Strength Training Considerations and Modifications for The Injured Athlete

Coach Chiaramonte is a great resource for high school strength coaches and has an unmatched enthusiasm for training athletes. His Bulldog Power program has become a staple of his school disctrict and community. Thanks for sharing such great information!!

I came across an article recently that was written by athletic trainer and strength coach Mike Boyle.  He discusses his frustration with vague restrictions from various medical professionals for rehab prescriptions that prohibit and restrict training on injured athletes to complete rest, to the affected area for __X__ number of weeks. I can absolutely relate to this predicament.  I have been a Certified Athletic Trainer for 22 years and a Certified Strength and Conditioning Specialist for 7 years. I have seen countless injuries to athletes, clients and patients, and many times, we receive similar physician notes and physical therapy protocols on a seemingly weekly basis.  As a medical professional myself, I also find it frustrating trying to understand the logic behind some of these restrictions. In the end, we all want the client or athlete to return to their activity or sport as quickly and safely as possible. If we have a better understanding of how the body reacts to systemic exercise and movement prescriptions, we may be able to work together to achieve better outcomes.  

Coach Boyle makes a great point, that there needs to be tact, when approaching the situation with the injured athlete, parents and the treating physician. One way to break trust, undermine medical professionals, and get involved in a litigious situation, is to go against medical orders and begin to train without consent. Having the evidence-based practices and documentation to back up your training philosophies as it relates to training injured athlete, can go a long way in helping athletes return to play quickly, and safely, without having to “rest” with non-activity for weeks on end.

One way to approached different situations with injured athletes as coached by Mike Boyle, is to get them to understand that they may be 25% “injured” but they are 75% “healthy.” While training, we need to be careful with the injured appendage, but can certainly train the other body parts as long as we aren’t causing additional irritation or pain. I feel that mentally, this philosophy can go a long way into building trust with your injured athletes, while attacking great outcomes with return to play protocols. We all know that the best ability is availability, and you can’t win games if you’re in the training room.

I believe you can still elicit a systemic response to the entire cardiovascular and musculoskeletal system by training around the injured area. Common sense should tell us that training the lower extremities while in a sling for a shoulder injury can contribute to increased systemic circulation and blood flow that might help oxygenate surrounding tissues and help dissipate swelling from the injured area. If the prescription for an injury is to “rest” for _x_ weeks, wouldn’t common sense also tell us that muscles not related to the injured site would atrophy and become untrained, which in the long run, would put the return to sport back even more than it should be?

In a researched phenomenon coined the Contralateral Approach to Exercise Rehab, Dr. Kim Christiansen stated: “One way to provide the stimulus of early exercising to an injured area, while avoiding excessive irritation, is by using contralateral exercise. This neurological phenomenon (also called "cross education" or "cross transfer") has been identified for many years, yet rarely is used by clinicians treating an acute injury. While this procedure is particularly helpful in the treatment of shoulder and ankle, it can be used successfully for many areas of the body.” This approach is precisely what this article is all about.

In a study done by researchers in 1992, 20 adults had hamstring and quadricep muscle groups tested prior to an 8 week protocol for a baseline. Ten adults did single leg strength training on one extremity and 10 adults were a control group with no strength training. At the end of 8 weeks the control group saw no change in strength training to either leg, while the single leg tested athletes showed increase in strength, power and endurance to BOTH extremities, even while only training one extremity at the time!

If range of motion and strength are KEY to any rehabilitation protocol, I am not sure why anyone wouldn’t find a way to train around an injured body part. If strength is truly proven to have a “cross transfer” effect, why would anyone restrict movements that aren’t contraindicated to the specific body part? The best thing you can do with an injured athlete is to give them confidence with movement and allow them to be like themselves “again” as soon as possible after surgery or injury. If you are not working the non-injured body parts as soon as safely possible, you are doing the athlete a disservice as a medical professional. Coach Boyle implores all therapist, athletic trainers and/or strength coaches, working with competitive athletes, “think about two rules: 1) Do No Harm 2) be As Aggressive As Possible Without Breaking Rule 1”.

The Center for Physical Rehabilitation is on the cutting edge of post rehab screening and return to play protocol programming. We use Move2Perform software that utilizes evidence based movement and strength tests, calculate into an algorithm to measure and analyze and safely predict readiness to return to play after injury and surgery. With this data we have been able to quantify to the patients and physicians, objectively, that they are ready to return safely with piece of mind that their patient’s rehabilitation will mitigate a future injury from coming back “too soon” from rehab.

To learn more about the Center for Physical Rehabilitation and their Sports Performance model for physical therapy, athletic training and strength & conditioning, please visit www.pt-cpr.com.

Joe Chiaramonte, AT, ATC, CSCS, MFR 
Byron Center High School Sports Med & Bulldog Power
Center for Physical Rehabilitation
Head Athletic Trainer
Director Strength & Conditioning

References:

http://movement-as-medicine.com/2488-2/

https://www.strengthcoach.com/public/Training-Injured-Clients.cfm

Intangibles of Leadership

Today we look at specifics that make a graet leader. Coach Akenberger is as great a leader as there is. He is a great mentor for men and women and shares some insight that will get you better.

What makes a successful leader has been one of the most researched and documented topics in all of sports. Every year administrators, sport coaches, strength coaches and athletes are looking for individuals that have the “it” factor that makes a successful leader. The problem is the “it” factor is comprised of a multitude of skills that are hard to find on a resume. The skills I am talking about are self-awareness, self-regulation, motivation, empathy, and social skills. These are skills that, just like someone’s knowledge base, can be improved with practice and awareness. I am going to break these five skills down to what they encompass.  Ask yourself are you teaching your athletes and staff ways to improve on them or are you just telling them to be a leader with no direction?

1.      Self-Awareness

a.       Understanding your own values, strengths, weaknesses, and impact on others. It is an internal reflection on how well you know yourself.

2.      Self-Regulation

a.       Consistency in your emotions. Are you the same person everyday no matter how you feel? This includes your body language and how you talk. Your athletes will follow your lead, and if you are inconsistent with your emotions they will be too.

3.      Motivation

a.       Not driven by external factors such as ego, title, and money but internally driven for the love of teaching and developing young adults.

4.      Empathy

a.       Understanding other individuals’ points of view and emotions. Are you able to read body language and emotions so you can maximize everyone around you?

5.      Social Skills

a.       Able to find common ground to steer athletes and teams in the right direction.

Zach Akenberger

Assistant Director of Strength and Conditioning

University of Florida

From the Pros to the Pups - Lessons of a Grade School Strength Coach

A great article today as we deep dive into more on training at the High School level. I am honored to have Coach Shumate share his knowledge with us. Coach Shumate is so willing to share information and give back. Please reach out to him with any questions. Thanks Coach

Our ultimate goal in strength and conditioning and sports performance is to optimize our athletes. The methods, programming, and details of getting there vary. Greatly. Because ultimately we have to optimize our athletes based on the realities of our situations. Situations of equipment, facilities, session duration, training ages, the list goes on. All of these factors determine how our program runs. My goal is to provide you some methods that may work for you. Providing some of my personal story helps to provide context on the development of my methods and recommendations. 

