Course Syllabus

Syllabus

Link

Physical Fitness/Weight Lifting 1

Spring 2020

Course Information

Course Title:  Physical Fitness/Weight Lifting 1

Location:  Monroe High School Weight Room

Time: 

Instructor:  Coach Thomas J. Morgan, MS, LAT, ATC, PES, XPS, EMT

Instructor Education and Experience:

Physical Education / Sports Medicine BS, Salisbury University, Salisbury, MD

Athletic Training MS, West Virginia University, Morgantown, WV

21  years of classroom teaching experience

15 years of coaching experience in lacrosse and baseball

1 year of experience as associate athletic director

E-mail: thomas.morgan@ucps.k12.nc.us

 

Grading Scale                             Weighting

90-100 A                                      Formative 70% (Daily Participation & Dress out)

89-80 B                                        Summative 30% (Fitness Assessments, Written Assignments, Tests)

79-70 C

69-60 D

0-59 F

_____________________________________________________________________________________________________________________________________

Weekly Dress Out & Participation Points Available: 500

Daily Points Available: 100

Daily Points Breakdown:

• Dress Out: Must be in workout clothing, sneakers. 50 points per day
• Warm Up: Completes full warm up including laps. 20 points per day
• Workout: Completes full workout as prescribed on board. 30 points per day
• Behavior: Language, horseplay, failing to remain in room,  -5 points per infraction

cell phone, failure to follow instructions, or any other infraction.

Evaluation Rubric

 

Area of Assessment	A 90%-100%	B 80%-89%	C 70%-79%	D 60%-69%	E 59% and ▼
Daily Participation and Work Habits 70%	Participates in all class activities, wears the correct uniform, and gives an outstanding effort.	Participates in most class activities, wears the correct uniform, and gives a full effort.	Participates in most class activities, wears most parts of the correct uniform, and gives some effort.	Participates in some class activities, wears part of the correct uniform, and gives a below average effort.	Does not participate in class activities, wears no uniform and gives no effort during the class.
Fitness Assessments 15%	Completes all fitness assessments, and accurately records and reports all information.	Completes most fitness assessments, and accurately records and reports most information.	Completes some of the fitness assessments, and accurately records and reports some information.	Completes less than half of the fitness assessments, and accurately records and reports some information.	Completes no fitness assessments, and does not accurately records and reports any of the information.
Research Assignments and Written Assessments 15%	Consistently completes on time.  Exceeds stated expectations. Masters appropriate skills. Exemplary work.	Consistently completes on time.  Meets and often exceeds stated expectations Master appropriate skills.   Good quality work.	Usually complete and on time. Meets stated expectations. Average quality work. Masters most appropriate skills.	Rarely complete and on time Meets minimum stated expectations Poor quality work Masters some appropriate skills	Rarely completes on time. Does not meet stated expectations Poor quality work.  Does not master appropriate skills

 

Dress for Class:

T-Shirt/ Shorts or pants/ Socks/ Athletic Shoes- All clothing needs to follow the school's dress code policies and be mobile enough for physical activity.

 

Hygiene: Students are expected to clean up after class.  Please carry AND use deodorant.

 

Strength & Conditioning Guidelines & Expectations

1. Students MUST wear the appropriate attire everyday.

*20 point deduction from the week's formative assessment grade for each non-dressed out day.

1. ONLY students with doctor’s note will be excused from dressing and participating.
2. BE ON TIME and on YOUR spot when the bell rings.
3. After the bell, roll will be called THEN students will be allowed to change out for class, should they need to.
4. Attitude: We are all different, some students are more athletic than others. We only ask that the students try their best to participate and enhance their abilities.
5. Students will not be permitted to return to the dressing room until class is dismissed to dress back into uniform, unless there is an emergency. Valuables may be given to me to have locked up in the office during class time.
6. ABSOLUTELY NO SNACKS, DRINKS, OR GUM WILL BE TOLERATED IN THE GYM  OR RESTROOMS.
7. Students are not permitted to go into the equipment room without approval from one of the coaches. NO equipment can leave the gym without approval from a coach.

