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ATHLETIC
DEDICATED
COORDINATED
FOCUSED
EXPLOSIVE
DETERMINED
STRONG
MOTIVATED
AGILITY
FLEXIBLE
POWER
RELENTLESS

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WHAT IS VELOCITY?
Simply put its the Distant traveled in a certain Time in a certain Direction:
example: 55mph north (Distant=55mile + Time=hour + Direction=north)

WHAT IS ACCELERATION?
Acceleration is change in VELOCITY. In practical sense Acceleration is change
in an Athletes Rate Of Speed (ROS)

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UNDERSTANDING THE OBJECTIVE

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Better is the end of a thing than its Beginning

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WHAT IS THE PURPOSE OF THE BLOCKS?

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To put you in a position to ACCELERATE

efficiently and effectively up the track!

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Every  great  Athlete  knows  exactly  where  they  are  in  space.  

~Vince Anderson
(Coach and Educator)

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PROPRIOCEPTION
The  ability  to  sense  the  posi?on,  loca?on,  orienta?on  and  
movement  of  the  body  and  its  parts

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In  the  70’s  We  were  taught  to  keep  the  

shoulder  low.  

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FORCE
Force results from interaction. As it applies to acceleration, its a pushing
motion that results from our interaction with the blocks. Its Newton's 3rd
Law: For ever action there’s an equal and opposite reaction. This
statements means that the size and direction of force applied into the
blocks is equal to the size and direction of force that is redirected back into
the body.    
 
Force  always  comes  in  pairs!  

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On the subject of magnitude and This  teaches  us  that  Force  cannot  
direction, applied force travels in a turn  a  curve.
straight line. (through the legs, hips and
into dead space)

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TRIPLE EXTENSION
Is characterized by simultaneously extending the ankle, knee and hip joint.

The advantage of triple extension is there’s a higher muscle recruitment

“Calves, Hamstring, Glute, Lower Back, Quads, Core” All of which are
important in the acceleration phase.  

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In the acceleration phase the generation of force is the important factor . So muscle
recruitment plays a large role. For example the Erector Spinae is capable of rotating
the pelvis and can transfer energy through the pelvis, using the pelvis to aid the legs
to apply force to the ground. But when the body is hanging forward this weaken the
role of the back muscles responsible for keeping the body and spine straight and
diminishes the response in efforts to generate force.
   
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The athlete who can find him or herself in a favorable position , has strong
muscles and good inter-muscular coordination will be able to hold this
position longer, therefore prolonging the acceleration phase.
 
(45  degrees  is  the  ideal  angle  when  accelera:ng  but  as  the  athlete  becomes  
stronger,  a  more  acute  angle  can  be  u:lized)  
     
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STARTING BLOCKS
“The Start Sets Up The Finish”

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BLOCK SETTINGS
“No One Size Fit All”

1.  Measuring  the  Feet  

FB:  2  foot  lengths  from  the  star?ng  line  
BB:  3  foot  lengths  from  the  star?ng  line  
 
2.  Mathema9cal  formula  
TL:  Measure  Top  of  Trochanter  to  the  boQom  of  the  heel  
FB:    .56  x  Trochanter  Length  
BB:    .42  x  Trochanter  Length  +  FB.  
 
3.  Tradi9onal  Ways  
The  tradi?onal  way  relies  more  on  body  awareness  and  leg  posi?oning.  In  this  method  we  first  
start  by  puUng  the  knee  of  the  front  leg    to  the  star?ng  line.  Then  place  the  front  foot  pad  directly  
under  the  foot  for  the  placement  of  the  front  foot  pedal.  We  then  measure  from  the  star?ng  line  
to  the  front  of  the  pad.  From  the  star?ng  line  we  measure  4  inches  less  then  that  of  the  front  pad  
where  we  place  the  knee  of  the  back  leg.  Then  place  the  foot  pad  directly  under  the  foot  for  the  
placement  of  the  back  foot  pedal.    
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•  Shoulders  over  
arms  
 
 
•  Shin parallel with
track

•  Head in a neutral
position

•  Hips over the foot

•  Back thigh
perpendicular with
the track

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•  Shoulders  over  
arms  
 
 
•  Head in a neutral
position

•  Hips over the foot

and Back thigh
perpendicular with
the track

•  Shin Parallel with

one another

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Inherently Stable Position

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Pressure Position Power

If  posi?oned  correctly  (in  the  set  posi:on),  the  shin  of  the  front  leg  should  align  with  the  shoulder.  
Executed  properly  the  shoulder  should  follow  that  line  through  the  push  phase  to  extension.  

