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M A Y 2 0 1 0 techniques 1

A Letter from the President

REPORTSDivision I Track & Field

Division I Cross Country

Division II Track & Field

Division II Cross Country

Division III Track & Field

Division III Cross Country

High School

IAAF Report

FEATURESStrength and Conditioning for Horizontal JumpsA Multi-Dimensional Approach. by Petros Kyprianou

The Basics of Long Hurdlesby Scott Roberts

Essential Skills in Sport PsychologyMental preparation equates to mental toughness in the face of adversity. by Brian Risk

Chasing PheidippidesThe Science of Endurance. by Dr. Jason R. Karp, Ph.D.

Trainability of Athletesby Kevin Schultz

HIGH SCHOOLContinuity and CooperationThe Roles of Club and High School Programs. By Charmas B. Lee

AWARDSNational Athletes and Coaches of the Year

Cover photograph courtesy ofUniversity of Georgia Sports Information

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Volume 3, Number 4 May 2010

2 techniques M A Y 2 0 1 0

PUBLISHER Sam Seemes

EXECUTIVE EDITOR Mike Corn

ASSOCIATE EDITOR Shannon Wright

ASSOCIATE EDITOR Sylvia Kamp

MEDIA MANAGER Tom Lewis

MEMBERSHIP SERVICES Mandi Magill

PHOTOGRAPHER Kirby Lee

EDITORIAL BOARD Vern Gambetta,

Larry Judge, Boo Schexnayder,

Ralph Vernacchia

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techniques (ISSN 1939-3849) is publishedquarterly in February, May, August, andNovember by the U.S. Track & Field and

Cross Country Coaches Association.Copyright 2010 All rights reserved. No partof this publication may be reproduced inany manner, in whole or in part, without

the permission of the publisher. techniquesis not responsible for unsolicited manu-

scripts, photos and artwork even if accom-panied by a self-addressed stamped enve-lope. The opinions expressed in techniquesare those of the authors and do not neces-

sarily reflect the view of the magazines’managers or owners. Periodical Postage

Pending at New Orleans La and AdditionalEntry Offices. POSTMASTER: Send addresschanges to: USTFCCCA, PO Box 55969,

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8900 or [email protected].

WH I L E T H E D E M O C R A T S W O N A M A J O R

legislative victory, they still may have lost the war. The relevance of this statement is not about the actual legislation

or which side of the issue you stand upon. The point is our presidentchose an issue, utilized influence and persuasion on many fronts andwas victorious with a major “battle”. But this issue is far fromresolved. A lot of politics must still play out as the “war” wages on.

In our world of education and athletics, we have our own “battles”and wars to fight. As coaches, it’s easy for us to focus more so on battles and smaller fights for the sake of our own program’s interests.

If we follow the examples of those who live the life of politics every day, we can seehow to develop strategies to win. Our Association has won some battles by engaging theprocess. To quote one of my best friends, Olympic Head Coach and 31-time DII NationalChampion at St. Augustine University, George Williams , “Hey bubba, if you aren’t in thehuddle, you don’t know the play.” Our organization along with our CEO Sam Seemes has us in the “huddle”. Recently, we won a fight in the legislative process by gaining anoverride of 2009-22 (Amateurism & Eligibility).

Our Association and our willingness to engage the process grants us some politicalpower. The greatest asset and source of strength for track is in our numbers. While theUSTFCCCA has made progress in making us a more effective body of coaches, we arestill in our infancy in terms of creating a united front.

The numbers I speak of include not only our current student athletes, but our alumnias well and we should be reaching out to them every chance we get. Creating Twitterand/or Facebook alumni pages is an easy yet effective and cost free way to reach out tosupporters of our programs.

A challenge for all of us is to increase attendance at our track meets. We must bolsterour spectator numbers and gate receipts at championships. Creative steps like utilizing“player tickets/pass lists” can help increase attendance. I would like to see us competefor who can put the most fans in the seats. Boosting attendance is an important issue.

I am including a table to show some examples of what it costs to join a school’s“booster club” at the lowest levels. The chart makes a strong point. It’s interesting tosee that for many Division I “BCS” schools, as little as $50 secures membership in the booster club.

Athletics becomes more about “the business.” We have to adapt and learn. Whatmakes us necessary: service, quantity, quality, loyalty and attitude; our only protection is “remaining necessary.”

A letter from the president

CURTIS FRYE

PRESIDENT, USTFCCCA

HEAD COACH, UNIVERSITY OF SOUTH CAROLINA

MINIMUM BOOSTER CLUB MEMBERSHIP LEVELSSEC ACC BIG 10 BIG 12USC . . . . . . . . . . . .$55 Boston College . . . . .$100 Illinois . . . . . . . $100 Iowa State . . . . . .$100 Alabama . . . . . . . .$80 Clemson . . . . . . . . . . .$140 Indiana . . . . . . . $100 Kansas State . . . . .$50 Arkansas . . . . . . .$50 Duke . . . . . . . . . . . . . .$100 Iowa. . . . . . . . . . . $50 Colorado . . . . . . . .$100 Florida . . . . . . . .$100 Florida State . . . . . . . .$60 Michigan . . . . . $100 Missouri . . . . . . . . .$50 Georgia . . . . . . .$100 Georgia Tech . . . . . . .$150 Mich. State . . . $100 Baylor . . . . . . . . . .$150 Kentucky . . . . . .$100 Maryland . . . . . . . . . . .$55 Northwestern . $250 OK State . . . . . . . .$150 LSU . . . . . . . . . . . .$50 UNC . . . . . . . . . . . . . . .$100 Ohio State . . . . $100 Texas A&M . . . . . . .$75 Miss. St . . . . . .$100 NCSU . . . . . . . . . . . . . .$120 Penn State . . . . . $50 Texas Tech . . . . . . . .$1 Ole Miss . . . . . .$100 VA Tech . . . . . . . . . . .$100 Perdue . . . . . . . $200 Oklahoma . . . . . . .$100 Tennessee . . . . . .$50 Wake Forest . . . . . . .$120 Wisconsin. . . . . . $50 Texas . . . . . . . . . . .$150 Vanderbilt . . . . .$100


W ELL, HERE WE ARE, OUTDOOR season 2010 is in full swing. I hope each of you are enjoying a

healthy and productive spring and that you are ableto enjoy our sport to its fullest this season. Since I lastwrote to you all, a lot has taken place, and it has beenan exciting yet challenging time once again forDivision I Track and Field Coaches. Our IndoorNational Championships were amazing and it wasgreat to see our sport continue to thrive in producinga competitive atmosphere that resulted in so manyelite level performances.

As May begins, I would like to recap the actionsthat have been taken by the USTFCCCA office, theDivision I Track and Field Executive Committee andour Division I coaching body.

First off, the Executive Committee worked veryhard in January and February to communicate withthe coaching body on the number one topic of”Beyond 2010” for our future Outdoor NationalChampionships. This process of calling for proposals,communicating back to our body, and reporting theresponses of each of the conferences back to theExecutive Committee was a huge success. We hadclose to perfect attendance on our final conferencecall where overwhelming support was shown for the“Wilson Plan.” I have received great feedback. (Note:details of the “Wilson Plan” have been emailed fromthe USTFCCCA national office to all DI Head Coaches)

Since then, the USTFCCCA Office and I havereported this unified support for the “Wilson Plan” toour NCAA Track and Field Committee, and during theIndoor Championships, Sam Seemes and I were ableto meet with the NCAA Committee and directlyanswer any and all questions they had regarding the

“Wilson Plan.” The next step will be fromthe NCAA Committee to the NCAAChampionships Cabinet, and we will continue to work with the NCAACommittee as this process proceedsthrough the ranks of committees andcabinets for approval. I am learning fastand would be remiss if I didn’t remindeveryone, that even though we have aunified voice of support for this plan, it isultimately not our group (the coachingbody) that makes the final decision. Pleasetrust that the USTFCCCA national officeand our Executive Committee are workinghard on gaining support for this plan, butthere is still a full process to be completed.Additional action that has been taken sincethe December USTFCCCA convention: Wesuccessfully completed the Overrideprocess needed for the NCAA Proposal2009-22 that addressed Amateurism. Thiswill force the proposal to be reconsidered

with our concerns. We were able to stop the changes tothe Recruiting Calendar signing dates, maintaining ourcurrent dates for the immediate future.

We addressed the NCAA Track & Field Committeeregarding a set Vertical Jump Progression for futureLast Chance Indoor meets.

We are working toward standardizing all the Indoor track conversions across the three NCAADivisions to one set of conversions (as voted on by Board of Directors).

After receiving feedback from our membership atConvention, the NCAA Track & Field Committee madeamendments to this year’s Outdoor Nationals TechnicalManual concerning the Breaking of Ties and the abilityto declare Event Preferences. Please refer to the 2010Technical manual to see these changes.

We are also working with the NCAA National Office to secure an NCAA Hospitality pass for eachinstitution’s Administrator that attends our nationalchampionships. I have started to form a StrategicPlan Implementation Committee that will work withthe USTFCCCA National office to start the implemen-tation of our Division I Track and Field Strategic Planthat was passed at the annual convention. You shouldconnect with your Conference Representative on ourDivision I Track and Field Executive Committee withany and all concerns you may have. Mark your calendars: 2011 USTFCCCA Convention: December 13-16 in San Antonio, Texas! It has been a very productivefew months. I wish you all success this outdoor season!

Beth Alford-Sullivan is Director and Head Men’s andWomen’s Track and Field/Cross Country Coach at Penn State University. She can be reached at [email protected].

Springing Forward

NCAA REPORT Division l Track & Field

BETH ALFORD-SULLIVAN PRESIDENT, NCAA DIVISION I TRACK AND FIELD COACHES


A T O U R U S T F C C C A N AT I O N A L

Convention this past December, wepassed a motion to move the NCAADivision I National Championship to theSaturday that precedes Thanksgiving. Theproposal included moving the Regionchampionship date from its traditionalSaturday spot to the Friday eight daysbefore the National championship. Thisproposal came out of our Region breakoutsessions and was supported by the CrossCountry Executive Committee and sent tothe convention floor for vote. As wasreported in an earlier issue the motion carried by a wide margin (159 in favor, 31opposed, 3 abstentions).

When this proposal was brought to theExecutive Committee we were told that theunderlying motivation was to move theNational championship off of Monday andonto Saturday. The Executive Committeedebate to send this forward also focusedupon the need to move the Nationals to Saturday, even if it shortened recovery time between Regions and Nationals.

After the convention I received several calls and e-mails that were also concerned about the short recovery time; further, the necessity of being certainabout the desired time frame between the Regional andNational Championships was stressed by the NCAADivision I Track & Field Sport Subcommittee when I presented our passed motion to them in March.

As a result we have sent out a membership surveywith two time frame options to consider for the future of our Region and National Championships. It isextremely important that we receive your feedbackbefore the Executive Committee goes forward to ask theNCAA Division I Track & Field Sport Subcommittee tosupport our motion to change the Regional andNational championship format.

The two options that outlined in the survey are themotion to have the Regional championships 8 daysbefore our Nationals and the option of 2 weeks betweenRegionals and Nationals (Division II runs two weeksbetween regions and nationals).

We want to do it right and not entertain anotherchange to our championships in the foreseeable future.

It’s exciting to imagine how our National champi-onship can grow in terms of publicity, viewership, andattendance with our move to a Saturday championship.

In addition to the work that has been done and isbeing done regarding the date of the NationalChampionships, I also have a report regarding a committee that was formed at Convention to undertakea comprehensive look at the present rules for the

conduct of cross country, particularly as those rulesrelate to the conduct of championship meets.

Several issues came forward at convention regardingareas in the rulebook that were unclear or deficient.Some of these issues include: marking the course, markings made by competing teams on the course, andcourse vehicles (e.g. golf carts, bicycles). As President, I created a working committee to look at the currentrulebook as it pertains to cross country and to suggestchanges that would clarify and improve existing rules.

This committee was chaired by Lou Snelling ofStephen F. Austin State University; several additionalcoaches worked diligently as members of the committee. The changes suggested by his committeewill be submitted as part of the regular rules-changesubmission process, which occurs in even years.Although the deadline for rules changes will havepassed by the time you read this report, remember thatany coach can submit a proposed rules change, and the next year for rules changes will be 2012.

The NCAA Division I Track & Field SportSubcommittee’s Rules Committee has to approve anysuggested change before it can appear in a rule book.

As always, I welcome your feedback and input asmembers of this organization, and I encourage you tocontact your Regional Representatives with any ideas or comments you may have for the Division I CrossCountry Executive Committee to consider.

Bob Braman is Head Men’s and Women’s Track andField and Cross Country Coach at Florida State University.He can be reached at [email protected].

NCAA REPORT Division l Cross Country

BOB BRAMAN PRESIDENT, NCAA DIVISION I CROSS COUNTRY COACHES

New Options


I T ’ S M Y F A V O R I T E T I M E O F T H E Y E A R

and that means the entire country is in full swingwith the outdoor track and field season! Many of ushave recently experienced the great action that tookplace at the Texas Relays, Mt SAC and Penn Relays justto name a few of the great meets that take place thistime of year.

I want to thank everyone who has served on the D2 track and field committee as a conference representative or as a committee member within ourorganization. Many controversial and hot topics werediscussed this past December at the USTFCCCA convention and many of these items were voted on by the Division II coaches in attendance.

The participation by the membership in the IndoorAthlete and Coach of the Year nominating and vot-ing was tremendous. The decision that was made atthe convention to hold the National Athlete andCoach of the Year voting after the championshipproved to be a wise move. Holding the voting afterthe meet rather than at the championship not onlyallowed for the results of the meet to be consideredbut also allowed all of the Division II head coachesto participate in the process rather than just those inattendance at the national championship. It appearsthat this action has seen results immediately as VictorThomas of Lincoln University had never previously wona COY award despite his team winning four nationalchampionships indoors. The expanded voting pool andthe opportunity to vote after seeing the performancesof the Lincoln athletes surely made a difference in thevoting. It’s difficult to allow pre-existing biases to swayvoting when the results of an entire body of work areconsidered. Congratulations again to a most deservingfirst time COY winner in Coach Thomas.

The Division II Board of Directors is currently work-ing on the DII by-laws which, among other things,

would clearly define what the voting procedures will be and how new agendaitems brought up at the last minute will behandled at convention. This topic was discussed at great length at a meeting of theDII BOD held at the NCAA IndoorChampionships in Albuquerque, NM. It wasdecided that the board will meet once againat the NCAA Outdoor Championships inCharlotte, N.C. and attempt to finalize theby-laws prior to the Saturday morning USTFCCCA informational meeting. Duringthat meeting, the coaches in attendance willbe given an opportunity to provide inputregarding the drafting of the by-laws and their impact on how agenda items at the convention should be handled.

I do need to remind our membership thatthe process of change does not stop with ourvote. Once our body approves an item/issue

that involves changing NCAA legislation, the issue mustthen be brought to the appropriate NCAA committeefor consideration. It is our job to make sure that themembers of these respective committees know that our recommendations are strongly supported by ourmembership. Not everything that we bring forward willbe approved by the NCAA, however we must continueto strive to improve our sport through thoughtful consideration of issues and consistent lobbying of theNCAA to help us in that mission.

The date has been set for the 2010 USTFCCCAConvention. The event will take place on December 13-16 at the beautiful new JW Marriott Hill CountryResort in San Antonio, Texas.

Finally, I would like to applaud the work that Dave

Harris has done in his leadership role for the USTFCCCA, not just for Division 2 but for the entirecoaches association. He steps down as D2 ExecutiveDirector this summer and I wish him and his familywell and thank him for the phenomenal work that hehas done for our organization.

Please feel free to contact me anytime if you havequestions, concerns or just want to share ideas.

Good luck during this Outdoor Season and I look forward to seeing you in Charlotte in May!

Chris Asher is Head Track and Field and Cross CountryCoach at California State University-Los Angeles. He canbe reached at [email protected].

Voting & Opportunity

NCAA REPORT Division ll Track & Field

CHRIS ASHER PRESIDENT, NCAA DIVISION II TRACK & FIELD COACHES

I want to thank everyone who has served on the D2 track and field committee as a conference representative or as a committee member within our organization.


