Teaching vs. Telling: How to Actually Develop Interns

You’ve probably heard it (or said it) before:

“They should already know this.”

Whether it’s how to set up a warm-up, how to cue a hinge pattern, or how to speak with an athlete. You expect your interns to execute. But when they fall short, what happens next defines the culture of your program.

You either tell them what they did wrong…
Or you teach them what to do next.

And those two choices lead to very different results.

The Telling Trap

Telling is efficient.
Telling feels in control.
Telling gets the job done… in the moment.

But telling isn’t teaching.

Telling says:

• “Put the cones here.”

• “Just watch what I do.”

• “Don’t ask questions right now.”

It’s one-way communication. It creates robots, not coaches.
You get compliance, but not understanding.
Execution, but no ownership.

I’ve been guilty of this, especially when things get busy. When the weight room is packed and the clock is ticking, telling is the fastest fix. But every time I choose to tell instead of teach, I miss an opportunity to build autonomy, context, and actual coaching development.

Teaching Takes More. And It’s Worth It!

Teaching takes longer. It’s less convenient.
You have to stop and explain why you do what you do.
You have to invite questions. You have to let interns make mistakes.
You have to be patient while they figure things out.
And you have to give feedback without ego.

But teaching turns interns into problem-solvers.
It gives them a framework for thinking, not just a to-do list.
It prepares them to lead when no one is watching.

In a great internship, teaching sounds like this:

• “Why do you think we’re using this progression today?”

• “What would you change if we had 10 more minutes?”

• “I noticed how you cued that squat. What were you hoping to see?”

The Environment You Create Matters

You can’t teach without psychological safety. Interns have to know they can try, mess up, and get coached without being embarrassed. That’s on you.

If your program is built around fear, perfection, and trying to impress you, you’re not developing coaches. You’re building performers. And those performers will leave your program having learned how to stay quiet, nod along, and blend in.

But if your program is built around curiosity, growth, and trust?
Now you’re developing leaders.

Let Them Coach

Here’s the hard truth:
If your interns never get to coach, they’ll never learn how to.

Watching from the sideline is not coaching.
Following you around is not coaching.
Setting up equipment is not coaching.

Yes, they’ll need to observe.
Yes, they’ll need to shadow.
Yes, they’ll need to prove they’re prepared.

But at some point, they need to stand in front of a group, command a room, give a cue, adapt on the fly, and reflect on how it went. That’s coaching. And if you’re not giving them that shot, then you’re not really teaching them anything that matters.

Feedback That Builds, Not Breaks

The best feedback:

• Is timely

• Is specific

• Is actionable

• Doesn’t attack character

• Opens a two-way conversation

You’re not just correcting. You’re coaching the coach.
Be as intentional with your intern feedback as you are with your athletes.

The Real Goal

You’re not trying to create carbon copies of yourself.
You’re trying to develop confident, competent professionals who can thrive in any setting.

That means:

• Explaining the why behind your program

• Asking thoughtful questions

• Encouraging mistakes

• Coaching them like you coach athletes

If you want interns who show initiative, take ownership, and make your room better, not just your job easier, then choose to teach.

Because telling gets you helpers.
Teaching builds coaches.

Internships Shouldn’t Be Free Labor (Even If We Can’t Pay Yet)

When our internship program wraps up, I’m left reflecting on how much value interns bring to our athletes and coaching staff. These are bright, hardworking individuals who give up their time, often unpaid, to learn, grow, and gain a foothold in this profession.

I’ll be honest: I wish I could pay them. They deserve it.

The truth is, my current program doesn’t have the budget to compensate interns. We don’t have major sponsors or an athletic department flush with cash. Every dollar we do have is poured into making sure our athletes have what they need, equipment, technology, and safe training environments. But just because I can’t pay right now doesn’t mean I’m okay with the status quo.

In fact, I think the way our profession treats interns, especially unpaid ones, needs a hard reset.

The Reality of S&C Internships

In strength and conditioning, unpaid internships have become the norm. They’re often seen as a rite of passage. You “pay your dues,” put in countless hours for free, and maybe get a shot at a paid assistant role down the road.

But let’s be honest: this system only works for those who can afford to work for free. We’re losing talented, passionate individuals simply because they can’t take unpaid roles, especially in a field where entry-level pay isn’t exactly competitive.

I don’t think internships should be about seeing “who can survive the grind” the longest. They should be about who can learn, grow, and contribute the most.

And here’s where I’ve had to face my own reality: I might not be able to pay my interns (yet), but I can absolutely control the quality of the experience they have.

The Difference Between Value Exchange and Exploitation

An unpaid internship doesn’t automatically mean exploitation but it can slide in that direction if we’re not intentional.

If all an intern does is rack weights, clean up sweat, and watch sessions from the sidelines, that’s free labor. That’s not education. That’s not mentorship. That’s just filling gaps in staffing.

Instead, I think of internships as a two-way street. If I’m asking someone to give me their time and effort, I need to give them something of equal or greater value in return even if that value isn’t monetary.

That means:

• Giving interns structured learning sessions every week.

• Giving them feedback that actually helps them improve, not just “good job” or “do this better.”

• Letting them step into coaching roles, starting small but building up responsibility.

• Helping them create tangible projects or deliverables (like KPI dashboards or warm-up protocols) they can take with them.

If I can’t pay them in dollars, I can pay them in development.

The Intern’s Perspective

I remember my own internships. I remember walking into weight rooms hoping someone would teach me something beyond cleaning up after athletes. There were days I wondered, “Am I actually learning how to coach? Or am I just free help?”

That memory has shaped how I treat my interns. I don’t want them to feel like an afterthought. I want them to leave my program saying, “I grew as a coach. I understand the ‘why’ behind training decisions. I’m confident leading a session now.”

If they leave without that, I’ve failed.

Why I Still Believe Interns Should Be Paid

Just because I can’t pay right now doesn’t mean I think unpaid internships are acceptable. Quite the opposite, I think they create barriers that keep our profession from evolving.

If we’re serious about developing the next generation of strength coaches, we need to create funding models that work:

• Athletic departments could set aside small stipends.

• Booster programs could allocate funds for intern development.

• Private facilities could build internship fees into their operating costs.

Even small gestures, a gas card, free meals, housing, show interns that their time is valued.

But until those changes happen, coaches like me have to make sure our unpaid internships still deliver real value.

What I Do Instead of a Paycheck

Since I can’t hand an intern a paycheck, I try to offer the next best thing: an experience that prepares them for their career.

Here’s what I build into my internship program:

1. Onboarding & Expectations – Day one isn’t about cleaning equipment; it’s about understanding our coaching philosophy, program design, and what success looks like for them.

2. Weekly Learning Sessions – I set aside time to teach concepts like force-velocity profiling, program periodization, athlete monitoring, or cueing strategies.

3. Gradual Autonomy – Interns start by shadowing, then assisting, then running warm-ups or drills under supervision. By the end, they’re confident enough to take small groups.

4. Feedback Loops – I don’t let weeks go by without reviewing their progress. We talk about what’s working, what’s not, and how they can improve.

5. Portfolio Projects – I ask each intern to create something tangible (a testing report, a sample program, a data visualization). It’s theirs to showcase when applying for jobs.

If I can’t pay them, I can at least ensure their time isn’t wasted.

A Broken System, But One We Can Fix

I know I’m not alone in this struggle. Many coaches reading this probably feel the same frustration. Wanting to do more for their interns but being stuck with limited budgets.

We might not be able to change everything overnight, but we can start small:

• Advocate to administrators for intern stipends (even a few hundred dollars shows progress).

• Partner with local colleges to give academic credit for meaningful, structured internships.

• Create a culture where internships are mentorship-first, labor-second.

If enough of us start treating internships as true apprenticeships, the field will slowly shift.

To My Interns

If any of my interns are reading this, know this:
I value your time more than I can express. I know you could be doing other things. Working a paying job, taking classes, or simply resting and yet you choose to spend your time here. That’s not lost on me.

My promise to you is this: even if I can’t hand you a paycheck, I will hand you every tool, every insight, and every ounce of mentorship I can give.

Final Thoughts

I dream of a future where all strength and conditioning internships are paid, structured, and designed to develop leaders, not just fill gaps. But until that day comes, I’ll do everything I can to give interns an experience they’ll carry with them for the rest of their careers.

This field is built on relationships and mentorship, and I believe we can raise the standard for how we treat the next generation of coaches, starting with the way we design internships.

What I Look For in Interns

The strength and conditioning field is crowded with aspiring coaches, and internships are often the first stepping stone toward building a career. But here’s the reality: not every internship, or every intern, is created equal.

I’ve mentored interns who have gone on to become fantastic coaches. I’ve also seen interns who fizzled out within a year because they didn’t realize what this profession demands. Over time, I’ve learned that while technical knowledge and certifications matter, they’re far less important than mindset, adaptability, and the ability to connect with people.

When I review applications or bring someone into my program, I’m not just looking for who knows the most exercise science. I’m looking for the people who will add value to the environment, grow like crazy during their time with us, and leave better than they came.

This blog is my attempt to set the record straight about what really makes a great intern.

The Internship Trap

Too many young coaches treat internships like an item to check off their to-do list:

• “I need 400 hours to graduate.”

• “I just want to get my foot in the door.”

• “I’m looking for something to put on my résumé.”

But an internship is more than that. It’s where you develop the habits, communication skills, and problem-solving mindset that will shape the rest of your career.

I’ve had interns come in thinking the internship is about “helping out” or “shadowing.” Within two weeks, they realize that the best internships are more like an accelerated learning lab. Every session, every debrief, every conversation with a coach or athlete is an opportunity to sharpen your craft.

This brings me to the first, and most important, thing I look for.

1. A Growth Mindset Over a Perfect Résumé

I don’t care if you’ve read all the right textbooks or earned every certification under the sun. What matters more to me is whether you’re willing to learn, fail, adapt, and keep moving forward.

A growth mindset shows up in subtle ways:

• You ask questions, not because you want to sound smart, but because you genuinely want to understand.

• You take notes during every feedback session and try to apply what you’ve learned as soon as possible.

• You view criticism as a gift, not a threat.

I once had an intern who spent the first two weeks struggling with basic cueing during warm-ups. They could’ve given up or just gone through the motions, but instead, they asked for 10 minutes after every session to walk through corrections. By week six, they were leading warm-ups confidently, and athletes were responding to them like a seasoned coach.

That transformation had nothing to do with natural talent, it was all mindset.

2. Coachability: Can You Be Coached Before You Coach Others?

One of the fastest ways to fail as an intern is to act like you’ve got it all figured out. Even if you’ve played sports your whole life, even if you’ve taken advanced classes, coaching is a different beast.

I watch interns closely when I give them feedback. Do they argue? Do they nod and then keep doing the same thing? Or do they actually process what I’m saying, try it out, and circle back to ask how they did?

Coachability is about humility. If you can’t be coached, you’ll never be able to coach athletes effectively.

Here’s the truth: I’d rather work with an intern who knows almost nothing but is coachable than someone who’s technically skilled but refuses to adapt. This profession evolves constantly. If you can’t evolve with it, you’ll get left behind.

3. Bias for Action: Don’t Just Stand There

An intern who needs constant direction can drain a coaching staff. Yes, we’re here to teach you, but I also want to see initiative. Do you step in when something needs to be done? Do you look for ways to help, or do you wait for someone to hand you tasks?

I can spot a standout intern by how they act when I’m not watching them directly:

• Do they set up and break down equipment without being asked?

• Do they check in with athletes between sets, offering encouragement or guidance?

• Do they keep the weight room tidy and ready for the next group?

The weight room is a living, breathing environment. Things move quickly. The interns who make an impact are the ones who are alert, proactive, and willing to get their hands dirty.

4. Communication: Coaching Is Connection

Strength and conditioning isn’t just about sets and reps, it’s about people. You can have the best program in the world, but if you can’t communicate it effectively, athletes won’t buy in.

When I evaluate interns, I’m watching how they interact with athletes. Do they make eye contact? Do they deliver cues that are clear, simple, and actionable? Do they adjust their tone based on the athlete’s personality or confidence level?

I once had an intern who struggled technically, but athletes loved them because they were genuine. They listened, they encouraged, and they celebrated small wins. That level of connection can’t be faked.

Great coaches know how to blend science with storytelling. They don’t just tell an athlete what to do, they help them understand why it matters.

5. Curiosity and Critical Thinking

The best interns are the ones who want to go deeper. They don’t just copy my programming. They ask why we’re doing what we’re doing.

For example, if we’re working on a speed/fast force, or dynamic effort, day with a hockey athlete, I want interns who will ask, “Why are we prioritizing high-velocity strength today instead of max strength?” That curiosity tells me they’re thinking like a coach, not just a helper.

A curious intern might leave at the end of the day and research a topic we discussed, then come back with an insight or a question. That’s the difference between someone who’s there for hours versus someone who’s there for growth.

6. Reliability and Professionalism

This sounds obvious, but you’d be surprised how many interns overlook it.

• Show up on time, or better yet, early. Just 5-10 minutes is an excellent time to make a connection before a session.

• Dress like a professional.

• Be mentally present.

• Treat the internship like it’s the most important job you’ve ever had.

Professionalism builds trust. When I see an intern consistently show up prepared and engaged, I feel comfortable giving them more responsibility.

I once promoted an intern to run their own small-group session halfway through the semester because they’d proven they were reliable. That opportunity helped them land their first paid coaching role.

Red Flags I Watch For

On the flip side, there are warning signs that usually mean an intern isn’t ready:

1. “I just need hours.” If you’re only here to fulfill a graduation requirement, it shows.

2. No energy. A weight room thrives on energy. If you can’t bring it, you’ll struggle.

3. Ego over effort. Coaching isn’t about showing off what you know. It’s about serving others.

Why This Matters (For Coaches and Interns)

If you’re a head coach, you should be looking for interns who can eventually grow into colleagues, not just warm bodies to help clean up. If you’re an intern, you should treat every day like an audition, not just for a job, but for your reputation in this profession.

This field is small. People talk. The habits you develop as an intern, your attitude, your work ethic, your ability to connect will follow you for years.

The Intern Who Changed My Perspective

Let me end with a story. I had an intern who struggled with everything at first. They weren’t naturally loud or confident on the floor. But they had one thing going for them: they refused to quit.

They stayed late every day, asked for feedback, and spent their weekends practicing cues in front of a mirror. Slowly, they improved. By the end of the semester, they weren’t just competent. They were running small sessions and earning respect from athletes.

That intern taught me something important: I’m not looking for perfection. I’m looking for hunger.

What I Want You to Take Away

If you’re preparing for an internship, here’s my advice:

• Show up early, leave late. An extra 10-15 minutes each day is valuable time to connect.

• Be curious and humble.

• Treat every rep, every cue, every interaction like it matters because it does.

When you do that, you’ll stand out. Not just in my program, but anywhere you go.

What 13 Years of Athletic Development Should Look Like in a School District

“If you wait until high school to build athletes, you’re already too late.”

