VERKHOSHANSKY SSTM©

SPORT STRENGTH TRAINING METHODOLOGY©

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SHOCK METHOD

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APPENDIX:

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JUMP TRAINING GUIDE

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FOR BEGINNERS
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NATALIA VERKHOSHANSKY

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SPORT STRENGTH TRAINING METHODOLOGY©

JUMP TRAINING GUIDE FOR BEGINNERS

Copyright © 2018, Verkhoshansky SSTM©

Edited by Matt Thome

Published in electronic format by Verkhoshansky SSTM©

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All rights reserved.

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No part of this book may be reproduced except for strictly individual purposes and may not be

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used in any form for commercial purposes or reposting without written permission of the au-

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thor.

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Enquiries should be addressed to the following e-mail: [email protected]

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Thanks and acknowledgments

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The author wishes to thank Matt Thome for his precious work of review. His re-

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view has been very precious for the editorial project.

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We also want to thank the people who made it possible to realize the videos pre-

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sented in the EBook:

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Nils Holmdahl, Sweden’s national volleyball team coach, and his athletes Julia

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Skugge and Hugo Jansson

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The Italian coaches Carlo Buzzichelli and Vanna Radi and their athletes Alissa

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Rugi, Irene Siragusa and Valentina Tanzini. an
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JUMP TRAINING GUIDE FOR BEGINNERS 3

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CONTENT INDEX

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INTRODUCTION ..................................................................................................................................... 7

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1. MAIN TYPOLOGIES OF JUMP EXERCISES AND THEIR APPLICATION IN PROGRESSION ........................ 10

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2. JUMPING ABILITY AND JUMPING SKILL .......................................................................................... 13

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3. PRELIMINARY EXERCISES FOR JUMP TRAINING .............................................................................. 16

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3.1 Standing jumps and bounds ................................................................................................... 16

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3.2 ABC Runs .............................................................................................................................. 17

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4. PROGRESSING THE METHODS FOR JUMP EXERCISES WITHOUT WEIGHTS.......................................... 26

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4.1 Jumps and bounds according to the Extensive Method ......................................................... 28
4.1.1 Long bounces .................................................................................................................. 28

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4.1.2 Double leg consecutive jumps over obstacles with moderate forward displacement ...... 35
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4.1.3 Box jumps (consecutive jumps on and off a box)............................................................ 38
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4.2 Jumps and bounds according to the Intensive Method .......................................................... 39

4.2.1 Long jumps ...................................................................................................................... 39
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4.2.2 Double leg consecutive jumps with forward displacement ............................................. 46

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5. PROGRESSING THE METHODS FOR JUMP EXERCISES WITH WEIGHTS ................................................ 47

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5.1 Exercises with weight according to the Extensive Method ................................................... 48

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5.2 Exercises with weight according to the Intensive Method .................................................... 50

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6. HOW TO ORGANIZE THE TRAINING PROCESS USING THE JUMP MEANS AND METHODS
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PROGRESSION ................................................................................................................................. 51
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7. HOW DOES A COACH KNOW WHEN THE ATHLETE IS READY TO PROGRESS WITH EITHER
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INTENSITY OF THE LOAD OR INTENSITY OF THE MEANS SELECTED? ................................................ 55

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7.1 Creating a qualitative "scale" of jump performance .............................................................. 56

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7.2 Formulating attainable training tasks for a given preparation period .................................... 56
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7.3 Involving the athletes in the training process as the coach's collaborator ............................ 56
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8. ORGANIZING THE JUMP TRAINING IN THE PREPARATION PERIOD .................................................... 57

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8.1 Jump Training in the preparation period at the 1st level of progression ................................ 61
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8.2 Jump Training in the preparation period at the 2nd level of progression ............................... 64
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8.3 Jump training in the preparation period at the 3rd level of progression ................................. 65
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9. EXAMPLES OF TRAINING PROGRAMS .............................................................................................. 68

9.1 SST program for basketball players aimed at increasing the speed of specific running. ...... 68
9.2 Sample training workout of the stage with Extensive Methods ............................................ 69
9.3 Sample training workout of the stage using Barbell exercises only ...................................... 69

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9.4 Sample training workout of speed-strength stage with Intensive Methods ........................... 70
9.5 Sample training workout of the speed stage using Intensive Methods ................................. 71

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JUMP TRAINING GUIDE FOR BEGINNERS 5

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VIDEO INDEX

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I. RUN WITH HIGH LIFTING OF THE THIGHS (HIGH KNEES) ........................................................... 18

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II. RUN WITH A HEEL KICKBACK (BUTT KICKS) ............................................................................ 19

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III. HIGH KNEE SKIP ...................................................................................................................... 20

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IV. HIGH KNEE SKIP & BOUND ..................................................................................................... 21

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V. SPRINGY RUN (OR BOUNCY RUN) ............................................................................................ 22

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VI. BOUNCE RUN........................................................................................................................... 23

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VII. LONG BUILD-UPS (CALLED LONG ACCELERATIONS IN RUSSIA) ............................................. 24

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VIII. LEG TO LEG BOUNCE ............................................................................................................... 29

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IX. BOUNCE WITH ALTERNATING 3 TAKE OFFS ON THE LEFT LEG AND 3 TAKE-OFFS ON THE
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RIGHT LEG ............................................................................................................................... 30
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X. BOUNCE ON THE RIGHT LEG .................................................................................................... 31

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XI. BOUNCE ON THE LEFT LEG (EXECUTED AS ON THE RIGHT LEG) ................................................ 33
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XII. TWO LEG TAKE OFF BOUNCES (“FROG BOUNCES”) .................................................................. 34

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XIII. HURDLE JUMPS ....................................................................................................................... 35

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XIV. CONSECUTIVE JUMPS ON AND OFF A BOX ................................................................................ 38

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XV. SINGLE DOUBLE LEG LONG JUMP (BROAD JUMP)..................................................................... 39

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XVI. TRIPLE JUMP (CONSECUTIVE TAKE-OFFS WITH TWO LEGS - RIGHT LEG - LEFT AND A TWO-
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LEG LANDING) ......................................................................................................................... 41

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XVII. FIVE-FOLD JUMP (CONSECUTIVE TAKE OFFS WITH TWO LEGS - RIGHT LEG - LEFT LEG -
RIGHT LEG - LEFT LEG AND A TWO-LEG LANDING) ................................................................... 42
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XVIII. EIGHT TEN-FOLD JUMP (EXECUTED IN THE SAME WAY AS THE PRECEDENT EXERCISE) ........... 43
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XIX. DOUBLE LEG TRIPLE JUMP (EXECUTED IN THE SAME WAY AS "FROG” BOUNCES) ................... 44
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XX. DOUBLE LEG FIVE-FOLD JUMP ................................................................................................. 45

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XXI. DOUBLE LEG TEN-FOLD JUMP .................................................................................................. 45

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XXII. CONSECUTIVE BARBELL JUMPS ............................................................................................... 48

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XXIII. KETTLEBELL SQUAT JUMPS .................................................................................................... 49

XXIV. VERTICAL JUMPS WITH BARBELL ............................................................................................ 50
XXV. DEPTH JUMP ............................................................................................................................ 65

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INTRODUCTION
I was motivated to write this EBook as an “Appendix” of the book of my father’s “Shock

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Method” to provide young and beginner athletes with a safe method for approaching the

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Shock Method.

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The aim of this EBook is to give coaches a practical guide for applying the Jump Training

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exercises in their training program with a focus on the approach to follow for beginners and

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young athletes.

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To ensure an optimal use of this guide, the reader should have a good knowledge of the

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main typologies of jump exercises, the methods of their application and the main characteris-

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tics of the correct execution technique of these jump exercises in relation to the methods.

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The content of this EBook is structured into three main parts:

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1) A short illustration of the main typologies of Jump Exercises, the concept of their train-

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ing potential and the correlated training stimuli.
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2) The progression of Means and Methods of Jump Training for improving Jump Ability.
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3) Examples of how to organize Jump Training in the multiyear training process and in the
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Preparation Period.
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Because the aim of this Appendix is to be a practical tool for coaches, this EBook contains
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links to videos of every exer-

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cises mentioned in the text. The coaches Carlo Buzzichelli and Vanna Radi
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These exercises were per-

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formed by two groups of ath-

en

letes:
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− An Italian group of three

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athletes, Alissa Rugi (tri-

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ple jumper), Irene

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Siragusa (sprinter) and

Valentina Tanzini (middle
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distance runner). These

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young athletes, coached

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by Vanna Radi (with the

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help of coach Carlo

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Buzzichelli), are special-

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ized in the Track & Field.

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In their usual training,

they never used before
jump exercises in the way The athletes
proposed in this book. Alissa Rugi, Irene Siragusa and Valentina Tanzini

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− A Swedish group of two athletes: Julia

The coach Nils Holmdahl
Skugge and Hugo Jansson; trained by
Nils Holmdahl, whose work has been

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deeply influenced by the ideas of Yuri

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Verkhoshansky. Julia and Hugo regu-

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larly use these jump exercises in their

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training. For this reason, we can con-

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sider them the “expert group”.

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We intentionally used these two groups, so

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we could provide the reader with an idea of

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what he can expect from their young ath-

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letes in the process of improving their jump

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ability, depending on their level of experi-

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ence in jump training.

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For some exercises, the videos of the “ex-

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pert group” were taken from other athletes
and not from the Swedish group.
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In this context we would like to stress the

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fundamental aspect of the knowledge and The athletes

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intuition of the coach in evaluating the level Julia Skugge and Hugo Jansson
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of jump ability of his athletes.

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The video examples are only a little help in the coach’s evaluation process.
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JUMP TRAINING GUIDE FOR BEGINNERS 8

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NOTE FOR THE READER

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The figures that contain the link to the videos of the exercises are individualized by icons:

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BEGINNERS - Exercises executed by the Italian group of three young athletes with less

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experience in jump training

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- Exercises executed by the Swedish group of two young athletes with expe-

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EXPERTS

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rience in jump training

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- Exercises executed by other athletes with experience in jump training

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PRELIMINARY

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- Recommended exercises for preparing the athlete for correct execution
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EXERCISES
of the exercise proposed in the training progress.
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EXCELLENT
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- Example of excellent execution of the exercise.

EXECUTION
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To facilitate the reader in consulting the EBook, in every page we added two links:
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- The Content Index; where it is possible to click on the description CONTENT INDEX
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of the paragraph that the reader wishes to go.

