Welcome Munster Lacrosse Club!

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Welcome Munster Mustangs girls and boys Lacrosse Club to the Effort family! The Munster highschool Lacrosse program will be kicking off its inaugural season this spring. Effort:Performance and Rehabilitation will be the official sports medicine provider and sports performance providers for the Mustangs. We are excited to be a part of the beginning of the growth and development of such a great sport in Northwest Indiana. All home games will be played at Cobblestone Park in Munster. For more information visit http://www.munsterlacrosse.com . Welcome again to the Effort Family good luck this spring in your first season(s)!

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Welcome Munster Lacrosse Club!

Welcome Windy City ThunderBolts!

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We’d like to welcome the Windy City ThunderBolts to the Effort Family! The Windy City ThunderBolts are a professional minor league baseball team located in Crestwood, Illinois, and are entering our 19th season in the Frontier League in 2017. The ThunderBolts won the Frontier League championship in 2007 & 2008 becoming only the second team in league history to win back to back championships. The ThunderBolts are the minor league team of Chicago’s SouthSide and the Southwest suburbs. They were formerly known as the Cook County Cheetahs, but in 2004 received a new ownership group, name, mascot, and a new look at minor league baseball. The Cheetah/ThunderBolts franchise has existed since 1995. 2017 will be the organization’s 23rd season overall and in those years the club has gone through three leagues, three stadiums, two names, five playoff appearances, and three championships.

Effort: Performance and Rehabilitation will be the official sports medicine provider to the Thunderbolts organization.  Welcome to Effort family Thunderbolts! Good luck on your upcoming season!

Welcome Windy City ThunderBolts!

Dear Basketball, Please Stop Doing These 5 Things

It’s that time of year, fall sports are winding down and winter sports are gearing up again. Of these sports, basketball’s approach to pre-season preparation and in-season development/maintenance is a topic of much debate I’ve had for years. The ways basketball goes about a few topics leaves me with a sour taste in my mouth because it doesn’t benefit it’s athletes. In actuality it hurts them.  Here are five things that the individuals, coaches, and programs involved in the sport of basketball could benefit from:

1.)Stop With The Mile Runs

During pre-season conditioning, it seems like long distance running is a staple amongst many programs across the country.The last time I checked, basketball isn’t cross country. While basketball players require endurance to play their respective sports, the type of endurance needed will not come from long distance running. Because of the inappropriate implementation of long distance running:

A.)The number of injuries in the first month or two related to shin splints, jumpers knee, stress fractures, and other tendinopathies are directly linked to inappropriate training methods, such as long distance running, during pre-season. It is inappropriate to expect basketball players to become a completely different type of athlete, let alone in such a short amount of time. When the basketball coach throws out high doses of long distance training to athletes, who are not prepared for them, nor have the proper footwear for them, the athletes will break down and the likelihood of injury increases dramatically.

B.) Training that caters only to slow twitch muscle fibers can diminish the explosive capabilities needed to play basketball. When basketball players rely on long distance running for endurance training they wind up training their slow-twitch muscle fibers over their much needed fast-twitch muscle fibers.  Implementing long distance training is the quickest way to rob gains made previously during the off-season.

C.) Many programs that implement this methodology of endurance training come from 1 of 2 sources; 1.) A coach who believes their athlete needs to run miles because they did it when they played basketball or 2.) They found a program on the Internet, thus removing the need to come up with anything. Neither of these “programs” were designed specifically for the athletes in your program so the desired results won’t be obtained.

While there is nothing wrong with implementing endurance training, it can be both counterproductive and irresponsible when done incorrectly. When an athlete couldn’t run one, let alone two miles before conditioning started, they shouldn’t jump right into high dosages of endurance training. It certainly does not benefit any athlete when the mile runs are haphazardly thrown into a “strength and conditioning program”. Often there is no planning, programming, or objective reasoning as to why mile runs/excessive endurance training are implemented. The only reason that can be given by coaches who utilize this methodology is; to test athletes if they are ready for the season, punish those who are not ready, or to teach toughness. None of which help the development of an athlete.

Try this instead:

Create a Plan: If you know that your pre-season conditioning is going to be only 4-8 weeks long, plan accordingly. Create a program that gives them a stable foundation focusing on mobility, stability, and functional basketball movement based exercises.

Assess Your Athletes:A little assessment goes a long way. Take the time to test athletes capabilities, by assessing their mobility, strength, and endurance. There are plenty of ways to approach assessing an athlete. Ask the appropriate professional or  Google can definitely be a resource in this department.

Implement Your Plan: After you have a plan and you’ve assessed your athletes, fully develop the program to the success of your athletes. Correct areas of weakness and implement functional basketball movements. Also, develop cardiovascular endurance by way of; circuit training or interval training. Taking both approaches and integrating them is a sure fire way to decrease injury and increase the performance of an athlete. If a program is rigid there is no room to create a program designed to fit the needs of your athletes. It is no longer a program or plan it is pre-season punishment.

2.)Stop Introducing Lifting During Pre-season Only To Never Lift Again

One of my biggest pet peeves that coaches are infamous for is the pre-season only lifting program. Coaches force their athletes to lift for 4-6 weeks before a season starts, only to stop lifting once the season begins. It is a poor practice to implement lifting only to take it away. There are no benefits to be had from it. The body does not have the capability to adapt to the new stress and make lasting physiological changes in such a short amount of time.  In 4 weeks of resistance training, or lifting, there is no significant change to body composition, most strength gains that occur are primarily from neuromuscular adaptations, and there is only a slight increase of bone density. Simply put, as an entire system the body is just figuring out what to do with this new stress placed upon it. It takes up to 12 weeks to begin seeing long term changes to muscle mass, metabolic rates, bone mass, and chemical changes within the body. 4 weeks is not enough to benefit from then quit cold turkey.

Try this instead:

Lift Sooner, Longer, and Smarter:  Depending on how much access you have to your athletes will depend on how you proceed with implementing a lifting program. Handing out a program when athletes leave school for the summer has been a system that has worked for a long time. However, it’s tough to know if athletes are doing the programs or doing them right. To remedy this, there are apps and computer software that coaches can check up on athletes from anywhere on the globe.  Technology like that goes a long way in ensuring that athletes not only do their lifts, but can give feedback on if they are doing the lifts correctly. Once you are into pre-season, the program should be able to build from the off-season’s progress, minimizing the stress on the athletes bodies.  From pre-season to in-season the program can develop into more of maintenance/injury prevention, preventing athletes from losing gains and staving off non-contact injuries.

