Athletic Fitness For Kids PDF

Athletic Fitness
for Kids
Athletic Fitness
for Kids
Scott Lancaster
Radu Teodorescu
Human Kinetics
Library of Congress Cataloging-in-Publication Data
Lancaster, Scott B.
Athletic fitness for kids / Scott Lancaster, Radu Teodorescu.
p. cm.
ISBN-13: 978-0-7360-6242-8 (soft cover)
ISBN-10: 0-7360-6242-4 (soft cover)
1. Physical fitness for children. 2. Physical education for children.
I. Teodorescu, Radu, 1944- II. Title.
GV443.L32 2008
613.7'042--dc22
2007026598
ISBN-10: 0-7360-6242-4
ISBN-13: 978-0-7360-6242-8
Copyright © 2008 by Scott Lancaster and Radu Teodorescu
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This book is for my son, Justin, whose passion for play always inspires
me to want to do more for him and his generation. And for my wife,
Susan, whose love, support, and understanding made this journey a
success.
—Scott Lancaster
I dedicate this book to Alexander and Andrew, my sons, for their sup-
port and inspiration. The experience I had with them during the hungry
athletic years made it easier to write this book and convinced me of the
realistic need for such a book in every family.
—Radu Teodorescu
Contents
Drill Finder
viii
Acknowledgments
xiii
Chapter
1
The Athletic Fitness Method - - - 1
Chapter
2
Set Up the Program - - - 7
Chapter
3
Improve Flexibility - - - 17
Chapter
4
Gain Coordination - - - 39
Chapter
5
Build Balance - - - 63
vi
Chapter
6
Boost Stamina - - - 81
Chapter
7
Increase Strength - - - 101
Chapter
8
Maximize Speed - - - 121
Chapter
9
Enhance Agility - - - 143
Appendix A: Metric Conversions

163
Appendix B: Throwing Tips

165
About the Authors

167
vii
Drill Finder
Sport application
Basketball
Lacrosse
Baseball
Football
Hockey
Tennis
Soccer
Drill # Drill Page #
Flexibility
3.1 Obstacle Course ✔ ✔ ✔ ✔ 23
Warm-Up
3.2 Front Shoulder ROM ✔ ✔ ✔ ✔ ✔ ✔ ✔ 24
3.3 Top of Shoulder ROM ✔ ✔ ✔ ✔ ✔ ✔ ✔ 25
3.4 Posterior Shoulder ROM ✔ ✔ ✔ ✔ ✔ ✔ ✔ 26
3.5 Side of Hip ROM ✔ ✔ ✔ ✔ ✔ ✔ ✔ 27
3.6 Front and Side of Hip ✔ ✔ ✔ ✔ ✔ ✔ ✔ 28
ROM
3.7 Static Stretches ✔ ✔ ✔ ✔ ✔ ✔ ✔ 30
3.8 Soccer Warm-Up ✔ 35
3.9 Tennis Warm-Up ✔ 36
Coordination
4.1 Stomp and Clap ✔ ✔ ✔ ✔ ✔ ✔ ✔ 42
4.2 Reactive Knee Lifts ✔ ✔ ✔ ✔ ✔ ✔ ✔ 43
4.3 Multidirectional Lunges ✔ ✔ ✔ ✔ ✔ ✔ ✔ 45
4.4 Coordinated Skips ✔ ✔ ✔ ✔ ✔ ✔ ✔ 46
4.5 Eye–Foot Coordination ✔ ✔ ✔ ✔ 47
4.6 Circle Dribbling ✔ ✔ ✔ 50
4.7 Lower-Body Juggling ✔ ✔ ✔ ✔ ✔ 51
4.8 Spot the Ball ✔ ✔ ✔ ✔ 53
4.9 In Motion Hand–Eye ✔ ✔ ✔ ✔ ✔ ✔ 56
Coordination
4.10 Football Coordination ✔ 58
4.11 Lacrosse Coordination ✔ 60
viii
Sport application
Basketball
Lacrosse
Baseball
Football
Hockey
Tennis
Soccer
Balance
5.1 Balance in Motion ✔ ✔ ✔ ✔ ✔ ✔ ✔ 65
5.2 Knee Balancing ✔ ✔ ✔ ✔ ✔ ✔ ✔ 68
5.3 Balance Boarding ✔ ✔ ✔ ✔ ✔ ✔ ✔ 70
5.4 Balancing in Different ✔ ✔ ✔ ✔ ✔ ✔ ✔ 71
Body Positions
5.5 Bicycle Balance ✔ ✔ ✔ ✔ ✔ ✔ ✔ 72
5.6 Roll, Balance, and Run ✔ ✔ ✔ ✔ 76
5.7 Tennis Balancing ✔ 78
5.8 Basketball Balancing ✔ ✔ ✔ 79
Stamina
6.1 Stamina Course for ✔ ✔ ✔ ✔ ✔ ✔ ✔ 84
Younger Kids
6.2 Stamina Course for ✔ ✔ ✔ ✔ ✔ ✔ ✔ 86
Older Kids
6.3 Track Run ✔ ✔ ✔ ✔ ✔ ✔ ✔ 88
6.4 Up and Down Track ✔ ✔ ✔ ✔ ✔ ✔ ✔ 89
6.5 On- and Off-Track ✔ ✔ ✔ ✔ ✔ ✔ ✔ 90
6.6 Water Running ✔ ✔ ✔ ✔ ✔ ✔ ✔ 93
6.7 Ultimate Frisbee ✔ ✔ ✔ ✔ ✔ ✔ ✔ 93
6.8 Baseball Stamina ✔ 94
6.9 Football Stamina ✔ 97
drill finder  ix

Sport application
Basketball
Lacrosse
Baseball
Football
Hockey
Tennis
Soccer
Strength
7.1 Forward and Backward ✔ ✔ ✔ ✔ ✔ ✔ ✔ 103
Crawls
7.2 Fitness Tube ✔ ✔ ✔ ✔ ✔ ✔ ✔ 105
7.3 Lateral Upper-Body ✔ ✔ ✔ ✔ ✔ ✔ ✔ 111
Travel
7.4 Diamond Push-Ups ✔ ✔ ✔ ✔ ✔ ✔ ✔ 112
7.5 Lateral Bench Jumps ✔ ✔ ✔ ✔ ✔ ✔ ✔ 114
7.6 Medicine Ball Throws ✔ ✔ ✔ ✔ ✔ ✔ ✔ 115
7.7 Football Strength ✔ 118
7.8 Basketball Strength ✔ 120
Speed
8.1 Form Running ✔ ✔ ✔ ✔ ✔ ✔ ✔ 124
8.2 Backward Speed ✔ ✔ ✔ ✔ ✔ ✔ ✔ 128
8.3 Change of Direction ✔ ✔ ✔ ✔ ✔ ✔ ✔ 129
8.4 Multiple Speed Moves ✔ ✔ ✔ ✔ ✔ ✔ ✔ 131
8.5 Slalom Dash ✔ ✔ ✔ ✔ ✔ ✔ ✔ 134
8.6 Competitive Speed ✔ ✔ ✔ ✔ ✔ ✔ ✔ 136
8.7 Speed From the ✔ ✔ ✔ ✔ ✔ ✔ 137
Ground Up
8.8 Basketball Speed ✔ 138
8.9 Soccer Speed ✔ 140
x  Drill finder

Sport application
Basketball
Lacrosse
Baseball
Football
Hockey
Tennis
Soccer
Agility
9.1 Body Awareness and ✔ ✔ ✔ ✔ ✔ ✔ ✔ 145
Control
9.2 Three-Legged Moves ✔ ✔ ✔ ✔ ✔ ✔ ✔ 147
9.3 Multiple and ✔ ✔ ✔ ✔ ✔ ✔ ✔ 148

Continuous Movements
9.4 Quick Feet ✔ ✔ ✔ ✔ ✔ ✔ ✔ 151
9.5 Crossing the Feet ✔ ✔ ✔ ✔ ✔ ✔ ✔ 154
9.6 30-Yard Athletic Slalom ✔ ✔ ✔ 156
9.7 Stop, Cut, and Go ✔ ✔ ✔ 158
9.8 Run & Shoot and Run & ✔ ✔ ✔ ✔ 159

Throw
9.9 Soccer Agility ✔ ✔ ✔ ✔ 160
drill finder  xi

Acknowledgments
I would like to thank my editors, Laurel Plotzke and Mandy Eastin-Allen,
for their patience and dedication to the entire project. I also am very
grateful to Martin Barnard for believing in this project and signing me
on to Human Kinetics.
As with any book, there is always a need to have a strong team of
people that gets things done. Lee Becker was one such person who was
always there in the clutch to make things happen. Thanks to the town
of Basking Ridge, New Jersey, for so graciously hosting our photo shoot.
I am also grateful to all the kids that spent a very warm day patiently
demonstrating all the drills for our photographer. Thank you to my
hometown of Somers, New York, and Roman Catalino for hosting my
many clinics that helped develop and shape the premise of this book.
A special thanks to all the people at CapRio Management for their
support and for believing in the overall vision of this project.
Thanks to Steve Cohen, vice president of Sirius Radio Sports Program-
ming, as well as Sirius NFL hosts Tim Ryan and Pat Kirwan for giving me
the forum to extend my youth sports solutions to so many parents and
coaches nationwide on the ABCs of Sports and the Sirius NFL program,
Movin’ the Chains.
Also, thanks to Bill Maier and Sean Brawley for their support and
insight throughout the entire writing process.
Finally, thanks to Mike Wiocik for his unique and creative approach
to the teaching and coaching that he extended to me as my track coach
at Syracuse University. Mike’s innovative approach awakened me to
the many different and creative ways athletes can learn and improve
performance.
—Scott Lancaster
I would like to thank the editors, Laurel Plotzke and Mandy Eastin-Allen,
for their dedication, patience, and support during the entire project.
—Radu Teodorescu
xiii
c h a p t e r
1
The Athletic
Fitness Method
A ll sports are based on athletes moving in the most effective ways

they can to perform skills that apply to their sport. For athletes to
improve and excel in a sport, they need to experience how their bodies
should react while executing sport-specific moves. If they don’t get this
experience, they have a distinct disadvantage when the time comes to
take the field or court. For example, a young baseball player might be
trained in the basics of fielding a ground ball but not know how to effi-
ciently move to the ball from various directions. This book is designed
to prepare young athletes for athletic situations so that they can execute
sport-specific techniques with confidence and ease. It’s our hope that our
methods of instruction will keep more young athletes participating in
their sport of choice and that they will continue to grow in confidence
and ability as they mature.
Our athletic fitness method focuses on essential movement funda-
mentals for the entire body to best prepare young athletes for sport par-
ticipation. In this chapter we’ll discuss what our athletic component
program consists of, how our method improves sport-specific skills,
and the benefits of integrating our program into your young athletes’
athletic training.
What Is an Athletic Fitness Program?

An athletic fitness program is a fun, creative approach to improving
athletic abilities. Our program breaks fundamentals down into seven
athletic components essential for success in any sport. These compo-
nents are flexibility, coordination, balance, stamina, strength, speed,
and agility. Our program helps athletes improve in each of these seven
areas, the result being a much more well-rounded and physically and
mentally prepared athlete.
By incorporating movement training from all areas of fitness into
your practices or training sessions, you enable your athletes to develop
1
overall athletic movements that will help improve on the basic execution
of sport-specific techniques, and thus improve on overall performance.
Collectively, the proper introduction and development of these ath-
letic components give young athletes the foundation to achieve their
potential in any sport they choose. With efficacy in the seven athletic
components, athletes will find themselves able to execute important
game-specific fundamentals such as throwing on the run (agility, balance,
coordination); avoiding multiple defenders (agility, speed, coordination);
bunting a baseball (coordination); maintaining possession after taking
a hit in soccer, hockey, or lacrosse (agility, balance); battling for a puck
in hockey (strength, coordination); or chasing a pass down the wing at
the end of a soccer game (stamina, speed), to name just a few.
A core theory behind an athletic fitness program, and behind this
book, is the necessary elimination of traditional, noncontemporary
methods of training. The goal of our method is to help you creatively
present and structure training in ways that young athletes find enjoyable
and entertaining. In our program, training is implemented through fun
drills and activities that provide opportunities for self-testing and self-
measurement of progress and success. Unique to our approach is that
everyone can participate and challenge themselves in a nonstressful way.
Athletes repeatedly practice to improve, measuring themselves against
set standards and their own past performances. This is an approach
commonly seen in sports such as skateboarding, boogie-boarding, surf-
ing, and trick cycling in which athletes strive to improve on their own
standards of success. Through our approach, athletes benefit by enjoy-
ing experiential learning through progressive challenges that are not
critically judged by others. Rather, athletes assess themselves through a
process of self-awareness and correction within a fun, yet competitive,
environment.
In this book, each of the seven fundamental athletic components is
devoted its own chapter that includes drills and self-competitions to
allow athletes to track and measure their progress. The drills use English
measurements. For metric equivalents, refer to Appendix A in the back
of the book. The chapters describe the proper technique to execute each
skill, how to incorporate athletic equipment and adjust to an environ-
ment, and ways of introducing a combination of variables that help
athletes adapt to athletic situations they’ll face when executing the skill
in competition. For example, we discuss how to develop speed not only
for linear pursuits but for situations that call for athletes to move in
multiple directions, suddenly stopping, and then restarting. We recom-
mend introducing your athletes to several exercises from each chapter
at a time and using the self-competitions to measure their progress.
What you won’t find in this book is specific skill instruction by sport.
To enhance the development of your young athletes’ sport-specific skills,
we recommend incorporating our athletic fitness training methods
2  Athletic Fitness for kids

An athletic fitness program is a fun, creative approach to improving athletic abilities
by incorporating movement training from all areas of fitness.
before and throughout sport-specific training. Athletes who feel com-

fortable with their abilities on the field or court will have a consistent
and clear advantage throughout their athletic careers. If athletes struggle
with increasing their speed, developing agility, maintaining strength,
keeping balance, or building stamina, no amount of sport-specific train-
ing will significantly improve their athletic performance. The continued
development of general movement skills is a major part of professional
training, both in season and off season.
Instead of sport-specific instruction, what this book delivers is a variety
of drills and activities that replicate sport-specific skill movements found
in baseball, basketball, football, hockey, lacrosse, soccer, and tennis.
These sport-specific drills directly apply to the athletic components we
feature and are provided to give you an idea of how to apply the ath-
letic component to an athlete’s particular sport in a practice or training
session. Appendix B does provide some sport-specific throwing tips to
help young athletes properly execute the throwing skills employed in
the drills and competitions found in this book.
The Athletic Fitness method  3

Why You Should Use Our Method
By integrating our method into your training of your young athletes (or
your own children), you will see improved creativity and individuality
in their athletic skills and all related sport-specific skills. You’ll also wit-
ness significant improvements in their overall fitness levels.
Next time you attend a youth athletic event, focus on how the chil-
dren move. Watch how they run up and down the court or field and
how they jump, kick, and throw. You will see that some kids excel while
others look awkward and out of place. This is because some children
are well trained in fundamental movement, and others lack even the
most basic athletic skills. Even at the high school varsity level you might
see baseball players and quarterbacks with poor throwing mechanics,
basketball players who don’t jump correctly, football players who can’t
get themselves into a proper stance, or track athletes with poor running
form. The fact is that many athletes don’t reach their true natural athletic
potential and never achieve their ultimate peak performance because
they didn’t learn the basics when they were young.
Gone are the days when nearly every child experienced physical activ-
ity on every day they attended school. Today, students are lucky to get
an hour of any type of organized physical activity in a week. Kids today
are living in a technologically advanced society that promotes sedentary
habits and has diminished appreciation for physical activity and fitness.
Many children don’t want to go outside to play. We need fresh ideas to
reach these kids, a new method of training. Traditional training meth-
ods in organized youth sports focus primarily on preparing athletes for
specific game situations. Emphasis is placed on learning specific plays
and strategy. Though this is a necessary part of training, it should not
be the sole focus. Unfortunately, creativity, fitness, and athletic skills
are no longer developed in the backyard, schoolyard, or parks. Thus,
during organized practices time must be spent on developing overall
movement skills in order for kids to execute properly in game situations.
Doing so will make coaching more effective and rewarding, and each
child’s athletic experience will be more enjoyable and beneficial.
Skateboarders, snowboarders, and BMX riders have it right. These
athletes focus on free-play with friends and on developing their creativ-
ity and athletic and fitness skills. They spend hours, days, sometimes
years on perfecting tricks through experimenting with combinations of
athletic movements. For many years the sports community looked down
on these groups because of their irreverent attitude about traditional
sports. Ironically, these kids are now some of the most fundamentally
sound and physically fit athletes among the new generation. In their
creative tricks and maneuvers they are developing all seven athletic
components—agility, balance, coordination, flexibility, speed, stamina,
and strength.

Our method in this book builds trust in every child’s ability to advance
and continue to learn using his or her own strengths. We help chil-
dren challenge themselves and gauge their own progress. Our method
promotes future self-learning and self-motivation, which results in
continued improvement in athletic performance—while at the same
time providing proactive guidance in the prevention of bad habits. We
hope our book will help spark a passion and enthusiasm for your young
athletes to develop a foundation of movement skills to enhance their
development in the sport of their choice.
Another concern of contemporary youth in sports programs is over-
specialization (playing one sport year-round), which is becoming more
and more common among young athletes. Many kids focus on one sport,
playing on a school team and travel teams throughout the year and going
to camps during the summer. This means little rest and recovery for
body parts continually used over a prolonged period of time. Combine
this with the execution of the same drills over the course of a season,
or over an entire year, and you have many athletes running a high risk
for overuse injuries. Our athletic fitness method, by including variations
of drills and many options for improving all areas of fitness, provides a
way to balance activities and competitions to better develop and prepare
athletes’ future performance, health, and fitness. Our approach takes
repeated stress off any one body part and thereby avoids many of the
overuse injuries found in young athletes today.
The fundamentals of sports don’t have to be boring. They don’t have
to feel like work. Sports and athletic development do not need to be
taught the same way they have been taught for years. The most impor-
tant thing to remember as you use our method in your backyard, local
park, or team practice is that it’s about developing every child to his or
her full potential. You’ll be using the latest innovative and contemporary
methods, and most important, your young athletes will be having fun.
In this book we provide a guide that creates meaningful, worthwhile,
and measurable results for every child interested in sports. Together,
let’s make sports fun again while developing your youngsters into more
confident, willing, and able athletes.
The Athletic Fitness method  5

c h a p t e r
2
Set Up the Program
A thletic fitness development programs are not something you see

available in most communities or incorporated into everyday orga-
nized youth sports programs, so you may have questions about how to
start creating your program. In this chapter we’ll explain in detail how to
start and implement your program, from setting a schedule to location
and equipment needs. We’ll also discuss how to make it as enjoyable
and effective as possible for your participants. After reading this chapter
you’ll be ready to jump into the drills and activities found in the coming
chapters and begin developing a program of your own.
Types of Programs
One of the benefits of our training methods is that they can be imple-
mented in two different ways in order to meet the needs of the athlete.
The first method involves a parent and child working together and
developing all seven athletic components at home in preparation for
participation in a particular sport. A second method is to develop a
community-based league training program that develops the seven
athletic components. In this program there is no specific sport in mind,
so training involves general movements and skills that might apply in
any sport.
Parent–Child Home Training

Parents can conduct training with their children in their own backyard
to prepare their children for an upcoming sport season. A parent may
recognize that a child is struggling with certain sport-specific skills and
want to help the child become more proficient in the skills before the
season begins. The parent can develop a program for the child that
improves the child’s overall athletic fitness while gradually incorporat-
ing the sport-specific skill that the athlete needs to work on.
7
Each child has different needs, so parents and children together
can decide how many times per week to train and how many weeks
the training sessions should last. Training could take place gradually,
over the course of a year or so, as children progressively develop their
skills. Conversely, training can be more intensive and packed into a
shorter amount of time in order for the child to prepare for a specific
sport season. A child who trains regularly will make more progress in
self-competitions, and will increase athletic fitness more quickly, than
a child who trains infrequently.
Let’s look at a sample baseball training program. Baseball season is
six weeks away, and the parent recognizes that the child is struggling
with catching and batting skills. The parent decides that coordination
training will help improve the child’s catching and batting skills. The
parent would develop a six-week program of two sessions per week that
emphasizes coordination and is supplemented by a variety of drills from
the other athletic components. The other components are important
because athletes need to be multidimensional. One athletic fitness
component (in this case, coordination) won’t improve much unless the
other athletic components are developed as well.
The first step is to select three eye–hand coordination drills from
chapter 4. Incorporate these drills into each of the 12 training ses-
sions to improve general eye–hand coordination. Then select two
drills from the remaining chapters. Incorporate these drills into the
first eight sessions to help the athlete improve in other fitness areas
and to supplement his or her eye–hand coordination training. Do not
incorporate both drills into the same session, though. Select only one
drill per session, and alternate them every session so that each drill
is done four times over eight sessions. After eight sessions, once the
child begins to improve in the general drills that are not sport specific,
choose one baseball-specific drill and incorporate it into the final four
sessions.
To keep the athletes interested and to provide variety, each session
should be no longer than 90 minutes. Each drill should last a maximum
of 20 minutes per session, and athletes should warm up before the session
and cool down afterward. Be sure to change the drills and competitions
every session—kids enjoy new challenges and surprises. Also be sure to
work on these skills without focusing on the child’s deficiencies, which
risks creating additional self-doubt, and ensure that the child finds the
experience appealing and fun.
This method can apply to any sport. For example, athletes can focus
on agility for soccer, speed for basketball, or balance for ice hockey.
Regardless of the area of focus, the principles to remember are to (1)
incorporate general (not sport-specific) drills throughout training for
the component being targeted; (2) supplement these drills with drills

and competitions from the other athletic component chapters; and (3)
introduce sport-specific drills once the athlete shows improvement in
the component being targeted.
League Training
An alternative to sport-specific home training is for a town or group of
parents to create a league program based entirely on athletic skills and
development. A “season” in this program focuses on a particular athletic
skill (such as throwing), and the individual sessions employ drills and
competitions from the seven component chapters (such as eye–hand
coordination, agility, and speed) in order to improve that skill. An
athlete’s progress is measured by charting personal improvement in the
competitions over the course of the season. This type of training might
seem unconventional, but it increases a young athlete’s interest in and
attention to learning, resulting in more rapid development of skills.
We use the term league primarily because it describes for most people
an organizational sports structure. However, unlike traditional leagues,
there is no distinguishing between practices and games. An athletic
development league is designed for competing with one’s self rather
than for competition among athletes. In contrast to what occurs in
traditional sports leagues, this program tracks individual progress in
an athlete’s overall athletic skills and fundamentals. Not unlike what
happens in skateboarding or snowboarding, this approach encourages
kids to work on athletic fundamentals through performing and perfect-
ing specific athletic skills. The key objectives here are that all athletes
improve their athletic performance, learn something new at their own
pace, and achieve high results under minimal pressure.
Also unlike on traditional teams, a coach does not have a designated
team or set a starting lineup. All athletes participate equally, and every
volunteer coach works with every athlete. A coach in this league is a
teacher of skills, a motivator through positive reinforcement, and a
keen observer.
An easy way to launch an athletic fitness program in your community
is to schedule a season of two sessions—the equivalent of practices in
a traditional sport league—per week over a five-week period during the
off-season of a popular team sport. For example, early spring, just prior
to baseball and soccer seasons, works well, as does late summer prior to
fall sports, or possibly winter, depending on access to indoor facilities or
weather considerations. The advantage of conducting training sessions
at these times is that kids will be freshly exposed to movement training,
preparing them just before their athletic season. If a child is registered to
play multiple sports, or if he or she plays and specializes in the same sport
over the course of the year, we highly recommend that you incorporate
athletic fitness training into preseason prep and in-season practices. The
set up the program  9

drills and activities in this book are designed to be used at any time of
the year, either in or out of a particular sport’s season. Because drills
and competitions are based on basic athletic components that form the
foundation of all sports, it’s advisable to use the material in this book
throughout the year to obtain optimal performance results.
The season should be designed in its entirety before any child begins to
participate. Coaches should plan which athletic components to include
in each session and choose drills and competitions that will help the
athletes improve their performances in those areas. Be sure to change the
drills and competitions every session—kids enjoy new challenges and
surprises. We suggest employing drills from only four different athletic
components each session, but you should provide training in all seven
components over the course of the program. Planning ahead allows an
organized and well thought-out approach to what each young athlete
will focus on and attempt to improve on. Backup drills and competi-
tions are held in reserve in case a coach needs to make adjustments.
Before the launch of each season, the goals of the season are presented
to athletes and parents. Athletes should be encouraged to perform the
drills and self-measuring competitions at home between sessions to
increase their improvement.
Coaches should set up one station for each athletic component
practiced during the session. For example, if a session focuses on coor-
dination, balance, speed, and agility, the coaches would set up four
stations. At each station, athletes will execute two to four drills with
self-measuring competitions, rotating from one station to the next over
the course of the session. An average session runs about 90 minutes.
Coaches should allot about 20 minutes to each component station,
including 5 minutes of instruction and demonstration, 5 minutes of
drill work, and then 10 minutes of competitions. Coaches should also
provide a 3-minute break between each station. Training should be fast
paced and engaging, with no standing around. Nothing loses a kid’s
attention faster than inactivity.
An important component in providing an optimal environment for
training is the number of volunteers you have working with you to
conduct each session. Any number of athletes can participate as long as
there’s at least one coach or supervisor for every six athletes. This allows
each child to get individual attention and observation and permits every-
one equal repetitions and competition time. One coach is assigned to
each station. Every volunteer must have a complete understanding of
how his or her station must function in order to conduct each drill and
competition and ensure that each child receives the best experience.
At the conclusion of each session, tally up the total number of self-
competition points accumulated by each athlete for the four stations.
This scoring method doesn’t necessarily reward the athlete with the

best overall performance in comparison to others; rather, it recognizes
athletes who achieve the most improvement according to their ability
level. We believe this is the only fair way to keep kids engaged, competi-
tive, and rewarded, while also allowing them to advance at their own
pace. We all know that young athletes progress at different paces and
stages, and we want a fair way to keep all kids active and interested in
athletic fitness for life.
Location and Equipment

Once you decide when to launch your athletic fitness program, you
need to select a location that allows an ideal environment for training
sessions to take place. An outdoor location is best since it allows more
space for unrestricted movement. For home-based training, the child
can perform the drills and competitions right in the backyard. A league
will require significantly more space. The best outdoor location for a
group of 20 to 40 kids should be about 40 yards long by 40 yards wide
Having a location and equipment that meet the athlete’s needs will make each
session fun, engaging, and rewarding.

and have a flat surface of grass or turf. Access to a hard court or driveway
surface that is about 15 by 15 yards or larger and access to a hill with a
gradual grade is also beneficial as it provides variation. Note that these
are only suggestions; we recognize that everyone is faced with different
situations depending on where they live. With this in mind, we have
included in every chapter drills that can be conducted in small areas and
on a variety of surfaces, allowing you the opportunity and flexibility to
use the drills and adjust them to meet your needs while maintaining
their basic fundamentals.
Equipment is also essential to making your program effective and
engaging. To make learning the fundamentals of the seven vital com-
ponents in sports both contemporary and fun, we recommend that you
use a combination of traditional and nontraditional equipment. The
nontraditional equipment listed and used throughout the book will
be items that you most likely either have not purchased in the past or
did not purchase for the purpose of athletic training. Though some of
this equipment can be considered athletic (specialty balls and balance
items), such tools are not typically used by parents or youth coaches.
For example, innovative to our athletic fitness training model is the use
of video games. When dealing with kids who are continually exposed to
the newest technology that ultimately leads to more sedentary activities,
we have discovered that an “if you can’t beat them, join them” strategy
makes the most sense. Rather than fight technology, it’s smarter to use it
instead. Kids are so tuned in to playing video games and visually adept
to learning that using these games to aid in athletic development can
be a distinct advantage. Look for further explanation of the benefits of
incorporating video games into practice in chapter 4.
Most traditional equipment can be purchased at any sporting goods
store or major department chain and consists of the following:
Balls: baseball (hard and soft—foam or Wiffle); football (hard and
soft); soccer (regulation size 4); basketball (regulation size for
juniors); golf (plastic); tennis
Baseball bat (wooden and plastic)
Baseball glove (age and size appropriate)
Tennis racket
Lacrosse stick
Pitch back or rebounder (a tightly strung apparatus that returns
thrown balls toward the thrower)
Measuring tape
Stopwatch
BMX or mountain bike

The following set of equipment is less standard but still used frequently
by coaches in athletic training. You can easily find this equipment in
catalogs or on the Web.
Elastic tubing and bungee cords (used primarily for flexibility and
strength training)
Minihurdles (6 inch and 12 inch)
Agility ladder
Agility ball
Tumbling mat (five to six feet long by three to four feet wide)
Cones and dots (cones can be found in sporting goods and major
department stores; dots are available through specialty catalogs
and Web sites)
Stackable steps (plastic stackable steps used primarily for jumping
and strength training)
Medicine ball (8- to 10-year-olds: 4-pound ball; 11- to 12-year-olds:
4-pound to 6-pound ball; 13- to 14-year-olds: 4-pound to 8-pound
ball). Note that ages and weights are suggestions; common sense
and size and strength of the athletes should be considered—always
err on the lighter side.
The following set of equipment can be considered nontraditional because

it’s not widely used in athletic training. You can search for these items
online or at a local store.
Balance pods
Vew-Do zone balance pro board
Versa balance beam or an eight-foot two-by-four
Reaction/agility balls
Video game devices and games: Play Station Portable (PSP); EA Sports
NFL Street; Madden NFL Football; MVP Baseball; Tiger Woods PGA
Golf; NBA Street; World Cup Soccer
The equipment should be fully set up before athletes begin the session.
In a league setting, there should be enough equipment to accommodate
six athletes at each station. A consistent setup should be maintained,
such as when a skateboarder arrives at a skate park he or she finds famil-
iar areas of the park that never change. If you are using the same space
every session, place each of the four component stations in their own
space on the field in the same spot each session. Each station should
have enough space to accommodate an appropriate number of separate
competitions.