A few years ago, I had a freshman walk into my weight room for his first day of summer conditioning. Talented kid. Played football and basketball. I asked him to do a bodyweight squat. What happened next looked like a folding lawn chair collapsing in slow motion. Knees caving, heels popping up, chest nearly touching his thighs. He wasn’t lazy, unathletic, or uncoachable. No one had ever shown him how to move.

That’s when it really hit me: we’re failing kids long before they get to high school.

Athletic development is not a 4-year high school project. It’s not even an 8-year project starting in middle school. It’s a 13-year process, starting the moment kids step into a gymnasium or onto a playground in kindergarten. If we treat athletic development like a last-minute cram session in 9th grade, we lose. We lose time. We lose potential. And, worst of all, kids lose confidence.

The Long Game Nobody Talks About

Here’s the truth most programs miss: athletic development isn’t just about making kids stronger or faster for sports. It’s about teaching them how to move, how to enjoy training, and how to build a body that lasts.

Too often, we think of it like a funnel:

• Youth sports in elementary school,

• Organized teams in middle school,

• Weight rooms in high school.

But if the base of that funnel, those early years of movement, isn’t solid, everything else suffers. I’ve worked with kids who had years of travel sports under their belts but couldn’t hop on one leg without tipping over. It’s not their fault. It’s our system.

If I were in charge of a school district’s athletic plan, here’s what I’d do:

• Grades K-5: Daily movement, all about variety, play, and physical literacy.

• Grades 6-8: Teach the big patterns. Squat, hinge, push, pull, brace, and build bodyweight strength.

• Grades 9-12: Train like athletes, layering in strength, power, speed, and resilience.

Sound simple? It is. But doing it consistently is the challenge.

Grades K-5: The Lost Opportunity

The biggest mistake people make when talking about athletic development for kids is thinking it starts in middle school or high school. By that point, the foundation is either built or it isn’t. K-5 is where athleticism is born.

At this stage, I’m not thinking about weights or sets and reps. I’m thinking about movement vocabulary. Can these kids crawl, skip, climb, balance, hop, throw, and catch? These are the raw materials for every athletic skill they’ll ever need. Without them, no amount of barbell training later will fix the gaps.

When I get a group of K-5 kids, my first job isn’t to “train” them—it's to get them moving in as many different ways as possible. Think playground-style training: animal crawls, frog hops, crab walks, bear crawls, rolling, tag games, and obstacle courses. I want kids running forward, backward, sideways, and diagonally. I want them reacting, dodging, landing, and laughing while they do it. If they’re having fun, they’re learning without even knowing it.

Why variety matters:

Kids who only play one sport year-round (like travel baseball or soccer at age 7) are often worse movers overall. They get locked into the patterns of that sport, and by the time they hit high school, their athletic ceiling is lower because they skipped all the other “mini skills” that build coordination and resilience. I’d rather see a kid play three different sports and climb a tree than dominate one sport at age 9.

What a Week Should Look Like

If I had it my way, K-5 kids would have PE every single day. Not just once or twice a week. And each class would hit a mix of these “movement pillars”:

• Locomotion: Running, skipping, shuffling, crawling, hopping.

• Balance and Coordination: Single-leg balance drills, “freeze” games, walking on low beams, partner mirroring games.

• Jumping and Landing: Hop-and-stick challenges, broad jumps, and soft landing work.

• Throwing and Catching: With balls of all sizes—tennis balls, dodgeballs, med balls—anything to train hand-eye coordination.

• Reaction and Play: Tag variations, reaction races, obstacle courses where kids have to think and move quickly.

A single class might look like this:

• Warm-up game of tag (5 minutes).

• Skipping and animal movements down and back (5 minutes).

• Hop-and-land drills, focusing on soft landings (5 minutes).

• Partner catching games with tennis balls (5 minutes).

• Obstacle course with crawling, climbing, and running (10 minutes).

• A fun group relay or “team challenge” to finish (5 minutes).

Nothing complicated, just high-quality, intentional movement.

What If PE Is Only Once a Week?

This is where many districts fall short, and I get it. Schedules are tight, and PE isn’t always prioritized. But if I only had one day a week with kids, I’d cram in as much variety as possible. That means no standing in line for “turns” and no sitting around. I’d build a circuit of 4-6 stations (hopping, crawling, balancing, throwing, climbing) and keep kids moving the entire time.

Outside of PE, I’d recruit parents and teachers. Parents can run a quick 5-minute “movement homework” session at home: 5 frog hops, 5 skips each leg, 10 seconds of single-leg balance, and 5 toss-and-catches. Teachers can sprinkle in “movement snacks” throughout the day. Movements like jumping jacks or bear crawls between lessons. These small moments add up, and they might be the difference between a kid being able to move naturally or struggling when they hit middle school.

Common K-5 Mistakes

• Over-specialization: Putting a 7-year-old in one sport 12 months a year instead of letting them develop all-around skills.

• Cutting recess: Recess is one of the best athletic development tools we have, and too many schools take it away.

• Boring PE: Rolling out a ball and sitting back isn’t PE. Kids need structure, challenge, and fun.

• Skipping the basics: Not teaching simple skills like skipping, hopping, or catching because they seem “too easy.”

Why K-5 Matters

By the time a kid is 10 or 11, their nervous system is already writing the movement code they’ll use for the rest of their life. If that code is filled with crawling, jumping, and climbing, they’ll have a library of movement patterns to pull from. If it’s filled with nothing but sitting, staring at screens, or playing one sport, they’ll be at a disadvantage.

K-5 is about creating confident, durable movers. Not athletes who specialize, but kids who can learn any athletic skill faster because they’ve built the foundation early.

Coachism: “Play is not a waste of time. Play is the training program kids need most.”

Coachism: “Recess might be the best strength and conditioning program we’ve ever had. We just don’t value it like we should.”

Grades 6-8: Learning the Big Patterns

Middle school is where everything starts to click or fall apart. By this point, you can usually spot which kids grew up moving, climbing, and playing outside, and which ones spent most of their time glued to a screen. But here’s the good news: middle schoolers are like sponges. They can learn quickly if you give them the right tools, and these years are critical for teaching the movement patterns that will carry them through high school and beyond.

The goal for grades 6-8 isn’t to turn kids into weightlifters. It’s to teach them how to move with purpose. I’m talking about the five foundational movement patterns every athlete needs to master:

• Squat: Learning to sit down and stand up with control.

• Hinge: Learning how to bend at the hips without folding the spine.

• Push: Learning to create force through the arms and shoulders.

• Pull: Developing upper-back strength to balance out all the pushing.

• Brace: Learning to stabilize the core against rotation, flexion, and extension.

When we introduce resistance, it’s not about lifting heavy. It’s about using the right tools (bodyweight, dumbbells, bands, or light kettlebells) to groove these patterns.

How I Structure a Middle School Week

Middle school training should be short, engaging, and varied. I would aim for 2-3 sessions per week, 30-40 minutes each.

Example Week:

• Day 1 (Squat Focus):

  • Skipping, hopping, and crawling warm-up (5 min).

  • Bodyweight squats + goblet squats with a light dumbbell.

  • Push-ups (or incline push-ups), band rows, and planks.

  • Short relay races or tag games to finish.

• Day 2 (Hinge Focus):

  • Jump-and-stick landing drills (5 min).

  • Hip bridges and light KB Romanian deadlifts.

  • Pull-up progressions or TRX rows, dips, and side planks.

  • Reaction drills (partner mirror, short sprints).

• Day 3 (Mixed Athletic Day):

  • Agility ladders or cone drills for coordination.

  • Split squats, lunges, and inverted rows.

  • Core circuit (dead bugs, bird dogs, anti-rotation holds).

  • End with a fun challenge (medicine ball toss for distance, or short obstacle course).

Benchmarks I Look For By the End of 8th Grade:

• 8-10 quality push-ups (hips and shoulders moving together).

• 3 unassisted pull-ups.

• A clean 60-second plank.

• A goblet squat (20-25 lbs) for 8-10 reps with good form.

• Smooth, balanced landing mechanics on single-leg and two-leg jumps.

What I Emphasize

The biggest shift at this stage is teaching intent. In elementary school, it’s all about play. In middle school, kids need to start understanding why we train certain movements and how to do them correctly. But I still keep things fun and competitive. Relay races, partner challenges, and small competitions go a long way with this age group.

I also spend a lot of time on landing and deceleration mechanics. Most kids know how to jump, but very few know how to land without their knees collapsing or their weight shifting awkwardly. Learning to absorb force is just as important as producing it.

Common 6-8 Mistakes

• Chasing weight too soon: Middle school is for learning form, not testing 1-rep maxes.

• Ignoring single-leg strength: Step-ups and split squats should be staples.

• Skipping movement education: Too many programs throw kids into “high school lifts” before teaching the basics.

• Lack of speed and agility work: These years are perfect for building quickness and coordination, but many programs skip them entirely.

• Forgetting that kids still need fun: They’re not grown adults. Games, challenges, and races keep them engaged.

Why Middle School Matters

If K-5 is where we build the alphabet of movement, 6-8 is where we start forming sentences. This is where kids learn to control their bodies under light load and start building confidence in the weight room. A kid who hits 9th grade already knowing how to squat, hinge, push, pull, and brace is miles ahead of the competition.

Coachism: “If a kid can’t own a perfect push-up, they don’t need a bench press max yet.”

Grades 9-12: Building Strength, Power, and Resilience

When I think about high school strength and conditioning, I don’t think about a kid walking in, loading up a bar, and chasing a number on the squat rack. That’s not development. That’s ego lifting. My philosophy is simple: every training day is a complete training day. We’re not just “doing legs” or “bench day.” We’re training speed, power, strength, and durability. Every session, every week.

I build high school athletes using a tiered, concurrent system. That means every day starts with what matters most, speed and movement skills. Sprinting, hopping, lateral cuts, or backpedal transitions. Before we even touch a barbell, we’re teaching athletes how to move faster, change direction, and handle their body in space. It doesn’t matter if you’re a linebacker or a volleyball player, speed is the foundation of all athletic performance.

After speed and agility, we hit the power block. This is where we build explosiveness through Olympic lift variations, med ball throws, and jump progressions. Not everyone is ready for a full clean or snatch, and that’s fine. I’ll take an athlete through scarecrow drops, hip cleans, or ATK (above-the-knee) hang work before we ever go heavy. Explosiveness isn’t about weight. It’s about intent and mechanics. Med ball slams, rotational throws, or jump-to-box progressions teach athletes to transfer force without wrecking their joints.

Then we roll into the strength block. This is where the foundational lifts live. Front squats, zombie squats, trap bar deadlifts, Z presses. It’s not about chasing PRs every week. It’s about quality. I’d rather see a perfect triple at a manageable load than an ugly max. I also mix in isometric holds (deep squat ISOs, push-up ISOs, glute bridge ISOs) and oscillating patterns to teach athletes to control tension and build strength where it matters.

Finally, every session finishes with a hypertrophy or accessory block. This isn’t bodybuilding. It’s about joint health, posture, and durability. Rows, split squats, reverse hypers, lateral raises, banded abduction work, biceps and triceps. These “little things” prevent the injuries that derail seasons. Every athlete, regardless of sport, needs these stability builders.

What Makes This Different

Most high school programs just divide the week by muscle groups. Monday is “bench,” Wednesday is “squat,” Friday is “power cleans.” That’s fine if all you want is stronger lifts. But sports require more than that. Athletes need to sprint, jump, cut, rotate, and absorb force. My programming reflects that.

By training speed, power, and strength together, we’re not guessing whether our athletes can transfer their work in the weight room onto the field or court. It’s built into the process. Speed work at the start keeps us fast. Power work keeps us explosive. Strength work builds the engine. And hypertrophy and stability work keep us healthy enough to train again tomorrow.

What a Week Looks Like

A typical high school week in my system has four training days. Each day starts with a movement prep and SAQ (Speed, Agility, Quickness) segment. For example, Monday might be diagonal skaters, single-leg hops, and 45-degree sprints. We’re building coordination and change-of-direction mechanics every session.

Next comes the power block. Monday might start with a clean scarecrow drop to groove bar path mechanics, paired with med ball around-the-world slams and broad jump + box jump combos. Thursday might look different—snatch scarecrow drops, rotational throws, and vertical box jumps. Power is never an afterthought.

The strength block comes next. This might be goblet squats early in a cycle, progressing to zombie squats or front squats as athletes learn the positions. Upper body work rotates between Swiss bar benches, Z presses, or push-up variations. And every strength block includes time under tension. Whether it’s a deep squat holds or oscillating patterns to teach control and build stability.

Finally, the hypertrophy block wraps things up with movements like rows, split squats, reverse hypers, banded clocks, lateral raises, and trunk work. This is where we fill the gaps, hit the weak links, and build resilience.

How It Progresses

The program isn’t static. Every 3 weeks, we rotate the emphasis slightly—progressing from scarecrow drops to hip-height cleans, from goblet squats to front squats, from low-rep strength to slightly higher-volume hypertrophy work. The structure stays consistent, but the variations challenge the athletes to keep learning and adapting.

Why This Works

When kids graduate from my program, they’re not just stronger. They’re athletes who can express strength, power, and speed under control. They know how to move well, how to absorb force, and how to be durable. They aren’t just “weight room strong”. They’re game strong.

I don’t want a kid who can squat 400 lbs but can’t cut or jump without collapsing. I want the kid who moves like a panther, accelerates like lightning, and has the strength to win collisions without breaking down. That’s what this layered, concurrent approach delivers.

Common 9-12 Mistakes

• Copying college programs without accounting for maturity and movement readiness.

• Chasing weight room numbers that don’t transfer to sport.

• Ignoring mobility and landing mechanics.

• Not prioritizing sprint mechanics or speed work.

Coachism: “A barbell doesn’t fix bad movement—it magnifies it.”

What If Every District Did This?

Close your eyes and imagine a school district where movement is treated with the same importance as math and reading. Imagine kindergarteners who crawl, hop, roll, and climb every single day, learning to control their bodies before they’re asked to sit for hours at a desk. Imagine elementary school playgrounds where kids are encouraged to explore, hang from monkey bars, race each other, and build the type of coordination that you can’t get from a screen or a single organized sport.

Now picture middle schoolers who are introduced to the weight room without fear or confusion. They learn the “big patterns” like how to squat, hinge, push, pull, and brace before a single barbell is loaded. They’re not competing to see who can move the most weight; they’re learning how to move well. By the end of 8th grade, they’re not just stronger. They understand their bodies. They know what it feels like to land softly, to stabilize through their core, and to accelerate or decelerate with purpose.

Then imagine high school freshmen walking into the weight room for the first time. They’re not terrified of barbells or clueless about movement. They’re ready. Ready to train, ready to learn, and ready to build on the foundation they’ve spent the last eight years developing. Instead of wasting the first six months fixing their squat or teaching them how to push-up correctly, we can hit the ground running. They’re confident, they move like athletes, and they know how to work.

What About the Kids Who Don’t Play Sports?

This isn’t just for athletes. In fact, the kids who don’t play sports may benefit from this kind of long-term movement plan the most.

