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Overtraining

February 27, 2017 by

This article was provided by Training and Conditioning

Overtraining syndrome can derail athletes’ performance goals and put their physical and mental health in jeopardy. Fortunately, it’s easy to avoid when training programs focus on gradual adaptation and common-sense monitoring strategies.
By Dr. Terry FaveroTerry Favero, PhD, is Professor of Biology and Conditioning Coordinator for the women’s soccer team at the University of Portland. He has also worked with the U.S. Olympic Development Program.

Visit any weightroom or locker room around the country, and you’re likely to find a slogan on the wall entreating athletes to give all they have and then some: “Pain is weakness leaving the body.” “To give anything less than your best is to sacrifice the gift.” “Whatever it takes.” The words vary, but the message is the same: Work hard. Every day.

Training hard is a prerequisite for success, but it also presents a fine line. Excessive hard training may lead to overtraining, making workouts counterproductive and sometimes even dangerous. Overtraining carries a high price–often a serious injury and the loss of all or part of a competitive season.

Athletes are fiercely competitive by nature, and the best ones want to do whatever they can to gain an edge. But they need your help to recognize the boundary between pushing themselves to the next level and pushing themselves too far. The good news is that access to advanced monitoring techniques, solid research, and time-tested workout strategies provides athletes and coaches today with more information about optimal training levels than ever before.

OVERTRAINING DEFINED
Put simply, overtraining is the result of an imbalance in the training-to-recovery ratio–too much training and competing and too little recovery and regeneration. The difficulty is deciding just what constitutes “too much” and “too little.”

Athletes enhance performance by overloading the body and then allowing it to recover. This stimulus-recovery process is called adaptation, and it’s a characteristic shared by all living organisms. In developing athletes, small to moderate training loads can lead to large improvements in performance if they’re implemented properly.

But while a little is good, more is not necessarily better. The adaptation process has built-in limits that govern both how quickly an athlete can adapt and their maximum capacity to endure intense training. These limitations function as safety mechanisms to protect the body from irreversible damage.

Muscle fatigue, for example, is a protective mechanism that prevents permanent damage to muscle tissue. While localized muscle fatigue protects individual muscles and muscle groups, overtraining syndrome is the body’s way of protecting itself as a whole from multi-organ damage or long-lasting injury.

Overtraining syndrome is a complex and not completely understood set of neuroendocrine changes that dampen both the desire to exercise and the ability to produce maximal force, thus resulting in decreased performance. Train too long and too hard, and the body’s defenses kick in to draw the line.

The American College of Sports Medicine defines overtraining syndrome as part of a continuum that begins with overload training, a process of intense physical work with appropriate recovery leading to normal adaptation. This is healthy and can result in greater work capacity, muscle growth, and other benefits that both athletes and coaches strive for.

The next stage on the continuum is overreaching, which occurs when the intensity of training begins to overstress the body in minor ways, but typically causing nothing more than soreness and some degree of decreased performance. Overreaching is an accepted part of many preseason training camps, such as two-a-day workouts for football programs.

Overtraining syndrome is at the severe end of the continuum, resulting from excessive high-intensity training or rapid increases in training intensity or volume that result in chronic underperformance in practice and competition. The signs of overtraining syndrome are difficult to detect because there’s no definitive boundary between overreaching and overtraining–we expect fatigue and soreness with overreaching, and accept those responses as part of certain phases of the development process.

The difference is a matter of degrees. Overreaching leads to temporary, peripheral markers such as muscle soreness, joint stiffness, and short-term performance and motivational declines. One important distinction is that these effects can be reversed fairly quickly if an athlete follows a sound recovery program and reduces training.

Overtraining, on the other hand, results in a more general, prolonged fatigue that an athlete may describe as feelings of staleness or burnout. The acute physical symptoms are more pronounced as well, and may include a change in resting heart rate (increase or decrease), higher than normal heart rate during moderate workouts, decreased maximum heart rate, and decreased maximal lactate levels. Other common symptoms are disturbed sleep patterns, mood changes, reduced appetite, and difficulty concentrating on mental tasks.

Another reason overtraining syndrome is difficult to identify is that it’s essentially a moving target. As a normal training cycle progresses, athletes expect to be able to work harder and for longer. Even if it were possible to draw a line between the less serious overreaching and the more serious overtraining syndrome, the line would shift as training capacity improves.

Naturally, most coaches and athletes notice performance-related symptoms first, and may overlook the psychological clues–reduced concentration, anxiety, apathy toward training, irritability–that often precede performance deficits. But if the non-physical signs of overtraining syndrome are caught and intervention begins early, athletes can avoid the long-term effects and put themselves back on track for healthy training and adaptation.

CATCHING IT
Athletes in both team and individual sports are likely to experience an overreached state as part of their training, especially in the early stages of the season or training year. Research suggests that athletes in team sports are more likely to stop at overreaching, while individual endurance athletes are most susceptible to progressing past that level to overtraining.