Keep Going, Keep the Gains: Just because the season started doesn’t mean the lifting needs to stop. Modify the program for less days in the weightroom, less weight in the weight room, and tailor make it to fit around game schedules. Keeping a lifting program going during the season gives athletes the ability to keep the gains they made all season long. For a program that keeps athletes for 4 years it only makes sense. For example: If a freshman comes in and they squat 100 pounds, builds strength and goes into the season squatting 150 pounds, they should not be squatting 100 pounds as a sophomore going into the season squatting 150-175 pounds.  This is usually the result of losing gains in season. Maintaining a consistent program year round, with the appropriate peaks, valleys, and breaks in it, is the easiest way to develop players through a program.

3.) Stop Treating Female Basketball Players Differently

Basketball players are the same regardless of gender. They are all susceptible to ankle and knee injuries, they all need functional basketball training programs, and they all need to learn the same basic basketball skills. Yet, for some reason you have highschool seniors ,and worse yet, college freshman who have no concept of weight training, proper landing mechanics, no exposure to sports performance training, or even basic basketball principles. How does that happen? A perfect example of such looks like this: (Pay attention to her left knee, your right)

Details like this can be the difference between a career ending/career limiting surgery, or fixing the problem and elevating someone’s game to another level. However, because female basketball players do not get the same form of treatment, movement patterns like this aren’t addressed as often as they should be.

Second to poor movement patterns developed from lack of/inappropriate training, fundamentals are also lacking. To be specific, it’s odd to me that once a girl reaches 5’10 they automatically become a post player. Now that they are a post player these athletes aren’t taught how to dribble or shoot to their full potential. In women’s basketball these are the types of girls that can be either a guard or a post depending on where they intend to play. When they move to a higher level they might be short for their position or average height which won’t allow for them to be successful in certain situations. If they were capable of dribbling or developed a mid-range jump shot it wouldn’t matter because they could create mismatches in other scenarios.   It’s doing female basketball players a huge disservice that these girls don’t learn the skills they need to succeed. Female athletes wind up being very limited in their skill sets when having a multi-faceted player would make them more recruitable.

Try this instead:

Introduce Sports Performance to Female Athletes: A little sports performance goes a long way. The right sports performance will go even further. Teach female athletes:

1.)Landing mechanics– It’s amazing how something as little as coaching proper landing mechanics can benefit an athlete. Learning to land is a great asset to have in the prevention of non-contact ACL injuries. The exact injury that female athletes are highly susceptible to. It’s also a great learning tool to get the most out of an athletes vertical jump.

2.)Decceleration drills– Just like a female athlete needs to learn to land, they also need to learn to stop in multiple planes.  Coming from a dead sprint to stopping on a dime is the difference between a successful pull-up jump shot, crossover, stopping a defender after a close-out, or getting shut down on offense, embarrassed on defense, or having a knee or ankle injury.

3.)Core strength– Upright functional core strength is a must for basketball players , especially female athletes. Implementing more movements based in upright function can help the performance of female basketball players tremendously. Substitute some traditional core exercises with these types of exercises.

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These are just a few examples of getting your core to work for you in upright function. Teach female athletes to minimize the “pretty” ab exercises and get more involved with functional core exercises.

Learn About the Weight Room– There is no reason for college level athletes to have no concept of lifting or sports performance training. Yet, all too often female basketball players still have this misconception that if they lift too much they will become “manly” or get bulky. The fact that this is a concern amongst athletes is mind bongling. Having muscle doesn’t make someone manly and second of all  building muscle and getting stronger go hand in hand. So if getting stronger isn’t on female athletes radars being the best athlete possible isn’t either. Dispelling silly myths about the weightroom early on for female athletes will help them understand that getting better in basketball is all encompassing, from the basketball side with film, skill sessions, and practice to the performance side of sports performance training and the weightroom.

4.) Stop Training Bad Habits, Start Teaching

When you watch videos of “skill sessions” or training videos there is one thing they have in common. Each video shows a coach teaching various basketball moves. Which is great, but there is there is no talk about how, why, and when to use these moves. Basketball theory is completely ignored so understanding the game of basketball is non-existent. Yes, it is appropriate to teach basketball players an in and out or a crossover.  However, it does the athlete no good if they don’t understand how to create space, situations, or basic basketball.  Many times the education for basketball can come from simple labeling. Instead of saying it’s a drill label it a warm-up, instead of a skill session label it a workout. To often drills are taught that they are teaching skills when reality they are not. A prime example are drills like this:

(Fast forward to the 4:30ish mark)

No one needs to make 85 moves, especially with your back to the basket, then finish. It’s drills like these that make selfish basketball players or basketball players who have no concept of how to actually attack the basket, create space, or even see the floor. Drills are all well and good, but there always needs to be a purpose in getting these athletes better. It’s a waste of time and in some cases money when athletes aren’t being taught basketball but drills that are hard or look cool.

Try This Instead:

Plan Productive Skill Sessions:  First and foremost, plan the skill session you intend to have.  What are the goals for the day, how do you intend to reach them, and how are they being measured. If simple things like that aren’t addressed or kept track of it’s hard to prove development.

Implement Defensive Skill Sessions Into the Mix: This is something I have always found odd, where are the defensive skill sessions?  Why aren’t athletes being taught to  play defense outside of practice? Implement a skill session that has both an offensive and a defensive side to it. Teach athletes how to defend as much as score. Having defense built into skill sessions creates well-rounded basketball players.

Try Two-person Skill Sessions: These are skill sessions I feel are often neglected. Guards and posts need to learn to play together and guards and guards as well. Implementing skill sessions like this teaches; chemistry, the ability to move without the ball, and how to be a better passer. All of these skills get neglected when skill sessions are limited to one-on-one with a coach.

5.) Stop Making Excuses, Start Making Adults

Basketball season runs from fall semester to spring semester. This can often lead to a loss of a pivotal player mid season due to poor grades. If this were a normal student they would have to take their poor grade and live with it. However, in certain cases involving basketball players, coaches go out of their way to speak with teachers or professors to see what their athletes can do to get their grades changed or worse just seeing if the grade can be changed without any work involved. What is this teaching these athletes? I know for one thing, it’s not teaching accountability. Athletes become adults who are supposed to be able to contribute to society. When they aren’t held accountable for their actions because winning a game is more important, the athlete is the one that suffers. Student-athletes are supposed to be students first. Their main goal should getting an education, a highschool diploma, and ultimately a bachelor’s degree at the minimum. For some reason that’s not the case.

Try this instead:

Implement preventative measures: So athletes don’t wind up failing because of apathy to the classroom or issues with learning, prevent it. This can be accomplished a number of ways.

1.)Establish rules/standards-From day one if parents and athletes are aware of the standards you set forth as a coach it’s a part of the culture. Everyone who is a part of the program will be aware of what is necessary to make the program successful.

