Playing with the Percentages When Trailing by Two Touchdowns

Abstract

It is relatively common for football teams to find themselves down by two touchdowns late in the game. If they score a first touchdown then coaching folklore says that the team should go for the extra point at that time. In this paper I will show that this strategy, which appears to be universally used in both the NFL and the NCAA, is incorrect, and that going for the two-point conversion after the first touchdown is nearly always significantly better. I will also show that going for the extra point after the first touchdown is only correct if either the coaches believe that they have about a two thirds chance of winning in overtime (which seems rash after a tied game when the result of the coin toss is still obviously not known) or if they believe that their chances of making a two-point conversion are far below national averages.

Introduction

On September 10 th, 2005, the University of Michigan football team was trailing by 14 points when they scored a touchdown with 3:47 left in their game against Notre Dame. Their coach decided to kick an extra point to get within seven points. Even though this strategy is followed in the NCAA and the NFL almost without exception, it is, in general, incorrect. In this paper I will show that the correct strategy in this situation is to immediately attempt the two-point conversion.

When their team is down by 14 points late in the game, NCAA and NFL coaches must base their strategy on the assumption that they will score two touchdowns while holding their opponents scoreless. When they score the touchdowns they have three choices of strategy that they can use:

Go for two first: Under this strategy the team attempts a two-point conversion when they score the first touchdown. If it succeeds then they go for the extra point after the second touchdown in an attempt to win the game. If the first one fails, which happens on average about 57% of the time, then they attempt another two-point conversion after the second field goal in an attempt to go into overtime. Although this strategy is apparently never used in professional or college games, and isn’t intuitively very good, I will show that it is clearly the best approach to take, based on well known probabilities for extra point and two-point conversion success rates.

Go for one both times: The commonly used strategy is to attempt the extra point after both of the touchdowns, playing to go into overtime. If the first extra point misses, which happens on average about 6% of the time, then the backup plan is to go for the two-point conversion after the second touchdown. Although this strategy is almost uniformly used, I will show that it is very inferior to the “go for two first” strategy.

Go for one then two: Under this strategy the team attempts the extra point after the first touchdown and then a two-point conversion after the second. This strategy is sometimes used when the coaching staff believes that their team is unlikely to win in the overtime and so they should go for the win now. As an example of this (Mallory & Nehlan, 2004) discuss, without criticism, a game where Bowling Green used this strategy to beat Northwestern in 2001. However I will show that it can never be as good as the “go for two first” strategy, and so it should never be used.

A fourth possible strategy, “go for two both times,” makes no sense logically or mathematically, unless the team’s extra point special team is so terrible that its chance for success is less than the chance for making a two-point conversion, and so I will ignore it here.

In summary, I will show that the “go for two first” strategy is considerably better than the commonly used “go for one both times” strategy, and that the “go for one then two” strategy should never be used.

Assumptions

The NCAA and the NFL have similar statistics for the success rate of two-point conversions and extra points. In the NFL the figures are 43% for the two-point conversion and 94% for the extra point, while in the NCAA the figures are 43.5% and 93.8% (Mallory & Nehlan, 2004). I’ll use the 43% and 94% figures for most examples in this paper, and will also develop the general formulas to show when the “go for two first” strategy is best. I’ll assume initially that the two sides have equal chances of winning the overtime, and will then extend the analysis to consider the more general case of what to do if, for example, the coaching staff believes that they have a higher or lower chance of winning in the overtime.

Mathematical Justification for the “Go for Two First” Strategy

I’ll assume a minimal level of probability knowledge for the rest of this paper. In particular I will assume that if there are two independent events like attempting a two-point conversion after one touchdown and then an extra point after another touchdown then the probability of both succeeding is the product of their probabilities. E.g., if the two-point conversion has a 43% chance of succeeding, and the extra point has 94%, then these will be assigned probabilities of 0.43 and 0.94, respectively, and the probability of both succeeding is 0.43 × 0.94, which is 0.4042, which using percentages is 40.42%.

The Average Case

Initially I’ll just look at the average case where the percentages for the two-point conversion and the extra point are 43% and 94%, respectively, (and so the percentages for failing on the two-point conversion and missing the extra point are 57% and 6%, respectively), and where the teams are equally likely to win if the game goes into overtime. Then I’ll generalize the mathematics to other percentages.

Under the “go for two first” strategy the team will score three additional points (i.e. in addition to the twelve points for the two touchdowns) if they get the two-point conversion and the subsequent extra point, two additional points when either they miss the first two-point attempt and hit the second or when they make the two-point attempt but miss the extra point, or no additional points if they miss both two point attempts. One additional point cannot occur under this strategy. The probability of three additional points, which will win the game, is 0.43 × 0.94 (making the two-point and then the conversion), which is 0.4042. The probability of two additional points (making the two-point and missing the extra point or missing the first two-point but getting the second) is 0.43 × 0.06 + 0.57 × 0.43, which is 0.0258 + 0.2451, which is 0.2709, which will send the game into overtime. The probability of zero additional points, which will lead to a loss, comes from missing both two-point attempts, which is 0.57 X 0.57, which is 0.3249. So there is a 0.4042 chance of winning outright plus a 50% chance of winning the overtime, which adds half of .2709, for a total winning percentage of 0.540.

The “go for one both times” strategy requires hitting both extra points, which has a probability of 0.94 × 0.94, which is 0.8836, or missing the first one and then attempting the two-point conversion which has a probability of 0.06 × 0.43 for an additional 0.0258, and then assuming a 50% chance of winning the overtime gives this strategy a winning probability of half of 0.9094, for a winning percentage of 0.455.

The “go for one then two” strategy is the worst. It succeeds and wins the game when both succeed with probability 0.43 × 0.94, which is 0.4042, and ties and goes into overtime if the extra point is missed but the two-point conversion succeeds, which will add half of 0.06 × 0.43, for another 0.0129 and for a total winning probability of 0.417.

In summary, the chances of winning under the three strategies, assuming an even chance in an overtime, 43% for two-point conversions, and 94% for extra points (the NFL average statistics), and assuming that you get two touchdowns without the opponents scoring, are shown in the table below:

Strategy Percentage of winningin average case
Go for two first 54.0%
Go for one both times 45.5%
Go for one then two 41.7%

Clearly the proposed strategy, even though it is not commonly used, is by far the best strategy to take in this average case.

The General Case

Let’s assume that for your team you estimate that you have a probability x of making a two-point conversion, y of making an extra point, and in this game you believe that you have a probability of z of winning if the game goes into overtime. In the average case example above x = 0.43, y = 0.94, and z = 0.5. The probabilities now become

Strategy Probability of winning
Go for two first xy + x(1-y)z + (1-x)xz
Go for one both times yyz + (1-y)xz
Go for one then two yx + (1-y)xz

Interpreting these equations, the “go for two first” strategy wins if either the two-point conversion and subsequent extra point both succeed (probability xy), or the two-point conversion succeeds and the extra point fails but you win in overtime (x(1-y)z), or the first two-point conversion fails, the second one succeeds, and you win the overtime

((1-x)xz). The “go for one both times” strategy wins if either both extra points succeed and you win the overtime (yyz) or the first one misses but the backup two-point conversion succeeds, and again you win in overtime ((1-y)xz). Finally the “go for one then two” strategy wins if the extra point and the subsequent two-point conversion both succeed (yx) or the extra point fails and the subsequent two-point conversion succeeds and you win in overtime ((1-y)xz).

At this point we can completely reject any further consideration of the “go for one then two” strategy because the “go for two first” strategy always has (1-x)xz better probability and this quantity can’t be negative. (In most practical cases it will be about a 0.12 higher probability, or a 12% higher percentage.) The problem with the “go for one then two” strategy is that if the two-point conversion fails then the game is lost, while with the “go for two first” strategy if the two-point conversion fails then the team can attempt a second two-point conversion, going for the tie, after the second touchdown.

Assuming 50% Overtimes

In most games the probability of winning in overtime is dominated by the coin flip and luck, and so it is very close to 50% when evaluated in advance of that flip. Even if a fairer system were developed that took away the 60% advantage of the coin flip, like the pizza splitting system (Smith, n.d.), the success rate in overtime is likely to be very close to 50% for most teams over a reasonable number of overtimes. Given the assumption that z = 0.5, the probability table for the two reasonable strategies becomes:

Strategy Probability of winning
Go for two first xy + ½x(1-y) + ½(1-x)x
Go for one both times ½yy + ½(1-y)x

Given a particular value for y, your probability that you’ll make an extra point, we can compare these two formulas to determine how confident you need to be in your two-point conversion before you decide to use the “go for two first” strategy. As we’ll see, if you believe that you will make at least 38.2% of your two-point conversions (which is significantly below the national average) then you should always use the “go for two first” strategy, even if you know that you’ll never miss an extra point. As you reduce your confidence in your extra point special team, your required confidence in your two-point conversion team can drop even further and still mandate the use of the “go for two first” strategy. So, for example, if you have a poor kicking team and only expect to make 90% of your extra point kicks then you should use the “go for two first” strategy if you expect to make at least 32.8% of your two-point conversions.

