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CSCS Strength and Conditioning > Everything > Flashcards

Everything Flashcards

1
Q

Acute Responses to Aerobic Exercise

A

CV Responses (Q varriables)
Respiratory Responses
Blood Pressure

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2
Q

CV response: From rest to steady-state aerobic exercise, Q initially does what?

A

increases rapidly, then more gradually, and subsequently reaches a plateau

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3
Q

With maximal exercise, Q may . . . .

A

increase to four times the resting level

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4
Q

With aerobic exs, SV increases due to :

A

EDV is significantly increased
At onset of exs, sympathetic stimulation increases SV

HR increases linearly with increases in intensity

Oxygen uptake increases during an acute bout of aerobic exercise and is directly related to the mass of exercising muscle, metabolic efficiency, and exs intensity

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5
Q

Q =

A 
HR x SV
HR X (ESV x EDV)

sv= esv x edv

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6
Q

Systolic Blood pressure estimates the

A

pressure exerted against the arterial walls as blood is forcefully ejected during ventricular contraction

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7
Q

Diastolic Blood Pressure used to estimate

A

pressure exerted against the arterial walls when no blood is being forcefully ejected through the vessels

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8
Q

CV responses
Control of Local Circulation

During aerobic exs, what is considerably increased by dilation of local arterioles?

A

blood flow to active muscles

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9
Q

Resp Responses

Aerobic exs provides the greatest impact on what two things?

A

oxygen uptake and CO2 production

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10
Q

resp responses
gas responses

During high-intensity aerobic exs, the pressure gradients of what causes what?

A

oxygen and co2 cause the movement of gases across cell membranes

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11
Q

resp responses
gas responses

the diffusing capacities of o2 and co2 do what w/ exercise, which does what

A

The diffusing capacities of o2 and CO2 increase dramatically w/ exs, which facilitates their exchange.

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12
Q

What carries most oxygen in the blood?

A

hemoglobin

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13
Q

Most carbon dioxide removal is from its combination with what?

A

water and delivery to the lungs in the form of bicarbonate.

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14
Q

During low- to moderate-intensity exercise, enough oxygen is available that lactic acid does not

A

accumulate because the removal rate is greater than or equal to the production rate.

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15
Q

The aerobic exercise level at which lactic acid (converted to blood lactate at this point) begins to show an increase is termed the

A

onset of blood lactate accumulation, or OBLA

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16
Q

Acute aerobic exercise results in what?

A

increased cardiac output, stroke volume, heart rate, oxygen uptake, systolic blood pressure, and blood flow to active muscles and a decrease in diastolic blood pressure.

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17
Q

During aerobic exercise, what happens with O2 and CO2?

A

large amounts of oxygen diffuse from the capillaries into the tissues, increased levels of carbon dioxide move from the blood into the alveoli, and minute ventilation increases to maintain appropriate alveolar concentrations of these gases.

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18
Q

Chronic Adaptations To Aerobic EXS

A 
CV adaptations
Resp adaptations
Neural Adaptations
Muscular adapts
Bone & Connective Tissue Adaptations
Endocrine Adapts
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19
Q

Chronic Adaptations To Aerobic EXS
CV adapations

Aerobic endurance training requires proper what?

A

progression, variation, specificity, and overload if physiological adaptations are to take place

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20
Q

Chronic Adaptations To Aerobic EXS
Resp Adapts

Ventilatory adapts are what ?

A

highly specific to activities that involve the type of exercise used in training

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21
Q

Chronic Adaptations To Aerobic EXS
Resp Adapts

Training adapts include what?

A

Increased tidal volume and breathing frequency with maximal exercise

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22
Q

Chronic Adaptations To Aerobic EXS
Neural Adapts

What is increased ?
What is delayed?

A

Efficiency is increased

Fatigue of the contractile mechanisms is delayed.

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23
Q

Chronic Adaptations To Aerobic EXS
Muscle Adapts

One of the fundamental adaptive responses to aerobic endurance training is what?

A

an increase in the aerobic capacity of the trained musculature

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24
Q

Chronic Adaptations To Aerobic EXS
Muscle Adapts

An increase in the aerobic capacity of the trained musculature allows the athlete to what?

A

perform a given absolute intensity of exs with greater ease after aerobic endurance training

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25
Q

Chronic Adaptations To Aerobic EXS
Bone and Connective Tissue Adapts

In mature adults, the extent to which tendons, ligaments, and cartilage grow and become stronger is what?

A

proportional to the intensity of the exercise stimulus, especially from weight-bearing activities

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26
Q

Chronic Adaptations To Aerobic EXS
Endo Adapts

Aerobic exercise leads to what

A

increases in hormonal circulation and changes at the receptor level.

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27
Q

Chronic Adaptations To Aerobic EXS
Endo Adapts

High-intensity aerobic endurance training does what?

A

augments the absolute secretion rates of many hormones in response to maximal exercise

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28
Q

Chronic Adaptations To Aerobic EXS
Endo Adapts

Trained athletes have what?

A

blunted (attenuated/ weakened) responses to submaximal exercise

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29
Q

Designing Aerobic Endurance Programs for Optimizing Adaptations

What is one of the most commonly measured adaptations to aerobic endurance training is what?

A

an increase in maximal oxygen uptake associated with an increase in maximal Q

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30
Q

Designing Aerobic Endurance Programs for Optimizing Adaptations

What is one of the most vital factors in improving and maintaining aerobic power?

A

intensity of training

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31
Q

What does aerobic endurance training result in?

A

reduced body fat, increased maximal oxygen uptake, increased respiratory capacity, lower blood lactate concentrations, increased mitochondrial and capillary densities, and improved enzyme activity.

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32
Q

External Influences on the Cardiorespiratory Response

A

Altitude
Hyperoxic Breathing
Smoking
Blood Doping

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33
Q

Changes begin to occur at elevations greater than

A

3,900 feet (1,200 m)

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34
Q

What changes begin at altitudes greater than 3900 ft?

A

Increased pulmonary ventilation

Increased cardiac output at rest and during submaximal exercise due to increases in heart rate

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35
Q

When do values return to normal at altitude greater than 1200m ?

A

Values begin to return toward normal within two weeks.

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36
Q

What kind of adjustments occur during prolonged altitude exposure?

A

Several chronic physiological and metabolic adjustments occur during prolonged altitude exposure.

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37
Q

Hyperoxic Breathing

Breathing oxygen-enriched gas mixtures during rest periods or following exercise may

A

positively affect exercise performance, although the procedure remains controversial.

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38
Q

Smoking

Acute effects of tobacco smoking could do what?

A

impair exercise performance.

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39
Q

Blood Doping

Artificially increasing red blood cell mass is unethical and poses serious health risks, yet it can do what?

A

improve aerobic exercise performance and may enhance tolerance to certain environmental conditions.

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40
Q

Individual Factors Influencing Adaptations to Aerobic Endurance Training

A

Genetic Potential
Age and Sex
Overtraining

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41
Q

Genetic Potential

The upper limit of an individual’s genetic potential dictates what?

A

the absolute magnitude of the training adaptation.

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42
Q

Age and Sex

Maximal aerobic power decreases

A

with age in adults.

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43
Q

Age and Sex

Aerobic power values of women range from what range of the values of men.

A

73% to 85% of the values of men.

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44
Q

The general physiological response to training is similar

A

in men and women.

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45
Q

Overtraining in aerobic exs

A

Cardiovascular Responses
Biochemical Responses
Endocrine Responses

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46
Q

Overtraining in aerobic exs
Cardiovascular Responses

Greater volumes of training affect what ?

A

heart rate

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47
Q

Overtraining in aerobic exs

Biochemical Responses
High training volume results in what?

A

increased levels of creatine kinase, indicating muscle damage

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48
Q

Overtraining in aerobic exs

Biochemical Responses
Muscle glycogen decreases

A

with prolonged periods of overtraining.

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49
Q

Overtraining in aerobic exs

Endocrine Responses
Overtraining may result in a

A

decreased testosterone-to-cortisol ratio, decreased secretion of GH, and changes in catecholamine levels.

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50
Q

What Are the Markers of Aerobic Overtraining?

A 
Decreased performance
Decreased percentage of body fat
Decreased maximal oxygen uptake
Altered blood pressure
Increased muscle soreness
Decreased muscle glycogen
Altered resting heart rate

Increased submaximal exercise heart rate
Decreased lactate
Increased creatine kinase
Altered cortisol concentration
Decreased total testosterone concentration
Decreased ratio of total testosterone to cortisol

Decreased ratio of free testosterone to cortisol
Decreased ratio of total testosterone to sex hormone–binding globulin
Decreased sympathetic tone (decreased nocturnal and resting catecholamines)
Increased sympathetic stress response

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51
Q

AEROBIC TRAINING

Overtraining can lead to dramatic performance

A

decreases in athletes of all training levels and is caused by mistakesin the design of the training program.

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52
Q

Detraining

A

If inactivity, rather than proper recovery, follows exercise, an athlete loses training adaptations.

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53
Q

Testing can be used to assess what?

A

athletic talent, identify physical abilities and areas in need of improvement, set goals, and evaluate progress.

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54
Q

Test:

A

A procedure for assessing ability in a particular endeavor.

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55
Q

Field test:

A

A test used to assess ability that is performed away from the laboratory and does not require extensive training or expensive equipment.

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56
Q

Measurement:

A

The process of collecting test data.

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57
Q

Evaluation:

A

The process of analyzing test results for the purpose of making decisions.