2.)Study Tables-I have been a part of study tables as an athlete and it’s pretty easy to fly under the radar and not actually do work. To prevent study tables from being a waste of time. Give the athletes an agenda of what to do, actually check what they have to do, and make sure that they made progress on it. If they have a test make sure they are making note cards. If they have homework make sure there was progress made on it. These are just a few ways to make sure that they are actually being productive.

3.)Progress Reports-  A simple answer to making sure athletes don’t fall through the cracks is actively keeping tabs on them. By finding out if their grades are falling short before the semester is over, there can be an intervention. This way the athlete can work to get their grade where they need it to be, instead of having strings pulled for them. If the athlete has issues with understanding the materials, finding a tutor to help becomes an option.

4.)Attendance policies- In college, most of the time if you go to class and take notes you’ll do just fine. Athletes wind up doing poorly sometimes due to poor attendance. To rectify attendance problems, implement a mandatory attendance policy. There is really no reason to miss class, barring illness or death. So why not make attendance mandatory? Everyone that has a job has to go to work everyday and if they don’t there are consequences. The same should apply to students.

Accept the Consequences: If an athlete fails classes and they aren’t eligible, that should be it. They should have to accept that they didn’t do what they needed to do to succeed. If a coach is to intervene to facilitate getting extra work done so the ahlete doesn’t receive a failing grade, they should not allow the athlete to participate still. This way if your rationale is getting them eligible so that the athletes GPA doesn’t have to suffer they still have not met the standards you have set forth as a coach. I know plenty of parents, athletes, and coaches who wouldn’t agree with this mentality. However, by establishing standards and sticking to the consequences that come with not upholding the standards set forth, the athletes will benefit tremendously from it. They will learn a level of responsibility and accountability they would never earn from getting grades adjusted for them.

If basketball chose to do these 5 things it would be for the betterment of its athletes. What’s also nice is that each of these 5 things can be implemented into any program without any major overhauls. Basketball is such a great sport, so seeing basketball players not reach their full potential as athletes and young women and men is a problem. So basketball, please stop doing those 5 things.

Audric R. Warren

http://www.effort-performance.com

Dear Basketball, Please Stop Doing These 5 Things

Are They Sports? Absolutely! (Cheer Edition)

In the world of athletics there are sports that don’t get enough credit where credit is due. Whether it’s because they don’t bring in the same money to athletic programs as football and basketball or they are simply misunderstood, certain sports don’t get the recognition or treatment that they deserve. The lack of acknowledgment of skill and athleticism that it takes to play certain sports , in my opinion, is unfounded. The average person is incapable of running a 9 second 100 meter dash, kicking an upper 90 goal, doing a back handspring let alone a full yet, they are quick to dismiss certain sports with ease. On the reverse side, there are coaches and athletes that participate in these sports who acknowledge the skill athleticism it takes, but ignore the training portion that it takes to foster being an elite athlete. This gets further exacerbated when fitness professionals and sports medicine professionals also don’t give the sport the time of day. So I started this series to discuss different sports that don’t get the recognition they deserve from outsiders but also from within. Today it’s all about cheerleading.

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Cheerleading

When most people think cheer all they can think about is “rah, rah, rah” when in reality it has evolved from that into a very high intensity, acrobatic sport. With the evolution of the sport it still struggles to find that recognition from outsiders. This is typically fostered by the misconceptions most people who don’t play the sport have. They don’t see the work that goes into it, they have probably never been to a competition, and I scarcely doubt most of these people can perform a single stunt. The other issue is, the athletes, sports performance professionals, sports medicine professionals, and coaches involved in the sport don’t treat it like other sports. Personal Trainers and Strength Coaches don’t make programs designed for cheerleaders, Orthopedic doctors don’t specialize in incorporating cheerleading into their practices, Athletic Trainers/Physical Therapists aren’t going to seminars for cheerleading injuries or learning techniques geared toward the sport, and cheerleading oaches don’t utilize the former professions rarely if at all.

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Cheerleading and Injuries

As it is with all of athletics, injuries can and will happen. Cheerleading is no exception to the rule. Cheerleading athletes are prone to ankle sprains, spine injuries, concussions, knee injuries, and wrist injuries to name a few. There has even been much debate about the dangerousness of cheerleading in regards to injuries. Depending on the year, cheerleading has ranked amongst the most dangerous sports or the least dangerous sports in all athletics. This is because the data can be very misleading due to a misunderstanding of the sport. For instance, data for concussion rates is collected in certain instances during competitions. A football game, regardless of how often the clock is running, has a combined total of 48 minutes in highschool to 60 minutes in the NFL. During a cheerleading competition, a routine is usually no more than 2 minutes and 30 seconds long. If the rate of concussions is looked at when comparing time cheerleading will absolutely have a higher rate of instance. However, if you look at sheer numbers, cheerleading may run in the middle of the pack or toward the bottom compared to other sports.

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The secondary problem with information regarding injuries related to cheerleading comes from the overuse/chronic side. There are many chronic wrist, back, knee, and shoulder injuries that would rival sports like basketball or baseball/softball. The problem is many of these types of injuries go unreported or undocumented because; A) Both coaches and athletes see them as a normal part of battling through injury in the sport, B)at the highschool level they are dismissed by their Athletic Trainer for being a cheerleader, or C) It is a club sport, so there is no Athletic Trainer present to document these injuries at all. This causes less research or data to be presentable on how to reduce or treat these types of injuries. If any of these types of injuries occurred in another sport they would get the evaluation, documentation, and rehabilitation required to allow healing and prevention of the same or more injuries. Because information is all over the place with cheerleading it usually gets ignored in the world of sports medicine.

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Lastly, most athletic injuries occur during practices. This is a well known fact. In the highschool setting, the administration does not place high value on Athletic Trainers being provided during these practices. If injuries happen they happen without the appropriate medical staff being provided. As I stated before in the club setting there aren’t Athletic Trainers provided during practices.  If no one is around to evauate, document, and treat injuries that happen at practices how does anyone know what they are or if they even existed? Regardless of acute or chronic it’s impossible to know what is going on in the world of cheerleading in regards to injuries when there is no one present.

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Cheer Leading and Injury Prevention
As previously stated Cheerleading has its fair share of injuries ranging from skull fractures to jumpers knee. Many acute and chronic injuries in cheerleading can be reduced/prevented. Some can be prevented by simple education while others require action. Cheerleading is a non-contact sport, thus many soft tissue injuries have a direct correlation to a lack of strength, mobility, or both. In a sport that requires so much landing, planting twisting, and jumping it’s astonishing how very little is done to prevent injuries. In comparison to a sport like basketball where so much has been done to decrease ACL and ankle injuries, which has been on a steady decline, cheerleading has not taken the same actions while these types of injuries are at a steady increase year to year. The same injury prevent programs that other sports implement, with a few tweaks geared toward cheer, can be easily implemented and it would greatly impact the sport.

