOVEMBER 2017 techniques 21 Hamstring Injuries A Practical Discussion Jim Vahrenkamp

22 techniques NOVEMBER 2017 IMAGE OF SPORT PHOTO otor patterns are important to what we do. Consider the following move- Mments: Body weight squat Weighted squat Front squat Overhead squat Hang clean Power clean Hang snatch Power snatch Over head backward Between legs forward Standing long jump Hurdle hops Block start Each movement on this list builds both in intensity, range of movement or in com- plexity on the base motor pattern of the squat. Each skill requires increased demand or intensity of the movement. The by-prod- uct of this increase is often irritation of the soft tissue, ligament or tendon structures resulting in tendinopathies or syndromes which require cessation of activity to get symptoms to abate. As coaches and ath- letes, the abatement of symptoms does nothing to solve the root of the problem, and often we find ourselves again at square one, wondering when the symptoms of our dysfunction will present themselves again, inhibiting our potential and ultimately end- ing or hampering our season. In sports, the muscle most often injured is the hamstring. As an athlete, I suffered injuries to my hamstrings repeatedly. Usually I was told it was a strength issue which made me resolve to develop enough strength where I would never injure my hamstring again. Even after improving my squat max significantly I still found myself a victim of another hamstring injury. Early in my career hamstring injuries plagued some of my athletes and yet not others. To me, it seemed there was no rhyme or reason to what I was observing. What was the prob- lem? Was it weakness? A technical error? What was it? The central tenant of the Central Governor Theory states that the brain serves as a primary entity that serves to protect us from ourselves. In distance races, it is the small voice in the back of our head encouraging us to save some for the finish. Timothy Noakes asserts that we are capable of much more than we can demonstrate because of the brains interest in self-pres- ervation. In sprinting the CGT is present in the length-tension relationship in the mus- culature of the posterior chain. Motor dysfunction in the psoas and glutes as a

NOVEMBER 2017 techniques 23 Hamstring Injuries result of persistent seated position cause world barefoot. Young children also have forces a movement virus. negative compensation patterns where the ability to move through complete To identify movement issues in our the hamstrings pick up the load that the ranges of motion such as a full depth athletes, we rely on movement screens. glutes typically perform. At submaximal squat without difficulty. It is common Often in the industry that means three velocities these compensation patterns sense to understand that these abilities or four tests that show us ranges of don’t present an imminent threat, how- are achieved before developing maximal motions that the athlete is capable. In ever as speeds approach maximal, the strength levels. Children accomplish all of our program we rely on a warm-up that brain shortens the hamstring to protect these functional abilities through general requires athletes to move in every plane the organism from itself and the potential strength work. of motion while challenging coordina- damage present in the large amplitudes So where does a virus in a movement tion. Additionally we look at posture in of movement and rates of movement. pattern originate? As humans, we each hurdle mobility to determine appropriate Stretching these tight muscles will do solve movement problems differently. ranges of motion and proper movement nothing to convince the brain that func- There are general principals to how we coordination in the multiple joints associ- tion has returned to the psoas and glutes. run and jump, however, the nuanced ated with running. Lastly, we also look at It will, however, deaden proprioceptors in details of how we accelerate or amortize the movement in the weight room. I am the hamstring further compromising the impact have unique differences specific not interested in increasing horsepower integrity of the system as a whole to our development of our movement blindly. Horsepower typically exacerbates During my second year at Augustana skills. For example, Stuart McMillen, problems rather than solving them. University in South Dakota, I had a tal- sprint coach at Altis suggests that facially Each of the following should be con- ented Norwegian athlete named Henrik driven athletes organize their motor pat- sidered opportunities to screen athletes Holmberg. After several hamstring inju- terns in a way where they tend to pull for the presence of compensation in ries, he went to see an athletic trainer down the track while other athletes that normal movement patterns. Keep in named Brad Pfeifle who prescribed sev- display a propensity for excellence in the mind that adjustments to any established eral general strength exercises. The fol- squat tend to push themselves down the motor patterns do not promise immedi- lowing year Henrik blew up. He improved track. These differences are displayed in ate improvements in performance. The in every event and went from being a kid the location of their COM at touchdown organism is forced to reevaluate its solu- that could score at the conference cham- and the errors in sprint pattern that arise. tion to movement in an effort move in a pionship to a national qualifier in several As athletes, we lean toward our strengths pattern that minimizes injury risk. events. and away from our weaknesses Warm Up Something about that experience still Another large part of the issue is injury Hurdle Mobility did not answer all of my questions. Of history. Our primary engines of move- FMS the muscles in the lower leg, why was the ment are the shoulders and the hips. The Weight Lifting hamstring the only one getting injured? body seeks balance in the movement Once we have identified a virus in a Rarely did I see issues in the glute, the which means that the upper body mir- particular movement pattern, we use adductor, the soleus or the psoas. If each rors the movement of the lower body and the following modalities to address the of these muscles is in use during full vice versa. That means that often injuries problem. velocity movement, why then is the ham- in the posterior chain of the upper body string the only muscle becoming injured? affect the movement patterns in the lower Re-Education of Movement Patterns I researched the mechanics of running body as the body attempts to compensate Hurdle Mobility: Used to identify and by reading and speaking with experts like for changes in ranges of motion resulting coach correct firing patterns, ranges of Ralph Mann, Loren Seagrave, and Boo in an injury chain. motion in joints while maintaining pos- Schexnayder. What began to present itself Three other pieces of our everyday ture. The dynamic nature of this activity was a different paradigm from what I had life further complicate these issues. Our challenges the athlete to improve and previously coached from. posture in day to day life involves a great develop functional movement patterns A product of these conversations was deal of sitting which affects our posture that stave off injury. a move to look at movement patterns. in sport or activity. Because the body General Strength: These movements Within these movement-based coaching moves toward homeostasis, our move- are performed in static positions where paradigms, the most important elements ment patterns gravitate to a hunched athletes can be coached to fire the cor- are posture, mechanics, and function. compromised posture. Shoes also compli- rect musculature associated with correct Humans develop coordination through cate things. While protection for the soles movement patterns. More often than not the combination of sub-maximal and of our feet is a wonderful development, our general strength sessions will have a maximal rehearsal of movement patterns. the way that our foot interacts with the glute dominant theme to a session where Babies are a prime example. We have ground has a lot to do with how we use athletes seek to ensure that the glutes are each observed a child as they develop the or fire the muscles in our body in move- the primary driver in each of the move- coordination and mastery of the move- ment. Often when I have athletes that run ment required. ment patterns required to move from heel-toe, merely removing shoes and hav- Multi Throws: Multi throws are a more stumbling to walking to running and ing them run lightly on the track or grass dynamic opportunity where correct jumping. Most of these children develop reveals the proper motor pattern that was coordination can be developed prior to these motor patterns as they explore their developed as a child. The shoe often rein- moving into the weight room to introduce

