ERFORMANCE P

SOCCER
Fit to a T Questionnaire #1
This questionnaire will provide the necessary information to conduct your soccerconditioning program using the 7-T program. It is intended to be a self evaluation on where you are at in applying the 7-Ts and how they fit into your overall program from the prospective of the soccercoach. Future editorials will deal with your relationship with your strength and conditioning coach and your relationship with your athletes. Please note the letter T followed by a number 17 indicates which part of our Fit to a T 7-system the questions address. Refer to my last editorial for more information. SoccerCoach Getting to Know You and Your Athletes (T-1) 1. What age level of play do you coach? 2. Do you coach scholastic or club? 3. On average, how many years of strength and conditioning experience do your athletes have coming into your program? Circle one. 0 1 2 3-4 Don't know 4. How would you rate your knowledge of soccerspecific strength and conditioning? 1 = very little knowledge 5 = great 1 2 3 4 5 5. How would you rate your ability to teach strength and conditioning exercises? 1 = very little knowledge 5 = great 1 2 3 4 5 Planning Calendar and Determining Total Workload and Recovery (T-2, T-6) Instructions: Total Workload = Games/practice/strength and conditioning session/recovery day With a calendar mark in: G = GAME P = PRACTICE (if possible, indicate the length of practice) S = STRENGTH AND CONDITIONING SESSION (Note: mark P and S if practice and strength and conditioning session outside of practice are done on the same day. If possible, include how much time you can devote to conditioning each day.) R = RECOVERY DAY Take the time to review this calendar; it is a good indicator just how much work and recovery you are doing with your athlete. Good luck!
Build Your Keeper Exercise Library Chris Kranjc Favorite Exercises of the Stars - Kristine Lilly

THIS ISSUE: KEEPER CONDITIONING

CONDITIONING
WHATS INSIDE
1
Penalty Saving Program: Combining Technical, Mental and Agility Training for Keepers John Coumbe-Lilley PhD

A NEWSLETTER DEDICATED TO IMPROVING SOCCER PLAYERS

VOLUME 17, NUMBER 4

The Strength and Conditioning Coach Relationship Pete Calabrese

Standard for Supplement TestingWhat You Need to Know

Resistance and Plyometric Training for the Advanced Keeper Allen Hedrick

Establishing a Conditioning Philosophy Based on Core Principles Robert Brown

10

11

Reading Keeper Research

11

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P SOCCER CONDITIONING
ERFORMANCE
Volume 17, Number 4
John Coumbe-Lilley PhD, Assistant Clinical Professor, Department of Kinesiology & Nutrition, University of Illinois at Chicago. Teaches instructional techniques, military conditioning and sport and exercise psychology. Soccer specific experience includes NSCAA Premier Diploma, USSF B license holder, CSCS, CC-AASP. Currently Head Coach, Downers Grove Varsity Girls, IL; ODP and college level coaching experience. Research interests include performance preparation and competitive performance. USAT Level 1 Coach, USAT&F L1. Recent technical experience includes ROTC and national rugby union team, physical, mental program design, delivery and evaluation. Article Objective: he article illustrates how a goalkeeper can be trained to save penalties more frequently by combining power and mental game training by using a penalty saving INT ADV program.
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KEE TH PER IS CO ISSU

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ITI E: ON IN

A NEWSLETTER DEDICATED TO IMPROVING SOCCER PLAYERS

Penalty Saving Program: Combining Technical, Mental and Agility Training for Keepers

Article Sections Introduction Coaching approach Procedural notes for penalty kicks Plyometrics reducing reaction time Perception training Implementing a penalty saving program Final notes T1 Training Age: College freshman and above T2 Time: 2 x 30 minutes per week during off season 4-6 weeks or pre-season following a full warm-up. T3 Tools used during the training program: Body weight T4 Teaching: Use basic coaching knowledge and principles from strength and specific mental training for soccer goalkeepers T5 Testing: Versus deceptive and non deceptive penalty takers T6 Total workload: Up to 120 double footed contacts per session T7 Team position: Goal keeper Introduction Effectively coaching of goal keepers is very important to their individual performance and team morale. A skilled, physically athletic and mentally strong goalkeeper gives their team confidence and is a friend to every defender when tough times happen in front of goal.

John Coumbe-Lilley PhD

Symbols to Success Articles preceded by:

BGN indicates author believes content is for beginning-level athletes with training age of 0 to 2 years. INT indicates author believes content is for sport (intermediate)-level athletes with training age of 2 to 4 years. ADV indicates author believes content is for expert-level athletes with training age of over 4 years. Note: Training age year is continuous year-round conditioning beyond just playing soccer. R following articles indicates the content has been reviewed by the editorial board. O following articles indicates the content is the sole opinion of the author. Article preceded by a T + a number 1-7 indicate the article is relevant to one or more Ts in our 7-T system of program design. T-1= Training Age (see above)/History T-2= Time T-5=Testing T-3= Tools T-6=Total Workload T-4= Teaching T-7=Team Position To find out more about Fit to a T program go to: www.performancecondition.com/ultimate-conditioning-library/soccer Official Licensed Publication of

