SR_17-4 Soccer Condition

7/29/2019 SR_17-4 Soccer Condition

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PERFORMANCE

CONDITIONINGA NEWSLETTERDEDICATED TO IMPROVING SOCCERPLAY

VOLUME 17, NUMBER

SOCCER

WHATSINSIDE

5

8

Penalty Saving ProgramCombining Technical, Me

and Agility Training for KeeJohn Coumbe-Lilley PhD1

Standard for Supplement Testing-What You Need to Know

6

Resistance and Plyometric Traifor the Advanced Keeper

Allen Hedrick

1

Favorite Exercises of theStars - Kristine Lilly

11

Establishing a ConditioningPhilosophy Based on Core Principles

Robert Brown

The Strength and ConditioCoach Relationship

Pete Calabrese

Reading Keeper Rese

Fit to a T Questionnaire #1

This questionnaire will provide the necessary information to conduct yourccerconditioning program using the 7-T program. It is intended to be a selfaluation on where you are at in applying the 7-Ts and how they fit into yourerall program from the prospective of the soccercoach. Future editorials willal with your relationship with your strength and conditioning coach and yourlationship with your athletes. Please note the letter T followed by a number 1-

ndicates which part of our Fit to a T 7-system the questions address. Refermy last editorial for more information.

ccerCoach

etting to Know You and Your Athletes (T-1)

What age level of play do you coach?

Do you coach scholastic or club?

On average, how many years of strength and conditioning experience do yourhletes have coming into your program? Circle one.

1 2 3-4 Don't know

How would you rate your knowledge of soccerspecific strength and condition-g? 1 = very little knowledge 5 = great

2 3 4 5

How would you rate your ability to teach strength and conditioning exercises?= very little knowledge 5 = great

2 3 4 5

anning Calendar and Determining Total Workload and Recovery (T-2, T-6)structions:tal Workload = Games/practice/strength and conditioning session/recovery day

ith a calendar mark in:

= GAME= PRACTICE (if possible, indicate the length of practice)= STRENGTH AND CONDITIONING SESSION (Note: mark P and S if prac-e and strength and conditioning session outside of practice are done on the samey. If possible, include how much time you can devote to conditioning each day.)= RECOVERY DAY

ke the time to review this calendar; it is a good indicator just how much workd recovery you are doing with your athlete.

ood luck!

Build Your Keeper Exercise LibraryChris Kranjc

THIS ISSUE: KEEPER CONDITIONING

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a Over 500 exercisesa

12 sample programsa Double water proofing- plastic carrying case- laminated training cards

a Year-round beginning, intermediateand advance programming

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6 Goal Keeper Training Cardsspecific for keepers

4 Training logs torecord progress

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a From the publishers of PerformanceConditioning Soccer, official licensedpublication of the National SoccerCoaches Association of America forover 14 years.

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John Coumbe-Lilley PhD, Assistant Clinical Professor, Department of Kinesiology &Nutrition, University of Illinois at Chicago. Teaches instructional techniques, military condition-

ng and sport and exercise psychology. Soccer specific experience includes NSCAA PremierDiploma, USSF B license holder, CSCS, CC-AASP. Currently Head Coach, Downers GroveVarsity Girls, IL; ODP and college level coaching experience. Research interests include per-ormance preparation and competitive performance. USAT Level 1 Coach, USAT&F L1. Recentechnical experience includes ROTC and national rugby union team, physical, mental program

design, delivery and evaluation.

Article Objective:

he article illustrates how a goalkeeper can be trained to save penalties more fre-quently by combining power and mental game training by using a penalty savingprogram.

Article Sections Introduction Coaching approach Procedural notes for penalty kicks Plyometrics reducing reaction time Perception training Implementing a penalty saving program Final notes

T1 Training Age: College freshman and aboveT2 Time: 2 x 30 minutes per week during off season 4-6 weeks or

re-season following a full warm-up.T3 Tools used during the training program: Body weight

T4 Teaching: Use basic coaching knowledge and principles fromtrength and specific mental training for soccer goalkeepers

T5 Testing: Versus deceptive and non deceptive penalty takersT6 Total workload: Up to 120 double footed contacts per sessionT7 Team position: Goal keeper

ntroduction

Effectively coaching of goal keepers is very important toheir individual performance and team morale. A skilled, physicallythletic and mentally strong goalkeeper gives their team confidencend is a friend to every defender when tough times happen in frontf goal.

PERFORMANCE

CONDITIONINGA NEWSLETTERDEDICATED TO IMPROVING SOCCERPLAYERS

Volume 17, Number 4

SOCCER

Symbols to SuccessArticles preceded by:

indicates author believes content is for beginning-level athletes with trainiage of 0 to 2 years.

indicates author believes content is for sport (intermediate)-level athletes wtraining age of 2 to 4 years.

indicates author believes content is for expert-level athletes with training aover 4 years.

Note: Training age year is continuous year-round conditioning beyond just pling soccer.

following articles indicates the content has been reviewed by the editoriaboard.

following articles indicates the content is the sole opinion of the author.

