tsac report | issue 44 - national strength and conditioning …€¦ · · 2017-01-03tactical...

TSAC REPORT ISSUE 44

F I T TO S E RV E .ST R E N GT H TO P E R F O R M .

http://www.nsca.com/tsac2017

NSCA MISSIONAs the worldwide authority on strength and conditioning, we support and disseminate research-based knowledge and its practical application, to improve athletic performance and fitness.

TSAC EDITORIAL REVIEW PANELMark Abel, PHD, CSCS,*D, TSAC-F

Jon Barba, MS, CSCS

Jerry Bean, MS, ATC, LAT, CSCS, TSAC-F

Jon Carlock, MS, CSCS,*D

Patrick Conway, MS, CSCS,*D

Brett Crossland, MS, CSCS

Jason Dudley, MS, CSCS,*D, TSAC-F, FMS-1, RSCC

Jason Hartman, MS

John Hofman, MS, CSCS

Travis Ireland, MS, ATC, CSCS

Charlie Kornhauser, TSAC-F

Katie Miller, RD, LDN, CSCS

Brian Schilling, PHD, CSCS, FNSCA

Katie Sell, PHD, CSCS

Kevin Serre, PHD, MS, CSCS

Courtney Shinost, MS, CSCS, NSCA-CPT

Stew Smith, CSCS

Tony Soika, MS, CSCS

Mick Stierli, MS, CSCS

Henry “Hal” Williamson, TSAC-F

STAFFEditorRob Orr, PHD

Assistant EditorBritt Chandler, MS, CSCS,*D,

NSCA-CPT,*D

Publications DirectorKeith Cinea, MA, CSCS,*D,

NSCA-CPT,*D

Managing Editor Matthew Sandstead, NSCA-CPT,*D

Publications Coordinator Cody Urban

CONTACTNSCA TSAC1885 Bob Johnson Drive Colorado Springs, CO 80906phone: 800-815-6826

TSAC Report email: [email protected]

Managing Editor: [email protected]

© 2015 National Strength and Conditioning Association.Reproduction without permission is prohibited.

ISSN:

NSCA TSAC REPORT | ISSUE 44 3

TABLE OF CONTENTS

ISSUE 44 | JANUARY 2017

TSAC REPORT

NSCA MISSIONAs the worldwide authority on strength and conditioning, we support and disseminate research-based knowledge and its practical application, to improve athletic performance and fitness.

TSAC EDITORIAL REVIEW PANELMark Abel, PHD, CSCS,*D, TSAC-F

Jerry Bean, MS, ATC, LAT, CSCS, TSAC-F

Jon Carlock, MS, CSCS,*D

Patrick Conway, MS, CSCS,*D

Jason Dudley, MS, CSCS,*D, TSAC-F, FMS-1, RSCC

Jason Hartman, MS

John Hofman, MS, CSCS

Travis Ireland, MS, ATC, CSCS

Charlie Kornhauser, TSAC-F

Katie Miller, RD, LDN, CSCS

Brian Schilling, PHD, CSCS, FNSCA

Katie Sell, PHD, CSCS

Kevin Serre, PHD, MS, CSCS

Courtney Shinost, DPT, MS, CSCS, NSCA-CPT, RSCC

Stew Smith, CSCS

Mick Stierli, MS, CSCS

Henry “Hal” Williamson, MA, CSCS, TSAC-F

STAFFEditorRob Orr, PHD, TSAC-F

Assistant EditorBritt Chandler, MS, CSCS,*D,

NSCA-CPT,*D

Publications DirectorKeith Cinea, MA, CSCS,*D,

NSCA-CPT,*D

Managing Editor Matthew Sandstead, NSCA-CPT,*D

Publications Coordinator Cody Urban

CONTACTNSCA TSAC1885 Bob Johnson Drive Colorado Springs, CO 80906phone: 800-815-6826

TSAC Report email: [email protected]

Managing Editor: [email protected]

© 2017 National Strength and Conditioning Association.Reproduction without permission is prohibited.

ISSN: 2378-7392

06 INITIATING MENTAL SKILLS TRAINING WITH TACTICAL ATHLETES—VIEWS OF UNITED STATES ARMY HAND-TO-HAND COMBAT INSTRUCTORSPETER JENSEN, PHD, CC-AASP, ANDNATE ZINSSER, PHD, CC-AASP

10 APPLIED PERIODIZATION IN SHOULDER INJURY FOR THE TACTICAL ATHLETE—PART 2KEITH CHITTENDEN, MS, CSCS,*D, TSAC-F,*D, ANDJOSEPH MORELLI, DPT, CSCS

18 PERIODIZATION APPROACH UTILIZING PROGRESSIVE OVERLOAD METHOD FOR PHYSICAL TRAINING PROGRAM IN ROTC CADETSKIMBERLY E. ALLEN, MA, CSCS, TSAC-F, AND CASEY METOYER, MS, CSCS

22 DOES DIFFERENT FOOTWEAR ALTER ANKLE JOINT FORCES DURING THE BARBELL BACK SQUAT?JOYCE K. BLANDINO, PHD, MICHAEL S. KRACKOW, PHD, PTA, ATC, CSCS, TSAC-F, ANDCODY W. ELLIS

26 OCCUPATIONALLY FIT FOR DUTY—WHAT ARE THE PHYSICAL TASKS OF CALIFORNIA PATROL LAW ENFORCEMENT OFFICERS?JOSEPH DULLA, MS

The statements and comments in TSAC Report are those of the individual authors and contributors and not of the National Strength and Conditioning Association (NSCA). The appearance of advertising in this journal does not constitute an endorsement for the quality or value of the product or service advertised, or of the claims made for it by its manufacturer or provide. Neither the Editors of the TSAC Report, nor the NSCA, or any other party directly involved in the preparation of the material contained assume any liability or responsibility for the accuracy, completeness, or usefulness, nor shall they be liable for any direct, indirect, incidental, special, consequential, or punitive damages arising out of the use of TSAC Report.

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6 NSCA TSAC REPORT | ISSUE 44

AUTHOR NAME CREDENTIALSPETER JENSEN, PHD, CC-AASP, AND NATE ZINSSER, PHD, CC-AASP

INITIATING MENTAL SKILLS TRAINING WITH TACTICAL ATHLETES—VIEWS OF UNITED STATES ARMY HAND-TO-HAND COMBAT INSTRUCTORSThe views expressed in this article are those of the authors, and do not necessarily reflect the official policy or position of the U.S. Military Academy, U.S. Army, U.S. Special Operations Command, the Department of the Army, the Department of Defense, or the U.S. Government.

Tactical athletes must be ready to perform in emergency situations that can occur with little notice and contain life-threatening circumstances (8). Given these conditions, many

tactical facilitators seek to develop mental skills during tactical training with the purpose of enhancing overall performance in emergency settings. Tactical facilitators are especially well-positioned to integrate mental skills training that may develop more complete tactical athletes who are prepared for dangerous environments (1). Gaining insight into the views of a tactical population on the psychological aspects associated with success is an important step with mental skills training. The purpose of this article is: one, to provide an example of examining a tactical population on their views of mental skills, and two, offer recommendations for mental skills training based on reported views from a tactical population. In this article, 27 United States Army combatives (hand-to-hand combat) instructors answered questions on their views of mental skills related to combatives during information gathering sessions. The responses indicated that mental skills were viewed as important, with confidence and mental toughness identified as two top-rated mental skills for success in training and changeability in soldiers. Further, this article will also present a discussion on building confidence and mental toughness within tactical training settings.

Since World War I, combatives training has been viewed as an activity with an aim to not only develop close-quarters fighting skills, but also to build psychological characteristics intended to support general combat performance (13). Modern combatives training seeks to build a wide range of positive psychosocial attributes that include: courage, confidence, emotional regulation under stress, self-discipline, and controlled aggression (17,19,21,22). Given the emphasis on mental skills development within a highly physical tactical training environment, U.S. Army combatives instructors appeared to be an excellent population for the purposes of this article. Additionally, any insights gained from the examples provided in this article may serve to inform U.S. Army combatives training, and can possibly be applied to other tactical populations with similar occupational demands.

INFORMATION GATHERINGUsing procedures similar to those from a previous study with college wrestling coaches, a convenience sample of 26 male and 1 female U.S. Army combatives instructors were recruited to participate in this information gathering process (11). The average age of the sample was 35.41 years (standard of deviation [SD] = 7.66 years) with participants reporting an average of 12.19 years (SD = 6.36 years) of military service. The average years of participating as a U.S. Army combatives instructor was 4.46 years (SD = 3.09 years) with the majority identifying themselves as Level 4 Army Combatives Instructors (sample size [n] = 19), which is the most advanced level of combatives instructor certification in the U.S. Army. The remaining participants included Level 3 (n = 6) and Level 2 (n = 2) instructors.

The questionnaire was designed to assess instructors’ views on the importance and changeability of mental skills associated with combatives training. Content and face validity were obtained by developing a list of mental skills from literature on hand-to-hand combat training and sport psychology. In addition to the demographics described above, the questionnaire assessed: 1) views on the overall importance of mental skills for combatives training, 2) if the instructors had worked with the U.S. Army’s Comprehensive Soldier Fitness – Performance Resilience Enhancement Program (CSF-PREP) and, 3) if instructors had incorporated mental skills literature into their training. The final section of the questionnaire consisted of 23 mental skills, in which the instructors rated the changeability of each skill and the importance of each skill in determining success during combatives training on a 1 – 7 Likert-type scale.

RESPONSESThe instructors believed mental skills were important for the overall success of combatives training, as indicated by a rating of five or greater on the Likert-type scale from each participant. The average rating for the overall importance of mental skills for success in combatives training was 6.56 points (SD = 0.70 points). Specifically, the majority (67%) scored mental skills with the maximum score of seven points. Instructors also viewed literature on mental skills important for their instruction of combatives with the majority (62.96%) indicating that they incorporated this material into their combatives instruction. Additionally, 11 instructors (40.74%) indicated having experience working with CSF-PREP. Nine of the instructors with experience working with CSF-PREP also indicated that they leveraged literature on mental skills into their combatives instruction.


AUTHOR NAME CREDENTIALS INITIATING MENTAL SKILLS TRAINING WITH TACTICAL ATHLETES —VIEWS OF UNITED STATES ARMY HAND-TO-HAND COMBAT INSTRUCTORS

Instructor responses regarding the importance and changeability of the 23 mental skills showed that instructors believed all mental skills were important during combatives training with averages ranging from 4.76 (SD = 2.28 points) to 6.48 points (SD = 1.12 points). Regarding changeability, instructors perceived all skills changeable to some extent, with average ratings ranging from 5.12 (SD = 1.84 points) to 5.81 points (SD = 1.42 points). Perhaps the most important finding was the overlap of confidence and mental toughness, which were selected in the top five mental skills of both categories. This sample questionnaire demonstrates that these mental skills were viewed as some of the most important aspects for success in training and further research is warranted.

DISCUSSIONOverall, the responses of this sample reveal a broad support for mental skills in U.S. Army combatives training with instructors indicating that mental skills were both important and changeable. Additionally, a majority of instructors indicated that they used mental skills literature to inform their training and more than one third of the instructors had experience with CSF-PREP, the structured mental skills training program used by the U.S. Army. This suggests efforts to integrate mental skills training into existing combatives programs may receive positive support. As with any programmatic intervention—physical or mental—developing rapport, building relationships, and demonstrating an understanding of the client’s interests are critical to success (4).

Once an opportunity to conduct mental skills training is secured, the information from surveys such as the one illustrated in this article can provide tactical facilitators with an idea of which skills to emphasize. The responses from this survey suggest that confidence and mental toughness are two mental skills that tactical facilitators might begin educating soldiers on during combatives training. The remainder of this article offers insights into mental skills development regarding confidence and mental toughness. These recommendations should not be considered all-inclusive as both mental skills have a wide variety of avenues for intervention.

RECOMMENDATIONSA growing body of empirical research suggests the training environment plays an important role in building an individual’s mental toughness. Defined as the “psychological edge that enables you to: generally, cope better than your opponents with the many demands…specifically, be more consistent and better than your opponents in remaining determined, focused, confident, and in control under pressure,” mental toughness is a multifaceted construct associated with optimized performance (14). Research with world-class athletes and coaches suggests that a training environment that builds mental toughness is characterized by:

• Technical and tactical training sessions that include specific challenges designed to impact an individual’s mental skill development (7)

• Mental skills development that occurs regularly in the training setting (5,9)

• A deliberate and selective use of training sessions that includes a level of mental and physical intensity and demands that reflect the expected performance environment (9,12)

• Training sessions that include, on occasion, situations in which the individual is forced to confront failure during “no win” situations (9)

• Instructors creating a mastery motivational climate where individuals focus on the process of developing expertise, rather than the outcome of success (9)

• Instructors fostering an attitude that views pain and adversity as something positive (5,9)

• Instructors building a competitive, yet positive, rivalry among teammates (5,6)

Tactical facilitators seeking to develop mental toughness within a tactical population, such as soldiers in combatives training, might want to integrate the characteristics mentioned above into their existing training programs. As discussed in previous literature, a training environment that pushes a tactical athlete to their physical limits does not automatically foster mental toughness (3). Instead, integration of physical and mental demands in a training environment should be a deliberate, safe, and evidence-based process (4). A key factor in developing mental toughness is the web of thoughts and beliefs about one’s ability to successfully perform in a particular situation, which a tactical athlete develops in the course of training. This web of beliefs, which both influences the athlete’s performance and is influenced by the athlete’s performance, is the crucial personal quality known as confidence.

Based on self-efficacy theory, confidence is a well-researched psychological construct that is a consistent predictor of performance across multiple domains (2,15,18). The aspect that most influences a person’s confidence is the set of beliefs they hold about their past performance (2). Given the adversity, pain, and “no win” situations that can characterize a mental toughness training environment, it is important to consider the thoughts a tactical athlete develops about their performance in such settings, as these thoughts can ultimately evolve into their confidence. Tactical athletes must develop an unshakeable belief that the skills developed and challenges faced in mentally tough training environments have prepared them for any contingency they might face in a tactical setting. Some of the key aspects to consider when developing a tactical athlete’s confidence include:

• Begin training with work on simple, fundamental skills so that the tactical athletes start with a belief in their ability to learn and progress. Lower the difficulty of the skill being taught, or break the skill down into more manageable increments, if necessary, to improve the likelihood of the athlete experiencing initial effective performance (10).


PETER JENSEN, PHD, CC-AASP, AND NATE ZINSSER, PHD, CC-AASP

• Build gradual and deliberate physical and technical challenges into the training in order to foster the athletes’ sense of competence (10).

• Require athletes to constantly search for and identify the improvements and progress they experience, however small or slow these improvements may be. One way to do this is to have them keep a journal and write in it every day. Through this self-reflection and constant attention paid to the particular competencies, tactical athletes can develop a confident “I can do this” attitude (20).

• Remind tactical athletes at the conclusion of each mentally tough training session to: a) emphasize and emotionally hang on to their successful and useful experiences, while b) deemphasizing or letting go of less successful experiences (23).

• Encourage tactical athletes to monitor their internal mental dialogue and learn to recognize when they engage in self-critical and self-deprecating thinking. These negative thoughts must be interpreted as cues or signals for the tactical athlete to interrupt that line of thinking; refocus themselves with a strong, deep breath; and deliberately tell themselves “let’s see how well I can do this now,” (23).

Confident tactical athletes approach emergency situations with solid beliefs that their training—both their successes and failures—has set them up for success by focusing on the process needed for their best performance. Doubts may enter a tactical athlete’s mind, but a confident tactical athlete is aware of these thoughts and instead chooses to focus on effective thoughts about what is within their control and how they can optimize their performance in the situation. In summary:

“Confident people are not free of worry…they separate these worries into two categories—those they can do something about and those they can’t. If it is something they can do something about, they do it…if their worry is about something they can’t control…they resolve not to let the problem bother them,” (16).

CONCLUSIONAn important limitation to note with the approach of this article is that the small number of participants limits the generalizability of the responses to other U.S. Army combatives instructors or tactical training settings. Limitations notwithstanding, this article offers a model for exploring views on mental skills training for tactical populations and an example that mental skills training is viewed favorably by U.S. Army combatives instructors. Given the current dearth of rigorous research on mental skills and performance in tactical settings, future explorations by tactical facilitators using the approach outlined in this article may offer new and beneficial insights. Additionally, tactical facilitators may establish paths for more rigorous research efforts (e.g., correlational and causational designs) that foster a deeper understanding into the mental performance aspects of this challenging environment.

ACKNOWLEDGEMENTThe authors obtained Institutional Review Board approval before conducting the survey outlined in this article.

REFERENCES1. Asken, M, Christiansen, T, and Sell, K. Integrating mental and physical strength and conditioning for the tactical athlete: What the research says. TSAC Report 40: 24-28, 2016.

2. Bandura, A. Self-Efficacy: The Exercise of Control. New York, NY: Macmillan; 1997.

3. Christiansen, T, and Asken, M. Extreme exercise for mental toughness and selection: Effective training or errant bullying? (Part I). TSAC Report 32: 18-20, 2014.

4. Christiansen, T, and Asken, M. Extreme exercise for mental toughness and selection: Effective training or errant bullying? (Part II). TSAC Report 34: 8-12, 2014.

5. Connaughton, D, Hanton, S, and Jones, G. The development and maintenance of mental toughness in the world’s best performers. The Sport Psychologist 24(2): 168-193, 2010.

6. Connaughton, D, Wadey, R, Hanton, S, and Jones, G. The development and maintenance of mental toughness: Perceptions of elite performers. Journal of Sport Science 26(1): 83-95, 2008.

7. Crust, L, and Clough, P. Developing mental toughness: from research to practice. Journal of Sport Psychology in Action 2(1): 21-32, 2011.

8. Delahaij, R, Gaillard, A, and Soeters, J. Stress Training and the New Military Environment. Soesterberg, the Netherlands: TNO Defence Security and Safety; 2006.

9. Driska, A, Kamphoff, C, and Mork-Armentrout, S. Elite swimming coaches’ perceptions of mental toughness. The Sport Psychologist 26(2): 186-206, 2012.

10. Duda, J, and Treasure, D. Applied Sport Psychology: Personal Growth to Peak Performance. (6th ed.) Champaign, IL: Human Kinetics; 59-80, 2010.

11. Gould, D, Hodge, K, Peterson, K, and Petlichkoff, L. Psychological foundations of coaching: Similarities and differences among intercollegiate wrestling coaches. The Sport Psychologist 1(4): 293-308, 1987.

12. Gucciardi, D, Gordon, S, Dimmock, J, and Mallett, C. Understanding the coach’s role in the development of mental toughness: Perspectives of elite Australian football coaches. Journal of Sport Science 27(13): 1483-1496, 2009.

13. Hobbs, P. Bayonet fighting and physical training. Infantry Journal 14: 79-85, 1917.

14. Jones, G, Hanton, S, and Connaughton, D. What is this thing called mental toughness? An investigation of elite sports performers. Journal of Applied Sport Psychology 14(3): 205-218, 2002.


INITIATING MENTAL SKILLS TRAINING WITH TACTICAL ATHLETES —VIEWS OF UNITED STATES ARMY HAND-TO-HAND COMBAT INSTRUCTORS

15. Moritz, S, Feltz, D, Fahrbach, K, and Mack, D. The relation of self-efficacy measures to sport performance: A meta-analytic review. Research Quarterly for Exercise and Sport 71(3): 280-294, 2000.

