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Off-SeasonTraining
Program Design &
Considerations
Lew Porchiazzo III, M.S., CSCS, SCCC, USAW
Assistant Strength & Conditioning Coach for Olympic Sports
University of Michigan
Overview
 1. Determine the demands of their sport and
the needs of your athletes
 Understand sport specificity
 2. Create an annual training calendar
 Emphasize continual and progressive
development
 3. Application of various S&C methods in
preparation for their sport
 Start simple and build a large base
Sport Demands
 What are the most important characteristics of
the sport?
 Examples:
 Power
 Strength
 Speed, Agility, Quickness
 Anaerobic Fitness
 Aerobic Fitness
 Most sports require development of multiple
physical characteristics
 What happens then?
Sport Demands (cont.)
 Prioritize training emphasis
 Knowing that the sport might require
development of multiple physical characteristics,
prioritize which traits are most important and
when
 Example: Strength and speed are important in
softball. Increasing strength increases speed
potential. Speed is most important during the
season. Therefore priority of training emphasis is
put on strength development in the early off-season
and speed in the late off-season/pre-season
Sport Demands (cont.)
 Understanding the demands of their sport is an
important step in determining their needs
 Example: Football does not demand a large aerobic
capacity. If your football player struggles at aerobic work
(2:00+ of continuous work), it’s fine! Additionally, look at
why you might have them doing that work to begin with.
Emphasize anaerobic fitness and SAQ development instead
 In addition to an overall understanding of sport
demands, consider style of play
 While the sport demands, on the whole, remain unaltered,
coaching staffs differ in style of play
 Keep in mind the preferred style of play of specific coaching
staffs as you begin designing your programs
Needs of your Athletes
 We all want our athletes stronger, more
powerful, faster, and more fit
 Can we maximize all of these traits simultaneously?
 How do we determine current level of training
and preparation?
 Performance tests specific to the characteristics you’re
measuring
 Use a critical eye to determine the strengths and
weaknesses/deficiencies of your athletes as they
compete in their sport and go through training
Performance Tests
 What are performance tests?
 Assessments used measure current levels of preparation
 Examples:
 20yd & 40yd sprint to measure speed
 Vertical Jump to measure jump height and power (predicted via the Sayer’s
equation)
 1RM Back Squat, PowerClean, Bench Press, & Deadlift
 300yd shuttle to measure anaerobic fitness
 1 mile & Multi-stage fitness test to measure aerobic fitness
 Sit & Reach to measure low back & hamstring flexibility
 Max push-ups & pull-ups to measure upper body muscular endurance
 What do performance tests tell us?
 Absolute vs. Relative performance
 Absolute is black and white, where do they rank regardless of
consideration for age, position, body mass, etc.
 Relative takes into account different factors
 Position, body mass, age, and personal performance
Performance Tests (cont.)
 We all want our athletes stronger, more powerful,
faster, and more fit
 Use relative performance results when possible
 Understand your test results and how to provide feedback
to your athletes
 While absolute standards may be applicable for
various tests, don’t lose sight of performance
improvements for every individual.
 Example: If you want your soccer players to run <6:30 mile,
but you have an athlete that’s improved from 7:55 to 6:45 in
a concentrated period of off-season training, keep that
drastic improvement in mind as you determine training
program effectiveness.
Annual Training Calendar
(What)
 What is it?
 A calendar that identifies training variables for the
upcoming season
 What can be included?
 Start simple, include competitions (both
championship and non-championship seasons),
academic calendar, and sport practice
Annual Training Calendar
(Why)
 Why create the calendar?
 Serve as a guideline or “roadmap” for training
 Easily track training loads for the year to ensure
progressive development
 Determine how long your off-season period really
is, with special attention paid to uncontrollable
factors (i.e. academic calendar)
 Use as a communication tool with your sport
coaches, sport medicine staff, administration, and
student-athletes
Annual Training Calendar
(When)
 When do you create the plan?
 At the completion of the competitive (championship)
season
 When does the plan begin?
 The plan begins at the determined start of the off-
season
 Discuss length of rest period following the competitive
season with the sport coach and begin the program at
the end of that period
 When does the plan end?