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- The Index of the Videos; where is possible to click on the descrip-

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VIDEO INDEX
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tion of the video that the reader wishes to watch.

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1. MAIN TYPOLOGIES OF JUMP EXERCISES AND THEIR

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APPLICATION IN PROGRESSION

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The jump exercises illustrated in this Appendix were elaborated many years ago and are still

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used in the training of Track & Field athletes. In the beginning, these exercises were used

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mainly by jumpers; later, sprinters also started to apply them.

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At that time, many coaches intuitively perceived that these exercises could be useful even in

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the training of Track & Field sprinters. They understood that the key element of every jump

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exercise – the landing take-off movement – is also the key movement of running.

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In fact, even the early empirical sport research showed that jump exercises were very effec-

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tive in the training of Track & Field sprinters and in the training of those sports where sprint-

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ing ability is important.

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For this reason, primarily in Track & Field, many jump exercises were invented, and the

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practical rules of their application were elaborated. These rules became important milestones

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in the Soviet school of training and are still used now by many coaches.
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From 1960 to 1980, the results of more research helped to explain why the jump exercises
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were effective and, also, to explain and formalize the practical rules of their application. To
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better understand these rules, it is first necessary to clarify some important issues.
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Among jump exercises, the following main typologies could be individualized:

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1) Jump exercises executed without additional external resistance (weights); which in-
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clude:
a. Single Standing jumps;
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b. Multiple take off jumps without forward displacement (Standing Jumps and Box
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Jumps);
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c. Multiple take off jumps with forward displacement:

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- with moderate forward displacement (Jumps over boxes or hurdles);

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- with active forward displacement (Bounds);

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- with active upward-forward displacement (Stadium Jumping).

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2) Jumps with weight (Barbell Jumps and Kettlebell Jumps); which include:
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a. Consecutive Barbell Jumps;

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b. Consecutive Kettlebell Squat Jumps;

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c. Vertical Jumps with Barbell.

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3) Depth Jumps or Shock Method Jumps – because their training effect is so powerful, they
are considered a particular typology of jump exercise.
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The training practice has shown that each of these groups of jump exercises can be used for
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a specific purpose: increasing Explosive Strength, Reactive Ability, Local Muscular Endur-
ance etc... In other words, every jump exercise can exert a definite motor function, provoking
the adaptation process, which leads to its improvement.

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However, from a ‘quantitative’ point of view, different jump exercises, used for the same
purpose, can provoke a different level of exertion of a specific motor function. In more “sci-
entific” terms, different jump exercises provoke a different level of intensity of Training

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Stimuli.

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It is easy to presume that the intensity of the training stimulus is determined by the power

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output in the push-off force effort applied in a given exercise. So, according to the criterion of

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the increase in intensity of training stimuli, all the jump exercises can be placed in a progres-

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sive sequence: from Bounds and Jumps without weights to Jumps with weights.

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Practical observations and research have shown that the Depth Jump is the most powerful

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jump exercise. Because it has the highest training potential, it must be placed in the last por-

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tion of the jump exercise progression.

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J UMP EXERCISES PROGRESSION

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WITHOUT OVERLOAD WITH OVERLOAD Depth Jump

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Jumps with forward Jumps without Consecutive Consecutive Vertical
displacement forward displacement Barbell Kettlebell Jumps with
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Jumps over
Jumps Squat Jumps Barbell
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Stadium Standing
boxes or Bounds Box Jumps
Jumping Jumps
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hurdles
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Example of the hierarchical sequence of jump exercises based on their level of training stimuli intensi-
en

ty (the power output in the take-off force effort).

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Based on years of observations we have also arrived at other very interesting conclusions
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regarding the training practice:

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− If an exercise is used for a long period of time, it becomes less powerful; in other words,
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the training stimulus of the exercise decreases.

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− Beginners may reach the same results in terms of training stimuli, using the less powerful
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exercises instead of using the more powerful one. In other words, the training stimulus of
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the exercise depends on the level of the athlete’s preparedness and on his experience in
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jump training.
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These practical observations helped to elaborate the rules for applying the jump exercises in
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the training process of Track & Field jumpers and sprinters.

These rules were consolidated and formalized in the so-called Conjugate-Sequence System,
which consists of the sequential introduction of more powerful exercises into the training
process with the gradual substitution of the previous exercises.

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TRAINING
STIMULI

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INTENSITY

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DEPTH JUMPS

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JUMPS WITH WEIGHTS

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BOUNDS AND JUMPS

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WITHOUT WEIGHT
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PREPARATION PERIOD
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Training practice has also added another element to this system. This element refers to the
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application of Bounds and Jumps without weight: the sequential introduction of "Extensive"
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(high number and low intensity of push-off movements) and "Intensive" (low number and
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high intensity of push-off movements) Methods of applying these exercises.

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Hereinafter we will explain the essence of this system, but now we should focus our atten-
al

tion on a very important issue that arises with the practical application of the Conjugate-
on

Sequence System.
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As it was noted before, the Conjugate-Sequence System was developed for Track & Field
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jumpers and sprinters, i.e. for athletes who were already selected by coaches as having a good
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presupposition for sport specialization in jumping events.

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When jump exercises became recognized as effective in the training of those sports where
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the speed of body displacements on sport courts and fields is important, other problems arose:
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How should these exercises be applied by athletes who have never used them in their prac-
tice and, for this reason, have a low level of jumping ability?
To answer this question, it’s necessary to highlight some important issues.

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2. JUMPING ABILITY AND JUMPING SKILL

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In sport training literature, jump exercises are actually known as Lower Body Plyometrics.

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They are very effective at increasing running speed and jump height. It is also known that

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Plyometrics could cause lower body injuries if the athlete is not prepared to carry out these

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kinds of exercises.

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But how should this preliminary preparation be realized?

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The suggestions, which can often be found in sport training literature, usually indicate that it

nk
is necessary to have an adequate level of strength and flexibility in the legs. But if that was

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enough, how can it be explained that, very often, athletes who have a very high level of

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strength obtained through weight training have great difficulty in executing jump exercises?
The problem is that the athlete’s ability to execute the jump exercises depends not only on

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the strength of his legs, but also on his coordination ability to efficiently apply his strength

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during execution.

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This case refers to the training of beginners in jump training, who are still not able to coor-

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ku
dinate (concentrate) the force efforts during the landing-take-off movements.
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To be prepared to gain the benefits of Depth Jump training, these athletes should first im-
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prove their Jumping Skill.

The essence of Jumping Skill is the ability to execute the landing-take-off movements with
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the correct muscle relaxation-tension pattern in order to:

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1) Apply the active push-off force effort at the correct moment of time, efficiently using the
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force of involuntary muscular contraction during the rebound provoked by the stretch re-
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flex and elastic energy recoil;

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2) Perform the push-off movements with the correct muscle activation pattern, with a se-
d
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quential energy flow from hip to knee and ankle joints, using the greatest possible frac-
en

tion of this energy in the vertical displacement of the center of mass during the take-off
ic

phase.
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These two factors of correct movement performance can be identified as two main compo-
ly
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nents of Jumping Skill.

Do we have the possibility to improve each of these components?
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Yes, the training practice shows that it is possible.

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In different standing jumps and bounds, the landing-take-off movement involves the same
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muscle synergy, which includes two muscles groups that assure the flexion-extension move-
pe

ment in the ankle joint and in the hip joint. These muscle groups work together but with dif-
r
fo

ferent purposes:
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1) The ankle joint muscles assure, mostly, the elasticity of landing;

op

2) The hip joint muscles assure the increase in the force effort.
C

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GROUND CONTACT PHASE

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Touchdown Rebound

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Legs flexion Leg extension

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Vertical

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displacement

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of Gravity

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Centre

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MAXIMUM

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FORCE EFFORT

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Ground an
reaction
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force
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to

PUSH-OFF
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The contribution of the ankle joint and the hip joint muscle groups in jump movements is
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ly

different in relation to the level of leg flexion during the landing phase and, consequently, in
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the time of force employment in the landing-take-off movement.

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For this reason, all jump exercises can be divided in two groups:
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1) Short coupling time exercises (for example: leg-to-leg bounces, jumps over hurdles, low
al

box jumps), which mainly stimulate the ankle joint muscles’ activity
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2) Long coupling time exercises (for example: "frog" bounces, standing jumps, high box
rs

jumps), which mainly stimulate the hip joint muscles’ activity.

pe
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fo

The Short coupling time exercises, such as leg-to-leg bounces, Tuck jumps and jumps over
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hurdles, are able to improve the first component of Jumping Skill.

op

The Long coupling time jump exercises such as the "frog" bounces and standing squat
C

jumps are able to improve the second component of Jumping Skill.

In both cases, the compulsory condition for high performance is the capacity to relax mus-
cles before and after the take-off movements.

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The Short coupling time jumping exercises are more traumatic for the legs. Athletes who
have never used these jump exercises before should begin with their simplest form: skipping
rope.

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The Long coupling time jumping exercises are less traumatic for the ankle joints, but they

co
bring on Delayed Onset Muscle Soreness (DOMS) - the pain and stiffness felt in the hip joint

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ai
muscles several hours to days after the workout. It is important to introduce these jump exer-

gm
cises in workouts gradually and to inform the athlete about their collateral effects.

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MUSCLE GROUP
COMPONENTS OF JUMPING SKILL

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MAINLY PROBLEMS

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EMPHASIZED
STIMULATED

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SHORT COUPLING

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The ability to apply the active push-
TIME EXERCISES

s;
up force effort in the correct moment High legs stiffness
of time, efficiently using in rebound
ku Ankle joint during the ground
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LEG-TO-LEG BOUNCES,
the force of involuntary muscles muscles impact brings to the
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JUMPS OVER HURDLES,

contraction, provoked by stretch ankle joints injuries
TUCK JUMPS,
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reflex, and the elastic energy recoil

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BOX JUMPS
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The ability to perform the push-up Low legs stiffness

LONG COUPLING
to

movements with the correct muscles during the ground

TIME EXERCISES
d

activation pattern, with a sequential impact, but

se
en

energy flow from hip to knee and Hip joint a higher eccentric
FROG BOUNCES,
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ankle joints, using a greatest possible muscles loading brings to

,l

SQUAT JUMPS,
fraction of this energy in the vertical the Delayed onset
ly

COUNTERMOVEMENT
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displacement of the body mass muscle soreness

JUMPS
e

centre during the take-off phase. (DOMS)

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3. PRELIMINARY EXERCISES FOR JUMP TRAINING

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3.1 STANDING JUMPS AND BOUNDS

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To obtain the initial improvement in Jumping Skill, beginners should start their jump train-

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ing using the standing jumps and bounds (see figures bellow).