A lot of kids drop out of sports in high school. Not because they don’t want to move, but because the traditional sports pipeline doesn’t fit them. Maybe they’re not interested in competition. Maybe they just want to be healthy and confident. Without a structured athletic program, these kids often drift into inactivity, and by the time they’re adults, exercise feels like punishment or a mystery they were never taught to solve.

But if every kid spent 13 years learning how to move, jump, sprint, hinge, and lift, we’d create a generation of non-athletes who still feel like athletes in their own bodies. A kid who doesn’t play football or basketball can still graduate knowing how to squat, deadlift, press, and train safely. They’ll have confidence to walk into a gym and know what to do, instead of being intimidated by it.

Even better, these kids would have positive experiences with training from a young age. They’d see exercise not as something you “have to do” to lose weight but as something you enjoy because it makes you feel capable. They’d carry this mindset into college, into the workplace, and into their adult lives.

The positive implications are endless:

• Healthier adults: Less likely to suffer from obesity, back pain, or chronic issues because they understand basic strength and movement.

• Confidence in fitness: They’ll know how to use a gym without fear of “doing it wrong.”

• Active lifestyles: Hiking, biking, recreational sports, and general fitness become fun instead of intimidating.

• Mental resilience: Movement teaches discipline, problem-solving, and perseverance—skills that help in life, not just in sports.

The Ripple Effect

This isn’t just about sports performance. It’s about how kids see their bodies for life. A strong foundation in movement means fewer kids grow up thinking they “just aren’t athletic” or that fitness isn’t for them. Instead, they leave high school with the tools to live healthier, more active lives. Regardless of whether they were ever on a varsity roster.

The Bottom Line

The formula isn’t complicated:

• K-5: Play, explore, and build the alphabet of movement.

• 6-8: Learn and own the big patterns.

• 9-12: Train with intent—build speed, strength, and resilience.

If we committed to this across 13 years, we’d change everything. Not just sports performance, but the way every kid, athlete or not, views movement and their own body. We’d have seniors graduating who not only know how to lift but know how to move, sprint, jump, land, and take care of themselves for life.

This isn’t about creating professional athletes. It’s about creating durable, confident humans who are prepared for whatever comes next. Whether that’s college sports, recreational leagues, or simply being healthy and active well into adulthood.

Coachism: “We’re not just building athletes. We’re building durable, confident humans. And that’s the real win.

The Soapbox Moment

If you’re a parent, coach, or school administrator, I’m telling you: this stuff matters. It’s not about building college athletes or pros. It’s about teaching kids how to move, how to enjoy being active, and how to build a body that won’t break down under stress.

We can’t wait until high school to start this journey. We need a district-wide plan. PE teachers, sport coaches, and strength coaches all working together. If that happens, we’ll start seeing kids who not only perform better but actually like training.

I’ve worked with enough athletes to know this: the ones who learn to move early don’t just play better, they stay healthier. They’re the kids who can pick up new skills faster, who aren’t sidelined every season with random aches and strains, and who actually look forward to working out.

So here’s my hill: If you want to build better athletes, and better humans, you need a 13-year athletic development plan. It’s not flashy. It’s not complicated. It’s just consistent, age-appropriate training, year after year.

Why I Ditched the 1RM Back Squat for Good

Intro:

There was a time in my coaching career, not that long ago, when 1RM back squat testing day felt sacred. It was the ultimate checkpoint. The high holy day of strength. We hyped it up, put the squat racks front and center, and watched athletes throw chalk, blast music, and chase PRs like it was the Super Bowl.

I believed in it.

I built programs around it.

I preached about it.

I tracked progress through it.

But over time, I began to see the cracks: inconsistent intent, poor movement quality, technical breakdowns, mental hesitation, and most importantly risk without meaningful reward.

Then I found belt squat isometric testing.

Now I’ll never go back.

The Problem with 1RM Back Squat Testing:

Let me be clear. This is not an anti-squat rant.

Squatting is still a pillar in our program. But testing the 1RM has lost its place.

Here’s why:

1. It Eats Time

Even with organized groups, testing back squat 1RMs can take an entire session (or more). Warm-ups, ramp-up sets, staggered spotting and by the time you’ve moved everyone through, you’ve lost a full day of training. Multiply that across a team and a season, and the cost is massive.

2. Technical Proficiency Skews the Data

The stronger athletes usually have more refined technique, so their 1RM shows true strength. Others? They grind through compensations, lose spinal positioning, shoot their hips, or collapse at depth. At that point, are you testing strength... or movement pattern integrity?

3. Fatigue Muddies the Output

By the time most athletes get to their true 1RM attempt, they’re already gassed. What you're testing isn't maximal force but it's maximal fatigue tolerance. That might work for powerlifters. It’s not ideal for high school hockey players, or multi-sport athletes with a short offseason window.

4. It's Just One Number

You get a single load; such as "X pounds lifted" without context. Was the rep clean? Was it consistent with previous sets? Did they move it fast or grind it out over 6 seconds? There's no nuance. No profile. Just a raw number.

Enter the Belt Squat Isometric Test:

When I first experimented with isometric belt squat testing, it was out of curiosity more than strategy. I had access to a force measurement setup, a belt squat platform, and athletes recovering from lower body strain.

It didn’t take long to realize what I had stumbled into.

Here’s how it works:

• Athlete gets in the belt squat setup

• Straps into a rigid isometric pin setup (immovable bar below)

• Pulls upward maximally for 3–5 seconds while force is measured via a load cell or force plate

• Output is collected as Peak Force (N), Rate of Force Development (RFD), and Time to Peak Force

It takes less than 60 seconds per athlete, no warm-up sets required, and carries no injury risk if coached well.

Why I’ll Never Go Back:

1. It’s Fast and Repeatable

I can test an entire roster during warm-ups, if i wanted. No need to restructure my week if I don’t want to. Athletes give a max effort pull, log their result, and get back to training. This means we can test more often, not just every 6–12 weeks.

2. It’s Safe

There’s zero axial loading. No risk of collapse under a heavy bar. No need for spotters or extensive warm-up sets. For teams with athletes coming off injuries or in high-contact sports, this is gold.

3. It Gives Me Multiple Metrics

Instead of one number (total weight), I now get:

• Peak Force Output (N) — raw strength

• Time to Peak Force (ms) — neuromuscular explosiveness

• Rate of Force Development — how quickly force is generated

This paints a more complete picture of an athlete's neuromuscular profile and it allows me to track improvements in both strength and speed of force application.

4. It Tracks Readiness Over Time

Because it’s so easy to administer, I can re-test regularly. I can monitor for fatigue, neuromuscular decline, or adaptation. If an athlete’s peak force dips from their baseline, I don’t need a lecture. I need to adjust their volume or recovery.

5. It Removes Technical Variability

No more judging reps. No more movement compensations clouding results. Everyone pulls from the same position, with the same constraints. Effort is standardized and therefore, so is the data.

How We Use the Data in Programming:

We still squat. We still train the posterior chain. But our testing no longer dictates the plan, it helps to inform it.

• If RFD is low, we introduce more ballistic or velocity-based work.

• If peak force is low, we emphasize heavy strength cycles or isometric training blocks.

• If time to peak force increases, we assess fatigue, travel, or recovery patterns.

The beauty of the isometric belt squat is that it becomes a conversation starter, not just a grade.

And unlike the 1RM, it doesn’t feel like a test day. It feels like part of the process.

Final Thoughts:

The switch away from 1RM back squat testing wasn’t a flashy change but it was a foundational one. It’s helped me reclaim time, reduce injury risk, and improve the quality of information I use to coach.

And it’s made testing a tool, not an event.

If you’re a coach still clinging to the 1RM back squat, I get it. It’s tradition. It’s measurable. It’s familiar.

But I challenge you to ask yourself:

• What’s the actual value of that number?

• What are you giving up to get it?

• Is there a better way to understand the athlete in front of you?

For me and my program, the answer was yes.

And I’m not looking back.

How I used free Google products to create an Acute : Chronic Workload monitoring system… and why I would never do it again.

Intro:

Let’s set the stage: it’s 2022. I had just wrapped up my Master’s in Applied Sport Science Analytics. Fresh off the academic high, I stepped into a blended strength & conditioning / sport science role with a high school hockey club. I was excited, hungry, and maybe too eager to implement what I thought was a “cutting-edge” athlete monitoring system, on a shoestring budget.

The objective was simple: track training load and athlete readiness to reduce soft tissue injuries and improve performance consistency. I focused on the Acute:Chronic Workload Ratio (ACWR), a metric comparing short- to long-term workload to highlight elevated injury risk or undertraining.

But in the high school setting, you don’t get Catapult. You don’t get embedded force plates. You don’t even get reliable access to heart rate data at a scaled needed to perform. So I leaned into what I could control: subjective wellness monitoring.

Spoiler alert: that decision would teach me more about implementation failure than any graduate-level textbook ever could.

Building the Google Form:

I designed a clean, short, daily Google Form titled Athlete Self-Readiness Questionnaire (ASRQ). It included:

• Name

• Fatigue (1–5 scale; 5 = Very Fresh, 1 = Always Tired)

• Sleep Quality (1–5 scale; 5 = Very Restful, 1 = Insomnia)

• Muscle Soreness (1–5 scale; 5 = Feeling Great, 1 = Very Sore)

• Stress (1–5 scale; 5 = Very Relaxed, 1 = Highly Stressed)

• Mood (1–5 scale; 5 = Very Positive, 1 = Very Down/Irritable)

The instructions were clear: complete the form before noon each day. It was mobile-friendly and took less than 30 seconds. I wanted to encourage quick, honest, low-friction input. Each scale was defined so athletes wouldn’t guess blindly.

This fed directly into a linked Google Sheet, where I began to layer in automated calculations and visualizations.

Designing the Dashboard:

In the connected spreadsheet, I programmed formulas to aggregate daily scores (out of 25), and then calculate:

• 7-day, 14-day, and 28-day Rolling Averages

• ACWR (3:4, 7:7, 14:14 formats)

• Daily Team Averages

• Individual Adherence Rates

Each athlete had a profile row that displayed:

• Their average scores across different time frames

• Their ACWR values

• Their team-relative deltas

• Conditional formatting (green/yellow/red) based on ACWR thresholds

For example:

• A score of 1.04 in the 3:4 ACWR meant the athlete was maintaining balance.

• A score of 1.50+ was flagged in red as a spike in short-term load.

• A drop below 0.80 was yellowed as a possible undertraining or missed-time issue.

The math worked. The logic was sound. I had visual clarity and trend lines. But as I’d soon realize, fancy formulas can’t save a broken process.

The Graph Home: Real-Time Monitoring

I created a secondary sheet, my "control tower" for a lack of better terms, to track each athlete’s daily scores, running averages, and day-to-day relative changes.

From this page I could:

• Monitor which athletes were drifting below their norm

• Spot who was recovering well vs. struggling

• Identify high volatility or flatlining engagement

• Track real-time team vs. individual changes

The math behind it:

• Relative Delta = Athlete Daily Score – 7-Day Rolling Average

• Positive ∆ = trending in a good direction

• Negative ∆ = worth a conversation, sometimes intervention

Even team-level ACWR scores were displayed across time blocks, allowing me to make coaching decisions at scale.

At its peak, the system could’ve passed as a polished piece of sport science tech and it was built entirely with free tools.

But that’s also where the illusion began.

Why I Wouldn’t Do It Again:

This is where the cracks showed. Not in the spreadsheet but in how the system was lived, used, and understood.

1. Adherence Was Inconsistent and Fragile

Across all athletes, average adherence hovered between 57–71%, depending on the time frame. That means every week, I was working with 30–40% incomplete data.

That doesn’t mean “mostly good.” It means mostly noise.

Some players were consistent for a few days, then dropped off. Others never submitted a form unless I asked in person. The form became just another checkbox. And when they realized there were no direct consequences for skipping it, it disappeared from their habits.

2. Subjective Data Isn’t Bad But It’s Easy to Misuse

Some athletes always chose “5” across the board, even after tough practices or rough weekends. Some logged a “5” for fatigue after a poor night’s sleep and visibly low energy. Others reported “1”s just because they were annoyed or being sarcastic.

Subjective data has value, but only when the athlete understands:

• What they’re rating

• Why their honesty matters

• How it helps them

I skipped this part. I made it about me needing data instead of them owning readiness. That was a big mistake.

3. I Became the Data Janitor

Instead of it saving me time, the system became a second job:

• Cleaning up duplicates and errors

• Texting reminders every morning

• Explaining ACWR to skeptical teens

• Debugging cell references

The more sophisticated it became, the more manual intervention it needed. In theory, it was automatic. In practice, it was always broken somewhere.

4. The Numbers Looked Clean But Weren’t Trustworthy

Seeing an ACWR of 1.03 felt validating, like I had captured a useful, scientific truth. But when I backtracked how that number came to be, I realized it was often based on 3-4 days of inconsistent or inaccurate data.

What looked like balance or overload might’ve just been noise, guesses, or missed entries. The illusion of precision became dangerous.

What I’d Do Instead (And Recommend to You):

This system wasn’t a total failure but it was a wake-up call.

If I could do it again:

• Start with education and purpose.

  • Teach your team why monitoring matters, how it protects performance, and what the data tells us. Make them co-owners, not input monkeys.

• Use objective data where possible.

  • Even simple metrics like vertical jump height, sprint time, or HRV provide more reliable feedback than mood scoring from a distracted teen.

• Make subjective tools meaningful.

  • Pair wellness forms with short team check-ins or color-coded dashboards they can see. Visibility builds credibility.

• Gamify or reward compliance.

  • Celebrate 100% weeks. Offer incentives. Build culture around consistency, not punishment.

• Automate less. Integrate more.

  • The best tech doesn’t replace conversation, it enables it. Use data as a launchpad for connection, not replacement for it.

Final Thoughts:

This project didn’t fail because of tech. It failed because I prioritized systems over people.

I learned that the success of athlete monitoring isn’t about how beautiful your dashboard is, it’s about why athletes believe it matters, and what they do because of it.

In the end, the system looked clean, the charts looked smart, but the foundation was flawed. Because good data starts with good habits. And good habits come from culture, not code.

If you're considering building something similar, do it. But do it knowing that a spreadsheet doesn’t change behavior. A coach does.

What does a week of programming look like for you?

Concurrent Periodization vs. The Conjugate Method: A Comparative Analysis for Strength and Conditioning

In the world of strength and conditioning, training methodologies are constantly evolving, with coaches striving to design programs that optimize performance, reduce injury risk, and cater to athletes' individual needs. Among the numerous training models, two systems stand out for their ability to enhance overall athletic performance: concurrent periodization and the conjugate method. Each of these approaches offers a unique way of structuring training, but they differ significantly in how they target strength development, athletic adaptation, and the balancing of various physical qualities.

The purpose of this blog is to thoroughly examine the differences between concurrent periodization and the conjugate method, comparing their core principles, implementation strategies, and how they affect an athlete's performance over time. Understanding these methodologies is essential for coaches, athletes, and strength training professionals who are looking to refine their programming approach.

