NSCA’s Guide to High School Strength and Conditioning

433 Pages·2021·14.72 MB·English

by  NSCA -National Strength & Conditioning Association Patrick McHenry , Mike Nitka

NNSSCCAA’’ss GGuuiiddee ttoo
HHiigghh SScchhooooll
SSttrreennggtthh aanndd
CCoonnddiittiioonniinngg
Patrick McHenry, MA, CSCS,*D, RSCC
Mike Nitka, MS, CSCS,*D, RSCC*E, FNSCA*E
Editors
Library of Congress Cataloging-in-Publication Data
Names: McHenry, Patrick, editor. | Nitka, Mike, editor. | National Strength
& Conditioning Association (U.S.)
Title: NSCA’s guide to high school strength and conditioning / Patrick T.
McHenry, Mike Nitka, editors.
Description: Champaign, IL : Human Kinetics, [2022] | “National Strength &
Conditioning Association.” | Includes bibliographical references and index.
Identifiers: LCCN 2021010917 (print) | LCCN 2021010918 (ebook) | ISBN
9781492599708 (paperback) | ISBN 9781492599715 (epub) | ISBN
9781492599739 (pdf)
Subjects: LCSH: Physical education and training--Study and teaching
(Secondary)--United States. | Muscle strength.
Classification: LCC GV711.5 .N73 2022 (print) | LCC GV711.5 (ebook) | DDC
796.071/2--dc23
LC record available at https://lccn.loc.gov/2021010917
LC ebook record available at https://lccn.loc.gov/2021010918
ISBN: 978-1-4925-9970-8 (print)
Copyright © 2022 by the National Strength and Conditioning Association
Human Kinetics supports copyright. Copyright fuels scientific and artistic endeavor, encourages authors to create new works,
and promotes free speech. Thank you for buying an authorized edition of this work and for complying with copyright laws by not
reproducing, scanning, or distributing any part of it in any form without written permission from the publisher. You are supporting
authors and allowing Human Kinetics to continue to publish works that increase the knowledge, enhance the performance, and
improve the lives of people all over the world.
Notwithstanding the above notice, permission to reproduce the following material is granted to persons and agencies who have
purchased this work: p. 38.
To report suspected copyright infringement of content published by Human Kinetics, contact us at [email protected]. To
request permission to legally reuse content published by Human Kinetics, please refer to the information at https://US.Human
Kinetics.com/pages/permissions-information.
This publication is written and published to provide accurate and authoritative information relevant to the subject matter presented.
It is published and sold with the understanding that the author and publisher are not engaged in rendering legal, medical, or other
professional services by reason of their authorship or publication of this work. If medical or other expert assistance is required,
the services of a competent professional person should be sought.
The web addresses cited in this text were current as of May 2021, unless otherwise noted.
Senior Acquisitions Editor: Roger W. Earle; Managing Editor: Miranda K. Baur; Copyeditors: Rodelinde Albrecht and Marissa
Wold Uhrina; Indexer: Mary Hasso/Boston Informatics; Permissions Manager: Martha Gullo; Graphic Designer: Dawn Sills;
Cover Designer: Keri Evans; Cover Design Specialist: Susan Rothermel Allen; Photograph (cover): John Coletti / Getty Images;
Photographs (interior): © Human Kinetics, unless otherwise noted; Photo Asset Manager: Laura Fitch; Photo Production
Specialist: Amy M. Rose; Photo Production Manager: Jason Allen; Senior Art Manager: Kelly Hendren; Illustrations: ©
Human Kinetics, unless otherwise noted; Printer: Sheridan Books
We thank Matthew Sandstead, NSCA-CPT,*D and Mel Herl, MS, CSCS,*D, RSCC at the National Strength and Conditioning
Association in Colorado Springs, Colorado, for overseeing the photo shoot for this book. We also thank Gavin Berger, Lily Berger,
Tim Downs, Will Robertson, Olivia Rose, and Carly Yeagle for modeling in the photos in chapter 10.
Printed in the United States of America 10 9 8 7 6 5 4 3 2 1
The paper in this book is certified under a sustainable forestry program.
Human Kinetics United States and International Canada
1607 N. Market Street Website: US.HumanKinetics.com Website: Canada.HumanKinetics.com
Champaign, IL 61820 Email: [email protected] Email: [email protected]
USA Phone: [phone] E8137
Tell us what you think!
Human Kinetics would love to hear what we
can do to improve the customer experience.
Use this QR code to take our brief survey.