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Rope Jumping Tuck Jumps Squat Jumps
an Scissor Lunge Jumps

Usually for the beginners, the two greatest challenges in jump training are:
St

− Activation of the plantar-flexor muscles (for this reason, their landing is usually too
as

hard).
t
er

− Synchronization of their activity with the activity of the hip and knee-extension muscles.
ob
:R

We have the possibility to emphasize the activity of these muscle groups separately, using
to

the Short coupling time and the Long coupling time exercises. However, the athlete should
d
se

also be able to integrate these two components into the appropriate motor pattern in relation
en

to the morphological-functional particularities of his motor apparatus, e.g., to ensure that his
ic

hips, knee, and ankle joint musculature "have the ability to appropriately contribute to their
,l

joint mechanics and integrate this into the appropriate movement strategy" (R. Patel, 2010).
ly
on

The Short coupling time and the Long coupling time exercises should be used in the same
workout, but in different combinations, which include these exercises in different propor-
e
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tions.
al
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For example, a series of consecutive standing jumps may include the following combination
rs

of two Long coupling time exercises and one Short coupling time exercise:
pe

− Squat jumps;
r
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− High knee jumps (Tuck Jumps);

y

− Scissor Lunge jumps.

op

In the beginning, 2-3 series of 10-15 repetitions of each jump are carried out, trying to ob-
C

tain a constant rate of consecutive take-offs (without stops after landings) and, at the same
time, to increase the range of motion of the movements:
− In Squat jumps - going lower during landings;

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− In High knee jumps - getting the knees higher while flying up;
− In Scissor Lunge jumps - landing with greater distance between the legs.
After, the athlete should try to gradually increase the height of the jumps, keeping the same

m
co
rhythm of jumps during the exercise execution.

l.
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The true jump training will start with the bounces and consecutive jumps with forward dis-

gm
placement.

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For the correct execution of these exercises, other components of Jumping Skill must be

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preliminarily improved. These components are related to the ability to correctly apply the
ground propulsive movements that assure forward displacement of the body.

ta
.s
The most effective exercises to improve this ability are the so-named "ankling runs” execut-

rs
ed with accentuated take-offs - also called ABC RUNS.

l:
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3.2 ABC RUNS

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ABC runs are technical exercises used both by beginners, for the initial development of run-

s;
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ning skill, and by the high-level athletes, for the maintenance of running skill. We might say
an
that they are like scales for pianists.
St

Regardless of the level of the athletes who use these exercises, ABC runs should be includ-
ed in every jump training workout as the last part of the warm up and carried out before the
as

jump exercises.
t
er
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There are many kinds of these exercises used by Track & Field athletes.
:R

The most popular are the following:

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I. RUN WITH HIGH LIFTING OF THE THIGHS (HIGH KNEES)

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l:
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BEGINNERS
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to
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EXPERTS
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II. RUN WITH A HEEL KICKBACK (BUTT KICKS)

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gm
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ta
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l:
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m
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s;
ku
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St
ast
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:R

BEGINNERS
to
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se
en
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on
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on
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EXPERTS
r
fo
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III. HIGH KNEE SKIP

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One leg bouncing Two legs landing One leg bouncing Two legs landing One leg bouncing
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as
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to
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BEGINNERS
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EXPERTS
C

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IV. HIGH KNEE SKIP & BOUND

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gm
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ta
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Left leg push Left leg Right leg Right leg push Right leg Left leg Left leg push

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up bouncing landing stepping up bouncing landing stepping up bouncing

E
s;
ku
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ast
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BEGINNERS
to
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EXPERTS
fo
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There are also less known and more specific ABC runs that are used mostly by Track & Field
athletes:

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V. SPRINGY RUN (OR BOUNCY RUN)

ai
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This is a running exercise executed with shorter strides and with the forward impulse com-

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ing mainly from the foot. It requires a more accentuated vertical push and an overall bound-

us
ing action; the oscillatory movement of the recovery leg is minimized and the whole action is

nk
very relaxed.

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l:
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m
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s;
BEGINNERS
ku
an
St
ast
er
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:R
to
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on
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al
on

EXPERTS
rs
pe
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VI. BOUNCE RUN

m
This is a running exercise very similar to the bounce from leg to leg, but it is executed with

co
a higher stride frequency and more “springy”. The arm movements are executed not simulta-

l.
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neously, as for example, in the triple jump, but alternately, like in running.

gm
@
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l:
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m
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s;
ku
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as
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to
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BEGINNERS
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en
ic
,l
ly
on
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on
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pe
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fo
y

EXPERTS
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C

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VII. LONG BUILD-UPS (CALLED LONG ACCELERATIONS IN RUSSIA)

m
These exercises are 100-120m runs performed with a smooth increase in speed. The main

co
task is the gradual increase in speed and its maintenance for a determined period without ex-

l.
ai
cessive movement stiffness:

gm
1) In the first phase, a gradual increase in the speed of forward displacement is obtained by

@
increasing stride length. The athlete starts from running in place with high lifting of

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thighs (to a horizontal position), trying to perform 5-6 steps with maximal relaxation of

nk
the upper body muscles. After this, he starts a slow forward displacement, gradually in-

ta
.s
creasing the stride length to his maximal.

rs
2) In the second phase, the athlete should gradually increase the stride frequency while

l:
keeping the same (maximal) stride length.

ai
m
3) The third phase is the phase of speed maintenance. At the beginning of this phase, the

E
athlete should try to maintain maximal speed for 3-6 strides. (While practicing this exer-

s;
cise, the athlete should try to increase the number of strides performed at maximal speed
ku
up to 6-9). After this, the athlete should sharply obtain maximal relaxation while continu-
an
ing to move forward from inertia: he should try to be relaxed while maintaining stride
St

length and correct technique.

t as

This whole series, which includes these 7 exercises, executed consecutively with free rest
er
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intervals, should be carried out 3-5 times. Rest intervals between series must ensure complete
:R

recovery.
Every running exercise must be carried out with a moderate level of power output, paying
to

attention to correct technical performance and nimbleness of movements. It is especially im-

d
se

portant to execute these exercises without increasing muscular tension in the upper body: the
en

arms and shoulders must be very relaxed.

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Running in place A slow forward Gradual Gradual increasing the stride Maximal relaxation
fo

with high lifting of displacement with increasing the frequency while keeping the while continuing to
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gradually increasing the stride length to its same (maximal) stride length move forward by
op

thighs
stride length maximal inertia
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m
l.co
ai
gm
@
us
nk
ta
BEGINNERS

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l:
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m
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s;
ku
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ast
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to
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EXPERTS
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EXPERTS
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4. PROGRESSING THE METHODS FOR JUMP EXERCISES WITHOUT

m
WEIGHTS

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As it was mentioned before, jumping ability is determined not so much by the strength and

l.
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flexibility of the athlete, but by his ability to perform the landing-push-off movement with the

gm
correct muscular relaxation-tension pattern; the Jump Ability. This ability can be improved

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using adequate methods of motor teaching.

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How should the coach teach the athlete to execute jumping exercises with the correct mus-

nk
cular relaxation-landing pattern?

ta
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Very often, coaches think that to improve exercise execution technique, it is only necessary

rs
to do a good job explaining exactly how the athlete must execute the exercise and after, to

l:
evaluate the exercise performance and note the errors. In the case of jump training, coaches

ai
m
usually instruct the athlete to reduce the ground contact time. The problem is that humans

E
have difficulty consciously controlling the force-temporal characteristics of ground repulsion,

s;
performing such natural, "native" movements like jumping and running. The only way to
ku
change these characteristics is to create a situation in which the body will find the solution by
an
itself.
St

How is that possible?

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As it is well known, every exercise represents a motor task finalized to obtain a definite
t

goal.
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“…Goal, understood as a model of a desired future encoded in the brain, defines a process
:R

(the process of solving a motor task) that should be considered goal oriented” (N. Bernstein,
1966).
to

Trying to obtain a definite goal (for example, to increase the power output or to decrease the
d
se

execution time), the human motor system is able to adjust the movements’ execution uncon-
en

sciously.
ic

According to this approach, it's possible to change the motor pattern of a "natural" move-
,l
ly

ment by setting up different goals to obtain.

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Jump exercises executed with different goals can emphasize different characteristics of
e

ground propulsion movements and, therefore, they may be used with different purposes (in
us

this case, we usually talk about different methods of using the same exercise).
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on
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pe
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The methods of jump training can be divided into ‘Intensive’ and ‘Extensive’:

m
EXTENSIVE METHODS INTENSIVE METHODS

l. co
MAIN CHARACTERISTICS Moderate (sub-maximal)

ai
Maximum effort and a small
power and an optimal amount

gm
OF THE JUMP EXERCISE
amount of work
EXECUTION of work

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"Try to execute the exercise

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THE INSTRUCTIONS TO "Try to execute the exercise
with maximal effort: as quickly

ta
THE ATHLETE ON HOW TO with moderate effort, maintain-

.s
as possible (or as powerfully as
EXECUTE THE EXERCISE ing fluidity of movement"

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possible)”

l:
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Increasing the level of explo-

m
Improving the technique of

E
sive strength expression in the
GENERAL TRAINING exercise execution with a grad-
take-off movement or decreas-

s;
PURPOSE ual increase in the level of ex-
ku
ing the length of ground con-
plosive strength
an
tact time.
St

To find the correct muscle re-

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laxation-tension pattern during

t

TRAINING PURPOSE USING

er

the Stretch-Shortening Cycle Decreasing the time of force

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SHORT COUPLING TIME

execution, which assures the employment
:R

JUMP EXERCISES
Spring ability expression (elas-
to

tic energy recoil);

d
se
en

To adjust the muscle relaxa-

ic

tion-tension pattern (the correct

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moment of active force em-

ly

TRAINING PURPOSE USING

ployment during the Stretch- Increasing the power output in
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LONG COUPLING TIME

Shortening Cycle) with increas- take off movements
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JUMP EXERCISES
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ing the amplitude and the coor-

dination difficulty of move-
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ments
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GENERAL
Low intensity and the optimal High intensity and a small
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CHARACTERISTIC OF
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amount of work. amount of work.

