Tip of the Month – March

Coach Monika Says…


Including Postural Exercises to Enrich Your Training Program

This is the 3rd Series of posture exercises as stated in January and February Tip of the Month. Medical researchers and experts in the field point to the fact that postural habits of children and youth, including our athletes of course, are deteriorating rapidly. Accordingly, the increase of faulty posture is attributed to the high level activities with smartphones and computers. Below are some corrective or remedial exercises, which coaches can implement into training programs as part of conditioning and/or warm-up and cool-down sessions.

Series 3

1. Slide to Half-Squat on Wall

Schlots:Users:monikaschloder:Desktop:Posture:March:1 Posture1/Squat.jpg

Start:

Stand upright close to wall, feet slightly apart with heels close to baseboard of wall, face forward, head centered, arms extended alongside body, head, shoulders, back against wall

Note: Inhale through nose-Exhale through mouth

Action:

Tighten the core, slide downward against wall until thighs are at 90-degree angle and parallel to floor, keep head, shoulders, back flat against wall (‘flush’) while sliding down, hold 15-30 counts, slide upward to standing position while keeping head, shoulders, back flat against wall, and relax 4 counts, repeat, 8-16 repetitions, and relax

Note:

Can be used for conditioning exercise

2. Standing T-Scale With Arm Extension in Front

Schlots:Users:monikaschloder:Desktop:Posture:March:2 T-scale.jpg

Start:

Stand upright, feet slightly apart, face forward, head centered, arms extended alongside body, back straight

Note: Inhale through

Action:

Tighten the core, lean trunk forward, parallel to floor (‘L’-position), extend one leg in back, parallel to floor, extend both arms forward, parallel to floor, head centered between arms, body alignment arms/hands through leg/foot, hold 4-8 counts, lower leg and arms, stand in upright position, and relax 4 counts, repeat, 8-repetitions, and relax

Note:

Excellent conditioning exercise, core strength and balance

3. Upright L-sit On Floor

Schlots:Users:monikaschloder:Desktop:Posture:L-sit1.jpg

Start:

Assume upright sitting position on floor, legs extended and together, toes pointed, face forward, arms close at sides by body, palms flat on floor, fingers pointing forward, back straight

Note: Inhale through

Action:

Tighten the core, partner uses long stick to slide up/down on back to force alignment align (straight back), head centered, body alignment head through hips/buttocks, hold 4-8 counts, and relax 4 counts, repeat, 8-repetitions, and relax

Variations:

Same Exercise: assume upright sitting position against wall, head, shoulders, back     flat against wall (‘flush’), lean body parts strongly into wall

Note:

Excellent conditioning exercise, core strength, and straight back awareness

4. Kneeling Cat Curl Stretch 

Schlots:Users:monikaschloder:Desktop:Posture:March:4 Cat Curl1.jpg
Schlots:Users:monikaschloder:Desktop:Posture:March:4 Cat Curl2.jpg
Schlots:Users:monikaschloder:Desktop:Posture:March:4 Cat Curl1.jpg

Start:

Assume upright kneeling position on floor, knees together, feet facing back, toes pointed, face forward, arms extended at sides by body, back straight

Note: Inhale through nose-Exhale through mouth

Action:

Tighten the core, assume low heel-sit position, rounding back, extend arms out in front of body on floor, palms flat, fingers pointing forward, rise upward extending arms (straighten arms), rounding back, hollow chest, hold 4-8 counts, drop backward and downward to heel-sit position, maintaining rounded back, hold 4-8 counts, and relax, repeat, 8-16 repetitions, and relax

Variations:

Same Exercise: assume low heel-sit position, rounding back, extend arms out in front of body on floor, palms flat, fingers pointing forward, rise upward extending arms (straighten arms), rounding back, hollow chest, hold 4-8 counts, maintain straight arm position, slightly raise head, looking upward, slightly arch back, hold 4-8 counts, curl/ round back, hold 4-8 counts, drop backward and downward to heel-sit position, maintaining rounded back, hold 4-8 counts, and relax, repeat, 8-16 repetitions, and relax

Note:

Excellent exercise for rounded and arched back awareness, core strength, and relaxation 

The Coddling of Athletes’ Minds – Praising Effort Not Performance

The current US College and University admission scandal for the benefit of “coddled Tinseltown celebrity” daughters is just one example of assuring success based on parental status, income, wealth, and “pampered” access. Dr. Everett Piper, author of Not a Day Care poses the question “what has happened to the American spirit?” We’ve gone from “give me liberty or give me death” to “give me a trophy or I’ll throw a tantrum.” Another example: At a New Jersey High School, a mother complained when her daughter was “cut” after cheerleading tryouts. Instead of telling her “tough luck”, the athletic director placated the mom and changed the team’s policy, allowing any “wannabe” cheerleader to join the squad. Children and adults everywhere are learning the destructive lesson that you don’t have to be the best anymore. Just showing up is enough!