But anyone, in any setting, who works too hard without proper guidance and attention to recovery can fall victim to overtraining syndrome. Following the 1996 Olympic Games in Atlanta, one study indicated that 28 percent of the athletes considered themselves to be overtrained. More recent research showed that almost 50 percent of youth athletes seeking medical care were diagnosed with an overuse injury rather than an acute one, indicating that many of them suffered from overtraining to some extent.

Very few reliable tools are available to detect overtraining. While x-rays and blood tests can look for specific markers of other injuries or illnesses, overtraining typically does not produce definitive diagnostic values. For example, studies involving overtrained athletes show that they may measure higher than normal, lower than normal, or in the normal range for key performance-related hormone levels such as testosterone and cortisol. And physical signs are often not visible until an actual injury has occurred.

So how do you identify athletes who may be risking their health and performance through overtraining? Performance assessments such as maximum strength, endurance, and work capacity tests can be helpful in catching performance declines, particularly in sports like track and field that emphasize concrete numerical performance. With this method, it’s essential to first develop a baseline for each athlete and perform the tests on a regular basis to track progress. But this method is imperfect–many factors can lead to temporary performance declines, and the testing itself is an added stressor that may contribute to overtraining.

Localized soreness and fatigue are also important signs, particularly if they linger longer than normal. Some degree of soreness and fatigue are a natural part of adaptation, but if those symptoms do not normalize within 48 to 72 hours after an intense workout, practice, or competition, the body’s recovery mechanisms are clearly being overtaxed.

Some of the most promising methods to catch overtraining at an early stage focus on psychological disturbances. Tests such as the Profile of Mood States (POMS), REST-Q Sport (Recovery-Stress Questionnaire), and the Daily Analysis of Life Demand in Athletes (DALDA) are popular among sports psychologists for assessing the prevailing moods, stress levels, and psychological profiles of athletes.

For example, the POMS provides a quick, simple way to measure transient active mood states. It asks individuals to rate themselves on a variety of feelings, such as friendly, bitter, trusting, lonely, cheerful, weary, sluggish, and energetic, using a scale that ranges from “not at all” to “extremely.”

Evaluation of the data is typically performed by a sports psychologist or other professional with experience using the survey instrument. By themselves, psychological tests like these aren’t enough to diagnose overtraining syndrome, but they may reveal trends that help assess an athlete’s risk level.

A multi-faceted testing and evaluation protocol is the best way to catch overtraining in its earliest stages. One of the best examples was created by two researchers, Jack Daniels, PhD, and Dick Brown, PhD, working with the well-known distance running group Athletics West. Following a slew of urine and blood tests that didn’t provide conclusive evidence of overtraining risk, they began to look for simple ways to assess all types of underlying physiological stress.

They asked their athletes to monitor morning resting heart rate, morning body weight, and number of hours slept per night, and compared the daily values to historical baselines for each individual. They theorized that a low morning heart rate (suggesting parasympathetic syndrome) or a high one (suggesting sympathetic stress) might indicate autonomic dysfunction, a hallmark of overtraining. Morning body weight would detect poor eating or hydration habits. Number of hours slept was a very basic way to get a glimpse of stress level and fatigue–too much sleep would suggest the body was yearning for more rest and recovery; too little sleep would reveal problems with anxiety, physical stress, or overall workload.

Daniels and Brown used the data to guide and adjust the athletes’ training programs. They created thresholds: If an athlete’s morning heart rate changed by 10 percent or more during the course of training, if their average sleep time changed by 10 percent, or if their weight fluctuated by three percent, that was interpreted as failure to recover adequately from hard workouts or races, or at least as a sign of a high stress level (whether directly related to training or not).

If one variable reached the threshold above or below the athlete’s baseline, training was monitored and/or reduced by 10 percent. If two variables raised red flags, training was cut by up to 50 percent. If all three variables were problematic, intense training was eliminated until the data returned to the baseline range.

Click here to read Part 2 Overtraining: Prevention and Intervention

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Training Multi-Sport Athletes Year-Round

February 5, 2017 by

There are great benefits that come to an athlete that trains appropriately for their sport(s). While playing multiples sports takes up much time, athletes must make time to participate in a principled training program that will help them perform their best and help them stay injury free. The task of putting together a program for training multi-sport athletes year-round is a daunting one. Each sport has different demands and every athlete plays a different combination of sports. In most high school settings you are working with a wide variety of athletes and putting a program in place that will help to prepare each athlete for each of their sports is challenging.

In the video clip below Coach Bryan Glover ,MA,CSCS,SCCS and Director of Performance at Valor Christian School, discusses key principles involved in training multi-sport athletes year-round. Coach Glover’s presentation is just one in a series of 10 that deals with how to train multi-sport athletes year-round. To learn how to gain access to his complete presentation and hundreds of other athletic performance videos, simple click on the link Glazier Vault

The video below has sound, so please make sure your sound is turned on.