TRAINING LOAD
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According to the Extensive methods, at the beginning of jump training, the standing jumps
and bounds should be performed with moderate (not maximal) power output, trying to relax
the muscles and maintain fluidity of movements.

m
When the execution technique of the athlete has improved in such a way that he is able to

co
perform every exercise lightly, easily, and without losing much energy, it is possible to start

l.
ai
gradually increasing the force applied in the ground propulsion movements until the same ex-

gm
ercises are performed with maximal effort: as quickly as possible or as powerfully as possible

@
(according to the Intensive methods of jump training).

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Athletes should start the jump training using Extensive methods (in the beginning - not

nk
more often than twice a week).

ta
.s
The Intensive method can be applied only when the execution technique of the athlete has

rs
improved in such a way that he will be able to carry out every exercise lightly, easily, and

l:
without losing much energy.

ai
m
The Extensive method should be gradually substituted by the Intensive method. For exam-

E
ple, if the jump training is used 3 times a week (Monday, Wednesday and Friday), in the be-

s;
ginning, the Intensive methods are used only on Monday; after some weeks they can be used
on Wednesday.
ku
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St

4.1 JUMPS AND BOUNDS ACCORDING TO THE EXTENSIVE METHOD

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4.1.1 LONG BOUNCES

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These exercises are executed with a soft, resilient flow with submaximal effort for a dis-
to

tance that allows the athlete to perform the exercise without losing the nimbleness of the
d

movement. “Long” bounces include the five series of exercises illustrated bellow, which must
se

be executed consecutively with a free rest interval between them.

en
ic
,l

In the beginning, only 1 series of these 5 exercises (1set exof each exercise consecutively)
ly

should be carried out. The length of the distance in every exercise depends on the athlete’s
on

capacity to perform it with the correct execution technique, i.e., with high amplitude and
e
us

looseness of movement.
When the athlete can easily perform the leg-to-leg bounces for 80-100m, one-leg bounces
al
on

for 60-80m, and "Frog" bounces for 30-50m, the number of series should be gradually in-
rs

creased to 3-4.
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VIII. LEG TO LEG BOUNCE

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ta
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ku
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BEGINNERS
ast
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to
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us

EXPERTS
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on
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IX. BOUNCE WITH ALTERNATING 3 TAKE OFFS ON THE LEFT LEG AND 3 TAKE-OFFS ON
THE RIGHT LEG

m
While executing alternated leg-to-leg bounces, make sure that:

co
− The quick forward movement of the free thigh is coordinated with the arm action;

l.
ai
− The landing should be on the ball of the foot followed by the whole foot;

gm
− The shoulders do not lean excessively forward from the trunk.

@
us
nk
ta
.s
rs
l:
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m
EXPERTS

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s;
ku
an
St
as
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to
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en

EXPERTS
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PRELIMINARY
C

EXERCISES
TOP LEVEL
ATHLETE

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X. BOUNCE ON THE RIGHT LEG

While executing one leg bounces, it is necessary to accentuate the upward takeoff via a

m
slight forward lean in the trunk with momentum.

co
l.
ai
gm
@
us
nk
ta
.s
rs
BEGINNERS

l:
ai
m
E
s;
ku
an
St
ast
er
ob
:R
to
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EXPERTS
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en
ic
,l
ly
on
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al
on
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EXPERTS
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m
l.co
ai
gm
@
us
nk
ta
PRELIMINARY

.s
EXERCISES

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l:
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m
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s;
ku
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St
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to
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EXCELLENT
,l

EXECUTION
ly
on
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on
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XI. BOUNCE ON THE LEFT LEG (EXECUTED AS ON THE RIGHT LEG)

m
l.co
ai
gm
@
us
nk
ta
.s
rs
l:
ai
m
E
s;
BEGINNERS ku
an
St
ast
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:R
to
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on
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XII. TWO LEGS TAKE OFF BOUNCES (“FROG BOUNCES”)

While executing the "Frog" bounces, it is necessary to obtain the greatest possible leg flex-

m
ion, like in the squat exercise.

l.co
ai
gm
@
us
nk
ta
.s
BEGINNERS

rs
l:
ai
m
E
s;
ku
an
St
as
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er
ob
:R
to
d
se

EXPERTS
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ic
,l
ly
on
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on
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C

EXPERTS

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4.1.2 DOUBLE LEG CONSECUTIVE JUMPS OVER OBSTACLES WITH MODERATE FORWARD
DISPLACEMENT

m
l.co
XIII. HURDLE JUMPS

ai
gm
Consecutive two-leg jumps over 10 hurdles. In the beginning, the height of the hurdles

@
us
should not be higher than the level of the athlete's knee. With the improvement of the athlete's

nk
technique, the height of hurdles should be gradually increased until the level of the athlete's

ta
waist.

.s
The exercise is executed with moderate effort, trying to stay relaxed in the arms and shoul-

rs
ders. The number of sets is from 3-5 to 5-6 with the free rest intervals between each set.

l:
ai
m
E
s;
ku
an
St

BEGINNERS
as
t
er
ob
:R
to
d
se
en
ic
,l
ly
on
e
us
al

EXPERTS
on
rs
pe
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fo
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op
C

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m
l.co
ai
gm
@
EXPERTS

us
nk
ta
.s
rs
l:
ai
m
E
s;
ku
an
St
ast
er
ob

EXCELLENT
:R

EXECUTION
to
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on
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SLALOM JUMPS

Consecutive two leg-jumps advancing side-to-side over a gymnastics bench (two to three

m
benches placed in such a way to obtain a length of 8 -10m).

l.co
ai
If in the hurdle jumps the vector of force employment in the take-off movement has a for-

gm
ward-upward direction, in the Slalom jumps, it also has a lateral component, which is im-

@
portant in such specific lateral displacements as in tennis and other sport games.

us
To increase this lateral component of force employment, the distance between the consecu-

nk
tive take-offs in Slalom Jumps should be gradually increased: in the beginning, the Slalom

ta
.s
jumps over gymnastic benches should be used, after - Slalom jumps over two parallel rubber

rs
cords with a gradually increasing distance between them. The height of the rubber cords

l:
should be the same as the height of a gymnastic bench. When increasing the distance between

ai
m
them, the athlete should not lose the continuity of the consecutive jumps but should be able to

E
execute them with a constant rhythm, keeping the looseness and lightness of the movements.

s;
The Slalom Jumps are executed with 8-12 take-offs and with moderate effort, trying to stay
ku
relaxed in the arms and shoulders. The number of sets should be increased from 3 (in the be-
an
ginning) to 5-6.
St
as
t
er
ob
:R
to
d
se
en
ic
,l
ly
on
e
us
al
on
rs
pe
r
fo
y
op
C

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4.1.3 BOX JUMPS (CONSECUTIVE JUMPS ON AND OFF A BOX)

In substance, the box jumps are consecutive jumps up-and down on a low box placed in

m
co
front of the athlete. This is a very interesting exercise that requires a great attention from the

l.
athlete and his capacity to perceive his own motor sensations.

ai
gm
During the execution of this exercise, the athlete must try to achieve, not a definite motor
task, but the sensation that he is able to jump for long time with minimal voluntary force ef-

@
us
fort. The exercise should be continued until this sensation comes. So, the number of take-offs

nk
in one exercise could be great, but without the fatigue. The exercise can be repeated from 3 to

ta
6 times with free rest.

.s
Once the athlete is able to continue this exercise without difficulty for an extended time,

rs
(his legs working like ‘springs’ without great voluntary force effort), this exercise can then be

l:
ai
carried out with a slightly higher box. In this case, it’s very important that the athlete main-

m
tains the ability to perform the take off exercise in a ‘springy’ fashion even when the height

E
of the box is higher. For correct execution of this exercise, it’s important to note the follow-

s;
ing characteristics:
ku
In the phase of jumping onto the box, the athlete must mainly use the take off force effort,
an
not leg flexion: the angle of knee flexion does not reach 90°.
St

After landing on the box, the subsequent take off movement must be directed up, not down.
as

During the flight phases the athlete must be relaxed.

t
er
ob

XIV. CONSECUTIVE JUMPS ON AND OFF A BOX

:R
to
d
se
en
ic
,l
ly
on
e
us

BEGINNERS
al
on
rs
pe
r
fo
y
op
C

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4.2 JUMPS AND BOUNDS ACCORDING TO THE INTENSIVE METHOD

m
In the period of Intensive jump training, the last part of the warm up should include two addi-

co
tional exercises carried out after the series of Springy runs and Bounding runs:

l.
50m distance Bounding runs executed as fast as possible (5 repetitions with the execution

ai
gm
time recorded)

@
Long Build-Ups (5-7 repetitions, trying to obtain maximal speed in the 2th-3th portion of

us
the exercise)

nk
ta
4.2.1 LONG JUMPS

.s
rs
l:
ai
XV. SINGLE DOUBLE LEG LONG JUMP (BROAD JUMP)

m
E
s;
ku
an
St
as
t
er
ob
:R
to
d
se
en
ic
,l
ly
on
e
us

BEGINNERS
al
on
rs
pe
r
fo
y
op
C

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m
l.co
ai
gm
@
us
nk
ta
.s
rs
EXPERTS

l:
ai
m
E
s;
ku
an
St
ast
er
ob
:R
to
d
se
en
ic
,l
ly
on
e
us

EXPERTS
al
on
rs
pe
r
fo
y
op
C

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XVI. TRIPLE JUMP (CONSECUTIVE TAKE-OFFS WITH TWO LEGS - RIGHT LEG - LEFT AND A
TWO-LEG LANDING)

m
l.co
ai
gm
@
us
nk
ta
.s
rs
l:
ai
m
BEGINNERS

E
s;
ku
an
St
ast
er
ob
:R
to
d
se
en

EXPERTS
ic
,l
ly
on
e
us
al
on
rs
pe
r
fo
y

EXPERTS
op
C

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XVII. FIVE-FOLD JUMP (CONSECUTIVE TAKE OFFS WITH TWO LEGS - RIGHT LEG - LEFT
LEG - RIGHT LEG - LEFT LEG AND A TWO-LEG LANDING)

m
l. co
ai
gm
@
us
nk
ta
.s
rs
l:
ai
BEGINNERS

m
E
s;
ku
an
St
ast
er
ob
:R
to
d
se
en
ic
,l
ly
on
e
us

EXPERTS
al
on
rs
pe
r
fo
y
op
C

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XVIII. EIGHT TEN-FOLD JUMP (EXECUTED IN THE SAME WAY AS THE PRECEDENT
EXERCISE)

m
l.co
ai
gm
@
us
nk
ta
.s
rs
l:
ai
m
EXPERTS

E
s;
ku
an
St
ast
er
ob
:R
to
d
se
en
ic
,l
ly
on
e
us
al
on

EXPERTS
rs
pe
r
fo
y
op
C

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XIX. DOUBLE LEG TRIPLE JUMP (EXECUTED IN THE SAME WAY AS "FROG” BOUNCES)

m
l.co
ai
gm
@
us
nk
ta
.s
rs
l:
ai
m
E
s;
ku
an
BEGINNERS
St
ast
er
ob
:R
to
d
se
en
ic
,l
ly
on
e
us
al
on
rs
pe

