Functional Path Training

GAIN Coaching by Design Workshop Designing & Implementing an Effective Athletic Development Program December 14 & 15, 2024,

GAIN Coaching by Design Workshop

Designing & Implementing an Effective Athletic Development Program

December 14 & 15, 2024,

Notre Dame High School, Sherman Oaks, California.

Register now: https://thegainnetwork.com/events/gain2024/

At the end of the workshop the attendees will be able to put together an effective athletic development program appropriate for the athlete or the team they are working with.

Workshop will consist of 20-to-30-minute presentations followed by practical’s & White Board sessions. The White Board Sessions with all the instructors at the white board bringing ideas together to design an effective training program and interact with question from the attendees

                  Saturday

                              7:30 to 8:30 – Registration

                              8:30 to 12:00 – Presentations

                              12:00 to 12:45 – Whiteboard Summary/Discussion

                              12:45 to 2:15 – Lunch

                              2:15 to 5:15 – Presentations

                              5:15 to 6:00 – White Board Summary/Discussion

                  Sunday

                               8:00 to 12:30 – Presentations

                               12:30 to 1:15 – Whiteboard Summary/Discussion

The topics will focus on the 5S’s – Speed, Strength, Stamina, & Skill and how they connect into an effective training system:

The GAIN System – Coaching by Design

Training Quality – Volume is NOT a biomotor quality

Effective Warm-up & Preparation

Elements of Speed Development - Technique and Training

Mach Drill Revisited

Effective use of Sprint Assistance & Resistance

Agility – Stopping, Starting & Change of Direction Progressions

Foundational Strength Training - Concepts and Application

Plyometric Progressions – Integration into a Training Program

Power Development using Plyometrics

In-season Training

Bondarchuk method applied

Medicine Ball Training beyond the core

Applied Pedagogical Concepts - Getting Better at Getting Better

Sport Specific Endurance

Field Tests & Interpretation

Our faculty has a tremendous breadth of experiences and a record of excellence in their chosen fields. They know how all aspects of athletic development complement each other and most importantly they understand the process of developing athletes.

Vern Gambetta – Founder, GAIN Network

Jimmy Radcliffe – Head strength & conditioning coach, University of Oregon

Brian Fitzgerald - Sprint coach at Ventura College. Formerly head coach at Rio Mesa high school where he coached numerous state champions and national record holders in the sprints.

Nick Garcia – Head strength & conditioning coach and assistant track coach at Notre Dame High School. Nick works with all teams at Notre Dame – 16 sports in total. He knows how to organize and coach the developing athlete.

Register now join our community of professional’s eager to learn and willing to share ideas and information. https://thegainnetwork.com/events/gain2024/ If there any questions please call 941-378-178. Don't miss out on this career changing experience.

The Seeds of Culture

Clay Erro is the former football coach at Enterprise High School in Redding, California and one of the winningest football coaches in Northern Californian history. More important than his success was his ability to teach young men to be responsible adults and citizens. His approach was unconventional with a premium on relationships and teaching. Relationships are not built upon rules. A successful relationship is built on trust and expectations and communication, not rules. Instead of rules, the his teams had simple self-explanatory guidelines:

• We not me
• No excuses
• No messengers
• No sympathy groups

Starting with a few simple guidelines as the seed, the team culture grew from there.

Core values define team culture. Developing core values is a process. It is a process that ideally is driven by the athletes and guided by the coach. This process will ensure ownership. If the culture is established, then it becomes a process of initiation into the core values. Core values are not rules, they are principles that guide, not regulate behavior. They are more than words written on the locker room wall. They are words that are translated into action every day in training. The coach’s role is to ensure that the core values are real and lived by everyone associated with the team. It has been my experience that they transcend sport, better people are better athletes.

Mission Field – Where Champions Were Made!

Fifty years ago, this week I started as girls’ cross country and track coach at Santa Barbara high school. I was just back from a year’s leave from the school district to get my master’s at Stanford. In those days you could not start formal workouts until after Labor Day.  The prior few weeks to starting in September 1974 I scouted out various workout locations around town that were a reasonable run from the school.

Oak Park was familiar because that was next to the junior where I had previously coached. That was going to be out location for whistle Fartlek and 1K repeats. The other location was the soccer field at Dwight Murphy Park near east beach. That was where we did repeat 300’s on grass. Also, from there, there were runs past the Bird refuge and into Montecito.

The big one was Mission Field, the grass field and Rose Garden across from the iconic Santa Barbara Mission. It was just what I was looking for: grass surface, uphill and gradual downhill, and a level area in the Rose Garden to do 75-yard strides. The field was 500 meters around. From the south corner we could run 200 meters of a gradual uphill with last 25 meters steeper.