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BLOCK EXIT
The  Block  exit  is  the  moment  the  gun  goes  off  and  ones  neurosenses  are  s?mulated  causing  an  reac?on  
of  force  applica?on  that  induces  forward  mo?on.    
 
Its  a  simple  way  of  geUng  from  what  we  call  the  “BoQom  to  the  Top”.  The  objec?ve  is  to  exit  the  blocks  
with  not  only  power  and  speed  but  posture  that  will  allow  us  the  accelerate  up  the  track  most  efficiently  
and  effec?vely.  
 
Side  Note:    Foot  Pedal  -­‐  We  teach  that  both  feet  should  be  pressed  firmly  against  the  blocks.  Some  
coaches  like  to  teach  their  athletes  to  leave  space  between  the  heels  and  the  foot  pads  because  they  
think  that  it  will  help  in  the  force  applica?on  process.  WRONG!      
 
Another  way  of  looking  at  that  process  is  in  the  weight  room.  Imagine  doing  a  clean.  You  wouldn't  have  
your  female  athlete  whose  about  to  clean  160lbs  posi?on  her  self  on  her  ?ppy  toes.  No!<    because  what  
sense  would  that  make  and  why  add  the  extra  mo?on.    
 
Using  the  complete  foot  to  apply  pressure  to  the  foot  pedals  creates  a  greater  ra?o  of  force  in  the  
direc?on  of  mo?on  we  intend  to  go,  which  in  this  case  would  be  forward  mo?on.  
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LOW HEEL RECOVERY
Low  heel  recovery  is  emphasized  when  the  back  foot  passes  the  front  foot  in  ac?on.    This  is  what  we  
call  ankle-­‐to-­‐ankle.  This  simply  means  that  when  the  back  foot  passes  the  front  it  should  be  ankle  to  
ankle  with  the  front  foot,  Causing  the  heel  to  keep  low  to  the  ground.  

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COMMON PROBLEMS
•  Common  problems  we  see    with  athletes  during  Block  Exit  is  with    what  we  call  winding  or  looping.  
This  is  when  the  back  heel  instead  of  moving  forward  moves  up  towards  the  buQ  and  further  away  
from  the  ground.  The  further  we  move  our  foot  from  the  ground  the  more  we  increase  the  ?me  to  
the  point  of  contact  in  an  event  where  “Time  is  Crucial”  and  “Every  Tenth  Counts”    
 
•  Another  common  mistake  that  athletes  tend  to  make  or  do  by  failing  to  push  completely  through  
the  front  pedal,  is  dropping  that  back  foot  to  the  ground  to  fast.  When  this  happens  the  front  leg  
isn't  allow  to  go  through  a  func?onal  range  of  mo?on  and  can  cause  the  Center  of  Gravity  to  be  to  
low  and  deteriorate  the  athletes  ability  to  create  great  forces  .  Instead  an  athlete  should  push  
through  the  pedal  for  as  long  as  they  can.  The  longer  you  push  the  beQer  the  drive  and  the  more  
likely  you  are  to  get  a  great  extension  and  store  up  energy  for  a  beQer  elas?c  response.  
 
It’s  a  conceptual,  intellectual  and/or  physical  deficiency  and  a  very  good  point  to  make  here  in  the  
use  of  the  Hips.  Tony  Veney  used  an  interes?ng  analogy.  He  said  “we  don't  drive  with  our  .res,  we  
drive  on  them.  We  drive  with  the  engine”.  well  what  he  meant  was  we  don't  run  with  our  feet,  we  
run  on  them.  We  run  with  our  hips.  Our  Hips  are  the  “Engine  that  turns  the  Crank  ShaK  that  turns  
the  Wheels”.  
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COMMON PROBLEMS
•  A  crucial  area  for  success  in  accelera?on  but  olen  ignored  is  the  behavior  of  the  arms    and  
development  of  upper  body  strength.  Arm  ac?on  can  contribute  to  the  force  an  athlete  applies  to  
the  track.  Arm  movement  help  stabilizes  the  body  in  mo?on,  but  also  takes  advantage  of  the  global  
workings  of  the  central  nervous  system.      
 
As  you  move  your  arms  explosively,  the  neurological  signals  sent  to  the  arms  also  spill-­‐over  to  the  
legs.  The  more  forceful  and  explosive  the  arm  drive,  the  more  forceful  and  explosive  leg  drive  will  
be.  
 
All  leg  movement  happens  in  an  coordinated  effort  with  the  arms.  Its  this  coordinated  movement  
that  is  the  key  to  efficient  sprin?ng  and  its  through  range  and  force  that  the  two  coordinate.  A  
queue  to  remember  is  the  Arms  lead  the  legs  into  range  of  mo?on,  force  and  speed.  As  well  as  
contribute  to  stability  and  propulsion,  Coordina?on  between  the  arms  and  legs  can  give  a  runner  a  
mechanical  advantage  over  their  compe?tors.  
 

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CORRECTING ERRORS
•  There’s  a  lot  that  goes  on  with  the  start  and  a  lot  can  go  wrong.  So  an  important  thing  to  remember  
is    when  you’re  trying  to  correct  something  with  the  start,  be  careful  trying  to  correct  on  top  of  the  
error.  A  lot  of  ?mes  when  an  error  occurs  it  stems  back  to  something  that's  happened  before  the  
error.  

•  Drills  are  an  important  tool  to  fixing  errors  and  teaching  correc?ve  exercises  paQerns  because  it  
teaches  the  skill  and  ac?on  of  those  things  we  are  trying  to  execute.    Its  been  determined  that  it  
requires  approximately  300-­‐500  repe??ons  to  develop  a  new  motor  paQern.  But  where  bad  or  
inadequate  habits  are  already  in  place,  he  it  requires  about  3000-­‐5000  repe??ons  to  erase  and  
correct  a  bad  motor  paQern.  So  we  do  drill  aler  drill  aler  drill  aler  drill  un?l  eventually  you  see  the  
drill  inside  the  skill.  
 
•  Instruc?ons  vs.  Correc?on.  A  lot  of  coaches  have  a  problem  understanding  the  difference  between  
instruc?on  and  correc?on  and  olen  give  their  athletes  instruc?ons  that  they  think  are  correc?ons.  
Instruc?ons  are  direc?ons  or  orders  given.  Correc?on  is  ac?on  or  the  process  of  correc?ng  
something.  A  change  that  rec?fies  an  error.      

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PUTTING IT ALL TOGETHER
•  Feet  firmly  
squeezing  against  
the  foot  pads  
 
•  Push  into  the  
blocks    not  out  
 
•  Baton pass with
arms to complete
limbs

•  Hips constantly
moving forward
advance pass the
starting line

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ACCELERATION
•  Simply  put  accelera?on  is  change  in  VELOCITY.      Its  the  rate  at  which  the  speed  of  an  object  is  
changing  and  takes  place  the  first  0-­‐30  meters  or  about  3-­‐4  seconds  from  the  start  of  the  sprint.  

•  Accelera?on  development  should  be  a  main  focal  point  in  training.  The  most  important  factor  in  
sprin?ng  is  an  athletes  ability  to  accelerate  and  generate  speed  in  a  short  period  of  ?me.  

•  Jump  off  point:  When  it  comes  to  training  young  people,  especially  during  the  installa?on  of  body  
movements,  func?onal  for  sprin?ng.  Its  important  to  understand  the  Sensi?ve  Periods  of  Physical  
Development”  as  it  relates  to  sensi?ve  age  ranges.  Because  its  during  these  periods  of  physical  
development  that  performance  capaci?es  are  largely  increased  and  leads  to  maximal  improvements  
during  this  period.  For  boys  that  period  is  between  the  ages  of  12-­‐17  and  for  girls  between  the  ages  
of  10-­‐13.  
 
