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Performing Marine Corps push-ups where you clap your hands, land, and then immediately perform another repetition is an example of shock training for the upper body. One of the characteristics of shock training is a brief transition phase, which is the pause that occurs immediately after the eccentric phase ends and before the concentric phase begins. Such dynamic activity is required to take advantage of two processes: 1) the reflex increase in muscle tension caused by the sudden impact stimulus, and 2) the release of elastic energy stored in the tendons and muscles developed during the eccentric phase energy that can be refocused to help an athlete jump higher and farther and run faster. As illustrated in Figure 1, a delay as long as .25 seconds would prevent the athlete from being able to use that energy, and the activity would have to be regarded as low- or medium-level plyometrics. Says Siff,  A useful visualization of shock training is to imagine that the surface being touched by the hands or feet during the plyometric contact phase is red hot, so that any prolonged contact would be dangerous. Verkhoshansky s research has revealed that shock training is the most effective type of plyometrics. In one 12-week study, Verkhoshansky divided track and field athletes into two groups. The first group performed 1472 low-and medium-level plyometric activities, including squats. The other group performed 475 jumps using the shock training method. Although the shock training group performed a third less work, these athletes showed greater imprvement in reactive ability than the group using traditional methods.<br>Again, this is why you should regard weight training (including the Olympic lifts) and most forms of commonly used plyometrics as valuable  readiness activities for shock training. <br><br>Shock training is a powerful tool for athletic training, but because it places such high levels of tension on the muscles and stress on the nervous system, it musttration tends to like to do one thing at a time.<br>BFS: Do you work with the regular faculty and the student body?<br>Brooks Certainly, and I try to be as assessable as possible. I get a lot of requests for individual programs, but sometimes I just have to tell them I m just too busy and can only give them general guidelines. But, at the same time, we also have physical education classes for the student body, from beginning to advanced, to help these individuals. <br><br>BFS: Do you work will all the varsity sports?<br>Brooks: I try, and I ve evn worked with JV and club sports. Also, I take a backup role with the football and lacrosse teams as they have their own primary strength coach. In fact, they use many aspects of the BFS program.<br><br>BFS: When you first came to Williams, were the students receptive to your training methods and how do they respond to what you are doing now?<br>Brooks: Most of the comments were positive about my changes right from the get-go. The students here are scholar-athletes and as such naturally want to not just what to do, but why they are doing it. If you can justify what you are doing and why this would best for them, that goes a long way. This includes my choices in equipment purchases and weightroom design.<br><br>BFS: Are the athletes working out at the same time as the regular student body?<br>Brooks: Yes  that s probably the hardest part of my job: to coordinate any kind