1 Understanding and working with the female athlete#LIKEAGIRL Understanding and working with the female athlete Kylie M Izzi MS, ATC/LAT, CSCS, ITAT, USAW-1
2 Where to start Long Term Athlete Development Model (LTADM)Peak Velocity Height (PVH) LTADM and the Female Motivational Theories Common injuries Missing pieces? What can we be doing differently with strength and conditioning and flexibility
3 The athlete Middle and High school athletes guided by the Long Term Athlete Development Model and Peak Height Velocity
4 Long Term Athlete Development ModelModel based on Developmental age of athlete Age of athlete based on Peak Velocity Height (PVH) Outlines age categories Identifies the need for development of sports skills Neurocognitive and physical capabilities Offer places for coaches to start, allows for a timeline and progression Help with limiting specialization too early Provides training goals for general and sport specific skills
5
6 The middle school athleteAge 11-14 Learn to Train Speed window 2 (females ) Aerobic stamina (females 11-14, males 12+) Strength training- body weight, medicine balls, swiss balls Development of Core sports skills, speed, agility, short sprints, core Coordination of movements Growth spurt typically last months Tell what is to be done, not what you don’t want done
7 The high school athlete9-12th grade ages 14-18 ALTD- learn to compete (female males 16-18) Train to train Continue to develop seep, strength and stamina, maintain flexibility Learn to compete 15-18 Develop sport skills Reduction in number of sports Focus becomes competition and outcome
8 Growth and DevelopmentThe female's body shape will begin to change. There may be an increase not only in height and weight, but the hips may get wider as well. There may also be an increase in fat in the buttocks, legs, and stomach. These are normal changes that may happen during puberty. (university of Rochester Medical school) Anywhere from years old , lasting up to 2 years to complete (depending on source) Can be later in athletes Reports of early onset in recent years URMS also states “body size will increase, with the feet, arms, legs, and hands beginning to grow in advance of the body. This may cause the adolescent girl to experience a time of feeling clumsy” University of Rochester Medical Center https://www.urmc.rochester.edu/encyclopedia/content.aspx?contenttypeid=90&contentid=P01635
9 PVH and trainng? “Physical performance is commonly measured as the outcome of motor task requiring speed, agility, strength and power [3, 9]. However, the rapid increases in body dimensions and muscle hypertrophy during adolescence suggest that movement proficiency may be affected as athletes negotiate with fluctuating levels of co-ordination (i.e. the sudden increase in body size is likely to affect co-ordination)” [10]. “As a result of the physical changes that accompany adolescence, both males and females may struggle to perform simple motor task such as balancing, running and change of direction task [1]. Coaches must be mindful of this and allow athletes to develop new strategies and solutions in essentially a ‘new’ body” [10]. https://www.scienceforsport.com/peak-weight-velocity/
10 Peak Velocity Height Evidence of hormonal changesMeasure of maximum rate of growth during growth spurt Girls grow 2 years before males Girls PVH ≈ 12 years old Girls will weigh more than boys due to increase estrogen and fat mass Allows for implementation of training windows Pre During Post
11 PVH and training Endurance Strength SpeedJust prior to PVH and slowly introduced after Assumption as to why? (overuse, muscle imbalance, change in hips) Strength Immediately after PVH or menarche S/C recommendations 12 years or old Dynamic movements Core and stabilization of the trunk, development of the stabilization musculature Speed Phase 1 6-8 years old less than 5 seconds Phase 2 11-13 years old seconds in duration
12 Differences between males and females
13 Natural Tendencies Female MaleFree organized play everyone has an equally important role Inclusive and caring play Quite and calm Deep connection Compassion Praise Free Unorganized play geared towards winner and looser Searching for a leader, qualities are strength, and power Naturally competitive Loud Hardball for women in the work place
14 differences between males and femalesNot small males Not small adults Different development (LTADM) Biology prevails Giving Berth Endurance (mitochondria) Biomechanical differences Q-angle (hip widening) Hormonal differences and influence Communication and connection is key
15 Women are drivin’ to win, just in a very female way…
16 Its really quite simple . . .According to UNC Soccer coach Anson- Men respond to strength and your capacity to lead Some male coaches do this by being physically, psychologically or verbally intimidating”. . . Anson further states “women aren’t led by that, in fact, if you lead that way athletically you will ultimately end up intimidating them. It causes a loss of confidence and separation. Women respond to our humanity, so you lead women with your capacity to care and capacity to relate. Connection is critical They don’t want me to use speeches with words like “fury”, they don’t want me to raise my voice or get in their face. They want me to care about them. They want me to relate to them personally.” Hardball for women in the workplace pg 59 Hardball for women in the work place
17 theories
18 Motivational TheoriesMultiple theories on how to motivate Multifaceted and multi layered Group and individual components The ability to relate is what makes a great coach Up to the coach as a grown up to be aware and able to adjust in approach
19 Motivational theoriesConceptual framework that describes how/what motivates people 1959 White coined the term effectance Explore and influence ones environment Intrinsic connection to environment Efficacy and pleasure 1970 Susan Harter Competence motivation theory Achievement domains Cognitive Social Physical
20 Competence Motivation TheoryIf mastery attempts are made AND successful along with validation from proper outside sources = Perception of control (belief in abilities) = Perception of performance control (Control performance) https://psychology.iresearchnet.com/sports-psychology/sport- motivation/competence-motivation-theory/ Perception of control + Perception of Performance = Pleasure and increase of competence