CCoonntteennttss
Credits vii
Preface xi
Rick Howard, DSc, CSCS,*D, FNSCA
Patrick McHenry, MA, CSCS,*D, RSCC
Mike Nitka, MS, CSCS,*D, RSCC*E, FNSCA*E
The NSCA’s Goals for the High School Professional xi • How the NSCA Board of
Directors and Special Interest Groups Work Together xii • Why There Is a
Need for a High School Strength and Conditioning Manual xiii • Connection
Between High School and Long-Term Athletic Development xiii • Role of
Professional Standards and Guidelines xiv • The Generic Quadrennial Plan xv
• Scope and Organization of This Book xviii • Recommended Reading xviii
Introduction: Strength and Conditioning–Related Professionals
in the High School Setting xix
Edwin C. Jones, MA, CSCS
Shawn L. Jenkins, MS, ATC, CSCS
Qualifications of a Strength and Conditioning Professional xx • Primary
Positions or Roles xx • High School Strength and Conditioning Professional’s
Role in Interacting With Others xxv • Benefits of a High School Strength and
Conditioning Program xxviii • Physiological and Psychological Effects of
Strength and Conditioning xxix • Conclusion xxix
11 Curriculum and Class Structure and Guidelines 1
Anthony S. Smith, PhD, CSCS,*D, NSCA-CPT,*D, TSAC-F
Bruce R. Harbach, MEd, CSCS,*D
Development of a Vertical Stakeholder Team 1 • Strategic
Planning to Include a Full-Time Strength and Conditioning Pro-
gram 2 • Examples of Common Strength and Conditioning–
Related PE Curricula 6 • Examples of Training or Exercise-Based
Classes 9 • Common Classroom Policies, Rules, and
Procedures 18 • Instructor Supervision 20 • Conclusion 22
22 Class Scheduling, Planning, and Assessments 23
Gary S. McChalicher, EdD, CSCS, USAW, CAA
Brandon Peifer, MA, CSCS
Curricular and Extracurricular Strength and Conditioning
Programs 23 • Class Scheduling Options and Examples 27
• Lesson Plan Guidelines and Examples 32 • Effective
Strength and Conditioning–Related Assessments 39
• Performance Assessment Finder 43 • Conclusion 61
iii
iv Contents
33 Strength and Conditioning– Related Resources
for Teachers and Professionals 63
Patrick Mediate, MEd, CSCS,*D
Mike Nitka, MS, CSCS,*D, RSCC*E, FNSCA*E
Information Sources and Resources 63 • Descriptions, Uses,
and Guidelines for Purchasing Common Exercise Equipment 65
• Standards and Guidelines 70 • Liability Concepts and Guide-
lines 73 • Facility Design 76 • Facility Layout and
Equipment Spacing 81 • Maintenance and Cleaning 82
• Risk Analysis Checklist 83 • Sample Emergency Action Plans
or Procedures 85 • Recommendations for Communication 86
• Options for Incorporating Technology 87 • Templates for
Designing Strength and Conditioning Programs 88 • Guidelines
for Substitute Teachers 89 • Checklist for Cleaning Floors,
Walls, and Ceilings 90 • Conclusion 90 • NSCA’s Safety
Checklist for Exercise Facility and Equipment Maintenance 91
44 Resistance Training Exercises 95
Scott Sahli, MEd, CSCS,*D, NSCA-CPT,*D, RSCC*E, USAW
National Coach
Exercise Essentials 95 • Key Fundamentals to Exer-
cise Technique 96 • Top-Down and Bottom-Up Technique
Instruction Approaches 104 • Exercise Finder 104
55 Bodyweight Exercises 161
Jim Davis, EdM, MA, CSCS, RSCC*D
Fundamentals of Bodyweight Training 161 • Bedrock: Set the
Foundation 164 • Exercise Finder 165
66 Core Exercises 187
Joe Lopez, CSCS, RSCC
Categories of Core Exercises 187 • Instructing Core Exercis-
es 188 • Exercise Finder 188
77 Warm-Up 205
Darnell K. Clark, MPE, CSCS,*D, RSCC*D
Purpose and Benefit of a Warm-Up 205 • Traditional Warm-
Up 205 • Sport Performance Warm-Up 206 • Types
of Stretches Included in a Warm-Up 206 • Exercise
Finder: Static Stretching 207 • Exercise Finder: Dynamic
Stretching 213 • Recommendations for Designing
Warm-Up Routines 220 • Examples of Simple Warm-Up
Routines 221 • Conclusion 222
Contents v
88 Resistance Training 223
