Tag: <span>training</span>

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Martial arts training shoes are not generally worn by practitioners, especially those who train the various Japanese martial arts. It is much more common to see people training barefoot in the dojo while doing karate or judo. There are two main reasons. Firstly, removing outside or training shoes shows respect for the art and its traditions. The second reason is purely practical. In throwing arts such as judo, jujitsu and aikido, matted training areas are used. So outside footwear is removed to prevent dirt from ruining the mats, and also to protect them from damage, so they do not need replacing too often.

Chinese Martial Arts Versus the Others

The Japanese art of ninjutsu is different to other Japanese fighting traditions in that footwear is worn. This footwear is called tabi, and can consist of both tabi boots and tabi socks, both of which are characterized by having the big toe separated from the other ones.

In Chinese kung fu it is fairly standard for shoes to be worn, whether they are of the kung fu slipper style that Bruce Lee was known for, or simple black plimsolls or sneakers. However, if training in a dojo, especially if they are using a matted area, the Chinese kung fu practitioners will train without their shoes, both as a sign of respect to the martial art normally practised there, and also to assist in protecting the mats.

Reasons to Wear Martial Arts Training Shoes

The question to consider is whether martial arts shoes should be worn by all martial artists in the twenty-first century, or whether it is better to respect the traditions of our martial ancestors. Here are four compelling reasons to at least schedule some training sessions using footwear.

1. Hygiene

It is very common in areas where lots of people go barefoot, for skin and fungal infections to spread. This problem is particularly prevalent in locker rooms and sports changing rooms. For martial artists who train barefoot, this poses two potential problems. Firstly, if the student is respectful of his fellow classmates, he will not train while suffering from a skin condition. This of course is detrimental to the student’s training regime.

The other potential problem is if the student ignores a skin health problem and trains anyway. This is not pleasant for the other students and the infection can then rapidly spread. An easy preventative measure is for the students to train wearing martial arts shoes.

2. Self-Protection

Many martial arts classes meet up to train in a hired room which may not be part of a professional school, or even in a sports complex. Instead, the room could be in a church hall or some other local building not used exclusively for martial arts. If the room is not normally used for any kind of sport or exercise activity (such as yoga or pilates) then the floor may not be ideal for training barefoot. It might be a simple, cold concrete floor, or a rough wooden one with damaged or uneven boards. These kinds of floor can pose an unnecessarily high risk of injury. Even proper matted judo surfaces have been known to cause broken toes, as it is easy to trap a toe between the mats if you end up on the receiving end of a sweep kick. Light training shoes are imperative in cases like this to prevent needless injuries from occurring.

3. Protection During Sparring

Most martial arts include sparring as an integral part of the training, so that students can practise techniques against a real opponent. Some commercially available martial arts training shoes are elasticated slip-on type shoes, which incorporate thin padding across the top and instep. These can be helpful to both students when practising during light sparring. They are also normally light-weight and thin enough that proper shin guards and foot padding can be worn over the top of them for more intense, full-contact sparring.

4. Authenticity in Real Self-Defence Situations

The most obvious reason for doing part of any sparring training wearing shoes is that it is extremely unlikely that you will be attacked while you happen to be barefooted. It does pay to train for this eventuality, but in general, any need to use self-defence techniques will occur outside the home and while you are wearing shoes or sneakers. If you are not familiar with executing your martial arts techniques while wearing shoes, the you will be at an automatic disadvantage in any physically dangerous situation.

So even if your martial art normally trains barefoot, it is certainly advisable to do some occasional practice sessions wearing everyday clothes and shoes, in order to make your self-defence training as realistic as possible.

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Source by Ed Sadler

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The basic rationale for personal development can be understood from the necessity to understand one’s own human needs, together with spiritual, emotional and social development, because a failure to understand this about one’s own self is unthinkable if trying to understand and relate to other human beings in any meaningful way.

A person’s development can be perceived in many different ways; for instance as in Freud’s Psychosexual Development Theory (Marshall, 2004) which looks at stages of sexual development and the frustrations connected to each stage, or Havighurst’s Developmental Stages (Sugarman, 1986) and Tasks which identifies:

Tasks that arise from physical maturation

Tasks that arise from personal values

Tasks that have their source in the pressures of society

or through Maslow’s Hierarchy of Needs(Maslow, 1998).

Or indeed through any of the other methods and theories that have been developed, and which may be studied and related to the needs of a counsellor in training,e.g.:

Erikson’s Stages of Psychosocial Development Theory

Piaget’s Phases of Cognitive Development

Kohlberg’s Stages of Moral Development

Gilligan’s Theory of Moral Development

Which is to name but a few, and some of which will mean more to one person than to another.

What is really important is the core condition of recognising ourselves and others as human beings with developmental needs and developmental constructs, the understanding of which is paramount to enabling a real understanding of the human development processes and the requirements necessary in order to work towards living a contented and fulfilled existence for ourselves, and for engaging meaningfully with others working towards the same.

An individual’s decisions are often influenced by social construction, by adapting our personality to fit in with the expectations of friends, family and employers; whilst in relation to any other person we may act in response to our own unconscious and emotionally fuelled expectations. The person we are depends upon our life experiences and feedback from others about how we inter-relate with those people with whom we come into contact, as well as the physical, cultural and spiritual worlds in which we find ourselves. If we are to be able to relate to others whose personal construct and developmental processes that have led to what they have become with any real empathy and congruence, we must first understand our own construct. In taking responsibility for learning about our own emotional and social actions, understanding and development, we act authentically; but allowing our social construct to make choices for us could be seen as acting un-authentically.