 

Weight Training Course Organizer Template

 

Attendance Policy

Good attendance is a crucial component in the success of your child’s education.

All students should be well aware of the UCPS attendance policy beginning on page 13 of the UCPS HS Handbook.

In the event that a students is absent it is UP TO THE STUDENT to see his or her teachers and obtain makeup work.

High School Attendance Procedures from MHS Handbook

Absences

Parents are encouraged to schedule students’ medical and personal appointments for after regular school hours.  Parents should also ensure that their student arrives on time each day.

All students and parents are responsible for being familiar with Union County Public Schools High School attendance policies as outlined in the UCPS High School Student Handbook. Monroe DOES take DAILY attendance in each class.  Attendance records are maintained based on the attendance taken each day in each period/class.  A student who misses more than 15 minutes of a class will be considered absent for that class.  Class work missed as a result of an excused absence may be made up for credit within two days of returning from the absence (or four days if returning from a two days absence…). Parents are responsible for monitoring their student’s absences and should request a meeting with the attendance counselor if their student has five unexcused absences in a class. Seven or more absences in a class may result in failure of that class.

•       A student is considered tardy if they are not in class when the bell rings at the beginning of a period.
•       Students who are late for school because the school bus was late will be given a late bus pass by an administrator when they arrive and will not be counted as tardy.
•       Students who are late for first period must report to the front office for admittance.
•       Students who miss more than 15 minutes of a class will be marked absent in that class.

Student’s Responsibilities for Absences/Tardies/Early Dismissals

Absence Excuses:  Students absent from any or all classes are required to abide by the following procedures:

1. Written documentation by the parent or guardian stating the dates absent must be presented within three days after the first day the student returns to school stating the reason(s) the absence(s) was necessary.  If the absence is for a doctor's appointment, a note from the doctor's office is required.
2. Documentation (handwritten note from parent or doctor) of absence should be given to the attendance counselor.  Absences that are not supported by the proper documentation will be coded as unexcused regardless of the reason for the absence.

3. Excuses for tardiness which result in a missed class(es) and early dismissals are

           handled in the same manner as any other absence.

Early Dismissal:  Students needing to be dismissed prior to the end of the school day must bring written parental permission to leave school.

1.  Bring parent note to the attendance counselor to obtain a dismissal pass before school.  (Parent notes must include parent signature and phone number.) Under no circumstances can a student leave campus without signing out and without appropriate permission.

OR

If sick, the student will be called down from the nurse’s office or classroom once a parent has arrived to take them home.  For students that have MHS parking passes, a parent will have to fax or email permission (either must include contact phone number for parent) for the student to leave school.

2. Students with MHS parking passes may sign themselves out in the front office provided they have presented written parental permission and obtained a dismissal pass from the attendance counselor before school.  Parents who will be picking their student up must come into the front office to check them out. Parents – please be prepared to show proper picture identification when coming into the office to check out your student. If a situation arises that a student needs to be released during the school day but a parent or listed emergency contact will not be personally picking the student up, parents must provide written authorization (fax or email which included a copy of the parent’s driver’s license) to release the student with a specific individual.  That individual must present proper identification in the front office when picking the student up.
3. Marketing/Co-op students should see the Work Based Learning Coordinator for check-out procedures.
4. Work release students must leave the campus immediately after their last class or lunch, whichever is deemed appropriate.  Work release students are not permitted to return to campus unless they are here attending a school sponsored activity, i.e. athletics, band performance, club meeting, etc.
5. Students with non-traditional schedules are to report to ISS if they are on campus during a period which they do not normally have an assigned class.

 

Make Up Test

All tests shall be taken no  later than 2 days after the initial test date

(Example : Test date Monday – students have Tuesday and Wednesday to make up test)

 

Homework Policy

All work is to be turned in on time. No late work will be accepted. This year we will not be allowing assignments to be redone. You need to do your best on your work the first time.

Canvas

This year high school teachers are using Canvas.

