Strength and Conditioning For Sports Performance

Strength and Conditioning for Sports
Performance
An effective strength and conditioning programme is an essential component of the preparation

of any athlete or sportsperson. Strength and Conditioning for Sports Performance is a comprehen-
sive and authoritative introduction to the theory and practice of strength and conditioning,
providing students, coaches and athletes with everything they need to design and implement
effective training programmes.
The book includes a clear and rigorous explanation of the core science underpinning
strength and conditioning techniques and gives a detailed, step-by-step guide to all of the
key training methodologies, including training for strength, speed, endurance, agility and
flexibility, as well as plyometrics. Throughout the book the focus is on the coaching process,
with every chapter highlighting the application of strength and conditioning techniques in
everyday coaching situations. The book also includes a unique and extensive section of sport-
specific chapters, each of which examines in detail the application of strength and conditioning
to a particular sport, from football and basketball to golf and track and field athletics.
The book includes contributions from world-leading strength and conditioning specialists
in every chapter, including coaches who have worked with Olympic gold medallists and
international sports teams at the very highest level. Strength and Conditioning for Sports
Performance is an essential course text for any degree-level student with an interest in strength
and conditioning and all students looking to achieve professional accreditation, and an invalu-
able reference for all practising strength and conditioning coaches.
Ian Jeffreys is an internationally renowned coach, educator and author. He is a Professor

in Strength and Conditioning at the University of South Wales, UK, where he coordinates
all of the University’s strength and conditioning activities, as well as managing the strength
and conditioning programmes for Cardiff City Football Club’s Academy performance
development programme. He is a Certified Strength and Conditioning Specialist (CSCS)
and Certified Personal Trainer (NSCA-CPT) with the National Strength and Conditioning
Association (NSCA), and has been re-certified with Distinction (*D) in both categories. He
was the NSCA’s High School Professional of the Year in 2006, was awarded a Fellowship
by the NSCA in 2009, and in 2015 was awarded the Emeritus Registered Strength
and Conditioning Coach status (RSCC*E). He is a founder member of the UK Strength and
Conditioning Association (UKSCA), and was a member of the Board of Directors from the
organisation’s inception in 2004 through to 2013. In 2015 he was awarded an Honorary
Fellowship by the UKSCA. He is the Editor of the UKSCA journal, Professional Strength and
Conditioning, and is on the Editorial Board for the NSCA’s Strength and Conditioning Journal
and the Journal of Australian Strength and Conditioning.
Jeremy Moody is a Senior Lecturer in Strength and Conditioning and Programme Director
for the MSc in Strength and Conditioning at Cardiff Metropolitan University, UK, teaching
across both the undergraduate and the postgraduate schemes in strength and conditioning. He
is a frequent national and international speaker in the fields of strength and conditioning and
elite sport performance management. His experience extends across many able-bodied and
disability sports, gaining an international coaching reputation having coached successful ath-
letes at the Commonwealth, European,World, Olympic and Paralympic levels of competition
as well as with many youth and developing athletes. His industry-based roles have included
Regional Lead at the English Institute of Sport, Performance Manager at UK Athletics,
Performance Director for the Great Britain Wheelchair Rugby Association, and Performance
Director and Chief Operations Officer at Welsh Judo. He has provided consultancy to Sport
Wales, Sport England, UK Sport, various national governing bodies, and professional sports
teams. A member of the UKSCA Board of Directors on a number of occasions and Chairman
between 2010 and 2012, he was one of the inaugural group to establish the current UKSCA
accreditation procedure (ASCC).
Strength and Conditioning for
Sports Performance
Edited by
Ian Jeffreys and Jeremy Moody
First published 2016
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
 2016 I. Jeffreys and J. Moody
The right of I. Jeffreys and J. Moody to be identified as the author of the editorial material,
and of the authors for their individual chapters, has been asserted in accordance with
sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any
form or by any electronic, mechanical, or other means, now known or hereafter invented,
including photocopying and recording, or in any information storage or retrieval system,
without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks,
and are used only for identification and explanation without intent to infringe.
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
Names: Jeffreys, Ian, editors. | Mood, Jeremy, editors.
Title: Strength and conditioning for sports performance / edited by Ian Jeffreys and
Jeremy Moody.
Description: New York : Routledge, 2016. | Includes bibliographical references and index.
Identifiers: LCCN 2015036074| ISBN 9780415578202 (Hardback) |
ISBN 9780415578219 (Paperback) | ISBN 9780203852286 (eBook)
Subjects: LCSH: Physical education and training—Study and teaching. | Coaching
(Athletics)—Study and teaching. | Muscle strength. | Physical fitness—Physiological
aspects.
Classification: LCC GV711.5 .S767 2016 | DDC 613.7/071—dc23
LC record available at http://lccn.loc.gov/2015036074
ISBN: 978-0-415-57820-2 (hbk)

ISBN: 978-0-415-57821-9 (pbk)
ISBN: 978-0-203-85228-6 (ebk)
Typeset in Perpetua
by Swales & Willis Ltd, Exeter, Devon, UK
Contents
Detailed contents viii

List of figures xvi
List of tables xxii
List of boxes xxvi
List of contributors xxvii
Preface xxxvii
Acknowledgements xxxviii
SECTION 1
Coaching 1
1 Effective coaching in strength and conditioning: the foundations

of the profession 3
Dave Collins and Jeremy Moody
SECTION 2
Scientific basis of training 13
2 The structure and function of the neuromuscular system 15

Ian Jeffreys
3 The biomechanical principles underpinning strength and conditioning 36
Jon E. Goodwin and Daniel J. Cleather
4 The bioenergetics of sports performance 67
James P. Morton and Graeme L. Close
5 Cardiorespiratory control of exercise and adaptation to training 92
Fred J. DiMenna and Andrew M. Jones
6 The endocrine responses to training 118
Duncan N. French
7 Nutrition for human performance 143
Graeme L. Close and James P. Morton
vi Contents
SECTION 3
Strength and conditioning: applied practice 179
8 Effective needs analysis and functional training principles 181

Steven S. Plisk
9 Performance diagnostics 201
Jeremy M. Sheppard and Tim J. Gabbett
10 Screening methods for the strength and conditioning practitioner 216
Raphael Brandon
11 Developing strength and power 230
Michael H. Stone, Prue Cormie, Hugh Lamont and Meg Stone
12 Weightlifting for sports performance 261
Clive Brewer and Mike Favre
13 Plyometric training: theory and practice 304
Jon E. Goodwin and Ian Jeffreys
14 Developing speed and agility for sports performance 341
Ian Jeffreys and Jon E. Goodwin
15 Developing endurance for sports performance 372
16 Flexibility: developing effective movement 387
William A. Sands and Jeni R. McNeal
17 The essentials of periodisation 404
G. Gregory Haff
SECTION 4
Special considerations in strength and conditioning 449
18 Thinking sensibly about recovery 451

William A. Sands
19 Paediatric strength and conditioning 484
Avery D. Faigenbaum and Fernando Naclerio
20 Working with special populations 506
Mark Jarvis and Jeremy Moody
21 Performing in extreme environments 519
Charles Pedlar and GregWhyte
22 Facility design, maintenance, safety issues and record keeping 536
John H.Taylor
Contents vii
SECTION 5
Sport-specific strength and conditioning 551
23 Strength and conditioning for football 553

Gary J.Walker
24 Strength and conditioning for cricket 564
Huw Bevan
25 Strength and conditioning for golf 580
Liam Hennessy
26 Strength and conditioning for rowing 589
AlexWolf
27 Strength and conditioning for field hockey 600
Andy Hudson
28 Strength and conditioning for basketball 614
John H.Taylor
29 Strength and conditioning for tennis 626
Narelle Sibte
30 Strength and conditioning for cycling 642
Martin Evans
31 Strength and conditioning for track and field: throws 647
Meg Stone
Glossary 653
Index 660
Detailed contents
List of figures xvi

List of tables xxii
List of boxes xxvi
List of contributors xxvii
Preface xxxvii
Acknowledgements xxxviii
SECTION 1
Coaching 1
1 Effective coaching in strength and

conditioning: the foundations of the profession 3
1.1 Introduction 3
1.2 What is an S&C coach supposed to do? 3
1.3 How should the S&C coach work? 5
1.4 What should the S&C coach know? 7
1.5 How should the S&C coach think? 9
1.6 Helping to ensure more accurate professional judgement and
decision making 9
1.7 Summary 11
SECTION 2
Scientific basis of training 13
2 The structure and function of the neuromuscular system 15

Ian Jeffreys
2.1 The neural control of muscular action 15
2.2 Muscular elements of force production 19
2.3 Muscle fibre type 24
2.4 Excitation–contraction coupling and the sliding filament theory 26
2.5 Fundamental principles of force modulation 28
2.6 Control of muscle actions 30
Detailed contents ix
2.7 Muscle stiffness 32
2.8 Summary 33
3 The biomechanical principles underpinning

strength and conditioning 36
Jon E. Goodwin and Daniel J. Cleather
3.1 Why is the study of biomechanics important to the strength
and conditioning coach? 36
3.2 Fundamentals of classical mechanics 36
3.3 Work, energy and power 41
3.4 Impulse and momentum 45
3.5 Influence of gross anatomy and body position 54
3.6 From muscles to movement 56
3.7 Influence of fine anatomy and architecture 58
3.8 The mechanics of dynamic correspondence 62
3.9 Summary 65
4 The bioenergetics of sports performance 67

James P. Morton and Graeme L. Close
4.1 Introduction 67
4.2 Overview of energy systems and storage 68
4.3 Carbohydrate metabolism 74
4.4 Lipid metabolism 80
4.5 Energy for strength, power and high-intensity sports 82
4.6 Energy for strength, power and sprint-based sports 82
4.7 Energy for endurance sports 84
4.8 Energy for high-intensity intermittent sports 87
4.9 Summary 89
5 Cardiorespiratory control of exercise and adaptation

to training 92
5.1 Cardiovascular and pulmonary function at rest 92
5.2 Cardiovascular and pulmonary function during exercise 95
5.3 Chronic cardiovascular and pulmonary adaptations to training 103
5.4 Chronic adaptations of the heart 103
5.5 Chronic adaptations of blood/blood flow 106
5.6 Chronic adaptations of the lungs 109
5.7 Chronic adaptations of muscle 110
5.8 Summary 111
6 The endocrine responses to training 118

Duncan N. French
6.1 Introduction 118
6.2 The endocrine system 118
x Detailed contents
6.3 Hormone characteristics 120
6.4 Function of hormones 122
6.5 The endocrine system in strength and conditioning 124
6.6 Pituitary–testicular system and sex hormones 126
6.7 Pituitary–adrenocortical system 129
6.8 Growth hormone and growth factors 131
6.9 Pancreatic hormones 134
6.10 Summary 135
7 Nutrition for human performance 143

Graeme L. Close and James P. Morton
7.2 Carbohydrates 144
7.3 Proteins 151
7.4 Fats 155
7.5 Hydration 158
7.6 Micronutrients 160
7.7 Sports supplements and ergogenic aids 167
7.8 Contemporary issues: nutrient–gene interactions 170
7.9 Summary 172
SECTION 3
Strength and conditioning: applied practice 179
8 Effective needs analysis and functional training principles 181

Steven S. Plisk
8.1 Fundamentals: training principles 182
8.2 Specificity: triangulating on the target 183
8.3 Situation: developmental issues 195
8.4 Summary 198
9 Performance diagnostics 201

Jeremy M. Sheppard and Tim J. Gabbett
9.2 Testing considerations 201
9.3 Strength and power assessment and profiling 205
9.4 Comparison and interpretation methods 206
9.5 Change of direction speed and agility 208
9.6 Repeat-sprint ability, intermittent running and
aerobic qualities 209
9.7 Recording and presentation of results 212
9.8 Summary 212
10 Screening methods for the strength and

conditioning practitioner 216
Raphael Brandon
Detailed contents xi
10.2 Defining strength and conditioning screening versus
strength diagnosis and physiological and clinical
assessment 216
10.3 Passive range of motion assessments 217
10.4 Active range of motion and dynamic stability assessments 217
10.5 Conditioning and muscle balance assessments 225
10.6 Summary 227
11 Developing strength and power 230

Michael H. Stone, Prue Cormie, Hugh Lamont and Meg Stone
11.2 The importance of strength and power 230
11.3 Neuromuscular mechanisms involved with strength and
power development 233
11.4 Programme design considerations for strength and power
development 242
11.5 Summary 249
12 Weightlifting for sports performance 261

Clive Brewer and Mike Favre
12.2 Strength lifts: the squat 262
12.3 Weightlifting movements and their derivatives 275
12.4 Summary 302
13 Plyometric training: theory and practice 304

Jon E. Goodwin and Ian Jeffreys
13.1 Defining plyometrics 304
13.2 The stretch–shorten cycle 304
13.3 Proposed mechanisms of SSC enhancement 305
13.4 Adaptive responses to plyometric training 309
13.5 Classifying plyometrics 310
13.6 Modulating plyometric intensity 313
13.7 Implementing plyometric programmes 315
13.8 Session design 320
13.9 Programme design 321
13.10 Monitoring plyometric training 322
13.11 Plyometric exercises 323
13.12 Summary 339
14 Developing speed and agility for sports performance 341

Ian Jeffreys and Jon E. Goodwin
14.2 Speed 343
14.3 Acceleration 358
14.4 Agility 361
14.5 Summary 369
xii Detailed contents
15 Developing endurance for sports performance 372
15.2 Energy transfer during exercise 373
15.3 Endurance training: components of endurance 375
15.4 Training specificity 378
15.5 Training zones for endurance training 380
15.6 High-intensity interval training 381
15.7 Summary 383
16 Flexibility: developing effective movement 387