Overview of Concurrent Periodization

Concurrent periodization refers to a training model where an athlete develops multiple physical qualities (e.g., strength, power, endurance) simultaneously, but with a structured progression and varying emphasis on different elements at different times. It is often referred to as concurrent training, as it seeks to build a well-rounded athlete by blending multiple fitness components within a single training cycle.

Unlike traditional periodization, which generally focuses on a single quality (like strength) at a time, concurrent periodization attempts to enhance multiple physical attributes in parallel without overloading one or diminishing the benefits of another. This is typically achieved through strategic variation in volume, intensity, and exercise selection, ensuring that each physical quality is trained within optimal windows of adaptation.

Key characteristics of concurrent periodization include:

• Multiple qualities targeted: Strength, power, endurance, hypertrophy, and speed are all trained at the same time, but their emphasis can shift depending on the phase of training or specific goals.

• Structured progression: Even though different qualities are developed simultaneously, the volume and intensity of the training for each quality vary throughout the training cycle to allow for recovery and optimal adaptation.

• Flexibility: Coaches can adjust the balance of strength and endurance training based on the needs of the athlete and the demands of the sport.

In practice, a concurrent periodization plan may involve alternating between hypertrophy (muscle-building), strength, and endurance phases or training them in separate blocks within the same week, depending on the sport and the athlete's goals.

Example of Concurrent Periodization:

An athlete may train for 4–6 weeks with a focus on strength (low reps, high intensity) while incorporating endurance or aerobic sessions (moderate reps, moderate intensity). Then, the program might shift to more of a power focus with higher velocity training (explosive movements), while still maintaining strength and endurance through strategically lowered volume or adjusted frequency.

Overview of the Conjugate Method

The conjugate method, popularized by Westside Barbell and its legendary founder Louis Simmons, is a training system that focuses on continuously developing multiple attributes of strength (maximal strength, explosive strength, and strength endurance) by utilizing different training modalities on different days of the week. Rather than focusing on linear progression or the simultaneous development of endurance and strength, the conjugate method emphasizes training the same quality (e.g., maximal strength) in different ways throughout the week, with specific focus on the maximal effort (ME), dynamic effort (DE), and repetition effort (RE) methods.

The conjugate method operates under the philosophy that different strength qualities require different types of training stimuli, and that a wide variety of exercises should be used to prevent adaptation and continuously overload the body.

Key characteristics of the conjugate method include:

• Maximal Effort Day: This day is dedicated to lifting the heaviest weight possible for low repetitions (e.g., 1–3 reps) in a given lift, typically focusing on squat, deadlift, or bench press variations. The goal is to push the maximal strength of the athlete.

• Dynamic Effort Day: The purpose of dynamic effort training is to develop explosive power. Athletes perform lifts at sub-maximal loads (e.g., 40-70% of their 1RM) for higher reps with an emphasis on speed and acceleration.

• Repetition Effort Day: This day focuses on hypertrophy and muscular endurance. Athletes perform high-repetition sets (e.g., 6–15 reps) to stimulate muscle growth and enhance endurance capabilities.

• Specialized Variations: The conjugate method incorporates dynamic exercise variation to target weaknesses, prevent training plateaus, and promote continual adaptation. For example, variations of the squat (box squats, front squats, safety bar squats) are used to challenge different angles and movements.

• Special Strength Exercises: The conjugate system utilizes accessory movements such as sled dragging, kettlebell swings, and band resistance to target specific muscles and movement patterns that support the primary lifts.

Unlike concurrent periodization, which organizes training into distinct phases, the conjugate method utilizes constant variation within each week to avoid plateaus and keep the body constantly adapting to new stimuli.

Example of the Conjugate Method:

A typical Westside Barbell-style week might look as follows:

• Monday (Maximal Effort Upper Body): Heavy bench press or variation (1–3 reps), followed by accessory exercises for triceps, shoulders, and back.

• Wednesday (Dynamic Effort Lower Body): Speed squats or deadlifts with bands or chains (8–12 sets of 2–3 reps), followed by assistance exercises (e.g., lunges, hip thrusts).

• Friday (Maximal Effort Lower Body): Heavy squats or deadlifts with low reps (1–3), followed by accessory exercises.

• Sunday (Dynamic Effort Upper Body): Speed bench press (8–12 sets of 3 reps), followed by assistance exercises.

Key Differences Between Concurrent Periodization and the Conjugate Method

While both concurrent periodization and the conjugate method aim to improve an athlete's overall athleticism, they differ in their foundational principles, the way they structure training, and how they balance strength and other physical qualities.

1. Philosophy and Focus

• Concurrent Periodization: The focus is on simultaneous development of multiple qualities (e.g., strength, power, endurance, hypertrophy). The system aims to balance different physical capacities and gradually develop each quality over time, with one receiving more emphasis at different phases of training.

• Conjugate Method: The conjugate system primarily revolves around maximizing strength through constant variation, with a focus on strength-specific qualities such as maximal strength, explosive power, and muscular endurance. It does not emphasize simultaneous development of unrelated qualities (e.g., endurance) within the same training cycle.

2. Training Structure

• Concurrent Periodization: The structure of concurrent training is more flexible and less predictable than the conjugate method. Training volume and intensity change periodically, but a variety of qualities are emphasized in a given training cycle.

• Conjugate Method: Training is broken down into specific days dedicated to either maximal effort, dynamic effort, or repetition effort. This structure repeats weekly, ensuring that athletes are consistently working on improving strength, speed, and hypertrophy without detracting from one quality in favor of another.

3. Adaptation Approach

• Concurrent Periodization: Athletes experience planned progression of multiple physical qualities, meaning that while strength might take precedence at one point, endurance may be emphasized during another phase of training. The idea is that different adaptations can occur in harmony without overwhelming the athlete's system.

• Conjugate Method: Adaptation in the conjugate method occurs through constant variation in exercises, sets, reps, and load. This variation prevents stagnation by constantly providing new stimuli for the muscles and nervous system.

4. Exercise Selection

• Concurrent Periodization: Exercise selection is focused on targeting specific qualities at specific times, but the core exercises (e.g., squats, deadlifts, presses) are relatively standard throughout the training cycle.

• Conjugate Method: The conjugate method places a significant emphasis on exercise variation. The same exercises (e.g., squats, bench press, deadlift) are used, but they are often performed with different variations to target weaknesses and prevent overtraining. These variations are critical for avoiding training plateaus.

5. Recovery and Adaptation

• Concurrent Periodization: Recovery between cycles is built into the system through structured deload weeks or reduced intensity during off-peak phases.

• Conjugate Method: While recovery is essential, the conjugate method continuously overloads the system with new types of stimuli each week, allowing for ongoing adaptations without requiring drastic deloads.

Which Method is Right for Your Athlete?

The decision between concurrent periodization and the conjugate method largely depends on the goals of the athlete and the demands of their sport.

• Concurrent Periodization is ideal for athletes who need a balanced approach to strength, power, and endurance. It works well for athletes who require both anaerobic and aerobic capacities, such as football players, soccer players, or rugby players, who benefit from a mixture of strength, endurance, and explosiveness.

• The Conjugate Method excels for athletes who need a more specialized approach to maximal strength, such as powerlifters, Olympic weightlifters, and strongman competitors. The constant variation and focus on strength qualities make it an ideal choice for those looking to build raw strength and power.

Conclusion

Both concurrent periodization and the conjugate method offer highly effective training models, but they cater to different athlete needs and training goals. While concurrent periodization excels at balancing various physical qualities in a cohesive program, the conjugate method focuses primarily on maximizing strength through variation and specificity. Coaches and athletes should carefully consider the demands of their sport and individual goals when choosing between these two powerful training strategies.

Concurrent Training: Balancing Strength and Endurance for Optimal Performance

In the world of sports science, strength and endurance have long been viewed as distinct qualities, each requiring its own specialized training approach. Traditionally, athletes focused on either developing one or the other, based on their specific sport requirements. However, the reality of most athletic endeavors is that they require both strength and endurance. Whether it’s a football player needing power to make explosive plays or a soccer player requiring both cardiovascular endurance and muscular strength to perform consistently at a high level, athletes often face the challenge of balancing the demands of strength and endurance training. This approach, known as concurrent training, integrates strength and endurance development into a single program, aiming to optimize both without compromising one or the other.

The Basics of Concurrent Training

Concurrent training is the combination of strength training (resistance exercise) and endurance training (aerobic exercise) within a single program. The goal is to enhance both muscular strength and cardiovascular endurance simultaneously, providing athletes with the benefits of both training modalities.

While the concept of concurrently training for strength and endurance is straightforward, the practical application of it is complex. The key challenge lies in ensuring that the two types of training do not interfere with each other, a phenomenon known as the interference effect. This occurs when one type of exercise inhibits the gains made in another type, often due to competing physiological adaptations. For instance, endurance training can lead to muscle fiber adaptations that may reduce the hypertrophic response to strength training, while strength training may interfere with the development of cardiovascular adaptations.

Despite these challenges, proper programming can minimize the interference effect and maximize the benefits of both strength and endurance, leading to a more well-rounded athlete.

Understanding the Interference Effect

The interference effect is rooted in the concept of competing physiological adaptations. Both endurance and strength training cause adaptations in the body, but these adaptations can be at odds with each other.

• Endurance training leads to adaptations in the cardiovascular and muscular systems that enhance an athlete’s ability to sustain activity for long periods. This often involves the development of slow-twitch muscle fibers, improved mitochondrial density, and enhanced oxidative capacity.

• Strength training, on the other hand, causes hypertrophy (muscle growth), neural adaptations, and improvements in force production through the recruitment of fast-twitch muscle fibers, which are responsible for explosive movements.

Because the muscle fibers and pathways targeted by endurance and strength training are different, training both simultaneously can lead to conflicting physiological responses. The question then becomes: How can an athlete maximize both strength and endurance without compromising either?

Strategies for Balancing Strength and Endurance

Although the interference effect poses a challenge, several strategies can help athletes balance strength and endurance training effectively. The goal is to create a training plan that minimizes the negative effects of the interference and maximizes the positive adaptations from both types of training.

1. Periodization: Structuring Training Cycles

One of the most effective methods for managing concurrent training is periodization, the deliberate variation of training intensity and volume over time. By structuring the training program into distinct phases, athletes can focus on developing strength in one phase and endurance in another, with minimal overlap. This can be achieved through linear or undulating periodization models, where each phase is designed to maximize adaptations specific to strength or endurance.

For example, an athlete may focus on strength training during one mesocycle (typically 4-6 weeks), and then shift to a phase focused on endurance training in the following mesocycle. This allows for optimal recovery and adaptation between training types, reducing the risk of interference.

In some cases, concurrent periodization (also known as block periodization) can be used, where strength and endurance training are combined but still separated by training loads and volumes within a microcycle. This allows both qualities to be developed within the same cycle without drastically compromising performance.

2. Prioritize Strength or Endurance Based on the Sport

Another strategy is to prioritize one component of fitness based on the demands of the sport or the athlete’s specific needs. For example, a marathon runner may prioritize endurance training, with strength training used as a supplementary tool to reduce injury risk, improve running mechanics, and enhance stamina. In contrast, a football player or sprinter may prioritize strength training while using endurance training as a secondary element to improve overall conditioning and recovery.

By aligning training with the sport’s most important physical demands, athletes can ensure that their primary training goal is not compromised. This strategy may also involve manipulating the volume and intensity of the secondary training element. For example, an athlete might reduce the volume of endurance training during the peak of a strength cycle, or vice versa.

3. Optimize Training Sequencing

How strength and endurance sessions are sequenced throughout the week is another important factor in reducing interference. The general recommendation is to perform strength training before endurance training in a given session. This is because strength training relies on maximal power output and neuromuscular efficiency, both of which are most effectively trained when the body is fresh.

If endurance training is performed before strength training, it may fatigue the muscles and central nervous system, leading to reduced performance during the strength session. The sequencing may vary based on an athlete’s goals and the specific demands of their sport, but for most athletes, strength first is the optimal approach.

In some cases, if recovery time between sessions is insufficient, it may be advisable to separate strength and endurance sessions by a full day to allow for adequate recovery.

4. Manage Volume and Intensity

A critical factor in successful concurrent training is balancing the volume and intensity of both strength and endurance exercises. If both types of training are performed with high intensity and high volume simultaneously, the interference effect is likely to be more pronounced. Instead, it’s beneficial to periodize the intensity of each training modality, focusing on higher volume for endurance training during lower-intensity strength phases and vice versa.

Additionally, strength training can be adjusted by lowering the number of sets and reps while focusing on intensity and technique, whereas endurance training can emphasize lower-intensity aerobic work with some higher-intensity interval training (HIIT) to avoid excessive fatigue.

5. Ensure Adequate Recovery

Recovery is a key element in concurrent training, as both strength and endurance training place significant demands on the body. In order to optimize adaptation and minimize the risk of overtraining, athletes must focus on adequate rest and recovery between training sessions. This includes not only sleep and nutrition but also the use of recovery tools, such as stretching, foam rolling, or contrast baths.

Additionally, nutrition plays a critical role in supporting recovery and maintaining muscle mass. Adequate protein intake is essential for muscle repair, while carbohydrates provide the necessary energy for endurance sessions. Supplementation with creatine or branched-chain amino acids (BCAAs) may also help mitigate the risk of interference and support strength development.

The Benefits of Concurrent Training

When done correctly, concurrent training offers a number of benefits that extend beyond simply improving strength and endurance.

1. Improved Athletic Performance: Athletes who are able to develop both strength and endurance will be better equipped to handle the physical demands of their sport. Increased strength can improve performance in explosive movements, while enhanced endurance ensures that the athlete can maintain high levels of performance over long periods.

2. Reduced Injury Risk: By incorporating both strength and endurance training, athletes can improve their muscular endurance and joint stability, reducing the risk of injury caused by fatigue. Additionally, strength training helps reinforce proper movement mechanics, which can reduce the likelihood of injury during endurance events.

3. Better Fatigue Resistance: Athletes who balance strength and endurance are less likely to experience premature fatigue, as their body is conditioned to handle both aerobic and anaerobic stress. This is especially important for sports that require repeated sprints or sudden bursts of energy.

4. More Comprehensive Fitness: Concurrent training promotes overall fitness, enhancing multiple aspects of physical performance. A well-rounded athlete with both strength and endurance will have the versatility to perform a wide range of movements and tasks.

Conclusion

Balancing strength and endurance training in a concurrent program is a challenge that requires careful planning, periodization, and recovery. By understanding the potential for interference between these two training types and implementing strategies such as prioritization, sequencing, and volume management, athletes can effectively develop both qualities without compromising one for the other. The result is a more well-rounded and adaptable athlete, capable of excelling in both explosive and sustained performance. In today’s world of high-performance sports, the ability to balance strength and endurance is more important than ever, and those who can effectively navigate concurrent training will gain a competitive edge in their athletic pursuits.