Maslow’s Hierarchy of Needs takes a premise that once the most basic human needs are met it becomes possible to progress through successively more advanced levels of need, to culminate in ‘self actualisation’. If we engage in exploring this process we allow ourselves the opportunity to develop a relationship with one’s self which leads to and enables the establishment of a more understanding relationship with others.

This hierarchy of needs is based on a ‘Humanistic’ approach and the concept of ‘self actualisation’ as described by Carl Rogers, who stressed that self-awareness of the person, on a conscious level, is the most important way to work in understanding behaviour by making reference to the internal framework (Rogers, 1961).

Looking at Kohlberg’s stages of moral development (Kegan, 1983) helps us to understand where a person might have difficulties if they have not undergone such moral development through lack of cultural or social contact, or through lack of understanding.

It is only by developing our own understanding of personal development theories and practices that we can develop the skills and practices to help others who are suffering from some lack of personal development or some misguided thinking developed during their upbringing.

Hazel Johns in her book on personal development in counsellor training (Johns, 1996) states what her minimum outline for development in counselling should include:

To learn and unlearn

To have enough sense of identity to survive and flourish in personal development and personal relationships

To love and be loved enough

To have sufficient self esteem and personal power to cope with dependence, independence and interdependence

To be resourceful and creative

To notice and oppose oppression in whatever form it comes

To be strong and vulnerable, tough and tender as needed

To understand and apply theory and skills relevantly to themselves and others

To grow in clarity about ethical standards and never be complacent

To be aware of their own and others need for support and challenge

To have a range of effective ways of being alone and in a group

To see and feel connections with a wider society and world; to be political and care about change, however they live that out.

I would take this further and state that these are things that every enlightened individual needs as an outline for their personal development in order to be a success in any form of relationship, no matter if that be personal or business based and I would add to this list:

To communicate clearly

To have an understanding of the spiritual

To understand basic mental health issues and how they affect themselves and others

and:

To understand the linkages between physical, mental and spiritual needs

It would be easy for a non-spiritual person to ignore or overlook what may be a very strong support or conversely a very damaging practice for another person. Understanding the difference between on the one hand spirituality or spiritual practices and on the other hand religion and religious practices is essential, as the first can be extremely supportive and the latter decidedly destructive when teachings and practices are restrictive and/ or unnatural.

Everyone entering into a working relationship with you has the right to expect you as a professional, in any context, to be capable and well enough equipped to be able to attend to their specific needs, and this places great demands on the professional’s emotional resources.

Professionals obviously have needs of their own and those drawn into the ‘helping professions’ are often more comfortable giving than receiving, so it is essential that we recognise from the outset that self-awareness, self-motivation, choice and the capacity to consider alternatives are intrinsic to the human condition of identity and change; hence we need the opportunity to engage with and focus upon these things in order to be fully equipped for any role we are aiming to undertake.

Personal development is essential to the professional no matter what sector they work in, and the opportunity to engage not only in personal reflection but also in working on this personal development with someone having the understanding of the various developmental theories, at both a personal level and in relation to a group of people with various backgrounds, cultures and upbringing who are brought together through attending a developmental course is a vital opportunity.

The advantage of engaging in a personal development training course is that the course provides: A safe place to learn, the opportunity to explore different understanding and approaches to theories and explore the relational personalities of a diverse group of people willing to engage in the same subject matter along with the support of knowledgeable trainers to remedy incorrect understanding and practices and an opportunity to be introduced to theories that may not have previously been encountered.

It is therefore essential to commit to personal development at the outset of and throughout training and professional practice of any sort in order to be the best we can be. It is also important to actively seek and engage with such training after beginning a professional career by attending conferences and workshops dedicated to further personal development, and opportunities for this are available through Indulgence Un-limited as well as other professional organisations.

References

Johns, H. (1996). Personal development in counsellor training. London: Sage.

Kegan, R. (1983). The Evolving Self: Problem and Process in Human Development. Cambridge, Massachusetts: Harvard University Press.

Marshall, S. (2004). Difference and Discrimination in Psychotherapy and Counselling. London: Sage Publications Ltd.

Maslow, A. H. (1998). Maslow on Management. Hoboken: John Wiley & Sons.

Sugarman, L. (1986). Life-span Development: Theories, Concepts and Interventions. Oxon: Routledge.

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Source by Richard L Moriarty

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Children with Predominantly Inattentive ADHD (ADHD-PI, also known as ADD), have difficulty with social skills. These children tend to lack assertiveness and frequently have difficulties in social situations that require interactions with more than one person or with people that they do not know. They sometimes have problems with a sluggish cognitive tempo which may awkwardly delay their response to social interactions These kids may also be perceived by their peers as being as self centered and egotistical because they can appear standoffish as a result of their inattentiveness.

The good news is assertiveness and social skills can be taught. Extensive research has been done of teaching social skills to children with ADHD. Children with Combined type (ADHD-C) and Hyperactive Impulsive ADHD (ADHD-HI) need training in cooperation, self control, and empathy. Children with ADHD-PI need help with assertiveness, appearing approachable, and simple communication. Studies have shown that social skills’ training is extremely effective in improving communication, assertiveness, empathy, and social interactions. More importantly these studies have shown long term benefits in improving the school experience of children with ADHD.