The year I got medically disqualified, Rick Court had been hired as the new director of S&C for Football. At the beginning of my early life crisis Coach Court allowed me to be an assistant with his staff. He launched my love and passion for coaching in Strength and Conditioning and it has been quite the journey since.

Over the next few years, I transitioned away from the college level. I worked in the private sector, with small colleges, and the USOC. During this time I began work on my teaching credential and masters. Fast forward a few years and my wife and I are moving to a new city. I land a job teaching middle school PE and S&C at the high school. At no point in my life did I have a desire to work with middle school students or even high schoolers. But over the next few years, I went through a refining process to become the coach I am today and I wouldn’t trade it for the world. My approach, my communication, my coolheadedness all vastly changed from working with adults. Along with this my philosophy changed. Ultimately the goal of optimizing performance is the same, but the connections and communication needed to achieve this are a whole different ball game. 

My philosophy developed into the following:

Simplify the usage of the weight room to make it effective and efficient for the development of 

students/athletes.

            Simplify can have a negative context. Your first thought maybe there is nothing simple about the weight room. But I mean exactly what the definition says, “make it easier to understand.” Ease of understanding leads to success. Success leads to improvement and buy-in. That’s the game, my friends. Here are a few lessons I learned.

Lesson 1: What’s the flow of your weight room?

Unless you have been blessed with the budget or grant to design or redesign your weight room, it is probably set up the way you found it. And that setup may be based on absolutely nothing you can justify. Have you thought about why it is the way it is, other than the thought of moving everything around sounds terrible?

It may seem like a monumental task for some to rearrange and find what works best, but there is a reason I am talking about this first. The goal is to create flow and doing so in a cyclical rotation makes it work well. In doing so we can utilize space much more effectively, limit wait times, and increase workload. Most training sessions in middle our high school are going to involve large groups, short durations of time and several start times. These are factors you cannot necessarily change or control. But we can make sure the flow or the workout rotation maximizes the time and equipment we do have to get the most amount of work done we can.

Create a layout using Google Draw or Sheets. It doesn’t need to be to scale it just needs to help you visualize the room. Then take yourself through the workout. When I get off the bar from squats where am I headed next? Are you crossing all over the room or are you flowing from one station to the next? Is it clear where to go or is it a Where’s Waldo Weight Room addition?

As I mentioned I recommend a cyclical flow so moving clockwise or counterclockwise I end up back where I started. That can be in rounds or it can be all in the same set (see image 1). As to how you can get the equipment moved around easier? Invite a team or 3, assign them a station to move set up. Put tape markers on the ground. Have them clean the equipment from the ground to the ceiling. Then pay them in pizza. I’ve never had an issue getting students to invest in their own weight room.

Lesson 2: Choosing your exercise selection for your program

This is not a debate on my favorite exercises or why I do what I do. This is purely based on taking an inventory of exercises you utilize efficiently based on your training area, equipment, group size, and group experience. Once you have done this you can adapt, grow and justify new selections but initially let’s simplify.

Take an inventory of exercises you can perform. You can only do what you can do. But also what is it you want to focus on or progress through. Create a list of your major equipment. What do we want to test and focus and build? Then decide 3 major categories of lifts. Let’s say upper, lower, and core. What are at least 3 exercises in each accessory category I want to focus on? Your choices can be because of comfort/expertise, training goals, philosophy...whatever.

1. What can be done? (Equipment and Space) Barbells, Racks, Platforms, Bumpers, Kettlebells, Cables

2. Choose your Compound Lifts (2-4) Bench & Squat… Bench, Deads, Squat... Bench, Cleans, Deads, Squats

3. Choose your Accessory Lifts (3-6 of each)

Now that we have made a simple and solid list we can start to create our exercise selection library. Progress/Regress your compound or my main lifts first. Doing so will build your exercise library in a way that trains essential patterns for the athletes but also adds new challenges for more adaptations.  It will expand your Exercise Library and also can help to guide your Annual Planning. For example, let’s say I spend 2-3 weeks at each level. We’re building the technique and progressing the load and challenge from one level to the next all the while progressing the focus on the 3 main lifts Squat, Bench, and Cleans (see image 2).

Now do the same for the accessory lifts. Establish 3-4 exercises for each category. Create variations of them so you have A rounds and B rounds for differentiation (see image 3). A lot of times that can be just switching from bilateral or both sides to unilateral (one side). But again we are building on established patterns and providing enough variation to get some new adaptations. These have expanded my Exercise Library and also can help to guide my Annual Planning by creating different blocks or phases.

So just putting it all together it could look something like this (see image 4). I combined my level 2 compounds with my A series of accessories to form a 3-day plan. We can spend 2-3 weeks here then progress to Level 3 of compounds and alternate to B series of accessories.

Lesson 3: Utilize Technology 

Technology has exploded onto the scene of S&C specifically in terms of Programming and Data Capture. There are tons of things to pay for and they may or may not be helpful and do great things for your program. I’m not here to speak for or against any of them. We’re going to look at some simple and free implementations.

            We don’t pass out individual papers. Storing, tracking, printing is tedious. I choose to track certain metrics and others are on the kids to just decide. They need to decide relevant weights for accessory lifts and develop the ability to determine how much they should use based on the prescribed volume for the day. 

Instead, I cast to TVs or project the list. The only printing I do is for some groups or teams I will post groups with relevant weights/percentages. Otherwise, everything is up on the screen and they follow the lift as listed and reference the maxes/percentages as needed (see image 5).

One of the biggest changes we made was using GIFs. They have been groundbreaking in the intro and demonstrating exercises. They are faster than videos or self demonstration and loop continuously. I don’t use them to teach exercises, but they are there to remind the kids as needed. So many times when a student asks what is “whatever exercise” glute bridge, for example, our response is to give them an A-Z explanation and they may only need a fraction of what you throw at them. The demo eliminates so much of this and allows me to get back to the coaching technique instead of just reminding what an exercise is. 

You can turn any youtube video into a GIF. Find the video you want, go to address bar, insert gif after the period, so www.youtube becomes www.gifyoutube. Then edit it down to the gif you want. You can access my library of over 100 exercise GIFs here: https://drive.google.com/drive/folders/1unHLHwO2qX0fvlfVx1MtSH7z0y5JzRTv?usp=sharing

It all comes down to building relationships and communicating well with our athletes. Whether you’re working with kids or adults I strongly believe that simplifying the usage of the weight room will increase your effectiveness and efficiency in turn optimizing your results. 

About: 

Colin Shumate MS, CSCS, USAW is the Director of S&C at Crean Lutheran High School in Irvine, CA. Collaborate/questions/call him out at: shumate@creanlutheran.org

Things You Need To Know As A Young Strength Coach

Today’s article is so important for any young strength coach and really any strength coach to read. Investment in coaches to make them great to so important!! Coach Zach Higgins is as good a coach as there is and a great mentor to upcoming coaches!

Being a young strength coach I am constantly evaluating myself, pursuing knowledge and looking for ways to develop. I often ask the question, what do I need to do to get better? I have been blessed and fortunate enough to have great mentors help me answer these questions and invest time into me as a young professional.