Canvas is a learning management system.   Teachers will post assignments, post assignment/quiz/tests dates, and other functionality.  Students use Canvas to submit assignments and participate in their classes.  Parents have the capability to create their own Canvas account. You will need to obtain your child’s Student ID from them as well as their NC Ed Cloud/IAM password.  Your student’s ID and password are the information your student uses to login to my.ncedcloud.org.  You can create an observer account and view daily activity.

If you have questions or need assistance please contact your campus administrator.

Community Expectations

Honesty, Respect, Empathy, Responsibility, Service, and Preparedness

*In the event that a student does not fully abide by the community expectations they will receive a warning.

- 1st Strike = Warning

- 2nd Strike = Teacher/student conference and student contacts parent/guardian to let them know   about their misbehavior.

- 3rd Strike = Student sent to office and student contacts parent/guardian to let them know about their misbehavior.

***Severe behaviors and repeated offenses will be sent to the office immediately.***

Academic Integrity

Academic Integrity at Monroe High School: Documentation, Information Ethics, and Plagiarism Honest behavior is an expectation for all Monroe High School students. The purpose of this document is to create and maintain an ethical academic atmosphere in keeping with our school’s mission. We hope to foster and encourage a desire in our students to contribute positively to our learning community, to become information literate and practice ethical behaviors in regard to information and information technology. The teachers at Monroe High School understand and value the concept of intellectual property. We strive to teach students the ethics of responsibly documenting the ideas of others in all formats. To do so, we believe that we must not only teach the ethics and mechanics of documentation, but we must also hold students accountable for the ethical use of the ideas and words of others. Therefore, all teachers will provide the instruction and scaffolding necessary for students to use research ethically, and all students are expected to exercise good faith in the submission of research-based work and to document accurately regardless of how the information is used (summary, paraphrase, and quotation) or regardless of the format used (written, oral, or visual). Plagiarism, in any form, is unethical and unacceptable. What is plagiarism? Plagiarism is using someone else’s work, words and/or ideas and claiming them as your own.

Examples of plagiarism include:

• Direct copying of another’s work which is submitted as the student’s own (for example, from that of another student or other person, from an Internet source, from a print source, etc.)
• Lack of parenthetical in-text or in-project documentation
• Documentation that does not check out or does not match Works Cited/Works Consulted page
• Work that is submitted on final due date that does not include individual class process requirements
• Quoting, paraphrasing, or summarizing another person’s words, sentences, paragraphs, or entire work without acknowledgment of the source
• Utilizing another person’s ideas, opinions, or theory without acknowledgment of the source
• Copying another student’s written answer – on any assessed materials
• Copying or allowing another student to copy a computer file that contains another student’s assignment, and submitting it, in part or in its entirety, as one’s own
• Working together on an independent assignment or working on an assignment where computer files and programs involved are shared, and submitting individual copies of the assignment as one’s own individual work (i.e., labs)

In order to strive for success, the school community will work together to:

• Ensure that students ask questions and seek help from teachers and staff
• Follow the guidelines set up by each teacher and use proper documentation of sources
• Use parenthetical in-text or in-project documentation accurately and appropriately
• Use Works Cited and Works Consulted pages accurately and appropriately
• Submit only original work Consequences of Plagiarizing and Opportunity for Learning: Offenders will be subject to consequences outlined in the MHS Code of Conduct. Students will receive a zero for the work in question. Repeat offenses may be subject to progressively serious consequences: for example, ISS, OSS, course failure, removal of or suspension from academic honors and/or leadership roles. Each year students begin with a “clean slate.”

Procedure: When a teacher has reason to believe that plagiarism has occurred, the following steps will be taken:

- Teacher/School Action

• The teacher will investigate the matter.
• The teacher will communicate the outcome of his/her investigation to the administration, student and parents.
• The administration has the discretion to apply an additional consequence for repeat offenses.

Exams

• Every class will give a midterm and final and may take the form of test/final, product or a combination.  
• Mid-term will be worth at least a test grade and will be cumulative through the end of the 2nd quarter.  
• Final will be cumulative for the year.
• Final will be 10% of final grade.
• Exemptions are: (this applies only to Seniors with 4 or less absences in the class, AND those that have an A at the time of the final).
• Grade for the mid-term should will be in the gradebook for the 2nd quarter.
• The same mid-term and final should will be given by all teachers who teach the same class.
• Schoolnet/Canvas use for midterms/finals - this is the decision of the teacher.