William A. Sands and Jeni R. McNeal
16.2 From where does flexibility come? 389
16.3 Aesthetic versus non-aesthetic sports 390
16.4 Active versus passive flexibility and stretching 391
16.5 A simple model for effective movement 391
16.6 Types, guidelines and effects of stretching 392
16.7 Vibration and stretching 395
16.8 Increasing strength to increase ROM 396
16.9 Summary 397
17 The essentials of periodisation 404

G. Gregory Haff
17.2 Defining periodisation 405
17.3 Goals of periodisation 406
17.4 General underlying principles of periodisation 407
17.5 Hierarchical structure of a periodised training plan 410
17.6 Sequencing and integrating training 423
17.7 Structuring a sequenced and integrated periodised
training plan 429
17.8 Summary 444
SECTION 4
Special considerations in strength and conditioning 449
18 Thinking sensibly about recovery 451

William A. Sands
18.2 What is training? 451
18.3 What is recovery? 452
18.4 Divide and conquer: how do you recover and adapt? 453
18.5 Training, planning and periodisation 454
18.6 Medical and physiological methods and modalities 455
Detailed contents xiii
18.7 What might be going on? 463
18.8 Psychological methods and modalities 465
18.9 Why all the scepticism? 467
18.10 Summary 473
19 Paediatric strength and conditioning 484

Avery D. Faigenbaum and Fernando Naclerio
19.2 Risks and concerns associated with paediatric strength
and conditioning 485
19.3 Effectiveness of paediatric strength and conditioning 487
19.4 Potential benefits of paediatric strength and conditioning 491
19.5 Paediatric strength and conditioning guidelines 494
19.6 Programme design considerations for children and adolescents 497
19.7 Summary 498
20 Working with special populations 506

Mark Jarvis and Jeremy Moody
20.2 Cerebral palsy 507
20.3 Amputees 511
20.4 SCI 513
20.5 Visually impaired 516
20.6 Les autres 517
20.7 Summary 518
21 Performing in extreme environments 519

Charles Pedlar and GregWhyte
21.2 Heat 520
21.3 Altitude 524
21.4 Cold 530
21.5 Depth 531
21.6 Pollution 533
21.7 Summary 534
22 Facility design, maintenance, safety issues and record

keeping 536
John H.Taylor
22.1 Initial considerations 536
22.2 Programme analysis 538
22.3 Feasibility study 538
22.4 Building development plan 539
22.5 Construction 544
22.6 Human resources 544
22.7 Summary 550
xiv Detailed contents
SECTION 5
Sport-specific strength and conditioning 551
23 Strength and conditioning for football 553

Gary J.Walker
23.2 Needs analysis 553
23.3 Injury reduction 554
23.4 Improving physical performance 557
23.5 Summary 563
24 Strength and conditioning for cricket 564

Huw Bevan
24.2 Basic structure of games and player positions 564
24.3 Physiological and movement demands of batting 565
24.4 Physiological and movement demands of bowling 567
24.5 Physiological and movement demands of fielding 568
24.6 Fitness testing 568
24.7 Injury prevention 571
24.8 Climate 572
24.9 Schedule 573
24.10 Phases 576
24.11 Summary 578
25 Strength and conditioning for golf 580

Liam Hennessy
25.2 Fitter means better golf 580
25.3 Programme design 583
25.4 Summary 587
26 Strength and conditioning for rowing 589

AlexWolf
26.1 Rowing as a sport 589
26.2 Biomechanical characteristics of rowing 589
26.3 Strength characteristics of rowers 590
26.4 Injury risks 590
26.5 Training monitoring 591
26.6 Putting it all together 592
26.7 Athlete case study 593
26.8 Summary 598
27 Strength and conditioning for field hockey 600

Andy Hudson
27.1 Strength and conditioning as part of the solution to a
‘performance problem’ 600
Detailed contents xv
27.2 The constants 600
27.3 The variations 601
27.4 Structuring your programme 601
27.5 Targeted development for this period 604
27.6 The goalkeeper: a special consideration 606
27.7 Summary 612
28 Strength and conditioning for basketball 614

John H.Taylor
28.2 Energetics 614
28.3 Mechanics 615
28.4 Anthropometrics 616
28.5 Injuries 616
28.6 Evidence-based training 616
28.7 Training integration 617
28.8 Summary 623
29 Strength and conditioning for tennis 626

Narelle Sibte
29.2 Characteristics of different court surfaces 627
29.3 Injury profiles in tennis 627
29.4 Player case study 628
29.5 Putting it all together 631
29.6 Evaluation and monitoring 635
29.7 Summary 640
30 Strength and conditioning for cycling 642

Martin Evans
30.2 Strength and conditioning and cycling 642
30.3 Summary 646
31 Strength and conditioning for track and field: throws 647

Meg Stone
31.2 Strength development 648
31.3 Power and explosiveness 650
31.4 Summary 652
Glossary 653
Index 660
Figures
1.1 An exemplar ‘nested’ planner for a 19-year-old 400 m runner 6

1.2 The coaching schematic: required knowledge and how it applies
in sports coaching 8
2.1 The central and peripheral nervous systems 16
2.2 A modified diagram outlining contemporary opinions of muscle
contraction 19
2.3 Muscle structure 20
2.4 Muscle fibre structure 21
2.5 Structure of skeletal muscle 22
3.1 The relationship between gradient and rate of change 37
3.2 Force–time plot of the contact period during a drop (rebound) jump 43
3.3 Force–time plot demonstrating the strategies of three different athletes
to achieve the same jump height during a jump squat 46
3.4 A biomechanical analysis of the power clean: force: time considerations 47
3.5 Resolution of ground reaction force (R̄) into component forces (normal
force and frictional force) 50
3.6 The location of the centre of mass of an athlete can change based upon
changes in body posture 51
3.7 Ground reaction forces during acceleration 52
3.8 The ready position 53
3.9 Typical descriptors for axes and planes of motion 54
3.10 Force–length (length–tension) curve 60
3.11 The force–velocity relationship in skeletal muscle, and resulting power
production/absorption, in concentric and eccentric actions 60
3.12 Contractile units in parallel and in series 61
4.1 Overview of predominant energy systems fuelling energy production
during common sporting activities 68
4.2 (a) The structure of ATP, (b) ATP hydrolysis and (c) ATP re-synthesis 69
4.3 The creatine kinase reaction 70
4.4 The adenylate kinase reaction 70
4.5 Summary of the (a) anaerobic and (b) aerobic metabolism of glucose 71
4.6 The muscle free amino acid pool 71
4.7 Metabolism of the BCAAs 72
4.8 Schematic summary of the metabolic pathways regulating CHO and lipid
metabolism 74
Figures xvii
4.9 (a) The degradation of glycogen via glycogen phosphorylase and
(b) the formation of glucose-6-phosphate 75
4.10 The formation of glucose-6-phosphate from glucose 75
4.11 Overview of the glycolytic metabolism of (a) glucose and (b) glycogen 75
4.12 The glycolytic pathway 76
4.13 The production of lactate 77
4.14 The Krebs (citric acid) cycle 78
4.15 Overview of the electron transport chain 79
4.16 Effects of exercise intensity on substrate utilisation 85
5.1 Examples of acute adaptation of HR to increasing work rate 97
5.2 VO2, VCO2 and ventilatory responses to a ‘ramp’ incremental protocol 101
5.3 Acute adaptations in cardiovascular function, ventilation and O2 extraction 111
5.4 Chronic adaptations to endurance exercise 112
6.1 The endocrine system 119
6.2 The lock-and-key mechanism 123
6.3 Positive/negative feedback loop 123
7.1 Proposed model of protein requirements of athletes in g/kg-1 body mass 152
7.2 Theoretical dose–response relationship to micronutrient intake
in humans 161
7.3 Flow diagram designed to assist the athlete in deciding if a supplement
is worth taking or not 167
8.1 Effective needs analysis involves triangulating on the performance
target according to three types of specificity criteria: mechanics,
energetics and coordination 184
8.2 The force–velocity relationship in skeletal muscle, and resulting power
production/absorption, in concentric and eccentric actions 185
8.3 Force as a function of time, indicating maximum strength, rate of force
development, and force at 0.2 second for untrained, heavy resistance
trained and explosive–ballistic trained subjects 186
9.1 Comparison of mean concentric power output in the bench throw across
a spectrum of loads between two athletes 207
9.2 Comparison of peak concentric power output in the jump squat across a
spectrum of loads between two athletes 207
9.3 Comparison of peak displacement in the jump squat across a spectrum
of loads between two athletes 208
9.4 Radar plot of selected physical qualities for two team sport athletes 211
10.1 Squat 218
10.2 Lunge (with stick on shoulders) 219
10.3 Hurdle step 221
10.4 Hop landing 224
10.5 Side plank 226
11.1 Isometric force–time curves generated from a maximum effort
mid-thigh pull 232
11.2 Potential metabolic and mechanical stimuli for muscle remodelling 235
11.3 Overview of basic muscle hypertrophy mechanisms 236
11.4 Theoretical aspects of training for increased strength and power through
systematic muscle and nervous system enhancement 244
xviii Figures
11.5 Theoretical model for strength–power training 245
11.6 Theoretical model for power adaptation 247
12.1 The high bar back squat 262
12.2 Preparation to lift 263
12.3 Grip and hand placement 264
12.4 The descent 266
12.5 The bottom position 267
12.6a A single-person spot 270
12.6b The spotter’s arms come under the athlete’s armpits to lift the
athlete, not the bar 270
12.6c A three-person spot 271
12.7 The front squat 272
12.8 The overhead squat 273
12.9 The pistol squat 274
12.10 The snatch 276
12.11 The start 278
12.12 The hook grip 279
12.13 The moment of separation 280
12.14 The end of the first pull 280
12.15 Bar velocity during the lift 281
12.16 The transition phase 282
12.17 The power position 284
12.18 The end of the second pull 286
12.19 The catch 287
12.20 The recovery 288
12.21 Bar path through the snatch 289
12.22 The clean 290
12.23 The clean catch 291
12.24 The clean recovery 292
12.25 Potential teaching sequence to develop the clean 294
12.26 The jerk 296
12.27 The set position 297
12.28 The dip 298
12.29 The drive 299
12.30 The receiving position 300
12.31 The Murray Cross 300
13.1 Phases of the stretch–shorten cycle 306
13.2 Hill’s three-component model 307
13.3 Force trace of a countermovement jump and squat jump 309
13.4 Factors affecting plyometric intensity 312
13.5 Factors changing stress imposed in a typical lower limb plyometric drill 314
13.6 Athlete considerations in plyometric programming 316
13.7 A stronger and weaker athlete developing ground force during a
plyometric drill 316
13.8 Field assessment of the continuum of contractile abilities using training
log ratios 317
13.9 Common problems evident during plyometric screening 318
Figures xix
13.10 Depth jump 324
13.11 Approach to box step and jump to box 325
13.12 Tuck jump 325
13.13 High hurdle tuck jumps 326
13.14 Lateral hurdle jumps 327
13.15 Low hurdle jumps 328
13.16 Skips 329
13.17 Hops 330
13.18 Hops with active leg recovery 330
13.19 Bounds 331
13.20 Zigzag patterns 332
13.21 Depth push-ups 334
13.22 Smith machine plyo press 334
13.23 Medicine ball receive and push pass 335
13.24 Medicine ball receive and push pass off one shoulder 336
13.25 Catch a throw on the twist (short-range rebound) 336
13.26 Overhead straight arm wall rebounds 338
14.1 Contact length and contact time during stance 344
14.2 Stance velocity variance and resultant stride length 346
14.3 Sprinting technical model 347
14.4 Common drills for facilitating speed development 356
14.5 Starting and acceleration technique 359
14.6 Target movement patterns 363
14.7 Progressing drill openness: a continuum as opposed to a discrete
distinction 367
14.8 A movement development pyramid 368
15.1 Energy system contribution and cycling power profile 375
15.2 Oxidative contribution to specific track and field events 376
15.3 Theoretical proportional contribution of the four components of
endurance for different track and field events 377
15.4 The training zones defining a continuum of endurance exercise 380
16.1 Model of the interactions of several fitness components and their
integration for effective movement 392
17.1 General adaptation syndrome 408
17.2 The stimulus–fatigue–recovery–adaptation theory 409
17.3 The fitness–fatigue theory 409
17.4 Basic hierarchical structure of a periodised training plan 411
17.5 Example classic annual training plan and macrocycle sub-phase structure 413
17.6 Example alternative approaches to structuring the classic annual training
plan and macrocycle phase structure 414
17.7 Example sequencing of mesocycles to create a macrocycle 417
17.8 Classification of microcycles 420
17.9 Basic conjugated sequencing structure 428
17.10 Example sequential application of accumulation, transmutation and
realisation blocks for developing muscular power 429
17.11 Example annual training plan utilising a sequential application of
accumulation, transmutation and realisation models 431
xx Figures
17.12 Example of sequencing of accumulation, transmutation and
realisation blocks 432
17.13 Example sequencing model for the development of speed–strength 432
17.14 Example annual training plan template 436
17.15 Example annual training plan for a Division I collegiate volleyball team 438
17.16 Example annual training plan with training factor sequencing and
integration 440
17.17 Example of a 6:1 microcycle 443
18.1 Example annual training plan 456
18.2 Response choices to the statement ‘The Recovery Center meets
my needs’ 468
18.3 Response choices to the statement ‘The Recovery Center improves
my performance in practice and competition’ 468
18.4 Response choices to the statement ‘I miss the Recovery Center when
I travel for competition’ 469
18.5 Recovery Center use in visits per week 469
18.6 Survey results of 50 athletes and their preferred Recovery Center
modalities 470
18.7 Survey results of 50 athletes showing what the athletes do away from
the controlled and tallied environment of modality usage in the
Recovery Center 470
18.8 Soreness profile for all sports 471
18.9 Soreness profile for cycling 472
18.10 Soreness profile for shooting 473
18.11 Soreness profile for figure skating 474
18.12 Hours of massage by resident non-medallists versus medallists 474
19.1 Model of expected outcomes of strength and conditioning during
childhood and adolescence 488
19.2 Expected strength changes with growth, resistance training, detraining
and maintenance training during childhood and adolescence 490
20.1 Triangulation of understanding for successful S&C coaching 507
20.2 Structure of the spine and nerve inputs 514
21.1 The oxygen cascade from air to mitochondria within the muscle cell in
21 per cent oxygen and 12 per cent oxygen (simulating an altitude of
approximately 4,300 metres) 525
21.2 Distance runners training in a normobaric hypoxic chamber at St Mary’s
University College in Twickenham, UK 529
22.1 S&C facility floor plan 541
23.1 The inter-relationship between players and support staff in injury
reduction 555
23.2 Injury risk can be reduced by manipulating a number of on- and off-field
training variables 556
23.3 A player’s strength and power profile relative to the squad mean
indicated by Z scores above or below the mean 559
24.1 The five most common sites for injury for a batsman during the 2010
FCCC season 571
24.2 The five most common sites for injury for a bowler during the
2010 FCCC season 572
Figures xxi
24.3 Outline training plan, fixtures and estimated workload for county,
international all formats, Test and ODI players for the period 7 February
2011 to week beginning 2 April 2012 575
25.1 Characteristics of top golfers 581
25.2 ‘C’ posture and neutral at address 585
25.3 The original set-up posture is highlighted using the three red lines and
the square box occupying the set-up or address position of the head.
As the swing progresses, the coach will watch to see if the player
moves off these lines significantly at any stage during the swing 585
26.1 Overview of the rower’s season 594
27.1 Needs analysis for impacting upon performance 601
27.2 Physical preparation planner (extracted from a long-term
macro planner) 603
27.3 Competition countdown: weeks 40 and 39 (extracted from the
main planner) 604
27.4 Conditioning prescription for maximal aerobic speed (week 40 –
from Olympic Games) 605
27.5 Movement skills development, or conditioning for key body positions 607
29.1 (a) The low backhand is very similar to a lunge or split squat;
(b) on serve, legs are loaded before a rapid triple extension on contact 629
29.2 Competition schedule and workload log 630
29.3 Physiological profile of a tennis training session for the case study
player during block 1, with drill selection manipulated to enhance
training effect 632
29.4 Specific stretches to address musculoskeletal screening and current
body status 634
29.5 Physical preparation plans for a player who is two, three or four days
out from his/her next competitive singles match 636
29.6 Training load for weeks 19 and 20, with matches on days 6, 7, 8, 11,
12 and 13 639
29.7 RESTQ results from week 20 639
31.1 Macrocycle 1 650
31.2 Macrocycle 2 651
Tables
2.1 Muscle fibre types 25