 Building relationships: At some point in your life there has been someone who has invested in and cultivated your growth as an individual. As a former student athlete at Michigan State University, no one invested in relationships and the development of student athletes like Coach Ken Mannie. Coach Mannie was exceptional at building relationships and fostering growth with athletes. He invested time in nurturing the development of young people. He wanted to make sure people were great husbands/wives, fathers/mothers, and sons/daughters. Above and beyond the field of play, Coach Mannie cared about you as a person. Relationships act as a gateway into the life of our athletes. I can remember going into Coach Mannie’s office after I found out I was not going to play football anymore, I do not know if I was seeking advice or comfort. What I do know, is that I never would have done this had he not taken the time to invest in the relationship he built with me. As coaches we must take the time to invest in and form relationships with our student athletes and work colleagues, show genuine interest, and above all else show them we care.

              When I got into the profession, under Coach Court, he always told me to make sure I was taking the time to invest in and build relationships with the kids. We talked about it all the time, and I believe that building relationships is a cornerstone of becoming a great coach.

Formulating objectives:  It is important to evaluate yourself in all facets of life and to look for areas of improvement. Once you have identified areas to further your development it is important to create objectives on how to improve. Once you have identified things you want to get better at, go attack it! You must have great intent and motivation when setting out to pursue your goals. I have created a list of objectives for myself. 1). Read something daily, anything, just read. 2). Go on site visits and learn from others 3). Listen to and present at clinics. From a personal stand point I want to be a good son and be a good husband to my wife. There is always something we can do… Evaluate and GET BETTER!

Mentorship should not be easy:  I attended a summer clinic at Sorinex a couple years ago and Ryan Horn gave an awesome presentation that still resonates with me today. He said that being a mentor should not be easy. It should make your life harder because you should take time and invest in people. While at The University of Cincinnati, I found myself in charge of the internship program for the first time. I found it to be more challenging than I initially thought. After coaching long days and working in the office, the last thing on my mind was taking time to talk with the interns. The easy thing to do would be to go sit down and take a break before I headed home for the day, but by doing this I would be depriving the interns of their much-needed development. I would also be depriving myself of developing further. The easy thing to do when you are tired and have been working hard is to put yourself first and others that rely on you to the side. If my mentors had done this to me, I would not be where I am in the profession. Mentorship is about giving back, just like the mentors in our life have given back to us.

Listen and ask questions: I think it is so important to the development of a young coach to listen to what your peers and mentors have to say. I have found out that I rarely have any of the answers, let alone all of the answers. However, I have also found out that if I listen and ask questions I can really learn a lot. So many times throughout my career I have held things back and not asked questions, and it has truly hindered my development. Now that I am a bit older, I believe transparency and communication help not only myself but often times my colleagues as well. During my internship I was also told, there is no such thing as a bad question. I often thought to myself, that in fact, there are bad questions. I learned that this is not the case. So many times during my career I have asked questions or heard questions that have helped others and myself. No matter how big or small, if you do not ask questions and push for transparency you are hindering not only your development, but also those around you. 

Work life balance:  I am going to attempt to give you my opinion on this; I have heard this phrase numerous times in my young career. Here are my thoughts, when you are home with your family, you must be present. When you are at school with your athletes, you must be present. Work until the job is done, then go home. If there is more to be done, get it done. Those who are super successful now cannot look back and say, “I wish I would have spent more time at home” because they would not be where they are today if they had. Life is full of sacrifices. If you are at home, you will sacrifice things in your career. If you spend a lot of time on your career, you are going to miss things in your personal life.

Loyalty: This is something that I have talked a lot about lately with friends, colleagues, and mentors. It is also something I hear a lot of other coaches talking about during presentations or round tables. I believe that loyalty is owed to those who have helped you, invested in you, and done things to further your career. I would do anything for my mentors, colleagues, and others who have helped me in my career. There are certain people in my life who have sacrificed for me in this career, and I owe them my loyalty. As a coach, I think its common to have disputes in the office; this is healthy in any job. We are not always going to see eye to eye, but that does not mean you switch loyalties to those around you. Even through difficult times where we might not understand “Why is the boss is acting out?” or “Why do we have to do this?” it does not matter. Stay loyal and fight for those who have fought for you!

Practice what you preach: Rick Court always used to tell me that the only disability in life was a bad attitude. This is a phrase I clung to. The people you surround yourself with, athletes and colleagues alike, feed off of energy. I think it is important to always bring positive attitudes to those around us, you never know how it may affect someone’s day.

As coaches we are constantly evaluating. Our goal is not to develop great athlete’s alone, but also great human beings to go out into the world after college has come to an end. We tell our athlete’s they must be work to become great sons/daughters, husbands/wives, and parents. We preach to them to take the time to develop in all facets of life. As coaches, we too must make an effort to be all of these things; after all, we are given a platform of influence.

Zach Higgins

Assistant Strength Coach

Univeristy of Cincinnati

Lessons Learned After 7 Years In High School Strength And Conditioning

 What a great article to learn from today. Thanks Coach Chapman for sharing so much knowledge about things that you have experienced as strength coach at the High School level.

Create a clear and compelling vision, as well as a system to support that vision

I recommend reading How To Build And Sustain A Championship Culture by Jeff Janssen. This book lays out 10 steps you can go through to create a championship culture. Once you have the intangible parts of strength and conditioning covered, develop a strength and conditioning system that supports your vision. Want to emphasize being competitive? Make competing a daily part of your program. Want your students to move extremely well? Assess and program mobility. 

Communicate your vision and system to everyone involved in the program

While it’s obvious that you need to communicate the how’s and why’s to your students and sport team coaches, it may be less obvious that you need to create buy-in from the school’s administration team and support staff. Many of the decisions that will be made for your program come from people who may not have much interest or knowledge of strength and conditioning. The real magic happens when you can communicate your vision and system to the Athletic Director, Principal, Superintendent, School Board, Guidance Counselors, etc., in a way that makes sense to them. You must learn to speak the language of education. This will open up more opportunities for your students in terms of classes and resources available.

Unified, Not Uniform

The phrase “Unified, Not Uniform” has been made popular by many of the top coaches in the National High School Strength Coaches Association (NHSSCA). The general idea here is that all students should be participating in a structured strength and conditioning training regime to improve their physical and mental performance. Given the training age of most middle school and high school students, 90% of their needs are identical. Ask yourself, do a basketball player and a swimmer who have both been lifting weights for 3 months really need a specialized program? Save yourself the time and stress by writing an overarching program with slight changes based on each training group’s frequency and proficiency with movements. This goes back to creating a system that supports your vision. When in doubt, Keep It Stupid Simple (KISS Principle). 

Write Your Training Plans In Pencil

Simple concept here but so often overlooked. There are a million different things that will happen over the course of a semester to disrupt your perfectly periodized program. There will be snow days, hurricane days, fire drills, tornado drills, pep rallys, half days, testing days, the list goes on and on. On top of that, some groups and classes may progress at different speeds than others or you might have a team whose games keep getting cancelled and rescheduled. Again don’t stress about getting the minutiae perfect, make sure you’re moving the big rocks (main movements) and adjust the pebbles (accessory stuff) as needed.

