Home Posts tagged "Youth Sports" (Page 2)

Long-Term Athletic Development: Optimizing A Young Athlete’s First Day at the Gym

Today's guest post comes from Cressey Sports Performance - MA Director of Performance, John O'Neil. I'd like to devote more attention to long-term athletic development here at EricCressey.com, and John will be helping me do so.

This article is geared towards working with a youth athlete who is in a gym for the first time. I have identified steps that I believe to be important with getting the ball rolling toward the athlete’s long-term athletic development, both from a physical and a mental standpoint.

The Physical

1. Establish Point A.

While athletic goals can be diverse, they all fall under the simple structure of getting from point A to point B in an efficient and appropriate manner. We need to be able to address the biggest differences between what an athlete’s current Point A is and what their potential Point B is, and provide them the skills to achieve them. It doesn’t matter what assessment system you use--just that you have the ability to identify where an athlete is the first time they are standing in front of you. For youth athletes, who may not know where their Point B is yet, it’s important that we give them a variety of motor skills that allows them succeed in a number of potential athletic goals years down the road.

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It’s our job to determine what lies within the arrow, and understand that if an athlete’s goals change, we have still put him closer to his new Point B than he was at the original Point A.

2. Give the athlete success.

Success is not something you can learn about on paper and enact. It is something you have to experience. While I understand it is not always practical depending on the schedule of your facility, in my opinion, it is important to give the athlete some type of training effect on Day 1. As a beginner athlete in the gym, success is given via the instant gratification of knowing that you got better today--in essence, you are one (small) step past Point A where you started. The sooner we can give an athlete confidence in their ability to execute the necessary motor skills in a gym to build strength, move more efficiently, and perform on the field, the sooner they will take ownership of their program and be able to convert what you are teaching them from their short to long-term memory.

3. Know which motor skills you want a youth athlete new to the gym to have in place.

Dan John’s basic human movement skills are a great place to start. Every advanced athlete, regardless of their sport, should be able to hip hinge, squat, push, pull, carry, and perform single-leg movements. While not all of these are always realistic to truly pattern in on Day 1, give the athlete the knowledge of and the physical basics of what you are trying to get them to do. In a baseball population, some of the most important movements will also include teaching the athlete true external rotation, scapular control, and the ability to safely get overhead. As an example, here’s a basic drill (usually included in the warm-ups) to educate athletes about where they should and should not be feeling exercises in their shoulder as their arm goes into external rotation.

4. Know which practical weight-room skills you want the athlete to have in place.

Identify the basic implements, grips, and stances used in your programming, and select exercises to teach these while also teaching the basic movement skills. A perfect example is an Anterior-Loaded Barbell Reverse Lunge, which teaches the athlete to get strong on one leg with an efficient lunge pattern, and also teaches them a front-squat grip with a barbell. We have to ask: How much of the overlap in the Venn Diagram can we get athletes proficient in, or at least give them a comfort level with, on Day 1?

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Another great example is a kettlebell goblet squat, as the athlete learns both the goblet grip and the squat pattern. As Eric has written in the past, barring any contraindication, a majority of Day 1 Cressey Sports Performers learn the trap bar deadlift, but many athletes new to lifting may need more direct work to effectively pattern the hip hinge component of a deadlift. One of my favorite exercises is a tall-kneeling banded hip hinge with a dowel. This teaching tool puts the athlete in a position where they cannot fail without knowing it, thanks to having a physical external cue in both places that are important to the hip hinge--hinging at the hips (the band) and maintaining a neutral spine (the dowel).

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The Mental

1. Put the athlete in an environment where they are comfortable and want to be.

For someone who has never been in a gym, it is important to schedule their assessment and first training session at a time when the gym is not busy. In order to really promote athletes taking ownership of their programming and truly wanting to pursue long-term athletic development, the gym needs to feel like a safe haven rather than an overwhelming place of chaos. The athlete could be coming from a difficult situation at home or in their personal life and it is our job to make the gym a place of comfort and enjoyment. If the gym is very slow/quiet, you might even have the athlete choose which music they want to listen to. The places we learn the best are the places we are the most comfortable and the happiest being in.

2. Assess the athlete in a way that tells them that you’ve seen, dealt with, and given success to many, many people just like them.

A majority of your athletes won’t have a clue what you’re looking at, but they’ll know if you come across as confident and sure of what you are seeing. In the baseball population at CSP, this is easy to portray to an athlete because they know the success that professional baseball players have had while training there. During the assessment, you might even be able to figure out whether the athlete is a visual, auditory, or kinesthetic learner, which will be invaluable when you are cueing the bigger movements.

3. Create context with the athlete that allows you and your staff to optimize your relationship with them, both as a person and an athlete.

Athletes are comfortable with coaches they know truly care about them, and, they respond best to cues that are already within their existing schemas. As coaches, we are always working to expand the amount of schemas we can tap into because we need to know what clicks best with the athlete. If talking about video games makes the athlete want to be there and listen to you, relate to them that way. If talking to a 14 year-old about why they don’t use Facebook anymore and how they only use Snapchat and Instagram is the best way to make them think you’re someone who’s cool to be around and worth listening to, then that’s the route you should take. The best time to create said context is when you are showing the athlete how to foam roll. The correctives/warm-ups and the lifts will be more task-oriented, and hopefully by that point you know what to talk about and how to talk to the athlete.

Conclusion

The challenge as a coach is choosing how much information you can give the athlete that they can actually retain. One of my favorite ideas to think about as a coach is Miller’s Law--the idea that a person can only hold approximately seven items in their working memory. At the end of the day, you can’t expect an athlete of any level to retain everything from their first training session, but you can give the athlete a concept of a few basic motor patterns and a few different grips, implements, and stances in the weight room. Most importantly, you can send that athlete home with the knowledge that they are one step closer to their goals.

If you're looking for more insights on training youth athletes, be sure to check out the International Youth Conditioning Association High School Strength and Conditioning Certification.

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About the Author

John O’Neil (@OneilStrength) is Director of Performance at Cressey Sports Performance in Hudson, MA. You can contact him by email at joh.oneil@gmail.com and follow him on Instagram.