 

The Physical Fitness and Weightlifting class is designed to provide an opportunity during the school day for students and athletes to participate in a structured strength and athletic enhancement program that will not interfere with after school activities, jobs or homework.  In-season, it prevents extended practice time and allows for recovery before practice and games.

The class is geared toward the student who shows an above average interest and ability in physical education through participation on an athletic team. In order to get the full benefit of the program, all athletes should enroll in the class both semesters every year.

Every athlete or student in every sport is on the same program. The justification for this philosophy includes the following:

1. All sports require a base of strength that includes all major muscle groups.
2. Most “sport specific” programs utilize a similar selection of lifts.
3. Lifts that are done too close to the movements involved in the technical skills of some sports can negatively affect the actual skill.
4. “Sport specificity” occurs during practice, conditioning, and athletic enhancement workouts.
5. Multiple sport athletes benefit when everyone is on the same page and is sent the same message.
6. The structure of the class and utilization of the equipment works best with a unified program.

The lifting portion of the class succeeds because of the organizational structure that is used, and the basic strength principles that are followed.  Listed below are some of the important components of the program:

Record Keeping:  We will keep a record of our max lifts for the semester.  These sheets will be kept in the students google drive so we don't lose them.

Set/Rep. Scheme:  The best means of continued progress is to periodically change the amount of weight being used and the number of reps. that are attempted.  If an athlete stayed with the same number of sets and reps. for every workout, they would make some initial gains, but then reach a plateau.  The terms that are frequently used to describe this practice are prioritization and cycling. Every two weeks the number of reps. that are attempted on the major three lifts are changed.  For the other lifts, changes occur every four weeks.  For this process to work most effectively, each athlete must have the self-discipline to add weight once the targeted reps. have been reached on all three sets.  Minimal or no progress will be made if the same amount of weight, and the same number of reps. are used in every workout.

Warm-up: If a student came into the weight room and started lifting right away, without warming up, he/she would not be able to lift as much weight, and would be more likely to get injured.  The simulated jumping rope, push-ups, and air-squats, get blood flowing to the muscles and increase body temperature to ready the body for lifting.

Selection of Lifts:  The lifts that are used in the class cover all of the major muscle groups of the body with a major emphasis on the use of free weights.  Free weights include barbells, dumbbells, and curl bars, and require more supporting and stabilizing muscle groups than occur with the use of machines.  Free weights also require more balance and neuromuscular coordination.

The three primary lifts that are tested and used in the class are the bench press, the squat, and the dead lift or power clean.  The bench press has historically been the lift that is used to measure upper body strength.

The reasons for including the squat in the program are:

1. The squat develops the large muscle groups in the body’s  “power zone” composed of the lower back, hips, buttocks, and thighs.
2. The squat requires a great amount of neuromuscular efficiency, making for excellent transfer of power to other bio mechanically similar movements or sports requiring a powerful thrust from the hips and thighs such as jumping for height or distance, all forms of running, throwing, and lifting and pushing with the lower body.
3. The use of the back squat will allow an athlete to maintain or gain hip ankle and hamstring flexibility which is necessary in so many athletic movements.
4. The squat leads to increased bone density together with a corresponding increase in ligament and tendon strength leading to greater joint stability.

The reasons for using the power clean in the program are:

1. The power clean compliments the other intermediate speed strength movements with an explosive or “quick” lift.
2. The power clean involves all of the major muscle groups and many of the minor supportive muscles.
3. The power clean requires an instantaneous sequential contraction and relaxation of many muscles which conditions the nervous system to perform in a manner most conducive to the development of speed.

Emphasis on Technique:  The use of correct technique on all of the lifts is necessary in order to ensure that injuries do not occur, and that the targeted muscles are worked completely.  Understanding the full range of motion for each lift will allow for the improvement of flexibility that occurs when strength training technique is performed correctly.