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58
Q

Pre-test:

A

A test administered before the beginning of training to determine the athlete’s initial basic ability levels.

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59
Q

Mid-test:

A

A test administered one or more times during the training period to assess progress and modify the program as needed to maximize benefit.

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60
Q

Formative evaluation:

A

Periodic reevaluation based on mid-tests administered during the training, usually at regular intervals.

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61
Q

Post-test:

A

A test administered after the training period to determine the success of the training program in achieving the training objectives.

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62
Q

Evaluation of Test Quality

Validity Defined

A

The degree to which a test or test item measures what it is supposed to measure

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63
Q

What is the most important characteristic of testing?

A

Evaluation of Test Quality

Validity

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64
Q

Evaluation of Test Quality
Validity

What are the types of validity?

A

construct validity, face validity, content validity, & criterion-referenced validity

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65
Q

construct validity:

A

The ability of a test to represent the underlying construct (the theory developed to organize and explain some aspects of existing knowledge and observations).

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66
Q

face validity:

A

The appearance to the athlete and other casual observers that the test measures what it is purported to measure.

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67
Q

content validity:

A

The assessment by experts that the testing covers all relevant subtopics or component abilities in appropriate proportions.

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68
Q

criterion-referenced validity:

A

The extent to which test scores are associated with some other measure of the same ability.

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69
Q

Evaluation of Test Quality

Reliability:

A

A measure of the degree of consistency or repeatability of a test

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70
Q

Evaluation of Test Quality
Reliability

Measurement error can arise from the following/ what?

A

Intrasubject (within subjects) variability
Lack of interrater (between raters) reliability or agreement
Intrarater (within raters) variability
Failure of the test itself to provide consistent results

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71
Q

Intrasubject variability:

A

The lack of consistent performance by the person tested.

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72
Q

Interrater reliability:

A

The degree to which different raters agree; also referred to as objectivity or interrater agreement.

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73
Q

Intrarater variability:

A

The lack of consistent scores by a given tester.

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74
Q

Test Selection

Metabolic Energy System Specificity

A

Consider the energy demands (phosphagen, glycolytic, and oxidative) of the sport when choosing or designing tests.

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75
Q

Test Selection

Biomechanical Movement Pattern Specificity

A

The more similar the test is to an important movement in the sport, the better.

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76
Q

For a test to be valid, it must emulate

A

the energy requirements and important movements of the sport for which abilityis being tested.

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77
Q

Test Selection

Experience and Training Status

A

Consider the athlete’s ability to perform the technique.

Consider the athlete’s level of strength and endurance training.

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78
Q

Test Selection
Age and Sex
Both may affect athletes’.

A

experience, interest, and ability

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79
Q

Test Selection
Environmental Factors

High temperature and high humidity can

A

impair performance, pose health risks, and lower the validity of aerobic endurance tests.

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80
Q

Test Selection
Environmental Factors

Temperature fluctuations can

A

reduce ability to compare test results over time.

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81
Q

Test Selection
Environmental Factors

Altitude can

A

impair performance on aerobic endurance tests, although not on tests of strength and power.

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82
Q

Athletes’ experience, training status, age, and sex can

A

affect test performance, so these factors should be considered in test selection.

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83
Q

Environmental factors such as temperature, humidity, and altitude can also

A

influence test performance, so testers should try to standardize environmental conditions as much as possible.

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84
Q

Test Administration

What are the 3 Health and Safety Considerations

A

1) Be aware of testing conditions that can threaten the health of athletes (e.g., high heat and humidity).
2) Be observant of signs and symptoms of health problems that warrant exclusion from testing.
3. ) Be observant of the health status of athletes before, during, and after maximal exertions.

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85
Q

Test Administration

Selection and Training of Testers

A

Provide testers with practice and training. Ensure consistency among testers.

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86
Q

Test Administration

Recording Forms

A

Prepare scoring forms ahead of time to increase efficiency and reduce recording errors.

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87
Q

Test Administration

Test Format
Consider whether athletes will be tested

A

all at once or in groups. The same tester should administer a given test to all athletes if possible. Each tester should administer one test at a time.

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88
Q

Test Administration

Testing Batteries and Multiple Testing Trials

A

Duplicate test setups can be used for large groups.

Allow 2 to 3 minutes of rest between attempts that are not close to the athlete’s maximum, 3 to 5 minutes between attempts that are close to the maximum, and at least 5 minutes between test batteries.

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89
Q

Test Administration

Testing Batteries and Multiple Testing Trials

Duration

A

Allow 2 to 3 minutes of rest between attempts that are not close to the athlete’s maximum, 3 to 5 minutes between attempts that are close to the maximum, and at least 5 minutes between test batteries.

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90
Q

When multiple trials of a test or a battery of tests are performed, allow

A

complete recovery between trials.

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91
Q

Test Admin

Sequence of Tests

A 
Nonfatiguing tests 
Agility tests 
Maximum power and strength tests 
Sprint tests 
Local muscular endurance tests 
Fatiguing anaerobic capacity tests 
Aerobic capacity tests
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92
Q

Test Administration

Preparing Athletes for Testing

Procedure

A

Announce the date, time, and purpose of a test battery in advance.
Host a pre-test practice session.
Provide clear and simple instructions.
Demonstrate proper test performance.
Organize a pre-test warm-up.
Tell athletes their test scores after each trial.
Administer a supervised cool-down period.

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93
Q

Test Administration
Testing Conditions
To maximize the reliability of tests, conditions should be

Warm-up for the tests should be standardized.

A

as similar as possible for all athletes tested and from test to retest of the same athlete.

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94
Q

Test Administration
Testing Conditions

Temperature and humidity, surface, and type of equipment should be

A

consistent.

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95
Q

Test Administration
Testing Conditions

Athletes should not be tested when

A

fatigued, or when glycogen depleted or overly full from a meal. They should arrive for testing normally hydrated.

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96
Q

Test Administration

Measuring Parameters of Athletic Performance

A 
Maximum Muscular Strength & Power
	(Low-Speed & High-Speed Strength)
Local Muscular Endurance
Aerobic & Anaerobic Capacity
Speed & Agility
Anthropometry & Body Composition
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97
Q

Measuring Parameters of Athletic Performance

Maximum Muscular Strength
(Low-Speed Strength)

Related to the force a

A

muscle or muscle group can exert in one maximal effort

1RM bench press, 1 RM back squat

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98
Q

Measuring Parameters of Athletic Performance

Anaerobic or Maximum Muscular Power (High-Speed Strength)
Related to the ability of

A

muscle tissue to exert high force while contracting at a high speed (also called maximal anaerobic muscular power or anaerobic power)

1RM power clean, standing long jump, vertical jump, Margaria-Kalamen test

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99
Q

Most maximal muscular strength tests use

A

relatively slow movement speeds and therefore reflect low-speed strength.

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100
Q

Conversely, assessment of high-speed muscular strength can involve

A

measuring the 1RM of explosive resistance training exercises, the height of a vertical jump, or the time to sprint up a staircase.

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101
Q

Measuring Parameters of Athletic Performance

Local Muscular Endurance

A

Ability of certain muscles or muscle groups to per-form repeated contractions against a submaximal resistance

Partial curl-up, push-up, YMCA bench press test

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102
Q

Measuring Parameters of Athletic Performance

Anaerobic Capacity
Maximal rate of energy production by

A

the combined phosphagen and lactic acid energy systems for moderate-duration activities

300-yard (274 m) shuttle run

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103
Q

Measuring Parameters of Athletic Performance
Aerobic Capacity
Maximum rate at which an athlete can produce

A

energy through oxidation of energy resources (carbohydrates, fats, and proteins)

1.5-mile (2.4 km) run, 12-minute run

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104
Q

Measuring Parameters of Athletic Performance
Aerobic Capacity

Usually expressed as a

A

volume of oxygen consumed per kilogram of body weight per minute (i.e., ml · kg–1 · min–1); also called aerobic power

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105
Q

Measuring Parameters of Athletic Performance
Speed
Movement distance per

A

unit time, typically quantified as the time taken to cover a fixed distance

40-yard (37 m) sprint

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106
Q

Measuring Parameters of Athletic Performance
Agility

Ability to

A

stop, start, and change the direction ofthe body or body parts rapidly and in a controlled manner

T-test, hexagon test, pro agility test

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107
Q

Measuring Parameters of Athletic Performance

Flexibility

Range of motion about

A

a body joint

Sit-and-reach test

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108
Q

Measuring Parameters of Athletic Performance

Anthropometry
The science of measurement applied to

A

the human body

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109
Q

Measuring Parameters of Athletic Performance

Anthropometry Generally includes measurements of

A

height, weight, and selected body girths

Girth measurements

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110
Q

Measuring Parameters of Athletic Performance

Body Composition

Relative proportions by

A

weight of fat and lean tissue

Skinfold measurements

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111
Q

Statistical Evaluation of Test Data

Descriptive Statistics

A

Central Tendency

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112
Q

Statistical Evaluation of Test Data
Descriptive Statistics

Central Tendency
mean:

A

The average of the scores.

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113
Q

Statistical Evaluation of Test Data
Descriptive Statistics

Central Tendency
median:

A

The middlemost score when a set of scores is arranged in order of magnitude.

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114
Q

Statistical Evaluation of Test Data
Descriptive Statistics

Central Tendency

mode:

A

The score that occurs with the greatest frequency.