Article preceded by a T + a number 1-7 indicate the article is relevanone or more Ts in our 7-T system of program design.T-1= Training Age (see above)/HistoryT-2= Time T-5=TestingT-3= Tools T-6=Total WorkloadT-4= Teaching T-7=Team PositionTo find out more about Fit to a T program go to:www.performancecondition.com/ultimate-conditioning-library/soccer

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R

ADV

INT

BGN

The National Soccer CoachesAssociation of America

Official Licensed Publication of

TINTADVT7

THISISKEEPERCONDI

John Coumbe-Lilley PhD


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P A G E 2 P E R F O R M A N C E C O N D I T I O N I N G S O C C E R V O L U M E 1 7 , N U M B E R 4

One of the greatest duels in sport is the penalty kick contest between the penalty taker and goalkeeper. The penalty thas to use their technique, physical qualities and mental game to score and the goalkeeper has to do the same but with added dvantages like not knowing the direction of the penalty kick and its pace toward goal; timing of movements, distance and thef the goal.

This article presents a way for coaches to decrease goal keeper reaction time and increase penalty kick saves. This is done by mng research accessible and easy to use in practical sessions. The emphasis is placed on using research to guide training prachat will improve goalkeeping success whilst ensuring training is challenging, enjoyable and fun.

Coaching Approach

Coaching goalkeepers to increase the odds of saving penalty kicks takes the patience of a golf coach. As in golf wherwing of a golf club is not as simple as it looks and takes a long time to develop, saving a penalty is much harder than it appe

We recommend the following ways to coach goalkeepers:Always use a positive mindset and language promoting success. We recommend using what the Positive Coaching Alli

uggests as a 5:1 ratio of positive to negative feedback (Thompson 2003). Coaches should remember penalty kicks are meant tcored not saved. Failure is inevitable but we want every goalkeeper to have the belief they can win. Listen for negative selfrom the goal keeper during training. Check the negative self-talk by giving the goal keeper a different viewpoint to talk themse

up with.Coach from behind the goalkeeper or close to the six yard area but avoid being a distraction and chattering too much

he training session unfold. Remember no two penalties are exactly alike and the performance time for a goalkeeper could behan a couple of seconds. Be sparing with words and effective with design; let the goal keeper recover their thoughts and alhem to lead the conversation. It is their performance and they want to improve it.

Avoid over coaching and flooding with technical information. Keep it simple using simple terms and activities that proghe training to the final challenge which will always be a series of five penalty kicks as in a penalty shoot out.Design integrated sessions that are both enjoyable and varied. Get used to doing two things at once. When you watch g

keepers they are always doing more than one thing. For example, they are moving and changing body shape or moving and hdling.

Use players to take the penalties who need to improve kicking technique or penalty taking and train them together withoal keepers. Integrating players like this keeps training efficient and focused. Often players develop a respectful bond duringions when they know they will improve technically and so work physically hard together.

Procedural Notes for Penalty Kicks

A penalty kick is taken 12 yards from the goal line and involves only the player taking the penalty kick and the goal kr. A goal is scored when the ball crosses the goal line directly or whether it hits the crossbar, posts or goalkeeper and crosseine. The penalty kick in law is a direct kick which means it can only be played legally again by the player that took the orig

enalty when the ball has touched another player. Any player may touch the ball when it has moved forward of the 12 yard mAll players not involved in the penalty kick must be at least ten yards from the 12 yard mark. Full procedural practices can be fon FIFAs Laws of the Game.

This situation is often a definitive moment in a game. The next sections introduce the reader to physical and mental wo enhance goalkeeping performance at the moment a penalty kick is taken.

Plyometrics Reducing Reaction Time

Agility is defined as the ability to change direction rapidly with minimum loss of speed (Sheppard & Young 2006) anhe purposes of this article plyometrics is defined as getting the muscle to shorten and lengthen as quickly as possible.

The faster muscles respond between shortening and lengthening. The shorter the reaction time between stimulus esponse means goalkeepers react faster reflected by their agility at the moment a penalty kick is taken. Research suggests uide to side and horizontal jumps help goalkeepers react quicker compared to vertical jump training (Brughelli et al 2008) and

dence demonstrates goalkeepers that respond at the moment the ball is kicked are more likely to save a penalty (Savelsbergh 001 & 2011). Plyometrics help to activate the brain through neurological activation too. These points identify the need to oalkeepers to be physically capable of exploding through a possible range of movement through 180 degrees quickly, overance and in the right way to save or parry a penalty kick.

Plyometrics are a simple and effective way for coaches to help goalkeepers to react quicker by improving their agiCoaches are encouraged to see the penalty kick situation as a combination of rapid change of direction and perceptual and dion-making factors (covered in the next section) influencing goal keeper actions (Sheppard & Young 2006) at the penalty kic

The benefits of using plyometrics include: Train explosive strength on the field Easy to manage training session Little or no equipment needed

PENALTY SAVING PROGRAM


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PENALTY SAVING PROGRAM


The sets and repetitions are deliberately consistent for easy administration. The differences are the type of movementsheir intensity. The penalty kicks are taken between sets after the mind and muscles have been activated. Here the soccer coach

work with the goal keeper to develop their anticipation and technical response to the penalty kicks. After six weeks each goal kr will complete more than thirty four penalty kick repetitions over six weeks in addition to agility development.