T H E 2 0 0 9 N C A A D I V I S I O N II

cross country competitive season isnow several months behind us, and theupcoming 2010 season is still severalmonths ahead, yet the preparation andissues that affect our sport are always inneed of attention and perspective. Itreminds me that we, as coaches, and the athletes we mentor are in constantpursuit of perfection and excellence.

I am proud to be a cross countrycoach and a representative of one of thegreatest sports in the world. I am partic-ularly proud of our student-athletes andtheir ability to balance community serv-ice, and the academic and athleticdemands at each of our institutions. It isimportant to recognize and promote thespecial diligence and determination thateach of these student -athletes exercisesin being successful both academicallyand in cross country post season compe-titions. The USTFCCCA All-Academic Individual andAll-Academic Team Awards, released to the media inMarch , are just that special recognition.

The USTFCCCA Division II Cross Country All-Academic individuals this year included 286 women representing 106 NCAA II institutions, with 31individuals posting a perfect 4.0 GPA. Individual honorswent to 152 men representing 78 Division II schoolswith 9 men recording a 4.0 GPA. It is therefore, no surprise that 101 women’s teams and 62 men’s teamsalso earned the coveted All-Academic Team designa-tion, compiling a team GPA of at least a 3.0 and fieldinga full team at the regional meet. I know that our ath-letes appreciate the commitment of the USTFCCCA inrecognizing the amazing group of young men andwomen we are privileged to coach.

Other recognition in the form of Regional andNational Athletes and Coaches of the Year is importantto our effort to bring deserving attention to our athletes, coaches and institutions. The recent change to the voting procedures for the national athletes andcoaches of the year produced a record number of votesfor indoor track & field awards. I encourage everyone toparticipate in both the nomination process and votingfor these very distinguished awards.

A final note on the recognition front. Each year theUSTFCCCA recognizes deserving coaches by inductingcertain individuals into the USTFCCCA Coaches Hall ofFame. Induction into the Hall of Fame is the highesthonor our organization bestows on members of ourprofession. If you know of a deserving individual, particularly one with ties to Division II, please take the time to nominate him or her for this honor.Information about nominating can be found on theUSTFCCCA Web site.

In other business, the proposals that received sup-port of Division II coaches at the USTFCCCAConvention in December have been submitted in aformal format to the NCAA and our Division II Track &Field subcommittee. Those issues will be discussedand considered by the appropriate committees overthe next few months. Those proposals include:

n Resubmission with clarification on the 2008-’09proposal for determining the at-large team qualifica-tion procedure for the Cross Country NationalChampionship

n Resubmission of a 2008-’09 proposal for anincrease of the number of qualifying teams and indi-viduals to the Cross Country National Championship

n To prohibit a cross country championship frombeing held above an elevation of 3,500 feet unless it isthe only bid submitted

n To strike the rule from the Division II CrossCountry Championships handbook that limits the use of flags on poles at the regional and nationalchampionship meets

As an executive committee for Division II CrossCountry we will continue to work for you, the coacheswe represent. Please contact me, your conference representative or any other member of the executivecommittee at anytime with your ideas or concerns. Itis our goal to empower more of you in our USTFCCCAorganization and bring your ideas forward to helpshape the future of our sport.

Patty Vavra is Head Women’s Cross Country and Trackand Field Coach at Missouri Southern State University.She can be reached at [email protected].

Proud Reflections

NCAA REPORT Division ll Cross Country

PATTI VAVRA PRESIDENT, NCAA DIVISION II CROSS COUNTRY COACHES


A S I R E F L E C T B A C K O N T H E PA S T Y E A R S ,

it hardly seems possible that I am writing my lastreport as president of the division three track and fieldcoaches association. I am extremely proud of this organ-ization and of the people who have given their time andenergy to make it what is today: a strong, forward-think-ing, professional group. It has been a valuable andrewarding experience for me to help lead a sport I caredearly about and to work hand-in-hand with some ofthe best colleagues one could ever hope for. Dedicatedto the sports we all love, the USTFCCCA will continue tobe strong under the leadership of incoming presidentChris Hall. I hope you will all put your support behindthe new officers and work closely with them to effectpositive changes. Only with your input and ideas can wehope to keep pace with the rapidly changing economicand social issues affecting our country. Remember thatyour opinions are always welcome. New and innovativeideas drive our sport forward and make us all take afresh look. I challenge you all to make time in your busyschedule to become personally involved in our organi-zation. We have several standing committees (Hall ofFame, Awards, By-Laws, Polls) that would greatly appre-ciate your input. Region reps are elected on a bi-annualbasis, so you might consider representing your regionthe next time elections are held. Most of all, plan toattend and participate in our annual convention, whichthis year will take place in San Antonio on December 13through 16.

At our last convention coaches overwhelminglyvoiced their support for the indoor men’s heptathlon.Our executive committee has been busy putting togeth-er a plan of action for the implementation of this event.Garrick Larson has developed a workable indoor cham-pionship meet schedule that accommodates the eventand does not change the integrity of the meet. CEO SamSeemes has talked with the NCAA Championships Chair

and voiced our opinion and the reasoningbehind it. Last spring, at the outdoor champi-onships we voiced our feelings to the NCAACommittee and they agreed to look into ourrequest. Our committee is now putting togethera cost analysis and talking points in favor of theevent. I would appreciate each of you takingtime to speak with your NCAA Representativeand giving him/her your position on this topic. If we all work together, we can make this event a reality.

The TFRRS system has worked very well thispast winter and I continue to encourage all ofyou to register and use the system for yourmeets. The handful of questions or problemsthat were encountered in this first season of usewere easily solved. Most of us just need tobecome familiar with the system by diving inand using it. Divisions I and II used TFRRS forchampionship POPs and declarations and the

process worked very smoothly. Our outdoor nationalteam rankings this spring will be determined by usingTFRRS since it has become very difficult and time con-suming for the national office to hunt down results forthose not using the system. Change is difficult, and ifyou are like me, you are sometimes challenged by computers and their programs. Please feel free to calland ask for help if you are encountering problems.

It is vitally important that you take a close look at ourcurrent sport rules. Rule changes are made on an everyother year basis and the NCAA Committee, along withrules chair Bob Podkaminer, will be considering ruleschanges and revisions at their summer meeting in July.If you have a suggestion, clarification or change, pleaseput it in writing and send it to Bob. His contact informa-tion is listed in the current rule book and is also online.

Gary Aldrich has worked very hard to keep our DualMeet Rankings up to date. Please take a few minutes ofyour time each week to input your team’s performances.Also encourage your conference and region teams to getinvolved. At the end of each season, MF Athletics willpresent an award to the top Men’s and Women’s teams.

I hope that each of you realizes how important youare in the lives of each of our student athletes. The workyou do on a daily basis shapes their attitudes and abili-ties and forms life long habits. You are equally importantas a member of USTFCCCA. What we do and thinktoday shapes the future of our sport. Please get involvedat the local, regional or national level. Your efforts areappreciated more than you know! The best of luck toyou and your athletes this spring. Hope to see you all at the national meet!

Barbara Hartwig is Head Women’s Track and Fieldand Cross Country Coach at the University of Rochester.She can be reached at [email protected].

ACall for Participation

NCAA REPORT Division llI Track & Field

BARBARA HARTWIG PRESIDENT, NCAA DIVISION III TRACK & FIELD COACHES


M A N Y Y E A R S T H E E N T I R E

winter and spring seem to go bywith little thought of issues affectingcross country. Not until the end of thesummer or even the end of the fall do weremember important issues involvingthings that we would like to change.Although many of us are in “track mode”I think it is important to take time toreflect on what changes we hope to seein our sport and understand the timeline and process necessary for change.

I know in the past some coaches havefelt frustrated because issues discussedand voted on at convention have notresulted in the change they hoped to see.When this happens it is important tounderstand each issue individually andunderstand at what level the changemust be made.

A great example from convention in December wouldbe Regional re-alignment. Every year since the field ofteams advancing to the National Championshipincreased to 32 teams, some regions have voiced theirconcern about a cap of 5 teams per region. This yearGary Aldrich and Dario Donatello of Carnegie Mellonmade an interesting and well thought out proposal tore-align regions, and even provided a method for thischange. They started with a premise of creating an extraregion, while continuing to keep individual states allcompeting at the same region. The overriding goal wasto equalize the number of institutions in each regionthat sponsored cross country. Gary and Dario didresearch highlighting the disparity in the number ofteams sponsored in each region, indicating a potential“inequity” in access to the national championships.Their intent was to spark discussion and begin thoughton ways to re-align regions and equalize access to thenational championships.

In order for our coaching body to seriously forward amotion for consideration, research would be required toanswer some important questions. Two questions Darioand Gary’s presentation brought up are: Is it feasible tocreate another region, and is it necessary to keep entirestates together?

As I mentioned above, a traditional hot topic has beenthe cap of 5 teams from each region allowed to advanceto the national championship. This topic follows a different path for possible implementation. Each region seems to have very strong feelings for or againstchanging the cap. Each of the last two years the vote tomove the cap to 6 teams has been close, this year themotion failed and two years ago it narrowly passed.Either way, it is important to note that our vote is a voiceto be heard by the NCAA Division III Track and FieldSport Subcommittee.

The NCAA Division III Track and Field SportSubcommittee is a committee comprised of a total of8 coaches and administrators, representing each ofthe 8 regions. The committee is charged with a varietyof tasks such as: helping select future championshipsites, assisting with almost all aspects of hosting thechampionships, selecting the national field, andassisting in making some policies and voting on somerules (among many other thankless duties). Someissues such as events to be added to track and fieldnationals, criteria for selecting teams to cross countrynationals, and the cap of teams advancing from eachregion are either decided by the committee, or mostoften, they become recommendations to be approvedat higher levels of the NCAA (the ManagementCouncil and the Championships Committee). Someof these items that need to be approved at higher lev-els carry financial implications, and can only bechanged every 2 years with a new budgetary cycle.

Understanding the process is critical for affectingchange. If an issue you feel strongly about has beendiscussed at our convention and not changed, don’tresign yourself to the current situation or stop attend-ing convention. Become a student of the process,educate others, and champion your cause.Understanding how change is made, understandingthe time line for change to occur, and understandingthe USTFCCCA role in making change can reducefrustration and make our coaching body more effec-tive at producing the best possible experience for ourstudent-athletes.

Greg Huffaker is the Head Men’s and Women’s CrossCountry Coach at Illinois Wesleyan University and canbe reached at [email protected]

Getting Involved

NCAA REPORT Division lIl Cross Country

GREG HUFFAKER PRESIDENT, NCAA DIVISION III CROSS COUNTRY COACHES


H O W L O N G H A V E Y O U B E E N A T R A C K

& field coach? Let’s talk “old school.” If you occa-sionally refer to the single lap race as the 440 Yard Dashor you coach the Hop, Step, and Jump, then you proba-bly have been coaching a long time! Through the years,all high school sports have modified their equipment,rules, and regulations. Track and field can match thenumber of changes of any other scholastic sport. Thefollowing statements were true in the 1970s whentoday’s “old timers” started coaching high school trackand field.

n You coached when there were more cinder tracksthan all-weather tracks. You may have had to line yourown cinder track before each home meet.

n You used a Hanhart sweep hand watch to timesplits for the mile relay squad. The only “photo finishes”came from Dad’s Polaroid camera.

n You used the steel triangular cross bars duringpractice, saving the new round expensive fiberglass bars for meets.

n You remember when the girls at your high schoolstarted participating in track & field, and coaches had tocooperate by sharing the facility.

n You were the broad jump official and also thestarter for your own home meets. There was no adultsupervision for the pole vaulters.

n You had Cinder Suds in your med kit and the entireteam bus smelled of Cramergesic.

n You had a hammer in your travel kit to pound thosered T-Starting Blocks into the track.

n After practice every boy showered in the lockerroom prior to changing back into his school clothesbefore going home for supper with both Mom and Dadat the table!

All the “old timers” can continue this list infinitum.However, today’s coaches can make their own list.Although the workload of yesteryear’s coaches and the

coaches of today remains quite similar, the collateral expectations of today’s coaches arevery different. Perhaps the physical laborrequired of coaches in the past does not compare to today’s obligations, but otherresponsibilities do take precedence.

Today’s coaching accountability rests on:n Memorizing your Athletic Department’s

one inch thick coaching regulations manual.n Retaining a current CPR certification.n Keeping accurate and confidential academic

and medical records of each team member.n Updating state and local school board

coaching and teaching licensure requirements.n Being sure to appropriately use technologi-

cal communications with athletes and parents. n Writing detailed daily coaching plans and

practice schedules.n Taking practice time to counsel a team

member about their grades, a social problem, or home issue.

n Watching boys practice in the same clothes theywore to school, then heading home for supper at a table where they might be lucky enough to share with a single parent!

Yes, time has created significant changes in coachingresponsibilities and societal demands, but the remain-ing constant is the dedication of the track & field coach.Coaching the scholastic student never has been an easycalling, but the coach’s intrinsic reward comes at theconclusion of every day while reflecting on the positiveinfluence they have had on the life each of their students.

Our USTFCCCA is an association which supportsthese devoted coaches and their chosen professionthrough seminars, communication among the member-ship, and the publication of this magazine among otheravenues. The number of clinic and professional devel-opment sessions that are offered at the USTFCCCAAnnual Convention is enormous; there is something foreveryone at every level of the sport. Whether you are an“old timer” or a newcomer to the profession, continuingeducation is vital to the development of your studentathletes and to you as a professional. Exciting new pro-grams and educational opportunities are being devel-oped that will offer coaches additional chances toimprove themselves and the sport, it’s up to all of us totake advantage of those opportunities. The 2010 USTFC-CCA Convention & Clinic will take place on December13-16 at the JW Marriott Hill Country Resort in SanAntonio, Texas; mark your calendar now so you don’tmiss out. In the meantime, I’ll see you at the track!

Wayne Clark serves on the USTFCCCA Board ofDirectors and is the Clinic Chair of the Ohio Associationof Track and Cross Country Coaches. He can be reachedat [email protected].

Changing Times

HIGH SCHOOL REPORT

WAYNE CLARK MEMBER AT LARGE, USTFCCCA BOARD OF DIRECTORS


I N O U R L A S T R E P O R T T O

the IAAF Congress last summer inBerlin, Germany, we emphasized to thedelegates of the 213 member federationsthe fact that we needed to recruit andenhance the participation of morewomen as coaches – not only to encour-age the participation of more womencoaches in our sport, but also to makesure that we retain them. As a matter offact, the above is not only a concern inthe coaching area, but in the administra-tion, officiating and leadership as well.

To deal with this concern, the IAAFCoaches Commission, in its annualmeeting in October 2009, approved aresolution to recommend to the IAAFCouncil that one of the six activitiesorganized in the year by each IAAFRegional Development Center, to be a women-centeredactivity. Our recommendation was approved and starting in 2010, all nine IAAF RDCs will organize anactivity specifically for women in the sport.

Perhaps in the USA the above situation is not thatdramatic since we are making progress in the matterdue to the fact, that in the mid 1970s the U.S. Congresspassed Title IX, a law that requires equal opportunity forthe participation of women in sports. Since that time,the participation of women in sports, especially in the

coaching profession has seen a significant increase inthis country. But we still have a long way to go to narrowthe gap between the number of male coaches andfemale coaches. Therefore, I would like to encourage, onbehalf of the IAAF Coaches Commission, all our malecolleagues to be a role model for your female athletesand to encourage them to become coaches. Many of ushave done this in the past with great success and thecoaches in a position to do this today must heed the calland do the same.

To start the movement of enhancing the participationof women in Athletics, the 1st NACAC Women Seminarwas organized last February at the San Juan RDC inPuerto Rico. The participation was overwhelming as 27countries out of 32 that belong to the NACAC IAAF AreaAssociation were represented. Some of the participantsexpressed to me that the seminar was a total successand that a lot of concerns were discussed and analyzed.

Different groups were formed to continue to work onthe situations and to come up with recommendationsto the NACAC AA.

One area that was discussed in length and is of greatconcern was the coaches as professionals and the con-duct and behavior of coaches. The group dealing withthe coaching area identified a number of negativebehaviors by both men and women coaches and rightnow they are putting together a Code of Ethics andConduct to start dealing with the problem. Eventually,

recommendations will bemade to the NACAC AAand to the IAAF CoachesCommission in order toimplement solutions tothe situation.

