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cN=^Hc?y$#Ј`@ubXt;rzޢgd ?xL"+dk)P_Jw';rp'N)RgHg^pz\/d#׏ZArbzw 2?¦҆[=2dYWvL C@A͸$w&=m24cA[vF@أ^~F#HfcQ}Z+YN[\i-3E"\uQdNgb[׵(lAS}1 ж-P]* n3ښ3άg_:ސv$f8gNltp9 .FT)֚ ;ul}^pp M=3 cEKP9ғhv2O S㓌(E8v4 } ( ⪘9֣YB֪sLFi!X`gȹ#m4uP\r68ŏJxqBJޕbS~9DXoSSED*x~(GM_QEIݩ_P NQS@;*EJ( ShTQE Ey>~5N^(@WES; About 60% of power lifters have the thumb in back while 40% of power-lifters prefer their thumbs around the bar.&nbsp; Both styles are acceptable, but I prefer to coach my athletes with their thumbs in back of the bar.&nbsp; I feel this style is superior as it tends to prevent slippage of the bar.&nbsp; Sometimes athletes will have a problem in keeping the bar on the shoulders.&nbsp; Sometimes the bar will actually slip off the shoulders and slip down the back.&nbsp; The bar seems to be more secure with the thumbs in back; but if an athlete, after trying both styles, really prefers to have his thumbs around, I don't object.</P> <P align=left>The second grip guideline to consider is the width of the athlete's grip.&nbsp; This is another one of those secrets which can give youto teaching high school teachers and coaches the values of this program, our student athletes would not have enjoyed the success that they now have.</P> <P><STRONG>EDITOR'S NOTE:</STRONG></P> <P><STRONG>Lon Carter has taught physical education and coached for 31 years, five of which were in the state of Wyoming.&nbsp; The remainder have been at Capital High School in Helena, Montana.&nbsp; He has been a head basketball coach, coached football and track.&nbsp; He has a Bachelor of Science degree from Eastern Montana College (1964) and a Masters of Education from Uiversity of Wyoming (1967).&nbs; He has been teaching at Cans when we retest?&nbsp; You guessed it.&nbsp; Nine out of ten make significant improvements.&nbsp; </DIV> <DIV align=left>&nbsp;</DIV> <DIV align=left>I know there are some strength and conditioning coaches who believe plyometrics are a waste of time.&nbsp; Those coaches and athletes who go through a Box Jumping routine at a BFS Clinic would be amused at such a philosophy.</DIV> <DIV align=left>&nbsp;</DIV> <DIV align=center><STRONG>IV.&nbsp;MEASUREMENT:</STRONG>&nbsp;</DIV> <DIV align=center>&nbsp;</DIV> <DIV align=left>I believe in measuring the Vertical Jump and Standing Long Jump once or twice a month.&nbsp; This is especially true at the high school level.&nbsp; I have two reasons:&nbsp; First, is that sheer practice will help an athlete learn jumping skills.&nbsp; Second, an athlete needs to have this feed back for motivation.&nbsp; If he/she is working hard on strength, flexibility and ploymetric drills, frequent feedback will demonstrate that all the hard work is paying off.&nbsp; A jump increase of one or two inches can be rejuvenating and keep your championship vision alive.&nbsp; </DIV> <DIV align=left>&nbsp;</DIV> <DIV align=left>I highly recommend our "Just Jump and Run".&nbsp; You can get a highly accurate Vrtical Jump measurement about once every five seconds.&nbsp; All you have to do is read the result.&nbsp; Kids can even test kids.&nbsp; The "Just Jump and Run" can certainly stimulate a lot of interest in jumping and it's a whole lot of fun.</DIV> <DIV align=left><STRONG>&nbsp;</STRONG></DIV> <DIV align=left>&nbsp;</DIV> <DIV align=left>&nbsp;</DIV>finals of the Olympic Games, but paradoxically, she is just too fast for her event. <br> You can run only as fast as your technique will allow, says Freeman's coach, Beverly Kearney.  Hurdling is a more technical vent than sprinting, and Michelle's speed makes it even more difficult for her because there's only so fast you can go between barriers. Michelle is really explosive, and sometimes her competitiveness gets the best of her and as a result she doesn't execute technically as well and the speed takes over. <br>An example of what Coach Kearney