The National Soccer Coaches Association of America

PENALTY SAVING PROGRAM

One of the greatest duels in sport is the penalty kick contest between the penalty taker and goalkeeper. The penalty taker has to use their technique, physical qualities and mental game to score and the goalkeeper has to do the same but with added disadvantages like not knowing the direction of the penalty kick and its pace toward goal; timing of movements, distance and the size of the goal. This article presents a way for coaches to decrease goal keeper reaction time and increase penalty kick saves. This is done by making research accessible and easy to use in practical sessions. The emphasis is placed on using research to guide training practice that will improve goalkeeping success whilst ensuring training is challenging, enjoyable and fun. Coaching Approach Coaching goalkeepers to increase the odds of saving penalty kicks takes the patience of a golf coach. As in golf where the swing of a golf club is not as simple as it looks and takes a long time to develop, saving a penalty is much harder than it appears. We recommend the following ways to coach goalkeepers: Always use a positive mindset and language promoting success. We recommend using what the Positive Coaching Alliance suggests as a 5:1 ratio of positive to negative feedback (Thompson 2003). Coaches should remember penalty kicks are meant to be scored not saved. Failure is inevitable but we want every goalkeeper to have the belief they can win. Listen for negative self-talk from the goal keeper during training. Check the negative self-talk by giving the goal keeper a different viewpoint to talk themselves up with. Coach from behind the goalkeeper or close to the six yard area but avoid being a distraction and chattering too much. Let the training session unfold. Remember no two penalties are exactly alike and the performance time for a goalkeeper could be less than a couple of seconds. Be sparing with words and effective with design; let the goal keeper recover their thoughts and allow them to lead the conversation. It is their performance and they want to improve it. Avoid over coaching and flooding with technical information. Keep it simple using simple terms and activities that progress the training to the final challenge which will always be a series of five penalty kicks as in a penalty shoot out. Design integrated sessions that are both enjoyable and varied. Get used to doing two things at once. When you watch goalkeepers they are always doing more than one thing. For example, they are moving and changing body shape or moving and handling. Use players to take the penalties who need to improve kicking technique or penalty taking and train them together with the goal keepers. Integrating players like this keeps training efficient and focused. Often players develop a respectful bond during sessions when they know they will improve technically and so work physically hard together. Procedural Notes for Penalty Kicks A penalty kick is taken 12 yards from the goal line and involves only the player taking the penalty kick and the goal keeper. A goal is scored when the ball crosses the goal line directly or whether it hits the crossbar, posts or goalkeeper and crosses the line. The penalty kick in law is a direct kick which means it can only be played legally again by the player that took the original penalty when the ball has touched another player. Any player may touch the ball when it has moved forward of the 12 yard mark. All players not involved in the penalty kick must be at least ten yards from the 12 yard mark. Full procedural practices can be found in FIFAs Laws of the Game. This situation is often a definitive moment in a game. The next sections introduce the reader to physical and mental ways to enhance goalkeeping performance at the moment a penalty kick is taken. Plyometrics Reducing Reaction Time Agility is defined as the ability to change direction rapidly with minimum loss of speed (Sheppard & Young 2006) and for the purposes of this article plyometrics is defined as getting the muscle to shorten and lengthen as quickly as possible. The faster muscles respond between shortening and lengthening. The shorter the reaction time between stimulus and response means goalkeepers react faster reflected by their agility at the moment a penalty kick is taken. Research suggests using side to side and horizontal jumps help goalkeepers react quicker compared to vertical jump training (Brughelli et al 2008) and evidence demonstrates goalkeepers that respond at the moment the ball is kicked are more likely to save a penalty (Savelsbergh et al 2001 & 2011). Plyometrics help to activate the brain through neurological activation too. These points identify the need to train goalkeepers to be physically capable of exploding through a possible range of movement through 180 degrees quickly, over distance and in the right way to save or parry a penalty kick. Plyometrics are a simple and effective way for coaches to help goalkeepers to react quicker by improving their agility. Coaches are encouraged to see the penalty kick situation as a combination of rapid change of direction and perceptual and decision-making factors (covered in the next section) influencing goal keeper actions (Sheppard & Young 2006) at the penalty kick. The benefits of using plyometrics include: Train explosive strength on the field Easy to manage training session Little or no equipment needed
PA G E 2 PERFORMANCE CONDITIONING SOCCER VOLUME 17, NUMBER 4