References

• Baker, D. (2001). "Effects of concurrent strength and endurance training on resistance performance and physiological adaptations." Journal of Strength and Conditioning Research, 15(1), 15-20.

• Hickson, R. C. (1980). "Interference of strength development by simultaneously training for endurance." European Journal of Applied Physiology and Occupational Physiology, 45(2), 255-263.

• Wilson, J. M., et al. (2012). "Concurrent training: A meta-analysis examining interference of aerobic and resistance exercise." Journal of Strength and Conditioning Research, 26(8), 2293-2307.

• Coffey, V. G., & Hawley, J. A. (2017). "The molecular bases of training adaptation." Sports Medicine, 47(1), 3-24.

Subjective vs. Objective Data: Finding the Balance in Athlete Monitoring

In the field of sports science and strength and conditioning, the monitoring of athletes’ performance, health, and development is essential for ensuring they reach their potential while minimizing the risk of injury. One of the key challenges faced by coaches and practitioners is determining how to effectively use both subjective and objective data to guide training decisions. While both types of data provide unique insights into an athlete’s condition and progress, finding the right balance between the two is critical to make informed decisions. This article explores the roles of subjective and objective data in athlete monitoring and provides guidance on how to integrate both to create a comprehensive and effective monitoring strategy.

Understanding Subjective and Objective Data

Before diving into how to balance subjective and objective data, it’s important to define what each term means in the context of athlete monitoring.

Subjective Data

Subjective data refers to information that is based on personal perceptions, experiences, or self-reports of athletes. It typically includes variables such as perceived exertion, mood, fatigue, soreness, and well-being, often collected through surveys, questionnaires, or verbal reports. The key aspect of subjective data is that it is individualized—it reflects the athlete’s internal experience and perceptions of their physical and mental state.

Examples of subjective data in athlete monitoring include:

• Rating of Perceived Exertion (RPE): A scale (typically from 1 to 10) used by athletes to rate how hard they feel a workout or competition was.

• Well-being surveys: Questions related to an athlete’s overall state of health, fatigue levels, mood, and stress.

• Sleep quality and quantity reports: Subjective assessments of sleep, often gathered through self-report.

Objective Data

Objective data, on the other hand, refers to information that is measurable, observable, and verifiable. It is collected through quantifiable methods using tools and devices designed to measure specific variables. These data points are often less influenced by an athlete’s perception and more rooted in facts, providing concrete insights into performance metrics, physical states, and training loads.

Examples of objective data in athlete monitoring include:

• Heart rate: Measured during exercise to assess intensity and recovery.

• Speed and power measurements: Collected through devices like GPS trackers, force plates, or velocity-based training tools.

• Strength levels: Objective measurements taken through performance tests such as 1RM (one-rep max) or submaximal strength testing.

• Movement analysis: Data gathered using motion-capture systems, force plates, or biomechanical analysis to assess an athlete’s form and mechanics.

The Role of Subjective Data in Athlete Monitoring

Subjective data provides insights that objective data alone cannot always offer. It taps into the athlete’s mental and emotional state, which is essential for understanding how external factors—such as stress, sleep, or personal life—may be influencing performance. Subjective data is also an important tool for detecting early signs of overtraining or burnout, which may not be immediately visible through objective metrics.

Benefits of Subjective Data

• Holistic view of the athlete: Subjective data reflects an athlete’s well-being, stress levels, and recovery, offering a more complete picture of their overall health and fitness.

• Early detection of issues: Subjective data can act as an early warning system for fatigue, injury, or emotional distress. For example, if an athlete reports increased soreness or low mood, this could indicate that their training load needs to be adjusted.

• Individualized approach: Subjective data is invaluable in tailoring training and recovery plans to an individual athlete’s needs, allowing coaches to take a more personalized approach.

For example, a coach may rely on an athlete’s subjective report of soreness to adjust their workout plan. While objective data may show that the athlete is performing well in terms of strength gains, subjective data can reveal that they are experiencing fatigue or discomfort that could lead to injury if not addressed.

Limitations of Subjective Data

Despite its value, subjective data has limitations. It is inherently variable, as it is based on personal perception, which can differ from day to day. Athletes may not always be able to accurately gauge their own fatigue or stress levels, and their responses may be influenced by factors such as mood, sleep quality, or personal circumstances. Additionally, subjective data can sometimes be biased—athletes may downplay their fatigue or discomfort in an effort to appear tough, or they may exaggerate symptoms due to external factors (e.g., pressure to perform).

The Role of Objective Data in Athlete Monitoring

Objective data plays a central role in providing measurable, consistent information about an athlete’s performance and physical condition. It helps coaches track changes in performance over time and assess the effectiveness of training programs. Objective data is also crucial for making data-driven decisions, which can help reduce the subjectivity and bias inherent in personal assessments.

Benefits of Objective Data

• Accurate performance tracking: Objective data provides verifiable performance metrics, such as sprint times, heart rate recovery, or strength improvements, that offer concrete evidence of progress.

• Consistency and reliability: Objective data is consistent, meaning that measurements do not fluctuate based on an athlete’s emotional or mental state. For example, GPS trackers and heart rate monitors provide data that is the same for every athlete and is unaffected by their personal perceptions.

• Data-driven decision-making: Objective data allows for adjustments to be made based on factual, verifiable information rather than assumptions or opinions.

Objective data, when used in conjunction with subjective assessments, can help optimize performance while minimizing the risk of injury. For example, objective data from a heart rate monitor can reveal that an athlete is working at a high intensity, while subjective data may show that the athlete feels fatigued or sore. Together, these two sources of data can guide a coach in adjusting the training intensity to promote recovery without sacrificing performance gains.

Limitations of Objective Data

Although objective data is often highly valuable, it is not without its drawbacks. Data overload can be an issue when there are too many measurements to track, leading to confusion or misinterpretation. Furthermore, objective data often fails to account for the athlete’s internal state, such as how they feel about the training or competition process. While heart rate data or GPS metrics can show the physical demands placed on the athlete, they do not provide insights into mood, stress, or motivation—all of which can significantly impact performance.

Finding the Balance: Integrating Subjective and Objective Data

The key to effective athlete monitoring lies in the integration of both subjective and objective data. Rather than relying exclusively on one type of data, coaches and sports scientists should use both to create a more holistic understanding of an athlete’s performance and well-being. Here’s how the balance can be achieved:

1. Combining Data for Comprehensive Insights

By collecting both subjective and objective data, coaches can create a more complete picture of an athlete’s condition. For instance, if an athlete reports feeling fatigued and their heart rate variability is low (objective data), this could indicate that the athlete is not recovering well. Combining these data points can help inform decisions about whether to modify the training load or provide additional recovery.

2. Using Subjective Data for Context

While objective data is essential for tracking performance, subjective data provides valuable context that can inform decision-making. For example, if an athlete’s objective performance metrics (e.g., sprint times) are decreasing, subjective data on fatigue levels or sleep quality could reveal the underlying cause of the decline. Without subjective data, the drop in performance might be misinterpreted as a lack of effort or poor fitness, rather than a sign of overtraining or inadequate recovery.

3. Regular Monitoring and Communication

Effective integration of subjective and objective data requires frequent monitoring and open communication between athletes and coaches. Subjective data should be gathered regularly (e.g., daily wellness questionnaires) and considered alongside objective metrics during training and recovery sessions. This enables the coach to make adjustments based on the full spectrum of data, leading to more accurate and personalized decisions.

Conclusion

In athlete monitoring, subjective and objective data each offer unique insights that are essential for optimizing performance and supporting athlete development. While objective data provides measurable, consistent information, subjective data adds context and helps account for the mental and emotional state of the athlete. To effectively monitor an athlete’s progress and well-being, it is critical to find the right balance between these two types of data. When used together, they can provide a more complete and accurate picture of an athlete’s performance and health, enabling coaches to make data-driven decisions that enhance both short-term performance and long-term development.

References

• Coutts, A. J., & Duffield, R. (2008). "Monitoring training in athletes: Methods and applications." Sports Medicine, 38(10), 887-905.

• Halson, S. L. (2014). "Monitoring training load to understand fatigue in athletes." Sports Medicine, 44(2), 79-89.

• Meeusen, R., et al. (2013). "Prevention, diagnosis, and treatment of the overtraining syndrome: Physiological and psychological effects." European Journal of Applied Physiology, 113(1), 15-29.

• Impellizzeri, F. M., et al. (2019). "Data-driven approaches to optimize performance in team sports." Sports Science & Sports Medicine, 17(2), 221-230.

Real-World Applications of Sports Science in High School Athletics: The Science Behind Performance and Development

Sports science, a multidisciplinary field, provides athletes and coaches with evidence-based practices and cutting-edge technologies to enhance performance, prevent injuries, and support long-term development. For high school athletes, the application of sports science can bridge the gap between raw talent and elite performance. It offers a scientific approach to training that accounts for the physiological, psychological, and biomechanical aspects of sports, helping athletes navigate the demands of their sport while promoting health and well-being. This article explores the practical applications of sports science in high school athletics, with a focus on its key disciplines—strength and conditioning, biomechanics, nutrition, and sports psychology—and their impact on young athletes’ performance and development.

Understanding Sports Science as a Discipline

Sports science is a comprehensive field that combines knowledge from several academic areas, including exercise physiology, biomechanics, psychology, nutrition, and sports medicine. The goal of sports science is to understand the body’s responses to exercise, identify methods for optimizing performance, and provide athletes with the tools necessary to achieve their full potential.

Key Disciplines within Sports Science

• Exercise Physiology: This area focuses on how the body responds to physical activity and adapts to exercise over time. It examines factors such as energy systems, cardiovascular health, muscle function, and recovery processes.

• Biomechanics: Biomechanics applies principles of physics and engineering to understand human movement. In sports science, biomechanics is essential for analyzing technique, optimizing performance, and preventing injuries.

• Sports Psychology: This discipline investigates the mental and emotional aspects of sports, helping athletes build mental toughness, improve focus, and develop effective strategies for coping with stress and competition.

• Nutrition: Proper nutrition supports athletic performance, recovery, and growth. Sports nutrition focuses on the optimal intake of macronutrients, micronutrients, and hydration strategies to fuel athletes for training and competition.

• Sports Medicine and Injury Prevention: Sports medicine is critical in understanding how injuries occur and how to prevent them. It also involves rehabilitation strategies to ensure athletes can recover effectively after injuries.

Strength and Conditioning in High School Athletics: The Role of Exercise Physiology

Exercise physiology is a fundamental aspect of sports science that directly influences the strength and conditioning (S&C) of high school athletes. S&C programs are designed based on scientific principles that promote the adaptation of muscle, tendon, and cardiovascular systems to physical stress.

Building a Physiological Foundation

For high school athletes, especially those in growth stages, it is crucial to establish a foundation of movement and strength that supports their athletic development. Research shows that progressive overload—gradually increasing intensity and volume—promotes strength gains and enhances muscular endurance, which are essential for improved performance (Haff & Triplett, 2015). Additionally, a focus on neuromuscular adaptations ensures that athletes develop better coordination, balance, and motor control, which helps improve athletic performance across a range of sports.

S&C programs in high school athletics should be structured to include:

• Core strength and stability: Developing a strong core is crucial for nearly all sports, as it supports proper posture, movement efficiency, and injury prevention.

• Plyometric training: These exercises focus on explosive movements that improve an athlete's power output and agility, which are important for sports that require quick bursts of energy.

• Sport-specific strength training: Exercises tailored to an athlete's sport (e.g., sprinting for track athletes, powerlifting for football players) are integral in building the necessary strength and power for peak performance.

The application of exercise physiology in S&C ensures that high school athletes train in a way that maximizes their physical potential while reducing the risk of overtraining or injury.

Biomechanics in High School Sports: Analyzing Movement for Injury Prevention and Performance Enhancement

Biomechanics plays a key role in the application of sports science, as it helps break down an athlete’s movements to identify inefficiencies or flaws that could lead to injury or hinder performance. The study of biomechanics involves understanding how forces interact with the body during movement and how those forces affect performance and injury risk.

Optimizing Technique and Preventing Injury

By assessing an athlete’s biomechanics, coaches and sports scientists can identify mechanical inefficiencies that may cause unnecessary stress on the body. For instance, poor technique in running, jumping, or lifting can lead to misalignment of joints, muscle imbalances, and increased risk of injury. By using tools such as motion capture systems, force plates, or video analysis, sports scientists can gather objective data that helps coaches refine an athlete’s technique.

For example, high school athletes who participate in running-based sports (e.g., track and field, cross-country) can benefit from a biomechanical assessment to optimize their running form. Poor running mechanics—such as overstriding or excessive rotation—can lead to overuse injuries like shin splints or stress fractures. Identifying and correcting these issues early can help reduce the incidence of injury and improve performance over time (McCarthy et al., 2015).

Biomechanics in Weight Training

In strength training, biomechanics is used to ensure that athletes perform lifts with proper technique, maximizing efficiency while minimizing the risk of injury. Incorrect lifting techniques can lead to strain on the joints and muscles, which may cause acute injuries (e.g., sprains, strains) or chronic conditions (e.g., tendinitis, lower back pain). Therefore, sports scientists emphasize posture alignment, joint stability, and proper movement patterns to ensure safe and effective training.

Sports Psychology: Enhancing Mental Performance in High School Athletes

While physical conditioning is critical, mental preparation is equally important for high school athletes. Sports psychology provides tools for developing the mental resilience and focus required for high-performance sports. In a high school setting, athletes often face pressure from coaches, peers, and themselves, and sports psychology can help them manage stress, maintain motivation, and improve their overall mental approach to training and competition.

Building Mental Toughness and Resilience

High school athletes are at a critical age where mental toughness and emotional regulation can greatly influence their performance. Techniques like goal setting, visualization, and mindfulness help athletes stay focused during practice and competition, increase self-confidence, and learn how to overcome setbacks. For example, athletes who use mental imagery to visualize successful performance in their sport have been shown to improve their confidence and execution (Cumming & Williams, 2013).

Sports psychology is also essential in helping athletes recover from poor performance or failure. High school athletes often struggle with self-doubt after a mistake or loss, but psychological skills training can help them reframe these challenges as learning experiences, promoting long-term growth and resilience.

Nutrition in Sports Science: Fueling Performance and Recovery

Nutrition is another critical component of sports science, as it directly influences an athlete's ability to perform, recover, and grow. Proper nutrition supports muscle repair, glycogen replenishment, and hydration, all of which are necessary for peak performance.

Fueling the Athlete’s Body

High school athletes have specific nutritional needs due to their physical demands and rapid growth. A balanced diet that includes a variety of macronutrients (carbohydrates, proteins, and fats) and micronutrients (vitamins and minerals) is essential for optimal performance. Carbohydrates are particularly important for fueling sustained energy during training, while proteins aid in muscle recovery and growth. Adequate hydration is crucial for maintaining performance, particularly in sports that involve endurance or are played in hot environments.

Post-Exercise Recovery

After intense training sessions or competition, the body requires nutrients to recover. Consuming a combination of carbohydrates and protein within the first 30–60 minutes after exercise helps replenish glycogen stores and promotes muscle protein synthesis, reducing muscle soreness and accelerating recovery. For example, a protein shake with a piece of fruit can be an effective recovery snack for high school athletes.