To justify these numbers I just need to ensure that xy + ½x(1-y) + ½(1-x)x is greater than ½y 2 + ½(1-y)x, cancel out the common term, and solve the equation for x. This gives

xy + ½(1-x)x > ½y 2 which is –x 2 + x(2y+1) – y 2 > 0, which can be solved with the standard quadratic equation formula to get the equation that one should use the “go for two first” strategy whenever:

Image of math equation

This looks complicated, but it is easy to apply. E.g., if y = 1.0, and so you believe that your team will never miss an extra point, then substitution shows that if your team can make at least 38.2% of their two-point attempts then the “go for two first strategy” is best. Break points for different expected field goal percentages are shown below:

Extra point percentage Required two-point percentageto select “go for two first” when

50% chance in overtime

100% 38.2%
94% (NFL) 34.9%
93.8% (NCAA) 34.8%
90% 32.8%
80% 27.5%
70% 22.5%

So, for example, if your kicking team only succeeds 90% of the time with extra points, then if you estimate that you will make a two-point conversion at least one third of the time then you should adopt the “go for two first” strategy. A normal kicking team in either the NCAA or NFL should use the “go for two now” strategy if they can expect to make at least 35% of their two-point conversion attempts.

Assuming Other Overtime Percentages

While most teams will, when they are being honest with themselves, decide that their chances of winning if the game goes into overtime are close to 50%, there might be times when they are more or less confident than that. For example most analysts believe that a team with a much stronger field goal team has an advantage in overtime under either NFL or NCAA rules. In this section I’ll look at how this changes the odds. For any particular expectation of winning or losing in the overtime one can substitute the value in for z in the general equations and solve them using the quadratic equation as I did for the z = 0.5 situation, above. In general this gives the break point on whether or not to use the “go for two first” at

Math equation

I’ll rebuild the table that I had above for two situations; when the coaching staff aren’t very confident going into overtime, and estimate their chances at 45%, and when they are confident and estimate their chances at 55%.

Extra point percentage Required two-point percentageto select “go for two first” when

45% chance in overtime

100% 34.8%
94% (NFL) 31.9%
93.8% (NCAA) 31.8%
90% 30.0%
80% 25.4%
70% 20.9%
Extra point percentage Required two-point percentageto select “go for two first” when

55% chance in overtime

100% 41.6%
94% (NFL) 37.9%
93.8% (NCAA) 37.8%
90% 35.5%
80% 29.7%
70% 24.1%

These figures show that even if you are fairly confident that you will win in overtime (55% confident) then you should still use the “go for two first” strategy unless you think that your chances of making a two-point conversion are way below the 43% average, and that if you believe that your chances are not good in an overtime (45%) then you should use the “go for two first” strategy unless your two-point conversion team is really awful.

They also give rise to one final question: How confident do you need to be in your ability to win in overtime before you reject the “go for two first” strategy and use the “go for one both times” strategy? Some math will provide that information. We know that we should use the “go for one both times” strategy when:

Math Equation

This surprisingly simple condition says that you should only use the “go for one both times” strategy whenever Equation 1. Assuming the standard NFL values for x and y, 0.43 and 0.96, respectively, then this is Equation 2, which is 0.633 or 63.3%. So the traditional “go for one both times” strategy should only be used if you believe that your team is nearly twice as likely to win as the opponents in overtime, which seems a wildly optimistic assumption after tying in regular time.

Discussion

I have shown that under nearly all circumstances the “go for two first” strategy is significantly better than the “go for one both times” strategy when trailing by two touchdowns late in the game, and than also the “go for one then two” strategy should never be used.

The only times when the “go for one both times” strategy should be used is when either the coaches believe that they are nearly twice as likely to win as the opponents are (which seems overly optimistic after a tied game unless there are external factors like late injuries to some of the opponent’s important players) or when they believe that their team is far below average at making two-point conversions.

Since the correct strategy never appears to be used, an interesting question is why coaches have always got it so wrong. They have probably been led astray by the expected value of going for two point conversions vs. extra points. The expected value is the expected long term return from taking a particular action. In the case of a two-point conversion it is, for a typical team, (2 points)x0.43, which is 0.86 points each time that you try it. For an extra point it is (1 point)x0.94, which is 0.94 points. So for most of the game kicking extra points after touchdowns is slightly better than going for two-point conversions. When trailing at the end of the game the expected value of the points is no longer relevant, since all that matters is whether you are more or less likely to win. Looking at it differently, if the coaches use the “go for two first” strategy then, as we saw earlier, there is a 0.4042 of winning outright, a 0.3249 of losing outright, and the rest of the time (0.2709) you’ll go into overtime. So you are more likely to win than lose. Using the “go for one both times” strategy there is no chance of an outright win, a 0.9094 of going into overtime, and the rest of the time (0.0906) you will lose outright. So with this strategy you are more likely to lose than win. One reason expected values don’t help here is that if you lose outright with the “go for two first” strategy it will be by two points, but with the “go for one both times” strategy it will sometimes be by only one point, but a loss is a loss, so this isn’t relevant.

In this paper I haven’t discussed how to handle other situations like trailing by seven points (attempt the extra point) or by 21 points (go for two first). I also haven’t discussed high school football because two-point conversion attempt and extra point percentages vary so spectacularly across high school teams. However once high school coaches have some estimates for their team’s percentages in these two areas they can use the formulas in this paper to determine their best approach. It appears that for all practical cases the “go for two first” strategy will also be best for them.

References

  1. Mallory, W. & Nehlan, D. (eds.) (2004). Complete Guide to Special Teams, American Football Coaches Association, ISBN 0736052917.
  2. Smith, M. (n.d.) Splitting the Overtime Pizza, Football Outsiders Web Page, Retrieved September 19, 2005, from http://www.footballoutsiders.com/ramblings_print.php?p=87&cat=1.
2018-10-25T10:22:13-05:00September 6th, 2005|Contemporary Sports Issues, Sports Coaching, Sports Management, Sports Studies and Sports Psychology|Comments Off on Playing with the Percentages When Trailing by Two Touchdowns

Intercollegiate Athletic Corporate Sponsorships and the First Amendment

Intercollegiate Athletic Corporate Sponsorships and the First Amendment:

In response to the recent escalation of head coaches’ salaries in intercollegiate athletics, and the constant pressure for athletic directors to adhere to shrinking budgets, many athletic directors are turning to corporate sponsorships to increase revenue. Athletic departments can raise money from corporate sponsors in a variety of methods ranging from selling advertising on the outfield fence of the baseball stadium to allowing corporate sponsors to set up an information booth and distribute advertisements on the concourse in the basketball arena. While an athletic director may be eager to welcome with open arms corporate sponsors with open checkbooks, an athletic director may at times be placed in a situation where he or she does not want to allow a corporate sponsorship to a company or organization that could portray a negative image on the athletic department or the university. For example, an athletic director may decide to decline an offer from Hooters, or a local “gentlemen’s club” to become a corporate sponsor for fear that it will negatively impact the family atmosphere and image the athletic department would like to portray. However, an Athletic Director at a state institution must be aware that providing sponsorship opportunities to certain companies while refusing sponsorship opportunities to others could implicate the right to free speech under the First Amendment. This article will attempt to provide an Athletic Director with information regarding lawful distinctions between corporate sponsors in order to avoid infringing on the First Amendment rights of the members of a corporation who are seeking to become a corporate sponsor for a state institution’s athletic department.

From the outset, it must be noted that this article only applies to state institutions because the First Amendment is not implicated with regard to private institutions. Thus, if a private religious university such as Brigham Young University refuses to allow Budweiser or Coors to become corporate sponsors (since alcohol consumption is contrary to the religious beliefs supported by B.Y.U.), it can lawfully decline such a corporate sponsor without any possible First Amendment implications.

The first step in analyzing a freedom of speech problem such as whether the athletics department can constitutionally deny a corporate sponsor an opportunity to engage in athletic department promotions is to determine the type of forum in which the intended speech is to take place. See Cornelius v. NAACP Legal Defense & Educ. Fund, 473 U.S. 788, 800 (1985). The 9 th Circuit in Diloreto noted that “where the government acts in a proprietary capacity to raise money or to facilitate the conduct of its internal business, the Supreme Court generally has found a nonpublic forum, subject only to the requirements of reasonableness and viewpoint neutrality.” Diloreto v. Downey Unified School Dist. Bd. of Educ , 196 F.3d 958 (9 th Circuit, 1999), citing Lehman v. City of Shaker Heights, 418 U.S. 298, 303-304 (1974). The Diloreto court held that where a high school offered advertising opportunities to businesses allowing the business to post an advertisement on a sign at the high school baseball field, and where the intent of the school in opening the baseball field to advertising was to raise funds, not to create a forum for unlimited public expression, the forum was a nonpublic forum open for a limited purpose. Id. at 966.