Coach Glover believes that your training program should be rooted in what is that you hope to accomplish.

The following is a brief recap of Coach Glover’s Key Principles to consider when designing a year-round training program for multi-sport athletes.

1. Use exercises that are ground based movements – exercises where to force is applied to the ground
2. Use exercises that train multiple joints – get the biggest bang for your buck
3. Train explosively – improve speed, power and acceleration
4. Train all energy systems- utilize good work to rest ratios
5. Progressive overload – allows the athlete to see results and keep progressing
6. Teach perfect technique
7. Law of reversibility -keep them them doing some sort of training. Can’t have breaks or you lose ground.

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High School Strength and Conditioning

January 24, 2017 by

This article is from Coaches Network

Strength training at the high school level is as challenging as any other. Our sister magazine, Training & Conditioning, held a roundtable discussion with five top high school strength and conditioning coaches—some with experience in NCAA Division I and the NFL—who have found that working with high school athletes is exactly what they want to do. And their focus in the weightroom is on building a foundation of movement.

Here are some of their responses:

How did you end up working at the high school level?

Kevin Vanderbush: I started at Ben Davis High School in Indianapolis fresh out of college 32 years ago. Our school was the first in the area to have a full-time strength and conditioning coach.

Mark Asanovich: I’ve kind of come full circle. I got my start as a strength and conditioning coach in 1986 at Anoka [Minn.] High School. I began the strength training program there, became completely enamored with that aspect of coaching, and went on to pursue a master’s in exercise science at Ohio State University. Eventually, I ended up in the NFL as a strength coach for the Minnesota Vikings, Baltimore Ravens, Tampa Bay Buccaneers, and Jacksonville Jaguars. In 2012, my wife and I decided we wanted the stability afforded by the high school level, and I wound up at Minnetonka [Minn.] High School.

Richard Lansky: I had coached at Miami’s Booker High School in the early ’90s and really enjoyed working with that age group. Prior to coming to Manatee High School in 2010, I owned a performance training facility where I worked with college and professional athletes, but I eventually realized I wanted to get back to the high school level. I love this setting because I’m able to expose athletes and non-athletes alike to strength and conditioning principles they can use their entire lives.

Carol Happ: After working as an Assistant Strength and Conditioning Coach at the University of Minnesota and Ball State University for a combined 10 years, I moved back to the Indianapolis area for family reasons and began working for a local hospital network that provided strength and conditioning services in a variety of settings.

​Darnell Clark: When I was pursuing my master’s degree at Arizona State University, I found myself working in a weightroom three levels under the football stadium—going to work in the early morning when it was dark and returning when it was dark. Recently married and starting a family at the time, that kind of grind wasn’t appealing to me, and I viewed the high school level as a way to find better work-life balance. In 2004, I saw a posting on the NSCA website for my current job at Charlotte [N.C.] Country Day School. The school was two years old with great facilities, and I jumped at the chance to work here. I’ve never looked back.

What is your facility like?

Asanovich: Our 5,200-square-foot weightroom is set up similar to the one I had with the Jaguars in terms of space and equipment. The majority of weightrooms today consist of mostly power racks and benches, but ours is 95 percent machines. The literature says your muscles can’t distinguish what’s providing the resistance—whether you stimulate them with a barbell or a machine, you’ll get roughly the same result. Because we have a lot of younger kids who train in our room after school, and as many as 100 athletes can be in there at once, machines are a safer, better option for us.

Clark: We have about 3,500 square feet with a dumbbell rack at each of our 11 training stations. Each station is self-sufficient. I can put four student-athletes at a station for their workout, and they don’t have to go anywhere else. That really keeps the flow going, which is important for me, because I don’t want athletes standing around.

Vanderbush: Our weightroom is 6,200 square feet, and we can fit 100 kids in there at once. Half the room has upper-body equipment, and half has lower-body equipment. I have an elevated office, so I can keep an eye on the entire room even when I have to work on administrative tasks.

Lansky: The main weightroom is 3,000 square feet and has five combo stations. We have an open area to do glute-ham exercises and one lat pulldown. The rest of our equipment is barbells, bumpers, dumbbells, and boxes. We also recently completed phase one of a new strength and conditioning area for our football and boys’ and girls’ weightlifting teams that is 1,500 square feet with a strip of synthetic turf down the middle.

What’s your training philosophy for high school athletes?

Happ: My programming philosophy is very similar to what I did at the college level. Every athlete starts with the fundamentals, and I keep it pretty basic. After they learn the fundamentals, we might get a little more specialized, but my program is not as sport-specific as when I was in college.

Vanderbush: We know that all high school athletes are coming to us with really limited backgrounds in movement skills and strength. Our goal is to make them better overall athletes and limit the risk of injury.

Clark: I’m really big on training flow and work capacity. So when an athlete comes in, they need to know exactly what to do and how to do it. Every athlete understands the process and what to expect.

