pte journal jan feb 2010

NSCA’s

Training

JournalPerformance

FeaturesWarm-Ups Under

the MicroscopeRichard Scrivener,

MSc, CSCS

In-Season Training for the High School Athlete

Allen Hedrick, MA, CSCS,*D, FNSCA

ConditioningFundamentals

Issue 9.1Jan / Feb 10

www.nsca-lift.org

NSCA’s Performance Train-ing Journal is a publication of the National Strength and Conditioning Association (NSCA). Articles can be ac-cessed online at www.nsca-lift.org/perform.

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nsca’s performance training journal • www.nsca-lift.org • volume 9 issue 1

about thisPUBLICATION

NSCA’s

Performance Training

Journal

Editorial Offi ce

1885 Bob Johnson DriveColorado Springs, Colorado 80906Phone: +1 719-632-6722

Editor Keith Cinea, MA, CSCS,*D,

NSCA-CPT,*Demail: [email protected]

Sponsorship Information Richard Irwinemail: [email protected]

Editorial Review Panel

Scott Cheatham DPT, OCS, ATC, CSCS, NSCA-CPT

Jay Dawes, MS, CSCS,*D,NSCA-CPT,*D, FNSCA

Greg Frounfelter, DPT, ATC, CSCS

Meredith Hale-Griffi n, MS, CSCS

Michael Hartman, PhD, CSCS

Mark S. Kovacs, MEd, CSCS

David Pollitt, CSCS,*D

Matthew Rhea, PhD, CSCS

David Sandler, MS, CSCS,*D

Brian K. Schilling, PhD, CSCS

Mark Stephenson, ATC, CSCS,*D

David J Szymanski, PhD, CSCS

Chad D. Touchberry, MS, CSCS

Randall Walton, CSCS

Joseph M. Warpeha, MA, CSCS,*D, NSCA-CPT,*D

2

tab

le o

fC

ON

TE

NT

S

3nsca’s performance training journal • www.nsca-lift.org • volume 9 issue 1

departments

8 Warm-Ups Under the MicroscopeRichard Scrivener, MSc, CSCSThis feature article explores the impor-

tance of warm ups prior to beginning a

workout session. The article also offers

advice on how to structure a warm-up

based upon a specifi c workout and offers

descriptions for exercises that may be

used to properly prepare muscles for high-

levels of physical exertion.

In-Season Training for the High School AthleteAllen Hedrick, MA, CSCS,*D, FNSCATake an in-depth look at in-season training

for high school athletes. This article dis-

cusses injury prevention, training guide-

lines, and provides a sample program for

the year-round high school athlete.

conditioning fundamentals

FitnessFrontlinesG. Gregory Haff, PhD, CSCS,*D, FNSCA

The effects of beta-alanine when coupled

with a high-intensity interval training plans

are discussed. Research that exam-

ines the effects and potential benefi t of

combining resistance training with sprint

training is presented as well as the effects

of altitude training on endurance and

performance.

In the GymThe Push-Up: The UltimateFoundational MovementKyle Brown, CSCS

Push-ups are a part of most athletes’

workout regimen. This article delves into

the basics of a push-up and offers sug-

gestions to improve the results an athlete

receives from performing the exercise.

Training TableAcai Berry: Indispensableor Superfl ous?Debra Wein, MS, RD, LDN, CSSD,

NSCA-CPT,*D

This article explores the effect Acai berry

has on athletic performance and debunks

the myths associated with the use of this

antioxidant supplement.

Ounce Of PreventionAchieveing Aerobic Fitness in Untrained IndividualsJason Brumitt, MSPT, SCS,

ATC/R, CSCS,*D

Aerobic exercise is defi ned and explained

in this article, which offers advice and

training goals to help individuals achieve

improvements in cardiovascular fi tness.

Mind GamesThe Less Obvious FactorSuzie Tuffey-Riewald, PhD, NSCA-CPTThis article dives into the aspect of mental

stress and its effect on athletic perfor-

mance. Mental characteristics are offered

to help enhance an athlete’s performance

and identify skills that better develop the

skills needed to succeed at a high level of

competition.

18

4

6

21

23

25

G. Gregory Haff, PhD, CSCS, FNSCA

about theAUTHOR

G. Gregory Haff is an

assistant professor

in the Division of

Exercise Physiology at

the Medical School at

West Virginia University

in Morgantown, WV.

He is a member of

the National Strength

and Conditioning

Association’s Board

of Directors. He

is a Fellow of the

National Strength

and Conditioning

Association. Dr.

Haff received the

National Strength

and Conditioning

Association’s Young

Investigator Award

in 2001.

fi tnessfrontlines

nsca’s performance training journal • www.nsca-lift.org • volume 9 issue 1 4

Including Beta-Alanine Supplementation with a High-Intensity Interval Training Plan Magnifies Training Adaptations.High-intensity interval training is a popular training in-

tervention which has been shown to increase maximal

aerobic power and improve high intensity exercise per-

formance. Additionally, this method of training has been

reported to also improve body composition, muscle buff -

ering capacity, and improve fat oxidation. Recently beta-

alanine supplementation has been shown to improve per-

formance, through a delaying of fatigue. Theoretically, the

combination of a beta-alanine supplementation regime

coupled with a high-intensity interval training plan may

result in signifi cantly greater physiological adaptations.

In order to test this possibility researchers from the Uni-

versity of Oklahoma examined the eff ects of beta-alanine

supplementation and high-intensity interval training

across 42 days. A total of thirty-six subjects were divided

into either a placebo or treatment group. The treatment

group consumed 1.5g of beta-alanine plus 15g of dex-

trose powder, while the placebo group consumed 16.5g

of dextrose powder four times per day for the fi rst 21 days.

After the fi rst 21 days, the subjects consumed the treat-

ment or placebo only two times per day. Both groups

participated in a high-intensity interval training program

three days per week which consisted of 5 – 6 bouts of

high-intensity cycling undertaken at a 2:1 work to rest ra-

tio. After the completion of the study, it was determined

that after three weeks of supplementation there were

signifi cant improvements in maximal aerobic power, time

to exhaustion, and total work accomplished in both the

treatment and placebo groups. After the second 3-week

period, only the beta-alanine group expressed signifi cant

improvements in aerobic power, time to exhaustion, and

lean body mass. These results appear to suggest that the

inclusion of beta-alanine with a high-intensity interval

training plan results in greater training adaptations.

Smith AE, Walter AA, Graef JL, Kendall KL, Moon JR,

Lockwood CM, Fukuda DH, Beck TW, Cramer TJ, and

Stout JR. Effects of beta-alanine supplementation and

high-intensity interval training on endurance performance

and body composition in men; a double-blind trial. Journal

of the International Society of Sports Nutrition 6:5. 2009.