Therefore the messagethat I would like for youto get from this report is

first, to enhance the participation of more women ascoaches and second, to make sure that your behavior is one of excellence and of a positive role model.

Finally, make sure you put in your calendar the 20thNACACTFCA International Athletics Congress that isgoing to be held October 8-9, 2010 in Houston, Texas.We already have confirmed the following guest speakers, Vitali Petrov from Russia, Coach of YelenaIsinbayeva and former coach of Sergey Bubka, RenatoCanova of Italy, Tom Tellez, Art Venegas and Jim Bevan(TBC) of the USA plus Doug Logan, USATF CEO askeynote speaker. This year’s Congress will include theory and practical sessions plus the usual social andcultural activities that characterize the NACACTFCACongress. For more information visitwww.nacactfca.org.

Victor Lopez can be reached at [email protected].

Equal Opportunity

IAAF COACHES COMMISSION REPORT

VICTOR LOPEZ CHAIRMAN, IAAF COACHES COMMISSION

I would like to encourage, on behalf of the IAAF CoachesCommission, all our male colleagues to be a role model for your

female athletes and to encourage them to become coaches.

n a setting where production isthe key for advancement,coaches must start thinkingoutside the box. In every busi-ness-oriented environment, great managementand efficiency in the particular domain oftenproduce the desirable objective. That is why insports coaches are paid to produce.

Traditional training principles and establish-ments used in training for any level of long and

triple jumpers have lately lost their once-accepted meaningand fail to meet contemporary requirements. It is becomingobvious that jumping specialists can achieve planned resultsonly by strictly determined training means and intensities. Toreach new performance levels therefore requires the need forsearching alternatives in different domains of jumping training.That will actually help the coach and athletes to avoid monoto-nous and one-sided training sessions. The aim of this paper isto help the jumps coach to understand the significance of asuccessful strength protocol in his plan. This unique approachwill introduce to the jumps coaches at any level the new era ofstrength and conditioning in jumping events.

Our approach has a very common variable that applies toany track and field event and should be used by every coach:The theory or principle of specificity; both long and triplejumps have commonalities that the coaches can identify and develop in the weight room. Obviously precision in technique will make the athlete efficientand injury free and bring them closer tosuccess in the jumps.

THE NEEDS ANALYSISIn order to facilitate the coaches’ and athletes’ plan it is important for them toimplement a needs analysis protocol. It is

important for the team to pay attention to detail ifthey are seriously considering achieving theirgoals. Research shows that evaluating your ath-letes every 4-6 weeks will help improving their

cognitive aspect of their event. That is why the coach needs toeducate the athlete in every possible way.

The needs analysis is a great tool for the coach, especially thestrength coach. This revolutionary approach consists of sixparts and they have to be completed during off-season.

1) Movement: describe their event(s). 2) Physiological: physical demands of the event, energy

systems involved3) Injury: injuries known in this event4) Assessment of the athlete: brief description of their recent

history in the weight-room and on the track5) Physical testing and Evaluation: describe and put on

paper the methods of evaluation you will be using (ex. 30mdash, standing long jump, etc.)

6) Primary resistance training goal: design a chart or tableand identify the technical part, resistance training status and resistance training goals for each season (off-season, pre-season, in-season and post-season

THE THEORY OF SPECIFICITY IN THE JUMPSThe horizontal jumping technical model mainly consists ofthe run-up (approach), preparation for the take off and thetake off (for triple jump we have the technical part of the hop,

I

&


BY PETROS KYPRIANOU

COMPONENT ENERGY SYSTEM MODALITIES FORCE PRODUCTION (contact time)Run up ATP-CP speed >150 msPreparation for take off ATP-CP Speed stride frequency >130 msTake off ATP-CP single-leg jump <120 ms

Table 1. Long Jump concepts

STRENGTHCONDITIONINGHorizontal Jumpsfor

A Multi-Dimensional Approach

step and jump).The following tables identify the energy systems and

concepts required for the execution of each component:

According to Tables 1 and 2, coaches must design and implement a very specific weightlifting program that will satisfy the needs of a great technique.

By strengthening those modalities using this strength protocol the athlete will experience significant changes in theirtechnique. It is obvious that the jumps coach must improve thekey biomotor abilities of their jumpers and most specificallyspeed, strength (maximal, relative, isometric, and eccentric),power (explosive power) and flexibility.

Our intention is not to provide technical recommendationsfor the long and triple jumps but attempt to help the coachestransfer all the gains of this strength protocol into the athletes’technique. Teaching the proper lifting techniques along withthe right loading and intensities will potentiate and activate theright muscle groups for an optimal jumping performance.

BASIC PERIODIZATION RECOMMENDATIONSGiven the fact that athletes are made of “flesh and blood” andthey are not machines, coaches must follow several guidelinesof structured training. The General Adapation Syndrome concept should help the coach structure the workouts intocycles to promote peak condition for the key meets. A yearlyplan is referred as the macrocycle and is usually divided intotwo or more mesocycles that contain preparatory, competition,and two transition periods. Each period has two or more micro-cycles (week) that are often divided into heavy, medium, andlight training days. The mesocycles should always begin withhigh volume and low intensity training and progress to low-vol-ume and high-intensity training just prior to the competitionperiod and may be spread within different phases or periods asunloading weeks. The goals and meet participation dictate thelength and number of mesocycles during the training year.

According to Hans Selye the General Adaptation Syndrome(GAS) has a 3-stage response to stress: the alarm or shockphase, the resistance phase, and the exhaustion phase. Thealarm phase initiates the GAS and it begins when the bodyexperiences a new stress or a more intense stimulus than previously applied. This phase may last several days or weeksduring which the athlete may experience muscle soreness, stiffness and sign of fatigue where most of the times results in a performance drop. Following the alarm or shock phase is theresistance phase where finally the body adapts to the stimulusand returns to an improved and more normal function. In this

stage the body can handle more stress and higher intensities.The Neurological adaptations during this phase are for greatgains in training and it is consider the most important phase of the GAS. It is important for the athlete to stay healthy and

focused. The neuromuscular adaptationshappened here would help the wholesystem improve its performance by making various biochemical, mechanicaland structural adjustments. Researchshows that making adjustments withinthis phase of adaptation will eventuallyenter a state of improvement or what is scientifically known as the “super-compensation.”

If the stress persists and there is no“backing off” from high intensities, thebody will enter the exhaustion phase

which its outcome is very similar to the alarm phase (excessivesoreness, fatigue). Coaches must be very careful and try to find alternatives to minimize the exhaustion phase.

KEY BIOMOTOR ABILITIES TARGETED FOR BETTER PERFORMANCE IN THE JUMPSIn order to make good decisions on training methods a coachmust possess a basic knowledge of the biomotor abilities andseveral key principles that form the basis for strength andpower production. This is a brief definition of what we have todeal with and prepare the reader for the application.

Strength: is the capacity to utilize muscular activity initiated bythe nervous system to generate force against an external forceor load.

Maximal Strength or absolute strength is the ability of agroup of muscles to produce maximal voluntary contractionagainst an external load (1RM)

Relative Strength is the strength per unit of body mass.Perhaps the most important module in a coach’s goal. It is criti-cal in sports where athletes must overcome their own weightand “defeat gravity”

Power: (strength-speed or speed strength) it is the ability toovercome resistance at a high rate or speed in a given unit oftime (Force x velocity). By developing power the athleteshould be able to improve his technique especially in longjump and triple jumps where producing high levels of powercan be crucial.

Explosive power: or explosive strength is the ability to generatemaximal muscle contraction in a very short time. It is a veryimportant component for the jumper.

Muscular Endurance: is the capacity where the athlete can maintainan efficient level of force production over a relatively long dura-tion. This component will help the athlete prevent injuries andimprove stamina during the competition.

Intramuscular coordination: The amount of force produced during amuscle contraction depends on the number of motor unitsinvolved and changing the frequency at which the motornerves fire. When developing this ability the athlete trains tobe able to recruit the highest percentage of muscle fibers dur-ing a movement.


COMPONENT ENERGY SYSTEM MODALITIES FORCE PRODUCTION (contact time)Run up ATP-CP speed >150 msPreparation for take off ATP-CP Speed stride frequency >140 msTake off ATP-CP single-leg jump <130 msHop phase ATP-CP cycled hop <180 msStep Phase ATP-CP single-leg step <180 msJump phase ATP-CP single-leg jump <180 ms

Table 2. Triple Jump concepts


S T R E N G T H A N D C O N D I T I O N I N G F O R H O R I Z O N TA L J U M P S

Ballistic training: defines a training situation where the athlete is overcoming a small resistance at a very high speed of movement. The emphasis is on dynamic movement with continuous acceleration at a given range of motion.

Plyometric training: the best method to improve explosive strengthand reactive ability especially among sprinters and jumpers. It utilizes a rapid stretching or loading of muscles followedimmediately by a maximal contraction of the same muscles.The most common application of plyometric training is the useof depth jumps and medicine ball training. Counting the footcontacts per week will give the coach a better understanding on how to assess and monitor his athletes’ performance. Inaddition it will provide crucial information on the athlete’s ability to prevent injuries and improve performance.

APPLYING THE SCIENCE - SPECIFIC STRENGTH EXERCISES FOR IMPROVING LONG AND TRIPLE JUMP PERFORMANCE

THE WARM-UPWarming up for the weight-room has been a very controversialsubject among coaches. However it can be very simple whenthe coach has a goal and specific modality-development plan.

In our protocol we highly recommend Dynamic warm up sinceit is the best way to prepare the body for the stimulus that pre-cedes our specific weightlifting training. Dynamic warm up willhelp the athlete increase blood delivery and temperature to theworking muscles; to enhance the extensibility of the connectivetissue for better the range of motion; to increase efficiency ofmuscle contractions and support the risk of injury.

20 KEY WEIGHTLIFTING EXERCISES WITH PRE & POST ACTIVATION /POTENTIATION DRILLSIdentifying the proper drills and lifts for improving perform-ance can take years of experience, evaluation of results and asound scientific background. Our protocol combines all ofthese in to a formation that in our opinion can help the athletetransfer all the weightroom work into their technique. Hence,the potetiation drills that accompany each set of every lift. It isimportant to know the biomechanics of the event and itsstrength requirements. Angles, projection speeds, and linearaccelerations are weaker without a solid and efficient strengthdevelopment. The key to success in the horizontal jumps is theHOW to transfer all that strength into the technique. Well,below it is a good example on how we do it.

HAMSTRINGSHand walks

Toe touches

Kicks

Kick skip

Iron cross and Scorpion

QUADS AND HIP FLEXORS Elbow Instep with hamstring

Backward Lunge and twist

Heel to butt

High knees

Backward reach run

SHOULDERSHand walks

Twisting push-ups

Lateral Plyo push-ups

Arm circles / arm hugs

Iron cross and Scorpion

HIPS AND GROINSLeg cradle

Backward skip w/rotation

Lateral lunge

Lateral lunge and twist

Forward hurdle walks

Iron cross and scorpion

AGILITIESLateral jumps

Lateral high knee skip

Cross-over skip

Lateral base slide (shuffle)

Carioca

High knee carioca

SPRINTS (PREPARE FOR)High knee snapioca

Skips for height

Knee hug to lunge

Ankle skip

Kick snap

Kick snap skip

Skip for distance

BARBELL WARM UPBack squat

Lateral lunge

Reverse lunge

RDL

Bent over row

Front squat

Back squat to press

Overhead squat

MEDICINE BALL WARMUPSquat to press

Wide twists

Lateral lunge and twist

Single legged toe touch

Standing back ext.

with MB behind neck

Forward swings between legs

Alternate toe touch and reach

Reverse lunge and twist

OUR DYNAMIC WARM UP LABORATORY FOR VARIOUS MUSCLE GROUPS AND TRAINING MODULES

1. Clean grip pull-to-jump

Potentiation drill: box jumps

Purpose: triple extension,

Explosive power development


2. 1-leg Clean Grip pull-to-jump. Potentiation drill (P.D.): 1-leg box jumps. Purpose: Improve takeoff and single support phases triple extension, explosive power

3. Power clean from 10-inch blocks. Potentiation drill

(P.D): 10m drive sprints.Purpose: Explosive power,

power, improve reactive ability and precision

4. Dead lift from the floor with bar acceleration P.D: squat jumps. Purpose: general strength, core strength, eccentric, ROM



5. Back Squat (parallel) P.D.: myometric depth jumps. Purpose: range of motion, general strength, intramuscular coordination

6. Front Squat P.D: myometric depth jumps

with delayed jump. Purpose: range of motion,

general strength, intramuscular coordination

7. Split Jerk P.D: standing LJ to chest throw

MB to the wall. Purpose: explosive strength,

reactive ability, balance-coordination


8. Push press P.D: wood chops. Purpose: general upper

body strength while promoting triple extension

9. 1-leg squat P.D: single leg speed hops. Purpose:

specific LJ/TJ strength, coordination, stability

10. 1-leg squat jumps P.D: 1-leg squat with lighter weight and Explosive jump.

Purpose: specific LJ/TJ speed-strength, coordination, stability

11. 1-leg RDL jump P.D: 1-leg box jump (low-repeated).

Purpose: specific LJ/TJ speed-strength, Coordination, stability

12. Bench press P.D.: wood-chops. Purpose: general upper body strength



13. Heel Raises/Tibia dorsi flex ISO P.D: superset. Purpose:

general lower extremity jumper’s strength

14. Squat hip extensions P.D: squat jump with double hop at stance.

Purpose: general lower extremity, jumper’s speed-strength, hip stability

15. Low box Step ups P.D: step up jumps, repeated. Purpose:

specific LJ/TJ lift, hip stability, intramuscular coordination

16. High box step ups P.D: step up jumps, repeated. Purpose: specific

LJ/TJ lift, gluteus strength, hip stability, core stability


20 KEY CORE EXERCISES FOR THE JUMPERS’ CORE STABILITY AND PERFORMANCECore workouts are necessary for every track athlete that wantsto stay injury free and achieve better results. The muscles belowthe chest and higher than the quadriceps, define the core; inthe jumps we are looking to develop core muscles such as lowerback muscles, abdominals, oblique and hip flexors as well as

full range of motion development for the muscles that areinvolved in the long and triple jumps.

Below is an inventory of core exercises we use to help ourjumpers prevent back related injuries and have a strong corethat can elicit performance especially in intense events like thetriple jump.

17. Jumping Lunges w/weight vest P.D.: without weight.

Purpose: general lower extremity jumper’s speed-strength

18. Weighted 1-leg standing LJ chest MB

throws P.D: no-weight. Purpose: general

lower/upper extremity Jumper’s speed-strength

19. Weighted 1-leg hops 10 stairs P.D.: no-weight.

Purpose: jumper’s speed-strength and strength endurance20. Weighted hops over hurdles P.D: no-weight.

Purpose: jumper’s speed-strength and strength

endurance

1. Elbow bridge (vest)

2. Side bridge (vest)

3. Superman

4. Ground arch

1. 2.

3. 4.


FACILITIES EQUIPMENT AND ORGANIZATIONIn most college weight-room facilities, coaches have to work withingiven special parameters and make use of equipment, which isavailable. As we have mentioned earlier the coach must maximizethis given situation while applying different organization safetyprocedures with his goal being the creation of an optimal trainingenvironment.

Below is a list of steps the coach must follow to ensure safety, discipline and proper technique instruction:

Arrange lifting platforms in an efficient way. This way the coach will bettercoach the lifts and the athlete will be able to receive the feedback

Try to eliminate distractions from the training area such as loud music, talkingamong lifters, horseplay. This will reinforce communication and performance

STOP too much talking and the over-analyzing of technique. Get the groupworking successfully at lifting weights with minimal delay and willpay off!

The coach should establish a command-response reaction to thegroup. Organizing the athletes for warm-up and stretching should

not take too long. Leading the group and briefly describe the warmup drills (5-8 min.) will get the group ready for the next step.

Split them into groups. Arrange athletes into effective training unitsespecially with similar abilities. This will positively affect thegroups’ safety, enjoyment and performance. No more than fourathletes per barbell can be ideal. By grouping this way, the coachwill be able to spot technique and the work to rest ratio is optimal.