Making Your Program Successful
Your program, whether home or league based, will be successful if kids
enjoy the experience. Athletic component training creates the optimal
environment for natural and sensory learning. Why is experiential
learning so important? Primarily because kids are often taught through
command instruction—“do this” and “do that”—or have fundamentals
explained to them mainly verbally, maybe with a brief demonstration
(which is risky if the demo is done incorrectly), and are then expected
to comprehend and execute. As a result, optimal learning doesn’t take
place, and kids don’t fully understand how to do what’s being asked of
them. Allow athletes time to experiment with particular movements
and techniques, with limited instruction, numerous repetitions, and
instructors who assist in self-correction and give positive reinforcement
to make the learning curve faster.
For example, if you’re conducting a speed drill that emphasizes
multiple directions (e.g., sprint 20 yards upfield; immediately stop at a
designated spot; cut 45 degrees to the left and sprint 20 yards), rather
than taking your athletes through each phase and technique of the drill
(which takes up time and is proven to be less effective), have them care-
fully observe someone demonstrating the overall drill twice. Request that
each athlete focus on the demonstrator’s footwork only. Then have the
athletes attempt the drill. If one or more of them is not cutting hard with
the left foot, have the entire group run through the drill several more
times, focusing only on the left foot. If they remain slow to respond to
the correction, demonstrate the skill twice more, telling each athlete to
focus only on the left foot at the time of the hard cut. The type of suc-
cess this type of training produces encourages athletes to continue to
work on the drills because they feel empowered to self-learn and correct
themselves through sensory training. This is far better than an overload
of verbal demands that are often not well understood.
The other important component of successful learning is self-
measurement. Give the athletes chances to measure and evaluate them-
selves and their progress. During the season, conduct competition-only
sessions at the middle and end of your program so that all athletes
can measure their progress from previous sessions. Time, distance, and
accuracy are the three main scoring elements in the competitions, and
most of the time these measurements will indicate how well athletes can
execute a drill. Success in all competitions is based on the individual.
The primary objective of competitions is to self-measure progress and
challenge athletes to improve their overall scores over time. Athletes
may move to the next progression and competition when they feel com-
fortable that they’re improving and can handle more advanced work.
Ultimately, the self-scoring method accurately indicates if they’re ready

to advance. In many cases, a score of 70 percent or higher suggests that
an athlete can move on to the next progression and competition. How-
ever, some individuals have difficulty reaching the 70 percent mark. As
a coach or parent, use your own judgment; if athletes are consistently
improving and coming close to scoring 70 percent, it’s often best to
allow them to advance.
Now that you’re familiar with athletic fitness programs and understand
the basic tenets of establishing such a program of your own, move on to
the drills and begin considering which ones will work best for you and
your group of young athletes. And most importantly, have fun!

c h a p t e r
3
Improve Flexibility
F lexibility refers to the ability to bend and move easily without

injury or damage. Flexibility of muscles and ligaments is integral to
overall athletic fitness because it improves range of motion, allowing an
athlete to throw, kick, jump, run, or swing with more strength, power,
and speed. Athletes who lack flexibility tend to have an increased risk
of injury and a decreased ability to execute fundamental athletic move-
ments, thereby compromising their overall performance. Athletes who
have flexibility tend to perform basic athletic functions and skills better
than those who lack it.
Flexibility plays an important role in many aspects of sport. Flexibility
allows shortstops to bend and stretch in the many ways required to field
ground balls. Flexibility enables soccer players to reach and gain control
of balls passed to them on the ground or in the air. Flexibility allows
hockey players to skate at full speed and make necessary immediate
adjustments to situations as they develop on the ice. Flexibility permits
basketball players to jump and reach and to control rebounds. In fact,
flexibility aids nearly every athletic movement. Without flexibility, we
could not become fit or execute many basic sport techniques.
During childhood, most physically active kids develop the flexibility
they need naturally. That said, early flexibility training helps young
athletes develop good habits that will benefit them once they reach
adolescence. It’s a good idea to begin flexibility drills when children are
younger and have a relatively easy time executing them. During their
teenage years, kids begin to lose their natural flexibility and have a more
difficult time with beginning flexibility training.
In addition to the drills presented in this chapter, flexibility training is
incorporated naturally into the other chapters in the book. Although this
aspect of fitness is often overlooked and not given the single focus that
the other six athletic components receive, when flexibility becomes part
of an athlete’s overall training regimen, he or she has an optimal oppor-
tunity to enhance performance. Without flexibility, athletes cannot reach
their full potential in any area of athletic fitness. For example, when
training athletes to improve in their movements for any field or court
sport, you would not place a singular focus on linear speed and move-
ment. Rather, you would spend time on multiple-direction speed and
17
agility, with flexibility being integral to the athlete’s successful execution
of the skill. The suppleness required to efficiently stop, go, and change
direction is enhanced through flexibility training.
The three main stages in which flexibility is included in youth athlet-
ics are the initial warm-up, the increase in overall range of motion, and
the cool-down. Let’s look at each of these stages in detail.
Warming Up
Before the start of any practice, game, or activity that involves athletic
movement, it’s important to slowly heat the body up and begin to
generate energy throughout the muscles. This is done by getting blood
circulating to all the major muscle groups. Generally kids arrive at a prac-
tice or game after either sitting around all day or just getting out of bed
in the morning. A proper
warm-up before activity
allows muscles to wake up
and get ready for move-
ment. Warming up is also
a great way to get athletes
quickly into the right state
of mind for the start of an
activity, practice, or game.
In addition, a proper warm-
up assists in the prevention
of injuries by working out
the stiffness that might have
occurred throughout the
day or overnight.
When they hear the phrase
“warming up,” many people
think of stretching, but this
is incorrect and outdated.
In fact, athletes should not
begin stretching before they
have adequately warmed
up. To begin to increase
flexibility, athletes must first
get their circulation flowing
throughout their bodies by
raising body temperature.
Flexibility aids nearly every athletic movement The warm-up should begin
and is integral to an athlete’s successful with an emphasis on large
execution of skills such as reaching and jumping. muscle groups (thighs, hips,

back, and shoulders) followed by a progression to the smaller muscle
groups specific to the sport or activity about to occur. The focus is on the
larger muscle groups at first because they require more energy to warm
up. The initial period of warming up should run no longer than 8 to 10
minutes. When done properly—with limited time standing around—
there’s usually no need to extend a warm-up beyond 10 minutes. You
don’t want to tire athletes before the actual activity begins.
You want to gain your athletes’ interest from the start, so the warm-up
period should be fun. If your athletes seem sluggish or stubborn about
warming up, try disguising the warm-up routine. For instance, you might
design creative obstacle courses that are a little different each time. By
changing the looks of your warm-up routine, you’ll help your kids look
forward to new challenges, which keeps things from getting stale. The
obstacle course should emphasize the large muscle groups and is best
used as the first activity in a warm-up because it immediately engages ath-
letes and starts the training session on a positive note. When designing
your obstacle course, try to incorporate all the following movements.
• Stepping over. These movements energize the thighs and hip

flexors. You’ll need an agility ladder, hurdles 6 inches and 12 inches
high (six of each), or bleacher stairs. Laid flat on the ground, the agility
ladder is used to get your athletes’ legs moving. Athletes place each foot
quickly into every space as they progress “up” the ladder. The 6-inch and
12-inch hurdles are set up about three feet apart for athletes to leap over,
with the front leg driving forward. If low hurdles aren’t available, set
up your obstacle course close to a set of bleacher stairs. Climbing stairs
replicates the movement you want. Be sure that athletes drive each leg
forward when climbing the stairs or leaping over the hurdles.
• Moving laterally. Moving side to side replicates athletic move-
ment, stretches out the groin, and loosens the ankles. Again, use an agil-
ity ladder, this time having kids execute lateral movements from left to
right and then right to left, placing one foot in each square of the ladder.
You might eventually add a tennis ball, basketball, or baseball and ask
athletes to toss the ball back and forth as they move through the ladder.
You might also use agility balls (odd-shaped balls with six knobs that
make balls bounce in unpredictable directions) to add fun and an extra
challenge once kids start to find this segment of the obstacle course too
easy. The erratic bounces of the balls keep athletes on their toes as they
try to catch balls bounced to them as they move across the ladder.
• Moving low and under. Remember that the reason you incorpo-
rate a warm-up at the start of a workout, practice, or game is to wake up
the major muscle groups and get the circulation flowing to these areas;
you want these muscles to be prepared to perform when called on in a
particular drill or activity. Low-and-under movements get thighs, back,
improve flexibility  19

hip flexors, and shoulder muscles firing. If available, include four to six
adjustable track hurdles in your obstacle course. Instead of using these
hurdles for leaping over, use them to make athletes bend and go under.
If hurdles are unavailable, have someone hold a rope or stick at varying
heights for athletes to pass under.
• Jumping. Jumps energize the ankles, hip flexors, and thighs. Use
six-inch hurdles set up about three feet apart in a straight line. Athletes
perform consecutive jumps with both feet landing simultaneously. Each
time the feet hit the ground, athletes immediately jump, without stopping,
over the next hurdle until they have jumped over all six. Watch closely
and remind athletes to land and explode off the balls of their feet.
• Running. A run gets the blood flowing to the heart and muscles.
Traditionally a warm-up includes running for an extended period of
time or conducting a series of short wind sprints. Because running is
an overused warm-up technique, incorporate a fun chasing element as
part of the obstacle course. Place three Frisbees at one area of the course
that has about 30 yards of open space in which six athletes can run. As
athletes go through the obstacle course in assigned pairs and arrive at
this station, one partner (A) takes a Frisbee and tosses it downfield. The
other partner (B) chases and attempts to catch the Frisbee before it hits
the ground, while A also runs downfield 30 yards and waits for B to catch
or retrieve the Frisbee and toss it upfield for A to catch or retrieve. Both
athletes end at the original spot where the exercise began and repeat it
twice before continuing to the next obstacle course element.
• Tossing. Tosses engage and loosen the shoulder, abdominal, and
hip muscles. Tossing is best executed with a two-pound medicine ball for
8- and 9-year-olds or a four-pound medicine ball for 10- to 14-year-olds.
Partners stand about nine feet apart from one another. Athletes gently
toss the ball back and forth three times with both hands, similar to a
basketball push-pass. They then toss the ball back and forth another three
times using an overhead pass (the ball is placed behind the head and
thrown gently while taking one step toward the partner and extending
the arms), followed by three underhand tosses (starting from between
the legs), and concluding with two tosses from each side of the body
to the partner (stand with right side of the body facing partner, arms
extended back; take a short step toward partner and toss the ball; repeat
on the other side) before moving to the next obstacle element.
• Tumbling and rolling. Tumbling helps athletes become more
aware of their bodies and their control. On a tumbling mat or soft surface
about six to eight feet in length, have each athlete perform one forward
tumble and then immediately get to the feet and sprint five yards to a
cone on the right. The athlete then returns to the mat and repeats, this
time running to a cone five yards away on the left. Repeat again with
athletes rolling on their right sides down the mat, getting to their feet,

and sprinting to the cone on their right, and then rolling on their left
sides and sprinting to the cone on their left.
Obstacle courses are effective warm-ups for any sport. Execute each
warm-up session as a course that they must complete three times at a
comfortable pace. Remember that the objective is not to tire them out
but to energize them, increase their overall flexibility, and warm up
their muscles by getting their blood flowing. See page 23 for a suggested
obstacle course warm-up.
After warming up the large muscles, athletes in any sport should also
do a sport-specific warm-up. This warm-up, though often overlooked, is
vital to an athlete’s performance. If an athlete begins a training session
or competition by immediately executing skills and techniques without
first introducing the body to the movements that make up the skill or
technique, risk of injury increases and overall movement potential is
compromised.
During the sport-specific warm-up, athletes prepare for a game or
practice by replicating the movements they’ll be performing on the field.
For example, during a baseball warm-up, outfielders should perform a
routine that mimics all the movements that might occur in the outfield.
The first step and pivot to turn for a fly ball over the head (to both the
left and right as well as straight back) should be first walked through,
then jogged, and then run at both half- and full speed. These drills
should be done first without a ball and then with a ball. Then athletes
should progress to repeating all drills and adding a throw to finish the
play. See pages 35 to 37 for additional sport-specific warm-ups.
Increasing Range of Motion

The main purpose of improving flexibility is to increase the athlete’s
range of motion (ROM). Most younger kids have fairly good ROM. As
they approach puberty, they begin to experience more rapid muscular
growth, and with muscle growth comes more bulk. This increased
mass tends to naturally contract and tighten after and between every
workout. The closer an athlete gets to the age of 12, the more empha-
sis that should be paid to isolated range-of-motion training to keep
muscles flexible.
Without full ROM, athletes can’t maximize their functional strength
in throwing, kicking, jumping, running, and so on because if they can’t
fully extend a muscle or muscle group, less power can be generated.
When athletes lack full ROM, they tend to rely on other muscle groups,
which tires them faster and places undue stress on surrounding body
parts. For example, if tennis players don’t have adequate ROM in their
shoulders, they might depend too much on their elbows and thereby
cause an injury.

To maximize performance and reduce injuries, athletes should focus
on increasing full ROM in two key areas, particularly: the shoulder region
(including the upper back and spine) and the hip flexor region (including
the buttocks and lower back). These regions are two main focal points
for most sports because of the power they generate to execute many
athletic tasks. When developing ROM for the shoulder area, we strongly
suggest developing the entire deltoid or shoulder (front, middle, and
back) along with the surrounding muscle groups of the upper back and
chest areas. Hip flexors are the muscles located on each side of the lower
torso, just below the waistline. The hip flexor muscle and buttocks area
are important to the generation of speed and strength and also affect
stamina. Developing full ROM in this area helps athletes generate power
and speed. See pages 24 to 29 for ROM exercises. Note that it’s important
to ask athletes where they “feel the stretch,” because this tells you if the
exercise is affecting the intended target area.
Cooling Down
Cooling down involves returning an athlete’s heart rate to a normal rest-
ing rate. This rate varies from athlete to athlete, but the idea is to bring
the pulse rate back down gradually in order for the body to begin rest
and recovery. The cool-down often involves a gradual slowing down of
an athlete’s last activity and eventually coming to a complete resting
stop. For example, runners might end their workouts by gradually slow-
ing their pace to a near-jog and then a walk before beginning a light
stretching routine. Soccer players might finish a game that involves a
combination of short and fast bursts and longer sustained slower runs
with a slow sustained jog to bring body temperature and pulse rate
down. This would be followed by a stretching routine.
In the past many thought flexibility could be developed only through
static stretching. We suggest that the only time athletes use static
stretching is when cooling down. Static stretching (holding a stretch
for a short length of time) is most effective at the end of a workout or
game, when the body is at its highest heat capacity. The body is more
pliable at this time and better prepared to be stretched and trained to
extend the muscle fibers. When the body is stiff and unable to get fully
involved, such as before an athlete is fully warmed up, static stretch-
ing is less efficient and might injure the athlete. Static stretching is
best used for about six to eight minutes at the very end of a practice or
competition. This is also a great time to talk to your athletes or team
and review what they accomplished, how they felt, and what you plan
to do the next time you meet. See pages 30 to 34 for static stretches to
incorporate into the cool-down.

Drill 3.1
Obstacle Course Warm-Up
Age Range
8 to 14
Purpose
To prepare the body for activity by raising the internal temperature
and increasing circulation to all muscle groups; to allow the body to
move more freely and to remove stiffness from previous workouts or
inactivity
Benefits
Athletes increase full circulation flow in order to assist their bodies
in dealing with the isolated joint and muscle stress brought on by
sport-specific repetitive drills and technique work.
Equipment
You’ll need two agility ladders or some chalk or paint to mark out
your own boxes, 12 six-inch hurdles, six 12-inch hurdles, three agility
balls, six adjustable track hurdles (if available), three Frisbees, three
2-pound medicine balls and three 4-pound medicine balls, a tumbling
mat or a soft grassy area, 10 cones, and a whistle.
Setup
The course we describe here can accommodate up to 42 kids. If you
have more athletes, set up two courses. Seven different stations, each
based on one movement found on pages 19 to 20, make up the design
of our course. A maximum of six athletes can participate at each sta-
tion at one time.
Execution
Place an even number of athletes at each station and let them run
through the course simultaneously. Blow a whistle to begin timing
each of the seven stations for a total of two minutes per station. After
every two minutes the whistle blows, and everyone at one station
rotates to the next station adjacent to the one they just completed.
This allows all seven stations to be operational at all times and avoids
standing around and watching; every athlete is engaged and moving
for the full 14 minutes. It’s best to have an adult volunteer assigned
to each station.

Drill 3.2
Front Shoulder ROM
Age Range
8 to 14
Purpose
To increase shoulder ROM with a focus on the front of the shoulder
Benefits
Athletes improve performance by improving flexibility in the anterior
part of the shoulder. This shoulder drill applies directly to all racket
sports as well as to the golf swing and pitching, batting, and throw-
ing functions.
Equipment
Each pair of athletes needs two tennis balls.
Setup
Two athletes stand directly in front of each other with one facing the
back of the other.
Execution
Athlete A faces the back of athlete B with a tennis ball in each hand at
arm’s length behind athlete B. Athlete B stands with hands extended
in front of the chest (a) before reaching behind with one arm (b), keep-
ing chest out and feet square, securing the tennis ball from athlete A,
and returning the ball to the front of the body. Repeat with the other
arm. Each athlete does 10 repetitions with each arm.
a b

Drill 3.3
Top of Shoulder ROM
Age Range
8 to 14
Purpose
To increase shoulder ROM with a focus on the top of the shoulder
Benefits
Athletes improve performance by increasing flexibility in the top part
of the shoulder. This shoulder drill directly applies to all racket sports,
pitching, shooting and rebounding in basketball, volleyball, and all
throwing functions.
Equipment
Each pair of athletes needs two tennis balls.
Setup
Two athletes stand directly in front of each other, one facing the back
of the other.
Execution
Athlete A stands behind and faces the back of athlete B and holds one
tennis ball in each hand at arm’s length and shoulder-blade height
behind athlete B. Athlete B stands with both hands at the sides (a)
before reaching directly over the left shoulder with the left arm and
hand (b), keeping the chest out and feet square, securing the tennis
ball from athlete A, bringing the ball to the front and across the body
and behind the left hip, and handing the ball back to athlete A. Each
athlete does 10 repetitions with each arm.
a b

Drill 3.4
Posterior Shoulder ROM
Age Range
8 to 14
Purpose
To increase shoulder ROM with a focus on the back of the shoulder
Benefits
Athletes improve performance by increasing flexibility in the posterior
part of the shoulder. This shoulder drill applies directly to all racket
sports, the golf swing, batting, and backhand shots in ice hockey and
lacrosse.
Equipment
Each pair of athletes needs five tennis balls.
Setup
Two athletes stand side by side about three feet apart.
Execution
Athlete A stands to the left of athlete B with a tennis ball fully extended
in the left hand in front of the body. Athlete B stands with right arm fully
extended from the side of the body at chest level (a). Athlete B crosses
the arm back across the chest and fully extends to grab the tennis ball
from athlete A (b). This is immediately followed by athlete B crossing the
right arm with the ball back across the chest and dropping the ball when
the right arm is fully extended. (Note that you might want to measure
where the ball lands each time it hits the ground; the ball should land as
far as possible from the athlete’s body to the side.) Repeat 10 times before
switching arms. Each athlete does 10 repetitions with each arm.
a b

Drill 3.5
Side of Hip ROM
Age Range
8 to 14
Purpose
To increase the hips’ ROM
Benefits
Athletes improve performance by increasing flexibility at the side
of the hip. This drill applies directly to all kicking sports and to any
sport that includes hip rotation, such as running, jumping, skating,
or swinging a baseball bat, tennis racket, golf club, or hockey stick.
Equipment
A cone and some chalk
Setup
An athlete stands a few feet from a wall with one hip facing the wall.
Execution
There are two variations for each athlete to perform. The first takes
the hip through a partial range of motion, and the second variation
takes the hip through its full range of motion.
Cross-Body Swing
An athlete begins by swinging the left leg across the body until the
ball of the foot touches the wall. Mark with a cone how far an athlete
can stand away from the wall and still successfully touch the wall
with the ball of the foot. Mark with chalk how high on the wall the
ball of the foot touches. Repeat 10 times before switching sides for a
right-hip swing. Record the distance and height from session to ses-
sion to measure the progress of each athlete’s flexibility.
Cross-Body Pendulum Swing
An athlete stands several feet from a wall with the right hip facing
the wall. The athlete begins by swinging the left leg out to the side
of the body away from the wall, as high as the leg allows (a). The left
leg then returns across the body (similar to a pendulum) until the
left foot touches the wall (b). Mark with a cone how far an athlete
can stand away from the wall and still touch the wall with the ball
of the foot. A partner can mark with chalk how high on the wall the
ball of the left foot touches. Repeat 10 times before switching sides
for a right-hip swing. Record the distance and height from session to
session to measure the progress of each athlete’s flexibility.

a b
Drill 3.6
Front and Side of Hip ROM
Age Range
8 to 14
Purpose
To increase the hips’ ROM
Benefits
Athletes improve athletic performance by increasing flexibility on the
front and side of the hip. This drill applies to all kicking sports as well
as to any sport that includes hip rotation (e.g., swinging a baseball
bat, tennis racket, golf club, or hockey stick), running, jumping, or
skating.
Equipment
A cone and some chalk
Setup
An athlete stands a few feet from a wall with both hips facing square
to the wall.
Execution
Athletes perform forward and backward hip swings and measure their
progress.

Forward Swing
From the starting position (a), each athlete begins by swinging the
right leg straight up and out until the ball of the foot touches the
wall (b). Mark with a cone how far each athlete can stand away from
the wall and still touch the wall with the ball of the foot. Mark with
chalk how high on the wall the foot touches. Repeat 10 times before
switching sides for a left-leg hip swing. Record the distance and height
from one session to the next to measure the progress of each athlete’s
flexibility.
a b
Backward Swing
Athletes stand several feet from a wall with their backs to the wall.
Hips remain square to the wall. Each athlete begins by swinging the
right leg straight back and up until the ball of the foot touches the
wall. Mark with a cone how far they can stand away from the wall
and still touch the wall with the ball of the foot. Mark with chalk
how high on the wall the ball of the foot touches. Repeat 10 times
before switching sides for a left-leg hip swing. Record the distance
and height from session to session to measure the progress of each
athlete’s flexibility.

Drill 3.7
Static Stretches
Age Range
8 to 14
Purpose
To increase overall flexibility through isolated stretches
Benefits
Stretching helps prevent injuries by extending muscle fibers, and it is
most effective at the end of a workout or competition.
Equipment
Strength band
Setup
Athletes spread out on flat grass or another soft surface.
Execution
Athletes execute a variety of stretches that target every major muscle
group.
Neck
With feet flat on the ground and
shoulder-width apart, an athlete
takes the right hand and places
it on the left side of the head just
above the left ear. The athlete
then gently pushs the head and
neck with the right hand down
toward the right shoulder. If pos-
sible, allow the right ear to touch
the right shoulder, and hold for
two seconds. Repeat 10 times,
and then reverse the exercise to
the left side.

Torso and Back
The athletes sit with
straight backs, knees
bent, toes pointed
slightly up, and with
weight on their heels
(a). They tuck their
chins down, bend
down at the hips,
a
and pull forward and
down between the
knees as far as they
can go (b). They hold
both hands on the
outside of each leg
and gently pull their
torsos toward their
feet. They hold for
two seconds, release,
and repeat 10 times. b
Arms and Shoulders

Athletes stand with feet shoulder-width apart and arms by each side.
They then swing both arms straight up, with elbows extended and
palms facing each other. They touch the fingertips of each hand and
hold for two seconds. Repeat 10 times.

Hips and Lower Back
Athletes lie flat on their backs. Each athlete holds a strength band on
both ends and places the right foot in the middle of the loop. The
band wraps around the outside of the ankle and then around between
the legs. Each athlete lifts the right leg with the right heel point-
ing across the body
toward the left side
above the left leg
(positioned flat on
the ground); the
right knee is locked.
When the right leg
can extend no fur-
ther across the body
above the left leg,
the athlete gently
pulls on the ends of
the band to extend
the stretch slightly
and holds for two
seconds. Repeat 10
times on each side.
Groin
In a squatting position, the athlete stretches the left leg directly out
on the left side of the body with the left heel placed on the ground,
toes up, torso facing
straight ahead. The
majority of the body
weight is balanced
between the right
squatting leg and the
left heel. Hold for
two seconds. Then
reverse sides, stretch
over to the opposite
side, and hold for
two seconds. Repeat
10 times.

Calves and Achilles
Each athlete stands facing a pole or wall. The athlete places both hands
on the pole with arms extended. The left knee is lifted off the ground,
and all weight is placed on the right heel, which is flat on the ground.
Encourage athletes to
lean into the stretch to
maximize the extension
of the right Achilles
tendon and calf muscle.
Hold for three seconds,
and repeat 10 times.
Switch and repeat 10
more times on the left
Achilles and calf.
Hamstrings and Lower Back

Athletes lie flat on their backs with knees slightly bent. They slowly
bring their left knees to their chests 10 times, hold for two seconds
each time, and then repeat with their right knees. They continue the
stretch by bringing both knees to their chests for another 10 repeti-
tions, holding for two seconds each time.

