Boston Sports Medicine and Performance Group, LLC Blog

BSMPG is proud to announce that Brandon Ziegler of Oregon State will be part of the Basketball Specific Conference speaker set featuring Dr. Shirley Sahrmann as a keynote speaker next June 3rd and 4th, 2011.

Brendon Ziegler is in his fifth season at Oregon State where he serves as the strength and conditioning coach for the men’s basketball team. In his duties, Ziegler handles all strength and conditioning duties for the men’s basketball squad, including lifting and strength work, core training, speed and agility drills, flexibility drills as well as conditioning. He also coordinates all off-season conditioning programs. Prior to Oregon State, Ziegler served in similar positions with Hawai’i, Wisconsin and the Chicago Bulls of the NBA.

Ziegler is certified through NSCA-CSCS and USA Weightlifting. A native of Edgerton, Wisc., Ziegler was a four-year starter in football at Hamline University and is also a competitive weightlifter.

Need a doctor, hire a doctor.
Need a lawyer, hire a lawyer.
Need a real estate agent, hire a real estate agent.
Need a dentist, hire a dentist.
Need a computer analyst, hire a computer analyst.
Need a strength coach, hire an assistant football coach, or assistant basketball coach, or an athletic trainer, or a PT, or a the director of operations, or your high school buddy..

Is there something wrong here???

Ray Eady is the Strength and Conditioning Coach at the University of Wisconsin and can be reached at RDE@athletics.wisc.edu

Several years ago when I first started working for my current employer, I was dealing with clients and colleagues that were significantly older than myself and I encountered a problem wherein I was not being taken seriously.  I came to the conclusion that while perhaps part of the problem was in my youthful appearance (no longer a problem unfortunately), part of the solution lay in making my work attire more professional.  As I work in recreation, even describing our dress code as "business casual" would be a stretch.  I improved my appearance and my problem went away.  Did I get some of my coworkers ribbing me because I was "overdressed"?  Sure, but they also used to give me a hard time for getting to work an hour before them every day.  I wonder where that insecurity comes from?

Somebody much smarter than myself once said, "Dress for the job you want, not the job you have."  Maybe it's not practical for you to wear a suit to work, but that saying is an excellent metaphor for all aspects of your job performance.    Doing the bare minimum that is expected of you in any situation is never going to put you ahead of the curve.  Do most of your coworkers arrive at work just at their expected start time?  Do they have their bags packed when that imaginary whistle blows at the end of the day?  Do you hear people say things like, "That's not in my job description?"  These are all areas in which people are meeting only their minimum expectations and also easy opportunities for you to distinguish yourself.  When it comes time for that open position to be filled or when another prospective employer comes calling for a reference, these are the types of things that your boss will remember.  Well, that and the excellent work you do anyway right?  

So let's revise our saying . . . Work for the job you want, not the job you have.

Shaun Bossio is the Assistant Business Manager and ProShop Manager at Boston University FitRec.
He can be reached at sbossio@bu.edu

An alien visits your athletic training room during your fall pre-participation physicals where you are performing your standard evaluations consisting of height, weight, blood pressure and pulse.

"I see you measuring everyone's height?" The alien asks. "You must have a terrible shrinking problem that you want to keep track of and monitor closely?"

"Well no, we just measure their height, record it in their chart and it's never looked at again."

The alien scratches his tentacles inquisitively, "Well surely then you must be tracking closely their body weight and have a terrible case of weight gain here which you then correlate to health and performance parameters later on?"

"Um, not exactly, once in a while the football coach wants to know how much weight a kid gained, or we use it maybe once a year to track a sudden loss in weight for athletes with eating disorders, but other than that it's usually recorded and forgotten about."

The alien stands puzzled even further.  An awkward silence sets in until the alien proudly bursts out, "I see you taking blood pressure and pulse?" His pride obvious now, "surely this population you work with has a high rate of cardiovascular disease in which you must observe, monitor, treat and watch closely yes?"

"Well actually, the athletes we see are 18-22 years old and rarely suffer from cardiovascular disease although we do manage to find some outliers that escape their home physician and we are able to help them, but this number is very small."