Because  Movement  is  a  developed  and  learned  behavior  its  important  that  we  show  a  sense  of  
urgency  to  focus,  teach  and  install  the  important  things    upfront.  Our  awareness  of  these  periods  
will  help  us  see  the  importance  of    early  developmental  training,  so  we  can  beQer  guide  the  
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 6  specific  ac9vi9es  of  Accelera9on  
 
1.  Stride  Length  =  Short  to  Long:  Starts  off  short  and  increases  un?l  maximum  velocity  is  reached  (when  the  stride  
length  is  op?mal)  
 
2.  Ground  Contact  Time  =  Long  to  Short:  Ground  Contact  Time  is  the  amount  of  ?me  each  foot  spends  on  the  
ground.  It  is  longest  at  the  beginning  of  a  sprint  as  the  weight  of  your  body  is  figh?ng  gravity    to  create  velocity  
through  force  applica?on.  
 
3.  Shin  Angle  with  ground  =  Small  to  Large:  The  shin  angle  is  going  to  determine  the  force  applica?on  to  the  ground  
and  the  projec?on  angle  that  the  athlete  is  going  to  drive  out  at.  The  shin  angle  opens  up  and  increases  
throughout  accelera?on  and  into  maximum  velocity.  
 
4.  Velocity  =  Slow  to  Fast:  Velocity  is  both  the  speed  and  direc?on  that  the  body  is  moving.  As  the  athlete  
accelerates,  the  rate  and  distance  will  increase  with  ?me.  
 
5.  Stride  Frequency  =  Slow  to  Fast:  Like  ground  contact  ?me,  it  starts  off  slower  and  increases  un?l  stride  frequency  
reaches  op?mal  level  at  maximum  velocity.  
 
6.  Heel  Recovery  =  Low  to  High:  Heels  should  recover  quickly,  with  limited  backside  mechanics  and  shouldn’t  involve  
large  amplitudes  of  mo?on  behind  the  hips.  During  accelera?on,  especially  the  first  6-­‐8  steps,  you  want  to  
minimize  your  backside  mechanics  in  a  2  stroke  mo?on.    

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ACCELERATION DRILLS
“Putting a brand-new operator at the wheel”

       Ver?cal  Box  Jumps        Standing  Long  Jump

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             Wall  Sprints              Half  Starts

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           Accelerated  Stride  Length  Drill                  Accelerated  Tape  Drill

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                   Sledded  Skater  Drill              Sledded  A-­‐B  Skips

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                                           Sled  Pulls                                      Up  Hills

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KNOW YOUR WHY!

•  One  of  the  goals  to  doing  drills  such  as  Accelera?on  paQerning  and  Maximum  Speed  paQerning  is  to  
program  the  athlete  to  the  extent  that  they  can  reproduce  the  paQern  without  accessories  
 

•  To  manipulate  stride  length  and  frequency  to  find  the  ideal  ra?o  between  the  two  
 

•  To  develop  rhythm  and  posture  and  a  more  efficient  movement  behavior    

 

•  To  put  the  accelera?on  and  maximum  speed  paQerns  together  for  the  athlete.  To  go  from  blocks  
through  the  accelera?on  phase  and  into  the  maximum  speed  phase.    

•  Last  but  not  least:  Speed  is  a  Determinant  Value!  