Asanovich: It may sound a little silly, but I don’t have one. A philosophy is a system of beliefs, and I choose, instead, to take a science-based approach to resistance training using nothing but the most recent research.

How is your program structured?

Asanovich: Generally, we train the entire body twice a week, and our athletes can come in a third time if they choose. But if they’re busting it out twice a week, that’s usually all they need. In-season, we’ll cut that back to one total-body workout and one upper-body workout each week.

I always tell other strength coaches to look for the irreducible minimum: If you’re training the athletes four times a week, reduce it to three times and see what happens. If you get the same results, why go the extra day? When I first got here, our athletes were training three days a week. I cut it back to two, and our results improved.

Happ: I teach 90-minute strength and conditioning classes at Lawrence North, which is when I implement most of my program. I teach three classes a day, and athletes attend two or three classes each week. I also do supplemental work with them after school. They all do the same program for the most part, but I change up the sets and reps depending on whether they’re in-season or out of season.

Vanderbush: I teach a course called Advanced Weight Training, which is limited to athletes. They train with me five days a week for 35 minutes a day, and we do additional work after school depending on sport coach preferences.

What’s your training philosophy for high school athletes?
Happ: My programming philosophy is very similar to what I did at the college level. Every athlete starts with the fundamentals, and I keep it pretty basic. After they learn the fundamentals, we might get a little more specialized, but my program is not as sport-specific as when I was in college.

Vanderbush: We know that all high school athletes are coming to us with really limited backgrounds in movement skills and strength. Our goal is to make them better overall athletes and limit the risk of injury.

Clark: I’m really big on training flow and work capacity. So when an athlete comes in, they need to know exactly what to do and how to do it. Every athlete understands the process and what to expect.

Asanovich: It may sound a little silly, but I don’t have one. A philosophy is a system of beliefs, and I choose, instead, to take a science-based approach to resistance training using nothing but the most recent research.

What do your workouts entail?

Vanderbush: We do two days a week of upper-body lifting and two days of lower-body lifting. On the fifth day, we do circuit training that includes footwork ladders, medicine ball exercises, and core work. For upper-body workouts, athletes will do a chest exercise, a lat pull, a shoulder press, a bicep, a tricep, low back, and abs.

For lower-body work, I think it’s beneficial to include a triple extension exercise, so we do a hang clean two-thirds of the time and a power clean the other third. In addition, I think front and back squats are important, as well as balance-coordination work that addresses hamstring flexibility and stability. One exercise I really like for this is a single-leg dead lift with a kettlebell on a box.

Happ: My program is almost completely Olympic-based. The athletes start each class with foam rolling, and then progress to agility footwork drills and a dynamic warm-up before proceeding to a full-body workout. I don’t do bodybuilding programs, and I don’t really use machines—it’s all barbells and dumbbells. We do a push and a pull, a squat variation, a glute exercise, core work, and we do explosive work with cleans, snatches, and kettlebells. Each workout finishes with static stretching.

Lansky: The bulk of my workouts center on free weight training—multi-joint, ground-based exercises and Olympic lifts. I have spent a lot of time on the USA Weightlifting Coaching Committee, and I have extensive experience teaching Olympic lifts. We use a bunch of 15-pound bars and plastic plates to teach proper bar mechanical position for Olympic lifts because we won’t load athletes if they have faulty movement patterns. Most kids start with bodyweight exercises, then med balls and light barbells before we start loading them with weight.

Asanovich: What is the most catastrophic injury a kid can suffer in any sport? A cervical spine injury. Since we strength train mainly to help athletes avoid injury, my go-to exercises in the weightroom are neck flexion and neck extension. In addition to building muscle with these movements, athletes are strengthening their connective tissue and increasing bone mineral density in the cassettes of their cervical spine, which leads to a more structurally sound neck. I see building a stronger neck as a critical concussion prevention tool.

How do you accommodate the wide range of ability and developmental levels with high school athletes?

Clark: It’s important to have a solid plan for progression. There are all kinds of ways to modify exercises to get different athletes where they need to be. For example, football is one of the most challenging sports to work with because there are so many skill levels. With teams like that, we group players by ability, which determines what type of workout they’ll do each day.

Vanderbush: I’m big on the idea of peer coaching. Within our structure, I might have a class of 80 kids divided into groups of eight—four of whom may have been in my class before, while the rest are newcomers. I ask the older four to take the younger athletes under their wings. We have them remind the younger athletes about good form and how we record our lifts. As a result, our younger athletes feel like someone is looking out for them, while the veterans learn leadership skills and become better at executing the movements through teaching them.

How do you motivate high school athletes?

Asanovich: Nowadays, the stereotypical strength coach is someone who yells and screams all the time. It’s really sad, because when the rubber hits the road, you motivate young people by forming sincere, unique relationships. You have to make a human connection and gain an athlete’s trust. Once you do that, they’ll do anything you ask.

Lansky: You have to get to know each athlete as a person and learn what makes them tick. Whether it’s wanting to move on to the next level, getting noticed for hard work, or even living up to an older sibling’s legacy, each athlete responds to their own motivational hot button.

