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X{ȸQG;#I,+Ğ5&VSBI 6/Bpƀ;h@Hbg+e`r@쥥6Eh8ٹEh?;8~&ػ*23@vz*̓<n>qAp ZKA!oOά߂}k?uGM> nI.s1wg=h`-ʽ8^Jtbw )GO7^I'\?Xb|/ ~/]IHp`:9#ufqr?*luâ,:~8' k^,B1q5>F 븏Z5,A$~:!|xǶjB=8gSqc'pLc ֱ}T(x:5F H ;1j$֥[US)8OiJiq;up"aY2-fBԏyr H'^ѥQm'VG J.7 G;@p M4Q9`=t_\UYᱸWRX,OBU3sı28aqMJ8VTn0ѫac÷2OFnY11kQ-P 7NUnW / qV_`M m; Zw7K;HB~w1DX3:u Rʼn#8`Ztbk =3V+T:oC i.\PTQH/n3`3QG(ZK>XSVb9$?Š+BQ*9\tVRue 8Pq)$pk\: ( % JחMQE+bKy`zS\s3E !3NX،gr0O)YĜSe"m㠢1Fg sw (7QL'F *)dJI+FEə3<br>In addition to selecting the proper running distance, an important factor in getting the most out of sprint sled training is determining how much weight to use on the sled. Says Adams,  I vary the weight depending on the kind of feedback I want to give the athlete. If I want to force him into extension, I ll add a little more weight as this will create a longer ground contact time. <br><br>When Greco introduces sled training to his athletes, he doesn t use any additional weight.  At first I just an eleven rate. <br><br>ADDITIONAL GUIDELINES<br><br>There will be mistakes and problems with athletes during this eight-month period. There are definite rules on how to handle these situations with the most powerful motivational tool that has been presented. It is critical to remain focused on the goal while remaining positive.<br>HANDLING MISTAKES: When an athlete makes a mistake or does not fulfill his/her commitment to being an eleven, you cannot say,  Listen, you little tink. You better shape up or else. I m sick and tired of you screwing up. Don t react to a situation--Act. Act with a preplanned strategy. For example, my favorite to acknowledge an error in judgement is to say,  I thought you said that you wanted to be an eleven? Then pause.  What would an eleven do? Pause.  We need you with us. Can I count on you from now on? <br><br>This strategy corrects the situation with a positive resolve with the athlete to do better. Normally, athletes react with a lot of self guilt. No need to rub it in. Always leave the encounter showing that you care. A firm handshake and a smile is an eleven way to do it. <br><br>HANDLING CONTINUAL PROBLEMS: This can be a team ecision made at the same time as the goal. Just ask the team,  What if someone just won t be an eleven and is constantly making bad decisions. What if someone just doesn t care to give what it takes? As they are thinking about these questions, then ask,  Do you want me to handle them or do you want to try to handle them first? Usually, they will want to handle them. This strategy can develop strong leadership and even greater commitment.<br><br>I would recommend you have captains or senior leaders. Communicate on a regular basis. Ask,  How are we doing? Do you need any help? Always relate the positive things you see going on. <br><br>USE EXTRINSIC MOTIVATION: This will enhance and fortify the goal and the three steps. Always give praise. Say things like,  You know what you are? On a scale of one to ten, you are an eleven; or that was an eleven thing to do. The BFS Set-Rep System is a phenomenal way to use extrinsic motivation. First, all athletes break at least eight personal records per week. This is great by itself but you can also give awards for all kinds of things: most records broken, biggest gains, most improved, etc. Use t-shirts, caps or other things the kids can earn. However, as this is done, always refer back to the main goal. For example, say,  Because of your hard w