"Tell me then, what evaluation is taking place on those tables across the room?" the alien asks, pointing at the row of treatment tables filled with athletes covered in ice bags.

"That's not an evaluation, that's treatment for injuries the athletes have sustained from running, jumping and throwing too much."

"Do those injuries happen often?" the alien asks.

"Yes, all the time! You should see the athletic training room in the afternoons," beamed the young athletic trainer. "Some days you can hardly get enough ice bags or e-stim machines available for everyone."

"And you say this happens all the time?"

"Yes, yes - every year! It basically takes up our entire day. Some days I have to stay a couple of hours late after work just to get enough ice and e-stim on everyone"

The alien obviously troubled asks, "So what evaluations do you do for those athletes prior to becoming injured? For the athletes with the ice bags on their backs, ankles and knees?"

"We don't do any evaluations for those things," the athletic trainer responds.

The alien reaches into his solar-pack, grabs his intra-planet communication device and radios back to base, "requesting immediate pick-up! No intelligent life here."

Now, I can poke fun and joke about this "processing of data" or should I say, lack thereof because I'm an athletic trainer and have caught myself doing this.  I'm not trying to minimize the importance of cardiovascular screening in the least. I do however think that we might be missing a golden opportunity to screen and address for other problems that take up the majority of our days along with the usual screening tools?

How many kids with high blood pressure do you refer and care for compared to the number of kids you evaluate and treat with anterior knee pain?  Did you wait until the kid's heart hurt to measure his blood pressure?  Then why wait until the kid's knee is swollen to evaluate his hip strength? ROM or ankle mobility?

Let's prove the alien wrong this fall.

Art Horne is the Coordinator of Care and Strength & Conditioning Coach for the Men's Basketball Team at Northeastern University, Boston MA.  He can be reached at a.horne@neu.edu.

A special thanks to Matt Nichol who presented at the Second Annual Boston Hockey Summit and Basketball Symposium who challenged each attendee to look at the way we currently do business with a fresh set of eyes.

One of the most important points in the development of any young professional is when they’ve found a teacher and mentor that challenges them to not only develop their skills but develop the thought process needed for long term development and independent problem solving.  Steve Myrland, aka the “Strength Zen Master” challenges the “gurus” in this must read post.


Art Horne is the Coordinator of Care and Strength & Conditioning Coach for the Men’s Basketball Team at Northeastern University, Boston MA.  He can be reached at a.horne@neu.edu.

As strength and conditioning coaches, it is imperative that we have a good understanding of what fatigue really is. A dictionary definition might be a decrease in energy, but most of us would say that fatigue is a decrease in force production. That might be acceptable to tell your athletes, but do you really understand what is going on? Let’s take a close look into what fatigue really is and it’s untapped potential.

There are two classes of fatigue: “peripheral” and “central”. The more commonly known and understood is peripheral fatigue. Peripheral fatigue is what is happening in the extremities, more specifically the muscles. This is usually due to action potential failure or impairment in the cross-bridge cycle. Studies have shown that there is an increase in lactic acid concentration and a decrease in pH, ATP, and creatine phosphate. Also, there is a decrease in muscle or liver glycogen stores during sub maximal exercise which is all believed to cause fatigue. These metabolic processes add up together to prevent the muscle from a forceful contraction. Essentially, you can look at peripheral fatigue as the muscle no longer capable of producing the force that it is being asked to produce. An example would be doing 1,000 bicep curls and getting the “BURN”.

Less commonly known is central fatigue. Central fatigue is a decrease in neural drive or a disruption in the efferent fibers. In more simple terms, central fatigue originates in the brain. There is limited research on this phenomenon, but studies show that during exercise there is a change in neurotransmitters, such as increase in serotonin, which can regulate muscle contraction among other things, and a decrease in dopamine and acetylcholine which play a role in voluntary movement, motivation, attention, working memory, and learning; and then opens ligand-gated sodium channels in skeletal muscle to produce muscle activation, respectively. Now, I know neurology wasn’t my favorite class either so to develop the big picture, let's just say when there is increase in neural drive, there is an increase in neurotransmitter activity which results in a decrease in brain capacity to recruit motor neurons. This is that feeling of your body just not doing what you ask it to do although your muscles aren’t on fire, that “I just don’t have it today” feeling.

