110m Hurdles TRIALS SUPERCLINIC Kathleen Raske. USATF & IAAF Partnership: IAAF Level 5 Academy Coach

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1 110m Hurdles An IAAF Project Case Study Olympic Trials Super Clinic June 2012 USATF & IAAF Partnership: IAAF Coaches Academy for Sprints/Hurdles - January 1-8, 2012 U.S. Olympic Training Center - Chula Vista, CA Class size = 35 approx. Countries Represented= United States, Canada, Jamaica, Aruba, Trinidad, Puerto Rico, Bahamas, Barbados Faculty= Seagrave, Smith, Chapman, Locatelli, Mann, Wu, Venegas, Portenga, Braakhuis, USOC medical staff. Coach Director of Sacramento State Track & Field/Cross Country raskek@csus.edu IAAF COACHES EDUCATION & CERTIFICATION SYSTEM IAAF Level 5 Academy Coach The IAAF Coaches Education and Certification System Introduction Recognizing that the resources and effort involved in developing an education program may be beyond capabilities on a national level, the IAAF operates a Coaches Education and Certification System (CECS) which is available as a service to Member Federations which would like to make use of it. As from March 2007, the CECS features five levels of courses operating in seven languages, English, French, Spanish, Arabic, Chinese, Russian and Portuguese. For each course level the IAAF provides a standard syllabus, qualified lecturers and the necessary learning support materials. Operation of CECS is coordinated by the IAAF Member Services Department (MSD) and the IAAF Regional Development Centers (RDCs). Perhaps the most important educational initiative in recent years to support the development of key personnel in Athletics was the introduction of the IAAF Academy in 2004, providing professional education of the highest level. To achieve this the MSD has created partnerships with respected and recognized universities worldwide to offer courses which blend academic rigor in the sport sciences with the practical experiences of the most elite of IAAF experts. The IAAF Academy currently offers the following courses: Chief Coach Youth Chief Coach Elite Coach (head coach for events group) Coaching Development Director The Academy aims to provide the coach with the relevant professional knowledge, understanding and practical experience to create an environment capable of delivering high levels of individual and team performance at specific events, or the development of innovative coaching development environments, over multiple seasons. 1

2 IAAF Level 5 Academy Coach Course Requirements: Assign 1=10% home study Assign 2= 10% Effective Coaching & Mgmt Poster Presentation Assign 3= 10% Practical Assign 4= 15% Applied Project Case Study Presentation Assign 5= 55% Interdisciplinary Case Study written assignment USA Track & Field Coaches Education Fundamentals of Coaching Track & Field - Intended for entry level coaches, parents or volunteers/officials at any level. Level 1 - basic knowledge course that emphasizes rules, basic mechanics, and teaching progressions. Level 2 - more in-depth training in an event specific group (sprints/hurdles/relays, endurance, jumps, throws, combined events). Level 3 - very high-level seminar structure educational experience in a specific event area. /Coaches/Coaching-Education/Level-3.aspx 22 yrs. Old 6 2 & 180lbs. Immediate Post Collegiate (IPC) 110mH PR = (A standard) 60mH PR=7.75 LJ PR= 7.69 (25 2 ¾ ) 100m PR=10.60 Quad Test PR=301 World University Games Bronze Medalist World Junior Champs 12 th 3 x NCAA All-American Ronald Brookins 110H A Case Study Ronald Brookins 110H- Case Study Goal= 2012 Olympic Trials Finalist / run a lifetime best Effective coaching and Management of Athlete to include: Assessment (Problem Identification) Interdisciplinary Approach to develop a strategy to address problem areas Development of Training Program Revision & Adaptation of Program ROLE OF COACH ROLE OF COACH The coach controls the environment for each athlete. The coach has the responsibility to understand the science behind each decision and use the knowledge with his/her experience to develop programs that are based in the sciences and delivered within the art of coaching. Seagrave Bio mechanist The coach is the gatekeeper to the athlete in that they facilitate and broker effective relationships between athlete and a team of sport scientists. Agents/Family/Mentors Psychologist The coach needs to allow sport scientists to take a lead and to trust one another in specific areas. Coaches are practitioners who work w/people prescribing physical exercise Seagrave Coach (Athlete Centered) Applied Sport Sciences within a defined coaching philosophy Sports/Physiotherapist Medical Coaches need to know as much as we can in all areas of sports science, enough to help your athletes. Realistically, we need to know a little about a lot of areas w/o being an expert in any of them, enough to be able to translate the science into the practical information for your athletes. Nutritionist 2