BEGINNERS
r
fo
y
op
C

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XX. DOUBLE LEG FIVE-FOLD JUMP

m
l.co
ai
gm
@
us
nk
BEGINNERS

ta
.s
rs
l:
ai
m
E
s;
ku
an
St
tas

XXI. DOUBLE LEG TEN-FOLD JUMP

er
ob
:R

Long jumps are executed with a soft, resilient flow and with maximal effort. The length of
every jump exercise should be measured. The number of each these exercise executions (sets)
to

in a training session is usually 3-5 and depends on the results obtained by the athlete: when
d
se

he is not able to increase the result, he will finish the exercise execution (set) and pass to the
en

following jumping exercise.

ic
,l
ly
on
e
us
al
on
rs
pe

BEGINNERS
r
fo
y
op
C

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4.2.2 DOUBLE LEG CONSECUTIVE JUMPS WITH FORWARD DISPLACEMENT

m
co
First of all, we are talking about consecutive jumps over 10 hurdles. However, according to

l.
the Intensive method, this exercise must be performed by trying to decrease the time of exer-

ai
gm
cise execution. How much time it takes to execute this exercise depends on the result ob-
tained by the athlete. The rest interval duration between every set should be long enough for

@
us
complete recovery.

nk
The side-to side “Slalom” jumps over a gymnastics bench or two parallel rubber cords (8 -

ta
10m length) may also be used in the same way.

.s
rs
l:
ai
m
E
s;
ku
an
St
ast
er
ob
:R
to
d
se
en
ic
,l
ly
on
e
us
al
on
rs
pe
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fo
y
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C

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5. PROGRESSING THE METHODS FOR JUMP EXERCISES WITH

m
WEIGHTS

co
In the second step of the jump exercise progression, when jumps with weights are used, the

l.
ai
athlete should try to adapt his jumping skill to the new conditions of exercise execution, with

gm
a higher magnitude of external force to overcome in the landing-take-off movements.

@
These exercises could be executed differently according to Extensive and Intensive meth-

us
ods:

nk
ta
.s
EXTENSIVE METHOD INTENSIVE METHOD

rs
l:
ai
Adjusting the jumping skill to the Increasing the power output of

m
PURPOSE higher magnitude of external force the take-off movement (the verti-

E
impact. cal jump height).

s;
ku
an
Consecutive Barbell Jumps: executed
St

with a weight of 15-25kg, bending the Vertical Jumps with Barbell: exe-
as

knees at least until the thighs are par- cuted with a weight of 30-60% of
t

allel to the floor. maximum, as a ‘set’ of single

er
ob

This exercise consists of 10-20 con- jumps with brief relaxation be-
EXERCISES
:R

secutive jumps, executed with a con- tween them.

stant height, degree of leg flexion, and This exercise consists of 4-6
to

vertical back position, without pausing jumps performed with the aim to
d
se

between reps and maintaining an op- jump as high as possible.

en

timal height and frequency of jumps.

ic
,l
ly
on
e
us
al
on
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pe
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fo
y
op
C

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5.1 EXERCISES WITH WEIGHT ACCORDING TO THE EXTENSIVE METHOD

m
co
l.
XXII. CONSECUTIVE BARBELL JUMPS

ai
gm
@
The athlete should begin with the Extensive method, i.e., with the Consecutive Barbell

us
jumps.

nk
ta
.s
rs
l:
ai
m
E
s;
ku
BEGINNERS an
St
ast
er
ob
:R
to
d
se
en
ic
,l
ly
on
e
us
al
on

EXPERTS
rs
pe
r
fo
y
op
C

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XXIII. KETTLEBELL SQUAT JUMPS

When the athlete can perform the consecutive barbell jumps lightly, easily, and without los-

m
ing much energy, this exercise may be substituted by Kettlebell Squat Jumps.

l.co
ai
gm
@
us
nk
ta
.s
rs
l:
ai
m
E
BEGINNERS

s;
ku
an
St
as
t
er
ob
:R
to
d
se
en

Kettlebell Squat Jumps have a deeper influence on the leg muscles in comparison to the
ic
,l

Barbell Squat Jumps because they are executed from the lowest position at the end of the
ly

yielding phase. Both exercises are executed with a constant, sub-maximal power output of
on

multiple take-offs with control of the execution technique and with a definite number of repe-
e
us

titions. In other words, they are performed according to the Extensive method.
al
on
rs
pe
r
fo
y
op
C

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5.2 EXERCISES WITH WEIGHT ACCORDING TO THE INTENSIVE METHOD

m
When the athlete improves the technical execution of the previous exercises with weight, he

co
may progress to the Intensive method of Barbell Jump training using Vertical Jumps with a

l.
Barbell.

ai
gm
@
XXIV. VERTICAL JUMPS WITH BARBELL

us
nk
ta
.s
rs
l:
ai
m
BEGINNERS

E
s;
ku
an
St
ast
er
ob
:R
to
d
se
en

EXPERTS
ic
,l
ly
on
e
us
al
on
rs
pe
r
fo
y
op
C

EXPERTS

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6. HOW TO ORGANIZE THE TRAINING PROCESS USING THE JUMP

m
MEANS AND METHODS PROGRESSION

co
Before discussing this practical issue, it is necessary to summarize the previously presented

l.
ai
information about the rules of applying the jump exercises with the general theoretical con-

gm
cepts regarding the training process as a whole.

@
Multi-years, practical observations and special research have indicated, that the process of

us
increasing sport results during multi-year training is assured by two interrelated components

nk
of different natures: the process of physiological adaptation (the morphological-functional

ta
.s
specialization of the athlete’s motor apparatus to the specific regime of muscular work) and

rs
the process of motor learning (acquisition of specific motor skills). These two components

l:
may be termed the Fitness and Skill components of training process.

ai
m
The fitness component of the training process consists of increasing the functional power of

E
the athlete’s motor apparatus (the motor potential of the athlete’s body). The skill component

s;
of the training process concerns perfecting the athlete’s skill to effectively realize his motor
ku
potential in the performance of the competition exercise.
an
St

To assure stable increasing sport results, the training work that is focused on the body’s
as

functional improvement should precede the training work focused on the improvement of
t

motor control function (execution technique of the competition exercise). These needed func-
er
ob

tional improvements are obtained through the application of special training means.
:R

PREPAREDNESS
to
d
se
en
ic
,l

ADAPTATION PROCESS
ly
on
e
us
al
on

PROCESS OF MOTOR LEARNING

rs
pe
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op
C

SPORT PERFORMANCE

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For many sport disciplines in which sprinting ability is an important element of sport mas-
tery, jump exercises are amply used by athletes as Special Strength Training means1.
In general, a training means is an exercise (a complex motor action with a definite motor

m
structure), used in the training process for a specific purpose. To fulfill this purpose, the exer-

co
cise has to be executed in an appropriate way, i.e. using an appropriate training method.

l.
ai
The training method may be identified by two main elements: the characteristics of exercise

gm
execution and the characteristics of its loading application (the number of exercise repeti-

@
tions, the duration of rest intervals, etc..).

us
The use of training means in the training process stimulates the exertion of an athlete’s defi-

nk
nite motor function, causing an improvement of this function as a result of the adaptive reac-

ta
.s
tion to its exertion. In other words, it induces a training stimulus that provokes a specific

rs
adaptive response in the athlete’s body. In other words, a training effect.

l:
Different training means can provoke different levels of training stimuli, different levels of

ai
m
body exertion and, consequently, are able to provoke different levels of improvement of mo-

E
tor function. In this case we may say that different training means have different training po-

s;
tential. However, the training potential is not a constant characteristic of a given training
ku
means. It may also depend on the level of the athlete’s training experience.
an
Returning to the Conjugate-Sequence system, we may say, that this system is finalized to
St

assure continuity and stability in the improvement of explosive strength during the multiyear
as

training process and during a single preparation period. This continuity is assured by the
t

gradual increase in the intensity of the training stimuli through a consecutive introduction, in
er
ob

the training process, of training means with higher training effect, concurrently substituting
:R

the previous one.