According to leading sport sociologists, sport psychologists, and educational experts, society is doing children and youth no favours with false expectations because this “mollycoddling” comes at an emotional and developmental cost. Praising them for their natural ability can be destructive. Once they start to think that skills and talents they either have or don’t have, what happens when they experience failure? They’ll probably be devastated and they’ll think they’re not so great after all!

When I hear coaches and/or parents at competition sites or games using these “empty” phrases “good job” followed by the High-five Right – High-five Left hand slap ritual I tend to cringe! Continuous praise to make children “feel better” in order to avoid loss of self-esteem when they fail in a given performance is preposterous! Self-esteem is developed through a hierarchical process: skill competence, skill confidence, skill efficiency, self-esteem, self-efficacy (Albert Bandura and his social learning theory: “pillars of self-efficacy”, and Abraham Maslow’s hierarchy of needs: self-actualization).

What exactly does “good job” mean? What specifically was/is a good job? First of all, let’s be specific! What was/is so good about the performance or skill execution? I prefer to say: I really liked the way you passed the ball, the speed of the arm action, the accuracy of the pass to get the ball to your teammate…OR… I really like the way you attacked the wall on the Front Crawl Turn, the speed in the rotation, and the breakout stroke! Now, that is specific and valuable feedback!

Thus, what is the reason that we cannot communicate in a positive but analytical manner? Well, we have ensued to raise the ‘E’-generation (E = Entitlement), a generation of “snowflakes” that always needs to be accepted, feel good and be praised – no matter what – they actually think they deserve praise – whether it is really due or not! Otherwise, we have a tantrum or a “meltdown”. Everybody has to get a chance to play or compete and therefore deserves a ribbon or award! So, we “coddle” young athletes. Nevertheless, there are those, who are actually better, and excel, and deserve to be recognized. Columnist Bethany Mandel calls this participation trophy phenomenon the “rewarding failure in North America”, which has become an epidemic. Jessica Lahey, author of best-selling “The Gift of Failure,” states:

“Kids are smarter than we give them credit for, and they know when we lower our expectations for them. When we give praise, awards or a slot on the team unearned . . . they no longer trust adults to be honest and unbiased arbiters of quality. Lying to kids about the quality of their work or downgrading our expectations so as not to make kids feel bad will only result in their no longer trusting our judgment. We’re not doing anyone any favours by opening the floodgate to lower set criteria or standards. Those given an easy way in end up having lower feelings of self-worth, because they know they didn’t earn their spot, and have to face those who did every day. It’s humiliation – not charity.”

Carol Dweck, professor of psychology at Stanford University and author of Mindset: The New Psychology of Success provides a key clarification about effort in the context of growth mindset with the belief “that everyone can grow and develop, and effort is one way to improve and develop.” In the early stages of her research, she talks about the importance of praising effort, but makes it clear that praising effort when it’s not due or praising effort when it’s entirely ineffective is essentially the same thing as telling your children, “I don’t expect you to get anywhere” no matter how much effort you put in. In many ways, praising effort when it’s not deserved doesn’t make it clear that you do believe in your children’s development.

The Power of Believing that You Can Improve

Dweck divides people into two types based on their own theory about their ability: those who operate “in a fixed mindset, believe their basic qualities such as intelligence or talent are simply ‘fixed’ traits. They spend their time documenting their intelligence or talent instead of developing them. They also believe that talent alone creates success – without effort.” In other words, some believe their success is based on innate ability. The other group believes their success is based on hard work, learning, training and persistence. They are said to possess a “growth or an incremental” theory of intelligence (growth mindset). Dweck shows that success in school, sports, work, the arts, and almost every area of human endeavour can be dramatically influenced by the way we approach our goals. People with the “fixed mindset” are far less likely to flourish than those with a “growth mindset”. Her book Mindset reveals how great parents, teachers, managers, and athletes can use the “growth mindset” to foster outstanding accomplishment.

The traditional societal cliché still exists in society that sport “builds character!” No! It reinforces character under good leadership and coaching in my humble opinion as a coach – and the “coddling – feel good” exercise really does more harm in preparing our athletes for life. According to Dweck, “you’ll reach new heights if you learn to embrace the occasional tumble.”