16. Rotella, B. Life is Not a Game of Perfect: Finding Your Real Talent and Making it Work for You. New York, NY: Simon and Schuster; 1999.

17. Samuels, S, and Gibb, R. Self-efficacy assessment and generalization in physical education courses. Journal of Applied Social Psychology 32(6): 1314-1327, 2002.

18. Stajkovic, A, and Luthans, F. Self-efficacy and work-related performance: A meta-analysis. Psychological Bulletin 124(2): 240-261, 1998.

19. U.S. Army. Combatives Field Manual no. 3–25.150. Washington, DC: The US Army; 3, 2009.

20. Vealy, R, and Chase, M. Advanced in Sport Psychology. (3rd ed.) Champaign, IL: Human Kinetics; 66-90, 2008.

21. Wood, R, and Michaelson, M. Close quarters combat and modern warfare. Military Review May-June: 106-108, 2000.

22. Wood, R, and Wilson, B. Fit and Active: The West Point Physical Development Program. Champaign, IL: Human Kinetics; 91-105, 2008.

23. Zinsser, N, Bunker, L, and Williams, J. Applied Sport Psychology: Personal Growth to Peak Performance. (6th ed.) Champaign, IL: Human Kinetics; 305-335, 2010.

ABOUT THE AUTHORSPeter Jensen is an active duty United States Army Officer and the Human Performance Program Chief at the United States Special Operations Command. A former Director of the Center for Enhanced Performance at the United States Military Academy, he taught undergraduate courses in performance psychology and conducted mental skills training with cadets. He is a Certified Consultant—Association for Applied Sport Psychology (CC-AASP) and has published several articles on military hand-to-hand combat. His research interests include combat performance psychology, motor behavior skills for emergency situations, and mental skills training for hand-to-hand combat.

Nate Zinsser is a sport psychologist and the Director of the Performance Enhancement Program at the United States Military Academy, where he has lead mental skills training for cadets and taught undergraduate courses in performance psychology for over 25 years. He is a Certified Consultant—Association for Applied Sport Psychology (CC-AASP) and has published several articles and book chapters. His research interests include mind/body techniques to enhance healing.


AUTHOR NAME CREDENTIALSKEITH CHITTENDEN, MS, CSCS,*D, TSAC-F,*D, AND JOSEPH MORELLI, DPT, CSCS

APPLIED PERIODIZATION IN SHOULDER INJURY FOR THE TACTICAL ATHLETE—PART 2

In the previous article titled “Applied Periodization in Shoulder Injury for the Tactical Athlete – Part 1” a new perspective on a periodization protocol for shoulder recovery was proposed.

This periodization program presented the foundation and guidelines for the rehabilitation, reconditioning, and functional integration for returning to duty for a tactical athlete who has suffered a shoulder injury. This program will allow the tactical facilitator to bridge the gap between traditional rehabilitation protocols for shoulder pathology and a traditional strength and conditioning periodization program. The periodization program presented has three different phases within the macrocycle that mark a starting point from which the tactical athlete can work through to get closer to his or her goal, typically being full return to duty without functional limitations in the shoulder joint. The phases are: Phase 1 – Stability and Recovery Stage (SRS), Phase 2 – Strength and Conditioning Stage (SCS), and Phase 3 – Dynamic Specific Function Stage (DSFS). This article will demonstrate the practical application of this periodization program. Each phase has a specific exercises that can be progressed or regressed depending on the tactical athlete’s abilities. The following program is meant as a guideline to support the treatment of the tactical athlete and is not designed to replace the need for the clinical treatment provided by healthcare professionals. It will be up to the discretion of the tactical facilitator, in conjunction with other healthcare providers, to make the necessary adjustments within each phase in order to ensure the tactical athlete’s success throughout the program.

APPLICATION OF PERIODIZATION PHASES TO SHOULDER INJURIESIn this section, the shoulder injuries discussed will be applied in a sample periodization program moving through each phase. The underpinning exercises for each injury are similar, therefore this program may be used for a variety of shoulder injuries (e.g., primary impingement, multidirectional instability and the SLAP [Superior Labral tear from Anterior to Posterior] lesion). This program is provided as an example to demonstrate the periodization concepts and should only be used as a general guideline. Each tactical athlete may present different symptoms and may need modifications in each phase as they move through the program. The tactical facilitator needs to pay close attention to the quality of movement the tactical athlete displays. The tactical facilitator needs to be able to identify physical compensations that are a result of difficulty stabilizing either the scapulothoracic or the glenohumeral joints during any active range of motion (ROM). Compensations from muscles such as the upper trapezius, levator scaula, pectoralis major/minor, and biceps brachii should be noted. Movement compensations can include, but are not limited to, scapular elevation, kyphotic rounding of the upper

thoracic spine, scapular winging, and lordosis of the lumbar spine during active shoulder movements (e.g., flexion or rotation). If physical compensations become obvious or pain is caused from active ROM, the tactical athlete should be regressed back to SRS phase exercises until he or she can perform all motions without movement compensations and have pain-free ROM, or be referred out (e.g., physical therapist) if deemed appropriate.

The design of this program is a progression from simple to complex, from single-joint to multi-joint exercises, and from a goal of a shoulder stability exercise stage to a dynamic, job-specific exercise stage. Each phase builds on the previous in order to fulfill the goals at each stage to ultimately return to active duty. The tactical facilitator should perform an assessment on each tactical athlete in order to determine which exercises may be or may not be appropriate before integrating them into each phase of their program.

PHASE 1 – STABILITY AND RECOVERY STAGE (SRS)These exercises in this phase are basic and single-joint exercises. In the beginning of this phase, it may necessary not to use any resistance in order to ensure the tactical athlete is executing the proper form. Once the form has been mastered without compensation, then a light band or dumbbell can be used. According to research, traditional rehabilitation exercise programming starts with light resistance and high repetitions to improve muscular endurance (9). The consensus for the most effective exercise programming with a goal of gradually progressing the tactical athlete to a strength and conditioning phase of training is 1 – 3 sets of 8 – 10 repetitions (reps). The exercise volume should be a total of 30 reps per exercise (9).

FIGURE 1. SIDE-LYING FORWARD FLEXION—START


AUTHOR NAME CREDENTIALS

EXERCISES A. Side-Lying External Rotation: Begin by lying on the

uninvolved side. With the top shoulder in a neutral position and elbow flexed to 90°. Starting at the abdomen, externally rotate the shoulder to maximal pain-free ROM. If compensatory motion is seen, place a towel roll between the elbow and torso to minimize these motions (4,7).

Progression: This exercise should initially be performed isometrically to minimize involvement of upper trapezius which reinforces impingement and repetitive motion motor patterns. Once this can be performed without pain isometrically it is appropriate to move to using a dumbbell. Increasing the weight used and the total ROM covered should be the next steps to progress this exercise. Exercise can be progressed to sitting erect with the involved shoulder and elbow both flexed to 90° moving from 0 – 90° of ROM holding a dumbbell with a neutral grip (4,7).

B. Side-Lying Forward Flexion: Begin by lying on the uninvolved side holding a dumbbell with the top arm positioned initially at the greater trochanter. Assume a neutral grip position on the dumbbell and keep the arm parallel to the floor with the elbow at full extension. Flex the shoulder to 135° of forward flexion maintaining consistent parallel arm position, and then return to the starting position (Figures 1 – 2) (4,7).

Progression: This exercise can be progressed in multiple ways, initially increasing the weight used. Depending on the needs of the tactical athlete, weight can be correlated to the weight of required equipment (e.g., duty pistol). In cases where equipment weight is not a job-specific concern, this exercise can be progressed by adding light-to-moderate multi-directional manual perturbations by the tactical facilitator.

C. Prone Horizontal Abduction with External Rotation: Start by lying in a prone position with the arms hanging perpendicular to the floor, elbows fully extended, and shoulders externally rotated (so the thumbs face the ceiling). Start the motion by squeezing scapulae together to lift the arms horizontally moving from perpendicular to parallel with the floor.

Progression: This exercise can be progressed initially by using light bands, and then when appropriate increasing the difficulty by using a band with more resistance. This progression will allow the tactical athlete to demonstrate strength and stability through a full ROM. If the tactical athlete can demonstrate full control of ROM (concentric, eccentric and isometric phases in the contraction) for 3 sets of 10 reps, then this exercise may be further progressed to being performed prone on a stability ball or other unstable surface requiring increased core and shoulder stability.

D. Wall Ball Stabilization: Standing with one arm outstretched at 90° of flexion, press a small medicine ball into the wall. With the palm of the involved arm on the ball, rotate at the shoulder in a circular motion. Circles should be approximately 6 – 8 in. in diameter and repetitions should be done in both clockwise and counterclockwise directions (Figure 3).

Progression: As shoulder stability improves, this exercise can be progressed to a static hold with manual, multi-directional perturbations provided by a tactical facilitator.


FIGURE 2. SIDE-LYING FORWARD FLEXION—FINISH

FIGURE 3. WALL BALL STABILIZATION


KEITH CHITTENDEN, MS, CSCS,*D, TSAC-F,*D, AND JOSEPH MORELLI, DPT, CSCS

PHASE 2 – STRENGTH AND CONDITIONING STAGE (SCS)This phase will provide the tactical athlete the opportunity to develop strength in the shoulder for more challenging tasks as well as prepare to move to the final phase of the periodization program. It is important that the agonist muscle groups which include the rotator cuff, deltoids, and scapular muscles be trained with the same intensity in order to maximize the most muscular force as well as create a balanced stabilization in the shoulder girdle. According to research, 3 sets of 8 – 12 repetitions is one of the most optimal programming guidelines to build strength and hypertrophy (5). Maximal strength can be achieved by increasing resistance and decreasing volume (i.e., sets and reps) (5).