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Random Thoughts on Sports Performance Training: Installment 6

It's time for this month's sports performance training musings. Many of these thoughts came about because we have a lot of our professional baseball guys back to kick off their off-season training, so I'm doing quite a few assessments each week. In no particular order...

1. There is a difference between "informative" assessments and "specific" assessments.

I recently spoke with a professional baseball pitcher who told me that his post-season evaluation included a 7-site body fat assessment, but absolutely no evaluation of scapular control or rotator cuff strength/timing.  Skinfold calipers (especially in the hands of someone without a ton of experience using them) are hardly accurate or precise, but they can at least be "informative." In other words, they tell you something about an athlete. 

However, I wouldn't call a body fat assessment a "specific" assessment. In other words, it's really hard to say that "Player X" is going to get injured because his body fat is 17% instead of 15%.

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Conversely, we absolutely know that having poor scapular control and rotator cuff function is associated with a dramatically increased risk of injury in throwers. Checking out upper extremity function is a "specific" assessment.

This example, to me, illustrates why good assessments really are athlete- and sport-specific. Body fat assessments mean a lot more to hockey players than they do to baseball players, but nobody ever attributed a successful NHL career to having great rotator cuff strength.

Don't assess just for the sake of assessing; instead, assess to acquire pertinent information that'll help guide your program design to reduce injury risk and enhance performance.

2. Extremes rarely work.

Obviously, in a baseball population, most athletes have at least some kind of injury history. It's generally a lot of elbows and shoulders, but core and lower extremity injuries definitely show up on health histories. When I see these issues, I always try to ask plenty of questions to get a feel for what kind of training preceded these injuries. In the majority of cases, injuries seem to come after a very narrow focus - or specialization period.

Earlier this week, I saw a pro baseball guy with chronic on-and-off low back pain. He commented on how it flared up heavily in two different instances: once in college, and the second time during his first off-season. In both cases, it was after periods when he really heavily emphasized squatting 2-3 times per week in an effort to add mass to his lower body. Squats were the round peg, and his movement faults made his body the square hole. Had he only squatted once a week, he might have gotten away with it - but the extreme nature of the approach (high volume and frequency) pushed him over the edge.

I've seen command issues in pitchers who threw exclusively weighted balls, but rarely played catch with another human being. I've seen plenty of medial elbow discomfort in athletes who got too married to the idea of adding a ton of extra weight to their pull-ups.

General fitness folks, powerlifters, and other strength sport athletes can get away with "extreme" specialization programs. Heck, I even co-created a resource called The Specialization Success Guide!

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However, athletes in sports that require a wide array of movements just don't seem to do well with a narrow training focus over an extended period of time. Their bodies seem to crave a rich proprioceptive environment. I think this is why "clean-squat-bench press only" programs leave so many athletes feeling beat-up, unathletic, and apathetic about training.  

3. Consider athletes' training experience before you determine their learning styles.

I'm a big believer in categorizing all athletes by their dominant learning styles: visual, kinesthetic, and auditory.

Visual learners can watch you demonstrate an exercise, and then go right to it.

Auditory learners can simply hear you say a cue, and then pick up the desired movement or position.

Kinesthetic learners seem to do best when they're actually put in a position to appreciate what it feels like, and then they can crush it.

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In young athletes and inexperienced clients, you definitely want to try to determine what learning style predominates with them so that you can improve your coaching. Conversely, in a more advanced athlete with considerable training experience, I always default to a combination of visual and auditory coaching. I'll simply get into the position I want from them, and try to say something to the point (less than ten words) to attempt to incorporate it into a schema they likely already have.

This approach effectively allows me to leverage their previous learning to make coaching easier. Chances are that they've done a comparable exercise - or at least another drill that requires similar patterns - in previous training. As such, they might be able to get it 90% correct on the first rep, so my coaching is just tinkering.

Sure, there will still be kinesthetic learners out there, but I find that they just aren't as common in advanced athletes with significant training experience. As such, I view kinesthetic awareness coaching as a means to the ultimate end of "subconsciously" training athletes to be more in tune with visual and auditory cues that are easier to deliver, especially in a group setting.

4. Separate training age from chronological age.

This can be a difficult concept to relate, so I'll try an example.

I have some 16-year-old athletes who have trained with us at Cressey Sports Performance for 3-4 years and have great anterior core awareness and control. I'd have no problem giving them the slideboard bodysaw push-up, which I'd consider a reasonably advanced anterior core and upper body strength challenge that requires considerable athleticism.

Conversely, I've had professional baseball players in their mid 20s who've shown up on their first day with us and been unable to do a single quality push-up. The professional athlete designation might make you think that they require advanced progressions, but the basics still work with the pros. You might just find that they picked things up quicker - and therefore can advance to new progressions a bit more rapidly than the novice 13-year-old.

Quality years of training means a lot more than simply the number of years a young athlete has been alive, so make sure you're working off the right number!

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A Quick Lesson on Long-Term Athletic Development

On Wednesday night, the Vanderbilt Baseball team won the first men's national championship in any sport in school history.  I'm absolutely ecstatic, as we've trained several current Vanderbilt players as well as some of their former players who are now in professional baseball, and I have a great relationship with the coaching staff.

To make the moment even more special, a long time Cressey Performance athlete, Adam Ravenelle, came on to get a six-out save in the deciding game three:

While Vanderbilt baseball's 2014 season is a amazing story in itself, there's a sub-plot that warrants mention as well, and Adam serves as a perfect example. "Rav" was a 5-10, 125-pound 8th grader when he first timidly walked in to Cressey Performance back in the summer of 2007.  At the time, he was a baseball player - but also a golfer, tennis player, and basketball player.

As a freshman and sophomore in high school, he played golf, basketball, and baseball. As a junior, he pared it down to basketball and baseball. Only when he was a high school senior did he trim things down to one sport - and even then, it was after he was already committed to play at Vanderbilt, and a serious MLB Draft prospect (he was drafted in the 44th round out of high school in 2011, and then again in the 4th round this year).

His teammate, Tyler Beede, is another one of our athletes. Ty played football, basketball, and baseball as a freshman. He went to football and baseball as a sophomore, then down to baseball only as a junior. He regretted leaving football, and went back to playing his senior year - and was still a 1st round draft pick in 2011 (and again this year).