Time Clock: The programmable clock is an important means of teaching time management.  We will use a system of stations and timed transitions to maximize our limited time in class

Partner System:  Each student is assigned a partner and a group.  Partners are chosen based on previous max testing results.  Groups are chosen to bring students of similar ability together to improve work.  An attempt is made to find students and athletes that are fairly similar in strength in order to allow for less weight changes from set to set.  The partner serves as a personal coach as well as being available when spotting is necessary for safety.  A good spotter will watch for correct technique, motivate his partner to use the proper amount of weight, and help with assisted repetitions at the end of the third set.

Program Variables:  In order for continued progress to be made, there needs to be some variety within a strength program.  The use of a split routine (where two days per week are devoted to upper body lifting, and two days per week are devoted to lower body lifting), the change in the reps. used, the amount of weight used, and the lifting order help accomplish this principle.  One of the main reasons our summer routine changes to a three day total body routine is to provide variety within the year round program.

Testing:  The set rep scheme is cycled in a way that allows for testing every nine weeks.  If an athlete does not follow the program, and is constantly doing one rep max tests on their own, they will not progress at the same rate as those who adhere to the routine.  Between testing sessions, set/rep charts should be used to evaluate progress.  There are many different factors that determine each athlete's strength potential.  Everyone is born with a certain percentage of muscle fibers that are best suited for strength or power activities, and a certain number that are suited for endurance activities, so an individual's genetic makeup will help determine the rate of improvement.  Even such factors as arm, leg and torso length can have an influence on strength tests.  Physical maturity occurs at different ages from person to person, and is another contributing factor in strength gains.  If an athlete has not been getting enough sleep, not been eating correctly, or is facing other stresses in his/her life, the testing results will be affected. Mental factors such as a belief in oneself and one’s ability also come into play during testing.  However, even with all of those factors to consider, everyone should show improvement each nine weeks. The average sophomore improves 20-25% on each lift from the first nine weeks to the last nine weeks.  The average junior and senior improve 10-15% in that same time.  The range of improvement is greater for those who follow the program and work hard on a consistent basis. The vertical jump and forty-yard dash test are done in addition to the strength testing to measure speed and lower body power improvement.  These tests are influenced by the strength work, and the athletic enhancement routine on Wednesdays.

Injured Athletes:  The athletic trainer at Salmon High School should be aware of any injuries that occur.  With every injured athlete there is an attempt to find a substitute lift for any lift that is not possible due to the injury.  As soon as the injury has healed, the athlete should get back on the regular routine.  A physician's note/excuse must accompany the individual with limitations listed.

Athletic Enhancement Workout:  The Wednesday workout is designed to improve the general athleticism of an athlete as well as aid in the prevention of injury.  The plyometric jumps help develop explosive power in the lower body, which will improve first step quickness, running speed, and jumping ability.  The medicine ball passing is designed to improve upper body power, hand-eye coordination, as well as forearm/wrist/grip strength.  The footwork ladders are used to improve agility, balance, coordination, and foot speed.

Strength Training Issues

1.  Lifting on Days of Competition

In order to continue to develop throughout the competitive season, it is necessary to continue to lift on the days of contests.  Athletes who take days off tend to lose many of the benefits of the strength program as the season progresses (especially come tournament time) and put themselves at risk of injury.  The five station lifting program requires approximately seven and a half minutes of work per day.  Any athlete who has been a part of a lifting routine, and who is a part of an athletic team should be able to compete without any detrimental fatigue.  Athletes participate in practice sessions that sometimes last even longer than the competitive events on a daily basis, yet are not negatively affected by the  lifting workout that occurs earlier in the day.  The most important factor is the mind set that the athlete takes.  If an athlete understands the rationale for continuing the lifting program, and tells himself how much stronger he feels by staying on his normal routine then he can perform at a very high level.  If the self-talk is negative, then the performance will suffer.

2. Female Issues

“Any fear that women may have regarding bulking up through resistance training is basically unfounded since they possess testosterone hormonal levels 10 – 20 times less than men.  Essentially, for women to bulk up to the level exhibited in some popular magazines requires the use of artificial anabolic steroids such as testosterone injections.  Women do adapt to resistance training in similar patterns as men just not to the same magnitude.”

