Advances in Functional Training: Training Techniques for by Michael Boyle

By Michael Boyle

Within the seven years because the ebook of his first e-book, practical education for activities, new figuring out of sensible anatomy created a shift in power training. With this new fabric, trainer Boyle offers the continuing evolution of useful education as noticeable by way of a pace-setter within the energy and conditioning box.

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Additional info for Advances in Functional Training: Training Techniques for Coaches, Personal Trainers and Athletes

Sample text

Are you usually positive when responding to things your athletes ___ say and do?  Do you try to communicate in a cooperative and respectful manner with players' parents, fans, game officials, and opposing coaches?  Now is the time to address communication problems, not when you're on the field with your players. Page 29 Unit 4— How Do I Get My Team Ready to Play?  The second part of this book provides the basic information you'll need to comprehend the sport.  Here you will learn the steps to take when teaching sport skills, as well as practical guidelines for planning your season and individual practices.

So let your players know that mistakes aren't the end of the world; stay cool!  So rather than shouting and providing negative feedback to a player who has made a mistake, try offering players a compliment sandwich, described on page 18.  For example, instead of saying, "Don't drop the ball," you might Coaches, be positive! Only a very small percentage of ASEP­trained coaches' behaviors are negative. " Then your players will be focusing on what to do instead of what not to do.  A pat on the back or a handshake can be a very tangible way of communicating your recognition of a player's performance.

Name the skill.  Explain the importance of the skill.  Whatever method you use, speak slightly above the normal volume and look your players in the eyes when you speak.  Then ask if everyone can see and hear you before you begin.  For example, choose either "clear" or "break" as the term the goalie says after a save, and use it consistently.  Offer them a reason for learning the skill and describe how the skill relates to more advanced skills.  They need to see how the skill is performed.  These tips will help make your demonstrations more effective: •Use correct form.

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