References:

Anderson, J. (2016). The Stanford professor who pioneered praising kids for effort says we’ve totally missed the point. Retrieved March 16, 2019, from https://qz.com/587811/stanford-professor-who-pioneered-praising-effort-sees-false-praise-everywhere/

Dweck, C.S. (2000). Self-Theories: Their Role in Motivation, Personality, and Development. Essays in Social Psychology series. New York: Psychology Press.

Dweck, C.S. (2007). Mindset: The New Psychology of Success. New York: Ballantine Books.

Dweck, C.S. (2007). The perils and promises of praise. Educational Leadership, 65(2), pp. 29-34. October. Full article available http://www.ascd.org

Dweck, C.S. (2015). A summary of the two mindsets and the power of believing that you can improve. Retrieved March 20, 2019, from: https://fs.blog/2015/03/carol-dweck-mindset/

Lukianoff, G., & Haidt, J. (2018). The Coddling of the American Mind. New York: Penguin Press.

Gross-Loh, C. (2016). How Praise Became a Consolation Prize: Helping children confront challenges requires a more nuanced understanding of the ‘growth mindset’. The Atlantic. Retrieved March 16, 2019, from https://www.theatlantic.com/education/archive/2016/12/how-praise-became-a-consolation-prize/510845/

Krakovsky, M. (2007). The Effort Effect. Stanford, CA: Stanford Magazine. March/April. Retrieved March 15, 2019, from https://stanfordmag.org/contents/the-effort-effect

Lahey, J. (2016). The Gift of Failure: How the best parents learn to let go so their children can succeed. New York: Harper/Collins.

Mandel, B. (2018, June 4). Participation Trophy: Rewarding failure is an American epidemic. Fox News Insider. Retrieved March 15, 2019, from https://insider.foxnews.com/2018/06/04/new-york-post-columnist-rewarding-failure-has-become-american-epidemic

Piper, E. (2017). Not a day Care: The Devastating Consequences of Abandoning Truth. Washington, DC: Regnery Faith/Division of Salem Media Group.

Schloder, M.E. (2017, July 1). Is praise destroying your child’s performance? With Permission from John O’Sullivan, CEO “Changing the Game Project.” Refer to: https://coachingbest.com/praise-and-your-childs-performance/

Social Psychology Online (2016, July 5). The psychology of success. Praising people for effort vs. ability. Retrieved March 15, 2019, from http://socialpsychonline.com/2016/07/

The Relative Age Effect: How Does It (Dis)Advantage Young Athletes?

Ever wonder if athletes possess certain advantages or drawbacks based on their birth dates? Researchers have established that this is indeed a factor and does make a difference! It becomes not only important for coaching, but also for parents to understand because of parental tendencies to compare their child/children to others within the same group.

Maybe you have heard of the Relative Age Effect (RAE) – the concept that children are placed into age groups such as school classes or sports based on chronological age. Those born early in the cohort are said to have physical or intellectual advantages compared to those born late, leading to selection for enriched opportunities that tend to compound the advantage. Research into sport shows relative age effect can be a systemic advantage to the early-born and a disadvantage to the later-born, excluding late-developers and robbing programs of talent and potential.

The existing and traditional approach by sports organizations in children and youth sports is to group athletes by chronological age, and establish the so-called ‘cut off’ date. Researchers have determined this as a shortcoming because of apparent differences between the chronological and developmental age. The chart denotes potential differences (Schloder, 2017, NCCP Lectures).

Schlots:Users:monikaschloder:Desktop:DevAge copy 2.jpg

Therefore, boys and girls within the same age group may experience certain advantages or disadvantages based on their birthdate. Does this not make competition and playing sports somewhat unfair? This imbalance is frustrating for younger athletes, leading to their early sport dropout, according to researchers in sport sociology and psychology.

I subscribe to SIRC (Sport Information Resource Centre, Ottawa) for daily emails and article links. Researchers such as Chittle, Dixon, Horton, and Baker (2018) presented their research on ‘Relative Age Effects’ (RAE) at the International Conference at York University (Toronto, Canada) on October 17, 2018. The discussion centered on athletes’ dates of birth and the potential implications on sport, education, health, and wellbeing in hopes of identifying solutions to minimize the age bias associated with using annual cut-off dates.

The following article highlights the presentation at the Conference and is somewhat modified with permission from SIRC Canada.

“Coming of Age with Relative Age Research: Origins, Consequences,

And Potential Solutions”

Within sport and educational contexts, individuals are often placed into age cohorts in an attempt to ensure fairness and equality. Yet, this process can inadvertently lead to relative age effects (RAEs), which describe the (dis)-advantages associated with being the relatively youngest or oldest within a particular age cohort (Barnsley, R.H, Thompson & Barnsley, P.B., 1985).

