boyd epley testing and evaluation mod 1

8/19/2019 Boyd Epley Testing and Evaluation Mod 1

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Module 1

Testing and Evaluation

The Registered Strength and Conditioning Coach (RSCC) program is the highest level of distinction

for strength coaches with experience. This module is a part of the continuing education system

which will further educate strength and conditioning coaches on scientifically based testing andevaluation procedures and practically apply the results to various program designs. This module sets

the RSCC apart from less experienced coaches not certified through the National Strength and

Conditioning Association (NSCA).

This module promotes the standardization of testing procedures and also allows for selection of

tests based on the energy demands of the sport. The content will empower strength and

conditioning coaches to be more than just weight room supervisors by providing valuable

information to identify talent and develop programs to improve performance.

Mission

The mission of this module is to provide evidence-based information derived from both research

and practical experience to standardize athletic testing so every strength and conditioning coach

across the globe can succeed at identifying athletic talent, improving sports performance, and

acquiring baselines for all athletes.

Goals

Alert coaches of the importance of standardization of testing and evaluation procedures

Learn to identify athletic potential Increase the awareness of appropriate test selection

Provide a system to track athletes’ progress and provide referenced standards

Educate coaches on how to properly administrate performance, strength, endurance and

baseline testing for all athletes

Determine the strengths and weaknesses of individual athletes so realistic goals can be set

Guide the design of strength and conditioning programs to achieve the desired goals

Compare pre- and post-test data to determine the effectiveness of the strength and

conditioning program

Compare annual test data to determine the progress of the team and individual athletes Continue to strengthen the NSCA brand

Testing

Every strength and conditioning program should begin with the testing and evaluation of each

athlete. By learning athletes’ strengths and weaknesses it is much easier to direct their training and


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achieve maximum results. Testing also helps determine if the program is effectively achieving the

goals desired and most importantly, how the athlete is progressing. Testing serves as a great

motivator. Many athletes, especially the younger ones, need positive reinforcement that sports

conditioning benefit them before they are willing to put forth the effort needed to obtain maximum

results. Once athletes begin to achieve goals they will be eager to train harder and set higher goals.

It is always better to pull back on an athlete that is motivated versus one that needs to be pushed.

Strength and conditioning coaches that make the effort to test, evaluate, and set goals, have results

that can be documented. Some schools overlook the tremendous benefits of the testing process and

begin lifting or conditioning right away.

Physical needs analysis

Strength and conditioning coaches who have a broad understanding of exercise science can

effectively choose and utilize tests and measurements to make training program decisions that help

athletes achieve their goals and maximize their potential. To do this effectively, the tester must

administer tests correctly, analyze test data accurately, and then combine the results of selected tests

to generate an athletic profile (5).

Completion of needs analyses and custom program design considerations require coaches to address

a variety of factors including the specific sport characteristics. If designing a program for volleyball,

coaches will want to select exercises that develop explosive power because the sport relies on fast-

twitch muscle fibers for powerful movements.

Strength and conditioning coaches also need to consider any previous injuries before testing their

athletes. Test data is evaluated to determine the specific needs of each individual athlete so the

program can be designed to improve on their weaknesses and enhance their strengths. An evaluation

form for a needs analysis should contain the following information:

Athlete name

Date

Sport

Position(s) played

Physiological description of the athlete

Movement analysis

Sport analysis

Description of the sport

Most common injuries

Movements that must be trained

Evaluator

Height (previous and present year)

Weight (previous and present year)


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Vertical jump (previous and present year)

Pro-agility run (previous and present year)

10-yard dash (previous and present year)

40-yard dash (previous and present year off-season value)

A movement analysis of the sport of volleyball, for instance, indicates that large muscle groups

should be trained with emphasis on lower body power. Recognizing that primary sites of injury for

volleyball athletes are the anterior cruciate ligament (ACL) and rotator cuff provides necessary

information for preventative treatment and training focus. The muscle actions in volleyball also tend

to be concentric and eccentric, not isometric. A physiological analysis indicates the target energy

source for volleyball is the anaerobic system which involves short explosive bursts. These findings

will be different for nearly every sport and are important for setting goals and designing proper

strength and conditioning programs for every sport.

Training within the NSCA Six Principles, which are covered in more detail in module 3, is essentialfor proper training frequency, exercise order, exercises sequencing, progressive overload and

periodization. The training loads and repetitions, volume, rest periods and split routines needs to fall

within the principles and match the needs for the season, in-season, pre-season, off-season, or post-

season, for any given sport. Coaches will want to include nutritional considerations, lifestyles and

emotional states to maximize the training effect and reach the desired goals.

Energy system distribution and pre-tests

It is important for strength and conditioning coaches to know which energy system should be

focused on during training for any given sport. For example, cross-country running stresses the

aerobic energy systems to a much greater extent than baseball and should be trained for differently(10). However, some sporting events require significant energy contribution from both the

anaerobic and aerobic energy systems. Therefore, this difference needs to be reflected in the battery

of performance tests chosen for that sport and subsequent athletes.

The energy systems, which are covered in further detail in module 2, are of great importance to

strength and conditioning coaches. The energy systems can be classified into three general

categories: phosphogen, glycolytic or aerobic. Training an athlete or team in an improper energy

system will affect performance and training results. However, it is not yet possible to identify the

exact percent contribution of any one energy system during any one sporting event so it important

to be familiar with all energy systems.

As athletes perform any type of activity, energy is produced and is both intensity- and time-

dependent. For example, when lifting or running at very high intensities, like the hang clean or

sprinting, an athlete can only produce maximal amounts of force with great technique for a very

short duration. Inversely, running or lifting at lower intensities means that the athlete can sustain the

activity for a much longer period of time but with about one fourth the amount of force. The


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primary source of energy will always be dependent upon the performance time that can be

maintained at a given intensity. As a general rule, anaerobic sports utilize the phosphogen energy

system, intermittent sports utilize the glycolytic system and endurance sports typically utilize the

aerobic system. For more detailed information regarding energy systems, refer to module 2.

When testing athletes based on energy system utilization, strength and conditioning coaches shoulduse Table 1 to select which tests to use for which sports. It should be taken into consideration that

the physiological demands of each sport are different and require athletes to play in different energy

systems throughout their event. While some sports require that the athletes predominantly use one

energy system over another, others require an interaction of all three energy systems.

Table 1. Sports, Energy System Distribution and Tests (8,10,11)

The NSCA recommends that strength and conditioning coaches administer three standardized

performance tests in pre-tests; the vertical jump, pro-agility run and 10-yard dash. These tests

measure the phosphogen system and energy released by the breakdown of adenosine triphosphate

(ATP). The tests also help identify talent, determine initial performance levels, track progress, and

evaluate the effectiveness of the strength and conditioning program.

In regard to an energy system, if Table 1 indicates more than a 10% involvement for a given sport,the NSCA recommends administering one test for that energy system. If there is less than 10%

involvement, there is no need to test that system.

The examples below are pre-tests for sport in each of the three categories. Notice that baseline

testing is mixed with performance testing. Baseline needs to be administered in the pre-test and

before beginning an in-season program.

NCAA SPORTs ATP-PC

and

Anaerobic

Glycolysis

Anaerobic

Glycolysis

and

Aerobic Aerobic

ATP-PC

and

Anaerobic

Glycolysis

Anaerobic

Glycolysis

and

Aerobic Aerobic

Predominat

e Energy

System Sport Type

Male

300-

Yard

Shuttle

Average

Female

300-

Yard

Shuttle

Average

Male Beep

Test Levels

Female

Beep Test

Levels

Male

VO2ma

x

Female

VO2ma

x

Diving 98 2 3 1 ATP-PC Anaerobic 59 - 64 65 - 71 8_11 - 11_6 6_7 - 9_2 44 - 51 35 - 43

Track Events (100m, 2 00m Sprints) 95 5 3 1 ATP-PC Anaerobic 59 - 64 65 - 71 8_11 - 11_6 6_7 - 9_2 44 - 51 35 - 43Field Events (track & field) 95 5 3 1 ATP-PC Anaerobic 59 - 64 65 - 71 8_11 - 11_6 6_7 - 9_2 44 - 51 35 - 43

Golf 95 5 3 1 ATP-PC Anaerobic 59 - 64 65 - 71 8_11 - 11_6 6_7 - 9_2 44 - 51 35 - 43

Football (skill_linemen) 90 10 3 1 ATP-PC Anaerobic 59 - 64 65 - 71 8_11 - 11_6 6_7 - 9_2 44 - 51 35 - 43

Fencing 90 10 3 1 ATP-PC Anaerobic 59 - 64 65 - 71 8_11 - 11_6 6_7 - 9_2 44 - 51 35 - 43

Ice Hockey (goalie) 90 5 5 3 1 ATP-PC Anaerobic 59 - 64 65 - 71 8_11 - 11_6 6_7 - 9_2 44 - 51 35 - 43

Swimming (50m) 90 5 5 3 1 ATP-PC Anaerobic 59 - 64 65 - 71 8_11 - 11_6 6_7 - 9_2 44 - 51 35 - 43