 Set the plan end date to coincide with the last possible
competition (i.e., State, National, orWorld
Championships)
Annual Training Calendar
(Who)
 Who creates the plan?
 The S&C Coach with as much input from the sport
coach as possible
 Who has access to the plan?
 Sport Coaches, Sports Medicine, Administrators,
and Student-Athletes
Annual Training Calendar
(Where)
 Where do you create the calendar?
 Microsoft Excel is an excellent program for
creating an annual calendar
 Create a “master template” to use on a year-to-
year basis
Annual Training Calendar
(How)
 How is the calendar laid out?
 Weekly & monthly
 How do you start?
 Input all scheduling information (academic &
competition)
 Work backwards from end of year championships
to determine length of in-season & off-season
 Once these time periods are determined, the fun
begins!!
4 11 18 25 2 9 16 23 30 6 13 20 27 3 10 17 24 1 8 15 22 29 5 12 19 26 3 10 17 24 31 7 14 21 28 4 11 18 25 4 11 18 25 1 8 15 22 29 6 13 20 27
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52
SPRINGSEMESTERENDSFRI6/22
SUMMERSEMESTERBEGINSWED6/27
INDEPENDENCEDAYWED7/4(HOLIDAYOBSERVED)
SUMMERSEMESTERENDSFRI8/17
FALLSEMESERBEGINSTUES9/4
FALLSTUDYBREAKMON10/15&TUES10/16
THANKSGIVINGRECESSTHUR11/22-SUN11/25
FALLCLASSENDSTUES12/11;FALLEXAMSBEGINTHUR
12/13
FALLSEMESTERENDTHUR12/20;WINTERBREAK
BEGINSFRI12/21THRUTUES1/8
WINTERSEMESTERBEGINSWED1/9
MLKDAYMON1/21(HOLIDAYOBSERVED)
@USFTOURNAMENT
@FAUKICKOFFCLASSIC
@NFCALEADOFFCLASSIC
SPRINGBREAKBEGINSSAT3/2THRUMON3/11;
@CITRUSCLASSIC
@RED&BLACKTOURNAMENT
SPRINGBREAKENDSMON3/11;@JUDIGARMANCLASSIC
vs.PURDUE
vs.BOWLINGGREEN&@PENNSTATE
vs.WESTERNMICHIGAN&vs.OHIOSTATE
vs.EASTERNMICHIGAN&vs.MICHIGANSTATE
@INDIANA&vs.IOWA
WINTERCLASSESENDTUES4/23;WINTEREXAMSBEGIN
THUR4/25;vs.CENTRALMICHIGAN&@NEBRASKA
WINTERSEMESTERENDSTHUR5/2;vs.
NORTHWESTERN
SPRINGSEMESTERBEGINTUES5/7;@BIGTEN
TOURNAMENT
NCAAREGIONAL
NCAASUPERREGIONAL
MEMORIALDAYMON5/27(HOLIDAYOBSERVED);
@WOMEN'SCOLLEGEWORLDSERIES
1
2
3
4 11 18 25 2 9 16 23 30 6 13 20 27 3 10 17 24 1 8 15 22 29 5 12 19 26 3 10 17 24 31 7 14 21 28 4 11 18 25 4 11 18 25 1 8 15 22 29 6 13 20 27
T T
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52
University of Michigan Softball
Strength & Conditioning Annual Plan 2012-2013
Month JUNE JULY AUGUST SEPTEMBER OCTOBER
AUGUST SEPTEMBER
NOVEMBER DECEMBER JANUARY MAY
Week Beginning
Microcycle
Academic &
Competition
Calendar
Priority
FEBRUARY MARCH APRIL
B STR 2
APRIL MAY
Week Beginning
Training Phase PREPARATORY COMPETITION
OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCHMonth JUNE JULY
Microcycle
MSTR 1 B STR 3 POWER MAINTENANCE
Mesocycle 1 2 3 4 5
Sub Phase INTRO/GPP 1 GPP 2 B STR 1 GPP 3
6 7 8 9 10
4 11 18 25 2 9 16 23 30 6 13 20 27 3 10 17 24 1 8 15 22 29 5 12 19 26 3 10 17 24 31 7 14 21 28 4 11 18 25 4 11 18 25 1 8 15 22 29 6 13 20 27
T T
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52
0 0 0 0 0 0 0 0 0 0 0 0 0 0 5 5 5 5 5 3 3 3 3 3 3 3 3 0 0 0 0 3 5 5 5 3 3 3 3 3 3 3 2 2 2 2 2 2 2 2 2 2
0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 2 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 4 4 5 5 5 5 3 4 4 4 5 4 3 4 4 3 4+