Hamstrings
Athletes lie flat on their backs with knees slightly bent. Each ath-
lete loops a strength band around the left foot and brings the foot
straight up, with the heel facing flat toward the sky, and holds for
three seconds. Repeat 10 times total, and switch feet for another 10
repetitions.
Quads
Athletes are on their hands and knees. Each athlete bends the right knee
and extends it back and off the ground. The foot is brought straight up
until the athlete can grasp the ankle with the right hand. The thigh
should be parallel to the ground, and the back should not arch. Hold for
two seconds, and repeat 10 times total before switching legs.

Drill 3.8 Sport-
Soccer Warm-Up Specific
Drill
Age Range
8 to 14
Purpose
To warm athletes up and prepare them for movements on the soccer
field
Benefits
Athletes improve performance by replicating moves commonly used
on the field of competition.
Equipment
Six soccer balls, three 6-inch hurdles, three cones
Setup
Create a warm-up course that each athlete runs through three times
consecutively. The course is set up in an area 35 yards by 20 yards.
As many as 18 kids can consecutively go through the course, one
after the other, as long as they’re careful not to run into the athlete
in front of them.
Execution
Each athlete begins laterally traveling left to right and tapping three
soccer balls twice each with alternating feet (using the ball of each
foot). The athlete then runs 10 yards to a cone, plants the right foot,
2 touches each
Finish
10 yd
10
L B
yd
5 yd
L 10 yd
2 rolls 10 yd 2 touches each
L = Lateral
B = Backpedal Start
E3613/Lancaster/fig.3.1/298862/alw/r2

and runs another 10 yards to the left before jumping consecutively
over three 6-inch hurdles. The athlete then runs 5 yards to the left,
plants with the left foot (at a designated cone), runs 10 yards, rolls
twice in the same direction, gets up, and runs 10 yards away from
the rolling area with the left shoulder facing the rolling area and the
left foot crossing over the right. At 10 yards (designated by a cone),
the athlete switches over with the right shoulder facing the rolling
area and the left foot crossing over the right foot for another 10 yards
back to the rolling area. Then the athlete squares the hips to face
the course and crosses the right foot over the left (traveling right to
left), keeping the hips square for 10 yards before reversing direction
back with the left foot crossing over the right (keeping hips square)
10 yards. The athlete finishes the lap by backpedaling 10 yards away
from the course, stopping, and laterally traveling right to left while
tapping three soccer balls twice each with alternating feet (using the
ball of each foot).
Sport-
Drill 3.9
Specific Tennis Warm-Up
Drill
Age Range
8 to 14
Purpose
To prepare athletes for movements on the tennis court
Benefits
Athletes improve performance by replicating specific and commonly
used moves on the field of competition.
Equipment
Four tennis balls, one agility ball, four cones or flat rubber dots
Setup
On half a tennis court, design a diamond shape using cones or flat
rubber dots. One tennis ball is placed on the ground on each of these
designated spots (marked by cones or flat dots): outside corner of
the far-left service box, outside corner of the right service box, and
midpoint of the baseline. A coach stands at the midpoint of the net
with one agility ball and one tennis ball. One athlete runs the course
at a time.

Execution
An athlete begins the warm-up on the baseline at the midpoint of
the court. The athlete runs to the tennis ball placed at the corner of
the left service box. A right-handed athlete bends to pick up the ball,
and, without straightening to throw, executes a backhand throw
(forehand for lefties) over the net. A forehand throw is a sidearm-type
throw with the hand and elbow at hip level in a similar position as
in a forehand tennis shot. A backhand throw, similar to a backhand
tennis shot, is executed with the back of the arm facing the target and
the palm of the hand twisted to face the target to release the ball. The
athlete then runs to the far corner of the right service box, retrieves the
ball, and, without straightening to throw, executes a forehand throw
(backhand throw for lefties) over the net. The athlete then runs to
the tennis ball placed at the midpoint of the baseline, and, without
straightening to throw, executes a forehand toss (forehand for lefties
as well), throwing the ball as far as possible over (or toward) the net.
The athlete then runs immediately toward the net at its midpoint,
where someone drops an agility ball as soon as the athlete crosses the
service-box lines. The athlete retrieves the ball and places it at the
base of the net, marked by a designated cone, and immediately begins
to execute a backpedal toward the baseline. The drill concludes with
the coach tossing a ball in the air over the head of the athlete during
the backpedal. The athlete attempts to catch the ball with the racket
hand and in one motion throw the ball over the net. Each athlete
runs the course three times to complete the warm-up.
Coach
Backpedal
Start / finish
E3613/Lancaster/fig.3.2 /298863/alw/r1

c h a p t e r
4
Gain Coordination
C oordination can be described as the skillful and balanced movement

of different parts of the body at the same time. For our purposes in
this chapter, coordination includes any isolated or combined balanced
movement of the upper and lower body, the hands and eyes, and the
feet and eyes. Athletes are often required to synchronize different body
parts, movements, and tasks simultaneously in order to execute a play
on the field, court, or ice. A good example is a wide receiver in football
stretching to catch a pass while keeping one foot inbounds. This play
involves synchronizing upper- and lower-body position while at the same
time focusing on an eye–hand execution of catching the ball and an
eye–foot element of keeping at least one foot inbounds. These eye–hand
and eye–foot dynamics and how they combine with other body move-
ments are the main elements we’ll focus on in this chapter.
Some consider coordination an athlete’s most essential tool. Athletes
might be incredibly fit and have great speed, stamina, strength, and
flexibility, but without coordination they can’t execute the particulars
of a sport. For example, a hockey player who can skate but can’t handle
a stick or take a shot while skating will not be effective on the ice. To
move fluently on a field or court or on the ice, you need to develop
the overall coordination of different body parts. A lacrosse player who
seems to naturally maneuver around a defender by cutting one way
and quickly changing direction and moving in another has coordinated
various body parts to move and react without having to think about all
the different elements that must take place. Such skills are developed
primarily through agility training, covered in chapter 9.
Coaches should strive to improve their athletes’ performances through
creative coordination training. Athletes need to acquire specific coordi-
nation skills before they can learn how to catch, kick, throw, swing, and
hit effectively. Eye–hand and eye–foot coordination during movement
applies to all sports, so kids must become comfortable and fully aware
of how their bodies move, synchronize, and respond in different situa-
tions. Athletes who fall short in fully developing their coordination will
lack the sport-specific skills they need in order to succeed. All children,
regardless of experience in their sport, can benefit from supplemented
general and focused coordination training in addition to sport-specific
39
preparation. Athletes at
all levels of natural ability
can improve their coordi-
nation skills. Professional
athletes spend countless
hours training their coor-
dination skills in order to
improve their sport-specific
techniques. For continued
improvements to occur,
coordination should be
reinforced for all athletes
at all levels.
Coordination involves
the ability of athletes to
visualize a movement in the
mind and transform that
visualization into motion.
For success in develop-
ing coordination, athletes
must first improve their
overall body awareness. By
continuously experienc-
ing a movement, athletes
Coordination training improves an athlete’s begin to develop a feel for
ability to synchronize upper- and lower-body how that skill should be
position while executing at the same time an executed. As they under-
eye–hand task. stand how a movement
should feel, athletes estab-
lish muscle memory in which the body memorizes the coordination
of the movement until it becomes second nature, or automatic. Once
muscle memory is established, coordination and execution of a move
improves rapidly; athletes can then adjust this memory, or knowledge,
to various conditions in order to execute the precise movements of a
skill. For example, baseball infielders fielding a ground ball must first get
into a wide stance with the two feet forming a wide base. This position
allows for the athletes’ rear-ends to get down as low as possible, which
automatically forces their hands out in front of their bodies, creating a
triangle between the glove and two feet. Once they have assumed this
position, ask players to imagine picking up something in front of them.
After several repetitions, place a baseball several feet in front of each
player and ask them to repeat the wide stance and squat while reaching
toward the ball. This is the position players must be in when fielding any
type of ground ball that they can get in front of. This kind of exercise

creates muscle memory, allowing athletes to automatically remember,
through feel, how to get into proper position to execute plays. Because
they don’t have to think, they can react more quickly and with self-
confidence when they face similar situations during competition.
Learning occurs best when kids are given opportunities to experience
and feel the movement of a skill. Formal cognitive instruction is seldom
enough by itself and is sometimes overdone. Lengthy and detailed expla-
nations of how to perform a skill can be detrimental because they can
spoil the body’s natural ability to execute. We have all taught ourselves
difficult physical tasks through experience and trial and error. We began
with crawling, progressed to walking, and eventually moved to such
skills as riding a bicycle. We might have needed no instruction or any
sort of lesson. We learned difficult coordination tasks on our own by
experimenting and experiencing movements. The coordination drills
we introduce and employ in this book won’t include lengthy explana-
tions that you must pass on to your athletes. We have designed these
drills to be developed through experiential self-learning and measuring
methods, which involve many repetitions. In experiential learning,
athletes find their own customized ways to execute while focusing on
key fundamentals. They self-correct based on feel. Thus, the drills in this
chapter allow coaches to provide guided exploration and discovery for
their athletes without a lot of verbal instruction. This saves you time
and encourages athletes to self-learn—with support, as needed.
Along with experience, imitation is also a powerful learning tool.
Humans, especially children, are hard-wired for imitation. Recently, sci-
entists have begun to speculate that mirror neurons in the brain, which
can be triggered by both seeing and performing the same activity, may
allow us to train our physical movements based on pure observation.
(For a discussion of this topic, see Clive Thompson’s article “The Home-
Screen Advantage” in the June, 2006, issue of the New York Times Sports
Magazine.) In other words, through watching others perform a skill,
athletes might subconsciously learn the skill being observed.
Coaches and athletes have long used imagery, such as videos and
observation of others, to perfect skills. When it comes to coordinating
and perfecting combinations of body movements, we also suggest using
sport video games to stimulate the brain’s neurons. Sport video games
are now so sophisticated and based on such precise player movements
and execution that the need for actual video is no longer necessary. You
can now use portable handheld video consoles, such as the Sony PSP,
to observe athletic movement and execution. Consider how passion-
ate many kids are about playing video games. Take advantage of this
contemporary approach to instruction. We recommend bringing a PSP
outside to supplement the drills in this chapter by allowing the athlete
to observe the execution of specific drills in virtual reality.
gain coordination  41

Video games might also help athletes develop eye–hand coordina-
tion. Studies by James Rosser of Beth Israel Deaconess Medical Center
in New York have shown that surgeons who prepped for surgical drills
by first playing video games for 20 minutes performed the drills 20
minutes faster and with fewer errors than those who did not play the
video games. (To read more, see Michael Marriott’s article, “We Have to
Operate, but Let’s Play First,” in the February 4, 2005, issue of the New
York Times.) Playing video games sharpens coordination, reaction time,
and visual skills—all essential elements that are incorporated into the
drills in this chapter.
Remember that it’s important not to complicate the process of learn-
ing a skill. Many kids get stressed about what they must remember
to do every time they’re about to execute a skill. Athletes must learn
to focus on one particular element of a skill and allow their bodies to
naturally take over the other aspects. This singular focus exercise allows
them to relax and focus on the feel of the skill without the pressure of
attempting to decipher multiple aspects of execution. In this chapter we
provide fun competitions in which kids can begin to experiment with
coordination skills while focusing on only one aspect of the skill being
executed. Note that coordination plays a key role in the development
of many of the other athletic components that an athlete must work to
develop, such as agility, balance, speed, and strength. The four chapters
that feature these physical qualities also incorporate coordination ele-
ments in drills and competitions by emphasizing the coordination of
multiple and simultaneous body movements.
Regardless of whether an athlete is attempting to dribble a soccer ball
or basketball, stick-handle a puck or lacrosse ball, or hit a tennis ball
while running full speed, the movements involved require synchroni-
zation of several body parts while in motion. The drills that follow are
aimed at improving overall and specific coordination skills, which will
in turn improve the fundamentals and elements of specific sports skills
such as hitting a baseball or tennis ball, catching a ball while avoiding
a defender, or dribbling a soccer ball while reacting to teammates and
defenders on the field.
Drill 4.1
Stomp and Clap
Age Range
8 to 14
Purpose
To develop coordination in the lower body, the upper body, and in
combination through three progressions

Benefits
Athletes begin to develop mind and body awareness of specific move-
ments and extremities while in motion. Many sports require the
upper and lower body to be engaged at the same time but focused
on different tasks, such as a first baseman catching a baseball while
finding and tagging first base with his or her foot.
Equipment
Four cones
Setup
Four cones designate a 20-yard length of space; width is determined
by the number of athletes participating at one time. Athletes should
have at least an arm’s length of space between them.
Execution
There are three progressions. Athletes begin by simply walking and
coordinating the movement of each foot, then progress to incorpo-
rating the upper body and arms, and then finish with a combination
of using both legs and arms.
Progression 1
While walking, athletes lift and stomp their left feet after three steps
followed by their right feet after three steps; they continue, alternat-
ing feet every third step for 20 yards.
Progression 2
While walking, athletes clap hands on every third step for 20 yards.
Progression 3
While walking, athletes clap hands and stomp, alternating feet on
every third step for 20 yards.
Drill 4.2
Reactive Knee Lifts
Age Range
8 to 14
Purpose
To develop coordination in the lower body through the use of two
progressions

Benefits
ments and extremities while in motion. Such an awareness might
benefit soccer players, for example, who often find themselves run-
ning downfield and having to suddenly leap over a defender’s legs to
avoid being tackled and taken out of the play.
Equipment
Six cones
Setup
Six cones designate areas 20 and 30 yards long; width is determined
by the number of athletes participating. Athletes should have at least
an arm’s length of space between them.
Execution
There are two progressions. Begin with walking while coordinating
the movement of each leg and progress to jogging with the same
coordination.
Progression 1
While walking (a), athletes alternate lifting one knee every three steps,
starting with the left knee (b), for 20 yards. They then return and
repeat one time. Each lift should be quick and exaggerated upward
toward the chest.
Progression 2
While jogging, athletes alternate lifting one knee every third stride,
starting with the right leg, for 30 yards, then return and repeat one time.
Each lift should be quick and exaggerated upward toward the chest.
a b

Drill 4.3
Multidirectional Lunges
Age Range
8 to 14
Purpose
progressions
Benefits
ments of extremities while in motion. This is helpful in ice hockey, for
example, in which players are often required to react to multiple situa-
tions and conditions while skating on the ice, such as lunging to gain
control of the puck or being knocked off balance while chasing.
Equipment
Four cones
Setup
Four cones designate an area 20 yards long; width is determined by
the number of athletes participating at one time. Athletes should have
at least an arm’s length amount of space between them.
Execution
There are two progressions. Begin with athletes walking and coor-
dinating the lunge movement of each leg, and progress to a change
in direction that accounts for variables while in motion. A lunge is
executed by lowering the hips toward the ground by squatting with
the front leg stepping out with the
knee bent (keeping back straight
and erect) while the back leg
extends back with body weight on
the ball of the foot and the knee
approaching the ground. Athletes
drive up from the lunge with the
front foot into two steps on the
balls of the feet to perform a lunge
with the opposite leg.
Progression 1
Each athlete walks into a lunge
using the left leg, followed by two
small light steps on the balls of the

feet, and then lunges using the right leg. The athlete then repeats,
alternating leg lunges for 20 yards. Athletes should complete one full
walk back and forth for a total of 40 yards.
Progression 2
Athletes start by jogging in place. On a signal, each athlete lunges with
the left leg to a 10 o’clock position two consecutive times (a). This
is followed by immediately lunging with the right leg to a 2 o’clock
position (b). The athlete continues by lunging to the left with the left
leg to the 10 o’clock position once and then immediately once to the
right with the right leg to the 2 o’clock position. Each athlete begins
running in place again, and repeats the entire sequence five times.
a b
Drill 4.4
Coordinated Skips
Age Range
8 to 14
Purpose
progressions
Benefits
ments and lower extremities while in motion. Soccer players, who
often find themselves running downfield and having to change their
pace or direction suddenly to field a ball, are among the many athletes
who might benefit from increased mind and body awareness.

Equipment
Six cones
Setup
Six cones designate areas 20 yards and 30 yards long; the number of
athletes participating at one time determines the area’s width. Athletes
should have at least an arm’s length of space between them.
Execution
There are two progressions. Athletes begin walking while adding a
skip step. A skip step is a simple leap in which the lead foot gently
leaves the ground slightly and skips forward for one stride.
Progression 1
While walking, the athlete executes a skip step on every third step
for 20 yards.
Progression 2
While jogging lightly, the athlete executes a skip step every third
stride for 30 yards.
Drill 4.5
Eye–Foot Coordination
Age Range
8 to 14
Purpose
To improve eye–foot coordination through four progressions
Benefits
Athletes perform a series of techniques that improve kicking station-
ary and moving balls for accuracy, distance, and power. Kicking a
stationary ball can be difficult for younger athletes, and when the
ball is moving, the kick becomes even more of a challenge. Eye–foot
coordination is important in several sports, particularly in soccer and
football.
Equipment
Each athlete needs three 8.5 3 11 inch velvet craft sheets (one black
or blue, one green, and one red) with peel-off adhesive backing. The
sheets are cut into 2-inch circles (three circles red, three circles green,
two circles black or blue). You can find velvet craft sheets in any craft
specialty store. You’ll also need two soccer balls of two different colors.
Use size 4 balls for 8- to 12-year-olds and size 5 balls for 13- and 14-
year-olds. Four 12-inch hurdles are used for goals.

Setup
You’ll need a 10 3 10 yard space for each athlete.
Execution
There are four progressions. Begin with a simple eye–foot coordination
exercise that teaches the eye and foot to identify and then immedi-
ately execute. Athletes move to the next progression once they can
correctly identify the colors on the ball facing them and can execute
solid contact with the correct areas of the kicking foot. We recommend
that athletes advance to the next progression in all of these drills and
competitions once they have achieved a 70 percent success rate. The
second progression and competition adds the dynamic of a moving
ball that must be identified correctly and then kicked correctly with
the proper area of the foot. Athletes must also select the correct direc-
tion to kick toward (to their right or left) and aim to kick for accuracy
through a goal that’s 12 inches high. The third progression reduces the
total number of elements to be executed but adds the dynamic of two
moving objects that must be identified and coordinated with the foot
and eyes. The fourth progression and competition includes identify-
ing the two moving soccer balls but adds the elements of fast-thinking
accuracy at multiple targets (four stationary 12-inch goals).
Progression 1
Tape a two-inch color dot (black or blue) on the instep of each foot.
Place six two-inch dots (three green, three red) at equal distances
on a soccer ball, green on one side and red on the other. Begin by
spinning the ball on the ground in front of the athlete. The athlete
calls out the correct color that ends up facing him or her when the
ball comes to a stop and then as quickly as possible kicks the ball.
The athlete must try to call out and kick at the very moment the ball
stops spinning. Ball contact occurs at the site of the two-inch dot
taped onto the instep of the shoe. Be sure athletes can execute this
drill successfully with both feet.
Progression 2
A ball is rolled toward the athlete Coach
from six yards away. The athlete
must call out the correct color 3 yd
5 yd 5 yd
and kick the ball through one of
the two 12-inch goals placed five
yards away to the right and to the
left of the athlete. Which goal the 3 yd
athlete must aim for may be called
out by a partner (e.g., the partner
might yell “left goal!”). The ath- Start
48  Athletic Fitness for kids E3613/Lancaster/Fig.04-01/294794/Accurate Art, Inc./R1

lete must use the side of the foot or the instep (directly on the shoe-
laces), marked by either a black or blue circle stuck to the shoes.
Competition
Each athlete executes the drill 10 times (five kicks with the right
foot and five with the left foot), earning a point each time he or she
successfully calls the correct color, another point for using the cor-
rect areas of the foot to kick, and another point for kicking the ball
through the proper goal. The maximum number of points that can
be earned is 30.
Progression 3
A partner stands 10 yards from the athlete and rolls simultaneously
two different color soccer balls directly at the athlete. The athlete
begins running toward the balls as soon as they are released. When
the partner calls out a color, the athlete must correctly and accurately
kick the correct color ball back to the partner.
Competition
Each athlete executes the drill 10 times (five times with the right
foot and five with the left), earning a point each time he or she kicks
the correct ball, another point for using the instep of the foot, and
another point for delivering the ball back to the feet of the partner.
The maximum number of points that can be earned is 30.
Progression 4
Four 12-inch goals are positioned in the corners of a 7 3 7 yard area.
Athletes kick the correct color ball in one motion through a goal 5
yards away. A coach or partner stands 8 yards from the athlete and
rolls simultaneously two differ-
ent color soccer balls directly at Coach
the athlete. The athlete begins
running toward the balls as soon
as they are released. When the
partner calls out one specific
5 yd
color, the athlete kicks the ball
of that color through one of the
5 yd
four goals without stopping or
hesitating during the approach
to the ball. The partner rolls four
sets of balls total, and the athlete
5 yd
must kick each ball through a 3 yd
different goal. Be sure the athlete
kicks one set of four balls with Start
one foot, then kicks another set
of four balls with the other foot.
gain coordination  49 Art, Inc./R1

E3613/Lancaster/Fig.04-02/294796/Accurate
Competition
Athletes execute two rotations for each foot, for 16 kicks total.
They earn a point for every correct ball kicked and another point for
every successful goal, up to a maximum of 32 points.
Drill 4.6
Circle Dribbling
Age Range
8 to 14
Purpose
To improve eye–foot coordination and overall footwork through two
progressions
Benefits
Athletes develop footwork and eye–foot coordination. Though used
primarily as a soccer drill, this activity is also helpful to other sports.
Athletes who are aware of how their feet move and interact with one
another clearly have an advantage in competition.
Equipment
You’ll need enough cones to mark off two circles and one soccer ball
per athlete. If you have access to a Sony PSP, incorporate FIFA Street
2 Soccer by EA Sports into the drill. The video game shows young
athletes how creative and coordinated they can be as they observe the
dribbling and receiving skills of the virtual athletes in the game.
Setup
Using cones, form two circles, one about 10 yards in diameter and
the other about 5 yards in diameter.
Execution
There are two progressions. Begin with a simple ball-control dribble
in which athletes react to commands to execute controlling the ball
with different parts of the feet. The second progression involves a
smaller space in which to dribble (5 3 5 yards), and athletes must stay
focused on a coach or partner making hand signals that the athletes
must identify and call out.
Progression 1
Start each athlete with a soccer ball inside a circle marked off by cones
(about 10 yards in diameter). Begin by having the athlete move around
the circle dribbling the ball with controlled touches with different
parts of the foot (inside, instep, outside, sole). Call out one specific

part of the foot that can touch the ball. The athlete can use either
foot to move the ball but must use only the part of the foot that has
been called out. Focus on each part of the foot for 30 seconds; then
the athlete rests for 60 seconds before repeating the drill with the
opposite foot.
Progression 2
Repeat the drill in a smaller circle (five yards in diameter) with athletes
keeping their heads up. They perform the drill by controlling the ball
with the inside, outside, instep, and sole of their shoes for 30-second
intervals. Every 10 seconds, have a partner hold up a different number
of fingers that the athlete must identify and call out. The purpose for
calling out the number of fingers is to verify that athletes have their
heads up and are not looking at their feet and the ball. This helps
develop foot coordination without the benefit of sight.
Drill 4.7
Lower-Body Juggling
Age Range
8 to 14
Purpose
To improve eye–foot and lower-body coordination, overall body
awareness, and control
Benefits
Athletes become better aware of how the lower body reacts and moves
through a variety of situations with different movements and control.
This drill is best used in soccer but can also be useful for ice hockey,
football, lacrosse, or any sport in which athletes must control body
movement while executing a second eye–hand or eye–foot task.
Equipment
One soccer ball per athlete
Setup
Minimal space is required, but provide enough room for athletes to
feel comfortable.
Execution
There are four progressions. Athletes begin by juggling a ball on their
thighs and feet. They then progress to controlling and juggling a
Hacky Sack. This is followed by each athlete turning and receiving a
ball to control and juggle.

Progression 1
Have each athlete take a soccer
ball, drop it to the thigh, and
attempt to softly transfer the ball
to the other thigh. Cushioning
the ball as it lands on the thigh
(executed by slightly pulling
back the thigh as the ball is
about to land, as if attempting
to catch an egg on the thigh
without cracking the shell) prior
to bouncing the ball several
times on the one thigh before
transferring it to the other thigh
provides the athlete with a sense
of feel and control.
Competition
Count the number of times the athlete can successfully transfer
the ball from one leg to the other without allowing the ball to drop to
the ground. Success is self-measured by attempting to beat the previ-
ous or best performance.
Progression 2
Athletes repeat the previous
progression but receive and
transfer a soccer ball at the feet
rather than the thigh. The same
“catching” technique used for
the thigh applies for the foot.
Cushioning the ball as it lands
on the foot before bouncing the
ball to the other foot provides a
sense of feel and control.
Competition
Count the number of times
the ball is successfully trans-
ferred from one foot to the other
without the ball dropping to the ground. Success is self-measured as
athletes attempt to beat a previous or best performance.
Progression 3
Advance the drill by incorporating a Hacky Sack rather than a soccer ball
and repeating the routine as described in the first two progressions. This
requires adjusting to a smaller ball that takes more skill to juggle.

Competition
Count the number of times the Hacky Sack is successfully trans-
ferred from one foot to the other without dropping to the ground.
Success is self-measured as athletes attempt to beat a previous or best
performance.
Progression 4
Athletes repeat the previous drill but now stand with their backs to a
partner serving them a soccer ball. Once the partner verbally signals
for the athlete to turn toward him or her, the partner throws the
ball; the athlete must receive and control the ball on either the thigh
or foot. Athletes progress by receiving the ball after the turn on the
thigh or foot and continuing to juggle several times before allowing
the ball to land on the ground.
Competition
Count the number of times the ball is successfully received and
juggled at least three consecutive times. Count the number of times
the ball is successfully transferred from one foot to the other without
dropping to the ground. Success is self-measured as athletes attempt
to beat a previous or best performance.
Drill 4.8
Spot the Ball
Age Range
8 to 14
Purpose
To improve eye–hand coordination by making contact with moving
objects
Benefits
Athletes improve their overall eye–hand coordination, which is
important for baseball, lacrosse, tennis, ice hockey, and many other
sports. This drill is not intended to improve a baseball player’s hitting
technique—only his or her eye–hand coordination. As we mentioned
earlier, hitting a baseball can be extremely difficult. In this drill we’ll
focus only on contacting the ball, which is probably the most impor-
tant aspect of hitting. Note that this drill provides the athlete 100
swings of the bat, an ideal experiential exercise that allows the mind
to focus on one aspect (locating and identifying the ball) without
other thoughts interfering.

Equipment
20 Wiffle balls, one plastic bat, 20 plastic golf balls, four permanent
markers to mark each set of 20 Wiffle and plastic golf balls as follows:
five balls with green dots, five balls with red dots, five balls with blue
dots, and five balls with orange dots
Setup
This drill requires a 10-yard by 10-yard area, preferably against a fence
so that it’s easier to collect the balls.
Execution
Five progressions advance and challenge athletes to focus on the ball
in order to make contact on a consistent basis.
Progression 1
Each athlete begins with a plastic bat and a Wiffle ball. Using Wiffle
balls eliminates any fear of being hit by a pitched ball and allows
athletes to focus full attention on making contact. A partner stands
about five yards away and pitches balls overhand. Begin with ath-
letes attempting to hit the first 20 balls pitched. They should swing
at all balls, regardless if they are in the strike zone. The more balls
you have, the better this drill works; we recommend using at least
20 Wiffle balls.
Progression 2
Batters continue to swing at every ball thrown, but now they shout
out “ball!” as soon as they locate the ball leaving the pitcher’s hand.
This disciplines the athlete to locate the ball as early as possible and
increases the success rate of hitting the ball. The key to improving
eye–hand coordination is to locate and identify the ball as early as
possible.
Competition
Count the number of balls hit out of 20. Tipped balls count as
hits. Award 1 point for a tipped or foul ball and 2 points for all other
solid contacts. Record the total number of points for every 20 pitches;
the maximum number of points that can be scored is 40 for every 20
pitches. Athletes self-measure and track their personal best.
Progression 3
To increase the difficulty of identifying the ball and improve the ath-
lete’s overall focus, mark each ball with quarter-inch color dots, two per
ball; mark each ball with a different color. Ask athletes to identify the
color dot on the ball as soon as the ball leaves the pitcher’s hand.