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 LEARN v ADJUST v IMPROVE
MAXIMUM VELOCITY
•  Maximum  velocity  is  the  highest  possibly  speed  an  object  can  travel  before  the  forces  ac?ng  on  it  
reach  an  equilibrium  and  it  is  no  longer  able  to  accelerate  and  takes  place  at  about  30-­‐60  meters  
into  your  race.  
•   
 
For  example  a  sprinter  will  accelerate  rapidly  un?l  the  forces  ac?ng  against  her  becomes  balanced  
and  her  speed  is  steady.  
•   
 
•  In  Accelera?on  the  HORIZONTAL  component  is  the  important  factor.  (45  degrees,  Shin  angles,  
pressing  and  pushing  down  and  back  into  the  track),    but  the  VERTICAL  component  is  dominant  in  
maximum  velocity  (Posture,  Leg  Recovery,  Shin  angles,  Hip  Mobility  and  Alignment,  Ground  Strike)  

•  Maximum  Velocity  or  simple  sprin?ng  can  be  one  of  the  hardest  things  to  teach  an  athlete.  But  the  
difficulty  lies  with  the  conceptual  deficiencies.  Where    most  developmental  coaches  believe  that  the    
magic  is  in  the  work  itself  (running).  So  very  liQle  ?me  is  spent    actually  trying  to  teach  sprin?ng  
(mechanics).     Learning  Speed  Intelligently   42  
 LEARN v ADJUST v IMPROVE
 5  specific  ac9vi9es  of  maximum  Velocity  
 
1.  Body  Posi9on  -­‐  This  is  the  most  central  focus  for  changes  in  the  technical  model  and  thus  for  improving  
performance.  If  the  athlete  cannot  execute  the  correct  body  posi?on  with  a  high  degree  of  proficiency,  it  is  nearly  
impossible  to  op?mize  the  other  five  foci.  Conscious  competence  in  this  area  must  quickly  give  way  to  unconscious  
competence.  
 
2.  Recovery  Mechanics  -­‐  This  is  the  first  phase  of  the  high-­‐speed  running  cycle  movement.  Olen  thought  of  as  a  
passive  movement  and  tradi?onally  called  the  "swing  phase",  the  mechanically  efficient  recovery  of  the  limb  sets  up  
the  other  phases  of  the  running  stride  for  higher  levels  of  mechanical  efficiency.  
 
3.  Transi9on  Phase  -­‐  This  is  the  phase  of  the  running  cycle  where  an  abrupt  change  of  direc?on  of  a  limb  must  take  
place.  Faults  are  olen  easily  recognized  in  this  phase,  but  they  are  almost  always  a  product  of  a  cause  that  is  180°  on  
the  other  side  of  the  stride  cycle.  
 
4.  Ground  Prepara9on  Phase  -­‐  This  is  the  phase  where  the  athlete  must  ac?vely  prepare  the  foot  and  the  leg  to  strike  
the  ground.  From  the  point  of  view  of  determining  the  performance  outcome,  this  is  the  second  most  important  phase  
in  the  running  cycle.    
 
5.  Ground  Phase  -­‐  This  is  the  most  important  phase  in  the  running  cycle.  Once  the  athlete  leaves  the  ground,  the  flight  
path  of  the  center  of  mass  is  unalterable  un?l  the  next  ground  force  applica?on.  Therefore,  geUng  the  Ground  Phase  
right  is  essen?al.    
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       Front  side  Recovery  Drill              Fast  Leg  Drills

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             Max  Velocity  Drills                  Ultra  Speed  Tows

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                       Down  Hill  Sprints          Straight  Leg  Bounds

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             Straight  Leg  Speed  Bounds                                Speed  Bounds

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 LEARN v ADJUST v IMPROVE
 TRAINING  INVENTORY  
 
•  Muscle  Ac?va?on  (  Isometric,  Func?onal  Movement:  Unilateral,  Contralateral  )  
 

•  Strength  and  Power  Development  (Isotonic  ,  isokine?c  and  Olympic  Lils  exercises  )  
 

•  Mul?  Throws    (  Medicine  Ball  Throws  and  Drills,  Shot  Throws  )  

 

•  Plyometrcis  (  Force  Applica?on  and  Absorp?on  drills  )  

 

•  Accelera?on  and  Max  Speed  Development  (  Sprint  Drills  )  

 
 
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 TRAINING  CONCEPTS  
 
 
•  Race  Modeling  (  0-­‐30,    30-­‐60,    60-­‐90,    Finish  )  
 

•  Performance  Modeling  (  Foot  Race  Drills,  Vasalva    Maneuver  )  

 