3.1 Scalars and vectors 37
3.2 Kinematics 38
3.3 Newton’s laws 48
4.1 Overview of energy storage within key tissues of the
human body 73
4.2 Typical sporting activities and their metabolic substrate supply 82
5.1 The chronic adaptations to regular endurance training are
reflected in these changes in function that would be expected
at rest and during submaximal (i.e. at the same absolute
submaximal work rate) and maximal exercise 113
6.1 Major hormones of the endocrine system 120
7.1 Examples of common simple and complex CHOs which athletes
are likely to consume in their daily diet 144
7.2 Overview of common CHO foods ranked according to their
GI rating 145
7.3 Likely daily CHO requirements for athletes based on duration
and intensity of training demands 146
7.4 Example of a CHO loading meal plan providing 8 g.kg-1 body
mass for a 75 kg athlete (600 g) 147
7.5 Examples of pre-exercise CHO meals providing approximately
2 g.kg-1 body mass for a 75 kg athlete 148
7.6 Example of post-exercise CHO snacks providing approximately
1.2 g.kg-1 body mass for a 75 kg athlete, which would be considered
appropriate to maximise short-term muscle glycogen re-synthesis 150
7.7 Essential and non-essential amino acids 151
7.8 Protein requirements of sedentary individuals and athletes 153
7.9 Examples of common protein-containing foods 154
7.10 Typical foods containing the essential fatty acids omega 3 and
omega 6 156
7.11 Major fat-soluble vitamins, their physiological role, typical food
sources, the likelihood of deficiency in athletes, and RNI for
non-pregnant adults 162
7.12 Major water-soluble vitamins, their physiological role,
typical food sources, the likelihood of deficiency in athletes,
and RNI for non-pregnant adults 164
Tables xxiii
7.13 Common minerals that athletes may be deficient in, their
physiological role and typical food sources 165
7.14 Summary of the major non-prohibited supplements used
by athletes 168
7.15 Potential strategy to incorporate the train-low, compete-high
model to the weekly training and playing schedule of the team
sports athlete who has a competition every seven days 171
8.1 Tactical modelling procedure for establishing special endurance
training criteria 190
8.2 Classic methods for special endurance development 191
8.3 Motor skill objectives targeted for instruction by grade and
goal area 193
9.1 Interpretation and training prescription for four players with
different results on the reactive agility test 210
10.1 Summary of English Institute of Sport S&C screening menu 226
11.1 Some of the main factors influencing the development of strength
and power 237
12.1 The power outputs of different exercises 275
12.2 The derivative or partial movements of the full ‘Olympic’ lifts 294
13.1 Plyometric aims and rationale through a training year 322
14.1 Stride length and stride rate as multifactorial outcomes 345
14.2 Common problems and examples of possible outcomes of analysis
with associated interventions 352
14.3 Common specific sprint practices 355
14.4 Fundamental movement types 362
15.1 Typical weekly training programme for an elite marathon runner 384
17.1 Goals of periodisation 406
17.2 Classic mesocycle classifications 416
17.3 Classification of preparatory microcycles 421
17.4 Classification of competitive microcycles 422
17.5 Compatible training factors 424
17.6 Steps in crafting the multi-year plan 433
17.7 Annual training plan design steps 434
17.8 Action steps for designing macrocycles 442
17.9 Action steps for designing mesocycles 442
17.10 Action steps for designing microcycles 442
19.1 Modifiable risk factors associated with paediatric strength and
conditioning injuries 487
19.2 Potential benefits of paediatric strength and conditioning 491
19.3 General paediatric strength and conditioning guidelines 494
20.1 Sports and their representative categories (Summer Games) 508
20.2 Sports and their representative categories (Winter Games) 508
20.3 Categorisation of the effects of cerebral palsy 508
21.1 Cooling strategies 521
21.2 Symptoms of heatstroke 524
21.3 Selected altitude training venues 527
21.4 Wind chill chart: effect of increasing wind speed on degree of
cooling at different ambient temperatures 531
xxiv Tables
21.5 Common medical conditions affecting ability to dive 533
22.1 Programme analysis checklist 537
22.2 Facility plan and development checklist 540
22.3 Programme manual content 545
22.4 Risk management items 546
23.1 Prehab glute programme performed twice per week before
training 557
23.2 Squad injury prevention warm-up strategy 558
23.3 Prehab hamstring programme following hamstring injury
(performed twice per week) 559
23.4 Criteria for on-field physiological training of football players 560
23.5 Example leg strength programme for a senior player 560
23.6 Example leg power programme for a senior player 561
23.7 Example training scenario for a player during one match
per week 562
23.8 Example training scenario for a player during two matches
per week 562
24.1 Duration of innings, number of balls faced, and number of ones,
twos, threes, fours and sixes for Test and one-day international
50 and 100 runs 566
24.2 Movement category distance by playing position and game format 569
24.3 Movement variables by playing position and game format 570
24.4 Benchmark fitness test scores and typical elite values for senior men 570
25.1 Summary of effectiveness of golf training studies 582
25.2 Description of exercises used in eight-week training programme
for recreational golfers 582
25.3 The exercise routine completed by golfers in the study 583
25.4 Profile of John 586
25.5 Three-week exercise prescription for John 586
26.1 Strength to bodyweight factors for men 592
26.2 Strength to bodyweight factors for women 592
26.3 Mean power goals for 250 m ergometer sprint 592
26.4 Athlete profile 593
26.5 Typical hypertrophy programme 595
26.6 Conditioning programme during hypertrophy block 595
26.7 Tolerance to high-load strength training 596
26.8 Maximum strength session 596
26.9 Upper body focus strength session 597
26.10 Power focus training session 597
26.11 Athlete profile review 598
27.1 Physical qualities and assessment markers for hockey 602
28.1 Field test 618
28.2 Three-phase macro-cycle plan 619
28.3 Training frequency, duration, volume load and volume 620
28.4 Phase II strength and power week training 621
29.1 Typical physical limitations in tennis players 628
29.2 Player profile 628
29.3 Gym session for block 1 631
Tables xxv
29.4 Conditioning session 631
29.5 Medicine ball throw session 633
29.6 Footwork/agility session 633
29.7 Fitness testing comparison April to August 640
30.1 Overview of training year 644
30.2 Example session for an athlete with a good strength training
history in the general preparation period 645
30.3 Sample session for an academy sprint athlete who needs to
improve maximum strength 645
31.1 Exercises to be used in block 1 of macrocycle 1 648
31.2 Exercises to be used in blocks 2 to 5 of macrocycle 1 649
31.3 Sets and repetitions representing the volume load for blocks
2 to 5 of macrocycle 1 649
31.4 Macrocycle 2 set and repetition scheme 651
31.5 Exercises to be used in the power phase of training 652
31.6 The throwing schedule during macrocycle 2 652
Boxes
3.1 Rate of change 37