EDUCATE THEM!Explain the lift by telling them the name of the lift, and musclegroups they are working and the drills purpose.

Proper demonstrate the lift either personally or having an assis-tant that is an experience lifter. Initially do not give instruction justlet them observe the lift

Continue demonstrating the lift with no description but this time explain the key points of practice performance of the lift(break it down)

Have one person at each group perform the lift and the rest ofthem observe an/or spot


5. Physio ball bridge 6. Russian twist

7. Crunches 8. Sit ups

9. “Jackknives” 10. 1-leg Jackknives

11. MB back ext. 12. MB reps

1. 2.

3. 4.

1. 2.

3. 4.


If you are teaching progressions of an Olympic lift or any otherlift with a barbell, have the groups to observe the performing lifterfrom the side.

The coach needs to walk around, provide coaching, and support. That way the coach gets the chance to structure a well-proven procedure. It also builds confidence and control for thecoach. This command-response mode will help the coach to establish a positive connection with the athletes.

KEEP IT SIMPLE AND MOTIVATE THEM!Some times the beginner coach, in his enthusiasm to share hisknowledge with his athletes, can easily overload them with information by using anatomical terms, scientific explanation and other technical language. Keep it simple, for example whenteaching the back squat, avoid this approach: “This progressiveResistance exercise is termed the back squat. It provides a taxingoverload to the activated muscle groups of the gluteals and quadri-ceps muscle groups and promotes force production…” by thattime the group will be half-asleep and the other half will be bored

to death! The coach can relay the same information this way: “Thislift is called back squat. It strengthens the leg muscles and will helpyou in the power clean.” This is really what they need to hear. Bebrief and simple!

Use your voice to point out important information without overanalyzing. By varying your voice’s volume, speed and pitchdepending on the situation for example “Pull the bar FAST” wouldset the lifter into an alert and speedy mode. In contrast “moveslowly into the deep squat” in a softer tone says that the movementshould be executed in a slower speed.

Knowledge of results research has shown that the human braindoes not understand the don’ts but the dos. Make sure you spot thetechnical issue and instead of giving the feedback referring to thedo not do’s, give them feedback on what they need to do to in orderto successfully perform the lift.

Petros Kyprianou is an assistant track and field coach at theUniversity of Georgia, overseeing the pole vault, jumps, decathlon and heptathlon for the men’s and women’s teams.

13. Knee lifts 14. ISO LJ position 15. “Hang kills” 16. Feet-to-bar

17. Windshield wipers 18. Barbell wipers

19. Physio ball arch 20. 1-legged arch

1. 2.

3.

4.


KENT GIDLEY PHOTOGR APHS COURTESY OF UNIVERSITY OF AL ABAMA


THE BASICSOFTHE

LONG HURDLES

urdling is sprinting with rhythm. Themost important element of talent identification to remember is that thebest sprinters will make the best hurdlers.Too often coaches take slower sprintersand turn them into hurdlers. While mas-tering hurdle technique will improve anathlete’s time, all things being equal, thefaster hurdler will prevail. It is best to take your most promising young sprinters

and turn them into hurdlers.Eight factors must be addressed when coaching the hurdles.

These factors are: speed, rhythm, technique, flexibility/range ofmotion, strength, stamina, poise and body type. First and fore-most is speed. We must focus on establishing and maintainingspeed between and over the hurdles. If an athlete can notsprint with some kind of efficiency, they will not be able to hurdle effectively. Due to the repetitive jumping, the athletemust develop a sense of rhythm while maintaining pace.Technique is also vital. If the athlete can not negotiate the hur-dle in an efficient manner, they will not be successful. Not onlymust a hurdler be technically sound, but they need to have acertain degree of flexibility. This is most important in the hips.A proper range of motion will allow the hurdler to deviate lessfrom sprinting technique which will make them more efficient.As with a sprinter, the hurdler must be strong in order to applyforce as well as to prevent injury and it is important for hurdlers to have a good degree of stamina to maintain propertechnique. Due to the nature of the event, poise is a must asmany variables are present during a hurdle race. The eighthfactor that can affect a hurdler is body type. While this factorcannot be changed, awareness of body type may help the hurdler to enhance their strengths and minimize their weaknesses. In this article, we will focus on proper hurdle technique and the basic tenets of the 300m/400m hurdles.

POSTUREOne must first master sprint mechanics before attempting toacquire the techniques necessary to hurdle. As in qualitysprinting, the hips must remain tall. The pelvis will face up andthe buttocks will be tucked under. The hurdler must keep thehead level and the shoulders down, but not hunched. As insprinting, the athlete will be up on the balls of the feet andrelaxed in the face and shoulders.

START AND APPROACH TO THE FIRST HURDLENormally, the athlete will take somewhere between 22 and 26steps to the first hurdle in the long hurdle race, depending onability level. The first eight to 10 strides are similar to the 400-meter dash.The last four to five strides before the hurdle aremore controlled as they set the rhythm for the clearance. It isimportant to really attack the last three steps into the hurdle sothat proper takeoff mechanics can be executed. If the athlete is having trouble reaching the first hurdle or is chopping, takeout the first hurdle and measure back to a mark two meters infront of the hurdle. This is where the takeoff stride should beinitiated. Place tape and cones on this mark. Have the athletesprint through the mark. If they are still having trouble hittingthe takeoff spot, you must determine where the error in acceleration and force application is taking place in theapproach. Once the hurdler is hitting the takeoff mark consistently, you may put the hurdle back.

FIRST FOUR HURDLESIt is a good idea to mark the takeoff for the first 4 hurdles. Youmay start by putting down cones and tape, then just cones. Themark can be removed completely once the athlete is able tosmoothly and consistently attack each hurdle. There should beno deceleration over these hurdles and the athlete should beable to attain even splits between them. Differentials of .20 orgreater constitute a problem. For instance, if an athlete has a

HBY SCOTT ROBERTS


T H E B A S I C S O F T H E L O N G H U R D L E S

hurdle split of 4.38 between hurdles 1 and 2 and a split of 4.48between hurdles 3 and 4, they are in an acceptable range. If,however, their split is 4.38 between hurdles 1 and 2 but only 4.58between 3 and 4, a problem exists. If there is too big a gap in thesplit times, the athlete may need to correct a technical flaw orchange down due to fatigue. The 4th hurdle is at 150 meters. Thetouchdown time at this hurdle is a valuable indicator of the distribution of effort during the early stages of the race.

The following table indicates the required running stridelength necessary to achieve a specific number of steps between hurdles: 17 strides require 6’1”16 strides require 6’6” 15 strides require 7’0” 14 strides require 7’6” 13 strides require 8’0” 12 strides require 8’9”

TAKEOFFDuring maximum velocity sprinting, the athlete will step overthe opposite knee to facilitate high knee lift and promote opti-mal stride length. On the takeoff stride, commonly referred toas the “cut step,” the hurdler will cast the takeoff foot just overthe top of the opposite ankle. The hip will extend forcefully,driving the foot down and back to touchdown. The shin angleat touchdown should be near vertical which is consistent withthe vertical pushoffs present in the steps prior to takeoff. Theseactions will shorten the last step and the athlete will plant thefoot under the center of gravity.

Planting the takeoff foot under the center of gravity allowsthe athlete to immediately push against the track, creating ashort ground contact time. Too much front-side distance cre-ates a braking action that is magnified the further in front of thecenter of gravity the takeoff foot is planted. Also, if the athletehas too much front-side distance, he/she must wait until thecenter of gravity passes over the base of support or take-offfoot, causing a long ground contact time and thus a less powerful drive into the hurdle. A properly positioned plant willinsure that the athlete takes off from the ball of the support footinstead of the heel, which will cause too much vertical lift. Thehurdler’s body will be significantly beyond the takeoff footbefore flight is achieved. Generally speaking, the takeoff strideis 7 to 7.5 feet in front of the hurdle for men and 6 to 7 feet for women. The taller the athlete, the closer they can be at takeoff because taller athletes don’t have to raise their center of gravity as much.

Horizontal displacement of the hip will have been initiated in the core of the body (trunk and hips) as opposed to the limbs(particularly the lead leg). After executing a proper takeoffstride, the athlete will drive the free or lead knee up as if sprint-ing up a flight of 3-foot-high steps. Keep the nose over the lead

knee. The knee drives toward the hurdle with the ankle trailingbehind the knee.

Proper arm action counteracts the lateral rotations of thetrunk. The lead arm, opposite of the lead leg, is driven forward.This arm must be bent at the elbow. The fingertips are evenwith the midline of the body. You can cue reaching for the leadknee, but not for the lead foot. Do not thrust the lead arm for-ward violently as this will cause twisting of the upper body.Synchronization of the arm action with the leg action helps tokeep the shoulders square and assists with balance and coordi-nation. The trail arm is bent. The trail hand goes back to a posi-tion just behind or beside the hip. It is undesirable to allow thetrail arm to get long behind the body. A tip that may help tokeep the trail hand from escaping behind the trail elbow is toturn the fingers of the hand so they are facing out or away fromthe body with the palm facing the ground.

Eyes are focused though the flight of hurdles, not down. Asthe hurdler attacks the hurdle, there will appear to be aforward lean of the upper body. The forward lean helps to raise the center of gravity.

CLEARANCEThe takeoff leg becomes the trail leg as soon as the toeleaves ground.

The trail knee is lifted to the side with the upper legparallel to the hurdle. This is accomplished by everting, orturning out the toe.

The heel closes to the buttocks during hurdle clearanceand the foot comes to a dorsi-flexed position as in sprinting.For men, the foot of the trail leg remains below the kneethroughout the motion. Due to the lower hurdle height, sometaller women hurdlers may pull the trail leg knee through flat.

The trail leg knee comes through the arm pit to a position infront of the chest.

The lead arm, is slightly raised to the side to allow the trail legthrough. It then drives backward as a balance to the trail leg’sforward movement. The elbow should initiate the backwardpush of the lead arm and remain behind the hand throughoutthe motion. Hurdlers must keep the arm partially bent at theelbow during this movement and the thumb should point upduring the back swing. Keeping the thumb up will help to keepthe arm from flying out to the side. As the trail leg drivesthrough the trail arm will come forward. Shoulders mustremain level throughout hurdling action.

Over the top of the hurdle, it is important to cue the athleteto keep the lead knee somewhat bent. This is importantbecause a bent leg can be reaccelerated into the track quickerthan a long, straight lead leg.

As the lead foot crosses the barrier, the lower leg immediately“paws” downward and backward towards the hurdle.

LANDINGThe lead leg toe touches down beyond the hurdle in a pawing motion.

Typically, the touchdown distance from the hurdle isbetween 3 feet, 5 inches to about 4 feet for men and 2 feet to 3feet 5 inches feet for women. As touchdown occurs, the centerof gravity quickly passes over the lead leg. Hips are forward andthe body becomes erect.

BETWEEN THE HURDLESThe first step after touchdown is the shortest due to the

Hurdling is sprinting with rhythm. The most important element of talentidentification to remember is that the best sprinters will make the best hurdlers


inefficient body position caused by the hurdle clearance. Nextis the longest step. More force can be applied on this step. Theathlete will again cast over the ankle to shorten the last step,which is also the take-off step for the next hurdle.

TRANSITION OF LEAD LEGVery few hurdlers will keep the same stride pattern for theduration of the race. Fatigue and/or weather conditions tend toforce the athlete to add steps and therefore change lead legs atsome point. It is better to plan where the transition takes place. The change down between hurdles generally takes place somewhere between the 6th and 8th hurdle.

At the transition point, the hurdler should consciously try toincrease the stride frequency while reducing the stride length.Experienced hurdlers can afford to make one transition during arace. An example being a left lead leg hurdler transitioning fromthirteen steps to 14 steps requiring him to alternate legs for theduration of the run. A double alternate change down is when ahurdler makes two change downs in an attempt to finish onhis/her preferred leg. An example of this would be if a hurdler whois leading with his left leg and taking 13 strides between hurdleschanges to 14 strides and uses a right lead leg. He then uses 14strides again to the next hurdle to get back to the preferred left leadleg. After executing the second lead leg change, he finishes the racewith 15 strides between hurdles using his preferred lead leg. Themost common change down technique is the double cut down.This technique is used by inexperienced hurdlers who are onlycomfortable hurdling with their preferred lead leg. An example ofthe double cut down would be if a hurdler who is taking 13 stridesbetween hurdles and leading with his left lead leg cuts down to 15strides between. The disadvantage of this technique is that thestride length must be drastically reduced in just 35 meters.

PACE JUDGMENTOne way to predict what the athlete can currently run in the 400-meter hurdles is to take the his/her best 200-meter flat timeand add two and a half to three seconds to it. This yields a targettime for the first 200 meters. Then take the target time and add 3seconds for the finish time. In order to run the race efficiently, thehurdler should try to run the first half of the race about 2 secondsfaster than the second half. To determine where the first 200-metersplit is, take a split at hurdle 5 and add 1.8 to 2 seconds. At the veryleast, the athlete must keep the difference between the first andsecond halves of the race within 5 percent of each other.

CONCLUSIONHurdling is a complex skill. Many hurdle repetitions must beperformed in order to become competitive. The prospectivehurdler must first learn to sprint effectively before starting ahurdle program. Once sprint technique is mastered, the athletemust start with very low hurdles to develop technique. This will help the athlete progress faster than lumbering over competition height and distance hurdles too soon.

Once the hurdler is technically proficient, a training programcan be incorporated that will resemble the sprint program, but with the addition of hurdle technique, drills and hurdlespecific strength training. With proper teaching progressionsand training protocols, young hurdlers can progress quickly.

Scott Roberts is a USATF Coaching Education Instructor withover 14 years of NCAA Division I coaching experience in theMissouri Valley, Big 12, and Southeastern Conferences. He is anassistant coach at the University of Alabama where in 2009, hisstudent-athletes were Drake Relays Champions in the 100m hurdles and the shuttle hurdle relay.

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ental preparation is a veryinfluential factor in athleteperformance. Athletes canrespond favorably orunfavourably depending onthe environment. This articlelooks at 6 of 18 key mentalskills that can be periodizedinto a training program toincrease the ability to per-form when it really matters.

Picture this: Your pole-vaulter is working out well in practice, and all ison schedule to support a great performance atan upcoming championship. He is quick in the100 meters test trials. He delivers well in theweight room with solid marks on the Olympiclifts. At technical workouts he is running from 16strides and is performing with the speed andskill to hold the top of a fifteen-foot pole. Hisplant, swing, and extension drills are clean, andhe jumps 4.65 meters (15 feet, 3 inches) quiteroutinely in practice. His personal best of 4.70meters (15 feet, 5 inches) was achieved justrecently at an all comer meet. When the bar goesto 4.80 meters (15 feet, 9 inches) and 5 meters(16 feet, 4.75 inches) in practice, he delivers withsome pretty solid jumps. He seems ready andable to deliver. You taper for the big meet andpresto, he fails to deliver. He opened at 4.30meters (14 feet, 1.25 inches) and for some reason was unable to make things happen whenthe bar went up.

This is a very frustrating scenario for everyone. The coach has periodized thephysical preparation very carefully. Trainingloads are quantified and delivered with precision. Tapering has gone well.Environmental conditions have been consideredand the weather was not a factor. The athletesimply failed to deliver. What happened?

In the little meets, the athlete did pretty wellbut as the bigger meets arrived, there was asteady decline in performance. The situation isthe common oversight of not giving mentalpreparation sufficient attention. Dr. Craig Pooleof Brigham Young University once said, “Sport isabout 95 percent physical and 5 percent psycho-logical, but it’s the 5 percent that controls the 95percent.” Athletes who enter the competitionphase without a specific mental training planwill routinely under perform. They will be drillexperts only. They will be solid at the local meetsbut at the big show, they simply won’t access

Mental Preparation equates to mentaltoughness in the face of adversity.

MEssentialSkills InSportPsychologyBYBRIAN RISK


their talent potential. Distraction and worry can overpowertheir normal skills of focus and they simply don’t deliver.

Coaches are trained to be diagnosticians. They are expertsat error detection and correction. If the athlete is a bit slow inthe sprints, they assemble a program that will developstrength, flexibility, and stride frequency. Coaches will organ-ize a program that will allow their athletes to improve in aprogressive manner and, hopefully, peak on schedule. Thesame thing exists for technical skills. If a pole vaulter is con-sistently late with their plant, the coach will analyze the bodyparts and movement patterns, and then set up drills to repro-gram the central nervous system. But, can this be done withmental preparation? Absolutely! The goal is to make the ath-lete bulletproof.