 

NSCA Performance Training Journal Vol. 1 Number 3

“A common misconception among female athletes is that weight training will cause them to become larger and heavier to their disadvantage.  A substantial amount of data has demonstrated the inaccuracy of this belief.  Each of the studies demonstrated a reduction in fat weight, and increase in lean weight, and either no change or only a slight increase in total body weight.  All demonstrated significant increases in strength, and in most cases these changes were associated with no change or a decrease in lower body girths and only minimal increases in upper body limb girth.”

NSCA Journal Vol.11 Number 4 “Strength Training For Female Athletes – A Position Paper”

“In reality, women don’t have the genetic potential to develop large muscles because, except in very rare instances, they don’t have enough of the hormone testosterone, which is needed for the development of muscle bulk.”

ACSM Health & Fitness Journal Jan./Feb. 2000

“Strength Training improves body composition by helping to reduce body fat while increasing lean weight. Consequently, women should strength train in the same way as men, using the same program design, exercises, intensities, and volumes relative to body size and level of strength.”

Strength & Conditioning Dec. 1998

“It is difficult for women to add excessive muscle mass.  Resistance training programs typically result in a reduction of the amount of fat over the existing muscles along with a moderate increase in muscle size.  The overall effect is that more muscle definition is observed.”

Penn State Sports Medicine Newsletter Vol. 3  No. 5

Strength Training and the Long Distance Runner

“The objective of strength training for the distance runner is the same as for any athlete: to strengthen the area that are necessary to improve performance and prevent injury.  Somehow the mistaken notion has developed over the years that it is not necessary for the distance runner to strengthen the legs.  Nothing could be further from the truth.  The legs are the main propulsive mechanism in running.  Therefore, a good multi-joint leg program will significantly help performance and prevent injury by better preparing the body for the forces incurred, particularly landing.”

Training & Conditioning October 2000

“Athletes who strength train appear to have a lower incidence of overuse injuries.  These resistance-trained endurance athletes also seem better able to complete their events without dramatic decreases in speed as the event progresses.”

 Strength and Conditioning Journal October 2000

“The results of this study suggest that implementing a vigorous strength training program in previously untrained (strength) female distance runners may yield positive results in running economy.  Upper and lower body strength improvements are evident and expected in a program of this type.  Also, this improved strength is not associated with significant changes in body composition.  The improvement in running economy would be significant for a competitive distance runner. It could shave vital seconds off her time and it is these seconds that determine a runner’s placement in a race.”

Journal of Strength and Conditioning Research 1997 11(4)

“As an example of the benefits strength training can provide, recent studies have shown that as few as six weeks of proper weight training can significantly reduce or completely relieve knee cap pain or “runner's knee.”  It also reduces the recurrence of many other common injuries, including nagging hip and low back pain.  By strengthening muscle, as well as bone and connective tissue, weight training not only helps to prevent injury but also helps to reduce the severity of injury when it does occur.  In addition to injury prevention, weight training improves performance.  Studies show that with as little as ten weeks of weight training, 10K times decrease by an average of a little over one minute.  The research has also shown that running economy defined as the steady-state oxygen consumption for standardized running speed will be improved due to weight training.  By improving running economy, a runner should be able to run faster over the same distance due to a decrease in oxygen consumption.  Improved running economy could also increase a runner’s time to exhaustion.”

Running & Fit News Vol. 10 Number 6

Lifting Belts

Lifting belts have been a part of the strength training scene for some time.  The purpose of the belt is to add support to the lumbar spine during heavy lifting.  The main mechanism by which a belt supports the spine is the pressurization of the abdominal cavity.  An increase in intra-abdominal pressure allows all of the contents within the abdominal cavity to share compressive loads on the spine.  Wearing a weightlifting belt has been shown to increase intra-abdominal pressure by as much as 40%, which has been shown to reduce compressive forces acting on the spine by as much as 50%.