24 techniques NOVEMBER 2017

Hamstring Injuries greater loads to the system. They also Stretching, Deep Tissue Massage all have in a short paper on dealing with ham- allow the coach to continue the teach- a role in ensuring that the muscle tis- string issues that the level of use of the ing process in a more dynamic situation sue is supple and ready for the dynamic hamstring eliminates the consideration where the athlete is able to make connec- demands of sport. A good coach will be of weakness in the muscle. This article tions to other more dynamic activities. familiar with what healthy supple muscle should not be considered a definitive Multi Jumps: The dynamic nature of tissue feels like. This knowledge can be work on the matter but rather a starting this activity is more complex than multi developed through conversations with point for further research. Additionally, throws because of the elastic nature of massage therapists and other profession- there is no replacement for practice and the movement. Correct posture can be als. Kelly Staret has done an excellent job experimentation. The suggestions here emphasized while proper amortization of providing solutions to these issues in his should be considered a loose guideline for impact forces can be coached. book, The Supple Leopard. the development of your own expertise. Sprint Drills: Sprint drills have very Muscular Activation: Through the palpa- little transfer to the maximum velocity tion of certain trigger points dysfunctional Suggested Reading demands of coordination of sprinting. muscles can be activated for a period of Movement - Gray They do offer, however, an excellent time, however in my experience teaching Supple Leopard - Kelly Starret opportunity to develop specific strength the body to properly recruit the correct Long Anatomy Trains while developing coordination and main- tissue for movement is the only solution taining posture during a complex and with lasting effects. dynamic movement that does transfer to In conclusion, there are many factors sprinting. Again proper movement pat- present which require a multifaceted terns can be cued here and the actual approach to maintaining healthy move- drill can be used as a movement screen ment patterns. The hamstring is an alarm to detect and injury or compensation bell for dysfunction in the posterior pattern before it threatens the organism chain, indicating issues including but not further. limited to a hampered range of motion Jim Vahrenkamp is the Director of Cross Tissue Mobilization: Foam rolling, Active in the ankle, glute dysfunction, mechani- Country and Track and Field at Queens Release Therapy, Rolling Sticks, Fascial cal issues, etc. Boo Schexnayder suggest University in Charlotte, North Carolina.

26 techniques NOVEMBER 2017

30 techniques NOVEMBER 2017 image of sport photo Simplifying the Pole Vault A Non-Vaulter’s Approach to Success Eli Sunquist

he purpose of this article is to share a different approach to the teaching and coaching of the pole vault, so that vaulters (and their coaches) will be able to learn the event quicker and more effectively. I was not a pole vaulter myself and I have been coaching the event for less than five years. However, TI do believe that I have a unique outlook into the event, as my first group of vaulters were decathletes. I had to teach them how to vault in a limited capacity, as they had nine other events to train for. So I looked at what was necessary for safety and success, and focused only on those things. This approach to training worked quite well, and I have stuck with it in the coaching of pole vaulters of all levels.

NOVEMBER 2016 techniques 31 Simplifying the Pole Vault

To the outside observer, new is to throw it as far as possible, and the pole carry is relative to the length coach, and nervous parent, the pole the goal of the pole vault is the exact of the run. Yes, Bubka had his pole vault looks like a very complicated same goal of the high jump. To jump almost perpendicular to the ground and dangerous event. People are run- as high as possible, in a safe manner. at the start of the run but he also had ning really fast, jumping high into the If you always keep this in mind your a run of right at 40m and a very heavy air, and using a pole (that might or list of drills will shrink and your abil- pole. Make sure you keep in mind the might not break) to fling themselves ity to keep working on the event as a length and speed of approach first up into the air. However, I believe whole will help you achieve the goals when determining the start position that the “complexity” of the pole of the vault much sooner. of the pole as well as how to gradually vault has become one of a self-fulfill- lower the pole as you are approach- ing prophesy. In reality, the event is Jacksonville Athletic Club (JAC) ing the takeoff. no more difficult to learn than learn- Technical Model / Vocabulary: ing how to throw the discus, run the The semantics of different aspects Transition from run to takeoff: As the hurdles, or even make an omelet. It of the vault are extremely important vaulter is approaching the box, the is all about how we TEACH the event when coaching the pole vault. For feet should be speeding up and the that makes the difference. The pur- instance, if you tell a vaulter to “get arms should be lowering the pole in pose of this article is to simply the upside-down” then they might try to a sequential way. This means that vault for the athlete, the coach, the turn upside down as soon as they can there will be a natural lowering pro- nervous parent and the track and (i.e. right off the ground) thus killing cess using the left hand as a fulcrum field community in general. pole speed, making it very difficult to to steady the pole which allows the Richard Lavoie, world-renowned vault high and safely. right hand to move up the body and educator of children with special The following are my thoughts on a forward. Do not complicate this any- needs, once said that the key to learn- sound technical model, as well as the more than it needs to be. Simply put, ing and reinforcing a new skill was vocabulary that I use when teaching as the vaulter gets closer to the box, that the individual “needed opportu- and coaching the vault. (For the pur- lower the pole. Hands moving up and nities to practice skills in authentic pose of this article I will assume the forward at takeoff is what needs to be situations”. Is what we are doing, the vaulter is right handed, jumping off practiced. drills we are practicing having the of their left foot.) sort of carry over to the whole skill as Takeoff: As the pole vault is a jump- we would like? Or are they just cool, Approach Run: The purpose of the ing event, much time needs to be fun, or complicated looking drills that approach run is simply to produce as spent on learning and teaching that really do nothing to progress of the much speed as possible, under con- the takeoff is an aggressive jump off event? A lot of debate has gone on trol, so that at takeoff the vaulter will the ground. The harder you jump about whole or part learning. Since be able to put as much energy from off the ground, the easier it will be the pole vault, much like the triple the run into the pole as possible. The to move the pole to vertical and put jump, is very much a serial event it length of the approach run is very energy into the pole. For the right has to be practiced as a whole. Sure, individualistic and the coach needs to handed vaulter they will push for- there are times for drills, but the spend a lot of time working with their ward and up off the ground with their drills need to have a direct influence individual athletes to determine the left foot while both arms also also on what you are trying to accomplish right length. Speed at takeoff is vital push up on the pole up and forward and if they don’t then you are wasting so the coach needs to make sure that in an attempt to get the whole unit your time. the athlete has a distance that fits (vaulter and pole) moving both up When I start with a vaulter for the their needs and ability levels. Having and forward. The cue that I use here first time, whether they have been high school girls run from nine lefts, is “Get the top of the pole to vertical vaulting for five years or five minutes, when their 100m PR is over 14 sec- / out in front of you as fast as pos- I go over the goals of the vault with onds really isn’t the best idea. Most sible.” The main goal of the takeoff is them. I make it very clear that the high school vaulters should start with to move the pole forward, and drive purpose of the event is to jump as a 12 step approach (six lefts) and then the body forward. This is why talk- high as possible, in a safe manner. move back if they are able to handle ing about getting upside at takeoff That is it. The goal of the event is not that approach. The cue I use is can be dangerous as it instills in the to “get upside-down” or get on the “speed at takeoff” so that they think vaulter’s mind getting the shoulders biggest pole possible, to bend the about speeding up into their last few back at takeoff, which is the opposite pole, or even “get vertical”. These are steps and takeoff. of trying to move everything forward all great things to aspire to but do not at takeoff. Any talk of arms moving make up the purpose of the event. Pole Drop: I will talk about running back at takeoff, or shoulders / head The goal of the hurdles is to run as with the pole in a later section, but moving back at takeoff should be fast as possible, the goal of the javelin make sure that at the start of the run eliminated. Takeoff up and forward

