Large Group Training Structure and Activities – The Track and Field Jumps

I am on a constant search for items I can add to my training menu.  Being an essentialist at heart, the hope is the addition of items allows for the subtraction of others.  However, even if I am unable to subtract through addition, it is still worth it because it creates an additional option which a particular athlete may need at some point in time.  While having options is great, what we do with those options is even more important. I know I am personally guilty of acquiring knowledge without determining the best way to implement it, and I think many other coaches are in the same boat.  

“Knowledge is useless without application.  Applied knowledge is power.” Dr. John Rusin

Our programming may have the absolute ideal components to progress our athletes forward, but if we do not structure it in an effective manner, we are not maximizing development.  This article will focus on ways in which a coach can optimize what they have written on paper in a large group training session. Although it will deal with the coaching the jumps in track and field (long/triple/high), many of the concepts can be applied across other event groups and sports.  

Before progressing further, here is some background:

• This structure is used on our technique/lactate training day.
• After our speed development (warm-up), we break up into event groups.  
• I work with our long/triple/high jumpers.  This ranges from 15 – 25 athletes.
• We run through an event technical session and finish with a lactate workout.  
• The day preceding this session has an acceleration or maximum velocity theme.  How we structure those days can be found on trackfootballconsortium.com.
  
• The day after this session consists of restorative activities or a day off.

When I first began coaching jumpers, a session would look like this:

• Speed development (warm-up)
• Acceleration drill(s)
• Jump drill(s)
• Short approach jumps
• Wicket (mini-hurdle) runs
• Hurdle mobility
• Extensive plyometrics
• Lactate workout

We would go from one item to the next, and overall, the sessions were very productive.  However, something bothered me. After some reflection, I determined the culprit – they took too freaking long.    

The strength of going from one item to the next was it allowed me to observe each rep an athlete completed in everything except the short approach jumps (I would split my time between the horizontal jumps and high jump during that portion).  The main weakness was during the short approach time, there was too much time spent by athletes waiting for a turn. On the horizontal runway, I could have up to 18 jumpers. That would be one jump every six to eight minutes. While high jump had less athletes, having to raise and lower the bar based on varying ability levels created a similar timeline.    

An additional weakness of this setup was also the strength I mentioned – I was able to observe each rep an athlete completed.  Why is this a weakness? Because it resulted in me talking too much. One of my goals as a coach is to not create feedback junkies.  By being around every rep, I found myself addressing too many issues. If it was not me initiating the feedback, it would be the athletes looking for it.  The older I get, the more I realize that the best coaching is done when you get the hell out of the way and let the athlete figure it out.

My quest to create a more efficient environment was found via a simple solution – implementing a circuit of activities listed below. Based on the size of the jump squad, I made three groups of horizontal jumpers and two groups of high jumpers with five different stations to work through for a predetermined time or number of cycles.  Additional parameters:

• Group size is between three and six athletes.
• Horizontal Jumpers
  • Each group has a mix of experienced and inexperienced athletes.
• High Jumpers
  • The better jumpers tend to be grouped together so they do not have to alter the bar height as much.
  • This also tends to divide the experience level up nicely.

Horizontal Jumpers Circuit Example

Notes:

• The athletes will start with Cycle 1 (work through it vertically), proceed to Cycle 2, and so on.
  • Each cycle usually takes about 10 minutes.  We have done as few as two cycles in a session and as many as five.
  • When the athletes work through the circuit with great intent, lactate levels are gradually increasing.  In my mind, this means we can reduce the amount of volume in the lactate sprint workout which follows the circuit’s completion.  
  • The number of cycles are often dependent upon the lactate sprint workout we are looking to complete.  
    • If the sprint workout takes more time, we complete fewer cycles.
    • If the sprint workout will be quick, we complete a higher number of cycles.
  • I do my best to individualize lactate sprint workout based on factors such as the athlete’s training age, strengths, weaknesses, needs, and preference.
    • There are infinite combinations of volumes, intensities, and densities which can get an athlete acidic – my goal is create a sprint workout which the athlete will showcase maximum intent.
• Short approach work
  • Reminder to the group –  Get to vertical in 2 steps (upright for the last 4)
  • I will give individual athletes a specific item to focus on if necessary at some point during the circuit.  This is based on their history and what they are presenting at the moment.
  • In cycle 3, I will have athletes who are a LJ/TJ combo complete their first phase of TJ into the pit.  
  • Below is a video of the steering drill.  It also doubles as “target practice” based on a study done by Rewzon.  This article by Joel Smith gives an explanation.  