I found two studies that looked at social skills training in children with ADHD-PI. It seems that children with ADHD-PI are helped more by social skills training programs that children with combined type ADHD or children with ADHD and co-morbid Oppositional Defiance Disorder.

The first study performed on 59 children at the Children’s Hospital-Boston found that children with ADHD-PI were helped more with social skills training than were children with the combined type of ADHD. The children received 8 weeks of social skills training after which; “Children with ADHD-I improved in assertion skills more than children with ADHD-C.”

The second study is ongoing and is taking place in Berkley. Researchers at the University of California are conducting a longitudinal study of children with ADHD-PI. They are using a tool called the Child Life and Attention Skills Program (CLAS) to teach ADHD-PI children and parents both attention skills and social skills. The researchers are still recruiting participants but the first set of results, published a few years ago, concluded that; “Children randomized to the Child Life and Attention Skills Program were reported to have significantly fewer inattention and sluggish cognitive tempo symptoms, and significantly improved social and organizational skills, relative to the control group.” If you happen to live in the San Francisco area, you can contact the Department of Psychiatry at UC Berkley here to participate in this study.

Children with ADHD are generally aware of social cues. They do not need to be taught to ‘read’ people’s reactions to them. Being unaware of social cues is one of the hallmarks of children and adults with Asberger’s syndrome but it is generally not a problem for children with ADHD. Children with ADHD-C and ADHD-HI have difficulty with self control but are still aware of the social impression that they are making. Children with ADHD-PI are often keelnly aware of their social awkwardness and tend to avoid situations that will cause them to be embarrassed.

The social skills training tools that have worked the best to train children with ADHD include exercises that break down complex social situations into smaller components and train, one at a time, each component of the social interaction. Role playing games are helpful as is modeling which involves having the child watch a model exhibiting the desired behavior. Social skills’ training is generally a family affair. Parents, siblings, and other family members are encouraged to participate in the training and role playing, provide encouragement to the children in training, and to help reinforce the behaviors that are being trained.

In conclusion, social skills’ training has proven to be extremely beneficial in improving the self confidence and school experience of children with ADHD. This training may be especially useful to children with a diagnosis of ADHD Predominantly Inattentive.

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Source by Tess Messer

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Cockatiel training DVDs can teach you all about not only parrot training, but help you out with bad behavior problems. It is essential to get professional advice as parrots are like to having a small children and can be more demanding at times. Below you can discover a few problems you will most definitely be faced with.

Firstly I will not gloss this up, they can adapt very bad habits such as:

•  Screaming
•  Biting
•  Feather plucking
•  Mid air attacking
•  Depression
•  Fit throwing

There are PLENTY more, this is just for starters.

Your life will be a lot easier if you invest a small amount of time learning about parrot behavior through Cockatiel training DVDs, trust me on that 1.

You are probably wondering how the DVDs can help, so briefly below I will explain.

• Firstly the training DVDs have been put together by bird owners that have not only had all these issues, they specialise in bird training.
•  They teach you all you need to know about parrots and their bad habits, and give you a step by step guide to correcting them.
• And just as an added bonus they teach you step by step cockatiel training to get him to perform all sorts of funny tricks.

Just an example below is a couple of stunts my cockatiel has pulled, this is just so you know what bad behavior he will get up to.

He pretended to limp one day it ended up there is NOTHING wrong with his foot. He also carried on as if he was having a fit, not only did this scare me, it cost me $500 in vet bills. The thing is, there was nothing wrong with him.

Most of the habits parrot adopt are because they are looking for attention. So knowing why your parrot is doing these strange things is being 1 step ahead of him…

Cockatiel training is not hard once you are shown what to do, and once you start to understand your parrot.

Is your bird carrying on weird, does he all of a sudden do unexplainable things, maybe you need to find out what is wrong with him?

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Source by Pam Tyler

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All sport coaches would like big, strong athletes and most combative athletes want to be big and strong. However, most athletes and coaches run into a problem when training for both size and strength at the same time. The longer an athlete trains; usually they begin to hit a plateau with their current routine. They increase the volume (an increase in sets) or they increase the intensity (percentage of 1 repetition maximum, not perceived muscular discomfort), however they do not do both. Volume training is great for increasing muscle mass, and increasing strength-endurance, however it is not an effective method for stimulating neural (strength) gains.

Muscle mass is generally stimulated by neural gains. The higher the athlete’s maximal strength levels, the higher the intensity used in repetition exercises can be used. Another problem coaches and athletes run into with neural training is the rest intervals must be higher in intensity training for recovery of the neural system (CNS).

The problem is in the old saying, a trainee can train hard (intensity) or train long (volume) but cannot do both. Some coaches, such as T-Nation’s Chad Waterbury have proposed using a low(er) intensity 75-85% bracket and increasing the volume to accommodate this intensity bracket and a decrease in the rest intervals (i.e. 10 sets of 3 with a 6 repetition maximum, with 60 seconds rest intervals). While this is an excellent method and I am not putting it down, I feel there is a better way to work in a higher intensity bracket (80% to 100%) and utilize sufficient volume to increase both size AND strength!

Generally, novice athletes and trainees can make fantastic gains within the 60-70% intensity bracket, usually working their way to 80%. This 80% threshold rule is that strength generally is stimulated above this percentage and this usually calls for a decrease in sets and an increase in rest intervals. So our method will be working above this 80% threshold in every scenario.