•  Contrast  Training    (  Accelera?on/Max  Velocity,  Wickets/  Tape  /  Block  Starts  )  

 

•  Intermuscular  and  Intra-­‐Muscular  development  (  Speed  Drills  and  Reac?on  Drills  )  

 

 
 
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 LEARN v ADJUST v IMPROVE
 RACE  MODELING  (Reac?on,  Accelera?on,  Transi?on,  Max  Velocity,  Decelera?on)  
 
 
•  Low  Heel  Recovery  exercise  w/  Wickets  
 

•  Accelera?on  Tape  Drill  (inconsistency  in  performance  is  a  result  of  inconsistent  paQerns)  
 

•  10m,  20,  30m  Timed  Sprints,  30m  fly's  ?med  

 

•  Half  Starts  (Intermediate  to  Top  Transi?oning)  

 

•  Accelera?on:  Phase  2  transi?oning  (BoQom  to  Top  Transi?oning)  

 
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 LEARN v ADJUST v IMPROVE
 PERFORMANCE  MODELING  (Cues,  PaQerns,  Posi?oning)  
 
 
•   10m  Block  Starts  (starter  gun  used)  
 

•  Breathing  PaQerning:  Vasalva  Maneuver  

 
 
•  Foot  Race  exercise    (Mental  and  Physical  Poise)  
 
 
•  Accelera?on  and  Max  Velocity  Wicket  Drills  (movement  paQerns)  

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 LEARN v ADJUST v IMPROVE
 CONTRAST    TRAINING  
 
 
•  Accelera?on  Wickets  vs.    30  Meter  Sprints  
 
•  Accelera?on  Wickets  vs.  Tape  Drill  
 
•  Tape  Drill  vs.  30  Meter  Sprints  
 
•  Max  Velocity  wickets  vs.  60  Meter  Sprints  
 
•  Block  Start  vs.  Half  Starts  (BoQom  to  Top  Transi?oning)  
 
 

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 INTERMUSCULAR  AND  INTRA-­‐MUSCULAR  TRAINING  
 
•  Seated  Foot  Fires,  Standing  Foot  Fires  
•  Foot  Claws  (Anchor  Drills)  
•  A  Skips  and  A-­‐B  Skips  
•  Speed  Skirts  
•  Straight  Leg  Shuffles  
•  Marching  Drills  
•  Frequency  Drills  
•  Fast  Leg  Drills  
•  Reac?on  Drills  
•  Sledded  Skater  Drills  
•  Sledded  A-­‐skips  
•  Sledded  Marching  Drills  
•  Speed  Squats  
•  Squat  Jumps    

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ACCELERATION-­‐STRIDE  LENGTH  PATTERNING    (Tape)  Direc?ons:  Measure  Zero  (0)  from  the  front  
pedal  when  using  blocks.  DO  NOT  measure  from  start  line.  
 
series    0  1  2  3  4  5  6  7  8  9  0  11  12  13  14  15  16  
2A    2-­‐11      6-­‐3      10-­‐0  14-­‐2  18-­‐8  23-­‐6  28-­‐8  34-­‐1  39-­‐9  45-­‐7  51-­‐7  57-­‐8  63-­‐10  70-­‐1  76-­‐5  82-­‐9  89-­‐1  
2B    3-­‐0  3-­‐6  10-­‐5  14-­‐9  19-­‐6  24-­‐7  30-­‐0  35-­‐8  41-­‐7  47-­‐8  53-­‐11  60-­‐3  66-­‐8  73-­‐2  79-­‐9  86-­‐4  92-­‐11  
2C    3-­‐1  6-­‐8  10-­‐8  15-­‐1  19-­‐11  25-­‐1  30-­‐7  36-­‐4  42-­‐4  48-­‐6  54-­‐10  61-­‐3  67-­‐9  74-­‐4  81-­‐10  87-­‐8  94-­‐4  
2D    3-­‐2  3-­‐8  4-­‐2  4-­‐7  5-­‐0  5-­‐4  5-­‐8  5-­‐11  6-­‐2  6-­‐4  6-­‐6  6-­‐7  6-­‐8  6-­‐9  6-­‐10  6-­‐10  6-­‐10  
2E    3-­‐3  3-­‐9  4-­‐3  4-­‐8  5-­‐1  5-­‐5  5-­‐9  6=0  6-­‐3  6-­‐5  6-­‐7  6-­‐8  6-­‐9  6-­‐10  6-­‐11  6-­‐11  6-­‐11  
2F    3-­‐4  3-­‐10  4-­‐4  4-­‐9  5-­‐2  5-­‐6  5-­‐10  6-­‐1  6-­‐4  6-­‐6  6-­‐8  6-­‐10  6-­‐11  7-­‐0  7-­‐1  7-­‐1  7-­‐1  