Clark: For me, interpersonal relationships are key, and that starts by learning all of the athletes’ names. This doesn’t sound like a big deal, but it is. Going to their games is crucial, too. I love watching our athletes compete, and they appreciate it when they see me in the stands and when I compliment them on their performance the next day.

Happ: Athletes must know they have our full attention when they are working out in the weightroom. This means giving continuous feedback.

I’m also very honest, and athletes appreciate that. I make sure to follow every criticism with something positive. Athletes understand I’m hard on them because I know they have great potential, and I tell them as much. That can be a very powerful thing to hear.

What are the biggest challenges at the high school level?

Asanovich: Ninth graders! It can be tough working around some of their emotional immaturity. Also, there are limitations in terms of staff and budget. At the NFL level, I had a big staff and unlimited resources while working with no more than 90 players—and that was only during the preseason. Here, I’m a staff of one with 500 athletes pulling me in 500 different directions all at the same time.

Clark: For me, meeting the developmental needs of our many multisport athletes is a daily challenge. With all their in-season demands—including club sports—they never have an offseason, which makes it hard for them to progress and make gains in the weightroom. They also don’t have enough recovery opportunities—both physically and mentally—so I try to provide them resources on the importance of proper nutrition and sleep habits.

Vanderbush: It can be frustrating when kids pursue personal training services thinking it will give them a performance boost. In most cases, parents simply want what’s best for their sons or daughters and think that means paying a personal trainer or CrossFit gym to put them through additional workouts. However, those private services often don’t take into account what the athletes are already doing in their school strength program. In the best-case scenario, personal training sessions would complement the high school work, not replace or clash with it, but that’s not what usually happens.

Lansky: It’s frustrating to see our athletes for only a few hours each day because we generally don’t know what they’re doing the rest of the time. For example, a lot of our athletes get their only food for the day through the school’s free breakfast and lunch programs, which makes emphasizing the importance of nutrition difficult. To combat that, we started a program here that lets us give our athletes post-workout nutrition like peanut butter and jelly sandwiches and chocolate milk.

What is your advice for coaches who are new to the high school level?

Lansky: You have to be willing to put in the time and wear a lot of hats—especially in the beginning. Then, I would recommend finding resources that can assist your program. Maybe a parent of an athlete has a nutrition background, or another works at a grocery store that can donate day-old bread for post-workout peanut butter and jelly sandwiches. You can also call a nearby college or local fitness facility and see if they’d be interested in donating older weight equipment. You won’t know until you ask.

Also, it’s important to keep things simple with your training. You can have a very basic program, but your athletes will improve if they consistently do it with 100 percent intensity and effort. The reverse is also true: You can have the greatest program, but it won’t have much of an effect if your kids won’t buy in.

Vanderbush: High school strength coaches have to educate all of their constituents on what they bring to the table. They have to meet with every sport coach and show them how they can help their athletes develop and get better. This also means letting parents know how their child will benefit from being part of your program, as well as meeting with your administrators. Every time I get a new principal or athletic director, I make sure I share my thoughts, goals, and previous successes with them.

Happ: No matter what level you work at, it’s important to watch and learn from other strength coaches. And don’t be afraid to ask questions. I am still reading, learning, absorbing, and having “a-ha” moments when I watch other coaches. Sometimes young people in the profession think they know everything, but you have to be willing to take a step back and be open-minded. There are a lot of different ways to arrive at a destination.

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Run the Numbers : What Gets Measured Gets Managed

September 2, 2016 by

This article was provided by Training and Conditioning

By Gary Schofield Jr.

Gary Schofield Jr., LAT, ATC, CSCS*D, RSCC*D, is the Head Strength and Conditioning Coach at Greater Atlanta Christian School in Norcross, Ga., and serves as the NSCA’s Southeast Regional Coordinator and Vice Chair of the High School Special Interest Group. He was named the NSCA’s National High School Strength and Conditioning Coach of the Year in 2012, and his program at GACS has won the Strength of America Award for seven consecutive years, which is presented by the NSCA in conjunction with the President’s Council on Fitness, Sports, and Nutrition. Schofield can be reached at: gschofield@greateratlantachristian.org.

As most strength and conditioning coaches do, I used to spend hours stressing the importance of sleep, hydration, and nutrition to my athletes at Greater Atlanta Christian School in Norcross, Ga. I hung hydration charts in the restrooms, talked about nutrition with parents, and produced informative fliers about sleep. Nothing seemed to move the needle—some athletes listened, but most did not.

Then one day I read a quote from management consultant, educator, and author Peter Drucker that stated: “What gets measured gets managed.” It hit me like a ton of bricks. If I wanted to manage certain wellness variables with my athletes, I needed to measure them.

That revelation was roughly two years ago. Since then, we’ve been monitoring sleep, hydration, nutrition, stress, and readiness, and it’s been a difference-maker for our Spartans Strength Program. We’ve seen the increased performance, decreased injuries, and athletes who are more engaged in their training than ever before.