I vividly remember a conversation I had with Vanderbilt coach Tim Corbin in the winter of 2009-2010 when he talked about how he's always reluctant to recruit baseball-only guys. There are so many incredible benefits to playing multiple sports, from avoiding overuse, to developing general athleticism, to making friends in different social circles. If you look at the roster that just won a College World Series for Vanderbilt, you'll see that recruiting perspective is readily apparent. Look at their roster, and only 9 of the 34 guys come from states that could be perceived as "year-round baseball" states: Georgia, Florida, Texas, California, etc. There are a heck of a lot more guys from Massachusetts, Ohio, Indiana, Illinois, New York, New Jersey, Kentucky and (of course) Tennessee - all states where it gets cold and snows in the winter, making year-round baseball a lot tougher. Most of the guys on the Vanderbilt roster were great athletes in other sports as well. In fact, of the 9 to which I alluded above, two - Carson Fullmer (FL) and Dansby Swanson (GA) - were praised by the ESPN announcers for their success in other sports (karate and basketball, respectively).

Early specialization might work out for a small percentage of young athletes, but it fails miserably for the majority. And, you can never go wrong with finding and developing general athleticism. Look at Vanderbilt's track record of success over the past decade (and their significantly lower injury rates), and it's impossible to argue. Let kids play, and not just baseball...they might just "surprise" you by winning a national championship.

Congratulations to the Commodores!

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Strength and Conditioning Stuff You Should Read: 6/23/14

Here's this week's list of recommended strength and conditioning reading:

The Changing Face of Youth Baseball - Here's an awesome guest post by Tampa Bay Rays third baseman Evan Longoria for former MLB player Gabe Kapler's website. It's must-read material for every baseball parent and coach.

High Performance Training without the Equipment: Installment 2 - In light of the popularity of Andrew Zomberg's recent post on training with little to no equipment, I thought I'd bring this old post of mine to the forefront. This one features good options for training the rotator cuff if you don't have access to cables or bands.

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Checklist for Determining Movement Dysfunctions and How to Get Over Them - Dean Somerset did an excellent, thorough job with outlining the training process, from assessment to correction and subsequent programming. Part 2 was a great follow-up, too.

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Why We’re Losing Athleticism

Last year, as the day was wrapping up a training session at Cressey Sports Performance, one of the last remaining clients in the gym took a detour on his way to the exit to leave for the night.  This client, a 39-year-old engineer who'd been training with us for about eight months, strolled over to the power rack.

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Once there, he proceeded to do a quick and effortless muscle up into a pseudo gymnastics routine, all atop the power rack. My jaw pretty much hit the floor. 

Stunned, I asked him, "Where did that come from?"

His response: "It was in our school curriculum. I've been able to do it since I was little."

You see, this client was born in Soviet Union (the region now known as Ukraine), and learning to move like this was an integral lesson in each day of schooling. In spite of the fact that he hadn't done much organized training in recent years - and the fact that he probably sits at a desk too much during the day, this client had maintained some significant movement capabilities.  As I thought back on his training history with us, too, I recalled that he not only crushed his evaluation, but also picked up new movements we introduced incredibly easily.  If you build a foundation, it's there for good.

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Now, compare that to the current model for "athletic development" (if you can even call it that) in the United States.  Fewer and fewer kids have physical education classes in school, and we have earlier and earlier sports specialization taking place. 

Very few American kids are exposed to the rich proprioceptive environments that not only makes them good athletes, but also sets them up for a lifetime of good movement.

In this New York Times article - which is actually several years old - some disturbing statistics were presented:

In its biennial survey of high school students across the nation, the Centers for Disease Control and Prevention reported in June that nearly half said they had no physical education classes in an average week. In New York City, that number was 20.5 percent, compared with 14.4 percent a decade earlier, according to the C.D.C.

That echoed findings by New York City’s comptroller, in October, of inadequate physical education at each of the elementary schools that auditors visited. Researchers at the University of California, San Francisco, found just 20 percent of elementary schools in San Francisco’s system were meeting the state’s requirements: 20 minutes per day.

Most of the focus in this regard has been on implications with respect to childhood obesity, but the truth is that it has likely has just as profound an impact on long-term athletic development, as well as performance in school, as exercise and quality movement have tremendous benefits for brain function.

In the U.S., we are reaping exactly what we sow. We're fatter than ever, have far more injuries (both in competitive athletes and the general population), and aren't the international sports powerhouse we once were.  Our academic performance has also slipped considerably as compared to other countries around the world, and while there are loads of socioeconomic factors that influence this, I think it's safe to say that healthier, active kids are smarter kids. Anecdotally, the typical athletes I've seen on initial evaluations are now considerably less athletic than what I saw in 2006, when I first moved to Boston.  These kids also have more extensive injury histories, and they're on more medications.

Clearly, what we're doing isn't working. It's time to get kids moving, encourage fun and free play, and discourage early specialization. Please spread the word, and do your part.

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Strength and Conditioning Stuff You Should Read: 2/20/14

Here's this week's list of recommended strength and conditioning reading:

Long-Term Athletic Development and the ABCs of Training - This was an awesome article from US Lacrosse, but it applies to all sports. It closely reflects our approach to developing baseball players at Cressey Performance.

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Carb Controversy: Why Low-Carb Diets Have It All Wrong - Brian St. Pierre wrote up an extremely well-researched post for Precision Nutrition - and some of the points he make will surprise you.

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11 Ways to Make an Exercise Harder - Call this a little "Throwback Thursday" inclusion, as I wrote it back in 2010. If you're looking to learn how to write strength and conditioning programs, this is a good resource for understanding progression and regression.

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20 Ways to Prepare Young Athletes for Success in Sports and in Life

It’s a challenging time to be a parent. Our twin daughters are seven, and our third daughter is three - and I can already appreciate this fact.