EXERCISES A. Back Row: Sit in an erect position. Grasp the handles of

a cable machine with a shoulder-width grip. Keeping the trapezius depressed, pull the handles toward the belly button until the end ROM of reached or shoulder position is compromised (i.e., look for thoracic kyphosis). The goal is to draw the shoulder blades together as if squeezing a grape between them. Pause for a second and return to the starting position (Figures 4 – 5).

Progression: This exercise can be progressed to standing. The same biomechanical principles apply (no compensations). The tactical athlete could also stand in a tandem stance or on an unstable piece of equipment. If the tactical athlete starts out using 2-arm cable rows, the next progression is to perform the exercise with one arm. For a tactical athlete that starts with a barbell, the next progression is to dumbbells bilaterally, then 1-arm dumbbell row.

FIGURE 5. BACK ROW —FINISH

FIGURE 4. BACK ROW—START

TABLE 1. PHASE 1 – STABILITY AND RECOVERY STAGE (SRS) EXERCISES

EXERCISE REPS SETS REST

Side-Lying External Rotation 8 – 10 3 sets 30 – 60 s

Side-Lying Forward Flexion 8 – 10 3 sets 30 – 60 s

Prone Horizontal Abduction with External Rotation

8 – 10 3 sets 30 – 60 s

Wall Ball Stabilization10 revolutions clockwise/10

revolutions counterclockwise3 – 5 sets 30 – 60 s



B. Prone Scaption: Begin by lying face down on a bench or exercise ball face down with the arms to the sides. Keeping the body on the bench or ball, raise both arms by keeping the elbows fully extended until they are parallel to the floor (Figures 6 – 7). Hold the position for 1 – 2 s and slowly return the arms to the starting position (9).

Progression: Start with a 1 – 2 pound dumbbell and if the tactical athlete can perform all the reps with perfect form using a 1 – 2 pound dumbbell, then the exercise can be progressed to a heavier dumbbell. The goal is to perform the exercise in a controlled ROM (i.e., eccentric, isometric, concentric contractions) without compensating form.

FIGURE 7. PRONE SCAPTION—FINISHFIGURE 6. PRONE SCAPTION—START

FIGURE 8 (ABOVE, LEFT). SUPINE DUMBBELL PROPRIOCEPTIVE NEUROMUSCULAR FACILITATION—START

FIGURE 9 (ABOVE, RIGHT). SUPINE DUMBBELL PROPRIOCEPTIVE NEUROMUSCULAR FACILITATION—MIDDLE OF MOVEMENT

FIGURE 10 (RIGHT). SUPINE DUMBBELL PROPRIOCEPTIVE NEUROMUSCULAR FACILITATION—FINISH

C. Supine Dumbbell Proprioceptive Neuromuscular Facilitation: Begin by lying supine on a bench with the exercising arm crossed over the body adjacent to the opposite hip with palm down. With the arm across the front of the body, move the arm back up and across the body diagonally until the arm is fully extended with the palm facing up.

Progression: This exercise can be progressed by performing it on an exercise ball instead of a bench (Figures 8 – 10). The exercise ball may enhance the performance of the scapular muscles by providing co-contraction in the rotator cuff muscles (8). If the tactical athlete can perform the exercise with a light dumbbell with proper form, then a progression to a heavier dumbbell is warranted.



D. Internal/External Rotation (IR/ER): This exercise can be started in this phase and progressed into the DSFS phase of training. Begin in a seated position or standing while holding a band or cable in one hand with the anchor point even with the hands to the lateral side of the body. The tactical athlete should assume a 90/90 position with the involved arm (shoulder flexed at 90°, with a bend of 90° in the elbow). Begin by keeping the upper arm stable and externally rotate the arm away from the anchor point. At the end ROM, the position of the arm should away from the anchor point. At this point, slowly return the arm to the starting position through internal rotation. Do not allow the resistance to control the rate of return.

TABLE 2. PHASE 2 – STRENGTH AND CONDITIONING STAGE (SCS) EXERCISES


Back Row 8 – 12 3 60 – 120 s

Prone Scaption 8 – 12 3 60 – 120 s

Supine Dumbbell Proprioceptive Neuromuscular Facilitation

8 – 12 3 60 – 120 s

Internal/External Rotation (IR/ER) 8 – 12 3 60 – 120 s

PHASE 3 – DYNAMIC SPECIFIC FUNCTION STAGE (DSFS)The exercises in this stage are meant to be challenging, dynamic, and explosive. These exercises have a plyometric component to each of them. Plyometrics is form of exercise that develops explosive dynamic muscular strength and neural motor development throughout the body (1). Examples of movements that mimic this include throwing a ball, chopping down a door with an axe, rapidly climbing a ladder, or drawing from a holster and firing a pistol. The periodization program up until this point has focused on isolating and strengthening the muscles around the shoulder in order to prepare the tactical athlete to engage in more demanding movement patterns. As mentioned before, this periodization program is meant to be a guide for tactical facilitators to use when determining the goals and overall programming for tactical athletes returning from shoulder injuries. Oftentimes, testing can be beneficial if integrated into this process.

As explained in part 1 of this article, the Davies test gives the perspective to the tactical facilitator to help determine the ability of each tactical athlete to complete physical fitness requirements for their department (e.g., law enforcement, fire department, military, special unit department’s readiness exam). The Davies test is an upper extremity agility test designed to test speed, quickness, and strength in a dynamic movement state (2). The test is administered by having the tactical athlete assume a push-up position with two pieces of tape separated approximately 2 ft

apart or just outside the tactical athlete’s shoulder-width. The goal is for the tactical athlete to touch the dorsum of each hand with the other as quickly as possible and as many times as possible in a 60-s bout. A baseline test should be administered at the start of the SCS and then tested again at the end of the phase.

Even though the movement in the Davies test may not be task-specific to the jobs of all tactical athletes, it will at the very least show how a tactical athlete may perform on a physical agility test given to them before they can be reinstated to full active duty. For example, if the tactical athlete is a firefighter there will be a physical agility test that may be required to complete before resuming full active duty. Each department is different in the specific tasks/tests that the tactical athlete may have to accomplish; however, the universal requirements typically include push-ups, pull-ups, overhead ladder carrying, hose/rope pulls, and other carrying variations.

The job demands within the tactical athlete’s job may be demanding and require the tactical athlete to be able to handle the physical stress that comes with their job. This phase should only be considered after the tactical athlete has demonstrated the need to progress through their programming through the completion of the previous phases. According to research, consensus for the recommended sets and reps of plyometric upper extremity exercise is 3 sets of 8 – 10 repetitions with rest between sets (30 – 120 s depending on training goals, exercise selection, etc.) (1,6).



FIGURE 12. DYNAMIC BENCH PRESS—BOTTOM POSITION

FIGURE 11. DYNAMIC BENCH PRESS—TOP POSITION

FIGURE 13. SANDBAG CARRY

EXERCISES A. Eccentric IR/ER Throws: This is a progression of the IR/

ER exercise in the previous phase with the cable or band. In this exercise, the tactical athlete will use a dynamic contraction but the emphasis will be on the eccentric phase (i.e., decelerating the load). This will increase motor control in a reactive capability during functional movements in task-specific movements by increasing neural activity that results in greater strength gains (3,9). The tactical athlete can use a small weighted bouncing ball for fine motor and reactive training. The purpose of using an implement like a ball is to increase the difficulty of the exercise beyond the resistance a band or cable may provide. The tactical athlete will need to engage their core musculature as well as the musculature of the upper extremities to complete this exercise properly. The tactical athlete can either sit on an exercise ball while maintaining spinal alignment, or stand next to a wall with the feet on the floor and position the arm in a 90/90 position. The goal in either of these positions is to maintain the arm in the 90/90 position while both throwing and catching the ball.

B. Dynamic Bench Press: There are commercially available ballistic barbells on the market that have their construction based on a dynamic elastic component. The barbell will bend when weights such as kettlebells are attached to the bar (typically using resistance bands) and allowed to hang a few inches distally. As this implement is used, the tactical athlete must be aware of its dynamic principles and engage the musculature necessary to accomplish the movement properly, which is typically more than what is required during a more traditional version of the exercise (Figures 11 – 12). The barbell can be used in a bench press or a shoulder press exercise.

Progression: A progression would be to add more resistance by increasing the weight of the kettlebells, or to increase the distance the kettlebells hang from the bar. Increasing the resistance gradually will be important to ensure proper form is utilized.

C. Sandbag/Rope Carry: A sandbag can range in sizes typically up to 75 lb and ropes tend to vary in thickness and weight. This exercise will help mimic the job tasks of tactical athletes that are required to carry moderate-to-heavy equipment (e.g., oxygen tanks, fire hoses, equipment backpacks, rifles and other weapons, tactical gear and armor, etc.). The tactical athlete should use good technique when lifting the sandbag (i.e., keeping the core engaged with a neutral spine position). The tactical athlete can start by lifting the bag and holding it while walking a certain distance (Figure 13), or grasp a rope attached to a weighted implement, anchor it over a shoulder, and pull for a specified distance (Figures 14 – 15).

Progression: After practice of completing shorter distances, the tactical athlete can increase the distance walked or the weight of the implement.



FIGURE 17. SLEDGEHAMMER ON TIRE—FINISH

FIGURE 15. ROPE CARRY—FINISH

FIGURE 16. SLEDGEHAMMER ON TIRE—START

FIGURE 14. ROPE CARRY—START

TABLE 3. PHASE 3 – DYNAMIC SPECIFIC FUNCTION STAGE (DSFS) EXERCISES


Internal/External Rotation (IR/ER) Eccentric Throw

1 – 5 2 60 – 180 s

Dynamic Bench Press 8 – 12 2 – 3 60 – 180 s

Sandbag/Rope Carry 1 – 4 (for distance) 2 – 3 60 – 180 s

Sledgehammer on Tire 2 – 5 2 – 3 60 – 180 s

D. Sledgehammer on Tire: Using a sledgehammer and a tire the tactical athlete will swing the sledgehammer to strike the tire. The tactical athlete should raise the sledgehammer overhead and keep the back as neutral as possible (i.e., do not bend forward excessively, or lean back to prepare to swing). Tactical athletes should be sure to stand at an angle from the tire when striking the rubber surface to avoid a direct recoil of the sledgehammer coming back towards the tactical athlete (Figures 16 – 17).