Should Sprint Training Bouts be Isolated from Resistance Training Sessions in order to Maximize Resistance Training Induced Adaptations?When preparing athletes for competition, it is likely that

a combination of training methods will be employed,

especially with team sports such as football, basketball,

and soccer. The combination of training methods has

been defi ned as concurrent training. Concurrent training

methods such as combining endurance training and re-

sistance training in close proximity does not optimize the

training outcomes of either modality. Very little research

has examined the molecular responses to combinations

of resistance and sprint training. Since the combination of

sprint and resistance training is generally considered to be

an integral part of the training process, it can be argued

that it is important to understand the molecular responses

stimulated by this type of training. Recently, researchers

from Australia examined the eff ects of combining resis-

tance training and sprint training in order to determine

the compatibility of these types of training. Two training

interventions were employed. The fi rst consisted of a re-

sistance training bout consisting of eight sets of fi ve rep-

etitions at 80% of 1-repetition maximum (1-RM), followed

by 10 sets of 6-second sprint intervals performed at 0.75

N/m torque/kg on a cycle ergometer. The second training

intervention required the subjects to perform the sprint

intervals prior to the resistance training bout. Muscle bi-

opsies were taken at rest, 15 minutes after each bout of

exercise, and three hours after the completion of exercise

to determine the cell signaling and mRNA response. The

results of the study suggested that repeated sprint train-

ing results in acute interference of markers of adaptation

typically seen with resistance training. Specifi cally, sprint

training can stimulate acute suppression of the molecular

processes associated with the maintenance of synthesis

of muscle mass. Additionally, it was noted that these ef-

fects were magnifi ed by sprint training-induced markers

of infl ammation, regardless of the order of training bouts.

Regardless of the training intervention order, it appears

that the sprint training bout exerts the overriding exercise

induced adaptive response. Therefore, it was recommend-

ed that when designing the periodized training plan, it is

fi tness frontlines


important to separate bouts of sprint and resistance training in order to

maximize the training adaptations of both modalities.

Coff ey VG, Jemiolo B, Edge J, Garnham AP, Trappe SW, and Hawley JA. Ef-

fect of consecutive repeated sprint and resistance exercise bouts on acute

adaptive responses in human skeletal muscle. Am J Physiol Regul Integr

Comp Physiol 297:R1,441 – 1,451. 2009.

Does a Combination of Simulated Altitude Training and Actual Altitude Exposure Result in Improvements in Endurance Performance?The concept of living at high altitude and training at lower altitudes has

been recommended by many coaches and sports scientists. Few studies

have examined the eff ects of regular training, simulated altitude exposure,

and real altitude training on endurance performance. Recently, research-

ers from Australia examined the eff ects of an extended live-high, train-low

(LHTL) training method. The research simulated altitude exposures com-

bined with periodic training camps performed at moderate altitude on

middle-distance running performance. Seven elite distance runners were

recruited for this study in which they spent 44±7 nights for a total of 392

± 67hr at a simulated altitude of 2,846 ± 32m. This protocol required them

to spend fi ve nights a week, or nine hours a night, in a normobaric hypoxic

chamber with nitrogen enrichment and two nights per week at ambient

altitude (600m). During this time period, all training was performed at nor-

moxia (600m). Training consisted of 10 – 14 running sessions and 2 – 3 gym

sessions per week. Additionally, the runners participated in four 7 – 10 day

training camps at moderate altitude (1,700 – 2,200m). During these camps,

interval training sessions were performed three times per week at an alti-

tude of 1,000m. Races were monitored over three months, with specifi c

races completed 5 – 14 days after each training camp. There was a 1.9% in-

crease in performance after the combination of the altitude interventions

as compared to pre-testing values. Based upon these results, the research-

ers suggested middle-distance runners can use a combination of simulat-

ed and natural altitude exposure to stimulate performance enhancements.

Saunders PU, Telford RD, Pyne DD, Gore CJ, and Hahn AG. Improved

race performance in elite middle-distance runners after cumulative altitude

exposure. Int J Sports Physiol Perform 4:134 – 138. 2009.

Strength Training to Failure Does not Maximize Performance GainsWhen working with combined training methods the potential for inter-

ference between the training interventions can create a programming

problem for both the coach and athlete. It is likely that the residual fa-

tigue developed by one training intervention can result in a reduction in

the adaptive response to other training activities depending upon when

and how they are employed. Recently, researchers from Spain examined

the eff ects of a periodized combined resistance and endurance training

program on rowing performance. Specifi cally, 43 trained rowers partici-

pated in eight weeks of training in which 14 rowers were placed into a four

exercise training to failure (4ETF) intervention which includes the bench

press, seated cable row, lat pull down, and power clean. Fifteen rowers

were placed into a four exercise not training to failure (4ENTF) program

which also includes the bench press, seated cable row, lat pull down, and

power clean. Six rowers performed a two exercise not to failure (2ENTF)

program with the bench press and seated cable row. Eight rowers were

placed in a control group that did no resistance training. All subjects per-

formed the endurance training program. Prior to and after eight weeks of

training, each subject was assessed for maximal strength, maximal power

output during a prone bench press pull, average power output during a

20-minute all-out rowing test, and 10 maximal stroke power output. The

group that performed 4ENTF experienced the greatest gains in mus-

cular strength (+4.6%), power output (+6.4%) in the bench press when

compared to the 4ETF (strength = +2.1%, power = -1.2%) and the 2ENTF

(strength = +0.06%; power = -0.06%). Both the 2ENTF and 4ENTF groups

resulted in signifi cant increases in the 10 stroke maximal power output

(+3.6% and +5%) and 20-minute all-out row test power output (+7.6% and

+9%) when compared to the 4ETF training intervention. Based upon these

results, it is recommended that performing resistance training to failure

when combined with other training modalities will result in a reduction in

performance gains. Therefore, when designing a periodized training plan,

sets to failure should be avoided in favor of performing resistance training

not to failure.

Izquierdo-Gabarren M, Gonzalez De Txabarri Exposito R, Garcia-Pallares J,

Sanchez-Medina L, Saez De Villarreal E S, and Izquierdo M. Concurrent en-

durance and strength training not to failure optimizes performance gains.

Medicine & Science in Sports & Exercise (Published Ahead of Print).

Kyle Brown, CSCS

about theAUTHOR

in the gym


Kyle Brown is a health

and fi tness expert

whose portfolio

includes everything

from leading

workshops for Fortune

500 companies and

publishing nutrition

articles in top-ranked

fi tness journals, to

training celebrity

clientele—from pro

athletes to CEOs

to multiplatinum

recording artists. Kyle’s

unique approach to

health and fi tness

emphasizes nutrition

and supplementation

as the foundation for

optimal wellness. After

playing water polo

for Indiana University,

as well as in London,

Kyle became involved

in bodybuilding and

fi tness for sport-

specifi c training. Kyle

is the creator and Chief

Operating Offi cer for

FIT 365—Complete

Nutritional Shake

(www.fi t365.com).

Probably the most universal fi tness movement, regardless

of one’s sport, goals, or gender, is the push-up. The term

push-up has actually been used since 1905 (1). Push-ups

have been used for building muscle, all-around fi tness,

upper-body fi tness testing, as a measure of strength, and

as a means of punishment. Most people think that a push-

up is solely a chest movement. Yet, while the chest is al-

ways the primary mover, a push-up can be modifi ed in a

variety of ways to achieve total body fi tness.

The defi nition of the term push-up is “an exercise in which

a person, keeping a prone position with the hands palms

down under the shoulders, the balls of the feet on the

ground, and the back straight, pushes the body up and

lets it down by an alternate straightening and bending

of the arms (1). Yet that is only the foundation of a push-

up. A push-up is the most versatile movement in the gym

and can be modifi ed by changing the pace, hand position,

lower body involvement, and more.