If you ran cross country at Santa Barbara High School 1974 through 1977 you were intimately familiar with Mission Field. It was two miles from the school. We used it extensively in cross country and during our six-week hill phase from mid-January through March.

It was a terrific training venue. The grass was well manicured. It was inspiring. From the top of the field, you could look out and see the Santa Barbara Channel and the islands. The iconic Santa Barbara Mission “Queen of the Missions” across the street. After a hard hill workout, you could see God! One of the best training venues of my coaching career!

Using the Design Process for Better Coaching

Accept

    Get started, allow the problem to generate the process.

Analyze

    Gather all the facts visible and invisible.

Define

    Determine the destination – the aim, the destination.

Ideate

    Brainstorm – every possibility is on the table.

Select

    Narrow down the option to need to do and must do.

Implement

    Get going, take action and move forward.

Evaluate

    Develop appropriate metrics to measure progress to the end result.

From: The Universal Traveler – a soft-systems guide to creativity. Problem solving and the process of reaching goals. By Don Koberg and Jim Bagnall. Crisp Publications, Inc. Menlo Park, CA. 2003

Developing Athletes

Ever since I started on this journey first as an athlete and then as a coach I was fascinated with what it took to develop and nurture the athlete. As a young athlete I saw some athletes develop and thrive and others stagnate and fall by the wayside. Why was this? I noticed that certain schools were always good in selected sports. I noticed that certain coaches, regardless of talent, year in and year out always produced top athletes and teams. Why was that? At that stage of the journey I must admit it was all somewhat mysterious to me, there did not seem to be a method behind what I was observing. I wanted to know why the things that I was seeing were occurring.

Those questions started me on a quest; some would call it an odyssey to find answers. I knew that there had to be more to it than I was seeing and experiencing. When I began coaching I noticed the same things I had seen as an athlete. Some athletes thrived, some just barely survived and many fell by the wayside. Now that my perspective was broader not only did I see schools continue to develop talent but also nations. It quickly became clear that athletic excellence was something that could be systematically nurtured and developed. So, I began to look around the US and then around the world, I started looking for big things, commonalities; just like everyone I was trying to find the secret. I quickly realized there was and is no secret. I did start to see patterns and common threads though. Little did I know that I was working in a system that was doing exactly what I was searching elsewhere for. I literally could not see the forest for the trees, the answer was right in front of me.

When I started coaching and teaching in 1969 that was probably the apogee of sport development in the United States. We were the preeminent sporting nation in the world as evidenced by the dominant performances at the 1968 Olympic games. There was mandatory daily physical education taught by trained educators. Sport was centered in the schools and coached by trained coaches. Sport at all levels was part of the educational system. In the elementary and junior high schools there were afterschool sports programs that featured participation over winning. By the mid to late 1970’s all this began to unravel. Mandatory Kindergarten through twelfth grade daily physical education was dropped. Physical education as an academic discipline in colleges and universities was deemed not academic enough and physical education programs were dropped or the curriculum was changed to sport or exercise science. The mission of training physical education teachers and coaches was severely compromised.

All of this coincided with the ascendency of the GDR and the Soviet Union in the 1960’s and their dominating performances in the 1976 and 1980 Olympic games. They began to beat the US in sports where we had traditionally been strong. So we started looking at what they were doing and tried to copy it. This was somewhat of a knee jerk reaction. What we failed to take into account as we blindly copied their system was the cradle to grave control, they had over their athletes due to the communist system. Frankly the methods and ideas those countries used became an infatuation for many. Little did we know that our system, what some people derisively called a non-system as it had existed was probably superior. It would take the fall of the wall and the decline of the eastern bloc for us to understand that their system was not everything it was made out to be.

I write all of this to set the stage for the goal of this book. It is quite straight forward – to define the process of developing athletes and in parallel coaches’ development from the beginning stages to the podium and beyond because it is my contention that the two must go hand in glove. It is a journey, a process, not a clearly defined model as many would like to portray it. There are landmarks that must be achieved along the way but there are not definite time parameters; it is not a straight line. The athlete and coach are part of the socio-cultural milieu so they reflect the society they exist in. There are many realities today that face the developing athlete that were not a factor forty or fifty years ago. I will take a historical look at the various athlete development systems to see what we can learn from them. I will then outline a process of athlete development designed to meet the current reality of sport in the 21^st century and all the challenges that are entailed. It is a dynamic process that requires continual learning. Thanks for joining me in this journey as we learn together to develop the best athletes and coaches possible.