CONCLUSIONUltimately, the goals of both tactical facilitators as well as rehabilitation specialists and healthcare professionals is to improve the function and quality of lives of their clients and tactical personnel. In the case of tactical athletes, due to the service nature of their occupations, improving the function of these individuals can have an impact on the safety and wellbeing of entire communities. It is the responsibility of professionals involved in their rehabilitation to provide a smooth, organized, and effective plan for these athletes to recover from their injuries and return to duty.

The exercises and progressions provided in this article can be used as a basic guideline for rehabilitation and strengthening of common shoulder injuries but should not be considered optimal for every tactical athlete or as a replacement for their clinical healthcare providers. A tactical facilitator should assess each tactical athlete as an individual and make decisions about the best exercises to use as well as the best way to progress them based on the individual needs and their occupational demands.

In today’s healthcare climate, it falls upon the coordinated efforts between tactical athletes, strength and conditioning, rehabilitation specialists, and the workplace to build an evidence-based program to progress the tactical athlete from simplified to more complex activities. This allows not only optimal outcomes for the tactical athlete but an arena where the professionals involved can use their skills in concert with other professionals to make a meaningful impact not only on their clients but on their respective tactical communities as well. It is this kind of coordinated effort that should be the ultimate goal of all professionals involved in tactical rehabilitation and reconditioning.

REFERENCES1. Booth, MA, and Orr, R. Effects on plyometric training on sports performance. Strength and Conditioning Journal 38(1): 30-38, 2016.

2. Clark, MA, and Lucett, SC. NASM Essentials of Corrective Exercise Training. Philadelphia, PA: Lippincott Williams and Wilkins; 2011.

3. Cools, AM, Dewitte, V, Lanszweert, F, Notebaerd, D, Roets, A, Soetens, B, Cagnie, B, and Wiitvrouw, E. Rehabilitation of scapular muscle balance: Which exercises to prescribe. American Journal of Sports Medicine 35(10): 1744-1751, 2007.

4. Escamilla, RF, Yamashiro, K, Paulos, L, and Andrews, JR. Shoulder muscle activity and function in common shoulder rehabilitation exercises. Sports Medicine 39(8): 663-685, 2009.

5. Jenqdong, L, Tinghao, C. Diversity of strength training methods: A theoretical approach. Strength and Conditioning Journal 34 (2): 42-49, 2012.

6. Pretz, R. “Ballistic Six” plyometric training for overhead throwing athletes. Strength and Conditioning Journal 26(6): 62-66, 2004.

7. Reinold, MM, Wilk, KE, Fleisig, GS, Zheng, N, Barrentine, SW, Chmielewski, T, et al. Electromyographic analysis of the rotator cuff and deltoid musculature during common shoulder external rotation exercises. Journal of Orthopaedic and Sports Physical Therapy 34(7): 385-394, 2004.

8. Turner, A. The science and practice of periodization: A brief review. Strength and Conditioning Journal 33(1): 34-46, 2011.

9. Tyson, A. Rehab exercise prescription sequencing for shoulder external rotators. Strength and Conditioning Journal 27(6): 39-41, 2005.

ABOUT THE AUTHORSKeith Chittenden is a Certified Strength and Conditioning Specialist® with Distinction (CSCS,*D®) and Tactical Strength and Conditioning Facilitator® with Distinction (TSAC-F,*D®) through the National Strength and Conditioning Association (NSCA). He holds a Master’s degree in Exercise Science from California University of Pennsylvania and is a doctoral candidate at the University of Hartford. He was a columnist for the NSCA’s TSAC Report and continues to be a regular contributor to NSCA Publications. Chittenden has over 15 years of experience working with athletes, police officers, and military personal in areas such as fitness, performance enhancement, and pre- and post-rehabilitation.

Joseph Morelli is a powerlifter and physical therapist for Select Physical Therapy in South Windsor, CT.


AUTHOR NAME CREDENTIALSKIMBERLY E. ALLEN, MA, CSCS, TSAC-F, AND CASEY METOYER, MS, CSCS

PERIODIZATION APPROACH UTILIZING PROGRESSIVE OVERLOAD METHOD FOR PHYSICAL TRAINING PROGRAM IN ROTC CADETS

Physical training (PT) for military personnel is essential to prepare them for optimal performance, while keeping them at a low risk for injury. When a Reserve Officer Training

Corps (ROTC) cadet transitions to active duty, completion of the Army Physical Fitness Test (APFT) is a requirement. The APFT consists of push-ups, sit-ups, and a 2-mi run, which are all performed in that order and on the same day (6). Cadets are allowed a minimum of 10 min and a maximum of 20 min of rest between events. All three events must be completed within two hours. Standards for this test are set according to age and gender. Despite the fact that many cadets complete the APFT on a regular basis, their performance may not always be viewed with the same standards as active duty soldiers. To prepare ROTC cadets for the APFT and to enhance their performance as well as their overall physical fitness, they participate in regular PT sessions. These PT sessions are often run by cadets in leadership roles, and these individuals, who program the workouts, do not always have a clear understanding of the proper application of periodization.

Typically, ROTC programs follow the Army Physical Readiness Training (APRT) Guidelines for assistance in planning training sessions. The Physical Readiness Training Manual also includes many exercises intended to keep soldiers in optimal physical condition, as well as maintain strength, while staying at a low risk to injury (7). However, there are not specific workouts that are geared toward improvement on the APFT, but more overall maintenance of adequate physical conditioning. While the manual gives an extensive list of mobility movements and training exercises, it would likely benefit from a systematic approach set up to produce optimal development and performance. ROTC cadets are required to perform at the highest level, whether it is during an APFT or out on a training mission. Therefore, it stands to reason that ROTC cadets may benefit from following training guidelines and sequences that have been successfully employed in traditional strength and conditioning programs. Variations in their training programs should align with a common goal of improvement in order to optimize training results. One method of developing these variations and aligning goals is periodization, which is the planned and sequenced manipulation of training volumes and intensities (3).

PERIODIZATIONThe objective of periodization is to maximize performance by systematically strategizing training volume and intensity in order to manage fatigue and prevent unplanned overreaching (3,5). The physical properties of skeletal muscle adapt over long periods of time, months to years, as tissue is broken down and

rebuilt, based on the training stimulus (5). However, short-term adaptations occur primarily via improvements in neuromuscular recruitment patterns as well as energy system efficiency (5). All of these adaptations to training have independent dose-response relationships, which measures the relationship between the amount of exposure and its overall effect. ROTC cadets have PT sessions regularly with APFT testing monthly. While many of the older cadets have been exposed to the monthly APFT testing, newer cadets, with a lower chronic training history, may still lack the ability to perform the APFT up to passing standards. Programming volume and intensity in which all cadets can be challenged is not always easy, therefore using periodization phases to structure the focus of the PT sessions may be more beneficial.

The basic periodization model consists of three phases or cycles (macrocycles, mesocycles, and microcycles), one building upon another, facilitating the strategic planning of the training period. A macrocycle is the largest period which may consist of several months to even years (4). Within a macrocycle there are mesocycles, which may be several weeks to months in duration (4). The smallest building blocks are the microcycles, which may be as short as a week up to several weeks (4). Each phase or cycle within the plan narrows the vision and increases the specificity of the goal set forth by the programmer and/or tactical athlete. If these cycles are programmed correctly, with the goal of improving performance in mind, the ideal result will be optimal peak performance at the right time.

SPECIFIC TRAINING OUTCOMES AND GOALS It is important to decide what the main outcome effect is when programming a training model for the goals of the cadet. There are four common training outcomes that can be established when planning a periodization model, these are muscular endurance, hypertrophy, muscular strength, and power. Muscular endurance, is the ability of the skeletal muscle to continue to produce force for a prolonged period of time with minimal fatigue (4). Hypertrophy is the building of muscle tissue to increase physical size (4). Muscular strength is the ability of skeletal muscle to produce force against a resistance in a single contraction (4). Lastly, power is the ability to generate the greatest amount of force possible as quickly as possible to produce explosive movements (4). In the case of ROTC cadets, programming for improved scores on the APFT would likely be the primary goal. For example, improving muscular strength as well as muscular endurance are training outcomes that would potentially result in attainment of the training goal if a cadet struggled to complete the push-up portion of the APFT.


AUTHOR NAME CREDENTIALS PERIODIZATION APPROACH UTILIZING PROGRESSIVE OVERLOAD METHOD FOR PHYSICAL TRAINING PROGRAM IN ROTC CADETS

Cadets are challenged to improve their total number of repetitions in an event (e.g., 2-min push-up test) as well as decrease their time on the 2-mi run test, in order to improve their overall APFT score. Given that the APFT is administered once every month, cadets have a limited time in which to train for improvement. Even within the confinement of the training cycle, a cadet can likely improve their performance on all aspects of the APFT by participating in a standardized training program, which elicits short-term skeletal muscle adaptations such as improved neuromuscular efficiency (2).