Wrestling 90 5 5 3 1 ATP-PC Anaerobic 59 - 64 65 - 71 8_11 - 11_6 6_7 - 9_2 44 - 51 35 - 43

Baseball 80 15 5 3 1 ATP-PC Anaerobic 57 - 62 63 - 69 11_7 - 12_11 9_3 - 10_7 52 - 56 44 - 48

Gymnastics 80 15 5 3 1 ATP-PC Anaerobic 57 - 62 63 - 69 11_7 - 12_11 9_3 - 10_7 52 - 56 44 - 48

Skiing (Slalom & Jumping) 80 15 5 3 1 ATP-PC Anaerobic 57 - 62 63 - 69 11_7 - 12_11 9_3 - 10_7 52 - 56 44 - 48

Softball 80 15 5 3 1 ATP-PC Anaerobic 57 - 62 63 - 69 11_7 - 12_11 9_3 - 10_7 52 - 56 44 - 48

Swimming (100m) 80 15 5 3 1 ATP-PC Anaerobic 57 - 62 63 - 69 11_7 - 12_11 9_3 - 10_7 52 - 56 44 - 48

Track Events (40 0m Sprints) 80 15 5 3 1 ATP-PC Anaerobic 57 - 62 63 - 69 11_7 - 12_11 9_3 - 10_7 52 - 56 44 - 48

Volleyball 80 5 15 3 1 1 ATP-PC Anaerobic 57 - 62 63 - 69 11_7 - 12_11 9_3 - 10_7 52 - 56 44 - 48

Tennis 70 20 10 3 2 1 ATP-PC Intermittent 54 - 59 58 - 65 12_12 - 14_8 10_8 - 12_1 57 - 62 49 - 53

Soccer (goalie, wings, strikers) 60 30 10 3 2 1 ATP-PC Intermittent 54 - 59 58 - 65 12_12 - 14_8 10_8 - 12_1 57 - 62 49 - 53

Soccer (halfbacks or sweeper) 60 20 20 3 2 1 ATP-PC Intermittent 54 - 59 58 - 65 12_12 - 14_8 10_8 - 12_1 57 - 62 49 - 53

Basketball 60 20 20 3 2 1 ATP-PC Intermittent 54 - 59 58 - 65 12_12 - 14_8 10_8 - 12_1 57 - 62 49 - 53

Ice Hockey (forwards, defense) 60 20 20 3 2 1 ATP-PC Intermittent 54 - 59 58 - 65 12_12 - 14_8 10_8 - 12_1 57 - 62 49 - 53

Lacrosse (midfielders, man-down) 60 20 20 3 2 1 ATP-PC Intermittent 54 - 59 58 - 65 12_12 - 14_8 10_8 - 12_1 57 - 62 49 - 53

Skiing (Downhill) 50 30 20 3 2 1 Glycolytic Intermittent 52 - 57 56 - 63 14_9 - 16_9 12_2 - 13_10 63 - 69 54 - 59

Field Hockey 50 20 30 3 2 1 Glycolytic Intermittent 52 - 57 56 - 63 14_9 - 16_9 12_2 - 13_10 63 - 69 54 - 59

Lacrosse (goalie, defense, attacker) 50 20 30 3 2 1 Glycolytic Intermittent 52 - 57 56 - 63 14_9 - 16_9 12_2 - 13_10 63 - 69 54 - 59

Swimming (200m) 30 65 5 3 2 1 Glycolytic Intermittent 52 - 57 56 - 63 14_9 - 16_9 12_2 - 13_10 63 - 69 54 - 59

Track Events (80 0m Sprints) 30 65 5 3 2 1 Glycolytic Intermittent 52 - 57 56 - 63 14_9 - 16_9 12_2 - 13_10 63 - 69 54 - 59

Water polo 10 60 30 3 2 1 Glycolytic Intermittent 52 - 57 56 - 63 14_9 - 16_9 12_2 - 13_10 63 - 69 54 - 59

Track Events (1 mile) 30 30 40 3 2 2 Aerobic Endurance 54 - 59 58 - 65 16_10 + 13_11 + 70 + 60 +

Swimming (400m) 20 40 40 3 2 2 Aerobic Endurance 54 - 59 58 - 65 16_10 + 13_11 + 70 + 60 +

Rowing 20 30 50 3 2 2 Aerobic Endurance 54 - 59 58 - 65 16_10 + 13_11 + 70 + 60 +

Swimming (1500m) 10 20 70 3 2 2 Aerobic Endurance 54 - 59 58 - 65 16_10 + 13_11 + 70 + 60 +

Track Events (2 m iles) 10 20 70 3 2 2 Aerobic Endurance 54 - 59 58 - 65 16_10 + 13_11 + 70 + 60 +

Track Events (3 m iles) 10 20 70 3 2 2 Aerobic Endurance 54 - 59 58 - 65 16_10 + 13_11 + 70 + 60 +

Track Events (6 m iles, cross-country) 5 15 80 3 1 2 Aerobic Endurance 54 - 59 58 - 65 16_10 + 13_11 + 70 + 60 +

Skiing (Cross Country) 5 10 85 3 1 2 Aerobic Endurance 54 - 59 58 - 65 16_10 + 13_11 + 70 + 60 +

Track Events (ma rathon) 5 95 3 1 2 Aerobic Endurance 54 - 59 58 - 65 16_10 + 13_11 + 70 + 60 +


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Example of Pre-Test for Anaerobic Sport – Baseball

Day 1 – Monday (morning)

Performance Testing

Vertical jump

Pro-agility run (right and left)

10-yard dash

40-yard dash (off-season)

Baseline Testing

Vertical jump (right leg)

Vertical jump (left leg)

Forward hops on right leg for distance

Forward hops on left leg for distance

Lateral hops on left leg for distance


Linear agility (5/10/5)

Circle right

Circle left

Day 2 – Tuesday (morning)

Anaerobic Capacity

300-yard shuttle sprint with repeat

Example of Pre-Test for Intermittent Sport –

SoccerDay 1 – Monday (morning)

Performance Testing

Vertical jump


10-yard dash


Baseline Testing


Vertical jump (left leg) Forward hops on right leg for distance






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Circle right

Circle left

Anaerobic Capacity (afternoon)


Day 2 – Friday (morning)

Aerobic Capacity

Beep Test

Example of Pre-Test for Endurance Sport – Cross-Country Skiing

Day 1 – Monday (morning)

Performance Testing

Vertical jump


10-yard dash


Baseline Testing


Vertical jump (left leg)

Forward hops on right leg for distance





Circle right

Circle left

Anaerobic Capacity (afternoon)


Day 2 – Friday (morning)

Aerobic Capacity

Beep Test

Performance Testing

Each test must measure the component it is constructed to measure. Does the test used to measure

performance potential correlate to the specific sport in which the athlete participates? It is important

that strength and conditioning coaches identify tests that measure what they are supposed to


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measure (e.g., power, change of direction, acceleration, speed, anaerobic capacity, aerobic capacity,

etc.).

Vertical jump, pro-agility run and 10-yard dash: A critical review

In the 1960s the “jump reach” was recognized as a valid predictor of athletic talent. It later became

known as the vertical jump. The vertical jump edged out the standing long jump as the best indicatorof athletic talent for power sports (15).

The development of explosive power in the legs is important for success in a variety of

athletic pursuits, from attacking in volleyball to rebounding in basketball. But even for

activities that do not rely specifically on the vertical jump, such as blocking in football,

vertical jump tests provide an effective measurement of power as an indirect measure of

performance. Such tests are used for assessing weightlifters and powerlifters, football and

basketball players, volleyball players, swimmers, and college students (15).

Strength and conditioning coaches should use performance tests such as the vertical jump to

assess athletic ability, which helps identify athletes’ strengths and weaknesses, chart and

document progress, and assign positions and ranking to individuals. Since most athletes and

coaches strive for an improvement in performance, vertical jump testing can be used to

measure the effectiveness of various training programs in the development of explosive

power, including strength training programs, plyometrics, and periodization training. The

vertical jump can also be used for talent identification and the prediction of future success in

specific athletic disciplines, including weightlifting and swimming (15).

The NSCA recommends four tests for performance testing: the vertical jump, pro-agility run, 10-

yard dash and 40-yard dash to measure power, agility, acceleration and speed. The 40-yard dash is

included in the off-season but not used during the season to avoid hamstring injuries. The 40-yard

dash should be used in pre-tests unless the tests take place in the off-season.

Dr. Chris Eskridge of the University of Nebraska at Lincoln found that three performance tests

compared to the four tests had a 0.9695 positive correlation (19). This means the 40-yard dash does

not need to be included to identify talent in power sports if the three tests are performed. Elite

athletes demonstrate high levels of explosive power and the ability to accelerate and decelerate to

change directions with great control. The recommended tests measure those characteristics.

For many years the pro-agility run and 10-yard dash were very difficult to time with hand-held

stopwatches which forced coaches to use the 40-yard dash and average different times. The

invention of electronic timers now allows coaches to time the pro-agility run and 10-yard dash to

0.001 of a second.