When an athletic department offers corporate sponsorships, it is clearly doing so to raise funds for the athletics department, not to create a forum for unlimited public expression. Thus, when an athletic department solicits and receives a corporate sponsorship such as for the signage at the athletic field or arena, the forum that has been created will likely be found to be a nonpublic forum open for a limited purpose.
In a nonpublic forum open for a limited purpose, restrictions on access “can be based on subject matter…so long as the distinctions drawn are reasonable in light of the purpose served by the forum” and as long as the restrictions discriminate on the basis of content rather than viewpoint. See Id.; Rosenberger, 515 U.S. at 829 (1995); Lamb’s Chapel, 508 U.S. at 392-93 (1993); Cornelius at 806. Thus, before denying an opportunity to a corporate sponsor, an athletic director must ensure that the he or she is making a reasonable distinction based on the purpose of the sponsorship opportunities it is offering, as well as ensuring that he or she is not making a distinction between two corporate sponsors on the basis of a corporation’s viewpoint.

Making a Reasonable Distinction


In Lehman, the U.S. Supreme Court addressed the issue of whether it was reasonable for a city transit system to decide which type of advertising may be displayed in its buses; an issue that arose when a political candidate was not allowed to advertise on the city buses. Lehman at 298. The Lehman court held that the city’s decision to exclude political advertising from bus signs was reasonable given the city’s desire to generate revenue and the potential for “ lurking doubts about favoritism, and sticky administrative problems [that] might arise in parceling out limited space to eager politicians.” Id. at 304.
An athletic director’s reason to decline offers from corporate sponsors such as Hooters or a local “gentlemen’s club” may be to keep a family oriented atmosphere at its games, and maintain an environment that is suitable for children. It is likely that making a distinction between a corporate sponsor such as Hooters and a corporate sponsor such as Ford or Coke based on the atmosphere that the corporate sponsor may create would be seen as a reasonable distinction.

Viewpoint Versus Content Discrimination

However, even assuming that an athletics department’s reason to deny a sponsorship opportunity to a certain corporation is reasonable, it may still violate the First Amendment if doing so discriminates on the basis of viewpoint, rather than content. Diloreto at 969, citing Cornelius at 811.

The U.S. Supreme Court noted that the distinction between viewpoint discrimination and content discrimination is not a precise one. Rosenberger at 831. The Diloreto court attempted to explain the distinction when it stated, “ Permissible content-based restrictions exclude speech based on topic, such as politics or religion, regardless of the particular stand the speaker takes on the topic.” Diloreto at 969, citing Children of the Rosary, 154 F.3d at 981. The Diloreto court further stated, “In contrast, impermissible viewpoint discrimination is a form of content discrimination in which the government targets not subject matter, but particular views taken by speakers on a subject.” Id. citingRosenberger at 829.
In Diloreto, a businessman was not allowed to buy advertising space at the high school baseball field because his proposed sign listed the text of the Ten Commandments, which was against the school’s policy of not allowing religious advertising. Id. at 962. The school district refused to post the sign “based on (1) concern about running afoul of the Establishment Clause; and (2) disruption, controversy and expensive litigation that might arise from community members seeking to remove the sign or from religious or political statements that others might wish to post.” Id. at 963. The Diloreto court stated, “We conclude that the District’s decision not to post Mr. DiLoreto’s sign was pursuant to a permissible, content-based limitation on the forum, and not viewpoint discrimination.”
If an athletic director allows corporate sponsors that promote a family environment to engage in sponsorships, while he or she refuses to allow corporate sponsors that promote an adult oriented environment to engage in the same sponsorships, the athletic director would likely be seen to be engaging in permissible content discrimination rather than viewpoint discrimination. By way of example, the athletics department would not be allowed to refuse to allow Hooters to be a corporate sponsor, while at the same time allow another adult oriented business such as a local “gentlemen’s club” to be a corporate sponsor because doing so would be deciphering between two different businesses that are adult oriented, which would likely be seen as viewpoint discrimination because the decision to exclude Hooters instead of the local “gentlemen’s club” would appear to be based on the particular views or specific stance Hooters takes. Similarly, an athletic director could not allow certain religious organizations such as the local Baptist Church to become a corporate sponsor while refusing to allow other organizations such as an atheist group to become a corporate sponsor because doing so would likely be seen as impermissible viewpoint discrimination.

However, the Diloreto case offers support for an athletic director to refuse to allow a religious organization or an adult oriented business to become corporate sponsors so long as the athletic director refuses to allow all religious organizations and adult oriented businesses to become corporate sponsors because doing so would likely be viewed as permissible content discrimination rather than impermissible viewpoint discrimination.

Conclusion


Therefore, since an athletic department, through its corporate sponsorships has likely created a nonpublic forum open for a limited purpose, if the distinction the athletic director is making between different corporations is a reasonable distinction that does not amount to viewpoint discrimination, it is likely that the athletic director’s actions of refusing to allow such a corporation to be one of its corporate sponsors would be found to be constitutional.

2015-03-24T10:33:18-05:00September 4th, 2005|Contemporary Sports Issues, Sports Coaching, Sports Management, Sports Studies and Sports Psychology|Comments Off on Intercollegiate Athletic Corporate Sponsorships and the First Amendment

The Effects of the Speed Function on Some Technical Elements in Soccer

Abstract

The purpose of this study was to examine the effects of the speed function on some technical elements (dribbling, slalom and agility) in soccer, and to determine the effect ratio of these elements on one another. Some information regarding the purpose of this research is given by means of literature review. The subjects of the study, 177 soccer players selected from the 1st, 2nd, and 3rd League, amateur and two youth teams in Ankara, Turkey, has undergone a performance test including one each of a sprint 0-15-30 m, slalom 0-15-30 m, and dribbling 0-15-30 m, and an agility test. Sprint, slalom and dribbling tests were applied twice, with the players resting between each trial. Finally, the agility test was performed. The reliabilities of the tests (Sprint = .74; Slalom = .61; Dribbling = .76; Agility = .81) were determined for the players (n=40). The performance values of the subjects examined showed that while speed function does affect the agility competency, it had no effect on slalom and dribbling competency. The other findings showed that slalom and dribbling competencies affect each other positively.

Introduction

In soccer, in addition to mental, psychological, physiological and coordinational features, the improvement of conditional features is important as well. Peak conditional features in soccer players provide an advantage. Much of what affects the results of a match occurs during or after the high intensity sprint. Analysis of the specific movements and activities performed by football players during games can provide much relevant information on which suitable training programs can be designed (Dawson, 2003).

Success in soccer is dependent upon a variety of factors including the physical characteristics and physiological capacities of the players, their level of skill, their degree of motivation, and tactics employed by them against the opposition. Some of these factors are not easily measured objectively, but others can be tested using standardized methods and can provide useful information for coaches (Mosher, 1985).

In soccer, speed plays an important role; the accelerated pace of the game calls for rapid execution of typical movements by every member in a team. In many instances, successful implementation of certain technical or tactical maneuvers by different team members is directly related with the degree of velocity deployed (Kollath & Quade, 1991).

According to the Dawson study (2003), the large majority of sprints performed in soccer take six seconds or less to complete, over distances of only 10-30 meters, and many of the sprints involve at least one change of direction.

As running speed increases, longer strides are taken. In this instance, the swing phase involves greater knee flexion and hip extension, and greater hip flexion in the latter part of the phase (Howe, 1996).

During soccer games, many actions affect the result of games. These actions are characterized by intermittent and multi-directional movements, as well as the movements of changing intensity and time.

Reilly and Ball (1984) stated that each game typically involves about 1000 changes of activity by each individual in the course of play, and each change requires abrupt acceleration or deceleration of the body or an alteration in the direction of motion.

Specific physical and physiological characteristics of soccer players can be used by coaches to modify training programs and to help players prepare for the game strategy. The modern soccer relies on the ability of all players to attack and defend whenever necessary. Therefore, it is important that all players achieve a high level of performance in the basic skills of kicking, passing, trapping, dribbling, tackling and heading. Analysis of the physical and physiological characteristics of the players and determination of the specific requirements for optimal performance are thus a necessity (Tiryaki et al., 1996).

Technique refers to the relationship and harmony a player demonstrates with the ball and describes the performance of a solitary action in isolation from the game, e.g. pass or dribbling (Bate, 1996).

Dribbling a ball was chosen in this study as this represents one of the most exciting aspects of the game for spectators, and a great deal of time is devoted in training to its practice (Reilly & Thomas, 1979).

When running with a ball, much shorter strides are taken as the player must be ready to change direction and speed. At the toe-off phase, the leg may not be as extended heel stride may not be as pronounced, rather the foot may land in a more neutral position or be plantarflexed (Howe, 1996).

It is known that players with sprint skills have advantage over other players. However, the degree of effect has not been determined. In this study, we wanted to determine the degree of effect of sprint on technical elements. In other words, the purpose of this study was to examine the effects of the speed function on some technical elements in soccer, and to determine the effect ratio of these elements on one another. Thus, soccer-training programs could specify and propose the degree, frequency, intensity and volume of sprint and technical elements.

Methodology

Participants

This investigation was performed during the 1999-2000 season and included players from different league group teams competing in Ankara, Turkey (177 soccer players selected from 1st, 2nd, 3rd League, amateur and two youth teams). All subjects were informed about the purpose of the study and of its voluntary nature, and all provided their consent to participate. The study involved analyses of performance of these players. We examined the literature for related investigations.

Apparatus and Task

To establish reliability, the tests were applied to 40 players in ‘on season’ and ‘off season’. Paired sample t – test statistical tests were used. The reliability values were determined as follows:

According to match analysis, in match situation maximum sprint distance is approximately 20 – 30 m. However, the soccer players run about 100 sprints in the match (Kelly et al., 1982).