PROGRESSIVE OVERLOADProgressive overload is a method of gradually increasing the load and stress placed upon the athlete, while still allowing for the appropriate amount of recovery between training bouts (3,4,5). One method of creating a progressive overload training program is to use a titrated-linear model (Figure 1). The model progresses athletes from a baseline training protocol, increasing the stimulus each week by manipulating one of the aforementioned training stimuli. The beginning of the program should start with basic movements that are outlined in the APRT Guidelines. It may include bodyweight exercises, a demanding cardiovascular component of specific duration, and one or two moderate-to-high intensity, full-body circuits. The microcycle (i.e., next week of workouts) should build upon the previous microcycle, increasing intensity and/or volume. Various exercises and movements can be incorporated as a means of continuing to improve muscular strength and endurance and facilitate and advance the physical fitness that was established the week prior. To develop metabolic/cardiovascular endurance, some method of running, ruck marching, or swimming can be added. However, this needs to be carefully considered to minimize training interference associated with concurrent training (1). The fundamental principle is to increase the amount of time in which these cadets can maintain a given intensity for a given exercise(s). Circuit training can be progressed by increasing resistance or volume. Rest intervals can be reduced as well, further challenging the cadets, resulting in a greater stimulus and further adaptation to training.

CONCLUSIONAs the Physical Readiness Training Manual includes many exercises intended to keep military personnel in optimal physical condition, while staying at a low risk to injury, considered application of progressive overload may be beneficial to periodization programming in ROTC cadet preparation for the APFT. If training is periodized properly, it may help to facilitate the physiological adaptions as well as manage fatigue, prevent unplanned overreaching and injury, and ultimately result in optimal performance on the APFT and beyond.

REFERENCES 1. García-Pallarés, J, and Izquierdo, M. Strategies to optimize concurrent training of strength and aerobic fitness for rowing and canoeing. Sports Medicine 41(4): 329-343, 2011.

2. Gist, NH, Freese, EC, Ryan, TE, and Cureton, KJ. Effects of low-volume, high-intensity whole-body calisthenics on Army ROTC cadets. Military Medicine 180(5):492-498, 2015.

3. Haff, GG, and Haff, EE. Training integration and periodization. In: Hoffman, J (Ed.), Strength and Conditioning Program Design. Champaign, IL: Human Kinetics; 209-254, 2012.

4. Haff, GG, and Triplett, T. Essentials of Strength Training and Conditioning (4th Ed.). Champaign, IL: Human Kinetics; 2016.

5. Kenney, WL, Wilmore, JH, and Costill, DL. Physiology of Sport and Exercise (6th Ed.). Champaign, IL: Human Kinetics; 243-261, 2015.

6. Knapik, JJ. The Army Physical Fitness Test (APFT): A review of the literature. Military Medicine 154(6): 326-329, 1989.

7. Knapik, JJ, Rieger, W, Palkoska, F, Camp, SV, and Darakjy, S. United States Army physical readiness training: Rationale and evaluation of the physical training doctrine. The Journal of Strength and Conditioning Research 23(4): 1353-1362, 2009.

FIGURE 1. EXAMPLE OF TITRATED-LINEAR PERIODIZATION MODEL


KIMBERLY E. ALLEN, MA, CSCS, TSAC-F, AND CASEY METOYER, MS, CSCS

ABOUT THE AUTHORSKimberly E. Allen is a Doctoral student at the University of Southern Mississippi. She is a Certified Strength and Conditioning Specialist® (CSCS®) and a Tactical Strength and Conditioning Facilitator®(TSAC-F®) with the National Strength and Conditioning Association (NSCA). She is a recent graduate of the University of Alabama (UA) where she received her Master’s in Human Performance. Allen has worked in the fitness industry for six years, and has been a member of the NSCA for five years. She has published in the Journal of Strength and Conditioning Research, and has been awarded the NSCA’s Women’s Scholarship the last two years. Her interest in tactical strength and conditioning led to the development of her thesis research, which included a partnership with the UA Reserve Officer Training Corps (ROTC). She is enthusiastic about her next step in academia and intends to continue her involvement with NSCA

Casey Metoyer serves as an assistant athletic performance coach at University of California – Los Angeles (UCLA) for several sports including water polo (men), volleyball (women), swimming, and gymnastic teams. He is currently working on his doctorate in the field of kinesiology from the University of Alabama with a research emphasis on anaerobic conditioning, the relationship of sport to body mass, and military training. He worked as a strength and conditioning coach at Illinois State University, as well as interned at Auburn, Kentucky, and UCLA. Metoyer earned his Bachelor’s degree in Kinesiology from Arizona State University and his Master’s degree from Western Illinois University. He has also worked in the private sector, training collegiate and professional athletes at ProActive Sports Performance and CrossFit Camarillo. Metoyer was also the Head Strength and Conditioning Coach for the Calabasas High School CIF Division I Championship Basketball team. He is a Certified Strength and Conditioning Specialist® (CSCS®) as well as Strength and Conditioning Coach Certified (SCCC).

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AUTHOR NAME CREDENTIALSJOYCE K. BLANDINO, PHD, MICHAEL S. KRACKOW, PHD, PTA, ATC, CSCS, TSAC-F, AND CODY W. ELLIS

DOES DIFFERENT FOOTWEAR ALTER ANKLE JOINT FORCES DURING THE BARBELL BACK SQUAT?

For military and professional first responders, combat boots, or similar types of footwear are worn throughout their workday. Because this type of footwear is worn for very

long periods of time, it is convenient for these professionals to wear this footwear when they exercise during the workday, so that they do not have to take time to change into different attire. When people exercise, they usually exercise in athletic shoes; but they may also exercise in other types of footwear such as combat boots, or even in their bare feet.

Ankle injuries are very common and their incidence potentially can be reduced or prevented if the person has a better sense of foot position if proper footwear is worn while exercising (4). Research shows that cushioned footwear, such as athletic shoes, lessens the awareness of ankle/foot position as compared to being barefoot during static tests (6,11). In addition, Robbins et al. demonstrated that subjects who wore athletic shoes with a thick but soft midsole had enhanced balance during walking on a beam test than those who wore thin but hard midsole shoes (5). Shoe sole properties not only affect the wearer’s sense of ankle/foot position, but also changes the amount of force absorbed during dynamic exercise when the foot impacts the surface. This was demonstrated by a study by Sinclair et al. who found that cushioned running shoes reduced loading and peak axial impact shock when compared to barefoot or barefoot-inspired footwear when running (8). In recent years, many people have begun running barefoot or wearing barefoot-inspired footwear because they feel that they have better sense of foot position, which helps with better foot placement during running, and leads to fewer lower limb injuries (2,8). In summary, people choose to wear various types of footwear for different modes of exercise. Therefore, the question must be asked: what is the best footwear while exercising without increasing the risk of ankle joint injury? The purpose of this article is to discuss whether different footwear, such as combat boots, athletic shoes, or bare feet alter the ankle joint forces when performing the barbell back squat.

The barbell back squat is a non-impact, closed kinetic chain exercise commonly used for strengthening the lower body musculature for both athletic performance and rehabilitation purposes (3). According to the National Strength and Conditioning Association position statement, maintaining the trunk position as vertical as possible throughout the entire squat can decrease the chances of injury to the lower back (1). Sato et al. found that college athletes who performed the barbell back squat with weightlifting shoes had a decreased forward trunk lean when compared to subjects who wore running shoes (7). This

may be because weightlifting shoes have a slight heel, similar to the combat boot, which decreases the stress on the Achilles tendon structure during the exercise (7). In addition, the same weightlifting shoes with a raised heel also increased ankle joint range of motion in the sagittal plane (plantar flexion/dorsiflexion).

In another study, the same increased ankle range of motion was also observed in college-aged participants who wore running shoes and weightlifting shoes while performing the barbell back squat, as compared to those performing it barefoot (9). Therefore, it has been determined that footwear can affect joint range of motion of specific exercises. However, these studies employed numerous squat techniques such as various barbell loads, squat depths, and ascent and descent speeds. Thus, it is not easy to determine the influence of footwear in joint range of motion.

As such, several college-aged participants (both male and female) were asked to wear an electromyogram (EMG) device while performing a standardized squat protocol on a force plate as a preliminary assessment. The standardized full barbell back squat protocol was defined as: squat depth parallel to thigh; descent time of two (2) seconds, pause time of one (1) second, and ascent time of two (2) seconds; stance width was equivalent to the subject’s shoulder width; and barbell resistance of approximately 47% of the subject’s bodyweight. The barbell squat was performed while wearing combat boots, athletic shoes, and barefoot (Figure 1).

FIGURE 1. FULL BARBELL BACK SQUAT POSITION WITH FORCE PLATE AND EMG


AUTHOR NAME CREDENTIALS DOES DIFFERENT FOOTWEAR ALTER ANKLE JOINT FORCES DURING THE BARBELL BACK SQUAT?

What was found in this preliminary assessment was that there were no statistical significant differences in shear forces experienced at the ankle in all three directions (lateral-medial, anterior-posterior, and proximal-distal) among the three types of footwear used (Figure 2). The rotational movement in the frontal plane (inversion/eversion) was also not significantly different statistically between bare feet, athletic shoes, and combat boots. Similarly, no significant statistical difference was observed in plantar flexion between subjects wearing athletic shoes and those with bare feet; and athletic shoes and combat boots. However, greater plantar flexion differences were found between those wearing combat boots and those that were barefoot.

The EMG results from the right and left biceps femoris, vastus medialis, medial gastrocnemius, and peroneus longus during the barbell squat cycle are summarized in Table 1. The findings were similar to the shear forces where no statistical significant difference was identified in peak muscle contraction during the squat while wearing combat boots, athletic shoes, and barefoot.

Likewise, no statistical significant difference in muscle activation was found between the left and right sides of the muscles tested.

Based on this preliminary assessment it was concluded that ankle joint shear forces and rotational movements in all three planes do not differ among combat boots, athletic shoes, and barefoot during the barbell back squat. The one statistical difference was found in ankle plantar flexion in the sagittal plane between combat boots and barefoot may be the result of the small number of participants. For both tactical facilitators and the tactical professionals, knowing that it is convenient for military and professional first-responders to exercise in any type of footwear that they are wearing, there does not appear to be any negative impact on ankle joint forces and range of motion, and lower body musculature activation when doing so. It is also important to note that, previous research does suggest that performing the barbell back squat exercise with different types of footwear does not appear to increase the risk of ankle injury (9).