Recommended process for testing performance and baseline


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Strength and conditioning coaches must determine the tests that will be done for each specific

testing session. At this time, coaches can choose to test only performance or incorporate the

baseline testing depending on the time of year (off-season or pre-season). The facility needs to be

reserved as necessary to complete the testing unimpeded. Before testing begins, coaches should

organize the equipment and the facility so that the flow of the testing goes with the order of the

tests. Coaches also need to estimate the time needed for testing so that a plan can be made todetermine who is doing what and when. Volunteers can be recruited to help with some of the testing

as well; usually other coaches are the most reliable. Coaches should notify the athletes of a test

schedule so they know when to be there for warm-up and when their testing session will begin. The

final step of preparation involves developing test data collection cards and printing them for each

individual athlete (8).

Example test data collection card for performance tests

During performance tests athletes should carry data collection cards with them to each test station,

on which coaches can record test results as they are performed. The card should include all the tests

that are administered and personal information, such as name and date. The tests should be listed in

the order in which they are performed to avoid confusion. Coaches record test data on each athlete’s

card until all tests have been completed.

Figure 1. Example Test Data Collection Card with Baseline (17)

Figure 2. Example Test Data Collection Card (17)

Body Comp: %Fat lbs. of LBM

Test Score % Rank Goal Vertical Jump

Pro-Agility Run

10-Yard Dash

40-Yard Dash

Test Score Test Score

VJ on Right Leg VJ on Left Leg

Hops on Rig ht Leg Hops o n Left Leg

Pro-Ag ility Split Pro-Ag ility Split Left

Circle Right Circle Left

Linear Agility

Test Score Rank Goal

300 Yard Shuttle Run1



Beep Test

Age: Date:

Height: Weight:

Test Data Collection Card

Sport: Position:

Personal Information

Name:

Baseline Tests

Anaerobic Capacity Tests

Aerobic Capacity Tests

Performance Tests

Average Percentile Rank


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Figure 3. Example Waiver (16)

Order of Recommended Performance Testing Procedures

The following provides the recommended order for performance testing procedures in regards to

planning and what each step entails. The order of tests is as follows: body composition, height,

weight, vertical jump, pro-agility run, 10-yard dash, and 40-yard dash.

Body composition

Measuring an athlete’s body weight and documenting their weight history provides insight on an

athlete’s nutritional status and any past weight struggles. Body composition refers to the ratio of lean

body mass (e.g., muscle, bone, vital organs, etc.) to fat mass. By measuring changes in body

composition over extended periods of time, it can be determined whether or not the athlete is

maintaining a body composition range that is beneficial for their sport. Accurately assessing body

Body Comp: %Fat lbs. of LBM

Test Score % Rank Goal

Vertical Jump

Pro-Agility Run

10-Yard Dash

40-Yard Dash





Beep Test

Age: Date:

Test Data Collection CardPersonal Information

Name:

Sport: Position:

Aerobic Capacity Tes ts

Height: Weight:

Performance Tests

Average Percentile Rank

Anaerobic Capac ity Tests


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composition also tracks whether the athlete is maintaining, gaining, or losing muscle mass. Strength

coach Mike Arthur, of the University of Nebraska at Lincoln, showed than any increase in lean body

mass results in an increase in performance testing scores, and any decrease in lean body mass results

in a decrease in performance testing scores (3). Measuring body fat can also be used as a tool to

assess overtraining and eating disorders, especially in sports that have a large aesthetic component.

There are many different methods used to assess body fat. Some laboratory methods include dual-

energy x-ray absorptiometry (DXA), underwater weighing, and air displacement plethysmography

(BOD POD) along with some field methods that include skinfold (SKF) calipers, body mass index

(BMI), bioelectrical impedance analysis (BIA), and near-infrared interactance and anthropometry

(19). Some of these techniques are advantageous in certain ways compared to others. For example

skinfold measurements, BIA, and BMI are the most convenient and cost effective when testing a

large amount of athletes. However, these measurements can also have high variability within their

accuracy. Underwater weighing, DXA and the BOD POD are more accurate, but these methods

may not be easily accessible or realistic for a school budget. These methods are mainly used in

research settings in a laboratory and/or some university settings.

DXA works by emitting x-rays at two discrete energy levels, which are collimated into a beam and

directed into the body posteriorly to anteriorly. Basically, DXA uses a constant potential x-ray

source and a K-edge filter (cerium) to generate two main energy peaks. The attenuation of soft tissue

is measured rather than assumed. The ratio of x-ray beam attenuation at the lower energy relative to

that at the higher energy is used to distinguish fat from fat-free mass (minus skeletal components)

(19).

DXA is a quick, accurate, and efficient way to measure body fat; however, it is very costly and not

readily accessible. Also, research shows that DXA has shown error when measuring body

composition in older individuals. The gold standard for measuring body fat is DXA, but skinfold

calipers and the BOD POD are also acceptable measures for large groups. Regardless of the method

used, body composition should be measured consistently over a long period of time so changes in

lean body mass can be noted.

Underwater weighing, also known as hydrostatic weighing, is a method of measuring body

composition where the athlete is submerged into a tank of water and body composition is

determined based on total body density. Underwater weighing assumes that the density of lean tissue

is more than water and the density of fat tissue is less than water.

The BOD POD is an egg shaped device that an athlete sits in, and the machine uses air

displacement plethysmography to measure body density (from mass and volume). The BOD POD

obtains body mass from a weighing scale and obtains body volume by first measuring the interior of

the empty chamber and then taking this measure again with the athlete inside. This machine is


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relatively easy to use, time-efficient, and can accommodate athletes of all sizes. A disadvantage is

that it is expensive and not easily accessible.

Skinfold calipers are a tool used to assess body composition and are commonly used by coaches.

Skinfold calipers are inexpensive and easy to use; however, there can be high variability with skinfold

calipers. It is vital that the same coach performs the testing each time when pre-testing and post-testing body composition with skinfold calipers. This keeps the test consistent and prevents

interpersonal variability. The first valid skinfold equations were published in 1951 and since that

time, more than 100 prediction equations using various combinations of anthropometric variables

have been reported in literature. Be sure to use the same formula for the pre-test and post-test to

keep the data reliable. One of the most popular skinfold equations was developed by Jackson and

Pollock (19). A high correlation (r = 0.98) was found between the 7SKF and the 3SKF therefore the

feasibility of using just three SKF sites is recommended (19). The three areas that are tested for men

include the chest, abdomen and thigh; and the three areas that are tested for women include the

triceps, suprailiac and thigh (5).

The ∑3SKF site equation for men 18 – 61 years – Db (g/cc)^b = 1.109380 – 0.0008267 (∑3SKF) +

0.0000016 (∑3SKF)^2 – 0.0002574 (Age)

The ∑3SKF site equation for women 18 – 55 years – Db (g/cc)^b = 1.0994921 – 0.0009929

(∑3SKF) + 0.0000023 (∑3SKF)^2 – 0.0001392 (Age)

BIA measures the impedance to the flow of an electrical current through the tissues of the body

which can then be used to estimate the amount of total water in the body. After the total amount of

water is calculated, the fat-free mass or lean body mass can be calculated.

Regardless of which method is used to determine body fat, strength and conditioning coaches need

to realize that taking body fat measurements is only a part of the total process. One of the most

important steps for a coach is to subtract the fat from what the athlete weights to determine their

lean body mass. Coaches want to develop programs to improve fat-free mass or lean body mass.

Gaining this muscle mass is one of the most important purposes of the weight room. As a result,

one of the most important goals for any strength coach is to develop lean muscle mass in their off-

season programs.

HeightEquipment and materials needed to measure an athlete’s height:

Device to measure height or flat wall against which the athlete stands

Measuring tape or marked area on wall

Device to place on the head of the athlete that forms a right angle with the wall

Procedure:

1. Athlete must take shoes off


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2. Athlete must stand with heels, buttocks, back and head against the wall

3. Place device on athlete’s head so that a right angle is formed with the wall

4. Measure to the nearest 1/2 in. and record height

Weight

Equipment and materials needed to measure an athlete’s weight:

Scale

Procedure:

1.

Athlete must weigh-in with only t-shirt, shorts, and socks (no shoes, sweats or equipment)

2. Athlete should weigh prior to any activity to avoid fluctuations due to dehydration

3.

Round body weight to the nearest whole pound

Vertical jump

Equipment and materials needed to measure an athlete’s vertical jump:

Device or unit to measure vertical jumpProcedure:

1. Athlete stands with side to the unit

2. Make sure feet and hips are next to the unit

3. Athlete then reaches as high as possible with one hand

4. With feet flat, the athlete jumps, touching the highest vane possible (no steps or shuffling of

the feet are allowed)

5. The jump is recorded and displayed to the nearest 1/4 in.

6. Record the better of two trials

Pro-agility runEquipment and materials needed to measure an athlete’s pro-agility run:

Electronic agility timer

20 yards or more of flat running surface on wood basketball floor

Procedure:

1.