Competition
hits. Award 1 point for a tipped or foul ball, 2 points if the tipped ball
is correctly identified, 3 points for all solid contacts, or 4 points for
solid contact plus correct color identification. Record the number of
points for every 20 pitches; the maximum number of points that can
be scored is 80 for every 20 pitches. Athletes self-measure and track
their personal best.
Progression 4
Advance the drill by using plastic golf balls instead of Wiffle balls.
Batters continue to swing at every ball thrown and to shout out “ball!”
as soon as they locate the ball leaving the pitcher’s hand. Using the
smaller ball disciplines the athlete and increases the success rate of
hitting the regulation-size ball later. The key to improving eye–hand
coordination is to locate and identify the ball as early as possible.
Competition
hits. Assign 1 point for a tipped or foul ball and 2 points for all other
solid contacts. Record the number of points for every 20 pitches; the
maximum number of points that can be scored is 40 for every 20
pitches. Athletes self-measure and track their personal best.
Progression 5
Advance the drill by incorporating 1/8-inch color dots on the plastic
golf balls. Use a different color on each ball and three dots per ball.
Batters continue to swing at every pitched ball and should shout out
and identify the color on each ball as soon as possible after the ball
leaves the pitcher’s hand. This progression disciplines the athlete and
increases the success rate of hitting the regulation-size ball later. The
key to improving eye–hand coordination is to locate and identify the
ball as early as possible.
Competition
hits. Assign 1 point for a tipped or foul ball, 2 points if the tipped ball
is correctly identified, 3 points for all solid contacts, or 4 points for
solid contact and correct identification. Record the total number of
points for every 20 pitches; the maximum number of points that can
be scored is 80. Athletes self-measure and track their personal best.

Drill 4.9
In Motion Hand–Eye Coordination
Age Range
8 to 14
Purpose
To improve eye–hand coordination by making contact with a moving
object while on the move
Benefits
This skill is used primarily in tennis but is useful for athletes in gen-
eral because it trains the eyes to track the ball while in motion and
in various positions and situations. This skill helps develop catching
skills for baseball, basketball, football, and lacrosse.
Equipment
One tennis racket per athlete, 20 tennis balls, four flat rubber dots
Setup
Create an area 15 yards by 15 yards on a hard surface, preferably a
tennis court, but any hard service will do.
Execution
This drill focuses on hitting a ball while on the move. Three progres-
sions advance and challenge athletes to focus on the ball in order to
make consistent contact.
Progression 1
Place a rubber dot about 5
yards laterally from the ath-
10 yd line
lete on each side. Begin with a
partner continuously feeding
tennis balls on one bounce,
alternating to the right and
left dots. The athlete hits the
ball, which must pass a line Coach/server
10 yards downcourt from
the dots and stay within the
width of the two dots. As 5 yd 5 yd
soon as the athlete hits a ball,
the next ball is served to the Athlete
next dot until all 20 tennis
balls have been served.
E3613/Lancaster/Fig.04-03/294798/Accurate Art, Inc./R2-alw

Competition
Record how many balls are hit after only one bounce and returned
beyond the marked 10-yard line. Award 1 point for each ball hit after
only one bounce and a second point for returning the ball between
the two lateral dots. A maximum of 40 points can be scored.
Progression 2
Advance the drill by having the server toss balls to the two lateral
dots without a bounce. The athlete must make contact prior to the
ball bouncing and return the ball within the width of the two lateral
dots marked 10 yards downcourt. The partner serves balls to each dot,
alternating continuously without stopping. As soon as the athlete hits
a ball, the next ball is served to the next dot until all 20 tennis balls
have been served.
Competition
Record the number of successful returns beyond the marked line
10 yards downcourt within the width of the two dots. Award 1 point
for each ball hit without a bounce and a second point for returning
the ball between the two dots 10 yards downcourt. A maximum of
40 points can be scored.
Progression 3
Advance the drill by asking athletes to stand with their backs to the
server. Once the server releases the ball to a specific dot, he or she
yells for the athlete to turn. The athlete must find the ball, get to it,
and hit it across the line 10 yards downcourt. Repeat the drill 10 times
with a bounce and then 10 times without a bounce.
Competition
Record the number of balls successfully returned 10 yards down-
court within the boundaries of the two dots. Award 1 point for each
ball hit after only one bounce and another point for returning the ball
between the two dots downcourt for a maximum of 20 points.
Award 2 points for each ball hit with no bounces and 4 points for
each ball hit with no bounce and successfully returned between the
two dots downcourt for a maximum of 40 points.

Sport-
Drill 4.10
Specific Football Coordination
Drill
Age Range
8 to 14
Purpose
To improve eye–hand coordination and overall body coordination
and awareness for football players
Equipment
You’ll need a football (junior size for 8- to 12-year-olds, intermediate
size for 13- and 14-year-olds), four cones, two 6-inch hurdles, and
some chalk.
Setup
Square off an area 15 3 15 yards using four cones. Line one side
with a six- to eight-foot chalk line (or use an athletic field with lines
already marked).
Execution
The four progressions begin with athletes executing sideline catches
while controlling the feet inbounds (one and two feet); this is followed
by one-handed sideline catches and then behind-the-back catches.
Progression 1
The first progression involves throwing passes traveling out of bounds
to the athlete on the sidelines, making him or her stretch out to catch
the ball. Athletes must first attempt to keep two feet inbounds while
catching the ball and then to keep one foot inbounds. The objective
is to train the body to simultaneously coordinate two tasks (catch-
ing a ball and controlling the feet). Reverse direction after every 10
sets of throws and catches in order to replicate receiving a pass along
the opposite side of the field. Once athletes are comfortable making
catches along the sideline, advance to the second progression.
Progression 2
Advance the drill by placing a six-inch hurdle along the sideline and
asking athletes to run toward the hurdle, leap over it with two feet
at the same time, and immediately stretch to catch a ball traveling
out of bounds. Reverse direction after every 10 throws. Repeat the
drill, but have each athlete leap over the hurdle while attempting to
stretch to catch a ball traveling out of bounds and to land with one
foot inbounds. Reverse direction after 10 throws.

Competition
Attempt 10 consecutive catches and award 1 point for each suc-
cessful catch made after jumping over the six-inch hurdle and landing
with both feet inbounds while outstretched over the sideline. Follow
this by attempting 10 consecutive catches and awarding 2 points for
each successful catch made after jumping over the six-inch hurdle and
landing with one foot inbounds while outstretched over the sideline.
A maximum of 30 points can be scored.
Progression 3
Continue to throw passes traveling out of bounds to the athlete on
the sideline, but advance the drill by challenging the athlete to make
one-handed catches while stretched out over the sideline with both
feet inbounds. Follow this with catches while keeping only one foot
inbounds.
Competition
Attempt 10 consecutive catches, awarding 2 points for each suc-
cessful one-handed catch made landing with both feet inbounds while
outstretched over the sideline. Follow by attempting 10 consecutive
catches and awarding 4 points for each successful catch made land-
ing with one foot inbounds while outstretched over the sideline. A
maximum of 60 points can be scored.
Progression 4
Advance the drill to include each athlete attempting to make behind-
the-back catches along the sideline while keeping one or two feet
inbounds. The objectives are to learn total body control and to
maintain focus while executing multiple tasks with a raised degree
of difficulty. This drill should be attempted only after athletes have
success with one-handed catches along the sideline. Don’t try this
progression with athletes under the age of 13.
Competition
Attempt 10 consecutive catches and award 10 points for each suc-
cessful behind-the-back catch made along the sideline. A maximum
of 100 points can be scored.

Sport- Drill 4.11
Specific Lacrosse Coordination
Drill
Age Range
8 to 14
Purpose
To improve eye–hand coordination while introducing a sight obstruc-
tion to the drill to help improve focus and overall body awareness
Benefits
Overall body awareness, eye–hand coordination, and sharp focus are
essential to executing many of the basic skills in the fast-paced game
of lacrosse.
Equipment
Four lacrosse balls, one lacrosse net, two lacrosse sticks, one football
goalpost
Setup
Place a lacrosse goal 10 feet directly behind a football goalpost. Athletes
stand about 10 feet on the other side of the football goalpost opposite
the lacrosse goal. A partner or coach stands on the lacrosse-goal side
of the football goalpost with four lacrosse balls.
Execution
Two progressions begin with
athletes running side to side Net
(marked by two cones six yards 10 ft
apart) about 10 feet in front of
the football goalpost (which
acts as an obstruction to block Coach
the athlete’s view). This drill
attempts to replicate a gamelike
situation in which the athlete’s
line of sight is obstructed as he 10 ft
or she tries to catch, pass, and
shoot balls.
Progression 1
The coach or playing partner 6 yd
serves a total of 10 lacrosse balls
to the athlete unannounced as he or she passes in front of the football
goalpost (left to right and right to left), equally changing up the side

the ball is served to. At any moment, the athlete must successfully
catch the ball on one side of the football goalpost and immediately
laterally return to the other side of the post to shoot on goal.
Competition
Athletes attempt a total of 10 catches per competition. Award 1
point for each successful catch and 1 point for each successful shot
that scores on goal. Be sure to equally distribute the passes to each
side of the football goalpost, and make sure the shot is taken on goal
as soon as the athlete passes the football goalpost. A maximum of 20
points can be scored.
Progression 2
A coach or playing partner serves lacrosse balls to athletes unan-
nounced as they pass in front of the football goalpost (left to right
and right to left), equally changing up the side to which the ball is
served. Similar to progression 1, the athlete at any moment must
successfully catch a ball on one side of the football goalpost as he or
she passes from left to right and right to left and then immediately
execute a 180-degree pivot and return to the other side of the post
to shoot on goal.
Competition
Athletes attempt 10 catches per competition. Award 1 point
for each successful catch and 180-degree pivot and return to the
opposite side. Award 2 more points for each successful shot scored
on goal. Be sure to equally distribute the passes to each side of the
football goalpost, and make sure the shot is taken on goal as soon
as the athlete passes the football goalpost. A maximum of 30 points
can be scored.

c h a p t e r
5
Build Balance
P roper balance involves a particular state of equilibrium or equipoise.

The human balance system works with the visual and skeletal sys-
tems (the muscles and joints and their sensors) to maintain orientation.
The three sensory systems used to maintain orientation, or balance, are
the eyes, the inner ear, and nerve endings found in muscles, tendons,
and joints that provide a sense of the body’s position when placed in
different situations. For example, when you’re skiing, visual signals
regarding your body’s position begin at the brain, where sensory signals
travel throughout your body, including sensors located on the bottom
of your feet. These signals allow you to find and maintain balance in
relation to your surroundings. To develop balance, you need to develop
“muscle memory” (as discussed in chapter 4), an unconscious tensing
and releasing of the right muscles in just the right increments that
enables them to maintain their equilibrium in motion. It is through this
process, for example, that a person learns to ride a bike. When learning,
the body sends signals to the brain to orient the body to where it should
be positioned and maintained, allowing the body’s muscle memory to
eventually take over and become what seems to be second nature.
Balance is the most essential skill for an athlete to possess, and time
needs to be spent on developing it. All sports rely heavily on balance.
Think of a soccer player attempting to keep possession of a ball, a
pitcher winding up and throwing to home plate, a basketball player
taking a jump shot, a football lineman blocking a defender, or a tennis
player playing serve and volley. In each case, balance plays a key role
in achieving the precise set of movements necessary for the skill to be
performed correctly.
Without balance we would have no rhythm or fluidity to execute and
coordinate the movement of body parts while maintaining the stable
position required to perform the multiple tasks. Watch a highly skilled
NBA player dribble, move, and glide through the air toward the basket,
or an NHL player move up the ice with the puck and quickly transition
into taking a shot, or a PGA player’s golf swing—they all possess the
same qualities. Four of the seven athletic components (agility, coordina-
tion, speed, and strength) rely on balance to be performed effectively.
63
For example, the coor-
dination of an effec-
tive baseball, golf, or
tennis swing would
not be possible with-
out proper balance.
A key element in
athletics is the abil-
ity to maintain bal-
ance while in motion.
Whether you are rap-
idly transferring body
weight during a golf
swing, swinging or
hitting and getting out
of the batter’s box in
baseball, snowboard-
ing down a moun-
tain, or maneuvering
around an opponent
in ice hockey, soccer,
Balance helps an athlete maintain the stable position or lacrosse, balance
required for performing sport-specific tasks, such as plays a primary role in
throwing a baseball. the execution of most
athletic movements. Balance allows the body to transfer weight while
performing. Athletes need to be able to continue to execute while tran-
sitioning from a variety of body positions and movements. They often
find themselves off balance before or after executing a play. To be in a
position to finish a play, or to prepare for the next play, they must be
able to adjust quickly to regain proper balance.
Balance develops an overall sense of equilibrium, self-control, and
total body awareness. We consider balance the foundation to athletic
development. The more balance becomes the focus of a child’s athletic
development, the more adept he or she will become at performing more
difficult and complicated tasks, such as turning a double-play in baseball,
throwing a football on a full run, changing body direction in midair to
avoid a defender when driving to the basket, skating and stick-handling
the length of the ice while avoiding defenders, and so on.
This chapter contains drills and competitions that develop a child’s
balance and help create a greater sense of how to control the body in
many athletic situations. We include drills to develop balance from a
static position, while in motion, and with or without a partner. We
want to provide your athletes with the proper foundation to succeed in
sports, as well as an essential health benefit for years to come. Balance

training improves the core strength and stability of the body and is a
prevention measure for future back and hip injuries that plague many
of us in adulthood. Balance training should become a focus.
Drill 5.1
Balance in Motion
Age Range
8 to 14
Purpose
To increase overall balance and aid in recovering from off-balanced
positions
Benefits
Athletes develop equilibrium in motion through muscle memory.
Balance is essential to all sports that require movement and is the
foundation on which other athletic components are built.
Equipment
A wooden two-by-four about 8 to 10 feet long, two tennis balls, one
6-inch and one 12-inch high hurdle
Setup
Place the two-by-four flat on the ground. Athletes execute the drill
by moving the full length and back each rotation.
Execution
There are seven progressions that
help athletes develop a sense of
equilibrium when in motion. The
progressions slowly advance to
include athletes performing mul-
tiple tasks and movement as they
develop equilibrium. For safety pur-
poses, we recommend a spotter to
walk the length of the two-by-four
as kids perform the tasks.
Progression 1
Athletes walk the length of the
two-by-four beam four times,
attempting not to lose balance and
step off. Once they reach the other
Build Balance  65

end, they immediately return to the starting point, this time walking
backward. Allow athletes to look at their feet and look behind them
for the first time through, but after that, tell them to look up and
straight ahead for the remainder of the routine.
Progression 2
Athletes repeat the forward and back-
ward walk on the beam four times but
add a 180-degree rotation for a for-
ward approach and a 360-degree rota-
tion for a backward approach when
they finish at each end of the beam.
This can be accomplished by lifting
up onto the balls of the feet and rotat-
ing with the hips, without lifting the
feet off the beam, and extending both
arms out to the sides. As kids become
more comfortable, they might find
they no longer need to extend their
arms to maintain balance. They
continue to walk either backward or
forward across the beam.
Progression 3
Athletes walk forward and backward
across the beam four times as in pro-
gression 1, but now they try to catch
tennis balls thrown to them from
10 feet away. Each athlete should
try to reach and catch the ball while
maintaining balance on the beam.
Balls should be tossed from a variety
of directions, both in front of the
athletes and behind them and both
low and high.
Competition
Athletes catch and return tennis
balls by tossing as many balls as they
can over 60 seconds back and forth
to a partner. They must continue to
move on the beam for each catch to count. Record the number of
successful catches made without falling off the beam, awarding 1
point for each ball caught and another point for each ball accurately
tossed to the partner. If an athlete falls off the beam, the count starts
over from zero.

Progression 4
The athlete walks across the wooden
beam as in progression 1. This time
each athlete should toss two tennis
balls up in the air and then catch
them. The balls are tossed straight up
in the air to the same hand simulta-
neously; there is no transfer of balls
from hand to hand.
Progression 5
Athletes pick up the pace of the walk
forward and backward on the beam
without falling off.
Progression 6
Each athlete walks laterally (sideways)
by crossing one foot over the other
(a), stepping to the side with the
other foot (b), and then crossing the
first foot behind the other foot. Athletes cross the beam and return to
the other end facing the same direction. After perfecting this without
stepping off the beam, they increase speed.
To further progress each stage of this drill, have athletes step over
one 6-inch hurdle and one 12-inch hurdle placed on the ground over
the two-by-four beam. As a safety precaution, have a spotter reverse
hurdles in the correct direction each time an athlete passes over a
hurdle.
a b

Competition
Record how long it takes athletes to execute six passes across the
beam (a pass equals one time across the length of the beam); add three
seconds for each fall off the beam.
Progression 7
This progression adds a partner to the drill. Place two 8- to 10-foot
two-by-fours flat on the ground next to each other (touching) width-
wise. Athletes start from opposite ends and walk toward each other
and pass without touching or stopping. After they can do this, they
perform the six previous progressions but this time with a partner. To
increase difficulty, use one two-by-four instead of two. Repeat until
each athlete begins to successfully execute the drill on a consistent
basis.
Drill 5.2
Knee Balancing
Age Range
8 to 14
Purpose
To increase overall balance in various situations; to aid in recovering
from off-balanced positions
Benefits
Athletes develop equilibrium in motion through muscle memory. To
develop balance, athletes must develop muscle memory in the core
of their bodies (abdomen, lower back, and hips).
Equipment
You’ll need a Vew-Do zone balance board or a half foam roll. A Vew-
Do zone balance board is a flat, wooden, oval-shaped board with
three fulcrum attachments on the bottom to increase difficulty in
maintaining balance. You can find Vew-Do zone balance boards at
sporting goods stores or at www.Vewdo.com.
Setup
Place the Vew-Do boards or half rolls on a semihard carpet or hard
gymnastics mat.
Execution
There are two progressions for this drill.

Progression 1
Each athlete starts on hands and knees with both knees placed on
the board or roll. Ask the athlete to lift one foot off the ground while
maintaining balance with both hands placed on the board to each side
of the knees (a); the other foot should be placed on the ground with
only the tips of the toes touching. The first foot is lifted several inches
off the ground, and the knee remains bent slightly. Over time, each
athlete works toward fully extending the leg back and locking the knee
while making the back parallel to the ground (b). Alternate lifting each
foot off the ground while maintaining balance, and then attempt to
lift both feet off the ground simultaneously, keeping knees bent and
hands placed on the board (or roll) on each side of the knees.
a b
Progression 2
The athletes lift both hands off
their boards (or rolls) and both feet
off the ground while maintaining
balance as long as they can on their
knees. They might find that lifting
both arms up and out to the sides
allows them to gain and maintain
their balance faster and longer.
Competition
Record how long each athlete
can remain balanced before fall-
ing off the balance board or half
foam roll. Record each athlete’s total time spent balancing over five
attempts. For a total competition score, award 1 point for each second
that an athlete maintains balance on the board (or roll) for all five
attempts combined.

Drill 5.3
Balance Boarding
Age Range
8 to 14
Purpose
To increase overall balance in various situations; to aid in recovering
from off-balanced positions while executing sport fundamentals such
as catching and throwing
Benefits
Athletes develop equilibrium in motion through muscle memory. To
develop balance, athletes must develop muscle memory in the sensory
nerves through their lower limbs and bottoms of their feet.
Equipment
A Vew-Do zone balance board or half foam roll
Setup
gymnastics mat. Be sure to use spotters to prevent athletes from falling
and hurting themselves. Athletes should also wear protective helmets
during this drill and the competitions.
Execution
There are two progressions. The drill begins with a simple balance tech-
nique and is followed by adding
specific sport functions.
Progression 1
Start the drill by placing the teeter
fulcrum on the bottom of the Vew-
Do zone board. If you don’t have
access to a Vew-Do board, use a
half foam roll (found in the fitness
section of most sporting goods
stores). Athletes attempt to main-
tain balance on the board while
standing. Over time, once athletes
become accustomed to balancing
themselves, advance to the com-
petition phase of the drill.

Competition
Record each athlete’s total amount of time spent balancing on
the board over five attempts. For a total competition score, award 1
point for each second that an athlete maintains balance on the board
(or roll) during all five attempts.
Progression 2
Introduce athletes to balancing while
focusing on executing other athletic
skills simultaneously. An athlete
stands on the board, as in progression
1, and tosses a basketball, football, or
tennis ball to a partner. The partner
catches the ball and tosses it back
while balancing on a board. A varia-
tion of this drill for athletes 12 years
old and older is to throw them light
medicine balls. This further tests their
overall balance by having them react
and adjust to the added weight while
focusing on executing the catch and
throw.
Competition
Record for each athlete the total
amount of time balanced and total number of successful catches over
five combined attempts. Award 1 point for each second that an athlete
maintains balance on the board (or roll) and another point for each
successful catch. Combine all five attempts for a total competition
score.
Drill 5.4
Balancing in Different Body Positions
Age Range
8 to 14
Purpose
To increase overall balance when placed in different body positions
Benefits
Athletes develop equilibrium in motion through muscle memory. In
hockey, football, soccer, basketball, or lacrosse competition, athletes
often find themselves in awkward positions in which they need to

maintain balance to continue with play. A running back in football,
for example, might be hit and spun around, nearly hitting the ground,
requiring a keen sense of balance to stay on his feet and continue
running downfield.
Equipment
A Vew-Do zone balance board or half foam roll
Setup
gymnastics mat. Be sure spotters are available at all times to prevent
athletes from falling. Protective helmets are recommended for this
drill.
Execution
This drill can be extremely difficult
and should be introduced only after
athletes can successfully execute the
previous balance boarding drill. The
athlete begins by squatting on the bal-
ance board with the left hand touching
the lower part of the right leg. The body
twists to the right, and the right arm is
either used for balance or positioned
behind the back for more of a challenge.
The athlete executes the drill in different
directions, switching hands and touch-
ing the opposite leg.
Competition
Record each athlete’s total time spent balancing over a total of
five attempts. For a total competition score, award 1 point for each
second that an athlete maintains balance on the board (or roll) for
all five attempts combined.
Drill 5.5
Bicycle Balance
Age Range
8 to 14
Purpose
To increase overall balance by using a nontraditional training tool—
the bicycle

Benefits
One of the main skills kids master at a young age is balancing on
a bicycle. Bike riding can also be used to continue to increase an
athlete’s overall balance skills and to develop the body’s equilibrium
in motion through muscle memory. A key element to accelerating
a child’s learning experience is to engage him or her in a variety of
enjoyable activities. Most children know how to ride a bike, but they
have likely never used their bikes as tools to enhance their athletic
skills within an organized practice. You might also consider having
your athletes bring their bicycles to an organized baseball, basketball,
football, soccer, or lacrosse practice.
Equipment
A mountain bike or BMX bike and a protective bike helmet
Setup
You can conduct these drills in your driveway or an empty parking
lot, on grass, or on a dirt path. Use spotters to prevent athletes from
falling. Spotters should run alongside athletes when the bike is moving
and catch athletes if they fall. All bicyclists should wear protective
bike helmets.
Execution
There are seven progressions that
advance from simple balancing to
complex variations.
Progression 1
Each athlete sits on the seat of the bike
with both feet on the pedals. Hands
are on each side of the handlebars.
Remind them to focus the center of
the bike equally between the two legs
at all times with arms steady on the
handlebars.
Competition
Record how long they can keep
their bikes balanced without plac-
ing their feet on the ground. Use a
point system similar to the other competitions, awarding 1 point
for each second the bike is held balanced and the athlete’s feet have
not touched the ground. Each athlete’s progress is measured by the
increase in time spent balanced on the bike. Record a personal-best
score for five total attempts, and add that score to the personal-best
scores of the remaining six competitions executed for this drill.

Progression 2
Have each athlete stand on both
pedals with hands placed on the
handlebars to stabilize the bike. If
they struggle with this, have them
focus on keeping the bike centered
an equal distance between the two
legs.
Competition
can stand on both pedals without
placing a foot on the ground. Award
2 points for each second the bike
is held balanced and the athlete’s
feet have not touched the ground.
Record a personal-best score for five
attempts, and add that score to the
personal-best scores of all the other
competitions for this drill.
Progression 3
Each athlete sits on the seat of the bike with both feet on the pedals
and one hand off the handlebars.
Competition
Record how long each athlete can keep the bike balanced on
the two tires without placing the feet on the ground. Award 3 points
for each second the bike is held balanced without feet touching the
ground. Record a personal-best score for five attempts, and add that
score to the personal-best scores of all the other competitions for this
drill.
Progression 4
Each athlete sits on the seat of the bike with feet on the pedals and
hands off the handlebars.
Competition
Record how long each athlete can keep the bike balanced on
the two tires without placing the feet on the ground. Award 4 points
for each second the bike is held balanced without feet touching the
ground. Record a personal-best score for five attempts, and add that
score to the personal-best scores of all the other competitions for this
drill.

Progression 5
Have each athlete stand on one side
of the bike on one pedal while hold-
ing onto the bike with two hands.
Remind them to try to keep the
tires straight by steadying the bike
with two hands on the handlebars
and the body slightly bent over the
center of the bike. Once they can do
this, have each athlete stand on one
side of the bike on one pedal while
holding onto the bike with only one
hand. These techniques are difficult
and should be carefully spotted.
Competition
can keep the bike balanced on the
two tires without placing the feet on
the ground. Award 5 points for each
second the bike is held balanced without feet touching the ground.
Record a personal-best score for five attempts, and add that score to
the personal-best scores of all the other competitions for this drill.
Progression 6
The previous drills have been done in a stationary position, and now
it’s time to progress to using movement. Athletes ride their bikes a set
distance (about 20 yards) at a moderate speed before applying both
the front and back brakes equally and gliding to a complete stop. This
is followed immediately by balancing the bike with both feet on the
pedals and hands on the handlebars without placing either foot on
the ground.
Competition
Record how long each athlete can keep balanced on the bike
before placing a foot on the ground. Award 6 points for each second
the bike is held balanced without feet touching the ground. Record
a personal-best score for five attempts, and add that score to the per-
sonal-best scores of all the other competitions for this drill.
Progression 7
Once athletes have consistent success in executing progression 6, have
them repeat the 20-yard ride and stop. This time ask each athlete to
swing one leg across the bike as it’s moving and to place the foot on
the same pedal as the other foot; tell the athletes to glide to a stop

without applying the brakes. Speed and distance are not important
factors in this drill. The focus is on the execution of swinging the leg
over the bike and keeping the bike balanced after it stops.
Competition
Record how long each athlete can keep balanced after stopping
and balancing on one pedal. Award 7 points for each second the bike
is held balanced without feet touching the ground. Record a personal-
best score for five attempts, and add that score to the personal-best
scores of all the other competitions for this drill.
Drill 5.6
Roll, Balance, and Run
Age Range
8 to 14
Purpose
To incorporate balance in different body positions; to maintain or
regain balance after specific athletic movements
Benefits
This drill helps athletes develop equilibrium in motion through muscle
memory. They improve in their ability to fall down, get back on their
feet immediately, regain balance, and continue play.
Equipment
A tumbling mat (optional if on grass or turf), a poly balance beam 8
feet long by 4 inches wide by 1.5 inches thick
Setup
Place the balance beam on a semihard carpet or grass area at the end
of a gymnastics tumbling mat. If the beam tends to move when ath-
letes land on it, have someone hold the far end down with a foot. If
a mat is unavailable, a soft carpet or grass area works fine.
Execution
Two progressions are designed for advanced athletes who have mas-
tered the other balance drills in the chapter.
Progression 1
An athlete stands about four feet from the balance beam and executes
a forward roll (a, b). The athlete tries to place both feet on the balance
beam near the end of the forward roll (c) and finishes in a standing
position on the beam (d). She then immediately moves forward to
the end of the beam without losing balance.

a b
c d
Progression 2
Progress the drill by moving athletes back and having them slowly
approach the mat by walking into one forward roll immediately onto
the balance beam and finishing with a run to the end of the beam.
A spotter follows athletes into the forward roll to watch and protect
their necks. A spotter is also near the balance beam, prepared to catch
athletes if they begin to fall.