Mental preparation of a performer whether they are a polevaulter, actor, or lawyer is the same. They come in with a spe-cific goal and then they must deliver. Coaches can develop astructured approach to develop fundamental mental skillswith each one providing a foundation for the next. The skillswill compound making the end result greater than the sum ofthe parts. There are specific skills to introduce first and thenfollow up skills that come later. These skills are delivered insequence or in different periods of the year just like the peri-odization of physical preparation.

What mental skills would help the pole vaulter perform?Some coaches will analyze the athlete and work on specifics.Others will take a generic look at mental preparation. Mentalpreparation can be very complex if you are preparing for theOlympic Games. These athletes have to deal with pressure ofa worldwide television audience, corporate sponsors, andmore. Local athletes have to deal with the pressure of familymembers watching the competition. There are some interest-ing similarities.

One can look at mental preparation and see a list of essen-tial skills that athletes must have in order to deliver. Thesecan easily be integrated into an eight or ten week season. Ifcoaches plan their practices and team meetings carefully,they can slip the topics in and simply draw attention to a particular component. Fundamental to a successful delivery is recognizing key coaching moments. Thesemoments are times in which the athlete has done somethingwell, such as re-focused after a distraction and delivered.Stopping the athlete and drawing attention to how they wereable to reorganize themselves to deliver is an all-importantinvestment in future performance. After all, coaching really is an investment program. The great coaches routinely worktheir athletes in a specific manner to support great resultsdown the road.

Here are some thoughts on mental skills that you canassemble to help your athletes achieve full potential in thebig competitions. Goals are always the first step in a mentalpreparation plan. If we sit down with our pole vaulter and askthem what their goal is for the season, they may say, “I wantto be the state champion.” This is a worthy goal but it is anoutcome goal. Outcome goals are a good starting point butthey are not accurate or motivating targets for the day-to-dayemphasis. The coach should then ask, “What will it take to bethe state champion?” The athlete may answer, I have to holdthe top of a 15-foot pole, and I have to get a bit faster.” Thecoach then says, “What will it take to hold that high?” Theathlete answers, “Hmm, I’ll have to fix my plant and improve

my left arm positioning.” Soon, the athlete realizes that to bethe state champion, he will have to improve the five S’s:speed, skill, strength, stamina, and suppleness. The coachcan then develop a physical training program in which theathlete improves. The training is very specific. It may includesessions in the weight room, which is a great setting in whichto develop mental skills. During the weight training practice,the coach gives task-specific goals for the session. He or shestates, “When you do the bench press, I want you to focus oninhaling during the down movement and exhale on the upmovement.” He or she adds your goal is to improve yourbench strength by 10 percent this month. The athlete thenfollows the program with specific loads, rest intervals, andnumber of sets to achieve the goal. The athlete has a task-specific goal. At the end of the month, they test to see if thegoal was achieved. If they were successful, new goals aredeveloped. If they were not, they review the program andmodify the plan.

In this process, the athlete soon realizes that task-specificgoals are a good thing toward which to work. Coaches canthen use that language to set up various target skills or con-cepts to be achieved in practice and competition. Our polevaulter could enter a small competition with a specific goal ofdelivering with a good left arm. The result could be that theydeliver with a brilliant left arm, and they blow through theirpole and achieve a no-height. From one perspective, there isdisappointment. From another perspective, there is reasonfor a huge celebration because of the improved left arm andthe potential to move to a bigger pole and more consistentresults for the rest of the season and throughout a career.

Task-specific goals are a terrific ways to develop the skill offocusing. One of the major problems in performance is theathlete having the wrong focus and thinking about the wrongthing in general. If a coach says, we want you to focus onyour left arm, and then sets up drills to reinforce this, theathlete will automatically think about the proper things.Doing drills in gymnastics, doing plants against a wall, seeingexemplars in video, and watching good athletes will allow theathlete to develop a mental picture. When it’s time for themto perform, they can focus on the left arm.

It is important for athletes to stage their level of focus. Youcan’t be focused all the time. Our pole vaulter needs to relaxbetween jumps and then just prior to the attempt see theactivity precisely in their mind. It’s like a photographer look-ing at a scene. The wide-angle lens sees everything, the por-trait lens sees a few things, and then the zoom lens sees onething. We can train the athlete to focus on one or two things.If we develop this skill early in the season, it becomes a toolto be used in the big show. We can talk to the athlete betweenjumps and say, “Focus on your left arm, get your hands up.”They will better have the ability to block out the chantingcrowd and deliver.

Coaches who state task-specific goals for every practiceand competition will constantly reinforce the skill of focus. Ifthe coach teaches new skills with specific cues of movement,the athlete will learn more about the ability to focus. If thecoach simply uses outcome-based goals and generalizedinformation in their feedback and priorities, it is very difficultto develop the skill of focus. To simply say, “You gotta bendthat pole; come on, show some grit!” is of little value.

But – and there’s always a but – what happens when it

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doesn’t go well? The athlete gets distracted or frustrated bysomething. Or, a problem has popped up that has knockedhim off his game. Well, they have lost focus. Being able tofocus is fairly easy. We do it naturally. Being able to refocusafter a problem is another thing all together, especially ifemotion is involved. The skill of refocus typically follows theskill of focus in the mental skill development plan.

Coaches can easily set this up in practice. They set up goalsfor the workout. They give specific cues for a particular drill.In the perfect world, everything goes well and everyonemoves forward. In the real world, there will be challenges,complications, and distractions. What should the athlete do?The clever coach recognizes this as a coaching moment, stopsthe activity and says “Listen up. We have just expe-rienced a distraction. That’s a normal part of oursport and is expected.” The coach continues, “Hereare some ideas to help you regroup and return tonormal.” The most common technique is to simplify and focus on the fundamentals. It is nor-mal for the athlete to be on the runway or court andsee everything. In football, they see the first andsecond quarters, they see the impact of the gameon the standings, they see their friends, they seeeverything. Everything is important. That translatesto everything is a priority. Well, when everything is a priority, then nothing is a priority! Have the ath-lete focus on the current problem only. For our polevaulter, focus on this jump only. Focus on the fundamentals, not the fine details. For the hockeyplayer, focus on this shift only. Reduce the atten-tional focus to “now” and that’s it. Keep this mindset until they can get back into their groove and be“feeling” the movement patterns. Feeling is a hugepart of performance.

Other techniques to help refocusing are to visual-ize how a mentor or hero would respond in thesame situation. How would World Record holderSergey Bubka respond if he missed his two openingattempts? Does he get cautious, aggressive,assertive, passive, tentative? Athletes often findenergy or motivation in their heroes.

Athletes often forget how they have performedwell on many occasions in practice. Having themremember a quality jump from practice will helpwith refocus. It will help with confidence recallingthat they have done this a hundred times in drilland in practice. The movement should be routine.

Coaches who watch for the ability to refocus in practice are wise to draw attention to this skill. This is a key coachingmoment. For example, our pole vaulter simply does not deliver for his first seven jumps in practice. He is discouragedand is ready to quit for the day. You say to him, “Go and get a drink, think about your swing leg, do a couple of rehearsalson the rope.” The athlete does what he was told and thenreturns to jump well. You don’t congratulate him on the better swing leg, you point out the ability to mentally refocusand deliver. You point out, “Remember this when you’re incompetition and things go bad. Remember that you have the proven ability to refocus and deliver. That’s the sign of achampion. Well done. I’m proud of you.” Athletes connect

with those comments. If the coach simply barked out, “Wellit’s about time you decided to start jumping,” very little isinvested for use later in the season.

At this point, the athlete is about four weeks into the sea-son. You have developed the physical, tactical, and technicalparts of the athlete. You have also laid a good foundation fortheir mental performance. You have set up goal setting, focus,refocus, and now its time to add another skill. Distractioncontrol should be in the mental inventory of all athletes.

Very seldom does an athlete perform in the absence of dis-traction. Competitions are very dynamic environments andthe performer is expected to deliver without flaw.Intellectually we know that outside things should not influ-

ence the performance, but they can and they do.So, which distractions might affect the pole vaulter? Some

could include media, friends, head wind, cultural conditions,coach is absent, weather, poor officials, tough competition,equipment issues, and more. The clever thing to do is to sitdown with the athlete and list all of the potential distractionsthat may come up. It is quite possible to generate a verylengthy list. Then make a list of responses. How will the athlete respond if his ex-girlfriend arrives? What level ofattention does the distraction require? Going into the competition ready for anything provides a higher comfortlevel for the athlete. When something comes up, they simplyuse a conditioned response. Their energy is guided toward thetask-specific goal for the competition and not the distraction.

“Remember this when you’re incompetition and things go bad.

Remember that you have the provenability to refocus and deliver. That’sthe sign of a champion. Well done.I’m proud of you.” Athletes connectwith those comments. If the coach

simply barked out, “Well it’sabout time you decided to startjumping,” very little is investedfor use later in the season.


Coaches can set these things up in practice and at low-level competitions and in simulations. After the distraction has come and gone, a short discussion about it’simpact on performance can be had. Was the athlete able tostay on-task and deliver at a high level or was the perform-ance compromised? How were the skills of focus and refocusused on the task-specific goals? Were they bulletproof?

As the athlete gets ready to compete at the big competi-tion, it is very wise to have a countdown plan or strategy tokeep them in their comfort zone throughout the day. It iscommon to test, refine, and perfect the countdown plan inlow-level competitions. The countdown plan is a list ofeverything the athlete will do from suppertime the daybefore competition until the start of competition. It includesthe meal, evening activity, when to check gear, bed time,how to get to sleep, what time to get up, the breakfast plan,the morning activities, traveling times, equipment checks,check-in procedures, and anything else required. It is a formula or routine that is developed, tested, and refinedthroughout the season. This way, once the state champi-onships come around, the pattern has been refined and perfected. They will find comfort in the routine and be ableto focus on what really matters.

If the coach has worked with the athlete throughout theseason and developed these fundamental mental skills, theywill find the athlete starts to deliver more consistently inpractice and competition. This brings to the athlete confidence and a renewed faith in themselves.

There are many mental skills that can be developed butperhaps one of the more influential in skill development is

imagery. Imagery is the language of the mind. We useimagery all the time in things that we do. We simply closeour eyes and see things in our head. You can likely see theface of a loved one, hear the melody of great song, feelwaves from the ocean or bubbles of a hot tub. But how doesthis help our pole vaulter who wasn’t able to clear the 5.20-meter mark (17 feet, 0.75 inches) that we wanted? It’s simple:He can’t do it until he can see it.

If you want the athlete to deliver a great left arm to com-plete the penetration phase and then a beautiful swing up to an inverted position, they must see it and feel it.Exemplars can be found in video, in live performance, or insimulation drills. The athlete will improve very nicely if theyget a good visual aid on how to deliver the performance andthen perform some drills to simplify the movement. Oncethey have seen it, done it in drills, they are in a better position to visualize it.

Visualization or imagery can be done in a guided formator freelance format. The guided format works nicely on roadtrips. It goes like this: The coach assembles the team for aquiet chat. He then has them lie down and reads them apassage to set up the situation. It could be a description of apractice, competition, or training camp. He describes theenvironment and the task-specific goal to be seen. He gives only enough information to set the stage and thengives them the artistic freedom of their imagination toachieve greatness.

The athlete then sees and feels the activity in their mind.It could be from the perspective of seeing themselves on a newsreel or it could be from their own eyes in the competition. Regardless of which perspective, they performflawlessly each time. They achieve great results without travel, expense, equipment, or interaction with anyone. Andthe really big benefit is that the mind doesn’t know if theyhave visualized or actually done it. Movement patterns canbe reinforced or fixed through imagery.

Mental training is likely a part of every training program.Unfortunately, it is usually unstructured. Coaches who leavethat 5 percent of the performance to luck or chance willhave their athletes out-performed by those who employ astructured program. A coach who sits down and prepares acomprehensive program for their athlete will likely reviewthe demands of the sport and the physical skill set of theathlete. They should also review the mental demands of thesport and the mental skills of the athlete. Every performanceactivity will benefit from improved mental skills whether it is a gymnast, hockey player, quarterback, lawyer, dancer,president, or pole vaulter. Mental skills are fundamental toperformance and with some minor tweaking to practice,games, and meetings, they can be developed and athleteswill become bulletproof.

Brian Risk is a 14-time National Team Coach for AthleticsCanada and former National Pole Vault Development Chairfor Canada. He is the Pole Vault Coach at ChippewaSecondary School in North Bay, Ontario, Canada. His athleteshave medaled at international and national competitions aswell as set national records. He is the author of several booksincluding his most recent Periodized Sport Psychology –Building the Bulletproof Athlete.

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From the time the ancient Greek runner Pheidippides ran fromMarathon to Athens to announce the Greeks’ victory over Persiain the Battle of Marathon, humans have had a compelling interest with endurance. Indeed, humans have repeatedly tried to push the limits of endurance. From 50 marathons in 50 daysand the 300 miles of nonstop running by Dean Karnazes, to theaverage speed of 26 miles per hour by Lance Armstrong duringthe three-week Tour de France, to the average marathon pace of 5 minutes and 10 seconds per mile by England’s Paula Radcliffeand 4 minutes and 44 seconds per mile by Ethiopia’s HaileGebrselassie, to the 1,544 miles covered by Norwegian BorgeOusland in crossing Antarctica in 64 days, to the ascent of MountEverest without supplemental oxygen, humans’ feats ofendurance have been nothing short of remarkable. As a coach,you’re in the business of improving endurance. Let’s take a lookat what your athletes’ endurance is composed of.

CARDIOVASCULAR FACTORSThe main cardiovascular factors that influence endurance arecardiac output and blood flow to the muscles. Cardiac output isthe volume of blood pumped by the heart’s left ventricle perminute, and is the product of stroke volume and heart rate.Stroke volume is the amount of blood the heart pumps with eachcontraction of its left ventricle, and is determined by the return ofblood back to the heart through the venous circulation (venousreturn), the heart’s ability to contract quickly and forcefully (con-

tractility), the amount of pressure in the left ventricle (preload)and in the aorta (afterload), and the size of left ventricle. The larg-er the left ventricle, the more blood it can hold; the more blood itcan hold, the more blood it can pump. One of the hallmark adaptations to cardiovascular endurance training is an increasein the size of the left ventricle. So characteristic is a large heart ofgenetically gifted and highly trained endurance athletes that it isconsidered a physiological condition by the scientific and medical communities called Athlete’s Heart (Naylor et al. 2008).

Once the blood leaves the heart, its flow to the musclesdepends on a number of factors, including the redistribution ofblood away from other, less important tissues to the active muscles; the resistance of blood flow through the blood vessels;adequate dilation of blood vessels, which depends on the inter-play between the sympathetic and parasympathetic nervous sys-tems and their associated hormones; oxygen transport capacityof the blood, which is determined by red blood cell volume andthe amount of hemoglobin; the amount of myoglobin, whichtransports oxygen in the muscles; and the density and volume ofcapillaries that perfuse the muscle fibers, which determine thetime available for diffusion into the muscle mitochondria asblood transits the capillary network.

Men have a greater stroke volume and cardiac output to sendmore blood and oxygen to the muscles and more hemoglobin in their blood to transport oxygen, which gives them greater cardiovascular endurance than women.

The Science of EnduranceBY JASON R. KARP, PH.D.

ChasingPheidippides


MUSCULAR FACTORSOnce oxygen is delivered to the muscles, the muscles have to use theoxygen to regenerate energy (ATP) for muscle contraction. Theamount of oxygen extracted and used by the muscles is largelydependent on the muscles’ mitochondrial and capillary volumes.The more capillaries that perfuse the muscle fibers, the shorter thediffusion distance for oxygen from the capillaries to the mitochon-dria, which contain the enzymes involved in aerobic metabolism.The number of mitochondrial enzymes is also an important deter-minant of endurance, since enzymes, through their catalyzing effecton chemical reactions, control the rate at which ATP is produced.