Enter Cluster Training

Cluster training is not a new concept; in fact most Olympic weightlifters use this method without knowing it! Some very well know authors have done much to bring this powerful method to light such as Charles Poliquin, Christian Thibaudeau, and Mike Mahler to name a few. Olympic weightlifters must drop the weight to the ground after each repetition; this is followed by a short pause, and another repetition. Most Olympic weightlifters outside of the super-heavy weight division sport tremendously muscular, athletic physiques to go along with their incredible strength!

Cluster training allows the athlete or trainee to utilize intensity above the 80% threshold rule (generally even higher 85-100%), with sufficient volume to increase both strength and size (i.e. more reps at a higher intensity). However, this method is highly demanding on the central nervous system and is not recommended for beginners or high school freshmen and sophomores. While this is a powerful method, it should only be applied to ONE lift per movement group (horizontal push/pull, vertical push/pull, etc.) or ONE exercise per body part. Another caveat is that this method necessitates excellent spotters. If you do not have at least one good spotter, do not do this method. This is not a method that will be kind to an athlete if their spotter(s) decide to take a nap! Cluster training must also be broken into, not jumped into. I show will a progressive model to breaking into cluster training and moving into more advanced methods. Coach Thibaudeau breaks them into levels, level 1 consisting of three methods, level 2 consisting of three methods and level 3 consisting of two methods. For athletic purposes I will only be covering levels 1 and 2, level 3 will come at a later time.

Level 1

The first progression in cluster training is the extended 5s method, coined by Coach Thibaudeau. The goal of the extended 5s method is for the athlete to do 10 repetitions with a weight they can only do for 5 repetitions. Obviously this is an outstanding growth stimulus, as there is an increase in both intensity and volume (85% x 10 repetitions). An extended 5s set would go like this…

The athlete takes their 5 repetitions maximum (RM) and does 5 reps and then racks the bar. Resting approx 7-12 seconds (counted out loud by a training partner or spotter), the athlete then un-racks the bar and does another 2-3 repetitions. Upon racking the bar again, another rest of 7-12 seconds is taken, and a final 2-3 repetitions are performed. The goal of the set is to get 10 repetitions total. Generally an athlete will need two to three pauses to accomplish this. The athlete rests 3-5 minutes and repeats 3-5 times. This is an excellent introductory method to cluster training! Here is a summary…

Extended 5s Method

· Load- 80-85% of 1 RM or 5 RM (repetition maximum)

· Reps- 5 Reps with 5 RM, 7-12 pause, 2-3 Reps, 7-12 pause, 2-3 Reps

· Sets- 3-5

· Rest Intervals- 3-5 Minutes

· Target Goal- 10 Repetitions with a 5 RM

The next progression in cluster training is the classic cluster method. Charles Poliquin wrote about this method in his text Modern Trends in Strength Training (2001) and Mike Mahler has written articles on this method calling it Rest-Pause Training. Regardless of the name, it is a powerful and effective method. This method is best used for increases in relative and maximal strength and hypertrophy of the type II-B muscle fibers (the ones with the most potential for force and power output). This method uses a higher intensity bracket than the extended 5s method, usually 87-92% of 1 RM and attempts to hit 5 intermitted repetitions with that load. A classic cluster set would go like this…

The athlete would take their 3-4 repetitions maximum and performs 1 rep, racks the bar, 7-12 seconds pause, 1 rep, 7-12 second pause in the rack, 1 rep, 7-12 seconds pause, 1 rep, 7-12 seconds pause, and a final 1 rep, and a 3-5 minute rest. Usually 3-5 sets are employed. Here is a summary…

Classic Cluster Method

· Load- 85-92% of 1 RM

· Reps- 5 Total Reps, intermitted, 1, pause, 1, pause, 1, pause, etc.

· Sets- 3-5

· Rest Intervals- 3-5 Minutes

· Target Goal- 5 Repetitions with a 3-4 RM

The last progression in level 1 is the antagonist cluster method. This is basically a variation of the classic cluster method, with the exception being that the athlete alternates between to opposing exercises with minimal rest (the pause is taken by the opposing exercise being performed). Reps and sets still apply, however the execution of a set is a little different…

The athlete would take their 3-4 repetitions maximum and performs 1 rep of bench press, racks the bar, proceeds to do 1 rep of bent over barbell rows, 1 rep on the bench press, 1 rep of the row, 1 rep bench press, 1 rep of the row, 1 rep on the bench, 1 rep on the row, and a final 1 rep on the bench, and 1 final rep of the row and a 3-5 minute rest. Usually 3-5 sets are employed. Here is a summary…

Antagonist Cluster Method

· Load- 85-92% of 1 RM

· Reps- 5 Total Reps each antagonist exercise, 1 Rep Exercise 1, 1 Rep Exercise 2, etc.

· Sets- 3-5

· Rest Intervals- 3-5 Minutes

· Target Goal- 5 Repetitions with a 3-4 RM on two opposing exercises

· For those who need to know antagonists, examples would be horizontal push and horizontal pull (bench and row), vertical push and vertical pull (shoulder press and chin up), quad dominant and hip dominant (squat and good morning), arms (curl and triceps extensions).

Level 2

It goes without saying that a foundation of cluster training should have been built in the previous level prior to taking on the more advanced methods here!