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115
Q

Statistical Evaluation of Test Data

What are the types of Statistics?

A

Descriptive Statistics

Inferential Statistics

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116
Q

Statistical Evaluation of Test Data

Descriptive Statistics

A

Variability

Percentile Rank

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117
Q

Statistical Evaluation of Test Data
Descriptive Statistics

Variability

A

Range

Standard Deviation

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118
Q

Statistical Evaluation of Test Data
Descriptive Statistics

Percentile Rank is defined as

A

The percentage of test takers scoring below an individual

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119
Q

Statistical Evaluation of Test Data
Descriptive Statistics
Variability

Range is what?

A

The interval from the lowest to the highest score.

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120
Q

Statistical Evaluation of Test Data
Descriptive Statistics
Variability

Standard Deviation

A

A measure of the variability of a set of scores about the mean.

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121
Q

Statistical Evaluation of Test Data
Inferential Statistics

Allows one to what?

A

draw general conclusions about a population from information collected in a population sample.

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122
Q

Statistical Evaluation of Test Data
Inferential Statistics

Population sample must be what?

A

representative.

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123
Q

Normal bell curve is what kind of distribution and its SD ?

A

“Normally distributed” scores form the bell-shaped curve shown in this figure. Standard deviation is most useful when scores are normally distributed.

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124
Q

Statistical Evaluation of Test Data
Developing an Athletic Profile Procedure

Select tests that will measure the

A

specific parameters most closely related to the characteristics of the sport or sports in question.

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125
Q

Statistical Evaluation of Test Data
Developing an Athletic Profile Procedure

Choose valid and reliable tests to

A

measure these parameters, and arrange the testing battery in an appropriate order with sufficient rest between tests to promote test reliability.

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126
Q

Statistical Evaluation of Test Data
Developing an Athletic Profile Procedure

Administer the test battery to

A

as many athletes as possible.

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127
Q

Statistical Evaluation of Test Data
Developing an Athletic Profile Procedure

Calculate percentile ranks to

A

present a visual profile.

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128
Q

Statistical Evaluation of Test Data
Developing an Athletic Profile Procedure

Evaluate the athlete based on percentile rank within

A

the group and against the individual’s best performances over previous years, if possible.

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129
Q

Warm-Up

Warming up can have the following positive impacts on performance:

A

Faster muscle contraction and relaxation of both agonist and antagonist muscles

Improvements in the rate of force development and reaction time

Improvements in muscle strength and power

Lowered viscous resistance in muscles

Improved oxygen delivery due to the Bohr effect whereby higher temperatures facilitate oxygen release from hemoglobin and myoglobin

Increased blood flow to active muscles

Enhanced metabolic reactions

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130
Q

Stretching During Warm-Up

Research suggests dynamic stretching is

A

the preferred option for stretching during warm-up.

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131
Q

Stretching During Warm-Up

Consider the

A

range of motion and stretch-shortening cycle requirements of the sport when designing a warm-up.

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132
Q

Components of a Warm-Up

A general warm-up period may consist of

A

5 to 10 minutes of slow activity such as jogging or skipping.

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133
Q

Components of a Warm-Up

A specific warm-up period incorporates

A

movements similar to the movements of the athlete’s sport. It involves 8 to 12 minutes of dynamic stretching focusing on movements that work through the range of motion required for the sport.

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134
Q

Components of a Cool-Down

A proper cool-down is important after

A

intense training and competition as the athlete place great demands on the musculoskeletal, nervous, immune, and metabolic systems.

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135
Q

Components of a Cool-Down

When implemented correctly a cool-down will reduce

A

muscle soreness decrements in power, mobility, speed, and agility.

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136
Q

There are many different modalities used to cool-down with no

A

definitive evidence that one is more effective than the other.

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137
Q

Flexibility is a

A

measure of range of motion (ROM) and has static and dynamic components.

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138
Q

Static flexibility is the

A

range of possible movement about a joint and its surrounding muscles during a passive movement.

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139
Q

Dynamic flexibility refers to the

A

available ROM during active movements and therefore requires voluntary muscular actions.

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140
Q

Flexibility and Performance

Optimal levels of flexibility exist for

A

each activity.

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141
Q

Flexibility and Performance

Injury risk may increase

A

outside this range.

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142
Q

Factors Affecting Flexibility Are:

A

Joint Structure

Structure determines

Age and Sex

Connective Tissue

Resistance Training With Limited Range of Motion

Muscle Bulk

Activity Level

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143
Q

Factors Affecting Flexibility
Age and Sex

Older people tend to be less

A

flexible than younger people; females tend to be more flexible than males.

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144
Q

Factors Affecting Flexibility
Connective Tissue

Elasticity and plasticity of

A

connective tissues affect ROM.

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145
Q

Factors Affecting Flexibility
Resistance Training With Limited Range of Motion

Exercise through a full ROM and develop both

A

agonist and antagonist muscles to prevent loss of ROM.

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146
Q

Factors Affecting Flexibility
Muscle Bulk

Large muscles may

A

impede joint movement.

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147
Q

Factors Affecting Flexibility
Activity Level

An active person tends to be more

A

flexible than an inactive one, but activity alone will not improve flexibility.

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148
Q

Factors Affecting Flexibility

Joint Structure

A

Structure determines the joint’s range of motion.

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149
Q

Flexibility
Frequency, Duration, and Intensity of Stretching

Acute effects of stretching on ROM are

A

transient.

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150
Q

Flexibility
Frequency, Duration, and Intensity of Stretching

For longer-lasting effects, a stretching program is

A

required.

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151
Q

Flexibility

When Should an Athlete Stretch?

A

Following practice and competition

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152
Q

Flexibility

When Should an Athlete Stretch?

Postpractice stretching facilitates

A

ROM improvements because of increased muscle temperature.

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153
Q

Flexibility

When Should an Athlete Stretch?

Stretching should be performed within

A

5 to 10 minutes after practice.

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154
Q

Flexibility

When Should an Athlete Stretch?

Postpractice stretching may also

A

decrease muscle soreness although the evidence on this is ambiguous.

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155
Q

Flexibility

When Should an Athlete Stretch?
As a separate session

If increased levels of flexibility are required,

A

additional stretching sessions may be needed.

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156
Q

Flexibility

When Should an Athlete Stretch?
As a separate session

In this case, stretching should be preceded by

A

a thorough warm-up to allow for the increase in muscle temperature necessary for effective stretching.

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157
Q

Flexibility

When Should an Athlete Stretch?
As a separate session

This type of session can be

A

especially useful as a recovery session on the day after a competition.

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158
Q

Flexibility
Proprioceptors and Stretching
Stretch reflex

A stretch reflex occurs when ?
Should this be avoided?

A

muscle spindles are stimulated during a rapid stretching movement. This should be avoided when stretching, as it will limit motion.

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159
Q

Flexibility
Proprioceptors and Stretching
Autogenic inhibition and reciprocal inhibition

Autogenic inhibition is accomplished via

A

active contraction before a passive stretch of the same muscle.

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160
Q

Flexibility
Proprioceptors and Stretching
Autogenic inhibition and reciprocal inhibition

Both result from stimulation of Golgi tendon organs, which cause

A

reflexive muscle relaxation.

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161
Q

Flexibility
Proprioceptors and Stretching
Autogenic inhibition and reciprocal inhibition

Reciprocal inhibition is accomplished by

A

contracting the muscle opposing the muscle that is being passively stretched.

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162
Q

Types of Stretching are ?

A

Static Stretch
Ballistic Stretch
Dynamic Stretch

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163
Q

Static Stretch

A

A static stretch is slow and constant, with the end position held for 30 seconds.

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164
Q

Ballistic Stretch

A

A ballistic stretch typically involves active muscular effort and uses a bouncing-type movement in which the end position is not held.

165
Q

Dynamic Stretch

A

A dynamic stretch is a type of functionally based stretching exercise that uses sport-specific movements to prepare the body for activity.

166
Q

Guidelines for Static Stretching:

A

Get into a position that facilitates relaxation.

Move to the point in the ROM where you experience a sensation of mild discomfort. If performing partner-assisted PNF stretching, communicate clearly with your partner.

Hold stretches for 30 seconds.

Repeat unilateral stretches on both sides

167
Q

Types of Stretching

Precautions for Dynamic Stretching

A

Move progressively through the ROM.

Move deliberately but without bouncing (movement must be controlled at all times).

Do not forsake good technique for additional ROM.

168
Q

Types of Stretching
Proprioceptive Neuromuscular Facilitation (PNF) Stretch

Hold-Relax is done how?

A

Passive prestretch (10 seconds), isometric hold (6 seconds), passive stretch (30 seconds)

169
Q

Types of Stretching
Proprioceptive Neuromuscular Facilitation (PNF) Stretch

Contract-Relax is done how?

A

Passive prestretch (10 seconds), concentric muscle action through full ROM, passive stretch (30 seconds)

170
Q

Types of Stretching
Proprioceptive Neuromuscular Facilitation (PNF) Stretch

Hold-Relax With Agonist Contraction

A

During third phase (passive stretch), concentric action of the agonist used to increase the stretch force

171
Q

The hold-relax with agonist contraction is the

A

most effective PNF stretching technique due to facilitation via both reciprocal and autogenic inhibition.

172
Q

Common PNF Stretches With a Partner

A 
Calf and ankle
Chest
Groin
Hamstrings and hip extensors
Quadriceps and hip flexors
Shoulder
173
Q

Sources of Resistance to Muscle Contraction
Gravity
Applications to Resistance Training

When the weight is horizontally closer to the joint, it exerts

A

less resistive torque.