Movement Analysis
Every athlete across the globe is engaging in movement analysis screenings to assess movement dysfunctions. They are a great way to find the problem before they become an issue. For such a dynamic sport as cheer it’s necessary to implement these screenings to keep athletes on the mat. A proper movement analysis will go a very long way in the prevention of injuries and increasing performance.

Landing Technique
Cheerleading is literally all plyometric related activities. In my previous article ( insert article here!!!!) I discussed how important learning to land was in plyometrics. As I also stated previously in this article soft-tissue injuries that occur without non-contact involvement typically stem from some sort of dysfunction. Whether it’s a mobility or strength issue, adding poor landing form with dysfunction is a definitive way to get hurt. Teaching cheerleaders proper landing techniques makes all the difference. From simple verbal cues to advance video analysis, can show athletes how they are landing, correct movement faults, and eliminate many non-contact injuries.

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Injury Prevention Program(s)

Concussions
Educating, evaluating, and treating concussions in cheerleading is just as important as football and soccer. The first step is establishing appropriate education regarding concussions so athletes, parents, and coaches understand what they are, recognizing the signs/symptoms of them, and how to appropriately treat them. The second step is to provide athletes with the proper pre-concussion screenings prior to participation. And lastly establishing protocols when concussions are suspected so the athlete does not sustain a second concussion by returning to play too soon

Acute/Chronic Soft Tissue
If it’s understood that specific injuries to the wrists, ankles, knees, and back can and will occur during a cheerleading season it makes sense to act accordingly. Adding short 5-10 minute programs to prevent injuries before or after practices can greatly impact a season. These can be easily implemented after a movement analysis of a program is performed or simply added based on the type of injury that is trying to be prevented. These exercises can range from simple core strengthening, ankle mobility, or thoracic spine mobility programs. Adding these programs is the difference between having a full roster or an inconsistent roster.

Treatment of Injuries
Injuries like ankle sprains are a religious occurrence in cheerleading. Unfortunately most cheerleaders seem to R.I.C.E. themselves right into a second, third, or fourth, injury. Following the injury these athletes rely heavily braces that aren’t really doing anything because braces were meant to be combined with some form of treatment.To end the cycle of injury/re-injury cheerleaders need to address their injuries appropriately with rehabilitation as no injury can heal properly without it.

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Sports Performance and Cheerleading

How often do you see cheerleaders in the weight room? How often do you see a cheerleader doing a box jump? How often do you see a cheerleader with a strength and conditioning coach? The answer, rarely to never do you see a cheerleader performing these activities. While the skill component and choreography of a routine is incredibly invaluable to win competitions, basic strength components to performance shouldn’t be ignored. For a sport that requires so much power to perform it, there is a serious lack of training these athletes to actually be powerful. It doesn’t make any sense that staples like resistance-training, footwork, or vertical training is in every sport yet, cheerleading it’s relatively non-existent.

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Resistance Training
Besides the fact that this would tremendously cut down on injuries shouldn’t this be a requirement? In order to be a base it requires strength. Strength comes from resistance training. Starting to get the picture? Bases and those proving front and back spots shouldn’t just be taller than other girls on the team they should also be much stronger. Not only will cheerleaders have less upper extremity injuries from catching people/drop less people, stronger bases are stable bases. A more stable base will not only safer for flyers but also allow them the stability needed to perform their stunts cleaner. With more strength, bases can also send the athletes higher into the air and catch them from greater distances giving routines higher levels of difficulty.

Footwork/Agility-Training
There is a lot of precision for performing routines. There are a ton of moving parts. Being able to move your feet with a certain amount of precision is a bit of a must. Cheerleaders need footwork to move frontwards, backwards, and side to side. The benefits from footwork/agility drills will teach cheerleaders the how to move their feet smoothly, efficiently, and fast. Choreography will become smoother and having the wherewithal to know where they are in space and time without stumbling over their own feet makes for much needed ease of movement.

Vertical-Jump Training
To perform complex stunts it requires a certain amount of time in the air. The more time in the air you have the more time you have to pull off clean looking, safe stunts. The less time in the air the more average the performance of a cheerleading routine. Implementing vertical jump training into a cheer program is a game changer for all levels of cheer. If an entire cheer program can out jump the competition the possibilities are limitless for the advanced level of stunts that can be pulled off during a routine.


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I think it’s time to face the facts. Cheerleading is a sport, it’s not going anywhere, and it’s going to keep growing/evolving as time goes on. To the outsiders looking in, give respect where it’s due, as the skills they have can’t be mimicked by you or many others. For those who are on the inside looking out vying for respect in the athletic world, treat the sport like it is one. Train like athletes and treat injuries like athletes, it’s that simple.

Audric R. Warren

http://www.effort-performance.com

Are They Sports? Absolutely! (Cheer Edition)

3 Things Athletes and Coaches Should Avoid

Training as an athlete or for an athlete is complex to put it mildly. The amount of information that must be taken into consideration when it comes to getting results, preventing plateaus and overtraining, and the prevention of injuries is daunting to say the least. Because of the sheer amount of information that goes into a successful workout, training session, or entire program the athlete or coach can have a tendency to do generic workouts with the “one-size fits all” approach. In my opinion this stems from a misunderstanding that exercise is a science. Anyone whose taken a science class knows that the tiniest variable can make or break an experiments success. When you view training from the scientific perspective, training becomes a completely different monster. So I have compiled a short list of things athletes should minimize or eliminate doing during their training sessions/programs.


Doing “Cool” Workouts

The Internet can be a great resource for learning new methodologies, techniques, and the sciences behind training. In the right hands and utilized as a way of augmenting exercises or tweaking small aspects of a program the information creates new avenues to making gains. The value can be immediately seen in the progress that is made . At the same time the internet can also be a breeding ground for misinformation. Athletes or novice coaches look at a video on YouTube and think something looks great or has that wow factor. They immediately try to implement it as a workout because it looks cool or looks hard, not knowing most of these videos are simply people showing off. Implementing cool, overly difficult, or non-functional exercises is the quickest way to injury and loss of performance.