In the terms of modern sport science, the essence of the Conjugate-Sequence System con-
to

sists of the progressive application of special strength training means having the same train-
d
se

ing emphasis but different training potentials. In such a sequence, each previous training
en

means creates the morphological-functional basis for the training effect of the subsequent
ic

means. For this reason, we may say that their training effects are conjoined (or conjugated) in
,l
ly

sequence to assure constant increases in training stimuli.

on

It has been noted that every new training means introduced in the training process passes
e

through the following three phases:

us

1) The phase of formation of its training potential;

al

2) The phase of increasing its training potential;

on

3) The phase of exhausting its training potential.

rs
pe

The existence of the first two phases may be related to the athlete’s ability to execute the
r
fo

exercise in a correct way:

y

− In the 1st phase, the exercise is not able to induce an adequate stimulus for the needed
op
C

functional improvement of athlete’s body because the athlete is not yet able to execute

1
See the book “Special Strength Training Manual for Coaches”, §1.4.1, page 47.

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the exercise in the correct way;

− In the 2nd phase, the exercise begins to produce an adequate stimulus for the needed func-
tional improvement of athlete’s body because the athlete is now able to execute the exer-

m
cise in the correct way.

l.co
ai
Every new exercise introduced in training process begins to produce the needed training

gm
stimulus only when the athlete is able to execute it correctly. However, with increases in the

@
athlete’s motor function under the influence of this exercise, the training potential of the ex-

us
ercise is eventually exhausted. For assuring further increase in the athlete’s motor potential, it

nk
is necessary to apply new and more powerful exercise.

ta
.s
This means that to ensure stable growth in the level of special physical preparedness, it is

rs
necessary to constantly increase the intensity of the training stimuli through the gradual re-

l:
placement of one training means by another. In other words, it is necessary use a training

ai
m
means progression in which the key-movement of each exercise is the same, but the power

E
output of this movement is gradually increased: or by increasing the level of external opposi-

s;
tion to overcome or by increasing the speed of exercise execution. At every step in this pro-
ku
gression, it is necessary to adjust the motor pattern of the key-movements to the changes in
an
the conditions of exercise execution. For this reason, the exercises that were used at each of
St

the precedent steps of this progression, should not be excluded from the contents of the fol-
as

lowing steps, but should be used, at least partly, as training means for technical preparation.
t
er
ob

Summarizing what was written before, we may formulate the following general approach to
:R

the use of jump exercises in the training process:

to
d

1) A coach who decides to apply jump training with his athletes should begin with the use
se

of multiple standing jumps and ABC running exercises. This preliminary stage may con-
en

tinue until the athletes obtain notable improvement in the execution technique of these
ic
,l

exercises. When this occurs, they may progress to the first step of the jump training pro-
ly

gression, i.e. to carry out multiple jumping and bounding exercises.

on

2) In the beginning, these exercises should be performed with moderate (sub-maximal)

e

power output, trying to relax the muscles and to maintain the fluidity of the movements
us

(according to the Extensive methods of jump training). When the athlete’s execution
al

technique has improved in such way that he is able to perform every exercise lightly, eas-
on

ily, and without losing much energy, it's possible to begin gradually increasing the force
rs
pe

applied in ground propulsion movements until the same exercises are performed with
maximal effort: as quickly as possible or as powerfully as possible (according to the In-
r
fo

tensive methods of jump training).

y
op

3) In the following step of the jump exercise progression, when jumps with weights are
C

used, the athlete should try to adapt their jumping skill to the new conditions of exercise
execution with a higher magnitude of external force to overcome in the landing-take-off
movements. In other words, before passing each of the following steps of the jump exer-
cise progression, the athletes should improve their jumping ability in performance of the

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exercises used in the precedent step. These exercises should be applied in such a way that
a gradual increase in the athlete's explosive strength, expressed in the landing-take-off
movements, will be assisted by improvement in execution technique, or more exactly, by

m
its gradual adjustment to the increasing level of explosive strength.

l. co
ai
gm
@
us
TRAINING

nk
STIMULI

ta
INTENSITY
Extensive Intensive
Intensive

.s
Methods Methods only

rs
Methods
Extensive Intensive

l:
New Introducing new
Exhausting

ai
Methods Methods exercise exercise with
the training

m
with higher higher training
Extensive New potential of

E
training stimuli
Exhausting the exercise
Methods only exercise
the training stimuli

s;
A
with higher
potential of
ku
Introducing training
new exercise in stimuli the exercise
an
A B
the training
St

process
PREPAREDNESS A
as

B Improvement
of the execution
t

A – Motor Potential
er

B technique
Improvement
ob

B – Technical Mastery of the execution

:R

technique
Improvement
to

of the execution
d

technique
se
en

PRELIMINARY STAGE: 1 ST STAGE: 2 ND STAGE: 3 RD STAGE:

ic

Multiple Standing Multiple Jumping and Jumping exercises Depth Jump

,l

Jumps and running bounding exercises with weights

ly

exercises
on
e
us
al
on
rs
pe
r
fo
y
op
C

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7. HOW DOES A COACH KNOW WHEN THE ATHLETE IS READY TO

m
PROGRESS WITH EITHER INTENSITY OF THE LOAD OR INTENSITY

co
OF THE MEANS SELECTED?

l.
ai
gm
Every new exercise introduced in the training process and systematically used for a long
time brings about an increase in the athlete's performance of this exercise. However, the dif-

@
us
ferent phases of this increase are assured by different factors:

nk
1) In the beginning - mainly by the improvement of the athlete's execution technique; in

ta
other words, by the improvement of the athlete's ability to execute the movements with

.s
the correct muscular activation pattern;

rs
2) In the second phase, when the athlete is able to apply the force efforts in the correct

l:
ai
way during the exercise execution, the main factor that further increases the exercise

m
performance is the increasing magnitude of force applied in these force efforts;

E
3) In the third phase, when the morpho-functional changes in the athlete's body bring him

s;
to a higher level of work capacity, the increase in exercise performance slows down be-
ku
cause the exercise does not provide the body with adequate training stimuli able to as-
an
sure further increases in the athlete's performance; it should be substituted with a new
St

exercise.
as

From a general point of view, the athlete is ready to progress to a higher level of the jump
t
er

exercise progression when the current exercise being used ceases to assure the improvement
ob

of his jumping ability.

:R

To evaluate the athlete's improvement in jumping ability, observable characteristics of exer-

to

cise execution could be used, specifically, the level of power output in the landing-take-off
d

movements and the “lightness” of the movement. When Intensive methods are used, the
se

coach should measure the jump’s length or height in every repetition. When Extensive meth-
en

ods are used, he should control the quality of exercise execution and how long the athlete is
ic
,l

able to maintain this quality during its execution (at what distance in the single bounding ex-
ly

ercise and at what number of repetitions the athlete begins to lose the jump’s height or length
on

and the lightness of movement).

e
us

The coach should focus more attention on visual observation of the athlete's movements.
This is a case where the employment of his professional abilities will be based on his experi-
al
on

ence.
rs
pe
r

For coaches who have little experience in jump training, I can provide the following three
fo

suggestions:
y
op
C

JUMP TRAINING GUIDE FOR BEGINNERS 55

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7.1 CREATING A QUALITATIVE "SCALE" OF JUMP PERFORMANCE

I suggest that coaches, before beginning the use of jump exercises, create a qualitative

m
"scale" of jump exercise performance in their mind, observing the execution by athletes with

co
different levels of experience in jump training: from beginners to high level Track & Field

l.
ai
jumpers. This scale will help the coach understand what qualities his athlete lacks and what

gm
exercises he should begin to use to improve their jumping ability.

@
us
nk
7.2 FORMULATING ATTAINABLE TRAINING TASKS FOR A GIVEN PREPARATION

ta
PERIOD

.s
rs
Before passing to each of the following steps of the jump exercise progression, the athlete

l:
ai
should improve their jumping ability in the exercises used in the precedent step. These exer-

m
cises should be applied in such a way that a gradual increase in the athlete's explosive

E
strength expressed in the landing-take-off movements will be assisted by improvement of ex-

s;
ecution technique, or more exactly, by its gradual adjustment to the increasing level of explo-
ku
sive strength. However, this does not mean that beginners in jump training should try to im-
an
mediately obtain the same characteristics of movements as high-level jumpers. The process
St

of improving jumping ability could be long.

as

For this reason, my second suggestion for coaches is to formulate attainable training tasks
t
er

for the actual preparation period of a given athlete. The beginner is not able to reach, during
ob

this period, the same level of jumping performance as a high-level jumper, but he should try
:R

to obtain improvement in the determined characteristics of jumping ability during a deter-

to

mined period of time. The level of such improvement will depend on the duration of this pe-
d

riod and the athlete's talent, as well as the level of his motivation.
se
en
ic
,l

7.3 INVOLVING THE ATHLETES IN THE TRAINING PROCESS AS THE COACH’S

ly

COLLABORATOR
on
e

If the athletes are able to gain a good understanding of the actual training tasks and goals, it
us

will help them to better perceive the changes in the characteristics of their performance dur-
al

ing the training process and to inform the coach about their actual state. In this case, the
on

coach's decisions about the athlete's readiness to progress with either intensity of the load or
rs

intensity of the means selected.

pe
r
fo
y
op
C

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8. ORGANIZING THE JUMP TRAINING IN THE PREPARATION PERIOD

m
In the previous paragraphs, we talked about applying jump exercises in the training process

co
in general. However, if we will talk about the process of sport training, we should be refer-

l.
ai
ring to the process of preparation for competitions. Traditionally, sport coaches created the

gm
training plan for at least one year. This plan was projected on the time axis, on which, first of

@
all, the dates of competitions were placed. Usually, coaches were focused on the details of

us
the training plan in the interval between all previous and subsequent competitions. This time

nk
interval was named the Preparation Period, which should be differentiated from the period of

ta
rest after the precedent competition, which was named the Transition Period. The duration of

.s
rs
the Preparation Period depends on the competition calendar in a given sport discipline and
may last from 2 weeks to 2-3-months.

l:
ai
The most important base principle of the Soviet school of sport training is the universal

m
principle of progression from high volume and low intensity to low volume and high intensity

E
training loads in the Preparation Period.

s;
ku
We may say that the rules of applying the jump exercises in the preparation period are in
an
accordance with the following principles:
St

1) The sequential introduction of more powerful exercises into the training process with
the gradual substitution of the previous exercises;
as

2) The sequential introduction of "Extensive" (high repetitions and low intensity) and "In-
t
er

tensive" (low reps and high intensity) Methods of applying these exercises
ob

According to the first principle, the athletes should pass through the following three levels
:R

of the jump exercise progression (see the figure below), arriving at the use of the Depth Jump
to

at the end of the preparation period.

d
se

According to the second principle, every new step in the progression must begin by apply-
en

ing Extensive Methods and after, by applying Intensive Methods.

ic
,l

However, in the reality, the situation may be more complicated because when we must pre-
ly
on

pare the training plan for a given athlete, we should consider the personal characteristics of
this athlete. Let’s analyze how the personal characteristics of an athlete may influence the
e
us

choices of the jump training strategy.

al
on

1) The athlete may be a young boy or girl who already participates in competitions but
rs

should not use the exercises with weights to ensure they do not disturb the process of
pe

growing the vertebral column. We may say that this athlete should still stay on the first
r
fo

level of the jump exercise progression.

y
op

2) The athlete may be an adolescent who is already experienced in jump training and is
C

quite adept for using exercises with light weight on the shoulders. This athlete may use
the jumps with weights and he/she may be placed on the second level of the jump exer-
cise progression.

