Monday, April 27, 2009

Early Specialization - How Not to Build an Elite Athlete

The general public rarely allows sports science to interfere with its deeply held beliefs, even when the beliefs are more myth than reality. When I coached basketball in Ireland, the young Irish players believed that basketball greatness was not in their genes. They said that Irishmen were not meant to be great athletes. Meanwhile, the Irish Rugby Team crushed its opponents in its preparation for the 2007 World Cup, where some experts pegged Ireland as a co-favorite with the All Blacks. While basketball and rugby are different sports requiring different skills, each features athletes who are fast, quick, agile, strong and coordinated. If Ireland produces world class rugby talent with these athletic qualities, why do Irish basketball players believe this development is beyond their gene pool?

Few view rugby and basketball in terms of athletic qualities, so few see the similarities. The same is true with sports in the United States. Many basketball and parents fail to see the athletic similarities between sports: People view basketball as a sport for tall people who can shoot; rugby as an aggressive, physical sport; and volleyball as a non-contact sport with different ball skills than other sports. We miss the athletic similarities, which impedes our overall athletic development.

Because we view sports in sport-specific terms, coaches encourage players to specialize at earlier and earlier ages. Some basketball coaches dislike players who play volleyball, as they see no benefit and feel they fall behind their teammates while "wasting time" playing volleyball. However, volleyball and basketball require lateral movement, hand-eye coordination, ball skills and vertical jumping. There is a transfer between blocking a ball and contesting a shot, between moving laterally for a dig and moving laterally to prevent an offensive player's penetration.

As youth sports grow more competitive, more young athletes rush to specialize. They heed their coach's advice or follow their parents' guidance, as parents try to give their child an advantage over the competition. Early specialization - when an athlete plays one sport year-round to the exclusion of other sports before puberty - leads to immediate sport-specific skill improvements. Coaches and parents see immediate results and follow this path. If the most skilled 10-year-old plays basketball year-round, maybe my son or daughter needs to devote 12 months a year to basketball. However, athletic development is a process, and sport-specific skill development is only one piece.

People encourage early specialization because of the immediate sport-specific performance gains and ignore research which cautions against early specialization. As Alan Launder writes in Play Practice:

"In 1985, a study by the Swedish Tennis Association suggested that early specialization is unnecessary for players to achieve high performance levels in tennis. Among other things, this study found that the players who were part of the Swedish tennis 'miracle' of the 1980s, including the great Bjorn Borg, were keenly active in a range of sports until the age of 14 and did not begin to specialize until about the age of 16."

Before one can be great at any sport, he must be an athlete first, and early specialization impedes overall athletic development. However, as with the Irish players, we view sports based on sport-specific skills, not athletic qualities. We ignore examples like Chase Budinger and Wes Welker. Budinger, from the University of Arizona, was an elite high school volleyball player. University of Arizona Head Coach Lute Olson believes Budinger has the athleticism to be a great defensive player because of his volleyball experience. Welker played soccer throughout his high school career and his former football coach, Texas Tech University's Mike Leach, credits soccer for Welker's quickness and vision which make him nearly unstoppable as a slot receiver for the New England Patriots.

In recent years, athletic training facilities have proliferated. While these facilities play to parent's big league dreams, much of their success is developing general athletic skills which athletes fail to develop naturally because they specialize and narrow their athletic development. Rather than play multiple sports, which train multiple skills, athletes specialize in one sport and use performance training to compensate for their narrow athletic development.

Kids used to develop these athletic skills by playing multiple sports and neighborhood games. Young kids used to play tag. As speed expert Lee Taft says, "Tag may just be the greatest game ever invented...There is linear speed, lateral speed, angular take offs, moving backwards, avoidance skills, cutting, change of direction, faking skills, breaking down skills, reaching skills, body control skills, balance, flexibility, coordination, raising and lowering of the center of mass, setting up opponents, strategies, team work...Basically tag will force you to reach deep into the movement bag of tricks your body has stored, or better yet, not stored and force you to use it or learn it."