PENALTY SAVING PROGRAM

Position specific Provides variety Can be done in the field training area Straightforward to coach Basic guidelines for leading plyometric training: Train an injury free goalkeeper Use a giving surface to land on Do two footed take off and landing jumps Focus on horizontal jumps (These are stressful but not as stressful on the body compared to vertical jumps) Do up to four sets of two footed jumps Work the goal keeper for 2-3 minutes and do a less stressful activity next for 3-4 minutes Dont turn plyometric explosive training session into an endurance training session Net Link: For more on why keepers should do plyometric training horizontally click HERE The performance indicators for an adult goal keeper are well covered in the scientific literature (Hughes et al 2012). The goalkeeping position is an explosive, powerful, agile and skilled position requiring important qualities of timing, balance, coordination and visual perception. A goal keeper requires all these qualities in the penalty kick situation. Following the next section, the reader will be introduced to a plyometric training program that enhances the qualities outlined above. Perception Training The field of sport psychology includes research and practice on expertise, decision-making, motor control and anticipatory response training. Typically a sport psychology consultant trained in kinesiology disciplines (biomechanics, motor control, exercise physiology, sport psychology and coaching) is likely to be able to translate theory into coaching practice and enhanced player performance. A confident, curious and committed soccer coach can learn to implement the basic approach outlined below to develop their goal keepers mental game. The mental game training for a goal keeper has to achieve three outcomes: 1. Train movements progressively toward game speed 2. Develop reaction speed and timing to field cues 3. Determine the right movement for the situation This kind mental training is based on progressive challenges that focus on mastery of movement, interpretation of field cues given by the penalty taker and automated best fit decisions to save the penalty kick. Research shows best fit automated movements are trained mentally through planned simulation training that does not involve deception. For example, a consistent simulation would be the penalty kick being taken low and to the right of the goal keeper three times. Variation could be the penalty taker takes three penalty kicks changing their speed of approach, type of ball contact and kick placement. Consistent mental habits have to be trained first before variation is added. Once consistency is maintained in goal keeping behavior, add variation slowly and through progression. Progressions can include penalty kicks at corners; short run or long run up penalty kicks to different corners; right or left footed penalty takers; low or high ball placement; different ball contact. The purpose of adding systematic variation is to permit the goal keeper to build a body of experience so they can respond at the moment of the kick with a best fit automated response. The mental game is developed by depositing experience into the physical and mental memory for use later. Coaches should focus the outcome of a training session not only on the outcome of penalties scored or saved but what was learned. Coaches should ask questions such as: What did you learn from the third penalty save? What did you identify in the way the penalty taker approached the ball? How did you respond to what you identified? If you could do it again, what would you do differently? This type of debriefing focuses the goal keeper on what they learned for use later. By adopting a positive coaching approach and recognizing field training develops the goal keepers mental game, a coach can help improve his or hers performance. Good coaching builds a good mental game. Implementing a penalty saving program Laid out below is an example of a six week plyometric and penalty saving training program. Coaches should note basic handling and movement activities, a warm-up, before doing these sessions is helpful. Net Link: For a complete program on plyometric training for soccer click HERE

PERFORMANCE CONDITIONING SOCCER VOLUME 17, NUMBER 4

PA G E 3

PENALTY SAVING PROGRAM

Six-week training program Weeks Drills Sets x Reps Rest Interval & penalty kick repetition. 4-6 min Take 2-3 penalties during the rest interval. Narrow the goal and make all penalties consistent and savaebale. Finish with five penalty kicks. 3-4 min Take 2-3 consistent penalties during the first two rest intervals. Use regular goal size. Day 1 add use consistent penalty approach. Day 2 introduce variation. Finish with five penalty kicks. 3 consistent and two varied. 3-4 min Take 2 consistent penalties during the first two rest intervals. Use regular goal size. Introduce variation in day one and repeat on day 2. Finish with five 3 low and 1 moderate intensity drills Standing jump forward 3 sets x 8 repetitions Standing jump to right 96 jumps total Standing jump to the left Multiple jumps 2 jumps to the left/then 2 jumps to the right 2 low and 2 moderate intensity drills Knee tuck jumps in place (land in the same place the jump started) 3 sets x 8 repetitions Ski jumps done over a 6 inch tall cone 96 jumps total Standing jump to right Standing jump to the left Multiple jumps 2 jumps to the left/then 2 jumps to the right 2 low and 2 moderate intensity drills Knee tuck jumps in place (land in the same place the jump started) 3 sets x 8 repetitions Ski jumps done over a 6 inch tall cone 96 jumps total Standing jump forward Multiple jumps 2 jumps to the left/then 2 jumps to the right

1&2

3&4

5&6

The sets and repetitions are deliberately consistent for easy administration. The differences are the type of movements and their intensity. The penalty kicks are taken between sets after the mind and muscles have been activated. Here the soccer coach can work with the goal keeper to develop their anticipation and technical response to the penalty kicks. After six weeks each goal keeper will complete more than thirty four penalty kick repetitions over six weeks in addition to agility development. Final notes Coaches can improve goal keeping reaction time with systematic field training using muscle and mind activation strategies. We chose the penalty kick to show how to integrate training but with creativity, reaction time and agility training could be done for many goal keeping activities like shot stopping, dealing with crosses and passing and receiving just like field players. O More Information Please! To go to the the authors Blog: http://www.learn2peak.wordpress.com/ Email: jclchicago@yahoo.com References Brughelli et al. (2008). Understanding Change of Direction Ability in Sport: A Review of Resistance Training Studies. Sport Medicine, 38, 1045-1063. Chu, D. (1998). Jumping Into Plyometrics. Champaign:IL. Human Kinesics Publishers. Hughes et al. (2012). Moneyball and soccer - an analysis of the key performance indicators of elite male soccer players by position. Journal of Human Sport and Exercise, 7, 402-412. Saverlsbergh et al. (2001). Visual search, anticipation and expertise in soccer goalkeepers. Journal of Sport Sciences, 20, 279-287. Saverlsbergh et al. (2005). Anticipation and visual search behavior in expert soccer goalkeepers. Ergonomics, 48, 1686-1697. Sheppard, J., & Young, W. (2006). Agility literature review: Classifications, training and testing. Journal of Sport Sciences, 24, 919-932. Thompson, J. (2003). The Double-Goal Coach: Positive Coaching Tools for Honoring the Game and Developing Winners in Sports and Life. New York:NY. Harper Collins.
PA G E 4 PERFORMANCE CONDITIONING SOCCER VOLUME 17, NUMBER 4

PENALTY SAVING PROGRAM / FAVORITE EXERCISES OF THE STAR

Ice Skater: Assume a standing position with feet shoulder-width apart. Jump laterally to the right over cone, landing on the right foot. Immediately jump laterally to the left over cone, landing on the left foot, pushing off one leg onto the other and repeat. Tuck Jump: Have the player standing in place and repeatedly jump while pulling the knees into their chest. Emphasize quick ground touches, minimizing the time spent on the ground between jumps.