174
Q

Sources of Resistance to Muscle Contraction
Gravity

When the weight is horizontally farther from a joint, it exerts

A

more resistive torque.

175
Q

Sources of Resistance to Muscle Contraction
Gravity

Weight-Stack Machines

Gravity is the source of resistance, but machines provide

A

increased control over the direction and pattern of resistance.

176
Q

In cam-based weight-stack machines, the moment arm (M) of the weight stack (horizontal distance from the chain to the cam pivot point) varies

A

during the exercise movement.

177
Q

When the cam is rotated in the direction shown from position 1 to position 2, the moment arm of

A

the weights, and thus the resistive torque, increases.

178
Q

Sources of Resistance to Muscle Contraction

Inertia

A

When a weight is held in a static position or whenit is moved at a constant velocity, it exerts constant resistance only in the downward direction.

However, upward or lateral acceleration of the weight requires additional force.

179
Q

Sources of Resistance to Muscle Contraction

Friction

A

Friction is the resistive force encountered when one attempts to move an object while it is pressed against another object.

180
Q

Sources of Resistance to Muscle Contraction

A

Fluid Resistance

Elasticity

181
Q

Sources of Resistance to Muscle Contraction

Fluid Resistance

A

Fluid resistance is the resistive force encountered by an object moving through a fluid (liquid or gas), or by a fluid moving past or around an object or through an orifice.

182
Q

Sources of Resistance to Muscle Contraction

Elasticity

A

The more an elastic component is stretched, the greater the resistance.

183
Q

Exercise Technique Fundamentals
Handgrips

In the pronated grip, the palms

A

are down and the knuckles are up; also called the overhand grip.

184
Q

Exercise Technique Fundamentals
Handgrips

In the supinated grip, the palms are

A

up and the knuckles are down; also known as the underhand grip.

185
Q

Exercise Technique Fundamentals
Handgrips

In the neutral grip, the knuckles point

A

In the neutral grip, the knuckles point laterally—as in a handshake.

186
Q

Exercise Technique Fundamentals
Handgrips

The alternated grip uses

A

one hand in a pronated grip and the other in a supinated grip.

187
Q

Exercise Technique Fundamentals
Handgrips

The hook grip is similar

A

to the pronated grip except that the thumb is positioned under the index and middle fingers.

188
Q

Exercise Technique Fundamentals
Handgrips

The thumb is

A

wrapped around the bar in all of the grips shown; this positioning is called a closed grip.

189
Q

Exercise Technique Fundamentals
Handgrips

When the thumb does not wrap around the bar,

A

the grip is called an open or false grip.

190
Q

Exercise Technique Fundamentals

Stable Body and Limb Positioning
A stable position enables the athlete to

A

maintain proper body alignment during an exercise, which in turn places an appropriate stress on muscles and joints.

191
Q

Exercise Technique Fundamentals

Stable Body and Limb Positioning

Both free-weight and machine exercises require

A

a stable position.

192
Q

Exercise Technique Fundamentals

Stable Body and Limb Positioning

The five-point body contact position provides

A

stability for seated or supine exercises.

193
Q

Exercise Technique Fundamentals

Stable Body and Limb Positioning (cont’d)

Following is the five-point body contact position:

A

Head is placed firmly on the bench or back pad.

Shoulders and upper back are placed firmly and evenly on the bench or back pad.

Buttocks are placed evenly on the bench or seat.

Right foot is flat on the floor.

Left foot is flat on the floor.

194
Q

Exercises performed while standing typically require

A

that the feet be positioned slightly wider than hip-width with the heels and balls of the feet in contact with the floor. Seated or supine exercises performed on a bench usually require a five-point body contact position.

195
Q

Before performing machine exercises,

A

adjust seat and pads to position the body joint primarily involved in the exercise in alignment with the machine’s axis of rotation.

196
Q

Exercise Technique Fundamentals
Range of Motion and Speed

A full range of motion maximizes

A

the value of an exercise and improves flexibility.

197
Q

Exercise Technique Fundamentals
Range of Motion and Speed

Slow, controlled movements make it

A

easier to achieve a complete ROM, though quick movements are appropriate for power exercises

198
Q

Exercise Technique Fundamentals
Breathing Considerations

The sticking point is the

A

most strenuous movement of a repetition, and it occurs soon after the transition from the eccentric phase to the concentric phase.

199
Q

Exercise Technique Fundamentals
Breathing Considerations

Instruct athletes to exhale through

A

the sticking point and to inhale during the less stressful phase of the repetition.

200
Q

Exercise Technique Fundamentals
Breathing Considerations

Valsalva maneuver

A

For experienced and well-resistance-trained athletes performing structural exercises

Will assist in maintaining proper vertebral alignment and support

Involves expiring against a closed glottis, which, when combined with contracting the abdomen and rib cage muscles, creates rigid compartments of fluid in the lower torso and air in the upper torso

Helps to establish the “flat-back” and erect upper torso position in many exercises

201
Q

For most exercises, exhale through the

A

sticking point of the concentric phase and inhale during the eccentric phase.

202
Q

Experienced and well-trained athletes may want to use

A

the Valsalva maneuver when performing structural exercises to assist in maintaining proper vertebral alignment and support.

203
Q

Exercise Technique Fundamentals

Weight Belts
Typically an athlete should wear a weight belt when

A

performing exercises that place stress on the lower back and during sets that involve near-maximal or maximal loads.

204
Q

Exercise Technique Fundamentals
Weight Belts

A weight belt is not needed for exercises that do not stress the

A

lower back or for those that do stress the lower back but involve light loads.

205
Q

Exercise Technique Fundamentals
Lifting a Bar off the Floor

The position of the feet and back shown in figure 14.3 enables the

A

leg muscles to make a major contribution as the bar is lifted off the floor.

206
Q

Exercise Technique Fundamentals
Lifting a Bar off the Floor

Keeping the bar

A

close to the body and the back flat during the upward pull helps avoid excessive strain on the lower back.

207
Q

Spotting Free Weight Exercises
Types of Exercises Performed and Equipment Involved

With the exception of power exercises, free weight exercises performed with a bar moving

A

over the head, positioned on the back, racked on the front of the shoulders, or passing over the face typically require one or more spotters.

208
Q

Spotting Free Weight Exercises
Types of Exercises Performed and Equipment Involved

Spotting Overhead Exercises and Those With the Bar on the Back or Front Shoulders

Ideally, to promote the safety of the lifter, the spotters, and others nearby, overhead exercises and those involving the bar on the

A

back or front shoulders should be performed inside a power rack with the crossbars in place at an appropriate height.

209
Q

Spotting Free Weight Exercises
Types of Exercises Performed and Equipment Involved

Spotting Overhead Exercises and Those With the Bar on the Back or Front Shoulders

Out-of-the-rack exercises (e.g., forward step lunge orstep-up) with heavy weights can result

A

in serious injury.

210
Q

Spotting Free Weight Exercises
Types of Exercises Performed and Equipment Involved

Spotting Overhead Exercises and Those With the Bar on the Back or Front Shoulders

These exercises should be executed only by

A

well-trained and skilled athletes and spotted by experienced professionals.

211
Q

Spotting Free Weight Exercises

Types of Exercises Performed and Equipment Involved
Spotting Over-the-Face Exercises

When spotting over-the-face barbell exercises, it is important for the spotter to

A

grasp the bar with an alternated grip, usually narrower than the athlete’s grip.

212
Q

Spotting Free Weight Exercises

Types of Exercises Performed and Equipment Involved
Spotting Over-the-Face Exercises

Because of the bar’s curved trajectory in some exercises (e.g., lying triceps extension, barbell pullover), the spotter will use an

A

alternated grip to pick up the bar and return it to the floor but a supinated grip to spot the bar.

213
Q

Spotting Free Weight Exercises
Types of Exercises Performed and Equipment Involved
Do Not Spot

A

Power Exercises

214
Q

Spotting Free Weight Exercises

Number of Spotters Determined by

A

load and experience and ability of athlete and spottersload and experience and ability of athlete and spotters

215
Q

Spotting Free Weight Exercises

Communication Between Athlete and Spotter

A

Use of a Liftoff

Amount and Timing of Spotting Assistance

216
Q

Joint Biomechanics: Concerns in Resistance Training
Back
Back Injury

A

The lower back is particularly vulnerable.

Resistance training exercises should generally be performed with the lower back in a moderately arched position.

217
Q

Joint Biomechanics: Concerns in Resistance Training
Back
Intra-Abdominal Pressure and Lifting Belts

A

The “fluid ball” aids in supporting the vertebral column during resistance training.
Weightlifting belts are probably effective in improving safety. Follow conservative recommendations.

218
Q

The “fluid ball” resulting from

A

contraction of the deep abdominal muscles and the diaphragm.

219
Q

Valsalva Maneuver:

A

The glottis is closed, thus keeping air from escaping the lungs, and the muscles of the abdomen and rib cage contract, creating rigid compartments of liquid in the lower torso and air in the upper torso.

220
Q

Joint Biomechanics:Concerns in Resistance Training

Shoulders

A

The shoulder is prone to injury during weight training because of its structure and the forces to which it is subjected.
Warm up with relatively light weights.
Follow a program that exercises the shoulders in a balanced way.
Exercise at a controlled speed.