32 techniques NOVEMBER 2017 and your arms, shoulders, and body need to be doing the same.

Swing: After takeoff, which should be an aggressive jumping and pushing motion, the fast, aggressive swing comes next. The swing is a simple movement, and can be performed by the youngest and most novice vaulters. The left leg, which is now left behind the vaulter after an aggressive, forward jump at takeoff, simply swings to the top of the pole as fast as possible. Let me emphasize using simple cues when coaching the vault. After the takeoff comes the swing. There is no cuing of shoulders getting back, getting upside-down, or getting into a rock back position. All of these cues are what coaches see as a result of a good swing. If you swing aggressively to the top of the pole, your shoulders will automatically move back as your legs and hips move up. Most of the time spent in coaching this phase should focus in on the left leg, not the head or shoulders. As the vaulter’s leg is swinging up to the top of the pole, the arms should still be trying to put pressure against the pole. Pulling should only occur once the athlete gets to the top of the pole (i.e once the swing is completed). Keep reminding the vaulter that the vault is a “pushing” activity from takeoff until they get to the top of the pole, then immediately switches to a “pulling activity” only AFTER they get to the top of the pole. Pulling in early will reduce pole speed which is detrimental to jumping high. Swing to the top of the pole FAST, then pull up the pole FAST.

Pull / Turn: This aspect of the vault is also quite simple, but is directly correlated to the run, takeoff, and swing. Once the vaulter swings up to the top of the pole, they pull (this should be the first time they are pulling at all) their body straight up the pole. Feet and legs go up while the head and shoulders go back. Alan Launder simply says “The legs go up, and the shoulders go down”. Much like a long jump landing or the arch over a high jump bar, most of the time in training should be working on the aspects BEFORE this happens. A good landing or arch or pull up the pole are a direct result of what happens before that.

JAC Teaching Progression / Drills We Use: Pole carry- We always start with a small pole to work on the fundamentals. Once the vaulter is proficient in a correct pole carry, we then add in walking drills, followed by jogging drills, then sprint drills with a pole. We also do a series of pole carry drills as part of our cool down on certain days to help force proper Simplifying the Pole Vault

mechanics when the athlete is tired. This is a great way to kill two birds with one stone. The main goal is to get the athlete not just comfortable carrying the pole, but also improve their coordination.

Running with the pole: Running with the pole is a learned skill, so it must be rehearsed regularly, both on and off the runway. One day a week we do acceleration devel- opment work with a pole. This is separate than pole runs (which mimic the approach) as the goal of the acceleration development work is to increase power output and work on the first one third of the approach. We cue the athlete to push as hard as they can down the track without worrying about the full approach run rhythm. The vaulters usually use a pole or two bigger than their big pole. This allows a small bit of resistance that will help build confidence later when it does come time to get on a bigger pole. We follow the principles of speed development throughout the training week, doing one-third of the work with a pole, and two-thirds of the work without a pole.

Plant and takeoff: The most impor- tant parts of the plant and the takeoff are jumping up and for- ward at takeoff as well as having the hands high to push the pole forward and up and takeoff. The movements need to happen in a uniform manner and we do most of our takeoff work on a stiff pole. This ensures the athlete focuses on moving the pole to vertical and being aggressive on the jump off the ground. We start holding about halfway up the pole (a big pole) from four total steps (two lefts) and gradually work our way up the pole. The challenge is to see how high they can hold on a