Start in the hit position straddling the center line

2.

The athlete always begins by running to the right first

3.

Run 5 yards and touch the line with the right hand

4. Return running 10 yards to the left and touch the line with the left hand

5. Run back to the right through the center line

6.

The total distance is 20 yards7. Record time to the nearest 0.001 of a second

10-Yard dash

Equipment and materials needed to measure an athlete’s 10-yard dash:

Electronic timer

10 yards or more of flat running surface on a wood basketball floor


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Procedure:

1. Athlete places one hand on the starting line or start switch

2. Athlete holds steady for a second

3. Athlete runs and the timer starts automatically when the hand leaves the start switch

4. Record time to the nearest 0.001 of a second

40-Yard dash (off-season only)

Equipment and materials needed to test an athlete’s 40-yard dash:

Electronic timer

40 yards or more of flat running surface

Procedure:

1. Athlete places one hand on the starting line or start switch

2. Athlete holds steady for a second

3. Athlete runs and the timer starts automatically when the hand leaves the start switch

4.

Record time to the nearest 0.001 of a second

Recommended Floor Type

A wood basketball floor was determined to provide the safest and most consistent testing surface by

a group of NSCA strength coaches asked to compare testing surfaces in 2007 (5). This decision

opened the door for testing to be done day or night and eliminated many environmental problems

such as the amount of allowable wind. The condition of the field, rain, temperature and darkness are

all eliminated when testing indoors on a wood basketball floor.

Hamstring Problems with the 40-yard Dash

In the 1970s, Mike Arthur found they were putting the athletes at risk by running the 40-yard dash

too often. In one example, the school tested the 40-yard dash at the beginning of a winter

conditioning program by having the athletes run two or three times, then again in the middle of the

6-week program two or three times and finished at the end of the winter program with two or three

more 40-yard dashes. In six weeks they were subjecting athletes to 6 – 9 maximum effort 40-yard

dashes for time in addition to the demands of the conditioning program itself. They found that

many hamstring injuries occurred as athletes neared top speed during the test. Due to the risk of

hamstring injuries, coaches were forced to back off to performing only two 40-yard dashes at the

beginning of winter conditioning and two at the end (2).

Knowing that a hamstring injury just before the season would not give the athlete time to heal

before the season started, coaches discontinued running the 40-yard dash prior to the start of the

season at the University of Nebraska at Lincoln. The only exceptions during the season might be

incoming freshmen that are not expected to compete.


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Replacing the 40-yard dash with the 10-yard dash

When coaches compare the benefits of running 10 yards indoors to 40 yards outdoors, they find that

measuring 10 yards is easier and more beneficial than putting athletes at risk running 40 yards. The

critical action in most sports occurs in the first few steps, so measuring acceleration is just as

important, if not more for measuring top speed.

Acceleration is the rate in the change of speed. It is figured by subtracting the initial speed from the

final speed and dividing by time. Acceleration is greatest at the initial portion of the run. The

greatest rate in the change of speed happens during the initial stages of a sprint. An athlete is either

going to have success or is going to get beat in the first few steps in most power sports. Speed is

relative to the distance run and most power sports are a series of short bursts. Therefore, the athlete

with the greatest acceleration will have the best chance for success.

Some coaches are not used to looking at 10-yard dash times, but once they have an opportunity to

see and compare the 10-yard dash times with 40-yard dash times they will see why 10-yard dash

times are so important. For example, if a male athlete runs the 40-yard dash in 5.00 s that same

athlete should also be capable of running a 10-yard dash time in 1.75 s.

Annual Performance Test Cycle

The combination of testing periods forms an annual test cycle which ideally should take place a

week before a conditioning period starts. Strength and conditioning coaches should put an emphasis

on testing but only three or four times per year (8).

Reliability

Reliability is dependent upon the consistency of testing conditions and results. The testing results

will be different if testing is done outside on the grass one time, then inside on the basketball court

another time. The condition of the field, the time of day, wind, rain, temperature, etc. all affect the

testing results.

The order the tests are given will affect the results as well. The testing order needs to be the same

each and every time and the testing equipment needs to be the same each time. Have the same

coaches administer the same test each time, if possible.

Reliability checklist

Check with medical staff before testing an injured athlete

Use the same warm-up routine prior to testing (never test without a warm-up)

Use the same coach to perform testing procedures

Test fresh not after a workout

Perform tests on the same surface each time


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Perform tests using the same equipment each time

Perform tests at the same time of the day each time

With small groups do all athletes at one station then move to the next test station

Large groups have athletes move from test station to test station

Announce number of attempts for each test Announce number of recommended warm-ups

Post the test procedures

Record the best effort

Cool-down or stretch prior to completing tests

Baseline Testing

Athletes participating in any team or individual speed/ power sport should undergo a pre-practice

assessment to determine baseline data. The assessments can be done by physicians, nurse

practitioners, physical therapists, athletic trainers, or certified strength and conditioning coaches.

Baseline test data is used to assist physicians and therapists to accurately determine an athlete’s

ability to return to a sport following an injury through use of a pre-/post-injury performance

comparison.

Being able to run straight ahead does not mean an athlete is ready to go back to full competition.

Below are aspects that should be taken into account when evaluating whether an athlete is ready to

return to practice or competition.

Mobility (regaining full dynamic movement)

Functional strength (emphasizing multi-planar progressions for the upper and lowerextremities)

Proprioceptive training (respond to predictable and random stress in different positions with

safe loads that mimic sport-specific conditions)

Power development (achieve moderate to higher volume at a low intensity prior to moving

to higher intensity loading with lower volume)

Athletic movement drills (agility drills include acceleration and deceleration)

Sport-specific progressive loading (measure how increasing load affects the injured area)

Stress and recovery (pushing too fast may aggravate the injury)

When to perform baseline testing

Baseline testing should be assessed a minimum of one time per year with performance testing for

athletes to initially establish where athletes are starting from, to assess their progress in recovering

from injury, and to determine if they are predisposed to injury through any drastic differences

between the right and left sides. For healthy athletes, baseline testing will be performed one time per

year, and athletes that are recovering from injury will test more than once to determine if they are

ready to return to training.


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Order of Recommended Baseline Testing Procedures

As previous stated, the order in which baselines tests are performed is important for the validity and

accuracy of the results. Of equal importance is the procedure that accompanies the test. Tests are

only as accurate as their execution. The following provides detailed steps to perform each baselinetest correctly and in the recommended order.

Right foot vertical jump

Equipment and materials needed to test an athlete’s right foot vertical jump:

Device to measure vertical jump

Procedure:

1. Athlete stands with side to the unit

2. Make sure feet and hips are next to the unit

3. Athlete then reaches as high as possible with the left hand

4.

With the right foot on the ground and the left foot slightly raised off the ground, the athlete

jumps, touching the highest vane possible (no steps or shuffling of the feet are allowed)



Left foot vertical jump

Equipment and materials needed to test an athlete’s left foot vertical jump:

Device to measure vertical jump

Procedure:

1.

Athlete stands with side to the unit2. Make sure feet and hips are next to the unit

3. Athlete then reaches as high as possible with right hand

4. With the left foot on the ground and the right foot slightly raised off the ground, the athlete

jumps, touching the highest vane possible (no steps or shuffling of the feet are allowed)



Hop on right leg for distance

Equipment needed to test an athlete’s right-leg hop for distance:

Tape measure 10 yards of wood floor for testing

Procedures:

1. Start with feet hip width apart and toes pointed straight ahead

2. Standing with the right toe positioned to the zero mark on the tape measure, lift the left foot

off the ground

3. Proceed to jump off the right leg to cover as much distance as possible for three jumps


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4. When landing on the final jump, be sure to land on both feet to prevent extra hops or steps

5. Measure the back of the heel that is positioned closest to the starting line

Hop on left leg for distance

Equipment needed to test an athlete’s left-leg hop for distance:

Tape measure

10 yards of wood floor for testing

Procedures:

1. Start with feet hip width apart and toes pointed straight ahead

2. Standing with the left toe positioned to the zero mark on the tape measure, lift the right foot

off the ground

3. Proceed to jump off the left leg to cover as much distance as possible for three jumps

4. When landing on the final jump, be sure to land on both feet to prevent extra hops or steps

5. Measure the back of the heel that is positioned closest to the starting line

Pro-agility split run starting to the right

Equipment and materials needed to test an athlete’s pro-agility split run to the right:



Procedure:

1. Start in an athletic position straddling the center line

2. The athlete begins by running to the right first

3. Run 5 yards and touch the line with the right hand

4. Turn and sprint 5 yards finishing through the center line

5.

The total distance is 10 yards6. Record time to the nearest 0.001 of a second

Pro-agility split run starting to the left

Equipment and materials needed to test an athlete’s pro-agility split run to the left:



Procedure:

1. Start in an athletic position straddling the center line

2. The athlete begins by running to the left first

3.

Run 5 yards and touch the line with the left hand

4. Turn and sprint 5 yards finishing through the center line

5.