Final notesCoaches can improve goal keeping reaction time with systematic field training using muscle and mind activation strate

We chose the penalty kick to show how to integrate training but with creativity, reaction time and agility training could be donmany goal keeping activities like shot stopping, dealing with crosses and passing and receiving just like field players.

More Information Please! To go to the the authors Blog: http://www.learn2peak.wordpress.com/Email:[email protected]

ReferencesBrughelli et al. (2008). Understanding Change of Direction Ability in Sport: A Review of Resistance Training Studies . SMedicine, 38, 1045-1063.

Chu, D. (1998).Jumping Into Plyometrics. Champaign:IL. Human Kinesics Publishers.

Hughes et al. (2012). Moneyball and soccer - an analysis of the key performance indicators of elite male soccer players by p

ion. Journal of Human Sport and Exercise, 7, 402-412.

Saverlsbergh et al. (2001). Visual search, anticipation and expertise in soccer goalkeepers. Journal of Sport Sciences, 20, 279-

Saverlsbergh et al. (2005).Anticipation and visual search behavior in expert soccer goalkeepers. Ergonomics, 48, 1686-1697

Sheppard, J., & Young, W. (2006). Agility literature review: Classifications, training and testing. Journal of Sport Sciences19-932.

Thompson, J. (2003). The Double-Goal Coach: Positive Coaching Tools for Honoring the Game and Developing Winners in Spnd Life.New York:NY. Harper Collins.

Weeks Drills Sets x Reps Rest Interval & penalty kick repetitio

1 & 2

3 low and 1 moderate intensity drills

Standing jump forward

Standing jump to right

Standing jump to the left

Multiple jumps 2 jumps to the left/then 2 jumps to

the right

3 sets x 8 repetitions

96 jumps total

4-6 min

Take 2-3 penalties during the rest interv

Narrow the goal and make all penalties co

sistent and savaebale. Finish with f

penalty kicks.

3 & 4


Knee tuck jumps in place (land in the same place

the jump started)

Ski jumps done over a 6 inch tall cone

Standing jump to right

Standing jump to the left


the right

3 sets x 8 repetitions

96 jumps total

3-4 min

Take 2-3 consistent penalties during the f

two rest intervals. Use regular goal size. D

1 add use consistent penalty approach.

Day 2 introduce variation. Finish with f

penalty kicks. 3 consistent and two varied

5 & 6


Knee tuck jumps in place (land in the same place

the jump started)

Ski jumps done over a 6 inch tall cone

Standing jump forward


the right

3 sets x 8 repetitions96 jumps total

3-4 min

Take 2 consistent penalties during the fitwo rest intervals. Use regular goal si

Introduce variation in day one and repeat

day 2. Finish with five

Six-week training program

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his feature provides a small glimpse of a conditioning-related exercise that a star soccer player does to imptheir performance. It should be understood that this is only a very small part of their overall formula for sucTalent, focus and dedication are just a few of the many intangibles that also con-tribute to a high level of successful play. A developing player should always

emember to set priorities for improvement based on their individual weaknesses and to establishheir own "favorite exercises" to overcome them.

THE STAR: Kristine Lilly

THE EXERCISE: 120s

Why They Do It: Development of soccer-specific endurance.

How They Do It: Run the full length of the soccer field (120 yards) in 18 seconds (elite level of

lay done with the Womens National Team). Jog back in 30 seconds and repeat ten times. Toegin, the athlete could start with three repetitions, progress to five and from there up to ten. Alsohe time of 18 seconds can be lengthened to accommodate the younger player.

More Information Please! Kristine Lilly Soccer Academy http://kristinelilly13.com/kl-soccer-cademy

TEAM FIRST Soccer Academy with Kristine, Mia Hamm and Tisha Venturini Hochhttp://kristinelilly13.com/tf-soccer-academy.

Our thanks to Kristine and Korrio for making this information possible. To learn more aboutKorrio, go to korrio.com. Follow them on Twitter, like them on Facebook, or watch the Korriovideo to learn how to elevate your game.

Kristine Lilly

TINT

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FAVORITE EXERCISESFAVORITE EXERCISES

OF THE STARSOF THE STARS

P E R F O R M A N C E C O N D I T I O N I N G S O C C E R V O L U M E 1 7 , N U M B E R 4 P A G E 5

PENALTY SAVING PROGRAM / FAVORITE EXERCISES OF THE STAR

ce Skater: Assume a standing position with feet shoulder-width apart. Jump laterally to the right over cone, landing on the root. Immediately jump laterally to the left over cone, landing on the left foot, pushing off one leg onto the other and repeat.