0 0 0 0 0 0 0 0 0 0 0 0 0 8 20 20 20 20 20 8 8 8 8 8 8 8 8 0 0 0 0 8 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20
4 4 4 4 4 4 4 4 4 4 4 4 3 0 2 2 2 2 2 0 3 3 3 3 3 3 2 2 2 2 2 3 3 3 3 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
X
27285 31465 33610 34470 23095 23930 29295 26975 18235 13130 21270 22640 16125 0 14065 19065 20405 22015 13750 0 22700 22980 19690 10430 10525 17585 18650 18790 17460 16855 11140 13345 15150 13415 12195 5155 4380 5310 5160 0 4190 3925 4955 4800 4650 3370
390 470 494 484 334 321 402 376 281 187 368 383 277 0 178 248 248 249 165 0 286 280 255 76 79 263 261 253 238 231 172 200 240 224 248 60 75 103 101 0 75 64 88 85 83 59
3 3 3 3 3 3 3 3 3 3 3 3 3 0 2 2 2 2 2 0 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 1 1 1 1 0 1 1 1 1 1 1 1 1 1 1 1 1
Strength&Conditioning
Weights Phase
Training Days perWeek
Testing Weeks
Volume Load(lbs)
Volume Reps
Conditioning Phase
Training Days perWeek
Sport
Training Days perWeek
Competitions perWeek
Countable Hours
6 7 8 9 10
Microcycle
MSTR 1 B STR 3 POWER MAINTENANCE
Mesocycle 1 2 3 4 5
Sub Phase INTRO/GPP 1 GPP 2 B STR 1 GPP 3 B STR 2
APRIL MAY
Week Beginning
Training Phase PREPARATORY COMPETITION
OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCHMonth JUNE JULY AUGUST SEPTEMBER
27285
31465
33610
34470
23095
23930
29295
26975
18235
13130
21270
22640
16125
0
14065
19065
20405
22015
13750
0
22700
22980
19690
10430
10525
17585
18650
18790
17460
16855
11140
13345
15150
13415
12195
5155
4380
5310
5160
0
4190
3925
4955
4800
4650
3370
0
100
200
300
400
500
600
0
5000
10000
15000
20000
25000
30000
35000
40000
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52
Softball 2012-2013 Annual Plan
 Begins Week of 6/4/12 (1.5 weeks following end of 2012 season)
 Ends Week of 5/27/13 (Week ofWomen’s College World Series)
 51 weeks of training
 35 weeks of off-season
 Includes:
 13 weeks of voluntary spring/summer semester training
 1 off week for “welcome week” & 1st week of classes
 12 weeks of mandatory fall semester training + 1 off week between week 5 & 6 of
this period
 4 weeks of voluntary winter break training
 4 weeks of mandatory winter semester training
 16 weeks of in-season
 Includes:
 4 weeks of mandatory in-season training
 1 off week over spring break (team travel to Florida & Louisville)
 10 weeks of mandatory in-season training (leading intoWCWS)
Off-Season Training Phases
 GPP (General Physical Preparation)
 Objective:
 Increase work capacity
 Prepare the body to handle more intense training
loads in the future
 Characteristics:
 High to very high volume
 Low to moderate intensities
Off-Season Training Phases
(cont.)
 Basic Strength
 Objective:
 Increase ability to generate force against an external
resistance
 Characteristics:
 Moderate to high volume
 Moderate to high intensities
Off-Season Training Phases
(cont.)
 Max Strength
 Objective:
 Increase ability to generate maximal force against
an external resistance
 Characterstics:
 Low volume
 High to very high intensities
Off-Season Training Phases
(cont.)