Ice Skater

Tuck Jump

his feature provides a small glimpse of a conditioning-related exercise that a star soccer player does to improve their performance. It should be understood that this is only a very small part of their overall formula for success. Talent, focus and dedication are just a few of the many intangibles that also contribute to a high level of successful play. A developing player should always remember to set priorities for improvement based on their individual weaknesses and to establish their own "favorite exercises" to overcome them.
INT ADV T5

FAVORITE EXERCISES OF THE STARS

THE STAR: Kristine Lilly THE EXERCISE: 120s Why They Do It: Development of soccer-specific endurance. How They Do It: Run the full length of the soccer field (120 yards) in 18 seconds (elite level of play done with the Womens National Team). Jog back in 30 seconds and repeat ten times. To begin, the athlete could start with three repetitions, progress to five and from there up to ten. Also the time of 18 seconds can be lengthened to accommodate the younger player. O More Information Please! Kristine Lilly Soccer Academy http://kristinelilly13.com/kl-socceracademy TEAM FIRST Soccer Academy with Kristine, Mia Hamm and Tisha Venturini Hoch http://kristinelilly13.com/tf-soccer-academy. Our thanks to Kristine and Korrio for making this information possible. To learn more about Korrio, go to korrio.com. Follow them on Twitter, like them on Facebook, or watch the Korrio video to learn how to elevate your game.
PERFORMANCE CONDITIONING SOCCER VOLUME 17, NUMBER 4 PA G E 5

Kristine Lilly

Elite

STRENGHT AND CONDITIONING COACH RELATIONSHIP

S Performance Digest CCER

The Strength and Conditioning Coach Relationship
Pete Calabrese Strength and Conditioning Coach, Assistant Athletic Trainer DC United Soccer Injury Prevention Strategies We welcome a new regular contributor the Professional Soccer Athletic Trainers Society (PSATS) to Performance Conditioning Soccer. Each submission will provide coaches, parents and athletes with the latest strategies in prevention injury and maintaining a healthy soccer lifestyle. The mission of the Professional Soccer Athletic Trainers Society (PSATS) is to serve as an educational resource for the Major League Soccer athletic trainers. PSATS serves its members by providing for the continuing education of the athletic trainer as it relates to the profession thereby improving the athletic trainers understanding of sports medicine as it relates to soccer. PSATS strives to improve the education of its members so that they may better serve Major League Soccer, their organizations, and the professional soccer players under their care. PSATS also serves as an educational resource for those outside of the professional soccer community to better educate them on the role of the athletic trainer within the sports medicine team. Thank you PSATS!-ed

1. What are your primary responsibilities based on each of your job descriptions? My job title is Strength and conditioning coach/Assistant ATC. My main focus is on the S&C side of things. warm-up, Polar system, weight room sessions, regen (regeneration) sessions and individual/reserve group workouts on game days. I also assist Brian with daily ATC work before daily training and games, as well as travel with both the first and reserve team. 2. When injury occurs how do you interrelate/communicate the rehabbing of the injury and the reconditioning process of the athlete to achieve 101% playing status? The player will generally complete his daily rehab with us pre-practice then during training work on maintaining cardio with equipment that will not increase his pain/injury and can be as equal as possible to the healthy players workload based off the Polar system. Combinations of cardio/weight circuits are usually the most productive. The initial days/week depending on the injury is difficult to match the workload of the healthy players. As the injured player is able
PA G E 6 PERFORMANCE CONDITIONING SOCCER VOLUME 17, NUMBER 4

e did a Q and A with Pete as he describes his relationship with Brian Goodstein, MS, ATC, CSCS - Head Athletic Trainer. The Theme: the working relationship of the strength and conditioning coach and athletic trainer to the benefit of the soccer athlete at the MLS level.