You see, at the end of my own personal youth athletics career, I went directly to a career in coaching young athletes – and I’ve been there for close to two decades now. To give you a little idea of how times have changed since I was a high school athlete:

a. I’d never heard of AAU soccer (or elite travel teams) when I was playing as a teenager (or 8-year-old, for that matter). I think about three kids in my state were selected to the Olympic Development Program when I was a senior because they were pretty good, but the rest of us didn’t get a trophy for trying – and I don’t recall anyone complaining about this lack of hardware on the mantle.

b. I didn’t send an email or use Instant Messenger until I was a freshman in college (1999). Somehow, I miraculously still managed to have normal social interactions with other human beings. I didn’t get a cell phone until I was 23 and in graduate school. And, I’m pretty sure that the gerbil that ran around inside it to keep the power going wasn’t up for working overtime so that I could Snapchat (and the thing couldn’t take pictures, anyway).

c. The guy (Kevin Colleran) who lived next door to me my freshman year in college turned out to be one of Facebook’s first ten employees. So, you could say I had a Facebook friend before Facebook even existed.

By reading this long, meandering introduction, I hope you’ll realize (not that you didn’t already) that kids “these days” are different. They respond to a different style of coaching, and that surely means that parenting styles must be different, too.

One thing I’ve found quite interesting over the past decade or so is that the number of overzealous, pushy, high-pressure parents has increased exponentially. As we all know (and not surprisingly), burnout rates in teen athletes has gone sky-high in this same time period. However, on a more anecdotal level, I know I can speak for myself and many other qualified coaches when I say that the "typical" kid who walks through my door on Day 1 just isn’t as athletic as he used to be. Asymmetries are more profound, injury histories are more extensive, basic movement skill acquisition has been skipped over, and – perhaps more significantly – the athletes are a bit “desensitized” to the overall training process.

They view everything as just another game/practice, so the value of each training exposure is a bit less. This was something that just didn’t happen when I was younger and free play was so heavily emphasized; we got tremendously excited for each opportunity to get better, whether it was a summer soccer camp or a new drill or training approach that our coaches introduced.

Now, make no mistake about it: we aren’t going to end the Technology Era, and I don’t expect travel teams and showcases to go away, either. However, we can change our attitudes toward them and behavior surrounding them – and, most importantly, how we interact with our kids with respect to their athletic careers. To that end, I thought I’d throw out some examples of suggestions on strategies I’ve seen employed by parents who have young athletes who are well-mannered and successful while enjoying sports – from little league to the Big Leagues.

Note: while the overwhelming majority of these lessons apply to both males and females, I’ll be using the “he” pronoun for the sake of brevity. No gender bias here!

1. Never overreact - or underreact.

Sports are games, and games are supposed to be fun. If a kid works his butt off, but the outcome isn’t what he’d hoped for, you should talk about the value in the process rather than dwelling on the target destination he didn’t reach. Crack jokes to lighten the mood, and then try to find a learning experience in losing, as opposed to just reaming a kid out and then sitting in silence for the rest of the ride home. In my experience, parents and coaches who overreact and take the fun out of the game are the single most common reason kids give up a sport.

Underreacting can be equally problematic. The process is definitely more important than the destination, but if a kid doesn’t take the process seriously, he should hear about it – just like if he ignores his homework or refuses to take out the trash. If he is rude to a coach or umpire, doesn’t hustle, shows up late to practice, or poorly handles something that is 100% within his control, he should be disciplined for it. Blindly siding with your kid when he misbehaves or is lazy sets a very dangerous precedent, but it also puts a coach in a very uncomfortable situation of having to discipline your kid because you haven’t.

2. Watch competition, but not practice.

When kids play while parents are watching, they are much less outgoing. However, take the parents away, and they’ll let their guards down, make new friends, and try things they otherwise wouldn’t attempt. This is a big part of both physical and social development. When parents stick around to watch practice/training – even if it’s with wildly supportive intentions – kids won’t come out of their shell. Sports are a great way to teach kids to “roll” with different social circles, and it’s important for them to get this experience without helicopter parents interfering.

By all means, go to game and cheer kids on, but don’t stick around to watch practice. As an added bonus, you avoid the possibility of a coach looking over his shoulder the whole time as he wonders whether you’re second-guessing him.  Every coach dreads the parent who wants to live vicariously through his kid, so the more space you give your child, the less likely you are to be perceived like that.

3. Have your kid play multiple sports.

We’ve been telling folks for years now that early sports specialization doesn’t work as well as people think. Kids are more likely to get injured, and they miss out on a well-rounded sports experience that fosters better athleticism and social interactions over the long haul. However, to supplement this assertion, I’d encourage you to check out this fantastic post from Elsbeth Vaino: Does Early Specialization Help? Elsbeth found that 82% of the top athletes from the four major sports in the U.S. actually played multiple sports. Yes, you read that right – and it is verified by my experience with hundreds of professional athletes each year. Here's a great interview with Blake Griffin that Elsbeth posted:

4. Encourage play, not always practice/competition.

Even when the sport in question remains constant, play is different than practice, as it is far less regimented, and there is far more quality movement because there are fewer stoppages for teaching. It also presents a far richer proprioceptive environment and greater opportunity for social development. Kids need to play more – and in a variety of disciplines. Adolescent athletes need practice. Kids don’t need more competition, though; our modern athletic society already plenty of that.

5. Don’t allow kids to get desensitized to losing.

With more and more tournaments being round robin and double elimination formats, I think we have a generation of kids who has been desensitized to losing. It’s even worse when you have kids who play on multiple teams, as losing for Team A doesn’t matter because Team B has a game less than 24 hours later.

Losing is part of life, but that doesn’t mean that we should be satisfied with it. It should motivate us to work harder so that it doesn’t happen again. This doesn’t just apply to sports, either; it applies to life. As a business owner, I don’t ever plan to hire someone who is comfortable with sucking.

As a little example, my sophomore year of high school, I lost a tennis match in the state singles qualifier to a kid I should have beaten 100% of the time. It was an all-day event with several rounds on a hot day in May, and I cramped up badly in the third set of the match because I hadn’t hydrated well. That loss stung for months – but you can bet that I never forget to bring enough fluids to matches ever again. I beat the guy easily in straight sets the following year, too. Losing sucks, but it teaches you lessons.