The major caveat when performing a push-up of any kind

is to ensure you are not endangering your lower back or

your shoulders. Ensure you maintain a solid core when

performing any type of push-up as well as monitor your

range of motion at your shoulder joint as to not put too

much force on or impinge your shoulder. A good rule of

thumb is to not go any deeper than 90 degrees at your

elbow. This means if you have shorter arms your chest will

end up closer to the fl oor and vice versa.

Below is a sample conditioning push-up workout that is

far from the traditional push-up.

References

1. Random House Unabridged Dictionary, Random House

(2006). “Push-up”. Dictionary.com. Retrieved July 6, 2007.

The Push-Up: The Ultimate Foundational Movement

Table 1.

Movement Weight Sets Reps Notes

Push-Up Into T

Into Push-Up

Into Tuck

Bodyweight

(You can

scale up

the intensity

by using

dumbbells.)

2 20 push-ups,

5 Ts each

side, tucks

each side

1. Lower your body into a push-up. 2. As you press

up from the floor, lean your bodyweight onto your

left hand and bring your right hand up from floor into

T-Position. Your body should be lined from hand to

shoulder to the ground. 3. Return back to push-up

position and repeat on the right side. 4. Complete

another push-up and tuck your left knee ino your chest

and back into push-up position. 5. Repeat with your

right knee then continue into the next repetition.

Bosu Push-Up

into Burpee

into Bosu

Shoulder Press

Bosu Ball 2 15 1. Complete a push-up while holding a Bosu Ball (ball

side down). 2. Jump your feet forward and press the

Bosu Ball overhead. 3. Drop the Bosu down to the

floor (ball side down) and jump your feet backwards

into push-up position.

in the gym


The Push-Up: The Ultimate Foundational Movement

Table 1. (continued)

Movement Weight Sets Reps Notes

Resistance

Ball Push-Up

Into Pike

Bodyweight 2 15 1. Line up in push-up position but with your top of the ball between your ankles and

thighs. (The further down your legs are on the ball the mor difficult the movement).

2. Drop down into the push-up and as you press up, flex your hips as you lift into

an inverted angle. 3. Extend your hips as you drop back down into the next push-up

repetition.

Speed

Spiderman

Push-Ups

Bodyweight 2 Maximum in

30 seconds

1. Line up in the push-up position. 2. As you lower your body, bring your right knee up

outside your body up to your right elbow. 3. Repeat with your left knee.

http://www.informed-choice.org

feature

about theAUTHOR



Richard Scrivener

currently resides in

London, UK, where

he works as a Health,

Fitness and Nutrition

Lecturer for Premier

Training International.

Richard has

previously worked as

a Premiership Rugby

Union Strength and

Conditioning Coach

and holds the NSCA’s

CSCS credential. He

previously studied

at Brunel University

gaining an MSc in

High Performance

Physiology and Human

Performance.

Richard Scrivener, MSc, CSCS

Warm-Ups Underthe Microscope

The humble warm-up is an essential component of any

exercise regime, whether it is a 20-minute light workout

or a more intense session lasting three hours. However, do

we really know how to optimally prepare our bodies for

exercise? This article attempts to answer that very ques-

tion. By investing some time in preparing the body and

mind for what is to come, you’ll gain the tools to maximize

your performance and of course your training outcomes.

During my time as a health and fi tness professional, work-

ing with a variety of individuals from elite-level world

cup winning athletes to sedentary out-of-shape folk, the

workouts each and every one of them have completed all

began with the same approach—the warm-up. Of course,

they would not all be expected to prepare for physical

activity in the same way so I follow the rule of SAID (Spe-

cifi c Adaptations to Imposed Demands). In a nutshell, this

means I have tailored all of my client’s warm-ups to be

specifi c to a) their level of conditioning and fi tness, and

b) the main workout they will complete. So in this respect,

you want to plan the warm-up after planning your main

session because how can you prepare, if you don’t know

what you’re preparing for?

An important fi rst question to address is of course the

purpose of the warm-up. This can be answered from two

perspectives: physiologically (changes inside the body)

and psychologically (thought processes). As we explore

how to build the optimal warm-up below, we’ll see how

the physiological and psychological preparation unfolds.

Some thought should precede the main body of your

workout (which energy systems to challenge, what ex-

ercises to include, how many sets and reps to use etc.),

the warm-up too, should be structured and considered. It

needn’t take up too much of your total workout time (see

Table 1), and of course each warm-up will vary in its con-

tent and exact timings depending on the main session to

follow. By following the proposed warm-up structure be-

low, you will optimally prepare your body and mind and

allow for a great workout to be achieved.

Warm-up stage 1: MobilizationDuration 1 –5 minutesImagine you’ve been at work all day and have just left,

hopped into your car and driven to the gym or park. You

plan to do some weight training and running. Upon ar-

riving at the gym, how do you feel? I would expect the

answer would be stiff , sluggish and a little tight. My next

question is do you feel it appropriate to jump straight

onto the treadmill or rowing machine to begin warming

up? I would argue no. Jogging immediately, for example,

would require you to “open up” at various joints across

the body causing muscles to stretch and contract. Joints

would begin to absorb forces as you land and impact

upon the running machine or ground, somewhere in the

region of 2 – 3 times the runner’s body weight (7). This

is quite a lot of stress for the body to contend with. My

solution to this would be to have my clients and athletes

“warm up for the warm-up.” By this I mean, mobilization,

which is the measure of combating that previously noted

joint stiff ness and muscle tightness. Mobilization exercis-

es would consist of gently and progressively moving each

major joint in the body through their available range of

movement, as shown in Table 2.

Completing each of these for a mere 5 – 10 seconds per

movement will serve to gently increase the temperature

of all the soft tissues in the body such as muscles, ten-

dons, ligaments and fascia (9). Furthermore, you begin

to improve your proprioception, a term used to describe

joint position and awareness (2). If you are going to be

lifting weights, competing in a particular sport or simply

taking a gentle jog, knowing how to control your body

movements and being able to react to any disturbances

to balance is critical for optimal performance and reduc-

ing the risk of injury (7).


Warm-Ups Under the Microscope

Warm-Up Stage 2:Pulse-RaiseDuration 3 – 10 minutesYou are now ready to move on to what most

people would probably consider a traditional

warm-up. This involves attempting to switch on

your body’s physiological and energy producing

systems, and it makes sense to do this before

you begin your main session rather than at the

beginning. To achieve intensity conducive to an

appropriate pulse raise, you could monitor your

heart rate, however an additional tool named the

RPE scale (Rating of Perceived Exertion) serves as

a useful guide and correlates to aerobic exercise

intensity (3) (see Table 3). A value of 12 –13 on

the RPE scale is deemed an appropriate intensity

to aim for. What might help to guide your eff orts

here is to speak to the person next to you. If you

can just about hold a conversation then you’re

probably working at the correct level of exertion

for your pulse-raise.

A slight caveat with this part of your warm-up

relates to the earlier discussion of specifi city. If

your main workout is going to be a high inten-

sity/anaerobic-based session, you should fi nish

the pulse-raise at an intensity that just about

matches the intended intensity of your main

session. For example, it would not make sense

to take a gentle stroll and then move onto re-

peated sprint exercises; the body would not be

adequately prepared for this. Table 4 provides

some suggestions on suitable pulse raise modal-

ities, and if you follow Figure 1 when conducting

this part of your warm-up, you won’t go wrong.

