"All great runners learn to relax with speed!" Once said by Sebastian Coe, the 1981 world record holder in the mile (3:47.30) and the 1984 Olympic 1500 M winner, it shows the key to getting comfortable a a fast pace.
The ability to push hard when tired is based on progressing patiently and finishing fast. The hardest part of the progression is not the last lap, but the next to last lap. It is usually easier to push the last lap because you realize there's no reason to save. 1500 M runners particularly need to develop the ability to relax while pushing their pace into the next-to-last lap. This push will set up the last lap which you can finish with strength and speed.
Remember, it is not necessarily the "fastest runner" in the last lap that is crossing the finish line first, but the one who at that point is running the most economically! It is how efficiently your body is using oxygen at that last lap that will determine your speed. It is sort of like a car's economy. The less oxygen or energy you need to run at a certain pace, the longer you can go without ending up (to steal a line) "gassed".
2/3/09 -- Track and field athletes in the US high school Class of 2009 start signing college scholarship offers tomorrow.
To help younger athletes who are interested in the “next level” of competition and an athletic scholarship, we will be doing a series of articles for the college bound student athlete. Now is the time for the Class of 2010 to be working toward next year's signing period. The series starts with this overview and will be followed by more specific topics. The road to college athletics is filled with many do’s and don’ts. We hope to make things easier by explaining the process and pointing to the right place for direction.
How Does It Work? Control and management of intercollegiate athletes is divided between athletic associations and colleges. The athletic associations are made up of colleges that agree to follow the mission, rules and regulations of the association. In this process, athletic associations govern athletic entry and play while colleges govern admissions, and, of course, academic programs. In practical terms, that means that an athlete must be certified eligible to participate in college sports by an association, and be accepted for admission by a college or university. Meeting association eligibility requirements does not meet college admissions. The college awards athletic scholarships, not the athletic association.
The Process Both the college and the association establish requirements and rules for entry. It may differ from one association to another, but basically, students must meet such requirements as:
Graduate from high school,
Meet core course requirements,
Achieve a certain level on the Standard Achievement Test (SAT) or the AmericanCollege Test ( ACT) and
In some cases, achieve a specific grade point average.
Because there is such an emphasis on 4-year academic achievement, preparation should start in the freshmen year. At the same time as preparation in the academic area, students must achieve on the track or field. By the senior year in high school, students are courted by college coaches. (There are rules about that process too. We’ll deal with that later.) And, in the senior year, students start seeking admission, to colleges of interest for both academics and sports. After calls, visits and conversations, college coaches select potential recruits and make offers. Once the student agrees to an offer, a National Letter of Intent is signed during the approved signing periods. The Letter of Intent acknowledges the offer and commits the student to attend the college for one year. (Even though the Letter of Intent is for one year, colleges generally renew each year.) Once the Letter of Intent is signed, other colleges may not contact the student.
It’s always important to remember that both athletic and academic success contribute to earning financial assistance. Many college athletic programs work with college admissions to develop aid packages for athletes that combine athletic scholarships with other forms of financial assistance, such as academic scholarships, student loans and work study.
The Associations. When thinking about college athletics, most people think National Collegiate Athletic Association (NCAA). But the NCAA is one of many associations, each with its own purpose, rules, and requirements. The three most known associations are: NCAA, the National Association of Intercollegiate Athletics (NAIA) and the National Junior College Athletic Association (NJCAA).
The NCAA The NCAA is the largest association. Many sports fans are all too well familiar with NCAA bowl games and March Madness. The NCAA has 1,051 member organizations grouped into divisions: Division I with 331 members, Division II with 291 members and Division III with 429 members. Student athletic eligibility requirements are different for each division. To learn the differences among the divisions including the number of sports that must be available to both men and women and what division teams they play. See: http://www.ncaa.org/wps/ncaa?ContentID=418 for more specifics. To learn what schools are members of the NCAA go to: NCAA
There are three major NCAA eligibility requirements : graduation from high school, successful completion of NCAA approved core courses, acceptable grade point average in core courses and meeting the sliding scale requirements for the grade point average and Standard Achievement Test (SAT) or American College Test (ACT). Specific requirements are different among the three divisions.
The NCAAEligibilityCenter manages the process for prospective student eligibility including the National Letter of Intent. High School students interested in competing in athletics must register with the NCAAEligibilityCenter. For more information see NCAA Eligibility Requirements.
While at the NCAA site, check out the 2008-09 Guide for the College Bound Student. This is a must have for learning and understanding the NCAA requirements. It can be viewed or downloaded on the website or requested in hard copy by calling 1-800-638-3731.
The NCAA and the NCAA Letter of Intent The NCAA Eligibility Center defines the Letter of Intent as a “binding agreement between a prospective student-athlete and an institution in which the institution agrees to provide a prospective student-athlete who is admitted to the institution and is eligible for financial aid under NCAA rules athletics aid for one academic year in exchange for the prospect's agreement to attend the institution for one academic year.” Neither the student nor the educational institution is required to sign a Letter of Intent. But the Letter of Intent helps to solidify the agreement between the parties, and a signed letter of intent ends recruitment by other colleges. The NCAA specifies time periods when the Letter of Intent can be signed; for the Class of 2009, the period runs from February 4 to August 1. For more information, see Letter of Intent web page.
Many colleges awarding athletic scholarships do not participate in the National Letter of Intent (NLI) process. While most of the NCAA members (610) are also members of the NLI, some are not. Ivy League, Military Service Academies, Division III Institutions are not members of the NLI. Other organizations not part of NLI are NAIA colleges, preparatory schools and junior colleges.
The NAIA The National Association of Intercollegiate Athletics or the NAIA has nearly 300 member organizations in the United States and Canada. The mission of the NAIA is to “promote the education and development of well-rounded students and productive citizens through intercollegiate athletics.” There is one athlete division for all sports except basketball which has two divisions. Many, but not all of the member colleges, are small private institutions with religious affiliation. While the NAIA members offer athletic scholarships, there are very few full athlete scholarships. Most NAIA members offer combinations of athletic and academic scholarships and other financial aid. See NAIA Members for more information.
Eligibility requirements for participation in the NAIA include graduation from high school and 1) minimum score on the ACT or SAT, 2) acceptable high school grade point average, and 3) graduate in the upper half of the student athlete’s high school graduating class. For more specifics and interpretation of the eligibility requirements see the NAIA A Guide for the College Bound Student-Athlete. It should be noted that the NAIA eligibility criteria is less restrictive than the NCAA and the colleges have more open entrance requirements.
The NJCAA
The National Junior College Athletic Association or the NJCAA has more than 500 member organizations in the United States divided into three athletic divisions. Its mission is to promote and foster junior college athletics on intersectional and national levels so that results will be consistent with the total educational program of its members.” The NJCCA has four provisions for eligibility including graduation from high school or General Education diploma and/or other factors that need to be considered. See 2008-2009 Eligibility Rules Pamphlet Section 4.
The NJCAA offers financial assistance and scholarships. Many student athletes who don’t have grades or test scores high enough to meet the NCAA requirements, start their college career at the junior college level where they can improve their academic standing while continuing to compete athletically. There are specific requirements for this move and can be found on the NCAA website.
How Many Scholarships are out There? The answer is complicated and depends on the following factors: number of scholarships available and/or allowed, funds available, the number of scholarships which roll over each year, the number that become available through graduation or drop out, and the number of suitable and available athletes.
Some figures. The NCAA members determine the number of scholarships awarded up to the limit allowed by the NCAA. For each Division I track and field program, the NCAA allows 18 scholarships for women and 12.6 for men. For Division II the numbers are 12.6 for both women and men. (Cross Country and Track and Field are considered as one sport.) Division III programs offer only academic scholarships and other financial aid which may be awarded to athletes.
The followed NCAA chart shows how many colleges in the NCAA have cross country and/or track and field programs:
Sport
Div I Men
Div I Women
Div II Men
Div II Women
Div III Men
Div III Women
Cross Country
301
327
241
270
372
393
Indoor Track
243
294
113
128
225
231
Outdoor Track
269
307
162
174
267
274
The NAIA has 300 members, the number of scholarships is determined by the college. As noted above, the NAIA generally provides athletes with financial assistance through a variety of resources.
Within the 500 NJCAA membership, each institution sets the number of scholarships it offers up to the NJCAA limit of 10 combined men and women for cross country and 20 combined men and women for track and field.
It may be tempting to add up all of the numbers and arrive at a yearly figure. However, that would be very misleading. There are several factors involved in determining the number of scholarships available each year:
Funds available -- This may fluctuate from year to year at each college. Money for college sports, including scholarships, comes from a variety of sources raised by the college, the association and college support groups such as booster clubs and alumni groups. Sports programs within a college compete for the money. Usually, the majority of funds go to such sports as football. Sometimes, colleges don't award the maximums because the college does not have enough money.
Needs of the team -- A college's need in a given year depends on the number of athletes already on scholarship and events already covered. For example, a college is not likely to recruit a distance runner if it needs a jumper.