Of course, there are some challenges to incorporating sports science at the high school level, but they can be overcome with flexibility and resourcefulness. If you remain open to the unique benefits technology can bring to your program, advanced metrics can be a difference-maker for you, too.

GOOD FIT

Before you incorporate sports science in your program, make sure it aligns with your overall philosophy. At GACS, it fits with our mission to engage, educate, and empower athletes to develop skills that will improve sport performance and develop a lifetime pursuit of wellness.

As strength coaches, our charge is to connect with athletes in a way that creates engagement. Yet, we’re going up against today’s high-tech world in which entertainment and information are at athletes’ fingertips. As their access to information has increased, their attention span, focus, and perseverance have decreased.

Metrics allow us to draw athletes back in by actively involving them in the training process. Plus, since smartphones, tablets, and computers are already ingrained in their daily lives, they are excited to add a technological element to their strength and conditioning work.

Once we’ve engaged athletes, we can educate them. Education is not just providing information—it’s also demonstrating what to do with that information. Athletes once did whatever they were told, but today’s generation wants to know the reasoning behind exercises and drills. This shift in thought and behavior is not negative. Rather, it’s an understandable adaptation to the technological world in which athletes now live.

In response, strength coaches must make programs “sport-relative.” I am careful to explain the rationale behind my coaching choices, and this carries over to our use of metrics. For example, I’ll say to an athlete: “You are a high-performance racecar. You need the right fuel at the right time to win the race. That’s why we talk so much about hydration, nutrition, and rest. We want you to win the race, not just lead a lap!”

If approached correctly, engaged and educated athletes will be empowered to perform. We do this by making them part of the process. Workouts are modified to meet each athlete—the athlete is not forced to fit into a workout. An engaged, educated, and the empowered athlete is what we refer to as a “monstah.”

STARTING SMALL

So exactly how do we incorporate advanced metrics to create these monstahs? When starting off two years ago, we decided the best area to target was recovery. Too many programs focus solely on the allocation of load and intensity during training without considering how recovery and regeneration are managed. In order to achieve engagement from athletes, recovery needs to be integrated into your program just as much as training.

Before we dive into our metrics program, I want to caution coaches to approach any new sports science endeavor by thinking about “depth before width.” It’s easy to get caught up in a new training method or technological device, but it is vital to explore any program addition fully before going ahead with it. This keeps the new element from becoming overwhelming or unmanageable.

With this concept firmly in mind, we chose hydration as our initial monitoring metric. Our athletes all have access to water on a daily basis, so it was an easy variable to track. Plus, hydration status has been linked directly to performance, injury risk, and even concussion recovery. In looking at all the variables, it had the potential to make the biggest positive impact while adding the least amount of negative stress to our athletes or coaching staff.

Our first step was establishing a daily hydration goal for each athlete based on consuming 0.5 ounces of water for every pound of bodyweight. In-season athletes, those training two or more hours a day, or heavy sweaters added 18 to 24 ounces to that goal.

Then, by dividing their total ounces by 16, we told athletes how many water bottles to drink each day. (Sixteen ounces is the volume of a standard water bottle.) We had athletes record their daily water bottle consumption on a chart and kept track of how many bottles they fell short of their established goal (if any).

During the first month, we found out just how under-hydrated our athletes were—the average daily water consumption was only 3.25 bottles (52 ounces)! However, by the third month, that number had skyrocketed to 7.75 bottles (124 ounces), which met or exceeded most athletes’ hydration goals. Not only that, but parents and coaches confirmed athletes were drinking water more often, and they started feeling better. What was it that engaged them in this process? We measured their water intake and, therefore, it mattered to them.

Since this first attempt at monitoring was successful, we added a little more depth to our system with a wellness questionnaire. Borrowing from one shared at the 2015 NSCA Coaches Conference by Brandon Marcello, Ph.D., CSCS, PES, CES, former Stanford University Director of Sports Performance, we decided to focus on three areas of recovery and regeneration that athletes could control: hydration, sleep, and nutrition. We picked these metrics to increase athletes’ engagement in the process and empower them to make needed changes to their lifestyles.

For hydration, we continued to monitor how many bottles of water athletes drank a day. With sleep, they recorded how many hours of sleep they had each night and rated its quality (poor, normal, good).

To target nutrition, we started measuring how many meals each athlete consumed daily. The goal was five, and a meal was defined as consumption of greater than 500 calories in one sitting—anything less was considered a snack. We also charted whether athletes skipped breakfast, had a small breakfast (shake or bar), or had a “full” breakfast, which meant it had to total at least 500 calories and consist of 55 percent carbohydrate, 25 percent protein, and 20 percent fats. Finally, we had them check off if they drank a recovery shake following their daily training session.

Athletes initially completed the questionnaire when they arrived for their daily strength and conditioning sessions. After a few months, however, we found it was easier to utilize an online form on Google Docs that the athletes could fill out during homeroom or at home.