The total distance is 10 yards

Linear pro-agility 5/10/5

Equipment and materials needed to test an athlete’s linear pro-agility:



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Procedure:

1. Start in an athletic position on the center line with the laser in the center of the hip

2. The athlete begins by sprinting forward

3. Run 5 yards and touch the line with the right hand

4.

The athlete then runs backwards for 10 yards and touches the line with the right hand

5. The athlete finishes by sprinting through the center line

6. The total distance is 20 yards

7.

Record time to the nearest 0.001 of a second

Circle to the right

Equipment and materials needed to measure an athlete’s circle to the right :

Electronic timer

A circle that measures 4 yards in diameter

Procedures:1.

Position the athlete to where the right side is the side closest to the circle

2.

Start in an athletic position with the laser beam in the center of the hip

3. Start sprinting around the circle, staying as close to the circle as possible without touching it

4. Finish sprinting through the position that the athlete started at

5. The test measures 12.5 yards

6. Measure to the nearest 0.001 of a second

Circle to the left

Equipment and materials needed to test an athlete’s circle to the left:

Electronic timer A circle that measures 4 yards in diameter

Procedures:

1. Position the athlete to where the left side is the side closest to the circle

2. Start in an athletic position with the laser beam in the center of the hip

3. Start sprinting around the circle, staying as close to the circle as possible without touching it

4. Finish sprinting through the position that the athlete started at

5. The test measures 12.5 yards

6. Measure to the nearest 0.001 of a second

Anaerobic Capacity Testing

The importance of both speed and agility for determining the success of an athlete or team is well

acknowledged among strength and conditioning coaches. However, the importance of these

variables to the athlete is not only related to how fast or how quick they are, but whether the athlete

can maintain speed and agility performance at maximum levels throughout the duration of a

competitive contest (20).


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When performing sports that require multiple sprints followed by bouts of recovery such as soccer,

basketball, lacrosse, hockey, etc., the more efficiently the player can regenerate ATP after each bout

of anaerobic activity, the more effective the next sprint will be. In a game, the inability to recover

from a forward sprint while attacking may lead to a delay in assuming the correct defensive or

offensive position, which can leave the team in a vulnerable position. A player who is able to rapidlyrecover and repeat intense actions such as sprinting will perform better, especially in the closing

stages of the match or game (20).

The 300-yard shuttle run test is an excellent test of the anaerobic capacity of an athlete. The use of

this test is beneficial to any sport in which there are rapid changes of direction in multiple planes of

movement. Athletes that participate in sports such as soccer, rugby, football, basketball, baseball,

wresting, ice hockey and field hockey will all benefit from this test. This test measures the athlete’s

ability to handle extreme levels of intensity as well as the ability to maintain high performance levels.

The 300-yard shuttle predominantly measures the lactic acid system with some interplay of the

phosphogen system (ATP-PC) system in relation to the short bursts of acceleration upon changing

direction for each lap of the course (14).

300-Yard shuttle run

Purpose: This is a test of anaerobic endurance and agility.

Equipment and materials needed to test at athlete’s 300-yard shuttle run:

Stopwatches

Measuring tape and cones

40 yards of flat running surface

Procedure:1. Cones are placed 25 yards apart (on lines) to indicate the sprint distance

2. Warm-up properly before beginning the two trial test

3. The athlete lines up behind the start line in a two-point stance

4. The athlete starts on the timer’s command and sprints to the opposite 25-yard line and

touches it with their hand

5. The athlete turns and sprints back to the start line and touches it with the opposite hand

6. This round trip is repeated six times (down and back is one round trip) without stopping

covering 300 yards total

7. Rest 5 min

8.

Repeat testScoring:

Record times for both runs and compare the difference between the two times

Athletes with poor anaerobic endurance will have trouble with the second run

Average both runs and compare the average score with Table 1

Comments:


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This is a maximal anaerobic lactic endurance capacity test and in order to receive the highest

score, players must sprint at 100% effort the entire time

Encourage athletes not to pace themselves

Athletes must touch the lines with opposite hands to prevent them from turning to their

dominate side every time

Aerobic Capacity Testing

Athletes are required to possess abilities that are specific to their sport therefore must be tested

correctly to identify and assess these performance components; based on Table 1, sports with more

than 10% of an aerobic component need to include an aerobic capacity test in their battery of tests.

The NSCA recommends the beep test or a modification if it fits a sport better.

Many types of athletes such as distance runners, cyclists, swimmers, and tri-athletes want to increase

performance and efficiency while reducing fatigue and injury. At a standard submaximal poweroutput, there is less reliance on anaerobic metabolism and a greater proportion of energy is derived

via aerobic metabolism. A higher percentage of exercise time spent in the aerobic energy system

means less metabolic stress, decreased lactate production, and decreased lactate accumulation (18).

These factors can potentially cause an increase in work time and a reduction in fatigue during sports

performance.

When an athlete has reached a certain level of aerobic capacity, further gains may produce little to

no additional benefit to recovery or performance in high-intensity, intermittent sports. Therefore,

VO2max results may not accurately predict the ability of elite athletes to perform well in intermittent

sports if they all have a good aerobic base. This ceiling effect has been shown in infantry solders as well as field hockey, soccer, ice hockey, and basketball players with a VO2max ranging between 55 –

60 mL/kg/min (1,4,12,13). Further research is needed to confirm the ceiling effect as well as

determine a minimum aerobic capacity necessary to recover from intermittent sports.

Although training the aerobic system may lead to slower performance times at a lower power level, it

will extend the total work performed by the athlete (4). However, specific training to increase

aerobic endurance may limit maximal strength and power, so careful analysis of an athlete’s program

goals are necessary (7).

In elite athletes, VO2max is not a good predictor of performance. The winner of a marathon race forexample, cannot be predicted from maximal oxygen uptake (8). Perhaps more significant than

VO2max is the speed at which an athlete can run, bike or swim at a certain percentage of VO2max.

Two athletes may have the same level of aerobic power but one may reach their VO2max at a

running speed of 20 km/hr and the other at 22 km/hr. While a high VO2max may be a prerequisite

for performance in endurance events at the highest level, other markers such as lactate threshold are

more predictive of performance for anaerobic sports (14). Again, the speed at lactate threshold is


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more significant than the actual value itself. Think of VO2max as an athlete’s aerobic potential and

the lactate threshold as the marker for how much of that potential they are tapping.

Sports with less than 5% of an aerobic component do not need to include an aerobic capacity test in

their selection of tests. Training to increase aerobic capacity may limit maximum strength and power

therefore measuring volume of oxygen consumption is not necessary for anaerobic sports.

Beep Test

Purpose: This is a test of aerobic endurance.

Equipment needed to perform the Beep Test:

Flat non-slip surface

Cones

Measuring tape

Beep Test CD

CD player and speakersProcedure:

1. This test involves continuous running between two lines 20 m apart in time to recorded

beeps

2. The test subjects stand behind one of the lines facing the second line, and begin running

when instructed by the CD or tape (the speed at the start is quite slow)

3. The subject continues running between the two lines, turning when signaled by the recorded

beeps

4.

After about 1 min, a sound indicates an increase in speed, and the beeps will be closer

together (this continues each minute or level)

5.

If the line is not reached in time for each beep, the subject must run to the line turn and tryto catch up with the pace within 2 more beeps

6. The test is stopped if the subject fails to reach the line (within 2 m) for two consecutive ends

Scoring:

An athlete's score is the level and number of shuttles (20 m) reached before they were unable

to keep up with the recording

Record the last level completed (not necessarily the level stopped at)

This level score can be converted to a VO2max equivalent score using Table 1

Table 2. Beep Test Scores


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Strength Testing

Test strength during a training program occurs at the end of each phase. Strength testing is kept

separate from performance testing because strength tests measure effort in the weight room and not

raw talent.

Order of recommended strength tests

The order of recommended strength tests is the hang clean and bench press followed by the squat.

The following are proper procedures for each strength test in the recommended order.