3 Assessments- (Quantitative & Qualitative) Psychological mood states, confidence, personality, motivations, etc. Physical - Functional Movement Screening / Chiropractor / Physiotherapist Technical - Biomechanical Analysis / Race Analysis Medical physical exam/blood work/rhr/previous injuries/etc.. Nutritional Analysis Testing predictive, strengths, weaknesses, progress, etc. Financial - Support Plan (dictates schedule, equipment, etc.) Other (i.e. entire support network) Interdisciplinary Approach My team of resources used for assessments, problem analysis and problem solving strategies: USATF (rookie camp, OTC use, grants, HPC, Competitions, Insurance, etc.) Mentor Coaches St. Vincent Sport Performance / Results PT Biomechanist Psychologist Sports Medicine Spiritual Sports Physio/Chiro Agent Sacramento State University Mentor Athletes Testing Assessment Testing Results Assessment Testing Results Biomechanics Analysis: Dr. Mann too far at H T-D, too much time on ground, lead foot has to wait for landing, lead leg knee too tight, not folding at waist over top enough, #1problem= poor position over top, increase front side mechanics Race model- TD times, start, run-in, etc. showed inconsistent start over every race. Quad Test: OHB (65) lack of explosive strength/power 3 Hop 8.88 (74) SLJ 3.00 (74) 30m 3.34 (88) Total = 301 Functional Movement Screening: (FMS) = 13 Perfect score 21, below 14 -increase for injury Lack of flexibility St. Vincent s Evaluation: tight piriformis, tight anterior capsule, hip flexor/rectus/itb tight Neural Tension, sacrotuberous ligament flossing (neural flossing) Global problem affecting all joints Colleague help- check urine ph levels Assessment Testing Results Interdisciplinary Approach Weight Room -squats and cleans need to increase Mental Game/Psychological -motivations, toughness, adaptability, confidence IPC Transition -life after college, trng partners, trng times, work schedule, etc. Medical -Chiropractor, urine ph, sports med/physio Funding/Financial -travel, equipment, racing opportunities, etc. Athlete s domain (IPC transition) Financial support Athlete mentors USATF support network Agent Coach s domain (Development/sport performance) Design & implement overall training program always addressing the 5 biomotor abilities Revision & Adaptation of training program (Use of testing, filming, etc.) Facilitate/educate/filter information Sports Sciences domain (Scientific info to aid sport performance) Biomechanical analysis Sports Psychologist Sports Performance / Sports Medicine personnel Sports Nutritionist 3

4 Ronald Brookins 110H- Case Study Use of Testing: 30m Fly 30m Stand Over Head Back Shot Between Legs Forward Shot Standing Triple Jump Standing Long Jump MaxJonesQuadrathon 150m, 300m, 40 secs Max Squat & Clean Ronald Brookins 110H- Case Study Holistic/Interdisciplinary approach in setting up training program to achieve continued development and address problem areas. Biomotor Abilities: The 5 S s! Speed Strength Skill Stamina Suppleness CONSIDERATIONS FOR SETTING UP THE TRAINING PROGRAM Know demands of event Periodization (trng blocks) Sequencing Teaching Progressions Use of Menu s Drills Circuits Strength/Power dev p Warm Ups/Cool Downs CONSIDERATIONS FOR SETTING UP THE TRAINING PROGRAM Demands of the High Hurdles: Understanding Ground-Force application As G-F increases, then speed increases As ground contact time decreases, then speed increases What happens in air=passive / what happens on ground=active A hurdler can never be too strong! Must dev p max force/power Applying max force in the right direction/right position/right place in least amt of time Additionally Attack mentality Kinesthetic Awareness (rhythm, str length, str freq, spacial) Priorities include Speed! Acceleration! Mechanics! Strength/Power! Flexibility! Training Program Set Up: Use of Menus Training Program Examples: Technical Development Hurdle runs/drills, specific muscle mov t routine, sprint mechanic runs/drills Core strength Development Abdominal circuits, med ball, weight abs, functional mov t Acceleration Development 3point starts, harness work, multi jump/throw Power Development Sleds, stairs, hills, plyometics, med ball, oly lifts, Jump rope Speed Development Build ups 150, 120, 100, 80 Flys 30, 40, 50, 60 Hurdle Rhythm Development Discounted work, endurance work Microcycle in October: Monday(HND)=CWU, Block progression, Block starts, Blocks over 1Hx8@30, Harnesses, Lift/core, DMR Tuesday(COND)=WU, Stationary H drills, A runs over 14hx10, Tempo down-back-downs R20 x 5 sets: R2, Lift/core, DMR Wednesday(RECOVER)=Dynamic WU, H walkovers, Pillar work, static stretch, PT appt. Thursday(HND)=CWU, H drills, Block progression, block starts over 1H, 2H, Stairs, Lift/core DMR Friday(COND)=WU, H drills, Balance routine, 8x200R60, Lift/Core, DMR Saturday(REST)= off Sunday(ALT TRNG)= choice of alternative training Microcycle in May: Monday(HND)=CWU, H Drill progression/ Block progression, Blocks over 1H, 2H, 3H, 11H x 3, 2 x250, Lift/core, DMR Tuesday(COND)=WU, jump rope, A runs over 14h hold thru 60, 10x100 R45 mechanic runs, Lift/core, DMR Wednesday(RECOVER)=Dynamic WU, H walkovers, Pillar work, static stretch, PT appt. Thursday(TECH/MND)=CWU, H drills, block starts over 1H, 2H, 3H, 4x flys, short lift/core, DMR Friday= Pre Meet Routine Saturday= Compete Sunday(RECOVER)= Active Recovery routine 4