It outlines how you should develop and progress

your exertion levels.

In addition to the aforementioned physiological

benefi ts, the pulse-raise also serves to increase

body temperature and thus the elasticity of the

soft tissues. This is important for one obvious

reason; the prevention of injury. If a muscle and

tendon can elongate when subjected to loading,

it won’t snap, plus it will store and release energy

back to the exerciser making the workout more

energy effi cient (4). Increased body temperature

serves other functions too; it increases the diam-

eter of the blood vessels (vasodilation) carrying

oxygen rich blood and also speeds the rate at

which the brain instructs muscles to work (ner-

vous impulses). This allows your movements to

be more precise, particularly important if you

have a very dynamic main session planned (6).

During the pulse-raise you should also have time

to tune your thoughts in to the main session,

so you can begin to mentally rehearse some of

the anticipated movements, or consider how it

would feel to achieve any goals you have set for

yourself in this workout.

Warm-Up Stage 3: Dynamic Stretch and Movement-Based FlexibilityDuration 2 – 10 minutesThe purpose of this stage of your warm-up is

to actively stretch your muscles and take them

to the lengths they will experience in the main

session. The emphasis here is on “active” or “dy-

namic” stretching where you are continuously

moving. Commonly you see many individuals

holding various stretch poses for several sec-

onds, known as “static” stretching. Current think-

ing now suggests this may not be as appropriate

in preparing for exercise as once thought, and

although many health and fi tness authorities

still promote static stretching as part of a warm-

up, you may actually be harming your potential

for optimal performance in the main session to

come (1). Some evidence suggests that static

stretching prior to athletic performance does

not reduce the risk of injury either, and may ac-

tually reduce power output and therefore per-

formance (10, 13). Also, consider the quadriceps

thigh stretch shown below in Figure 2. Holding

numerous stretches like this for several seconds

each will not only use up much of your valuable

workout time, but as you are remaining station-

ary for a prolonged period, all of those desirable

physiological changes such as increased body

temperature will begin to subside. However, that

is not to say static stretching does not have a

place in our warm-ups, as they can be very useful

within a correctional exercise session to reduce

the tension in hypertonic or overactive muscles

that might otherwise impair performance.

Rhythmical or active movements that take all of

the major joints through a full range of move-

ment are initiated by the nervous system. This

approach will actually assist with the “rehearsal

eff ect” of the various movements to come; in-

deed, some experts suggest activating the ner-

vous system is the most important part of the

warm-up (5). For example, the combination

stretch shown below called a “squat and swing”

will prepare you for all squat-type movements

and all exercises where the arms are in an over-

head position. To take this concept slightly fur-

ther, we are eff ectively “downloading” the cor-

rect movements to be used. Just like a computer,

we have several patterns of movement that we

store and use as required, known as “generalized

motor programs,” (11). Again, just like a com-

puter, when you fi rst open a program, it takes a

few seconds to download your document. After

you have done this once and the main program

is open, subsequent documents can be opened

more quickly. The same applies with our move-

ments. Having downloaded the primary move-

ment patterns available to us we can more ef-

fectively utilize these once the main session is

under way. Therefore, try including the dynamic

stretch moves from Table 5 in your next training

session to download all of the movement pat-

terns you require. Complete 5 – 10 repetitions

of each.

Having the confi dence that your body has now

experienced all the movements it will encounter

should instil the belief that you can push your-

self to perform at the planned intensities with-

out holding back or risking injury.

Warm-Up Stage 4: Movement PracticeDuration 2 – 10 minutes

The fi nal phase of your warm-up should con-

sist of the same movements to be performed in

your workout, but completed at a slightly lower

intensity and velocity. This strategy not only en-



sures you have fully downloaded the necessary

motor-programs as discussed, but also allows

your nervous system to coordinate all of the

muscles that will work in a given exercise (syn-

chronisation). Smooth and coordinated move-

ments rely upon the correct muscles working at

the correct times, in the correct sequence and

with the correct amount of force and velocity.

If it has not become clear already, our bodies

move in many directions or “planes of move-

ment.” Therefore, we need to be prepared for

this. For example, if you plan to perform the ex-

ercises shown in Table 6, within your workout,

you should actually warm up by completing 5 –

10 repetitions of each movement as shown. This

will confer a further psychological advantage in

focusing your attention on the exercise to come

and allowing rehearsal of the desired technique

(12). These could be performed in a circuit at the

beginning of the main session or before each

particular exercise. When it comes to adding any

additional weights or performing these exer-

cises at speed, you will have improved levels of

muscular control, balance and force production.

With this is mind, you’ll be assured that you have

given yourself every opportunity to perform at

your best, whether you are a competitive athlete

or a new gym member.

So there you have it, your guide to the optimal

warm-up. Use this step-by-step plan in prepara-

tion for all of your workouts. Adjust it as you feel

suitable. For example, if you are short on time,

decrease the number of repetitions you per-

form in your mobility and dynamic stretching or

drop one or two of the preparatory movements.

Once you get confi dent with this structure, be

inventive and come up with your own mobility

exercises and dynamic stretches. By having an

appreciation that if the body can move there, it

can be trained there too, optimizing your prepa-

ration to match the specifi city of these move-

ments should be encouraged. Sometimes the

moves presented may raise a few eyebrows, but

be confi dent in the fact that what you are doing

has all the physiological and psychological ben-

efi ts discussed.

References1. American College of Sports Medicine. ACSM’s

guidelines for exercise testing and prescription.

(6th ed.). Philadelphia, Lippincott Williams &

Wilkins. 2000.

2. Baechle TR, and Earle RW. Essentials of

strength training and conditioning (2nd ed.).

Champaign, Il: Human Kinetics. 2000.

3. Chen M, Fan X, and Moe S. Criterion-related

validity of the Borg ratings of perceived exertion

scale in healthy individuals: a meta-analysis.

Journal of Sport Sciences. 20(11):873 – 899.

2002.

4. Fletcher I, and Jones B. The effect of different

warm-up stretch protocols on 20 meter sprint

performance in trained rugby union players.

Journal of Strength and Conditioning Research.

18(4):885 – 888. 2004.

5. Gambetta V. Athletic development-the art

and science of functional sports conditioning.


6. Hedrick A. Physiological responses to warm-

up. Strength and Conditioning Journal. 14(5):25

– 27.

7. Myer G, Ford K, and Hewett T. Rationale and

clinical techniques for anterior cruciate ligament

injury prevention among female athletes. Journal

of Athletic Training. 39(4):352 – 364. 2004.

8. Nilsson J, and Thorstensson A. Ground

reaction forces at different speeds of human

walking and running. Acta Physiologica

Scandinavica. 136(2):217 – 27. 1989.

9. Safran M, Garrett W, Seaber A, Glisson R,

Ribbeck B. The role of warm-up in muscular

injury prevention. The American Journal of Sports

Medicine. 16(2):123 – 129. 1988.

10. Samuel M, Holcomb W, Guadagnoli M,

Rubley M, and Wallmann H. Acute effects of

static and ballistic stretching on measures of

strength and power. The Journal of Strength

and Conditioning Research. 22(5):1,422 – 1,428.

2008.

11. Schmidt R, and Lee, D. Motor Control and

Learning: a Behavioral Emphasis. (4th ed.).