The first progression of the second level is named after the late Mike Mentzer, a highly successful bodybuilder. I first learned the Mentzer cluster method through Coach Thibaudeau’s excellent DVD on cluster training, and I continued to research it by reading Weight Training the Mike Mentzer Way. This is a very powerful method and should not be taken lightly. The goal of this method is to perform 4 to 5 total reps at 100-80% intensity. First the athlete will perform 2-3 singles in classic cluster fashion at 90-100% intensity and drop the weight approx 10% and perform another 1-2 repetitions with that weight in classic cluster fashion. For example…

The athlete takes 98% of their 1 RM and does 1 rep, racks the bar, 7-12 seconds pause, another 1 rep, 7-12 seconds pause, another 1 rep, 7-12 seconds pause, the spotter reduces the weight (in 7-12 seconds) and the athlete performs 1 more rep with this weight. Here is a summary…

Mentzer Cluster Method

· Load- 90-98% of 1 RM

· Reps- 4-5 Total Reps, intermitted, 1, pause, 1, pause, 1, pause, reduce weight 10%, 1 Rep

· Sets- 3-5

· Rest Intervals- 3-5 Minutes

· Target Goal- 4-5 Repetitions with a 1-3 RM

The second progression is called the drop set cluster. This is a blend of the classic cluster method and the Mentzer cluster method. Most trainees know what a drop set is, a descending scheme of dropping weight after performing some repetitions. The drop set cluster still uses high intensity (90-100%) and drops the weight 5-10 lbs per drop on single repetitions. Again 5 reps are the target goal. An example being…

The athlete does 1 rep with 98-100% intensity, racks the bar, and the training partner or spotters remove 5-10 lbs from the bar during the 7-12 seconds pause, the athlete does another single, Racks the bar, the spotters proceed to strip 5-10 lbs, athlete performs another single, racks the bar and more weight is stripped, athlete does another rep, racks and spotters reduce weight further, and athlete completes last rep. The drop set cluster allows a higher level of muscular tension, due to the repetition’s slow speed and the rep is being performed at 100% maximal momentary strength (i.e. all muscle fibers are being recruited to lift the load) (Poliquin, Modern Trends in Strength Training, 18-19). A summary can be found here…

Drop Set Cluster Method

· Load- 90-100% of 1 RM

· Reps- 5 Total Reps, intermitted, 1, pause lower weight 5-10 lbs, 1, pause lower weight 5-10 lbs, 1, pause lower weight 5-10 lbs, 1 Rep, pause lower weight 5-10 lbs, 1 Rep, pause lower weight.

· Sets- 3-5

· Rest Intervals- 3-5 Minutes

· Target Goal- 5 Repetitions with a 1-3 RM

The final progression in level 2 is called the accentuated eccentric cluster method. Caution: this method will require a competent spotter! As you might know, I do like to accentuate the eccentric portion of an exercise (see Eccentric Training for Athletes article). This method combines the classic cluster method with an accentuated eccentric portion of the lift. Again, the set and rep scheme stays close to the classic cluster method, however during the eccentric or lowering portion of the exercise, the training partner will push down on the bar and release at the mid point. This requires a very skilled spotter! They should only apply enough resistance to have the athlete still lower the bar under control! If the bar is dropping like a bag of bricks, it is not helping the athlete it is hurting them! Here is an example…

The athlete would take their 3-4 repetitions maximum and performs 1 rep with the training partner applying pressure to the bar in the lowering portion, racks the bar, 7-12 seconds pause, 1 rep with the training partner applying pressure to the bar in the lowering portion, 7-12 second pause in the rack, 1 rep with the training partner applying pressure to the bar in the lowering portion, 7-12 seconds pause, 1 rep with the training partner applying pressure to the bar in the lowering portion, 7-12 seconds pause, and a final 1 rep with the training partner applying pressure to the bar in the lowering portion, and a 3-5 minute rest. Usually 3-5 sets are employed. Here is a summary…

Classic Cluster Method

· Load- 85-92% of 1 RM

· Reps- 5 Total Reps, intermitted, 1 with the training partner applying pressure to the bar in the lowering portion, pause, 1 with the training partner applying pressure to the bar in the lowering portion, pause, 1 with the training partner applying pressure to the bar in the lowering portion, pause, etc.

· Sets- 3-5

· Rest Intervals- 3-5 Minutes

· Target Goal- 5 Repetitions with a 3-4 RM

Advantages for the Athlete

In his Modern Trends in Strength Training (2001) text Charles Poliquin points out the advantages of using cluster training for athletes, this is what he wrote…

· A higher total number of repetitions with a higher mean intensity in the same amount of time as classic strength or neural based training

· Increased total training time under tension for the high-threshold fast-twitch fibers; a prerequisite for reaching hypertrophy of these selected fibers. This may seem contradictory to the concept of relative strength, but hypertrophy can be beneficial if it is done in the right motor units.

· Higher force/lower velocities repetitions-a prerequisite for inducing maximal strength gains.

Putting it together

Cluster training is without a doubt a growth and strength stimulus. But how do you incorporate it into a plan? Clusters should not be used for more than 3-4 weeks, or else the method will become stale and your body will have adapted to the method anyway. So the method must be integrated into a yearly plan or at least a periodized cycle.

If an athlete or coach utilizes a conjugate method approach, cluster training would fall into the plan as a Maximal Effort Method, due to its use of high loads. So one would essentially use it like this…

Max Effort Day

ME- Classic Cluster Method

Assistance work done using classic hypertrophy methods (2-4 x 8-12)

If the athlete or coach decides to utilize linear periodization, cluster training would fall within the Strength Phase bracket and each movement would be given the cluster training method.