Sport-
Drill 5.7
Specific Tennis Balancing
Drill
Age Range
8 to 14
Purpose
To get better at executing tennis shots while unstable and off bal-
ance
Benefits
Tennis players often find themselves in awkward positions when
trying to reach balls or hit shots. This drill forces athletes to execute
in uncomfortable or unstable positions.
Equipment
Four half foam rolls, 12 tennis balls, a tennis racket
Setup
Place the four rolls in the center of one half of a tennis court on the
middle and top of the two service boxes about two feet from the top
of the service box toward the net.
Execution
A partner or feeder bounces balls to each side of the athlete. Have
the athlete walk forward and backward on the half foam rolls while
hitting balls over the net inbounds for two minutes.
Competition
Award 1 point for every
ball struck and 1 point for
every ball hit inbounds prior
to stepping off the half foam Feeder
rolls. If an athlete falls off the
foam rolls, record the points
scored and repeat; record until
two minutes have elapsed.

Drill 5.8 Sport-
Basketball Balancing Specific
Drill
Age Range
8 to 14
Purpose
To execute basketball shots while off balance and unstable
Benefits
Basketball players often find themselves in awkward positions when
trying to get shots off. This drill places athletes in uncomfortable or
unstable positions while executing shots.
Equipment
Vew-Do zone balance board, three basketballs
Setup
Place the Vew-Do board in front of a basket. A partner is positioned
under the basket to feed basketballs to the athlete.
Execution
The athlete begins by balancing on the balance board. The partner
then begins feeding basketballs in the air for the athlete to catch and
shoot for two minutes. Feeding balls on one bounce to the athlete
can adjust the drill.

Competition
Award 1 point for every ball caught and 2 points for every basket
made prior to falling off the balance board. Each competition runs a
total of two minutes. Record the most points recorded prior to falling
off the board.

c h a p t e r
6
Boost Stamina
S tamina is what gives athletes enduring physical or mental energy

and strength and allows them to keep going over an extended period
of time. Although stamina is typically associated with endurance athletes
such as marathon runners, triathletes, and cyclists, every sport or ath-
letic activity involves stamina. The obvious sports that require a focus
on stamina include soccer, lacrosse, ice hockey, basketball, football, and
tennis. Each of these sports involves continuous play with no regular
rest intervals such as those that occur between pitches and innings in
baseball, for example. Sports such as baseball and softball are slow paced
with little extended physical exertion, unless you’re a pitcher or catcher.
Still, baseball is a sport in which stamina must be developed in order
to develop strength (which we’ll discuss in chapter 7). All sports have
specific stamina requirements that need to be developed for athletes to
perform at optimal levels.
Stamina allows athletes to execute the skills of their sport without
tiring or losing concentration. When athletes find themselves tiring
during a competition, they might become physically unable to execute
the skills necessary to excel. For example, a hockey defenseman who
tires toward the end of a game might be unable to chase down a puck
in his own zone, allowing the opposition to gain control and score.
Fatigue can also affect concentration and decision making, such as when
a basketball point guard gets tired and misses a pick set by a teammate
and ends up turning the ball over at a critical point in the game.
Today’s kids spend a great deal of time in front of computers, video
games, and television sets. They are sedentary for long periods of time
at school, including the commute to and from school, with little to no
movement other than walking between classes and to lunch. The reduc-
tion and, in some cases, elimination of physical education has drastically
decreased physical activity during school hours. In addition, more school
systems are finding it difficult to continue after-school activities and
sports because of budget restraints. These factors combined have led to
a serious decline in overall fitness among a majority of kids and can be
quite noticeable when a child plays on an organized sports team.
Kids still enjoy running and moving and the freedom that play pro-
vides. But for many, the only chance they have to exercise their stamina
81
is at an organized practice or game. In these settings, endurance does not
receive enough attention or is presented in a negative fashion. Unfor-
tunately, stamina training is often applied as a punishment. Athletes
are sent to run a number of laps or told to do a number of push-ups as
a punishment for being late, making a mistake, or misbehaving. This
can result in a lifetime of negative feelings toward working out. Because
endurance is such an integral part of sport performance, stamina training
should never be used as a punishment. It should be presented as a fun
activity that promotes positive feelings toward working out.
Stamina training should be done strategically. It should not necessar-
ily be conducted in its entirety at one particular time during a practice.
Splitting up stamina training within a practice should increase the over-
all intensity each athlete exerts during these segments. For best results,
stamina training should be customized depending on age and placed
appropriately within a practice. We approach stamina training in two
different phases: general physical conditioning (primarily for ages 8
through 14) and sport-specific training (for ages 10 through 14). For our
purposes here we’ll focus on general physical conditioning and touch
only briefly on sport-specific training. Stamina is important when train-
ing for any sport. Sport-specific conditioning is not absolutely necessary
for kids at this age as long as they’re getting general conditioning. You
can be creative in your approach to general stamina training when con-
ditioning sport-specific athletes to help them receive optimal benefits.
Stamina training for kids should consist of general activities that are
fun and that encourage the athletes to push themselves to their next
To promote positive attitudes toward working out and to keep kids interested in the
task at hand, stamina training should be structured as fun and enjoyable activities.

level of fitness. Many healthy kids of this age have a natural supply of
energy that provides them with significant endurance to apply to any
athletic event they wish. But because of the sedentary nature of American
society today, stamina training should not be overlooked.
One of the best general methods for conditioning stamina in young
kids is to incorporate different sports into your practices. For example,
if you coach basketball, take six to nine minutes twice a practice to play
small-sided games of soccer, lacrosse, or flag football. This allows your
athletes to perform movements not associated with their sport and is
an excellent way to quickly improve overall stamina. Plus the games
make practice more fresh and fun. Playing a game of ultimate Frisbee
is another option. Ultimate Frisbee is played on college campuses as a
recreational activity and is a great conditioning activity that provides
plenty of fun competition and distracts the athlete’s attention away from
fatigue. See pages 93 to 94 for a description of ultimate Frisbee.
Another option is obstacle courses, which can be the most effective
way to execute a training routine in a fun and creative way. Very few
athletes truly enjoy stamina training, but nearly everyone enjoys the
variety and challenge of an obstacle course. This is a way to involve
athletes in stamina training while having them execute and focus on
other athletic elements, such as coordination, speed, and strength, as
they begin to become fatigued.
When possible, set up your obstacle courses on diverse terrains. There
are two reasons for this: to avoid boring your athletes by giving them
fresh challenges, and because if the body repeats the same routine over
and over, it begins to adjust and master those particular movements,
which reduces the conditioning effect. You might place part of the
course on the side of a hill that athletes must climb while performing
a routine such as a slalom around cones. If you have access to a beach
or sand, you can introduce digging or climbing out of holes into your
course. (Note that sand increases the overall intensity of a workout, so
your course should be shorter.) Or you can take your team to a running
trail; many communities have developed trails with multiple manmade
fitness stations. If trails don’t have fitness stations, develop your own
natural ones, such as pull-ups on secure tree branches, push-ups off logs,
and so on. When developing obstacle courses, be sure to change them
regularly to give athletes new challenges and to work on different body
movements, which accelerates their overall fitness progression. See pages
84 to 88 for sample obstacle courses.
One obvious method of stamina training, and the most common, is
running. Endurance training for most sports is associated with doing
laps around a field or track, and with good reason—when combined
with other forms of stamina training, running is a great way to build
athletic endurance. And if presented correctly, running can be fun. If
you’re on a track, it’s a good idea to vary the type of running you have
Boost Stamina  83

your athletes do. This is because most athletes don’t run at one constant
speed in their sport; most sports require athletes to execute sprints, jogs,
instant accelerations, sudden slow-downs, and rapid changes of direc-
tion. A mix of speeds and types of running also allows your athletes to
work different muscle groups. For an example of incorporating different
forms of running into a track workout, see pages 88 to 89.
In general, endurance training on a track should be reserved for ath-
letes 10 and older because these kids are more focused and not as apt to
become bored with training of this nature. Younger kids should stick to
activity-based training that’s game oriented and that serves to misdirect
their attention from a focus on running.
You might consider taking your athletes running at nontraditional
locations, such as a swimming pool. The resistance athletes receive when
running through water builds overall stamina while avoiding the wear
and tear of running on dry ground. Pool-running is often conducted in
the deep end of a swimming pool under close supervision of an adult
who can swim and is trained in water safety. Athletes should tread water
by using their normal running stride, as if they were running on a track.
Until athletes perfect this drill, are comfortable in the water, and can
swim, they should wear lifejackets or flotation belts. See page 93 for a
pool-running workout.
Drill 6.1
Stamina Course for Younger Kids
Age Range
8 to 9
Purpose
To prepare an athlete’s overall stamina for numerous activities and
competitions
Benefits
Athletes build the stamina they need to execute skills effectively when
they become fatigued over the course of competition.
Equipment
30 cones, two 3-pound fitness balls, 24 low track hurdles, two 10-
pound medicine balls, 20 12-inch hurdles, a stopwatch, a whistle
Setup
Six athletes participate simultaneously while others work at other
drills. Athletes rotate into this drill every six minutes. Set up a 50-yard
by 30-yard area on a football field or other grassy area. Set up three
10-yard lanes adjacent to each other and outlined by 10 cones; one

lane is 50 yards long, the second is 30 yards long, and the third is 20
yards long. Assign two athletes to each lane. Rotate each lane every
two minutes until all three lanes have been completed, for a total of
six minutes.
Each lane requires different tasks to be conducted for two minutes
each. The 50-yard lane is set up with two adjacent slalom courses
(marked by 20 cones in two separate rows, arranged in a zigzag for-
mation five yards apart downfield and five yards to each alternating
side; see diagram). Place two 3-pound fitness balls at the starting line
of this lane. The 30-yard lane is set up with two adjacent lines of 10
consecutive 12-inch hurdles, arranged 1 yard apart for a total of 10
yards, beginning 10 yards from the starting line and 10 yards from
the end of the lane. Adjacent to the 12-inch hurdles, place two adja-
cent rows of 12 low track hurdles (adjust a track hurdle to it’s lowest
setting height), arranged 2 yards apart for a total of 24 yards (placed
3 yards from each end of the 30-yard lane). The third 20-yard lane
is outlined simply by four cones; two 10-pound medicine balls are
placed at the starting line of the lane.
Execution
Begin with two athletes assigned
to each lane. Every two min-
utes blow a whistle and rotate
each group of two athletes
to their next assigned lane
until all three lanes have been
completed. Count the total
number of completed up-and-
back executions of the tasks
assigned to each lane over the
two minutes.
• The 50-yard lane’s task
50 yd
is running the slalom up and

back, followed immediately by
carrying a three-pound fitness
ball on the same slalom course
30 yd
up and back.
• The 30-yard lane consists
20 yd
of jumping over the 10 con-

secutive 12-inch hurdles up the
lane, followed immediately by
alternating over and under each
of the 12 consecutive low track 10 yd 10 yd 10 yd
hurdles back down the lane to E3613/Lancaster/fig.6.1 /298870/alw/r2
the original starting line.

• The 20-yard lane requires the athlete to travel on all fours (hands
and feet) up and down the lane, followed immediately by rolling a
10-pound medicine ball up and back.
Competition
For a total of six consecutive minutes, count the total number
of passes made for each lane and award 2 points for each pass on the
50-yard lane, 6 points for each pass on the 30-yard lane, and 10 points
for each pass on the 20-yard lane. Athletes can self-measure their prog-
ress by adding the total number of points they accumulate over each
six-minute interval. Competitions can also pit teams or individual
athletes against each other by totaling up accumulated scores.
Drill 6.2
Stamina Course for Older Kids
Age Range
10 to 14
Purpose
To improve an athlete’s stamina in the later stages of competition
Benefits
Athletes build the stamina they need to execute skills effectively
toward the end of competitions or when they become fatigued over
the course of competition.
Equipment
Four cones, two 12-pound medicine balls, six low track hurdles, 10
12-inch hurdles, a stopwatch, a whistle
Setup
Set up a circle 15 yards from the center point to each of four cones
positioned equally around the perimeter on grass or turf. Two athletes
participate at once in a circle while other athletes do other drills.
Athletes rotate into this drill every three minutes.
Execution
Assign each athlete to a cone on opposite sides of the circle, 30 yards
apart. Give each athlete a 12-pound medicine ball that is carried from
one cone to the next after completing each task. Every task executed
from each cone requires the athlete to travel in a straight line to the
center point of the circle and back before rotating counterclockwise
around the perimeter of the circle. After starting the drill, keep time on

a stopwatch until three minutes have elapsed, and then blow a whistle
to end the drill. Each cone requires different tasks to be completed.
The first station requires the athlete to run forward into the center
of the circle, run backward toward the perimeter cone, and then repeat
(note that this is the only station that is repeated before proceeding
counterclockwise to the next station). The athlete then takes the
assigned 12-pound medicine ball and runs counterclockwise to the
next station. (This is repeated after the conclusion of each station.)
The second station requires the athlete to jump consecutively over
10 12-inch hurdles placed one yard apart, until reaching the center of
the circle. The athlete then returns immediately by laterally jumping
over each hurdle.
The third station involves traveling over and then under six low
track hurdles both ways into and out of the circle.
The fourth station requires the athlete to crawl facedown on hands
and feet into the center of the circle and then travel back face-up on
the hands and feet.
This drill requires each athlete to complete as many laps as possible
around the circle with the medicine ball in three minutes.
2
Forward jump
Lateral jump
Run
3 1
15 yd
Front crawl
Back crawl
E3613/Lancaster/fig.6.2/298871/alw/r1Boost Stamina  87

Competition
For three consecutive minutes count the number of laps com-
pleted around the circle. Award 5 points for each successfully com-
pleted lap. Athletes can self-measure their progress by adding the total
number of points they accumulate over each three-minute interval.
Competitions can also pit teams or individual athletes against each
other by totaling up accumulated scores.
Drill 6.3
Track Run
Age Range
10 to 14
Purpose
To build stamina with nontraditional drills
Benefits
Improves stamina by mixing up the typical training routine, keeping
it fresh and challenging.
Equipment
Six cones, a stopwatch, a whistle
Setup
Six athletes prepare to run on a 400-meter running track. They start
at the traditional starting line marked on the track.
Execution
Six athletes run counterclockwise around the running track. Assign
one athlete per lane. Begin all athletes running at the same time in
their assigned lanes. Alternate timed intervals in order of 30, 15, 10,
20, and 30 seconds, repeating the same timed intervals until you
reach 4 minutes. The first 30-second interval is a straight run; the
15-second interval is a backward run; the 10-second interval is a run
with high knees (athletes are on the balls of their feet lifting their
knees as high as they can with each stride); the 20-second interval
is a lateral run with hips squarely facing the inside of the track; and
the final 30-second interval is a lateral run with hips squarely facing
the outside of the track.
Athletes then repeat this sequence for four minutes, at which point
they stop and mark on the track where they finished. Each athlete
then immediately retrieves a cone at the center of the track and brings
it to the finish point of the last interval. The athletes then begin run-

ning as fast as they can for another 60 seconds. At 60 seconds, blow
the whistle and ask all athletes to freeze; then record the distance
traveled by each athlete. This distance becomes their base by which
to self-measure future performances.
Competition
Take the base distance recorded and award 1 point for each addi-
tional 20 meters covered over the five-minute drill; subtract 1 point
for each 20 meters the athlete fails to complete before reaching their
base distance. Note that each personal best becomes the athlete’s new
base by which he or she is measured in the future. Over the course
of a season or consecutive training sessions, record each athlete’s
points and keep track to compare against earlier sessions and those
of other athletes.
Drill 6.4
Up and Down Track
Age Range
10 to 14
Purpose
To increase athletes’ overall stamina and conditioning
Benefits
This conditioning drill works numerous parts of the body throughout
the workout, training the body with a total-conditioning, rather than
a one-dimensional, approach. Please note that this is an advanced
stamina drill that can be difficult for athletes to master. We sug-
gest introducing parts of this drill prior to running the drill in its
entirety.
Equipment
A set of adjacent bleachers, twelve 12-inch hurdles, a two-foot high
bench, a stopwatch, a whistle
Setup
Athletes prepare to run in the traditional counterclockwise direction
around a 400-meter running track (or other measured-out perimeter).
Start each athlete at the traditional starting line marked on the track.
Start another athlete every 30 seconds.
Execution
Each athlete begins by running two 400-meter laps. On the third lap,
athletes run up the bleachers stepping on every step to the top of the

bleachers and back down. This
is followed by running over 12
consecutive 12-inch hurdles
at the 100-meter mark on the
track. This is followed by 25
switches on a bench located
at the 200-meter mark on the
track (switches are executed Start
by placing one leg up on the
bench and exploding off that
Bleachers
Bench
leg straight into the air while
the athlete switches legs and
lands on the opposite leg
on the bench and immedi-
ately explodes straight up).
They repeat the alternating
switches a total of 25 times.
Athletes then proceed another
100 meters until they reach
a coned-off area, where they
execute 25 push-ups. The
fourth lap repeats the third-
lap tasks with one difference
at the first bleacher station. At
this station, the athlete ascends the bleachers hitting every other step
before repeating all tasks from the third lap. The fifth lap repeats all
tasks from the third and fourth laps except for the bleacher climb, in
which the athlete ascends hitting every third step. The sixth and final
lap is a 400-meter run with no additional tasks.
Competition
Record how long it takes to complete all six laps. Athletes should
attempt to improve on their personal best each time they run the
course.
Drill 6.5
On- and Off-Track
Age Range
12 to 14
Purpose
To increase athletes’ overall stamina

Benefits
Breaks up the monotony of track work by mixing up and introducing
different conditioning challenges and movements. Please note that
this is an advanced stamina drill that can be difficult for athletes to
master. We suggest introducing parts of this drill prior to running the
drill in its entirety.
Equipment
23 cones (11 orange cones and 12 yellow cones), a stopwatch, a
whistle
Setup
This drill requires a 400-meter running track (or other measured-out
perimeter) and a football or soccer field located in the middle of the
track. Athletes prepare to run counterclockwise around the track. Each
athlete starts at the starting line marked on the track. Start another
athlete every 30 seconds. Place orange cones down the center of the
football or soccer field at these positions: on the end line of one end
zone, on the goal line of the same end zone, on the 25-yard line, on
the 50-yard line, 75 yards out from the same end zone, and on the
opposite goal line. Place yellow cones at these positions: on the goal
line of the end zone, on the 10-yard line on the far sideline, on the
20-yard line at the center of the field, on the 30-yard line on the far
sideline, on the 40-yard line at the center of the field, on the 50-yard
line on the far sideline, at the center of the field on the 50-yard line,
downfield on the 40-yard line near the sideline, on the 30-yard line
at the center of the field, on the 20-yard line on the near sideline, on
the 10-yard line at the center of the field, and on the goal line near
the sideline. On an adjacent hill, place five cones five yards apart from
right to left and five yards apart up the hill. If a hill is not available,
place cones in a slalom course fashion on bleachers.
Execution
Athletes begin by running one 400-meter lap. They then move imme-
diately (without resting) to the football field (a) inside the track area.
They begin sprinting the 110-yard shuttle from the designated end
of the field (at the back of the end zone) for 110 yards; jogging back
upfield to the end-zone line and sprinting back downfield 100 yards;
jogging back upfield to the 25-yard line and immediately sprinting
back downfield 75 yards; jogging back to the 50-yard line and imme-
diately sprinting downfield 50 yards; and returning back upfield
25 yards before sprinting back downfield 25 yards. Following this,
they immediately begin running 400 meters around the track before

running to the bottom of an adjacent hill and sprinting up and down
a slalom course through the five cones placed on the hill a total of five
times before returning to the track to complete another 400-meter lap.
After completing the lap, they return immediately (without resting)
to the football field’s end zone and begin sprinting downfield on a
slalom course, touching every designated yellow cone downfield (b).
They complete the drill by returning immediately to the track (without
resting) to run a final 400-meter lap.
Competition
Record how long it takes each athlete to complete the course.
Athletes self-measure and attempt to improve on their best time each
time they run the course.
Back of end zone

End zone line Start sprint
110
10 10
20 20
100
30 30
40 40
75
50 50
40 40
50
30 30
20 20
25
10 10
Start Start
run run
a b
E3613/Lancaster/fig.6.4a/298873/alw/r1 E3613/Lancaster/fig.6.4b/298874/alw/r2

Drill 6.6
Water Running
Age Range
8 to 14
Purpose
Benefits
the course of competition.
Equipment
A swimming pool and a life vest for each athlete
Setup
Under the supervision of an adult who knows how to swim, athletes
participate in the deep end of a swimming pool.
Execution
Athletes run in the deep end of the pool (refer to the tips on page 84 at
the beginning of the chapter). Athletes should attempt to increase the
total amount of time they can run without stopping by timing each
attempt. Athletes make six attempts with a 60-second rest between
each interval for the first session. Increase the number of intervals
for each subsequent session. The degree of difficulty can eventually
be increased by asking the athlete to run for a set continuous period
of time (e.g., 10, 15, or 20 minutes) with the addition of faster paced
intervals (e.g., 15, 30, 45, and 60 seconds) over the course of the total
continuous run.
Drill 6.7
Ultimate Frisbee
Age Range
8 to 14
Purpose

Benefits
the course of competition. The game consists of constant participant
movement running forward and backward, quickly changing direc-
tion, and stopping and starting.
Equipment
A Frisbee, one vest per athlete (vests should be two different colors
to distinguish teams)
Setup
The drill requires a playing field, either about 30 yards by 15 yards or
about 70 yards by 40 yards, depending on the number of players.
Execution
The game can be played with either small (3 on 3) or larger groups (7
on 7). A 3-on-3 game should be played on a 30 3 15 yard field, and a
7-on-7 game should be played on a 70 3 40 yard field. The objective
is to score by catching a Frisbee in a designated end zone, as in foot-
ball. All athletes are involved and divided onto offense and defense
teams; there are no designated positions. The Frisbee can move in any
direction around the field, and play is continuous. Change of posses-
sion occurs when the Frisbee is thrown out of bounds, is dropped by
the offense, is deflected by a defender to the ground, or after a score.
When a change of possession occurs, the defense immediately goes
on offense and begins play at the spot where the Frisbee was dropped,
thrown out of bounds, or scored in the end zone. Players may take two
steps after receiving the Frisbee and can transfer it only by throwing
it to a teammate. Games can be any length, but we recommend two
seven-minute halves. The objective is to keep everyone moving, so
divide your group into an even number of teams and allow them all
to play at the same time on different playing areas.
Sport-
Drill 6.8
Specific Baseball Stamina
Drill
Age Range
10 to 14
Purpose

Benefits
Many youth baseball programs do not spend a lot of time on condi-
tioning because of time constraints and the need to develop funda-
mentals. This drill focuses on both developing stamina and practicing
basic baseball skills. The objective is to get all players moving—fielding
balls on the ground and in the air, quickly moving the ball around,
getting into position, collecting the ball before setting up and feeding
to a teammate, and executing accurate long and short throws.
Equipment
A baseball glove for each player, a tennis ball, two baseball rebound-
ers with 18-inch square targets (a tightly strung net with a target that
allows balls to rebound back into the field of play), four cones or flat
dots, chalk
Setup
In an area about 60 yards by 30 yards, place one baseball rebounder at
each end of a field marked off with cones or flat dots. Mark off with
chalk a line across the center of the field and two additional lines
across the field 10 yards out from each rebounder and parallel to the
center line. Also mark one line across each net’s goal line across the
width of the field (see diagram of field setup).
Execution
There are nine players per team who play the entire field of play,
similar to soccer. The objective is to score by throwing a tennis ball
directly into the rebounder, which serves as a goal. Bouncing the ball
into the rebounder is not allowed. One point is awarded for hitting
the goal; 3 points are awarded if the ball hits the goal’s target.
When a team is on offense and has the ball in their offensive scor-
ing zone (the area across the midfield point of the field where the
opponent’s goal is located between the midfield line and the line that
crosses the field parallel to the goal line), the only way to pass the ball
is by throwing a ground ball to a teammate. Once a player on offense
receives the ball, he or she may take only four steps before passing to
another teammate or throwing on goal. No player may position or
make a play in the “dead zone” marked 10 yards out from each goal
and across the entire field (see diagram). However, one offensive player
is allowed to go behind the goal or goal line at a time in order to set up
a play in their zone. Because this player must pass through the dead
zone, he or she cannot stop or hesitate in his or her team’s offensive
zone; he or she must travel directly into the zone located behind
the opponent’s goal and remain there unless choosing to move back

out into the offensive scoring zone Rebounder
(the area marked 10 yards out from
the goal line out to midfield and
Goal line
40 yards across the field). No other
10 yd
offensive player may move into the 12 ft perimeter
area behind their opponent’s net
until their teammate returns across
the 10-yard line.
Offensive players may pass the 20 yd
ball by throwing to a teammate in
the zone behind the goal or goal line;
this is the only time a thrown pass in Center line
the air is allowed past midfield when
a team is on offense. When play
originates from inside the offensive
20 yd
side of the field, at least one ground
ball pass must successfully be made
before a throw on goal is allowed.
The only exception is a pass coming
from behind the net, which can 12 ft perimeter
10 yd
be thrown in the air, caught, and Goal line
thrown on goal.
Defenders attempt to intercept
the balls on the ground or in the air Rebounder
by catching them and transitioning 30 yd
the play into their offensive end of
the field by throwing to a teammate.
Defenders are not allowed to play goalie. A marked-off 12-foot perim-
eter (use chalk or flat dots) around each goal designates the area that
no defender may enter at any time. When a team intercepts a ball, they
are allowed to throw the ball in the air out of their defensive zone.
Remember that each player can take only four steps after receiving
the ball before passing or throwing on goal.
Change of possession occurs when the defense intercepts a pass, the
ball travels out of bounds, or the offense scores. If there is a struggle
for the ball between an offensive and defensive player, play is stopped,
and the ball is awarded to the defense. Play resumes immediately
after receiving possession of the ball at the spot where the last play
ended. Games should last 14 minutes; teams switch sides at the 7-
minute mark.