Strength Testing Procedures

Hang clean

Equipment and materials needed to test an athlete’s hang clean:

A platform or rubber floor with 30 x 36 in. area on it An Olympic bar, bumper plates, and locks

Procedure for the hang clean:

1. Squat down to pick up the weight and stand erect with the bar held at arm’s length touching

the top part of the thigh

2. Keeping the back flat, lower the bar to the top of the knees by flexing at the hips (this will

put the athlete in the power position)

Speed Shuttle Time Total level Cumulative Cumulative Time

(km/h) (seconds) time (s) Distance (m) (min and seconds)

1 7 8 9 63 140 140 1:03

2 8 9 8 64 160 300 2:07

3 8 9.5 7.58 60.63 160 460 3:08

4 9 10 7.2 64.8 180 640 4:12

5 9 10.5 6.86 61.71 180 820 5:14

6 10 11 6.55 65.5 200 1020 6:20

7 10 11.5 6.26 62.61 200 1220 7:22

8 11 12 6 66 220 1440 8:28

9 11 12.5 5.76 63.36 220 1660 9:31

10 11 13 5.54 60.92 220 1880 10:32

11 12 13.5 5.33 64 240 2120 11:36

12 12 14 5.14 61.71 240 2360 12:38

13 13 14.5 4.97 64.55 260 2620 13:43

14 13 15 4.8 62.4 260 2880 14:45

15 13 15.5 4.65 60.39 260 3140 15:46

16 14 16 4.5 63 280 3420 16:49

17 14 16.5 4.36 61.09 280 3700 17:50

18 15 17 4.24 63.53 300 4000 18:54

19 15 17.5 4.11 61.71 300 4300 19:56

20 16 18 4 64 320 4620 21:00

21 16 18.5 3.89 62.27 320 4940 22:03

Level Shuttles Distance (m)


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3. Extend immediately at the hips, knees, and ankles explosively to achieve triple-extension and

accelerate the bar upward while extending onto the balls of the feet and shrugging the

shoulders

4. Begin pulling the body under the bar by flexing at the elbows and keeping them high to keep

the bar close to the body

5.

Jump the feet into a stance keeping them in the area and flex at the hips, knees and ankles tosit into a quarter-squat position

6. Quickly rotate the elbows down and then up ahead of the bar catching it on the front

portion of the shoulders

7. Stand erect with the feet flat on the ground and shoulders directly over the balls of the feet

for the repetition to count

8. Lower the bar in a slow, controlled manner between reps by keeping the elbows slightly

flexed, sitting into a squat position, and allowing it to land on the thighs aiding in its

deceleration

Comments:

Once the bar is lifted off the platform the lift begins

Each athlete is allowed one attempt of a maximum of five consecutive repetitions

Lower the bar to the thighs in a controlled manner between repetitions without resting the

bar on a lifting belt

Stand erect after each repetition

If the bar is dropped to the platform the lift is over. The bar must remain under control at all

times; during the downward phase of the lift, between repetitions, and including lowering

the bar to the platform at the completion of the fifth repetition

Bench pressEquipment and materials needed to measure an athlete’s bench press:

Flat bench and Olympic set

Procedure:

1. The bench press is performed on a flat bench with a spotter

2. Grasp the barbell wider than shoulder-width apart with a pronated, closed grip

3. Both feet should be flat on the floor, and the back flat on the bench

4. With the assistance of the spotter, the bar is taken off the rack and brought over the lifter’s

shoulders

5. The bar is lowered to the chest (the athlete cannot bounce the weight off the chest)

6.

Keeping the feet on the floor and the back flat on the bench, the athlete pushes the bar back

up, and slightly toward the head.

7.

The repetition is good only when the arms are fully extended with the bar above the

shoulders

8. Take a weight that can be done for 4 – 6 reps then use the 1-Repetition Maximum (1RM)

calculator to determine the 1RM


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Squat

Equipment and materials needed to test an athlete’s squat:

Squat or power rack and Olympic set

Procedure:

1. The bar should be placed across the center of the shoulders with the hands grasping it tightly

with a pronated, closed grip

2. Place the feet hip-width to shoulder-width apart with the toes pointed as straight ahead as

comfortably possible or slightly out

3.

Head and eyes should be focused straight ahead to prevent arching and rounding of the back

4. Inhale and hold, isometrically contracting the abs and low back to stabilize the torso-trunk

5.

The torso should be kept flat and straight with the axis of flexion running through the hip

thigh joint (the torso-trunk should be held between 35 and 45 degrees)

6. Push the hips back and down while simultaneously flexing at the knees and distribute body

weight to the heels

7. Maintain torso-trunk position and descend slowly in a controlled manner not allowing the

knees to extend past the toes (DO NOT bounce, jerk or stop the squat at the bottom)

8. Drive the feet through the floor while simultaneously raising the hips and shoulder

9. Keep the abs tight; maintain proper head-eye and torso-trunk position to stand erect and tall

back in the starting position for the repetition to count

Comments:

When performing the back squat, the proper depth has been achieved when the mid-thigh is

parallel to the floor, while still maintaining the proper back squat form

Squatting to additional depth with proper back squat form will result in greater core

flexibility, muscular development, and strength of the lower body than the mid-thigh

position

Squats will vary based on differences in body types, length of the legs, and flexibility of the

ankles

Technique will vary based on differences in foot stance widths, the use of heel pieces, and

the positioning of the bar on the back

Evaluation

Testing and evaluation can take strength and conditioning coaches from weight room supervisors

and make them the most important members on the coaching staff because of the ability to identify

athletic talent. Evaluating the test results of each athlete can dictate to the coach which athletes

produce the most power, change direction the quickest, accelerate the fastest and are in the best

shape. By knowing this information, coaches can know what athletes to play and recruit. Many

coaches today do not test and evaluate their athletes because they are afraid that if they show any

decrements in performance they could lose their job.


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On the contrary, the testing and evaluation of athletes can monitor the progress of athletes and add

job security. Also, how can a coach really know their athletes are improving if there is no

testing/evaluation process? Testing and evaluation adds insight to guiding the design of strength and

conditioning program to address the strengths and weaknesses of the team.

This section on evaluation teaches the process of how to analyze test data and what to do with it. The primary evaluation objective is to teach coaches how to distinguish initial strengths and

weaknesses of their athletes and team and how to monitor individual and team progress through the

use of pre- and post-testing.

To be a successful strength and conditioning coach, it is vital that the progress of each athlete is

tracked throughout their career. Testing and evaluating the athlete one time throughout the year is

not enough because the test data only tells the coach where the athlete is currently at. One set of

testing data cannot conclude whether the athlete has improved or decreased in performance. Each

athlete should be tested and evaluated between each phase of training (i.e. pre-season, in-season,

post-season and off-season) of each year. A history of each athlete’s testing results should be

recorded and kept so the coach can accurately monitor improvements and/or decrements in athletic

performance.

Table 3. Individual Test History Example Form

For evaluating athletes, there are two different types of evaluations. There is a pre-test evaluation

and a post-test evaluation.

Last First Age Sport Year Micro Date Attendance WT. BF % LBM Vertical

Jump

V.J.

Rank

Pro-

Agility

Pro-A

Rank

10-Yard

Dash

10

Rank

40-Yard

Dash

40

Rank

Cu rtis J ohn 18 Baseball FR Pre-Test 8/4/08 185 19.3 149 26.25 60 4.77 47.5 1.97 55 5.04 60

Curt is John 19 Basebal l FR Off-season 10/3/08 100% 189 17 .1 156 27.50 50 4.65 42.5 1.89 52.5 4.91 52.5

Curt is John 19 Basebal l FR Pre-season 12/19/08 98% 194 16 .5 162 29.00 57.5 4.58 47.5 1.78 65

Curt is John 19 Baseball FR In-s eason 2/ 20/ 09 92% 192 17.2 159 30. 50 65 4.51 52.5 1.73 72.5Cu rtis J ohn 19 Baseb all FR Post-season 6/5/09 188 16.8 156 28.00 52.5 4.57 47.5 1.80 62.5

Cu rtis J ohn 19 Baseball SO Pre-Test 8/3/09 193 16.5 161 27.00 47.5 4.62 45 1.82 60 4.82 65

Curt is John 20 Baseball SO Off-s eason 10/ 5/ 09 96% 198 15 168 30. 25 52.5 4.53 45 1.77 60 4.75 62.5

Curt is John 20 Basebal l SO Pre-season 12/23/09 94% 200 14 .2 171 32.00 62.5 4.49 47.5 1.71 67.5

Curt is John 20 Baseball SO In-s eason 2/ 19/ 10 100% 204 14.8 174 33. 25 67.5 4.44 50 1.66 75

Cu rtis J ohn 20 Baseb all SO Post-season 6/4/10 196 14.5 168 31.00 57.5 4.57 42.5 1.73 65

Cu rtis J ohn 20 Baseball J R Pre-Test 8/2/10 200 15.2 1 70 29.75 50 4.60 40 1.78 60 4.73 65

Curt is John 21 Baseball JR Off-s eason 10/ 1/ 10 96% 208 14 179 32. 50 65 4.35 50 1.64 72.5 4.68 65

Personal Information Cycle Information Body Comp Performance Testing

Date V.J.

Right

V.J.