The debate on central fatigue is that I mentioned it being a disruption in efferent fibers. Proponents of peripheral fatigue will argue that it is just the opposite, and that it is the afferent fibers that cause a change in the neurotransmitters. Meaning that muscles, by way of the mentioned metabolic processes, are sending sensory information to the brain that then activate the change in the neurotransmitters to stop exercise. But then studies have shown that fatigue doesn’t start in the motor cortex but even further up in cortical regions, as in the prefrontal and cingulate cortex. So what comes first, the chicken or the egg?
No studies have shown a physiological change with no change on perceived fatigue. Actually, just the opposite has been shown.   Perceived fatigue has been expressed with no physiological change. Chronic fatigue syndrome is just that; patients express fatigue at rest when there is no impairment of the metabolic processes that we discussed. . Consider the fact you can produce more force during an eccentric lift than a concentric lift, which would suggest different neural drives. Studies show that at most during maximal voluntary contraction (MVC) one can only recruit 70% of motor units and some suggest that 100% recruitment would tear tendons right off the bone. On the other side perhaps central fatigue takes place as a protective mechanism. By changing neurotransmitter activity your brain will not allow 100% MVC. So what are your muscles actually capable of and what can you do about it?

Whether you believe it is the chicken or the egg that comes first, you can’t argue that they both have a role in fatigue. Metabolic processes do take place and your brain does prevent 100% MVC. So how do decrease the protective threshold? For the sake of this article, we will save the idea of over training for another time and just focus on a single training session. In order to get more out of our athletes, we need to engage their brain. Increase dopamine and acetylcholine. Studies have shown that verbal encouragement during activity will increase the duration of the contraction. Others have shown that yelling during a lift actually can increase force production. Another study showed that when subjects were asked to give maximal effort during a cycling sprint their power output decreased over the reps except it increased on their last rep, indicating a “reserve tank”. Perhaps the brain protects less knowing that it is your last rep. Perhaps this developed during the pre-historic era when our ancestors had to hunt for their food, but maintain a reserve tank of energy in case they became the hunted. Either way, we need to tap into that reserve tank. One way to achieve this is by including open looped activities. Doing 10 reps or sprinting for 1 minute is a closed loop activity because you know when it will stop allowing you to pace yourself. So including an open loop activity is one way to do short maximal effort without pacing yourself, such as having your athlete sprint for an unknown time stopping when you decide to blow the whistle. Challenge yourself to develop ways for the conscious brain to control the unconscious brain. Don’t allow your athletes to pace themselves. Training is not about surviving, it is about DESTROYING.

If a mother is able to lift a car to save her child, find a way for your athlete to lift a bus, because they can.


Keke Lyles is a DPT student at Northeastern University and has worked directly with both the Men’s and Women’s Basketball teams.

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Uncle Sam did it again.

After another year of working countless hours, waking up early every weekend, and of course working on Christmas day… Uncle Sam showed no compassion.

I just returned from doing my taxes at the local HR Block where I get them done each year. It’s just a block away which I guess makes the pain of writing that check to the government a wee bit easier.

Reviewing my W-2 sheet made me think about one of Seth Godin's articles and exactly what I make.

I make kids better,

I make kids walk after surgery and I make parents feel good about the care their kid gets when they’re a thousand miles away,

I make push-ups feel easy,

I make shy kids walk with pride and I make bike sprints enjoyable,

I make spin, glide and roll move as they should,

I make slap shots harder, jump shots easier and high jumping higher.

So the next time your Wall Street brother-in-law rubs his thumb and fingers together and asks, “what do you make?”, just smile and say, “I make athletic dreams come true.”

Now get back to work.

Art Horne is the Coordinator of Care and Strength & Conditioning Coach for the Men’s Basketball Team at Northeastern University, Boston MA.  He can be reached at a.horne@neu.edu.

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I remember coming home after failing a fifth grade geography test and showing my parents the results of my effort.  To avoid a long detailed explanation of what happened next let’s just say I wasn’t able to sit down for the rest of the day.  So failure’s bad right? But what about failure in the weight room? Is pushing yourself or your athletes past the discomfort associated with the last few reps a good thing?