·Title IX of the Civil Rights Law -- Title IX prohibits exclusion from participation in sports based on gender. Efforts to make sure that women have equal opportunity to participate in sports affects the number of scholarships, and the number of sports offered at colleges. To keep the balance between the budget and Title IX compliance, some colleges: (1) limit the number of scholarships for both men and women, (2) limit scholarships for men, (3) drop some sports altogether, or (4) drop a men's program in a sport. Title IX applies to all athletic associations.
·Partial Scholarships -- Athletic scholarships can be split among more than one athlete. For example, if a scholarship at an NCAA college is worth $12,000, the college could award 12 partial scholarships of $1,000 each. The NJCAA, however, limits the number of scholarships to 20 athletes total.
·Academic Scholarships -- Athletes may be on athletic or academic scholarship or a combination of the two. In the NCAA, regardless of the kind of scholarship, an athlete on scholarship is counted against the NCAA team scholarship limits.
Walk Ons -- College students are permitted to "walk on" the team. "Walk On" athletes participate in track & field for the love of the sport while paying for college with private funds or other kinds of financial assistance. "Walk On" may sometimes earn a scholarship after the first year.
So the answer to how many is--many; but for the exact total, it depends. How many high school athletes earn athletic scholarships? Very few when compared to the number of graduating athletes. Athletic scholarships are limited. Using the NCAA figures above, for Outdoor Track and Field in Divisions I and II, there were 431 programs for men and 481 for women. That would mean a maximum of 5,430 athletic scholarships available for men and 8,658 athletic scholarships available for women. So that is a little more than 14,088 potential college scholarship slots. Yet, there are more than 1,500,000 athletes on high school cross country and track teams during 2006-07.* Some percentage of the 1,500,000 are seniors and of those a smaller percentage are interested and talented enough for a scholarship. Still, the number seeking a scholarship is far greater than scholarships available.
According to NCAA recent statistics, about 2 percent of high school athletes are awarded athletics scholarships to compete in college. So individuals and families seeking athletic scholarships must be realistic about their chances. But it is also important to keep in mind that it is very possible to couple an athletic scholarship with an academic scholarship.
* Figures from the National Federation of High School Athletic Associations
Next Steps. Although athletic scholarships are limited, high school athletes should not be discouraged easily. Instead, athletes should be motivated to earning one of those limited scholarships on a college team. Now, armed with the basics, it’s time to begin. For each year of high school there are steps to take toward participating on that college cross country and/or track
Recently I read a good article that helps a runner push beyond their normal endurance threshold. How do we go further-faster when we seem 'spent'? It has got to be that dreaded "lactic acid"! Most lactic acid is quickly removed after exercise, and it isn't to blame for postrace soreness or muscle fatigue. It actually contains an important fuel source for high-intensity running. With the right training, we can delay the onset of lactic acid accumulation, and improve our body's capacity to use it for fuel. Lactic acid is a byproduct that's created when we burn glycogen without oxygen as we run. In the blood, it breaks down into lactate and hydrogen ions. It's those hydrogen ions that cause all the trouble. When hydrogen ions accumulate, it becomes difficult for the muscles to contract. That makes running feel more strenuous, and causes that distinct burning sensation we feel after a challenging workout. We can prepare the body by running beyond our lactate threshold-the intensity at which lactic acid begins to accumulate in our blood. This also trains the body to become better at using lactic acid as a fuel. By running beyond your lactic-acid threshold with the workouts below, you train your body to more efficiently process it into a fuel, and at the same time, improve your capacity to buffer those hydrogen ions. All of which will help you run FASTER, LONGER. Try one of these types of workouts every other week instead of interval training. (Ex. 4 x 600 - 4 minute recovery)
If you are a runner and participated in a race, you have by now discovered the importance of pacing. Usually it's learned the hard way. You start out too fast and end up wheezing, staggering and praying for the finish line. Sound familiar? So you learn and hold back in the beginning making it to the finish line without vomiting. WOW! I have arrived! So you become a good conservative runner finishing barely breathing hard. Now what do I do? Perfecting your pace can be a tricky, but important art. A clock is important to most of us as runners, but inevitably we run more by "feel". We decide to speed up, slow down, or hold steady based on how much 'discomfort' we can manage. Your brain reads whats going on in your cells and tissues and uses that information to get you into a rhythm as you settle into a pace. Learning how these internal sensors work is the key to developing a better pace. Feelings of fatigue are often just in our head. Our bodies have much more in reserve than our head is telling us. We have to train our mind! Our bodies naturally protect us by anticipating the finish in order to keep us from reaching a failure point before we finish. Our brain receives signals from the body and checks in with all the necessary systems asking, "do we have what we need to perform at this level"? Then your mind adjusts the body accordingly. So how can we prevent the brain from hitting the brakes prematurely? Experience, experience, experience!!! The more your experience fatigue, the more your body becomes in tune with its limits. This is best done by training at race pace periodically. Negative-split training is a good simulation of this conditioning. Running the second half of your workout faster than the first half will train you to override your mind when it tries to slow you down. This will enable you to say "no" to what your mind is trying to tell you from the signals your body is sending. Learn to read these signals and override them by pushing through to the finish. So when you hear the coach yelling "push", set your mind on the finish line and you can slow down when you finish :)
"Simulator runs" train your body and mind for race success! When you step up to the start line, do you know what you're getting into? If you have put in the time in critical workouts that mimic the pace, terrain, and conditions of the upcoming race, you DO! Here are some suggestions. 1-Try to schedule your simulator runs two to four weeks before your actual race. 2-Do the run on a surface that is as close to possible to the actual race course. 3-Start your run at the same time that the actual race will be run. 4-Visualize the parts of the course in your mind as you run; forming strategies for each section. 5-Keep on your race pace during this run. This may seem tough to do, but don't let that worry you. On race day it will pay off dividends in that you will feel even stronger.