Play The Long Game

This section itself probably could be an entire article by itself but I’m going to try to summarize a few key points:

For your students:

There are two different ways that we need to focus on the long game with our students: health/well-being and enjoyment. If you’re reading this article I assume you understand the concept of progressive overload, however most coaches only look at this in the mesocycle or even the annual plan, rarely do you see this concept applied to a 6 year window of training. Too often I see coaches chasing big measurable numbers (I have been guilty of this) on lift maxes, instead of slow cooking the training process. We don’t need our students to be their strongest as 8th graders, we need them to be strong, fast, and above all else injury resistant (notice I don’t use injury free or injury prevention) as Juniors and Seniors. In addition to keeping our students healthy, we need to make sure they enjoy the program. While you and I might enjoy a dirty, smelly weight room with Pantera blasting in the background, most high school students do not. Find ways to make your program fun. Let the kids pick the music (censored only of course), create special clubs to keep them motivated or earn a t-shirt, have daily competitions and themed lift days. When in doubt, ask them for ideas.

For you as a coach and as a program:

Building a program and a career TAKES TIME. When I first started at GHS we had 1 lifting class and no before/after school program. Fast forward 7 years and we have 900+ kids involved (MS and HS), 6 classes per day, and a beautiful new training facility. I don’t say that to brag, but instead to hopefully motivate you to see what’s possible. You’re going to have people who don’t agree with you and things not go your way. We still have coaches who do not have their teams come train with us even after all these years. You will always have your early adopters, your majority, and your laggards. I find that frequently in athletics, the right way finds it’s way. What I mean by that is simple: people and programs who do things the wrong way fall to the wayside while those who do things the right way will rise above.

Should I Use the Power Clean in My Program?

Today is a great read! Thanks to Coach Twine for sharing great information about a complex exercise. Take notes on this one and get your tool box loaded with info.

Carpenters are equipped with many tools.  Elite carpenters know how to use these tools for its designed purpose. In addition, precision and skill of the carpenter determines the beauty of structures they create.  When these tools are applied correctly, it results in masterful construction that stand the test of time.  However, when tools are used incorrectly or for the wrong purpose, it can result in damage. Therefore, much practice, patience, and instruction in the safe and correct use of tools is necessary to become an elite carpenter.   

         Similarly, the tool bag of a performance coach is equipped with many exercises.  These exercises can be used to mold the physiological and biomechanical properties of lifters.  Like the carpenter, when tools (i.e. exercises) are used incorrectly or for the wrong purpose they can result in injury or ineffectiveness.  One of the most beneficial tools used for physical preparation can be the Power Clean and its variations.

         The Power Clean or “clean” is one of the primary exercises that comprise the Olympic lifts.  When used correctly, lifters can generate power that exceed traditional exercises like the bench press and back squat.   For example, in a group of resistance trained men, McBride and others reported peak power values in the back squat to be over 2,500 watts (7).  For the clean, lifters have been shown to generate up to 3413 watts in a 1-RM (3, 4).  By comparison, a 1999 study looked at peak power production in Olympic lifters, power lifters, and sprinters performing the jump squat exercise.  The highest peak power attained with the jump squat exercise was around 4,000 watts (8).

         It is important to understand that power generation that occurs during the clean is highly dependent upon technique.  Poor technique results in sub-optimal power generation and increased risk of injury. Unfortunately, many coaches are not trained in the technical aspects of the power clean, and are not concerned with prerequisites.  Consequently, CrossFit gyms, high school and collegiate weight rooms are full of lifters who incorrectly perform the clean with little or no correction.  Evidence of this claim is littered throughout the popular website (www.youtube.com).  Just by typing the search words “Power Clean” into the search engine will result in countless videos of lifters using horrendous and risky technique.    
       

Again, the primary reason for the poor technique in the clean can be a result of a lack of patience and competence by the coach and lifter.  Instead of focusing on the fundamental skills of the lift (i.e. hang pulls, front squats, 1st pull from the floor), there seems to be a tendency to rush to incorporate the full clean into the program.  Depending upon the competency of the coach and maturity of the lifter this accelerated approach might not be the best plan. An alternative method would be a segmented approach that focus on perquisite skills. This approach would allow for better skill transfer and increased long term success.        

A segmented approach would look similar to the following: Hang Pull or Rack pull, Front Squat, and 1st Pull from the Floor.  
 
Hang Pull/Jump Shrug:  The most important aspect of the clean is the 2nd pull of the lift.  It is during this phase of the lift that peak power output occurs as the lifter forcefully extends the hips, knees, and ankles (2).  The mechanics of the 2nd pull are similar to a vertical jump.  During the hang pull, the lifter grasps the barbell with a hip with stance, leans over the barbell keeping the back set (tight), wrist tucked, and arms relaxed lowering the barbell to just above the knees.  Then, the athlete violently extends the hips, knees, and ankles attempting to jump with the barbell and shrugging the shoulders at the top of the lift.

This exercise alone can be used as a tool to improve the power capacity of the lifter. In fact, in a study entitled “Comparison of Power Production in the Hang Clean vs. Jump Shrug at Different Relative Intensities,” researchers stated that performance measures were significantly higher during the jump shrug compared to the hang clean for peak force, peak velocity, and peak power.  Analysis at the ankle, knee, and hip joints also show peak angular velocities for the jump shrug to be significantly higher than the hang clean in all three joints (6).  The jump shrug is also less technical and provides many of the benefits of a clean.  Using the hang pull/jump shrug for an extended period of time will allow the athlete to master the power generation aspect of the clean.  If a substantial amount of time is spent mastering the pull portion of the lift, the lifter will be less likely to rush the pull when the strength coach incorporates the full clean. A variation would be to pull from boxes or a rack.   
 
Front Squat:  The front squat is used to practice the catch mechanics of the clean, and build strength in the receiving position.  During the front squat exercise, the lifter grasps the barbell at shoulder height, pushes the elbows up until the upper arm is parallel to the ground, and relaxes the wrists allowing the barbell to rest upon the front deltoids.  Then, the lifter performs the squat exercise, flexing the knees, hips and ankles until the hip is below the knee.  Upon reaching the bottom of the squat, the lifter explodes from the bottom position keeping the weight centered on over the entire foot. During the entire movement, the lifter keeps the elbows high, in the rack position for the clean.  Perfecting this exercise develops lower body and trunk strength in the athlete and is an excellent exercise to develop the wrist flexibility necessary to perform the Olympic Lifts.   
 
1st Pull from the Floor: The 1st pull from the floor is the exercise used to master the technique necessary to pull the barbell from the floor to the mid-thigh position (i.e. “hang position”).  This is largely a display of strength because weaker lifters cannot maintain position with heavy loads.  Specifically, it is used to develop the essential trunk strength to perform the clean effectively and safely.  To perform the lift, the lifter grasps the barbell from the floor, pulls the bar to the shins, sets the back, and covers the bar with their shoulders.  Then, they lift the barbell from the floor, pushing the knees back, ensuring that their shoulders and hips rise at an even pace. The lift is completed with the lifter in the hang or power position.          
  
        After one can complete all these skills with perfect technique, then the full clean should be slowly incorporated into the program.  Mastery of these three exercises will ensure the safety and effectiveness of the Power Clean, and provide a substantial strength and power stimulus in training.     
 