Running Mechanics Part Three

To correct running mechanics, use the Fault/Reason/Correction Paradigm. First identify the fault in the mechanics. Then find the reason for the flaw and then correct the flaw. Look at the big things first in the context of the PAL Paradigm. Get a sense of the flow of the action, before looking at specific considerations. Focus in on smaller pieces of the puzzle only after global considerations have been addressed. This is in concert with the whole/part/whole concept of motor learning, start with the whole action in this case running, then look at the parts. Decide what parts need attention. Design task oriented drills or movements that will reinforce the correction of those parts. Rather than focus on the fault you are trying to correct, give the athlete a task to achieve that will correct the fault. Above all coach the correction, don’t coach the flaw. Allow the runner to explore and solve the movement equation, then, as soon as possible relate the drill back to the whole action.

In designing and selecting drills to improve running mechanics, answer the following questions:

Why drill? Drill to reinforce correct patterns or to change or improve incorrect patterns.

What drills? The drills should be as directed and specific as possible. A few drills well chosen & clearly defined are better than many general drills that dance around the issue. Make sure that the drills are in fact reinforcing correct mechanics that relate to everyone’s specific needs.

When is it best to do the drills? The optimum time for learning is when the person is fresh and fully recovered from any previous training stress. Therefore, drills are best done near the start of a training session.

How to execute the drills? Based on the objective of the respective drill make sure that the drill is correctly executed.

Drills alone and running are sometimes not enough to improve running mechanics. Improved strength is a big factor in improving running mechanics. Segmental weakness can contribute to poor mechanics, especially in the core. Therefore, it is important to couple any program that attempts to improve running mechanics with a sound strength training program that utilizes multi-joint and multi-plane exercises.

The following is a checklist of running mechanic skill faults to look for and correct. This is by no means an exhaustive list.

         Posture

                  Sitting – Leaning backward

                  Bending forward at the waist

                  Excessive side-to-side sway

                  Head Position – Back or Forward

         Arm Action

                  Swing across the midline of the body

                  Arm carriage

                           Too High

                           Too Low

                  Abbreviated arm action

                  Excessive arm action

         Leg Action

                  Foot strike

                           Exaggerated forefoot or heel contact

                  Stiff hips

                  No knee lift - Shuffling

Running mechanics vary with and must be adapted to the speed of the run. A sprint has different demands than a distance run. Running mechanics occur on a continuum from a pure sprint to a long-distance run. The most visible change along the continuum is in the amplitude of the movement.  A sprint demands longer stride length, greater air (flight time) and shorter ground contact time. As well as a vigorous arm action, higher knee lift and a forefoot foot strike. Efficiency is not as much of a consideration as is the pure production of power. A distance run will have shorter strides, much shorter flight time, longer ground contact time, a mid-foot to rear foot strike and lower more economical arm action. The longer the distance run the more important the efficiency becomes.

Summary

Improving running mechanics is not a quick fix. It demands constant attention and fine-tuning like any other motor skill. Because it is a motor skill it is teachable and learnable. It requires body awareness, balance and good basic core and leg strength. Each running step is a step toward ingraining a new motor pattern or reinforcing an established pattern. Beware of drill for drill sake. Oftentimes drills break the movement into too many component parts. Always relate the drill to the whole action of running.

Running Mechanics Part Two

The starting point for running mechanics is a basic technical model. That technical model is what man must do sprint at top speed. Therefore, in teaching to improve running mechanics we must start with sound sprint mechanics and extend those concepts out to longer distances. Even in distance running, ultimately the person who runs the fastest is the person who can maintain the greatest percentage of their maximum speed the longest. Running skill is a motor task! Like any motor task it is teachable and trainable. As with any motor task a systematic approach toward improving running mechanics will yield optimum results. The system that I have evolved to improve running mechanics is call the PAL System™.  PAL is an acronym that stands for Posture, Arm Action, and Leg Action. Those are the three areas of emphasis in running. The objectives of the system are fourfold. The first objective is to provide a context to analyze movement. Secondly the PAL System™   is a systematic step-by-step teaching progression. The third aspect is that it provides a context to direct training based on the needs established in the past two steps. Lastly it provides a rehab context by establishing a criterion based progressive approach toward getting someone back to normal gait pattern after an injury.

Let look in depth at the components of running mechanics based on the PAL System. ™    Posture should reflect the alignment of the body from the point of foot contact to the top of the head. The reference points for this alignment are the head, trunk, hip knees, ankles, and feet. The image and the cue for good posture is that of” running tall.” After the start and acceleration, the sensation should be of running over the ground as you are running fast. Good posture is a major contributing factor to reinforce this feeling. It has been my experiences that, if you improve posture, then arm action and leg action will also dramatically improve. The trunk and hips comprise the largest body mass segments. In order to move more effectively straight ahead rotational movement and side-to-side sway need to be controlled. The key is that they are controlled, not eliminated. Running like all other movements involves movement in all three planes of motion – transverse, frontal, with sagittal being the dominant plane of motion.

