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CSCS > Chapter 19: program design and technique for speed and agility training > Flashcards

Chapter 19: program design and technique for speed and agility training Flashcards

1
Q

the skills and abilities needed to achieve high movement velocites

A

speed

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2
Q

the skills and abilities needed to explosively change movement direction, velocities, or modes

A

change of dirrection

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3
Q

the skills and abilities needed to change direction, velocity, or mode in response to a stimulus

A

agility

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4
Q

the development of maximal force in minimal time, typically used as an index of explosive strength

A

rate of force development (RFD)

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5
Q

the product of the generated force and the time required for its production, which is measured as the area under the force time curve

A

Impulse

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6
Q

impulse dictates the magnitude of change of momentum of an object

A

impulse-momentum relationship

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7
Q

represents the interaction of two physical objects

A

force

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8
Q

the movment of mass changes an objects velocity causing this

A

acceleration

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9
Q

the rate at which an object covers a distance (scalar quantity)

A

speed

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10
Q

how fast an object is traveling and its direction

A

velocity

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11
Q

the rate at which an objects velocity changes over time

A

acceleration

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12
Q

change in force divided the the change in time

A

RFD

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13
Q

length of time the athletes are in the stance or plant phase

A

ground contact time

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14
Q

the product of the time the force is applied to the ground and the amount of force applied is called

A

impulse

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15
Q

the relationship between the mass of an object and the velocity of movement

A

momentum

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16
Q

these two things are most important in developing speed

A

impulse

RFD

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17
Q

strength training enhances the rate and amplitude of impulses being sent from the NS to the target muscle

A

neural drive

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18
Q

indicative of an increase in the rate at which action potentials occur, and are related to increases in both muscular force production and the RFD production

A

neural drive

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19
Q

this exploits two phenomena: intrinsic muscle-tendon behavior and force and length reflex feedback to the NS

A

SSC

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20
Q

acutely, SSC actions do this

A

increase mechanical efficiency and impulse via elastic energy recovery

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21
Q

chronically SSS actions do this

A

upregulate muscle stiffness and enhance neuromuscular activation

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22
Q

training activities aimed at improving SSC performance should fulfill two criteria

A

involve skillful, multijoint movements that transmit force through the kinetic chance and exploit elastic-reflexive mechanism
should be structured around brief work bouts or clusters separated by frequent rest pauses

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23
Q

in order to manage fatigue and emphasize work quality and technique SSC training should

A

be structured around brief work bouts or clusters separated by frequent rest pauses

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24
Q

training in which alternating SSC tasks with heavy resistance exercises within the same training session enhances their working effect

A

complex training

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25
Q

the basis for the acute aftereffect phenomenon of complex training

A

postactivation potentiation

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26
Q

this may be related to an increase in the sensitivity of associated muscle spindles

A

pre-tension caused by the preactivation of the trained musculature used in the activity

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27
Q

mathematical model that depicts sprinting as a type of human locomotion in which the displacement of a body mass is the aftereffect from energy produced and is delivered through the collective coiling and extention of spring-like actions withing the muscle architecture

A

spring-mass model (SMM)

28
Q

in enhance speed S&C coaches should emphasize an exercise prescription that have been shown to increase this, and also do this

A

increase neural drive

overloading musculature of the hip and knee regions involved in the SSC

29
Q

Change of direction and agility require this over sprinting

A

longer SSC activites

30
Q

described as rapid, unpaced, maximal-effort running of 15 seconds or less

31
Q

two factors that go into improving sprint speed

A

stride length

stride frequency

32
Q

This is the biggest difference in eliete and novice sprinters

A

increasing the amount of vertical force applied to the ground during the stance phase and RFD in that plane

33
Q

two limiting factors influencing sprint performance

A

RFD and proper biomechanics

34
Q

stages of the stance phase of sprinting

A

eccentric braking

concentric propulsive period

35
Q

stages of the flight phase of sprinting

A

recovery

ground preparation

36
Q

maximum velocity of the sprint uses this

A

SSC through stiffness regulation to propel the athletes center of mass down the track horizontally

37
Q

two training goals of sprint training

A

emphasize brief ground support times as a means of achieving rapid stride rates
emphasize the further development of the SSC as a means to increase the amplitude of impulse for each step of the sprint

38
Q

three stages of a sprint

A

start
acceleration
maximum velocity

39
Q

fundamental movements in order occurring in maximum velocity sprinting

A 
early flight
midlight
late flight
early support
late support
40
Q

Change of direction and agility movements performed with these two attributes will benefit from training similar to sprint training

A

cutting angles less than 75* and shorter ground contact times <250ms

41
Q

tests without a reactive stimulus are considered to test this

A

change of direction ability

42
Q

tests with a reactive stimulus are considered to test this

43
Q

this is likely the most important factor for enhancing change of direction ability

A

eccentric muscular force

44
Q

high velocity eccentric training of enhances this

A

change of direction ability (drop landings, loaded jump landings, power clean/snatch)

45
Q

the three goals of agility performance

A

enhanced perceptual-cognitive ability
effective and rapid breaking of ones momentum
rapid acceleration towards the new direction of travel

46
Q

freedom of an athletes limb to move through a desired range of motion

47
Q

a joints total range of motion

A

flexibility

48
Q

speed and agility should emphasize this type of strength

A

relative strength (strength to weight ratio)

49
Q

strategic manipulation of an athlete’s preparedness through the employment of sequenced training phases defined by cycles and stages of workload

A

periodization

50
Q

the duration or distance over which a repetition is executed

A

exercise (or work) interval

51
Q

the sequence in which a set of repetitions is executed

A

exercise order

52
Q

number of training sessions performed in a given time period

53
Q

the effort with which a repletion is executed

54
Q

the time period between repetitions and sets

A

recovery (rest) interval

55
Q

the execution of a specific workload assignment or movement technique

A

repetition

56
Q

group of sets and recovery intervals

57
Q

a group of repetitions and rest intervals

58
Q

amout of work performed in a given training session or period of time

59
Q

work-to-rest ratio

A

relative density of exercise and relief intervals in a set, expressed as a ratio

60
Q

density of volume performed at prescribed intensities

A

volume load

61
Q

an agility test should specifically evaluate this ability

A

perceptual-cognitive ability (not change-of-direction)

62
Q

this drill is designed to enhance the stride frequency of a sprinter

63
Q

this speed drill is commonly prescribed as a way to simulate upright sprinting mechanics and vertical force production

64
Q

stride frequency is a by-product of this

A

high vertical forces occurring in a short ground contact time

65
Q

this speed drill is a type of resisted sprinting that is prescribed to promote improvemetns within the acceleration phase of a sprint

A

incline sprint

66
Q

this drill is intended as a beginning-level change-of-direction drill to develop proficiency in the patterns of side shuffling, accelerating out of a change of direction, and decelerating into a change of direction

CSCS (23 decks)

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