TM

STRENGHT AND CONDITIONING COACH RELATIONSHIP / STANDARD FOR SUPPLEMENT TESTING

to do more we will both work with him on field during training. 3. How do you interrelate/communicate on issues of health and well being (nutrition, recovery etc.)? We have the same ideas and recommendations on regen sessions, nutrition guidelines, and prehab activates for the players. Its more of just constant reminders to the players of the right things to do. If they dont hear it from me on a particular day, Brian is usually telling them the same things they would hear from me. We have worked together on nutrition handouts, prehab/correctional work, and timelines on game days for the players to follow. 4. How is the coaching staff integrated and communicated to in what you do? Brian sends the staff a daily injury report after every session so they know where players are at and who can be included in a session as they come back from injury. I will send out a daily Polar report to the coaches on the players workload and output for the days session and help keep the weekly goal of intensity in line with where we are in our periodization model. 5. Injury prevention v. athletic development- what is their relationship and can/should the two be separated? Obviously they are strong components of each other, the fewer injuries you have the more development you can work on individually and as a team. In-season most of our work is on injury prevention and maintenance. We have worked more this year on reducing the rate of soft tissue injuries with daily prehab work for each individual as well as altering strength sessions to focus more on correct movement patterns with lighter resistance. The players are more receptive to the idea of lifting this way and there has been a significant reduction of soft tissue injuries this year. We have also focused more this season on running/agility mechanics during warm-ups and sprint work. In terms of development, we try and push them in their off-season program as well as pre-season training. More Information Please! Contact Pete at PCalabrese@dcunited.com

BGN INT ADV

1. Be free from conflicts of interest. 2. Have external accreditations such as ISO Guide 65General requirements for bodies operating product certification systems or equivalent, and ISO17025 - General requirements for the competence of testing and calibration laboratories. 3. Conduct an audit of the supplement company to Good Manufacturing Practice (CFR 111). The third party testing company (or another vendor if this step is outsourced) should offer proof of qualifications to conduct the audit. 4. Evaluate the dietary supplement for overall safety and quality (preferably according to NSF/ANSI 173 Dietary Supplements). 5. Have validated and accredited methods to test for prohibited substances in sport. Why are these features important? Freedom from conflicts of interest is critical to prevent bias from affecting the outcome of certification. No individual at the third party company should have a financial stake in whether a particular product passes the certification. Testing companies should have ISO17025 accreditation to include testing for substances prohibited in sport and the scope of the accreditation should cover as many prohibited substances, methods, and matrices as possible. The third party testing company should have a standard operating procedure that specifically defines which substances are tested, the methodology used, and the limits of detection. It is the law to manufacture supplements in compliance with Good Manufacturing Practices (GMP), but the Food and Drug Administration (FDA) continues to find non-compliant companies. Athletes who care about their health and career should look for lawful products that are properly made. Products not made in compliance with Good Manufacturing Practices may be inconsistent from batch to batch. Batch consistency is essential; If the contents are not the same in each bottle something might be missed if the wrong bottles are picked for testing.
PERFORMANCE CONDITIONING SOCCER VOLUME 17, NUMBER 4 PA G E 7

Standard for Supplement TestingWhat You Need to Know

From: www.supplement411.org f you choose to use dietary supplements, an important step to reduce the risk of using a contaminated or unsafe product is to have the supplement company and the final product checked by a qualified, independent third party. Ideally, the third-party testing agency should:

STANDARD FOR SUPPLEMENT TESTING / RESISTANCE AND PLYOMETRIC TRAINING

Finally, anyone can claim they are qualified to test for prohibited substances or conduct audits, but accreditation means that the company has demonstrated their ability to ISO, or to the American National Standards Institute (USA) or other accrediting body. By verifying accreditations, you do not have to be an expert at laboratory testing to independently confirm that the third party testing company has the accreditations that they say they do. You can also confirm the scope of their accreditation and make sure that it matches what the company advertises as its services. DID YOU KNOW? Testing for substances prohibited in sport in dietary supplements can be tricky compared to testing for the same substances in blood or urine. Why? Because the substances in the supplement need to be dissolved in something in order to be detected. Blood and urine are both water-based solutions, are well characterized, and dont vary much from person to person. It is well known which sub-stances will appear in the blood versus the urine. In contrast, what supplements are made out of (called the matrix) varies widely (a bar, versus a powder, versus an oily cap-sule for instance). Testing for prohibited substances in such a wide variety of matrices requires vigilance and good technical skill to ensure that nothing is missed. DID YOU KNOW? Dont be fooled. Neither WADA nor USADA certify, approve, endorse, or guarantee, any supplement. Some products on the market imply, or state directly, that they are WADA certified or approved by USADA, but they are not. If a supplement company tries to convince you they are WADA or USADA certified, what other lies do you think they might be selling you? R More Information Please! To read the full document go to: www.supplement411.org Always, feel free to call USADA for assistance with your anti-doping questions at (719) 785-2000 or toll-free in the U.S. at (866) 601-2632, or visit our website www.USADA.org.