Left

Pro-A

Right

Pro-A

Left

Linear

Agil ity

Circle

Right

Circle

Left

Hops on

Right

Hops

on Left

300

trial 1

300

trial 2Difference Average

Level

Obtained

Projected

VO2Max

Meets Min

Standard

8/4/08 19.25 18.00 2.49 2.55 4.87 3.88 3.92 22.4 21.2 58 69 11 63.5

10/3/08

12/19/08

2/20/09 19.75 18.75 2.45 2.52 4.71 3.81 3.86 23.2 21.9 56 65 9 60.5

6/5/09

8/3/09 19.50 18.50 2.47 2.56 4.78 3.84 3.90 23 22.3 59 68 9 63.510/5/09

12/23/09

2/19/10 20.50 19.50 2.43 2.50 4.67 3.77 3.81 24.1 23.3 53 60 7 56.5

6/4/10

8/2/10 20.00 19.25 2.44 2.50 4.69 3.81 3.85 23.8 23 57 65 8 61

10/1/10

Anaerobic Capacity Aerobic Capacity Baseline Testing


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Pre-test evaluation

The purpose of the pre-test evaluation is to establish a baseline for each individual athlete and the

team as a whole. Performance testing measures body composition, power, change of direction,

acceleration and speed, and anaerobic/aerobic capacity testing measures conditioning levels. By

measuring all of these areas, coaches can then identify the strengths and weaknesses of eachindividual athlete and team. By knowing the strengths and weaknesses of the team, strength and

conditioning coaches can know what issues need to be addressed in designing the strength and

conditioning program for that team. For example, if a volleyball team tests and the vertical jump

scores are low, speed and agility scores are higher, and conditioning levels are high, then this will tell

the coach that he or she needs to design a program that will enable the team to improve in

generating power. By evaluating the test results, coaches will also be able to set realistic goals in each

test for each individual and team to improve in at the next testing session. Setting these goals will

help motivate both the athlete and the team to improve.

Pre-test evaluation objectives

Initial performance level

Initial conditioning level

Baseline level

Determine strengths and weaknesses

Help athlete set goals

Guide program design

Post-test evaluation

The purpose of the post-test evaluation is to identify the individual and team progress that was madeduring each training session. During this evaluation coaches will be able to determine how successful

the training program was and what or if any specific part of the program needs to be changed. This

could include exercises that need to be added, changed or eliminated, increasing or decreasing sets

and reps, manipulation of the rest intervals, etc.

The post-test evaluation also allows for coaches to continue identifying strengths and weaknesses of

an athlete and the team as a whole. Also, the post-test evaluation is vital in determining whether or

not each athlete can handle the energy demands of each sport. For example, if a soccer player tests

and his body fat has increased, his performance tests have gotten worse, and he is not finishing the

anaerobic/aerobic capacity tests at an acceptable level, it will be easy for the coach to determine that

he is not performing at a level that is fit for play. This test data could mean that the athlete is simply

out of shape, or something could be physically wrong. Either way coaches are aware of the situation

and are in the best position to protect the athlete. Another advantage of the post-test evaluation is

that it will enable the athletes to see that they have reached their goals. They will acquire a sense of

accomplishment and their self-confidence in their ability to perform their sport at a high level be


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boosted tremendously. Even if they do not fully reach their goals, they will still be in a position to

see the progress that they have made.

Post-test evaluation objectives

Individual progress

Team progress

Position specific progress

Determine effectiveness of the strength and conditioning program

Determine the athlete’s ability to handle the energy demands of the sport

Table 4. Performance Scores and Percentile Ranks by Age for Elite Athletes

As mentioned earlier, a major advantage of testing and evaluating athletes is that it gives coaches the

ability to identify how much athletic talent an individual possesses. Through years of collecting and

analyzing data, the NSCA has devised a system for coaches to compare performance scores of their

athletes to the normative data of elite athletes that are the same age. The NSCA performance scores

and percentile ranks by age for elite athletes are listed for both males and females from ages 12 and

under to 22 and over (17). Below are detailed examples that use Table 4.

A coach tests a 19 year-old female volleyball player, and she records a 31 in. vertical jump, a 4.30 s

pro-agility run, and a 1.69 s 10-yard dash. The coach knows right away that he has an extraordinarily

talented athlete because she ranks in the top 99th percentile on all three tests. Her athletic potential

is through the roof, and because the strength coach has this information, he can inform the sport