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Understand that YouTube is merely a resource. As with any resource it requires doing your research. Don’t look at one video , even if it is explained very thoroughly, and go straight to implementation. Look at multiple videos, look at multiple people explaining the same exercise, and lastly read up on it. Take the time to understand before jumping head first in. If you are going to use YouTube as resource for your workouts, find videos of individuals who:

Explain Muscle Groups:

A good video will educate the athlete or coach on what muscle/muscle groups are specifically being targeted when performing the exercise that is being described. The person on the video will also teach you a break down of the proper mechanics of the exercise as to how to properly activate these muscles and how improper mechanics will affect the user. The video will also explain how it impacts the kinetic chain not just an individual muscle. Stressing quality of movement is usually a key indicator you found someone worth listening to.

Explain Theory:

The person in the video should have a good understanding of the biomechanics and kinesiology associated with performing the exercise(s) they are demonstrating in the video. The exercise will have a clear and concise explanation of the “why” part of the movement/movements. They might even suggest how the appropriate sets, reps, and rest periods will affect the athlete. This will give a clear understanding of what muscle fiber types and energy systems are being trained. When that component is explained it can give the potential user of the exercise the amount of rest necessary between sets and days that would be appropriate to perform the particular exercise again. Like I’ve stated before exercise is a science if they cannot explain the science behind it, then it would be wise to stay away from it.

Explain the Function:

Every exercise is not meant for everyone. If the video(s) that you have watched cannot explain how the exercise(s) in question pertain to the specific sport, it’s probably best to stay away from them. The person/people on the video(s) needs to be clear and concise on why and how it is functional to your sport. Otherwise, you could not only run the risk of injury but simply wasting valuable time that could be spent training the right way. Even if the video says it is for a sport it is necessary for them to explain why and how, otherwise it isn’t worth your time.

Explain Modifications:

Every athlete has different capabilities in regards to strength. An exercise could be perfect for your sport, position, and to correct your movement dysfunction(s). However, there may be a limitation relating to strength, mobility, or coordination that is preventing you/the athlete from doing that particular exercise. A good video or series of videos will reveal ways to modify that exercise so that you/the athlete can perform it properly. Information of modification offers a better foundation to performing more complex versions of the exercise.
Once again, YouTube can be a good resource. As a resource it doesn’t mean that every tidbit of information is gold. The more information found on the topic the better. If you go the route of taking one video as the gold standard you may wind up setting yourself up for failure.


The Treadmill and Elliptical

Every gym across America has one of these. They are a great way to get cardio or maintain your cardio. To put it succinctly, treadmills and ellipticals are good for cardio only if you are an average person. If you are an athlete and you live on the treadmill or elliptical, you might want to take a break from your old friends the treadmill and the elliptical. You don’t necessarily have to eliminate them completely but think twice about your performance standards before using on one. Some of you may disagree but let’s look at it like this:

Treadmills/Elipticals aren’t Running

Let’s start with discussing with the most basic parts of what running is. Running has two major requirements; 1.) Picking your leg up so you can reach forward with your foot to allow for an appropriate stride length, and 2.) driving your leg downward to push your foot into the ground to propel yourself forward. The second part of running is something that a majority of people struggle with. Add in a machine like the treadmill and you are only reiterating a lack of the second part of running. This affect occurs especially using the treadmill because you are “running” on a surface that is rotating underneath you. This eliminates the the leg driving down and back to push off of the ground, which creates acceleration. Instead you get active hip flexion (lifting the leg) and passive hip extension( pushing down and back). Without the driving the motion running is not achieved, only reaching, so when an athlete goes to sprint they lack the explosive ability to drive off of the ground. The translation from training to performance leaves too much of a gap.


Looking at the elliptical, it is even further away from running than the treadmill. Running is a single leg activity. While one leg is propelling, the other is striding forward. It requires balance, uni-lateral strength, and coordination. While you are on the elliptical both feet are in contact with a surface, removing the single leg components of running. Keeping both feet planted in the striding motion of the elliptical activates muscles like the quadriceps, hamstring, and low back muscles but diminishes activation of glute, and core muscles. These types of muscle sequences do not translate into creating speed, explosiveness, or even preventing injury for an athlete.

Daily Improper Use

While using an a treadmill or elliptical sparingly has no problem, the issue for most people lies in the way that these machines are being used. If an athlete plays a sport that needs speed (100 meter runner, gymnast, hockey, basketball player, volleyball player, softball/baseball player) it is safe to say jogging on a treadmill or elliptical for 30 minutes to an hour is going to diminish their explosive capabilities. Athletes wind up training their slow-twitch (endurance) muscle fibers and neglect to train their fast-twitch(short duration/speed) muscle fibers because of these long durations on the treadmill or elliptical. The secondary problem with them is all of these sports, minus a 100 meter sprint in track, require lateral or rotation movements.

Even long distance runners who require the endurance training lack the appropriate training when utilizing a treadmill or elliptical. Now instead of just paying attention to the lack of balance, uni-lateral strength, and coordination, athletes will have more endurance in certain muscle groups. Because of these muscular imbalances endurance athletes will not be able to maintain the pace they would if they were on a treadmill or elliptical. You will also see many of these athletes wind up having shin splints, SI joint problems, and knee pain.

There is nothing wrong with using a treadmill or elliptical, it needs to be understood how to use them appropriately when it comes to training. The athlete or coach utilizing these tools should do so sparingly. They are best used when it comes to a light warm-up, a rest day, or active rest post season. However, to prescribe these workouts as cardio for an athlete or to train an athlete is folly. It can be the quickest way to rob an athlete of gains and set them up for injury.


Bad Plyometrics

Plyometrics are high impact exercises, like jumping, kicking, throwing, or rebounding/landing, that focus on maximizing the stretch reflex of the muscles. The purpose for this type of training is to to teach the muscles to produce maximum force faster, which enhances performance for athletes. The most common types of plyometrics that people do are sprinting, box jumps, jumping rope, bounding, medicine ball throws. While plyometric training is essential to the athletes success most athletes and coaches have a tendency to do them inappropriately.

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The problem:

When plyometric training is performed incorrectly it can actually decrease performance and increase the likelihood of injury. This typically happens because a number of factors aren’t taken into account before starting plyometric training:

Age – More often than not age is ignored because youth is seen as highly pliable and can bounce back from stress that is placed upon them. This mindset leads to high volume (repetition count), too complex of movements, and lack of rest between sets/days. When you combine those three factors young athletes learn improper movement patterns. Poor movement patterns with such high demand on the muscles and surrounding joints/tissues these athletes are more susceptible to repetitive stress trauma like; growth plate injuries, tendinopathies(tendon inflammation or chronic injury with degeneration), and stress fractures.

Form– Plyometrics require a high level of quality. Without that quality athletes and coaches wind up creating problems for themselves when they ignore quality over quantity. Ignoring form creates muscle dysfunction(Quadricep dominance, hamstring dominance, poor movement patterns, etc..) and places stress on tendons/ligaments/joints (tendinopathies, tendinosis, cartilage damage, etc..) that would otherwise not be affected nearly as much if form was taken into consideration.

