By Russ Ebbets
Track Coach editor Russ Ebbets describes two testing programs.
Periodic testing should be an integral part of any track & field program. “Testing” as used here, is not the pencil and paper type, with multiple choice questions, but rather physical tests that give an insight into fitness levels or highlight areas of weakness. Traditionally, the test used can be executed in short order and often with minimal space or expense.
The requirements of a good test are that they evaluate a specific physical skill such as jumping ability or acceleration. Test results should be easily comparable from one athlete to the next and also from one training cycle to the next. Certain protocols should be followed so that the reproducibility from one test date can be compared to a subsequent test date to give one valuable cumulative data.
Test protocols can be gleaned from online sources (www.speedendurance.com, www.brianmac.co.uk) or from recommendations from such organizations as the National Strength and Conditioning Association (https://www.nsca.com). Again, the value of any test results is directly proportional to the consistent application of test protocols.
The types of tests are limited almost only by one’s imagination. Consider which biomotor skills are to be tested. Tests can be used to evaluate general fitness that challenge multi-link motions. Multi-link motions combine elements of speed, strength and coordination. More specific tests could be implemented for speed and power athletes that document results for key indicators that contribute to the competitive action.
Endurance tests may require more time (minutes versus seconds) but can be used to determine VO2 Max and oxygenation capabilities with something as simple as a three-minute Queens College Step Test and a stopwatch (Calculate – VO2Max: 3 Minutes Step (Forestry) | TrainerMetrics).
The placement of testing is important within one’s annual plan (Figure 1). Early season tests can document the efficacy of one’s offseason training and benchmark one’s current level of fitness. Testing can also note areas of strengths and weaknesses that can be addressed as one moves through a preseason prepatory phase of training. This form of testing can be especially useful within a four-year cycle to document the evolution of one’s talent (Figure 2).
Documented on the next two pages are two possible applications of testing. The first is a description of the youth-oriented program that was recommended to the Junior Olympic programs of the Niagara Association of Western New York (Figure 3 – Test Directions, Figure 4 – 5-Star Scoring Guide, Figure 5 – 5-Star Cognitive Development Program). This program was a version of Gwenda and Tony Ward’s British Five-Star Program profiled in Track Coach #237.
The 5-Star Program was a series of short tests with points generated for marks achieved. The marks for an athlete’s five best performances were added together to earn a five, four or three star patch award. The program could be administered yearly up to age 12. The cognitive component (Figure 5) included five areas: cooperation, decision making, focus, punctuality and diet. This program offers flexibility and could be personalized to an individual club’s developmental philosophy. The cognitive component was designed to complement the six-week training sessions of USATF’s Run, Jump, Throw program.
The second half of this article covers the jumps decathlon (Figure 6). This is a series of up to 10 “events.” The series of tests cycle through jumps (standing long jump, standing triple jump, spring jumps, etc.) that would be valuable indicators for speed and power events. The original AAA 5 Star Awards Scoring tables are shown with a broader range of events detailed in TC #237.
It bears repeating that one of the strengths of either of these two programs is the flexibility they offer. Both programs can be tailored to the needs of one’s particular program. A second strength of using these testing systems is the broader application to multiple sports. Finally, the skills tested and documented can clearly identify the efficacy and usefulness of one’s preparatory work at a given point in time and over the course of a career.
Conclusion
There are numerous advantages to implementing some form of testing into one’s program. Whether we are talking about an entry level youth program or a high level performance-based program, in the age of specialization, there are certain similarities between the two that make the utilization of testing a wise decision.
In both instances testing is simple to initiate. The resources needed, be that space, time or expense are minimal. The initial investment of equipment (stubby hurdles, Med balls, etc.) are reusable from test date to test date but can also be incorporated into one’s daily and weekly practices.
Both test procedures offer flexibility. Depending on one’s coaching goals and developmental philosophy, either program can be tailored to one’s desired needs. One of the beauties of this program is that the results generated will give solid evidence as to whether one’s plan has produced the desired results or outcomes.
Both testing procedures offer the athlete a series of challenges which are consistent with the nature of the sport. For the younger athlete the novelty of producing marks that can document growth and development may be all that is necessary to pique interest. The older athletes, understanding the value of applied skills tested, can work towards achieving the personal perfection necessary to improve.
The multiple skills the youth are tested on tacitly refutes the problematic belief in early specialization. For the older athlete, the varied drills can help promote multilateral development that can have far-reaching effects in terms of injury prevention and promote anatomical adaptation. Anatomical adaptation bolsters the soft tissue holding elements of the muscles and joints, which in turn counteracts the chronic strain of repetitive practice. In sum, career-long attention to multi-lateral development can play a significant role in career longevity.
A final point of emphasis is that these testing skills can be fun. While fun is one of the preeminent goals of a youth-oriented program, it also plays an important role for the older athlete. Mastery of physical and personal challenges is the bedrock of competence and promotes a fearless competitive attitude. Occasional use of a testing program can break up the monotony of practice, often offer a vehicle for motivation and promote both diligence in preparation and excellence in technical execution. Additionally, not the least of which, is the chance for strengthening the teaching bond between coach and athlete but also promoting learning from athlete to athlete thereby strengthening the team concept within the sport.
References
https://speedendurance.com/2015/05/18/the-jumps-decathlon-battleofthebounds/ Note: detailed explanation of how to score a jumps decathlon with description of protocols for different events.
MacKenzie, B. (2001) Jumps Decathlon [WWW] Available from: https://www.brianmac.co.uk/jumpsdec.htm [Accessed 17/12/2023] Note: useful plug-in scoring guide.
https://www.nsca.com Note: numerous articles on use of scoring for athletic performance.
https://www.trainermetrics.com/fitness-assessment-calculations/vo2max-three-minute-step-test/ Note: details on how to perform the Queens College Step Test to determine VO2 max in three minutes.
Bompa, T. (1983). Theory and Methodology of Training. Kendall/Hunt:Debuque, IA. ppg 133, 198.
Track Coach #237. 5-Star Interview with Gwenda Ward. Fall 2021. ppg 7552-7557. Note: Interview detailing the development of the British system.