Sentences with phrase «conditioning training until»

This approach will seem counter to established norms for strength & conditioning training until well into the strength building phase where the athlete has the capacity for more reps and greater overall strength, flexibility and faster recovery.

Not exact matches

I want to know where is the training and conditioning of a culture that doesn't question until * after * damage is done.

An Australian study published in the Journal of Strength and Conditioning Research showed that when weight - trained subjects performed incline bench presses, the muscle activity of their upper pecs was only around 5 % greater than the upper pec activity during a flat bench press, which is kind of a shocking discovery considering the status that the incline bench press has enjoyed up until now.

Whether it's other coaches or inspirational stories of people who train using the same philosophy as you, show these clients that successful people don't always train until failure, yet continue to add strength and conditioning and achieve fat loss.

In that case, it is best you stop training until you recover completely, since running through these conditions can only make them worse.

My tennis based strength and conditioning continued off and on for years up until 2008, which was when I really began to incorporate in the one - on - one and small group personal training component into my teachings.

I was trained and certified in another training method until I discovered the world of operant conditioning or clicker training.

To get a certain behavior from a dog consistently despite where you are or the specifics of what you're asking takes training the dog for that behavior in a wide variety of settings, under a wide variety of conditions, so your dog knows that «sit» doesn't just mean «that movement I do right before I'm about to get a leash put on» but rather means «put my rump on the ground no matter where I am or what is happening and keep it there until told otherwise.»

When quality is discussed, it is typically measured by two dimensions: (1) process variables (e.g., the nature of children's interactions with adult caregivers) and (2) structural variables (e.g., the characteristics that can be regulated by policy and that create beneficial conditions for children's development, including adult: child ratios, group size, and teacher training).1, 2 In discussions of quality, curriculum — or the content of what is taught to children — has not been the focal point until recently.