6. Make kids do manual labor.

One of my best childhood friends grew up on a farm. He bailed hay, fed the pigs, shaved the sheep, dug holes, you name it. He was also a physical specimen who won a state championship in wrestling and would run through a wall in practices if you had asked him to do so.

Beyond the obvious physical benefits of manual labor, I think that it teaches you that a job isn’t over until the project is completed. You don’t just go out and shovel snow for 15 minutes; you shovel snow until you’ve shoveled all the snow that needs to be shoveled. This is true of almost all manual labor one would do around the house; it doesn’t have to be an official job.

I love seeing kids who are task oriented and not time oriented.

7. Get kids involved in charity work.

If you’re reading this, your kid is spoiled. What do I mean?

You can actually afford to have the internet. A lot of parents and kids don’t have that luxury – or any of a number of other ones that we take for granted.

This past fall, one of our pro guys was telling me about a mission trip he took to the Dominican Republic. While there, he was volunteering to do baseball clinics for local kids – and he said that they came out in droves for the opportunity to be coached by anybody, and certainly a recognizable professional player.

His exact words: “It completely changed my life. I had no idea what my Latin teammates in pro ball had gone through.” And, this came from a guy who was already one of the most humble players I’ve ever coached.

Whether your kid winds up successful in baseball or not, I feel strongly that it’s important to embrace the concept of giving back – both in one’s own community and beyond. Perspective like this is also important because it makes you realize that making an error in the ninth inning isn’t the end of the world – when you have a roof over your head and food on the table.

8. Make kids get up 10-15 minutes earlier to make and eat breakfast.

It drives me bonkers when I hear a kid say that he can’t find time for breakfast. Don’t find time; make time!

My most productive time of day is 5:30AM-9AM. I didn’t realize this until I was in my mid-20s. I only wish that I’d learned much sooner that good things happen when you get up a little earlier:

a. When you get up earlier, you learn to go to bed earlier. Look at research on shift workers’ long term health, and you’ll quickly realize that sleeping more hours before midnight is great for your health.

b. The morning world is a more enlightened world. As an example, look at TV shows at night versus in the morning. In the evening, you get sitcoms, comedy, violence, and infomercials. In the morning, you get the news.

c. Intermittent fasting discussions aside, the research pretty much supports that people – and particularly kids – who eat breakfast are less likely to be overweight. Whether it’s because it leads to eating less later in the day, or because people are more likely to eat quality food at home remains to be determined.

d. The world is a lot quieter in the morning, and silence almost always equates to increased focus and productivity.

9. Set an example.

Overweight parents are more likely to have overweight kids. This is just one way in which kids model parents’ behaviors. Work ethic, attention to detail, punctuality, and a host of other factors follow suit. I love it when parents come in to train at the same time as their kids at our facility - and the kids do, too (contrary to what parents usually assume).

10. Don’t contest grades in school.

Teachers don’t give grades; kids earn grades. If you start contesting grades, where do you stop? Do you call college admissions counselors when kids aren’t accepted to the school of their choice? Do you call potential employers because they won’t hire little Johnny – who is now 23 years old and still has Mommy doing his laundry and cooking him mac ‘n cheese?

If you don’t respect a teacher or coach’s authority and appreciate their good intentions, then your kid won’t, either.

11. Don’t brag about your kid.

A while back, my buddy Bill Hartman said something along the following lines: “No matter how strong you think you are, there is still a 120-pound woman warming up with your max somewhere.” He was spot on.

If you are proud of your kid, tell him so. And, feel free to tell your family members. However, it should stop there. There is absolutely, positively nothing that is a bigger turn-off to a coach or scout – or even another parent – than a parent that brags about his kid. Why?

They have always seen someone better. And, to take it a step further, I’d say that most folks “in the know” actually realize that there is an inverse relationship between how much a parent brags and how talented a kid really is. Anecdotally, the best players with whom I’ve worked all have tremendously humble parents who have worked hard to keep them grounded even if others always told them how good they were.

Bragging is entirely different than giving valuable feedback, though. If a parent has thoughts or suggestions that can benefit me in training a young athlete, I am absolutely all ears. Don’t by shy; just use discretion.

12. Never send college recruiting emails on behalf of your kid.

I have a ton of friends who are college coaches who deal with recruits every single day of the week. I have zero friends who are college coaches who prefer to deal with parents over kids during this recruiting process.

Candidly, when you send an email on behalf of your kid, you’re saying, “I want you to give my son a scholarship to play XYZ sport even though I don’t think he’s qualified to put together a 4-5 sentence email for himself. Also, I wipe his butt for him, and he still wets the bed.”

Coaches love kids that show initiative and aren’t shy about asking questions. And, I can guarantee kids who are more heavily involved in their own college selection process are far less likely to transfer in the years that follow. They get the information they need, not what you need.

At the end of the day, this is about educating kids on how to be proactive and decisive. These two traits go a long way in sports and beyond.

13. Don’t tell coaches to “kick his ass.”

If your kid isn’t tough by his teenage years, it’s not because a coach hasn’t pushed him; it’s likely because parents have let him get away with murder early on and not held him accountable. Me simply kicking a kid's ass increases his risk of injury and the likelihood that he’ll hate exercise and develop a sedentary lifestyle when his athletic career ends. I will, however, challenge him, educate him, and hold him accountable for his actions in my presence.

14. Don’t allow limp handshakes or conversations without eye contact.

This point shouldn’t warrant any explanation, but I would just add that coaches and scouts really do pay attention to things like this. Sprinting out to your position on the field, picking up equipment after a game, and cheering on teammates are all little things you can do to show that you really care. If you approach one part of your life apathetically, who is to say that it won’t carry over to everything else that you do?

15. Surround kids with unconditionally positive people.

Check out this awesome article about the positive response Colorado Rockies players had to the hiring of Dante Bichette as hitting coach a few years ago. I’ve gotten to know Dante pretty well, and he’s one of the most down-to-Earth and optimistic guys you’ll ever meet. In this article, they quoted Carlos Gonzalez – one of the top players in Major League Baseball – as saying, "Just being honest, I don't want a guy who's always being negative. He's been really good for me already." Guys in the big leagues are conditioned more than anyone else to learn to deal with failure; after all, the best hitters on the planet still fail 60-70% of the time! Yet, they STILL generally respond more favorably to people who are positive. Don’t you think that kids who are less prepared would need that unconditionally positive influence even more?