5 SEQUENCING: Training programs should be developed and taught in a SEQUENCE and PROGRESSION (i.e. part-whole/ simple-complex/ general-specific, etc.) The five biomotor abilities in the annual plan should also be sequenced appropriately. *This will produce the best results over the long haul! Be patient! THE RULES : SPEED: STRENGTH: SKILL: STAMINA: acceleration - max velocity - speed endurance general/postural- endurance- max strength- power dev p- maintained stationary drills - marching drills - speed hurdling ext. tempo - int. tempo - speed endurance TECHNICAL CONSIDERATIONS The Start & Acceleration Sound push mechanics 7 step approach only one chance to accelerate coaching cues Use back pedal Low heel recovery SUPPLENESS: ROM gradually increases w/static stretch or PNF or hip mobility, etc. TECHNICAL CONSIDERATIONS COACHING & TEACHING STRATEGIES Hurdling. Sprint Mechanics Front side (always!) Prep for take-off Hips tall, get ankle under C of M, shortest of the 3 steps (cut step) Take-off Max force applied / angle at entry Clearance Fold over waist / low as possible Landing Ankle under to sprint Pull off of it Sprint between (3-step shuffle rhythm) Apply force (use the ground) Sprint through not to Rehearsed finish Take-off mechanics emphasized: Use of cues Hurdle entry determines hurdle exit Focus is on using the ground and applying force at T-O Use of tape marks Most time spent on this aspect COACHING & TEACHING STRATEGIES 11 separate accelerations The race in 3 parts: 1. Accel through 4H 2. Stabilization of rhythm 4H-7H 3. Rhythm endurance 8H-10H COACH KATHLEEN RASKE Sacramento State 110m HURDLE WORKOUT MENU: A. Blocks over 1st H (discounted/regular) B. Blocks over 2H, 3H, 4H C. 2,4, and 6-step approach over 3-4H discounted (acceleration) D. 10-step approach over 5-8H (discounted) E. Blocks over 6H (discounted using a sprinter in next open lane) F. 3pt. starts over 4-5H close three step-rhythm specialization (shuffle) G. 12H with decreased spacings (groups of 4H) H. 9-12H with varied spacings I. Turnarounds with 4H varied spacings J. Blocks or 10-step approach over 12H discounted (use race simulation) K. Runs over baby hurdles quick three L. Blocks over 6H; 5-step; last 4H (6H+4H) M. Blocks over 3H + 3H (5 step btw) ***** Use 24, 27, 30, 33, 36 heights or decreased spacings when appropriate. *NOTE* Boys need to hurdle more at Regular hurdle heights than girls in practice setting. 5

6 COACH KATHLEEN RASKE SACRAMENTO STATE TRACK & FIELD WORKOUTS AND DRILLS FOR THE 110m HURDLES: CONFIDENCE, COMPOSURE, COMPETITIVENESS! DRILLS: (note: many basic drills can be performed without hurdles) Stationary/Position drills: a. Tap-Tap b. See-Saw b. Slant trail on H c. Wall trail d. Wall attack e. Snap Others: a. Step overs with 10H (single, doubles) b. Marching with 6-10H (lead, trail, top) c. Turbo Trail (side and over top) d. 3 or 5-step SIDE of hurdle drills (lead, trail, over top) e. 5 step speed drill e. Take-off drill (run-run-bound) f. One steps (2m-3m drill) side of hurdle- lead, trail, top g. Quick Three step Rhythm Drill using low hurdles USE OF DISCOUNTED HURDLES: DEV P ACCELERATION, SPEED, & RHYTHYM Discounted Hurdles = Refers to decreased spacing between hurdles AND/OR lower hurdle heights IMPROVE ACCELERATION: Teach cutstep Distance to 1st Hurdle Men 13.22m 39 Women 12.5m 30 Boys 12.7m 36 Girls 12.0m ADDITIONAL STRIDES TO ACCELERATION PATTERN: Teach velocity going into and off 10-STEP Approach Men 16.5m 39 Women 16.0m 30 Boys 16.0m 36 Girls 15.5m STABILIZATION OF MAX VELOCITY & RHYTHYM: Teach rhythmic unit and velocity Distance between Hurdles Men 8.5/8.8m 39 Women 8.0/8.3m 30 Boys 8.3/8.8m 36 Girls 7.9/8.3m ADD ADDITIONAL STRIDES: Teach rhythym endurance and late race velocity 5-STEP Pattern between Hurdles Men m 39 Women m 30 Boys m 36 Girls m In summary: THANK YOU! Coaching is not just developing the training program. The coach acts as a filter for all information and sport science application. Utilize your resources in an interdisciplinary approach. Be a teacher. Use the appropriate coaching cues (feedback). Increase athlete knowledge (tell them purpose of work), foster more independence. Have a well developed plan (80% vs. 20%) Think in both annual cycles and the 4 year cycle for developing an elite hurdler Adhere to the plan/adjust the plan Let the art unfold! 6