Together, the cardiac output and the amount of oxygen extractedand used by the muscles determine aerobic power (VO2max), themaximum volume of oxygen that your athletes’ muscles can con-sume per minute. VO2max is considered the best single indicator ofa person’s aerobic fitness. Since it was first measured in humans inthe 1920s, it has become one of the most often measured physiologi-cal variables in exercise physiology. In 1930, David Dill and his col-leagues were among the first physiologists to suggest that there aremarked differences in the amount of oxygen different people usewhen running at the same speeds, and that these differences in“economy” of oxygen use could be a major factor explaining differ-ences in endurance performance (Dill, 1930). Running economy isthe volume of oxygen (VO2) your athletes use to run at a givenspeed, and is influenced by their biomechanics, proportion of slow-twitch muscle fibers, mitochondrial density, and body weight. It is animportant indicator of endurance. For example, if two of your ath-letes have the same VO2max, but Runner A uses 70 percent andRunner B uses 80 percent of that VO2max while running at 7:00 milepace, the pace feels easier for Runner A because Runner A is moreeconomical. Therefore, Runner A can run at a faster speed beforefeeling the same amount of fatigue as Runner B.

METABOLIC FACTORSEndurance is influenced by a number of metabolic factors, includingthe removal of lactate and the buffering of metabolic acidosis. Atslow running speeds, lactate is removed from the muscles as quicklyas it is produced. At faster speeds, there is a greater reliance onanaerobic glycolysis for the production of ATP, and aerobic metabo-lism (Krebs cycle and electron transport chain) can’t keep up withthe production of pyruvate from glycolysis. So pyruvate is convertedinto lactate and lactate removal starts lagging behind lactate produc-tion, causing lactate to accumulate. Concomitant with lactate accu-mulation is the accumulation of hydrogen ions in muscles andblood, causing metabolic acidosis and the development of fatigue.The lactate threshold (LT) is the fastest running speed above whichlactate production begins to exceed its removal, with blood lactateconcentration beginning to increase exponentially.

The LT demarcates the transition between running that is almostpurely aerobic and running that includes significant oxygen-inde-pendent (anaerobic) metabolism. (All running speeds have ananaerobic contribution, although when running slower than LTpace, that contribution is negligible.) Thus, the LT is an importantdeterminant of endurance performance since it represents thefastest speed your athletes can sustain aerobically.

The ability to perform prolonged endurance exercise is stronglyinfluenced by the amount of carbohydrate (glycogen) stored in skele-tal muscles (Ahlborg et al., 1967), with fatigue coinciding with glyco-gen depletion (Sahlin et al. 1998). Thus, the ability to metabolize fatalso influences endurance since the muscles’ preferred fuel – carbo-hydrate – is limiting, providing enough energy for only about 100

minutes of marathon running (Newsholme 1981). By contrast,humans’ store of fat is virtually unlimited, with enough to fuel aboutfive days of marathon running (Newsholme 1981) or about 1,000miles of walking for a 145-pound person with 18 percent body fat(Coyle 2000). At slow running speeds, some of carbohydrate’s meta-bolic responsibility for ATP regeneration is relieved by fat, in the formof free fatty acids in the blood and intramuscular triglyceride. Evenwith the contribution of fat oxidation helping to delay the depletionof glycogen, moderate-intensity running (70-75 percent VO2max) canonly be sustained for two to three hours (Coyle et al. 1986).

While women are at a definite cardiovascular disadvantage tomen, they seem to have a greater capacity to metabolize fat and con-serve glycogen (Tarnopolsky 1998), which may give them an advan-tage for very long endurance activities. Indeed, in 2002 and 2003,Pam Reed beat all the men at the 135-mile Badwater Ultramarathon.

NEUROMUSCULAR FACTORSThere are a number of steps that occur for muscles to contract andproduce force. First, the central nervous system sends a signal to amotor neuron, which integrates with a number of muscle fibers, cre-ating a motor unit. When this signal reaches the end of the axon ofthe motor neuron, the neurotransmitter acetylcholine is released atthe neuromuscular junction. This causes a change in polarity of themuscle membrane (called depolarization), as sodium ions rush inand potassium ions rush out. The signal, now called an actionpotential, propagates deep into the muscle to the sarcoplasmic retic-ulum, which stores calcium ions. The calcium diffuses from the sar-coplasmic reticulum into the area of the contractile proteins—actinand myosin – and binds to a protein called troponin that integrateswith actin. Upon calcium binding to troponin, another proteincalled tropomyosin is removed from the active binding sites onactin, exposing those sites to myosin. Myosin then binds to actin,forming a cross-bridge. Finally, an ATP molecule that is containedinside the myosin is broken down into its constituents, releasing theenergy contained within that molecule, allowing the muscle to con-tract. For force production to continue, and for your athletes tomaintain their pace, the central nervous system has to increase thenumber of motor units recruited and increase the frequency of stim-ulation of the motor units.

TRAINING ENDURANCEEndurance training stimulates many physiological, biochemical, andmolecular adaptations, including a greater storage of fuel (glycogen)in the muscles; an increase in intramuscular fat use; an increase inthe number of red blood cells and hemoglobin, which improvesblood vessels’ oxygen-carrying capability; a greater capillary networkfor a more rapid diffusion of oxygen into the muscles and, throughthe complex activation of gene expression, an increase in mitochon-drial density and the number of aerobic enzymes, which increasesaerobic metabolic capacity.

CARDIOVASCULAR FACTORSLong intervals (3 to 5 minutes) run at the velocity at which VO2maxoccurs (vVO2max) provides the greatest cardiovascular load becauseyour athletes repeatedly reach and sustain their maximum strokevolume, cardiac output, and VO2max during the work periods. Longintervals are the most potent stimulus for improving VO2max (Billat2001; Midgley et al. 2007). However, short intervals (2 minutes) canalso improve VO2max, as long as the intervals are performed at ahigh intensity and with short, active recovery periods to keep VO2elevated throughout the workout (see Methods for Improving

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Endurance). The higher your athletes’ VO2max, the higher their aer-obic ceiling. The more trained your athletes, the more importantthe intensity of training becomes to improve VO2max because themore cardiac-limited VO2max becomes.

For highly trained runners, vVO2max is about 3,000-meter racepace. If using heart rate as a guide, your athletes should come close toreaching their maximum heart rates by the end of each work period.

MUSCULAR FACTORSA large volume of endurance training may be the simplest way toincrease the muscular factors associated with endurance (mito-chondrial and capillary density and enzyme activity). Interval train-ing has also been shown to increase aerobic enzyme activity(Talanian et al. 2007).

METABOLIC FACTORSRunning at the LT increases it to a faster speed and higher percent-age of VO2max, making what was an anaerobic intensity before nowhigh aerobic. LT training can be done as a continuous workout or asintervals performed at LT intensity with short rest periods. LT paceis about 10 to 15 seconds per mile slower than 5K race pace (orabout 10K race pace) for slower runners (slower than about 40 min-utes for 10K). If using heart rate (HR), the pace is about 75 to 80percent max HR. For highly trained and elite runners, LT pace isabout 25 to 30 seconds per mile slower than 5K race pace (or about15 to 20 seconds per mile slower than 10K race pace) and corre-sponds to about 85 to 90 percent max HR. The pace should feel“comfortably hard.”

Long runs present a threat to the muscles’ survival by depletingtheir store of glycogen. Depleting muscle glycogen forces muscles torely on fat as fuel. The human body responds rather elegantly to situ-ations that threaten or deplete its supply of fuel, synthesizing andstoring more than what was previously present, thus increasingendurance for future efforts. Empty a full glass, and you get a refilledlarger glass in its place. The more glycogen your athletes have packedinto their muscles, the greater their ability to hold a hard pace.

NEUROMUSCULAR FACTORSIn addition to increasing mitochondrial and capillary density, a largevolume of endurance training may have a neuromuscular benefit. Itis possible that, just as repetition of the walking movement decreas-es the jerkiness of a toddler’s walk to the point that it becomessmooth, repetition of a specific movement has an under-recognizedneural component. With countless repetitions, motor unit recruit-ment patterns, all of the steps involved in muscle contraction, andpossibly even the relationship between breathing and stride rate areoptimized to minimize the oxygen cost and improve economy.

Neuromuscular factors and aerobic economy can also be targetedby power training. Studies have shown that explosive strength train-ing with heavy weights and plyometric training improve economy inendurance athletes (Hoff et al. 2002; Jung, 2003; Paavolainen et al.1999; Spurrs et al. 2003; Turner et al. 2003). When strength training,make sure your athletes use a very high intensity and very few repsto focus on neural adaptation rather than muscle hypertrophy(which would decrease running economy by adding muscle mass).

Understanding the science of endurance will help you

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train your athletes. And if they train long enough, they’ll undoubtedlyhave the greatest endurance among all their competitors, goodenough perhaps to even chase Pheidippides.

Dr. Jason R. Karp is owner of RunCoachJason.com, a coaching,personal training, and fitness consulting company, providing science-based coaching to runners of all levels, fitness training to the pub-lic, and consulting to coaches and fitness professionals. He has a Ph.D. inexercise physiology, and is director and coach of REVO2LT Running Team.

REFERENCESAhlborg, B., et al. (1967). Muscle glycogen and muscleelectrolytes during prolonged physical exercise. ActaPhysiologica Scandinavica. 70:129-142.

Billat, V. (2001). Interval training for performance: Ascientific and empirical practice. Special recommenda-tions for middle- and long-distance running. Part I:Aerobic interval training. Sports Medicine. 31(1):13-31.

Coyle, E.F. (2000). Physical activity as a metabolicstressor. American Journal of Clinical Nutrition.72(Suppl):512S-520S.

Coyle, E.F., et al. (1986). Muscle glycogen utilizationduring prolonged strenuous exercise when fed carbo-hydrate. Journal of Applied Physiology. 61(1):165-172.

Dill, D.B., Talbot, J.H., and Edwards, H.T. (1930).Studies in muscular activity. VI: Response of severalindividuals to a fixed task. Journal of Physiology.69:267-305.

Hoff, J., Helgerud, J., and Wisløff, U. (2002).Endurance training into the next millennium: muscu-lar strength training on aerobic endurance perform-ance. American Journal of Medicine in Sports. 4:58-67.

Jung, A.P. (2003). The impact of resistance trainingon distance running performance. Sports Medicine.33(7):539-552.

Midgley, A.W., McNaughton, L.R., and Jones, A.M.(2007). Training to enhance the physiological determi-nants of long-distance running performance. SportsMedicine. 37(10):857-880.

Naylor, L.H., et al. (2008). The Athlete’s Heart: A con-temporary appraisal of the ‘Morganroth Hypothesis.’Sports Medicine. 38(1):69-90.

Newsholme, E.A. (1981). The glucose/fatty acid cycleand physical exhaustion. Ciba FoundationSymposium. 82:89-101.

Paavolainen, L., et al. (1999). Explosive-strengthtraining improves 5-km running time by improvingrunning economy and muscle power. Journal ofApplied Physiology. 86(5):1527-1533.

Sahlin, K., Tonkonogi, M., and Söderlund, K. (1998).Energy supply and muscle fatigue in humans. ActaPhysiologica Scandinavica. 162:261-266.

Spurrs, R.W., Murphy, A.J., and Watsford, M.L.(2003). The effect of plyometric training on distancerunning performance. European Journal of AppliedPhysiology. 89(1):1-7.

Talanian, J.L., et al. (2007). Two weeks of high-inten-sity aerobic interval training increases the capacity forfat oxidation during exercise in women. Journal ofApplied Physiology. 102:1439-1447.

Tarnopolsky, M.A. (1998). Gender differences in lipidmetabolism during exercise and at rest. In M.A.Tarnopolsky (Ed.), Gender Differences in Metabolism:Practical and Nutritional Implications. Boca Raton,FL: CRC Press, pp. 179-199.

Turner, A.M., Owings, M., and Schwane, J.A. (2003).Improvement in running economy after 6 weeks of ply-ometric training. Journal of Strength andConditioning Research. 17(1):60-67.

METHODS FOR IMPROVING ENDURANCEvVO2max = velocity at VO2max; LT = lactate threshold.

CARDIOVASCULAR FACTORS 5 x 1,000 meters at vVO2max (95-100% max heart rate) with 1≤1 work-to-rest ratio4 x 1,200 meters at vVO2max (95-100% max heart rate) with 1≤1 work-to-rest ratio16 x 400 meters at vVO2max with 1<1 work-to-rest ratio

MUSCULAR FACTORSHigh mileage, with progressive increases in volume (days per week and duration) over time

METABOLIC FACTORS3-6 miles at LT pace5-7 x 1 mile at LT pace with 1 minute rest Long runs of 10 to 15 miles

NEUROMUSCULAR FACTORSStrength training: 3-4 sets of 3-5 reps at >85% 1-rep max with 3 minutes restPlyometrics (box jumps, squat jumps, leg bounds, bleacher hops, etc.)

C H A S I N G P H E I D I P P I D E S

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The Roles of Club andHigh School Programs


BY CHARMAS B. LEE

SSuccessful track and field athletes are notalways those who possess the most talent orhave the best genetics. Successful athletesbelieve strongly in their abilities, possess apositive attitude, train smart, have a tremen-dous work ethic and possess confidencebased on dynamic physical and mentalpreparation. Successful athletes etch personalmission statements into their minds andhearts. These athletes come from variousbackgrounds and have learned to take advan-tage of their advantages, and in many cases,they have also learned to take advantage oftheir disadvantages by running towards suc-cess. In some instances these athletes havealso incorporated developmentally appropri-ate year-round training to enhance the overalltrack and field experience.

In most cases, for an athlete to reach agenetic ceiling or potential, it takes continuityand cooperation from everybody involved intheir athletic development. That level ofinvolvement raises the question. “Is it possi-ble for an athlete to participate in year-round,organized club-based and school-based pro-grams without forcing the athlete to choosebetween the two?”

If it is possible to do that, then can there bea collaborative effort between the athlete,parent, high school coach and club coach toenhance the track and field experience?

Covey (2003) suggests that win-win is aframe of mind and heart that constantly seeksmutual benefit in all human interactions.Everyone must be willing to adopt a spirit ofcooperation versus an attitude of competitionto reach the desired outcome. A more in-depth definition of the term “desired out-come” could be suggested to equate to suc-cess on the track or field and remaining injuryfree with minimal or no negative impact tothe athlete’s academic or social life. Thedesired outcome may not be possible andfailure may be imminent in the absence ofclearly defined goals, proper planning andlike-minded thinking.

Physical and mental preparation can be taxing for athletes. Problems arise when highschool and club coaches have different goalsand different educational and athletic philoso-phies. If there is no common ground, there is a good chance the athlete will be placed in an unstable position mentally, physically,

s

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spiritually and psychologically. The instability results indecreased performance, increased chance of injury along withemotional, physical and psychological stress. Overtraining andultimately burnout is also a likely byproduct of this instability.

THE HOLISTIC PERSPECTIVE OF TRAINING AND PERFORMANCEHenschen (2008) said, “Performance is 95 percent physical and5 percent mental; but the 5 percent mental rules the 95 percentphysical.” To be a good athlete, psychological training is essential. Athletes need mental skills to attain optimal perform-ance. Mind and body need to work together. Excess tension,distractions and misdirected focus are negative factors, all ofwhich may be better controlled with enhanced mental skills.These psychological factors are so powerful that they may easily negate thousands of hours of physical training. Being asuccessful student athlete requires leading a balanced lifestyle.“Family members, teammates, girlfriends, boyfriends, bestfriends, opponents, school, jobs, church and the coach all want100 percent of their piece of the athlete’s life!” (Veney, 2006)

In many instances today, there is not an integrated and balanced format in place for the student athlete that offers a stepwise approach for an easy transition between the highschool program and the club program. When young and developing athletes train and compete all year, the short

and long term effects of such things as developmental readiness and appropriateness of training and competitiveexperiences must be considered.

HIGH SCHOOL AND CLUB BASED TRACK AND FIELD PROGRAMSClub athletes aren’t necessarily good because they belong to aclub nor are high school athletes necessarily not good becausethey don’t. If looking at a random sample of athletes, it would bevery difficult to determine who was a club athlete, a high schoolathlete or an unattached athlete. Based on pre-disposed genetics,environmental influences, culture and other variables athletes inall venues will demonstrate various levels of talent. Each groupwill consist of skilled and unskilled athletes. Some will have talentand others won’t.

