Five Human Kinetics books were recently selected for inclusion in the 2012 edition of Doody’s Core Titles (DCT). This annual list of more than 2,100 titles by more than 120 publishers helps medical, nursing, and allied health librarians around the world make book buying decisions for their libraries. Because fewer than 2% of professional-level health sciences titles in print are selected to appear in DCT, Human Kinetics is proud to contribute several core titles–products that represent essential knowledge needed by professionals or students in a given discipline and highly recommended for libraries serving health sciences specialists–to this exclusive list. The selected books were chosen by a group of 87 content specialists, most from academic medical centers, and 104 health sciences librarians.

Article source: http://www.humankinetics.com/news-and-excerpts/news-and-excerpts/hk-titles-selected-as-must-have-library-resources-for-2012

Before taking a nutritional supplement Cardwell advises assessing its potential value by asking nine vital questions.

1. Has there been any independent research on the supplement? Many supplements have not been researched in healthy athletes, or the research has been done only in-house and not independently assessed.
2. If research has been conducted, has it been published in an independent, peer-reviewed scientific journal? The marketing of some supplements relies on articles written about the product. “An article is not the same as research,” Cardwell says.
   “Before an article is published in scientific journals, experts in the field review it to make sure it is up to a high standard and conclusions are valid.”
3. Is the research relevant to athletes? Many supplement manufacturers cite research articles that are unrelated to the claims for the product. “One food bar claimed to assist body fat loss, yet none of the references cited to support its claim were about weight loss,” Cardwell explains. “If you can’t assess the research yourself, ask a sports dietitian or go to a reputable website for their opinion on the research.”
4. Is the supplement patented? If a product has been patented, then the patent holders usually do most of the research because they will directly benefit from future sales. “Truly independent research is rarely published in such circumstances,” Cardwell says.
5. Is the majority of research from one researcher or laboratory? The value of a supplement can be determined only if many researchers from different laboratories work independently to assess it under varying conditions. “This has been done, for example, in the case of creatine and sports drinks,” Cardwell notes.
6. Has the research been performed on athletes under normal training or competition condition? Just because a product has benefits for people with certain conditions such as heart disease or nutrition deficiency, it doesn’t follow that the same benefits hold for fit and healthy athletes.
7. Although there may be research suggesting a benefit of a supplement, is there any research showing ‘no effect’ or possible dangerous side effects of using the supplement? “If one research paper shows a positive effect, but 10 others show no effect, then it is disingenuous to mention the positive result and not to say that the balance of evidence is for no effect,” Cardwell says. 
8. Is the product suited to your sport and your level of training? “Taking supplemental creatine can benefit sprint and power athletes, but it is unlikely to benefit marathon runners,” Cardwell explains. “If research shows a positive effect for athletes, will you get the same benefit when training purely for health and fitness?”
9. Have other independent scientists, sports dietitians, sports institutes or sports medicine groups offered supporting comments about the supplement? Examine what organizations such as the International Society of Sports Nutrition, the National Sports Medicine Institute of the UK, the Australian Institute of Sport or Sports Dietitians Australia have to say about a supplement.

“Based on current knowledge, the best regimen for achieving optimal performance is to avoid excess body fat, drink plenty of fluids to avoid dehydration, eat enough carbohydrate to fuel your training program, eat adequate protein for muscle growth and repair, and eat for good health,” Cardwell says. “Most nutritional supplements do not enhance sports performance in well-nourished athletes.”

For more information, see Gold Medal Nutrition, 5th Edition.

Article source: http://www.humankinetics.com/news-and-excerpts/news-and-excerpts/nine-questions-every-athlete-should-ask-before-taking-a-supplement

Hand-putting is an effective method for learning to read greens. To hand-putt, bend down at various places on the practice green and roll the ball with your hand to different holes (figure 1.9). Notice how the ball tracks differently to the hole when you change speed and direction (pace and line).

Next, from one position and using one hole, hand-putt the ball, changing the pace and line to determine which target line and pace offers the best chance for getting the ball into the hole. Select a hole that provides a moderate amount of break between you and the hole. You should be at least 10 feet from the hole. Hand-putt 10 balls.

Repeat the drill, hand-putting so the ball just drops into the hole. When you successfully handputt the ball into the hole, select a new hole.

To Decrease Difficulty
• Hand-putt from a distance of 5 feet (1.5 meters) or less.
• Hand-putt on a flat surface, concentrating only on the pace of the putt.