I asked Northeastern University’s legendary throwing coach for his insight and the below is a summary of our interaction.

So Joe, is failing good?

Well this depends on several factors such as, how often the event takes place within a general workout or particular exercise.  
If it is a regular occurrence then:
•    it might be symptomatic of a load that is too heavy for the reps,
•    poor technique,
•    poor fitness.
•    It also can be a sign of over training or
•    It can also be a sign of oncoming poor health.

For a particular exercise, failure might be just a random event. (which is why many top lifters use a daily note log) Technique breaks down when the load becomes too heavy for the current capacity of the athlete.

If you constantly push to failure the system adapts to failure as a goal and feeds back into the athlete with more failure.  The technique of the exercise begins to disintegrate. It is a system of negative follow through where the last motor event in the sequence is the goal. Olympic shooters, for instance, are taught to site-hold on the target after the shot is gone ensuring that the pathway stays on target. What you practice is what you will get and I deal with this all the time in throwing. In baseball Ted Williams used to emphasize 'follow through'. Failure done regularly is a form of 'follow through'.

Can you have a micro-cycle where push to failure is OK?

 Yes you can, but the exercises should be ambiguous in nature and not closely related to the sport movement. In that way the technique can be undisturbed but the work effort to push CNS and increased body load capacity is affected.  Sometimes you need to 'blast' the system to make it more alert to change. It's the motor systems equivalent of a loud yell!

'Push to failure' in weight training must not impede other sport preparation. Sufficient recovery is necessary. Each athlete is different in this and recovery rates vary. This is why 'One workout for All' does not work for 'all'. You start with a general workout then customize based on developmental ability.

On the flip side, should athletes always experience "success" on each set or rep?

If they are, then they are not pushing hard enough. There is a time for high intensity and a time for general development and maintenance. High intensity in the sport event usually requires a reduced load in the wt room but there are anomalies. Some athletes get a psychological boost when training hard and a significant reduction of load or intensity raises their anxiety. What you believe is as important as what really works which is why education in the latter is so important.

When the failure occurs you can;
1. Do nothing and move on to the next set
2. Adjust the rest of the sets (ie: poundage down)
3. Adjust the reps
4. Adjust reps and poundage
5. Correct the technique

In conclusion, I would say push to fail is OK if done when needed, the cycle is short and does not interfere with the sport skill.  It is not the poundage in the weight room that decides whether a workout plan is effective. It is the sport skill result that is the final arbiter. The knowledge we gain is scientific but the application is still art.

Sometimes a good loud yell is what we all need but not in an airport security line!


*Thanks to Joe Donahue (Northeastern University Legendary Throwing Coach) for his thoughts and contribution.

Art Horne is the Coordinator of Care and Strength & Conditioning Coach for the Men’s Basketball Team at Northeastern University, Boston MA.  He can be reached at a.horne@neu.edu.

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I hate when people say, “You need to think outside the box,” like they’ve just discovered the world was round.

Since when was reading articles or attending conferences “thinking outside the box”?  When did practicing evidence-based medicine or implementing strength programming other than 3 sets of 10 on bench press every Monday become novel thinking?

Some people just need to get a bigger box.

Art Horne is the Coordinator of Care and Strength & Conditioning Coach for the Men’s Basketball Team at Northeastern University, Boston MA.  He can be reached at a.horne@neu.edu.

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Dr. Adam Naylor, AASP-CC and Matt Shaw, MS

Strength and conditioning programs are written and, ideally, followed by athletes. Often time’s athletes record weights and reps on workout cards. When it is time to condition, the strength coach shouts out times and, occasionally, encouragement (or sometimes just let the "beeps" do their motivating best). This is all a quite reasonable approach to building faster and stronger athletes. The question however that must be asked is, "Does it build better athletes?"

Better athletes being one's that bring enthusiasm to the gym, make optimal performance gains, and can execute basic principles of preparing the body for play away from a coach's watchful eye... empowered athletes that learn better, sustain gains longer, and perform at their peak potential. Writing programs and closely directing athletes' workouts lead to physical gains, but will this approach alone lead to excellent performances?