Shana McKeever, MA, LAT, ATC, CSCS,*D
Rick Howard, DSc, CSCS,*D, FNSCA
Specificity, Overload, and Adaptation 226 • Goals of a
Resistance Training Program 228 • Program Design Guide-
lines 229 • Sample Programs 249 • Conclusion 257
99 Plyometric Training 259
Samuel Melendrez, MS, CSCS,*D, RSCC
Program Design Guidelines 259 • Safety Guidelines 264
• Exercise Finder 267 • Upper Body Exercises and
Drills 267 • Lower Body Exercises and Drills 274 • Sample
Plyometric Training Programs 292 • Conclusion 294
1 100 Speed and Agility Training 295
Phil Tran, JD, MSEd, CSCS,*D
Ray Karvis, MSEd, CSCS
Program Design Guidelines 295 • Safety Guidelines 299
• Speed Mechanics 299 • Speed Drills 300 • Exercise
Finder 300 • Gears 307 • Agility Mechanics 309
• Agility Drills 309 • Exercise Finder 309 • Sample
Programs 317 • Conclusion 317
1 111 Individual and Group Activities 319
Daniel Flahie, MSEd, CSCS,*D
Program Design Guidelines for Aerobic Endurance
Training 319 • Aerobic Endurance Exercises 329
• Exercise Finder 329 • Program Design Guidelines
for Circuit Training 337 • Guidelines for Group Play and
Activities 341 • Conclusion 344
Appendix: NSCA Strength and Conditioning
Professional Standards and Guidelines 345
References 369
Index 385
About the NSCA 391
About the Editors 393
About the Contributors 395
This page intentionally left blank.
CCrreeddiittss
Figure P.1 Adapted by permission from I. Jeffreys, “Quadrennial Planning for
the High School Athlete,” Strength and Conditioning Journal 30, no. 3 (2008): 74-83.
Figure 1.1 Copyright © National Strength and Conditioning Association
Figure 2.4 Reprinted by permission from D.H. Fukuda, Assessments for Sport and
Athletic Performance (Champaign, IL: Human Kinetics, 2019), 123. Data from G.G.
Haff and C. Dumke, Laboratory Manual for Exercise Physiology (Champaign, IL:
Human Kinetics, 2012), 305-360.
Table 2.2 Reprinted by permission from B.D. McKay, A.A. Miramonti, Z.M. Gillen,
et al., “Normative Reference Values for High School-Aged American Football
Players,” Journal of Strength and Conditioning Research 34, no. 10 (2020): 2849-2856.
Table 2.6 Reprinted by permission from D.J. Szymanski and J. Vazquez, “Testing
Protocols and Athlete Assessment,” in Strength Training for Baseball, edited for
the National Strength and Conditioning Association by E.A. Coleman and D.J.
Szymanski (Champaign, IL: Human Kinetics, 2022), 36. Data from Szymanski et
al., “Relationship Between Physiological Characteristics and Baseball-Specific
Variables of High School Baseball Players,” Journal of Strength and Conditioning
Research 22, no. 6 (2008): 110-111; Szymanski et al., “Effect of Torso Rotational
Strength n Angular Hip, Angular Shoulder, and Linear Bat Velocities of High
School Baseball Players,” Journal of Strength and Conditioning Research 21,
no. 4 (2007): 1117-1125; Szymanski et al., “Effect of Wrist and Forearm Training
on Linear Bat-End, Center of Percussion, and Hand Velocities, and Time to Ball
Contact of High School Baseball Players,” Journal of Strength and Conditioning
Research 20, no. 1 (2006): 231-240; Szymanski et al., “Effect of Preseason Over-
Weighted Medicine Ball Training on Throwing Velocity,” Journal of Strength and
Conditioning Research 25, no. 3 (2011): 64.
Table 2.10 Reprinted by permission from B.D. McKay, A.A. Miramonti, Z.M.
Gillen, et al., “Normative Reference Values for High School-Aged American
Football Players,” Journal of Strength and Conditioning Research 34, no. 10 (2020):
2849-2856.
Figure 2.8 Reprinted by permission from D.H. Fukuda, Assessments for Sport and
Athletic Performance (Champaign, IL: Human Kinetics, 2019), 138. Data from J.
Hoffman, Physiological Aspects of Sport Training and Performance, 2nd ed. (Cham-
paign, IL: Human Kinetics, 2014), 237-267.