It seems that coaching ‘now’ and ‘back in the day’ has undergone some changes over the last 50 years for coaches as well as athletes; particularly in track [XC].I have noticed the good and bad coaching changes have gotten a lot clearer after I became a parent.Consequently, I believe that an old coach from Texas put it best, “that the three best qualifications for any coach are children of their own, a sense of humor, and a spiritual side”.
“Back in the day” many coaches had a ‘pick’em up and lay’em down attitude; like a “drill sergeant” approach.The belief was that an athlete had a “God-given” talent and little could be done to improve it.Sadly, along with that belief came the idea that injuries were just “part of the game”.As a result, what you found was that ‘bored’ athletes just “acted up”.
“Acting up” is seldom a problem when coaches are disappointed FOR athletes instead of IN them when goals are not reached.Does this mean coaches should not maintain discipline, eliminate bad habits and improve attitudes?Certainly NOT!Humor, rest, imagination, encouragement and rewards can all bring about desired results.The “key” is to get athletes to enjoy what they are doing; to compete with themselves as well as others.
Unfortunately, many coaches today do not take time to really understand the “why” of their coaching.Coaching any sport is not “a one size fits all” responsibility.Training reaches a point of diminishing returns if coaches don’t know where athletes are before they start and when they get there [conditioned].“Coaching is teaching and if it is done right will gain immortality.”Some of the best coaches I have learned from are dead, but live on through the lives they touched.Most everything I know about coaching I learned from someone who was willing to invest in me what they knew; not just fill a position.
Things are different for distance runners. Among their various eccentricities, they refuse to measure life in months or years. Rather, a runner's existence is noted in mile runs, weekend races, and bouts of tendinitis. There is only the simply process of wearing down the treads of countless pairs of shoes with hour after hour of perennial motion. They see life differently on foot without the ens of a car window. Like life, racing itself is almost totally unpredictable and rarely follows a script, no matter how well you plan. Does going out too fast in the first mile(s) because you're over excited and hyped up, sound familiar? What about feeling fatigued early in a race? How about having to decide whether to stick with a competitor or let them go and hope they come back later in the race? How do you react to these race situations? Do you react with calm, calculated reactions, or panic and fear? Your reactions to the ever changing environment of running, both before and during races, can have a huge impact on your race performance. When you react to any situation with panic or fear, your stress response kicks in. While runners need this response in optimal levels, an over heightened response can mean wasted energy and a compromised ability to make logical decisions. When things don't go as planned, both before and during a race, you need to be able to control your thinking in order to control your reaction to the situation. When something doesn't go as planned in your running try to simply look for alternative ways to deal with the challenge. If you get to a race later than expected getting angry and stressed is not going to give you more time to warm-up. Just tell yourself to be calm and plan your warm-up around the time you do have left. If you feel fatigued early in the race, don't panic with lots of negative thinking. Just remind yourself to relax, stay positive, and remember the sound preparation you have behind you. When you develop any running plan whether it be training, racing, diet or mental training, be sure to include many possible scenarios in the plan. A very important point to keep in mind for reducing anxiety and stress is to focus your attention only on things you can control.You can't control weather, other runners, or the number of hills on the course.You can control YOUR RACE! So, run it!