3.2 Is a jump a jump? Squat, countermovement and depth jumps
differentiating athletes 39
3.3 Integration 42
3.4 Biomechanical analysis of a power clean (1): work–energy
considerations 44
3.5 Force–time analysis of the squat jump 46
3.6 Biomechanical analysis of a power clean (2): force–time
considerations 47
3.7 Free body analysis for the coach 51
3.8 Angular motion 53
9.1 Testing general and specific qualities 202
9.2 Reducing variability 202
9.3 Evaluating validity 203
9.4 Obtaining typical error data 204
9.5 Considerations in test selection 205
10.1 Practical recommendations for robust delivery of movement-based
assessments 225
21.1 Athlete’s perspective: using an altitude tent 528
Contributors
Ian Jeffreys, PhD, ASCC, RSCC*E, CSCS*D, FNSCA, FUKSA Ian is an internationally
renowned coach, educator and author. He is a Reader in Strength and Conditioning at the
University of South Wales, UK, where he coordinates all of the University’s strength and
conditioning activities, as well as managing the strength and conditioning programmes
for Cardiff City Football Club’s Academy performance development programme. He is
a Certified Strength and Conditioning Specialist (CSCS) and Certified Personal Trainer
(NSCA-CPT) with the National Strength and Conditioning Association (NSCA), and has
been re-certified with Distinction (*D) in both categories. He was the NSCA’s High School
Professional of the Year in 2006, was awarded a Fellowship by the NSCA in 2009, and
in 2015 was awarded the Emeritus Registered Strength and Conditioning Coach status
(RSCC*E). He is a founder member of the UK Strength and Conditioning Association
(UKSCA), and was a member of the Board of Directors from the organisation’s inception in
2004 through to 2013. In 2015 he was awarded an Honorary Fellowship by the UKSCA. He
has authored five books: Total Soccer Fitness, Coaches’ Guide to Enhancing Recovery in Athletes:
A Multidimensional Approach to Developing a ‘Performance Lifestyle’ and Developing Gamespeed,
published by Coaches Choice, and Developing Speed and Soccer Speed, published by Human
Kinetics. He is the Editor of the UKSCA journal, Professional Strength and Conditioning, and
is on the Editorial Board for the NSCA’s Strength and Conditioning Journal and the Journal of
Australian Strength and Conditioning.
Jeremy Moody, PhD, ASCC, CSCS Jeremy is a Senior Lecturer in Strength and
Conditioning and Programme Director for the MSc in Strength and Conditioning at Cardiff
Metropolitan University, UK, teaching across both the undergraduate and the postgraduate
schemes in strength and conditioning. He is a frequent national and international speaker
in the fields of strength and conditioning and elite sport performance management. His
experience extends across many able-bodied and disability sports, and he has worked with
many successful athletes at the Commonwealth, European, World, Olympic and Paralympic
levels of competition as well as with many youth and developing athletes. His industry-based
roles have included Regional Lead at the English Institute of Sport, Performance Manager at
UK Athletics, Performance Director for the Great Britain Wheelchair Rugby Association,
and Performance Director and Chief Operations Officer at Welsh Judo. He has provided
consultancy to Sport Wales, Sport England, UK Sport, various national governing bodies,
and professional sports teams. A member of the UKSCA Board of Directors on a number of
occasions and Chairman between 2010 and 2012, he was one of the inaugural group to estab-
lish the current UKSCA accreditation procedure (ASCC).
Huw Bevan, PhD Huw is a former professional rugby player for Bridgend, Cardiff and
Swansea, Huw is currently Performance Manager for the Newport Gwent Dragons. Prior to
that he was the Lead Strength and Conditioning Coach for the England Cricket Team, with
xxviii Contributors
whom he enjoyed a very successful six-year period when they became world number one in
all three formats, as well as T20 World Champions, and won three Ashes series. He also has
extensive experience in rugby, having worked with Ospreys from 2003 until 2008 and previ-
ously with Bridgend, Cardiff and Wales Under 21s as Head of Strength and Conditioning. A
former teacher of physical education, he has a degree in human movement studies from the
University of Wales Institute, Cardiff (UWIC), is a Welsh Rugby Union Level 4 Coach and
has a PhD from Swansea University based on power development in rugby players.
Raphael Brandon, PhD, ASCC Raph is Director of Performance Solutions at the English
Institute of Sport (EIS). Previous to this he was Head of Strength and Conditioning at the EIS,
including leading the delivery of strength and conditioning to the highly successful London
Olympics. Here he oversaw a team of over 40 coaches delivering to the majority of Olympic
and Paralympic sports. He is responsible for developing the knowledge and quality of the
strength and conditioning team and service. As well as extensive experience in technical
leadership and working with UK athletics through the EIS, he has worked with a wide range
of sports privately, including football and tennis, and also ran his own sport science and
fitness business based in London.
Clive Brewer, MSc, ASCC, CSCS Clive was formerly the Head Strength and Conditioning
Coach for the Widnes Vikings rugby league club. He is also the Lead Strength and
Conditioning Coach for Liverpool Ladies Football Club (Super League champions in 2013
and 2014), and the Human Performance Lead for Scotland Rugby League. He has previously
held national lead roles such as the Head of Human Performance (sports science, medicine,
athletic preparation and research) with the Rugby Football League, and the National Lead
for athlete development programmes for sportscotland. Since 2000 he has been a Strength
and Conditioning Facility Manager at the Wimbledon tennis championships, and sits as
part of the championships’ sports medicine committee. He is a former Chairman of the
Interdisciplinary Section of the British Association of Sport and Exercise Sciences (BASES),
and a former Vice-Chair of the UK Strength and Conditioning Association (UKSCA). He
is also the International Association of Athletics Federations’ Strength and Conditioning
Editor, having formerly been the first strength and conditioning national coach with Scottish
Athletics. An internationally published author in academic and coaching journals, he has
written two books on strength and conditioning methods. A Visiting Lecturer at Reykjavik
University, Iceland, he has given keynote presentations at conferences worldwide (includ-
ing the International Science in Rugby Conference, Pre-Olympic Congress, USOC National
Coaches Conference, the European Strength and Conditioning Conference, the National
Strength and Conditioning Association National Conference and the European Association
of Athletics Coaches Conference).
Daniel J. Cleather, PhD, FHEA Dan is a Senior Lecturer in Strength and Conditioning at
St Mary’s University, Twickenham, UK, where he is module convenor for four modules on
the MSc in strength and conditioning. Prior to academia, he spent six years as a Strength and
Conditioning Coach with the English Institute of Sport. In addition, he was a Board member of
the UK Strength and Conditioning Association (UKSCA) from 2005 to 2009 and is currently
a column editor for the UKSCA journal, Professional Strength and Conditioning. His research is
focused on using computer modelling technology to understand the mechanics of human and
animal movement. He has authored over 25 peer-reviewed articles in bioengineering, biome-
chanics and strength and conditioning.
Graeme L. Close, PhD, ASCC Graeme is a Reader in Applied Physiology and Sport
Nutrition at Liverpool John Moores University, where he is the Programme Lead for the
Contributors xxix
MSc in sport nutrition. His research is focused upon vitamin D, applied nutrition in elite
sport, and sarcopenia. He is accredited with the UK Strength and Conditioning Association,
the British Association of Sport and Exercise Sciences, and Sport and Exercise Nutrition
(SENr), as well serving on the SENr Executive Board. He is the Expert Nutrition Consultant
to England Rugby and the Lead Nutritionist for British Ski and Snowboard, and works with
European and US tour golfers. Prior to his academic studies, he was a professional rugby
league player.
Dave Collins, PhD Dave is currently Chair and Director of the Institute of Coaching and
Performance at the University of Central Lancashire and Director of Grey Matters Consultants.
He is a Chartered Psychologist, Registered Supervisor (RAPS) and Associate Fellow of the
British Psychological Society, a Registered Practitioner with the Health and Care Professions
Council (HCPC) and a Chartered Scientist. He is a Fellow of the British Association of Sport
and Exercise Sciences and holds a High Performance Sport Accreditation as a Sport Scientist.
He was also elected a founding Fellow of the Society of Martial Arts. He has written over 130
peer-reviewed publications and over 40 books and book chapters. He has worked in various
roles within high-performance sport since 1985, attending eight Olympics and over 40 World
Championships with various sports. Previously, as Performance Director of UK Athletics, he
directed the programme which took the team from 24th to 5th (World then Olympic), 21st
to 3rd (World Indoors) and 12th to 1st (European Team). He has worked with over 60 World
or Olympic medallists, as well as professional sports teams, dancers, musicians, and executives
in business and public service. He is currently a performance consultant with a variety of pro-
fessional sports organisations, including British Ski and Snowboard, the Chelsea Football Club
Academy, and Motor Sports Team UK. He has provided consultancy around the world, includ-
ing Fiji, Japan, Singapore, Canada and the USA, and to various national sports bodies in Europe.
He has coached rugby to national level, including visiting coaching posts in the USA and Japan.
Prue Cormie, PhD, CSCS Prue is a Senior Research Fellow and an Accredited Exercise
Physiologist, whose research and clinical work focus on the role of exercise in the man-
agement of cancer. She has over 50 refereed publications, five scholarly book chapters or
monographs, 88 refereed conference proceedings, 16 invited conference presentations (five
keynote) and over $2.5 million in competitive research grant funding. She has produced
influential research exploring the efficacy of exercise in counteracting adverse side effects
experienced by people with cancer and especially men with prostate cancer.
Fred J. DiMenna, PhD Fred is an Adjunct Assistant Professor of Movement Science and
Education at Teachers College, Columbia University, New York. He earned his PhD in exer-
cise physiology at the University of Exeter, UK, in 2010 under the supervision of Professor
Andrew Jones. He is Section Editor (Exercise Physiology) of BMC Sports Science, Medicine and
Rehabilitation and serves as an Editorial Board member of Sports and Exercise Medicine.
Martin Evans, BSc, PGDip, ASCC Martin is a Senior Strength and Conditioning Coach
for the English Institute of Sport, currently leading the strength and conditioning services to
British Cycling, a post which he has occupied since 2012. Before this, he was a Strength and
Conditioning Coach for Sport Wales, where he delivered strength and conditioning services
to athletes in a number of sports, including cycling, triathlon, athletics, swimming and com-
bat sports. He started his career in strength and conditioning in rugby, working with various
teams and age groups in the Cardiff Blues region.
Avery D. Faigenbaum, EdD, FACSM, FNSCA Avery is a Full Professor in the Department
of Health and Exercise Science at the College of New Jersey, USA. His research interests
xxx Contributors
focus on paediatric exercise science, physical education and preventive medicine. He has
co-authored over 200 peer-reviewed publications, 40 book chapters and ten books, including
Youth Strength Training, Strength and Power for Young Athletes and Progressive Plyometrics for Kids.
He is a Fellow of the American College of Sports Medicine and of the National Strength and
Conditioning Association. He serves as an Associate Editor of Pediatric Exercise Science and the
Journal of Strength and Conditioning Research.
Mike Favre, MSc, CSCS Mike is the Director of Olympic Sports Strength and Conditioning
at the University of Michigan, where he oversees the physical development for over 30
sports programmes. All areas of long-and short-term planning or periodisation, testing,
education and physical preparation within the Olympic Sports Department fall under his
direction. Previously, he was with the United States Olympic Committee as a Strength and
Conditioning Coach and Physiologist for over five years, where his chief responsibilities
included wrestling, judo and taekwondo. He has also presented and published at the national
and international level. His 18 years of experience include collegiate, professional and elite
international coaching positions. He was the 2011 recipient of the National Strength and
Conditioning Association’s College Strength and Conditioning Coach of the Year Award.
Duncan N. French, PhD, ASCC, CSCS Duncan is recognised as a leading practitioner in
the field of strength and conditioning. He is the Technical Lead for Strength and Conditioning
at the English Institute of Sport in the North-West Region. Since 2004, he has acted as the
National Lead for Strength and Conditioning to both Great Britain Taekwondo and Great
Britain Basketball’s Olympic programmes; he has also coached Olympic, World Championship
and Commonwealth Games medallists from a variety of sporting disciplines. For three sea-
sons from 2009 to 2012, he was the Head of Strength and Conditioning at Newcastle United
Football Club in the Barclays English Premier League. He gained his PhD in exercise physi-
ology from the University of Connecticut, USA. He is a Senior Lecturer at Northumbria
University, with research interests in neuroendocrine responses to resistance training and
muscle physiology. He sat on the UK Strength and Conditioning Association (UKSCA) Board
of Directors from 2008 to 2013, and was Chair of the association from 2011 to 2013.
Tim J. Gabbett, PhD Tim has 20 years’ experience working as an applied sport scientist
with athletes and coaches from a wide range of sports. He holds a PhD in human physiol-
ogy (2000) and has completed a second PhD in the applied science of professional football
(2011), with special reference to physical demands, injury prevention and skill acquisition.
He has worked with elite international athletes over several Commonwealth Games (2002
and 2006) and Olympic Games (2000, 2004 and 2008) cycles. He continues to work as a
sport science and coaching consultant for several high-performance teams around the world.
He has published over 150 peer-reviewed articles and has presented at over 100 national and
international conferences. He is committed to performing world-leading research that can be
applied in the ‘real world’ to benefit high-performance coaches and athletes.
Jon E. Goodwin, MSc, FHEA, CSCS, ASCC Jon is Programme Director of the MSc in
Strength and Conditioning at St Mary’s University in Twickenham, London. He developed
the first BSc specialist programme in strength and conditioning in 2006 prior to validating
the distance learning MSc in 2008. He was a UK Strength and Conditioning Association
(UKSCA) Board member from 2006 to 2008 and is a current member of the Editorial Board
for the association’s journal. A UKSCA tutor since 2006 and British Weightlifting tutor since
2012, he was awarded the 2013 Strength and Conditioning Coach of the Year for Education
by the UKSCA. His research interests are in limits to maximum velocity sprinting, and he has
Contributors xxxi
delivered several keynote presentations on this topic in addition to consultancy to national
governing bodies and professional sports teams. He has been coaching since 2000, and his
interests lie most substantially in speed and agility coaching, weightlifting and skill acquisition.
G. Gregory Haff, PhD, CSCS*D, ASCC, FNSCA Greg is a Senior Lecturer and the
Course Coordinator for the Master of Science in exercise science (strength and condition-
ing) at Edith Cowan University in Joondalup, Western Australia. He is the President of the
National Strength and Conditioning Association (NSCA). In 2014, he was named the UK
Strength and Conditioning Association (UKSCA) Strength and Conditioning Coach of the
Year for education and research. Additionally, in 2011 he was awarded the NSCA’s William
J. Kraemer Outstanding Sport Scientist Award in recognition of his research and efforts in
sports science. His research efforts were first recognised in 2001 when the NSCA recog-
nised him as the Young Investigator of the Year. He is a founding Fellow of the NSCA and
served as the organisation’s Vice-President from 2009 to 2010. He is an accredited National-
Level Weightlifting Coach with the United States Weightlifting Federation and the Australian
Weightlifting Federation. He has served as a strength and conditioning consultant for several
high school sports, professional teams, collegiate teams, cyclists, track athletes and soccer
athletes. Finally, he is a UKSCA Accredited Strength and Conditioning Coach.
Liam Hennessy, BA, MSc, PhD, FRAMI Liam is Director of Setanta College, an online
coach education college specialising in strength and conditioning education and providing edu-
cation support to several sporting bodies. Previously he was the Chief Exercise Physiologist to
the Ireland Olympic Team and for ten years was also Director of Fitness with the Irish Rugby
Football Union (IRFU), where he set up the IRFU’s long-term performance and develop-
ment system. He is also Fitness Coach to three-time Major winner Padraig Harrington, hav-
ing worked with Padraig for 20 years. He sits on the Titleist Performance Institute Advisory
Board. He has coached athletes and players in several sporting disciplines up to Olympic and
World Championship level. He has delivered numerous keynote presentations and coaching
workshops internationally and provides consultancy to many international sporting groups.
His current research interests include recovery and workload in sport, as well as the impact
of micro recovery strategies on performance.
Andy Hudson, MSc, ASCC Andy is the Head of Physical Preparation for GB and England
Hockey and is employed by the English Institute of Sport as a Senior Strength and Conditioning
Coach. He runs the strength and conditioning and sports science programmes for the senior
Great Britain teams and oversees the physical preparation of the national development path-
way. He has worked within the national hockey programme since 2007 and has provided
strength and conditioning support for athletes from a range of international-level Olympic,
non-Olympic and Paralympic sports since 2003. He is a graduate of Brunel University in
West London and is accredited with the National Strength and Conditioning Association
(NSCA) and UK Strength and Conditioning Association (UKSCA). He has also worked with
UK Athletics sprint groups and previously ran the strength and conditioning programme for
the England Netball Team. He has presented at the NSCA, UKSCA and Football Association
conferences and continues to develop his knowledge and skills within running-based sports.
Mark Jarvis, MSc, ASCC Mark has been working as an elite strength and condition-
ing coach since 2002. Through his work as the Senior Strength and Conditioning Coach
for the English Institute of Sport across the Midlands he has worked with a vast array of
British athletes across the Olympic sports. This has included medallists at the Beijing 2008
and London 2012 Olympic and Paralympic Games. He has also applied his knowledge in
xxxii Contributors
professional sport through work in both the Scottish and the English Premier Leagues,
working with the first-team squads of Hearts Football Club and West Bromwich Albion
Football Club respectively. He is currently developing his expertise in plyometric training
through research towards a PhD. He also has a published book, Strength and Conditioning for
Triathlon: The 4th Discipline.
Andrew M. Jones, PhD Andrew is Professor of Applied Physiology at the University of
Exeter, UK, where he is Head of Sport and Health Sciences. He is internationally recognised
for his expertise in the following areas: 1) control of, and limitations to, skeletal muscle
oxidative metabolism; 2) causes of exercise intolerance in health and disease; 3) respiratory
physiology, particularly the kinetics of pulmonary gas exchange and ventilation during and
following exercise; and 4) sports performance physiology, particularly in relation to endur-
ance athletics. He has authored more than 220 original research and review articles and is co-
editor of three books. He is a Fellow of the American College of Sports Medicine, the British
Association of Sport and Exercise Sciences, and the European College of Sport Science. He
is Editor-in-Chief of the European Journal of Sport Science and serves on the Editorial Board
of nine other international journals in sports medicine and exercise science. He acted as
Consultant Physiologist to UK Athletics for many years, and he is presently Special Advisor
(Endurance Sports) for the English Institute of Sport.
Hugh Lamont, PhD, CSCS Hugh is Assistant Professor of Exercise Science at California
Lutheran University. Prior to this he worked as an Assistant Professor of Exercise Science
at the University of Mississippi for four years (Autumn 2006 to Summer 2010), and for
two years as an Assistant Professor of Sport and Exercise Science at East Tennessee State
University (Autumn 2010 to Summer 2012). His main areas of expertise are applied neu-
romuscular physiology, strength and conditioning, and assessment of human performance.
Jeni R. McNeal, PhD, CSCS Jeni is a Professor in Exercise Science at Eastern Washington
University. She is the Lead Strength and Conditioning Consultant for USA Diving, conduct-
ing research, training and performance testing, as well as providing coaches’ education. She
has worked with USA Diving for 12 years and three Olympiads. She also served as the Vice-
Chair of Research for the US Elite Coaches Association for Women’s Gymnastics for ten
years. Her primary research focus is on performance aspects of acrobatic sports, including
stretching, strength and power, growth and development, and biomechanics. She has pub-
lished over 50 articles in peer-reviewed journals and conference proceedings on these topics.
James P. Morton, PhD James is a Reader in Exercise Metabolism and Nutrition within the
School of Sport and Exercise Sciences, Liverpool John Moores University. He has published
over 70 research papers in the areas of sport physiology and nutrition, co-authored the first
full-colour exercise biochemistry textbook, Biochemistry for Sport and Exercise Metabolism, and
written numerous book chapters related to exercise metabolism and sports nutrition. He also
provides consultancy support in both sports nutrition and sports training. He is the current
Sports Nutritionist to Liverpool Football Club, Team Sky and a range of professional box-
ers. He is the Academic Advisor to Science in Sport (SiS), is a member of the Performance
Nutrition Advisory Group to the Football Association (FA) and directs nutrition-related
research projects for the English Institute of Sport (EIS).
Fernando Naclerio, PhD, CSCS, CISSN Fernando is a Principal Lecturer in Strength
Training and Sport Nutrition at the University of Greenwich, UK, where he leads the MSc
in strength and conditioning and also coordinates the physiology courses of the sport sciences
degree. He is a Board member of the Paediatric Exercise Science Journal and several Spanish
Contributors xxxiii
scientific international journals. He has authored five books, as well as numerous book
chapters and peer-reviewed articles. He is a habitual visiting lecturer and keynote speaker in
several universities and at international conferences. He has broad experience as a physical
conditioning coach in several sports, with a specific focus in fighting and team sports.
Charles Pedlar, MSc, PhD Charlie is a British Association of Sport and Exercise Sciences
(BASES) accredited Sport and Exercise Scientist (Physiology) and a Reader of Applied Sport
and Exercise Science at St Mary’s University, Twickenham, UK, where he is Director of
Research in the School of Sport, Health and Applied Science. He is Lead Physiologist and
Special Projects Manager at ORRECO Ltd, a company delivering biomarker analytics ser-
vices to professional and Olympic athletes globally. He has over 14 years of experience
working with athletes at this level (at the English Institute of Sport, ORRECO and the St
Mary’s Clinic), and has travelled extensively with teams to altitude and warm-weather train-
ing camps around the world. He is a well-published author in the field of athlete health and
performance, including sleep, altitude, iron status and endurance.
Steven S. Plisk, MSc, CSCS Steve is one of America’s most respected strength and condi-
tioning coaches. His strength and conditioning experience includes work at the US Olympic
Training Center, Yale University, the University of Memphis, James Madison University,
Dartmouth College, Austin Peay State University and the University of Colorado. A native
of Orchard Park, New York, he is a 1987 graduate of SUNY–Buffalo with a BS in sport and
exercise science, and received his MS in kinesiology from the University of Colorado in
1990. He is a Certified Strength and Conditioning Specialist through the National Strength
and Conditioning Association (NSCA), and a Level 1 Coach through USA Weightlifting. He
is a former member of the Board of Directors of the National Strength and Conditioning
Association (NSCA), was on the faculty of the NSCA Coaches’ College, and was an Associate
Editor of the Strength and Conditioning Journal. He has recently retired from the industry and
moved on to Act Two.
William A. Sands, PhD, CSCS William is a sport scientist, trained in exercise physiol-
ogy and biomechanics. He is an Associate Member of Sheffield Hallam University’s Centre
for Sport and Exercise Science and a former professor at East Tennessee State University.
He recently served as the National Director of Education for the National Strength and
Conditioning Association in Colorado Springs, CO. He has served as the Director of the
Monfort Family Human Performance Research Laboratory at Colorado Mesa University. At
the US Olympic Committee in Colorado Springs, he was Recovery Center Leader, Head of
Sport Biomechanics, and Engineering and Senior Physiologist. He has over 40 years of expe-
rience in Olympic sports. He has served as an associate professor at the University of Utah’s
Department of Exercise and Sport Science and Co-Director of the Motor Behavior Research
Laboratory with adjunct appointments in bioengineering and physical therapy. He was the
Department Chair of Exercise Science and Sports Medicine at California Lutheran University
and Director of the Human Performance Laboratory. Other positions include: Director of
Research and Development for USA Gymnastics, Scientific Committee of the International
Gymnastics Federation, and Chair of the United States Elite Coaches Association for Women’s
Gymnastics. He has written 11 books and over 25 book chapters, received over $0.25 million
in grants and contracts, published over 300 articles on sport performance and received over
35 professional awards. He is a Fellow of the American College of Sports Medicine, is certi-
fied as an Athlete Recovery Specialist, Emergency Medical Technician (EMT) and Wilderness
EMT, and has several certifications in emergency communications, emergency medicine,
and search and rescue. He is a former All-American, MVP, Co-Captain, and NAIA Gymnast
xxxiv Contributors
of the Year. He was also a World Championship coach in gymnastics and produced several
Olympians, more than a dozen national team members, and several World Championship
Team members.
Jeremy M. Sheppard, PhD, CSCS Jeremy is a Senior Lecturer in Strength and Conditioning
at Edith Cowan University, where he is contracted by Surfing Australia as Head of Athletic
Development and Sport Science. Prior to this recent appointment, he was Strength and
Conditioning Coach and Senior Strength Scientist with the Queensland Academy of Sport,
the Australian Institute of Sport, the Canadian Sports Centre, and national teams and athletes
from Canada, the USA and Europe, and in the National Football League and National Rugby
League. He is a Master Coach with the Australian Strength and Conditioning Association. He
has published numerous research articles on speed, agility and vertical jump training.
Narelle Sibte, MSc, ASCC Narelle has worked with World and Olympic medallists in
12 different sports, having previously worked at the Australian and English Institutes of
Sport. She has specialised in tennis for six years whilst working as National Strength and
Conditioning Manager at the Lawn Tennis Association (LTA) and then Tennis Australia
(TA). Her particular areas of interest include strength and power development and solving
problems of movement inefficiency. Her current projects are assisting Sam Stosur and the
Fed Cup team in their physical development and devising a long-term athlete development
(LTAD) plan for her son Lachlan.
Meg Stone, ASCC, CSCS, FNSCA Meg is the Director of the Center of Excellence for Sport
Science and Coach Education at East Tennessee State University (ETSU). She is also Director
of the Sports Performance Enhancement Consortium and Assistant Track Coach at ETSU.
She holds the National Collegiate Athletic Association (NCAA) collegiate records in shot and
discus and was a two-time Olympian in the discus for Great Britain. She also won a gold medal
in the 1982 Commonwealth Games. After an illustrious career in track and field, Meg took
the position of Head Strength and Conditioning Coach at the University of Arizona to become
the first ever female Head Strength and Conditioning Coach at a Division 1 football-playing
institution. She was one of four recipients of the first ever Legend in the Field of Strength
and Conditioning award, which was voted on by the Collegiate Strength and Conditioning
Coaches Association (CSCCa). She coached track and field at Appalachian State University
and, in 1999, returned to her native Scotland to become the National Track and Field Coach –
the first woman in Europe to hold a national coaching position. She has coached several
international-level athletes, including four Olympians, in both the United States and Great
Britain, as well as performers.
Michael H. Stone, PhD, CSCS, FNSCA Mike is internationally recognised and considered
one of the leading minds in research in the field of sport science. Now at East Tennessee State
University (ETSU), he has served as the Director of the Exercise and Sports Science Lab
since August 2005. He helped establish the Center of Excellence for Sport Science and Coach
Education in October 2008. He has also helped to implement the first sport physiology and
performance PhD programme in the USA at ETSU. During his more-than-35-year academic
career, he has been on the faculty at five different universities around the world and has
seen his work published more than 150 times. Additionally, he has served in multiple posi-
tions with the United States Olympic Committee and as the Head Strength and Conditioning
Coach at Louisiana State University and Auburn University. He has coached several international-
and national-level weightlifters – including one Olympian – and throwers in both the United
States and Great Britain. He continues to provide consultancy to several professional and
Contributors xxxv
collegiate teams concerning their strength and conditioning programmes. He was
recognised as the recipient of the ETSU Award for Distinguished Research Faculty in 2008.
He is a Fellow of the UK Strength and Conditioning Association (UKSCA) and National
Strength and Conditioning Association (NSCA) and is UKSCA certified (ASCC). In 1991, the
NSCA named him the Sports Scientist of the Year. Nine years later the NSCA honoured him
with the Lifetime Achievement Award.
John H. Taylor, MSc, CSCS John is one of the most respected college strength and con-
ditioning coaches in the US. He has recently retired after over 25 years’ service at New
Mexico State University, where he oversaw the strength and conditioning provision. He was
a former Board member of the National Strength and Conditioning Association (NSCA) and
won the NSCA College Strength and Conditioning Coach of the Year Award in 2001.
Gary J. Walker, PhD, CSCS Gary is a Senior Strength and Conditioning Coach at Manchester
United Football Club, which he joined during the 2007/08 season. His role involves identify-
ing players’ physical strengths and weaknesses and devising off-field conditioning programmes
to develop their robustness, strength and power in order to aid their on-field performance. He
is also responsible for the physical preparation of senior players prior to each training session
and match. He earned a degree in sports science at Loughborough University and completed a
PhD in exercise physiology from the same institution in 2006. He has presented at numerous
conferences, published research in peer-reviewed journals, co-authored book chapters and
produced educational material for the football coaching industry. He is an accredited Strength
and Conditioning Coach with the UK Strength and Conditioning Association (UKSCA)
and National Strength and Conditioning Association (NSCA) and has earned the Football
Association’s Fitness Trainers Award.
Greg Whyte, PhD Greg is a Professor in Applied Sport and Exercise Science at Liverpool
John Moores University and a UK authority on exercise physiology, sports performance
and rehabilitation, which includes having extensive professional experience assessing,
treating and improving the performance of athletes and sporting enthusiasts ranging from
celebrities attempting their first mountain summit to gold medal-seeking Olympians. A
former modern pentathlete, Greg competed in two Olympic Games and has won European
bronze and World Championship silver medals. He is a Fellow of the British Association
of Sport and Exercise Sciences (FBASES) and of the American College of Sports Medicine
(FACSM) and was the Chairman of the charity Cardiac Risk in the Young (CRY) from
1999 to 2009. As one of the pre-eminent sport and exercise scientists nationally and inter-
nationally, he has worked as Consultant Physiologist in a large number of Olympic and
professional sports. Prior to his appointment at Liverpool John Moores University, he was
the Director of Science and Research at the English Institute of Sport (2004–06) and the
Director of Research for the British Olympic Association based at the Olympic Medical
Institute (2001–04). He has published over 200 peer-reviewed papers and eight books in
the area of sport and exercise science and medicine. He is well known for his involvement
in Comic Relief, where he has helped raise over £17 million for Comic Relief and Sport
Relief projects.
Alex Wolf, MSc, PGDip, BSc(Hon), ASCC Alex is the Head of Strength and Conditioning
for the English Institute of Sport (EIS), where he leads a team of over 60 strength and condi-
tioning coaches working with the majority of Olympic and Paralympic sports for Team GB.
He spent almost six years working with GB Rowing, including the preparation for London
2012, where the GB Rowing Team topped the medal table with their best ever medal haul.
xxxvi Contributors
He has spent over a decade working in elite and high-performance sports, working across
Olympic, Paralympic, Commonwealth and professional sports in the UK and internation-
ally through his roles at the EIS and his consultancy company Wolf Sports Performance.
He is currently completing his PhD in neuromuscular physiology and biomechanics at the
Biodynamics Laboratories of Imperial College, London.
Preface
Since the turn of the century there has been a rapid increase in the interest in strength and
conditioning in the United Kingdom. This realisation of the impact that strength and condi-
tioning has on athletic performance led to a growth in demand from sports for the provision
of effective strength and conditioning within a range of performance programmes. This, in
turn, led to an increased demand for strength and conditioning coaches. A challenge at that
time was the lack of an effective accreditation scheme within the UK by which practising
strength and conditioning coaches could be identified and suitably employed. This demand
for an accreditation led to the formation of the UK Strength and Conditioning Association
(UKSCA) in 2004, and the development of its accreditation process, which was rolled out in
2005. Today, this accreditation is widely acclaimed as the key identifier of competency for a
strength and conditioning coach working in the United Kingdom.
This text has been designed to address all elements of competency required for UKSCA
accreditation. As such, it reflects the fact that competency requires more than knowledge,
and requires key practical skills in critical areas of practice. Therefore, the theme running
through the whole text is that of applied practice, allied to a sound scientific basis. To this
end, the chapter authors represent some of the finest minds and applied practitioners in the
world of strength and conditioning.
The book is structured into five sections. Section 1 outlines the key requirement of
effective coaching for the execution of strength and conditioning. Section 2 looks at the key
scientific underpinnings of the training process. This has been designed to address the key
knowledge required to enable safe and effective design of training programmes. Section 3
addresses key elements of training programme design and application. This addresses the
entire strength and conditioning process from needs analysis, through athlete screening and
assessment, and into the design of programmes that address all of the key fitness parameters
of sport. Section 4 focuses on specialised topics within the field of strength and conditioning
such as recovery, facility design, and paediatric strength and conditioning.
Section 5 is a unique element of the book, where leading practitioners outline their
approach to the design and implementation of training programmes within their specialised
sports. These authors have worked with some of the world’s finest athletes, and at the highest
levels of the game, and their insights into the unique challenges that their sports provide and
the solutions that they have applied in their training will be of great benefit to readers.
Acknowledgements
The development of this text has been a long and taxing process, with numerous challenges
along the way. As editors we would like to extend our gratitude to key people without whom
the task would have been insurmountable.
Firstly thanks go to Simon Whitmore and Joshua Wells at Routledge. Your help and guidance
through the entire process from our selection as editors to the completion of the text have
been invaluable.
Special thanks need to go to our copy editor Helen Moss and permissions editor Liz
Williams. You were both key to getting the text in its finished format, and we are forever
grateful for your dedication and hard work throughout this process.
The quality of an edited text depends upon quality authors. The authors involved with
the text are an impressive array of respected experts in their field. As such, they have constant
demands on their time and energy, and we greatly appreciate that they were prepared
to dedicate themselves to writing such excellent chapters. Their willingness to share their
expertise is impressive and greatly valued. Additionally, their patience during the long
process of getting the book to print has been greatly appreciated.
On personal levels, Ian would like to thank his wife Catherine and son James. I thank you
for giving up so much to allow me to pursue my passion of coaching athletes. Your patience
and constant support are greatly appreciated, and were crucial in the completion of this
project. You are two very special people.
Permissions
The publishers would like to thank the following for their permission to reprint their material:
Figure 2.3: J.H. Wilmore et al., Physiology of Sport and Exercise (4th edn), 2008, reproduced with
permission from Human Kinetics Inc.
Figure 3.11: Robert Newton and William Kraemer, ‘Developing explosive muscular power:
Implications for a mixed methods training strategy’, Strength and Conditioning Journal, 16(5),
1994, reproduced with permission from Wolters Kluwer Health, Inc. Copyright © 1994
National Strength and Conditioning Association.
Acknowledgements xxxix
Figure 4.1: Gustavo Nader, ‘Concurrent strength and endurance training: From molecules to
man’, Medicine and Science in Sports and Exercise, 38(11), 2006, reproduced with permission from
Wolters Kluwer Health, Inc. Copyright © 2006 The American College of Sports Medicine.
Figure 4.6: M.J. Gibala, ‘Regulation of skeletal muscle amino acid metabolism during exercise’,
International Journal of Sport Nutrition and Exercise Metabolism, 11, 2001, reproduced with permission
from Human Kinetics Inc. Copyright © 2003 CCC Republication.
Figure 4.8: Lawrence L. Spriet, ‘Regulation of substrate use during the marathon’, Sports
Medicine, 37(4), 2007, reproduced with permission from Springer. Copyright © 2007 Adis Data
Information BV.
Figure 4.16: Luc J.C. van Loon et al., ‘The effects of increasing exercise intensity on muscle fuel
utilisation in humans’, Journal of Physiology, 2004, reproduced with permission from John Wiley
& Sons. Copyright © 2004 John Wiley & Sons.
Figure 7.2: Crown copyright, produced and published by the FSA at cot.food.gov.uk, and
reprinted under the terms of the Open Government Licence (http://www.nationalarchives.gov.
uk/doc/open-government-licence/).
Table 7.11: Stuart M. Phillips, ‘Protein requirements and supplementation in strength sports’,
Nutrition, 20 (7–8), 2004, reproduced with permission from Elsevier. Copyright © 2004 Elsevier
Inc. All rights reserved.
Table 8.1: T.R. Baechle and R.W. Earle (eds), Essentials of Strength Training and Conditioning (3rd
edn), reproduced with permission from Human Kinetics Inc.
Table 8.3: Reprinted by permission of Waveland Press, Inc. from L.E. Kelly and V.J. Melograno,
2004, Developing the Physical Education Curriculum: An Achievement-Based Approach (Long Grove, IL:
Waveland Press, Inc.) © 2004 (reissued 2015). All rights reserved.
Table 9.1: T.J. Gabbett et al., ‘Speed, change of direction speed, and reactive agility of rugby
league players’, Journal of Strength and Conditioning Research, 22(1), 2008, reproduced with permis-
sion from Wolters Kluwer Health, Inc. Copyright © 2008 National Strength and Conditioning
Association.
xl Acknowledgements
Figure 17.3: J.R. Hoffman, 2012, NSCA’s Guide to Program Design, reproduced with permission
from Human Kinetics Inc.
Table 17.5: J.R. Hoffman, 2012, NSCA’s Guide to Program Design, reproduced with permission
Figure 21.1: Russell Richardson, ‘Oxygen transport: Air to muscle cell’, Medicine and Science in
Sports and Exercise, 30(1), 1998, reproduced with permission from Wolters Kluwer Health, Inc.
Copyright © 1998 The American College of Sports Medicine.
Table 21.4: G. Whyte et al., 2005, ABC of Sport and Exercise Medicine (3rd edn), © 2005 Blackwell
Publishing Ltd, ISBN-10: 0 7279 1813 3, reproduced with permission from Wiley-Blackwell.
Table 21.5: G. Whyte et al., 2005, ABC of Sport and Exercise Medicine (3rd edn), © 2005 Blackwell
Publishing Ltd, ISBN-10: 0 7279 1813 3, reproduced with permission from Wiley-Blackwell.
Table 24.1: Rob Duffield and Eric J. Drinkwater, ‘Time–motion analysis of Test and one-day
international cricket centuries’, Journal of Sports Sciences, 26(5), 2008, reproduced with permission
from Taylor & Francis. Copyright © 2008 Routledge.
Table 24.2: C.J. Petersen et al., ‘Movement patterns in cricket vary by both position and game
format’, Journal of Sports Sciences, 28(1), 2010, reproduced with permission from Taylor &
Francis. Copyright © 2010 Routledge.
Table 24.3: C.J. Petersen et al., ‘Movement patterns in cricket vary by both position and game
format’, Journal of Sports Sciences, 28(1), 2010, reproduced with permission from Taylor &
Francis. Copyright © 2010 Routledge.
Table 25.2: Scott Lephart et al., ‘An eight-week golf-specific exercise program improves physical
characteristics, swing mechanics, and golf performance in recreational golfers’, Journal of Strength
and Conditioning Research, 21(3), 2007, reproduced with permission from Wolters Kluwer Health,
Inc. Copyright © 2008 National Strength and Conditioning Association.
Table 25.3: Iain Fletcher and Matthew Hartwell, ‘Effect of an 8-week combined weights and
plyometrics training program on golf drive performance’, Journal of Strength and Conditioning
Research, 18(1), 2004, reproduced with permission from Wolters Kluwer Health, Inc. Copyright
© 2008 National Strength and Conditioning Association.
Table 26.1: E. McNeely et al., ‘Strength and power goals for competitive rowers’, Strength and
Conditioning Journal, 27(3), 2005, reproduced with permission from Wolters Kluwer Health, Inc.
Copyright © 2005 National Strength and Conditioning Association.
Table 26.2: E. McNeely et al., ‘Strength and power goals for competitive rowers’, Strength and
Conditioning Journal, 27(3), 2005, reproduced with permission from Wolters Kluwer Health, Inc.
Copyright © 2005 National Strength and Conditioning Association.
Acknowledgements xli
Publishers’ acknowledgement
The publishers would like to thank Pip Warters (www.acelensman.com, @ acelensman for
taking the photographs for the following figures: 3.4, 3.7, 3.8, 10.1, 10.2, 10.3, 10.4, 10.5,
12.9, 13.1, 13.9, 13.10, 13.11, 13.12, 13.13, 13.14, 13.15, 13.16, 13.17, 13.18, 13.19,
13.20, 13.21, 13.22, 13.23, 13.24, 13.25, 13.26, 14.1, 14.3, 14.4, 14.5, 14.6, 27.5, 29.4.
The publishers would also like to thank the MSc research students at Cardiff Metropolitan
University for their help with the book; all the contributing authors for their invaluable
contributions; and Ian and Jeremy for their remarkable dedication, hard work, patience and
expertise throughout the project.
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Section 1
Coaching
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1 Effective coaching in strength and
conditioning
The foundations of the profession
Learning objectives
Upon completion of this chapter you should be able to:
1. consider the role of a strength and conditioning coach;
2. consider how best you should work and think in order to make the best professional
decisions in your work.
1.1 Introduction
We would like to attempt a conceptualisation of some of the keys areas that are often
overlooked when we observe the discipline area of strength and conditioning (S&C) and,
perhaps more importantly, the process (and indeed processes) of the S&C coach. We would
suggest that S&C coaches across the continuum of development consider the following con-
tent as part of the role whilst digesting the fabulous information provided by such highly rated
applied professionals in the following chapters. Initially we would like to scope the role and
purpose of the S&C coach with regard to the dearth of information about contributory factors
that may affect this. It is a bold attempt to confirm the requirement of clarity and direction,
with a bundle of accountability concerns that accompany such expectations. The chapter also
explores how S&C coaches should work, the environments they work in, and the associated
challenges such environments will demand. Often overlooked are the ancillary knowledge
and the importance of the ‘soft’ skill set within the coaching sector; after all, the job title in
the majority of cases does mention the word ‘coach’. Finally, there is a closer inspection of
the thinking process(es) that may be required as part of the delineated role.
1.2 What is an S&C coach supposed to do?