esistance training is included in a workout program for goalies to increase their ability to move efficiently. That is, the purpose of increasing strength and power is to enable the athlete to better perform the sport specific movements required for effective play in the net. Plyometrics have been described as the link between strength and speed. Thus, the purpose of plyometric training is to assist in utilizing the increase in strength that occurs as a result of resistance training and transfer that to improved movement capabilities. What that means for the goalie is allowing fewer balls into the net. Plyometric training for the goalie should primarily be aimed at increasing vertical jumping ability and the ability to move laterally. Drills aimed at increasing quickness and agility are also appropriate for the goalie. Plyometric training should not be initiated until four to six weeks of resistance training have been completed. This is because a good level of strength is required to perform many of the plyometric drills presented, and to assist in avoiding injury as a result of Table 1: Goalie specific plyometric participating in plyometric training. Plyometric training should be progressive, starting with lower intensity drills and training. Weeks 1-3. gradually progressing to high intensity training. Because of the high intensity of plyomet- Perform 3x6 on each drill. Rest perirics, such training should occur only twice per week, with at least 48 hours between train- ods of 2 minutes between sets and ing sessions. Plyometric training should occur before other types of training, when the ath- exercises should be observed. Slide board lete is not fatigued. Because quick, explosive movements are emphasized, the athlete Drop jump should rest a minimum of 1.5 to 2 minutes between sets and exercises. For the advanced Standing long jump goalie, four to five plyometric drills can be performed per workout, three to four sets per Lateral cone hops exercise, with five to eight repetitions. The emphasis of each repetition should be speed and explosiveness. A soccer ball can be used to increase specificity in many of the drills. For exam- Table 2: Goalie specific plyometric ple, instead of simply performing a drop jump, the goalie performs a drop jump and then training. Weeks 4-6. catches the ball while in the air. This can add intensity to the drills, because the athlete is Perform 4x8 on each drill. Rest periods of 2 minutes between sets and exercisattempting to get to the ball rather than just moving in space. Based on the information provided, two goalie specific plyometric workouts are present- es should be observed. Speed cord slides with catch ed in Tables 1 and 2. These workouts should be performed on non-resistance training Drop jump to catch days before other forms of training Standing long jump to sprint and catch As in other types of training, variety must be provided during plyometric training. Drill selection should be adjusted every two to three weeks. As previously men- Drop jump to lateral slide and catch Sprint to lateral slide and catch tioned, plyometric training should begin with lower intensity training and gradually
ADV T7
PA G E 8 PERFORMANCE CONDITIONING SOCCER VOLUME 17, NUMBER 4

Resistance and Plyometric Training for the Advanced Keeper

Allen Hedrick, M.A., C.S.C.S.

RESISTANCE AND PLYOMETRIC TRAINING

progress to drills of higher intensity. Similarly, drill selection should gradually become more sport specific as the competitive cycle approaches. O Exercise Descriptions of Plyometric Training Exercises Slide board - Stand on the outside edge of a slide board. Lower the body into a basic athletic position. Staying low, push off aggressively with the outside leg. Keeping both feet on the board and shoulder width apart, slide across and immediately push off in the opposite direction. The object is to stay in a good athletic position and to minimize the time it takes to reverse directions at either end of the board. Keep the head up throughout the movement. Figure 1 Drop jump - Stand at the edge of a plyometric box, 12 to 18 inches high (depending on the age and strength of the athlete). Step off the edge of the box so that both feet hit the floor simultaneously. It is important to land on the balls of the feet. Immediately explode straight up as high as possible. Be sure full extension occurs at the hip, knee and ankle. Figure 2 Standing long jump - Standing with the feet parallel, drop into a jumping position and explode out as far as possible. Emphasize leaving the ground as quickly as possible to maximize horizontal distance. Figure 3 Figure 3 Lateral cone hops - Stand lateral to a row of 2 cones, each 12 to 18 inches high (depending upon the age and strength of the athlete). Jump laterally over the first cone, land, then instantly jump over the second cone. Upon landing, rapidly reverse direction and jump back laterally to the starting point. The emphasis is on quick changes of direction and minimal foot contact time with the ground. Figure 4 Speed cord slides with catch - Attach a speed cord to the waist. The training partner stands lateral to the athlete, holding the speed cord. The athlete assumes an athletic position and then slides laterally 8 to 12 feet. The partner should hold the speed cord in such a way as to provide gradually increasing intensity as the athlete moves laterally. At the end of the range of motion the athlete immediately changes direction and allows the speed cord to quickly pull him back to the starting position. The athlete explosively changes direction at the extreme end of the range of motion of the exercise. Figure 5 Drop jump to catch - Stand at the edge of a plyometric box, 12 to 18 inches high (depending upon the age and strength of the athlete). Slide or step off the edge of the box so that both feet hit the floor simultaneously. It is important to land on the balls of the feet. Immediately explode straight up as high as possible. Be sure full extension occurs at the hip, knee and ankle. The athlete explodes up and catches a soccer ball at the highest possible point. The athlete should adjust his jump and body position based upon the position of the thrown soccer ball. To add difficulty perform with a speed cord attached. Figure 6

Figure 1

Figure 2

Figure 4

Figure 5

Standing long jump to sprint and catch - Standing with the feet parallel, drop into a jumping position and explode out as far as possible. Emphasize leaving the ground as quickly as possible to maximize horizontal distance. Upon landing immediately break into a sprint and catch a soccer ball kicked to you. Drop jump to lateral slide and catch - Stand at the edge of a plyometric box, 12 to 18 inches high Figure 6 (depending upon the age and strength of the athlete). Slide or step off the edge of the box so that both feet hit the floor simultaneously. It is important to land on the balls of the feet. Immediately slide laterally while in a good athletic position and catch a kicked soccer ball while continuing to slide laterally.
PERFORMANCE CONDITIONING SOCCER VOLUME 17, NUMBER 4 PA G E 9