Practical Application for Coaches and Athletes

The integration of sports science in high school athletics doesn't necessarily require high-tech equipment or complex strategies. By adopting evidence-based practices, coaches can help athletes improve their performance while prioritizing their long-term development. Here are some practical applications for integrating sports science into high school sports:

• Use data from biomechanics to assess and improve movement efficiency and technique.

• Incorporate sports psychology techniques to improve focus, motivation, and resilience.

• Develop individualized nutrition plans that fuel athletes’ specific training demands and promote recovery.

• Monitor athletes’ training loads and recovery using basic metrics to avoid overtraining and injury.

Conclusion

Sports science offers invaluable insights into optimizing athletic performance and promoting the overall development of high school athletes. By integrating knowledge from exercise physiology, biomechanics, sports psychology, and nutrition, coaches and sports scientists can create a comprehensive approach that maximizes performance while minimizing the risk of injury. As high school athletes continue to push the limits of their potential, sports science provides the evidence-based foundation to guide them toward sustainable, long-term success in their sports.

References

• Cumming, J., & Williams, S. (2013). Psychology in sports coaching: Theory and practice. Routledge.

• Haff, G. G., & Triplett, N. T. (2015). Essentials of strength training and conditioning (4th ed.). Human Kinetics.

• McCarthy, L., et al. (2015). "The role of biomechanics in injury prevention and performance optimization in youth athletes." Sports Biomechanics, 14(3), 294-305.

• Zemková, E. (2018). "Biomechanics and movement analysis in strength training." Journal of Sports Science & Medicine, 17(1), 24-33.

Nutrition Strategies for High School Athletes: Fueling Performance and Recovery

Proper nutrition is a critical component of athletic performance, especially for high school athletes who are balancing intense training schedules, academic responsibilities, and rapid growth and development. Unlike professional athletes, high schoolers often lack formal guidance on their nutritional needs, leading to inconsistent eating habits, insufficient caloric intake, and suboptimal recovery. A well-structured nutrition plan can help young athletes improve performance, recover faster, and maintain overall health. This article explores key nutrition strategies tailored for high school athletes, covering macronutrient requirements, hydration, meal timing, supplementation, and practical strategies for maintaining a balanced diet.

Understanding the Nutritional Needs of High School Athletes

High school athletes require more energy than their non-athlete peers due to the high demands of sports training. Energy requirements vary depending on the type, intensity, and duration of training, but a general rule is that teenage athletes need anywhere from 3,000 to 5,000 calories per day to maintain performance and support growth (Rodriguez, DiMarco, & Langley, 2009). However, many athletes do not meet these needs due to a lack of structured eating habits, misinformation, or simply not recognizing the importance of nutrition.

Macronutrients—carbohydrates, proteins, and fats—play a vital role in an athlete's diet. Carbohydrates serve as the primary energy source, proteins aid in muscle repair and growth, and fats provide long-lasting energy and support hormone production. Understanding how to balance these macronutrients is crucial for optimizing performance and recovery.

Macronutrient Breakdown: Fueling the Body for Optimal Performance

Carbohydrates: The Primary Fuel Source

Carbohydrates should make up 50-60% of an athlete’s daily caloric intake, as they provide the most efficient form of energy for high-intensity sports. Carbohydrates are stored in the muscles as glycogen, which is essential for sustained athletic performance. If glycogen stores are depleted, athletes experience fatigue, decreased endurance, and impaired cognitive function (Burke, 2010).

High-quality carbohydrate sources include:

• Whole grains (brown rice, quinoa, whole wheat bread, oatmeal)

• Fruits and vegetables (bananas, apples, sweet potatoes, leafy greens)

• Legumes (beans, lentils)

• Dairy (milk, yogurt)

Timing is also crucial. Consuming carbohydrates before training ensures adequate glycogen stores, while post-workout carbohydrates replenish lost energy and support recovery. A combination of fast-digesting (white rice, fruits) and slow-digesting (whole grains, oats) carbohydrates helps sustain energy levels throughout the day.

Protein: Essential for Muscle Repair and Growth

Protein is essential for repairing and building muscle, especially for high school athletes engaging in resistance training or high-impact sports. The recommended intake for young athletes is 1.2 to 2.0 grams of protein per kilogram of body weight per day (Phillips & Van Loon, 2011). Protein should be evenly distributed across meals to maximize muscle protein synthesis.

High-quality protein sources include:

• Lean meats (chicken, turkey, lean beef)

• Fish (salmon, tuna)

• Eggs

• Dairy (Greek yogurt, cottage cheese)

• Plant-based sources (tofu, tempeh, beans, quinoa)

Post-workout, athletes should consume a 20-30 gram serving of protein within 30-60 minutes to enhance muscle repair. Combining protein with carbohydrates can further accelerate recovery by replenishing glycogen stores and stimulating muscle protein synthesis.

Fats: Supporting Long-Term Energy and Hormonal Balance

Healthy fats should comprise 20-30% of daily caloric intake, as they are essential for hormone production, joint health, and prolonged energy during endurance activities. Omega-3 fatty acids, in particular, help reduce inflammation and support cognitive function (Calder, 2015).

High-quality fat sources include:

• Avocados

• Nuts and seeds (almonds, walnuts, chia seeds, flaxseeds)

• Fatty fish (salmon, mackerel)

• Olive oil and coconut oil

Unlike carbohydrates, fats take longer to digest, making them a good option for sustained energy throughout the day but not an ideal pre-workout fuel source.

Hydration: The Forgotten Factor in Athletic Performance

Proper hydration is often overlooked but plays a crucial role in athletic performance and recovery. Dehydration as little as 2% of body weight can impair endurance, strength, and cognitive function (Sawka et al., 2007). High school athletes should aim for at least 3-4 liters (100-130 ounces) of water per day, with additional intake required during training sessions.

Key hydration strategies include:

• Drinking 16-20 ounces of water 2-3 hours before exercise

• Consuming 7-10 ounces of water every 15-20 minutes during exercise

• Replenishing lost fluids with 16-24 ounces of water for every pound lost during training

In cases of prolonged exercise (over 90 minutes) or excessive sweating, electrolyte replacement with sports drinks or electrolyte tablets can be beneficial to replenish sodium, potassium, and magnesium levels.

Meal Timing and Pre/Post-Workout Nutrition

Strategic meal timing ensures that athletes have the energy to perform and recover effectively.

• Pre-Workout Meal (1-3 hours before training): A meal rich in carbohydrates and moderate in protein with minimal fat for easy digestion (e.g., oatmeal with banana and peanut butter, grilled chicken with rice).

• Post-Workout Meal (Within 30-60 minutes after exercise): A combination of protein and fast-digesting carbohydrates to support recovery (e.g., chocolate milk, Greek yogurt with berries, protein shake with banana).

• Daily Meal Distribution: Eating every 3-4 hours prevents energy crashes and supports consistent muscle protein synthesis.

Supplements: Do High School Athletes Need Them?

While whole foods should always be the foundation of an athlete’s nutrition, some supplements can be beneficial when used appropriately. The most research-backed options include:

• Whey Protein: Convenient for meeting daily protein needs.

• Creatine Monohydrate: Proven to enhance strength, power, and recovery (Kreider et al., 2017).

• Vitamin D and Omega-3s: Supports bone health and reduces inflammation, especially for athletes training indoors.

• Electrolytes: Useful for athletes sweating excessively in hot or humid conditions.

High school athletes should always consult with a registered dietitian or coach before using supplements to ensure they are safe and necessary.

Practical Strategies for Maintaining a Balanced Diet

1. Plan Meals in Advance: Meal prepping helps athletes maintain a consistent, high-quality diet.

2. Pack Snacks: Having portable options like trail mix, protein bars, or fruit prevents energy crashes.

3. Limit Processed Foods: Fast food and sugary snacks should be minimized, as they contribute to inflammation and energy fluctuations.

4. Get Enough Sleep: Proper rest enhances nutrient absorption and muscle recovery.

5. Listen to the Body: Hunger cues should guide meal timing to prevent under-fueling.

Conclusion

Proper nutrition is the foundation of high school athletic performance. By prioritizing a balanced diet rich in carbohydrates, proteins, and healthy fats, staying hydrated, and strategically timing meals, young athletes can optimize their performance, recovery, and overall well-being. With structured nutritional strategies, high school athletes can gain a competitive edge and establish lifelong healthy habits.

References

• Burke, L. M. (2010). "Fueling strategies to optimize performance: Training high or training low?" Scandinavian Journal of Medicine & Science in Sports, 20(S2), 48-58.

• Calder, P. C. (2015). "Omega-3 polyunsaturated fatty acids and inflammatory processes: Nutrition or pharmacology?" British Journal of Clinical Pharmacology, 75(3), 645-662.

• Kreider, R. B., et al. (2017). "International Society of Sports Nutrition position stand: Safety and efficacy of creatine supplementation in exercise, sport, and medicine." Journal of the International Society of Sports Nutrition, 14(1), 1-18.

• Phillips, S. M., & Van Loon, L. J. C. (2011). "Dietary protein for athletes: From requirements to metabolic advantage." Applied Physiology, Nutrition, and Metabolism, 36(5), 647-654.

• Sawka, M. N., et al. (2007). "American College of Sports Medicine position stand: Exercise and fluid replacement." Medicine & Science in Sports & Exercise, 39(2), 377-390.

The Value of Continuing Education in Strength and Conditioning

The strength and conditioning (S&C) industry is constantly evolving. New research, training methodologies, and technological advancements emerge every year, requiring coaches and practitioners to stay informed to provide the best possible outcomes for their athletes. While experience is invaluable, it must be supplemented with ongoing education to ensure continued growth and effectiveness in the field. Whether through certifications, workshops, conferences, mentorship, or self-directed learning, continuing education is essential for staying competitive, enhancing coaching skills, and advancing career opportunities.

Staying Current with Industry Trends and Research

One of the most compelling reasons for continuing education is staying up to date with the latest research and training methods. The field of sports science is dynamic, with new studies regularly challenging conventional wisdom and refining best practices. Strength coaches must remain informed on topics such as force-velocity profiling, velocity-based training, and sport-specific adaptations to better serve their athletes. Journals like the Journal of Strength and Conditioning Research (JSCR) and Sports Medicine publish peer-reviewed studies that provide valuable insights into programming, biomechanics, and recovery strategies. Regularly engaging with research ensures that your coaching decisions are evidence-based rather than rooted in outdated methodologies.

Beyond research, new technology has become a significant component of modern training. Wearables, force plates, GPS tracking, and other performance monitoring tools have revolutionized data collection and analysis in sports performance. Coaches who stay educated on how to integrate these tools effectively can improve their ability to track progress, individualize programming, and optimize training loads. Without continuing education, it’s easy to fall behind as technology rapidly advances.

Improving Coaching Skills and Athlete Development

Great coaching goes beyond sets and reps. Effective communication, cueing, and the ability to adapt training based on individual needs are all skills that require continuous refinement. Attending coaching clinics, studying under experienced mentors, and analyzing video breakdowns of movements can significantly improve a coach’s ability to teach and correct technical errors.

Furthermore, sports science is increasingly influencing how training is structured. Understanding biomechanics, neuromuscular adaptations, and energy system development allows coaches to tailor programs more precisely to their athletes' needs. For example, knowing how to manipulate the force-velocity curve in training can help optimize an athlete’s power output for sport-specific demands. Coaches who invest in continuing education gain the tools to make smarter programming decisions that lead to better athletic performance.

Expanding Career Opportunities

The strength and conditioning industry is highly competitive. Continuing education can set coaches apart from their peers by demonstrating a commitment to professional growth and expertise. Certifications such as the Certified Strength and Conditioning Specialist (CSCS) from the NSCA or the Strength and Conditioning Coach Certified (SCCC) from the CSCCa are often required for high-level positions. Additional certifications in areas like nutrition (Precision Nutrition Level 1), mobility (FRC), or data analytics can make a coach more marketable to employers.

Beyond certifications, pursuing higher education, such as a master’s or doctoral degree, can open doors to roles in academia, research, or high-performance environments. With the increasing reliance on sport science and analytics in professional sports, teams are seeking specialists with expertise in biomechanics, physiology, and data interpretation. Coaches who invest in these areas through continuing education position themselves for advancement into leadership roles.

Networking and Professional Development

Continuing education isn’t just about learning—it’s also about connecting with other professionals in the field. Conferences like the NSCA National Conference, CSCCa National Conference, and USA Weightlifting Coaching Symposiums bring together top industry professionals, providing opportunities to learn from experienced coaches and exchange ideas. These events also create networking opportunities that can lead to job referrals, mentorship, or collaborations on projects such as research studies or training methodologies.

Online courses, webinars, and forums also provide ways to connect with like-minded professionals. Engaging in discussions, sharing insights, and seeking advice from experienced coaches can accelerate learning and professional growth. The more connected a coach is within the industry, the more they can leverage relationships to advance their career and continue evolving their coaching philosophy.

Personal Growth and Lifelong Learning

A commitment to continuing education extends beyond professional benefits—it fosters personal growth. Coaches who actively seek new knowledge develop a mindset of curiosity, adaptability, and critical thinking. This mindset not only enhances coaching effectiveness but also contributes to a fulfilling career. The best coaches never stop learning; they are constantly refining their methods, experimenting with new ideas, and challenging their own biases.

Moreover, continuing education provides a sense of purpose and motivation. Attending a seminar, enrolling in a new certification, or reading a groundbreaking research paper can reignite passion for coaching and bring fresh perspectives to training. This ongoing pursuit of knowledge ensures that coaches remain engaged, inspired, and effective throughout their careers.

How to Prioritize Continuing Education

With busy schedules and demanding workloads, finding time for continuing education can be challenging. However, making it a priority is essential for long-term success. Here are some practical strategies:

• Schedule Regular Study Time: Set aside dedicated time each week to read research articles, listen to podcasts, or watch coaching videos. Even 15–30 minutes per day can add up over time.

• Attend One Conference Per Year: Budget for at least one major industry conference annually to stay connected with new developments and expand your network.

• Invest in Online Learning: Platforms like Altis, Science for Sport, and EXOS Education offer high-quality courses that can be completed at your own pace.

• Seek Mentorship: Learning from experienced coaches can accelerate professional development. Look for mentors in your network who can provide guidance and insights.

• Experiment and Reflect: Applying new concepts in real-world coaching settings and reflecting on their effectiveness helps reinforce learning and adaptation.

Final Thoughts

In an ever-evolving field like strength and conditioning, continuing education is not optional—it’s essential. Staying informed about the latest research, refining coaching skills, expanding career opportunities, and fostering professional relationships all contribute to long-term success. Coaches who commit to lifelong learning set themselves apart, ensuring they remain effective, adaptable, and at the forefront of their profession.

Whether through formal education, industry certifications, conferences, or self-directed study, investing in knowledge is one of the best ways to advance both personally and professionally. The more a coach learns, the more they can positively impact the athletes they train, shaping the future of sports performance.