21 Competence Motivation Theory continuedIf mastery attempts are made and unsuccessful without validation from proper outside sources = Perception of control (dis-belief in abilities) = Perception of performance control ( lack of control performance) Perception of control + Perception of Performance = Negative and lack of competence
22 COMPETANCE Motivation theoryLearning new tasks Successful mastery attempts and praise = self rewards and mastery goals Internal validation for self and performance Unsuccessful task mastery and disapproving = low perception of goal and low self perception Need for external validation for both self and performance implementation of an environment conducive to intrinsic motivation and skill mastery, no matter the level, is more likely to provide the desired sense of perceived competence, and by extension, enjoyment (Ferrer-Caja and Weiss, 2000). https://psychology.iresearchnet.com/sports-psychology/sport-motivation/competence-motivation-theory/
23 Athlete development and the competence motivation modelAge 4-7 general and social competence LTAD = fun Age 7-13 academic, athletic, social, physical appearance, and behavioral LTAD = Learn to train and train to train 13-18 add 3 more Close friendship, romantic relationships, and job competence LTAD = train to train and train to compete https://psychology.iresearchnet.com/sports-psychology/sport-motivation/competence-motivation-theory/ USA Hockey LTADM
24 Soft, removed, or quiet female athleteLacking in confidence Need more external motivation and validation Teach from the foundation Each session should build upon the previous day Repetition- girls are very patient with drills Sandwich approach Side of “Why”? Focus on team building, or building the coach athlete relationship Build self esteem provide feedback Can you help them find a “grr” factor
25 The Female way To win Leader who is compassionate Can lead by exampleCares- how do we do this as coaches Vested interest Voice fluctuations Small groups- large groups are intimidating Body language Touch Have expectations Negativity out Have fun
26 Common injuries for the Female athlete
27 Common Injuries Concussion Anterior Cruciate Ligament Tear (ACL)Low Back Pain (LBP) Q angle? Widening of hips? Motor-neural contraction patterns Coordination and movement patterns Over training
28 Low back pain (LBP)
29 Low Back Pain (LBP) Onset Symptoms Differential DiagnosisSpondys Cancer Disk lesion Return top play Symptom provocation without injury Strength and Conditioning to help?
30 Caution LBP should be taken seriously and referred if there is any concern Movements that cause pain should be stopped immediately Foundation of movement patterns Just because an athlete can play the sport, doesn’t mean they have the foundation to be injury free Proper technique is of utmost importance Correct motor-neural pathways are key component
31 Symptoms Symptoms Diffused low back pain Increase of discomfort with intense activity Relief of symptoms with rest in some cases Deep aching pain, persistent, spontaneous **Neuropathy should be noted and referred Possible provocation of the symptoms if there has been no injury? During periods of rapid growth, soft tissues such as muscles and ligaments are unable to keep pace with the rate of bone growth, resulting in muscle imbalances and a decrease in flexibility. This can place young athletes at greater risk for injury.(Purcell L) Purcell L, Micheli L. Low Back Pain in Young Athletes. Sports Health. 2009;1(3): doi: /
32 Symptom Provocation cont.Children and adolescents frequently present with diffuse, poorly localized lumbar pain in the absence of associated neurologic symptoms. (Wedderkopp, 2005) Focal pain and neurologic symptoms are more likely to represent underlying pathology. Onset of symptoms will help differentiate between acute trauma and chronic overuse injury, postural and developmental abnormalities. K.Houghton 2010 In girls, the reporting of low back pain increases in frequency during puberty until maturity, regardless of age. Why some girls are susceptible to back pain in the early stage of puberty is unknown. (Wedderkopp N, 2005) (Wedderkopp N, Bo Andersen L, Froberg K, Leboeuf-Yde C. Back pain reporting in young girls appears to be puberty-related. BMC Musculoskeletal Disorders. 2005;6:52. doi: / )
33 Return to play critera? Conflicting researching, with nothing conclusive There is insufficient evidence regarding this issue in literature to define the optimal time of return to play following treatment. (Mortazavi J, 2015) (Mortazavi J, Zebardast J, Mirzashahi B. Low Back Pain in Athletes. Asian Journal of Sports Medicine. 2015;6(2):e doi: /asjsm.6(2) )
34 Reflection and questionsIs LBP related to menarche or associated with PVH Is there a PVH window for menarche and the female athlete? The way we are training is specific = NEGATIVE outcomes Endurance training for the paraspinal and postural musculature?(EB support) Are females using an incorrect motor neural pathway If so, how do we train this to be correct Why are we backing away from “scary” movements Dead lift Back squat Rotational movements Back extension
35 Strength and Conditioning?Can we do better?
36 Be more effective with what we are already doingWatch the way the foot interacts with the ground Reveals hip tightness Reveals HS tightness More effective warm up? Add movement screens or corrective exercises into the warm up Pull from a variety of practices Change it up
37 Helping or Hindering? Nutrition Sleep The life of a student-athleteOh boy, where to start Sleep How many hours The life of a student-athlete Are we being reasonable as a society? Rest Do they get enough?
38 Flexibility Flexibility of the HamstringsFlexibility of the posterior chain including the upper back and par spinal muscles (erector spinae muscle endurance) Scapularthorasic mobility Rotational movement and strength Hip and all that junk in the trunk
39 Functional Movements Move in all planes of motion (frontal, sagittal, transvers) Focus on “functional movements” Foundation Movement patterns Contralateral ipsilateral Strength the core correctly Reactive core training Upper body stationary, while lower body moves Lower body stationary, while upper body moves Change in temp Motor neural muscular firing patterns Butt, Hamstring, contralateral QL is correct
40 Pearls Connect The relationship develops over timeFigure out what makes them tick Explain the why Get to their level Let them have fun When they come to you, give them attention Check in and then provide space Reward and validate