12. Sweet S, and Hagerman P. Warm-up or no

warm-up. Strength and Conditioning Journal.

23(6):36. 2001.

13. Thacker S, Gilchrist J, Stroup D, and Kimsey

JR C. The impact of stretching on sports injury

risk: A systematic review of the literature.

Medicine in Science and Sports and Exercise.

36(3):371 – 378. 2004.



Table 1. Structuring your workout. The center column suggests an appropriate length of time to dedicate to each component

based upon a regular 1-hour session. The far right column makes a suggestion for the amount of time that could be spent on each

component which would account for a very short session of 20 minutes up to a longer session of 3 hours.

Workout Component Time Dedicated Potential Time Dedicated

Warm-Up 10 min. 4 – 30 min.

Main Session 40 min. 12 – 120 min.

Cool Down 10 min. 4 –30 min.

Table 2. Mobilization Exercises (Top Down Approach)

Mobility Exercise Demo

• Neck:

a. lateral flexion

b. rotation, left and right

See figures 1 a and 1 b

• Shoulder rolls:

Forwards

Backwards

Move shoulders in a circular shrug motion with arms relaxed by sides

• Arm Curls: Swing arms lightly by sides making an exaggerated bicep curl-like movement

• Wrist Circles:

Forwards

Backwards

With arms held out in front, make circular movments

• Alternating Arm Swings See figure 2

• Chest Hugs Stand tall and wrap arms around body with a hugging motion. Reverse and lightly swing

arms out and away from the body

• Arm Circles

Forwards

Backwards

Keeping the arms straight, make circular movements coming close to the side of the head

• Spine Rotations / Tai Chi Slaps See figure 3

• Groin Circles:

In – Out

Out – In

Stand tall and lift knee towards chest whilst moving the leg away or towards the body in a

circular movement

• Knee Raises

a. up and down

b. cross body

See figures 4a and 4b

• Heel Kicks Lift the heel of one leg towards the buttock on the same side, alternating legs

• Ankle Drives Position one foot forward slightly of the other keeping the involved side on the ground.

Gently flex the knee whilst pushing it foward on the toes. Move the knee back to the start

position and repeat continuously



Table 3. 15-point RPE Scale

Associated Value Approximate Effort Given Associated Likely Feelings

6 20% Complete Rest

7 30% Very, very light

8 40%

9 50% Very light, easy to sustain

10 55%

11 60% Fairly light, reasonably comfortable,

breathing slightly deeper and quicker

12 65%

13 70% Somewhat hard, steady pace, sweating,

difficult to talk continuously

14 75%

15 80% Hard, rapid breathing, very warm, profuse

sweating

16 85%

17 90% Very hard, pounding heart rate, deep fast

breathing

18 95%

19 100% Very, very, hard, struggling to keep going,

every muscle is screaming

20 Exhaustion

Table 4. Appropriate Pulse-Raise Modalities

Gym Equipment Pulse-Raise Options Bodyweight Only Pulse-Raise Options

Treadmill In-place jogging

Stationary Cycle Shadow-boxing

X-Trainer / Elliptical Trainer Skipping

Stepper In-place medley: star jumps – spotty dogs – squat thrusts – high

knees jogging – stair climbers

Rower



Table 5. Suggested dynamic stretches appropriate to any training session and muscles involved

Dynamic Stretch

Muscles Targeted

Demo

• Open arms (varied angles)

Pectorals / anterior deltoids / biceps

Stand tall and swing the arms open away from the body, changing the angle of the

direction of movement randomly

• Alternating arm swings + reach

Latissimus dorsi / triceps

See figure 6

• Long arm rotations + pivot

All spinal / core muscles

Stretch arms out horizontally and begin to rotate the torso side-to-side builidng up

momentum. Be sure to pivot on both feet in the direction of the swinging arms

• Posterior step and reach

Hip flexors / abdominals

See figure 7

• Squat and swing

Quadriceps / hamstrings / glutes /

latissimus dorsi

Perform a body weight squat movement whilst swinging the arms backwards. As you

stand tall, allow the arms to swing upwards, in front of you, and to the side of the head.

• Lose leg swings

Quadriceps / hip flexors / hamstrings

Stand tall and lift one foot off the ground. Keeping the leg relatively straight, swing the leg

forwards in front of the body and backwards behind the body keeping the pelvis steady

• Lateral lunge and rotate

Adductors / core muscles

See figure 8

• Step and reach

Hamstrings / glutes / back muscles

Take a step forward off the lead leg, keeping it relatively straight, treach down with both

arms towards the lead foot. Maintain a neutral/flat back position with the eyes looking

downwards, then step back and stand tall

• Split feet woodchop

Core muscles / latissimus dorsi / triceps

See figure 9

Table 6. Suggested preparation movements with sample main workout exercises in mind

Main Workout Exercises Warm-Up Movement Preparation

• Kettlebell front squat – 3 x 15 reps See figures 10a and 10b

• Shoulder press and rotate – 3 x 12 / 12 reps See figures 11a and 11b

• Split-stance single-arm row – 3 x 12 / 12 reps See figures 12a and 12b

• Transverse plane lunge – 3 x 12 / 12 See figures 13a and 13b

• Cable push with rotate – 2 x 12 / 12 See figures 14a and 14b



Figure 1a. Lateral Flexion Figure 1b. Rotation left and right Figure 2. Alternating arm swings

Figure 3. Spine rotations / Tai Chi slaps Figure 4a. Knee Raises: Up and Down Figure 4b. Knee Raises: Cross Body



Figure 5. The static standing quadricep stretch Figure 6. Alternating arm swings and reach Figure 7. Posterior step and reach

Figure 8. Lateral lunge and rotate Figure 9. Split feet woodchop Figure 10a. Kettlebell front squat prep


Warm-Ups Under the Micrscope

Figure 10b. Kettlebell front squat exercise Figure 11a. Shoulder press and rotate prep Figure 11b. Shoulder press and rotate exercise

Figure 12a. Split-stance single-arm row prep Figure 12b. Split-stance single-arm row exercise Figure 13a. Transverse plane lunge prep



Figure 13b. Transverse plane lunge exercise Figure 14a. Cable push with rotate prep Figure 14b. Cable push with rotate exercise

feature

about theAUTHOR



Allen Hedrick was

named the fi rst ever

Head Strength and

Conditioning Coach

at Colorado State

University – Pueblo

in September, 2009.

Hedrick is a graduate

of California State

University – Chico (BA)

and California State

University – Fresno

(MA). Hedrick worked

as a strength and

conditioning coach

at the United States

Olympic Training

Center in Colorado

Springs, CO for three

years then became the

Assistant Strength and

Conditioning Coach

at the United States

Air Force Academy

before being named

the Head Strength and

Conditioning Coach,

a position he held for

nine years. Hedrick

then moved to the

National Strength

and Conditioning

Association as the

Head Strength and

Conditioning Coach

and eventually

transitioned into the

Education Coordinator

position. Hedrick held

that position until

moving into his current

position at CSU –

Pueblo.

Allen Hedrick, MA, CSCS,*D, FNSCA


In-season training is important for most, if not all, athletes

at all levels. However, this is especially true for high school

athletes because most high school athletes participate in

multiple sports. As a result, many high school athletes are

considered in in-season for a majority of the school year.

In this situation, if in-season training is not performed,

the only time left for strength training is the off -season or

when school is out.