221
Q

Joint Biomechanics:Concerns in Resistance Training

Knees

A

The knee is prone to injury because of its location between two long levers.

Minimize the use of wraps.

222
Q

Joint Biomechanics:Concerns in Resistance Training

How Can Athletes Reduce the Risk of Resistance Training Injuries?

A

Perform one or more warm-up sets with relatively light weights, particularly for exercises that involve extensive use of the shoulder or knee.

Perform basic exercises through a full ROM.

Use relatively light weights when introducing new exercises or resuming training after a layoff of two or more weeks.

Do not ignore pain in or around the joints.

Never attempt lifting maximal loads without proper preparation, which includes technique instruction in the exercise movement and practice with lighter weights.

Performing several variations of an exercise results in more complete muscle development and joint stability.

Take care when incorporating plyometric drills into a training program.

223
Q

stretch-shortening cycle (SSC):

A

Eccentric-concentric coupling phenomenon in which muscle-tendon complexes are rapidly and forcibly lengthened or stretch loaded and immediately shortened in a reactive or elasticmanner; springlike preparatory counter-movement of many functional tasks.

224
Q

Plyometric Mechanics and Physiology

Mechanical Model of Plyometric Exercise

Elastic energy in tendons and muscles is

A

increased with a rapid stretch (as in an eccentric muscle action) and then briefly stored.

225
Q

Plyometric Mechanics and Physiology

Mechanical Model of Plyometric Exercise

If a concentric muscle action follows immediately, the stored energy is

A

released, contributing to the total force production.

226
Q

Mechanical model of skeletal muscle function. The series elastic component (SEC), when stretched, stores elastic energy that increases the force produced. The contractile component (CC) (i.e., actin, myosin, and cross-bridges) is the primary source of muscle action during concentric muscle action.

A

The parallel elastic component (PEC) (i.e., epimysium, perimysium, endomysium, and sarcolemma) exerts a passive force with unstimulated muscle stretch. Reprinted, by permission, from Albert, 1995 (1).

227
Q

Plyometric Mechanics and Physiology

Neurophysiological Model of Plyometric Exercise

Stretch reflex is the body’s involuntary response to an external stimulus that stretches the muscles.

A

This model involves potentiation (change in the force–velocity characteristics of the muscle’s contractile components caused by stretch) of the concentric muscle action by use of the stretch reflex.

228
Q

Plyometric Mechanics and Physiology

Neurophysiological Model of Plyometric Exercise

Stretch reflex is the

A

body’s involuntary response to an external stimulus that stretches the muscles.

229
Q

Plyometric Mechanics and Physiology

Stretch-Shortening Cycle
The stretch-shortening cycle (SSC) employs both

A

the energy storage of the SEC and stimulation of the stretch reflex to facilitate maximal increase in muscle recruitment over a minimal amount of time.

230
Q

Plyometric Mechanics and Physiology

Stretch-Shortening Cycle

There are three phases:

A

eccentric, amortization,and concentric.

231
Q

Plyometric Mechanics and Physiology

Stretch-Shortening Cycle
A fast rate of musculotendinous stretch is vital

A

to muscle recruitment and activity resulting from the SSC.

232
Q

Plyometric Mechanics and Physiology
Stretch-Shortening Cycle

Eccentric Stage One Action

A

Stretch of agonist muscle

233
Q

Plyometric Mechanics and Physiology
Stretch-Shortening Cycle

Amorization Stage 2 Action

A

Pause between phases 1 and 3

234
Q

Plyometric Mechanics and Physiology
Stretch-Shortening Cycle

Concentric Stage 3 Action

A

Shortening of agonist muscle fibers

235
Q

Plyometric Mechanics and Physiology
Stretch-Shortening Cycle

Eccentric Stage One
Physiological Event

A

Elastic energy is stored in the series elastic region.

Muscle Spindles are stimulated.

236
Q

Plyometric Mechanics and Physiology
Stretch-Shortening Cycle

Amorization Stage 2
Physiological Event

A

Type Ia afferent nerves synapse with alpha motor neurons.

Alpha motor neurons transmit signals to agonist muscle group.

237
Q

Plyometric Mechanics and Physiology
Stretch-Shortening Cycle

Concentric Stage 3
Physiological Event

A

Elastic energy is released from the series elastic region.

Alpha motor neurons stimulate agonist muscle group.

238
Q

The stretch-shortening cycle combines

A

mechanical and neurophysiological mechanisms and is the basis of plyometric exercise.

239
Q

A rapid eccentric muscle action stimulates the

A

stretch reflex and storage of elastic energy, which increase the force produced during the subsequent concentric action.

240
Q

Plyometric Program Design
Mode
Lower Body Plyometrics

A

These are appropriate for virtually any athlete and any sport.
Direction of movement varies by sport, but many sports require athletes to produce maximal vertical or lateral movement in a short amount of time.
There are a wide variety of lower body drills with various intensity levels and directional movements.

241
Q

Plyometric Program Design

Mode
Upper Body Plyometrics
Drills include

A

medicine ball throws, catches, and several types of push-ups.

242
Q

Plyometric Program Design
Mode
Trunk Plyometrics

A

Exercises for the trunk may be performed “plyometrically” provided that movement modifications are made.
Specifically, the exercise movements must be shorter and quicker to allow stimulation and use of the stretch reflex.

243
Q

Plyometric Program Design

Intensity

A

Plyometric intensity refers to the amount of stress placed on muscles, connective tissues, and joints.

It is controlled primarily by the type of plyometric drill.
Generally, as intensity increases, volume should decrease.

244
Q

Plyometric Program Design

Frequency
Forty-eight to 72 hours between

A

plyometric sessions is a typical recovery time guideline for prescribing plyometrics.
Using these typical recovery times, athletes commonly perform two to four plyometric sessions per week.

245
Q

Plyometric Program Design

Recovery
Recovery for depth jumps may consist of

A

5 to 10 seconds of rest between repetitions and 2 to 3 minutes between sets.
The time between sets is determined by a proper work-to-rest ratio (i.e., 1:5 to 1:10) and is specific to the volume and type of drill being performed.
Drills should not be thought of as cardiorespiratory conditioning exercises but as power training.
Furthermore, drills for a given body area should not be performed two days in succession.

246
Q

Plyometric Program Design

Volume
For lower body drills

A

, plyometric volume is expressed as contacts per workout (or in distance for bounding drills).
For upper body drills, plyometric volume is ex-pressed as the number of throws or catches per workout.
Recommended lower body volumes vary for athletes with different levels of experience.

247
Q

Program Length

Currently, most programs range from

A

6 to 10 weeks; however, vertical jump height improves as quickly as four weeks after the start of a plyometric training program.

248
Q

Progression

Plyometrics is a form of resistance training and

A

thus must follow the principles of progressive overload (the systematic increase in training frequency, volume, and intensity in various combinations).

249
Q

Warm-Up

Plyometric exercise sessions must begin

A

with a general warm-up, stretching, and a specific warm-up.

The specific warm-up should consist of low-intensity, dynamic movements.

250
Q

Plyometrics Age Considerations

Adolescents

A

Consider both physical and emotional maturity.
The primary goal is to develop neuromuscular control and anaerobic skills that will carry over into adult athletic participation.
Gradually progress from simple to complex.
The recovery time between workouts should be a minimum of two to three days.

251
Q

Plyometrics Age Considerations

Masters

A

The plyometric program should include no more than five low- to moderate-intensity exercises.
The volume should be lower, that is, should include fewer total foot contacts than a standard plyometric training program.
The recovery time between plyometric workouts should be three to four days.

252
Q

Plyometrics Age Considerations

Prepubescent children should not

A

perform depth jumps and other high-intensity lower body drills. Adolescents usually can safely participate in plyometric training depending on their ability to follow directions.

253
Q

Masters athletes can do

A

plyometrics, as long as modifications are made for orthopedic conditions and joint degeneration.

254
Q

Plyometrics and OtherForms of Exercise

Because aerobic exercise may have a

A

negative effect on power production, it is advisable to perform plyometric exercise before aerobic endurance training.

255
Q

Plyometrics and OtherForms of Exercise

Combine lower body resistance training

A

with upper body plyometrics, and upper body resistance training with lower body plyometrics.
Performing heavy resistance training and plyometric exercises on the same day is generally not recommended.
Some advanced athletes may benefit from complex training, which combines intense resistance training with plyometric exercises.

256
Q 
Plyometrics
Safety Considerations 
Pretraining Evaluation of the Athlete
Technique
Before adding any drill, the strength and conditioning professional must demonstrate
A

proper technique to the athlete.

Proper landing technique is essential to prevent injury and improve performance in lower body plyometrics.

257
Q 
Plyometrics
Safety Considerations
Pretraining Evaluation of the Athlete
Strength
For lower body plyometrics, the
A

athlete’s 1RM squat should be at least 1.5 times his or her body weight.
For upper body plyometrics, the bench press 1RM should be at least 1.0 times the body weight for larger athletes (those weighing over 220 pounds, or 100 kg) and at least 1.5 times the body weight for smaller athletes (those weighing less than 220 pounds).
An alternative measure of prerequisite upper body strength is the ability to perform five clap push-ups in a row.