Strength Phase

Day 1- Horizontal Push/Pull

Bench Press- Classic Cluster Method

Bent Over Barbell Row- Classic Cluster Method

If the athlete or coach is utilizing undulating periodization (i.e. rotating between various strength methods by weeks with a training cycle) cluster training could be used for maximal strength work.

Strength Weeks

Week 1 and 5

Day 1- Horizontal Push/Pull

Day 2- Hips Dominant/Quad Dominant

Day 3- Vertical Push/Pull

1 Exercise per Movement Group-

Classic Cluster Method

Cluster training is very versatile, and athletes can benefit from this method by increasing both strength and size. However, like any other training tool, this one should only be used in moderation due to the intense fatiguing effect it has on the Central Nervous System. Also this method requires competent spotters, a luxury some do not have.

Cluster training done properly can help to jump start new growth or new strength adaptations in athletes. It can also increase all ready existing levels of size and strength. Any athlete (with the proper foundation) can benefit from this style of training! Good luck implementing this method in your and your athlete’s training!

Sources & Further Study

1. Poliquin, Charles Modern Trends in Strength Training (Self Published) 2001.

2. Thibaudeau, Christian (2005) Cluster Training [DVD].

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Source by Andrew D. Smith

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Head of the Pack

By: Christina Potter

Publisher: Aperture Press

Publication Date: August 2017

ISSBN: 978-0997302097

Reviewed by: Ellen Feld

Review Date: March 19, 2018

Dog trainer and author Christina Potter, in her third book in the “Chester Gigolo” series, delivers a book that is a lot of fun to read while, more importantly, giving readers a lot of very useful information on dog training.

Head of the Pack is divided into sixteen chapters that examine various aspects of the dog world that will help you train your dog. The book opens with an introduction that shares how much dogs enjoy human companionship and how it works best when both dog and human understand each other. So, how do you improve your ability to communicate with your dog? That’s what the book is all about.

Right away in the first chapter, the author offered advice that drew me in and made me want to read the rest of the book. “Blur the lines between playing and training, and you will have a dog that is delighted to work with you any time.” From there, she goes on to explain that you must be firm but not too firm. How? She uses an analogy of a spaghetti noodle that works perfectly to get her point across. The chapters are fairly short – most are three or four pages – and everything is very easy to understand.

Head of the Pack is “written” by Chester Gigolo, a Berger Picard, and he’s one smart dog. Chester shares his training expertise on a broad range of topics from knowing what each breed has been bred for (and using that knowledge to select the proper dog as well as using their innate instincts to advantage when training) to how often to give treats and even what kind of treats work best. And unlike many dog training manuals that offer tips in a dry, dull manner, Chester is quite funny and entertaining. He livens up each chapter with commentary – for example, when talking about getting treats, “march into the kitchen, load up on yummy treats – in your hands, not in your tummy – and let’s get started.”

There is a lot of useful information in this book that both first-time dog owners and more advanced canine fans will learn from. What I particularly appreciated is that the author didn’t just share her views and say “it works for me, it’ll work for you.” Rather, she backs up her statements with research from around the world, noting the researchers/institutions/journals, how the tests were conducted, and the results. While I’ve had dogs all my life and like to think I know what I’m doing when training, I definitely learned a lot from this book. Did you know that tail wagging doesn’t always mean a dog is happy? What about growling? For tricks, the author advises using your dog’s breed to help determine what tricks will be easiest for your dog to learn and then follows up with several real life examples that show how different breeds react to the same situation. And speaking of tricks, chapter ten (smack dab in the middle of the book) is dedicated to trick training. There are 25 tricks dissected in such a way that again, it’s easy to see how to teach each trick. Most are also accompanied by a picture of a dog performing the trick. I “dog-tested” several of the tricks on my dog Rocco (a dachshund/yorkie mix who is lovable but not the brightest light bulb in the pack), and he was able to follow my lead and do the tricks. That is itself is worth the price of this book!

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Source by Ellen F Feld

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When most people hear or see the name John Cleese they think of silliness, mayhem, and tons of laughter, but what many people don’t realize is that he has been a major part of business training for well over thirty years.

John Cleese brought his comic viewpoint to business training over three decades ago with the company Video Arts. Over the years John Cleese has continued to illustrate many business concepts with humor AND seriousness. One of my favorite training video moments from John Cleese is in ALL CHANGE, PART 2: THE SHAPE OF THINGS TO COME. John plays H. G. Wells who travels in his time machine. He pops in on some people on his way to the Kabul Olympics where he announces he’s going to see the Chicken Juggling Event. I don’t think this video is even available any more, but I still chuckle each time I think of time travel and the Olympics.

In the early days, John Cleese performed in many training classics, but now often takes a producer’s role, while he brings in others to act. Often these “new actors” read like a Who’s Who of British television. Hugh Laurie and Dawn French are two excellent examples. Hugh Laurie starred in the mini-series “Jeeves and Wooster” and the series “Black Adder”. He has also appeared in feature films like “101 Dalmatians.” Currently, most Americans know Hugh Laurie as a serious actor from the popular “House” medical examiner mystery show. Laurie is anything but serious in most of his TV appearances and the same goes for his starring roles in business training. He usually plays the inept person who must learn the “better” way of doing things.

Dawn French (“French and Saunders,” “Vicar of Dibley,” and “Murder Most Horrid”) plays characters similar to Hugh Laurie in business training videos. Like Laurie she plays “bad” well.