High School AthletesCan Significantly Increase Strength LevelsThere is a signifi cant amount of evidence to indicate

that high school-aged athletes can signifi cantly increase

strength levels, beyond what would occur naturally as a

result of growth and maturation, as long as training is of

suffi cient intensity, volume, and duration (1). Indeed, it is

common to see strength gains of approximately 30% in

youth training programs that last 8 – 20 weeks in duration

(1). This is important for two reasons. The fi rst reason is

that multiple studies have shown that resistance training

can have a positive eff ect on athletic performance (1, 4).

This positive eff ect on performance is mainly the result of

increases in lean body mass, decreased fat content, im-

proved maximal force and power production. The second

benefi t of resistance training for athletes is injury preven-

tion. Because of this, in recent years, strength training has

become a part of most high school’s athletic programs (4).

Safety of Resistance Training Among AdolescentsCurrent research from resistance training studies shows

a low risk of injury in adolescents who follow appropri-

ate training guidelines. Most published reports have not

reported any serious injuries as a result of resistance train-

ing (1). Of course, resistance training carries some risk of

injury, however, this risk is no greater than many other

sports and recreational activities in which adolescents

participate (1).

It is important to note that there is an increased risk of

injury to adolescents who use exercise equipment at

home. Adolescents are more likely to be injured using

home exercise equipment than older age groups because

of unsafe behavior, equipment malfunction, and lack of

supervision (1).

Increased Injury Ratein Youth SportsThe decrease in injuries among athletes who participate

in strength training programs is important because the

number of youth injured while participating in sports has

increased (3). At least a part of this increased injury rate

can be attributed to the fact that many youth are ill pre-

pared or improperly trained to handle the rigors of sports

participation (1). Gamble is in agreement, suggesting that

young people are often not physically prepared for the

demands of youth sports because of sedentary lifestyles

(3). Approximately one-third of young athletes who par-

ticipate in organized sports in the United States sustain

injuries that require medical attention (3). This is unfortu-

nate because sports-related injuries are one reason youth

athletes elect to stop participating in sports.

Detraining DefinedUnfortunately, the physiological adaptations that occur

as a result of training are reversible as a result of detrain-

ing. Detraining can be defi ned as the loss of physiologi-

cal adaptations and athletic performance when training

is reduced or stopped completely (2, 5). Knowledge of

detraining is important because it gives understanding

as to what can be expected when training is reduced or

stopped. Further, as noted by Fleck, an understanding of

the detraining process assists the strength and condition-

ing specialists in designing in-season programs that will

slow or stop the loss of endurance and strength gained in

the off -season and preseason conditioning programs (2).



The eff ects of detraining on endurance and

strength occur quite rapidly. For example, en-

durance athletes show a decrease in sub maxi-

mal run time to exhaustion by as much as 25%

after only 15 days of inactivity. Within eight

weeks of inactivity, VO2 max returned to the un-

trained state (2). While decreases in strength, as

a result of detraining, have been less studied it is

recognized that strength will also decrease once

training is stopped, and this is an important

consideration when designing and in-season

training program (1, 2). Studies have shown that

decreases in strength will be demonstrated as

quickly as two weeks following detraining, and

that the higher the training status of the athlete,

the quicker the decreases in strength will be

demonstrated (2).

In-Season Training GuidelinesTo this point, it has been established that high

school-aged athletes can increase strength lev-

els, and that these increases in strength can have

a positive eff ect on performance while reducing

the opportunity for injury. Further, high school-

aged athletes can safely participate in resistance

training programs, especially if such training oc-

curs in a professional or educational setting with

qualifi ed supervision. As a result, it can be rec-

ommended that high school athletes participate

in in-season resistance training, though as noted

by Schneider, there is little information to date

on the detraining process during an ongoing

competitive sport season, especially for multi-

component sports such as football (5, 6).

In terms of resistance training frequency, the

recommendation is 2 – 3 times per week on

nonconsecutive days for adolescents (1). Evi-

dence suggests a frequency of one day per

week of resistance training is less than optimal

for improving muscular strength in youth. How-

ever, training once per week may be eff ective in

maintaining strength, at least for a short period

of time. The general recommendation is a train-

ing frequency of 2 – 3 times per week on non-

consecutive days because this arrangement will

allow for adequate recovery between training

sessions (1).

Also important, in addition to training frequency,

is the volume and intensity of training. Volume

refers to the total amount of work performed,

while intensity refers to the amount of resistance

used in an exercise. A common training strategy

in sports is the reduction in training volume and

a concomitant increase in training intensity prior

to the competitive phase (7). While both factors

are important, intensity of training is one of the

most important components in a resistance

training program. However, it is critical that ex-

ercise technique be emphasized over training in-

tensity so the athlete fi rst learns how to perform

the exercise correctly (1).

Evidence was gathered for the eff ectiveness of

maintaining strength in-season when training

twice per week when a study was done using col-

lege football players who were training twice per

week for 14 weeks—they showed no decrements

in 1-RM strength. Thus, it appears that train-

ing twice per week is eff ective at maintaining

strength in conditioned athletes. To accomplish

this, the intensity of strength training must be

maintained when the frequency is reduced (2).

Example Training ProgramMuriasits and Langley suggest implementing an

in-season training program consisting of train-

ing twice per week, with each session being

about 45 minutes in duration (4). The primary

goals of the in-season training program are to

maintain maximal strength and to continue to

convert maximal strength to power and high

speed force production (4). The authors recom-

mend using a nonlinear periodization model, al-

ternating high and low resistance training days

because this approach is ideal for maintaining

performance during a long competition period

without peaking for a specifi c contest.

Athletes are encouraged to move the weight as

fast as possible, even when using heavy loads,

in order to increase power production because

research demonstrates the value of this training

method improves power production. Moving

the load as fast as possible while maintaining

exercise technique will allow high load strength

training and enhance power output (4).

In terms of exercise selection, the priority is on

multi-joint movements with a special emphasis

on Olympic-style lifts. Exercises are varied each

training day for both physiological and psycho-

logical benefi ts (4). For example, alternating

between back squat and front squats recruits

diff erent muscle fi bers within the leg and hip

extensors and also provides the opportunity to

avoid the monotony of performing the same

exercise repeatedly. An example of an in-season

workout for a power athlete is provided below

(Table 1).



References1. Faigenbaum AD, Kramer WJ, Blimkie CJR, Jef-

freys I, Micheli L, Nitka M, and Rowland TR. Youth

resistance training: Updated position statement

paper from the National Strength and Condi-

tioning Association. J. of Strength and Cond. Res.

23(S5):S60 – S79. 2009.

2. Fleck SJ. Detraining: Its eff ects on endurance

and strength. Strength and Cond. J. 16(1): 22 – 28.

1994.

3. Gamble P. Approaching physical preparation

for youth team-sport players. Strength and Cond.

J. 30(1):29 – 42. 2008.

4. Muriasits Z and Langley J. In-season resistance

training for high school football. Strength and

Cond. J. 24(4):65 – 68. 2002.

5. Santos EJAM, and Janeria MAAS. Eff ect of re-

duced training and detraining on upper and

lower body explosive strength in adolescent

male basketball players. J of Strength and Cond.

Res. 23(6):1,737 – 1,744. 2009.