258
Q

Plyometrics
Safety Considerations
Pretraining Evaluation of the Athlete

Speed

A

For lower body plyometrics, the athlete should be able to perform five repetitions of the squat with 60% body weight in 5 seconds or less.
For upper body plyometrics, the athlete should be able to perform five repetitions of the bench press with 60% body weight in 5 seconds or less

259
Q

Plyometrics
Safety Considerations
Pretraining Evaluation of the Athlete
Balance

A

Three balance tests: double leg/single leg standing  quarter squat  half squat.
Each test position must be held for 30 seconds. Tests should be performed on the same surface used for drills.
An athlete beginning plyometric training for the first time must stand on one leg for 30 seconds without falling.
An athlete beginning an advanced plyometric program must maintain a single-leg half squat for 30 seconds without falling.

260
Q

Plyometrics
Safety Considerations
Pretraining Evaluation of the Athlete

Physical Characteristics

A

Athletes who weigh more than 220 pounds (100 kg) may be at an increased risk for injury when performing plyometric exercises.
- These athletes should not perform depth jumps from heights greater than 18 inches (46 cm).

261
Q

Plyometrics
Safety Considerations
Pretraining Evaluation of the Athlete

Equipment and Facilities
Landing Surface

A

To prevent injuries, the landing surface used for lower body plyometrics must possess adequate shock-absorbing properties (grass field, suspended floor, or rubber mat).

262
Q 
Plyometrics
Safety Considerations
Pretraining Evaluation of the Athlete
Equipment and Facilities
Training Area
A

Most bounding and running drills require at least 30 m (33 yards) of straightaway, though some drills may require a straightaway of 100 m (109 yards).
For most standing, box, and depth jumps, only a minimal surface area is needed, but the ceiling height must be 3 to 4 m (9.8-13.1 feet) in order to be adequate.
Equipment
Boxes should range in height from 6 to 42 inches
- The recommended height for depth jumps ranges from 16 to 42 inches, with 30 to 32 inches being the norm.

263
Q

Plyometrics
Safety Considerations
Pretraining Evaluation of the Athlete
What Are the Steps for Implementing a Plyometric Program?

A 
Evaluate the athlete.
Ensure that facilities and equipment are safe.
Establish sport-specific goals.
Determine program design variables.
Teach the athlete proper technique.
Properly progress the program.
264
Q

speed:

A

The skills and abilities needed to achieve high movement velocities.

265
Q

agility:

A

The skills and abilities needed to explosively change movement velocities or modes.

266
Q

Movement techniques involve

A

task-specific application of forces that are manifested in terms of acceleration, time or rate of application, and velocity.

267
Q

Strength and conditioning professionals should identify the target activity’s requisite

A

skills, abilities, and movement mechanics via task analysis and specifically address them in training.

268
Q

Movement Mechanics

In order to execute movement techniques, athletes must skillfully

A

apply force—the product of mass and acceleration.

269
Q

Movement Mechanics

Impulse

A

Impulse is the change in momentum resulting from a force, measured as the product of force and time.

270
Q

Movement Mechanics

Impulse

A basic objective of training is to move the

A

force-time curve up and to the left, generating greater impulse and momentum during the limited time for which force is applied.

271
Q

Movement Mechanics

Power

A

Power is the rate of doing work, measured as the product of force and velocity.

272
Q

Movement Mechanics

Power

High power outputs are required to

A

rapidly accelerate, decelerate, or achieve high velocities.

273
Q

Force as a function of time, indicating

A

maximum strength, rate of force development (RFD), and force at 0.2 seconds for untrained (solid blue line), heavy resistance–trained (dashed purple line), and explosive-ballistic–trained (dotted black line) subjects. Impulse is the change in momentum resulting from a force, measured as the product of force and time (represented by the area under each curve), and is increased by improving RFD. When functional movements are performed, force is typically applied very briefly, that is, often for 0.1 to 0.2 seconds, whereas absolute maximum force development may require 0.6 to 0.8 seconds.

274
Q

Velocity as a function of force (dashed purple line) and resulting power production/ absorption (solid blue line)

A

in concentric and eccentric muscle actions. The greatest forces occur during explosive eccentric (lengthening) actions. Depending on the movement, maximum power (Pm) is usually produced at 30% to 50% of maximum force (Fm) and velocity (Vm).

275
Q

Athletes skillfully apply forces when

A

executing movement techniques.

276
Q

Because of time and velocity constraints, a technique can be characterized in terms of

A

task-specific impulse and power.

277
Q

The ability to achieve high movement velocities and accelerations involves high

A

RFD as well as force application across a range of power outputs and muscle actions.

278
Q

Movement Mechanics
Practical Implications
Functional vs. Simple Movements

Speed in complex, functional movements involves

A

an interplay of neuromuscular, mechanical, and energetic factors.

279
Q

Movement Mechanics
Practical Implications
Functional vs. Simple Movements

Speed in complex movements correlates poorly with

A

speed in unresisted, elementary actions.

280
Q

Movement Mechanics
Practical Implications
Functional vs. Simple Movements

Many functional tasks begin with

A

preparatory countermovements and utilize the stretch-shortening cycle (SSC).

281
Q

Movement Mechanics
Practical Implications
Functional vs. Simple Movements

Training activities aimed at improving SSC performance should fulfill two criteria:

A

1) They should involve skillful, muiltijoint movements that transmit forces through the kinetic chain and exploit elastic-reflexive mechanisms.
2) In order to manage fatigue and emphasize work quality and technique, they should be structured around brief work bouts or clusters separated by frequent rest pauses.

282
Q

Movement Mechanics
Practical Implications
Aerobic Endurance vs. Power Sports

Explosive strength qualities also play an important role in

A

aerobic endurance activities, such as distance running.

283
Q

Movement Mechanics
Practical Implications
Aerobic Endurance vs. Power Sports

Ground contact times at intermediate running speeds are longer than those at

A

top speeds but significantly shorter than required for maximal force development.

284
Q

Movement Mechanics
Practical Implications
Aerobic Endurance vs. Power Sports

Power, impulse, and reactive ability are important determinants of

A

running performance over any distance.

285
Q

Stretch-shortening cycle actions are especially prevalent

A

in athletic tasks.

286
Q

The target activity’s movement mechanics have important implications in

A

training and should be addressed in the task analysis.

287
Q

Running speed is the interaction of

A

stride frequency and stride length.

288
Q

Stride frequency tends to vary among individuals and generally seems to be

A

more trainable than stride length.

289
Q

Stride length-frequency interaction as a function

A

of running velocity. m/s = meters per second

290
Q

Running Speed
Sprinting Performance and Stride Analysis

Linear sprinting involves a series of

A

subtasks—the start and acceleration and maximum velocity.

291
Q

Running Speed
Sprinting Performance and Stride Analysis

Linear sprinting involves a series of subtasks—the start and acceleration and maximum velocity.

Though the movement mechanics of these subtasks are distinct, both are characterized by two phases:

A

Flight (recovery, ground preparation)

Support (braking, propulsion)

292
Q

Running Speed
Sprinting Performance and Stride Analysis

Following is a summary of the key muscular requirements in maximum-velocity sprinting:

A

As the recovery leg swings forward, eccentric knee flexor activity controls its forward momentum and helps prepare for efficient touchdown.

During ground support, the high moment at the ankle joint indicates the importance of the plantar flexors.

According to the available evidence, effort during the late support phase neither is essential to sprinting efficiency nor poses a high risk for injury.

293
Q

As the recovery leg swings forward,

A

eccentric knee flexor activity controls its forward momentum and helps prepare for efficient touchdown.

294
Q

During ground support, the high moment at

A

the ankle joint indicates the importance of the plantar flexors.

295
Q

According to the available evidence, effort during the late support phase neither is

A

essential to sprinting efficiency nor poses a high risk for injury.

296
Q

Running is a ballistic mode of locomotion with alternating phases of

A

flight (composed of recovery and ground preparation) and single-leg support (composed of eccentric braking and concentric propulsion).

297
Q

Running Speed

What are the Training Goals?

A

Minimize braking forces at ground contact by maximizing the backward velocity of the leg and foot at touchdown and by planting the foot directly beneath the center of gravity.

Emphasize brief ground support times as a means of achieving rapid stride rate.

Emphasize functional training of the hamstring muscle group with respect to its bi-articular structure and dual role (simultaneous concentric hip extension and eccentric knee flexion) during late recovery.

Eccentric knee flexor strength is the most important aspect limiting recovery of the leg as it swings forward.

298
Q

Running speed is the interaction of stride

A

frequency and stride length.

299
Q

The goal of sprinting is to achieve

A

high stride frequency and optimal stride length, with explosive horizontal push-off and minimal vertical impulse.

300
Q

Agility is an expression of an athlete’s

A

coordinative abilities, which are the basis of acceleration, maximum-velocity, and multidirectional skills.

301
Q

Agility is often broadly defined as an athlete’s collective coordinative abilities:

A

adaptive ability

balance

combinatory ability

rhythm:
reactiveness:

orientation:

differentiation:

302
Q

adaptive ability:

A

Modification of action sequence upon observation or anticipation of novel or changing conditions and situations.

303
Q

balance:

A

Static and dynamic equilibrium.

304
Q

combinatory ability:

A

Coordination of body movements into a given action.

305
Q

differentiation:

A

Accurate, economical adjustment of body movements and mechanics.

306
Q

orientation:

A

Spatial and temporal control of body movements.

307
Q

reactiveness:

A

Quick, well-directed response to stimuli.

308
Q

rhythm:

A

Observation and implementation of dynamic motion pattern, timing, and variation.

309
Q

Agility is an expression of an athlete’s

A

coordinative abilities, which are the basis of acceleration, maximum-velocity, and multidirectional skills.