        In summation, achievement of proper technique in the clean takes a considerable commitment on the part of the lifter and the coach.  Used correctly, the clean can be a valuable tool for the strength coach (3).  Used improperly or with poor technique, the clean will result in suboptimal gains and potential injury. While the clean may poses more dangers than others exercise, injuries associated with the clean are likely the result of improper coaching and load.      
 
1.  Channell BT, and Barfield JP. Effect of olympic and traditional resistance training on vertical jump improvement in high school boys. Journal Of Strength And Conditioning Research / National Strength & Conditioning Association 22: 1522-1527, 2008. 

2.  Garhammer J. Biomechanical Profiles of Olympic Weightlifters. International Journal of Sport Biomechanics 1: 122-130, 1985. 

3.  Garhammer J. A Comparison of Maximal Power Outputs Between Elite Male and Female Weightlifters in Competition. International Journal of Sport Biomechanics 7: 3-11, 1991. 

4.  Garhammer J. A review of power output studies of Olympic and powerlifting: methodology, performance predecition, and evaluation tests. Journal of Strength & Conditioning Research 7: 76-89, 1993. 

5.  Hori N, Newton RU, Andrews WA, Kawamori N, McGuigan MR, and Nosaka K. Does performance of hang power clean differentiate performance of jumping, sprinting, and changing of direction? Journal Of Strength And Conditioning Research / National Strength & Conditioning Association 22: 412-418,

6. http://www.nsca-lift.org/Abstracts/detabs.asp?id=507

7. McBride JM, Skinner JW, Schafer PC, Haines TL, and Kirby TJ. Comparison of kinetic variables and muscle activity during a squat vs. a box squat. Journal of Strength and Conditioning Research. 24(12):3195-3199, 2010.

8. McBride JM, McBride TT, Davie A and Newton RU. A comparison of strength and power characteristics between power lifters, Olympic lifters, and sprinters. Journal of Strength and Conditioning Research. 13(1):58-66, 1999.

WHY OF COACHING

Excited about todays article. Some of the things detailed in here are common to many former athletes. Fortunately, Colin found his way to coaching and took the leap! The risk he took a few years back has paid off. You can’t talk to a smarter coach who is living what he preaches everyday.

“Why I coach” is a question I asked myself long before getting into the profession.  I was a standard person - played sports in high school and college, and graduated with an Accounting degree.  Once my playing career was over and I moved into the standard 9-5 desk job, I always felt like there was something missing.  I was used to being up at 5:30 for morning lift, practice, meal check, or cramming some studying in before a big exam.  With work ending earlier than practice used to, and not having study hall or homework to worry about, I felt as if I was lost for the first time in my life.  I kept trying to put my finger on what was missing.  Was it the competition? Was it the structure? Or was it the locker room environment? Trying to figure it out, I decided to volunteer my time as a High School Football and Strength Coach.  Right away it all started to come back - first and foremost, the structure.  I felt like I had a purpose and a desire burning inside of me once again.  It was not necessarily the competition (that’s where the kids get to have fun) or the long days of being busy that were the solution.  But more so, it was the athletes, the mentorship, and the challenges that I had been missing in my time away.  Finally, I made the jump and took an unbelievable opportunity at the University of Maryland to intern under the tutelage of Rick Court. Yep, I was back!

              From day one, I knew I had made the right choice.  Everyone involved in sports has their story, whether it be interning or being a GA, and mine was no different.  There are some struggles along the way, but being in this environment is unlike any other.  Everyone is going through something, and the beautiful thing about this profession is there are people there to pick you up on the days that are harder than others.  Being back with a team involves so many roles: from the head coach, staff, support staff and most importantly the players.  Every day I realize what a great opportunity I have in front of me. I am around a group of 17-23-year-old athletes who are smart, funny and competitive, just like myself.  As a coach, I am on the other side of things because I am the professional, but I am blessed to have the daily interactions with these student athletes. 

              When it comes to coaching, the more you are around the athletes, the relationships you can build are better.  Not long ago I was in their shoes making similar mistakes, asking similar questions and stressing about the same things they currently face.  Having the ability to be a support system for these athletes and help them to grow over their four years in college is truly an unbelievable profession.  It is not always myself giving out the lessons; I learn just as much, if not more, from my athletes.  They keep me young; they keep me involved with the culture, and they allow me to be a part of something bigger than myself. For that, I am forever thankful.

              Another reason why I love the title of being a coach is the ability to have mentors, and hopefully be a mentor.  Always playing and being around sports, I had a slew of coaches and some really good ones along the way. Every coach has their own style: loud, quiet, reserved, tough.  No singular style is right or wrong, but I was able to take certain attributes from each coach and apply them to my own mold.  Growing up, I was fortunate to have a coach from the beginning until now.  My dad was one of the best coaches.  He may not have been the best X’s and O’s coach, but I was able to take a lot from him.  Some things that my dad displayed were consistency and great relationships.

              Being young in the profession, those are two things I really pride myself on.  Yes, there is a science that goes into everything, but the saying, “people don’t care how much you know, until they know how much you care,” really resonates with me.  Our profession is one littered with turnover, making consistent changes the norm in the coaching profession.  Like I mentioned earlier, the more time spent with the athletes, the better the relationships.  When you first meet an athlete, they aren’t going to trust you. But, over time, they will start to see how much you care for them.  These qualities lead to lifelong relationships. The athlete knows that you are there to not only make them better athletes, but to help mold them into well-rounded men and women.  As a coach, I admire the mentorship and hope that I can leave a lasting mark on each of my athletes now and for years to come. 

              Next comes the challenges.  We all have them- on and off the field. But, this is what helps us all grow.  Without stress, the body would not grow either.  Are stress/challenges good or bad? That is for you to decide.  I see the situations that sports present us as good challenges. Examples: (attend or skip lift/ attend or skip class/ competitions/ win and losses).  There are numerous challenges that athletes and teams will be faced with in a calendar year.  These challenges are what have helped mold me into the person I am today.  Working as an accountant in my first profession, I did not feel as if I was being challenged, but coming back to sports, I was presented with them daily.  The ability to make decisions when challenges present themselves, either right or wrong, and live with those decisions, is a skill that is learned.  Being involved as a small part of a team, you know that you are never alone in your decision.  When the relationships with your team are strong, you know that they have your back.  Knowing this is truly a powerful feeling. 

              All of these reasons are why I coach.  It is not because of the paycheck or the logo on the chest.  It is because of the athletes and the mentorship. I have come to learn more about the aspects of mentorship and can hopefully provide this to my athletes. It is also for the challenges that we are fortunate to go through together.  It is a rewarding profession, and I think you need to be in it for the right reasons to be able to feel that way. 

Colin Masterson – Villanova Sports Performance Coach

Instagram: @Birdie_Fitness_

THE FBS EXPERIENCE ON AN FCS BUDGET

Your mind set and actions rub off on your players and staff. This weeks article exemplifies that doing a great job is based on how you go about your business on a daily basis. Thanks Gerry for sharing this awesome piece on the intagibles you need to be great at any level!

THE FBS EXPERIENCE ON AN FCS BUDGET

There are countless things that FBS programs have access to that the majority of us who coach at the FCS level don’t have. Seriously. I could write pages of things that the Power Five ranks have at their disposal that I wish we had.