Percentile Vertical Jump Pro-Agility 10-Yard Dash 40-Yard Dash

Rank Inches Seconds Seconds Seconds

99 36.25 < < 4.04 < 1.53 < 4.56

95 36 4.05 - 4.06 1.54 - 1.55 4.57 - 4.58

92.5 35.75 4.07 - 4.08 1.56 - 1.57 4.59 - 4.60

90 35.5 4.09 - 4.10 1.58 - 1.59 4.61 - 4.62

87.5 35.25 - 35 4.11 - 4.12 1.60 - 1.61 4.63 - 4.64

85 34.75 -34.5 4.13 - 4.14 1.62 - 1.63 4.65 - 4.66

82.5 34.25 - 34 4.15 - 4.16 1.64 - 1.65 4.67 - 4.68

80 33.75 -33.5 4.17 - 4.18 1.66 - 1.67 4.69 - 4.70

77.5 33.25 - 33 4.19 - 4.20 1.68 - 1.69 4.71 - 4.72

75 32.75 -32.5 4.21 - 4.22 1.70 - 1.71 4.73 - 4.74

72.5 32.25 - 32 4.23 - 4.24 1.72 - 1.73 4.75 - 4.76

70 31.75 -31.5 4.25 - 4.26 1.74 - 1.75 4.77 - 4.78

67.5 31.25 - 31 4.27 - 4.29 1.76 - 1.77 4.79 - 4.80

65 30.75 -30.5 4.30 - 4.32 1.78 - 1.79 4.81 - 4.82

62.5 30.25 - 30 4.33 - 4.35 1.80 - 1.81 4.83 - 4.84

60 29.75 -29.5 4.36 - 4.39 1.82 - 1.83 4.85 - 4.86

57.5 29.25 - 29 4.40 - 4.43 1.84 - 1.85 4.87 - 4.88

55 28.75 -28.5 4.44 - 4.47 1.86 - 1.87 4.89 - 4.90

52.5 28.25 - 28 4.48 - 4.51 1.88 - 1.89 4.91 - 4.92

50 27.75 -27.5 4.52 - 4.55 1.90 - 1.92 4.93 - 4.95

47.5 27.25 - 27 4.56 - 4.59 1.93 - 1.94 4.96 - 4.97

45 26.75 -26.5 4.60 - 4.63 1.95 - 1.96 4.98 - 4.99

42.5 26.25 - 26 4.64 - 4.67 1.97 - 1.98 5.00 - 5.01

40 25.75 -25.5 4.68 - 4.71 1.99 - 2.00 5.02 - 5.03

37.5 25.25 - 25 4.72 - 4.74 2.01 - 2.02 5.04 - 5.05

35 24.75 -24.5 4.75 - 4.77 2.03 - 2.04 5.06 - 5.07

32.5 24.25 - 24 4.78 - 4.80 2.05 - 2.06 5.08 - 5.09

30 23.75 -23.5 4.81 - 4.82 2.07 - 2.08 5.10 - 5.11

27.5 23.25 - 23 4.83 - 4.84 2.09 - 2.10 5.12 - 5.13

25 22.75 -22.5 4.85 - 4.86 2.11 - 2.12 5.14 - 5.15

22.5 22.25 - 22 4.87 - 4.88 2.13 - 2.14 5.16 - 5.17

20 21.75 -21.5 4.89 - 4.90 2.15 - 2.16 5.18 - 5.19

17.5 21.25 - 21 4.91 - 4.92 2.17 - 2.18 5.20 - 5.21

15 20.75 -20.5 4.93 - 4.94 2.19 - 2.20 5.22 - 5.23

12.5 20.25 - 20 4.95 - 4.96 2.21 - 2.22 5.24 - 5.25

10 19.75 4.97 - 4.98 2.23 - 2.24 5.26 - 5.27

7.5 19.5 4.99 - 5.00 2.25 - 2.26 5.28 - 5.29

5 19.25 5.01 - 5.02 2.27 - 2.28 5.30 - 5.31

2.5 < 19 5.03 < 2.29 < 5.32 <

19 Year Old - Elite Male AthletesPerformance Scores and Percentile Ranks

Percentile Vertical Jump Pro-Agility 10-Yard Dash 40-Yard Dash

Rank Inches Seconds Seconds Seconds

99 27 < < 4.51 < 1.81 < 5.34

95 26.75 4.52 - 4.53 1.82 - 1.83 5.35 - 5.36

92.5 26.5 4.54 - 4.55 1.84 - 1.85 5.37 - 5.38

90 26.25 4.56 - 4.57 1.86 - 1.87 5.39 - 5.40

87.5 26 4.58 - 4.59 1.88 - 1.89 5.41 - 5.42

85 25.75 4.60 - 4.61 1.90 - 1.91 5.43 - 5.44

82.5 25.5 4.62 - 4.63 1.92 - 1.93 5.45 - 5.46

80 25.25 4.64 - 4.65 1.94 - 1.95 5.47 - 5.48

77.5 25 4.66 - 4.67 1.96 - 1.97 5.49 - 5.50

75 24.75 4.68 - 4.69 1.98 - 1.99 5.51 - 5.52

72.5 24.5 4.70 - 4.71 2.00 - 2.01 5.53 - 5.54

70 24.25 4.72 - 4.74 2.02 - 2.03 5.55 - 5.56

67.5 24 4.75 - 4.77 2.04 - 2.05 5.57 - 5.58

65 23.75 -23.5 4.78 - 4.80 2.06 - 2.07 5.59 - 5.60

62.5 23.25 - 23 4.81 - 4.83 2.08 - 2.09 5.61 - 5.62

60 22.75 -22.5 4.84 - 4.86 2.10 - 2.11 5.63 - 5.65

57.5 22.25 - 22 4.87 - 4.89 2.12 - 2.13 5.66 - 5.68

55 21.75 -21.5 4.90 - 4.92 2.14 - 2.16 5.69 - 5.71

52.5 21.25 - 21 4.93 - 4.96 2.17 - 2.19 5.72 - 5.74

50 20.75 -20.5 4.97 - 5.01 2.20 - 2.22 5.75 - 5.77

47.5 20.25 - 20 5.02 - 5.05 2.23 - 2.25 5.78 - 5.80

45 19.75 -19.5 5.06 - 5.08 2.26 - 2.28 5.81 - 5.83

42.5 19.25 - 19 5.09 - 5.11 2.29 - 2.30 5.84 - 5.86

40 18.75 -18.5 5.12 - 5.14 2.31 - 2.32 5.87 - 5.89

37.5 18.25 - 18 5.15 - 5.17 2.33 - 2.34 5.90 - 5.91

35 17.75 -17.5 5.18 - 5.20 2.35 - 2.36 5.92 - 5.93

32.5 17.25 5.21 - 5.23 2.37 - 2.38 5.94 - 5.95

30 17 5.24 - 5.26 2.39 - 2.40 5.96 - 5.97

27.5 16.75 5.27 - 5.28 2.41 - 2.42 5.98 - 5.99

25 16.5 5.29 - 5.30 2.43 - 2.44 6.00 - 6.01

22.5 16.25 5.31 - 5.32 2.45 - 2.46 6.02 - 6.03

20 16 5.33 - 5.34 2.47 - 2.48 6.04 - 6.05

17.5 15.75 5.35 - 5.36 2.49 - 2.50 6.06 - 6.07

15 15.5 5.37 - 5.38 2.51 - 2.52 6.08 - 6.09

12.5 15.25 5.39 - 5.40 2.53 - 2.54 6.10 - 6.11

10 15 5.41 - 5.42 2.55 - 2.56 6.12 - 6.13

7.5 14.75 5.43 - 5.44 2.57 - 2.58 6.14 - 6.15

5 14.5 5.45 - 5.46 2.59 - 2.60 6.16 - 6.17

2.5 < 14.25 5.47 < 2.61 < 6.18 <

19 Year Old - Elite Female AthletesPerformance Scores and Percentile Ranks


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coach of her athletic ability. With this information, that athlete could potentially go from a back-up

to a starter. Identifying the athletic potential of athletes is a secret weapon for strength coaches.

Table 4 allows coaches to see where the athlete ranks on a larger scale. This athlete could be the star

athlete at his school, but when his test results are compared to the elite norms of his age group, he

looks much more average. This is not in any way to degrade the athlete, but to show him theimportance of the need to train and improve performance each year. The chart will help to motivate

the athlete. If an athlete sees that he ranks 54%, he will realize that he must work really hard to

improve so he can compete at a higher level.

From the percentile ranking, coaches can also determine athlete’s strengths and weaknesses. For

example an athlete scores in the 40th percentile in the pro-agility run, and therefore, it is clear that

he needs to improve his ability to change direction. Knowing this weakness, coaches need to

incorporate exercises when he is designing the program that will allow the athlete to improve his

cutting ability.

Another advantage of the percentile rank by age charts is that the data of each chart improves with

each age. If an 18 year-old male jumps 34.25 in. for his vertical jumps, he is in the 99th percentile

rank. However, if he does not improve and jumps 34.25 in. when he is 19, then he will only be in the

80th percentile. This reinforces the fact that the athlete must keep training and improving to stay at

the top of his competition.

To summarize, the NSCA percentile rank by age chart helps coaches identify athletic talent, gauge

where athletes stand on a bigger level, identify strengths and weaknesses, and aid in motivating the

athletes to accomplish their training goals. The charts are a very effective tool in evaluating the

athletic performance of athletes.

Baseline test evaluation

Table 5 provides an example of an athlete’s history of baseline tests. It is clear from the second row

that something was not right when the athlete tested. When comparing the right and left test scores,

there is a drastic difference. At this point the athlete should be evaluated by the athletic trainers.

After evaluation, it is found that the athlete suffered a high ankle sprain and needs to undergo

treatment and rehabilitation for his left foot. After he undergoes his treatment, he must undergo his

baseline testing again to determine if he can start working out again. From looking at the third row,

it can be concluded that the athlete recovered from his injury and is now safe to return to practice.

Table 5. Baseline Testing


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Evaluating Athletes in Different Energy Systems

Figure 4 provides an example of both a pre-test and a post-test evaluation for a 19 year-old male

baseball player who is also an incoming freshman. According to Table 2, baseball players are

supplied with 80% of energy from the ATP-PC system and anaerobic glycolysis, 15% of energy

from anaerobic glycolysis and aerobic systems, and 5% from strictly aerobic systems. Therefore, theNSCA suggests that the athlete undergo all three performance tests, baseline testing and the 300-

yard shuttle run as the recommended tests for anaerobic capacity. Note that since baseball players

only use 5% of their aerobic systems, there is no need to test their aerobic capacity.

Figure 4. Anaerobic Sport Evaluation Profile


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In this example, the athlete reports for school in early August and initially undergoes performance,

baseline, and anaerobic capacity testing. Notice that the athlete does not strength test until October.

This is because if the coach has not seen the athlete lift before, there is no need to see how much

weight he can lift when the technique is not sound. The strength and conditioning coach in this

particular example should teach the athlete proper technique and then strength test him at the end

of each lifting phase.

The numbers in orange are the athlete’s pre-test results. Once all of the test data is recorded, it is

graphed on the athlete’s evaluation form by using the NSCA’s percentile rank by age charts to

correctly identify the athlete’s percentile rank based off of his performance test scores. After the

three performance test percentile ranks are recorded separately, the three ranks are averaged and the

result is the athlete’s average percentile rank (which in this example is 49%).

The 40-yard dash is recorded in the pre-test because this is the off-season training phase for baseball.

The athlete’s 300-yard shuttle run is circled in blue because it is does not meet the minimum

requirements for baseball. By recording, calculating, and graphing all of this data, the coach

establishes:

Where the athlete is starting from

This specific athlete is performing at an average performance level of 49%

According to the Table 1, the athlete’s anaerobic capacity (63.5) is slightly below where it

should be (56.7 – 62)

The athlete’s weaknesses are change of direction and anaerobic capacity, and the athlete is

stronger in power and acceleration

Areas that need to be addressed in the athlete’s training program are strength, power, agility,

and high-intensity anaerobic training

All of the previous information can be determined by simply mapping the athlete’s test results on an

evaluation profile. This data also helps motivate the athlete to set and achieve reasonable goals by

the next testing session. By physically seeing where he ranks, the athlete will be encouraged to

improve. If the coach successfully uses the data from the evaluation profile in designing this specific

athlete’s program, the athlete should improve his performance scores (especially agility), increase

lean muscle mass, and improve in his anaerobic capacity.

After the athlete completes a pre-test, he goes through his training program. Upon completion of

the program, he then completes a post-test. His results are graphed on the same evaluation form as

the pre-test so the results of both testing sessions can be compared. From the post-test evaluation,

the coach can determine that in between pre-testing and post-testing:

This specific athlete gained 6 lb of lean muscle

This specific athlete increased his average percentile rank by 7%

This specific athlete improved his ability to generate power, change direction, and accelerate


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The strength and conditioning program was effective and improved the performance of this

specific athlete

This specific athlete improved his anaerobic capacity from a score that was below his

recommended level of 63.5 for his sport to a level that is acceptable (i.e., 61).

The data that used as the athlete’s post-test information should also serve as the pre-test data for his

next training phase. The coach can still take the post-test data and use it to assess the status of the

athlete, his strengths and weaknesses, and what type of training the athlete needs to do for the next

phase of lifting and conditioning. Even though the athlete has improved his performance, he still

has an average percentile rank of 56% so he needs to continue to improve, especially in his agility.

The evaluation form allows the coach to use testing information to keep the athlete motivated to

continually improve.

Even though this specific example was for an individual baseball player, coaches should also keep an

evaluation profile for the entire team so team progress can be monitored as well. The only differencefor the team evaluation profile would be that the coach inserts the team averages in the appropriate

places for body composition, performance testing, average percentile rank, anaerobic capacity and

strength testing. This is important so the coach can identify strengths, weaknesses, and overall

progress of the entire team.

Figure 5. Intermittent Sport Evaluation Profile


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Figure 5 is an example of both a pre-test and a post-test evaluation for a 19 year-old female soccer

player who is also an incoming freshman. According to Table 1, female soccer players are supplied

with 60% of their energy from the ATP-PC system and anaerobic glycolysis, 20% of their energy

from anaerobic glycolysis and aerobic systems, and 20% of their energy f

boyd epley testing and evaluation mod 1

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