How the strength coach directs his or her weight room can be the difference between good and great athletic performances. The art of this performance difference is in being less a director of conditioning programs and more of an empowerer of athletes. The key to this transformation is understanding the coaching nuances that encourage and teach "mindfulness."

This lies in giving athletes both choice and voice. Ellen Langer, psychologist at Harvard has spent decades examining how developing cultures of mindfulness creates greater learning in classrooms and better health in wellness settings.  Individuals who are regularly encouraged to engage their mind (not just their body) and have direct responsibility in their activities, have sustained health, better attitude, and greater ability to commit knowledge to memory. This mental engagement can be fostered by giving athletes choices on a regular basis... encouraging them to make decisions and consider the details of their training.

Similar to creating a mindful approach to the gym in your athletes is “questioning” athletes.  It has been found that "questioning" during the coaching process leads to superior long-term athlete development and greater athletic self-competence (Chambers & Vickers, 2006). Questioning involves asking questions to stimulate the athlete's analyzing of their own technique. This cognitive stimulation leads to improved self-awareness ultimately increasing autonomy and learning.  Asking questions as simple as, "Wow, how'd you do to that?" or "Tell me the keys to a good front squat?" make a better athlete and a better teacher-coach.

It is important to note, not all athletes are created equal when taking this coaching approach. A tightly structured coaching environment helps novice athletes learn fundamental techniques. As an athlete skill level increases, overly structured coaching may decrease motivation and prevent continuous improvement. Lack of cognitive freedom can produce boredom and unchallenged individuals. Experienced athletes reap benefits from mental engagement and freedom of choice. They are more motivated and progress in training most efficiently.

The two most common challenges/criticisms to this approach are time and patience. A coach might complain, "I only have a limited amount of time to make a large number of athletes stronger. Where will I find opportunity to have intellectual discussions with my athletes?" Finding time is simply about building new coaching habits and realizing, as illustrated above, it is about quick thought provoking questions not extended debate. As for patience... simply find it. Seeing a skill performed perfectly the first time is nice, watching an athlete master a technique after a bit of struggle is most rewarding. A little extra time and patience are worthwhile investments that pay dividends in long term learning and high performance.

A comprehensive way of considering combining technical teaching with athlete engagement is by:  1. Taking sufficient time to educate athletes on the form and the purpose of exercises; 2. Encouraging an environment where athletes may begin to help coach fellow teammates or freshmen.  This will actually create a more efficient training environment.  There will be greater consistency in form when the strength coach’s eyes are elsewhere. Furthermore, team communication and cohesion will be improved. This creates a win-win situation, where the coach can be most efficient, while the athletes can learn the most and make the greatest gains athletically.  Ultimately a strong, trusting bond is created between coach and athlete.

It is unfortunate when the coach of collegiate and elite athletes teach solely through direct instruction and feedback. This creates an athlete that is over-reliant on the coach and ultimately decreases motivation. Without the necessary cognitive challenge and stimulation, an athlete may become stagnant. We often we find the name of the strength coach on the doors of the gym, in reality however it ought to be the athletes' names there, claiming ownership over the gym and what goes on within. Encourage a mindful approach to strength training you will find athletes reaching their maximum potential.

Chambers, K. & Vickers, J. (2006). Effects of Bandwidth Feedback and Questioning on the Performance of Competitive Swimmers. The Sport Psychologist, 20, 184-197.

Dr. Adam Naylor, AASP-CC. is the Director of the Boston University Athletic Enhancement Center (www.bu.edu/aec).  He has serves as a mental conditioning and player development resource for players at all stages of their sports career.  More reflections on player development and sport psychology can be found at http://prosportpsychsym.wordpress.com and Dr. Naylor can be reached at ahnaylor@bu.edu.
 
Matt Shaw, BS is a Graduate Assistant Strength & Conditioning Coach at the Boston University Varsity weight room.  He has been coached athletes from youth to adult at Boston University, Harvard University, the BU Athletic Enhancement Center, and elsewhere in the greater-Boston community.  He is currently working on his masters degree in coach education at Boston University.

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