 Power
 Objective
 Increase ability to generate high force and high
velocity movement; perform more work in less time
 Characteristics
 Low to moderate volume
 Moderate to high intensities
Exercise Selection
 Assess what you have prescribed in order to determine if it is the
most effective means of achieving what you’ve set out to
achieve…do the ends justify the means?
 Example: Prescribing DB Lunges for 3x15 as your primary lower body
strength movement during a max strength phase is not ideal
 Keep it simple and get really good at what you do
 Understand that exercise variation does not mean just changing
exercises entirely, but also varying volumes and intensities of the same
exercise
 Just because you transition into a new phase, it doesn’t mean you have
to abandon a specific exercise/movement/drill, adjust accordingly
 Example:The back squat is an excellent exercise for developing work
capacity when prescribed at 3x10 @ 70%, for developing basic strength
when prescribed at 4x5 @ 80%, for developing max strength when
prescribed at 2x2 @ 90% & 2x1 @ 95%, and for developing power when
prescribed at 4x3 @ 50% or 4x2 @ 80% followed by 4x2 box jumps
 One exercise can be used in multiple phases as long as you program
accordingly
Wrap-Up
 Keep simple and appropriate for your athletes
and your facilities
 Remember that your annual plan is just a
guideline…Be a coach and assess how your
athletes are progressing
 Example: How do you account for athletes that
pull an all-nighter finishing a paper?
 Anticipate outside stressors as much as possible
during finals or break periods to minimize last
minute adjustments
Wrap-up (cont.)
 Build upon the previous year (if consistency in
training allows for it)
 Use previous year as a guide and an
assessment tool in determining what went
well and what needs to be improved on
References
 Baechle,Thomas, and R Earle. Essentials of StrengthTraining andConditioning. 2nd.Champaign, IL:
Human Kinetics, 2000. Print.
 BompaTO and Haff GG. PeriodizationTheory and Methodology ofTraining (5th ed.). Champaign, IL:
Human Kinetics, 2009.
 Cissik, John, Allen Hedrick, and Michael Barnes. "Challenges Applying the Research on
Periodization." Strength and ConditioningJournal. 30.1 (2008): 45-51. Print.
 Gamble, Paul. "Periodization ofTraining forTeam Sport Athletes." Strength andConditioning
Journal. 28.5 (2006): 56-66. Print.
 Garhammer, J. A Review of Power Output Studies of Olympic and Powerlifting: Methodology,
Performance Prediction, and EvaluationTests. J J. Strength Cond. Res. 7(2): 76-89. 1993
 Garhammer, J. A Comparison of Maximal Power Outputs Between Elite Male and Female Weightlifters in
Competition. International Journal of Sport Biomechanics. (7): 3-11. 1991
 Graham, John. "Periodization Research and an ExampleApplication." Strength andConditioning
Journal. 24.6 (2002): 62-70. Print.
 Stone MH, Stone ME, and SandsWA. Principles and Practices of ResistanceTraining (1st ed.).
Champaign, IL: Human Kinetics, 2007. Print.
 Zatsiorsky,Vladimir, andWilliam Kraemer. Science and Practice of StrengthTraining. 2nd.
Champaign, IL: Human Kinetics, 2006. Print.

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Off-Season Training Program Design & Considerations

  • 1. Off-SeasonTraining Program Design & Considerations Lew Porchiazzo III, M.S., CSCS, SCCC, USAW Assistant Strength & Conditioning Coach for Olympic Sports University of Michigan
  • 2. Overview  1. Determine the demands of their sport and the needs of your athletes  Understand sport specificity  2. Create an annual training calendar  Emphasize continual and progressive development  3. Application of various S&C methods in preparation for their sport  Start simple and build a large base
  • 3. Sport Demands  What are the most important characteristics of the sport?  Examples:  Power  Strength  Speed, Agility, Quickness  Anaerobic Fitness  Aerobic Fitness  Most sports require development of multiple physical characteristics  What happens then?