image of sport photo 34 techniques NOVEMBER 2017 NOVEMBER 2017 techniques 35 Simplifying the Pole Vault The Full Names and Complete Mailing Addresses of the Publisher, Editor and Managing very stiff pole from an approach feel too far away? Do they feel that Editor are: Sam Seemes, Mike of four to five lefts while still mak- the pole is too stiff? Are they think- Corn, 1100 Poydras St., Suite ing it in the pit safely. The athlete ing too much? We have a strict 1750 New Orleans, LA 70163. will run faster, jump harder off the three strike policy at our practices. ground and use their hands very If an athlete runs through three Techniques is owned by effectively in order to do this. The times in a row we do what we call USTFCCCA, 1100 Poydras St., adjustments that we use if they a “re- boot”. The athlete gets on a Suite 1750 New Orleans, LA are making it into the pit easily bigger pole and does straight pole 70163. are to go up a handgrip, and then takeoffs from six steps (three lefts). by going back six-inches on their The athlete is encouraged to run The Average Number of run. We use a big pole for this, as very fast, jump very aggressively Copies of Each Issue During it helps the athlete be aggressive off the ground and then swing very the Preceding 12 Months: (A) and get them used to running and fast up to the top of the pole. This Total Number of Copies (Net press run): 10,131 (B3) Paid jumping with a big pole. reinforces jumping off the ground, Distribution Outside the Mails being aggressive (bigger pole) and Including Sales Through Dealers Swing: To work on the swing, we swinging fast. The athlete is then and Carriers, Street Vendors, stay with the straight pole drills. moved up a handgrip each time Counter Sales and Other Paid We see how high the athlete can and the run is moved back six Distribution Outside USPS: 0 hold but still making it into the pit inches at a time until the athlete (B1) Paid Circulation through safely. The jump off the ground feels confident enough to jump Mailed Subscriptions: 10,031 needs to be very forceful (up and again from a short run. We have (C) Total Paid Distribution: forward) and as soon as the takeoff had a lot of success in terms of fix- 10,031 (D4) Free Distribution leg leaves the ground the athlete ing athletes who couldn’t takeoff. Outside the Mail: 0 (E) Total is cued to swing their leg up to the Once they get their confidence Free Distribution: 0 (F) Total top of the pole as fast as possible. back up with the straight pole they Distribution: 10,031 (G) Copies Simple movement, simple cue. The are able to jump again in prac- not Distributed: 100 (H) Total: faster they swing the more energy tice. You should never have your 10,131 (I) Percent Paid: 100% it adds to the pole / vaulter system athletes run through more than which will then help to increase three times in a row in a practice The Number of Copies of a Single Issue Published pole speed. We start with two lefts session. Fix it and then get back to Nearest to the Filing Date: (A) and go back to four lefts on this jumping. Total Number of Copies (Net drill. Same adjustments are made A few years ago I had a high press run): 10,517 (B3) Paid in terms of grip and run on the school jumper who had a hard Distribution Outside the Mails drill described above. time taking off from any run longer Including Sales Through Dealers than four lefts in practice. I started and Carriers, Street Vendors, Getting feet up over the top of the working with him in February and Counter Sales and Other Paid pole: To work on the athlete get- he had been stuck at his current PR Distribution Outside USPS: 0 ting their feet up the pole after for over a year. There was a stretch (B1) Paid Circulation through the swing we vault from three-five of six weeks where all we did in Mailed Subscriptions: 10,427 lefts on a pole that is comfortable practice was pole runs, straight (C) Total Paid Distribution: for the athlete and they try to get pole takeoffs, and straight pole 10,427 (D4) Free Distribution their feet to touch a bungee that is jumping from a short run. In April Outside the Mail: 0 (E) Total up at a challenging height for the he PR’ed by two feet. The work we Free Distribution: 0 (F) Total athlete. Usually this is one to two did in practice was very mundane, Distribution: 10,437 (G) Copies not Distributed: 90 (H) Total: inches higher than the athlete’s very boring, yet very beneficial. 10,517 (I) Percent Paid: 100% current PR. He trusted the system, put in the Signed, Mike Corn work, and saw the improvements. Problem Solving: Make sure you are always doing What to do if your athlete can’t something in practice to help your STATEMENT REQUIRED BY takeoff?: One common error in vaulter improve. TITLE 39 U.S.C. 3685 SHOWING pole vaulting practice is to allow Have a sense of urgency about OWNERSHIP, MANAGEMENT AND athletes to run through and not getting better. No one gets better CIRCULATION OF TECHNIQUES, takeoff. If the athlete is not tak- when they spend a whole practice Publication #433, Published ing off there is a reason for it. It running through. Quarterly at 1100 Poydras Street is not because they aren’t “tough Suite 1750 New Orleans, LA enough” or “weak” but rather it is Pole Selection: A big topic in the 70163. The business office of because something is off. Do they vault community is pole selection. the publisher is 1100 Poydras St., Suite 1750 New Orleans, LA 70163.

36 techniques NOVEMBER 2017

Simplifying the Pole Vault

What size pole should my vaulter fundamental technique so that they of you, thank you for sharing your get on? Shouldn’t they jump on the will be able to continue to improve knowledge with me. A special thanks biggest pole they can get on so that in college and beyond. The pole vault to Bryan Delsite, Noel Ruebel and they can vault higher? Can they vault takes years to master so there should Robert Olesen, who pushed me into on poles rated less than their body be no reason that your vaulter should learning the vault, Glenn McAtee and weight? The answers to all pole selec- not have a very enjoyable and suc- Todd Lane (two great vault coaches tion questions are beyond the scope cessful career, IF you teach them how who never vaulted) for shedding of this article but one thing that to vault safely and correctly. This light into the simplicity of the vault, must be mentioned is that of get- does mean spending time on smaller Daniel Isaacs, Macey Ruebel, and ting on a bigger pole. All things the poles so the athlete can learn the Alan Launder for teaching me about same (speed, technique, strength) technical model. Over time, as they the vault the Australian way, Viktor the athlete who can get on the bigger get faster, stronger, and more con- Chistiakov for teaching me about pole will jump the highest. However, fident, they will be able to progress the Russian pole vault system, Clark this is only after a certain level of on bigger poles. Moving to a bigger Humphries, Adam Steinwachs and technique and experience has been pole should not be a frightening Drew Hardyk for patiently answering achieved. Always work on full vaults thing for a vaulter rather it should be all of my questions, as well as all of on a pole that the athlete can com- the next logical move (i.e. they are the vaulters who vaulted for me. fortably jump on. doing everything correctly and mov- Your improvements were an inspi- Pole selection for any day, whether ing into the pit easily) and one that ration to me, and it was a pleasure it is a small meet, practice, or big is understood as such by the vaulter. to watch every single one of you get competition, is very dependent on The pole that they should be vaulting better. numerous factors. Weather, adrena- on should be directly related to their line, injuries, length of run, all are approach run, how they are feeling factors that must be in play when that day, etc. Vault them on the poles determining what pole to use. Don’t that they can comfortably vault on get caught up in the numbers. If the and then make adjustments accord- athlete trusts you as a coach, you ingly. should be able to put them on the I have seen too many high school right pole for the situation and they vaulters coached to instant gratifi- will be able to jump just fine on them. cation only to have very poor and In practice, we jump from two, dangerous technique. They can only three, four,or five lefts. Very rarely jump as high as they are holding, will we jump from an approach far- which means that there will be a ther back than five lefts in practice. point of diminishing returns. What is The main reason is that this allows worse is that they go to college and the athlete to take more jumps in a never improve. A vaulter should con- session. I never try to get vaulters on tinue to improve every year IF they challenging poles in practice from have a technical model that is sound. a longer run. All we work on is good If you simplify the vault in your technique from a short run and then teaching and drill selection, you will over time this will allow them to get allow your vaulter to learn quicker, on bigger poles in practice from the safer allowing your vaulter to have a same run. Our kids leave their com- more successful long term career. A petition poles in the shed during state championship is a great accom- practice. The whole goal of practice plishment, but that should not be the is to improve technique, speed, and ultimate goal for you or your vaulter. strength. Trying to get on a big pole The ultimate goal should be for your in practice is a recipe for frustration athlete to have a technical model and injury. that will allow them to continue to improve year in and year out, and do Final Thoughts: so in a safe manner. If you are a youth or high school Coach Eli Sunquist founded the Jacksonville coach, please spend a lot of time on Acknowledgements Athletic Club in 2013 where he works exten- teaching the fundamentals of the I can’t express enough how grateful sively with athletes in the pole vault, javelin, vault to your athletes. The ultimate I am to have learned from some of combined events and jumps among other goal for your vaulter is to learn great the best coaches in the world. To all disciplines.