ESTABLISHING A CONDITIONING PHILOSOPHY

Establishing a Conditioning Philosophy Based on Core Principles

Robert Brown, Volleyball Master Instructor, USA Volleyball Conditioning Accreditation Program; Owner, Robert Brown Sports Performance in Arlington, Texas Robert L. Brown is a sports training facility consultant, who helps others open state-of-the-art sports facilities all around the country. His own facility, Robert Brown Sports Performance, is one of the countrys only facilities specializing in volleyball athletes. He is certified by the International Sports Science Association (ISSA) as a Specialist of Sports Conditioning (SSC) and a Youth Fitness Trainer (YFT). He is also certified as Volleyball Conditioning Accreditation Program (VCAP) Master Instructor (VMI) and Coaches Accreditation Program (CAP) level I by USA Volleyball. Robert also received his Master's of Sports Science (MSS) also from the ISSA.
BGN INT ADV T1-7

Knowing What You Adhere to Is Right The next consideration is knowing what you do is correct. The place to start in this process is with what the individual has been taught before. This can be a problem. What the athlete has experienced can lead to the idea that strength and conditioning is watered down to an I-dont-need-to-lift philosophy because the athlete has been taught that lifting is not important or may not have done it at all. My mentor, Nate Hern, taught me that strength and conditioning was hard work. I saw results doing squats and cleans, but I also enjoyed the benefits. To be the best, you must out work the best. The power and influence of a coach over an athlete is second only to that of a parent. The conditioning professional must believe that what they do is in the best interest in the sport you are training and benefits the athlete. Core Principles and Its Relation to Philosophy Core principles form the philosophy based on fact. They include: training specificity, ground-based training, adaptation to imposed demands and overload. These core principles are simple if you apply them to football because I can have the kid in my program for an extended period of time. The core principles easily apply in a periodization model. The flipside is that if I get a new athlete every year in soccer, softball, or volleyball, the application of core principles becomes more of a challenge. I can have these athletes on a periodization model for a limited period of time, but time is the limiting factor. The athlete can get some work done in 12 weeks with a sound periodized program. Not much can be done in 6 weeks of lifting. It is weeks, not years, as is the case in an American football situation. With these athletes you can still apply these core principles, but they must be modified to the specific situation. This modification is part of the philosophy and applies core principles in a very fluid situation. Keeping Philosophies Simple in an Information Age We are bombarded with information coming from all frontsTV, Internet and social media. Young people have bought into the pop culture training regimes such as Insanity and Biggest Loser, which focus on weight loss in response to the obesity epidemic we face in this country. If you see someone make positive changes, it natural to want to buy into and follow the program. That is a weight loss program and not a periodization program based on core principles of athletic development. These programs have no basis of periodization progressive overload, recovery, etc. It is 35-40 minutes of go-go-go. This is not how to train an athlete. Working the proper energy systems is out the window based on the sport specificity. The sports work-to-rest ratio and the concept of recovery to maintain a high performance level through a game are critical to positive performance and injury prevention. If you do not apply core performance principles, how do you benefit the athlete? You dont. Philosophies Change, Core Principles Dont One important point to remember is that philosophies evolve over time. For example, the squat is an important exercise, but the way it sits on the back can externally rotate the athletes shoulder. My philosophy is to avoid this, so I purchased a Safety Squat bar, which eliminates the shoulder involvement. Changing the squat to safety squat demonstrates a philosophy adjustment. Core principles are the constants in conditioning; philosophies evolve based on changing situations but are still within those core principles. I have done it allpushed wheelbarrows, pulled carts, flopped tires, squats, cleans and lunges. The philosophy I have developed through these exercises is to have a program your kids can follow to improve their performance. I hope this explains how some things change, yet stay the same and that the conditioning process can become a little more understandable. This is an important consideration for every strength and conditioning coach and program. O More Information Please! Contact Robert at Robert@rbrownsports.com Net Links: For Roberts article on how to create lasting habits in conditioning Click HERE.
PA G E 1 0 PERFORMANCE CONDITIONING SOCCER VOLUME 17, NUMBER 4

he first question in establishing a strength and conditioning philosophy is to ask the question, What is it? In simple terms, it is something you adhere to. More importantly, it is something you believe in and sell to your athletes so that they buy into it and follow it.
Robert Brown

READING KEEPER RESEARCH / BUILD YOUR KEEPER EXERCISE LIBRARY

Reading Keeper Research

Anticipation and Visual Search Behavior in Expert Soccer Goalkeepers
Saverlsbergh et al. (2005) Abstract A novel methodological approach is presented to examine the visual search behaviours employed by expert goalkeepers during simulated penalty kick situations in soccer. Expert soccer goalkeepers were classified as successful or unsuccessful based on their performance on a film-based test of anticipation skill, thereby allowing an intra-group comparison of visual search behaviour on the task. The anticipation test required participants to move a joystick in response to penalty kick situations presented on a large screen. The proportion of penalties saved was assessed as well as the frequency and time of initiation of joystick corrections. Visual search behaviour was examined using a portable eye movement registration system. The successful experts were more accurate in predicting the height and direction of the penalty kick, waited longer before initiating a response and appeared to spend longer periods of time fixating on the non-kicking leg compared with the non-successful experts. Ergonomics, 48, 1686-1697

