Author: Vernon Gambetta
Developing Athletes
Ever since I started on this journey first as an athlete and then as a coach I was fascinated with what it took to develop and nurture the athlete. As a young athlete I saw some athletes develop and thrive and others stagnate and fall by the wayside. Why was this? I noticed that certain schools were always good in selected sports. I noticed that certain coaches, regardless of talent, year in and year out always produced top athletes and teams. Why was that? At that stage of the journey I must admit it was all somewhat mysterious to me, there did not seem to be a method behind what I was observing. I wanted to know why the things that I was seeing were occurring. Those questions started me on a quest; some would call it an odyssey to find answers. I knew that there had to be more to it than I was seeing and experiencing. When I began coaching I noticed the same things I had seen as an athlete. Some athletes thrived, some just barely survived and many fell by the wayside. Now that my perspective was broader not only did I see schools continue to develop talent but also nations. It quickly became clear that athletic excellence was something that could be systematically nurtured and developed. So, I began to look around the US and then around the world, I started looking for big things, commonalities; just like everyone I was trying to find the secret. I quickly realized there was and is no secret. I did start to see patterns and common threads though. Little did I know that I was working in a system that was doing exactly what I was searching elsewhere for. I literally could not see the forest for the trees, the answer was right in front of me. When I started coaching and teaching in 1969 that was probably the apogee of sport development in the United States. We were the preeminent sporting nation in the world as evidenced by the dominant performances at the 1968 Olympic games. There was mandatory daily physical education taught by trained educators. Sport was centered in the schools and coached by trained coaches. Sport at all levels was part of the educational system. In the elementary and junior high schools there were afterschool sports programs that featured participation over winning. By the mid to late 1970’s all this began to unravel. Mandatory Kindergarten through twelfth grade daily physical education was dropped. Physical education as an academic discipline in colleges and universities was deemed not academic enough and physical education programs were dropped or the curriculum was changed to sport or exercise science. The mission of training physical education teachers and coaches was severely compromised. All of this coincided with the ascendency of the GDR and the Soviet Union in the 1960’s and their dominating performances in the 1976 and 1980 Olympic games. They began to beat the US in sports where we had traditionally been strong. So we started looking at what they were doing and tried to copy it. This was somewhat of a knee jerk reaction. What we failed to take into account as we blindly copied their system was the cradle to grave control, they had over their athletes due to the communist system. Frankly the methods and ideas those countries used became an infatuation for many. Little did we know that our system, what some people derisively called a non-system as it had existed was probably superior. It would take the fall of the wall and the decline of the eastern bloc for us to understand that their system was not everything it was made out to be. I write all of this to set the stage for the goal of this book. It is quite straight forward – to define the process of developing athletes and in parallel coaches’ development from the beginning stages to the podium and beyond because it is my contention that the two must go hand in glove. It is a journey, a process, not a clearly defined model as many would like to portray it. There are landmarks that must be achieved along the way but there are not definite time parameters; it is not a straight line. The athlete and coach are part of the socio-cultural milieu so they reflect the society they exist in. There are many realities today that face the developing athlete that were not a factor forty or fifty years ago. I will take a historical look at the various athlete development systems to see what we can learn from them. I will then outline a process of athlete development designed to meet the current reality of sport in the 21st century and all the challenges that are entailed. It is a dynamic process that requires continual learning. Thanks for joining me in this journey as we learn together to develop the best athletes and coaches possible.