Tuck Jump: Have the player standing in place and repeatedly jump while pulling the knees into their chest. Emphasize qround touches, minimizing the time spent on the ground between jumps.

Ice Skater Tuck Jump

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http://www.korrio.com/https://twitter.com/KorrioSportshttps://www.facebook.com/KorrioSportshttp://www.youtube.com/watch?v=XdLvHksE6cU&list=PL2AA7827EA11D15FF&index=1&feature=plcphttp://www.youtube.com/watch?v=XdLvHksE6cU&list=PL2AA7827EA11D15FF&index=1&feature=plcphttps://www.facebook.com/KorrioSportshttps://twitter.com/KorrioSportshttp://www.korrio.com/


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STRENGHT AND CONDITIONING COACH RELATIONSHIP

S CCERPerformance Diges

Elite

The Strength and ConditioningCoach RelationshipPete Calabrese Strength and Conditioning Coach, Assistant Athletic Trainer DC United

Soccer Injury Prevention StrategiesWe welcome a new regular contributor the Professional Soccer Athletic

Trainers Society (PSATS) to Performance Conditioning Soccer. Each submissionwill provide coaches, parents and athletes with the latest strategies in preventioninjury and maintaining a healthy soccer lifestyle. The mission of the ProfessionalSoccer Athletic Trainers Society (PSATS) is to serve as an educational resource forthe Major League Soccer athletic trainers. PSATS serves its members by providing

for the continuing education of the athletic trainer as it relates to the professionthereby improving the athletic trainers understanding of sports medicine as it relatesto soccer. PSATS strives to improve the education of its members so that they maybetter serve Major League Soccer, their organizations, and the professional soccerplayers under their care. PSATS also serves as an educational resource for thoseoutside of the professional soccer community to better educate them on the role ofthe athletic trainer within the sports medicine team. Thank you PSATS!-ed

e did a Q and A with Pete as he describes his relationship with BrianGoodstein, MS, ATC, CSCS - Head Athletic Trainer. The Theme: theworking relationship of the strength and conditioning coach and athletic train-er to the benefit of the soccer athlete at the MLS level.

1. What are your primary responsibilities based on each of your job descriptions?My job title is Strength and conditioning coach/Assistant ATC. My main focus is on the S&C side of thi

warm-up, Polar system, weight room sessions, regen (regeneration) sessions and individual/reserve group workougame days. I also assist Brian with daily ATC work before daily training and games, as well as travel with both theand reserve team.

2. When injury occurs how do you interrelate/communicate the rehabbing of the injury and the reconditioprocess of the athlete to achieve 101% playing status?

The player will generally complete his daily rehab with us pre-practice then during training work on maining cardio with equipment that will not increase his pain/injury and can be as equal as possible to the healthy plaworkload based off the Polar system. Combinations of cardio/weight circuits are usually the most productive. The indays/week depending on the injury is difficult to match the workload of the healthy players. As the injured player is

TMW


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STRENGHT AND CONDITIONING COACH RELATIONSHIP / STANDARD FOR SUPPLEMENT TESTING

to do more we will both work with him on field during training.

3. How do you interrelate/communicate on issues of health and well being (nutrition, recovery etc.)?We have the same ideas and recommendations on regen sessions, nutrition guidelines, and prehab activates

the players. Its more of just constant reminders to the players of the right things to do. If they dont hear it from ma particular day, Brian is usually telling them the same things they would hear from me. We have worked togethenutrition handouts, prehab/correctional work, and timelines on game days for the players to follow.

4. How is the coaching staff integrated and communicated to in what you do?

Brian sends the staff a daily injury report after every session so they know where players are at and who caincluded in a session as they come back from injury. I will send out a daily Polar report to the coaches on the playworkload and output for the days session and help keep the weekly goal of intensity in line with where we are inperiodization model.

5. Injury prevention v. athletic development- what is their relationship and can/should the two be separated?Obviously they are strong components of each other, the fewer injuries you have the more development you

work on individually and as a team. In-season most of our work is on injury prevention and maintenance. We hworked more this year on reducing the rate of soft tissue injuries with daily prehab work for each individual as wealtering strength sessions to focus more on correct movement patterns with lighter resistance. The players are more retive to the idea of lifting this way and there has been a significant reduction of soft tissue injuries this year. We havefocused more this season on running/agility mechanics during warm-ups and sprint work. In terms of developmenttry and push them in their off-season program as well as pre-season training.

More Information Please! Contact Pete at [email protected]

Standard for Supplement Testing-What You Need to Know

From: www.supplement411.org

f you choose to use dietary supplements, an important step to reduce the risk of usinga contaminated or unsafe product is to have the supplement company and the finalproduct checked by a qualified, independent third party. Ideally, the third-party test-

ing agency should:. Be free from conflicts of interest.

. Have external accreditations such as ISO Guide 65General requirements for bodies operat-ng product certification systems or equivalent, and ISO17025 - General requirements for theompetence of testing and calibration laboratories.

. Conduct an audit of the supplement company to Good Manufacturing Practice (CFR 111). The third party testing companynother vendor if this step is outsourced) should offer proof of qualifications to conduct the audit.