Schlots:Users:monikaschloder:Desktop:RAE:images-3.jpg

Let’s assume that two girls are competing for the last spot on the team roster of a youth ice hockey team. One was born in January and the other in December of the same year. Both athletes are skilled players, but because one is 11-months older (representing more than 10% additional life experience), and has had more time to develop, both cognitively and physically, coaches assess her to be the superior player, and she makes the team. Consequently, she gets additional practice time, better coaching, and the opportunity to hone her skills by competing against better teams. On the contrary, the younger one has to resign her-self to ‘playing in the local house league.’ Since this was the third season in a row that she was the last player to be ‘cut’ from the travel team, she is now contemplating quitting hockey altogether. While one’s date of birth may seem like a trivial demographic variable, the example demonstrates that its consequences can be quite profound.

Background: RAE

Interest in RAE began when Roger (R.H) and Paula Barnsley (P.B) attended a Lethbridge Broncos (formerly of the Western Hockey League in Canada) ice hockey game in 1985. As Paula was reviewing the game program, she noticed that the majority of athletes were born in the months of January, February, and March, which corresponded with the first months of the selection year based on Hockey Canada’s January 1st cut-off date. Intrigued by what she had observed, Roger went home after the game and began examining the birthdates of professional hockey players and noted the same birthdate trend, which they later coined the RAE (Barnsley et al., 1985).

Since Roger and Paula Barnsley initial discovery RAE has been examined from a variety of perspectives including sport, education, and health and wellbeing. and has garnered a great deal of attention in the popular press, having been featured in best-selling books such as Gladwell’s (2008) Outliers: The Story of Success, and Levitt and Dubner’s (2009) SuperFreakonomics; and TV programs such as 60 Minutes (CBS Interactive, 2012).

RAE in Sport

Barnsley et al presented their early findings within the context of Canadian ice hockey. These studies laid the groundwork for numerous researchers to explore the phenomenon in a variety of sports, such as soccer, baseball, rugby, and other competitive sports. Cobley, Baker, Wattie, and McKenna (2009a) illustrate that sport, particularly culturally relevant sports such as soccer in Europe and hockey in Canada are plagued with issues, especially at the regional and national levels, and foremost amongst adolescents 15-18 years. While cut-off dates precipitate relative age differences, Hancock, Adler, and Côté (2013) explain that social mechanisms such as coaches, parents, and players can perpetuate the problem of RAE. For athletes, who are relatively older and bigger than others in their age cohort, coaches may have higher expectations and provide additional training and support, which ultimately leads them to experience an accumulated advantage over time.

In some instances relatively younger athletes, who ‘survive’ biased sport systems may become more elite performers. This concept has become known as “the underdog hypothesis” (Fumarco, Gibbs, Jarvis & Rossi, 2017). However, for most relatively younger athletes, the consequences of RAEs can be stark, often resulting in negative sport experiences, which may lead to drop-out of sport altogether (Lemez, Baker, Horton, Wattie & Weir, 2014). As troubling as this outcome may be for those in the sport domain, at least youth have the opportunity to pursue other activities during their discretionary time. However, in other developmental contexts, such as education, youth do not have this option.

RAEs in Education

Let’s suppose two boys are heading to school for their first day of grade one. Both were born in January and December of 2012 respectively. This age difference in grade one may result for the younger one earning lower grades, have poorer school attendance (Cobley et al., 2009b), and be less likely to attend or complete post-secondary school (Dhuey & Figlio, 2017).

Perhaps even more disconcerting is the implication of this age disparity on health and wellbeing. Research has shown that relatively younger students demonstrate lower levels of self-esteem, are more commonly misdiagnosed with Attention Deficit Hyperactivity Disorder, have higher rates of youth suicide, and higher rates of incarceration for juvenile crimes. Borrowing ideas from the education literature, sport researchers are starting to examine the consequence of relative age on athletes’ psychosocial outcomes, including leadership, positive youth development, and developmental assets.

Proposed Solutions

While there have been a number of proposed solutions to minimize RAE (e.g., rotating cut-off dates, educating stakeholders many of these solutions have failed to garner broad support from policy makers or practitioners due to their logistical complexity. Research has demonstrated that changing cut-off dates (as prescribed for various reasons by the U.S. Soccer Federation and Little League Baseball in recent years) merely shifts who is (dis)-advantaged within an age cohort (Helsen, Hodges, Van Winckel & Starkes, 2000). Moreover, we know that education about RAE or athletes’ birthdates is insufficient in yielding behavioural change. However, interventions such as age-ordered shirt numbering may be effective at reducing coach selection bias (Mann & Van Ginneken, 2017). Similarly, corrective adjustments that account for one’s birth date in timed sporting events (e.g., sprinting) show considerable promise for mitigating RAEs, while improving broad sport participation, as well as elite athlete selection and development (Romann & Cobley, 2015).