Given the importance of role clarity for any job, and especially one which involves working
with people, this seems like a good place to start. Of course, there is a whole lot writ-
ten about the multiple roles inherent in generic sports coaching [10] and, consequently, the
equally wide range of knowledge sources on which the coach must draw [2]. Furthermore,
coaches certainly come from a very wide variety of backgrounds [9] and, whilst this diversity
is likely to be lower in S&C, and further decrease as the profession gets established, there are
clear advantages to identifying, gaining acceptance and publicising the core features of role,
4 Dave Collins and Jeremy Moody
knowledge and modus operandi. Lots of this is written elsewhere, however, so, rather than
get into discussion about the coach as expert, social worker, mentor and so on, it is worth
considering what similar and what different challenges the S&C coach will face.
Given that for the moment we consider the coach as what s/he does (rather than what s/he
thinks should be done), the answer to the question which titles this section often involves the
goodness of fit between the individual’s opinions and philosophies and what the job descrip-
tion specifies. Clearly, a lot of this ‘role specification’ should come from the employer, head
coach or whoever else is responsible for the post. Even when this specification seems to fit
with the S&C coach’s individual philosophy, however, it is all too easy for vagaries to cause
problems. Unsurprisingly, perhaps, lack of role clarity is a major issue in any organisation,
leading to underperformance, lack of recognition and general disharmony [4]. This situation
is potentially exacerbated by the pressures of performance demands, and further complicated
when the role is a new one and less understood (or perhaps less commonly understood) by other
members of the working team. Taken together, these factors can raise significant challenges
for the S&C coach, so working to clarify what is expected is almost never a waste of time.
This need for clarity can extend right from higher-order strategy (quite simply, what the
whole organisation is trying to achieve), through means of working, down to the ‘What will I get
from your input?’ questions focused on an individual’s contribution. At the higher levels, this is
best expressed as fitting in with the goals of the group, what Pedlar and colleagues term ‘being
on purpose’ [21]. More definite than often airy-fairy ‘mission statements’, discussion on ‘why
we are here’ helps all involved to pull in the same direction: often a common challenge when
egos get involved. So, for example, an S&C coach employed as part of an exercise-related health
programme would want to be clear on the inherent aspirations for the clients: functional ability
(doing the activities of daily life) is a commonly stated goal, but should providers (including the
S&C coach) be pushing for more of an improvement in function, confidence and aspiration? Or
should the programme work to keep people in their comfort zone, both physically and mentally?
Affinity with these sorts of ‘higher goals’ will be an important feature of coherent service, with
the S&C coach a central part of this – hence the need to get everyone on the same page.
At a lower level, role clarity issues pertain to how the S&C coach works, in particular where
responsibilities begin and end. As an example, consider the role of an S&C coach working with
a squad of athletes. Problems may start when athletics coaches and S&C coaches disagree about
the relative contribution each should make, a situation which may occur because physical con-
ditioning is considered to be a fundamental feature of the athletics coach’s contribution.
A similar clash, but with different people, occurs when the athlete gets injured. As s/he
rehabilitates, the athlete will be prescribed exercises by the physiotherapist; but when does
this responsibility pass to the S&C coach? In fact, we encountered both issues when working
with UK Athletics. The roles were eventually clarified (and a more effective, harmonious and
productive relationship was generated) by tackling the issue head on and thrashing out a set
of guidelines1 based around a signing-over process to mark the transfer of responsibility. Such
discussion is a good example of entering the ‘zone of uncomfortable debate’ (ZOUD) [3],
which is often essential in addressing silo mentality and developing sound and well-understood
working patterns, a notable feature of early-stage, interdisciplinary support teams.
At the final, lowest level, role clarity is often expressed by clear understanding of exactly
what each individual will offer. For S&C coaches, this may at first seem pretty obvious:
you’ll get stronger and fitter! It is not so simple, unfortunately, especially when one works
in a high-accountability environment such as a professional sports club or modern insti-
tute system. The bottom line for these organisations should be enhanced performance. In a
multidisciplinary support structure, however, managers may wish each disciplinary specialist
Effective coaching in strength and conditioning 5
to be evidencing his or her unique contribution. In this case, the S&C coach is driven towards
performance data on specific exercises rather than the bottom-line performance which should
be the only indicator. In simple terms, if I have to keep demonstrating efficacy based only on
my bit of the performance pie, my emphasis will almost inevitably become disproportionate,
thereby inhibiting other areas. Adding to this problem, poor transfer from S&C exercise to
performance, for example bench press increases associated with decreased hand off perfor-
mance in rugby league [6], will just further exacerbate this problem as the S&C coach works
tirelessly to demonstrate improved exercise scores whilst simultaneously undermining the
bottom-line performance. It is important to recognise that this desire to contribute is not
just systemic but also a (usually) positive human trait. As a result, S&C coaches, just like
anyone else, want to feel that they have ‘done their bit’ for performance. Unfortunately,
unless roles are clearly expressed and understood, this can result in everyone on the support
team wanting to do their bit at the wrong time and place and in the wrong way. Overload for
performers in such circumstances is almost inevitable, and many recent athletes, teams and
tours may well have suffered from an overdose of well-intentioned ‘help’!
So, in summary, even though it may seem that the S&C coach’s role and purpose are
clearer than in many other professions, there is always a need to make sure that all are on the
same page. Add in the social pressures which will inevitably be brought to bear by variations
in expectation and the need to get everyone on the same page is hopefully clear.
1.3 How should the S&C coach work?