• • I try to have a manager film each attempt.  This way I can review it later if I cannot see it in person.
• Acceleration Drill
  • The wall push is used to get the athletes to feel how the push into the ground causes the hips to get to vertical.  The push is completed by the foot coming down into the ground.
  • The wall pops (leg action also referred to as switches or booms) can be made more challenging by the athlete holding a med ball against the wall instead of having their hands on the wall.  Here the athlete pushes into the ground with the foot which is on the ground to get that leg to come up.
• Mini Hurdle Runs
  • While what happens during the run through the hurdles is important, I like to get more bang for my buck by doing the following:
    • Have the athlete use their starting method used in their jumping event.  I am a stickler with their setup. Control the controllables!
    • Instruct the athlete to get to vertical posture in 6 steps.  Most of the jumpers I coach have an approach between 12 and 16 steps.
    • About 15 m after the last mini hurdle, I put down two pieces of tape to simulate an 8 inch board.  Athletes are instructed to steer to the board coming off the last hurdle and perform a mini run-off.  Sometimes I will get crazy and put down two or three boards (different color cone by each) and call out a color or number corresponding to the board they should steer towards.  
    • Putting down the tape also causes them to extend the technique they showcased throughout the mini hurdles.  This saves me time getting frustrated when the athlete shuts down right after the last hurdle!
• Hurdle Mobility
  • Mobile hips are important enough for us to do this two to three times per week.
• Extensive Plyometrics
  • I try to incorporate three dimensional plyometrics as much as possible.  Jumpers absorb and produce force from a variety of angles and should be exposed to activities outside of the sagittal plane.

High Jumpers Circuit Example

Notes:

• Minor change in the short approach work and acceleration drill (3 steps to vertical).  I still have the athletes steer to the board during the mini hurdle runs because I think steering to a long jump board transfers to steering to a high jump take-off spot.
• Here is “Out and Back on a Clap” for high jump.

• For athletes who high jump and also do long or triple jump, I usually have them do two cycles of high jump and two cycles of the horizontal jump, but sometimes they will stick to one the entire way through.

Additional Activities

Most of the items I listed above (not including the short approach attempts) are activities where not much technical coaching is needed.  In other words, if the athlete is giving a solid effort, a coach being present is not as imperative. At each station, I will write down reminders for the athletes to follow as they complete the activity.  For example, at the mini hurdle station, the reminders may be:

• Technically sound starting position
• Get to vertical posture in six
• Steer to a different board each time and complete a mini run-off

Other activities which I think fit this methodology (after they have been rehearsed with a coach beforehand) are:

• Med ball punch runs
• Jump rope runs
• Circle Runs
• Wave (Serpentine) Runs
• Resisted accelerations (sled, band, partner resistance, etc.)
• Single leg snatch/clean to a box (we use no weight or a med ball and a portable bleacher).

Closing Thoughts

Although this structure still leaves me feeling like I need to clone myself a few times, I have found it to be a solid solution for dealing with an athlete to coach ratio of ~ 20:1.  I think a similar outline could be used for ratios which exceed this and also be applied to different event areas. In addition, the reality of many coaching situations at the high school level (especially in track and field) is an understaffing of coaches.  For the track coach who is charge of sprinters, jumpers, hurdlers, and throwers, circuits can be set up for each group with the coach doing his or her best to rotate through each event group at some point during the session, or focusing on a particular group for the day.   

Maybe the inability of being able to clone myself is a positive in disguise.  Since a coach is not hovering over the athletes in everything they are doing, it gives the athletes autonomy.  The experienced athletes are given the responsibility of showing the younger athletes the proper way to go about their business.  It aligns with one of my goals as a coach – coaching myself out of a job.

I would appreciate any feedback and ideas regarding what you have found to be successful in your situation!

About Rob Assise

Rob Assise has 15 years of experience teaching mathematics and coaching track and field at Homewood-Flossmoor High School. He also has coached football and cross country. Additional writing of his can be found at Simplifaster, Track Football Consortium, and ITCCCA. He can be reached via e-mail at robertassise@gmail.com or Twitter @HFJumps

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