6. Schneider V, Arnold B, Martin K, Bell D and

Croker P. Detraining eff ects in football players

during the competitive season. J. of Strength and

Cond. Res. 12(1):42 – 45. 1998.

7. Terzis G, Strataros G, Manta P, and Georgiadis

G. Throwing performance after resistance train-

ing and detraining. J of Strength and Cond. Res.

22(4)1,198 – 1,204. 2008.

Table 1. In Season Example of Two Day Per Week In-Season Resistance Training Program

Heavy day – 3 sets of 5 at 5RM, 2 minutes rest, unless otherwise noted. Attempt to lift the load as quickly as possible

Speed day – 3 sets of 3 at 3RM unless otherwise noted, 3 minutes rest, attempting to move the load as quickly as possible

Monday Wednesday

Clean Hang power snatch

Back squat Jump squats@60% 1RM

Dumbbell press crunch 3x10 Medicine ball twisting throw 3x10 (total)

Romanian dead lift 3x8 Good morning 3x8

Bench press Standing bench press@50% 1RM of bench press

Earn 0.5 CEUsThe NSCA offers CEU qualified online

quizzes on select Strength and Conditioning

Journal articles. Look for the logo above

articles in each issue, then go online to test

your knowledge and earn NSCA CEUs.

Offered exclusively online at:

www.nsca-cc.org/ceus/quizzes.html

http://www.nsca-cc.org/ceus/quizzes.html

Debra Wein, MS, RD, LDN, CSSD, NSCA-CPT,*D

about theAUTHOR

trainingtable


Debra Wein, MS, RD,

LDN, CSSD, NSCA-

CPT is a recognized

expert on health

and wellness and

has designed award

winning programs

for both individuals

and corporations

around the US. She

is president and

founder of Wellness

Workdays, Inc., (www.

wellnessworkdays.

com) a leading

provider of worksite

wellness programs. In

addition, Debra is the

president and founder

of partner company,

Sensible Nutrition, Inc.

(www.sensiblenutrition.

com), a consulting fi rm

of RD’s and personal

trainers, established

in 1994, that provides

nutrition and wellness

services to individuals.

Debra has nearly 20

years of experience

working in the

health and wellness

industry. Her sport

nutrition handouts

and free weekly email

newsletter are available

online at www.

sensiblenutrition.com.

Acai Berry: Indispensableor Superfl uous?While many, especially within the sports and fi tness com-

munity, claim that athletes require antioxidant supple-

mentation to maximize performance and maintain health,

this claim is still controversial.

The argument for antioxidant supplementation in sports

is that physical activity promotes free radical production,

which may cause oxidative damage and other diseases

(5). However, research also indicates that, with training,

the body’s antioxidant capacity is enhanced to meet that

increased need (2).

Some of the most recent claims are for Acai berry. Acai

(pronounced a-sigh-EE) comes in a number of forms in-

cluding juice, pulp, powder, and capsule form. The berry

has been touted as an antioxidant, anti-infl ammatory and

antibacterial. The fruit is said to contain Omega-3 and

Omega-6 fatty acids, which are essential to human health

(1).

One website that sells acai claims to help athletes in par-

ticular, “acai is not only highly energizing, it provides in-

credible stamina and a host of other health benefi ts. So, if

you are an athlete who is looking for that little extra boost

and a competitive edge, look no further,” (4).

Unfortunately, these claims are far from proven and there

is much debate about acai berry and juice. According to

The Center for Science in the Public Interest (CSPI), “there’s

no evidence whatsoever to suggest that acai pills will help

shed pounds, fl atten tummies, cleanse colon, enhance

sexual desire, or perform any of the other commonly ad-

vertised functions,”(1).

What does the research say?In a recent, double-blinded placebo-controlled study of

young men, researchers found that giving the antioxi-

dants vitamins C and E to individuals with no prior vitamin

defi ciencies has no eff ect on physical adaptations to stren-

uous endurance training, so antioxidant supplementation

may be unnecessary in the fi rst place (6).

Research on acai juice itself is mixed, according to Den-

mark researchers. In a recent study, antioxidant potency,

ability to inhibit LDL oxidation, and total polyphenol con-

tent were consistent in classifying the antioxidant capacity

of the polyphenol-rich beverages in the following order:

Pomegranate juice, red wine, Concord grape juice, blue-

berry juice, black cherry juice, acai juice, cranberry juice,

orange juice, iced tea beverages, apple juice (3). The acai

berry fared a lot lower on the spectrum than the websites

and promoters would have you believe.

Bottom line: Since antioxidant supplements may not be

necessary for athletes in the fi rst place, and the amount

of actual fruit in the juice may be negligible, it seems that

the smartest recommendation, to date, is to enhance your

performance and maximize your antioxidant intake by ad-

hering to the guidelines from the Dietary Guidelines for

Americans and choose two cups of fruits and 2½ cups of

vegetables daily.

training table


Acai Berry: Indispensable or Superfluous?

References1. CNNHealth. (n.d.), Group Challenges Acai Berry Weight-Loss Claims,

Retrieved January 10, 2010, http://www.cnn.com/2009/HEALTH/03/23/

acai.berries.scam/index.html

2. Dunford M. Sports Nutrition: A Practice Manual for Professionals, Fourth

Edition. Chicago: The American Dietetic Association. 2006.

3. Seeram NP, Aviram M, Zhang Y, Henning SM, Feng L, Dreher M, Heber

D. Comparison of antioxidant potency of commonly consumed polyphenol-

rich beverages in the United States. J Agric Food Chem, 56(4):1,415 –

1422. 2008.

4. Synfl ex America Inc. (n.d.). Acai for athletes. Retrieved January 15, 2010,

from http://www.viva-acai.com/acai-athletes.php.

5. Williams SL, Strobel NA, Lexis LA, and Coombes JS. Antioxidant require-

ments of endurance athletes: Implications for health. Nutrition Reviews,

64(3): 93 – 108. 2006

6. Yfanti C, Akerström T, Nielsen S, Nielsen AR, Mounier R, Mortensen OH,

Lykkesfeldt J, Rose AJ, Fischer CP, and Pedersen BK. Antioxidant supple-

mentation does not alter endurance training adaptation. Med Sci Sports

Exerc. [Epub ahead of print]Dec. 14, 2009.

33rd National Conference & ExhibitionJuly 14 –17, 2010 / Walt Disney World Swan and Dolphin Resort / Orlando, FL

800-815-6826 • www.nsca-lift.org/NatCon20100

CEUs

NSCA 2.0

NATA 20

http://www.nsca-lift.org/NatCon2010

Jason Brumitt, MSPT, SCS, ATC/R, CSCS,*D

about theAUTHOR

ounce of prevention


Jason Brumitt is an

instructor of physical

therapy at Pacifi c

University in Hillsboro,

Oregon. He is a

board certifi ed sports

physical therapist, an

athletic trainer, and a

certifi ed strength and

conditioning specialist

with distinction. He

may be reached at

jbrumitt72@hotmail.

com.

The fi rst few months of each New Year fi nds a host of un-

trained individuals looking to start a fi tness program. For

many, the goal is to lose weight and improve their general

fi tness. For “athletes,” the end of the winter months means

it is time to ramp up (or start) their training for spring

sports (i.e., fi eld sports, soccer, tennis, etc.). To meet their

fi tness and athletic goals, both groups will need to initiate

an aerobic training program.