In the class, belts are only to be worn during the squat, power clean and the deadlift.  Wearing a belt during the other lifts would not allow the core musculature to develop, and if kept on and never loosened would elevate the blood pressure.  There are a growing number of professionals within the strength training community that are questioning the ideal usage of lifting belts.  Most would agree that during max attempts, during sub-maximal repetition ranges to failure, and during periods of back rehabilitation lifting belts are recommended.  Research pertaining to the use of belts is still ongoing.

Misc. Issues

1.  Dynamic Warm-up

For many years static stretching was used as a means of warming-up before exercise.  The general consensus was that static stretching would reduce the likelihood of injuries, and allow for greater range of motion when performing athletic skills.  However, there is no research evidence that stretching before exercise prevents injuries, and recent findings indicate that static stretching before exercise may decrease muscle strength, cause tiredness, decrease coordination, and actually increase the risk of injury.  As a result, the trends have changed, and more and more coaches and fitness professionals are using dynamic flexibility routines as a means of warming up.  Dynamic routines consist of taking the body through active movements similar to ones that are encountered in the physical activity to be preformed.   The following are statements and research done by experts in the field of strength, conditioning, and flexibility.

“Static stretches before warm-up or competition can actually cause tiredness and decrease coordination.  In addition, static stretching improves static flexibility, while dynamic stretching improves dynamic flexibility; therefore, it is not logical to use static stretches to warm up for dynamic action.

The optimum time to develop flexibility is post-workout.  Muscles are already warmed up; consequently the greatest gains can be made at this time.  Post-workout flexibility training also has a regenerative effect, calming the athlete, restoring the muscles to their resting length, stimulating blood flow, and reducing spasm.”

 Vern Gambetta

“The traditional inclusion of static stretching exercises in warm-up routines may be detrimental to performance.”

Study done at the University of Massachusetts- “Effects of Five Different Warm-up Routines on Power Performance and Range of Motion”

“Doing static stretches before a workout consisting of dynamic actions is counterproductive.  Use dynamic stretches first and static stretching when the major part of the workout is completed and it is time for cool-down.”

Tom Kurz, a leading flexibility instructor challenging the generally accepted belief that static stretching should be employed after an initial warm-up routine.

“Incorporate stretching immediately after the main part of a workout and cool-down period because tissue temperatures are highest, making stretching both safer and more productive.”

Sapega, from Sport Stretch

The dynamic flexibility routine that is used at Salmon High School goes from forward to lateral to backward movements, and includes the following:

1. High Knees
2. Arm Circles Forward and Reverse
3. Arm Swings Front to Back
4. Jumping Jacks

 

2.  Nutritional Considerations

There has always been a search for the magic supplement, pill, diet, etc. that will allow an athlete to gain weight, lose weight, get stronger, look better, or play better.  Many companies have taken advantage of the athlete looking for that “extra edge”.  Most companies use a little bit of science, or research done by their company, to convince athletes of the need to use their product.  Very few products hold up to actual scientific studies done by reputable researchers.

 

Losing Weight

There are many myths and misconceptions about weight loss.  The weight loss industry makes a lot of money off of the general population’s lack of knowledge about weight reduction and their desire to lose weight quickly and easily.  Many diet aids contain speed in the form of caffeine or certain herb products.  Athletes need to make sure that they are attempting weight loss for the right reasons.  Many female athletes have developed eating disorders due to the pressure from unrealistic body image issues.  In order to lose weight, an athlete needs to make weight loss a priority, and have the self-discipline to do it the correct way. Listed below are some basic concepts that should be understood by an athlete that is attempting to lose weight.