Drill 6.9 Sport-
Football Stamina Specific
Drill
Age Range
10 to 14
Purpose
Benefits
Football practices are often difficult because of the amount of con-
tact that takes place combined with the burden of wearing heavy
equipment. Add heat and humidity, and many players are extremely
fatigued by the end of a game. This drill works on conditioning for
football and also focuses on performing skills when fatigued. The drill
incorporates the passion kids have for video games while encouraging
them to get outside and imitate the moves they witness on screen. Go
to the Web site at www.nflstreetunplugged.com to find out where you
can sign up to play in a national NFL Street Unplugged tour event.
Equipment
You’ll need a football (intermediate size for 10- to 12-year-olds, regula-
tion high school size for 13- and 14-year-olds), a stopwatch, and 12
cones. Optional equipment includes a Sony PSP video game player
and EA Sport’s NFL Street 3 video game.
Setup
In an area about 25 yards by 15 yards, use four cones to mark one
end zone. Only one end zone is needed in this game. Use the remain-
ing eight cones to mark each sideline, placing cones about 5 yards
apart.
Execution
This game allows athletes to combine creative on-field play with NFL
Street video game skills. Style points are awarded for skills such as
one-handed receptions and behind-the-back catches.
Teams of three play with the objective of scoring or preventing as
many trick plays as possible in the field of play or end zone. On-field
scores are combined with on-site NFL Street video game scores to
determine a winner.
There are three players per team; three play when on offense (quar-
terback and two wide receivers) and two play when on defense (two
defensive backs). The third player sits out when his or her team is on
defense and plays the video game on the portable handheld device.

Teams score points by either scoring touchdowns or by executing
trick plays on the field. Players can choose from an array of tricks to
earn points, and tricks are worth more points in the end zone than
on the field. Style points can be combined on one play. For example,
a diving catch in the end zone from a behind-the-back throw for a
touchdown scores additional points. Style points are awarded based
on the following scoring system:
On field In end zone
Between-the-legs reception (a) 30,000 50,000
Behind-the-back catch (b) 20,000 30,000
Between-the-legs throw with reception (c) 20,000 30,000
Behind-the-back throw with reception 10,000 20,000
One-handed reception (d) 10,000 20,000
Running figure-8s between legs 5,000
Diving catch (e) 1,000 2,000
Successful tip to teammate 1,000 2,000
One-handed trap (f) 1,000 2,000
Touchdown 1,000
Stamina and conditioning play a primary role in this game because
each team plays five consecutive four-minute games of nonstop
competition. Games consist of two consecutive minutes on offense,
followed by two consecutive minutes on defense. The ball is never
turned over to the defense during these two minutes. Touchdowns,
interceptions, and fumbles are automatic dead balls, and play imme-
diately begins again back at the 20-yard line.
Look for a complete explanation and video presentation of this
game at www.nflstreetunplugged.com.

a b
c d
e f
99
c h a p t e r
7
Increase Strength
A thletes work on developing strength to improve their physical

force or power. Strength is used in many different ways in different
sports. A baseball player relies on strength for throwing with velocity
and distance and to generate bat speed. Soccer players need strength
when warding off an opponent as they fight for possession of a ball
and to generate leg speed and power to kick with velocity and distance.
Hockey players use their strength to knock their opponent off the puck,
to skate with explosive power, to increase and maintain speed, and to
shoot with maximum velocity.
As athletes mature into puberty, strength becomes a larger factor in
some sports. For example, in baseball, when first developing hitting skills,
bat speed plays a minor role compared to the importance of making
contact with the ball. It’s not until athletes begin to mature (around
the ages of 12 to 14) and have experienced consistent improvement in
making contact while batting that they should begin to focus on bat
speed and power. In football, between the ages of 8 to 13 it’s much more
important to develop the fundamentals and techniques of blocking and
tackling before shifting focus to developing the strength necessary to
play at the upper levels.
Kids naturally build functional strength through their participation in
activities and sports. Athletes between the ages of 8 and 12 will experi-
ence faster results and success with all other athletic elements discussed
in this book than they will with strength. This is mainly because until
puberty occurs, muscle strength develops at a much slower rate than after
puberty. This doesn’t imply that strength training should be ignored at
early ages but that it should be done differently by age group.
Unfortunately, when many people think of strength training they
automatically associate it with weight training. But because prepubescent
kids make little to no progress in strength gains through weight training,
there’s no need to involve any type of weight equipment when working
with the 8- to 12-year-old age groups—which should be fine with them
because weight training is not a fun activity (at least not for most kids),
and fun should be the key factor at this stage of development. Another
reason to avoid weight training at young ages is that injury risk is much
greater because of the undeveloped skeletal and muscular structures.
101
For athletes from 8 to 12 years
old, we’ll focus primarily on
continuing the development
of natural strength through
simple drills to support basic
movement executions through
proper technique. Most of
this type of strength train-
ing occurs during play. Kids
naturally develop strength
through playing games and
sports. When possible, mix
fun strength-training compe-
titions and drills into other
forms of training and games
(such as the strength obstacle
course at the end of this chap-
ter). Doing so deemphasizes
the overall stress that strength
training can place on a young
body and allows for a more
diverse training experience.
As children mature (12 years
and older), their training will
involve weight-training rou-
tines. After the age of 12, ath-
letes should slowly accustom
Athletes should begin to focus on strength themselves to the use of free
and power once they have physically matured weights. But remember that
and are proficient in the fundamental weight training can be detri-
techniques of their sport-specific skills. mental to athletes if they are
not properly monitored and
taught to lift properly. Be sure that athletes just beginning to weight
train focus on proper lifting techniques and safety precautions before
advancing to lifting significant weight. Strength training should sup-
port and enhance all of an athlete’s movement training (agility, balance,
coordination, flexibility, speed, and stamina); it should not be used
primarily to build body mass and personal bests in bench pressing and
squats. This can lead to a focus on how big or defined they can become
rather than developing themselves as athletes and enhancing their
sport skills. This training should also be supplemented with continu-
ally changing creative play options to refresh the training experience.
Because weight training involves particular techniques that are vital to
success, we recommend referring to Weight Training Fundamentals by
David Sandler (Human Kinetics, 2003).

The following drills work separate muscle groups throughout the body
with no focus placed on a particular body part or region. We believe that
for this age group, this method best develops the strength of the child
for multiple sports and athletic functions. Every drill and competition
in this chapter plays an important role in preparing and strengthening
the body to move with increased effectiveness and power.
Drill 7.1
Forward and Backward Crawls
Age Range
8 to 14
Purpose
To improve strength in the arms, shoulders, legs, and core (abdomi-
nals, obliques, and lower back)
Benefits
Athletes experience a complete strength drill that develops the upper,
lower, and core portions of the body that are vital for a majority of
team sports, including baseball, basketball, football, hockey, and
lacrosse.
Equipment
Four cones
Setup
Place two cones seven yards apart for one course; for a second course,
place four cones in a diamond shape with five yards between each
cone.
Execution
This drill is an expanded push-up type routine. Over four progressions
the degree of difficulty increases and the age range narrows down to
11 to 14 years. Each progression involves both forward and backward
crawls. In a forward crawl (a), athletes face the ground, placing both
hands on the ground and using them to move their entire bodies
forward. Athletes must also get up on their toes and drive their legs
forward by alternating steps with the feet. Basically this is a forward
walk with only hands and feet touching the ground.
In the backward crawl (b), each athlete places both hands on the
ground, with the torso and head faceup and with the back facing the
ground. Athletes must keep all body parts except for hands and feet
elevated off the ground while moving backward. They move backward by
alternating the movement of hands and feet in a backward direction.
increase strength  103

a
Progression 1
On a grass or turf field or court place two cones seven yards apart.
Begin by starting athletes at one cone and asking them to execute a
forward crawl to the next cone seven yards away. As athletes approach
the cone, have them switch from a forward crawl to a backward crawl
before fully making the turn around the cone. The athlete then returns
to the starting cone seven yards away using a backward crawl.
Competition
Measure how long it takes for each athlete to crawl from one cone
to the next and back.
Progression 2
Start athletes on the goal line of a football field and have them travel
as far as they can in a forward crawl before falling to the ground.

Competition
Measure the distance covered by each athlete before he or she
falls to the ground.
Progression 3
Place four cones five yards apart in a C
diamond shape on the ground (see
diagram). Athletes begin by crawl-
ing forward from cone A to cone B Forward Backward
(about five yards); they circle cone 5 yd
B with a 360-degree turn before
switching to a backward crawl and D B
moving to cone C; they circle cone
5 yd
C with a 360-degree turn before
Backward Forward
switching back to a forward crawl A
to cone D; they then circle and
switch to a backward crawl and Start/finish
return to cone A.
Competition E3613/Lancaster/Fig.07-01/294801/Accurate Art, Inc./R1
Record how many times athletes can travel around the course
before falling to the ground. They receive 4 points for every success-
ful lap before falling to the ground; they get 1 point for every cone
reached in an unfinished lap.
Progression 4
For kids 11 to 12 years old, increase the level of difficulty by requiring
each athlete to execute 10 push-ups after completing a 360-degree
turn around each cone.
Competition
Record how many times athletes can travel around the course
before falling to the ground. Athletes receive 4 points for every suc-
cessful lap before falling to the ground; they get 1 point for every
cone reached in an unfinished lap and half a point for every fully
executed push-up.
Drill 7.2
Fitness Tube
Age Range
8 to 14
Purpose
To improve total body strength

Benefits
This is a total body strength drill that develops the shoulders, arms,
legs, and core.
Equipment
Exercise tubing (begin with light-resistance tubing for all ages and
advance the 10- to 14-year-olds to medium resistance over time)
Setup
Perform this drill on a flat surface indoors or outdoors near a pole or
tree.
Execution
This drill is composed of seven different exercises, each focusing on
a separate body part. It’s important that the athlete feel the muscle
that’s being worked on during the drill.
Shoulders
The athlete finds the middle of the tubing and places it on the
ground with both feet standing on the midpoint. He or she holds
each end of the tubing (through handles) with palms facing out
at shoulder height and hands shoulder-width apart, knees slightly
bent, and weight equally placed on both feet (a). The back should
be straight, and the head should be up looking straight ahead. The
athlete performs the drill by pushing straight up into the air with
both hands travel-
ing directly over
each shoulder at
the same time until
the elbows are
nearly locked (b).
Athletes hold for
one second, then
slowly lower hands
back to shoulder
height and repeat
10 times. They
should rest 90 sec-
onds before begin-
ning the next set of
10 repetitions. Have
he or she complete
three sets before
moving to the next
a b
progression.

Triceps
Each athlete finds
the middle of the
tubing and places
it on the ground
with both feet
standing on the
midpoint. The
athlete holds both
hands together
behind the neck
and places the
handles through
the fingers of both
hands. The tubing
should run up the
back of the athlete
a b
with the handles
placed together
behind the head, elbows pointed forward and next to each ear, back
straight, and head up looking straight ahead (a). Feet should be placed
together with the knees slightly bent. The athlete performs the drill by
pulling both hands straight up into the air directly over the head until
the elbows lock (b), holding for one second, and then slowly returning
the hands behind the head. Athletes should repeat 10 times, rest for
90 seconds, and then begin the next set of 10 repetitions. Have them
complete three sets before moving to the next progression.
Biceps
Each athlete again finds the middle of the tubing and places it on the
ground with both feet standing on the midpoint. The athlete holds
each end of the tubing (through handles) with palms at hip level,
hands shoulder-width apart, knees slightly bent, and weight equally
placed on both feet (a). The back should be straight and head up
looking straight ahead. The athlete performs the drill by pulling both
handles at the same time until the hands reach shoulder height and
are nearly touching each shoulder (b), holding for one second, and
then slowly lowering the hands back to hip level. Athletes should
repeat 10 times, rest 90 seconds, and then begin the next set of 10
repetitions. Have them complete three sets before moving to the next
progression.

a b
Forearms and Tops of Shoulders

Each athlete again finds the middle of the tubing and places it on the
ground with both feet standing on the midpoint. The athlete holds
each end of the tubing (through handles) with palms facing backward
at hip level, hands shoulder-width apart, arms locked at the elbows,
knees slightly bent, and weight equally placed on both feet (a). The
back should be straight and head should be up looking straight ahead.
The athlete performs the drill by pulling both hands up at the same
time with arms held straight out and elbows nearly locked until the
hands reach chest
height (b). After
holding for one
second, the ath-
lete slowly lowers
the hands back to
hip level. Athletes
should repeat 10
times, rest 90 sec-
onds, and then
begin the next set
of 10 repetitions.
Have them com-
plete three sets
before moving to
the next progres-
a b
sion.

Chest
Each athlete loops the tubing around a pole or tree at chest height.
The athlete holds each end of the tubing (through the handles) with
palms facing out and forward. The back should be to the pole or tree.
The athlete holds the tubing at chest level with arms extended out
to each side and slightly bent at the elbows, knees slightly bent, and
weight equally placed on both feet (a). The back should be straight
and head should be up looking straight ahead. The athlete performs
the drill by pulling both hands together across the chest with arms
straight out in front of the chest (b). After holding for one second, the
athlete slowly moves the hands back to each side of the chest. Athletes
should repeat 10 times, rest 90 seconds, and then begin the next set
of 10 repetitions. Have them complete three sets before moving to
the next progression.
a b
Arms and Shoulders

The athlete loops the middle of the tubing around a pole or tree at
chest height with the back facing the tree or pole. He or she holds
each end of the tubing (through the handles) with palms facing
directly down, hands shoulder-width apart and placed on each side
of the chest with elbows bent, knees slightly bent, and weight equally
placed on both feet (a). The back should be straight and head up
looking straight ahead. The athlete performs the drill by punching
each hand (one at a time) straight out (b) and back. Athletes should
repeat 10 times, rest 90 seconds, and then begin the next set of 10
repetitions. Have them complete a total of three sets before moving
to the next progression.

a b
Thighs and Hip Flexors

Each athlete places the middle of the tubing around a pole or tree at
ankle height with the back facing the tree or pole. The athlete places
each foot through one end of the tubing (through the handles) with each
foot facing straight ahead (a). He or she places the feet shoulder-width
apart and puts weight on the foot that’s not pulling forward, keeping
the back straight and head up. The athlete performs the drill by pulling
the foot forward and away from the body, straight out and back, pulling
until the knee is almost fully extended (b). The athlete holds for one
second and then slowly returns the foot to the starting position. Athletes
should repeat 10 times before switching to the other foot. They should
rest 90 seconds and then begin the next set of 10 repetitions. Have them
complete three sets before moving to the next progression.
a b

Competition
For all exercises, athletes can self-measure over the course of each
session by recording the number of total reps per set (each additional
rep earns 1 point) and the total number of additional sets (a minimum
of 10 reps receives 10 points per additional set).
Drill 7.3
Lateral Upper-Body Travel
Age Range
10 to 14
Purpose
To improve arm, shoulder, and core strength
Benefits
This drill improves strength throughout the upper body, which
enhances power in baseball (throwing and batting), basketball
(rebounding and warding off opponents), football (blocking, tackling,
throwing, etc.), hockey (shooting, warding off opponents, checking,
stick handling, etc.), lacrosse (shooting, passing, checking, warding
off opponents), tennis (hitting, serving), and golf (swinging).
Equipment
A bench that’s 8 to 12 feet long and 12 to 18 inches high
Setup
This drill can be done on a grass field or a basketball court.
Execution
These two progressions take the fully locked position of the elbows
during the course of a push-up and challenge the athlete to move later-
ally in both directions across the length of an 8- to 12-foot bench.
Progression 1
Athletes place their hands
on top of the bench about
shoulder-width apart. They
then walk their hands and
feet laterally across the
length of the bench, keep-
ing their arms locked at the
elbows, similar to the top
of a fully extended push-
up. Once they reach the

end of the bench, they return in the same way to the other end and
continue back and forth until they can no longer support the weight
of their bodies.
Competition
Measure how many times each athlete travels the full length of
the bench without unlocking the elbows. They receive 1 point for the
first pass from left to right and another for a pass right to left, 2 points
for each second pass left to right and right to left, then 3 points for
the third pass, and so on. Athletes can self-measure their progress by
recording the total number of points they score in each session. (Note
that athletes should do this drill no more than twice a week.)
Progression 2
Athletes place their hands on the ground shoulder-width apart and
feet on the bench (also about shoulder-width apart). They then
begin to walk their hands laterally across the ground while keeping
both arms locked at the
elbow, similar to the top
of a fully extended push-
up. They simultaneously
move their feet laterally
across the length of the
bench. Once they reach
the end of the bench,
they return to the other
side and repeat.
Competition
Measure how many times each athlete travels the full length of
the bench without unlocking the elbows. They receive 1 point for the
first pass from left to right and another for a pass right to left, 2 points
for each second pass left to right and right to left, then 3 points for
the third pass, and so on. Athletes can self-measure their progress by
recording the total number of points they score in each session. (Note
that athletes should do this drill no more than twice a week.)
Drill 7.4
Diamond Push-Ups
Age Range
12 to 14 years
Purpose
To improve triceps, shoulder, and core strength

Benefits
This drill is both brief and extremely effective because of the intensity
that is specifically focused on designated muscle groups.
Equipment
None
Setup
Conduct this drill on a grass field, tumbling mat, or carpet.
Execution
This drill is a variation of the traditional push-up that places more
emphasis on the triceps, shoulders, abdomen, and backs of the legs.
Each athlete begins by placing one hand on the ground and walking
each hand out from the toes in front of the body until reaching five
full hand lengths. The athlete then places the hands together with
thumbs and pointer fingers touching, forming a diamond shape with
the hands. The hips should form an upside-down V (a). The athlete
attempts to touch the nose to the ground in the diamond space
between both hands as many times as possible (b). This is a difficult
drill and takes time to master and increase repetitions.

Competition
Measure the number of full repetitions (fully touching the ground
with the nose), and ask each athlete to attempt to improve on that
count over time.
Drill 7.5
Lateral Bench Jumps
Age Range
8 to 14
Purpose
To improve arm, shoulder, hip flexor, and core strength
Benefits
This drill strengthens the shoulders while simultaneously developing
power in the hip flexors (the muscles located on the upper outsides of
the hips) through continuous explosive jumps and plyometric work,
which is vital in improving speed.
Equipment
A bench that’s 8 to 12 feet long and 12 to 18 inches high
Setup
Athletes perform this drill on a grass field, basketball court, track, or
any flat stable surface. Several kids can do this drill at once at each
end of the bench.
Execution
Each athlete begins by placing both feet on one side of the bench
with each hand placed on each side of the bench; fingers should be
grasping the outside edges of the bench. Athletes begin by leaping
continuously from one side of the bench to the other for a count of
10 times. Arms are locked at the elbows and knees are slightly bent as
they travel back and forth over the bench. They should land on the
balls of the feet and immediately bounce off the ground and return
to the other side of the bench. After 10 repetitions, athletes rest for
one minute and then perform another set of 10 until they have done
four to five total sets. Over time, athletes should build up to 20 reps
per set.

Drill 7.6
Medicine Ball Throws
Age Range
8 to 14
Purpose
To improve strength in the arms, shoulders, legs, and core
Benefits
The use of a lightweight medicine ball is valuable in developing power
and strength for all types of throwing, swinging, and rotating tech-
niques. This is a total-body strength drill that develops the shoulders,
arms, legs, and core.
Equipment
One medicine ball per athlete (1- to 2-pound ball for 8- to 11-year-
olds; 4- to 6-pound ball for 12- to 14-year-olds)
Setup
Do this drill on a grass or turf football or soccer field.
Execution
Four progressions and three different throws are employed in this
drill.
Progression 1
This progression builds strength in the upper back, chest, triceps, and
forearms. The athlete begins by holding the ball against the chest with
elbows parallel to the
ground and pointed
straight out from each
side of the body (a).
Each hand is placed
on the back side of the
ball against the chest
facing away from the
body. The athlete exe-
cutes the throw by
stepping forward with
one foot and push-
ing the ball out from
the chest, keeping the
back straight (b).
a b

Competition
Measure the length of each throw along a straight line marked
by a center line of chalk. Measure the distance from where the ball
lands to the center line, and subtract that distance from the total
distance of the throw. Athletes self-measure their progress over a
period of time.
Progression 2
This progression involves a throw from each side of the body. This
motion strengthens the baseball or tennis swing as well as the hip rota-
tion for a golf swing. The athlete begins by grasping the ball with one
hand on the top of the ball and one on the bottom (a). The athlete’s
left side faces a designated point downfield (cone or chalk mark) for
a right-side throw with the right hand on top and left hand placed
on the bottom of the ball (reverse for the left side).
To execute the throw with the left shoulder facing a designated
target downfield, the athlete extends both arms back about waist high,
steps with the left foot laterally toward the downfield target, pivots
with the back foot on the ball of the foot, rotates the hips (the right
hip rotates until square with the designated target), and, with arms
slightly bent and following, releases the ball as the arms catch up to
the hips (b). The throw continues with a complete follow-through that
should finish with the left foot forward (with weight on the outside
of the foot), the right foot completely turned toward the target (heel
should lift and toes rotate toward target), and the hips square to the
target.
a b

Competition
period of time.
Progression 3
In this progression, the ball is thrown up and over the head to travel
backward. The athlete squats with the ball placed between the legs
and with hands grasping the ball on each side (a). The athlete uses
the legs to spring directly up off the ground, with the back straight
and head looking forward, while simultaneously thrusting the arms
up (slightly bent back) and releasing the ball just as the ball passes
the forehead. The ball is thrown directly up and behind the athlete
(b). The object is to throw the ball backward as far as possible. Empha-
size that athletes should be throwing for distance behind them and
should not be throwing the ball directly up in the air. To avoid this,
ask each athlete to step forward away from the throw immediately
after releasing the ball.
a b

Competition
period of time.
Progression 4
This relay race has been created for all three throwing techniques.
Athletes begin by pairing off into groups of two. Each pair should have
a one- or two-pound medicine ball per athlete. Athlete 1 throws the
ball using the designated technique with athlete 2 standing next to
him or her. Wherever the ball initially lands is the spot that athlete
2 must run to to make the next throw. After an athlete throws the
ball, he or she immediately runs downfield as well to chase the next
throw made by his or her partner. Each pair of athletes completes all
three different throws as they travel up and down the field.
Sport-
Drill 7.7
Specific Football Strength
Drill
Age Range
12 to 14
Purpose
To improve overall power in the thighs, hips, and core
Benefits
This is a great drill to build strength while replicating football-specific
situations, such as avoiding a tackle, blocking, and running with the
ball through traffic.
Equipment
You’ll need a football, six 6-inch hurdles, six 12-inch hurdles, one
agility ladder, and an adjustable weighted vest. We recommend that
athletes begin using a 5-pound vest or less before advancing to 10
pounds.
Setup
Run the drill on a flat surface indoors or outdoors. Arrange a course
with a starting line and place six 6-inch hurdles five yards from the
starting line in a row about two yards apart from each other. Place an
agility ladder three yards to the left of the last 6-inch hurdle. Place six
12-inch hurdles to the left of the agility ladder about two yards apart in
a row moving away from the starting line downfield (see diagram).

Execution
Each athlete runs with a football downfield five yards and over the
six consecutive 6-inch hurdles before moving laterally through the
agility ladder (the athlete faces downfield away from the starting line).
The athlete then runs over the six consecutive 12-inch hurdles and
on to the finish line marked five yards farther downfield. The athlete
carries the ball the entire time.
Finish
5 yd
2 yd
3 yd
2 yd
5 yd
Start

Sport- Drill 7.8
Specific Basketball Strength
Drill
Age Range
10 to 14
Purpose
To improve overall strength and power for rebounding
Benefits
This drill builds strength and improves technique for rebounding in
game situations.
Equipment
A two- to four-pound medicine ball
Setup
Run this drill on a basketball court or other comparable flat surface
either indoors or outdoors. You’ll need a solid wall that is at least 18
feet high adjacent to the court.
Execution
An athlete begins by having a partner throw a medicine ball against
a wall at a height of at least 10 feet. The athlete catches the ball by
keeping the arms fully extended over the head. The arms remain
extended until they have possession for three seconds. The athlete
then throws a chest pass as far as possible away from the wall.
Progression
Repeat the drill but require each athlete to keep the arms and ball
fully extended for three seconds followed by an overhead pass as far
as possible away from the wall.

c h a p t e r
8
Maximize Speed
F or our purposes, speed can be defined as the rate at which athletes

move and also how quickly they react to a stimulus that causes
a change in direction. Speed makes the difference in many athletic
competitions. At any level of play of baseball, basketball, tennis, and
many other sports, the team or individual that is faster has a sizeable
advantage. Athletes use speed to get to their maximum rate of move-
ment and then attempt to keep that pace as long as possible, or until a
particular task is complete. We often witness the importance of speed
as a midfielder chases a soccer ball downfield, a baseball player runs the
bases, a basketball guard breaks for the basket, or a wide receiver sprints
toward the end zone after a reception.
Each of these scenarios illustrates the importance of speed, but interest-
ingly not one of them is executed or measured in the same way. The use
of speed differs by sport and position within a sport. Different athletes
might need to achieve maximum speed in shorter or longer distances
or be able to hold that maximum speed for longer amounts of time.
Some athletes might be starting from a stationary position and others
from a moving position; they might have to react to different situations
as quickly as possible. Rarely do you see athletes use speed in only one
direction; more often it’s paired with a rapid change in direction and
incorporates agility (which we’ll discuss in chapter 9). Clearly, it’s impor-
tant that we develop speed for numerous situations in sports.
Speed can also be measured in many ways. In this chapter we’ll focus
on two forms of speed: the speed of movement, or the time it takes to
cover a specific distance, and the speed of reaction, or how quickly an
athlete can respond to a specific stimuli, such as a sound, visual image, or
touch. We’ll first explain how to develop and increase a young athlete’s
overall running and reaction speed, and then we’ll focus on how to
apply speed of reaction to numerous athletic functions.
Nearly all athletes, naturally fast or not, can improve their speed, and
this improvement almost always leads to improved all-around athletic
performance. To improve a young athlete’s speed, we must first teach
the proper techniques involved in running. Proper running form and
overall performance efficiency are essential for athletes to improve speed.
121
Speed allows athletes to outpace their opponents and to efficiently react to stimuli
that require a quick change of direction.
If athletes learn to run properly, they’ll have more energy and stamina
throughout their sport performances.
One of the most overlooked elements in running is arm movement.
Young athletes often run with their arms flailing in different directions.
Watch a basketball or soccer game and you’ll witness young players
running with arms moving across their bodies, elbows pointing to each
side. Rather than relaxed cupped hands, you might see something like a
full windmill, arms rotating like airplane propellers. But who can blame
kids for running this way when they’ve never been shown the proper
way to run?
It’s never too early or too late to learn to run properly. Once they’re
taught proper running technique, athletes begin to experience faster
overall times and increased stamina as a result of reduced energy waste.
Nearly any athlete can benefit from form running and correcting slight
flaws they can’t detect themselves. The form-running drills in this
chapter guide athletes through a series of exercises that focus on one
body part at a time. The idea is to develop memory in each muscle or
muscle group before combining the parts. Also included in the chapter
are several individual competitions to allow athletes to self-measure
overall progress.
Many other drills in this book can be used to increase running speed.
Some of these can be found in the agility, strength, and stamina chap-
ters. For example, the 30-Yard Athletic Slalom drill in chapter 9 (agility)

prepares athletes for a range of athletic movements that must be made
while running or skating in a variety of competitions. Remember that
many of these athletic components are interrelated; you can’t develop
one element, such as speed, without affecting others, such as agility,
flexibility, stamina, and strength.
Along with learning to run forward properly, it’s also important for
athletes to know how to backpedal, or run backward, efficiently. During
many types of athletic competition athletes must backpedal, and the
speed at which they can do so might be the difference between a victory
and a loss. As with form running, it’s important to practice the proper
techniques of running backward. In this case, the best way to commu-
nicate proper technique is for athletes to observe it, either through an
active demonstration or by watching a video, which you can find on
www.youthevolutionsports.com. Unlike form running, athletes don’t
stand erect when running backward. If they did, they would likely lose
their balance and fall. Proper posture for backpedaling is with the waist
slightly bent and shoulders positioned over the knees. The head should
be looking forward.
Also important when athletes are backpedaling is how well they can
react and transition to execute a movement in another direction. Athletes
will often transition from a backpedal to a full forward run to pursue an
opponent or the ball. For example, when a soccer defender is backpedal-
ing as a ball-handler approaches, he or she must first determine and react
to the ball-handler’s first move to get by him or her by turning the hips
in the correct direction and quickly transitioning into a position to run
and stay with the opponent or take back possession of the ball. Similar
situations arise for lacrosse defenders or for defensive backs in football.
The transition from backpedaling to running is crucial because of the
importance of not losing a step on your opponent or the possibility of
regaining possession of the ball. Thus, the initial pivot and move are
vital and should be practiced. This is a great example of how speed and
agility skills combine in order to fully execute the most effective move-
ments in an athletic competition. (For more details on backpedaling
techniques and transitions, please visit www.youthevolutionsports.com.)
This type of movement execution is common to most sports. Though
every sport differs in its techniques for backpedaling and transitioning
situations, drill 8.2 in this chapter introduce basic movements that
build a foundation for becoming more accustomed to the movement.
Proper form should always be used no matter the athletic situation to
eliminate all wasted movement and maximize traveling from point A
to point B as quickly as possible.
Competition involves frequent stops and starts, changes of direction,
and maneuvering around defenders as quickly as possible. The speed
of an athlete is often interrupted by an intentional knockdown or an
unintentional fall. They must recover immediately by getting back up
maximize speed  123

and proceeding with the play. Young athletes are often asked to perform
these moves in competition without the advantage of practicing and pre-
paring the body’s muscle memory to take over when the time comes to
actually execute. Athletes should practice movement changes to prepare
themselves for competition. The drills and competitions in this chapter
provide a great base to begin developing overall running and reactive
speed. Many additional drills and competitions are available and will
be continually updated on www.youthevolutionsports.com.
Drill 8.1
Form Running
Age Range
8 to 14
Purpose
To improve an athlete’s speed potential by correcting flaws in run-
ning form
Benefits
Without proper running form, athletes will never reach their optimal
speed potential. Proper running form allows athletes to eliminate
wasted movement, become more efficient, and travel faster in any
direction. Athletes in any sport that requires running should work
on proper running form. Six elements make up an athlete’s running
form, including arm movement, high knees, butt kicks, straight legs,
bounding, and rapid leg turnover. This drill progressively works on
each of these elements.
Equipment
Four cones, 10 12-inch hurdles
Setup
In an open space, form a 30-yard by 30-yard square with cones.
Execution
Athletes line up in a straight line between a pair of cones placed 30
yards apart. They perform each progression simultaneously by travel-
ing in a straight line until they reach the next set of cones 30 yards
downfield. As they reach the second set of cones, athletes stop and
wait until everyone is once again ready to return to the original set
of cones. Emphasize moving in a straight line and not straying into
other athletes’ invisible lanes.