38 techniques NOVEMBER 2017 NOVEMBER 2017 techniques 39 40 techniques NOVEMBER 2017 Bob Mullen photo Cross Country The Basics of Visualization Kevin O’Grattan

s coaches, we are always looking to help our athletes squeeze every drop of perfor- mance from themselves. When turning to the psychological toolbox, one of the tools commonly used is that of visualization. AVisualizations can be used in a variety of formats to assist athletes in everything, from dealing with stressors associated with competition to remaining relaxed during their kick late in a race. While most coaches recognize visualizations can be helpful with athlete performance, many coaches do not take time to practice visualizations as a skill with the intent of improving athletes’ ability to visualize. In practice, many coaches just expect their athletes to be able to effectively use visualizations as a tool. It has been noted that athletes competing at the highest levels internationally are reported to frequently use visu- alization techniques (Clarey, 2014). In many sports, such as golf, increased performance has been associ- ated with increased use of imagery by athletes (Gregg and Hall, 2006). Studies have shown visualizations can increase self-confidence, athlete motivation, and decrease performance anxiety (Vealey, 2005). In addi- tion, softball players using an imagery program were shown to experience increases in selective attention (Calmels and Berthoumieux, 2004). By working on

NOVEMBER 2016 techniques 41 cross country

this skill with our athletes, we can put required for visualization is the ability when seeking to create better visualiza- them in a position to be more success- to produce vivid images. “Vividness tions. ful more consistently. refers to how clearly athletes can see The basics are best introduced dur- It is important for coaches to realize an image and how detailed the image ing the cross country off season. The that visualizing is a skill, and like all appears to them” (Williams, & Krane summer provides an easy time to help skills, our athletes will come to us with 2015, p.242). Vividness also describes my cross country athletes learn in a varying abilities along the spectrum of how many senses are used in the imag- non-stressful environment. Early in the mastery. All of our athletes can move ery. Sometimes we think of visualiza- training season, I will start by handing further along that spectrum, and one tion as mental pictures, but athletes will out oranges after the team has cooled key to improvement may be refining be better served if their other senses are down at the end of a practice. I find cit- the basics or prerequisites for high level also involved in their mental training rus works especially well for vividness visualizations. Whether we are looking preparations. As American Olympic training, as the aromatic component to have our athletes use visualizations skiing aerialist Emily Cook says, “You suits itself to inducing additional sen- for mental practice or use visualizations have to smell it. You have to hear it. sory recruitment during visualizations. to dial in their excitation level prior to You have to feel it, everything” (Clarey I usually bring one orange for each competition, each of these methods 2014, p.6). Introducing training events member of the team, but you could can be enhanced by increasing skills to help athletes begin including addi- certainly do this with a single orange. associated with producing visualiza- tional sensory involvement during visu- I pass them out and have the athletes tions. One of the first competencies alizing can be one of the first activities gently take a fingernail and run it along

42 techniques NOVEMBER 2017 Kevin OGrattan photo the orange breaking the skin, releas- keep these activities relatively basic manipulate the objects they imag- ing the oil, but not through to the so athletes across the visualization ine. Remember to keep it fun and pith layer. Then, I have the athletes ability spectrum can participate be creative when thinking up what observe the orange, looking closely with success. For the control prac- you will have the athletes control at its shape, the pores on its skin, tice, I will have the athletes imagine in their visions. Another option in and the fragrance the oil is emit- the fruit is rolling down a ramp. If creating control experiences would ting. After giving them a minute I suspect many of my athletes may be to have the athletes suggest or two, I have the athletes set aside have difficulty with this task, I will images, which can help them feel the orange or collect them back have a small wooden board on hand included in the process and have up. I ask them to close their eyes to give a visual demonstration for more team members commit to the and imagine the orange. I reiterate them to work from. Similar to the practice. For example, athletes may those things I had pointed out for vividness training, I would ask them suggest an outlandish scenario dur- them to observe like the smell, its to close their eyes and visualize the ing visualization control practices, color, and its shape. I want them fruit at the top of a ramp. I would such as an elephant sliding down to create a very vivid reproduction remind them to take the object in a playground slide. Although this of the orange they were holding with all their senses noting its size, scenario would have nothing to do in their mind and hope to activate shape, texture, and smell. Next, I with running, the practice can still more than just their visual repre- would ask them to imagine having have an impact on their ability to sentation. The goal is to have more the fruit roll down the ramp. As this create visualizations and may even senses involved in the visualization. is something they had just seen, it be a healthy diversion from train- The athletes usually do well with should be fairly easy for them to ing. Also, remember to generate this activity, and as a bonus, I can replicate when visualizing. The next prompts that will still include multi- pass back out the oranges at the end step is to ask them to practice this sensory input such as smell or feel. for them to eat. It is important for visualization forwards and back- The next step in training the coaches to be mindful that when wards. Perhaps having them visu- foundations of visualization is to possible, making training enjoyable alize the fruit at the bottom of the move towards having athletes visu- will help the athletes buy in. Since ramp and then rolling backwards alize running experiences. With endurance training can be arduous, up the ramp. This rewind practice the ultimate goal of having cross especially for newer athletes, this technique puts the control of the country athletes visualize racing vividness training where they end visualization in the hands of the scenarios, we want to move from with getting to eat the training tool athletes. From this point, the coach improved vividness and image can incorporate enjoyment in their can ask the athletes to control the control towards more specific run- training. This particular training fruit in visualizations that would not ning visualizations. The idea is activity could be included as early be possible in the real world. This still to have athletes work from in the training cycle as wanted. can force the athlete to truly take recent stimuli, just as they held and There is no risk of starting visualiza- control of the mental images pro- smelled the orange before trying to tions training too early when devel- duced. For example, the coach can create the image in their mind. So, I oping foundational techniques. instruct the athletes to have the fruit like to pair initial running visualiza- The next step in the process for roll half way down the ramp and tion trainings with absolute speed athletes is to work on controlling then have it stop before rising above training for cross country athletes. the images they create. Control in the center of the ramp and remain However, this would work for any this context refers to the ability to in place floating stationary. Unlike short distance high intensity work- manipulate the mental images and the first control activity, this second out that requires ample rest of sev- sensations they produce during control activity is not something eral minutes between repetitions. visualization training. Here, I con- you could physically demonstrate to I have found that unlike sprinters, tinue to build upon the techniques your athletes and would push them distance athletes can sometimes introduced with vividness as we to actually control the visualiza- have difficulty waiting thought the progress towards ultimately using tion they have created. This type of appropriate rest times for this type running examples. I will often con- activity can progress to any number of workout. Therefore, I have them tinue to use citrus with my cross of mentally challenging scenarios use this rest time, between runs, country athletes as the object so that will test your athletes’ ability to for visualizing. I will usually have that they can continue to emphasize control the images they produce. my athletes split into two groups. all of their senses. If I used oranges These control practice sessions While the first group runs, the sec- for the vividness activity, I may can be a lot of fun for your athletes ond group can watch them and then change it to grapefruit or a lemon so if the coach takes time to create close their eyes to visualize them- they experience a slightly different interesting scenes for the ath- selves completing the run event for training stimuli. I also intentionally letes to imagine as they mentally a minute or two. The stimulus here