Now, rather than play tag in the street, kids go to facilities where they do agility drills so they can change directions, fake, evade and cut when they play basketball, soccer or football. We impose professional training environments on kids before puberty and ignore their differing developmental needs. In the Swedish study, "what was most significant was that many players who had been superior to the eventual elite while in the 12-14 age group had dropped out-been burned out-of the sport," (Launder).

Athletic development is a process and early specialization attempts to speed the process. However, what is the goal? Is the goal to dominate as a 10-year-old? Early specialization leads to early peaks. Players improve their sport-specific skills more rapidly than those who participate in a wide range of activities. However, those who develop deeper and broader athletic skills have a better foundation when they ultimately specialize. While those who specialized early hit a plateau, the others improve as they dedicate more time to enhancing their sport-specific skill.

If one specializes in basketball at 10-years-old, his general athletic development is incomplete. While he likely improves his dribbling, shooting and understanding of the game more rapidly than his peers who play multiple sports, those who play multiple sports develop many other athletic skills. If the others play soccer, they improve their vision, agility, footwork and more; if they play football, they develop different skills depending on position, but likely improve acceleration and power. When these athletes specialize in basketball at 15-years-old, they have broader athletic skills and have an advantage against the player who specialized early and likely hits a plateau in his skill development.

Skills - from athletic to tactical to perceptual - transfer from sport to sport. Many coaches and parents insist there is no relation between sports, which gives more credence to early specialization. However, before one excels at a sport, he or she must be an athlete first. The more developed a player's general athletic skills, the higher the player's ceiling in his or her chosen sport. While the general public is slow to accept these ideas, sports science research contends that specialization before puberty is wholly unnecessary and in some cases is detrimental to an athlete's long term success. If the goal is to dominate other 10-year-olds, specialize early. However, if the goal is to nurture healthy children and give them an opportunity to participate in high school and/or college athletics, playing multiple sports offers a child more basketball than does early specialization.

McCormick coaches youth and high school basketball and volleyball; trains high school and college basketball players; and writes basketball instructional books. For more information, visit http://www.thecrossovermovement.com. To purchase McCormick's book, Cross Over: The New Model of Youth Basketball Development, which outlines a system of long term athlete development, visit the 180Shooter.com Store.

Buying Aerobic Shoes

Many people, both men and women are getting into one of the most fun and healthiest forms of exercise. Aerobics has gained in popularity over the past few decades, and still continues to dominate the workout and fitness club calendars, and choosing the right aerobic shoes is important. Alongside newer trends such as yoga and kickboxing, aerobics still remains the top way to get a full body workout and have fun all at the same time.

Combining elements of dance, calisthenics and other sports, aerobics is both fun and challenging. Naturally exciting and done to upbeat music, aerobics is a great way to put a smile on your face as you burn calories, strengthen muscles, gain flexibility and sweat dangerous toxins out of the body while increasing your cardiovascular health. However, like any sport or athletic activity, it is imperative that you carefully select the appropriate type of athletic footwear to make sure you are having a safe and injury free experience while getting the most out of your workout.

Choosing an aerobic shoe is relatively easy once you know what to look for. Aerobic shoes will combine elements of several other shoes such as basketball shoes, tennis shoes, running shoes and others. The lateral support of a tennis shoe, the ankle support of basketball shoe, the cushioning of a running shoe will all be familiar elements to aerobic shoes. Aerobics involves a lot of repeated up and down motion, so the lighter the over all weight of the shoe the better.

Most shoes specifically designed for aerobics will be women's aerobic shoes, so if you are looking for a men's shoe to engage in aerobic dance or other form of aerobics, the style you will be going for is a men's cross basketball shoe. Cross trainers and aerobic shoes will have a lot in common. I would recommend a mid-top men's cross trainer to give more ankle support.

