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After essentially giving a modified version of the CFFB seminar nutrition lecture to my athletes, they all nod their heads in agreeance that this is how they should be eating. But the biggest barriers I face are (1) I don’t know how to cook/what should I make. My solution is much like Field Strong used to do, every Sunday I send them a recipe that they can make for the week as a good food choice. (2) Lack of compliance and I feel this can be for a few different reasons. One is just the pure information overload/180 degree turn you are asking them to make. Like Connor said, I like to work it in via a chunking model. Week 1: focus on a breakfast that fits the guidelines, Week 2: breakfast + lunch, Week 3: breakfast + lunch + Dinner, Week 4: breakfast + lunch + Dinner + snacks/pre and post workout nutrition. Makes it a little more digestible.
I had a sit down with one of my softball players and her parents because she was actually looking to gain weight. One barrier was the mom was shocked that she was going to have to cook. We sent her a bunch of recipes to get her going. Another thing was they were puzzled about what was how to keep the food at school. Which kind floored me and my business partner, but we told them to invest in a good cooler. Then they said well then she would have to carry it around with her all day because she doesn’t use her locker. Our response in a polite way was essentially deal with it. Another thing that kept coming up was what if she isn’t hungry. We told them it is something that she is going to have to get used to feeling, and that this will be like a full time job for her. We closed it out with if she wants to take herself serious as D1 athlete she is going to have to start taking responsibilities for things like this
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One of the biggest safety concerns would just have to be the shear force that can be generated during the eccentric phase. Fred Hatfield points points out that an athlete can eccentrically lower 40-50% more then what they can concentrically lower. Because of the higher loads that eccentric contraction can experience it is crucial that we teach our athlete the positions that they are to receive these loads in.
Another safety concern is coaches not taking into consideration what there athletes are doing outside of their gym walls. “More often than not, plyometric enthusiast do not consider the possibility that the athlete’s sport alone may offer all or most of the plyometric training that is necessary, and that adding more of this type of loading may be excessive or unwarranted” (Siff, 2009 pg.269). Currently I am working with a volley ball player. She has practices 2x a week, and has tournaments on the weekend. She is probably getting most of her needed plyometrics via that. The way that I address this is I focus the majority of our time on the force reduction, posterior chain recruitment, ankle/hip strength, and of course drilling the posture and position that is necessary to keep her safe.
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Quickness: May be referred to the ability of the central nervous system to contract, relax, or control muscle function without involvement of any preliminary stretch. Its primary role is to produce high-speed movement which do not encounter large external resistance or require great strength, power, or energy consumption”(Siff, 2004, p. 133). This is the muscles ability to create movement. To focus on the development in training the focus should be directed towards the response phase, since the latency phase largely influenced by genetics. “A response phase between appearance of the electromyography signal and the motor reaction.” This can be developed through oculomotor, sensorimotor, and auditory reactions. It can also be influenced through motor coordination, and precision of movement. Through the linear progression motor coordination is improved, which will have an affect on ones quickness. And the focus of posture and position is paramount in the precision of movement.
Reactive ability: “The neuromuscular ability to generate explosive force, a quality which relies on both preliminary stretch and rapidity of reaction. This depends on the specific ability to display a powerful driving force immediately after an intense, mechanical muscular stretch.” (Siff, 2004, p. 134). This screams stretch reflex, which we improve through lifting weights, sprinting, and plyometrics.
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@mcquilkin just following up with Ben’s question
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I’ll break the ice. I’m out of town this week, so I had to get my activity done yesterday. Took her as far as I felt comfortable. I have been working with there for about 8 weeks, so obviously she doesn’t have the ability for a true RM. She wouldn’t be doing 155 for 4 weeks (she’s at 135lbs). Also didn’t get the bar on film, 75lbs was the first one I had
https://youtu.be/y4OucK0y33c -
@mcquilkin Do you want all the sets leading up to the RM, or just the RM?
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When working with my field sport athletes one of the biggest limitation I have pick up on recently is the navicular drop that occurs during the squat. My fixes have been first to see if it is simply just them not engaging properly and start with the cue of “grab the ground with your toes and screw your feet into the ground.” or “pull the earth apart with your feet.” If this doesn’t solve the problem I introduce the physio boards to them and have the go through the power ankle protocol. I have had a lot of success with that fixing the issue.
One of the biggest barriers I have is with the toes forward, and this usually comes from my general population clients not my athletes. My solution is to pull out whoever is the strongest guy or girl in the class and use the the force bleed demo so show the strength and weakness of the two positions.
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gracias
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A common theme here is that the coach can be the athletes greatest limiting factor with regards to their improper implantation, or choice to completely omit it. Power athlete talks about the limiting factors in a coach 1) Laziness 2) Lack of Knowledge 3) Ego. All of these could be in play to some degree with these two situations.
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I was also looking at in a sense of improved motor coordination which is developed in the Amateur through the LP, precision of movement patters through increased proficiency of the primal movement patterns, and neuromuscular skill training through oculomotor, sensorimotor, and auditory reactions
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Week 4 Class A
0:00 – 42:50 Assessment Protocol Discussion
43:00 – Connections
47:30 – Direct and Indirect connections
50:30 – Specific and Non-Specific motor abilities
52:00 – Leveling Abilities
56:30 – What are we looking for?
1:04 – Coaches eye to identify disfunction
1:07 – Coaches walk through -
Week 3 Class B
Started watching the video and taking notes then realized I should start putting time stamps. So I don’t have anything prior to 24:00 for a time stamp. Like I said not perfect but a starting place. I figure as we rematch these the time stamps can get more dialed in.
24:00 – Phases of an Amateur
25:30 – Hypertrophy
34:00 – Sarcoplasmic Hypertrophy
37:50 – Myofibrillar Hypertrophy
40:52 – CNS and Muscle Endurance Rep Ranges
46:50 – Limiting Factors of an Amateur Attacked through BLOS
1:00 – Stagnation
1:02 – Why is BLOS beneficial for an athlete -
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I like to platform approach as well, something I will have to try in the future. A simple thing that I have had success with is placing a PVC Pipe where I don’t want their knees to pass as they squat down. This tactile cue has worked pretty well for me. I have used the box method as well with success.