The secret is to find unconditionally positive people who know their stuff and then put your trust in them. You wouldn’t tell your accountant how to do your taxes, and you wouldn’t tell your lawyer how to write up your contracts. So, don’t tell coaches how to do their jobs after you’ve already recognized that they are experts and mentors in their area.

16. Make kids write thank you notes.

A note of appreciation goes a long way, particularly if it is written or typed with proper grammar, spelling, and punctuation.

17. Educate kids on how to read a situation as casual or formal.

Remember back in high school when you had to dress up on game days? Usually, 90% of the team did it the right way – and there were 1-2 schmucks who stubbornly resisted. They didn’t tie their ties tight enough, wore sneakers with dress pants, or continued to let their khakis hang way too far down on their butts. They’re also the people who have to be forced to write the aforementioned thank you notes, and it usually begins with “thx 4 ur gift.” We’ve even had kids submit internship application essays that consisted of one long paragraph with no capitalization at the beginning of sentences. I’m not making this up.

They live in the texting and tweeting world and have no idea when it’s appropriate to be casual versus formal. I’d wager that most of those guys are still living in their parents’ basement, too. Even more now than in previous decades, it’s important to hammer home that kids need to be more formal in writing, conversation, and dress.

18. Educate kids on the dangers of technology.

This was not something that most of us encountered during our younger years, as Twitter and Facebook weren't around until just recently.  Kids have said stupid things since the beginning of time, but not until now was it easy for something dumb on the internet to "go viral" so quickly.  Every week, we hear stories of professional and collegiate athletes getting into trouble for what they post as status updates on social networks.  Athletes have been fined, released, and not signed in the first place because of stupid things they've said online.  While college and professional teams are doing their best to include social networking training in their education of players, it should start well in advance with some common sense talks with parents.  Otherwise, it's possible to undo a lot of good with one bad post.

19. Don’t give participation trophies.

My good friend Alwyn Cosgrove has written in the past about how there are always "overcorrections" in the fitness industry, as the pendulum goes too far in one direction after a long period at the other end of the spectrum.  He cites the public's perception on aerobic exercise, carbohydrate intake, and static stretching as good examples.  We want them all to be bad or good; there is no middle ground.

Participation trophies are the "yin" to the "yang" of the overbearing parent or crazy little league coach.  Rather than bring the pendulum back to center by educating kids that the true reward is the satisfaction that comes from knowing they did the best they could do, we've given every kid a trophy to make him feel special - even though all the kids get the same trophy.  Yes, the kid who shows up late to practice and swears at the coach gets the same trophy as everyone else.

A trophy is something a kid should look back on years later as a reminder of fond memories of hard work, teamwork, and a job well done.  It shouldn't be something that gets thrown in a box with a few dozen other participation trophies that have absolutely no sentimental or educational value.

My biggest concern with participation trophies, however, is that they a) diminish the value of exceptional performance/service and b) condition kids to think that things will always work out okay in the end. Sorry, but the sooner we make kids realize they don't deserve a party every time they accomplish anything, the better off we'll be.

20. Give kids opportunities to demonstrate responsibility – and monitor performance.

I can only imagine how tough it is as a parent to walk the fine line between doing something for your child and just telling him to figure it out for himself.  From my vantage point, though, there needs to be a lot more of the latter.  Maybe I just see it through this lens because I am often going out of my way to encourage parents to force kids to be proactive during the college recruiting process.  And, I like it when kids schedule their sessions with us, rather than the parents sending the email or making the phone call for them.

That said, I love it when I hear about parents giving kids challenges for them to demonstrate responsibility. Whether there are chores with checklists, or they have to take care of pets, I think it's awesome for kids to be faced with new challenges with monitored performance.  Are all the boxes checked?  Is there dog poop on the floor or a dead guppy in the fish bowl?  Candidly, I can't remember the last time that I hear of a kid earning an allowance; does that even happen anymore?  Fostering accountability at a young age is a powerful thing.

Closing Thoughts

It's taken me over 3,800 words to spit out all my random thoughts on this front, but I wanted to finish with one last thought that isn't so random: I think there is a lot that is right about youth sports these days.  More girls are playing sports than ever before. There are loads of wildly passionate coaches out there who are trying to do the right thing. Information on training and coaching is more readily available than ever before. Sports medicine has improved dramatically to help kids with injuries more quickly and effectively. I could go on and on.

We have to remember that at the end of the day, less than 1% of the kids who participate in youth sports will become professional athletes. However, sports are still an outstanding medium through which to instill a variety of favorable qualities beyond just athleticism. To that end, I hope that some of the suggestions here will help to make kids not only better athletes, but better people, too.

For more information, you may be interested in the International Youth Conditioning Association High School Strength and Conditioning Certification; I was a co-author of this resource.

 

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Youth Sports: A Lesson on Coaching Styles from My Dog

It might sound like a silly way to start a fitness blog, but my dog, Tank, is lazy.

Tank can fall asleep anywhere, anytime.  This in itself wouldn't be a problem, but he also happens to be a blend of two of the most stubborn breeds you can imagine: pug and beagle.  We've managed to train him out of his stubbornness pretty well, but he still absolutely hates walking up.  As such, he'll generally stay in bed as long as he possibly can before he has to go to the gym with me.

In order to motivate him to get out of bed and come downstairs, I've exhausted a lot of options.  Originally, I could just call him; then, he got tired of that.

After that, I'd shake the bag of treats - but then Tank got tired of that after a few days.  Sleep was cooler than food.

Then, I'd knock on the front door as if a visitor had arrived - but he eventually smartened up to that.

Next, I would actually open the front door and ring the doorbell.  Tank's now sick of that. Sleep is cooler than visitors, too.

So, nowadays, the only way I can get my dog out of bed is to physically go upstairs, pick him up, and set him on the floor in the direction of the staircase.  Some might say that his laziness is unparalleled.

