Build on Strengths & Bring Up Weaknesses

Personal Trainer Working with Client Outdoors


Why Should Athletes Trust Their Personal Trainer?

Working with an athlete to achieve on-field success can be one of the most intimidating and complicated tasks for a young trainer to master. There are so many training methods available that “analysis paralysis” can easily hinder a coach’s progress. Working with personalities, e.g., athletes, parents, coaches, referees, etc., around sports, can be stressful and requires excellent communication skills.  The hours can be long and taxing in several ways. Despite all of this, it can also be one of the most rewarding experiences for a strength and conditioning professional.

(and for young athletes, sometimes, Mom and Dad) tend to be outcome-oriented –
meaning they want results, and they want them now. They’re also typically
excellent at trusting their instincts. This can translate to false confidence
in their ability, as well as the effectiveness of their past training
experiences. In other words, if you are introducing novel training concepts
that appear to be a step back in an athlete’s training, be prepared to defend
why you are training that way. It may be helpful to provide information and
educate your athlete about your training approach.

This will certainly also help show your athlete how much you care about their success. Making an effort to do a bit of research on their sport, injuries, or challenges within the sport will not only show your professionalism and care for their well-being but prepare you for the next similar athlete you encounter. Whether your efforts need to be directed to Mom and Dad, directly to your athlete, or to both, you will need to build rapport early and often. It is essential that you are trusted as the professional to make the best use of your athlete’s time, money, body, athletic success, and growth as a person. And that you deliver.

What Are the Athlete’s Needs?

One of the
most effective ways of building trust with an athlete is to master your system
of thinking. Dr. Stuart McGill summed it up extremely well when he said,

“Survey the goals. Figure out what they need. Train the differences, and don’t get too crazy. And you will have a more satisfying life. I would say with less pain.”

Dr. Stuart McGill

Please keep
it simple, build on their strengths, and bring up their weaknesses. Spend time
early and often talking to your athletes about their goals, where they feel
they underperform, and where they thrive. Ask them what motivates them! Then
develop a plan of attack from these conversations and assessments. One of the
simplest yet telling assessments I have utilized is having athletes stand on
one leg while they share their past experiences and future goals with me. If
they struggle to balance during this conversation, I immediately have a chip to
work with.

For example,
a D1 basketball prospect who has only ever focused on increasing her vertical
power may laugh at your plan to divert training time to improve the stability
of her feet, ankles, knees. You know, as the expert, she needs to build a
reliable brake and suspension system to equal her 500-horsepower engine. You
also understand that when you talked with her on day one, she could barely
stand on one foot for more than 10 seconds. Not to mention, high-school female
athletes are 1.6 times more likely to tear their ACL than males (Gornitzky, et.
al, 2017).

Whether an athlete needs to build their engine or build their brakes is up to you to determine. See NASM’s list of performance assessment resources for some resources on tracking your assessments. Once you perform this needs analysis based on the athlete’s sport-specific requirements and individual strengths and weaknesses, you can compare the two and address any areas of deficiency.

What’s the Plan to Help Athletes Succeed?

One of the
most effective methods of improving both our engine and brakes (and pretty much
every other system) is to enhance the electrical system. I get it; you’re not a
mechanic, so why are we still talking about cars?

No matter
the goal, the brain and its neuromuscular connection through our peripheral
nervous system ultimately determine the body’s movement or ability to resist
that movement. As a result, every athlete needs to be able to own certain
positions through neuromuscular control (Sasaki et al., 2019). I’m talking
about fundamentals, not a catastrophic accident a la Willis McGahee.

This is why the OPT™ model emphasizes eccentric and isometric control so often in its foundational phases. Once an athlete demonstrates the ability to have positional strength, we can layer on power. But having a big engine without the ability to control it can lead to issues down the road. Whether you are working with an 8-year-old girl just starting to play soccer or a 53-year-old retired Marine turned ultramarathon runner, the strength and speed of their neuromuscular pathways make all the difference.

Our ability
as a coach to see and address these needs confidently ultimately leads to
successes. It will also keep you working with athletes of all levels for a long
time. Keep it simple. Master your strengths and bring up your weaknesses. But
most importantly, be authentic in your craft.

If you’re interested in working with athletes, learn how the NASM Performance Enhancement Specialization (NASM-PES) can help you take clients to the next level.


M. (2018). NASM essentials
of personal fitness training
. Burlington, MA: Jones
& Bartlett Learning.

A. L., Lott, A., Yellin, J. L., Fabricant, P. D., & Ganley, T. J. (2017).
Sport-Specific Yearly Risk and Incidence of Anterior Cruciate Ligament Tears in
High School Athletes: A Systematic Review and Meta-Analysis. Section on Orthopaedics.
doi: 10.1542/peds.140.1_meetingabstract.109

Robertson, Mike, host. “Dr. Stuart McGill on Building the Athletic
Spine.” The Physical Preparation Podcast, iTunes, 5 July 2019.

S., Tsuda, E., Yamamoto, Y., Maeda, S., Kimura, Y., Fujita, Y., &
Ishibashi, Y. (2019). Core-Muscle Training and Neuromuscular Control of the
Lower Limb and Trunk. Journal
of Athletic Training
, 54(9), 959–969. doi: 10.4085/1062-6050-113-17


Source link

Please follow and like us: