Principles of Conditioning

Principles of Conditioning

Principle of Disuse - The theory that a training program must include a

maintenance plan or the gains from training will be lost (conditioning is a way of life).


Principle of Hard/Easy - The theory that a training program must alternate high-intensity workouts with low-intensity workouts to help the body recover and

achieve optimal training adaptation (varied training).


Principle of Individuality - The theory that any training program must consider the

specific needs and abilities of the individual for whom it is designed (station work).


Principle of Periodization - The gradual cycling of specificity, intensity, and volume of training to achieve peak levels of fitness

for competition.


Principle of Specificity -The theory that a training program must stress the physiological systems critical for optimal performance in a given sport in order to achieve desired training adaptations in that sport (sprint to gain

speed).

Safety First• Weather• Equipment• Fields• Athletes condition - Athletes need to be physically prepared• Nutrition• HYDRATION • Strict protocols for practice details (warm-up, on deck circle,

relaying, etc.)

Reasons for Measurable increases in Muscular Strength during training

Neuromuscular coordination - Recruitment of motor units (a neuron and all the muscle fibers it innervates)Muscular hypertrophy - increases in the size of the muscular fibersMuscular hyperplasia - increases in the number of muscle fibersReduction in Autogenic inhibition (golgi tendon organ) - the muscles are not inhibited which allows for greater load

Developing Flexibility facilitate routine as tolerated

Static - 10 second hold with mild tension - 20 - 30 second hold to slightly increased tension

Dynamic - This type of stretching should be avoided. Typically the stretch reflex is activated which will prevent any gains in flexibility. The muscle spindle is activated when the muscle is stretched suddenly and a reflex contraction of the stretch muscle results.

PNF routines

Types of Muscular Contractions

Concentric contraction - shortening of the muscle fibers - often times referred to the “positive” action

Eccentric contraction - lengthening of the muscle fiber - often times referred to the “negative” action - show to have the greatest influence on increases in muscle strength.

Isometric contraction - Static-action of muscle fiber. Most often utilized during rehabilitation.

Muscle MovementsPrime mover (s) - The muscle(s) primarily responsible for

the action.

Antagonist(s) - The muscle(s) that oppose the prime mover(s).

Synergist - The muscle(s) which assist the prime mover(s) or provide stabilization.

Etiology for Muscle Soreness

Transient or Acute Muscle Soreness - Increase of end products of exercise

Delayed Onset Muscle Soreness (DOMS) - Characterized by muscle soreness one or two days following exercise.

Structural damage to the muscle membranes

Inflammatory reaction within the muscle tissuesPrevention: Follow your Principles

Energy SystemsATP - PCr system - 3 - 15 seconds (sprinting, weight

training)

Glycolytic System - Breakdown of glucose (early minutes of exercise)

Oxidative System - Generation of ATP through the utilization oxygen and carbohydrates and fats. (long duration events)


Time of day - When? Conditions?Duration - How long?Intensity - Exertion?

Frequency - How often?Repetition - How many?

Resistance - How much?

Duration - Specific to fitness component and individualAerobic - 10 - 15 - 20 - 25 - 30 - 40, etc. minutes or

activity with the Target Heart Rate (THR)

Intensity - Karvonin Equation:

220- Age = HR maxHr max - Rest heart rate (RHR) = Heart Rate Reserve (HRR)

(HRR X .5 - .75) + RHR = Target heart rate (THR)

220 - 12 (age) = 208 bpm (HR max)208 (HR max) - 80 (RHR) = 140 (heart rate reserve (HRR) X .5 - .75 = 70 bpm - 105 bpm + 80 (RHR) = 150 -

185 bpm (THR)

10 second heartbeats = 15 - 18 beats/10 seconds

Rate of Perceived Exertion (Borgs Rate of Perceived Exertion Scale)

Rating 15 point Scale - A 15 point Scale - B6 No exertion at all7 Very, very light

Extremely light89 Very light Very light1011 Fairly light light1213 Somewhat hard Somewhat hard1415 Hard Hard (heavy)1617 Very Hard Very Hard

1819 Very, very hard Extremely hard20 Maximal exertion

Adapted from Borg (1998)

Utilization of the Training Heart Zone and Borg’s RPE scale

1. Post the 10 second heart rate chart.2. Athlete takes a 10 second heart rate during aerobic exercise

(brief pause of exercise).3. Athlete view or knows RPE scale.4. Athlete decides what his/her rate of perceived exertion is at

that moment.5. Athlete makes a conscious effort to remember how they feel

at the measured heart rate.6. RPE Guidelines: Warm-up & cool down (8 - 11) 7. Training Zone (12-13 - 15-16)

Exercise Prescription

Frequency - This is a variable factor that must be adjusted according to the exercises or goal.

Repetitions - Calisthenics - Repetitions to mild - then moderate - then

difficult

Weight training exercises do not need to be a part of an adolescent’s exercise program.

Demands for Sports - L=Low, M=Medium, H=High

Sport Aerobic Anaerobic Flexibility Strength Endurance Speed Power

Baseball L-M M – H M M – H L – M H H

Football –(running Backs)

M H M-H H M-H H H

Softball L-M L-M – BeginnerM – H - Advanced

M L-M - BeginnerM – H - Advanced

L - M H H

Identify Exercises to Stress Components

Aerobic Anaerobic

Flex Strength Endurance

Speed Power Coordin

Warm-up Jog, loco Lunge, Varisous moderate runs

Statci, dynamick, PNJ

Same as Anaerobic

Jog Moderate runs

Bounds All activities

Drills X X X X X X X X

Strategy X

Condition Jog, run, drills

Calith, Dynamics

PNF Calisth, Drills

Warm up, CV, Drills

PlyometricSprints

Plyo, drills,

Drill

Warm downs

X-Jog, drill

X-Dynmic stretch

X-drills

Maintain a Routine - Vary the Exercises - Post it

Practice plan - 1’30”

Phase Time Description Comment Organization

Warm-up 2:00 Arm Circles Active ROM for shld. girdle

line - safe distance

2:00 - 5:00 Jog Outfield repeats

10:00 Passive Stretch

Mild - develop

Partners

5:00 Agility Stations



Phase Time Description Comment - Teaching pts

Organization

Drills 10:00 Base running - single - Triple

Set-up, touch, angle, inside foot, safety

Lines

Drills 5:00 Demo - Leads, steals

Body position - coach comm.

Semi-circle

10:00 Steal No Sliding Line

5:00 Agility Stations



Phase Time Description Comment - Teaching pts

Organization

Drills 20::00 Hitting Warm Lines

Cool Down 5:00 - 10:00 Jog, active ROM

Closure 5:00 Review, Compliment, assignment

Strategies to Help Coach ADD Athletes

Ja

BIG IDEAS• Expose Athletes’ Natural Talent

• Improve Instruction

• Make Team-Sport Experience a Positive One

10 TipsCoaching Students with Attention Deficit Disorder (they work for all youngsters)

Tip #1 - Never Humiliate a Child

This would seem to be common sense. Unfortunately, that is not always the case. Some coaches feel that embarrassing, humiliating or punishing will get a child to pay attention. This approach will not work with an ADD child.

Tip #2 - Drill with Energy Children will ADD get bored and distracted

standing around waiting for their turn. Develop drills that require change and continuous

movement.

Tip #3 - Go one-on-oneChildren with ADD get lost in group directions,

but they do well in one-to-one coaching situations. Talk to children with ADD individually to explain instructions.

Tip #4 - Do a double-checkAsk a child with ADD privately if he/she

understood the directions, asking him/her to repeat what he/she heard.

Tip #5 - Move Players AroundRotate positions so that everyone on the team

has an opportunity to be in active positions. This will help all children to use excessive energy

well and possibly learn a new skill.

Tip #6 - Manage ExcitementChildren with ADD often get caught up in the

action of the game, forgetting about strategy and teamwork. Awareness of this will help a child with ADD focus.

Tip #7 - Keep ‘em busy Assign a child with ADD a job or duty while on

the bench or during downtime. Some suggestions include: assisting score keeping, keeping equipment in order or anything that will hold the child’s interest.

Tip #8 - Let ‘em RestDevise a take-a-break plan with a child with ADD.

Breaks offer respite to children who become overwhelmed.

Tip #9 - Think PositiveAssess the child’s strengths and emphasize them

in practice. For example, if a child is extremely good at blocking the soccer ball, consider making the child a goalie.

Tip #10 - Win - and Lose - as a Team

Make sure that the players know that winning or losing is a team responsibility. A player should not be held a fault. It is the coach’s job to instill and demonstrate sportsmanship values for all players, beginning with the first practice. Support, encouragement, and respect for all players should be top priority.

In-Closing A good coach will consider it a gift when

families inform you of their child’s special needs. Coaches have the opportunity to make a huge impact on students’ lives. They can help each player feel like an important member of the team - each with his/her own talents that help the team as a whole.

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Principles of Conditioning