In the world of business training products, John Cleese training videos are not in-expensive. Generally, they run about $870.00 for purchase in VHS or DVD. They rent for $250.00 (seven day rentals). What’s great about the videos, however is they usually produce results . . . almost instantly. One of my favorite programs is called Customers From Hell (which sells for about a third of the standard Cleese products). It’s less expensive because it’s merely a compilation of early John Cleese training videos centered around Customers. I recommend it for sales meetings, and customer service training sessions. Although there are usually training “bullets” involved in this and other titles in the From Hell videos, I find them best suited as a discussion starter. When sales staff and customer service professionals see the over-the-top behavior customers in Customers From Hell, they instantly have their own stories to tell, “I had that guy last week!” When people laugh and recognize examples from their own experiences, they are anxious to share. This gives a facilitator an opportunity to ask questions and explore situations and outcomes.

The Video Arts products featuring John Cleese and/or his cronies usually come with a facilitator’s guide to help you get the most out of each session and many of his productions are available in self-directed DVD (lowering the price even further than the compilation tapes). It’s possible to access John Cleese training products via the internet and intranet from your own business.

John Cleese training videos are classy with high production values, actors, and scripting. What’s even better is that they can improve your workforce . . . and you can use them time and time, again . . . and laugh out-loud each time.

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Source by Don Doman

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When training a dog for a true trailing dog to be used in the area of search and rescue there must be a definite understanding that you are NOT training for an A.K.C. title. Often the attainment of an A.K.C. title has nothing to do with following human scent nearly as often as it has to do with following the requirements that the handler sets up for the dog. Also, the motivation usually is pieces of hot dog which are laid on the track by the person who “sets” or “lays” the track.

A person training a dog for trailing must learn first the theory of scent and skin rafts; that a human being will constantly drop skin cells and that these cells form a “raft” which will drift with the wind and fall to the ground as the person moves. It is this trail of skin cells, which the trailing dog must be trained to follow. How and where the skin cells land on the surrounding vegetation or surface will determine how and where the trailing dog will locate the scent. The length of time that the scent may be picked up by the dog will depend on the quality of the training and the natural abilities of the dog, along with the effects of weather on the trail. The other requirement for successfully training a trailing dog is that the handler motivates the dog so that he will not deviate from the trail under any circumstance.

A person training a dog for a tracking title is not concerned with the life and death scenario of a true search “mission” but rather is concerned with the attainment of a title, which can only be earned by following a prescribed “track” which has been laid in a specific manner for the dog. Training for this title often involves the use of hot dog pieces laid in the track of the human, thus encouraging the dog to follow the exact foot impressions on the ground.

A person who is training a dog for certification as a “trailing dog” in the search and rescue area recognizes that the dog MUST be motivated to follow the trail of the rafts of skin to the source. The use of food, if used at all, must be limited to a reward after the trail is correctly followed. The major emphasis on training the trailing dog must be one of setting up many many different scenarios and using many different “victims”, all the while recognizing that the task of the handler is to learn to recognize how the dog is reading the trail and to train the dog to identify the trail correctly through scent discrimination.

The best motivation is without a doubt the strong desire to find a human and the old standby from the beginning for this type of motivation is the “puppy runaway” which has been the basis for the training of search dogs for many many years. The difference between training an area wilderness search dog and a scent discrimination trailing dog is simply that the dog’s exposure to air scenting is limited as much as possible during his early training. The human’s task is to learn to “read” the dog and also to discover how the wind carries and distributes the skin cells and lastly but most importantly to motivate the dog throughout the training to want to follow the trail to its source.

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Source by Michael Russell

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The following article explains everything you need to know about training and development in the workplace.

In the current economic climate we find ourselves in, many businesses will be looking carefully at their HR budget. With businesses needing to tighten their belts, one of the areas which may be considered dispensable is training and development. This article demonstrates that while many organisations may be asking the question, can we afford to spend on training and development, a more pertinent question would be, can we afford NOT to spend on training and development?

As we know, the workplace is a dynamic, fluid environment. On-the-job training and development needs may change with each new order, purchase or sale. Therefore, it is vital that your organisation is both pro-active and reactive to changing circumstances with in-house training and development.

Training and development in the workplace provides real time exposure to any changes, as opposed to off-site classroom or homework training. It also allows your company to have direct company oversight of the training and development methods used and immediate input into content. 

In house training offers the ability to pinpoint employee developmental needs with satisfaction of those needs then interwoven into current processes and workflow. When a new issue or aspect of work is identified, training and development provides immediate development of the staff skills needed to master this procedure.  In addition, training and development in the workplace gives instructional staff opportunity for immediate correction of employee errors, immediate review, and additional training as identified.

Conversely, the immediacy of training and development is the ability to change training methods or facts shown to be incorrect, and to change them before adverse work occurs. Consider employee reactions. Some workers may respond positively to change, while others, often fearing the unknown are resistant. Training and development in the workplace means familiar territory for employees and also familiar surroundings for instructors.

When training and development result in better outcomes, employees tend to display a greater sense of ownership and pride in their work.  This can help lead to increased productivity and efficiency, and of course, an increase in job satisfaction.  Staff who are happy in their work are more likely to work harder and be more valuable to the company, which will in turn, put the company in a stronger position.

Why not see how an in house training could improve the productivity of your staff today?

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Source by M James

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As basic as the split leap is, there are still a great number of gymnasts who cannot perform this skill correctly. Many gymnasts are reaching a 180 degree split of the legs, but they are not keeping their hips square, in line with their shoulders. Once a gymnast has become accustomed to turning her hips in order to reach a larger split of the legs, it can be very difficult to correct.