The key ingredients for both high school and club programsinclude of course the athletes, but also training facilities, budget,coaches, equipment, transportation, medical support andparental support. Both programs promote health on a large scale,specifically cardiovascular conditioning and muscle develop-ment. In addition, there is the competitive aspect, the opportuni-ty to represent a school or club in a positive manner and the pos-sibility for the individual to draw the attention of college coacheswho may present an opportunity to compete beyond high schoolor club settings.

T H E R O L E S O F C L U B A N D H I G H S C H O O L P R O G R A M S

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TRAINING SEASONSBetween club and high school seasons, an athlete may be competing in both indoor and outdoor competitions.Additionally, the middle distance and distance athletes will mostlikely be involved with Cross Country which means they couldpotentially be training and competing year round. (see Table 1.0for a sample Seasonal Cycle for Track and Field) and will need tofollow an well structured annual plan or a 12-month continuum.

AGE-GROUP DISTINCTIONSA primary difference that exists between theclub and high school competitions is thatduring the club season, athletes compete inage groups. The high school age athlete willfall into one of three age divisions, 13 & 14,15 & 16 or 17 & 18. Competing against athletes their own age may aid in the development of their self confidence andcompetitive spirit. From a technical develop-ment standpoint, differences in the size andweight of throwing implements or the distance and height of hurdle races forexample offers younger athletes an opportunity to learn events without having to compromise proper technique.

COACHING EDUCATIONWhether it is in a high school or club setting,many coaches still train athletes much thesame way they were coached. As in other sports, parents don’tmind lending a hand, but often times they don’t possess the spe-cialized knowledge needed to teach proper technique or designappropriate training plans. As is the case with all coaches in anysport, a background that includes a formal coachingeducation/certification program and knowledge of sport sci-ences via a physical education degree or other specific training isessential to insuring the coach possesses the knowledge skillsand ability to properly instruct the athlete in sport specific train-ing. There are multiple opportunities offered by organizationssuch as the USTFCCCA and USATF for both experienced coachesand novices to improve their knowledge of the sport by partici-pating in clinics and schools hosted by these organizations.

RELATIONSHIP BETWEEN HIGH SCHOOL AND CLUB PROGRAMSFor years the state of the relationship between high school andclub programs has been fragile at best. Problems and conflictsdevelop when there is a lack of communication between thehigh school coach and club coach, when coaches have different goals, come from different backgrounds, have differ-ent mindsets, dissimilar educational and athletic philosophies,unclear goals and don’t develop a clearly defined annual plan.At the end of the day, athletes are stuck in the middle.

When an athlete is involved in a year-round program, there are many concerns. Multiple messages from differentcoaches can lead to confusion and frustration. Some coacheshave the win-at-all-costs mindset while others are morefocused on the whole-person development. Constant trainingcan limit some of the opportunities for social developmentand doesn’t permit the athlete to embrace other pertinentaspects of adolescent growth.

Also, note that the high school track and field programs andclub programs operate at different times of the year, as pointed

out earlier (see Table 1.0). There is very little, if any, require-ment for athlete sharing. To the outside observer it wouldappear that this would be a perfect marriage to developstrength, power, speed, endurance and other bio-motor abili-ties. Yet, in many cases, it doesn’t work well.

A climate for misunderstandings, dissention or conflictbetween the athlete and the coaches can exist because coachesin both club and high school programs come from a variety ofbackgrounds and have different philosophies. The consensusamong George (2006), Henschen (2008), and Vernacchia

(1996), however, remains that preparation breeds confidence.The additional training the club athlete receives may bring a psychological advantage based on developmental opportunities, training years, coach selection, competitionseasons, racing years and racing experience.

CHALLENGES TO ESTABLISHING CONTINUITYIn order to establish cooperation and continuity, we have toaddress some of the challenges that the athletes and coachesface. Foremost, we must understand that there is no quick fixto this problem. The quick fix is simply a mirage. “We can’t talkour way out of problems that we have behaved our way into.”(Covey 2003) The relationship between club and high schooltrack and field has been in a chronic state for years. Buildingand repairing relationships are long term investments and will take time.

Albert Einstein once said, “The significant problems thatwe face cannot be solved at the same level of thinking wewere at when we created them.” At the very least coaches onboth sides must be willing to put aside personal agendas andhave an athlete-first mindset.

A paradigm shift is required for this to happen. In StevenCovey’s highly acclaimed book The 7 Habits of HighlyEffective People, he defines a paradigm shift as “originally ascientific term, more commonly used today to mean amodel, theory, perception, assumption or frame of refer-ence.” In the general sense, it’s the way we see the world, notin terms of our visual sense of sight, but in terms of perceiv-ing, understanding and interpreting. To be successful,coaches would be required to develop commonalities inthinking, working together, beginning with the end in mind.Outdated coaching techniques, coaching egos and inheritedcoaching styles would have to be placed on the shelf.


SEASON

Cross Country

(or Fall Training for non xc athletes)

Restoration/Recovery

Indoor Track and Field


Track and Field


Outdoor Track and Field


TIME TABLE

Mid August to Mid/Late October

Late October to Mid November

Mid November to Early February

Early February to Mid February

Mid February to Mid May 14

Mid May to Late May

Late May to Early August

Early August to Mid August

PROGRAM

High School Program

Club Program

High School Program

Club Program

TABLE 1.0 SEASONAL CYCLES FOR TRACK AND FIELD


T H E R O L E S O F C L U B A N D H I G H S C H O O L P R O G R A M S

Effective, reliable communication, the sharing of resources,coaching experience and a pursuit in higher education wouldbe the charge of the day.

If establishing continuity is viewed as a leadership issue, per-haps the following leadership formula adapted from CoachingMental Excellence (Vernacchia, McGuire & Cook, 1996) willprove to be helpful:

Leadership = Integrity x Communication x Understanding ofHuman Development, Behavior and Performance.

Covey (2003) indicates that in order to be successful whenworking on a common project, one person’s mission cannot beanother person’s insignificant matter. What is important to thehigh school coach including goals, desires and wants must beequally important to the club coach. To be effective it is imper-ative that coaches, parents and athletes would need to developa harmonious relationship.

AN EXAMPLE OF ACHIEVEMENT THROUGH CONTINUITY AND COOPERATION BETWEEN A HIGH SCHOOL AND CLUB PROGRAMFrom a coaching perspective the high school distance coachand the club sprint coach were polar opposites. It certainlymade sense, based on their backgrounds that they would haveseparate and distinctly different thought processes. Throughmuch communication during the high school track and fieldseason, several meetings occurred to develop a “meeting ofthe minds” resulting in agreeing to disagree but with a willingness to move forward. Through this process atremendous level of trust was developed. The coaches simply applied the principles of synergy (the whole beingstronger than the sum of its parts). The coaches valued eachothers opinions and worked diligently to do what was in thebest interest of the athletes. Much time and effort was spentdiscussing and applying training theory through varioustraining modalities. This was a perfect example of creativecooperation, resulting in highly structured practices, athletebuy-in, high expectations and ultimately success on thetrack. The high school distance coach recognized the benefits of the nervous system training that the sprintersperformed daily and the club sprint coach embraced theapproach of fitness and base development for the middleand distance athlete. Soon the athletes were performing theappropriate continuous warm-ups, complimented with anarsenal of drills and event-specific energy systems training!

That summer, based on a recommendation from thehigh school cross country coach, several members of thehigh school cross country team trained twice weekly withthe club athletes, with an emphasis on improving runningeconomy, endurance and confidence. In the fall, based on arecommendation from the club sprint coach, the club ath-letes that competed in the 400 meter dash and 300 meterhurdles trained with the high school cross country team ona “nine to twelve-twelve to twenty miles per week” programorchestrated by the high school cross country coach!

By applying the synergistic approach, there was a mutualbenefit for both the high school and the club programs. Thehigh school cross country team placed second in the statechampionships and the club athletes were Junior OlympicNational Finalists in the 300-meter hurdles. Upon comple-tion of the cross country season, both the long sprinters(400-meter and 300-meter hurdlers) and the cross countryathletes were given a well deserved restoration period with

both passive and active recoveries and then they began indoortraining. The transition was simple; these athletes retainedabout 40-50 percent of the base that was developed during thecross country season, while complimenting other trainingrequirements with speed development, primarily throughskills, drills and strength work. Competition during the winterseason was optional for most.

RECOMMENDATIONS AND GUIDELINES Remember, the way we view the problem, is the problem.

A paradigm shift will be required, embracing an athletes’ firstmindset. Coaches must dismiss the us-versus-them mindset.Build trust through communication, shared values and ademonstrated concern for the educational and athletic welfareof each member of your team and the family team. One of themost important ways to manifest integrity is to be loyal tothose who are not present. In doing so, we build the trust ofthose who are present. No backbiting from the coaches, alongwith a unified front and collaborative effort is essential. Toeliminate frustration, confusion or conflict, clarify expectationsfrom each party involved. In some cases a contract may berequired. Coaches and parents must learn to stay in their lanesto avoid such collisions. Set parameters and boundaries.

Plan the work and work the plan. Develop and implement

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an annual training plan that is inclusive of the four dimen-sions of renewal to enhance the educational experience forthe student athlete.

Physical – (training, nutrition)Mental Skills Training – (stress management, reading, visualizing,

planning, writing mental toughness training, positive self talk) Social/Emotional – (service, empathy, synergy, intrinsic security) Spiritual – (value, clarification, commitment, study and

meditation) Balance and flexibility are critical components of this plan.

Avoid overtraining, overreaching, burnout and potential injuryby selecting the appropriate competitions. Be sure each prac-tice is goal oriented. Schedule active and passive recoveries.Encourage athletes to journal everything. All parties involvedshould attempt to meet quarterly to gauge the progress of theathlete. Be an active listener. Ask questions for clarity. Mostimportantly be patient, success does not come over night. Itcomes over time.

REFERENCESBlanchard, K., Hersey, P., & Johnson, D. (2001) Management oforganizational behavior, leading human resources. UpperSaddle River, NJ: Prentice Hall

Bompa, T., & Carrera, M. (2005) Periodization training forsports. Champaign, IL: Human Kinetics

Coaching Education Executive Committee of USA Track andField (2003). Level II sprints/hurdles/relays. Gill Athletics

Covey, S. (2003) The seven habits of highly effective people,powerful lessons in personal change. New York: Free Press

Ebbets, R. (2008, Fall). Being Vern Gambetta. Track Coach. 185.

5907-5915 George, K. (2006) Coaching into greatness, 4 steps to success in

business and life. Hoboken, NJ: John Wiley & Sons, Inc.Gomez, B. (2008, December 19). Club vs. high school athletics:

it’s pay to play, a battle for control … and coveted college schol-arship dollars. The Gazette. S2

Gomez, B. (2008, December 21). Club vs. high school: Game ofDavid vs. Goliath. The Gazette. S4

Henschen, K. (2008, Fall). Psychological performance skills.Coaching Athletics Quarterly. (3), 20-21.

Loehr, J., & Schwartz, T. (2003) The power of full engagement,managing energy, not time, is the key to high performance andpersonal renewal. New York: The Free Press

Mack, G. (2001) Mind gym, an athlete’s guide to inner excel-lence. New York: McGraw-Hill

Vernacchia, R., McGuire, R. & Cook, D. (1996) Coaching men-tal excellence: “It does matter whether you win or lose...” PortolaValley, CA: Warde Publishers

Vernacchia, R., & Statler, T. (2005) The psychology of high-per-formance track and field. Mountain View, CA: Track and FieldNews Press

Young, A. (1994) A way out of no way, the spiritual memoirs ofAndrew Young. Nashville, TN: Thomas Nelson.

Charmas Lee is the founder of Building Better Bodies, a highperformance training program for athletes of all ages.Additionally he is the founder and coach of Speed Track & FieldClub in Colorado Springs. Lee is a USATF Level 3 Coach andholds USATF Level 2 Certificates in Sprints/Hurdles/Relays aswell as Endurance.

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Even with a proper periodization planthe best throws coaches still run the riskof over-training athletes. An over-trainedathlete is susceptible to developinginappropriate sport specific technique,non-optimal performances and the pos-sibility for illness or injury. Signs of over-training such as lack of or non-fulfillingsleep, loss of body mass due todecreased appetite, loss of body massdue to increased cortisol levels, decreasein muscular hypertrophy, decrease inmuscular strength, and constant fatigueare common. These symptoms areresults from non-optimal recovery timebetween high intensity training sessionsor an accumulation of increased trainingvolume. Monitoring and assessing thetrainability of your athletes will helpeliminate the chance of over-trainingand also allow you to make adjustmentsto you daily planning to best suit eachindividuals level of preparedness.

A commonly practiced yet somewhatexpensive way to measure your athletes’daily level of preparedness are withitems such as a Tendo ($1,200-$1,800) orMyoTest ($400-$600) unit. These unitscan be attached to your athlete, and aseries of exercises (vertical jump orOlympic-based movement) can be performed as an assessment tool. Thesetypes of equipment will generally calcu-late a quantifiable number, usually inmeters per second, as to the velocity ofthe movement. Depending on the levelof Central Nervous System (CNS) activa-tion a coach will be able to make a judg-ment call about the athlete current stateof trainability. Typically if an athlete canperform a movement with a velocitygreater than 1 meter/second he or she isconsidered to be trainable and in goodCNS functionality. The most advancedsystem for testing the athlete’s prepared-ness is via an Omega Wave ($32,000)unit. These units are able to calculatethe athlete’s heart rate variability, differ-ential ECG, neuromuscular efficiency,and power/work capacity capabilities,but with a costly price tag, most of thisequipment is out of the question.

The standing long jump (SLJ) or alsocommonly know as the broad jump is avaluable tool for all coaches. The SLJ hasbeen used since the early 1960s mostnotably in the form of a plyometric

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exercise. It has also been included in thetesting and evaluation of athlete’sstrength and power abilities. The SLJ,unlike the vertical jump is more complexin nature and requires a higher level ofCNS activation to attain a favorable per-formance. The inter- and intra-muscularcoordination needed to produce a posi-tive outcome far exceeds that of the ver-tical jump. This is primarily due to thecomplexity of the flight phase of the SLJcompared to the vertical jump. In testingthe vertical jump the athlete does notbenefit from holding any specific biome-chanical position during the flight phaseunlike in the SLJ. During the SLJ, if anathlete is able to maintain a high kneetuck position for an increased momentof time, he or she will be able to prolongtheir feet from making contact with theground thus increasing their overall dis-tance. For this reason alone, the SLJ isnot only a great indicator of improve-ments in power but also in strength.

The SLJ is an easy assessment of theathlete’s trainability on a daily basis.Following a dynamic warm-up andbefore training, an athlete will performone to three SLJ’s with the goal to repro-duce at least one jump at a distancegreater than or equal to 85 percent oftheir personal best (excluding an athletereturning form injury). The range of 1-3is given in order to allow the athlete torecall this complex motor task and towarm up the specific motor pattern. Ifthe athlete is able to attain the mark onthe first attempt, he or she does not haveto perform any additional jumps. If theathlete is unable to reach the minimalstandard, the training session will be terminated for that time period, andother activities can be performed. It isimportant to take note that this test isonly important when training for tech-nique (implement practice) or intensiveworkloads (85 percent or greater of previous best) of linear speed, plyomet-rics or strength training. If athletes failto meet this threshold, they have theoption to come back in 4-6 hours or toperform sub-maximal or tempo training(strength training at intensities less than85 percent, or tempo runs at intensitiesless than 75 percent).

You may be asking yourself, wheredose the 85 percent rule come from?Renowned Russian scientist andstrength coach Yuri Verkhoshansky hasstated that intensities ranging from 0-85percent are primarily due to the Size

Principle, changes in the preferentialrecruitment order from slow twitchoxidative muscle fibers to fast twitch gly-colytic muscle fibers. Once an intensityof 85 percent has been reached,improvements seen up to 100 percentare due to changes in the Rate Coding ofthe motor units, increased neuromuscu-lar firing of nerve impulses. Only at thispoint of 85 percent are recruitment patterns of specific motor unit firingsequences exact to that of maximum or competition form. If athletes train atintensities below the 85-percent thresh-old, inappropriate technique patternscould be learned, leading to unfavorableresults in competition. Dr. AnatolyBondarchuk has used this theory of 85percent intensity for more than 30 yearswith his hammer throwers and his concept of range throwing.