Progression 1: Arm Movement
Athletes walk in a straight line for 30 yards, focusing on marching
with arms bent 45 degrees at the elbows. The shoulder, not the elbow,
should initiate the arm swing. Arms swing with elbows positioned
as close to the body as possible, moving in a
straight line forward and back. To emphasize
proper movement, ask athletes to imagine
and feel their elbows shooting straight back
as if at a target directly behind them. Arms
should also move straight forward, with
hands finishing the forward swing no higher
than the nose. Arms should never cross in
front of the body. Tell your athletes that they
should see their hands only from the outside
corners of their eyes, never directly in front
of them. Hands should be gently cupped
and relaxed, not clenched or flat with fingers
straight. This prevents arms from tightening
and losing their full range of motion during
the arm swing. As athletes march forward,
their heads and upper torsos should remain
as still as possible with shoulders back, not
hunched forward. Repeat four times.
Progression 2: High Knees
After they master proper arm movement,
athletes perform four 30-yard marches incor-
porating high knees. This drill exaggerates
lifting the knees in comparison to a normal
running stride to train athletes to drive their
bodies forward. Without generating power in
the hip flexors (the upper and outer muscles
of the hips), athletes can’t move at optimal
speed. The knee-lift is basically a focal point
that we ask each athlete to execute in order to
train and build the overall forward running
stride. Ask athletes to try to get their knees
as high as their chests; this helps make the
point that knees must drive straight up. The
calf muscle is folded against the hamstrings,
and the thigh is parallel to the ground. As
each foot hits the ground, toes should point
up, which allows the legs to explode into
the next stride. Each stride length should be

short and conducted slowly. The faster the arms move, the faster the
legs will move. It’s important that athletes perform this drill slowly
with many repetitions of rapid knee-lifts. After they complete four
30-yard walks, have them do four 30-yard jogs with high knees.
Remind them that this drill is a jog and should be done slowly.
Emphasize that this is not a race but rather an opportunity to focus
on how high they can lift their knees.
Progression 3: Butt Kicks
This is another exaggerated movement that trains the legs to com-
plete the full range of motion during the running stride. To get a full
rotation of each leg around as quickly as possible, athletes cannot
forget the backside of the leg’s rotation. They can’t run fast without
getting their back heels as high as possible. This progression isolates,
replicates, and exaggerates that movement in order to create muscle
memory when all the pieces of the running form are put together.
Don’t be concerned if athletes can’t touch their butts with their heels
during this drill. The primary goal is to get the heel as high as possible
to create full range of motion.
Athletes complete four 30-yard jogs with an emphasis on kicking
their heels back to their butts. To get the knee up and driving forward,
the thigh remains parallel to the ground, with the heel nearly touching
the butt. (This might seem to contradict previous instruction to get
the knees as high as possible, but remember that each drill emphasizes
one particular aspect of the running stride. The knee-lift was not the
actual stride used during a run.)
Athletes should drive each
leg back to the ground rapidly
after touching their butts,
causing the feet to pull the
ground backward as the body
explodes forward. Ask them to
feel their toes pulling toward
their shins each time their
feet contact the ground; this
activates the calf muscle and
helps the body propel for-
ward by pushing against the
ground. The positioning of
the toes toward the shin
on each stride pulls each
foot through faster, thereby
increasing running speed.

Progression 4: Straight Legs
This progression develops the feel for pulling back against the running
surface, which is essential in propelling the body forward. Athletes begin
by walking in a straight line, keeping legs straight with no knee bend.
They swing each leg forward
from the hip and quickly back
to the ground. Remind them to
keep their toes up to get their
feet off the ground faster; keep-
ing toes up is how they produce
the counterforce that propels
them forward. They should
begin by executing two 30-yard
walks. When they feel comfort-
able and can execute the drill
properly, progress them to four
30-yard jogs using the same
technique. By moving from a
walk to a jog, they begin to feel
the greater backward pulling
force of each foot.
Progression 5: Bounding
This progression emphasizes and strengthens the body’s ability to
explode forward. It incorporates all the components of form run-
ning while strengthening the
athlete. The best way to explain
this drill, and the most success-
ful way we’ve found to teach
it, is to ask athletes to visual-
ize jumping over successive
puddles without stopping. The
athlete should drive forward
with the right knee, using the
left leg to thrust off the ground
(toes up) for distance. He or
she lands on the right foot and
immediately thrusts off the
ground with the same foot (toes
up), this time driving the left
knee forward. This continues
throughout the drill.

Progression 6: Rapid Leg Turnover
Set up 6 to 10 12-inch hurdles about 10
feet apart. Start the drill by asking each
athlete to jog forward and step over each
hurdle with the right foot while thrust-
ing the left leg rapidly over each hurdle,
using the same butt-kick action used in
an earlier progression. Then repeat with
the right leg. Progress athletes by moving
hurdles closer together for quicker execu-
tion. Repeat five to eight times.
Drill 8.2
Backward Speed
Age Range
8 to 14
Purpose
To improve backpedaling speed by correcting flaws in running form
Benefits
Proper running form allows athletes to eliminate all wasted move-
ments so that they become more efficient and can travel faster in any
direction. Backpedaling is an essential skill used in most sports, but
each sport incorporates different techniques in order to execute the
skill properly. This drill emphasizes a general approach, or a founda-
tion to backpedaling. Individual sport applications can be found at
www.youthevolutionsports.com.
Equipment
Four cones
Setup
Form a 30-yard by 30-yard square with cones.

Execution
Athletes line up in a straight line between a pair of cones placed 30
yards apart. They backpedal for four sets of 30 yards, taking short
quick steps while keeping a fast tempo with the arms. The arm-swing
technique should be identical to running forward but is now moving
in the opposite direction. Each athlete’s head should be up, looking
straight ahead (many athletes tend to look down at their feet). The
body should have a slight bend at the waist, keeping the feet close
together and underneath the athlete’s body (to remain stable and
prevent the athlete from falling); otherwise, a long stride will slow
the athlete by creating an unstable position. Emphasize moving in a
straight line and not straying into other athletes’ invisible lanes.
Drill 8.3
Change of Direction
Age Range
8 to 14
Purpose
To improve on how quickly athletes can change direction during
competition
Benefits
Much of the time playing a sport is spent changing direction. This drill
works on changing direction from a straight-on run to taking angles to
a spot on a field or court. Athletes will experience this type of change
of direction in basketball, football, lacrosse, soccer, and tennis.
Equipment
Six cones, a stopwatch
Setup
Set up one cone as a starting line, and place cone A 10 yards downfield
from the starting cone. Place cone B 10 yards directly to the right of
cone A, and place cone C 10 yards to the left of cone A. Place two
additional cones at 45-degree angles downfield from cone A, one to
the right and one to the left.
Execution
There are two progressions. The first emphasizes the proper technique
used to change direction as quickly as possible. The second focuses
on reaction, which is the primary reason athletes change direction
during competition.

10 yd 10 yd
A
C B
10 yd 10 yd
10 yd
Start
Progression 1
An athlete runs at half-speed from the starting line to cone A, plants
the left foot, and runs at half-speed directly to cone B. Athletes should
plant their left feet for all runs to their right; they plant their right
feet for all runs to their left. They repeat half-speed repetitions to all
four cones until they can consistently cut with the correct foot and
feel comfortable executing the drill. To keep from losing speed when
changing direction, it is important to point out that the leg that cuts
should not dip at the hip; it should extend and cut.
Competition
Measure the competition by timing athletes’ full-speed runs from
the starting line to cone A and then immediately to another cone.
Time each run to each designated cone, and establish a personal-best
time to each cone over the course of three attempts. After athletes’
personal bests are established for each cone, award them 1 point for
each quarter-second they can run under their personal-best time for
each cone.
Progression 2
Progress the drill by adding the element of reaction speed. An athlete’s
change in direction is often caused by reacting as quickly as possible
to a defender, the ball, or a teammate. This progression works on both
speed of movement and speed of reaction. Start by having a partner

stand five yards downfield from cone A with the responsibility of
pointing to a particular cone as soon as the athlete reaches cone A.
The athlete begins at the starting line and runs full speed to cone A.
Just as he or she approaches cone A, the partner points to one of the
other four cones; the athlete then responds by running to the cone
the partner points to.
Competition
Measure the competition by timing the athlete’s full-speed run
from the starting line to cone A and then to the other cone. Time
each run to each designated cone, and establish a personal-best time
over the course of three attempts. After athletes’ personal bests are
established, award them 2 points for each quarter-second they can
run under their personal-best time from cone to cone.
Drill 8.4
Multiple Speed Moves
Age Range
8 to 14
Purpose
To increase speed when changing direction from a lateral to a forward
movement
Benefits
Many kids never get the opportunity to experience or work on moving
laterally then exploding into a forward sprint in pursuit of an oppo-
nent, ball, or puck. This type of movement is executed very often
during athletic competitions, yet it is rarely focused on in training.
The more effectively an athlete can move laterally and transition into
an explosive forward movement, the better prepared and effective he
or she will be in competition.
Equipment
Nine cones
Setup
Place eight cones in a circle with a ninth cone in the center of the
circle (cone A). The eight cones are placed five yards from cone A, with
two placed at 180 degrees (B and F) to cone A, one cone (C) placed
at 45 degrees, one cone (D) placed at 90 degrees, one cone (E) at 135
degrees, another cone (G) at 225 degrees, one cone (H) at 270 degrees,
and the final cone (I) at 315 degrees.

Execution
Athletes execute three progressions that incorporate forward, lateral,
and backpedaling movements.
J
D J
E C
R J
R R J
5 yd
R L B
Start
F A
L
R R
R
G I
J = Jog
H L = Lateral
R = Run
Progression 1
This first progression emphasizes transitioning from a lateral run to
a full sprint in different directions. Athletes begin by facing in the
direction of the top half of the circle, facing cones C, D, and E. The
drill begins with a three-cone sequence: The athlete starts at cone B,
moves laterally to touch cone A, and then immediately sprints at 45
degrees to touch cone C. The athlete then jogs clockwise from cone C
back to touch cone B to begin the next three-cone sequence, moving
laterally to touch cone A and then sprinting at 90 degrees to touch
cone D. This drill continues counterclockwise around the circle with
lateral and forward sprints to touch each of the remaining cones
followed by a clockwise jog around to begin each new three-cone
sequence back at cone B.

After completing lateral-to-forward sprints to every cone around
the circle, the drill continues with three-cone sequences starting from
cone F. The athlete moves laterally left to right from cone F to cone A
and then sprints to touch cone C. This is followed by a jog counter-
clockwise back to touch cone F. This continues until every cone has
been touched on the perimeter, completing the entire circle.
Competition
This self-measuring competition can be conducted by clocking
the time it takes athletes to execute each sequence (e.g., the lateral
move from cone B to touch cone A followed by sprinting to cone C).
A total of eight timed sequences are recorded counterclockwise and
another eight in a clockwise direction. Add all three-cone-sequence
times together to establish a personal best. To measure progress, an ath-
lete is then assigned one point for every quarter of a second recorded
under the athlete’s personal best. A new personal best is posted every
time an improved time is recorded.
Progression 2
An athlete starts with his or her back to the course at cone H. The
athlete completes each sequence by backpedaling five yards, touching
cone A, and then immediately sprinting and touching a cone five yards
away in any of the multiple directions (45, 90, 135, 180 degrees, etc.)
around the perimeter of the circle. The athlete repeats the sequence
until every cone has been touched, always jogging clockwise back to
cone H after each sequence.
Competition
Like the last one, this is a self-measuring competition that clocks
each sequence and allows for only the correct execution of backped-
aling and turning to sprint through to touch the designated cone.
Record a total of eight timed sequences; add all three-cone-sequence
times together to establish a personal best. An athlete is then assigned
one point for every quarter of a second recorded under the athlete’s
personal best. A new personal best is posted every time an improved
time is recorded.
Progression 3
This progression combines the multiple movements of lateral run-
ning, backpedaling, and forward running as a means to test overall
agility. This progression involves a new setup with two agility ladders
and five cones (see diagram on next page). An athlete starts at cone
A and laterally runs left to right through two agility ladders, placing
only one foot in each square and keeping hips and shoulders square
until reaching cone B. Between agility ladders, the athlete must
keep running laterally. The athlete then continues back from cone B

laterally right to left through one ladder to cone C. The athlete then
immediately backpedals from cone C to cone D, runs from cone D
to cone C, turns and backpedals from cone C to cone E, and then
finishes by running from cone E to cone C.
Competition
Time how long it takes athletes
to execute the course. Each athlete E
must take only one lateral step per
agility ladder square. They must
3 yd
also touch each cone before execut-
ing the next move. After a series
of four timed runs, take the best A B
time and assign that as the athlete’s C 3 yd
personal best. All runs thereafter
are assigned one point for every
quarter of a second recorded under
the athlete’s personal best. A new
D
personal best is posted every time
an improved time is recorded.
Drill 8.5
E3613/Lancaster/Fig.09-08/294818/Accurate Art, Inc./R1
Slalom Dash
Age Range
8 to 14
Purpose
To improve on how quickly athletes can change direction during
competition
Benefits
Downfield speed in its purest form is rarely a factor in most sports.
Much more often athletes are faced with situations in which they must
adjust while attempting to get from point A to point B as quickly as
possible. This slalom dash course simulates movements an athlete
uses when pursuing an elusive opponent or when trying to beat an
opponent to a particular spot on the field.
Equipment
Five cones, a stopwatch
Setup
Set up cone A as a starting line and cone B 10 yards upfield from
cone A. Place cone C 5 yards downfield from cone B (back toward the

direction of cone A) and 5 yards to the left of cone B. Place cone D
5 yards back upfield and 5 yards to the left of cone C. Place the final
cone (E) 10 yards downfield from cone D.
Execution
An athlete begins by running full speed from cone A to cone B, where
he or she plants the right foot and dips the left shoulder around the
right side of the cone before sprinting back downfield to cone C, where
the athlete plants the left foot and
dips the right shoulder around the
left side of the cone, and then sprints
upfield to cone D. At cone D, he or
she plants the right foot and dips
the left shoulder around the right
side of the cone and sprints to the
finish at cone E. After completing
the course, athletes restart, this time
running the drill in the opposite
direction. There is no direct penalty
for planting or dipping with the
wrong foot or shoulder, but point
out that proper execution of the drill
will reduce their overall time.
Competition
Measure the competition by timing athletes as they complete the
course. After they have recorded times for five executions, take the
fastest time and use it as the base. Award 1 point for every second
recorded under the athlete’s base time each time he or she runs the
course.
10 yd
D B
5 yd
C 10 yd
E A
Start

Drill 8.6
Competitive Speed
Age Range
8 to 14
Purpose
To improve an athlete’s speed when faced with obstacles and com-
petitive situations
Benefits
This drill helps athletes accustom themselves to perfect stops and
starts, changes of direction, falls and recoveries, and maneuvers
around defenders, all done as quickly as possible. The drill applies to
movements in many sports, including baseball, basketball, hockey,
lacrosse, soccer, and tennis.
Equipment
Nine cones, a stopwatch
Setup
Set up cone A as a starting line and place cone B 10 yards in front of
cone A. Cone B becomes the center of a circle. Place the remaining
cones in a circle as shown in the diagram.
Execution
There are two progressions. The first emphasizes proper technique
for changing direction as quickly as possible. The second focuses
on reaction, which is the primary reason athletes change direction
during competition.
Progression 1
Each athlete begins at cone A and runs the complete course to each
cone (A to B to C, A to B to D, and so on), planting with the correct
foot and sprinting to the next designated cone. Athletes stop after
each three-cone execution and start again at cone A for the next set
of three cones.
Competition
Measure the competition by timing athletes as they run full speed
from cone A to cone B and then on to another specific cone. Time
each run from cone A to cone B to each perimeter cone and establish
a personal-best time to each perimeter cone over the course of three
attempts. After an athlete’s personal best is established for each perim-
eter cone, award the athlete 1 point for each quarter-second under
his or her personal-best time to each cone.

E
F D
10 yd
10 yd 10 yd
B
G C
10 yd 10 yd
10 yd
H I
Start
Progression 2
In this progression, athletes practice speed of movement
E3613/Lancaster/Fig.08-02/294803/Accurate and reac-
Art, Inc./R1
tion. Repeat the first progression, but add someone standing at cone
B pointing out which cone to run to just as the athlete arrives at cone
B and plants to move to the next cone.
Competition
Establish a personal-best time in the same way as in the previous
competition. After an athlete’s personal best is established for each
cone, award him or her 4 points for each quarter-second under his
or her personal-best time to each cone.
Drill 8.7
Speed From the Ground Up
Age Range
8 to 14
Purpose
To improve an athlete’s speed when faced with numerous competi-
tive situations

Benefits
This drill simulates reacting to different situations while on the ground
and then transitioning that reaction into the maximum amount of
speed to finish a play.
Equipment
Two cones, a stopwatch
Setup
Set up cone A as a starting line and cone B as a finish line 20 yards
away.
Execution
Athletes start at cone A. Each athlete assumes a different starting
position each time, including sitting facing the finish line or with his
or her back to the finish line, lying down on the belly or back, and
sitting cross-legged. On a signal, athletes launch into a full sprint to
the finish line. Vary the signal each time, using sound (whistle, voice,
hand clap), sight (hand signal), and touch (tap on the shoulder).
Competition
Each time the competition is conducted, athletes measure their
progress and attempt to improve on each of their recorded times.
Award 1 point to athletes for every quarter-second they shave off
their personal-best time for each start position. This allows all ath-
letes to self-measure their progress without comparing themselves to
others.
Sport- Drill 8.8

Specific Basketball Speed
Drill
Age Range
8 to 14
Purpose
To improve an athlete’s basketball speed in different situations with
a basketball
Benefits
This drill simulates gamelike situations in which speed is essential.
Equipment
Seven cones, a basketball, a basketball backboard, a stopwatch

Setup
Place cone A on a basketball court 60 feet from the backboard. Place
two more cones (B and C) 10 feet apart from each other and 15 feet
from cone A. Place two more cones (D and E) 10 feet apart from each
other and 15 feet downcourt from cones B and C. Place the third and
last set of cones (F and G) 10 feet apart from each other and 15 feet
downcourt of cones D and E. This last pair of cones is 15 feet from
the backboard.
Execution
An athlete sprints from cone A
10 ft
to cones B and C. When passing
A
cones B and C, someone stationed Start
at cones D and E drops a basket-
ball from shoulder height onto 15
the court. The athlete sprints to ft
the ball, controls it, and dribbles C B
around cones F and G left to right.
This is followed immediately by
dribbling toward the backboard, 15
ft
throwing the ball against the back-
E D
board, retrieving the ball, and drib-
Finish
bling around cones G and F left to
right and then past cones E and D, 15
which serve as the finish line. ft
Competition G F
Record how long it takes to
finish the course. If cones F and
G are missed, a penalty of three 15
ft
seconds per cone is added to the
final time. Athletes measure their
progress and attempt to beat their
best time.

Sport-
Drill 8.9
Specific Soccer Speed
Drill
Age Range
8 to 14
Purpose
To improve an athlete’s soccer speed with and without a soccer ball
Benefits
This drill simulates gamelike situations in soccer in which speed is
essential.
Equipment
Eight cones, one soccer ball, two benches, six 12-inch minihurdles,
a stopwatch
Setup
On a soccer field, place two cones about 10 feet apart at the mid-
field sideline (point A). Place two more cones 10 feet apart 20 yards
downfield on the same sideline (point B). Place two benches on the
ground with the ends of the seats facing the athlete as he or she runs
down the field, one placed 10 yards off the sideline (point C) about 20
yards downfield from point B, and the second placed on the sideline
another 5 yards downfield (point D). Place two cones 10 feet apart 50
yards from the starting area (point E). Set up six 12-inch minihurdles
in a row in the opposite direction of the course about 3 yards apart
(between points F and G). Place two cones at point H to designate
the finish line of the course. One soccer ball is placed on the field at
point B (see diagram).
Execution
An athlete sprints from point A to a soccer ball placed at point B. The
athlete then dribbles the ball to point C, where he or she passes the ball
against the bench, retrieves the ball (simulating a give-and-go), and
dribbles toward point D, where once again the ball is passed against
a bench, simulating another give-and-go. The athlete then continues
to dribble downfield 5 yards to point E. This is followed by dribbling
the ball to the next station on the same end line (point F) and then
dribbling back in the opposite direction back upfield, jumping over
six consecutive hurdles placed 3 yards apart and dribbling the ball
under each hurdle. After clearing the sixth hurdle and successfully
dribbling the ball straight through all hurdles, the athlete continues
dribbling 10 yards to the finish at point H.