Aspects of the previous section clearly impact on this. In simple terms, it is all too easy for
discipline specialists to focus on their own part of the puzzle, demonstrating their success
but often through changes made independently, or even at the expense, of performance on
the primary task, be it sport, overall health or an improvement in functional behaviours
(older people performing normal life activities, for example). In a highly ‘objective outcome’
discipline, such as S&C, this trap is even easier to fall into, often because the evaluation of
the discipline contribution is easier than any other process measure. And there’s more; this
between discipline support picture can be further complicated by agendas running to differ-
ent time scales. In many cases, the ‘primary agenda’ may be located within other targets,
some of which can appear to be of greater importance. Longer-term development against
immediate success in talent athletes is a good example here. The bottom line is that, almost
irrespective of what domain the S&C coach works in, s/he will often face a complex com-
bination of often interlinked and un-delineated agendas. Of course, such problems are not
the sole preserve of S&C coaches. Both the challenges and the solutions we offer next are
common across coaching and the other support professions. Recognise this as we explore the
subtle but powerful techniques of nested thinking.
Today, nested thinking ideas are being developed and deployed in high-level coaching [1]
and performance psychology [15]. The idea that any of these professions entail multiple
goals is not new, nor is the idea that practitioners must juggle these different agendas to stay
ahead. In fact, this approach offers a way to conceptualise the typical challenges which such
work entails. A very simple example is seen whenever the S&C coach adjusts the workload
(sets, repetitions and so on) mid-session. Mostly, such adjustments are made with a weather
eye on other longer-term agendas such as staying injury free or maintaining confidence. As
with many such ideas, however, there are advantages to thinking through and stating these
‘higher purposes’ in an explicit fashion. Such a process is presented in Figure 1.1, based on a
hypothetical 19-year-old 400 m athlete.
Level Objectives Timeline and activity
• Develop athlete into 1 Year 2 Years 3 Years 4 Years