The information gathered from the questionnaire generated good points of conversation. We were able to observe trends and adjust our approach with athletes based on any issues we identified. Yet, one issue with the questionnaire was that it only showed us athletes’ behaviors in hindsight—we couldn’t use the data in real-time to determine their “readiness” or modify training sessions accordingly.

To solve this problem, we partnered with Kinduct Technologies to design a website-based software platform where we could collect, organize, share, and analyze data in one centralized location. Accessible from a laptop, tablet, or smartphone, Kinduct’s system allows us to better understand our data, make more informed decisions, and take decisive action.

Every morning, either on their way to school or during homeroom, our athletes log on to Kinduct with their smartphone or school computer and answer a simple questionnaire that collects data on the quantity of sleep, quality of sleep, bottles of water drank, number of meals eaten, whether breakfast was eaten, academic stress, personal stress, training difficulty, sport difficulty, recovery breathing, whether a recovery shake was consumed, and resting heart rate. This process takes less than two minutes to complete.

We decided to add questions on stress and readiness metrics when we transitioned to the Kinduct platform because we finally had a system that made data management as easy as data collection. Kinduct opened the door for measuring metrics that were outside the athletes’ control (like how hard practice was).

Once athletes are done with the questionnaire, their responses are uploaded to Kinduct immediately. The system uses their feedback and any predetermined training goals to produce an overall readiness score from zero to 100.

What do we do with this information? Use it to make more informed training decisions. Based on an athlete’s score, the time of year, how the coaching staff views their effort and execution in practices and games, and how they are responding to training, we determine what modifications need to be made daily. For instance, a low score may result in exercise regression or switching the athlete to a recovery-based workout.

GROWTH POTENTIAL

In our second year of using sports science at GACS, we have added width by expanding our scope in some areas and branching out into new ones. Here’s a look at the progress we’ve made in year two:

Sleep: Not only have we continued to monitor both the quantity and quality of athletes’ sleep, but we’ve also created a sleep process for them to follow. It consists of creating a sleep ritual, making their bedroom cold and dark, using white noise, turning off their cell phone, sticking to a schedule, and meditating before bed for 10 to 15 minutes.

We advocate for naps, too. Athletes are advised to drink a small amount of caffeine when they get home from school and then sleep for 20 to 30 minutes. The caffeine will take effect when they wake up and keep them from feeling groggy.

Nutrition: We have expanded our tracking by having our more advanced athletes record their total calories consumed daily. They then compare this number to their overall calorie and protein-calorie consumption goals in the MyFitnessPal app. In addition, all of our athletes participate in a nutrition education program driven by the NutraCarina platform, which was created by Mike Bewley, MA, CSCS, SSN, USAW-I, Assistant Director of Strength and Conditioning at Georgia Tech.

Stress (academic): According to research done by Bryan Mann, PhD, CSCS, Assistant Director of Strength and Conditioning at the University of Missouri, high academic stress weeks like midterms and finals have nearly twice the injury risk as low academic stress weeks. We monitor all stress levels closely during these high-risk periods using the rate of perceived exertion (RPE) scale. Athletes rank their level of stress from one to five, with five being the highest. When athletes are under a lot of stress, we’ll reduce volume in the weightroom and decrease our use of technical exercises, if possible.

Stress (personal): Home life, family, parents, friends, teachers, classes, and many other outside influences can derail an athlete’s training cycle by increasing positive or negative stress loads. Therefore, we attempt to collect data on personal stress through a modified RPE scale. We don’t ask specific questions about what’s causing increased personal stress. Rather, we use the RPE results as an opportunity to connect with the athlete and see what we can do to provide relief.

Readiness: New to the overall scoring system is the concept of readiness built around resting heart rate. Utilizing the Polar Team 2 System, we have begun collecting athletes’ resting heart rates, max heart rates, and time spent in different heart rate zones during training. For recovery and regeneration, we have also been recording athletes’ resting heart rates upon waking, as well as their one-minute heart rate recovery following a maximal bout of training. This information gives us a general idea of how well their nervous system has recovered from the previous day’s and week’s stress.

Two other new elements to our work with readiness are heart rate variability (HRV) and reactive strength index. Our goal is to see whether monitoring these two traits is applicable to training.

HRV is the change in the rhythm of the heart as the result of training. Generally speaking, more variability between a heartbeat is indicative of a cardiovascular system that is ready to perform, while less variability indicates a greater degree of fatigue and potential incomplete recovery. We’ve been experimenting with Firstbeat and Bioforce HRV to track this metric.

To determine a reactive strength index, we have athletes drop from a height onto a contact mat or force platform and perform a max-effort vertical jump. The result is an indicator of how well they have recovered from previous explosive training.

Strength response: We utilize TeamBuildr strength and conditioning software to manage our daily workloads. Each athlete’s training volume is monitored daily, and workout completion, total training load, and overall volume are charted to note any low levels of performance.