To Increase Difficulty
• Use a hole with a large amount of break between you and the ball.
• Select a hole that has both a right-to-left break and left-to-right break as the ball approaches the hole.
• Use a putter instead of your hand.
• Set up croquet hoops on the putting green and play croquet using a golf ball and a putter.

Success Check
• Putt with sufficient pace so that the ball either drops into the hole or stops within 3 feet of the hole.
• You should be able to see which direction the ball breaks as it approaches the hole.

Score Your Success
Based on the second part of the drill, give yourself 1 point if the ball stops within 2 feet of the hole and 3 points if the ball is holed.

Article source: http://www.humankinetics.com/news-and-excerpts/news-and-excerpts/-strategic-putting-drill---hand-putting

As a powerlifter, you must become familiar with the equipment and rules for the organization in which you lift. If you are planning to lift in more than one organization, make sure you are familiar with each organization’s rules because there is a good chance that there are differences.

The rules you are about to read apply to lifters who lift in the United States of America Powerlifting (USAPL). The following rules meet the guidelines associated with the International Powerlifting Federation (IPF) and International World Games (IWG).

Lifting Suit

• A full-length, one-piece lifting suit must be worn during competition.
• The squat suit must be made of a single-ply stretch material without any patches or padding.
• When attempting a squat, straps must be over the lifter’s shoulders at all times.
• The suit can be of any color or colors.
• Squat suit seams and hems cannot exceed 3 centimeters (1.18 in) wide and 0.5 centimeters (0.19 in) thick.
• Seams used for protection or strengthening may be a maximum of 2 centimeters (0.78 in) wide and 0.8 centimeters (0.31 in) thick.
• The leg length of the suit may be cut a maximum of 15 centimeters (5.9 in) and a minimum of 3 centimeters (1.18 in). Measurements are taken from the crotch down the inside leg.

T-Shirt

• You are required to wear a shirt while performing the squat.
• You can wear a T-shirt of any color or colors.
• Your shirt cannot be made of rubberized or stretch material.
• Your shirt cannot have pockets, buttons, zippers, collars, or a V-neck.
• Your shirt cannot have reinforced seams.
• The shirt must be made of cotton or polyester or a combination of the two.
• Shirt sleeves cannot come past the elbows or over the top of the deltoids. Sleeves cannot be rolled up to the deltoids.
• The T-shirt cannot be worn inside out.

Footwear

• When lifting on the platform, you must wear some type of footwear, either in a tennis shoe or boot form.
• Shoes with cleats or spikes are not allowed.
• The bottom of the shoe should be no higher than 5 centimeters (1.9 in).
• The bottom of the shoe must be uniform on both sides.
• You may wear sports shoes, sports boots, weightlifting or powerlifting boots, or deadlifting slippers with a patterned molding.

Socks

• Socks must be clean.
• Socks can be of any color or colors with a manufacturer’s logo.
• Socks cannot be so long that they come in contact with your knee wraps or cover your knees.
• You may not wear full-leg stockings, tights, or hose.

Knee Wraps

• Knee wraps keep the ligaments warm and help you out of the bottom of the squat.
• Knee wraps cannot exceed 2 meters (78 in) in length and 8 centimeters (3.14 in) in width.
• Knee wraps cannot extend beyond 15 centimeters (5.78 in) for a total of 30 centimeters (11.81 in) from the center of the knee joint.
• Knee wraps cannot be in contact with your lifting suit or socks.

You can wrap your knees in one of two ways. You can start from the top or the bottom of your knee and work the wraps completely around the knee or you can wrap around your knee once, then crisscross the wrap around once and finish by working the wrap around your knee. Regardless of which option you choose, make sure the wraps are tight and you are comfortable with them. If you like your knees wrapped very tightly, it is better to have your coach or handler wrap them as he will be able to wrap your knees much tighter.

Wrist Wraps

• Wrist wraps help keep the wrists stabilized.
• Wrist wraps cannot exceed 1 meter (39 in) in length and 8 centimeters (3.14 in) in width.
• A loop may be attached to the wraps for securing but cannot be worn over the thumb or fingers when lifting.
• Wrist wraps with hook-and-loop patches or tabs for securing must be no more than 1 meter (39 in) long.
• Wrist wraps cannot extend beyond 10 centimeters (3.9 in) above or 2 centimeters (0.78 in) below the center of your wrist, not totaling over 12 centimeters (4.72 in).
• A standard commercial sweat band can be worn, provided it does not exceed 12 centimeters (4.72 in) in width.