Networking in the Strength and Conditioning Industry: A Guide to Building Lasting Connections

In the strength and conditioning (S&C) industry, success is rarely a solo endeavor. Whether you're an aspiring coach, a seasoned professional, or someone looking to broaden your horizons, networking plays a crucial role in career development. The relationships you build can open doors to job opportunities, provide access to the latest research and training methodologies, and create avenues for collaboration. In an industry that thrives on shared knowledge and continuous learning, who you know often influences how far you go.

One of the most significant benefits of networking is career advancement. Many of the best jobs in S&C never make it to public job boards. Instead, they are filled through word of mouth and personal recommendations. A strong network helps you learn about these hidden opportunities and can provide a competitive edge when applying for positions. Beyond job hunting, networking allows for continuous education. The S&C field is constantly evolving, with new research, technology, and training methods emerging regularly. Engaging with other professionals helps you stay informed and apply the latest science to your coaching practices. Additionally, networking fosters collaboration. Whether it's co-authoring a research paper, organizing a seminar, or developing new training protocols, working with peers can enhance your professional growth and expand your influence in the field.

Building a strong network requires intentional effort. One of the easiest ways to start is by leveraging social media. Platforms like LinkedIn, Twitter, and Instagram provide opportunities to share insights, comment on industry discussions, and connect with like-minded professionals. Engaging in relevant hashtags such as #StrengthAndConditioning and #SportsScience can increase your visibility and open the door to new conversations. Attending in-person events, such as NSCA and CSCCa conferences, is another valuable strategy. These gatherings offer face-to-face networking opportunities, allowing you to meet industry leaders, attend workshops, and build relationships with peers. Professional organizations such as the NSCA, CSCCa, and USA Weightlifting also provide structured networking opportunities through local chapters, mentorship programs, and exclusive events.

Gaining hands-on experience through internships or volunteering at industry events is another effective way to meet influential professionals. These experiences not only build your résumé but also introduce you to potential mentors and collaborators. Additionally, direct outreach can be surprisingly effective. Sending a personalized email or message to someone whose work you admire can lead to valuable conversations. When reaching out, be specific about why you are contacting them and how a discussion could be mutually beneficial. Finally, engaging in continuing education, such as workshops, webinars, and certification courses provides a built-in networking environment where you can connect with other professionals who share your interests.

While making connections is important, maintaining them is what truly makes networking valuable. Authenticity is key—approach relationships with a genuine interest in learning from others rather than just seeking personal gain. Offering value is another crucial aspect of maintaining relationships. Sharing resources, offering assistance on a project, or simply engaging in meaningful discussions helps establish you as a valuable member of your professional community. Staying in touch with your network is equally important. A simple follow-up message, an update about your career, or a periodic check-in can strengthen professional relationships over time. Regularly attending industry meetups, either virtual or in-person, also allows you to deepen your connections.

Despite its importance, networking comes with challenges. For those who are naturally introverted, putting yourself out there can feel intimidating. If this applies to you, start small by engaging in online discussions or reaching out to one person at a time. Over time, these small steps can build confidence. Another common challenge is finding time for networking amidst a busy coaching schedule. The key is to integrate networking into your routine, whether that means setting aside time for a monthly professional meetup or dedicating a few minutes each week to online engagement. Fear of rejection is another obstacle that often holds people back. Not every outreach attempt will receive a response, but persistence is key. Focus on the connections that do develop, and keep building from there.

Many successful S&C coaches attribute their career breakthroughs to networking. Landing a dream job often starts with a casual conversation at a conference or a referral from a mutual connection. Collaborative projects, such as co-authoring research studies or developing innovative training programs, often emerge from strong professional relationships. Mentorship is another area where networking proves invaluable. The best mentors are often those you connect with organically through shared experiences and conversations. These relationships can provide guidance throughout your career, helping you navigate challenges and seize new opportunities.

Networking is becoming even more crucial as the S&C industry evolves. With the rise of sports technology, wearables, and data analytics, forming connections with professionals in these niche areas can position you as a leader in the field. The more relationships you cultivate, the more opportunities you will have to stay ahead of industry trends.

Ultimately, networking in strength and conditioning is about more than just collecting contacts—it’s about fostering genuine relationships that contribute to professional growth. By actively engaging with peers, industry leaders, and aspiring professionals, you create a network that benefits both your career and the field as a whole. Whether you’re attending a conference, reaching out to a colleague, or sharing your insights online, every effort you make toward networking can shape the trajectory of your career.

Building Culture and Leadership: Day 1 and Beyond

Transitioning between strength and conditioning (S&C) jobs at the high school level presents a unique opportunity to influence and shape the athletic culture of your new environment. The initial days are crucial for establishing your leadership and setting the tone for your tenure. This guide focuses on what needs to be said on Day 1 to build a strong culture and leadership foundation, and outlines ongoing strategies to reinforce these principles.

Day 1: Setting the Tone

1. Introduce Yourself and Your Philosophy

Opening Statement:

• Personal Introduction: Share your background, experiences, and what led you to this new position. Be personable and relatable to create an immediate connection with the athletes and staff.

• Coaching Philosophy: Clearly articulate your coaching philosophy. Emphasize your commitment to athlete development, both on and off the field. Highlight the importance of hard work, discipline, and respect.

Key Points to Address:

• Vision and Goals: Outline your vision for the S&C program and the goals you aim to achieve. Ensure these goals align with the broader athletic objectives of the school.

• Expectations: Set clear expectations regarding attendance, effort, behavior, and attitude. Emphasize the importance of consistency and accountability.

Example Statement:

"Hello everyone, I’m [Your Name], and I’m excited to be your new strength and conditioning coach. My goal is to help each of you reach your full potential, not just as athletes, but as individuals. We will work hard, stay disciplined, and support each other every step of the way. Together, we will build a program based on respect, effort, and continuous improvement."

2. Communicate the Importance of Culture

Defining Culture:

• Explain what a positive athletic culture looks like and why it is essential for success. Discuss how culture influences team cohesion, performance, and overall experience.

• Share examples of positive culture from your past experiences, if applicable.

Building Blocks of Culture:

• Respect: Emphasize respect for coaches, teammates, opponents, and oneself.

• Effort: Highlight the importance of giving maximum effort in every training session and competition.

• Accountability: Stress the need for athletes to hold themselves and their teammates accountable.

Example Statement:

"A strong team culture is the foundation of success. It’s about respect, effort, and accountability. When we respect each other, give our best effort, and hold ourselves accountable, we create an environment where everyone can thrive."

3. Establish Leadership Principles

Leadership Expectations:

• Define what leadership looks like within your S&C program. Explain that leadership is not just about seniority but about actions and attitudes.

• Encourage athletes to lead by example, showing commitment and positivity in all aspects of their training and interactions.

Developing Leaders:

• Identify and empower team leaders. These individuals can help reinforce the culture and serve as liaisons between you and the rest of the team.

• Provide opportunities for athletes to take on leadership roles, whether through leading warm-ups, organizing team activities, or mentoring younger teammates.

Example Statement:

"Leadership is not just about being the loudest voice; it’s about setting the right example. Whether you’re a senior or a freshman, you can lead by showing dedication, supporting your teammates, and always striving to improve."

4. Address the Importance of Communication

Open Communication:

• Emphasize the importance of open and honest communication between athletes, coaches, and staff. Explain that you are always available for discussions about training, concerns, or any issues they may face.

Feedback Mechanisms:

• Outline how feedback will be given and received. Encourage athletes to share their thoughts and suggestions to improve the program continuously.

Example Statement:

"Communication is key to our success. My door is always open for you to discuss anything – whether it’s about training, school, or life. We will have regular check-ins to ensure we are all on the same page and moving forward together."

Ongoing Strategies: Reinforcing Culture and Leadership

1. Consistent Messaging

Reinforce Core Values:

• Regularly revisit the core values you established on Day 1. Incorporate these values into daily training sessions, team meetings, and one-on-one interactions.

Positive Reinforcement:

• Celebrate examples of athletes demonstrating the desired culture and leadership traits. Recognize and reward behaviors that align with your vision.

2. Empowering Athletes

Leadership Development:

• Provide leadership training sessions and workshops. Teach athletes about different leadership styles, conflict resolution, and effective communication.

• Rotate leadership responsibilities to give more athletes the opportunity to develop their leadership skills.

Athlete Autonomy:

• Encourage athletes to take ownership of their training. Allow them to set personal goals and be involved in the decision-making process regarding their development.

3. Building Team Cohesion

Team-Building Activities:

• Organize activities outside of regular training to strengthen team bonds. These can include team dinners, community service projects, or team-building retreats.

Inclusive Environment:

• Foster an inclusive environment where every athlete feels valued and included. Address any issues of exclusion or discrimination promptly and effectively.

4. Continuous Improvement

Feedback Loop:

• Regularly seek feedback from athletes and coaches about the program. Use this feedback to make necessary adjustments and improvements.

• Implement a formal process for collecting feedback, such as anonymous surveys or suggestion boxes.

Professional Development:

• Stay updated with the latest research and trends in S&C. Attend conferences, workshops, and other professional development opportunities to continually improve your coaching practices.

Conclusion

Transitioning between high school strength and conditioning jobs is an opportunity to make a significant impact on a new group of athletes. By focusing on building a strong culture and establishing clear leadership principles from Day 1, you set the stage for long-term success. Remember, the foundation you lay in those initial days will influence the attitudes, behaviors, and achievements of your athletes throughout your tenure. Embrace this responsibility with enthusiasm, clarity, and commitment, and you will foster a program that not only excels in performance but also cultivates the personal growth and development of every athlete.

Transitioning Between High School Strength and Conditioning Jobs: A Comprehensive Guide

Transitioning between strength and conditioning (S&C) jobs at the high school level can be both exciting and challenging. Whether you’re moving to a new school district or stepping into your first high school S&C role, the transition requires careful planning and execution. This guide breaks down the critical tasks and considerations for your first week, first month, and first year in your new position to help ensure a smooth and successful transition.

First Week: Setting the Foundation

1. Meet with Key Stakeholders

Introduction Meetings:

• Athletic Director: Understand the school’s athletic programs, expectations, and any existing S&C protocols.

• Sports Coaches: Get an overview of each sport’s specific needs, current training schedules, and any past injury concerns.

• Administration: Learn about school policies, procedures, and support structures.

Objective: Establish a clear line of communication and understand the broader athletic ecosystem at your new school.

2. Assess Current Facilities and Equipment

Facility Tour:

• Inspect the weight room, conditioning areas, and any other training spaces.

• Inventory existing equipment and identify any immediate needs or safety concerns.

Objective: Familiarize yourself with the resources at your disposal and determine what improvements, if any, are necessary.

3. Review Existing Programs and Protocols

Program Evaluation:

• Examine the current strength and conditioning programs in place for each sport.

• Review past performance data, injury reports, and feedback from previous coaches and athletes.

Objective: Understand the starting point for each team and identify areas for improvement.

4. Introduce Yourself to the Athletes

Team Meetings:

• Hold introductory sessions with each team to explain your role and philosophy.

• Outline your expectations, training approach, and how you plan to support their athletic goals.

Objective: Build rapport and establish trust with the athletes from day one.

5. Plan Your Schedule

Time Management:

• Develop a preliminary schedule for training sessions, meetings, and other responsibilities.

• Coordinate with sports coaches to avoid conflicts and ensure optimal training times.

Objective: Create a structured routine that maximizes efficiency and effectiveness.

First Month: Building Momentum

1. Develop Customized Training Programs

Individualized Plans:

• Design sport-specific training programs that address the unique needs and goals of each team.

• Incorporate feedback from coaches and data from your initial assessments.

Objective: Provide tailored training that enhances performance and reduces injury risk.

2. Implement Baseline Testing

Performance Assessments:

• Conduct initial fitness and performance tests to establish baselines for each athlete.

• Use the data to track progress and adjust training programs as needed.

Objective: Gain a clear understanding of each athlete’s starting point and monitor their development.

3. Establish Communication Channels

Regular Updates:

• Set up regular meetings with sports coaches to discuss athlete progress and any emerging concerns.

• Create a system for providing feedback to athletes and receiving their input.

Objective: Ensure ongoing communication and collaboration to support athlete development.

4. Promote a Positive Training Culture

Team Building:

• Foster a supportive and motivating training environment.

• Encourage teamwork, discipline, and a growth mindset.

Objective: Build a culture that promotes both individual and team success.

5. Continue Facility Improvements

Ongoing Assessment:

• Make any necessary adjustments to the training facilities and equipment based on initial observations.

• Advocate for additional resources if needed to support your programs.

Objective: Ensure that the training environment is safe, functional, and conducive to high-level performance.

First Year: Establishing Long-Term Success

1. Monitor and Adjust Training Programs

Continuous Evaluation:

• Regularly assess the effectiveness of your training programs through performance data and feedback.

• Make adjustments as needed to address any gaps or emerging needs.

Objective: Maintain a dynamic approach that continually evolves to meet the needs of your athletes.

2. Invest in Professional Development

Ongoing Learning:

• Attend conferences, workshops, and seminars to stay current with the latest S&C research and techniques.

• Seek out mentorship and networking opportunities within the S&C community.

Objective: Enhance your skills and knowledge to provide the best possible support for your athletes.

3. Develop a Long-Term Vision

Strategic Planning:

• Work with the athletic director and coaches to develop a long-term vision for the S&C program.

• Set ambitious yet realistic goals for the next 3-5 years.

Objective: Create a roadmap for sustained success and growth of the athletic program.

4. Foster Strong Relationships

Community Engagement:

• Build strong relationships with athletes, coaches, parents, and other stakeholders.

• Attend games, competitions, and school events to show your support and commitment.

Objective: Establish yourself as a valued and integral part of the school community.

5. Celebrate Achievements

Recognize Success:

• Celebrate individual and team achievements, both big and small.

• Highlight progress and milestones to motivate and inspire your athletes.

Objective: Create a positive and rewarding environment that acknowledges hard work and success.

Conclusion

Transitioning between high school strength and conditioning jobs requires a strategic and thoughtful approach. By focusing on key tasks and building strong relationships in your first week, first month, and first year, you can lay a solid foundation for long-term success. Remember, the goal is not only to enhance athletic performance but also to create a positive and supportive environment that fosters growth, resilience, and a love for sport. Embrace the challenges and opportunities that come with your new role, and you will make a lasting impact on your athletes and school community.

What to Look for in a Strength and Conditioning Job: A Comprehensive Guide

Entering the field of strength and conditioning (S&C) is an exciting journey that merges passion for fitness with the science of athletic performance. However, finding the right job can be daunting given the myriad opportunities and the competitive nature of the field. Whether you are a freshly certified coach or an experienced professional seeking a new challenge, this guide aims to help you identify what is important when looking for a strength and conditioning job.

1. Understanding the Role

Before diving into the job search, it’s crucial to have a clear understanding of what a strength and conditioning coach does. This role involves designing and implementing training programs that improve athletic performance, prevent injuries, and enhance overall fitness. Coaches work with a range of clients, from amateur athletes to professional sports teams, and must tailor their approach to meet the unique needs of each individual or group.