Running Mechanics Part Three
To correct running mechanics, use the Fault/Reason/Correction Paradigm. First identify the fault in the mechanics. Then find the reason for the flaw and then correct the flaw. Look at the big things first in the context of the PAL Paradigm. Get a sense of the flow of the action, before looking at specific considerations. Focus in on smaller pieces of the puzzle only after global considerations have been addressed. This is in concert with the whole/part/whole concept of motor learning, start with the whole action in this case running, then look at the parts. Decide what parts need attention. Design task oriented drills or movements that will reinforce the correction of those parts. Rather than focus on the fault you are trying to correct, give the athlete a task to achieve that will correct the fault. Above all coach the correction, don’t coach the flaw. Allow the runner to explore and solve the movement equation, then, as soon as possible relate the drill back to the whole action. In designing and selecting drills to improve running mechanics, answer the following questions: Why drill? Drill to reinforce correct patterns or to change or improve incorrect patterns. What drills? The drills should be as directed and specific as possible. A few drills well chosen & clearly defined are better than many general drills that dance around the issue. Make sure that the drills are in fact reinforcing correct mechanics that relate to everyone’s specific needs. When is it best to do the drills? The optimum time for learning is when the person is fresh and fully recovered from any previous training stress. Therefore, drills are best done near the start of a training session. How to execute the drills? Based on the objective of the respective drill make sure that the drill is correctly executed. Drills alone and running are sometimes not enough to improve running mechanics. Improved strength is a big factor in improving running mechanics. Segmental weakness can contribute to poor mechanics, especially in the core. Therefore, it is important to couple any program that attempts to improve running mechanics with a sound strength training program that utilizes multi-joint and multi-plane exercises. The following is a checklist of running mechanic skill faults to look for and correct. This is by no means an exhaustive list. Posture Sitting – Leaning backward Bending forward at the waist Excessive side-to-side sway Head Position – Back or Forward Arm Action Swing across the midline of the body Arm carriage Too High Too Low Abbreviated arm action Excessive arm action Leg Action Foot strike Exaggerated forefoot or heel contact Stiff hips No knee lift – Shuffling Running mechanics vary with and must be adapted to the speed of the run. A sprint has different demands than a distance run. Running mechanics occur on a continuum from a pure sprint to a long-distance run. The most visible change along the continuum is in the amplitude of the movement. A sprint demands longer stride length, greater air (flight time) and shorter ground contact time. As well as a vigorous arm action, higher knee lift and a forefoot foot strike. Efficiency is not as much of a consideration as is the pure production of power. A distance run will have shorter strides, much shorter flight time, longer ground contact time, a mid-foot to rear foot strike and lower more economical arm action. The longer the distance run the more important the efficiency becomes. Summary Improving running mechanics is not a quick fix. It demands constant attention and fine-tuning like any other motor skill. Because it is a motor skill it is teachable and learnable. It requires body awareness, balance and good basic core and leg strength. Each running step is a step toward ingraining a new motor pattern or reinforcing an established pattern. Beware of drill for drill sake. Oftentimes drills break the movement into too many component parts. Always relate the drill to the whole action of running.
Running Mechanics Part Two
The starting point for running mechanics is a basic technical model. That technical model is what man must do sprint at top speed. Therefore, in teaching to improve running mechanics we must start with sound sprint mechanics and extend those concepts out to longer distances. Even in distance running, ultimately the person who runs the fastest is the person who can maintain the greatest percentage of their maximum speed the longest. Running skill is a motor task! Like any motor task it is teachable and trainable. As with any motor task a systematic approach toward improving running mechanics will yield optimum results. The system that I have evolved to improve running mechanics is call the PAL System™. PAL is an acronym that stands for Posture, Arm Action, and Leg Action. Those are the three areas of emphasis in running. The objectives of the system are fourfold. The first objective is to provide a context to analyze movement. Secondly the PAL System™ is a systematic step-by-step teaching progression. The third aspect is that it provides a context to direct training based on the needs established in the past two steps. Lastly it provides a rehab context by establishing a criterion based progressive approach toward getting someone back to normal gait pattern after an injury. Let look in depth at the components of running mechanics based on the PAL System. ™ Posture should reflect the alignment of the body from the point of foot contact to the top of the head. The reference points for this alignment are the head, trunk, hip knees, ankles, and feet. The image and the cue for good posture is that of” running tall.” After the start and acceleration, the sensation should be of running over the ground as you are running fast. Good posture is a major contributing factor to reinforce this feeling. It has been my experiences that, if you improve posture, then arm action and leg action will also dramatically improve. The trunk and hips comprise the largest body mass segments. In order to move more effectively straight ahead rotational movement and side-to-side sway need