More important than the daily train-ability of your athletes, this routineassessment of your athletes’ trainabilityallows coaches to develop a specifictaper or peaking strategy for each athlete. Using the idea of the SLJ allowscoaches to develop a specific recoverytimeline or more importantly a peakingtimeline for each athlete. It is well-known that each athlete recovers differently from a specific training session; differences are largely due to neurological and biochemical differ-ences among athletes. In order to ensureoptimal training practices for each athlete, coaches need to take notice at recovery rates.

For example: On Monday both Jamesand Chris perform the same high-inten-sity workload including maximalstrength development, intensive linearspeed development, and implant rangethrowing, thoroughly crushing both ath-letes’ CNS and muscular systems. As theweek progresses and each athlete startshis specific recover timeline, we measureand take note of their SLJ distances. OnTuesday James is jumping at 75 percentof his previous best, and Chris is only at72 percent; one day later, on Wednesday,James is at 86 percent, and Chris is at 85percent. At this point both have reachedthe minimal threshold of correct motorpatter and neuromuscular sequencing,and technique-specific training canbegin. By Friday, James is jumping at 95percent of his best, and Chris is still at 89percent; finally Monday rolls backaround and James is back to 100 percent– yet Chris is still at 95 percent. At this

point we would note that it took Jamesseven days to fully recover from his lastintense workload, and it may take Chrisanother day or two to fully recover. Nowthat we know this we as coaches are ableto makes changes to the peaking strate-gy of each athlete. We know that Jameswill be able to work harder hen it’s closercloser to competition than Chrisbecause of his faster recovery abilities.

A secondary assessment tool used tomonitor the trainability of athletes is byrecording their resting heart rate beforeeach training session. Numerousresearch articles and texts have beenpresented, stating that an increase inresting heart rate maybe a symptom ofover training syndrome. Having an ele-vated heart rate in general is not a signof over-training, but experiencing atrend of increased heart rate over a peri-od of time could be indicative of over-training. By monitoring these changeson a daily basis a coach can develop abaseline and make adjustments to theprogramming of that individual. Thecombination of both assessment toolswill allow a coach to take notice to indi-vidual differences in training adaptation.For example: If an athlete is experienc-ing an elevated heart rate over a weeklyperiod and their standing long jump dis-tance is either decreasing or below theminimal threshold of 85 percent of max-imum, a coach would be able to assumethat the athlete is not functioning opti-mally and would be able to remove someor all training stimulus for the given dayor week to allow for recovery. If the heartrate is elevated but the standing longjump is fine, the coach should allowthem to perform CNS intensive trainingbut not metabolically challenging train-ing. Conversely if the standing longjump is below the acceptable thresholdand heart rate is normal, allow them toperform metabolically challenging train-ing but not CNS intensive training.

By incorporating these assessmentsinto daily practice you are able to notonly determine the trainability of your athletes on a daily basis but alsodecrease the possibility of over-trainingand increase the technical efficiency and productivity of your training, leading to greater individual successamong athletes.

Kevin Schultz is the Director ofStrength & Conditioning & AssistantTrack & Field Coach at Carnegie Mellon University


2 0 1 0 U S T F C C C A I N D O O R T R A C K & F I E L DN AT I O N A L AT H L E T E S & C O A C H E S O F T H E Y E A R

Francena McCororyHampton

Women’s Track AOY

Torrin LawrenceGeorgia

Men’s Track AOY

Blessing OkabareUTEP

Women’s Field AOY

Ashton EatonOregon

Men’s Field AOY

Vin LannanaOregon

Women’s Head COY

Mike HollowayFlorida

Men’s Head COY

Robert JohnsonOregon

Women’s Assistant COY

Dave DumbleArizona State

Men’s Assistant COY

Jessica Pixler Seattle Pacific

Women’s Track AOY

Josh ScottSt. Augustine’s

Men’s Track AOY

Heather MillerSt. Cloud State

Women’s Field AOY

Kurt RobertsAshland

Men’s Field AOY

Victor ThomasLincoln

Women’s COY

Damon MartinAdams StateMen’s COY

Marie BornerBethel

Women’s Track AOY

Delannie SpriggsSalisbury

Men’s Track AOY

Kristen BatesMessiah

Women’s Field AOY

Jake WinderNorth Central

Men’s Field AOY

Marcus NewsomWartburg

Women’s Head COY

Al CariusNorth Central

Men’s Head COY

Katie WagnerWisconsin-LaCrosse


Tim WinderNorth Central


DIVISION I

DIVISION II

DIVISION III


DIVISION I 2010 USTFCCCA INDOOR TRACK & FIELDREGIONAL ATHLETES & COACHES OF THE YEAR

Molly BeckwithIndiana

Women’s Track AOY

Thomas MurdaughOhio State

Men’s Track AOY

Kylie HutsonIndiana State

Women’s Field AOY

Derek DrouinIndiana

Men’s Field AOY

Karen DennisOhio State

Women’s Head COY

Robert GaryOhio State

Men’s Head COY

Nate DavisWisconsin

Women’s AssistantCOY

Ed BeatheaOhio State


Shavon GreavesPenn State

Women’s Track AOY

Ryan FosterPenn State

Men’s Track AOY

Chelsea CarrierWest Virginia

Women’s Field AOY

Joe KovacsPenn State

Men’s Field AOY

Beth Alford-SullivanPenn State

Women’s Head COY

Fred SamaraPrinceton

Men’s Head COY

Chris JohnsonPenn State


Al CantelloNavy


Lisa KollIowa State

Women’s Track AOY

Ronnie AshOklahoma

Men’s Track AOY

Jeneva McCalllSouthern Illinois

Women’s Field AOY

Nick AdcockMissouri

Men’s Field AOY

Gary PepinNebraska

Women’s Head COY

Martin SmithOklahoma

Men’s Head COY

John SmithSouthern Illinois


Paul ThorntonMinnesota


Blessing OkagbareUTEP

Women’s Track AOY &Women’s Field AOY

David McNeillNorthern ArizonaMen’s Track AOY

Bryce LambTexas Tech

Men’s Field AOY

Bob KitchensUTEP

Women’s Head COY

Eric HeinsNorthern ArizonaMen’s Head COY

Kebba TolbertUTEP


Rock LightTexas Tech


GREAT LAKES REGION

MID ATLANTIC REGION

MIDWEST REGION

MOUNTAIN REGION


Holly van DalenStony Brook

Women’s Track AOY

Jarret EatonSyracuse

Men’s Track AOY

Victoria FlowersConnecticut

Women’s Field AOY

Nate HunterNortheastern

Men’s Field AOY

Bill MorganConnecticut

Women’s Head COY

Roberto VivesAlbany

Men’s Head COY

Gavin O’NealColumbia


Matt JonesAlbany


Charlotte BrowningFlorida

Women’s Track AOY

Torrin LawrenceGeorgia

Men’s Track AOY

Kim WilliamsFlorida State

Women’s Field AOY

Christian TaylorFlorida

Men’s Field AOY

Mike HollowayFlorida

Women’s Head COY &Men’s Head COY

Todd MorganFlorida


Ken HardenFlorida State


Jessica BeardTexas A&M

Women’s Track AOY

Dorian UlreyArkansas

Men’s Track AOY

Tina SutejArkansas

Women’s Field AOY

Walter HenningLSU

Men’s Field AOY

Pat HenryTexas A&M

Women’s Head COY

Chris BucknamArkansas

Men’s Head COY

Vince AndersonTexas A&M


Derek YushLSU


Queen HarrisonVirginia Tech

Women’s Track AOY

Rondel SorrilloKentucky

Men’s Track AOY

April SinklerClemson

Women’s Field AOY

Alexander ZieglerVirginia Tech

Men’s Field AOY

Lawrence JohnsonClemson

Women’s Head COY

Tim LangfordCharleston SouthernMen’s Co-Head COY

Dennis CraddockNorth Carolina

Men’s Co-Head COY

Greg JackVirginia Tech


NORTHEAST REGION

SOUTH REGION

SOUTH CENTRAL REGION

SOUTHEAST REGION

Katie FollettWashington

Women’s Track AOY

Andrew WheatingOregon

Men’s Track AOY

Brianne TheisenOregon

Women’s Field AOY

Ashton EatonOregon

Men’s Field AOY

Vin LanannaOregon

Women’s Head COY

Edrick FlorealStanford

Men’s Head COY

Sheldon BlockbergerArizona


David DumbleArizona State


WEST REGION


DIVISION II 2010 USTFCCCA INDOOR TRACK & FIELDREGIONAL ATHLETES & COACHES OF THE YEAR

Barbara Pierre Saint Augustine’s

Women’s Track AOY

Neely Spence Shippensburg

Women’s Track AOY

Josh Scott Saint Augustine’sMen’s Track AOY

Jen Hansen Slippery Rock

Women’s Field AOY

Nafee Harris Indiana (Pa.)

Men’s Field AOY

Dave Osanitsch ShippensburgWomen’s COY

George Williams Saint Augustine’s

Men’s COY

Indira Spence Adams State

Women’s Track AOY

Aaron Braun Adams State

Men’s Track AOY

Heather Miller St. Cloud State

Women’s Field AOY

Zac Preble Bemidji State

Men’s Field AOY

Tracy Hellman Augustana (S.D.)

Women’s COY

Damon Martin Adams StateMen’s COY

Shannon Gagne New Haven

Women’s Track AOY

Glarius Rop American

InternationalMen’s Track AOY

Jacqui Barrett UMass Lowell

Women’s Field AOY

Corey Thomas Stonehill

Men’s Field AOY

Chris CovertSouthern Connecticut

StateWomen’s COY

Leo Mayo American

InternationalMen’s COY

Steph Tinney Ashland

Women’s AOY

Tony Filipek Saginaw Valley State

Men’s Track AOY

Kelly Ash Women’s Field AOY

Ashland

Kurt Roberts Ashland

Men’s Field AOY

Jerry Baltes Grand Valley State

Women’s COY

Jud Logan Ashland

Men’s COY

ATLANTIC REGION

CENTRAL REGION

EAST REGION

MIDWEST REGION


DIVISION II 2010 USTFCCCA INDOOR TRACK & FIELDREGIONAL ATHLETES & COACHES OF THE YEAR

Latrice Johnson Alabama HuntsvilleWomen’s Track AOY

Jamaree Gordon Kentucky StateMen’s Track AOY

Latycia Milton Claflin

Women’s Field AOY

LaQuan Priest Claflin

Men’s Field AOY

David Cain Alabama-Huntsville

Women’s COY

Von Smith Kentucky State

Men’s COY

Semoy Hackett Lincoln

Women’s Track AOY

Jeremy Jackson Pittsburg State

Men’s Track AOY

Lindsay Lettow Central Missouri

Women’s Field AOY

Drew Frizzell Central MissouriMen’s Field AOY

Victor Thomas Lincoln

Women’s COY

Russ Jewett Pittsburg State

Men’s COY

Tanya Zeferjahn Queens

Women’s Track AOY

Futsum Mebrahtu Queens

Men’s Track AOY

Natasha Gass Clayton State

Women’s Field AOY

Jonathan Arthur Lees-McRae

Men’s Field AOY

Scott Simmons Queens

Women’s COY

Ley Fletcher Lees-McRaeMen’s COY

Jessica Pixler Seattle Pacific

Women’s Track AOY

Anthony TomsichWestern Washington

Men’s Track AOY

Emily Warman Western WashingtonWomen’s Field AOY

Ryan Brown Western Washington

Men’s Field AOY

Karl Lerum Seattle PacificWomen’s COY

Mike JohnsonWestern Oregon

Men’s COY

SOUTH REGION

SOUTH CENTRAL REGION

SOUTHEAST REGION

WEST REGION

Photo NotAvailable

Photo NotAvailable


DIVISION III 2010 USTFCCCA INDOOR TRACK & FIELDREGIONAL ATHLETES & COACHES OF THE YEAR

Jianna Spadacinni College of New JerseyWomen’s Track AOY

Nick Guarino Fredonia State

Men’s Track AOY

Alyssa Pirinelli St Lawrence

Women’s Field AOY

Wenley Louis SUNY GeneseoMen’s Field AOY

Phil Jennings College of New JerseyWomen’s Head COY

Dave Prevosti SUNY Geneseo

Men’s Head COY

Mary Wallenbeck Ithaca College


Marie Borner Bethel University

Women’s Track AOY

Russell Harris Wartburg CollegeMen’s Track AOY

Kaelene Lundstrum Gustavus Adolphus Women’s Field AOY

Ethan Miller Central College Men’s Field AOY

Marcus Newsom Wartburg College

Women’s Head COY

Jim Timp Bethel UniversityMen’s Head COY

Lauren Reich DePauw

Women’s Track AOY

Jake Waterman Wabash CollegeMen’s Track AOY

Elizabeth Evans Rose-Hulman

Women’s Field AOY

John Kimmel Manchester College

Men’s Field AOY

Kori Stoffregen DePauw UniversityWomen’s Head COY

Clyde MorganWabash UniversityMen’s Head COY

Dave Sage Wartburg College


Guy Mosher Central College


Laura Paulsen Johns Hopkins

Women’s Track AOY

Delannie Spriggs Salisbury

Men’s Track AOY

Kristen Bates Messiah College

Women’s Field AOY

Brandon Fugett Salisbury

Men’s Field AOY

Dale Fogelsanger Messiah College

Women’s Head COY

Jim Jones Salisbury

Men’s Head COY

Ken Ciolek Marietta College


Matthew Cole Rose-Hulman


ATLANTIC REGION

CENTRAL REGION

GREAT LAKES REGION

MIDEAST REGION

Mike Woods SUNY Geneseo


Doug Mason Haverford


Tyler Hohman Salisbury


Photo NotAvailable


DIVISION III 2010 USTFCCCA INDOOR TRACK & FIELDREGIONAL ATHLETES & COACHES OF THE YEAR

Amanda LaRocca Illinois Wesleyan

Women’s Track AOY

Ben Zill Wisconsin OshkoshMen’s Track AOY

Claire Ray Unv of Chicago

Women’s Field AOY

Jake Winder North Central

Men’s Field AOY

Chris Schumacher Illinois Wesleyan

Women’s Head COY

Al Carius North Central

Men’s Head COY

Portia Jones MIT

Women’s Track AOY

Stephen Headley Springfield

Men’s Track AOY

Vantiel ElizabethDuncan

Bates CollegeWomen’s Field AOY

Stephen MortonMIT

Men’s Field AOY

Fletcher Brooks Williams College

Women’s Head COY

Halston Taylor MIT

Men’s Head COY

Joe Woodhead Bates College


Katherine BrightMIT


Katie Wagner Wisconsin La CrosseWomen’s Assistant

COY

Tim Winder North Central


Caitlin Masse Trinity

Women’s Track AOY

Alex GreenhouseEmory

Men’s Track AOY

Lauren Attiah Emory

Women’s Field

Todd Wildman Trinity

Men’s Field AOY

John Curtin Emory

Women’s Head COY

David Svoboda Trinity

Men’s Head COY

Kevin Semanick Emory


Brad ParrisMcMurry


Marci Klimek Linfield

Women’s Track AOY

Emmanuel Bofa Whitworth

Men’s Track AOY

Catherine Street Linfield

Women’s Field AOY

Josh Lovell Linfield

Men’s Field AOY

Garry Kilgore Linfield

Women’s Head COY

Toby Schwartz Whitworth

Men’s Head COY

Travis Olson Linfield

Women’s Assistant COY,Men’s Assistant COY

MIDWEST REGION

NEW ENGLAND REGION

SOUTH/SOUTHEAST REGION

WEST REGION


Through their ongoing support of the U.S. Track & Field and Cross Country

Coaches Associaton, the companies who participate in the Vendor Network

Program have shown their strong commitment to track & field and cross country

throughout the nation. The USTFCCCA strongly encourages each member to

purchase products and services from our Vendor Network companies.

VENDOR NETWORK

www.benyonsports.com www.mfathletic.com

www.mondousa.com www.vsathletics.com

www.ucsspirit.com www.ucsspirit.com

division i track & field · 2017-07-13 · national championships was stressed by the ncaa...

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