NOVEMBER 2017 techniques 43 cross country

is again experienced just before the from needing to see visual stimuli prior izations. This recording is something athlete is asked to visualize it so they to being able to do a visualization. you can have an assistant coach, vol- have a very recent reference to work However, providing visual or auditory unteer, or athlete help obtain at a meet from. I believe this puts them in a good stimuli later in the season can still be a during your season. You may need to position to be successful in early run- powerful tool in aiding athletes in cre- try this over a few meets to find the ning visualization training. The second ating more impactful visualizations. optimal positioning for making the group would then take the start line and As competition season begins, I love recording. I find it helpful to hear the do their run, while the first group is still to have my athletes do visualizations starter in addition to the background in their recovery period. This would while listening to a recording of our noise of athletes at the line leading allow the first group to do the same local starter giving final instructions up to the start. Once you have a good visualization practice the second group through the sounding of the starter’s recording, the sounds of the bustling of had done during their run. As athletes pistol. It allows me to reinforce the athletes at the start line and the starting continue this type of training over time, importance of additional sensory input procedure will again help your athletes the repetitions of practicing visualizing when creating images and helps my create a multisensory visualization in would allow them to transition away athletes create powerfully vivid visual- preparation for race day. I sequence all of these visualization training events to try and build upon one another with each progressing towards realistic and powerful images for my athletes. The ultimate goal is that athletes will be able to create vivid, and controllable visualizations of race based scenarios where they are engaging teammates and opponents for positive outcomes. At the end of the day, we want our athletes to picture themselves in races doing well or overcoming adversity. One of the appealing characteristics of training vividness and control for visualizations is that it can be incorpo- rated early in the training cycle. There are no prerequisites to this training and starting early will allow for better development. Our team is introduced this visualization training to athletes within the first or second week of sum- mer conditioning with cross country athletes. During this time, the coach should elicit feedback from athletes to monitor progress and add addi- tional complexity as task performance increases. The athlete feedback for early sessions should help coaches understand how well the athletes are visualizing and can illicit feedback for what types of practice events the athletes may want to work on. It is important to note that coaches should coordinate this training to their season plan so that athletes’ will be prepared to practice multi-sensory complex race- based visualizations well ahead of criti- cal championship post-season meets. All too often, coaches leave advanced visualization practice till the end of the season, and athletes are not afforded

44 techniques NOVEMBER 2017 Paige Winters photo cross country

the opportunity to develop the skill prior mindful that visualization is a skill, and inner edge. Morgantown, WV: Sheridan to its implementation. Furthermore, like any skill, it can be improved by first Books. these skill building techniques are highly focusing on executing foundational com- Williams, J.M., & Krane, V. (2015). transferrable to all athletic endeavors. ponents at a high level. Applied sport psychology: personal All track & field event groups can benefit growth to peak performance. 7th ed. from strengthening their visualization References McGraw-Hill. New York, NY. abilities through the aforementioned Calmels, C., & Berthoumieux, C. (2004). training techniques. Effects of an imagery training program Strengthening the components of on selective attention of national softball visualization through purposeful practice players. The Sport Psychologist. 18, 272- can enhance the effectiveness of athletes’ 296. psychological training. As cross coun- Clarey, C. (2014). Olympians use imag- try coaches, we recognize that mental ery as mental training: flying high while training is just as important as physical still on the ground. American Swimming training for athletes to compete at their Coaches Association Newsletter. 5, 6-9. potential. Distance running challenges Gregg, M., & Hall, C. (2006). The rela- our athletes both in competition and in tionship of skill level and age to the use practice by the very duration of exer- of imagery by golfers. Journal of Applied Kevin O’Grattan is the coach of the boys and tion required. In developing any mental Sport Psychology. 18, 363-375. girls cross country teams at Olathe West High training program, it is important to be Vealey, R.S. (2005). Coaching for the School in Olathe Kansas.

46 techniques NOVEMBER 2017 Paige Winters photo

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NOVEMBER 2017 techniques 51 USTFCCCA Coaches Hall of Fame Class of 2017

Amy Deem Pete Farwell Jack Hazen University of Miami Williams College Malone College

Amy Deem has been a part of the Miami (Fla.) For nearly four decades, Pete Farwell has been Jack Hazen has been a fixture at Malone College track & field program since 1990. By 2008, synonymous with Williams College. since 1967, and success has been the name of Deem was named the Director of Track & Field/ Farwell graduated from Williams College in the game from just about day one. Malone’s men Cross Country, becoming just the sixth woman 1973 and then returned to campus six years later reached the NAIA Cross Country Championships in to oversee both the men’s and women’s track as head coach of the men’s cross country team. 1968. The Pioneers were a fixture at that meet for and cross country programs at a NCAA Division I Over the next 37 years, Farwell developed the Ephs the next 43 years until their move to NCAA Division institution. into a consistent winner on the NCAA Division III II in 2011, placing in the top ten 35 times. Before her appointment as the head level. He took control of the women’s cross country Hazen guided Malone’s men to its first NAIA coach in 1990, no Hurricane had recorded a team in 2000 and handled several positions with team title in 1972 as it posted the largest margin NCAA qualifying mark. Since then, however, the track & field team, including head coach (1988 of victory in the 17-year history of that meet until her athletes have laid claim to 14 national to 2001, 2008 and 2013) and assistant coach that point (77 points). championships and nearly 200 First Team All- (present). Under Hazen, the Pioneers would win four more America honors. While winning Little Three titles became the NAIA XC crowns. Malone’s women captured Hazen’s Under her guidance, the Hurricanes’ norm for Farwell and his programs (76 have been second team title eight years into his reign (Hazen hurdlers have dominated the national scene. won under Farwell’s watch), they didn’t hit it big took over that program in 1991 and still leads it), Seven of those mentioned above 14 national at NCAAs until 1994. That’s when the Ephs handed and the men reeled off three in a row from 2007 championships have come in the hurdles, Farwell his first NCAA team title, a feat they would to 2009. including an astounding five from Gillian repeat the following year. Malone’s men never lost a conference meet Russell. Before Farwell took over the women’s program or district meet from 1968 until 2010, while the Deem saw her women dominate the Big East in 2000, the highest the team finished at NCAAs women earned their share of conference and during the early portion of her career, capturing was third in 1998. The Ephs finished runner-up in district titles as well. two indoor conference championships (2003 and Farwell’s first and second year, then won their first Under Hazen’s guidance, the men’s track & 2004) while laying claim to six outdoor titles of three NCAA titles in 2002. field team won 18 conference titles in a row from (1998-99, 2001-04). Since joining the ACC in In 2015, the women posted the largest margin 1972 to 1989. District titles poured in, too, as the 2004, Deem has won more ACC Women’s Indoor of victory in meet history (98 points), and the men Pioneers won 19 including 16 straight between Championships (four, including the 2017 title) claimed the runner-up spot by 9 points. 1976 and 1991. than all but one coach in conference history. Farwell has seen 43 cross country runners earn Hazen tutored a total of 325 All Americans if you Deem has also made her mark on the sport 67 All-America honors and guided three of his combine honors earned in cross country and track outside of her tenure as coach of the Hurricanes. runners to individual NCAA XC titles & field, which account for more than 80 percent She served as the President of the United As head coach of the track & field teams, of the total number of All Americans in Malone States Track Coaches Association from 2003- Farwell won a total of 33 New England titles. On athletics history. 05, in addition to serving as the head coach the national level, the men finished in the top-10 Hazen’s reach goes far beyond Canton, Ohio, of the United States team at the 2007 World seven times. where Malone University is located, as more than Championships and the 2001 USATF Junior Farwell’s harriers have accumulated 152 All- 100 of his former athletes are coaches themselves. National team that competed in England and America honors and 11 national championships on Scotland. The pinnacle of her international the track over the years. experience came when she served as the Head Coach of the U.S. women’s team at the 2012 Olympic Games.