Powerlifting Belt

• A belt helps stabilize the torso and keep you upright during your lift.
• The belt must be made of leather, suede, or other nonstretch material either glued or stitched together.
• The belt cannot have extra padding, braces, or supports either on the surface or laminated in the belt.
• The belt buckle can have one or two prongs or a quick release such as the lever belt.
• On the outside of your belt, you can have your name, nation, state, or club.

The dimensions of your belt must not exceed the following:

• Maximum width of the belt: 10 centimeters (3.9 in)
• Maximum thickness of the belt: 13 centimeters (5.1 in)
• Maximum belt buckle width inside: 11 centimeters (4.3 in)
• Maximum belt buckle width outside: 13 centimeters (5.1 in)
• Maximum width of the tongue loop: 5 centimeters (1.9 in)
• Maximum length between the end of the belt and tongue loop: 15 centimeters (5.9 in)

If you are planning to lift in a USAPL sanctioned meet, expect to have all the lifting gear you will use in competition inspected.

Article source: http://www.humankinetics.com/news-and-excerpts/news-and-excerpts/equipment-for-the-squat

Teaching yoga to children and teens can be beneficial to their everyday life as well as their curriculum. Yoga can help kids become more confident in themselves, reduce stress and depression, and enhance their ability to focus and concentrate.

As written in an article from the Huffington Post, “Considering yoga’s stress-busting effects, one would think that high-schoolers might benefit from the practice,” and it appears they are right. A study performed by the Journal of Developmental and Behavioral Pediatrics finds that yoga “does confer benefits to teens.”

The article goes into detail about the mechanics of the study and how it affected teens throughout the 10-week study.

To read more of this article from the Huffington Post, click here.

To read the study from the Journal of Behavioral Pediatrics, click here.

If you would like to learn how to incorporate yoga and stress management into your curriculum or physical education class, take a look at these books from Nanette Tummers: Teaching Yoga for Life and Teaching Stress Management.

Article source: http://www.humankinetics.com/news-and-excerpts/news-and-excerpts/study-shows-yoga-could-help-teens-ward-off-anxiety

Emphasize these points during the drill:
• The receiver has his hands up.
• Players use proper footwork.
• The wrist remains stiff so the ball is delivered firmly.
• Players gain ground as they flip.
• Make sure the infielder follows the flip.
• Players must be vocal and call out “flip!”

Variations
• Use two balls. Player 1 and player 3 begin with one ball each.
• Time the drill for quickness. How many flips can be executed properly in 1
minute?
• Compete with another group.

Article source: http://www.humankinetics.com/news-and-excerpts/news-and-excerpts/four-corner-flip-four-man

Eight teenagers and two instructors from the Rocky Mountain Summits (RMS) program left July 14 for a 10-day backpacking and climbing trip. One week into the program, the hikers approached their destination, Tall Peak, and set up camp nearby. Doug (head instructor) and Janie (assistant instructor) had never been to the area before. The following morning, Doug decided to leave camp early to recon a major crossing of the river that the group would encounter later in the day. The river was running above normal as a result of heavy snowmelt, and this had Doug concerned. He and Janie decided that they would meet at the Pinnacle, a local landmark a few miles north of their current location, do the river crossing, set up their base camp, and spend a couple of days rock climbing on Manzanita Peak.

Doug left with some food, water, and the group’s only cell phone in his pack. He made good time on his hike to the river and was able to find a good place to cross. Later that afternoon, Doug arrived at the Pinnacle to meet Janie and the students. As dusk approached, Doug became worried because the group hadn’t shown up. He decided that if the group didn’t show up by the next morning, he would search for them. When they still hadn’t arrived in the morning, he searched for most of the day. Frustrated and scared, Doug finally contacted his program director (PD) at RMS. The PD told Doug to stay put and that he would send additional RMS staff to help him search.

Later that morning, RMS staff arrived and continued searching for the missing group with no luck. Later the next day, RMS decided to contact the sheriff’s department. The local TV station also arrived on the scene. At this point, the RMS director decided that it would be in their best interest to contact the students’ parents to apprise them of the situation.

The sheriff’s department and local search and rescue teams began searching a 75-square-mile (194 sq km) area with no luck. The RMS group had been missing for three full days when the sheriff’s department received a call that the group had been found walking along a state highway. Evidently, the group had become confused on their way to the Pinnacle and found themselves on a different trail. Realizing they were disoriented, Janie decided to keep the group moving, hoping to find Doug or a way out of the backcountry.