But it isn’t about what you don’t have, and you can’t afford to waste time bitching about what you wish you had. That clock is always ticking, and there’s a job to get done. 

When coaches bring recruits on campus for me to talk to the message that I push is we will deliver an FBS experience on an FCS budget. Sure, that might seem like I’m overreaching, but I’ll detail some of how we deliver on that promise on two fronts; daily operations and coaching the athletes.

DAILY OPERATIONS

Track and record everything.
Strength progress. Conditioning evaluations. Injury modifications. Body Fat Percentage. Daily weigh-ins. Neck and Forearm sizes. Before and after pictures. Show tangible evidence to the athletes, administrators and coaches that your methods within the program work!

Maximize your environment.
Efficient set up of the room for training groups. Divide bigger groups/teams into smaller manageable sizes. Schedule training times appropriately for teams and staff to avoid any unnecessary conflicts. Delegate responsibly to assistants to get the most amount of work completed in an efficient and effective manner.

Be creative.
Utilize different areas; turf field, stadium steps, parking garage, an alley way, turn your surroundings into viable training areas. Set up different stations or circuits, and make sure your sequence of exercises flows properly to prevent wasted time.

Budget finesse.
Find ways to save money when feasible. Deep dive online to find quality products and equipment that allow your dollar to go father, it’s more effective to buy five generic glute ham machines than two name brand models. We received an NCAA grant a few years ago to be used for nutrition, we built a nutrition kiosk in the weight room, sold the naming rights and acquired a nutritionist to order inventory and meet with student athletes for dietary consultations. We are the only school in the Southland Conference to have such a program.

Prior to arriving in Hammond, America (that’s how us locals refer to the town) I had completed three professional internships at the Power Five level, Alabama, Virginia, and Maryland in that order. I had the opportunity to be a part of different cultures all of which were at different stages of building a program.

COACHING THE ATHLETES

Here are a couple qualities that I found as a constant when it came to coaching and interacting with the athletes.

Team First
The mission of the team is always at the forefront, remind the athletes of why they’re doing what they’re doing. You can dangle the reward of accomplishing the mission, or remind them of past failures. Have your finger on the pulse and push the right buttons.

Coach Hard
Be demanding, it doesn’t necessarily mean you need to go 0-100 and jump a guy, but whatever standard/rules you set, make sure you demand that it’s completed the right way, or again… It’s not supposed to be easy!

Be Detailed Oriented
Point out the little details of the movements, or their body language. Be consistent, and make them aware. If they don’t know that they’re wrong, they’ll continue to do it. Praise what they do well and attack the weaknesses!

Be Enthusiastic
Energy is contagious. So is negative energy. Promote positive energy through your voice, mannerisms, and body language. Cut out energy vampires, and don’t allow them to suck the juice out of the room!

Accountability
Call them out, make them feel uncomfortable at times if they choose not to live up to the standards and expectations set. Nobody has grown while feeling comfortable. Reinforce to the team who can be counted on and who can’t.

Punctuality
Be on time, better yet be early! Show your teammates you care and show the staff you’re invested in your development.

Pride
Have a sense of pride for your program. It has to mean something to you. If you don’t feel a sense of pride to be a part of the organization, what are you doing here?

The coaching aspect is the easiest part of delivering an FBS experience. Especially when it comes to strength training. Create a program that focuses on what’s available to you, and violently execute that plan.

Within the painstakingly detailed Intern Manual issued to us by Coach Court, there is a line that says to “THINK AND ACT LIKE A BIG TIME GUY” if you take that approach daily you can deliver the FBS experience on an FCS budget.

Gerry Pacitti / Director of Sports Performance / Southeastern Louisiana University

Developing and Executing a Unified High School Strength and Conditioning Program

For the last 2 years I have dove deep into High School Strength and Conditioning. I have had many conversations and nothing explains it as well as this article below. Every High School is in need of a Full-Time Qualified Strength Coach. It is an essential spoke in the wheel for our kids. After hours of conversation, I appreciate Adam Stoyanoff, Head Strength and Conditioning Coach at West Catholic for sharing this.

Strength:  Our Unified – Inclusive Strength Training Program Overview 

Our Mission:

Strength Training taught with fundamental, universal, and inclusive principles of health and wellness, so that every member of our community may have the opportunity to live a long life with clarity and strength.

It's possible to design and implement a unified-inclusive Physical Education (PE) or Strength and Conditioning program at the Middle School and High School level. 

Universal Component:  This program is designed in a way so the strength training or any exercise component can be effectively modified, taught, coached, and executed by anyone within our community.

Inclusive Component:  This program is for every single kid that walks through the school doors or into the weight room. 

This is the type of program that has the capacity to impact each kid in the school.  It has the ability to change the school, the families within the community, the city, the school district, the state, and surely the country.  The results could be astounding, however, it may need to be executed in a very particular way.

One of the keys to its' success, is how the fundamental principles are taught universally; everyone is learning the same important foundations, but in slightly different ways.  

Physical Education and Strength Training are too important to be made exclusive to any one cohort. It's imperative that we teach it in ways that are inclusive to the majority of people, especially our youth.

The purpose of this model is to demonstrate how a high school strength and conditioning program, when built a specific way, can ultimately impact an entire community.

I've had the privilege of teaching strength training at over 20 high schools in my coaching career and each one had a different culture, atmosphere, demographic, and socio-economic makeup. Even with those differences, these schools have the same fundamental needs; a unified-inclusive strength training program that serviced the physical and emotional needs of the kids.

If you're a parent, chances are, your child will come into contact with a physical education or strength training program within the high school setting. There's good programs, bad programs, and programs that are just status quo.

Since I've arrived back to the United States, I've had the chance to discuss high school program design with a handful of Athletic Directors and Principles. The conversations follow a general template, which is described below. It lays out the type of high school Physical Education and Strength Training program that can have the most positive impact on our youth.

Program Objectives and Established Purpose:

1.      Build a High School Strength and Conditioning Department, that will be impactful to student athletes, non-athletes, families, and community members

2.      Reduce risk of injury

3.      Improve human performance (Multi-Sport Athletic and Non-Athletic Variables)

4.      Teach lifelong health and wellness principles

5.      Teach and reinforce aspects of a winning culture via holistic model (Physical and Emotional IQ)

6.      Reinforce departmental teamwork (Sports medicine, administration, teaching staff, support staff)

7.      Goal Oriented/Fun/Enjoyable

Unified Strength Program Design:

Providing opportunities for general strength training and exercise for everyone within the community is part of our driving mission.  There will always be a transparently communicated open door policy with the weight- room and exercise resources.  In order for the programs ultimate mission to come to fruition, there needs to be working timeline.  This timeline-template can be enhanced. We’ll always be looking for opportunities to shorten the expectancy of each event.   

Year 1:  The first year of the program will lay a particular foundation, that may seem like it’s oriented around student athletes.  Already the student athletes are the ones typically strength training, so beginning the programs’ principles with this group is most efficient. 

Year 2:  Providing more well-designed opportunities for the entire student body will be established by the summer before year 2.  

Year 3:  By this time, there will be community opportunities that could involve administrators, teachers, and family members

Year 4:  By this year, the 9th grade students that began the program, have now participated for their entire High School career.