Table 2.11 Reprinted by permission from B.D. McKay, A.A. Miramonti, Z.M.
Gillen, et al., “Normative Reference Values for High School-Aged American
Football Players,” Journal of Strength and Conditioning Research 34, no. 10 (2020):
2849-2856.
Table 2.12 Reprinted by permission from J. Hoffman, Norms for Fitness, Perfor-
mance, and Health (Champaign, IL: Human Kinetics, 2006), 58. Adapted by per-
mission from D.A. Chu, Explosive Power and Strength (Champaign, IL: Human
Kinetics, 1996), 171.
vii
viii Credits
Figure 2.10 Reprinted by permission from D.H. Fukuda, Assessments for Sport and
Athletic Performance (Champaign, IL: Human Kinetics, 2019), 142. Data from D.A.
Chu, “Assessment,” in Explosive Power and Strength: Complex Training for Maximum
Results (Champaign, IL: Human Kinetics, 1996), 167-180, and G.R. Tomkinson,
K.D. Carver, F. Atkinson, et al., “European Normative Values for Physical Fitness
in Children and Adolescents Aged 9-17 Years: Results From 2 779 165 Eurofit
Performances Representing 30 Countries,” British Journal of Sports Medicine 52,
no. 22 (2018): 1445-1456.xxviii Credits
Figure 2.11 Reprinted by permission from D.H. Fukuda, Assessments for Sport and
Athletic Performance (Champaign, IL: Human Kinetics, 2019), 143. Data from D.A.
Chu, “Assessment,” in Explosive Power and Strength: Complex Training for Maximum
Results (Champaign, IL: Human Kinetics, 1996), 167-180, and G.R. Tomkinson,
K.D. Carver, F. Atkinson, et al., “European Normative Values for Physical Fitness
in Children and Adolescents Aged 9-17 Years: Results From 2 779 165 Eurofit
Performances Representing 30 Countries,” British Journal of Sports Medicine 52,
no. 22 (2018): 1445-1456.
Figure 3.5 Inti St Clair/Getty Images
Figure 3.10 John Coletti/Getty Images
Figure 3.12 Reprinted by permission from A. Hudy, “Facility Design, Layout, and
Organization,” in Essentials of Strength Training and Conditioning, 4th ed., edited
for the National Strength and Conditioning Association by G.G. Haff and N.T.
Triplett (Champaign, IL: Human Kinetics, 2016), 636.
Figure 3.13 Reprinted by permission from A. Hudy, “Facility Design, Layout, and
Organization,” in Essentials of Strength Training and Conditioning, 4th ed., edited for
the National Strength and Conditioning Association by G.G. Haff and N.T. Triplett
(Champaign, IL: Human Kinetics, 2016), 637-639. Adapted by permission from
M.Greenwood, “Facility and Equipment Layout and Maintenance,” in NSCA’s
Essentials of Personal Training, edited for the National Strength and Conditioning
Association by R.W. Earle and T.R. Baechle (Champaign, IL: Human Kinetics,
2004), 604-606.
Figures 4.1 (p. 97 upper right), 4.17a (p. 119 upper left), 4.25d (p. 137 lower right),
4.26d (p. 139 lower right), 4.31a (p. 148), 4.36a (p. 157) Scott Sahli
Figure 8.1 Reprinted by permission from A.W. Pichardo, J.L. Oliver, C.B. Har-
rison, P.S. Maulder, and R.S. Lloyd, “Integrating Models of Long-Term Athletic
Development to Maximize the Physical Development of Youth,” International
Journal of Sports Science & Coaching 13, no. 6 (2018): 1189-1199.
Table 8.2 Adapted by permission from R. Howard, “What Coaches Need to Know
About the NSCA Position Statement on Long-Term Athletic Development,” NSCA
Coach 3, no. 3 (2014): 8-10.
Table 8.3 Reprinted by permission from J.M. Sheppard and N.T. Triplett, “Program
Design for Resistance Training,” in Essentials of Strength Training and Conditioning,
4th ed., edited for the National Strength and Conditioning Association by G.G.
Haff and N.T. Triplett (Champaign, IL: Human Kinetics, 2016), 452.
Table 8.4 a Adapted from B. DeWeese, M. Sams, and A. Serrano, “Sliding Toward
Sochi - Part 1: A Review of Programming Tactics Used During the 2010-2014
Quadrennial,” NSCA Coach 1, no. 3 (2014): 30-36.
b Adapted by permission from M.C. Zourdos, A. Klemp, C. Dolan, et al., “Novel
Resistance Training-Specific Rating of Perceived Exertion Scale Measuring Rep-
etitions in Reserve,” Journal of Strength and Conditioning Research 30, no. 1 (2016):
267-275.