world-class medal hope
Quadrennial
• Team place in 2012
• Top 8 finish in 2016
Consistency in training and competition
As above plus: September–December January–April May–June July–August

• Consistent training
pattern Staying with it Producing the Two targeted National trials
• Maintaining as loads quality at a events, with and world team
training/practice load increase consistent level reviewed and
• Ability to rationalise revised
Annual and learn from results schedules
• Confirmation of
racing style
• Confidence in systems
and coaching
• Ongoing physical
development
Building confidence through understanding
As above plus for example:

Week • Talk through planning
and debrief
Figure 1.1 An exemplar ‘nested’ planner for a 19-year-old 400 m runner

The point of making such things explicit is three-fold. First, the agendas can be critically
considered or ‘tested’ against others’ opinions. For example, the coach’s plan would be severely
compromised if the other members of the support team did not agree with the various goals.
Second, and following from such (hopeful) agreement, clear and open debate on how these
goals may best be met is facilitated. Given the levels of interaction which are clearly embedded
within the various goals, getting the team to pull in the same direction will be crucial. Finally,
and perhaps most controversially, such explicit statement also enables debate on the relative
weightings of the different levels. Certainly, our recent experiences of elite sport pathways
suggests that many will focus on the ‘here and now’, usually at the expense of longer-term
development [16]. Nor are such efforts only valid in sport settings; almost all of the current
positions filled by S&C coaches will benefit from an explicit consideration of nested goals.
The take-home message from this section should echo with some from the first. Taking
time to clarify exactly what is needed is an important aspect of work in inter-factor and
interdisciplinary environments, both of which characterise the current working challenges
for most S&C coaches.
1.4 What should the S&C coach know?

Given that this is the topic for the whole book, you might think that this will be a rather
short section! Obviously there are a whole range of topics and knowledge sources which S&C
coaches will require, and these are well covered elsewhere. In an attempt to broaden per-
spective and widen debate, however, we will offer two perspectives: one historical, building
on where the profession has come from; and one generic, based on a view of the S&C coach
as, first and foremost, a coach.
Firstly, we turn to some recent history,2 at least as seen from a British perspective. In the
late 1980s and early 1990s, when S&C was really starting to emerge as a distinct discipline in
the UK, the emphasis of the advice proffered was distinctly conditioning biased. Reflecting,
perhaps, the athletics coach credentials of most of the providers (for example, Tom McNab
with England Rugby), these providers could perhaps have been fairly described as S&C
coaches. There was nothing inherently wrong with this, although it did sometimes seem to
have implications for the nature of the training prescribed. Following this, there seemed to be
a wave of practitioners who were locked securely in the weightlifting world. The predomi-
nance of the power clean, snatch and derivative movements, together with other assistance
exercises, would seem to confer the title of S&C coach as appropriate. Most recently, and as
the discipline has evolved towards a delineated and unique status, a more equitable balance
has emerged. As a result, we see S&C coaches who are neither ‘track and field-ees’ nor gym
jocks, but well-informed specialists capable of prescribing mixed schedules which address
both aspects of fitness.
This evolution is both welcome and apparent in other fields. Pressures and demands from
applied clients have led to an evolution of exercise physiology from its aerobic preoccu-
pation with VO2max, and sport psychology from a counselling-like approach based on the
teaching of ‘mental strategies’ [11]! In tandem, increased pressure for genuine ‘evidence-
based practice’ (or at least for science-justified practice when working at the cutting edge)
should ensure ongoing development in the right directions [8]. Are there further evolutions
which need to take place, however? We think so and, as a start, would like to see the skill
set extended to provide SC&P coaches – strength, conditioning and planning expertise –
enabling an important but sometimes missing contribution to the physical integration of the
various components of training.
The second factor relates to the bodies of knowledge which, we believe, all coaches
need, irrespective of domain, level, sport or activity. These areas are presented schemati-
cally in Figure 1.2.
Based on research with coaches across a wide range of sports (albeit coaches at the upper
end of their sports), the schematic in Figure 1.2 describes three broad areas of knowledge as
sport (or in this case discipline) specific, pedagogic and individual – what the authors describe
colloquially as the ‘ologies’. Hopefully, this collection is obvious. The S&C coach will need
to know how to teach techniques to his/her clients: hence the pedagogy. Good provision in
this area will also enable the S&C coach to help the performer in optimising the transfer of
increased capacity (strength, speed, power and so on) to the specific skills required. Finally,
as all S&C coaches deal with humans (yes, even though some performers seem rather doubt-
fully qualified!), a working knowledge of the ologies (physiology, psychology, biomechanics
and even sociology) will help the contextualisation and adjustment of the message: at the
most basic level, knowing when and how to push and when to hold back!
In simple summary, and particularly in any profession which involves dealing with people,
there is a lot of supposedly ancillary knowledge (often disparaged by the description of ‘soft’
skills) which are completely essential to effective practice.
Knowledge source Major Performance Goal

application environment
Declarative and
procedural Conceptual
and procedural
. . . OLOGIES
Sport psychology
Organisational
psychology Mental and
PREPARATION
medals, personal development, ‘fun’, etc.
E.g. enjoyment, achievement, education,
physical skills,
Sociology AND
fitness training,
biomechanics COMPETITION
lifestyle, skills
Nutrition
Exercise physiology
Motor control
Technique and
SPORT-SPECIFIC tactics of . . . ORGANISATION
KNOWLEDGE
Planning
PEDAGOGY
Coach behaviour
Drills, practices
Motor and cognitive and TRAINING
learning communication
Critical thinking
Figure 1.2 The coaching schematic: required knowledge and how it applies in sports coaching
Source: Abraham et al. [2].
1.5 How should the S&C coach think?
This isn’t a 1984 section (for younger readers, this was a futuristic novel view of thought
control by government – as if that would ever happen!) but rather a reflection of the com-
plexity which previous sections have hopefully demonstrated. With so many agendas running
concurrently, and with so many different sources of knowledge which need to be consid-
ered, developing the ability to optimise the balance of these factors is obviously an important
professional skill. Add in that this optimum balance is likely to change across client, time,
programme goal and practitioner and the need to carefully consider what is done becomes
even more important. Using terms which are emerging across a variety of professions, we
will consider the optimisation of professional judgement and decision making (PJDM) for
S&C coaches, drawing on an increasing body of literature which acknowledges its impor-
tance for such complex and multifaceted roles. As underpinning to this section, we need
to consider the two main theories of decision making: classical decision making (CDM) and
naturalistic decision making (NDM).
The old and established view of CDM sees making your mind up as a careful consideration
and weighing up of different factors, leading to a (hopefully) rationalised and rationalisable
decision. By contrast, NDM has emerged as the most parsimonious theory in a whole range of
real-life environments, helping us understand how experienced individuals in time-pressured
and unstructured environments make effective but non-deliberative decisions [19]. In such
pressured circumstances, when the time for careful consideration of various alternatives is
often just not available, experts tend to make ‘snap’ decisions, often based on their recog-
nition of similarities between the current challenge and previously encountered situations
(so-called recognition primed decision making or RPD [12]). When groups have to co-act in
such pressured circumstances, their decision making is further enhanced by the evolution of
shared mental models [5]. For our present purposes, you might like to consider the extent to
which a group of S&C coaches working together (or with other professionals) may develop a
‘shared weighting’ which leads them to anticipate or understand and prescribe work in ways
which fit with their co-workers’ philosophy.
The ideas of NDM are both attractive and intuitive. The idea that experts can make snap
judgements, often ‘going with the gut’ rather than spending long periods thinking through opin-
ions, matches our perceptions and expectations, so much so that several authors (e.g. [13]) see
this as the most important style of decision making, the one which, perhaps, we should all aspire
to. This is not so in our opinion. In fact, a sole reliance on NDM is likely to salve the ego of the
S&C coach but seriously limit his/her accuracy. We will spend the rest of this section consider-
ing why careful deliberation and gut feel (at the appropriate time and in appropriate balance) are
the best options.
1.6 Helping to ensure more accurate professional judgement