. Evaluate the dietary supplement for overall safety and quality (preferably according to NSF/ANSI 173 Dietary Supplement

. Have validated and accredited methods to test for prohibited substances in sport.

Why are these features important? Freedom from conflicts of interest is critical to prevent bias from affecting the outcf certification. No individual at the third party company should have a financial stake in whether a particular product passesertification.

Testing companies should have ISO17025 accreditation to include testing for substances prohibited in sport and the sf the accreditation should cover as many prohibited substances, methods, and matrices as possible. The third party testing com

ny should have a standard operating procedure that specifically defines which substances are tested, the methodology used, andimits of detection.

It is the law to manufacture supplements in compliance with Good Manufacturing Practices (GMP), but the Food and DAdministration (FDA) continues to find non-compliant companies. Athletes who care about their health and career should looawful products that are properly made. Products not made in compliance with Good Manufacturing Practices may be inconsirom batch to batch. Batch consistency is essential; If the contents are not the same in each bottle something might be missed i

wrong bottles are picked for testing.

I

BGNINTADV


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STANDARD FOR SUPPLEMENT TESTING / RESISTANCE AND PLYOMETRIC TRAINING

Finally, anyone can claim they are qualified to test for prohibited substances or conduct audits, but accreditation meanshe company has demonstrated their ability to ISO, or to the American National Standards Institute (USA) or other accrediting b

By verifying accreditations, you do not have to be an expert at laboratory testing to independently confirm that the third party ng company has the accreditations that they say they do. You can also confirm the scope of their accreditation and make hat it matches what the company advertises as its services.

DID YOU KNOW?Testing for substances prohibited in sport in dietary supplements can be tricky compared to testing for the same substa

n blood or urine. Why? Because the substances in the supplement need to be dissolved in something in order to be detected. Bnd urine are both water-based solutions, are well characterized, and dont vary much from person to person. It is well known w

ub-stances will appear in the blood versus the urine. In contrast, what supplements are made out of (called the matrix) varies wy (a bar, versus a powder, versus an oily cap-sule for instance). Testing for prohibited substances in such a wide variety of mes requires vigilance and good technical skill to ensure that nothing is missed.

DID YOU KNOW?Dont be fooled. Neither WADA nor USADA certify, approve, endorse, or guarantee, any supplement. Some product

he market imply, or state directly, that they are WADA certified or approved by USADA, but they are not. If a supplement cany tries to convince you they are WADA or USADA certified, what other lies do you think they might be selling you?

More Information Please! To read the full document go to: www.supplement411.org

Always, feel free to call USADA for assistance with your anti-doping questions at (719) 785-2000 or toll-free in the U.S. at (801-2632, or visit our website www.USADA.org.

R

Allen Hedrick, M.A., C.S.C.S.

esistance training is included in a workout program for goalies to increase their ability to move efficiently. is, the purpose of increasing strength and power is to enable the athlete to better perform the sport specific mments required for effective play in the net. Plyometrics have been described as the link between strengthspeed. Thus, the purpose of plyometric training is to assist in utilizing the increase in strength that occurs

esult of resistance training and transfer that to improved movement capabilities. What that means for the goalie is allowing fe

alls into the net. Plyometric training for the goalie should primarily be aimed at increasing vertical jumping ability and the ty to move laterally.

Drills aimed at increasing quickness and agility are also appropriate for the goalie. Plyometric training should not be ited until four to six weeks of resistance training have been completed. This is because a good level of strength is required to orm many of the plyometric drills presented, and to assist in avoiding injury as a result ofarticipating in plyometric training.

Plyometric training should be progressive, starting with lower intensity drills andradually progressing to high intensity training. Because of the high intensity of plyomet-ics, such training should occur only twice per week, with at least 48 hours between train-ng sessions. Plyometric training should occur before other types of training, when the ath-ete is not fatigued. Because quick, explosive movements are emphasized, the athletehould rest a minimum of 1.5 to 2 minutes between sets and exercises. For the advancedoalie, four to five plyometric drills can be performed per workout, three to four sets per

xercise, with five to eight repetitions. The emphasis of each repetition should be speed andxplosiveness.

A soccer ball can be used to increase specificity in many of the drills. For exam-le, instead of simply performing a drop jump, the goalie performs a drop jump and thenatches the ball while in the air. This can add intensity to the drills, because the athlete isttempting to get to the ball rather than just moving in space.

Based on the information provided, two goalie specific plyometric workouts are present-d in Tables 1 and 2. These workouts should be performed on non-resistance training

days before other forms of trainingAs in other types of training, variety must be provided during plyometric train-

ng. Drill selection should be adjusted every two to three weeks. As previously men-ioned, plyometric training should begin with lower intensity training and gradually

RADVT7

Table 1: Goalie specific plyometraining. Weeks 1-3.Perform 3x6 on each drill. Rest pods of 2 minutes between sets aexercises should be observed.