FIGURE 2. FULL BARBELL BACK SQUAT ANKLE POSITION IN COMBAT BOOTS, ATHLETIC SHOES, AND BAREFOOT (LEFT TO RIGHT)

FIGURE 3. ANKLE FORCES AND MOMENTS PER BODY WEIGHT BETWEEN RIGHT BAREFOOT, RIGHT BOOT, AND RIGHT SHOE DURING PAUSE PHASE OF THE BARBELL BACK SQUATAnkle forces are shear forces in the lateral-medial, anterior-posterior, and proximal-distal direction. Ankle moments are rotation in sagittal (plantar flexion-dorsiflexion), frontal (inversion-eversion), and transverse planes. *Statistical significant (p<0.05) between barefoot and combat boot.


JOYCE K. BLANDINO, PHD, MICHAEL S. KRACKOW, PHD, PTA, ATC, CSCS, TSAC-F, AND CODY W. ELLIS

REFERENCES1. Chandler, TJ and Stone, MH. The squat exercise in athletic conditioning: A review of the literature. National Strength and Conditioning Association Journal 13: 51-58, 1991.

2. Hollander, K, Argubi-Wollesen, A, Reer, R, and Zech, A. Comparison of minimalist footwear strategies for simulating barefoot running: A randomized crossover study. PLoS ONE 10(5): e0125880, 2015.

3. Karandikar, N, and Vargas, OO. Kinetic chains: A review of the concept and its clinical applications. PM R 3(8): 739-745, 2011.

4. Robbins, S and Waked, E. Factors associated with ankle injuries preventive measures. Sports Medicine 25: 63-72, 1998.

5. Robbins, S, Waked, E, Gouw, GJ, and McClaran, J. Athletic footwear affects balance in men. British Journal of Sports Medicine 28(2): 117-122, 1994.

6. Robbins, S, Waked, E, and Rappel, R. Ankle taping improves proprioception before and after exercise in young men. British Journal of Sports Medicine 23(4): 242-247, 1995.

7. Sato, K, Fortenbaugh, D, and Hydock, DS. Kinematic changes using weightlifting shoes on barbell back squat. The Journal of Strength and Conditioning Research 26(1): 28-33, 2012.

8. Sinclair, J, Greenhalgh, A, Brooks, D, Edmundson, CJ, and Hobbs, SJ. The influence of barefoot and barefoot-inspired footwear on the kinetics and kinematics of running in comparison to conventional running shoes. Footwear Science 5: 45-53, 2013. Sinclair, J, McCarthy, D, Bentley, I, Hurst, HT, and Atkins, S. The influence of different footwear on 3-D kinematics and muscle activation during the barbell back squat in males. European Journal of Sports Science 15: 583-590, 2015.

9. Sinclair, J, and Taylor, PJ. Influence of new military athletic footwear on the kinetics and kinematics of running in relation to army boots. The Journal of Strength and Conditioning Research 28(10): 2900-2908, 2014.

10. Squadrone, R, and Gallozzi, C. Effect of a five-toed minimal protection shoe on static and dynamic ankle position sense. Journal of Sports Medicine and Physical Fitness 51: 401-408, 2011.

ABOUT THE AUTHORSJoyce K. Blandino is a licensed Professional Engineer (PE) and is currently an Assistant Professor in the Department of Mechanical Engineering at the Virginia Military Institute (VMI). Prior to joining VMI, she taught at Washington and Lee University and James Madison University. She has experience teaching in the areas of engineering, biology, and health sciences. She holds a PhD in Biomedical Engineering from the University of Virginia and is a former Emergency Medical Technician (EMT). Her areas of research interest include biomechanics and prosthesis.

Michael S. Krackow is a Professor in the Department of Physical Education at Virginia Military Institute (VMI) in Lexington, VA. He is also the Director of the Exercise Science minor. He holds certifications from the National Strength and Conditioning Association (NSCA) as a Certified Strength and Conditioning Specialist® and Tactical Strength and Conditioning Facilitator®. He is also a Certified Athletic Trainer through the National Athletic Trainers Association, and Licensed as an Athletic Trainer and Physical Therapist Assistant (PTA) in Virginia. Krackow earned his PhD from Virginia Polytechnic Institute and State University, MEd from University of Cincinnati, and a BS from Hofstra University. Prior to teaching at VMI, he was the Chair of the Rehabilitation and Wellness Department at Jefferson College of Health Sciences in Roanoke, VA.

Cody W. Ellis is a senior at the Virginia Military Institute (VMI), majoring in Mechanical Engineering. He is a member of the VMI Powerlifting Team and qualified for both the 2015 and 2016 USPLA Powerlifting Nationals. He has worked as an assistant trainer and sales associate at Next Level Fitness and Performance. He is a member of Army Reserve Officer Training Corps (ROTC) and will be commissioning as a second lieutenant in the U.S. Army upon graduation.

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AUTHOR NAME CREDENTIALSJOSEPH DULLA, MS

OCCUPATIONALLY FIT FOR DUTY—WHAT ARE THE PHYSICAL TASKS OF CALIFORNIA PATROL LAW ENFORCEMENT OFFICERS?

A common theme in tactical fitness is to train for the demands of the position. This begs the questions: What are the actual occupational physical fitness requirements

of the position of a California Patrol Law Enforcement Officer and how might these inform programming for this population?

A good starting point would be to clarify the difference between general physical fitness and occupational physical fitness. General physical fitness can be defined as, “a set of attributes that people have or achieve relating to their ability to perform physical activity, “(5). Further, as defined by the Department of Defense (DoD), physical fitness is “the capacity to perform physical exercise, consisting of the components of aerobic capacity, muscular strength, and muscular endurance in conjunction with body fat content within an optimal range,” (4). On this basis, general physical fitness assessments are: 1) designed to measure general physical abilities; 2) can have various levels of predictive value toward occupational tasks; and 3) are often measured by assessments such as the Cooper’s test, military personal fitness tests (PFT), and other personal fitness assessments (PFAs).

Occupational physical fitness can be thought of as the ability to complete the physical tasks required of an occupation or position. Occupational physical fitness assessments are designed to simulate real-world job tasks as closely and safely as possible. Some examples of occupational physical fitness assessments are the United States Marine Corps Combat Fitness Test (CFT), The Australian Army Physical Employments Standards – Army (PESA), and the Biddle and Candidate Physical Ability Test (CPAT) for firefighters. For California Peace Officers assigned to patrol positions, The California Commission on Peace Officer Standards and Training (POST) Work Sample Test Battery serves as an example.

The California Commission on POST (CA POST) was established in 1959 by state statute and is responsible for setting minimum selection and training standards for California law enforcement (1). To create a valid and legally defensible occupational physical fitness assessment, CA POST engaged in a multi-step process. First, in 1979, CA POST conducted an Analysis of Patrol Officer Duties and Task Groups. Subject matter experts – 1,720 officers and 717 supervisory/command personnel from 219 police and sheriff’s departments in the CA POST program where asked numerous questions about daily patrol duties, types of physical tasks performed, and the frequency and criticality of physical tasks required of successful patrol peace officers. This survey yielded a vast amount of information on the patrol officer position

(3). Table 1 provides key findings and a summary of the physical tasks required of successful California patrol officers.

A further CA POST Analysis in 1985 of Patrol Officer Physical Job Demands surveyed a total of 1,625 officers from across the state that detailed the nature, severity, and consequences of each job-related physical activity in which they engaged. The results were an average physical incident rate of 23 events per officer per year (3).

Later, in 1992, CA POST conducted another analysis of the type and frequency of physical activities engaged in by patrol officer trainees. “In this study, field-training officers recorded and rated the critical physical activities of 377 patrol officer trainees over the course of their field training (an average of 37 shifts per officer). The study was conducted across five police departments: Oakland, San Francisco, Los Angeles, Sacramento, and San Diego,” (3). Results revealed a combined critical physical activity incident rate of 110.7 incidents per officer per year with a majority (79.7 out of 110.7) in the Combative Incidents category (handcuffing, using a restraining device, using locks and grips, etc.) (3).

These general findings by CA POST were further supported and validated by a Los Angeles County Sheriff’s Department (LASD) job analysis survey of 165 patrol personnel across numerous and varied field operations assignments in 2008.

As a result of the 1985 study of Patrol Officer Physical Job Demands (Table 1), CA POST developed and revised the five-event Work Sample Test Battery (WSTB) to assess the occupationally relevant physical capabilities of patrol officers. The five events were (6):

1. Obstacle Course/Agility Run• Run a 99-yd obstacle course consisting of several sharp turns,

a number of curb-height obstacles, and a 34-in. high obstacle that must be vaulted

2. Body Drag• Lift and drag 165-lb life-like dummy 32 ft

3. Chain Link Fence Climb and Sprint• Run 5 yd to a 6-ft chain link fence, climb over fence, and

continue running another 25 yd 4. Solid Fence Climb and Sprint• Run 5 yd to a 6-ft solid fence, climb over fence, and continue

running another 25 yd 5. 500-Yd Run• Run 500 yd


AUTHOR NAME CREDENTIALS OCCUPATIONALLY FIT FOR DUTY—WHAT ARE THE PHYSICAL TASKS OF CALIFORNIA PATROL LAW ENFORCEMENT OFFICERS?

Running • Median and mode distance of 161 yd

• Speed required in 89% of incidents

• Obstacles encountered 60% of the time

• Most often performed in conjunction with encountering resistant subjects and/or jumping or climbing

Resisting Combative Subjects• Mode weight of suspect 180 lb

• 62% of resisters on drugs/alcohol

• 33% officers required to perform without assistance

Balancing• Mode width of surface of 6 in.