Although we’ve had a great deal of success incorporating technology and advanced metrics at GACS, it must be clearly stated that data analysis alone does not determine our programming. Science without art is not coaching. There are many factors that go into making modifications to a training program, and we use all available tools to maximize athlete development.

STUMBLING BLOCKS

Despite our good fortune using advanced metrics at GACS, the use of technology can pose many challenges to the high school strength and conditioning coach. Perhaps the biggest obstacle is the cost of software, products, and equipment. While expense can be a limiting factor, we can’t stick our heads in the sand due to the cost of technology. If we do, we’ll already be behind the learning curve when the price drops in a few years.

You’d be amazed at what you can do for little to no cost. Look at the chart we used to track how many bottles of water our players drank each day. All we needed to make it was a piece of poster board and a marker. Plus, the MyFitnessPal app and many like it are free to download and use immediately.

Another challenge with implementing sports science at the high school level is the “technological gap” between many coaches and today’s athletes. It would be easy for us to shy away from technology and claim it is not needed because we are unfamiliar with it. However, that is an excuse. It is our job to educate, and we must continually learn and grow as professionals. Technology is simply a tool that will allow us to do so at a more productive rate.

However, there is also a “technology trap” that we can easily fall into. When it comes to advanced metrics, evaluating the data we collect at GACS could suck up my entire day if I let it. Having a system to collect and manage the metrics has freed me to use the data to directly impact athletes’ training without taking too much time.

The point to take away from including technology in high school strength programs is its ability to better connect the coach and athlete. While I was speaking in Ireland this past year, I could observe the lunch selection of a GACS offensive lineman using MyFitnessPal. I saw he was going to order an unhealthy option, so I immediately texted him to choose a better selection. His parents e-mailed me the next day explaining how their son could not “believe that his coach would care what we ate at lunch while he was in another country!” I could not have impacted him in this way without the aid of technology.

As sports science, technology, and advanced metrics continue to grow throughout strength and conditioning, it is vital that the high school professional attempts to understand and apply these methods. Technology will never replace the art of coaching. But a coach who ignores the opportunity of technology limits their ability to impact the development of the young athletes we are blessed to serve.

Sidebar:

FOUNDATION LAID

We wouldn’t have been able to incorporate advanced metrics at Greater Atlanta Christian School in Norcross, Ga., without having an effective strength and conditioning program in place first. To build ours, I relied on a set of five core principles and three key ideas.

CORE PRINCIPLES

• Do no harm: This refers to selecting drills to lower injury potential, as well as choosing modalities that provide the biggest reward with the least risk to the athlete.

• Move well: Gray Cook, MSPT, OCS, CSCS, RKC, the creator of Functional Movement Systems, states, “Do not load dysfunction.” If we load a dysfunctional movement, we put the athlete at risk of injury and break our very first principle. Furthermore, if an athlete is inefficient in a movement, they will have to utilize other musculature and supportive tissues to complete it, reducing their ability to perform and placing them at risk of injury.

• Move strong: It is important that high school athletes are proficient in bodyweight movements before external resistance is applied, so we look first to develop relative body strength. We determine strength to bodyweight goals for indicator exercises and allocate training based upon these relative strength scores.

• Move fast: Once we have developed appropriate relative body strength, we pursue rate of force development. In movement-based training, we also want our athletes to master force production (reactive concentric), force absorption (eccentric loading), and force redirection (isometric control). An athlete with the ability to produce, absorb, and redirect force at a faster rate than the competition is difficult to beat.

• Thrive: This is the most important principle of all. Coaches and athletes are involved in sport because it is fun! We must look for every opportunity to maximize the enjoyment of sport—it has to be about more than wins and scholarships.

KEY IDEAS

• Unified (but not uniform) program: Offseason, preseason, and in-season athletes all need a specific training emphasis that a uniform program cannot provide. Instead, a unified program progresses athletes through the same general system but allocates training methods depending on their individual needs.

• Proper dosage: We must consider exactly what dose of training is important for each athlete. At GACS, we follow a Block System of training to meet each individual’s ability level. Athletes that are undersized for their position and sport are placed in Block 1, where the emphasis is on hypertrophy. Players with a relative strength deficit of greater than 15 percent of their target goals in our indicator exercises are placed in Block 2, where the emphasis is shifted to hypertrophy and strength development. Block 3 is reserved for athletes that have a 10 to 15 percent deficit in relative body strength, and a balanced program of hypertrophy, strength, and power methods is utilized. Finally, the advanced athlete with a relative strength deficit of less than 10 percent is placed in Block 4, which includes velocity-based training and triphasic methods.

• Produce results: Any strength and conditioning coach can have a clear mission and solid training principles. However, if we do not produce results where it matters, we have not done our job. The question to ask after every sport season is: Were my athletes physically capable of competing? If the answer is no, we must go back to the drawing board and determine what needs to be adjusted in the program.

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