Basic Strength– I see this factor ignored fairly often when either athletes assume they are stronger than they are or coaches think an athlete should have a certain level of strength. Athletes that aren’t strong enough will either recruit the wrong muscle fiber groups or fatigue very quickly. This practice becomes unsafe as the athlete will run the risk of both overuse injuries but also acute injuries because the stress placed on the tissues will be too great thus leading to tissue failure.

Volume/Training Load– Volume is considered the number of jumps in a given session/cycle while training load is considered to be the intensity in which a given exercise is performed. These two factors when combined improperly ,in my opinion, are the two biggest culprits when it comes to bad plyometric training. Often athletes and coaches take the approach that quantity trumps quality. Combine that with the second mentality of all plyometric exercises were made equal and you’ve got a recipe for disaster. High quantity and intense training on a regular basis ultimately leads to decreases in performance, recurring injuries and more often than not season/career ending injuries.

Weight – Every athlete is not built the same. What might be considered a low demand landing/jump for an athlete who’s 150 pounds will be a high demand jump to an athlete who’s 250 pounds. Athletes and coaches often see a teammate doing a jump that might not stress the 150 pound athletes tissues but when it is performed by the  250 pound athlete stress on their tissues will be absorbed in a completely different fashion. Barring the potential of injury it affects performance greatly. Without taking weight into consideration the nervous system will learn to fire slowly and instead of the intended exercise making the athlete more explosive it ends up making that athlete less powerful/more prone to injury.

External Load – Implementing resistance bands, ankle weights, weight vests, or sleds are a common practice in plyometric training. However, two things happen;

1.) The athlete or coach adds a random amount of weight with no reason for why they started there

And/or

2.) The athlete or coach attempts the same workout as if the weight wasn’t added

More often than not  you/the athlete will fatigue quickly because of the added strain. Yes, you/the athlete can work through the fatigue and finish the workout but at what cost? Once again, you/the athlete learns poor movement patterns, slows down your/their nervous system, and if the volume/ load isn’t incorporated into your/their overall plan the there will only be short-term gains, plateau, and tissue break down.

Displacement of Center of Gravity– This is essentially the plane of motion a person is either jumping and landing (up and down, left to right, rotational, or a mixture). Two factors concerning this are often not taken into account when it comes to this concept:

1.) Athletes train or are often trained in one plane of motion when they play a sport that happens in all three planes

OR

2.) Coaches don’t take into account how many times during a given practice or training session how many times they are landing or jumping in a plane of motion that is more stressful than straight up and down.

This factor is pretty significant when it comes to performance as if you/they don’t train in multiple planes you/the athlete cannot translate training into competitive results or you/they will sustain injury what is typically called a non-contact injury. This is where a sprain to a ligament occur when another person is not around nor has placed any  outside forces on you physically.  The other side of that spectrum is not taking into account that landing laterally, rotationally, or backwards causes much more stress on tissues than a vertical jump so planning to implement these types of jumps will demand starting from scratch and appropriate recovery intervals.

Density – Last but not least is density. I left this this concept for last as it is the accumulation of all of the above factors rolled into one. Density is defined as the overall volume/type of plyometric training an athlete has done in a given cycle. When the number and type of plyometric training is not taken into account for a given cycle you/the athlete will be at the greatest risk possible for injury.

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The solution:

Age – At younger training ages the overall training demand should be kept low. Beginners, should have low demand exercises with low motor complexity so stress on the nervous system is kept to a minimum. It is possible to get a large number of contacts with minimum stress through game activities such as jump rope, jumping relays, or simple landings.

Form– Before starting plyometrics assessing basic strength is not only key but also assess an athletes form while doing basic movements. If an athlete has difficulty controlling their body weight and they have the appropriate strength its necessary to look at mobility ano overall skill/ability levels. Start slow, work on mobility and coordination then build up from what you/the athlete can and has difficulty doing. Always train to success never failure.

Basic Strength – Assess the athletes overall strength to first see if they are even a candidate for plyometrics. If an athlete can’t lift their own body weight successfully whether through a push-up or squat then the odds of them being ready for plyometrics will be very low. If they are ready to start performing plyometric training, start slow with landing with proper form. Once they have mastered their body weight and landing then they are ready for more advance forms of plyometrics.

Volume/Training Load– When it comes to planning a workout taking volume and training load into account is pivotal. First you have to decipher what the training load is:

Low intensity – Examples of these types of plyometrics would be jumping rope, small in place hops, short duration sprints, or any sub-maximal jumps. These exercises are done in quick repetitive motions for a set amount of time. Low intensity plyometrics typically have a very short recovery window of the same day to 24 hours.

Moderate intensity – Examples of these types of plyometric exercises would be stair jumps, squat jumps, tuck jumps, pike jumps, small cone hops, etc. These exercises can be done both in quick repetitive motions for time or for a specific amount of repetitions. These types of jumps require at least 48 hours of rest in between.

High intensity – Examples of these types of plyometrics would be box jumps, depth jumps, or any single leg jumps. All of these jumps must be performed at maximum effort for a set amount of repetitions due to their intensity level with optimum rest in between sets. High intensity plyometric exercises typically require at least three-5 days of rest in between repeating these types of exercises.

After taking into account the type of exercises you will be doing or giving to an athlete and how much recovery time that you/they will need it will determine the volume for the day, week, and the month.

Body Weight – The athlete or coach needs to take this into account when planning their training session or cycle. While it may seem like a sensitive subject this information can determine the effective and appropriate type of plyometric. Because the quality of the movement matters so much it is important to plan, but more importantly to observe how well the you/the athlete performs the exercise. If you/the athlete is performing sub-maximally it may require a different approach to training to allow maximal results. This can include de-loading the action by way of bungee, trampoline, or underwater. Eventually that load will prove too little and you/the athlete will be capable of controlling their own body in space and time making it possible to get the desired results.

External Load – Implementing external load is a valuable tool in increasing performance. However, it has to be done correctly or you will not get the desired results. To do so, first an assessment of strength needs to take place. Looking at basic movements like landing, squatting, lunging, can give a better idea of where to start. Once you have built to the point where you/they are capable of controlling not only your/their body weight then it is time to add an eternal load. Once you have entered this phase always remember that less is more in this scenario. When your nervous system is resisted, yet it is still able to communicate effectively between brain, joint, muscles, and tendons then the exercise is doing its job. When the external load is so much that it slows down the movement of the trunk and extremities and the athlete is unable to maintain their posture, the exercise is not having the desired effect. The last component involves monitoring/adjusting the entire training session/cycle to account for the early onset of fatigue. Putting these concepts to work for you will make a huge difference in the results that are being sought after.