Visual Search, Anticipation and Expertise in Soccer Goalkeepers

Saverlsbergh et al. (2001) Abstract We used a novel methodological approach to examine skill-based differences in anticipation and visual search behaviour during the penalty kick in soccer. Expert and novice goalkeepers were required to move a joystick in response to penalty kicks presented on film. The proportion of penalties saved was assessed, as well as the frequency and time of initiation of joystick corrections. Visual search behaviour was examined using an eye movement registration system. Expert goalkeepers were generally more accurate in predicting the direction of the penalty kick, waited longer before initiating a response and made fewer corrective movements with the joy stick. The expert goalkeepers used a more efficient search strategy involving fewer fixations of longer duration to less disparate areas of the display. The novices spent longer fixating on the trunk, arms and hips, whereas the experts found the kicking leg, non-kicking leg and ball areas to be more informative, particularly as the moment of football contact approached. No differences in visual search behaviour were observed between successful and unsuccessful penalties. The results have implications for improving anticipation skill at penalty kicks. R Keywords: penalty kicks, perceptual skill, performance Journal of Sport Sciences, 20, 279-287

Build Your Keeper Exercise Library

INT ADV T7

Exercises Provided by Chris Kranjc ere are more exercises you can add to you library specific to the keeper position using soccer and medicine balls. Touch Ball to Goal Line: Keeper with soccer ball overhead squats into a deep squat position touching ball to goal line and explodes up to touch cross bar or high as they can. Progression: Do one legged.

PERFORMANCE CONDITIONING SOCCER VOLUME 17, NUMBER 4

PA G E 1 1

BUILD YOUR KEEPER EXERCISE LIBRARY

Sky Jumps with Medicine Ball: With medicine ball at chest level perform a squat jump extending the medicine ball overhead touching the cross bar.

Sky jumps/Broad Jumps: Do a sky jump with medicine and perform a board jump on landing. Progression do two broad jumps followed by one sky jump with a medicine ball. Medicine Ball Kick ups: With a medicine ball between the feet, do a tuck jump releasing the ball and catching it with the hands. O

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PERFORMANCE CONDITIONING SOCCER
EDITORIAL BOARD SENIOR EDITOR Laurie Whitsel, Past President NSCAA International Advisory Board ASSOCIATE EDITORS Jay Martin, Soccer Journal Editor NSCAA National Office, Kansas City, KS ATHLETIC DEVELOPMENT Bob Alejo, C.S.C.S. Chair 1994 U.S. World Cup Conditioning Consultant Oakland, CA Dr. Ron Quinn Xavier University Cincinnati, OH Steve Odgers Director of Conditioning Boras Sports Training Institute Vern Gambetta Gambetta Sports Training Sarasota, FL CONDITIONING DEVELOPMENT Berhane AndeberhanChair National Coaching Staff, U.S. Soccer Ithica, NY Jim Lennox National Coaching Staff, U.S. Soccer Oneonta, NY Dave Nicholas National Coaching Staff, U.S. Soccer Lake Oswego, OR Arnold Trachtenberg M.S., A.T.,C. Member CONCACAF Sports Medicine Commission Leonia, NJ Nick Zlatar National Coaching Staff, U.S. Soccer Belle Harbor, NY INJURY PREVENTION Gary Derscheid M.A., P.T., A.T.,C.Co-chair Central Park Square Athletic Club Phoenix, AZ John Lohnes P.A.C.Co-chair Duke University Medical Center Sports Medicine Section Durham, NC Dr. William Garrett, Jr. Duke University Medical Center Sports Medicine Section Durham, NC Rey Jaffet, M.S., A.T.,C. Florida International University Miami, FL Dr. Bert Mandelbaum Santa Monica Orthopedic and Sports Medicine Group Santa Monica, CA Rudy Rudawsky, M.S., P.T., A.T.,C. 1994 Head Trainer, U.S. Soccer World Cup Wilmington, DE NUTRITION/RECOVERY Laurie WhitselChair Past President, NSCAA International Advisory Board Kris Clark, Ph.D., R.D. Penn State University University Park, PA Ruth Carey R.D. Portland, OR SOCCER SCIENCE Donald Kirkendall, Ph.D. FIFA Medical Assessment and Research Centre Cary, NC Carl Maresh, Ph.D. University of Connecticut Storrs, CT STAFF
Ken Kontor CAE, C.S.C.S.-Publisher Joe Kontor - Layout & Design Tim Kontor - Associate Office Manager

America by Conditioning Press, Ken Kontor, CAE, C.S.C.S., publisher. Subscription price: $29 per year $26 for coaches and athletes in U.S. Canada, add $5, other countries add $8. U.S. funds only for all transactions. New Subscriptions: Credit card only dial 1-402489-9984 or by check or money order to P.O. Box 6819, Lincoln, NE 68506-0819. CUSTOMER ASSISTANCE AND EDITORIAL OFFICES: 1-402-489-9984. POSTMASTER Send address changes to: Performance Conditioning Soccer Newsletter, P.O. Box 6819, Lincoln, NE 68506-0819. This newsletter is intended to provide general information and is not intended to provide individual conditioning and/or medical advice. Any individual should consult with his or her physician or trainer to determine if these methods are appropriate. Performance Conditioning, Inc. 2012. All rights reserved.

PUBLISHING STATEMENT Performance Conditioning Soccer Newsletter is published 7 times a year August/September, October/November, December/January, February, March, April/May, and June/July in cooperation with the National Soccer Coaches Association of

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