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3) The athlete may be an adult who is already experienced in jump training and in weight
training using the Barbell Squat. This athlete may be placed on the third level of the

m
jump exercise progression and he/she may apply the Depth Jump in the training pro-

co
cess.

l.
ai
gm
@
us
THE WHOLE SCHEME OF CONJUGATE-SEQUENCE SYSTEM

nk
FOR THE JUMPING EXERCISES PROGRESSION

ta
.s
rs
TRAINING

l:
STIMULI

ai
D EPTH JUMPS

m
INTENSITY

E
s;
ku
COUNTER-MOVEMENT BARBELL JUMPS
(30-60% OF RM)
an
St

KETTLEBELL SQUAT JUMPS

as

(32 KG)
t
er
ob

4 TH
:R

CONSECUTIVE BARBELL JUMPS

(15 - 20 KG) LEVEL
to

3 RD
d

LEVEL
se

MAXIMAL
BARBELL EXERCISES
+
en

EFFORT
(10-5 RM) + METHOD
ic
,l

BOUNDS &
ly

2 ND
JUMPS
on

INTENSIVE LEVEL
WITHOUT
METHOD
e

WEIGHTS 1 ST
us

LEVEL
al

WARM ABC
EXTENSIVE METHOD
on

-UP RUNS
rs

PREPARATION PERIOD t
pe
r
fo
y
op
C

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EXTENSIVE METHOD OF APPLYING BOUNDS AND JUMPS WITHOUT WEIGHTS

m
MOTOR TASK:

co
ADJUSTING THE MOTOR PATTERN OF LANDING-TAKE-OFF
(Controlling the quality

l.
MOVEMENT

ai
of exercises execution)

gm
SHORT GROUND CONTACT TIME JUMPING AND BOUNDING EXERCISES

@
us
nk
ta
.s
rs
l:
ai
m
E
Bounding exercises performed Box Jumps on and Consecutive jumps Side-to-side double

s;
ku
on the 30-50 m distance off - low box over obstacles or boxes
an leg bounces

LONG GROUND CONTACT TIME JUMPING EXERCISES

St
as
t
er
ob
:R
to
d
se
en

Multiple consecutive Box Jumps on and

“Frog” bounces
ic

standing jumps off of a high box

,l
ly

The exercises are executed with a great number of repetitions and with control of the
on

movement’s nimbleness (with no maximal force effort).

e
us
al
on
rs
pe
r
fo
y
op
C

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INTENSIVE METHOD OF APPLYING BOUNDS AND JUMPS WITHOUT WEIGHTS

MOTOR TASK DECREASING THE GROUND CONTACT TIME

m
l. co
ai
gm
@
us
nk
Side-to-side double leg Bounding runs on the 50
Hurdles bounces (jumping over 8-10 obstacles) executed

ta
bounces over gymnastic m distance performed at
as quickly as possible

.s
bench (10-12 take-offs) maximal speed

rs
The exercises are executed with a small number of repetitions and with the control of the

l:
ai
execution time (with maximal effort)

m
E
MOTOR TASK I NCREASING THE POWER OUTPUT OF LANDING-TAKE-OFF MOVEMENTS

s;
ku
an
St
as
t
er

Alternate legs bounding Repeated Long Jumps

ob
:R

The exercises are executed with a small number of repetitions and with the control of jump
to

length or height (with maximal effort)

d
se
en

ADDING J UMPS WITH WEIGHTS

ic
,l
ly

EXTENSIVE METHOD INTENSIVE METHOD

on
e

MOTOR TASK MOTOR TASK

us

ADJUSTING THE EXECUTION TECHNIQUE OF LANDING-TAKE-OFF INCREASING THE POWER OUTPUT OF TAKE-OFF
al
on

MOVEMENT WITH INCREASING THE EXTERNAL FORCE IMPACT MOVEMENTS (VERTICAL JUMP HEIGHT)
rs
pe
r

Stop
fo
y
op

Counter-movement Counter-movement
C

Barbell Jump Barbell Jump

Consecutive Barbell Jumps Consecutive Kettlebell Jumps Repetitive Vertical Jumps with Barbell

OVERLOAD WEIGHT: OVERLOAD WEIGHT: OVERLOAD WEIGHT:

15-20 KG 16-32 KG 30-40-60 % OF RM

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Let’s see how, in each of these three cases, we may use the second rule of applying the
jump exercises in the preparation period.

m
co
8.1 JUMP TRAINING 1ST

l.
IN THE PREPARATION PERIOD AT THE LEVEL OF

ai
gm
PROGRESSION

@
For example, let’s say we have a young athlete (or group of young athletes), who is special-

us
ized in some sport game (such as basketball or tennis), but can carry-out the special physical

nk
preparation workout three times per week. As we know, the duration of the preparation peri-

ta
od in sport games is very short, but it’s usually possible to enlarge it if we begin the physical

.s
rs
preparation at the end of the transition period. So, the training plan will have the following
sequence of special workouts according to the Extensive and Intensive methods of jump

l:
ai
training.

m
If the jump training workout is carried out on the same day as the main sport training, the

E
Intensive jump workout should precede, but the Extensive jump workout should follow this

s;
ku
specific training. an
St
t as

THE STAGE OF USING INTENSIVE METHODS

er
ob
:R
to
d
se

3 times a 2 times a Once a Intensive

Intensive workouts:
en

week week week workouts:

1-3 times a week
ic

once a week
,l

TRANSITION
ly

PERIOD
on
e
us
al
on

Extensive workouts: Extensive workouts:

rs

3 times a week 3-1 times a week

pe

THE STAGE OF USING EXTENSIVE METHODS

r
fo
y
op

PRE COMPETITION
OFF-SEASON PREPARATION PERIOD
C

SEASON SEASON

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m
1ST LEVEL - SAMPLE TRAINING WORKOUT USING EXTENSIVE METHOD

l.co
ai
I NTRODUCING PART OF WORKOUT

gm
(WARM UP)

@
us
1. Running for 15-20 min

nk
2. Warm up gymnastic routine

ta
3. Running exercises:

.s
• run with high lifting of the thigh (high knees)

rs
• run with a heel kickback (Butt kicks run)

l:
• hopping run

ai
• jumping run

m
• Bouncy run

E
• Bounding run

s;
• Long Build Up
ku
an
St

PRIMARY PART OF WORKOUT

as

1. Hurdles jumps
t
er

2. Box jumps
ob

3. “Long” bounds:
:R

• Leg to leg bound;

• Bounce with alternating 2 take offs on the left
to

leg and 2 take-offs on the right leg;

d
se

• Bounce with alternating 3 take offs on the left

en

leg and 3 take-offs on the right leg;

ic

• Bounce on the right leg;

,l

• Bounce on the left leg;

ly

• Two legs take off bounces (“Frog”).

on
e
us

CONCLUSIVE PART OF WORKOUT

al

1. Light running - 5 min

on

2. Abdominal , dorsal and core stretching exercises

rs
pe
r
fo
y
op
C

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m
co
1ST LEVEL - SAMPLE TRAINING WORKOUT USING INTENSIVE METHOD

l.
ai
gm
I NTRODUCING PART OF WORKOUT (WARM UP)

@
us
1. Running for 15-20 min
2. Warm up gymnastic routine

nk
3. Running exercises:

ta
• run with high lifting of the thigh (high knees);

.s
rs
• run with a heel kickback (Butt kicks run)
• hopping run

l:
ai
• jumping run

m
• Bouncy run

E
• Bounding run

s;
• Long Build Up

ku
an
St

PRIMARY PART OF WORKOUT

as

1. Running exercises executed according to Intensive method .

t
er

• Bounding run executed as fast as possible on the 50 m

ob

distance (with the execution time recorded)

• Long Build Up with maximal effort.
:R

2. Hurdles Bounds executed according Intensive method (trying to

to

decrease the time of exercise execution)

d

3. Long jumps:
se

• Single double legs long jump.

en

• Leg-to-leg Triple jump

ic
,l

• Leg-to leg Five-fold jump

ly

• Leg-to-leg Ten-fold jump

on

• Frog triple jump

• Frog five-fold jump
e
us

• Frog ten-fold jump

al
on
rs

CONCLUSIVE PART OF WORKOUT

pe

1. Light running - 5 min

r
fo

2. Abdominal , dorsal and core stretching exercises

y
op
C

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8.2 JUMP TRAINING IN THE PREPARATION PERIOD AT THE 2ND LEVEL OF

PROGRESSION

m
co
In this second case, we have an athlete of the same typology as in the first case, but who is

l.
ai
already experienced in jump training and is ready to execute the jump exercises with light

gm
weight on the shoulders but is still not ready to use the Barbell Squat.

@
In this case, the general scheme of the preparation period will be the same as in the first

us
case, but the contents of the jump training workouts will be somewhat different.

nk
ta
2ND LEVEL - SAMPLE TRAINING WORKOUT USING EXTENSIVE METHOD

.s
rs
l:
I NTRODUCING PART OF WORKOUT

ai
(WARM UP)

m
E
1. Running for 15-20 min

s;
2. Warm up gymnastic routine

ku
3. Running exercises:
an
• run with high lifting of the thigh (high knees);
St

• run with a heel kickback (Butt kicks run)

• hopping run
as

• jumping run
t
er

• Bouncy run
ob

• Bounding run
:R

• Long Build Up
to
d
se

PRIMARY PART OF WORKOUT

en

1. Hurdles jumps
ic
,l

2. Box jumps
ly

3. “Long” bounds:
on

• Leg to leg bound;

e

• Bounce with alternating 2 take offs on the left

us

leg and 2 take-offs on the right leg;

al

• Bounce with alternating 3 take offs on the left

on

leg and 3 take-offs on the right leg;

rs

• Bounce on the right leg;

pe

• Bounce on the left leg;

• Two legs take off bounces (“Frog”).
r
fo

4. Consecutive Barbell Jumps

y

5. Kettlebell Squat Jumps

op
C

CONCLUSIVE PART OF WORKOUT

1. Light running - 5 min
2. Abdominal , dorsal and core stretching exercises

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8.3 JUMP TRAINING IN THE PREPARATION PERIOD AT THE 3RD LEVEL OF

PROGRESSION

m
Remember, that any athlete who reaches the last level of the jump exercise progression

co
should be an adult who has had experience in jump training and in weight training with use of

l.
ai
the Barbell Squat. This athlete is ready to apply the Depth Jump in his training process.