310
Q

Agility

Skill Classification

A

General vs. Special Skills
Closed vs. Open Skills
Continuous vs. Discrete vs. Serial Skills

311
Q

Agility

Change in Velocity

A

Initial speed and direction

Decrease or increase in speed (or both) and redirection of movement

Final speed and direction

312
Q

Agility

Locomotion Mode

A

The specific locomotion mode(s) performed andthe movement technique(s) used to execute them discretely

Forward, Backward, Diagonal, Lateral, or any combination of these

The specific sequence(s) in which they are performed and the technique(s) used to transition between them serially

313
Q

The available evidence suggests that backpedal running

A

is a distinct technique rather than a simple reversal of forward running.

314
Q

Athletes’ maximal backward running velocities tend to be

A

~60% to 80% of their forward velocities.

315
Q

Agility

Technical Considerations

Linear sprinting can be described as a closed, serial task:

A

Velocity and Mode

316
Q

Agility

Technical Considerations

Linear sprinting can be described as a closed, serial task:

Velocity:

A

the athlete starts with an initial speed of zero, maximally accelerates forward, and achieves maximum speed over a specified distance (e.g., 100 m) with minimal deceleration or redirection.

317
Q

Agility

Technical Considerations

Linear sprinting can be described as a closed, serial task:

Mode:

A

the athlete runs forward by executing a series of discrete subtasks (start, acceleration, maximum velocity) without transitioning to another mode of locomotion.

318
Q

Technical Considerations

Certain sprinting mechanics—including

A

body position, visual focus, leg action, arm action, and braking mechanics—can be adapted to various multidirectional tasks.

319
Q

Agility

Technical Considerations

Considering the forces involved in

A

explosive deceleration and the role of SSC actions in redirection, some principles of plyometric training are also applicable.

320
Q

Agility

Technical Considerations

A

Body Position
Visual Focus
Leg Action
Arm Action

321
Q

Agility
Technical Considerations
Braking Mechanics

Following is an example of how to progressively develop and evaluate eccentric strength and reactive ability:

A

Instruct the athlete to run forward and achieve second gear (1/2 speed), and then decelerate and stop within three steps.

Instruct the athlete to run forward and achieve third gear(3/4 speed), and then decelerate and stop within five steps.

Instruct the athlete to run forward and achieve fourth gear (full speed), and then decelerate and stop within seven steps.

322
Q

Strength and conditioning professionals can simplify the agility needs

A

analysis by addressing task specificity on two fronts (change in velocity, mode of locomotion) and classifying motor skills according to basic schemes (general vs. special tasks, closed vs. open tasks, continuous vs. discrete vs. serial tasks).

323
Q

Methods of Developing Speed and Agility

Primary Method
The primary method is the

A

execution of sound movement technique in a specific task.

324
Q

Methods of Developing Speed and Agility

Primary Method

Initially, athletes should perform tasks at

A

submaximal learning speeds to establish proper mechanics.

325
Q

Methods of Developing Speed and Agility

Primary Method

As they progress toward mastery, task performance can

A

approach or exceed full competition speed.

326
Q

Methods of Developing Speed and Agility

Secondary Methods
Sprint Resistance

This method includes

A

gravity-resisted running (e.g., upgrade or upstair sprinting) or other means of achieving an overload effect (e.g., harness, parachute, sled, or weighted vest).

327
Q

Methods of Developing Speed and Agility

Secondary Methods
Sprint Resistance

The objective is to provide resistance without

A

arresting the athlete’s movement mechanics, primarily as a means of improving explosive strength and stride length.

328
Q

Methods of Developing Speed and Agility

Secondary Methods
Sprint Assistance

This method includes

A

gravity-assisted running (e.g., down-grade sprinting on a shallow [3-7] slope), high-speed towing (e.g., harness and stretch cord), or other means of achieving an overspeed effect.

329
Q

Methods of Developing Speed and Agility

Secondary Methods
Sprint Assistance

The objective is to provide assistance without

A

significantly altering the athlete’s movement mechanics, primarily as a means of improving stride rate.

330
Q

Methods of Developing Speed and Agility

Tertiary Methods
Mobility

Inadequate ROM for a specific task can result in

A

improper foot placement, longer ground times, and higher braking forces.

331
Q

Methods of Developing Speed and Agility
Tertiary Methods
Mobility

Identify limitations due to

A

flexibility, and address them in training.

332
Q

Methods of Developing Speed and Agility

Tertiary Methods
Mobility

Strength

Prioritize strength training tasks by their

A

dynamic correspondence with the target activity.

333
Q

Methods of Developing Speed and Agility

Tertiary Methods
Mobility

Strength

SSC actions usually deserve high priority in

A

speed and agility training.

334
Q

Methods of Developing Speed and Agility
Tertiary Methods
Mobility

Last one?

A

speed endurance

335
Q

The primary method for speed and agility development

A

is execution of sound movement technique in a specific task.

336
Q

Secondary methods include

A

sprint resistance and sprint assistance training.

337
Q

Tertiary methods include

A

mobility, strength, and speed-endurance training.

338
Q

Program Design
Short-Term Planning
Speed and Agility Sessions

Athletes should conduct

A

speed and agility tasks early in a training session.

339
Q

Program Design
Short-Term Planning
Speed and Agility Sessions

Structure training sessions around brief

A

work bouts and frequent 2- to 3-minute rest periods in order to maximize the quality of learning and training effects.

340
Q

Program Design
Short-Term Planning
Speed and Agility Sessions

Repetition methods are an ideal choice in this case, whereas

A

competitive-trial and interval methods are generally better suited for speed-endurance training.

341
Q

Program Design
Short-Term Planning
Speed and Agility Sessions

Distribute daily sessions into modules separated by

A

recovery breaks, subdivide workloads into brief clusters separated by frequent rest pauses, or both.

342
Q

Short-Term Planning
Speed-Endurance Sessions

Interval training methods often produce the

A

best chronic training effects for intensive sports.

343
Q

Short-Term Planning
Speed-Endurance Sessions

A given volume of preparatory speed-endurance work can

A

be divided into segments, with rest pauses as needed.

344
Q

Short-Term Planning
Speed-Endurance Sessions

Motor Learning Guidelines

A 
Physical vs. mental practice
Amount of practice
Whole vs. part practice
Augmented feedback and instruction
Practice distribution
Practice variation
345
Q

Factors Related to AerobicEndurance Performance
Maximal Aerobic Power

As the duration of an aerobic endurance event

A

increases, so does the proportion of the total energy that must be supplied by aerobic metabolism.

346
Q

Factors Related to AerobicEndurance Performance
Maximal Aerobic Power

There is a high correlation between

A

VO2max and performance in aerobic endurance events.

347
Q

Factors Related to AerobicEndurance Performance

Lactate Threshold

In aerobic endurance events, the best competitor among athletes with similar VO2max values is typically the person who can

A

sustain aerobic energy production at the highest percentage of his or her VO2max without accumulating large amounts of lactic acid in the muscle and blood.

348
Q

Factors Related to AerobicEndurance Performance

Exercise Economy

An improvement in exercise economy can

A

enhance maximal aerobic power (VO2max) and lactate threshold.

349
Q

Factors Related to AerobicEndurance Performance

Exercise Economy

A measure of the energy cost of activity at a given exercise velocity is

A

referred to as the exercise economy.

350
Q

Designing an AerobicEndurance Program

Step 1: Exercise Mode
Exercise mode is the

A

specific activity performed by the athlete: cycling, running, swimming, and so on.

351
Q

Designing an AerobicEndurance Program

Step 1: exercise mode

Remember that the more specific the training mode is to the sport, the

A

greater the improvementin performance.

352
Q

Designing an Aerobic Endurance Program

Step 2: Training Frequency

Training frequency is

A

the number of training sessions conducted per day or per week.

353
Q

Designing an Aerobic Endurance Program

Step 2: Training Frequency

The frequency of training sessions will depend on

A

the interaction of exercise intensity and duration, the training status of the athlete, and the specific sport season.

354
Q

Designing an Aerobic Endurance Program

Step 3: Training Intensity
Adaptations in the body are specific to the

A

intensity of the training session.

355
Q

Designing an Aerobic Endurance Program
Step 3: Training Intensity

High-intensity aerobic exercise

A

increases cardio-vascular and respiratory function and allows for improved oxygen delivery to the working muscles.

356
Q

Designing an Aerobic Endurance Program
Step 3: Training Intensity

Increasing exercise intensity may also benefit

A

skeletal muscle adaptations by affecting muscle fiber recruitment.

357
Q

Designing an Aerobic Endurance Program
Step 3: Training Intensity

Heart Rate
The most frequently used method

A

for prescribing aerobic exercise intensity

358
Q

Designing an Aerobic Endurance Program

Step 3: Training Intensity

Target Heart Rate Calculations
Karvonen Method

A

Age-predicted maximum heart rate (APMHR) = 220 – age
Heart rate reserve (HRR) = APMHR – resting heart rate (RHR)
Target heart rate (THR) = (HRR × exercise intensity) + RHR
Do this calculation twice to determine the target heart rate range (THRR).

359
Q

Designing an Aerobic Endurance Program

Target Heart Rate Calculations
Percentage of Maximal Heart Rate Method

A

Age-predicted maximum heart rate (APMHR) = 220 − age
Target heart rate (THR) = (APMHR × exercise intensity)
Do this calculation twice to determine the target heart rate range (THRR).