  • 4. Sport Demands (cont.)  Prioritize training emphasis  Knowing that the sport might require development of multiple physical characteristics, prioritize which traits are most important and when  Example: Strength and speed are important in softball. Increasing strength increases speed potential. Speed is most important during the season. Therefore priority of training emphasis is put on strength development in the early off-season and speed in the late off-season/pre-season
  • 5. Sport Demands (cont.)  Understanding the demands of their sport is an important step in determining their needs  Example: Football does not demand a large aerobic capacity. If your football player struggles at aerobic work (2:00+ of continuous work), it’s fine! Additionally, look at why you might have them doing that work to begin with. Emphasize anaerobic fitness and SAQ development instead  In addition to an overall understanding of sport demands, consider style of play  While the sport demands, on the whole, remain unaltered, coaching staffs differ in style of play  Keep in mind the preferred style of play of specific coaching staffs as you begin designing your programs
  • 6. Needs of your Athletes  We all want our athletes stronger, more powerful, faster, and more fit  Can we maximize all of these traits simultaneously?  How do we determine current level of training and preparation?  Performance tests specific to the characteristics you’re measuring  Use a critical eye to determine the strengths and weaknesses/deficiencies of your athletes as they compete in their sport and go through training
  • 7. Performance Tests  What are performance tests?  Assessments used measure current levels of preparation  Examples:  20yd & 40yd sprint to measure speed  Vertical Jump to measure jump height and power (predicted via the Sayer’s equation)  1RM Back Squat, PowerClean, Bench Press, & Deadlift  300yd shuttle to measure anaerobic fitness  1 mile & Multi-stage fitness test to measure aerobic fitness  Sit & Reach to measure low back & hamstring flexibility  Max push-ups & pull-ups to measure upper body muscular endurance  What do performance tests tell us?  Absolute vs. Relative performance  Absolute is black and white, where do they rank regardless of consideration for age, position, body mass, etc.  Relative takes into account different factors  Position, body mass, age, and personal performance
  • 8. Performance Tests (cont.)  We all want our athletes stronger, more powerful, faster, and more fit  Use relative performance results when possible  Understand your test results and how to provide feedback to your athletes  While absolute standards may be applicable for various tests, don’t lose sight of performance improvements for every individual.  Example: If you want your soccer players to run <6:30 mile, but you have an athlete that’s improved from 7:55 to 6:45 in a concentrated period of off-season training, keep that drastic improvement in mind as you determine training program effectiveness.
  • 9. Annual Training Calendar (What)  What is it?  A calendar that identifies training variables for the upcoming season  What can be included?  Start simple, include competitions (both championship and non-championship seasons), academic calendar, and sport practice
  • 10. Annual Training Calendar (Why)  Why create the calendar?  Serve as a guideline or “roadmap” for training  Easily track training loads for the year to ensure progressive development  Determine how long your off-season period really is, with special attention paid to uncontrollable factors (i.e. academic calendar)  Use as a communication tool with your sport coaches, sport medicine staff, administration, and student-athletes
  • 11. Annual Training Calendar (When)  When do you create the plan?  At the completion of the competitive (championship) season  When does the plan begin?  The plan begins at the determined start of the off- season  Discuss length of rest period following the competitive season with the sport coach and begin the program at the end of that period  When does the plan end?  Set the plan end date to coincide with the last possible competition (i.e., State, National, orWorld Championships)
  • 12. Annual Training Calendar (Who)  Who creates the plan?  The S&C Coach with as much input from the sport coach as possible  Who has access to the plan?  Sport Coaches, Sports Medicine, Administrators, and Student-Athletes
  • 13. Annual Training Calendar (Where)  Where do you create the calendar?  Microsoft Excel is an excellent program for creating an annual calendar  Create a “master template” to use on a year-to- year basis
  • 14. Annual Training Calendar (How)  How is the calendar laid out?  Weekly & monthly  How do you start?  Input all scheduling information (academic & competition)  Work backwards from end of year championships to determine length of in-season & off-season  Once these time periods are determined, the fun begins!!