The subjects ran 30 m to measure their sprint performance. Crossing values (15 m and 30 m) were recorded by photocell (sprint 0 – 15; = .67 ; sprint 0 – 30; =.74).

The subjects ran between nine slalom sticks located 1.5 m apart. With photocell, 15 m and 30 m crossing values were recorded. Slalom – dribbling tests established by Kunts were applied (1991). Van Rossum practiced the test over 15 m, and reliability was determined as approximately .51. In this investigation, we determined reliability for slalom 0 -15 m as = .53; and for slalom 0 -30 m as = .61. The subjects dribbled the ball between the nine slalom sticks located 1.5 apart. With photocell, 15 m and 30 m crossing values were recorded, and reliability for dribbling 0 -15 m was determined as = .68; and for dribbling 0 -30 m, = .76.

“Agility refers to the capability to change the direction of the body abruptly. The ability to turn quickly, dodge and sidestep calls for good motor coordination and is reflected in a standardized agility run test.” (Reilly, 1996). Agility tests comprise different directional movements with changes between 35 m and 142 m in area (Haywood, 1986). Wilmore (1992) has defined agility as the ability to change movement direction, and it constitutes conjunction of sprint, strength, stability and coordination factors.

The agility test used was that developed by Lindquist and Bangsbo (1994), and its formation and dimension included the football penalty area. The reliability was found as .81 (n=20). We conformed to the elements of this agility test, in which the athletes ran as fast as possible through the tests with this sequence: sprint (40 m), back sprint (8.25 m), sprint (8.25 m), sprint (8 m), slalom (70 m), sprint (8 m), side sprint (8.25 m), side sprint – opposite direction (8.25 m).

Testing Procedure

The tests included one each sprint 0-15-30 m, slalom 0-15-30 m, and dribbling 0-15-30 m, followed by the agility test. Sprint, slalom and dribbling tests were applied twice, with the players resting between trials. Finally, the agility test was performed. Descriptive statistics of the subjects are presented in Table 1.

Data Analysis

The acquired data was transferred to the computer and evaluated with SPSS (Statistical Package for Social Sciences). The descriptive statistics (f, %) and Pearson Moments Multiple Correlation and Paired sample t-test statistical tests were used. Significance level was determined at .05.

Results

All participants completed the test procedure. Results attained from the subjects were classified according to the mean, standard deviation, minimum, maximum and range, and are presented in Table 2.

Correlations between sprint, slalom, and dribbling were tested with bi-variate Pearson Moments Multiple Correlation, and results are given in Table 3. As can be seen, statistically significant positive (p.05) correlation was determined between the following: agility and sprint 15; agility and sprint 30; dribbling 15 and dribbling 30; slalom 15 and slalom 30; sprint 15 and sprint 30; dribbling 15 and slalom 15; dribbling 30 and slalom 15; dribbling 30 and slalom 30; and dribbling 15 and slalom 30.

Apart from the above, other relation among the variables was statistically insignificant. No statistically significant relation was determined between sprint and dribbling and slalom values, but there was a positive correlation between slalom and dribbling.

Discussion

We determined participants’ mean age as 23.72 3.4 years, mean height 179 6.5 cm, mean weight 72.4 6.7 kg, and mean training years as 8.5 3.4 years. In this study 0-15 m sprint value was approximately 2.25 sec, 15-30 m 1.85 sec and 0-30 m 4.14 sec. Winkler (1991) reported 0-15 m sprint value as approximately 2.43 sec, 15-30 m as 1.71 sec, and 0-30 m as 4.14 sec. These findings support our study.

In subjects with good sprint values, agility values were significantly more meaningful (r = .49) (P < .05). Although according to Balsom (1994), soccer players who have good sprint ability cannot also be skilled in agility. In this study, players having good sprint values also had significantly more meaningful agility values. Similar results were also found in the study done by Herm (1993). He found that there was a correlation between 30 m sprint value and agility (r =.65), and this data support our findings.

According to the Little & Williams study (2003), there is a significant correlation between maximum speed and agility ( r = 0.34 p< 0.05). There is a notion that maximum speed and agility are distinctly specific attributes. The specificity may be attributable to differences in the musculature utilized strength qualities required and complexity or of motor control, between the different speed components.

To find the relationships between dribbling and slalom, one study was conducted by Van Rossum and Wijbenga (1991). According to the statistical analysis, correlation value was found (r=.59). In this investigation, a statistically meaningful relationship (r=.55) was determined between dribbling and slalom. High perception skills are needed in slalom and dribbling skills; however, perception does not affect sprint and agility skills. The participants who did well in the slalom test also performed well in dribbling tests. This high correlation between slalom and dribbling can be explained by the similarity among step frequencies, movement and dynamic changes, and specific and compulsive concentration.

No significantly meaningful relation was found between sprint and dribbling and slalom values. According to the definitions of sprint and dribbling elements (Howe, 1996), it is seen that while the anatomical movements resemble each other, angle and velocity of the extremities differ. We assume this is why speed had no affect on dribbling.

According to the study, it is seen that performance of acyclic speed and dribbling are affected by performance of cyclic speed run. In soccer, the importance of cyclic running has decelerated because of changes in the structure of play. Because action is limited to a narrow field, acyclic speed and dribbling can be more important in taking opponents out of play and gaining an advantage. It is suggested that speed drills should be formatted with both acyclic and different dribbling, which more directly supports the necessary qualities of modern soccer.

References

  1. Balsom, P. (1994). Sprint performance in soccer. Science and Football, III, (pp. 16-19). London: E & FN Spon.
  2. Bate, D. (1996). Soccer skills practice. In T. Reilly (Ed.), Science and Soccer (p. 228). London: E & FN Spon.
  3. Dawson, B. (2003). Speed, agility and quickness in football. World Congress on Science and Football-5: Book of abstracts. Lisbon: Faculty of Human Kinetics, Technical University of Lisbon.
  4. Haywood, K. M. (1986). Life span, motor development. Illinois: Human Kinetics Publishers.
  5. Herm, K. P. (1993). The evidence of sport anthropology in training of young soccer players. In T. Reilly, J. Clarrys, & A. Stibbe (Eds.), Science and football II. London: E & FN Spon.
  6. Howe, T. (1996). Functional anatomy. In T. Reilly (Ed.), Science and soccer (p. 20). London: E & FN Spon
  7. Kelly, L., Mariric, Z., Wasilewski, S., & Withers, R. T. (1982). Match analysis of Australian professional soccer players. Journal of Human Movement Studies, 8, 159-176.
  8. Kolath, E., & Quade, K. (1993). Measurement of sprinting speed of professional and amateur soccer players. In T. Reilly, J. Clarrys, & A. Stibbe (Eds.), Science and football II (pp. 1-36). London: E & FN Spon.
  9. Kunts, R., & Van Rossum, J.H.A. (1991). The usage of skills tests by trainers of youth teams: Tests of physical fitness and technique. In T. Reilly, J. Clarrys, & A. Stibbe (Eds.), Science and football II (pp. 319-323). London: E & FN Spon.
  10. Lindquist, F., & Bangbo J. (1991). Do young soccer players need specific physical training. In T. Reilly, J. Clarrys, & A. Stibbe (Eds.), Science and football II. London E & FN Spon.
  11. Mosher, R. E. (1985). Interval training: The effects of 12-week programme on elite, prepubertal male soccer players. Journal of Sports Medicine and Physical Fitness, 25, 84-86.
  12. Reilly, T. (1996). Fitness assessment. In T. Reilly (Eds.), Science and soccer (pp. 42-43). London: E & FN Spon.
  13. Reilly, T., & Ball, D. (1984). The net physiological cost of dribbling a soccer ball. Research Quarterly for Exercise and Sport, 55, 267-271.
  14. Reilly, T., & Thomas, V. (1979). Estimated daily energy expenditures of professional association footballers. Ergonomics, 22, 541-548.
  15. Tiryaki, G., Tuncel, F., Yamaner, F., Agaoglu, S. A., Gmsdag, H., & Acar, M. F. (1996). Comparison of the physiological characteristics of the first, second and third league Turkish soccer players. In T.Reilly (Eds.), Science and Football III (p. 32). London: E & FN Spon.
  16. Wilmore, J. H. (1992). Training for sport and activity: The physiological basis of the conditioning process. Boston: Allyn and Bacon.
  17. Winkler, W. (1991). Computer-controlled assessment and video – Technology for the diagnosis of a player’s performance in soccer training. In T. Reilly, J. Clarrys, & A. Stibbe (Eds.), Science and football II (pp. 73-80). London: E & FN Spon

Appendices

Table 1. Height, Weight and Training Years of the Football Players

Variable ( n = 177 )Height (cm)Weight (kg)Training (year) Mean (sec.)1.7972.48.55 SD (sec.).066.753.40 Min. (sec.)1.6560.01.0 Max. (sec.)1.9892.020.0 Range (sec.).3332.019.0