Arm Action serves two functions: the arms assist with balance as well as provide a strong propulsive force is sprinting during the acceleration phase. The arms play a vital role in helping to control the rhythm of running. The direction of the swing of the arms should result in linear motion. Some rotary as well as side-to-side movement of the arms is necessary to counteract rotation of the body and the mass of the legs, but this should be minimal. The amplitude of the arm action will vary with the speed of the run. The shorter and faster the run the greater the amplitude of the arm action.

The optimum Leg Action is to have the foot contact the ground as close under the Center of Gravity as possible. This is the most efficient stride. The amplitude of the leg action as reflected in the knee lift and stride length will vary with the speed of the run. Good running mechanics requires an optimum interplay between stride length and stride rate (frequency). Each person has an optimum stride length in relation to their leg length and the distance they are running.

When observing the runner to improve running mechanics changing the vantage point of observation allows for better analysis. Running should be viewed from the side, front and rear. From the front and rear have the runner run along a line, watch their feet strike in relation to the line. It is desirable to run along the line, not on the line or crossing over the line. The latter two actions are very inefficient. Instruct the person to run with different gait patterns – long strides and short strides, no arm action and exaggerated arm action, different foot strikes – forefoot, flat foot and heel first, observe how the person accommodates or compensates. Do this to help them get the feeling of what is right for that individual. At first don’t try coach or make corrections, just observe the movement. The reaction to these modifications in gait will give you clues as to how to best approach any changes necessary in the persons running mechanics.

How to Be a Guru

So you want to be a guru? Here are some helpful tips I have learned through observation of many of the well-known gurus in action.

Make everything as complex as possible, it you are not sure make it more complicated.

Use big words that no one can understand or spell so they can’t look them up in any reputable source. Make up words wherever possible.

Be as sciencey as possible. Cite obscure studies in Russian journals that no one can find much less read.

Mumble a lot so people can’t understand you but they still think you are saying profound things.

Claim every athlete you ever walked by in the gym or at the track as one of the pros or Olympic medalists you worked with.

Have as many letters as possible after your name. Make some of them up if you are not sure, it is always good to have a few extra.

Steal ideas and pretend like you made them up. Don’t give credit to anyone because it might make you look like less of an expert.

Hide behind palatial facilities and machines that go bling, bam & boom.

Pretend that training and working out started when Al Gore invented the Internet, obviously anything before that is irrelevant. If it is old is can’t be any good.

This is obviously tongue in cheek but if you take a step back and look around you will see much of this in journals, workshops and especially on the Internet. The only way this will change is if we start calling these people on their words and actions. Be aware, look for substance not style and think critically. Follow principles not personalities.

How to Be a Guru

So you want to be a guru? Here are some helpful tips I have learned through observation of many of the well-known gurus in action.

Make everything as complex as possible, it you are not sure make it more complicated.

Use big words that no one can understand or spell so they can’t look them up in any reputable source. Make up words wherever possible.

Be as sciencey as possible. Cite obscure studies in Russian journals that no one can find much less read.

Mumble a lot so people can’t understand you but they still think you are saying profound things.

Claim every athlete you ever walked by in the gym or at the track as one of the pros or Olympic medalists you worked with.

Have as many letters as possible after your name. Make some of them up if you are not sure, it is always good to have a few extra.

Steal ideas and pretend like you made them up. Don’t give credit to anyone because it might make you look like less of an expert.

Hide behind palatial facilities and machines that go bling, bam & boom.

Pretend that training and working out started when Al Gore invented the Internet, obviously anything before that is irrelevant. If it is old is can’t be any good.

This is obviously tongue in cheek but if you take a step back and look around you will see much of this in journals, workshops and especially on the Internet. The only way this will change is if we start calling these people on their words and actions. Be aware, look for substance not style and think critically. Follow principles not personalities.

The Seeds of Culture

Clay Erro is the former football coach at Enterprise High School in Redding, California and one of the winningest football coaches in Northern Californian history. More important than his success was his ability to teach young men to be responsible adults and citizens. His approach was unconventional with a premium on relationships and teaching. Relationships are not built upon rules. Just look at the institution of marriage. A successful marriage is built on trust and expectations and communication, not rules. Instead of rules, the team had simple self-explanatory guidelines:

• We not me
• No excuses
• No messengers
• No sympathy groups

Starting with a few simple guidelines as the seed, the team culture grew from there.

Core values define team culture. Developing core values is a process. It is a process that ideally is driven by the athletes and guided by the coach. This process will ensure ownership. If the culture is established, then it becomes a process of initiation into the core values. Core values are not rules, they are principles that guide, not regulate behavior. They are more than words written on the locker room wall. They are words that are translated into action every day in training. The coach’s role is to insure that the core values are real and lived by everyone associated with the team. It has been my experience that they transcend sport, better people are better athletes.