The alternative to traditional age-based divisions is bio-banding* the process of grouping athletes on the basis of growth and maturation (*refer to p.1, chronological versus developmental age, and chart) rather than chronological age according to Cumming, Lloyd, Oliver, Eisenmann and Malina, 2017, p. 34. Bio-banding is showing positive impact by reducing injury rates and improving an individual’s ability to improve both technical and tactical skills by adjusting for their training and competitive experiences. It is one of several approaches to providing developmentally appropriate training and competition that aim to avoid the pitfalls of simple grouping based on chronological age.

Despite all of this research, more work is needed to enhance the collaboration between researchers and relevant stakeholders so that youth are not systematically (dis)-advantaged due to their date of birth. It is my belief (Schloder) that any changes have to be initiated by the respective sport organizations/federations/coaching associations to improve the approach in children and youth sports. In my sports such as swimming and athletics RAE is definitely a factor. Extensive research, however, is still lacking.

Article Authors

Laura Chittle, doctoral candidate, Department of Kinesiology at the University of Windsor: her previous work has examined the moderating impact of academic timing on relative age effect patterns within intercollegiate sport, while her current dissertation studies are evaluating the role that relative age has on athlete leadership development and positive youth experiences in sport.

Jess C. Dixon, Department of Kinesiology at the University of Windsor: his research and scholarly interests are in the areas of strategic management in sport, executive leadership and human resource management in sport, relative age effects in sport, sport finance and economics, and sport management pedagogy.

Sean Horton, Department of Kinesiology at the University of Windsor: his research interests lie primarily in the area of skill acquisition and expert performance, both in young people and as individuals age.

Joe Baker, York University: has been examining the factors affecting long-term development and performance of high performance athletes for over two decades. He currently works with several NSOs and PSOs in Canada (e.g., Wheelchair Basketball Canada, Golf Canada, Canadian Paralympic Committee, Canadian Sport Institute Ontario) to improve models of athlete development and the delivery of evidence-based approaches to skill acquisition.

References:

SIRCuit, February 14, 2019. Email to Schloder.

https://scholar.google.ca/scholar?q=Relative+Age+Effects:+An+International+conference 

Barnsley, R.H, Thompson, A.H., & Barnsley, P.B. (1985). Hockey success and birthdate: The Relative age effect. Journal of the Canadian Association of Health, Physical Education and Recreation, Vol. 51. Key: citeulike:9673950 and www.citeulike.org/group/15540/article/9673950

Chittle, L., Dixon, J.C., Horton, S., & Weir, P. (2018). Exploring the relationship between the relative age effect and youth development among male recreational ice hockey players. Journal of Amateur Sports (JAS).

Cobley, S., Baker, J., Wattie, N., & McKenna, J. (2009a). Annual age-grouping and athlete development: a meta-analytical review of relative age effects in sport. Sports Medicine, 39(3): 235-256. doi: 10.2165/00007256-200939030-00005.

Cobley, S., Baker, J., Wattie, N., & McKenna, J. (2009b). How pervasive are relative age effects in secondary school education. Journal of Educational Psychology, 101(2), 520-528.

Cobley, S., Baker, J., Wattie, N., & Montelpare, W. (2009b). A historical examination of relative age effects in Canadian hockey players. International Journal of Sport Psychology 38(2),178-186.

Costa, A.M., Marques, M.C., Louro, H., Ferreira, S.S., & Marinho, D.A. (2013). The relative age effect among elite youth competitive swimmers. European Journal of Sport Science, 13(5), 437-444. doi: 10.1080/17461391.2012.742571. Epub 2012 Nov 13. https://www.ncbi.nlm.nih.gov/pubmed/24050459

Cumming, S.P., Lloyd, R.S., Oliver, J.L., Eisenmann, J.C., & Malina, R.M. (2017). Bio-banding in sport: Applications to competition, talent identification, and strength and conditioning of youth athletes. Strength & Conditioning Journal, 39(2), 34-47.