I'd actually argue that this situation parallels what happens in youth sports nowadays. They often say that getting a dog is a stepping stone to having a child of your own, but I'd argue dealing with a lazy dog can also teach us a valuable lesson as coaches of young athletes.

You see, kids are just like Tank in that they can become desensitized to you.  Everyone has the story of the crazy little league or high school football coach in their hometown who always threw temper tantrums, broke clipboards, punched walls, cursed at players, berated umpires/referees, and treated everyone like crap.  All the players were certainly scared to death of these coaches for the first few months, and then the novelty of playing for a complete jerk wore off.  Maybe the screaming and yelling was used as a cover-up for a complete lack of knowledge, and people wised up to this reality. Or, maybe this individual just took all the fun out of what was supposed to be a game.

Regardless of how the initial excitement/fear wore off, rarely does one of these lunatic coaches have a favorable lasting impact on a kid.  It's either because the coaches have very little to teach, or the athletes tune them out very quickly.  The coaches that impacted me the most were the ones who were the most compassionate and understood my unique strengths and weaknesses, but knew how the crack the whip at the right times.  Not surprisingly, they're the ones who I stayed in contact with for years after I was done playing for them.  And, they're the kind of coaches I see coming from the great teachings of the International Youth Conditioning Association, of which I'm a proud Advisory Board member.

If you scream, swear, and throw things all the time, athletes will get desensitized to you.  Nobody ever gets desensitized to a close friend, though.  Look at every bit of marketing research, too, and you'll find that people genuinely like talking about themselves above all else.  That tells me that if you want to have a favorable impact on someone's life as coach, you better be a very good listener before you even think about talking, let alone yelling. I'm a firm believer that you need to be their friend before you can be their coach. In watching my mother succeed as a high school principal, I'm convinced that this is something that carries over to any "authority" position; people need to like you before they respect you.

It's not just enough to be popular, though; you have to be prepared. Tank is definitely "man's best friend," but that doesn't change the fact that he wants to ignore me sometimes.  Along these same lines, if you're going to be successful working with young athletes, you need to have different tools in your toolbox to motivate, inspire, make a point, or even just get their attention. There always needs to be a Plan B, and you need to be able to adapt your coaching style to an athlete's unique needs over the course of his/her training career.

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Youth Strength and Conditioning Programs: “He’s a Big, Strong Kid.”

Recently, while discussing one particular athlete we encountered at Cressey Sports Performance, my staff members and I got on the topic of how it's more of a challenge to train bigger (taller and heavier) young athletes than it is to work with smaller guys.  Interestingly, the challenges come less from the actual physical issues they present and more from the social expectations that surround their size. Here are seven reasons why I cringe when I hear parents say "he's a big, strong kid" when describing their children on the phone.

1. Bigger kids are often forced into sports and positions that may impede their long-term development - When you're the heavy kid, you're automatically pushed toward football and put on the line.  If you're playing baseball, it's first base or catcher.  If it's basketball, you're the power forward.  You get the picture - and similar "pushes" are made on tall kids to play basketball or volleyball.  The problem is that in most cases, these sport and positional "predispositions" put bigger kids in situations where they don't develop in a broad sense because there simply isn't enough variety.

2. Bigger kids usually start weight-training on their own - This point relates closely to point #1.  Unfortunately, when you're already labeled as the next star offensive lineman or power forward and you can already push your buddies around, chances are that you learned to lift with Dad in the basement, from a misinformed football coach, or be screwing around with your buddies.  I would much rather have a completely untrained 16-year-old start up with me than be presented with a 16-year-old with years of poor strength and conditioning programs and coaching under his belt.  This is true regardless of body type, but especially problematic in bigger kids for reasons I outline below.

3. "Strong" has different meanings - Sports require a combination of absolute and relative strength.  Strength is also highly specific to the range of motion (ROM) in which one trains. There is also a difference between concentric and eccentric strength.

What do most big young athletes do when left on their own?  Focus heavily on absolute strength (train what they're good at) through small ROMs (rather than fight their bodies) with concentric-heavy workloads (because pushing a blocking/tackling sled is sexier than a properly executed lunge).

I can count on one hand the number of teenage athletes who were called "big and strong" who have actually showed up on their first day and demonstrated any appreciable level of strength in any context - let alone usable strength that will help them in athletic endeavors.  Usually, we wind up seeing a sloppy 135-pound bench press with the elbows flared, legs kicking, bar bouncing off the chest...in a kid who can't do a push-up.

And this is where the problem arises: kids who have always been told they were strong don't like coming to the realization that they really aren't strong.  We don't have to directly tell them, either; taking them through basic strength exercises with proper form will reveal a lot.  And, there is typically an example of a smaller athlete like this kicking around not too far away.

The kids who check their egos at the door will thrive.  A lot might never come back until they're injured from poor body control or riding the pine because it turns out that their "strengths" really weren't that strong.

4. Bones grow faster than muscles and tendons - In young athletes who haven't gone through the adolescent growth spurt, you often don't have to do any additional static stretching, as a dynamic warm-up and strength training program through a full ROM can cover all their mobility needs.  Unfortunately, when kids grow quickly, the bones lengthen much faster than the muscles and tendons do, so we run into situations where bigger kids have truly short (not just stiff) tissues.  Effectively, this adds one more competing demand for their time and attention - and it's the worst kind to add, as most kids hate to stretch.

5. Being bigger changes one's stabilization strategy -  As I described in great detail in The Truth About Unstable Surface Training, the taller one is, the further the center of gravity is away from the base of support.  As such, taller kids are inherently more unstable than shorter kids - although this can be partially remedied by gaining muscle mass in the lower body to lower the COG and learning to "play lower" in appropriate situations.

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Not surprisingly, though, being heavier - particularly with respect to having a belly - can dramatically change one's stability as well.  Carrying belly fat shifts the center of gravity forward - which is why individuals with this "keg" instead of a six-pack appear more lordotic (excessively arched at the lower back).  Compensations for this occur all along the kinetic chain, but the two things I'd highlight the most are:

a. An increased need for anterior core strength - As evidenced by the high incidence of spondylolysis (lumbar spine fractures) and how badly most kids perform on basic prone bridging and rollout challenges, the inability to resist lumbar hyperextension (and excessive rotation) is a serious problem.  The bigger the belly, the more extended the lumbar spine will be.  Just ask any pregnant woman how her back feels during the last trimester.