Slide boardDrop jump

Standing long jump

Lateral cone hops

Table 2: Goalie specific plyometraining. Weeks 4-6.Perform 4x8 on each drill. Rest perioof 2 minutes between sets and exerces should be observed.

Speed cord slides with catchDrop jump to catch

Standing long jump to sprint and caDrop jump to lateral slide and catc

Sprint to lateral slide and catch


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RESISTANCE AND PLYOMETRIC TRAINING

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rogress to drills of higher intensity. Similarly, drill selectionhould gradually become more sport specific as the competitiveycle approaches.

Exercise Descriptions of Plyometric Training ExercisesSlide board - Stand on the outside edge of a slide board. Lowerhe body into a basic athletic position. Staying low, push offggressively with the outside leg. Keeping both feet on the boardnd shoulder width apart, slide across and immediately push offn the opposite direction. The object is to stay in a good athletic

osition and to minimize the time it takes to reverse directions atither end of the board. Keep the head up throughout the move-

ment. Figure 1

Drop jump - Stand at the edge of a plyometric box, 12 to8 inches high (depending on the age and strength of thethlete). Step off the edge of the box so that both feet hithe floor simultaneously. It is important to land on the ballsf the feet. Immediately explode straight up as high as pos-ible. Be sure full extension occurs at the hip, knee andnkle. Figure 2

Standing long jump - Standing with the feet parallel, drop into a

umping position and explode out as far as possible. Emphasizeeaving the ground as quickly as possible to maximize horizontal

distance. Figure 3

Lateral cone hops - Stand lateral to a row of 2 cones, each2 to 18 inches high (depending upon the age and strength of the athlete). Jump laterallyver the first cone, land, then instantly jump over the second cone. Upon landing, rapidlyeverse direction and jump back laterally to the starting point. The emphasis is on quickhanges of direction and minimal foot contact time with the ground. Figure 4

Speed cord slides with catch - Attach a speed cord to the waist. The training partner standsateral to the athlete, holding the speed cord. The athlete assumes an athletic position andhen slides laterally 8 to 12 feet. The partner should hold the speed cord in such a way as torovide gradually increasing intensity as the athlete moves laterally. At the end of the rangef motion the athlete immediately changes direction and allows the speed cord to quickly pull

him back to the starting position. The athlete explosively changes direction at the extremend of the range of motion of the exercise. Figure 5

Drop jump to catch - Stand at the edge of a plyometricox, 12 to 18 inches high (depending upon the age andtrength of the athlete). Slide or step off the edge of theox so that both feet hit the floor simultaneously. It ismportant to land on the balls of the feet. Immediatelyxplode straight up as high as possible. Be sure fullxtension occurs at the hip, knee and ankle. The athletexplodes up and catches a soccer ball at the highest pos-ible point. The athlete should adjust his jump and bodyosition based upon the position of the thrown soccerall. To add difficulty perform with a speed cordttached. Figure 6

Standing long jump to sprint and catch - Standing with the feet parallel, drop into a jumping positionnd explode out as far as possible. Emphasize leaving the ground as quickly as possible to maximize hor-zontal distance. Upon landing immediately break into a sprint and catch a soccer ball kicked to you.

Drop jump to lateral slide and catch - Stand at the edge of a plyometric box, 12 to 18 inches highdepending upon the age and strength of the athlete). Slide or step off the edge of the box so that both feet

hit the floor simultaneously. It is important to land on the balls of the feet. Immediately slide laterally while in a good athletic pion and catch a kicked soccer ball while continuing to slide laterally.

Figure 2

Figure 1

Figure 3

Figure 4

Figure 6

Figure 5


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Philosophy Based on Core PrincipleRobert Brown, Volleyball Master Instructor, USA Volleyball Conditioning Accreditation Program; Owner, Robert Brow

Sports Performance in Arlington, Texas

Robert L. Brown is a sports training facility consultant, who helps others open state-of-the-art sports facilities all aroun

ountry. His own facility, Robert Brown Sports Performance, is one of the countrys only facil-ties specializing in volleyball athletes. He is certified by the International Sports ScienceAssociation (ISSA) as a Specialist of Sports Conditioning (SSC) and a Youth Fitness TrainerYFT). He is also certified as Volleyball Conditioning Accreditation Program (VCAP) Masternstructor (VMI) and Coaches Accreditation Program (CAP) level I by USA Volleyball. Robertlso received his Master's of Sports Science (MSS) also from the ISSA.

he first question in establishing a strength and conditioning philosophy is toask the question, What is it? In simple terms, it is something you adhere to.More importantly, it is something you believe in and sell to your athletes sothat they buy into it and follow it.

Knowing What You Adhere to Is RightThe next consideration is knowing what you do is correct. The place to start in this

rocess is with what the individual has been taught before. This can be a problem. What the athlete has experienced can lead tdea that strength and conditioning is watered down to an I-dont-need-to-lift philosophy because the athlete has been taughtifting is not important or may not have done it at all. My mentor, Nate Hern, taught me that strength and conditioning was

work. I saw results doing squats and cleans, but I also enjoyed the benefits. To be the best, you must out work the best. The pnd influence of a coach over an athlete is second only to that of a parent. The conditioning professional must believe that what

do is in the best interest in the sport you are training and benefits the athlete.