ACCELERATION-­‐STRIDE  LENGTH  PATTERNING    (Wickets)  Direc?ons:  Place    1st  hurdle  at  start  line.  
Measure  from  crossbar  to  crossbar  of  every    hurdle  
 
H1  H2  H3  H4  H5  H4  H5  H6  H7  H8  H9  H10  H11  H12  H13  H14  H15  H16  H17  
2A    1.2      1.2  1.3  1.3  1.3    1.4  1.4  1.4  1.5  1.5  1.5  1.6  1.6  1.6  1.7  1.7  1.7  1.8  
2B    1.25      1.25  1.35  1.35  1.35    1.45  1.45  1.45  1.55  1.55  1.55  1.65  1.65  1.65  1.75  1.75  1.75  1.8  
2C    1.3      1.3  1.4  1.4  1.4    1.5  1.5  1.5  1.6  1.6  1.6  1.7  1.7  1.7  1.8  1.8  1.8  1.9  
2D    1.35  1.35    1.45  1.45  1.45  1.55  1.55  1.55  1.65  1.65  1.65  1.75  1.75  1.75  1.85  1.85  1.85  1.9  
2E    1.4      1.4  1.5  1.5  1.5    1.6  1.6  1.6  1.7  1.7  1.7  1.8  1.8  1.8  1.9  1.9  1.9  2.0  
2F    1.45      1.45  1.55  1.55  1.55    1.65  1.65  1.65  1.75  1.75  1.75  1.85  1.85  1.85  1.95  1.95  1.95  2.0    
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 Things  To  Know  
 
1.  Over-­‐Simplify  –  Coach  and  Educator,  Vince  Anderson  of  Texas  A&M  once  said  “Over-­‐simplify  everything,  so  that  if  
and  when  you  error,  its  always  on  the  side  of  simplicity”.  
 
2.  What  is  Speed?-­‐  Coach  and  Educator  Tony  Veney  once  said  “Speed  is  a  determinant  value”.    Which  means  that  
speed  Is  the  factor  that  will  decisively  determine  the  outcome  of  a  race.  Neither  it  or  those  things  that  are  part  and  
parcel  of  speed  can  be  ignored  (Flexibility,  Coordina?on,  Strength,  Power)  
 
3.  Teach  Part-­‐Part-­‐Whole  -­‐  If  a  student  has  a  problem  with  reading.  You're  not  going  to  give  him/her  more  books  to  
read.  What  sense  would  that  make.  Instead  we  would  iden?fy  the  problem  and  whether  its  spelling,  pronuncia?on,  
word  iden?fica?on,  or  language  comprehension.  We  break  it  up  into  parts  (small  ac?ons)  improving  in  those  areas  
before  puUng  it  all  back  together.  PuUng  a  -­‐operator  at  the  wheel.  
 
So  if  your  athlete  has  a  problem  with  running,  you  don’t  give  them  more  running  to  do  because  that  wouldn’t  make  
sense  either.  
 
4.  ½  Science  *  ½  Art  –  Sports  is  not  an  exact  science.  Part  of  it  is  art.  But  the  more  you  understand  the  science  of  it  the  
beQer  the  ar?st  you  become.  Read,  Ask  Ques?on,  Experiment.  Become    student  of  the  sport  learn  and  understand  
what  you’re  doing  and  why.  Don’t  let  your  athletes  talent    become  debilitated  because  of  your  deficiencies.  

Learning  Speed  Intelligently   55