• 80% of balancing performed in conjunction with climbing

• Speed required 28% of the time

Climbing• Mode fence height was 6 ft

• Average distance run in conjunction with climb was 230 yd


Moving Persons• Mode weight was 180 lb

• Average distance was 40 ft

• 68% of persons moved were intoxicated

• Speed required in 40% of incidents

• Officers required to perform without assistance at least 30% of the time

• Persons lying down in 85% of incidents

Dragging/Pulling Objects• Weight: Mean was 60 lb and mode was 20 lb

• Distance: Mean 27 ft and mode was 6 ft

• Officers required to perform without assistance 80% of the time

• Speed required in 60% of instances

Lifting/Carrying Objects• Weight: average of 40 lb

• Officers required to perform without assistance 85% of the time

• Items lifted from the ground 70% of the time

Pushing Objects• Most common object pushed were vehicles

• Weight of objects: Mean was 3,000 lb and mode was 2,000 lb

• Distance pushed: Mean 58 ft and mode was 50 ft

• Officers required to perform without assistance over 60% of the time


Jumping/Hurdling/Vaulting• Most common object jumped were fences and walls

• Direction Mode Height » Up 39 in. » Down 72 in. » Across 36 in. » Over 24 in.


• Performed 66% of the time while moving forward and 33% of the time from a stationary position

• Most commonly performed with running and climbing

TABLE 1. KEY FINDINGS AND SUMMARY OF THE PHYSICAL TASKS REQUIRED OF SUCCESSFUL CALIFORNIA PATROL OFFICERS (3)

TABLE 2. LINKAGES BETWEEN JOB TASK AREAS, FITNESS CONSTRUCTS, AND WORK SAMPLE TEST BATTERY ITEMS

JOB TASK AREA FITNESS CONSTRUCT SAMPLE TEST BATTERY ITEM

Running, change of direction, vaulting/navigating obstacles

Anaerobic, Aerobic, Agility Obstacle Course/Agility Run

Lifting item from ground level, moving persons, dealing with resistive subjects,

moving heavy itemsAnaerobic, Strength, Power Body Drag

Climbing fences, navigating height differentials, sprinting

Anaerobic, Power Chain Link Fence Climb and Sprint

Climbing fences, navigating height differentials, sprinting

Anaerobic, Power Solid Fence Climb and Sprint

Running Anaerobic, Aerobic, Muscular Endurance 500-Yd Run


JOSEPH DULLA, MS

From a construct-content validity and labor law point, it can be clearly seen that the events are designed to assess the common job tasks of a California patrol officer as supplied by subject matter experts (SMEs). A visual representation of the linkages between SME supplied job task areas, general fitness constructs and Work Sample Test Battery Items can be seen in Table 2 (6).

For this example with the five-event WSTB, a cut score of 384 points was determined to be a valid predictor of the likelihood of being able to complete the physical tasks associated with normal expectations of acceptable proficiency in a patrol environment. Each test event was weighted as a function of its frequency of occurrence on the job and the cut score was determined using a representative sample of completed test scores.

As field-based patrol training is the most common first step after graduation from the academy, the cut score of 384 points could also be considered a predictor of the ability to successfully complete the occupationally relevant physical tasks of patrol training.

Of note, the score of 384 does not guarantee one will successfully complete patrol training. Rather, the score infers that those who score 384 are more, rather than less, likely to be able to successfully complete the occupational physical tasks required to complete a patrol training program. It is important to notice the specific scope of the previous statement as it relates to successfully completing patrol training. For example, one may score 450 points on the WSTB, but exhibit poor officer safety or be critically deficient in other required skills of a patrol officer and not be successful at a patrol-training program.

The WSTB does not have any number of repetitions found in general physical fitness assessments such as number of push-ups, pull-ups, or sit-ups as an officer could score high on these general physical fitness assessments but score low on the more occupationally relevant physical tasks. Consider trying to quantify

how many push-ups an officer would need to perform to be able to run, scale a 6-ft wall, and run 25 yd in a specified period of time. Conversely, one could score low on general physical fitness assessments, but score high on the occupationally-based WSTB.

This example is not designed to suggest that general physical fitness assessments are not valid. Rather, job-relevant physical occupational simulations (sample batteries) may more closely replicate actual job tasks and therefore could provide an increasingly valid predictor of success than those of a general fitness nature. While no formal research has been conducted to date, general physical fitness scores tend to correlate with WSTB performance whereby higher general physical fitness scores generally translate into higher WSTB scores.

As of January 2017, all recruits in a certified California Police Academy must continue to successfully complete the five events listed above with a score of 384 points to graduate, earn a CA POST certificate of completion, and become eligible to be a CA POST certified peace officer in the State of California. As passage of the WSTB is mandated, it serves as an exit assessment or final exam. This “exit assessment” is based on validated predictors of successful job performance and can inform programming, which can inform selection standards as shown in Figure 1.

Another way to conceptualize the process is that predictors of occupational success become objectives or standards of critical physical tasks based on a job analysis. The objectives/standards are then assessed in an “exit or final exam” and, in turn, these same objectives/standards inform programming (training), with which can then inform the selection standards. As a result, the goal of many hiring processes are to screen applicants for the ability to be trained to meet the objectives or standards of the “final exam.” As Dresang points out in Personnel Management in Government Agencies and Non Profit Organizations, “the legal and professional mandates are for job-related examinations (2). To be useful, employment examinations (of physical abilities in this

FIGURE 1. OCCUPATIONAL PERFORMANCE STANDARDS INFORMING ASSESSMENT, PROGRAMMING, AND SELECTION


OCCUPATIONALLY FIT FOR DUTY—WHAT ARE THE PHYSICAL TASKS OF CALIFORNIA PATROL LAW ENFORCEMENT OFFICERS?

case) must discern the different abilities of the various applicants and rank them accordingly to how well they are likely do to on the job,” (2).

While hiring based on ability to fully pass the standards of a final exam is one option, it may severely limit the pool of applicants. Further, if all new hires are able to pass the final exam upon hiring and a major goal of a training program is to assist new hires in meeting standards (e.g., the final exam passing score), the “value-add” of the training program may need to be examined more rigorously.

Figure 1 shows the way indicators of successful occupational performance can create objectives/standards that can be assessed in an exit exam, which can inform programming, and can essentially inform selection standards.

General physical fitness is an important indicator of overall health and well-being. In police officers, it can assess certain physical abilities, impact appearance (which impacts public perception), impart self-respect, instill confidence by the community in the ability to deliver services, and serve as a deterrent to certain behavior of suspects. As occupational fitness can be an increasingly job-relevant and a valid predictor of ability, it can further inform officers, organizational executives, and the community of an officer’s ability to complete critical job tasks. In summary, both general and occupational fitness are important and form a foundation for further research and discussion.

To further assist facilitators and managers in reviewing tactical fitness programs, Table 3 contains six general overview questions that can generate further discussions on the topic.

REFERENCES1. California Commission on Peace Officer Standards and Training. Accessed November 6, 2016 from https://www.post.ca.gov/about-us.aspx.

2. Dresang, D. Personnel Management in Government Agencies and Non Profit Organizations. (5th ed.) New York, NY: Pearson Education; 199, 2008.

3. Goldberg, R, Weiss, S, and Weyers, S. Medical Screening Manual for California Law Enforcement, Patrol Officer Job Demands: Their Implications for Medical Screening. California Commission on Peace Officer Standards and Training (POST). Retrieved December 2016 from http://lib.post.ca.gov/Publications/Peace_Officer_Psychological_Screening_Manual.pdf; 2015.

4. United States Department of Defense. “DoD Physical Fitness and Body Fat Program,” Directive 1308.1, June 30, 2004. Retrieved November, 2016 from http://www.rand.org/content/dam/rand/pubs/research_reports/RR100/RR104/RAND_RR104.pdf.

5. United States Department of Health & Human Services, 1996. Retrieved November 6, 2016 from https://web.archive.org/web/20120712201046/http://www.fitness.gov/digest_mar2000.htm.

6. Work Sample Test Battery Proctor Manual California Commission on Peace Officer Standards and Training (POST). Retrieved December 2016 from https://www.post.ca.gov/Data/Sites/1/post_docs/regulationnotices/2012-05/WrkSmplTestBattryProctrMan.pdf. 2012.

ABOUT THE AUTHORJoseph Dulla is a 28-year veteran of the Los Angeles County Sheriff’s Department. He is currently assigned as the Recruit Training Unit Lieutenant and responsible for the training of over 800 Deputy Sheriff Trainee and 200 Custody Assistant Trainee recruits per year. Dulla holds both Bachelor’s and Master’s Degrees in Sociology, a post-graduate certificate in Evidence-Based Coaching, and is a California Peace Officer Standards and Training (POST) Master Instructor. He has also taught and served in faculty positions at the undergraduate and graduate level for courses in workforce development, public policy, public personnel, organizational behavior and leadership at California State University – Dominguez Hills, California State University – San Bernardino, and the University of San Diego.

• Considering the difference between general physical fitness and occupational physical fitness, what are the current occupational fitness assessments for both populations (both recruits and incumbents) and organizations served by TSAC Facilitators?

• How does current programming align with both general and occupational fitness goals?

• How deeply do physical training subject matter experts know the evidence, origins, history, and currency of both general and occupational physical fitness assessments for populations/organizations served?

• When was the last time specific population/organization general and occupational assessments were empirically validated?

• What might be the impact of national and local labor laws on this process and the assessments?

• What current evidence might exist as to the level of occupational fitness for specific populations/organizations served?

TABLE 3. GENERAL PROGRAM OVERVIEW QUESTIONS FOR TACTICAL FACILITATORS AND MANAGERS

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