52 techniques NOVEMBER 2017 USTFCCCA Coaches Hall of Fame Class of 2017

Bob Kersee Fred Samara Patrick Shane UCLA / Cal State Northridge Princeton Brigham Young University

Bob Kersee was a staple in collegiate track & field Fred Samara is an Ivy League lifer. Six years Patrick Shane returned to his alma mater as the for more than 30 years. One of the premier sprints after graduating from rival Penn and three years first head coach of women’s cross country after a and hurdles coaches in the world, many collegiate removed from competing at the 1976 Montreal standout career as a member of the BYU track & athletes benefitted from the tutelage of Kersee Olympics in the decathlon, Samara was introduced field team from 1966 to 1970, and a six-year stint and won NCAA, U.S., World and Olympic titles. as head coach of the Princeton men’s track & field as head cross country and track & field coach at It didn’t take long for Kersee to make his mark program in 1979 – a position he currently holds. Provo (Utah) High School from 1974 to 1980. on the sport. His first coaching job was at Cal Since 1979, Samara’s Tigers have won 41 Ivy From Shane’s first season in 1981 until State Northridge where the Matadors experienced League Heptagonal titles. Princeton has won 20 his last in 2016, he guided the Cougars to immediate success under his watch. His 1978 indoor crowns, 17 outdoor crowns and four in cross 31 appearances at the NCAA Division I Cross and 1979 squads won the AIAW Division I National country. Country Championships including 19 consecutive Championships. The Tigers dominated the Ivy League from 1997 trips from 1989 to 2007. BYU also nabbed five Kersee jumped to UCLA in 1980 and continued to 2000. During that span, Princeton earned back- successive bids from 1982 to 1986. his success as an assistant coach for four to-back-to-back Triple Crowns, winning team titles Under Shane’s direction, the Cougars reached seasons, helping the Bruins capture the women’s in cross country, indoor track & field and outdoor the pinnacle in the late 1990s to early 2000s 1982 and 1983 NCAA Division I outdoor titles. track & field in the same academic year. The when they won four national titles (1997, 1999, During that time, he mentored the likes of Tigers would later accomplish that same feat in 2001, 2002) and finished runner-up an additional Florence Griffith, LaShon Nedd, Sherri Howard 2010-11, 2011-12 and 2014-15. three times (1998, 2000, 2003). and Arlise Emerson – all of whom won NCAA The Tigers have won three individual NCAA There was not a more dominant team in the championships. titles under Samara’s watch. Tora Harris swept the current era than BYU in 2001, a group that won In 1984, Kersee took the reins of the program, high jump crowns in 2002, Donn Cabral won the the championship by 86 points, the largest margin serving as its head coach for nine seasons. steeplechase in 2012 and the following year the of victory by a women’s team in the 6K era. The Bruins experienced unprecedented success team of Michael Williams, Austin Hollimon, Russell Shane’s Cougars also won 24 conference at the conference level, winning five Pac-10 Dinkins and Peter Callahan brought the indoor championships and 16 regional titles in his 36 titles across his final seven years. At the national distance medley relay title back to the Garden years. level, eight of his last nine teams recorded top-7 State. Shane also served as the distance and mid- finishes, including a runner-up result in 1988, Samara’s athletes have pulled together for a distance coach with the women’s track & field 1989 and 1990. total of 74 All-America honors in track & field and team at BYU and was the head coach of the Outside of his work at UCLA, Kersee personally another three in cross country. Cabral was one program from 2011 to 2013. It was in 2011 when trained a “who’s who” of sprinters and hurdlers of four Princeton athletes coached by Samara to the Cougars swept the indoor and outdoor team who have competed at the highest level. He compete in the Olympics. The others were Harris, titles in the Mountain West Conference. played an instrumental role in the success of Gail Debbie Saint-Phard and Augie Wolf, who both During his tenure at BYU, Shane coached Devers, Greg Foster, Allyson Felix, Jeanette Bolden, starred in the shot put. athletes earned 150 All America honor and nine Dawn Harper, Valerie Brisco-Hooks, Andre Phillips, Outside of the collegiate level, Samara coached individual NCAA titles. Michelle Perry, Joanna Hayes, Kerron Clement, field events for the U.S. Track & Field Team at the Outside of the collegiate ranks, Shane served Shawn Crawford and Andrea Anderson, among 1987 IAAF World Championships in Rome and was as head coach of three different national teams others. Kersee also coached his wife, Jackie an assistant coach for the Americans at the 1992 and mentored six athletes who would later Joyner-Kersee, one of the most recognized names Barcelona Olympics. compete in the Olympics. in the history of the sport.