What is Aerobic Exercise?Aerobic exercise is the performance of moderate (or high-

er) intensity exercise for an extended period of time. For

the fi tness client, improving aerobic fi tness will have posi-

tive eff ects on his/her cardiovascular and pulmonary sys-

tems. For an athlete, improving cardiovascular fi tness will

increase one’s endurance allowing for prolonged training

prior to the onset of fatigue.

Aerobic Exercise Prescription for the Untrained IndividualThe Centers for Disease Control and Prevention (CDC)

have published physical activity guidelines that should

serve as baseline training goals for most individuals (1).

Table 1 presents a summary of baseline training goals for

adults and older adults.

Examples of activities that would be considered “moder-

ate-intensity” include swimming, brisk walking, or bicy-

cling (2). Examples of “vigorous-intensity” exercise include

jogging and intense bicycling (2).

To improve aerobic fi tness, an individual should attempt

to achieve a sustained heart rate for a prolonged period of

time. In general, performing activity at 70% of one’s maxi-

mum heart rate (220 – individuals age = max heart rate)

will allow for improvements in cardiovascular fi tness (see

table 2) (1, 3). An athlete may be able to train at a higher

percentage of one’s maximum heart rate (≈ 90%) (3).

ConclusionAn aerobic exercise program should be gradually pro-

gressed. A certifi ed strength and conditioning specialist

(CSCS) will be able to appropriately test one’s baseline fi t-

ness level and develop a safe and eff ective cardiovascular

fi tness routine.

References1. Centers for Disease Control and Prevention. Physical ac-

tivity. Available at: http://www.cdc.gov/physicalactivity/

index.html. Accessed January 9, 2010.

2. Haskell WL, Lee IM, Pate RR, Powell KE, Blair SN, Franklin

BA, Macera CA, Heath GW, Thompson PD, Bauman A. Phys-

ical activity and public health: updated recommendations

for adults from the American College of Sports Medicine

and the American Heart Association. Med Sci Sports Exerc.

39(8):1,423 – 1434. 2007.

3. American College of Sports Medicine. ACSM’s Guide-

lines for Exercise Testing and Prescription. 7th ed. Phila-

delphia, PA: Lippincott Williams & Wilkins; 2006.

Achieveing Aerobic Fitness in Untrained Individuals


Achieving Aerobic Fitness in Untrained Individualsounce of prevention

Table 1. Summary of Aerobic Baseline Training Goals for Adults and Older Adults

Training Intensity Adults • 18 – 64 years old Older Adults • 65 years or older

If one performs moderate-intensity exercise Perform at least 2 ½ hours of exercise per week

Perform at least 2 ½ hours of exercise per week

If one performs vigorous-intensity exercise Perform at least 2 ½ hours of exercise per week

Perform at least 1 ¼ hours of exercise per week

If one performs both moderate and vigorous-intensity exercise

“An equivalent mix” of each type of activities. CDC states that 1 minute of vigorous exercise ≈ 2 minutes of moderate exercise

“An equivalent mix” of each type of activities. CDC states that 1 minute of vigorous exercise ≈ 2 minutes of moderate exercise

Table 2. Heart Rate Training Goals Based on Exercise Intensity (1)

Moderate-intensity exercise is generally performed at 50% to 70% of one’s maximum heart rate.

Vigorous-intensity exercise is generally performed at 70% to 85% of one’s maximum heart rate.

2010 PERSONAL TRAINERS CONFERENCEMarch 7 – 8, 2010 • Bally’s Hotel • Las Vegas, NV • www.nsca-lift.org/PTCon2010

CEUsNSCA 1.6NATA 16

http://www.nsca-lift.org/PTCon2010

Suzie Tuffey Riewald, PhD, NSCA-CPT

about theAUTHOR

Suzie Tuffey Riewald

received her degrees

in Sport Psychology/

Exercise Science from

the University of North

Carolina —Greensboro.

She has worked for

USA Swimming as the

Sport Psychology and

Sport Science Director,

and most recently

as the Associate

Director of Coaching

with the USOC where

she worked with

various sport national

governing bodies

(NGBs) to develop

and enhance coaching

education and training.

Suzie currently works

as a sport psychology

consultant to several

NGBs.

mindgames


The Less Obvious Factor“I always stress condition with my basketball players. I

don’t mean physical condition only. You cannot attain and

maintain physical condition unless you are morally and

mentally conditioned.”

—John Wooden, college basketball coach

If you are like many Americans, you will be tuned in to the

2010 Winter Olympic and Paralympic Games in the months

of February and March. It is amazing to watch—with much

awe and respect—as these elite athletes sled, ski, jump

and skate, with speed, precision and grace. In observ-

ing these Olympians and Paralympians (as well as other

elite-level athletes), their physical and technical prowess

is glaringly evident. The speed and agility of speedskat-

ers and downhill skiers, the strength and technical skills

of bobsled and luge athletes, the technical profi ciency of

snowboarders and the endurance and technical precision

of fi gure skaters is apparent to all who observe their per-

formances. Knowing the physical and technical strengths

of elite-level athletes can be an asset to any developing

athletes who are working to enhance their skills. But you

already know this, right? It is what you do on a consistent

basis—you identify the physical and technical skills you

need to better develop to improve your performance,

then address them in your daily training.

Less evident, however, are the mental skills and charac-

teristics that play a role in the performance of Olympians,

Paralympians, and other elite-level athletes. When watch-

ing these athletes, we cannot see their thoughts, focus,

confi dence, anxiety, attitude and self-talk like we can see

physical and technical characteristics. Because of this,

there may be a tendency to only equate performance to

observable skills and disregard the other skills that also

impact performance—things like mental skills.

If we can’t observe these mental skills, how do we know

they impact performance? That is a good question. Over

the years, there has been much research that has looked

at whether there are psychological characteristics that

are correlated with successful athletic performance. From

this research, we have a better understanding of the psy-

chological skills and characteristics that seem to relate to

successful performance. Note that it is not suggested that

having these characteristics cause the ensuing perfor-

mance, but rather they seem linked to the ensuing perfor-

mance. Regardless, having an awareness of the skills that

relate to enhanced performance can be an asset to you

as you strive to enhance your own athletic performance.

Without further ado, let us take a look at these mental

characteristics related to successful athletic performance,

as summarized by Krane and Williams (1):

• High self-confi dence

• Arousal management

• Feeling “in control”

• Total concentration

• Focus on the task at hand

• Productive perfectionism

• Positive attitude and thoughts about performance

• Strong determination and commitment

• Detailed planning for competition that includes set-

ting goals, imagery and practicing coping skills

Read slowly and repeatedly through the list. Which char-

acteristics describe you? Which characteristics should

you work to develop and/or improve? Make use of this

research and hone your mental as well as your physical

skills.

References1. Krane V., and Williams J. Psychological characteristics of

peak performance. J. Williams (Ed.), Applied sport psychol-

ogy: Personal growth to peak performance (pp. 169 – 188),

New York, NY: McGraw Hill. 2010.

We are always looking for new ideas on topics for the

MindGames Column. Please submit any topic ideas to

[email protected].

pte journal jan feb 2010

Documents

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cscs david pollitt

cscs david sandler

cscs mark stephenson

cscs michael hartman

cscs randall walton

nsca missionas

d brian