360
Q

Designing an Aerobic Endurance Program
Step 3: Training Intensity

Ratings of Perceived Exertion

A

Can be used to regulate intensity of aerobic endurance training across changes in fitness level
Typically uses the 15-point Borg scale
May be influenced by external environmental factors

361
Q

Designing an Aerobic Endurance ProgramStep 3: Training Intensity
Metabolic Equivalents

A

One MET is equal to 3.5 ml · kg–1 · min–1 of oxygen consumption and is considered the amount of oxygen required by the body at rest.

362
Q

Designing an Aerobic Endurance Program

Power Measurement

A

Cyclists may use power-measuring cranks and hubs to regulate exercise intensity.
Metabolic rate is closely related to mechanical power production.

363
Q

Designing an Aerobic Endurance Program
Step 4: Exercise Duration

Exercise duration is

A

the length of time of the training session.

364
Q

Designing an Aerobic Endurance Program

Step 4: Exercise Duration
The duration of a training session is often influenced by

A

the exercise intensity: the longer the exercise duration, the lower the exercise intensity.

365
Q

Designing an Aerobic Endurance Program
Step 5: Exercise Progression

Progression of an aerobic endurance program involves increasing the

A

frequency, intensity, and duration.

366
Q

Designing an Aerobic Endurance Program
Step 5: Exercise Progression

Frequency, intensity, or duration should not increase by more than

A

10% each week.

367
Q

Designing an Aerobic Endurance Program
Step 5: Exercise Progression

When it is not feasible to increase frequency or duration, progression can

A

occur with intensity manipulation.

368
Q

Designing an Aerobic Endurance Program
Step 5: Exercise Progression

Progression of intensity should be monitored

A

to prevent overtraining.

369
Q

Types of Aerobic EnduranceTraining Programs

Long, Slow Distance Training
Training is longer than

A

race distance (or 30 minutes to 2 hours) at 70% of VO2max.

370
Q

Types of Aerobic EnduranceTraining Programs
Long, Slow Distance Training

Adaptations from this exercise include the following:

A

Enhances the body’s ability to clear lactate

Chronic use of this type of training causes an eventual shift of Type IIx fibers to Type I fibers

371
Q

Types of Aerobic EnduranceTraining Programs
Long, Slow Distance Training

Intensity is lower than that of

A

competition, which may be a disadvantage if too much LSD training is used

372
Q

Types of Aerobic EnduranceTraining Programs
Pace/Tempo Training
Intensity at or slightly above

A

competition intensity, corresponding to the lactate threshold

373
Q

Types of Aerobic EnduranceTraining Programs

Pace/Tempo Training

Steady pace/tempo training:

A

20 to 30 minutes of continuous training at the lactate threshold

374
Q

Types of Aerobic EnduranceTraining Programs

Pace/Tempo Training

Intermittent pace/tempo training:

A

Intermittent pace/tempo training: series of shorter intervals with brief recovery periods

375
Q

Types of Aerobic EnduranceTraining Programs
Pace/Tempo Training

Objectives

A

Develop a sense of race pace and enhance the body’s ability to sustain exercise at that pace

Improve running economy and increase lactate threshold

376
Q

Types of Aerobic EnduranceTraining Programs
Interval Training

Exercise at an intensity close

A

to VO2max for intervals of 3 to 5 minutes. Work:rest ratio shouldbe 1:1.

377
Q

Types of Aerobic EnduranceTraining Programs
Interval Training

This allows athletes to train at intensities close to

A

VO2max for a greater amount of time.

378
Q

Types of Aerobic EnduranceTraining Programs
Interval Training

Method should be used

A

sparingly, and only when training athletes with a firm aerobic endurance training base.

379
Q

Types of Aerobic EnduranceTraining Programs
Interval Training

It increases

A

VO2max and enhances anaerobic metabolism.

380
Q

Types of Aerobic EnduranceTraining Programs
Repetition Training

Conducted at intensities greater than

A

VO2max, with work intervals lasting 30-90 seconds

Work:rest ratio is about 1:5

381
Q

Types of Aerobic EnduranceTraining Programs
Repetition Training

Long recovery periods needed

A

between sessions

382
Q

Types of Aerobic EnduranceTraining Programs
Repetition Training
Benefits include

A

Improved running speed and economy

Increased capacity and tolerance for anaerobic metabolism

383
Q

Types of Aerobic EnduranceTraining Programs

Fartlek Training

Combines other

A

methods of training

384
Q

Types of Aerobic EnduranceTraining Programs

Fartlek Training

Easy running (~70% VO2max) combined with

A

hillsor short, fast bursts (~85-90% VO2max)

385
Q

Types of Aerobic EnduranceTraining Programs

Fartlek Training Can be adapted for

A

cycling and swimming

386
Q

Types of Aerobic EnduranceTraining Programs

Fartlek Training

A

Benefits are likely to include

Enhanced VO2max

Increased lactate threshold

Improved running economy and fuel utilization

387
Q

The various types of training induce different physiological responses. A sound program should incorporate all types of training into the athlete’s

A

weekly, monthly, and yearly training schedule.

388
Q

Application of Program Designto Training Seasons

Off-Season (Base Training)

A

Begin with long duration and low intensity. Gradually increase intensity and, to a lesser extent, duration.

389
Q

Application of Program Designto Training Seasons

Preseason

A

Focus on increasing intensity, maintaining or reducing duration, and incorporating all types of training.

390
Q

Application of Program Designto Training Seasons

In-Season (Competition)

A

Program should be designed around competition, with low-intensity and short-duration training just before race days.

391
Q

Application of Program Designto Training Seasons

Postseason (Active Rest)

A

Focus on recovering from the competitive season while maintaining sufficient fitness.

392
Q

A sound year-round aerobic endurance training program should be divided into sport seasons with

A

specific goals and objectives designed to improve performance gradually and progressively.

393
Q

Special Issues Related to Aerobic Endurance Training

Cross-training

A

Cross-training is a mode of training that can be used to maintain general conditioning in athletes during periods of reduced training due to injury or during recovery from a training cycle.

394
Q

Special Issues Related to Aerobic Endurance Training

Detraining

A

Detraining occurs when the athlete reduces the training duration or intensity or stops training altogether due to a break in the training program, injury, or illness.

In the absence of an appropriate training stimulus, the athlete experiences a loss of the physiological adaptations brought about by training.

395
Q

Special Issues Related to Aerobic Endurance Training

Tapering

A

Tapering is the systematic reduction of training duration and intensity combined with an increased emphasis on technique work and nutritional intervention.

The objective of tapering the training regimen is to attain peak performance at the time of competition.

396
Q

Special Issues Related to Aerobic Endurance Training

Resistance Training

Research is limited, but some data suggest that benefits can be derived from

A

performing resistance training during aerobic endurance training.

397
Q

Special Issues Related to Aerobic Endurance Training

Resistance Training

Benefits may include

A

Improvement in short-term exercise performance
Faster recovery from injuries

Prevention of overuse injuries and reduction of muscle imbalances

It can improve hill climbing, bridging gaps between competitors during breakaways, and the final sprint.

398
Q

Extreme Conditioning Programs

A

ECPS

399
Q

Extreme Conditioning Programs

A

ECPs are multifaceted, circuit training-like fitness programs using various forms of resistance training and challenging running intervals and repeated body-weight exercises, including plyometrics.

400
Q

ECPs are characterized by

A

high-volume aggressive training workouts that use a variety of high-intensity exercises and often timed maximal number of repetitions with short rest periods between sets.

401
Q

With ECPs what 2 questions should u ask?

A

Are they effective?

Are they safe?

402
Q

CrossFit“The Sport of Fitness”

A

Constantly-varied, high-intensity functional movement
(CF Training Guide, p. 3)
Focus on 10 General Physical Skills
CrossFit participation  400% since 2011

403
Q

World-Class Fitness

A

Eat meat and vegetables, nuts and seeds, some fruit, little starch and no sugar. Keep intake to levels that will support exercise but not body fat.

404
Q

World-Class Fitness Practice and train major lifts:

A

Practice and train major lifts: Deadlift, clean, squat, presses, C&J, & snatch. Similarly, master the basics of gymnastics, pull-ups, dips, rope climb, push-ups, sit-ups, presses to handstand, pirouettes, flips, splits, and holds. Bike, run, swim, row, etc, hard and fast.

405
Q

World-Class Fitness

Five or six days per week mix these elements in as many

A

combinations and patterns as creativity will allow. Routine is the enemy. Keep workouts short and intense.

Regularly learn and play new sports.

406
Q

Rhabdomyolosis:

A

A medical condition that may arise when muscle tissue breaks down and the contents of muscle cells are released into the bloodstream. One molecule in particular, myoglobin, is toxic to the kidneys and can cause kidney failure and, in the most severe cases, death. “Rhabdo” has been seen after high intensity exercise.

407
Q

Positive Characteristics of ECPs

A

Certain aspects of body composition (e.g.,  in body fat) and some physical fitness components (e.g., local muscular endurance and cardiovascular capacity) may be enhanced.

Emphasis on supposed “functional” fitness

When performed in group settings, can promote camaraderie and teamwork

408
Q

Negative Characteristics of ECPs

A

Appear to particularly violate recognized accepted standards for developing muscular fitness

  • lack of periodization, individualization

Participants often end up performing advanced exercises with excessive fatigue and undue injury risk

Exercise sessions can be very competitive

CSCS Strength and Conditioning (6 decks)

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