Louisiana State Clinic

Not every coach has access to fancy equipment.  The value we create is RESOURCEFULNESS.  How do we create meaningful training stimuli without relying on expensive equipment, massive facilities, or overly complicated programming?  I will teach the audience practical strategies for creating high-value training environments with limited resources, regardless of what you as the coach have access to. 

• Identify individual differences in athletes and clients that may influence how coaching communication, feedback, and instruction are received
• Recognize their own coaching defaults and adapt their communication and delivery while maintaining consistent standards and principles
• Apply practical strategies to improve communication, engagement, and coaching effectiveness across different athletes, clients, and situations

• Development of a movement proficiency screening process
• How integral the coach’s eye is in this process
• How the development of this system mirrors the development of a coach

• Why it is important to have a decision making framework
• What constitutes a "good" decision in sports performance
• How to arrive at better decisions more frequently

• Distinguish change of direction from agility and explain how each informs training design
• Apply a grid-based system to coach foundational movement patterns and transitions in a group setting
• Identify and coach the plyo step as a strategy for repositioning and projecting into a new direction
• Progress planned movement tasks toward reactive agility by manipulating space, time, stimuli, and competition
• Integrate curvilinear running into speed training to address the multidirectional demands of sport

• Compare the habits that drive progress in competitive sport and in laboratory research, with emphasis on how both depend on honest feedback and repetition over time
• Explain how laboratory measures of muscle energetics, from mitochondrial respirometry to near-infrared spectroscopy, can inform practical decisions about training and recovery
• Apply a research mindset to daily coaching by judging an athlete’s change against their normal day-to-day variation

• Differentiate medical clearance from return-to-performance
• Apply a phased return-to-performance framework
• Select practical monitoring measures
• Develop a collaborative communication plan

• Aspiring to higher levels of leadership, encompassing all that is the student-athlete
• Why strength and conditioning coaches have the tools to create a logical fit into this role
• Defining the behaviors and characteristics of leadership, and what leadership is not
• Learning the transdisciplinary high performance system and its characteristics as the best performance and welfare delivery system for athletes
• Identifying other disciplinary systems
• My experiences sitting in the seat of the High Performance Manager