and decision making
One reason why we need to encourage S&C coaches, even ‘expert’ ones, to carefully consider
their methods is that experts are often wrong! As far back as the 1950s, psychologist Paul Meehl
[17] demonstrated that even simple predictive mathematical equations almost always outper-
formed the experienced judgement of clinicians. Even more pertinently, Meehl also discovered
a sharp discrepancy between clinicians’ rating of their personal performance and their actual
record of success: in short, they really believed that they were better than they were! Even
(apparently) careful planning by the expert (working alone) still resulted in bags of confidence
but frequent error, a phenomenon known as the planning fallacy, which is pervasive across dif-
ferent professions and performance domains [11]. Of course, this isn’t to suggest that experts
are deliberately making errors. It is just to reflect on the human trait of liking to be right! As
Galbraith [7] observes, ‘when faced with the choice between changing one’s mind and proving
that there is no need to do so, almost everyone gets busy on the proof’ (see also [24]).
The good news, however, is that attention to reviewing and refining the decision-making
process can yield large improvements in accuracy. For example, studies of medical expertise
have found a strong correlation between forward reasoning and accuracy of decision making
(e.g. [20]). In similar fashion, it seems that more carefully considered use of mental models
(cf. RPD, recognition that you have seen something before but also careful consideration of
the differences) can help. For example, Kahneman [11] suggests the use of pre-mortems,
where plans are assumed to have gone wrong and alternative solutions are sought even before
the plans have been put in place.
In short, decisions need to be made in a CDM way, with adjustments made through NDM
with subsequent review. Thinking back to Figure 1.1, the majority of high-level, quadrennial
and annual planning will be carefully considered and classically decided. Gone are the days
(hopefully!) when ‘Well, it worked last year . . . why change it?’ was the limit of thought
about the forthcoming cycles. In fact, even the NDM-based adjustments, typically in-session
refinements (‘You know, let’s just try this’), are likely to come about through a great deal of
offline (away from the client) consideration [18].
For many, this ‘care with how you decide’ may be covered by the application of reflective
practice [23]. This is true but only when the reflective practice has both standards and teeth!
By this we mean that reflection is an active and challenging process, involving the practitioner
(in this case the S&C coach) in ‘on-the-spot experimentation’ (i.e. ‘nested within the larger
problem-setting experiment, there are also local experiments of various sorts’ [23, p. 141]).
The S&C coach will work through a variety of options, mentally and often practically as well,
in a search for optimum solutions. This search, however, will be conducted against a concep-
tualised set of standards or, perhaps, goals which reflect the criteria for success. Apropos the
‘teeth’ requirement, we would suggest that this internal debate and experimentation must be
pursued rigorously: pursued properly, reflective practice will not be just a checklist but often
(and particularly in performance settings) a ‘no holds barred’ argument, with colleagues used
as both auditors and devil’s advocates to further challenge one’s perceived wisdom and prac-
tice. In fact, our own professional experiences suggest that such ‘argument without rancour’
is a key but too often overlooked feature of a genuinely high-performing environment. ‘Egos
at the door’ and ‘What’s said in here stays in here’ are both house rules which have character-
ised such environments. Application of both rules helps to ensure that S&C coaches become
more aware of their own thought processes and decision making.
Finally, it is worth reflecting on the work stage when such rules are arguably most crucial:
that is, when the client is assessed (or reassessed) and initial goals and plans (and hypotheses –
cf. Schön’s [23] ideas on experimentation) are made. In psychology, this stage of internal
debate is termed issue conceptualisation [22]. It could be argued that the conceptualisation
of the ‘issues’ is what distinguishes a good sport psychologist from an exceptional one [14],
and a similar argument would seem pertinent to S&C. Surprisingly, however, given how vital
this phase of support would appear to be, there is little or no research into the way in which
this process (i.e. the decision-making processes that are undertaken in order to generate a
solution or a framework of solutions) is attempted, achieved or optimised. This gap repre-
sents an important step for the S&C profession, and we commend it to active researchers and
practitioners alike.
1.7 Summary
Without effective coaching even the most effectively planned S&C intervention will be
restricted in its effectiveness. However, the constructs of effective coaching are rarely cov-
ered in the education of an S&C coach, despite the term. This chapter has outlined a number
of key areas that will affect the quality of S&C practice. However, given the brevity of
the chapter this only scratches the surface of potential impact. Strength and conditioning
coaches are therefore encouraged to reflect on their current levels of practice and to care-
fully consider means and methods by which the quality of their coaching interventions can
be enhanced.
Notes
1. Thanks for this are due to Bruce Hamilton, Neil Black and John Kiely, respectively Chief Medical
Officer, Head Physiotherapist and Head of S&C at that time.
2. Some of these ideas originally appeared as part of a keynote presentation at the 2003 S&C Conference
at Largs, Scotland.
References
1. Abraham, A. and Collins, D. 2011. Taking the next step: Ways forward for coaching science.
Quest, 63, 366–384.
2. Abraham, A., Collins, D. and Martindale, R. 2006. The coaching schematic: Validation through
expert consensus. Journal of Sports Sciences, 24(6), 549–564.
3. Bowman, C. 1998. Strategy in Practice. London: Prentice Hall.
4. Burke, V.M. 2011. Organizing for excellence. In D. Collins, A. Button and H. Richards (eds),
Performance Psychology: A Practitioner’s Guide (pp. 99–120). Oxford: Elsevier.
5. Cannon-Bowers, J.A., Salas, E. and Converse, S.A. 1990. Cognitive psychology and team training:
Training shared mental models of complex systems. Human Factors Society Bulletin, 33(12), 1–4.
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Then and now. In T. Gilovich, D. Griffin and D. Kahneman (eds), Heuristics and Biases: The
Psychology of Intuitive Judgment (pp. 1–18). New York: Cambridge University Press.
8. Gardner, F.L. 2009. Efficacy, mechanisms of change, and the scientific development of sport
psychology. Journal of Clinical Sports Psychology, 3, 139–155.
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sport coaches. International Journal of Sports Science and Coaching, 1(1), 69–76.
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frame their roles. Sport Psychologist, 18, 21–43.
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Studies in Management Science, 12, 313–327.
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G., Orasanu, J., Calderwood, R. and Zsambok, C.E. (eds). 1993. Decision Making in Action: Models
and Methods. Norwood, NJ: Ablex.
13. Lyle, J. 2010. Coaches’ decision making: A naturalistic decision making analysis. In J. Lyle and
C.J. Cushion (eds), Sport Coaching: Professionalisation and Practice (pp. 27–41). London: Churchill
Livingstone.
14. Martindale, A. and Collins, D. 2005. Professional judgment and decision making: The role of
intention for impact. Sport Psychologist, 19(3), 303–317.
15. Martindale, A. and Collins, D. 2012. A professional judgment and decision making case study:
Reflections-in-action research. Sport Psychologist, Special Edition, 26, 500–518.
16. Martindale, R.J.J., Collins, D. and Abraham, A. 2007. Effective talent development: The elite
coach perspective within UK sport. Journal of Applied Sports Psychology, 19(2), 187–206.
17. Meehl, P.E. 1954. Clinical versus statistical prediction. Minneapolis: University of Minnesota
Press.
18. Militello, L.G. and Hutton, R.J.B. 1998. Applied cognitive task analysis (ACTA): A practitioner’s
toolkit for understanding cognitive task demands. Ergonomics, 41(11), 1618–1641.
19. Orasanu, J.M. and Connolly, T. 1993. The reinvention of decision making. In G. Klein,
J. Orasanu, R. Calderwood and C.E. Zsambok (eds), Decision Making in Action: Models and Methods
(pp. 3–20). Norwood, NJ: Ablex.
20. Patel, V.L. and Ramoni, M.F. 1997. Cognitive models of directional inference in expert medical
reasoning. In P.J. Feltovich, K.M. Ford and R.R. Hoffman (eds), Expertise in Context: Human and
Machine (pp. 67–99). Menlo Park, CA: AAAI Press/ MIT Press.
21. Pedlar, M., Burgoyne, J. and Boydell, T. 2004. A Manager’s Guide to Leadership. London: McGraw-Hill.
22. Poczwardowski, A., Sherman, C.P. and Henschen, K.P. 1998. A sport psychology delivery heuristic:
Building on theory and practice. Sport Psychologist, 12, 191–207.
23. Schön, D. 1991. The Reflective Practitioner: How Professionals Think in Action. New York: Ashgate.
24. Tetlock, P. 2005. Expert Political Judgment: How Good Is It? How Can We Know? Princeton, NJ: Princeton
University Press.
References
1 Chapter 1: Effective coaching in

strength and conditioning: the
foundations of the profession
1. Abraham, A. and Collins, D. 2011. Taking the next step:

Ways forward for coaching science. Quest, 63, 366–384.
2. Abraham, A., Collins, D. and Martindale, R. 2006. The

coaching schematic: Validation through expert consensus.
Journal of Sports Sciences, 24(6), 549–564.
3. Bowman, C. 1998. Strategy in Practice. London: Prentice

Hall.
4. Burke, V.M. 2011. Organizing for excellence. In D.

Collins, A. Button and H. Richards (eds), Performance
Psychology: A Practitioner’s Guide (pp. 99–120). Oxford:
Elsevier.
5. Cannon-Bowers, J.A., Salas, E. and Converse, S.A. 1990.

Cognitive psychology and team training: Training shared
mental models of complex systems. Human Factors Society
Bulletin, 33(12), 1–4.
6. Collins, D. and MacPherson, A. 2007. Psychological

factors of physical preparation. In B. Blumenstein, R.
Lidor and G. Tenenbaum (eds), Psychology of Sport Training
(pp. 40–55). Oxford: Myer & Myer Sport.
7. Galbraith, J. Cited in Gilovich, T. and Griffin, D.

2002. Introduction – Heuristics and biases: Then and now.
In T. Gilovich, D. Griffin and D. Kahneman (eds),
Heuristics and Biases: The Psychology of Intuitive
Judgment (pp. 1–18). New York: Cambridge University Press.
8. Gardner, F.L. 2009. Efficacy, mechanisms of change, and

the scientific development of sport psychology. Journal of
Clinical Sports Psychology, 3, 139–155.
9. Gilbert, W., Côté, J. and Mallett, C. 2006.

Developmental paths and activities of successful sport
coaches. International Journal of Sports Science and
Coaching, 1(1), 69–76.
10. Gilbert, W.D. and Trudel, P. 2004. Role of the coach:

How model youth team sport coaches frame their roles.
Sport Psychologist, 18, 21–43.
11. Kahneman, D. and Tversky, A. 1979. Intuitive
prediction: Biases and corrective procedures. Studies in
Management Science, 12, 313–327.
12. Klein, G.A., Recognition primed decision (RPD) model of

rapid decision making. Cited in Klein, G., Orasanu, J.,
Calderwood, R. and Zsambok, C.E. (eds). 1993. Decision
Making in Action: Models and Methods. Norwood, NJ: Ablex.
13. Lyle, J. 2010. Coaches’ decision making: A naturalistic

decision making analysis. In J. Lyle and C.J. Cushion
(eds), Sport Coaching: Professionalisation and Practice
(pp. 27–41). London: Churchill Livingstone.
14. Martindale, A. and Collins, D. 2005. Professional

judgment and decision making: The role of intention for
impact. Sport Psychologist, 19(3), 303–317.
15. Martindale, A. and Collins, D. 2012. A professional

judgment and decision making case study:
Reflections-in-action research. Sport Psychologist, Special
Edition, 26, 500–518.
16. Martindale, R.J.J., Collins, D. and Abraham, A. 2007.

Effective talent development: The elite coach perspective
within UK sport. Journal of Applied Sports Psychology,
19(2), 187–206.
17. Meehl, P.E. 1954. Clinical versus statistical

prediction. Minneapolis: University of Minnesota Press.
18. Militello, L.G. and Hutton, R.J.B. 1998. Applied

cognitive task analysis (ACTA): A practitioner’s toolkit
for understanding cognitive task demands. Ergonomics,
41(11), 1618–1641.
19. Orasanu, J.M. and Connolly, T. 1993. The reinvention of

decision making. In G. Klein, J. Orasanu, R. Calderwood
and C.E. Zsambok (eds), Decision Making in Action: Models
and Methods (pp. 3–20). Norwood, NJ: Ablex.
20. Patel, V.L. and Ramoni, M.F. 1997. Cognitive models of

directional inference in expert medical reasoning. In P.J.
Feltovich, K.M. Ford and R.R. Hoffman (eds), Expertise in
Context: Human and Machine (pp. 67–99). Menlo Park, CA:
AAAI Press/ MIT Press.
21. Pedlar, M., Burgoyne, J. and Boydell, T. 2004. A

Manager’s Guide to Leadership. London: McGraw-Hill.
22. Poczwardowski, A., Sherman, C.P. and Henschen, K.P.
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23. Schön, D. 1991. The Reflective Practitioner: How

Professionals Think in Action. New York: Ashgate.
24. Tetlock, P. 2005. Expert Political Judgment: How Good

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20 Chapter 20: Working with special
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Table 26.11 Athlete profile review
Test Week 7 14 19 24
Body mass 72 kg 73.5 kg 73.5 kg

250 m power 490 watts 495 watts 510 watts
Back squat 3RM 70 kg 77.5 kg 82.5 kg
Deadlift 3RM 80 kg 90 kg 95 kg
Bench pull 3RM 55 kg 55 kg 60 kg
Bench press 3RM 55 kg 60 kg 65 kg
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Strength and Conditioning For Sports Performance

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Strength and Conditioning For Sports Performance

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Strength and Conditioning for Sports

An effective strength and conditioning programme is an essential component of the preparation

Ian Jeffreys is an internationally renowned coach, educator and author. He is a Professor

ISBN: 978-0-415-57820-2 (hbk)

Detailed contents viii

1 Effective coaching in strength and conditioning: the foundations

2 The structure and function of the neuromuscular system 15

8 Effective needs analysis and functional training principles 181

18 Thinking sensibly about recovery 451

23 Strength and conditioning for football 553

List of figures xvi

1 Effective coaching in strength and

2 The structure and function of the neuromuscular system 15

3 The biomechanical principles underpinning

4 The bioenergetics of sports performance 67

5 Cardiorespiratory control of exercise and adaptation

6 The endocrine responses to training 118

7 Nutrition for human performance 143

8 Effective needs analysis and functional training principles 181

9 Performance diagnostics 201

10 Screening methods for the strength and

11 Developing strength and power 230

12 Weightlifting for sports performance 261

13 Plyometric training: theory and practice 304

14 Developing speed and agility for sports performance 341

16 Flexibility: developing effective movement 387

17 The essentials of periodisation 404

18 Thinking sensibly about recovery 451

19 Paediatric strength and conditioning 484

20 Working with special populations 506

21 Performing in extreme environments 519

22 Facility design, maintenance, safety issues and record

23 Strength and conditioning for football 553

24 Strength and conditioning for cricket 564

25 Strength and conditioning for golf 580

26 Strength and conditioning for rowing 589

27 Strength and conditioning for field hockey 600

28 Strength and conditioning for basketball 614

29 Strength and conditioning for tennis 626

30 Strength and conditioning for cycling 642

31 Strength and conditioning for track and field: throws 647

1.1 An exemplar ‘nested’ planner for a 19-year-old 400 m runner 6

2.1 Muscle fibre types 25

3.1 Rate of change 37

1.2 What is an S&C coach supposed to do?

1.3 How should the S&C coach work?

• Develop athlete into 1 Year 2 Years 3 Years 4 Years

Consistency in training and competition

As above plus: September–December January–April May–June July–August

Building confidence through understanding

As above plus for example:

Figure 1.1 An exemplar ‘nested’ planner for a 19-year-old 400 m runner

1.4 What should the S&C coach know?

Knowledge source Major Performance Goal

1.6 Helping to ensure more accurate professional judgement

1 Chapter 1: Effective coaching in

1. Abraham, A. and Collins, D. 2011. Taking the next step:

2. Abraham, A., Collins, D. and Martindale, R. 2006. The

3. Bowman, C. 1998. Strategy in Practice. London: Prentice

4. Burke, V.M. 2011. Organizing for excellence. In D.

5. Cannon-Bowers, J.A., Salas, E. and Converse, S.A. 1990.

6. Collins, D. and MacPherson, A. 2007. Psychological

7. Galbraith, J. Cited in Gilovich, T. and Griffin, D.

1.1 An exemplar ‘nested’ planner for a 19-year-old 400 m runner 6

2.1 Muscle fibre types 25