1. In order to lose weight you must reduce the amount of calories (food) that you consume and/or increase the amount of calories that you burn (through exercise).
2. Weight loss that occurs strictly by reducing how much you eat (without exercise) is not as likely to stay off and is more likely to cause both fat and muscle to be lost.
3. A reduction in caloric intake by too much can slow down the resting metabolism, which will slow down the weight loss and again, will also make the likelihood of muscle loss to occur.
4. Skipping meals will cause a drop in the metabolism, a loss of energy, and increase the likelihood of binge eating.
5. Muscle weighs more than fat, so a change in body composition (loss of inches) can occur without a resultant change on a scale.
6. A pound of fat consists of 3500 calories. In order to lose two pounds per week, the caloric change (diet restrictions combined with exercise) has to be 1000 calories per day.
7. Any change on the scale of one pound or more per day is most likely the result of the water loss that occurs when a restrictive diet is started. The water loss is not an indication of an actual loss of body fat.
8. The most efficient way to exercise to lose weight is to combine both strength training and aerobic activities. (aerobic activities are those that are performed with a steady supply of oxygen – jogging, riding a bike, using a rowing machine or elliptical trainer, etc.  anaerobic activities are those that are performed without the need for oxygen – jumping, short sprints, throwing, hitting etc.)   The muscle that is developed through strength training will cause a rise in the metabolism and will result in more calories being burned in every day activities.  Strength training will also help ensure that lean muscle will be maintained rather than lost.  Aerobic activities are the most productive means of burning up calories.
9. Spot reducing is not possible. (as an example: people that want to lose  the fat around their midsection cannot do a certain abdominal exercise that will get rid of the fat  – once the muscles have been toned underneath the fat, the most efficient way to lose the fat is to do general aerobic activity)

 

Additional suggestions for weight loss:

-Don’t skip meals (as mentioned above, metabolism will slow down, energy will be lost, and binge eating is likely)

-Avoid drinking high calorie drinks (many people do not realize how many calories are in things like sport drinks, juices, milk, and soft drinks)

-Avoid eating late at night

-Avoid fast food, fried foods, and foods high in sugar

-When eating on the run, try to make healthy choices, or plan ahead and take healthy food with you)

-Learn proper portion sizing of food (moderation is important)

 

Gaining Weight

Many of the concepts that are listed above for weight loss can be reversed for those trying to gain weight.  More calories have to be consumed than are burned off.  For many high school age athletes weight gain is very dependent on body type (which is influenced by genetics), maturity, having a typically high metabolism, and being very active.  In order to gain good weight (muscle) there are some basic guidelines that should be followed.

-increase the volume (number of exercises, sets, reps) of lifting –include after school or evening workouts to your advanced weight training program.

-increase the amount of calories that are consumed throughout the day –eat snacks between meals and add an extra meal in the evening.

 

Pre-game Meal

Different sports require different energy systems, and as a result, the significance of the eating habits of athletes varies from sport to sport.  However, there are some basic pre-game meal strategies that should be followed by all athletes.

-pre-game meals should be eaten 3-4 hours before the event (it takes 3-4 hours for food to be processed by the stomach)

-it takes fats and proteins longer to digest than carbohydrates, so a majority of the pre-game meal should consist of complex carbohydrates.

-avoid foods that are unfamiliar, or that are high in spices or difficult to digest

-eat moderate portions.

-drink plenty of liquid in the form of  water or a sport beverage.

3. Terminology

Listed below are some terms that are commonly used when discussing strength training:

Flexion- decreasing the angle of the joint  (ex. the upward movement of the bicep curl)

Extension- increasing the angle of the joint (ex. the downward push of the tricep push down)

Abduction- moving a body segment laterally away from the body (ex. upward phase of the lateral raise)

Adduction- lateral movement of a body segment toward the center line of the body (ex. hip adduction machine)

Concentric Contraction- shortening of the muscle; bringing bony attachments closer together as in the lifting phase of the arm curl.

Eccentric Contraction- lengthening of the muscle as in the lowering phase of the arm curl.

Hypertrophy- an increase in the cross-sectional size of the muscle fiber.

Atrophy- a decrease in the cross-sectional size of the muscle fiber.

 

4.  Lifetime Health Benefits

The use of weights or other resistance devices should not be limited to athletes.  Weight training should be an integral part of anyone’s lifetime fitness plan.  The use of resistance exercises should be combined with aerobic or cardiovascular work.  Weight training has been shown to prevent much of the muscle atrophy that has long been associated with aging.  Health groups are now coming to realize that the continued use of resistance exercises can change the quality of a person’s life and the amount of activity that they can continue to participate in.   

 

Our department is looking forward to having the opportunity to work with you and your child. We appreciate your cooperation so that your child can benefit from a positive education program. If you need to meet or talk with the instructor please email or call them at the school.