NOVEMBER 2017 techniques 53 the BOWERMAN finalist 2017

Christian Coleman Fred Kerley Lindon Victor University of Tennessee Texas A&M Texas A&M Christian Coleman became the first man While Fred Kerley’s 2017 collegiate track Record-breaking decathletes love the to win the 60m & 200m titles indoors & field campaign was punctuated by his Texas Relays for some reason. Nearly and the 100m & 200m titles outdoors in record-breaking dash at the NCAA West 11 years to the day that Trey Hardee the same season since former Tennessee Preliminary Round in Austin, Texas, the topped Tom Pappas’ collegiate record great Justin Gatlin did it in 2001. former walk-on won four combined NCAA in Austin, Texas, Victor upped the ante Another 2017 goal of Coleman’s was titles (two individual, two relays) and at the same meet. Victor put up a Day to break the 100m collegiate record of wrote his name all over the record books. 1 collegiate scoring record of 4516. past Bowerman winner Ngoni Makusha of The Texas A&M senior turned heads While he slowed a bit on day two, by Florida State, a mission that he accom- at the Razorback Invitational in late the end of the two-day competition he plished when he ran 9.82 at the NCAA January, when he recorded one of the had amassed 8472 points, seven more Championship meet in Oregon. quickest lead-off legs of an indoor 4x400 than Hardee did in 2006. Coleman won his first NCAA title with in world history. He shot out of the Less than two months later, a scorching victory in the indoor 60 blocks in 44.96 and helped Texas A&M Victor returned to the multi-scene in where he matched the collegiate record lower the collegiate record to 3:02.52. Columbia, South Carolina at the SEC of 6.45 set by BYU’s Leonard Myles-Mills By the end of the indoor season, Outdoor Championships and demol- in 1999 and won by .09, the largest Kerley did quick work of the open 400 ished his own record. This time he margin of victory in meet history. as well. He went undefeated at that answered a slow start on the first day In the 200, Coleman broke the stagger distance on his way to the NCAA title and broke the Day 2 collegiate scoring by the 100-meter mark and clocked the and clocked three of the fastest times in record. Victor totaled 4174 of his 8539 second-fastest time in collegiate history collegiate history, of which included the points in the 110 hurdles, discus, pole (20.11). He won by 20 one-hundredths No. 3 mark of 44.85, the No. 5 mark of vault, javelin and 1500. In fact, it was of a second, the largest spread between 45.02 and the No. 8 mark of 45.10. in the discus where he improved his first and second place since 2007 Outdoors, Kerley kept that momentum own collegiate decathlon discus record (Walter Dix, 0.31). going and attacked the record book. to 55.22m (181-2). He won his third and fourth NCAA The senior tallied four top-10 times in Victor capped his senior season with titles of 2017 in Eugene, Oregon when the open 400 – including the collegiate a NCAA decathlon title and notched the he won the 100 and 200 at the Division record of 43.70, the No. 3 mark of second-best score in meet history in the I Outdoor Championships. 44.09, the No. 4 mark of 44.10 and the process (8390). The Grenada native In 2017 alone, Coleman ran the 2nd No. 10 mark of 44.30. He paced the won by 209 points, the largest margin fastest time in collegiate history over 200 Aggies to a collegiate record in the sprint of victory since 2010 when former The meters indoors (20.11), and the 2nd medley and helped them to a pair of all- Bowerman winner Ashton Eaton set the fastest time in collegiate history over 200 time top-10 marks in the 4x400 while bar at a whopping 656 points. meters outdoors (19.85). He became the winning two more NCAA titles (400, Lindon Victor is the owner of the No. 8th man in world history to go sub-10 in 4x400). 1, No. 2 and No. 7 marks in collegiate the 100 and sub-20 in the 200 in the history based on his work in 2017 same day, a feat he accomplished at the alone. SEC Championship meet.

54 techniques NOVEMBER 2017 the BOWERMAN finalist 2017

Maggie Ewen Keturah Orji Raevyn Rogers Arizona State University University of Georgia University of Oregon Maggie Ewen had a season for the ages in A year after setting the collegiate out- Raevyn Rogers was on top of the world in 2017, where she was the top overall point door record and the American outdoor 2017, as the Oregon junior cruised to her scorer in the NCAA Division I Outdoor record in the triple jump, as well as second sweep of the NCAA 800m titles while Track & Field Championships thanks to placing fourth at the 2016 Rio Olympic altering the collegiate record books both as three All-America performances in the Games in the triple jump, Keturah Orji an individual and part of Oregon’s relays. hammer (first), discus (second) and shot was back for more in 2017. Rogers and her teammates started things put (sixth). She also set the collegiate out- Orji, a finalist for The Bowerman off with a record-breaking performance at door record in the hammer. a year ago, rewrote the indoor record the Columbia East-West Challenge where The Arizona State junior burst onto the book this season with a historic series they lowered the distance medley relay scene after her performance at the Baldy at the SEC Championships. She record- standard. On the 800-meter leg, Rogers Castillo Invitational in mid-March. It was ed identical No. 1 marks of 14.32m split 2:03.53 (Oregon’s final time was in Tempe, Arizona, where Ewen launched (46-11¾) that double as the American 10:48.77). the hammer 72.71m (238-6) and moved record and collegiate indoor record, the Rogers then took aim at the collegiate into second place on the all-time colle- No. 3 mark of 14.28m (46-10¼) and outdoor record book, specifically the 800- giate chart behind former Georgia standout the No. 6 mark of 14.20m (46-7¼). meter standard of 1:59.11 set by Suzy Jenny Dahlgren. The Georgia junior took some time Favor in 1990. Rogers coveted that record Less than three months after setting the off after winning her second NCAA since her freshman year and finally knocked American collegiate record, Ewen swept indoor title in a row and made her out- Favor off her perch as she clocked a time the discus, hammer and shot put titles door debut nearly two months later at of 1:59.10 at the Mt. SAC Relays to win an at the Pac-12 Championships (becoming the Torrin Lawrence Memorial, where elite section stacked with professionals. just the second thrower in conference his- she notched the No. 2 mark in colle- She anchored two relay teams to col- tory to do so). She also pushed her efforts giate outdoor history (14.31m/46-11½) legiate outdoor records – one of which has from the Baldy Castillo Invitational down on her first attempt. since fallen (sprint medley) – but the one to third on the all-time chart thanks to a Orji rolled through the rest of the that remains on top fittingly made double heave of 72.81m (238-10) at the Duel in outdoor season, completing the indoor- history at Historic Hayward Field. the Desert in mid-April. outdoor sweep of the triple jump titles First, it lowered the 4x400 record to No throw by Ewen left more of a mark once again while adding a runner-up 3:23.13 (Rogers split 49.77). Next, she on the 2017 outdoor season than her third finish in the long jump, finishing three- held off Southern California’s Kendall Ellis attempt in Eugene, Oregon. She hurled quarters of an inch behind teammate to give Oregon 10 huge team points that the hammer 73.32m (240-6) to shatter Kate Hall at NCAAs. secured the outdoor title and assured the Dahlgren’s 10-year-old standard. Her 21 She totaled 18 points in Eugene Ducks the first women’s Triple Crown in points in Eugene accounted for all of the to bring her 2017 total to 34, which NCAA DI history. Sun Devils’ total, placing them 10th. accounted for 30 percent of Georgia’s To go along with all of those records, Ewen now owns the No. 1, No. 3 and 113.2 combined points at NCAAs. Rogers racked up First Team All American No. 4 marks in collegiate history – all from Orji is just the fourth woman to be a honors for the Indoor 800m and 4 x 400 her performances this year. two-time finalist for The Bowerman. relay as well as the Outdoor 800m and 4 x 400 relay.

all photos by kirby lee NOVEMBER 2017 techniques 55