Core Principles and Its Relation to PhilosophyCore principles form the philosophy based on fact. They include: training specificity, ground-based training, adaptatio

mposed demands and overload. These core principles are simple if you apply them to football because I can have the kid in myram for an extended period of time. The core principles easily apply in a periodization model. The flipside is that if I get athlete every year in soccer, softball, or volleyball, the application of core principles becomes more of a challenge. I can have tthletes on a periodization model for a limited period of time, but time is the limiting factor. The athlete can get some work don2 weeks with a sound periodized program. Not much can be done in 6 weeks of lifting. It is weeks, not years, as is the case

American football situation.With these athletes you can still apply these core principles, but they must be modified to the specific situation. This m

fication is part of the philosophy and applies core principles in a very fluid situation.

Keeping Philosophies Simple in an Information AgeWe are bombarded with information coming from all frontsTV, Internet and social media. Young people have bought

he pop culture training regimes such as Insanity and Biggest Loser, which focus on weight loss in response to the obesity epidc we face in this country. If you see someone make positive changes, it natural to want to buy into and follow the program. s a weight loss program and not a periodization program based on core principles of athletic development. These programs havasis of periodization progressive overload, recovery, etc. It is 35-40 minutes of go-go-go.

This is not how to train an athlete. Working the proper energy systems is out the window based on the sport specificity. ports work-to-rest ratio and the concept of recovery to maintain a high performance level through a game are critical to poserformance and injury prevention. If you do not apply core performance principles, how do you benefit the athlete? You don

Philosophies Change, Core Principles DontOne important point to remember is that philosophies evolve over time. For example, the squat is an important exercise

he way it sits on the back can externally rotate the athletes shoulder. My philosophy is to avoid this, so I purchased a Safety Sar, which eliminates the shoulder involvement. Changing the squat to safety squat demonstrates a philosophy adjustment. rinciples are the constants in conditioning; philosophies evolve based on changing situations but are still within those core prles. I have done it allpushed wheelbarrows, pulled carts, flopped tires, squats, cleans and lunges. The philosophy I have deped through these exercises is to have a program your kids can follow to improve their performance.

I hope this explains how some things change, yet stay the same and that the conditioning process can become a little munderstandable. This is an important consideration for every strength and conditioning coach and program.

More Information Please! Contact Robert at [email protected] Links: For Roberts article on how to create lasting habits in conditioning Click HERE.

ESTABLISHING A CONDITIONING PHILOSOPHY

TBGNINTADVT1-7

P A G E 1 0 P E R F O R M A N C E C O N D I T I O N I N G S O C C E R V O L U M E 1 7 , N U M B E R 4

Robert Brown

Establishing a Conditioning

O
http://performancecondition.com/wp-content/uploads/2008/04/Net-Link-Must-Establish-Lasting-Nutritional-and-Lifting-Habits.pdfhttp://performancecondition.com/wp-content/uploads/2008/04/Net-Link-Must-Establish-Lasting-Nutritional-and-Lifting-Habits.pdf


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Build Your Keeper Exercise LibraryExercises Provided by Chris Kranjc

ere are more exercises you can add to you library specific to the keeper position using soccer and medicine b

Touch Ball to Goal Line: Keeper with soccer ball overhead squats into a deep squat position touching bagoal line and explodes up to touch cross bar or high as they can. Progression: Do one legged.H

INTADVT7

P E R F O R M A N C E C O N D I T I O N I N G S O C C E R V O L U M E 1 7 , N U M B E R 4 P A G E 1 1

READING KEEPER RESEARCH / BUILD YOUR KEEPER EXERCISE LIBRARY

Reading Keeper ResearchAnticipation and Visual Search Behavior in Expert Soccer Goalkeepe

Saverlsbergh et al. (2005)Abstract

A novel methodological approach is presented to examine the visual search behaviours employed by expert goalkeeduring simulated penalty kick situations in soccer. Expert soccer goalkeepers were classified as successful or unsuccessful b

n their performance on a film-based test of anticipation skill, thereby allowing an intra-group comparison of visual search beour on the task. The anticipation test required participants to move a joystick in response to penalty kick situations presented arge screen. The proportion of penalties saved was assessed as well as the frequency and time of initiation of joystick correct

Visual search behaviour was examined using a portable eye movement registration system. The successful experts were more aate in predicting the height and direction of the penalty kick, waited longer before initiating a response and appeared to sponger periods of time fixating on the non-kicking leg compared with the non-successful experts.