Dhuey, E., Figlio, D., Karbownik, K., & Roth, J. (2017). School starting age and cognitive development. Institute for Northwestern Policy Research. Working Papers. WP-17-16.

https://www.ipr.northwestern.edu/publications/docs/workingpapers/2017/wp-17-16.pdf

Fumarco, L., Gibbs, B.G., Jarvis, J.A., & Rossi, G. (2017). The relative age effect reversal among the national hockey league elite. https://doi.org/10.1371/journal.pone.0182827 https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0182827

Hancock, D.J., Adler, A.L., & Côté, J. (2013). A proposed theoretical model to explain relative age effects in sport. European Journal of Sport Science, 13(6), 630-637.

Harper, V., & Jurbala, P. (2018). Bio-banding and developmental age. SIRC Blog. January 31, 2018. https://sirc.ca/blog/brief-bio-banding-and-developmental-age

Helsen, W.F., Hodges, N.J., VAN Winckel, J., & Starkes, J.L. (2000). The roles of talent, physical precocity and practice in the development of soccer expertise. Journal of Sports Sciences,18, 727-736.

Jurbala, P. (2018). What’s the latest on relative age effects? Director, Knowledge, Sport for Life Society. http://sportforlife.ca/whats-the-latest-on-relative-age-effects/

https://scholar.uwindsor.ca/rae-conference/

Lemez, S., Baker, J., Horton, S., Wattie, N., & Weir, P. (2014). Examining the relationship between relative age, competition level, and dropout rates in male youth ice-hockey players. Scandinavian Journal of Medical Science in Sports, 24(6), 935-942. doi: 10.1111/sms.12127. Epub 2013 Sep 30.

https://www.ncbi.nlm.nih.gov/pubmed/24118622

Mann, D.L., & Van Ginneken, P. (2017). Age-ordered shirt numbering reduces the selection bias associated with the relative age effect. Motor learning & Performance IBBA, Amsterdam Movement Sciences – Sports and Work.

Romann, M., & Cobley, S. (2015). Relative age effects in athletic sprinting and corrective adjustments as a solution for their removal. https://doi.org/10.1371/journal.pone.0122988

Tip of the Month – February

Coach Monika Says…



Including Postural Exercises to Enrich Your Training Program  

As stated in January Tip of the Month, medical researchers point to the fact that postural habits of children and youth – including our athletes of course – are reaching a critical stage. Accordingly, the increase of faulty posture is attributed to the high level activities with smartphones and computer work.

The illustrations below show correct posture (L side) and two prominent postural flaws: the rounded back or slouching shoulder syndrome and the swayback position (Center and R side). Obviously, any postural deviation (from correct body alignment) is going to affect skill learning as well as optimal and maximal performance no matter the sport. Coaches can design multitude of physical and technical drills BUT postural flaws – if not corrected though corrective (remedial) exercises – are going to impact sport performance and impede personal success.

Schlots:Users:monikaschloder:Desktop:Posture:Feb:00Posture2.jpg
Schlots:Users:monikaschloder:Desktop:Posture:Feb:0Posture1.jpg

Here is Series 2 with exercises that coaches can incorporate into conditioning programs, Warm-up or Cool-down sessions.

Series 2

1. Diagonal Forward Body Lean – Backward Body Lean on Toes

Schlots:Users:monikaschloder:Desktop:Posture:Feb:2 FWD Lean.jpg
Schlots:Users:monikaschloder:Desktop:Posture:Feb:3 BKLeanonToes.jpg

Diagonal Forward Body Lean

Start:

Stand upright, feet parallel and together, face forward, head centered, arms extended alongside body, back straight

Note: Inhale through nose – Exhale through mouth

Action:

Tighten the core, keep legs straight, tighten buttocks, pull in stomach, depress shoulders (pulling downward), lean upper body (trunk/torso) forward at the diagonal, extend arms overhead at the diagonal, head centered between arm, body alignment fingertips-shoulders-back-hips, maintain position, hold 8 counts, return to upright standing, and relax, 8 repetitions

Variations:

Same Exercise: move arms to sides parallel to floor, return arms to diagonal overhead, maintain position and body alignment

Backward Body Lean on Toes

Start:

Stand upright, feet parallel and together, face forward, head centered, arms extended alongside body, back straight

Note: Inhale through nose – Exhale through mouth

Action:

Tighten the core, bend knees slightly, tighten buttocks, pull in stomach, depress shoulders (pulling downward), lean upper body (trunk/torso) backward at the diagonal, rise on toes, extend arms overhead, head centered between arm, body alignment head-shoulders-back-hips-knees, maintain position, hold 8 counts, return to upright standing, and relax, 8 repetitions

2. Kneeling Body Lean Backward Body – Hand Support on Floor

Schlots:Users:monikaschloder:Desktop:Posture:Feb:4 BK Lean.jpg

Start:

Kneel upright, knees together, face forward, head centered, arms extended alongside body, back straight