Strength Training for Sports:

Specific strength training for sports will always be well established within the fundamental principles of exercise physiology. 

In-Season teams could be prepared to strength train 2-3 times per week during season.  This is determined by a number of constraints that could include playing time, position, sport, etc.

Off-Season teams could be prepared to strength train 3-4 times per week.  Workouts aimed toward stressing the specific energy systems required for their sport may be performed. 

Exercise selection is initially determined by safety measures, resource constraints, frequency and duration allotted for workouts, equipment available, group size, etc.

Strength Training for Non-Sport Individuals:

One of the great components of this program, is that everyone in our community will benefit from learning similar fundamental strength training movements and exercise modalities.  The key to the programs’ success, is the discreet details in which the strength training and exercise is taught and communicated with.

Everyone can do similar training modalities.  Our kids will may be taught the same things with slight variations, while we must acknowledge that each kids reason for strength training or exercise is different.  Their reasons why for participating in a healthy lifestyle the driving force behind their actions.

As teachers and coaches, we have the responsibility to help them process their thoughts, feelings, and actions about strength training,

We can have an all-conference point guard performing a squat, and that athletes’ performance is just as important as any other student who wants to perform the same fundamental movement pattern.   These growth & development opportunities be dependent upon to our ability to teach, coach, communicate, and ultimately be great leaders for our youth. 

Optimally, within our 4-year timeline, we want every kid in our community to be confident lifting weights, exercising, enjoying their time together in the weightroom, and sharing with each other the fundamental components of health and wellness that their program is built upon. 

Exercise selection is determined first by fundamental movement principles:

A.      Lower Body

1.      Hinge (Hip Dominant)

2.      Squat (Knee Dominant)

B.      Upper Body

1.      Vertical Press

2.      Vertical Pull

3.      Horizontal Press

4.      Horizontal Pull

5.      Neck (Flexion, Extension, Lateral Flexion)

6.      Shoulders (Anterior, Posterior, Lateral)

C.      Core

1.      Anti-Rotation and Rotation

2.      Anti-Flexion and Flexion

3.      Anti-Extension and Extension

*Bilateral and Unilateral variations of every major movement

Unified Conditioning (Acceleration & Agility) Component:

For Sports:

As many student athletes are significantly active through the year, conditioning components will be used sparingly.  Specific conditioning will be planned appropriately to prepare student athletes for what is required out of them during competition; taking movements and energy system requirements into consideration.  Conditioning workouts will be time to teach fundamental acceleration, deceleration, stopping, and movement principles. 

For Students Not Playing Sports:

These opportunities can look a number of different ways.  It could be a Saturday morning run club, goal-oriented sprint intervals, specific bouts of exercise on a piece of cardio, or partner runs.  Some important aspects of this, is that it’s safe, well planned, goal oriented, and enjoyable.   

Strength Training Exercise Selection Principles:

1.      Safety (Objective and Anecdotal Evidence)

2.      Resources available

3.      Load efficiency

4.      Quantifiable progress

5.      Universal model (General to Specific)

6.      4-year model (Off-season, Pre-season, In-season X 4)

7.      Comprehensive model

8.      Teachable

9.      Needs vs. Wants

10.  Enjoyable

Common Universal Exercise Choices:

A.      Lower Body

1.      Hinge: Trap-Bar Deadlift, Barbell Deadlift, Stiff-Leg Deadlift

2.      Squat: Back Squat, Front Squat

B.      Upper Body

1.      Vertical Press: Overhead Press, Push Press

2.      Horizontal Press: Bench press, Push-Up

3.      Vertical Pull: Machine Pulldown, Chin-Up

4.      Horizontal Pull: Dumbbell Row, Inverted Row

5.      Neck and Shoulders: Neck Flexion, Neck Extension, All major shoulder movements

C.      Explosive

1.      Olympic Lifts and Derivatives: Hang High Pull, Hang Clean

D.     Core

1.      Movements and Anti-Movements: Bridging, Hanging Leg Raise, Glute Ham Raise and derivatives, etc.

E.      Plyometric

1.      Low Impact: Low Load-Short Duration, Quick Feet Drills

2.      High Impact: Overload-Short Duration, Box Jumps

Unified Strength Training Principles:

A.      Progressive Overload Principle

1.      “How to” before “How Much”

2.      Technical proficiency first

3.      Systems in place to help the student athletes determine weights used

                                                               i.      Charts/Percentages

                                                             ii.      Effort Based Progressions

                                                           iii.      Straight Sets (Learn in order “Light, Moderate, Heavy”)

B.      Exercise Continuum

1.      Load: Bodyweight « Goblet « Suitcase « Barbell

2.      Movement: Unilateral « Bilateral

C.      Explosive Lifts/Skilled Lifts

1.      Purposeful

2.      General foundation and proficiency demonstrated

3.      Age appropriate (Training Age, Emotional Maturity, Biological Age)

4.      Olympic lifts and derivatives

Flexibility and Mobility:

1.      Time dependent

2.      Major muscle groups

3.      Safe/progressive/comprehensive strength training = Flexibility and Mobility

4.      Warm-Up and Cool-Down 

Workout Template:

This template can look different throughout the year.  It may be executed differently depending on the nature of the group. 

There will always be a beginning and an end.

1.      Warm-Up

2.      Workout Sheets and/or White-Board (Universal and Program Specific)

3.      Group Discussion (Standards/Expectations/Specific & Individual Instructions)

4.      Execution of workout

5.      Group Follow-Up and Dismiss (Specific & Individual Feedback)

Nutrition and Recovery:

1.      General nutrition guidelines

A.      Coincides with resources and realistic/practical expectations

B.      Safety

2.      Recovery

A.      Sleep and Stress Management

Program Culture and Atmosphere

Everything under the roof of our educational institutions is important.  Math, Science, English, Biology, Chemistry, Social Studies, the support staff, it’s all important.  The weightroom is just as important as anything else.  It has the ability to positively impact the lives of our youth and community; for a lifetime.

Almost every high school and college in the United States has Physical Education opportunities or a weightroom available to their students.  With that being the fact, the possible impact we can have on our kids isn’t about just providing the hardware; it’s about what we teach, how we teach it, why the kids want to learn it and then the consistent execution of the principles.

“I think the teaching profession contributes more to the future of our society than any other single profession.” – John Wooden

Guiding our students and student athletes through this type of journey may be the most impactful part of their early development.  The weigtroom could have the ability to teach our kids things that no other place can. 

We have the privilege of taking them through situations, where they’re completely in control of their outcome.  With strength and conditioning, it may be the fairest endeavor they could partake in; every-thing is their fault.  When they succeed, it’s because of their efforts.  When they’re not quite where they want to be yet, they must practice patience and reflect on their efforts.  As trusted professionals, we must be there to guide them. Learning to value this process is something that that they’ll take with them for the rest of their lives.

Strength training is not about perfection, above all, it’s about genuinely valuing the non-linear progress. 

We’ll begin with a foundation, and once that’s built, we must move on. Progress comes in well-designed waves of systematic progressions. As coaches and teachers, it’s our role to help guide our students and athletes through the trying times and help them celebrate the winning times.  We’re giving them the tools to succeed and ultimately helping them develop self-sufficiency.