Ergonomics, 48, 1686-1697

Visual Search, Anticipation and Expertise in Soccer GoalkeepersSaverlsbergh et al. (2001)

AbstractWe used a novel methodological approach to examine skill-based differences in anticipation and visual search behav

during the penalty kick in soccer. Expert and novice goalkeepers were required to move a joystick in response to penalty kicksented on film. The proportion of penalties saved was assessed, as well as the frequency and time of initiation of joystick corions. Visual search behaviour was examined using an eye movement registration system. Expert goalkeepers were generally mccurate in predicting the direction of the penalty kick, waited longer before initiating a response and made fewer corrective m

ments with the joy stick. The expert goalkeepers used a more efficient search strategy involving fewer fixations of longer durao less disparate areas of the display. The novices spent longer fixating on the trunk, arms and hips, whereas the experts found

kicking leg, non-kicking leg and ball areas to be more informative, particularly as the moment of football contact approacheddifferences in visual search behaviour were observed between successful and unsuccessful penalties. The results have implicaor improving anticipation skill at penalty kicks.

Keywords:penalty kicks, perceptual skill, performanceJournal of Sport Sciences, 20, 279-287

R


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P A G E 1 2 P E R F O R M A N C E C O N D I T I O N I N G S O C C E R V O L U M E 1 7 , N U M B E R 4

BUILD YOUR KEEPER EXERCISE LIBRARY

PERFORMANCECONDITIONING SOCCER

EDITORIAL BOARD

SENIOR EDITORLaurie Whitsel, Past President NSCAAInternational Advisory Board

ASSOCIATE EDITORSJay Martin, Soccer Journal EditorNSCAA National Office, Kansas City, KS

ATHLETIC DEVELOPMENTBob Alejo, C.S.C.S. Chair1994 U.S. World Cup Conditioning ConsultantOakland, CADr. Ron QuinnXavier UniversityCincinnati, OHSteve OdgersDirector of ConditioningBoras Sports Training InstituteVern Gambett aGambetta Sports TrainingSarasota, FL

CONDITIONING DEVELOPMENTBerhane AndeberhanChairNational Coaching Staff, U.S. SoccerIthica, NYJim LennoxNational Coaching Staff, U.S. SoccerOneonta, NY

Dave NicholasNational Coaching Staff, U.S. SoccerLake Oswego, ORArnold Trachtenberg M.S., A.T.,C.Member CONCACAF Sports MedicineCommissionLeonia, NJNick ZlatarNational Coaching Staff, U.S. SoccerBelle Harbor, NY

INJURY PREVENTION

Gary Derscheid M.A., P.T., A.T.,C.Co-chairCentral Park Square Athletic ClubPhoenix, AZ

John Lohnes P.A.C.Co-chairDuke University Medical Center Sports MedicineSectionDurham, NC

Dr. William Garrett, Jr.Duke University Medical Center Sports MedicineSectionDurham, NC

Rey Jaffet, M.S., A.T.,C.Florida International UniversityMiami, FL

Dr. Bert MandelbaumSanta Monica Orthopedic and Sports MedicineGroupSanta Monica, CA

Rudy Rudawsky, M.S., P.T., A.T.,C.1994 Head Trainer, U.S. Soccer World Cup

Wilmington, DE

NUTRITION/RECOVERYLaurie WhitselChairPast President, NSCAAInternational Advisory BoardKris Clark, Ph.D., R.D.Penn State UniversityUniversity Park, PARuth Carey R.D.Portland, OR

SOCCER SCIENCE

Donald Kirkendall, Ph.D.FIFA Medical Assessment and Research CentreCary, NC

Carl Maresh, Ph.D.University of ConnecticutStorrs, CT

STAFF

Ken Kontor CAE, C.S.C.S.-Publisher

Joe Kontor - Layout & Design

Tim Kontor - Associate Office Manager

PUBLISHING STATEMENT

Performance Conditioning SoccerNewsletter ispublished 7 times a year August/September,October/November, December/January, February,March, April/May, and June/July in cooperationwith the National Soccer Coaches Association of

America by Conditioning Press, Ken Kontor,CAE, C.S.C.S.,publisher. Subscription price: $29 per year $coaches and athletes in U.S. Canada, add $5,other countries add $8. U.S. funds only for atransactions.

New Subscriptions: Credit card only dial 1-4489-9984 or by check or money order to P.O6819, Lincoln, NE 68506-0819.

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Send address changes to:Performance ConditioSoccerNewsletter, P.O. Box 6819, Lincoln, NE68506-0819.

This newsletter is intended to provide generainformation and is not intended to provide invidualconditioning and/or medical advice. Any indual should consult with his or her physician otrainer to determine if these methods are appate.

Performance Conditioning, Inc. 2012. All reserved.

Moving? Subscription Question(s)? Write: Performance Conditioning Soccer,PO Box 6819, Lincoln, NE 68506, Call: 402-489-9984, e-mail: [email protected]

Sky Jumps with Medicine Ball: With medicine ball at chest level perform a squat jump extending the medicine ball overhouching the cross bar.

Sky jumps/Broad Jumps: Do a sky jump with medicine and perform a board jump on landing. Progression do two broad juollowed by one sky jump with a medicine ball.

Medicine Ball Kick ups: With a medicine ball between the feet, do a tuck jump releasing the ball and catching it with the ha


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