Displacement of Center of Gravity– Know the sport, and apply plyometrics that correlate to it. Simply put if the sport lands or jumps in specific ways, build up to those types of landing or jumping patterns. Train the way the sport is played but keep in mind some of those movements require a different set of mobility, strength, coordination, and recovery intervals. Plan accordingly when implenting different lading and jumping patterns. If you follow all over the other guidelines while applying this concept it’s only going to lead to successes.

Density– Plan, plan, plan, plan and re-plan. I cannot stress how important it is to plan and re-plan when implementing plyometrics. Start with a basic plan of implementation of plyometrics. From there monitor the volume/training loads, knowing how may jumps and landing you/your athletes have done in a given day, week, or monthly training cycle. This is going to determine results or lack thereof. While monitoring these factors is important it’s necessary to adjust the plan based upon what you have seen, documented, and the feedback given from the athlete.  It’s nearly impossible to not get results and have a healthy season when density is planned and adjusted accordingly.

Plyometrics can be a great way to increase performance or a quick way to end a season or career. There isn’t a single athlete that won’t benefit from them. It’s all a matter of how they are used that makes the difference. Choosing the appropriate path towards implementation can often be a slow process but in the end the rewards far outweighs the wait.

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Conclusion

The main take away from this is to remember exercise is a science. When taken lightly, the person performing an exercise runs the risk of being injured due to a lack of understanding. When performance is the goal, the athlete or the coach should take into account how important using proven theories and concepts are so that goals can be met. Just because something looks cool or it was done in the past does not negate what science has proven to be true. When training is done in a calculated, methodical way, the skies the limits but if its guessed at and poorly planned nothing good can come of it. Take the time to educate yourself before training or training someone else, it will be the difference between success and failure.

Audric R. Warren

http://www.effort-performance.com

3 Things Athletes and Coaches Should Avoid

Quitting: A Habit Not Worth Forming

I’ve worked with a number of teams over my career and one of them few things I have never understood is quitting. Athletes that have so much talent laying dormant within them find a reason to give up. Quitting is an action that has always perturbed me for the simple fact that it is such a heavy action to take. It has such a detrimental impact on an athletes overall development as a person and also affects the entire program that they are deciding to leave so abruptly. There are many reasons why people quit. I will focus primarily on three of those reasons.


 

Playing Time/Role on the Team

Athletes often have in their mind a role they think she should be playing. This role many times doesn’t align with the overarching goals the program needs. When a conflict like this happens the athlete finds themself in a position that they are often unhappy with. With every game that less minutes are played it erodes the vision of a team based mentality the athlete once had into a selfish “me” mentality. They begin to question “why” they aren’t playing more, allowed to shoot more, or why they aren’t playing the position they want to. These questions take a toll on certain athletes who focus solely on themselves and not the team. They begin to think about quitting as an option. When enough time passes and enough emotions build up that same athlete quits.

The real issue:

Athletes that begin to let those seeds of negativity creep in more and more often don’t take the time to look inward for those “why’s” they ask themselves. If a majority of those athletes that quit or are thinking of quitting take an introspective look at themselves the answers 99% of the time can be found within.

“Why am I not starting over him/her?”

“Why don’t I have the green light to shoot more often?”

“Why am I not on the varsity team?”

“Why are they all conference or an All-American and I’m not?”

The answer to any question that revolves around not getting a desired result(s) boils down to effort. I personally guarantee that if you or someone you know has asked any of the previously mentioned questions, they are not working nearly as hard as they think they are. Any goal that wants to be reach requires at least 3-5 daily maintenance actions to reach goals that they want. What this means is if you know someone who quit or you yourself are doubting your role or playing time ask yourself questions like this instead:

“Did I/they put up an extra 100 shots before or after practice when no one was looking?”

“Did I/they watch film and know my opponent before game time?”

“Did I/they practice running plays after practice with the quarterback?”

“Did I/they practice stickhandling, shooting, and passing an extra 30-60 minutes a day?”

“Did I/they study my playbook and know where everyone is supposed to be?”

“Have I/they been in the weight room like I’m supposed to be?”

“When the coach corrects mistakes do I/they take his/her advice and change?”

OR

“Did I/they get to practice right on time and leave right after?”

“Do I/they neglect taking extra time outside of practices to get better?”

“Did I/they watch film on my opponent outside of with the team?”

“Do I /they only know certain plays and only where I’m/they’re supposed to be?”

“Do I/they pretend to work out or sign in and go home?”

“Did I/they miss off-season workouts?”

If you can answer at the minimum 3 of the first set of questions with a “yes” everyday then there’s no doubt your situation will be different. Athletes who can only answer “yes” to questions in the second group or “no” to questions in the first group, well WORK HARDER! When an athlete quits because they want something they haven’t worked hard enough for is not only a poor excuse, it is literally blaming other people for their own mediocrity.

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Why it matters:

Having the ability to look at one’s self, assess, and take action are critical to the growth and maintenance of an athlete from youth until they are an adult. The daily maintenance of “bettering your best” is what makes the athlete go from an accomplished team player to a fully functioning contributor to society. It’s the difference between getting a degree and working to earn a living and continuously learning to make a difference. The person that learns how to serve and play a role will take whatever craft they have and make it the best they can offer to their patrons. No matter when or where that athlete works in the future they will be a member of a team. Whether CEO or anything below playing a role must happen so that the entire machine runs smoothly.

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Injury/Injuries

Working in sports medicine I have seen injuries decimate an athlete’s confidence. Injuries can be very difficult to get over as it involves a very arduous process of getting back the ability to do the simples tasks and progressing to the most advanced skills an athlete can do. Athletes often give up because of the daunting task of getting back into playing shape and trusting that appendage to do anything without a second thought as it is too much for some people to get over. This is typically because there is that fear in the back of their mind of getting hurt again. They don’t want to go through the same pain again, which is understandable, so the injured/recovering athlete quits.

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The real issue:

Injuries are a part of sports it doesn’t matter what level of competition. There is no single way to prevent 100% of every single injury, it’s just not realistic. While I sympathize with the athlete who has sustained an injury and understand the process that it takes to come back, it is possible to make a return. By quitting and using the excuse of an injury it becomes simply “a way out”. To look in the face of adversity and shy away from it, suggests there was no passion or drive to begin with. With all of the knowledge that exists about injuries, rehabilitation, and sports performance there is really no excuse (barring serious traumatic injury with lifelong restrictions). Nowadays every sports program has or should have an Athletic Trainer who works closely with a sports medicine team of qualified healthcare professionals. This means an athlete has the resources from the moment of the injury throughout the tenure of their athletic career to evaluate, treat, condition, and prevent injuries from recurring. So simply put there is no excuse to be had when there is an injury, it’s just a speed bump on the road to reaching a goal.