Table 2. Agility, Sprint, Slalom and Dribbling Results,

Variables ( n = 177 )AgilitySprint 0-15Sprint 15-30

Sprint 0-30

Slalom 0-15

Slalom 15-30

Slalom 0-30

Dribbling 0-15

Dribbling 15-30

Dribbling 0-30

Mean (sec.)41.902.251.85

4.14

4.48

4.92

8.88

7.59

7.72

15.31

SD (sec.)2.93.12.09

.17

.56

.89

1.31

.78

.72

1.17

Min. (sec.)35.871.981.67

3.72

3.13

3.51

7.06

6.07

6.15

13.04

Max. (sec.)51.862.502.11

4.94

6.28

6.76

12.92

9.69

9.90

17.98

Range (sec.)15.99.52.44

1.22

3.15

3.25

5.86

3.62

3.75

4.94

Table 3. Correlation Results

Agility Dribbling15 Dribbling30 Slalom15 Slalom30 Sprint15 Sprint30
Agility ———– .33p.117 .35p.107 .36p.105 .35p.107 .45*p.019 .49p.011
Dribbling15 .33p,117 ———– .67*p.000 .53*p.000 .45*p.019 .31p.119 .29p.201
Dribbling30 .35p.107 .67*p.000 ———– .51*p.001 .55*p.000 .26p.227 .35p.107
Slalom15 .36p,105 .53*p.000 .51*p.001 ———- .84*p.000 .33p.117 .26p.227
Slalom30 .35p.107 .45*p.019 .55*p.000 .84*p.000 ———– .29p.201 .34p.112
Sprint15 .45*p.019 .31p.119 .26p.227 .33p.117 .29p.201 ———– .74*p.000
Sprint30 .49*p.011 .29p.201 .35p.107 .26p.227 .34p.112 .74*p.000 ———-

*(P< .05)

2016-04-01T09:49:40-05:00June 8th, 2005|Contemporary Sports Issues, Sports Coaching, Sports Exercise Science, Sports Studies and Sports Psychology|Comments Off on The Effects of the Speed Function on Some Technical Elements in Soccer

Compatibility of Adaptive Responses With Hybrid Simultaneous Resistance and Aerobic Training

ABSTRACT

The purpose of this investigation was to examine the effects of a hybrid, simultaneous, resistance and aerobic training program on aerobic power and muscular strength. Free-weight 1RM elbow flexor strength and cycle ergometer maximal aerobic power (CE VO2 max) were assessed for 15 untrained subjects. All tests were performed prior to and following a six-week training program. Subjects were randomly assigned to three training groups: an aerobic-training group, a strength-training group, and a simultaneous-training group. All training was performed three times per week. Aerobic training consisted of five to six, three-minute bouts of high-intensity exercise performed on a calibrated Monark cycle ergometer. All training intervals occurred at 85 to 100% of the subject’s CE VO2 max. Training intervals were separated by three minutes of rest. Strength training consisted of performing arm-flexion exercise with the subject’s dominant arm using a free-weight dumbbell. The strength training protocol consisted of performing four working sets of exercise per session separated by three minutes of rest. The first two weeks of training consisted of four sets of 10RM, the third week at 8RM, the fourth at 6RM, the fifth at 4RM, and the sixth at 2RM. The simultaneous training group performed both the aerobic and strength training protocols simultaneously. The aerobic and simultaneous groups significantly (p< 0.05) increased aerobic power 33.6 ± 6.1 to 39.1 ± 6.8 and 36.2 ± 3.7 to 42.3 ± 5.4 ml×kg-1×min-1 respectively. There was no significant difference in aerobic power increase between the aerobic and simultaneous training groups. The strength and simultaneous training groups significantly (p < 0.05) increased 1RM strength 11.36 ± 3.2 to 16.81 ± 5.1 kg and 13.81 ± 5.13 to 17.72 ± 6.15 kg respectively. There was no significant strength difference between the strength and simultaneous training groups. In conclusion, simultaneous high-intensity, cycle ergometer, aerobic training and one-arm, free-weight, strength training can be effectively utilized to increase maximal aerobic power and dynamic elbow-flexor strength. This study shows that the concept of simultaneous, high-intensity, aerobic and strength training is viable and that this approach to training may perhaps become a conditioning option for athletes and non-athletes.

INTRODUCTION

Strength and endurance training serve as the cornerstone of both athletic training and basic fitness regimens. A seemingly endless variety of modes, methods, and techniques are routinely utilized to achieve greater performance and fitness. At the forefront of these training methods is concurrent training. Concurrent training generally refers to the performance of both aerobic and anaerobic exercise within a fitness or athletic training program. To that end, strength and endurance training are applied in varying sequences within the same workout, daily, or weekly schedule. Athletes as well as popular and commercial fitness applications capitalize on these basic themes and supply the consumer with unlimited exercise options. Included within this variety are techniques which combine both resistance and aerobic training at the same moment in time, not separately. Such techniques are now very popular and are most commonly utilized in group-exercise settings in which individuals utilize barbells or dumbbells with the upper body and some kind of aerobic movement with the lower body at the same moment in time. For clarity, this type of training will be referred to as simultaneous training.

Currently, available research does not document simultaneous training as defined above. However, numerous studies have investigated the interactions of strength and aerobic training on muscular strength and aerobic power resulting from traditional same day or different day simultaneous training. These investigations often report mixed results (Abernethy & Quigley, 1993; Dudley & Djamil, (1985), Gravelle & Blessing, 2000; Hennessy & Watson, 1994; Hickson, 1980; Hunter, Demment, and Miller, 1987, McCarthy, Pozniak, and Agre, 2002; McCarthy, Agre, Graf, Pozniak, and Vailas, 1995). In all reviewed investigations, experimental training groups that performed concurrent training had no impairment in the magnitude of aerobic power increase as compared to those training groups that performed aerobic training only. The numerous physiological and structural adaptations resulting from aerobic training appear to be unaffected when combined concurrently with strength training. Some studies in which concurrent training was performed showed significantly less increase in muscular strength as compared to those experimental groups that performed strength training only (Dudley & Djamil, 1985; Hennessy & Watson, 1994; Hickson, 1980). Then again there are a number of studies which show little, if any, impairment in the magnitude of strength gain (Abernethy & Quigley, 1993; Hunter et al. 1987, McCarthy et al., 2002; McCarthy et al, 1995, Volpe, Walberg-Rankin, Webb-Rodman, and Sebolt, 1993). Most investigations reporting strength decrement report that strength gain decrement is isolated to the same muscle group that was utilized during the aerobic training portion of the study. Currently there is a lack of consensus among investigators as to the exact cause(s) of strength gain impairment as a result of concurrent training

Regardless of the degree of compatibility concurrent training may afford to increases in muscular strength and aerobic capacity, each of the aforementioned studies utilizes unique training methodologies and experimental designs. These key differences make it difficult to discern the degree of effectiveness and optimal application of concurrent training. Simultaneous training further complicates training and training outcomes due to its hybrid nature. This type of training is physically complicated and requires full body coordination. Since it does not involve a separation of the two modes of training and is relatively difficult to effectively coordinate, the efficacy of this training is unclear in either laboratory or group-exercise settings. The objective of this experiment was to examine the efficacy of synchronizing strength and endurance training and its effect on muscular strength and aerobic power.

METHODS

Subjects

Fifteen subjects, nine women and six men, ranging in age from 18 to 28, were recruited for this study (Table 1). Prior to data collection, subjects had not participated in a regular exercise program for a period of six months. All subjects were required to fill out a medical history questionnaire for the purpose of screening for contraindications to participation. The Southern Illinois University at Carbondale Human Subjects Committee granted approval for this study. Subjects were informed of the risks associated with participation in the study and subsequently signed an informed consent prior to data collection.

Table 1. Subject characteristics (mean ±SD )
Variable Women (n = 9) Men (n = 6)
Age (y) 21.1 ± 2.6 21.2 ± 1.5
Height (cm) 158.5 ± 16.6 180 ± 6.7
Weight (kg) 69.8 ± 7.7 88.0 ± 20.7
Body Fat (%) 26.1 ± 5.2 15.2 ± 5.5

Experimental Design

Subjects were assigned to one of three training groups. Each training group was randomly assigned three women and two men. The first training group was a strength-training group (STG) only, the second was an aerobic-training group (ATG) only, and the third was a simultaneous-training group (SNTG). All subject testing occurred one week pre- and one week post-training. Subjects in all three training groups performed both strength and aerobic testing. All training was conducted three times per week at regular intervals, typically on an alternating daily basis. The duration of the training period was six weeks. All pre-testing took place within one week prior to and following the training period.

1RM Testing

A one repetition maximum (1RM) elbow flexion (bicep curl) test was performed unilaterally using the subject’s dominant arm. A plate loaded dumbbell was utilized for 1RM testing. Subjects were seated with their feet on the floor. Bicep curling was performed with the hand in the supinated position throughout the lift’s range of motion. A 1RM protocol consistent with NSCA guidelines was utilized prior to maximal testing (Baechle & Earle, 2000). A maximal lift was determined when the subject could complete only one repetition in strict form.