Competition
Record how long it takes each athlete to finish the 80-yard course.
If a pass misses a bench, or the ball doesn’t travel through all hurdles,
apply a three-second penalty that is added to the athlete’s time. Ath-
letes measure their progress and attempt to beat their best time.
E 5
yd
F
D 5
C yd
15
yd
10
yd
G
10
yd
10
yd
H
Finish B
20
yd
A
Start

c h a p t e r
9
Enhance Agility
A thletes with agility tend to be speedy and flexible and possess a

combination of mental quickness, alertness, and intelligence. Agil-
ity is the core element that shapes all athletes. A basketball player relies
on agility to move quickly and efficiently on the court. A football player
uses agility in the basic movements of tackling and blocking. Agility is
also important in the execution of highly skilled moves such as a wide
receiver running a passing route, a quarterback dropping back to pass,
or a defensive back covering a wide receiver, to name just a few. The
game of soccer also requires a great deal of agility. In fact, agility plays
a role in just about every interactive movement an athlete makes on
a soccer field, whether with the ball, a teammate, an opponent, or all
three at once.
To succeed in any sport, athletes must develop the most effective and
efficient ways to move. Agility training is primarily about body awareness
and establishing rhythm in an athlete’s movements. The more aware
athletes are of how their bodies feel when executing different movements
at different speeds, the more success they’ll experience in competition.
This feel, also called muscle memory or muscle knowledge, is an actual
rhythm the body creates to remember and react under different circum-
stances. (This concept was also explored in chapter 4.) Think of a young
athlete playing in a soccer game. There are so many combinations of body
movements that occur during the course of a game, from stop-and-go run-
ning, to cutting with one foot in one direction and immediately cutting
back with the other foot, to running with the ball or passing to receive
the ball, all while moving at various speeds in one smooth transition.
Agility and coordination are closely connected, and agility training is an
important precursor to developing coordination. Imagine sport-specific
coordination skills such as a quarterback throwing on the run, a soccer
player jumping and heading a soccer ball, or a hockey player skating
full speed without missing a stride to take a shot on goal—none of these
would be possible if athletes had not developed their agility.
As athletes develop their agility skills, they are also increasing their
body awareness. Athletes with good agility don’t have to think about
what they’re doing; instead, they instinctually execute with the body
and mind. An agile running back in football avoids potential tacklers
143
without thinking about
those moves, yet he is
subconsciously aware of
what his body must do in
order to react and execute
those particular moves. A
basketball player doesn’t
consciously make deci-
sions to cut with the left
foot to immediately move
to the right around a
defender. Agility training
prepares the body to react
and become comfortable
moving in the most effec-
tive and efficient ways
possible in order to make
crucial plays and improve
overall performance. All
types of upper- and lower-
body movements, either
separate or synchronized,
Agility training develops body awareness, which become second nature
allows an athlete to perform sport-specific skills with agility training. The
such as handling a soccer ball while simultaneously most complete and suc-
maneuvering around an opponent. cessful athlete cannot
advance without continu-
ing to develop this most vital physical element. Agility training develops
athletes’ creative abilities, allowing them to customize their athletic
movements and develop their own style.
Some coaches combine agility training with overall conditioning, but
this is not recommended. Agility skills are very important and deserve a
singular focus. It’s essential to allow the body to become familiar with
specific body movements. After body movements have been adequately
established under controlled circumstances, athletes may begin varying
situations and increasing the complexity of movements under different
conditions. For example, they might add endurance or the coordination
of additional tasks, such as passing a football on the run or bulleting a
throw to first base while sliding on the ground.
The earlier young athletes are exposed to agility training, the faster
they’ll experience improved overall performance. Of all the athletic
elements, agility should be the most enjoyable for kids to learn because
agility allows for creativity. No one athlete moves exactly the same as
another, so every athlete must find his or her own most effective way to

move. This is where athletes can develop their own styles. Top athletes
such as Reggie Bush of the New Orleans Saints, Dwyane Wade of the
Miami Heat, or Daisuke Matsuzaka of the Boston Red Sox all move in
their own individual and creative ways. Agility training allows a young
athlete to develop his or her own style in relation to body build and
developing abilities. The drills in this chapter are fun yet challenging—to
the point that kids want to continuously execute and perfect them.
Drill 9.1
Body Awareness and Control
Age Range
8 to 14
Purpose
To improve body awareness and learn to control the body while
moving
Benefits
Because of the nature of sport, most athletes are placed in situations
during the free flow of competition in which they are turned around,
twisted, or spun; they then must quickly orient themselves and react
to the action around them. This drill trains the mind and body to
work together to become quickly aware and to react.
Equipment
A chair or bench that stands at least 18 inches off the ground
Setup
Athletes stand on chairs or a park bench with a flat and clear landing
area in front of them.
Execution
An athlete begins by repeatedly jumping off the chair or bench and
landing in the open space in front of it. After several jumps, ask the
athlete to begin to notice the landing position each time he or she
jumps off the chair. Proper landing position should put athletes on
the balls of their feet with knees slightly bent, buttocks in almost a
sitting position, head up, and arms bent at 90-degree angles at the
elbows. Athletes experience how their bodies feel when they execute
a proper landing and become prepared to execute the progressions
correctly. Three progressions advance from a simple jump off a chair
with a controlled landing and positioning of the athlete’s feet to more
advanced turns and landing positions.
enhance agility  145

Progression 1
This progression trains the body to become aware and to maintain
control in motion. Athletes jump from a chair or bench (a). Using
hips, arms, and shoulders to twist the body (b), the athlete attempts
to land with feet square and pointing 90 degrees to the left of the
bench (c). Repeat to the right side. Make note of where their feet are
positioned at landing. The objective is to land consistently with feet
squarely placed 90 degrees to the right or left of the bench.
a b c
Progression 2
To emphasize body awareness, incorporate a challenge by requiring
athletes to close their eyes during this progression. This forces the
body to estimate and feel the correct adjustments that must be made
rather than relying on sight. Jumping from a bench, the athlete closes
the eyes and attempts to land with feet squarely pointing 90 degrees
to the right of the bench. Repeat to the left.
Progression 3
This progression improves body awareness by increasing the difficulty
of the jump. An athlete jumps off a bench (a), turns 180 degrees in
the air, and lands facing the bench (b). Athletes attempt to land with
both feet squarely facing the bench each time. Emphasize landing in
the proper position.

a b
Drill 9.2
Three-Legged Moves
Age Range
8 to 14
Purpose
To improve on getting athletes into athletic positions; to help athletes
move in the kind of unusual body positions they find themselves in
during competition
Benefits
During sport, athletes are often placed in situations that can be uncom-
fortable or unfamiliar, and yet they must perform. Some athletes have
a difficult time getting low and moving because they lack flexibility
and overall body awareness. The more flexible the body is, the more
effective maneuvers will be during competition. This drill is the first
phase in training the body to get into an athletic position to execute
standard moves.
Equipment
A 3-inch cone or rubber dot, an 8-inch cone, a 15-inch cone, a 2-foot
cone

Setup Finish
Mark a starting line three yards from the first cone and 3 yd
a finish line three yards from the last cone or dot. Set
up the cones about three yards apart in a straight row.
The cones must vary in size.
Execution 3 yd
Each athlete runs down the line, places a hand on
the first cone, and (with hand still on cone) runs
360 degrees around the cone before advancing to
the next one. The athlete repeats the move until he 3 yd
or she finishes circling all four cones and crosses the
finish line.
Competition
Record how long it takes athletes to complete the 3 yd
course. Add two seconds for every cone from which
the hand slips off during the 360-degree spin. Athletes
measure progress by establishing a personal-best time
after completing five course runs. From then on, they 3 yd
receive 1 point for every quarter-second under their
personal best. Start
Drill E3613/Lancaster/Fig.09-01/294807/Accurate
9.3 Art
Multiple and Continuous Movements
Age Range
8 to 14
Purpose
To develop a sense of how to move and to readjust movements under
multiple competitive situations
Benefits
Most sports place athletes in situations in which they must execute
multiple movements at once, or one right after another, during the
flow of competition, so it’s important that they practice executing
multiple movements simultaneously. This drill helps athletes develop
multiple-movement skills.
Equipment
Eight cones, three 6-inch minihurdles, a tumbling mat

Setup
Place one cone on the ground three feet in front of a tumbling mat.
This will be the starting point. Place a cone five yards from the opposite
side of the tumbling mat. On the starting-line side of the mat, place
three six-inch hurdles about two feet apart and then a cone three feet
from the last hurdle. Place another cone five yards away from the last
cone as the finish line (see diagram).
Execution
This drill involves two progressions that emphasize multiple move-
ments and continuous body readjustments.
Progression 1
Starting from a standing position
and facing the mat, an athlete
executes a forward roll onto the
mat. The athlete then immedi-
ately steps off the mat and runs
to a cone five yards away. He or
5 yd
she does a 360-degree turn with
one hand placed on the cone.
The athlete then returns to the
mat on the opposite side of the
starting line for a second forward
roll. The athlete then steps off
the mat and strides over three
consecutive minihurdles about Forward Forward
two feet apart. This is followed roll roll
by a second 360-degree turn
around the cone three feet from
the last hurdle (hand remains on
the cone during the turn). The
athlete finishes by running past 2 ft
the finish line five yards past the Start
cone. Emphasize a smooth tran-
sition between movements and
keeping the body completely
controlled.
Competition
Time how long it takes for 5 yd
athletes to complete the course.
Add two seconds for each hurdle
missed and also for each cone
an athlete doesn’t maintain Finish
enhance agility  149 Art, Inc./R2-alw
contact with during the 360-
degree turns. Athletes execute
the course five times, taking
their best time as their base
time. On subsequent runs, they 5 yd
receive 5 points for every half-
second faster than their previous
best.
Progression 2
Repeat progression 1 but add
four cones placed in a zigzag
arrangement (three yards apart) Forward Forward
at the end of the course. End roll roll
with each athlete touching each
cone with one hand (without
circling) down the course.
Competition
2 ft
Time how long it takes for Start
athletes to complete the course.
Add two seconds for each hurdle
missed, for each cone the athlete
doesn’t maintain contact with
during the turns, and for every 3 yd
cone not touched to finish the
course. Athletes execute the
3 yd
course five times, taking the
best time as their base time. On
3 yd
subsequent runs, they receive
5 points for every half-second
3 yd
faster than their previous best.
3 yd
Finish

Drill 9.4
Quick Feet
Age Range
8 to 14
Purpose
To improve overall foot movement
Benefits
Every sport involves lower-body movement. Athletes who perfect
their efficiency of movement to get to a particular spot on the field,
court, or ice before an opponent and place themselves in a position
to execute are those who experience more overall success.
Equipment
Agility ladder (or draw squares with chalk on pavement—eight con-
secutive squares about a foot wide and a foot long), four cones
Setup
Athletes begin at one end of the agility ladder and finish at the other
end.
Execution
Three progressions advance the continuous movement of the feet.
Note that we’ll focus on a series of lower-body movements in most
of our agility drills:
• Lateral movement—feet slide across but never cross each other,
barely touching during each stride of a shuffle-type movement;
arms stay close to the body and slightly bent at the elbows; hips
and shoulders remain square, with weight distributed on the
balls of the feet;
• Crossover movement—feet cross by alternating front and back
in a quick motion; hips and shoulders remain square; weight is
on the balls of the feet; arms are close to the body and slightly
bent; arms do not swing across the body;
• Backpedaling—weight is on the balls of the feet; waist is bent
slightly forward; arms swing back rapidly and close to the body.
(See chapter 8 for proper backpedaling technique.)
Progression 1
Athletes start by running down one side of the ladder. They place
two feet in each square of the ladder and then immediately move to
the next square, progressing until they finish. Watch for kids looking

at their feet while executing this drill. This is natural at first. After
several repetitions, tell them to keep their heads up and eyes forward
as they cross the ladder.
Competition
Time how long it takes for athletes to complete the course. Add
one second for each failed attempt to place two feet in each box.
Athletes execute the course five times, taking their best time as their
base time. On subsequent runs, they receive 5 points for every half-
second faster than their previous best.
Progression 2
This progression combines the quick forward movement of the lower
body with quick lateral movements as athletes transition into differ-
ent positions.
Each athlete starts by facing the
eight-step ladder laid flat on the Touch
ground. The athlete takes two steps
per ladder square for two consecu-
tive squares, followed immediately
by laterally moving to the outside of
the ladder on the right and touching
an eight-inch cone before moving
Touch
laterally back into the ladder with two
immediate steps. The athlete then con-
tinues to move forward up the ladder,
taking two steps in the next square and
again moving outside the ladder, this
time to the left, and touching another
eight-inch cone before repeating the Touch
sequences until finishing the ladder.
Placing smaller cones on the outside of
the ladder increases the difficulty.
Competition
Time how long it takes for ath-
letes to complete the course. Add Touch
one second for each failed attempt
to place two feet in each box or for
each missed execution of a lateral or
forward move. Athletes execute the
course five times, taking the best time
as their base time. On subsequent
runs, they receive 5 points for every
half-second faster than their previ-
ous best.
152  Athletic Fitness for kids E3613/Lancaster/Fig.09-04/294812/Accurate Art, Inc.

Progression 3
In this progression we incorpo- Finish
F
rate several quick movements
(backpedal, lateral steps, for- L
ward steps) to help athletes
B
develop a rhythm and feel for
moving with different coordi-
nated moves. L
Each athlete starts with his F
or her back to the agility ladder.
L
The athlete steps backward
into the first box, quickly takes B
two steps in place, and then
immediately moves laterally to L
the right (hips will be square F
to the left side of the ladder).
After taking only two steps in L
place, the athlete then imme- B
diately moves forward out of
the ladder. He or she takes two L
quick steps in place and moves F
laterally to the right, adjacent
to the next square up the ladder L
with the athlete’s back to the B
ladder and hips square. The B = Backpedal
Start L = Lateral right
athlete takes only two steps, fol- F = Forward
lowed by backpedaling into the
ladder, and then repeats each
sequence of movements until finishing all eight ladder squares.
Watch that athletes take only two steps in each square before
moving to the next spot; this creates a rhythm that they can pick
up on and perfect. Also be sure that they execute each move while
keeping shoulders and hips square.
Competition
Time how long it takes athletes to complete the course. Add one
second for each failed attempt to place two feet in each box or for
improper execution of a backpedal, lateral, or forward move. Athletes
execute the course five times, taking the best time as their base time.
On subsequent runs, they receive 5 points for every half-second faster
than their previous best.

Drill 9.5
Crossing the Feet
Age Range
8 to 14
Purpose
To improve footwork
Benefits
Most sports require parts of the lower body to quickly cross in order
to start or change direction (think of an infielder’s first step to field a
ground ball, a hockey player suddenly changing direction, or a lacrosse
player avoiding a defender). This drill exaggerates the movement with
multiple switching of the feet both across the front and behind to
familiarize the body to the movement.
Equipment
Eight cones
Setup
Arrange eight cones on the ground in two rows 5 yards across from
each other. In the left row, three cones are placed 10 yards apart; in
the right row, five cones are placed 5 yards apart (see diagram on
page 156).
Execution
Two progressions work on lateral movement and crossing the feet
while moving laterally in both directions.
Progression 1
Athletes begin by moving from cone A to cone B by quickly crossing
the left foot across the right foot (a). This is followed by the right
foot sliding back parallel to the left foot so that the legs are no longer
crossed (b). Athletes then immediately cross the left foot behind the
right foot, followed by the right foot sliding back parallel to the left
foot. They continue until reaching cone B and then return to cone A
by repeating movement in the opposite direction.
Progression 2
Athletes build on the first part of the drill after mastering the basic
movement in both directions. Athletes start at cone A and cross feet
left to right to cone B. They then return in the opposite direction
from cone B to cone A, pivot, and cross feet left to right at an angle
to cone C, pivot again, and cross feet at an angle right to left to cone

a
D. They then cross feet left to right to cone E and return by crossing
feet in the opposite direction back to cone D, pivot, and cross feet
left to right at an angle to cone F. They then pivot and cross feet at
an angle right to left to cone G, cross feet left to right to cone H, and
return in the opposite direction from cone H to finish at cone G.
Competition
Time how long it takes for athletes to complete the course. Ath-
letes execute the course five times, taking the best time as their base
time. In subsequent passes through the course, they receive 5 points
for every half-second faster than their previous best time.

5 yd
A B
5 yd
C
10 yd
D E
10 yd F
G H
Drill 9.6
30-Yard Athletic Slalom Art, Inc./R1
Age Range
8 to 14
Purpose
To improve agility of movement by duplicating sport-specific move-
ments upfield
Benefits
This drill benefits movement in field sports such as football, lacrosse,
and soccer. Very rarely in field sports does an athlete run straight
downfield. More often, the pattern of running tests the agility of the

athlete repeatedly and throughout the course of competition. This
drill attempts to duplicate agility moves an athlete might face when
maneuvering up a field of play.
Equipment
Four orange cones, three blue cones
Setup
Mark a start line and place an orange cone (cone A) five yards directly
upfield. Place a blue cone (cone B) two yards to the right. Place an
orange cone (cone C) three yards to the left of cone B. Place an orange
cone (cone D) five yards directly upfield from cone C. Place a blue cone
(cone E) two yards to the right of cone D. Place an orange cone (cone
F) three yards to the left of cone E. Place a final blue cone (cone G)
five yards upfield and two yards to the right of cone F. Mark a finish
line five yards upfield from cone G.
Finish
Execution
Athletes complete the drill as quickly as pos-
sible by successfully maneuvering through the 5 yd
course. They must go left around all orange
cones and right around all blue cones. They
begin by running around the left side of cone A
G
and immediately to cone B. They circle around
the right of cone B and proceed around the
left of cone C. They then go directly upfield 5 yd
around the left of cone D and progress to the
right around the right side of cone E. They F 3 yd
then run left around the left side of cone F E
and then right around the right side of cone
G before finishing directly upfield from cone D 2 yd
G at the finish line. We recommend running
the competition in the opposite direction to
5 yd
duplicate movements downfield.
Specific sport elements such as carrying a
C 3 yd
football and switching to the correct hand,
handling a lacrosse sick and cradling a ball, B
or dribbling a soccer ball through the course
can be included to increase the difficulty of 2 yd
A
the drill.
Competition
Time how long it takes to run the course,
5 yd
adding two seconds for every cone missed and
another two seconds for cones run in the wrong
direction. Start
E3613/Lancaster/Fig.09.7/294822/Accurate Art, Inc.

Drill 9.7
Stop, Cut, and Go
Age Range
8 to 14
Purpose
To improve total body control
Benefits
In football, lacrosse, and soccer, an effective move when confronting a
defender on the field is a spin or 180-degree turn followed immediately
by moving away from the opponent. This move requires athletes to
quickly stop their forward motion, plant their pivot foot, and spin
until they’re open to move to open space.
This drill simulates an important move that Finish
should be in every athlete’s repertoire.
Equipment 5 yd
Seven cones
Setup E
Cone A serves as a starting line. Place cone 5 yd
B 10 yards from the starting line and cone C
5 yards upfield from cone B. Place cone D 5 D
yards to the left of cone C and another 5 yards
upfield. Place cone E 5 yards to the right of 5 yd
cone D and another 5 yards upfield. Finally, C
place a finish line marked by two cones 5
yards upfield from cone E.
5 yd
Execution
Each athlete starts at the starting line at cone
A and runs 10 yards upfield to cone B. The B
athlete plants the left foot in front of cone B
(which is simulating an opponent) and pivots
with a spin that positions the back to the
cone and moves the body around the left side
of the cone. The athlete then immediately
10 yd
sprints to the front of cone C, where he or
she plants the right foot in front of the cone
and pivots with the back facing the cone,
moving to the right side of the cone until
A
reaching the opposite side of the cone. The
athlete then sprints to cone D, plants the left Start
E3613/Lancaster/Fig.09-13/294827/Accurate Art,
foot, and pivots with the back to the cone around the left side of the
cone. The athlete sprints to cone E, where he or she plants the right
foot, pivots, and spins with the back to the cone and moves around
to the right of the cone before sprinting to the finish.
Competition
To execute the competition for football and lacrosse, be sure to
hold the ball and stick in the correct hand when turning and run-
ning upfield. Scores are determined by timing the course using the
correct plant foot and turn. Add three seconds to the final time for
each incorrect plant and turn.
Drill 9.8 Sport-

Run & Shoot and Run & Throw Specific
Drill
Age Range
8 to 14
Purpose
To improve execution of baseball, football, and lacrosse skills while
in motion
Benefits
This drill emphasizes quick footwork in combination with stabilizing
and controlling the body to execute sport-specific skills
Equipment
Six cones; lacrosse goal or a baseball diamond backstop (with a three-
foot by three-foot square marked by tape); one rubber dot for soccer;
five baseballs; five footballs; five lacrosse balls; five soccer balls; a
lacrosse stick
Setup
Place three cones in Target
a horizontal row five
yards apart (cones F, A, D
and B). Place another
cone (cone D) five C
E Throw
yards in front of cone
A. Place another cone
(cone C) at a 45-degree
angle five yards away
from cone A. Place a B
final cone (cone E) at a
A
135-degree angle from F
enhance agility  Art,
159Inc./R2-alw
cone A. Position cone D five yards from a baseball backstop or a fence
for baseball, football, or soccer skills, and a lacrosse goal five yards
behind cone D for lacrosse skills.
Baseball or Football
An athlete starts at cone A and then runs and picks up a baseball or
football at cone B (note that the athlete’s body should not be facing
the target behind cone D). The athlete returns to cone A and throws
to hit the target behind cone D. Be sure athletes makes their throws at
cone A, not prior to reaching the cone. Athletes continue to execute
the same movement and throws continuously from cone C to cone
F. Emphasize to athletes that they should make their throws without
hesitating as soon as they reach cone A.
Competition
Time how long it takes athletes to complete the course. Subtract
two seconds for every target they hit.
Soccer
Duplicate the execution for baseball and football but dribble a soccer
ball back to a flat rubber dot at point A each time before kicking the
ball toward the target.
Competition
Lacrosse
Duplicate the execution for baseball and football but change the
target to a lacrosse goal.
Competition
Sport-
Drill 9.9
Specific Soccer Agility
Drill
Age Range
8 to 14
Purpose
To increase overall agility in combination with ball control and foot-
work

Benefits
Athletes develop footwork and lower-body control.
Equipment
Five soccer balls, 25 cones
Setup
Arrange five soccer balls two yards apart in a straight horizontal row.
Upfield from each ball (five total rows) there is a vertical row of five
cones placed a yard apart (see diagram).
Execution
An athlete starts by tapping the top of soccer ball A with each foot
before traveling down the line and tapping the top of each ball with
each foot, keeping each ball stationary until reaching the last ball
(ball E). After tapping ball E twice, the athlete dribbles around the five
cones placed one yard apart in front of ball E, leaves the ball at the
end of the row of cones, and continues running around all cones to
the right until reaching ball A again. The athlete repeats, tapping each
ball twice on top from ball A to ball D, keeping each ball stationary
until reaching the last ball on the row (ball D). The athlete taps twice
Finish
1 2 3 4 5
E D C B A
Start
2 touches 2 touches 2 touches 2 touches 2 touches

on top of ball D and then dribbles through the five cones in front of
ball D. This rotation continues until the final ball (ball A) is tapped
twice and dribbled through the final five cones.
Competition
Time how long it takes athletes to complete the course; add
one second for each ball not tapped twice and each cone missed or
knocked over.

Appendix A
Metric Conversions
The drills in this book use English measurements. To convert measure-
ments to metric, refer to the following lists. Conversions are given for
the measurements of distance and weight used in the drills. Note that
conversion measurements are rounded to the nearest tenth.
Distance
Inches (in.) to Centimeters (cm)
1 in. = 2.5 cm
2 in. = 5.1 cm
3 in. = 7.6 cm
4 in. = 10.2 cm
5 in. = 12.7 cm
6 in. = 15.2 cm
7 in. = 17.8 cm
8 in. = 20.3 cm
9 in. = 22.9 cm
10 in. = 25.4 cm
15 in. = 38.1 cm
20 in. = 50.8 cm
25 in. = 63.5 cm
Feet (ft) to Meters (m)
1 ft = 0.3 m
2 ft = 0.6 m
3 ft = 0.9 m
4 ft = 1.2 m
5 ft = 1.5 m
6 ft = 1.8 m
7 ft = 2.1 m
8 ft = 2.4 m
9 ft = 2.7 m
163
10 ft = 3 m
25 ft = 7.6 m
50 ft = 15.2 m
Yards (yd) to Meters (m)
1 yd = 0.9 m
2 yd = 1.8 m
3 yd = 2.7 m
4 yd = 3.7 m
5 yd = 4.6 m
6 yd = 5.5 m
7 yd = 6.4 m
8 yd = 7.3 m
9 yd = 8.2 m
10 yd = 9.1 m
25 yd = 22.9 m
50 yd = 45.7 m
Weight
Pounds (lb) to Kilograms (kg)
1 lb = 0.5 kg
2 lb = 0.9 kg
3 lb = 1.4 kg
4 lb = 1.8 kg
5 lb = 2.3 kg
6 lb = 2.7 kg
7 lb = 3.2 kg
8 lb = 3.6 kg
9 lb = 4.1 kg
10 lb = 4.5 kg
11 lb = 5.0 kg
12 lb = 5.4 kg
13 lb = 5.9 kg
14 lb = 6.4 kg
15 lb = 6.8 kg
164  Appendix A

Appendix B
Throwing Tips
Although they are not comprehensive, the following tips help young
athletes accurately and effectively execute the throwing skills employed
in the drills and competitions. It’s important that athletes use efficient
throwing form when executing the drills so that they build muscle
memory and develop proper throwing habits.
How to Throw a Baseball

To throw a baseball with accuracy and consistency, an athlete must
point the nonthrowing shoulder at the target. Be sure athletes keep their
shoulders horizontal to the ground to ensure accuracy. The throwing
arm must keep the elbow above the shoulder. Although athletes tend
to vary in their delivery, it’s usually best to throw a ball from over the
top rather than sidearm. The over-the-top and the three-quarter arm
movement are the two most common and recommended techniques for
accuracy and consistency. When the ball is released from the hand, the
front foot (left foot for right-handers) should be planted on the ground
with the back foot pushing off on the ball of the foot.
For a short accurate throw (such as from shortstop to first base), an
athlete should get as much momentum moving toward the target as
possible. This is accomplished by shuffling the feet toward the target
(the feet should not cross, nor should the athlete hop to keep the shoul-
ders horizontal), cutting down the distance between the athlete and
the target. After the shuffle toward the target and throw, the athlete
continues to move toward the intended target by following the throw;
this emphasizes the forward throwing motion.
For longer throws (such as from left field to home), athletes should
use the entire body to create as much power as possible. This is accom-
plished by creating momentum when preparing to throw by taking
several strong steps followed by a slight hop and a step-through toward
the target. The step-through involves the proper transfer of weight from
the back foot (right foot for right-handers) to the front foot with a strong
over-the-top throw.
How to Throw a Football

There is one standard way to throw a football. An athlete holds the ball
with fingers spread over the laces and the index finger extended toward
the tip of the ball. Proper throwing position begins with the feet shoul-
der-width apart and the nonthrowing shoulder pointed at the target.
165
The ball is brought back into the throwing position with two hands by
pushing the ball directly back to the ear, with the back of the ball point-
ing in a straight line directly behind the thrower. Before the throw, the
athlete’s weight should be slightly shifted onto the back foot. When the
throw begins, the lower body moves first, transferring weight from the
back foot onto the front foot, with hips and shoulders following and
squaring up with the front foot. The athlete’s weight then rolls onto the
front of the front foot. His or her nonthrowing arm comes off the foot-
ball and continues around the body, pulling the throwing arm through.
The throwing arm follows the ball as it leaves the hand with the index
finger pointing toward the target and palm facing the ground.
How to Throw a Lacrosse Ball

Throwing a lacrosse ball is similar to throwing a baseball. An athlete
should hold the stick with the head positioned to the ear of the throw-
ing side. Shoulders should stay perpendicular to the target as the athlete
points the off-stick shoulder at the target. Begin the throw by positioning
the top hand near the head of the stick; throw with the top hand, pull
with the bottom hand, and step with the front foot toward the target.
The athlete follows through with the stick finishing with the head point-
ing toward the target and the stick parallel to the ground. The top hand
is usually the athlete’s dominant throwing hand.
166  Appendix B

About the Authors
Scott Lancaster is the founder
and CEO of Youth Evolution Sports
(www.youthevolutionsports.com),
a multimedia, content, and youth
sports marketing company that
services kids, parents, coaches, cor-
porations, and major league sport
organizations. He has developed
youth sport programs for the past
19 years, both in affiliation with U.S.
Soccer and as the former senior direc-
tor of youth football for the National
Football League. The author of Fair
Play, he has been interviewed by
numerous media outlets, including
the NBC Today Show, CNN, the CBS
Early Show, the New York Times, the Chicago Tribune, the Boston Globe,
National Public Radio, Woman’s Day, and Ladies’ Home Journal. He also
hosts his own national youth sports radio show, The ABCs of Sports, for
parents and coaches on Sirius Radio, channel 123.
Radu Teodorescu runs a training center

in New York City, where he has trained
everyone from children to celebrities,
including Jennifer Lopez, Candice Bergen,
Matthew Broderick, and Vanessa Williams.
Teodorescu has been featured in more than
400 magazine articles and has spoken at
conferences and given fitness clinics across
the United States. He is widely known for
creating, writing, and producing videos with
celebrity model and fitness enthusiast Cindy
Crawford, including Shape Your Body, which
is the best-selling fitness video of all time.
167

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Athletic Fitness

Appendix A: Metric Conversions

Appendix B: Throwing Tips

About the Authors

4.11 Lacrosse Coordination ✔ 60

5.7 Tennis Balancing ✔ 78

5.8 Basketball Balancing ✔ ✔ ✔ 79

drill finder  ix

7.8 Basketball Strength ✔ 120

x  Drill finder

9.3 Multiple and ✔ ✔ ✔ ✔ ✔ ✔ ✔ 148

9.5 Crossing the Feet ✔ ✔ ✔ ✔ ✔ ✔ ✔ 154

9.6 30-Yard Athletic Slalom ✔ ✔ ✔ 156

9.7 Stop, Cut, and Go ✔ ✔ ✔ 158

9.8 Run & Shoot and Run & ✔ ✔ ✔ ✔ 159

drill finder  xi

A ll sports are based on athletes moving in the most effective ways

What Is an Athletic Fitness Program?

2  Athletic Fitness for kids

before and throughout sport-specific training. Athletes who feel com-

The Athletic Fitness method  3

4  Athletic Fitness for kids

The Athletic Fitness method  5

A thletic fitness development programs are not something you see

Parent–Child Home Training

8  Athletic Fitness for kids

set up the program  9

10  Athletic Fitness for kids

Location and Equipment

set up the program  11

12  Athletic Fitness for kids

The following set of equipment can be considered nontraditional because

set up the program  13

14  Athletic Fitness for kids

set up the program  15

F lexibility refers to the ability to bend and move easily without

18  Athletic Fitness for kids

• Stepping over. These movements energize the thighs and hip

improve flexibility  19

20  Athletic Fitness for kids

Increasing Range of Motion

improve flexibility  21

22  Athletic Fitness for kids

improve flexibility  23

24  Athletic Fitness for kids

improve flexibility  25

26  Athletic Fitness for kids

improve flexibility  27

28  Athletic Fitness for kids

improve flexibility  29

30  Athletic Fitness for kids

Arms and Shoulders

improve flexibility  31

32  Athletic Fitness for kids

Hamstrings and Lower Back

improve flexibility  33

34  Athletic Fitness for kids

2 rolls 10 yd 2 touches each

improve flexibility  35