Training a gymnast to keep her hips square during a split leap must be a goal from the day she walks into her first gymnastics class. If trained to remain square from the start there will be a greater chance her split leaps will be performed correctly for her entire gymnastics career. It is helpful to encourage gymnasts to keep their hips square hips while stretching for splits, performing splits, leaps, walkovers, and handsprings.

Another common problem with the split leap is that many gymnasts have enough flexibility in their hamstrings, but not enough flexibility in their hip flexor and quadriceps muscles to correctly split their legs for their split leap among other skills. Hip flexors are the group of muscles that lift the leg forward and upward. When these muscle groups lack flexibility, the opposite motion of lifting the leg backward and upward (for the split) becomes difficult.

Here is a simple way to evaluate your gymnast’s hip placement and flexibility regarding a split and ultimately her split leap. Have your gymnast perform a split the way she normally performs this skill. Even if she cannot reach the floor in a split, this evaluation can still be performed. Once your gymnast is in a split ask her to bend her back leg so that her back foot is lifted from the floor and she reaches a 90 degree angle with that leg. Your gymnast’s back foot should be off the floor and her back knee will remain on the floor. If your gymnast’s back foot naturally points towards a wall rather than the ceiling she may benefit from additional work regarding hip placement. Your gymnast may also benefit from an increase in flexibility training for the hip flexor and quadriceps areas. If her back foot immediately points toward the ceiling rather than a wall she may already have the correct hip placement.

Your gymnast may need to lift her body up a bit from the split in order to perform this gymnastics evaluation or make adjustments with hip placement. If you have discovered that your gymnast’s hips have not remained square while she performed this simple gymnastics evaluation, you may be able to easily help her correct her hip placement by instructing her to pull the hip on the same side of the back leg forward. Once she is asked to pull that hip forward your gymnast’s back foot may point towards the ceiling. At that point many gymnasts can feel the difference between the correct and incorrect hip placement during splits. Sometimes awareness is all that is necessary to correct the hip placement problem, but many gymnasts will require a change in their flexibility training as well.

You may have determined that your gymnast will benefit from stretching the hip flexor and quadriceps areas more thoroughly. The following stretch is simple, but very effective for gymnasts of all levels.

Hip Flexor Stretch on Block.

Have your gymnast lie on their back on a mat stack or spotting block.

Make sure her buttocks area is at the edge of the mat stack or block.

Instruct your gymnast to bring one thigh to her chest with a bent knee.

Next instruct your gymnast to place her hands on her upper shin in order to hold that leg close to her chest, throughout this stretch.

Next instruct your gymnast to lift her other leg above her body so that her toes are pointed toward the ceiling. This leg can be slightly bentrelaxed. The knee and heel on this leg must be in line with the hip bone and shoulder on the same side throughout this entire stretch.

Once in the starting position, instruct your gymnast slowly lower the lifted leg so that her thigh becomes level with the block and then lower than the level of the block.

Once lowered as much as the gymnast’s hip flexor muscles will allow that leg will hang below the top level of the block or mat stack.

Again, make sure the leg that is hanging below the level of the block is lined up with your gymnast’s hip and not off to the side.

Allow your gymnast to remain in this position so that her hip flexor muscles will be stretched. Gravity will do the job of slowly and steadily stretching your gymnast. If your gymnast has performed this stretch before and you feel that this stretch is no longer effective, allow her to wear a light ankle weight.

For safety, your gymnast must hold the opposite leg in place in order to keep her lower back on the block.

This second stretch is fairly common, but many coaches do not ask their gymnasts to bend their back leg, which deprives their gymnast’s of a complete stretch in this position.

Hip Flexor/Hamstring Stretch

Instruct your gymnast to kneel on the floor with one leg in front of her body.

Next instruct your gymnast to shift her weight to their front leg, pressing her hips down and forward.

Once your gymnast’s hips are pressed down and forward, instruct her to lift their back foot off the floor, bending at the knee. Make sure she keeps her knee on the floor.

Make sure your gymnast’s front foot is not past her knee for the safest and most efficient stretch.

Watch your gymnast’s back foot to see whether it points towards the wall or the ceiling. If her back toe is not pointed towards the ceiling then her hips are likely not square. Instruct your gymnast to pull the hip on the same side as her back leg forward and to press the hip on the same side as her front leg forward.

For the hamstrings: Keeping her feet in place, have your gymnast shift her hips back and then flex her front foot in order to stretch the front leg’s hamstring muscles.

Make sure your gymnast is not sitting on her back foot. If she is sitting on her back foot, instruct your gymnast to move her front foot forward.

To help you gymnast understand how to remain square in this stretch you can ask her make sure the top of her inner thighs are touching each other. Stretching square will help keep your gymnast’s splits and leaps square.

Focus on your gymnast’s hip position in relation to her shoulders in all stretches of this nature because once you allow a gymnast to turn at the hips rather than remaining square you will be allowing the muscles to move and gain flexibility in a different direction than intended.

It takes time, focus, and a commitment to excellence to insist that a gymnast perform her warm up exercises, leaps, walkovers, and handsprings with square hips, but the safety benefits and time saved when training advanced skills or routines is invaluable.

The book, Gymnastics Drills and Conditioning Exercises has a dance drills section that includes drills for the split leap and straddle jump.

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Source by Karen Goeller