Aerobic Power Testing

A calibrated Monark cycle ergometer (Varberg, Sweden) was utilized for all aerobic power testing. Maximal cycle ergometer oxygen consumption (CE VO2max) was measured using a Parvo Medics, True Max 2400 Metabolic Measuring system (Concentius Technology). Subjects wore a Polar heart rate monitor during all testing. A five-minute submaximal warm-up period preceded commencement of the aerobic power testing protocol. A pedaling rate of 60 rpm was maintained throughout the test. An initial work load of 60 Watts (W) was performed for one minute. At the beginning of each minute following the first minute, pedaling intensity was increased by 30 W. Heart rate was annotated at the end of each respective workload. Cycle ergometer VO2max was determined by the occurrence of one of the following; a plateau or decrease in oxygen consumption with a subsequent increase in workload, obtaining age predicted maximum heart rate or volitional fatigue. A brief cool-down period followed test termination.

Strength Training

Strength training was performed unilaterally with the subject’s dominant arm. A plate-loaded dumbbell was used to perform elbow flexion (bicep curl) exercise. As with the 1RM trial, strength training was performed in the seated position. The first and third training sessions of each week were designated “heavy” training days while the second was a “light” training day. Pilot testing revealed that muscular and joint soreness were an issue with three heavy training sessions per week. A brief warm-up period, consisting of two to three sets of 12-15 repetitions at about 50% of the subject’s 1RM, preceded each training session. Four working sets were performed during each training session following the warm-up period. The strength-training protocol was periodized by RM loads over the course of the six-week training program. The first two weeks of training consisted of performing arm flexion exercise at the subject’s 10RM load. The third week was performed at the subject’s 8RM load. The fourth was performed at the 6RM load, the fifth at 4RM, and the sixth at 2RM. Training loads were adjusted as needed throughout training sessions to achieve target repetitions across all sets. Light-day training sessions were performed at approximately 75 to 80% of the heavy training loads. All working sets were separated by three minutes of rest.

Aerobic Training

Aerobic training was performed on a Monark (Varberg, Sweden) cycle ergometer. Cycles were calibrated each week. A heart-rate monitor was worn by each subject during training to monitor exercise intensity during training. Following a brief warm-up period consisting of five to 10 minutes of light, sub-maximal pedaling, aerobic training commenced. Training sessions consisted of five, three-minute exercise intervals separated by three minutes of rest. All training intervals were performed at a pedaling rate of 60 rpm. Exercise bouts were performed at power outputs corresponding to the subject’s 85 to 100% CE VO2 max. Beginning the fourth week of training a sixth training interval at 85 to 100% VO2 max was added. Percentages of the subject’s CE VO2 max were calculated using the Karvonen method (American College of Sports Medicine [ACSM], 2000).

Simultaneous Training

Simultaneous training consisted of both the strength and aerobic training protocols performed at the same time. Upon initiating the aerobic training protocol and achieving the desired pedaling rate of 60 rpm, subjects were handed an appropriately loaded dumbbell. Subjects continued pedaling while curling the dumbbell until the desired repetition number for that set was achieved. Coordination of simultaneous exercise activities was achieved quickly by each subject. Upon completion of the set the dumbbell was removed and the subject completed the aerobic interval.

Statistical Analyses

All statistical analyses were performed using the SIUC mainframe Statistical Analysis Systems (SAS) program. Measures of central tendency and spread of data were represented as means and standard deviations. The experimental protocol employed a repeated measures design. A two by three repeated measures analysis of variance (ANOVA) was performed to analyze within and between group differences. Between- and within-group analyses consisted of the following for each group: 1) pre- and post- training 1RM and 2) pre- and post-training aerobic power measurements. The criterion alpha level was set at p < 0.05. All statistically significant interactions were analyzed to determine if either of the training groups had greater increases in either aerobic power or muscular strength from pre- to post-training than other training groups. Differential effects, a post-hoc technique, were utilized to analyze significant interactions between training groups (Khanna, 1994).

RESULTS

Muscular Strength

There was a significant increase in 1RM for the simultaneous training group from pre- to post-training (13.81 ± 5.13 to 17.72 ± 6.15 kg), an increase of 28.29%. There was a significant increase in 1RM for the strength training group from pre- to post-training (11.36 ± 3.20 to 16.81 ± 5.1 kg), an increase of 48.0% (Figure 1.). There was no significant difference in muscular strength increase between the simultaneous and strength training groups. The aerobic training group had no significant increases in muscular strength.

Figure 1. Changes in muscular strength pre-training to post-training.

Figure One

Aerobic Power

The simultaneous training group significantly increased CE VO2max from pre- to post-training (36.2 ± 3.7 to 42.3 ± 5.4 ml · kg -1 · min-1), an increase of 16.75%. The aerobic training group significantly increased CE VO2max from pre- to post-training (33.5 ± 6.1 to 39.1 ± 6.8 ml · kg -1 · min-1), an increase of 16.49% (see Figure 2.). There was no significant difference in the magnitude of increase of the CE VO2max between the aerobic and simultaneous training groups. There was no significant increase in aerobic power for the strength training group.

Figure 2. Changes in aerobic power, pre-training to post-training.

Figure Two

DISCUSSION

In the present study, simultaneous training induced significant increases in both aerobic power and muscular strength. The independent strength and endurance training programs produced significant increases in both muscular strength and aerobic power respectively. Results indicate that hybrid simultaneous training, consisting of strength training and high-intensity aerobic training is capable of inducing significant increases in both muscular strength and aerobic power.

In simultaneous exercise, especially in group settings, the upper body is most benefited by resistance training since the lower body is performing the primary aerobic movement. Therefore, the greatest muscular strengthening occurs in the musculature of the upper body. Kraemer et al. (1995) referred to this effect as compartmentalization in which the upper body muscle groups are essentially unaffected by any negative effects of aerobic training. Group simultaneous exercise typically involves the use of relatively light barbells, dumbbells, or power bands. Training sessions persist up to an hour and include a variety of aerobic and resistance training movements. In the current study, utilizing lighter weights and a variety of movements was not practical. A primary goal of this study was to explore the efficacy of applying the two types of training so that the respective aerobic and resistance training stimuli occurred at the same time as in group settings. Given the results of the current investigation, it is reasonable to presume that group-style simultaneous training is a viable form of training.

Changes in aerobic capacity represent a durable adaptation in concurrent training. Superficially, it appears as if many physiological and structural adaptations that occur as a result of performing aerobic and strength training exercise may be antagonistic to each other. The specific adaptations common to endurance training include increases in capillary density, myoglobin, mitochondria, and oxygen uptake (Holloszy & Coyle, 1984). Aerobic training also has a tendency to decrease myofibrillar protein production in the muscle (Hoppeler, 1986). Strength training, however limits mitochondria, capillary supply, and production of aerobic enzymes (Luthi, Howald, Claassen, Vock, and Hoppeler, 1986; MacDougall, Sale, Moroz, Elder, Sutton, and Howald, 1979). According to Hurley, Seals, and Eshani (1984) while peripheral changes are important in the development of aerobic power, adaptations of the central circulatory mechanisms such as cardiac output and stroke volume are not affected by strength training. With respect to aerobic and strength training independently, this demonstrates that some physiological and structural adaptations to exercise have a more profound effect on the magnitude of the increase or decrease than others. The lack of significant difference in VO2max increases between the endurance and concurrent groups in several studies demonstrate that the development of aerobic capacity is independent of muscular strength increase (Dudley and Djamil, 1985; Hickson, 1980, Hunter et al. 1987; McCarthy et al. 2002; McCarthy et al., 1995; Volpe et al., 1993). The aerobic results of the current study were in agreement with those of the concurrent training studies.

Resistance training in its various forms elicits increases in muscular hypertrophy, increased stores of ATP and PCr, force generation, and anaerobic enzymes (Costill, Coyle, Fink, Lesmes, and Witzmann, 1979; Fleck & Kraemer, 1988; MacDougall, Sale, Elder, and Sutton, 1982; MacDougall et al., 1979). However, the greatest issue surrounding any type of simultaneous training regimen is strength gain inhibition. In some concurrent investigations in which the lower body was involved in strength and aerobic training, the lower body strength gains in the concurrent training groups were inhibited (Dudley & Djamil, 1985; Hennessy & Watson, 1994; Hickson, 1980). In Leveritt and Abernethy’s (1999) investigation, the ability of subjects to perform strength training was reduced following aerobic training. The strength inhibition experienced in the lower body demonstrates the susceptibility of the legs in general to strength gain impairment in response to concurrent training. Studies that performed resistance training with the upper body noted few if any problems with upper body strength increase when the legs were used to perform aerobic training. Kraemer et al. (1995) reported that effects of upper body strength training performed with endurance training seem to be generally compartmentalized to the upper body musculature, and did not significantly affect the force production or endurance capabilities of the lower body musculature. Interestingly, this does not appear to be the same relationship with aerobic and strength training performed by the arms. Abernethy and Quigley’s investigation (1993) noted no strength gain inhibition in a concurrent group that performed arm ergometry and isokinetic arm strength training. It was noted that further research will be needed to understand the different strength adaptation patterns in the quadriceps and triceps brachii respectively. The current study is in agreement with concurrent training study observations that show the upper body strength increases are not compromised by the aerobic activity performed by the lower body. Sale, MacDougall, Jacobs, and Garner (1990) noted; whether impairment, compatibility, or synergistic enhancement occur, the application of training volume, intensity, frequency, mode, training status of subjects decides the final outcome.