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Why it matters:

The word injury is synonymous with the word adversity. Adversity exists to expose character flaws so that we can grow and and overcome that which is in the way of our success. If adversity gets the better of us once, it will get the better of us twice, and will continue to do so until it becomes second nature to just bow out every time there is a bump in the road. Quitting once adversity strikes is literally the same as killing one’s character. Adversity should be the fuel towards self realization that can propel anyone to a different level, not a deterrent from reaching goals and dreams. Starting at any age quitting sports is killing potential, it never stops there and seeps into other aspects of life. The moment adversity hits, and it will hit, that same athlete will find excuses like:

“This book is too long” so they never read it

“This class is too hard” so they drop it

“College is too expensive” so they never go

“Getting my masters is takes too long” so they never earn that degree

“I don’t think I’m qualified for that job” so they never apply or get promoted

Life is cyclical, everything will always eventually come back around. Just as the sun will shine so too will the rain come. So that athlete that’s afraid to get wet will never truly appreciate the sun.

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I Don’t Like My Coach(es)

If you have played sports long enough you can probably remember at least one coach that you just couldn’t seem to get along with, never agreed with, or maybe even flat out hated. While most people suck it up and go about their business, others use them as an excuse to quit.

The real issue:

While there are some scenarios where coaches are being blatantly malicious to certain athlete’s, 9.9 times out of 10 that isn’t the case. The problem often lies within the individual being coached. Typically it’s one of two scenarios, either the athlete needs to put their ego in check or they need to change their perspective. If its the former, the athlete might want to take the time to realize that it is the coaches job to do exactly that and coach. Putting one’s ego aside and being coachable will breathe life back into the coach-athlete dynamic that fosters learning more about the sport and being better for it, instead of resisting being coached and creating a toxic environment. When it comes to the latter, changing one’s perspective, that can come in a multitude of forms. The major two are:

Looking at the coach differently
Sometimes athletes get this jaded perspective that coaches are just there to open the gym, show them what plays are in the playbook, run practices, or make decisions during games. While these are responsibilities of the coach it is not all a coach does. This perspective lends the athlete to have the vantage point that they are the one playing and experiencing the sport so they know what they are doing and the coach is just there to tell them the next drill or the next play. So the moment the coach does what they are there to do which teach skills, raise IQ about the sport, develop the athlete, and basically get everything that they can out of an athlete effort and talent wise the athlete with poor perspective can’t handle it. They get upset, and thinkthe coach is a jerk and the coach “hates me”. Eventually the athlete with this perspective will quit because they constantly fee persecuted by the coach. This is where much needed perspective comes into play. When an athlete takes a moment to see where the coach is coming from, in a positive way, it becomes clear of what they are trying to accomplish. Sometimes it may even take communicating with the coach on what he/she is trying to accomplish to actually see that.

Looking at the yourself differently
Many times the athlete thinks that they know more about a sport than they really do. So they perceive themselves as one type of player or playing one type of role while in reality that is often not the case. When a coach tries to coach an athlete with this perspective they automatically bump heads. This leads to too much friction between the two and the athlete decides that quitting is what is best for them. If that same athlete took the time to step outside of themself, they would be able to adopt a more malleable approach. I like to use two quotes by Bruce Lee when it comes to this example. “Nothingness cannot be defined; the softest thing cannot be snapped” and “Empty your mind, be formless be shapeless, like water. If you put water into a cup it becomes the cup, If you put water into a bottle, it becomes the bottle, if you put it in a teapot it becomes the teapot. Water can flow or it can crash. Be water my friend.” These two quotes are philosophies athletes should try to adopt when being coached as it gives them the assumption that they can learn something new everyday and be molded into a better athlete consistently.

Why it matters:

The coach is the coach, there really not much that can be done about it. It is a fact that must be dealt with regardless of how much you like them or hate them. When the athlete tries to deny this fact, fiction is born. The fictional narrative of “the coach hates me” or “the coach is playing favorites” plays out in the mind of the athlete with an ego and/or lacking perspective. Yes there are times that a coach might actually be a jerk, yet it still has nothing to do with how one acts in response to it. An athlete still has to get their extra work in, know the plays, give effort during practice, watch film, and do what it takes to contribute to the team. The coach has nothing to do with any of those factors, so why does it matter? In reality it doesn’t matter. So quitting because you do not like the coach is a cop out. The athlete that chooses this route will ultimately have problems when it comes to authority later in life. They will blame teachers and professors for their poor grades and bosses for their lack of performance in the workplace. These individuals will struggle and confuse their own egos and lack of perspective on others who do not control any of the actions that they choose to take. So taking the time to put one’s self in check makes all the difference in learning and growing.


 

Conclusion

Any athlete will ultimately have to deal with the tools that they have. It’s akin to having the same seeds, the same soil, the same pot, the same water, and the same amount of sun that everyone else has on the team. All of those things mean nothing, absolutely nothing, if the soil isn’t put in the pot, the seeds aren’t put in the soil, the seeds aren’t watered regularly, and the pot isn’t put out in the sun. It is the athlete that chooses to quit whom neglects to take the necessary and consistent actions to get the directly related results. These are the people who don’t realize circumstances rarely change it is them , the individual, that needs to do the changing. Once the athlete, who contemplates quitting as an option, holds themselves accountable for their actions the thought of quitting their sport will never re-enter their mind. The only thing they will ever quit, is blaming external forces for their current situation.

 

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Audric R. Warren

http://www.effort-performance.com

Quitting: A Habit Not Worth Forming

Welcome Moraine Valley Community College Women’s Basketball Team

Effort: Performance & Rehabilitation would like to welcome Moraine Valley Community College Women’s Basketball program to the Effort family.  Effort is blessed and excited to be a part of such a stellar program. From 1997-2015 Moraine Valley Community College Cyclones have won the Illinois Skyway Collegiate Conference championship a total nine times and the NJCAA Region IV championship as well as appearing in the NJCAA national tournament on multiple occasions.  MVCC’s women’s program has produced a vast number  of All-Illinois Skyway Collegiate Conference athletes, All NJCAA region IV athletes, and NJCAA division II all-Americans.  Effort: Performance & Rehabilitation would like to say thank you to such a great program for letting them be a part of it and the opportunity to help develop your players. We look forward to helping you grow your program and welcome you to the Effort family!

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For more information about Morraine Valley Community College’s Women’s Basketball program follow the link: https://www.morainevalley.edu/athletics/womens-sports/basketball/

 

Welcome Moraine Valley Community College Women’s Basketball Team