Note: Inhale through nose – Exhale through mouth

Action:

Lean upper body/trunk backward with straight arm support, hands flat on floor, fingers point toward feet, tighten the core, tighten buttocks, pull in stomach, body alignment head-shoulders-hips-thighs, knees, maintain position, hold 8 counts, rise to upright kneeling position, and relax, 8, repetitions

3. Rounded Back – Flat Back – using Soccer Ball for Back Awareness

Schlots:Users:monikaschloder:Desktop:Posture:Feb:1a BodyCurlwBall 2.jpg
Schlots:Users:monikaschloder:Desktop:Posture:Feb:1b FlatBKwBall.jpg

Rounded Back with Ball

Start:

Stand upright, feet parallel and slightly apart, face forward, head centered, holding ball low in front of and close to center of body, back straight

Note: Inhale through nose-Exhale through mouth

Action:

Bend knees slightly, tighten the core, bend upper body forward over ball held close to body, curl back forward, curl head downward, maintain curled back for awareness of rounded back position, hold 8 counts, rise to stand, holding ball low in front of and close to body, and relax, 8 repetitions

Flat Back with Ball

Stand upright, feet parallel and slightly apart, face forward, head centered, holding ball low in front of and close to center of body, back straight

Note: Inhale through nose-Exhale through mouth

Action:

Bend knees slightly, tighten the core, bend upper body forward to L-position, back flat and parallel to floor, body alignment head through hips, maintain flat back for awareness of flat and correct back position, hold 8 counts, rise to stand, holding ball low in front of and close to body, and relax, 8 repetitions

Tip of the Month – January

Coach Monika Says…


Including Postural Exercises to Enrich Your Training Program

Including Postural Exercises to Enrich Your Training Program  

According to medical researchers and experts in the field, postural habits of children and youth, including our athletes of course, are deteriorating to a critical stage. The increase of faulty posture is attributed to the high level activities with technology and computer work. By the way, coaches should participate in those exercises as well because: a) many of us have poor postural habits; b) increases health benefits; and c) motivates athletes, as we are role- modeling. Coaches still make corrections while participating. It really worked for me AND kept me in better shape!

For the next months, I will provide exercises that you can incorporate into your programs: 

Series 1

1. Upright Stance

Schlots:Users:monikaschloder:Desktop:Jan019:Jpgs:Stand.jpg

Start:

Stand upright, feet parallel and slightly apart, face forward, head centered, arms extended alongside body, back straight

Note: Inhale through nose-Exhale through mouth

Action:

Tighten the core, tighten buttocks, pull in stomach, depress shoulders (pulling downward), hold 8 counts, pull shoulders up to ears, hold 8 counts, pull shoulders downward, hold 8 counts, 8-16 repetitions, and relax

Variations:

Same Exercise: Perform while sitting upright on a chair, arms alongside chair to relax at the computer station as a ‘break’ or during studies!

2. Sideways Head Turn

Schlots:Users:monikaschloder:Desktop:Jan019:Jpgs:Head 1.jpeg

Refer to Exercise #1

Start:

Stand upright, feet parallel and slightly apart, face forward, head centered, arms extended alongside body, back straight

Note: Inhale through nose-Exhale through mouth

Action:

Tighten the core, tighten buttocks, pull in stomach, head centered, turn head to R, chin over R shoulder, hold 8 counts, return to center, turn head to L, chin over L shoulder, hold 8 counts, and relax; repeat, and pull shoulder up to chin on R, hold 8 counts, pull shoulder downward, hold 8 counts, pull shoulder up to L chin, hold 8 counts, pull shoulder downward, 8-16 repetitions, and relax

Variations:

Same Exercise: Perform while sitting upright on a chair, arms alongside chair to relax at the computer station as a ‘break’ or during studies!

3. Body Bridge

Start:

Assume supine position on floor (on back), feet parallel and together close to buttocks (ideal 90-degress), face forward, head centered, arms extended alongside body, back aligned

Note: Inhale through nose-Exhale through mouth

Action:

Tighten the core, using arm support elevate body off floor, shoulder to knee alignment, hold 8 counts, lower body to floor, hold 8 counts, and relax; repeat, 8-16 repetitions, and relax

Variations:

Same Exercise: lift R leg to vertical, keep body flat (‘lush’) on floor, return leg, 8-16 repetitions, repeat, L leg, or alternate legs

Why Us ?

Shape Young Athletes
By Having FUN!

INTRODUCING:

Physical Literacy For Children And Youth
Through Fun, Fitness And Fundamentals

Available NOW! – Instant Download or 2-Disk Set

Watch the preview video below!