The basic elements of the shoe you are looking for will be common to both cross trainers and aerobic shoes. You will want good ankle support, and a mid top is appropriate for this. Because of the wide variety of motions basketball in aerobics, ankle support is crucial to avoid rolling or twisting ankles. Lateral support is a key as well for many of the same reasons. Like tennis or basketball, you may find yourself jumping from side to side doing aerobics and twisting ankles is a danger here as well. Unlike a running who's main cushioning is in the heel of the shoes, an aerobic shoe should have its primary cushioning under the balls of the feet, because a lot of aerobics will involve jumping and landing on this part of the foot. Heel cushioning is helpful but not nearly as important as the ball of the foot.

Fitting a cross trainer for aerobics or an aerobic shoe is much like fitting any other men's athletic shoe or women's athletic shoe. Make sure the shoe fits snug, but not tight across the toes and arch. Be sure that your heel does not slide, but also that your toes are not crushed into the toe box. Lace up both shoes wearing the type of socks you would normally wear and walk and jump a bit to ensure a comfortable fit. Different brands will run slightly different from each other, so pay less attention to the number of the size of the box, and focus more on the fit and feel. A 9 in one brand may be a 9 in another.

Jack Moe has over one million words in print in online journals, web magazines and traditional magazine and newspaper publications. He has a Masters in Journalism.
http://jackmoe.blogspot.com/
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Is Imagery And Visualization Import In Tennis?

There is some confusion concerning Imagery and Visualization and we need to deal with this to start with. It is only in recent years that more emphasis has been placed on the mental side of tennis together with other sports, even though tennis is 65% mental once you have got past the learning of techniques, tactics etc.

Visualization has been used for some time in certain sports but this is only part of the equation and only refers to the practice of mental rehearsal with the emphasis on the visual sense, to imagine a sport situation.

Tennis players use visualization on a daily basis when getting ready for the serve, whilst doing their preliminary routines they are visualizing in their minds where they are going to place the serve. This can be very powerful and should not be overlooked as a help to your serving practice.

As an experiment, the Boston Celtic Basketball team split into two sections. One section spent the time practicing their free-throw shots from the line, the other half sat on the bench and in their mind visualized doing the free-throws. They all then took a quantity of free-throws and those who had sat and visualized out scored those who has actually practiced.

Imagery is best described as a method of using all the senses to create or re-create an experience in the mind.

Imagery can be used to encourage you to see your successful performances - either in a re-run of previous events or successfully performing a new task. It helps you to focus on the key points that contribute to those successes and to develop ways to enhance these performances in future events.

Mental imagery techniques are critical tools in an elite performers training and it is believed that up to 90% of Olympic athletes regularly use these imagery rehearsals as part of their training.

Imagery is very versatile and to put it into perspective, whereas using visualization in placing your serve where you want it to go, with imagery you would go through the complete serve routine in your mind. i.e. right from the setting up of the correct stance through the turning and coiling of the body, the bending of the knees, correct movement of the racket to hitting the ball and a secure follow through.
You would see and feel the whole movement in your minds eye and in your body.
Your mind controls all of your body movements.

You should use two distinct types of imagery in your tennis training.

The first is external imagery and we are all familiar with this, even though it is only now being used more within the game. You will most likely understand this, and it is the taking of a video of your body executing a particular skill. When I show players a video of them performing a particular skill i.e. the serve or groundstroke, they are surprised that what they are doing often does not conform to what they believe they are doing. This is particularly so with the serve, being the most difficult shot to execute to a specific design. Get your coach or a friend to video one of your shots and then analyze each segment in comparison to how you believed you were performing.

The second is internal imagery, that we have discussed earlier, you would picture a visual image as if you were looking through your own eyes and at the same time feeling the muscular contractions and movement sensations that occur during actual movement.

To learn more about these skills visit our website.

To find out more about the great game of tennis and to subscribe to a monthly news letter, visit http://www.tennisatthenet.ws

John Hoskins is an L.T.A. and a PTRUK qualified licensed tennis coach working at a number of facilities as head coach in Kent, England.

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