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  • 17. Softball 2012-2013 Annual Plan  Begins Week of 6/4/12 (1.5 weeks following end of 2012 season)  Ends Week of 5/27/13 (Week ofWomen’s College World Series)  51 weeks of training  35 weeks of off-season  Includes:  13 weeks of voluntary spring/summer semester training  1 off week for “welcome week” & 1st week of classes  12 weeks of mandatory fall semester training + 1 off week between week 5 & 6 of this period  4 weeks of voluntary winter break training  4 weeks of mandatory winter semester training  16 weeks of in-season  Includes:  4 weeks of mandatory in-season training  1 off week over spring break (team travel to Florida & Louisville)  10 weeks of mandatory in-season training (leading intoWCWS)
  • 18. Off-Season Training Phases  GPP (General Physical Preparation)  Objective:  Increase work capacity  Prepare the body to handle more intense training loads in the future  Characteristics:  High to very high volume  Low to moderate intensities
  • 19. Off-Season Training Phases (cont.)  Basic Strength  Objective:  Increase ability to generate force against an external resistance  Characteristics:  Moderate to high volume  Moderate to high intensities
  • 20. Off-Season Training Phases (cont.)  Max Strength  Objective:  Increase ability to generate maximal force against an external resistance  Characterstics:  Low volume  High to very high intensities
  • 21. Off-Season Training Phases (cont.)  Power  Objective  Increase ability to generate high force and high velocity movement; perform more work in less time  Characteristics  Low to moderate volume  Moderate to high intensities
  • 22. Exercise Selection  Assess what you have prescribed in order to determine if it is the most effective means of achieving what you’ve set out to achieve…do the ends justify the means?  Example: Prescribing DB Lunges for 3x15 as your primary lower body strength movement during a max strength phase is not ideal  Keep it simple and get really good at what you do  Understand that exercise variation does not mean just changing exercises entirely, but also varying volumes and intensities of the same exercise  Just because you transition into a new phase, it doesn’t mean you have to abandon a specific exercise/movement/drill, adjust accordingly  Example:The back squat is an excellent exercise for developing work capacity when prescribed at 3x10 @ 70%, for developing basic strength when prescribed at 4x5 @ 80%, for developing max strength when prescribed at 2x2 @ 90% & 2x1 @ 95%, and for developing power when prescribed at 4x3 @ 50% or 4x2 @ 80% followed by 4x2 box jumps  One exercise can be used in multiple phases as long as you program accordingly
  • 23. Wrap-Up  Keep simple and appropriate for your athletes and your facilities  Remember that your annual plan is just a guideline…Be a coach and assess how your athletes are progressing  Example: How do you account for athletes that pull an all-nighter finishing a paper?  Anticipate outside stressors as much as possible during finals or break periods to minimize last minute adjustments
  • 24. Wrap-up (cont.)  Build upon the previous year (if consistency in training allows for it)  Use previous year as a guide and an assessment tool in determining what went well and what needs to be improved on
  • 25. References  Baechle,Thomas, and R Earle. Essentials of StrengthTraining andConditioning. 2nd.Champaign, IL: Human Kinetics, 2000. Print.  BompaTO and Haff GG. PeriodizationTheory and Methodology ofTraining (5th ed.). Champaign, IL: Human Kinetics, 2009.  Cissik, John, Allen Hedrick, and Michael Barnes. "Challenges Applying the Research on Periodization." Strength and ConditioningJournal. 30.1 (2008): 45-51. Print.  Gamble, Paul. "Periodization ofTraining forTeam Sport Athletes." Strength andConditioning Journal. 28.5 (2006): 56-66. Print.  Garhammer, J. A Review of Power Output Studies of Olympic and Powerlifting: Methodology, Performance Prediction, and EvaluationTests. J J. Strength Cond. Res. 7(2): 76-89. 1993  Garhammer, J. A Comparison of Maximal Power Outputs Between Elite Male and Female Weightlifters in Competition. International Journal of Sport Biomechanics. (7): 3-11. 1991  Graham, John. "Periodization Research and an ExampleApplication." Strength andConditioning Journal. 24.6 (2002): 62-70. Print.  Stone MH, Stone ME, and SandsWA. Principles and Practices of ResistanceTraining (1st ed.). Champaign, IL: Human Kinetics, 2007. Print.  Zatsiorsky,Vladimir, andWilliam Kraemer. Science and Practice of StrengthTraining. 2nd. Champaign, IL: Human Kinetics, 2006. Print.