CONCLUSIONS

In the current investigation, aerobic and strength gain adaptations resulting from simultaneous training group were not negatively impacted. The adaptations of hybrid simultaneous training are much aligned with observations of traditional simultaneous training. While simultaneously achieved, muscular strength and aerobic power adaptations in the present study were likely not achieved due to the respective adaptations functioning in a complimentary capacity, but perhaps a compatible or even independent capacity. This training technique does pose limitations with respect to equipment, coordination, and number of exercises possible in combination. However, this type of training appears to be effective and may be used as a legitimate, but limited mode of exercise or conditioning. This type of training may also be used for off-season and pre-season conditioning for athletes as well. In conclusion, in untrained adults, simultaneous strength and aerobic training are as effective for increasing muscular strength and aerobic power.

References

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2015-03-24T09:56:47-05:00June 5th, 2005|Contemporary Sports Issues, Sports Coaching, Sports Exercise Science, Sports Management, Sports Studies and Sports Psychology|Comments Off on Compatibility of Adaptive Responses With Hybrid Simultaneous Resistance and Aerobic Training

Considerations for Interscholastic Coaches

Abstract

This study examines coaches’ learning experiences by identifying some of the major obstacles beginning coaches may encounter. It also suggests ways to prevent potential problems by examining the knowledge of more experienced coaches. Head high school football and basketball coaches were surveyed to determine things they would do the same and things they would do differently, if they were starting their careers over again. Based on survey responses, several themes emerged. The emergent themes were in the areas of relationships, professional development, conditioning and training, organization and administration, scheduling, academics, promotion and fundraising, facilities, job choice, and rules and accountability. When asked what they would do differently, the largest numbers of responses were in the areas of relationships (79%), organization and administration (41%), and job choice (28%). When asked what they would do the same, the largest number of responses were in the areas of professional development (72%), relationships (59%), conditioning and training (59%), and rules and accountability (45%). The results of this study are consistent with previous research on coaching and offer implications for those interested in entering the profession of coaching

Loser or Legend: Beginning Considerations for Interscholastic Coaches

Coaching is probably one of the toughest professions in the world. Contrary to the opinion of many, coaching is not a tough profession because of the pressure to win. Sure coaches are fired everyday based on their win-loss records, but most coaches understand the nature of the sport and live for the intense competition. What makes coaching such a difficult profession are the innate complexities of the game and the specialized body of knowledge required to be a good coach (Martens, 2004). What makes coaching a daunting profession is that coaches are expected to possess knowledge across a wide range of domains, including the ability to master the many roles a coach is required to perform that are unrelated to specific practice or game instruction (Lynch, 2001).

It has often been said that hindsight is always twenty-twenty. This is especially true in the profession of coaching, where split-second decisions and inches are what separate loser from legend. Early in his career at Duke University, basketball coach Mike Krzyzewski was considered a loser. So was former football coach Tom Landry, who had a losing record in each of his first six seasons with the Dallas Cowboys. Both of these coaches are now considered legends. At their best, most coaches have win-loss records of .500 or less. However, coaching is about more than wins and losses. At its best, coaching is about teaching life skills through game strategy. The best coaches know this. Still, most coaches never quite master this art and science either.

Given a chance, even the most experienced coaches would do some things differently, if the decisions would result in more victories on or off the field. Since the ability to go back in time is not an option, the ability to reflect on past experiences and then share that coaching wisdom is the next best alternative. According to O’Donnell (1998), coaches learn through experience (trial and error) or by studying other successful coaches. This theory of learning is what makes sport camps and clinics such a popular and lucrative business. Neophyte coaches often seek the knowledge of highly experienced coaches with the hopes that it will translate into the neophyte becoming a better, more knowledgeable and more successful coach.

Florida is one of the most populated and geographically largest states in the union. According to a study published by the National Sporting Goods Association (2002), the state of Florida is one of the leading states when it comes to sports participation. Thus, Florida is an important state to consider when researching and studying coaching.

Research Questions

With the goal of exploring coaches’ learning experiences in interscholastic sports, the purpose of this study was to identify some of the major problems a beginning coach may encounter, and to suggest recommendations to prevent potential problems. Specific research questions which guided the study were:

  1. If you could start your coaching career over from the beginning, what things would you repeat or do exactly the same?
  2. What things would you not repeat if given a chance to begin again as a new coach?

Methodology

Respondents

Respondents for this study were head football and basketball coaches (n=78) of high schools in the Central Florida area. All high schools solicited in this study hold membership in the Florida High School Athletic Association (FHSAA).

Instrumentation

A survey instrument was developed and used in this study to gather demographic data on coaches at high schools in the Central Florida area. A small pilot study using approximately six coaches was conducted to test the validity and reliability of the instrument. Individuals in the pilot study were from two representative high schools within the Orange County School district. Subjects in the pilot study were asked to complete the questionnaire and comment on the thoroughness of the directions provided, ease of completion, and suitability of questions as they pertain to the content. Using the results of the pilot study, the survey instrument was updated to incorporate recommendations. Problems with the instrument were addressed and corrected.

The survey instrument consisted of 10 items containing closed-ended questions and four items containing open-ended questions (see Appendix C for the complete survey). Data was gathered for comparative purposes only. Confidentiality of responses was guaranteed to all respondents. The overall return rate of the survey was 37 percent, which included responses from 29 subjects.

Procedure

During the fall of 2003, head football and basketball coaches (n=78) from high schools in the Central Florida area were mailed a cover letter, consent form, questionnaire, and a stamped self-return envelope. The statistical software package, SPSS 11.0, was used to analyze the descriptive data.

Another method of gathering data was the review of related documents and archival records. Documents used to gather data included individual high school websites, research papers on coaching, and the National Federation of State High School Associations website. This method of data gathering provided complementary information to that obtained in the surveys. In this manner, the researcher could triangulate and cross-check data provided by the survey (Wolcott, 1994).

Results

The major areas of concern and responses, as self-reported by respondents, were in the following 10 categories: (1) relationships, (2) professional development, (3) conditioning & training, (4) organization & administration, (5) scheduling, (6) academics, (7) program promotion & fundraising, (8) facilities, (9) job choice, and (10) rules & accountability.

What Coaches Would Do Differently

Head coaches were asked to identify three things they would do differently if they could start all over again as a new coach. Responses listed below are based on the 10 categories that emerged from the research.

Relationships

23 of the 29 coaches that responded (79%) indicated that, if they had it to do all over again, they would do things differently in the area of relationships. Their responses included ways they would deal differently with assistant coaches, parents, student-athletes, the administration, and their own family.

Professional Development

3 of the 29 coaches (10%) indicated they would do things differently in the area of professional development. Their responses included ways they would enhance their growth by not pigeon holing themselves by positions coached, re-prioritizing their teaching and coaching roles, and working harder to learn the craft of coaching instead of taking it for granted.

Conditioning & Training

5 of the 29 coaches (17%) indicated they would do things differently in the area of conditioning and training. Their responses indicated that they would practice less, work to develop feeder programs, and reverse the way they introduce offensive and defensive strategies.

Organization & Administration

12 of the 29 coaches (41%) indicated they would do things differently in the area of organization and administration. Their responses ranged from issues involving budgets, pre-game meals, delegating responsibilities, getting rid of players, and handling written agreements.

Scheduling

7 of the 29 coaches (24%) indicated they would do things differently in the area of scheduling. Their responses indicated they would: not over-schedule, not schedule back-to-back games, not schedule as many tough opponents, practice more on the weekends, and like to have more control over their schedules.

Facilities

3 of the 29 coaches (10%) indicated they would do things differently in the area of facilities. Their responses indicated they would do more to improve the condition of their facilities.

Job Choice

8 of the 29 coaches (28%) indicated they would do things differently in the area of job choice. Their responses indicated they would: be more careful about the jobs they selected, and not coach as many sports.

Rules & Accountability

4 of the 29 coaches (14%) indicated they would do things differently in the area of rules and accountability. Their responses ranged from being stricter to being more flexible.

What Coaches Would Do the Same

Head coaches were asked to identify three things they would repeat or do exactly the same if they could start all over again as a new coach. Responses listed below are also based on the 10 categories that emerged from the research.

Relationships

17 of the 29 coaches that responded (59%) indicated that, if they had it to do all over again, they would do things the same in the area of relationships. Their responses included ways they would repeat similar behavior with assistant coaches, parents, student-athletes, the administration, school staff, and religious beliefs.

Professional Development

21 of the 29 coaches (72%) indicated they would do things the same in the area of professional development. Their responses included ways they would enhance their personal and professional growth by being life-long learners.

Conditioning & Training

17 of the 29 coaches (59%) indicated they would do things the same in the area of conditioning and training. Their responses indicated that they would: implement strength training programs, set team and individual goals, spend the majority of their time teaching the fundamentals, and work to develop and train young talent.

Academics

6 of the 29 coaches (21%) indicated they would do things the same in the area of academics. Their responses indicated they would: set academic goals, develop academic support programs, assist students with post graduation plans, and continue their own education.

Program Promotion & Fundraising

3 of the 29 coaches (10%) indicated they would do things the same in the area of program promotion and fundraising. Their responses indicated they would work to develop the image of their program.

Job Choice

7 of the 29 coaches (24%) indicated they would do things the same in the area of job choice. Their responses indicated they would: seek out a good mentor, seek out good talent, develop a network, and take any job to get into the profession.

Rules & Accountability

13 of the 29 coaches (45%) indicated they would do things the same in the area of rules and accountability. Their responses ranged from setting to enforcing rules.

Conclusions and Recommendations

This study examines coaches’ learning experiences by identifying some of the major obstacles beginning coaches may encounter. It also suggests ways to prevent potential problems by examining the knowledge of coaches. Specifically, this study looks at best practices in high school coaching and examines what works and what does not work.

Coaching is about more than “Xs” and “Os”. It is about influence and getting things done through other people. Thus, coaching is part art and part science. As such, the profession of coaching requires a specialized body of knowledge more specific to the sport and a more generalized body of knowledge across a wide range and sphere of influence. To be successful, coaches need to be knowledgeable of game strategy. They also need to be knowledgeable of the many roles a coach must undertake. Possessing this knowledge is crucial for a beginning coach.

This study implies that much of this knowledge can be learned from more experienced coaches. It not only identifies some of the major problems a beginning coach may encounter, it also suggests recommendations to prevent potential problems. To help expedite the learning curve of beginning coaches, we offer the following recommendations:

Build and maintain nurturing, supportive relationships. These relationships will include the school administration, assistant coaches, student-athletes, faculty, parents, and the coaches’ family. Work hard to educate everyone about the positive benefits of the athletic program. Communicate with these different groups on a regular basis and keep them informed of what’s going on. Strive to make them your ally. Demonstrate that you are an integral part of the school and a team player. Show them you are as interested in academic performance as you are athletic performance.

Continue the learning process through yearly professional development. Knowledgeable and well-trained coaches are the key to a successful sports program. Attend camps and clinics to keep current on the latest techniques and strategies. Study successful coaches. Find a mentor as early in your career as possible. Join and become an active member of a professional organization

Develop a cutting-edge conditioning and training program. To build a successful program, the coach must focus on developing the athletes to completely maximize their potential. Learn the latest techniques for developing speed, quickness, agility, jumping ability, explosiveness, reaction time, and strength. Set individual goals with each athlete and work with them to achieve their goals. Develop a feeder program that will provide program consistency. Spend the majority of practice time teaching and reinforcing the fundamentals.

Create a smooth-running organization with good administration skills. Beginning coaches must be aware of their wide range of duties. They are responsible for developing policies, scheduling practice and game times, planning budgets, ordering equipment, coordinate facility use, evaluating talent, record keeping and paperwork, arranging travel plans, scouting opponents, and arranging for medical care at events. They must develop a personal philosophy and create a system that will aid them in accomplishing all of their tasks. They must surround themselves with good people and learn how to delegate.

Schedule for success. Most new coaches underestimate the importance of scheduling. Creating a good schedule is extremely important for a coach’s success. Not many coaches get fired for who they played. They get fired for wins and losses. Set realistic goals based on the team’s ability. Contrary to public opinion, coaches should not always try to play the best teams. Sometimes they may need to play a few tune-up games. Every conference has at least four tough games (rivals). Always playing the best teams can quickly put the new coach on the path to becoming a loser. Scheduling is part art and part science. Where possible, work closely with the athletic director to create a favorable schedule.

Place academics first. It is vital that new coaches understand the big picture — the proper role of sports as a part of the total educational program of the school. The athletic program should function as a part of the whole curriculum and strive for the development of a well-rounded individual, capable of taking his or her place in modern society. At no time should the coach place the educational curriculum secondary in emphasis to the athletic program. New coaches should set academic goals, monitor student grades, and conduct an academic support program (i.e., study hall). They should push each student to attend college, regardless of the level. They should demonstrate their commitment to education by continuing their own education.

Increase attendance and revenue through promotions and fundraising. Coaches can get fans to focus on the sport program (i.e., attend more events) by first focus on them. Get their attention and get them involved by creating exciting promotions. Promotions and spirit activities help draw more people to the events. Incorporate fun things that meet the needs of the fans or target audience. Food or cash prizes work well. Conduct contest at half time and during intermissions to eliminate idle time. Make the contest as interactive as possible. Give-aways are a good way to grab attention and boost attendance. Develop a strong booster club to generate revenue and ideas. Have coaches, team members, and booster club members promote and/or participate in activities.

Improve facilities to improve performance. Experienced coaches know that state-of-the-art facilities and equipment can help them take their teams sport performances to the next level. New coaches should be knowledgeable about the latest in facility design and equipment for their sport. They should get involved in the planning of any new athletic facilities or renovations. Give input about weight rooms, showers, locker rooms, equipment rooms, training/therapy rooms, team meeting rooms, multi-purpose rooms, and athletic playing and practice fields and courts. It is especially important for them to attend construction meetings and review drafts and blue prints.

Be proactive in making job choices. New coaches should consider all of the possibilities or alternatives before taking a job. They should not make career decisions hastily, but instead should plan for the future. Look into the future and determine what you want to be doing in 5, 10, 20, and 30 years and set goals. Then prepare for potential opportunities. Several possibilities and alternatives to consider are:

  1. Do you want to be an assistant coach or head coach?
  2. Do you want to coach at the high school level forever or coach at the college level one day?
  3. How long do you want to stay at one location?
  4. Do you have a good network and know the right people?
  5. What type of athletes do you want to coach?
  6. Do you have the support of the administration?
  7. Do you want to teach and coach?

The main point is for a new coach to be aware of all the career coaching possibilities and then to determine priorities.

Don’t have a lot of rules. Most coaches have too many rules. Some coaches don’t like long hair. Some coaches don’t like earrings. Some coaches don’t like tattoos. Duke University coach Mike Krzyzewski (2000) says “Too many rules get in the way of leadership and box you in. I think people sometimes set rules to keep from making decisions.” The most important thing a coach can do early in a season, or when they first take a new job is to establish basic ground rules for what is acceptable and non-acceptable behavior. Don’t have too many rules. Three rules a coach should have are:

  1. be good people,
  2. be on time, and
  3. practice hard and give your best effort

When coaches establish a rule, they must stick to it. On championship level teams, players recognize that the “team” is more important than the “individual”.

References

  1. Krzyzewski, M. (2000). Leading with the heart: Coach K’s successful strategies for basketball, business, and life. New York, NY: Warner Books.
  2. Lynch, J. (2001). Creative coaching. Champaign, IL: Human Kinetics.
  3. Martens, R. (2004). Successful coaching. Champaign, IL: Human Kinetics.
  4. National Sporting Goods Association. (2002). Sports Participation in 2002: State-By-State. Mt. Prospect, IL: Author.
  5. O’Donnell, C. (1998, April). So you want to be a college coach . make sure you are good enough and then become the best coach you can be. Scholastic Coach & Athletic Director, 67 (9), p. 45.
  6. Wolcott, H. (1994). Transforming qualitative data: Description, analysis, and interpretation. Thousand Oaks, CA: Sage.

APPENDIX A

Figure 1. What Coaches Would Do Differently

Figure One

 

APPENDIX B

Figure 2. What Coaches Would Do the Same

Figure Two

 

APPENDIX C

Coaching Survey

1.

Gender

_____ Male

_____ Female

2.

Race

_____ African-American

_____ Asian/Pacific Islander

_____ Arab

_____ Chinese

_____ Hispanic/Latino

_____ Indian

_____ Japanese

_____ Korean

_____ Native-American

_____ White/Non-Hispanic

_____ Other (specify) _________________

3.

Age

_____ 18 – 29 years

_____ 30 – 49 years

_____ 50 and over

4.

Education

_____ Doctorate

_____ Masters

_____ Bachelors

_____ Associates

_____ Some college

_____ High School

5.

Income

_____ $50,000 and over

_____ $40,000 – $49,999

_____ $30,000 – $39,999

_____ $20,000 – $29,999

_____ $10,000 – 19,999

_____ $5,000 – $9,999

_____ $2,500 – $4,999

_____ Under $2,500

6.

School Type

_____ Private

_____ Public

7.

School Community Size

_____ Urban

_____ Suburban

_____ Rural

8.

Years in your current coaching position

_____ Under 5 years

_____ 5 – 9 years

_____ 10 – 19 years

_____ 20 – 29 years

_____ Over 30 years

9.

Years coaching (any level)

_____ Under 5 years

_____ 5 – 9 years

_____ 10 – 19 years

_____ 20 – 29 years

_____ Over 30 years

10.

Occupation

_____ Teach and coach at the same school

_____ Teach and coach at different schools

_____ Work in the private sector and coach

11.

Who is your major coaching influence?

12.

If you could start your coaching career over from the beginning, what three things would you repeat or do exactly the same?

13.

What three things would you not repeat if given a chance to begin again as a new coach?

14.

What are the five biggest challenges coaches face today? Please rank order your answers.

2015-03-24T09:51:58-05:00June 4th, 2005|Contemporary Sports Issues, Sports Coaching, Sports Management, Sports Studies and Sports Psychology|Comments Off on Considerations for Interscholastic Coaches
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