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b. Substitution of lumbar (hyper)extension for hip extension - You'll see a lot of big-bellied kids who can't fully extend their hip and instead just arch their back to get to where they need to be.  This is a problem on multiple fronts.  First, the hip extensors are far stronger and more powerful than the lumbar extensors, so performance is severely impaired.  Second, there are huge injury implications both chronically (lumbar stress fractures, hip capsule irritation) and acutely (strained rectus femoris or hamstrings).

Simply dropping some body fat and improving anterior core strength is a huge game-changer for many overweight athletes.  It's not always the answer they want to hear.

6. Bigger kids usually have less work capacity - I've never been a guy who jumped on the work capacity bandwagon, as I feel that it's very activity-specific.  However, it doesn't take a rocket scientist to observe that the more body fat one carries, the more work he'll do oxygenating useless tissue, and the less oxygen he'll get to working muscles.  More importantly, though, try doing your next training session with a 60-pound weight vest on and see what it does to your work capacity.

The lower the work capacity, the less quality work one can accomplish in a strength and conditioning program.  Gains simply don't come as quickly on the strength and fitness side of things - even if body fat is pouring off heavier athletes.  In other words, they've actually sacrificed one window of adaptation (athletic development) in order to make another one (fat loss) larger.

7. I speculate that bigger athletes have an increased prevalence of "subclinical" musculoskeletal pathologies/deviations from normalcy - I've written in the past about how many athletes are just waiting to reach threshold because their MRIs and x-rays look terrible - even if they are completely asymptomatic.  You can see this just about anywhere in the body; most basketball players are just waiting for patellar tendinosis to kick in, and many football lineman are teetering on the brink of a lumbar stress fracture or spondylolisthesis (or both).

The heavier one is - especially in the presence of insufficient relative strength, as noted above - the more pounding one will place on the passive restraints such as the meniscus, intervertebral discs, and labrum.  A bigger belly and the resulting lordosis will drive more anterior pelvic tilt, femoral/tibial internal rotation, and pronation.  How would you like to be the plantar fascia or Achilles tendon in this situation?

Tall athletes tend to slouch more because they have to look down at all their peers.  Get more kyphotic, add some scapular dyskinesis, and see what happens to the rotator cuff, labrum, and biceps tendon over time.

There are countless examples along these lines.  And, to make matters worse, obese individuals are more likely to have inaccurate diagnostic imaging.  In an interview I did with radiologist Dr. Jason Hodges, he commented:

By far, the biggest limitation [to diagnostic imaging] is obesity. All of the imaging modalities are limited by it, mostly for technical reasons. An ultrasound beam can only penetrate so far into the soft tissues. X-rays and CT scans are degraded by scattered radiation, which leads to a higher radiation dose and grainy images. Also, the time it takes to do the study increases, which gives a higher incidence of motion blur.

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I want to be very clear; I love dealing with bigger kids just like I do all my other athletes.  We don't lock them in a closet with celery sticks and an exercise bike; we work them hard, but make training fun and support them fully in their quest to fulfill their athletic potential.  Having been an overweight teenage athlete myself, I know that weight management in young athletes is a hugely sensitive subject that must be approached with extreme care.

I also know, however, that in my overweight years, I would have much rather been worked hard like the other athletes and given the opportunity to choose my sport and position of interest rather than pigeonholed into one specific avenue because of my build.  That's where the "big, strong kid" label really concerns me and makes me want to plan out my strategy - both in terms of the physiological and social approach to training - very carefully.

For more information on how we train young athletes, I'd encourage you to check out the IYCA High School Strength Coach Certification, which I co-authored.

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Helping High School Athletes: A Sweet Deal on the IYCA High School Strength Coach Certification

A lot of people know me as the guy whose products and articles have helped strength training enthusiasts prevent and correct movement inefficiencies that ultimately lead to injuries. Others know me because we train about four dozen professional baseball players each winter.

The truth, though, is that the majority of our clientele at Cressey Performance is high school athletes.  In the class of 2011 alone, we’ve had 17 athletes sign letters of intent to play Division 1 baseball.  Still, that doesn’t tell the most important story. For every kid who gets drafted into professional baseball or commits to play a college sport, we have 3-4 young athletes who train with us simply to build confidence, stay healthy while they play their sports, and foster fitness habits that will hopefully carry over to the rest of their lives.  I take that job extremely seriously not only because I genuinely care about each teenage and enjoy my job, but because it is a huge deal for parents to trust me with part of their kids’ physical and mental well-being during a crucial developmental time in an adolescent’s life. And, it’s also why I’m psyched about tonight’s announcement: the IYCA High School Strength Coach Certification is now available.

Along with Brian Grasso, Mike Robertson, Pat Rigsby, Wil Fleming, and Dr. Toby Brooks, I contributed to this new certification, which features both a textbook and accompanying DVD set.  Among the topics covered are: Strength Training Technique, Functionality and Programming Speed and Agility Mechanics or Sport Specificity Mobility: Isolate and Integrate Coaching the High School Athlete Administration for the High School Strength Coach Sample Programming for football, baseball, and basketball The certification alone is something that, in our eyes, can not only dramatically help a high school strength coach’s career, but also help all the young athletes he/she encounters.  I’m going to sweeten the deal, though. The early bird price runs now through Friday (1/28) at midnight.  If you purchase the product (HERE) before midnight on Friday and forward me your receipt, I’m going to send you an upper extremity assessment tutorial video that I am filming this week as an in-service for my staff and interns.  This feature will teach you how to assess and manage the upper body in athletes – with a particular focus on overhead athletes. All you need to do is sign up for the certification and then forward your receipt to ec@ericcressey.com.  Then, next weekend, I’ll send out the video to everyone who contacts me. There are a whole lot of high school kids out there learning some really bad habits in the weight room, and you’re in a position to change that – and the IYCA High School Strength Coach Certification can help you do it.  Whether you’re in a high school or the private sector, there is a tremendous amount to be gained by checking this out.
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