to be controlled. The key is that they are controlled, not eliminated. Running like all other movements involves movement in all three planes of motion – transverse, frontal, with sagittal being the dominant plane of motion. Arm Action serves two functions: the arms assist with balance as well as provide a strong propulsive force is sprinting during the acceleration phase. The arms play a vital role in helping to control the rhythm of running. The direction of the swing of the arms should result in linear motion. Some rotary as well as side-to-side movement of the arms is necessary to counteract rotation of the body and the mass of the legs, but this should be minimal. The amplitude of the arm action will vary with the speed of the run. The shorter and faster the run the greater the amplitude of the arm action. The optimum Leg Action is to have the foot contact the ground as close under the Center of Gravity as possible. This is the most efficient stride. The amplitude of the leg action as reflected in the knee lift and stride length will vary with the speed of the run. Good running mechanics requires an optimum interplay between stride length and stride rate (frequency). Each person has an optimum stride length in relation to their leg length and the distance they are running. When observing the runner to improve running mechanics changing the vantage point of observation allows for better analysis. Running should be viewed from the side, front and rear. From the front and rear have the runner run along a line, watch their feet strike in relation to the line. It is desirable to run along the line, not on the line or crossing over the line. The latter two actions are very inefficient. Instruct the person to run with different gait patterns – long strides and short strides, no arm action and exaggerated arm action, different foot strikes – forefoot, flat foot and heel first, observe how the person accommodates or compensates. Do this to help them get the feeling of what is right for that individual. At first don’t try coach or make corrections, just observe the movement. The reaction to these modifications in gait will give you clues as to how to best approach any changes necessary in the persons running mechanics.
Running Mechanics Part One
Running is a fundamental locomotor skill. It is a very natural activity. Unfortunately, because of our sedentary lifestyle and activity deprived society this natural skill rapidly erodes in accordance with the law of reversibility. As with any skill if is not used it is quickly lost. Generally, young children run naturally with fundamentally sound running mechanics. We need to ensure that this natural activity is reinforced through activity and play during childhood, so that in adolescence and latter all that is necessary is to reawaken those childhood movement patterns. If the skill has been lost through disuse it is tough to reacquire. In running, as in all movement, there are three constants. The first constant is the body. The body works in predictable patterns with all systems working together to produce the desired movement pattern, in this case running. The body has a wisdom that we need to tap into to produce the desired results. The next constant is gravity. It is always there. It is the force that we must overcome to propel the body forward. Essentially gravity is trying to smash the body into the ground. The body must resist these gravitational forces and then overcome them to propel the body up and forward. The ability to reduce force through shock absorption is very important component of sound running mechanics. The third constant is the Ground. Improving running mechanics is directly dependent on the ability to use ground reaction forces effectively to propel the body. This is the force that reacts to the push transmitted from the foot to the ground. At speeds as slow as the ranges from 3 – 6 meters per second, which is essentially a range from a slow jog to a run, the ground reaction forces are 2 –3 times bodyweight. No equipment is necessary to improve running mechanics. Improving running mechanics is about optimizing the relationship between the body, gravity, and the ground. Treadmills, and other exotic apparatus will only interfere with the body’s ability to move naturally. Running at various speeds is a fundamental ingredient of all sports that take place on land, either as a direct performance factor or as a training activity. Therefore, the improvement of running mechanics can have a significant impact on improving sport performance. This impact will obviously vary based on the demands of the particular sport as well as the position within the sport. For example, in American football running at high speed is very important for the so-called skilled positions and relatively less important for the linemen. In contrast soccer, played on a bigger field as well as involving continuous activity running is significantly more important for all positions except the goal keeper. The goals in improving running mechanics are twofold: First, to learn to optimize ground reaction forces (GRF). The point where the foot meets the ground is “Where the rubber meets the road” it is the point of contact is where all the forces are concentrated in a relatively brief period of time. Secondly, to achieve optimal efficiency, which means that less energy is expended for the same amount of effort. Improved mechanics results in a decreased energy cost to do the same amount of work. Improvement in running mechanics should result in improvement in speed as well as a reduction of injuries caused by improper running mechanics. In is my experience as a coach, that correct biomechanics will improve physiological efficiency. In fact, it is a convergence of physiological parameters and biomechanical factors that result in the improved efficiency. The body is a system that means that all parts are working together to produce movement. That is precisely why improving running mechanics will yield a myriad of benefits. Ultimately it is about being as efficient as possible for the distance that you have to run.