Table 8.6 Adapted by permission from J.M. Sheppard and N.T. Triplett, “Program
Design for Resistance Training,” in Essentials of Strength Training and Conditioning,
Credits ix
4th ed., edited for the National Strength and Conditioning Association by G.G.
Haff and N.T. Triplett (Champaign, IL: Human Kinetics, 2016), 439-469.
Figure 8.4 Reprinted by permission from S.J. Morris, J.L. Oliver, J.S. Pedley, et al.,
“Taking a Long-Term Approach to the Development of Weightlifting Ability in
Young Athletes,” Strength and Conditioning Journal 42, no. 6 (2020): 71-90.
Figure 8.5 Reprinted by permission from A. Faigenbaum, W. Kraemer, C. Blimkie,
et al., “Youth Resistance Training: Updated Position Statement Paper From the
National Strength and Conditioning Association,” Journal of Strength and Condi-
tioning Research 23, no. 5 (2009): S60-S79.
Table 8.7 Reprinted by permission from A. Faigenbaum, W. Kraemer, C. Blimkie,
et al., “Youth Resistance Training: Updated Position Statement Paper From the
National Strength and Conditioning Association,” Journal of Strength and Condi-
tioning Research 23, no. 5 (2009): S60-S79.
Table 8.8 Reprinted by permission from A. Faigenbaum, W. Kraemer, C. Blimkie,
et al., “Youth Resistance Training: Updated Position Statement Paper From the
National Strength and Conditioning Association,” Journal of Strength and Condi-
tioning Research 23, no. 5 (2009): S60-S79.
Table 8.9 Adapted by permission from A.D. Faigenbaum and J.E. McFarland,
“Resistance Training for Kids: Right From the Start,” ACSM’s Health & Fitness
Journal 20, no. 5 (2016): 16-22.
Table 8.10 Adapted by permission from A.W. Pichardo, J.L. Oliver, C.B. Harrison,
et al., “Integrating Resistance Training Into High School Curriculum,” Strength
and Conditioning Journal 41, no. 1 (2018): 39-50.
Figure 8.6 Reprinted by permission from A.W. Pichardo, J.L. Oliver, C.B. Harrison,
et al., “Integrating Resistance Training Into High School Curriculum,” Strength
and Conditioning Journal 41, no. 1 (2018): 39-50.
Table 8.11 Adapted by permission from S.L. Bertelsen and B. Thompson, “High
School Weight-Training Curriculum: Course Development Considerations,”
Strategies 30, no. 3 (2017): 10-17.
Table 8.12 Source: P. McHenry (personal communication, February 20, 2020).
Figure 8.7 Reprinted by permission from A.W. Pichardo, J.L. Oliver, C.B. Harrison,
et al., “Integrating Models of Long-Term Athletic Development to Maximize the
Physical Development of Youth,” International Journal of Sports Science & Coaching
13, no. 6 (2018): 1189-1199. Adapted from Granacher et al. (19a), Lloyd et al. (29a),
and Lloyd et al. (29b).
Figure 8.8 Reprinted by permission from A.W. Pichardo, J.L. Oliver, C.B. Harrison,
et al., “Integrating Resistance Training Into High School Curriculum,” Strength
and Conditioning Journal 41, no. 1 (2018): 39-50.
Table 8.13 Adapted from unpublished work created by Jacob Reed, PhD, CSCS.
Used with permission.
Figure 8.9 Adapted from unpublished work created by Jacob Reed, PhD, CSCS.
Used with permission.
Table 8.14 Adapted from unpublished work created by Jacob Reed, PhD, CSCS.
Used with permission.
Figure 08.10 Reprinted by permission from A.W. Pichardo, J.L. Oliver, C.B. Har-
rison, et al., “Integrating Models of Long-Term Athletic Development to Maxi-
mize the Physical Development of Youth,” International Journal of Sports Science
& Coaching 13, no. 6 (2018): 1189-1199.
Table 11.1 Reprinted by permission from P. Hagerman, “Aerobic Endurance
Training Program Design,” in Essentials of Personal Training, 2nd ed., edited for
the National Strength and Conditioning Association by J.W. Coburn and M.H.
Malek (Champaign, IL: Human Kinetics, 2012), 392.