2. Assessing Your Qualifications

Education and Certification

Most S&C jobs require at least a bachelor’s degree in exercise science, kinesiology, sports science, or a related field. Advanced positions may require a master’s degree or even a doctorate. Certification from reputable organizations, such as the National Strength and Conditioning Association (NSCA) or the American College of Sports Medicine (ACSM), is often essential. The Certified Strength and Conditioning Specialist (CSCS) credential is particularly valued in the industry.

Experience

Experience is a significant factor in securing a job. This can include internships, volunteer positions, or assistant roles. Practical experience not only enhances your resume but also helps you build a professional network, which is invaluable in the S&C field. Do not be afraid to apply for a position even if you lack some of the basic experience requirements; however, don’t expect to land a director role if you only have internship level experiences.

3. Researching Potential Employers

Types of Employers

Strength and conditioning jobs are available in various settings, including:

Collegiate Athletics: Working with college sports teams.

Professional Sports Teams: Training elite athletes in professional leagues.

Private Sector: Personal training studios, fitness centers, or S&C facilities.

Corporate Wellness Programs: Implementing fitness programs for employees.

Military and Tactical Training: Enhancing the physical performance of military personnel and first responders.

Reputation and Culture

Research the reputation and culture of potential employers. Look for organizations that are well-regarded in the industry and have a positive work environment. Speaking with current or former employees can provide insights into the company culture, management style, and job satisfaction.

Career Advancement

Consider the opportunities for career advancement within the organization. A good employer should offer a clear pathway for professional development, including continuing education, mentorship programs, and the potential for promotion.

4. Job Responsibilities and Expectations

Daily Duties

Understand the specific responsibilities of the job. This can vary widely depending on the employer but generally includes:

Designing and implementing training programs.

Conducting fitness assessments.

Monitoring and evaluating athlete performance.

Providing nutritional guidance.

Collaborating with other professionals, such as sports coaches and physiotherapists.

Work Schedule

The work schedule in S&C roles can be demanding. Be prepared for early mornings, late nights, and weekends, especially if working with competitive athletes. Ensure that the job aligns with your lifestyle and personal commitments.

5. Compensation and Benefits

Salary

Salary in the S&C field varies based on factors like location, level of experience, and the type of employer. Research industry standards to ensure that the compensation is competitive. Websites like Glassdoor or Payscale can provide valuable salary insights.

Benefits

Beyond salary, consider the benefits package. This may include health insurance, retirement plans, paid time off, and professional development opportunities. Some employers also offer performance bonuses or incentives.

6. Professional Development

Continuing Education

The field of strength and conditioning is constantly evolving. Employers who support continuing education, such as funding for certifications, workshops, and conferences, demonstrate a commitment to your professional growth.

Networking Opportunities

Networking is crucial in the S&C industry. Seek employers who encourage participation in professional organizations, conferences, and events. Building a robust network can open doors to future job opportunities and collaborations.

7. Ethical Considerations

Coaching Philosophy

Ensure that the employer’s coaching philosophy aligns with your own. This includes their approach to training, emphasis on athlete welfare, and commitment to ethical practices. Working for an organization with conflicting values can lead to job dissatisfaction and ethical dilemmas.

Athlete Welfare

Athlete welfare should be a top priority in any S&C job. Employers who prioritize the health and well-being of their athletes create a positive and supportive environment. Be wary of organizations that prioritize performance at the expense of athlete safety.

8. Location and Relocation

Geographic Preferences

Consider your geographic preferences and whether you are willing to relocate. Some jobs may be located in major cities with numerous opportunities, while others may be in more remote areas. Evaluate the cost of living and lifestyle in potential locations.

Relocation Support

If relocation is required, check if the employer offers relocation support. This can include financial assistance for moving expenses, temporary housing, or help in finding permanent accommodation.

Conclusion

Finding the right strength and conditioning job requires a thorough evaluation of your qualifications, potential employers, and personal preferences. By understanding the role, assessing your skills, researching employers, and considering factors like compensation, professional development, and ethical alignment, you can make an informed decision that aligns with your career goals and values. Remember, the right job is one that not only challenges you professionally but also supports your growth and well-being as a coach.

By focusing on these critical aspects, you can navigate the job market with confidence and find a strength and conditioning position that is both rewarding and fulfilling. Good luck in your search!

Elevate Your Performance: 5 Specific Exercises Every High School Athlete Should Master

When it comes to athletic success, mastering specific exercises can make all the difference in your performance on the field, court, or track. High school athletes looking to take their game to the next level should prioritize movements that target key muscle groups, enhance functional strength, and improve athletic performance. Here are five specific exercises that every high school athlete should incorporate into their training regimen:

1. Front Rack Barbell Reverse Lunge

The front rack barbell reverse lunge is a dynamic lower body exercise that targets the quadriceps, glutes, and hamstrings while also challenging stability and balance. Holding a barbell in the front rack position, step back into a reverse lunge, keeping the front knee aligned with the ankle and lowering the back knee towards the ground. Push through the heel of the front foot to return to the starting position. This exercise not only builds strength and power in the legs but also improves unilateral strength and proprioception, essential for sports that involve dynamic movement patterns and changes of direction.

2. Single-Leg Romanian Deadlift

The single-leg Romanian deadlift is a unilateral exercise that targets the hamstrings, glutes, and lower back while also improving balance and stability. Holding a pair of dumbbells in front of the thighs, hinge at the hips and lower the torso while simultaneously lifting one leg straight back until the body forms a T position. Keep the spine neutral and the standing leg slightly bent, then return to the starting position by squeezing the glutes and hamstrings. This exercise helps correct muscle imbalances, enhances hip stability, and reduces the risk of injury, making it ideal for high school athletes seeking to improve functional strength and athleticism.

3. Medicine Ball Slam

The medicine ball slam is a dynamic full-body exercise that targets the core, shoulders, and explosiveness. Holding a medicine ball overhead, forcefully slam it down to the ground while simultaneously engaging the core and generating power from the hips. Catch the ball on the rebound and repeat for the desired number of repetitions. This exercise not only improves core strength and stability but also enhances coordination, agility, and power, making it an excellent addition to any high school athlete's training routine, especially for sports that require explosive movements such as basketball, volleyball, or soccer.

4. Pull-Up Variations (Weighted Pull-Ups/Chin-Ups)

Pull-up variations, such as weighted pull-ups or chin-ups, are excellent exercises for developing upper body strength, particularly in the back, biceps, and shoulders. Using a weighted vest or belt, perform pull-ups or chin-ups with added resistance to increase the challenge and stimulate muscle growth. Focus on maintaining proper form, engaging the lats, and controlling the movement throughout the entire range of motion. These exercises not only build strength and muscle definition but also improve grip strength, endurance, and functional upper body strength, essential for high school athletes competing in sports that require upper body power and stability.

5. Box Jumps with Depth Jumps

Box jumps with depth jumps are plyometric exercises that improve explosive power, vertical jump height, and overall athleticism. Start by performing a box jump onto a plyometric box, focusing on maximal height and explosiveness. Upon landing, immediately transition into a depth jump by stepping off the box and exploding vertically as soon as the feet touch the ground. This sequence of movements trains the stretch-shortening cycle of the muscles, enhancing the body's ability to generate force rapidly and improving reactive strength. Incorporating box jumps with depth jumps into your training routine can lead to significant improvements in speed, agility, and jumping ability, critical for high school athletes competing in sports such as basketball, volleyball, or track and field.

In conclusion, mastering these specific exercises – front rack barbell reverse lunges, single-leg Romanian deadlifts, medicine ball slams, pull-up variations (weighted pull-ups/chin-ups), and box jumps with depth jumps – can take your athletic performance to new heights. By incorporating these movements into your training regimen and focusing on proper technique and progression, you can build strength, power, and explosiveness that will translate to success on the field, court, or track. Remember to start with lighter weights and gradually increase the intensity as you become more proficient, and always prioritize safety and proper form to maximize the benefits of each exercise.

Navigating the High School Strength and Conditioning Journey: Reflections and Lessons Learned From Year 1

As I embark on the journey of reflecting upon my first year as a high school strength and conditioning coach at Austin High School, I am filled with a sense of gratitude for the experiences, challenges, and lessons that have shaped my growth in this role. It has been a transformative year, marked by moments of triumph, resilience, and personal development. Here, I delve deeper into the intricacies of my journey, elaborating on the challenges faced, lessons learned, and the path forward.

The Unforeseen Challenges of Teacher Duties

Entering the realm of high school strength and conditioning, I was met with unforeseen challenges, particularly in the realm of teacher duties. As a coach, I was tasked with not only designing effective training programs but also with creating syllabi and curriculum maps from scratch. This transition was a significant hurdle, one that left me feeling overwhelmed and underprepared. However, through collaboration and support from unexpected quarters, such as my choir director, I navigated these challenges with newfound confidence. This experience underscored the importance of seeking guidance and assistance when faced with unfamiliar tasks, a lesson that continues to resonate with me as I navigate the complexities of coaching in a high school setting.

Establishing Boundaries and Expectations

A recurring obstacle in my journey as a young coach has been the need to establish clear boundaries and expectations with my athletes. Breaking the perception that I am simply "one of the bros" required a delicate balance between approachability and authority. Setting clear expectations early on, while still fostering a friendly and supportive atmosphere, was crucial in gaining the respect and trust of my athletes. This ongoing process has taught me the importance of communication, consistency, and leading by example in shaping a positive and productive team culture.

Celebrating Achievements, Big and Small

One area where I identified a need for improvement was in my ability to celebrate achievements, both big and small. Coming from a background in training firefighters, where the focus was primarily on functional fitness and safety, I initially struggled to acknowledge the personal accomplishments of my high school athletes. Recognizing the significance of celebrating milestones and fostering a culture of positivity and encouragement, I committed to working on this aspect of my coaching approach. By acknowledging and celebrating every achievement, no matter how minor, I strive to cultivate a sense of pride and motivation among my athletes, inspiring them to reach their full potential.

Drawing Inspiration from Mentors

Throughout my journey, I have been fortunate to have mentors who have played a pivotal role in shaping my growth as a coach. While not all of them come from a strength and conditioning background, their wisdom and guidance have been invaluable in preparing me for the challenges of coaching high school athletes. From John Callender, who provided me with my first coaching opportunity shortly after my own high school graduation, to my own high school coaches, Bob Gaddis and Blake Manuel, each mentor has left an indelible mark on my coaching philosophy and approach.

The Path Forward: Commitment to Growth and Learning

As I reflect on my first year as a high school strength and conditioning coach, I am filled with a sense of optimism and determination for the road ahead. The challenges faced and lessons learned have equipped me with a deeper understanding of the intricacies of coaching in a high school setting. Moving forward, I remain committed to continual growth and learning, seeking out opportunities to expand my knowledge and refine my skills as a coach and mentor. With each challenge overcome and triumph celebrated, I grow more confident in my ability to make a meaningful impact on the lives of my athletes and the broader school community.

In conclusion, my inaugural year as a high school strength and conditioning coach at Austin High School has been a journey of self-discovery, growth, and resilience. From navigating the complexities of teacher duties to establishing boundaries with athletes, each experience has contributed to my evolution as a coach and mentor. As I look ahead to the future, I am excited to build upon the lessons learned and continue making a positive impact in the lives of my athletes and the broader school community.

Unifying Athletic Excellence: The Case for a Unified Sports Performance Program in High Schools

Introduction

In the realm of high school athletics, the pursuit of excellence extends far beyond individual sports teams. To nurture well-rounded athletes and maximize potential, schools are increasingly turning towards unified sports performance programs that transcend traditional boundaries. By implementing a sports performance class with standardized workouts, schools can cultivate a culture of collective growth, equipping athletes with essential skills and qualities necessary for success in any sport. In this comprehensive exploration, we'll delve into the significance of a unified approach to sports performance at the high school level, emphasizing the rationale behind standardized workouts and the concept of "bucketing" to address the common needs of athletes at an early training age.

The Case for Unity: Building a Foundation for Success

1. Collective Growth Over Individual Achievement:

- A unified sports performance program fosters a sense of community and collective growth among athletes.

- By participating in the same workouts, athletes develop camaraderie, support one another, and strive towards shared goals.

2. Equity and Inclusivity:

- Standardized workouts ensure equity and inclusivity, providing every athlete with access to the same resources and opportunities for improvement.

- This approach promotes fairness and eliminates disparities based on individual team budgets or resources.

3. Holistic Development:

- A sports performance class with standardized workouts addresses the holistic development of athletes, focusing on fundamental skills and qualities applicable across all sports.

- By prioritizing overall athleticism, schools prepare athletes to excel not only in their primary sport but also in a diverse range of athletic endeavors.

The Concept of "Bucketing": Addressing Common Needs

1. Foundational Athletic Qualities:

- At an early training age, many athletes require similar improvements in foundational athletic qualities such as strength, speed, agility, and flexibility.

- By "bucketing" athletes based on these common needs rather than individual sports, schools can streamline training programs and optimize resources.

2. Efficient Resource Allocation:

- Standardized workouts allow schools to allocate resources more efficiently, focusing on areas of commonality rather than creating separate programs for each sport.

- This approach maximizes coaching expertise, facilities, and equipment, ensuring optimal utilization and benefit for all athletes.

3. Comprehensive Skill Development:

- "Bucketing" athletes based on common needs enables schools to design comprehensive training programs that address a wide range of athletic skills.

- Athletes benefit from a holistic approach to development, enhancing overall athleticism and minimizing the risk of sports-specific imbalances or injuries.

The Benefits of Standardized Workouts:

1. Consistency and Progress Tracking:

- Standardized workouts provide consistency in training, allowing athletes to track progress over time and set achievable goals.

- Clear benchmarks facilitate objective assessment, motivating athletes to strive for continuous improvement.

2. Accountability and Commitment:

- Participating in the same workouts fosters a sense of accountability and commitment among athletes.

- Knowing that their teammates are completing the same regimen motivates individuals to give their best effort and stay consistent with training.

3. Cross-Sport Transferability:

- Standardized workouts emphasize fundamental athletic qualities that are transferable across sports, such as strength, speed, and agility.

- Athletes develop a diverse skill set that translates seamlessly from one sport to another, enhancing versatility and adaptability.

Conclusion

In the dynamic landscape of high school athletics, a unified sports performance program with standardized workouts emerges as a beacon of collective growth and excellence. By prioritizing the development of foundational athletic qualities and adopting a "bucketing" approach to training, schools can nurture well-rounded athletes equipped for success in any sport. The benefits extend beyond individual achievement, fostering a culture of inclusivity, equity, and camaraderie among athletes. As schools embrace the concept of unity in sports performance, they lay the groundwork for a generation of athletes poised to excel not only on the field but also in the broader arena of life. By investing in the holistic development of student-athletes, schools cultivate a legacy of athletic excellence and empower individuals to reach their fullest potential, united in pursuit of greatness.