My Parents
They were special people. There is not a day a day that goes by that I do not think of them. My dad passed away in 1992 and my mom passed away in 1991. They made me who I am and for that I am so grateful. They were immigrants from the Italian Canton of Switzerland, Ticino. They came to this country not speaking a word of English and learned both English and Spanish. Neither had any significant education. My mom went to four years of elementary school and one year of high school in the US before my grandfather took her out of school to work. My dad went through the eighth grade in Switzerland. They were married at the height of the great depression. I remember my dad telling me stories of getting up at four in the morning to milk cows for ten dollars a week and a house. My mom was an amazing cook, not just Italian food but Mexican food that she had learned to cook work on the dairy farm the Mexican lady who was the cook. My dad was a gardener. As head groundskeeper at Santa Barbara High School the lawns were a work of art. My dad had a beautiful signing voice; some of my earliest memories were of him signing Italian and Spanish ballads. They sacrificed to put my brother and I through Parochial schools and helped me with my college education. I get my love of learning and reading from my mom and stubbornness and determination from my dad. Thanks mom and dad I love you and think about you all the time.
How to Be a Guru
So you want to be a guru? Here are some helpful tips I have learned through observation of many of the well-known gurus in action. Make everything as complex as possible, it you are not sure make it more complicated. Use big words that no one can understand or spell so they can’t look them up in any reputable source. Make up words wherever possible. Be as sciencey as possible. Cite obscure studies in Russian journals that no one can find much less read. Mumble a lot so people can’t understand you but they still think you are saying profound things. Claim every athlete you ever walked by in the gym or at the track as one of the pros or Olympic medalists you worked with. Have as many letters as possible after your name. Make some of them up if you are not sure, it is always good to have a few extra. Steal ideas and pretend like you made them up. Don’t give credit to anyone because it might make you look like less of an expert. Hide behind palatial facilities and machines that go bling, bam & boom. Pretend that training and working out started when Al Gore invented the Internet, obviously anything before that is irrelevant. If it is old is can’t be any good. This is obviously tongue in cheek but if you take a step back and look around you will see much of this in journals, workshops and especially on the Internet. The only way this will change is if we start calling these people on their words and actions. Be aware, look for substance not style and think critically. Follow principles not personalities.
How to Be a Guru
So you want to be a guru? Here are some helpful tips I have learned through observation of many of the well-known gurus in action. Make everything as complex as possible, it you are not sure make it more complicated. Use big words that no one can understand or spell so they can’t look them up in any reputable source. Make up words wherever possible. Be as sciencey as possible. Cite obscure studies in Russian journals that no one can find much less read. Mumble a lot so people can’t understand you but they still think you are saying profound things. Claim every athlete you ever walked by in the gym or at the track as one of the pros or Olympic medalists you worked with. Have as many letters as possible after your name. Make some of them up if you are not sure, it is always good to have a few extra. Steal ideas and pretend like you made them up. Don’t give credit to anyone because it might make you look like less of an expert. Hide behind palatial facilities and machines that go bling, bam & boom. Pretend that training and working out started when Al Gore invented the Internet, obviously anything before that is irrelevant. If it is old is can’t be any good. This is obviously tongue in cheek but if you take a step back and look around you will see much of this in journals, workshops and especially on the Internet. The only way this will change is if we start calling these people on their words and actions. Be aware, look for substance not style and think critically. Follow principles not personalities.
The Seeds of Culture
Clay Erro is the former football coach at Enterprise High School in Redding, California and one of the winningest football coaches in Northern Californian history. More important than his success was his ability to teach young men to be responsible adults and citizens. His approach was unconventional with a premium on relationships and teaching. Relationships are not built upon rules. Just look at the institution of marriage. A successful marriage is built on trust and expectations and communication, not rules. Instead of rules, the team had simple self-explanatory guidelines: We not me No excuses No messengers No sympathy groups Starting with a few simple guidelines as the seed, the team culture grew from there. Core values define team culture. Developing core values is a process. It is a process that ideally is driven by the athletes and guided by the coach. This process will ensure ownership. If the culture is established, then it becomes a process of initiation into the core values. Core values are not rules, they are principles that guide, not regulate behavior. They are more than words written on the locker room wall. They are words that are translated into action every day in training. The coach’s role is to insure that the core values are real and lived by everyone associated with the team. It has been my experience that they transcend sport, better people are better athletes.