You will be astonished over the athletic accomplishments of these young athletes’ strength, flexibility, balance, etc.

Click here to purchase your copy today!

 Dr. Monika Schloder Welcomes You To The Home of CoachingBest

Your one-stop for Coaching Tips, Training, and Information for the Athletic Coach

Years of teaching and coaching experience in several sports have provided me with the ability to understand the physical, mental, and emotional requirements for developing beginner to elite level athlete in several sports. The ‘knack’ to analyze sport movement, in essence, detect errors and then develop creative corrections and drills to improve, maximize, and optimize performance – no matter the sport – is one of my greatest assets.

Dr. Monika Scloder, Summer Swim Camp- Turku, Finland

Professional Activities:

  • DVD Production: Swimming; Developing Physical Literacy; Athletic Training
  • Learning Facilitator, Canadian National Coaching Certification Program (NCCP), having educated nationally and internationally over 26,000 coaches to date
  • Certified Alberta NCCP Coach Developer (2016)
  • Speaker at International Congresses, Coaching Symposiums, and World Clinics
  • Master Coach in Residence, 1991-2004, for the Los Angeles based 84 Legacy of the Games (former Amateur Athletic Foundation or AAF), program developer for Inner City Minority Youth Education and Leadership
  • Author: Coaching Manuals in Swimming and Soccer
  • Co-author “Coaching Athletes: A Foundation for Success”

Honors:

  • Alberta 2008 Coach of the Year
  • Recipient of 14 International Teaching and Coaching Awards
  • 3M Teaching Fellowship Award for Outstanding Teaching at Canadian Universities
  • Recipient of numerous Teaching Excellence Awards, University of Calgary

At CoachingBest.com we offer sport consulting and coaching education to organizations worldwide with an emphasis on current issues, physical literacy, athlete development, performance analysis, and improvement

Visit our Website CoachingBest.com for ‘Tips of the Week’ and sign up for the free Monthly Newsletter


Dr. Schloder has developed a series of Training DVD’s to help Coaches and Athletes
Image of all DVD product covers

Save

Save

Save

Save

Save

Save

Save

Save

Save

Save

Save

Save

Save

Save

Save

ASCA Workshop Conference and Presentation

Happenings from November

With Coach Rebecca Atchley – Dr. Schloder was an External Committee Member for Rebeca’s Masters Project Dr. Schloder’s Workshop Presentation

View page »

Conference Photos

Happenings from September

Latest Happenings!!

 Dr. Monika Schloder at the ASCA World Clinic for Swimming, Jacksonville, Florida, Sept 8, 2014 Presenting at the 4-hour Work shop “Dry-land School for Age Group Swimmers” Coaches participate in her workshops… they don’t just sit!

View page »

Back Arch Demo

Coach Schloder in Istanbul, Turkey Swim Camp , June 9-15

Underneath the swimmer to demonstrate the back arch position after the Back Crawl start. Not too many coaches can do this perfectly!

View page »

Developing Physical Literacy

This highly acclaimed presentation was given by Dr. Schloder at the Canadian Sport for Life Summit (CS4L), which will be available as a movie version. Watch for the up-coming DVD: ‘Physical Activities for Children and Youth. Fundamental Movement Skills in the Pursuit of Excellence and Well-being.’

View page »

3 comments

  1. Michèle Boutin

    Dear Dr. Schloder,

    We are a small competitive swimming club in Beaconsfield, Quebec, Canada.
    We are interested in purchasing your DVD+Booklet called Fly Away but it is not available on your online shop.
    Could you please let me know how we could purchase it?

    Best regards,

    Michèle Boutin
    Beaconsfield Bluefins Swim Club
    http://www.bluefins.ca

  2. Augusto Acosta

    I love your work!

  3. Kim Cox

    Super new front page on your website, very informative.

Leave a Reply

Your email address will not be published. Required fields are marked *

You may use these HTML tags and attributes: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <s> <strike> <strong>

Tip of the Month – March

Coach Monika Says… Including Postural Exercises to Enrich Your Training Program This is the 3rd Series of posture exercises as stated in January and February Tip of the Month. Medical researchers and experts in the field point to the fact that postural habits of children and youth, including our athletes of course, are deteriorating rapidly. Accordingly, …

Read more

The Coddling of Athletes’ Minds – Praising Effort Not Performance

The current US College and University admission scandal for the benefit of “coddled Tinseltown celebrity” daughters is just one example of assuring success based on parental status, income, wealth, and “pampered” access. Dr. Everett Piper, author of Not a Day Care poses the question “what has happened to the American spirit?” We’ve gone from “give …

Read more