Questions

1. Good judgment and decision making characterize effective outdoor leaders. What issues associated with judgment and decision making led to this misadventure?

2. What are some of the potential problems or risks involved when splitting one large group into two?

3. Put yourself in Doug and Janie’s shoes. What would you have done differently? Explain your answer.

4. An emergency action plan (EAP) is a set of procedures developed to guide an organization’s response to an emergency situation. Based on the limited information in this scenario, how would you describe RMS’s EAP (good, mediocre, poor, or nonexistent)? Explain your answer.

5. What are some things that might improve RMS’s EAP?

6. What resources are required in the event of an emergency? Identify these resources using one of the areas your program uses on a regular basis to conduct programs.

7. What scenarios might activate your program’s emergency action plan?

8. When should the families of program participants be notified? When should the local sheriff, local law enforcement personnel, or search and rescue personnel be notified?

Article source: http://www.humankinetics.com/news-and-excerpts/news-and-excerpts/can-good-judgment-lead-to-a-misadventure

Rushing across the line of scrimmage to blitz the quarterback or ballcarrier is tremendous fun for a linebacker. He gets to be the aggressor and go after the quarterback or the ballcarrier instead of reacting to offensive blocks or dropping into pass coverage.

A linebacker may run a blitz when the offense runs or passes the ball. When attacking the line of scrimmage against a running play, he should use the same block progression reads that he uses from his normal alignment (pages 154-156). With the momentum of the blitz, he should use the techniques described in the previous sections to defeat the various blocks. Blitzing against a running play can disrupt the blocking of the play and force the ballcarrier to alter his path, often resulting in a tackle for a loss.

Blitzing linebackers must understand that getting a sack is not the only way to defeat a pass play. Forcing the quarterback to leave the pocket and run can cause a poor pass or at least force the pass into only half of the field. Rushing a quarterback who does not run may force him to make the throw before the receiver becomes open. Another way that a linebacker can influence a pass play is to anticipate when the quarterback is going to throw the ball. As the quarterback starts to throw, the linebacker stretches his arms up to deflect or redirect the ball. All three actions can result in a successful pass defense.

Blitzing means that the usual roles are reversed. When a linebacker plays against a running play, he must react to the block being used by the offense. When the offensive lineman or running back sets up to pass block and the linebacker is on a blitz, the linebacker is the one making the moves and the offensive blocker is in the position of reacting to what the linebacker decides to do. As he gets ready to blitz, the linebacker needs to anticipate when the offense is going to try to pass the ball. He concentrates on the ball and starts moving forward the instant that the center moves the ball. He identifies and defeats the offensive pass blocker and then accelerates to the quarterback.

Before working on pass-rush technique, the linebacker should work on getting off and sprinting to the target area, the place where he thinks that the quarterback will set up. When practicing attacking the target area, the linebacker should rush from both sides of the ball. After he is coming off the ball on the snap and attacking the target area well, he can begin to learn pass-rush techniques to defeat offensive blockers. The linebacker should walk through each technique, making certain that his movements and steps are correct. After he has mastered the correct form, he can speed up his movements in preparation for working against a blocker.

When coming on a blitz, the linebacker must be prepared to be blocked by a big offensive lineman or a smaller offensive back. The linebacker should try to determine immediately who is assigned to block him as he moves on the snap of the ball. He must focus on defeating the blocker before going after the quarterback or the ballcarrier.

When the Running Back Blocks

When the linebacker sees that a running back has been assigned to block him on a pass play, he should determine how to defeat the running back. If the running back is short, one of the most effective ways to get around him is the arm-over technique. The linebacker immediately squares himself with his blocker, turning his chest to face the blocker’s chest. He takes a short inside step and moves his head to the inside (fakes) when he is two steps away from the blocker. The linebacker uses his outside arm and hand to hit the blocker’s shoulder pads, driving his shoulder and arm toward the blocker’s chest. The linebacker steps to the outside and brings his inside arm up and over the blocker’s shoulder. He drives his elbow into the blocker’s back and sprints past the blocker to the quarterback.

The goal of the bull rush is not to get around the blocker but to drive the blocker back into the quarterback. By forcing the blocker into the quarterback, the linebacker interrupts the quarterback’s throwing motion, possibly forcing the quarterback to throw before he is ready. As the linebacker reaches the blocker, he drives the palms of both hands into the blocker’s armpits (figure 8.12a). He pushes his arms forward and up, raising the blocker up and back. He uses short, quick steps to drive the blocker back into the quarterback (figure 8.12b). The linebacker keeps driving the blocker back until he reaches the quarterback or the whistle blows. This type of rush is effective against a running back who backs up toward the quarterback and never gets set to stop the charge.