gm
@
us
nk
ta
XXV. DEPTH JUMP

.s
rs
l:
ai
m
E
s;
ku
an
St
ast
er
ob

EXCELLENT
:R

EXECUTION
to
d
se
en
ic
,l
ly
on
e
us
al
on
rs
pe
r
fo
y
op
C

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m
co
ORGANIZING THE PREPARATION PERIOD USING BARBELL SQUAT

l.
ai
gm
STAGE OF EXTENSIVE METHODS THE STAGE STAGE OF I NTENSIVE METHODS
OF USING

@
EXTENSIVE BOUNDS & JUMPS INTENSIVE BOUNDS & JUMPS

us
ONLY

nk
BARBELL SPRINTING RUNS

ta
EXERCISES

.s
rs
l:
Consecutive

ai
Repetitive

m
Barbell and
Countermovement

E
Kettlebell Jumps
Barbell Jumps

s;
ku Depth
an
Jumps
St
ast
er

THE STAGE OF USING BARBELL EXERCISES

ob
:R
to
d
se
en

10-5 RM 5 -3 RM 3 – 1 RM
ic
,l
ly

OFF PRE- COMPETITION

on

PREPARATION PERIOD
SEASON SEASON PERIOD
e
us
al
on
rs
pe
r
fo
y
op
C

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THE STAGE OF USING INTENSIVE

THE STAGE OF
THE STAGE OF METHODS
USING BARBELL

m
USING EXTENSIVE

co
EXERCISES SPEED-
METHODS

l.
ONLY STRENGTH SPEED STAGE

ai
gm
STAGE

@
5-10 RM Barbell

us
Squats 5-10 RM

nk
1-5 RM Barbell
EXERCISES Calf Raises

ta
Squats and Calf - -
WITH WEIGHTS Consecutive Bar-

.s
raises

rs
bell Jumps
(20RM)

l:
ai
m
Jumps and

E
Jumps and bounds bounds execut-

s;
JUMPS AND executed accord- ed according to
ku
- -
BOUNCES ing to the Exten- the Intensive
an
sive method method,
St

Depth Jumps
ast

ABC Running exercises executed during the warm up very loosely and with
er

control of execution technique

ob
:R

Long Build
to

Ups, Long Build Ups,

d

50m Bounding 50m Bounding

se

RUNNING Long Build Ups,

en

EXERCISES runs, runs,

50m Bounding runs
ic

10-20m start 10-20m start ac-

executed very loosely without strong
,l

accelerations celerations
ly

effort
on

executed with executed with

sub- maximal maximal effort
e
us

effort
al
on
rs
pe
r
fo
y
op
C

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9. EXAMPLES OF TRAINING PROGRAMS

m
Practical examples of how to apply this method of organization of the training loads in the

co
preparation period of the team sports athletes are illustrated in the following training pro-

l.
grams2.

ai
gm
@
9.1 SST PROGRAM FOR BASKETBALL PLAYERS AIMED AT INCREASING THE

us
SPEED OF SPECIFIC RUNNING.

nk
ta
THE STAGE OF
THE STAGE OF THE STAGE OF USING INTENSIVE METHODS

.s
USING BARBELL

rs
USING EXTENSIVE
EXERCISES

l:
METHODS – SPEED-STRENGTH SPEED STAGE -
ONLY-

ai
3 weeks, 9 STAGE - 2 weeks, 6 2 weeks, 6

m
2 weeks,
workouts workouts workouts

E
6 workouts

s;
5-10 RM Barbell
Squats 5-10 RM ku
an
EXERCISES 1-5 RM Barbell
Calf Raises
St

WITH Squats and Calf - -

Consecutive Bar-
WEIGHTS raises
as

bell Jumps
t

(20RM)
er
ob

Jumps and bounds Jumps and bounds ex-

:R

JUMPS AND executed accord- ecuted according to

- -
to

BOUNCES ing to the Exten- the Intensive Method,

d

sive Method Depth Jumps

se
en

ABC Running exercises executed during the warm up very loosely and with control
ic

of execution technique
,l

Long Build Ups,

ly

SPRINT Long Build Ups,

on

50m Bounding
RUNNING Long Build Ups, 50m Bounding runs,
runs, 10-20m start
e

EXERCISES 50m Bounding runs executed very 10-20m start accelera-

us

accelerations
loosely without strong effort tions executed with
executed with max-
al

sub- maximal effort

on

imal effort
rs

SPECIFIC Some specific basket-

Specific basketball
pe

ball drills executed

BASKETBALL drills executed with
r

with sub-maximal ef-

fo

DRILLS maximal effort

fort
y
op
C

2
The program may be incorporated in the variant of the Block Training System program for
basketball players. Other examples are illustrated in the book “Special Strength Training:
Manual for Coaches”, §8.7 - 8.8.

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9.2 SAMPLE TRAINING WORKOUT OF THE STAGE WITH EXTENSIVE METHODS

1. Continuous running with gradual increase in

m
10 minutes
speed

co
2. General developmental gymnastics exercises,

l.
ai
1. WARM UP executed with light dynamic stretching and relax- 10 minutes

gm
ation of the muscles (articular gymnastic).

@
3. Running exercises 10 minutes

us
nk
1. Double leg jumps (of 8-12 take-offs) over gym-

ta
2. JUMP nastic bench advancing to jumping over the 4-6 repetitions

.s
EXERCISES AND length of the bench.

rs
BOUNCES 2. 40-60m bounces carried out with moderate in-

l:
From 1 to 3-4 series

ai
tensity

m
1. Barbell Squat with the weight at 10RM 3-4 sets of 10 reps

E
3. EXERCISES

s;
WITH THE 2. Calf Raises with the weight at 10RM 2-4 sets of 10 reps or 2-3

ku
sets of 10-15 reps
BARBELL
an
3. Barbell Squat Jumps with a weight of 20RM 2-3 sets of 15 reps
St

Light slow running, exercises for relaxation and

4. COOL DOWN 10 minutes
as

stretching exercises for core muscles

t
er
ob
:R
to
d

9.3 SAMPLE TRAINING WORKOUT OF THE STAGE USING BARBELL EXERCISES

se
en

ONLY
ic
,l

1. Continuous running with gradual increase of speed 20 minutes

ly
on

2. General developmental gymnastics exercises execut-

10 minutes
1. WARM UP ed with light dynamic stretching and relaxation of the
e
us

muscles (articular gymnastic).

al

3. Running exercises 5 minutes

on
rs

1. Barbell Squat (the weight is increased to 5-3RM) 3 sets of 3-4 reps

pe

2. EXERCISES WITH
2. Calf Raises (the weight is increased to 5-3RM) 3 sets of 3-4 reps
r

BARBELL
fo

3. Barbell Squat Jumps with a weight of 20RM 3 sets of 15 reps

y
op

Light slow running, exercises for relaxation and stretch-

C

3. COOL DOWN 10 min

ing exercises for core muscles

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9.4 SAMPLE TRAINING WORKOUT OF SPEED-STRENGTH STAGE WITH

INTENSIVE METHODS

m
l. co
ai
gm
1. Continuous running with gradual increase of speed 20 min

@
us
nk
2. General developmental gymnastics exercises executed
1. WARM UP with light dynamic stretching and relaxation of the mus- 10 min

ta
.s
cles (articular gymnastic)

rs
l:
3. Running exercises. 10 min

ai
m
E
1. Long Build Ups for 80-100m
2. Start accelerations for 10-15m

s;
ku
3. Start accelerations from a standing and crouch start for
2. SPRINT EXERCISES 15-20m See note 1
an
3. Bounding runs for 50m for time
St

4. Some specific drills executed with sub-maximal effort

as

(at the end of this stage)

t
er
ob

1. Single take-off jumps on the stairs

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3. JUMP EXERCISES 2. Leg to leg jumps: single, triple, five-fold, ten-fold See note 2
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3. Double leg jump exercises over 10 low hurdles (1m)

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Light slow running, exercises for relaxation and stretching

4. COOL DOWN 10 min
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exercises for core muscles

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Notes:
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1. Sprint Exercises are executed using the repeat-serial method: 3-4 series with rest in-
e
us

tervals ensuring a complete recovery. During this stage, the level of effort in each exercise
should be gradually increased, from low-middle to maximal.
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on
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2. Jump exercises are executed with maximal effort (the result should be measured).
pe

Each exercise is repeated until the athlete is unable to increase it. The rest intervals be-
r

tween repetitions must ensure a complete recovery.

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op

Between the jumping and running practice, the athlete could execute exercises with the
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ball (dribbling, passing, shots from different positions and free throws).

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9.5 SAMPLE TRAINING WORKOUT OF THE SPEED STAGE USING INTENSIVE

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METHODS

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1. Continuous running with gradual increase of speed 20 min

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2. General developmental gymnastics exercises executed

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1. WARM UP with light dynamic stretching and relaxation of the mus- 10 min

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cles (articular gymnastic)

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3. Running exercises 10 min

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1. Long Build Ups for 80-100m

s;
2. Short start accelerations for 10-15m.
2. SPRINT EXERCISES ku
3. Short start accelerations from a standing and crouch start See note 1
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for 15-20m.
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3. Bounding runs for 50m for time

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3. SPECIFIC Short speed running exercises (not more than 15 sec) with
See note 2
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BASKETBALL DRILLS specific trajectories and changes of direction

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Light slow running, exercises for relaxation and stretching

4. COOL DOWN 10 min
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exercises for core muscles

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Notes:
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1. Long build ups are executed with sub-maximal and maximal effort, according to the
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Repetition Method. Short start accelerations and Bounding runs are executed with maximal
on

effort. Each exercise is repeated until the athlete is unable to increase the result (usually,
e

from 3 to 5 repetitions).
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al

2. Specific Basketball Drills are executed with maximal speed. The competitive method
on

is used for stimulating the athlete’s interest to be the first to the finish line. Between runs
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there are rest pauses that ensure a total restoration. Each exercise is repeated until the ath-
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lete is unable to increase the result.

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 VERKHOSHANSKY SSTM©
SPORT STRENGTH TRAINING METHODOLOGY©

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Electronic publishing - 2018 www.verkhoshansky.com

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Author: Natalia Verkhoshansky

Edited by Matt Thome

Copy for personal use only, licensed to: Robertas Stankus