Our students will learn to be accountable to themselves, to each other, to show care & concern towards each other, how to be patient, vulnerable and the importance of helping the people to their right and left.  They’ll learn how to ask questions in tough times, and they’ll develop clarity and confidence through it.

The weightroom is a community and a small part of a bigger town with parents and families.  Weightrooms, when they’re used correctly, I’ve seen them impact entire schools and communities for the better.  

A winning weightroom culture is not about how much our kids bench press, or the specific exercises they’re doing. The numbers will come, the most valuable lessons they’ll learn are from learning how to execute their responsibilities the right way.  It’s not about what we do, it’s about how we do it.

Below are some of the core principles that are responsible for building a strong foundation.

Culture and Leadership Components

1.      Universal belonging and safety within the group

2.      Trust ® Transparency ® Familiarity

3.      Established Purpose

4.      Shared vulnerability

Components of Individual Emotional IQ

1.      Perspective

2.      Clarity

3.       “Why”

4.      Confidence

5.      Self-Esteem/Confidence vs. Self-Worth

Universal Standards

1.      Be Present

2.      Kindness-Care-Concern

3.      Effort Dependent-Not Outcome Dependent

4.      Ask Questions

5.      On-Time

6.      We always do our best

7.      We do not make assumptions

8.      We are honest with our words

9.      We do not take things personally

Universal Expectations

1.      Communicable and Agreed Upon

2.      Fair

3.       Progressive

Accountability Mechanism

1.      Non-Invasive

2.      We will seek, notice, and acknowledge

3.       3-Way Consequences (Great/Expected/Not Yet)

4.      No Punishments

Atmosphere

1.      Well-organized weightroom for flow and safety (AED/Emergency Response Plan)

2.      Adequate lighting

3.      Music (Time appropriate, word appropriate)

Family and Community Impact

1.      Approximate 4-Year Model

A.      Student Athletes

B.      Students

C.      Families

D.     Community

2.      Open door policy for parents and families (We will be known as a great resource)

3.      Learning seminars and classes

4.       After hour opportunities

The Family and Community Impact component may be the most important variable in this program design.  In most schools, the student athletes will initially receive the majority of attention and available resources, pertaining to strength and conditioning opportunities.  As this group makes up a significant amount of the total population, it’s an adequate group to begin programs with.  It is only a starting point though, as a unified-inclusive program is designed to impact everyone within the school and community. 

During the first year, the program may be initially designed to execute the needs of the student athletes, who are playing organized sports.  After these needs are established or while they’re being built, the rest of the student population must be included or minimally have the opportunity.  These opportunities can look a number of different ways, however, the key component to its’ success, is that the same general-fundamental principles of strength training are taught throughout the school.  The same principles are taught, just different ways.

This idea of inclusivity will, without a doubt, build an extremely strong student body and ultimately impact individuals outside of the school walls.    

It’s necessary for parents to be involved.  There’s a handful of ways this may happen.  The open-door policy comes with standards and expectations.  One of the key components of well executed strength training sessions, is minimal distractions.  When anyone is working out, they are the most important thing in the room.  It may be ok for parents and siblings to watch workouts or to somehow be involved, but it may not be a distraction. 

One of the best ways to build a connection for the students and their parents, is to create parent-only strength training opportunities.  Within these sessions, just like strength training opportunities for non-athletes, the parents are taught the same fundamental principles that their kids are learning.  An extremely important note here; when non-athletes and parents are provided these opportunities, they’re being taught the same principles, but in different ways.  The success of this will be depended on skilled coaching.   

A true unified-inclusive strength training model for any institution, in time, will ultimately impact an entire community.  It relies on an unwavering mission, extraordinary effort, great attention to details, and superb communication.  

Thank you for making the time to read this.  Please find ways to apply these ideas successfully.  The health and well-being of our youth will depend on it.

In Strength,

Adam Stoyanoff MS, CSCS

Lift and Empower Women-It is EVERYONES responsibility

I had the honor of working along side Coach Kelly Powers at BGSU. The years we worked together were great learning experiences for both of us as we cut our teeth in the profession. I am so proud that the things she spoke about she has become. I am more than excited to share this article with you below! Thanks Coach Kelly!!……

Lift and Empower Women-It is EVERYONES responsibility

“She isn’t your typical girl”. “You can say what you want around her and don’t have to worry” “She’s like one of the guys”. These statements got me jobs. My first five strength and conditioning jobs that I was hired for were offered to me by a male.  I have been hired for jobs to be the first female that the university had hired…actually twice. But I never felt like I was filling a quota. I had been tossed into train football and had every job duty that the males that I worked with had and knew that I was the best for the job.

Why was I so confident to do what I do? I had no other choice. The males that I worked for all talked the same talk. I learned along my pathway, that I didn’t have to be my mentor. It took a while to come to the realization that I didn’t have to speak in a deep voice, stomp around angerly, swear in every statement made and get defensive in order to hold my ground. But believe me, my first few years, I truly thought I had to. Once I was confident in my own skin, okay with sarcastic comments made to me and appreciative of the men that had mentored me to be a strength coach, I truly started to develop. I have only been able to fully believe and be comfortable in not having to be the stereotype over the past couple years (at 15-17 years in the field).

What can you do as males to help empower the females you work with and if you don’t work with, the women in our industry? Reminder, we share this industry!

1.       Invite your female coworkers to breakfast with the boys. Every week I was involved in staff breakfast where we would verbally bet on who would win the games that week.

2.       Invite your female coworkers to cookouts, bar outings, golfing. These things interest us too. We like to talk shop and to get out of the weight room and talk about life.

3.       Have your female coworkers’ workout with you… we enjoy running and lifting too.

4.       Expect your female coworkers to be able to move equipment. We are all capable of moving weight rooms around.

5.       Listen…truly listen to the concerns and thoughts of your female coworkers.

6.       Talk to other males on staff and in the industry on what you can do to help females be supported.

7.       Don’t put female coaches in gender roles. Value the empathy and emotion they bring rather than demonize it.

What can you do as females to help empower females in the industry?

1.       Lean into other females in the industry (especially the older ones…we have seen it all).

2.       Be yourself and let other females do the same. Stop trying to fit the stereotype and mold.

3.       Encourage each other that you can have a family and still do the job. It can be done, and you can do it even better as a mom.

4.       Say yes to those offers to go to breakfast, bars, golf, cookouts, workouts.

5.       Apply for the jobs and show that you are the best person for the job description

6.       Talk to males. Educate them and let them see the obstacles that you face.

Bottom line, for most of my younger career, I was respected and empowered. The men that I worked for and with had my back just like they would to any of the guys. This comes way too few and way too far in our industy. I was very blessed and fortunate and am forever grateful to these men.

The males that I have on my staff do an amazing job of making sure I fight when I need to fight, that I stay steady when I need to stay steady and most importantly respect and empower myself and my only other female assistant. They talk real talk to us by asking questions, by listening and by talking to other males in the industry of what they can do better.

I will leave you by asking this question, do you have this dialogue with other males and females in the profession? If you currently don’t, I ask you to please do so. These conversations will grow your perspective, your skillset, and will make you a better coworker, coach, leader and human.