The bull and jerk rush is a variation of the normal bull rush and should be practiced right from the start. If the linebacker is successful in pushing the blocker into the quarterback, the blocker may set his feet and try to lunge or fire out at the linebacker. The linebacker must be ready for this as he charges straight at the blocker, using the blocker’s forward thrust to pull the blocker out of the way. When the linebacker sees the blocker set and his chest and helmet come at the linebacker, the linebacker grabs the front of the blocker’s jersey in both hands (figure 8.13a). He jerks or pulls the blocker’s body to one side (figure 8.13b). He steps across the blocker’s body with the foot on the same side as the jerk and drives past the blocker to the target area (figure 8.13c).

Article source: http://www.humankinetics.com/news-and-excerpts/news-and-excerpts/methods-of-blitzing

As a youth baseball coach, your practice and game-day planning is a whole lot easier with the Go Coach Baseball app, now available for the Kindle Fire.

Developed by the American Sport Education Program (ASEP) and endorsed by Babe Ruth League, Inc., Go Coach Baseball offers 32 video clips and 11 animations demonstrating 34 skills and 26 drills to organize and run your practices. The app’s slow-motion video allows you to view every detail of the skills and drills being performed. The Favorites feature allows you to save skills, drills, and video clips in one central folder—a great tool for planning and organizing activities for your next practice. Supplemental coaching tips and advice, safety guidelines and checklists, and guidance on season and practice plans will help you manage team activities off the field. Drawing content from ASEP’s Coaching Youth Baseball book, Go Coach Baseball is the authoritative app for any on-the-go coach.

Now available for Kindle Fire from the Amazon Appstore.

Also available as an iPhone app at the Apple App Store.

The American Sport Education Program (ASEP) is the leading provider of youth, high school, and elite-level sport education programs in the United States. Rooted in the philosophy of “Athletes first, winning second,” ASEP has educated more than 1.5 million coaches, officials, sport administrators, parents, and athletes. For 30 years, local, state, and national sport organizations have partnered with ASEP to lead the way in making sport a safe, successful, and enjoyable experience for all involved.

Article source: http://www.humankinetics.com/news-and-excerpts/news-and-excerpts/new-kindle-fire-edition-of-go-coach-baseball-app

Because of the limited area available to run pass routes when a team is near the opponent’s goal line, one or two special routes should be designed specifically for this area. Routes that can be effective in this area are the fade route and the pivot in or pivot out pass.

Fade Route. A fade pass is thrown to the back corner pylon of the end zone. The receiver needs to line up far enough from the sideline so that he has room to release outside the defender and take a path to the pylon. The quarterback should loft the ball, and the receiver should run under it while making certain that he stays inbounds as he makes the reception. Ideally, the ball should come over the receiver’s outside shoulder, but the receiver must be prepared to adjust to the flight of the ball. This route is especially good for a tall receiver who can go up and make the catch
(figure 5.9).

Fade Route

Purpose:To give the wide receiver experience executing the fade route.

Procedure:

1. The coach lines up in the quarterback position and calls for a fade route.

2. The receiver lines up on the 5-yard line and adjusts his position so that he is at least 8 to 10 yards from the sideline.

3. On the coach’s command, the wide receiver takes an outside release and angles toward the pylon in the corner of the end zone.

4. As he moves to the pylon, the receiver must look back, locate the ball, and determine where the ball will be when it reaches his hands.

5. The coach observes the wide receiver’s movements and provides feedback.

6. A quarterback can throw the ball after the receiver understands and can run the route correctly.

Coaching points: The receiver must line up so that he has room to run the route. He must look back to locate the flight of the ball as soon as he is moving to the pylon. Because this is a spot timing route, the quarterback and receiver will need to get a lot of repetitions to refine the play.

Pivot Routes. To execute a pivot route, either to the inside or the outside, a receiver needs to convince the defender that he is going to run the original route and continue on his original path. This route is effective against an aggressive defender who will try to jump the initial move.

For a pivot in pass, the receiver starts on a quick out route. After taking two steps, he plants his upfield foot, pivots back, leans his body back to the inside, and comes back to the quarterback. The receiver should look for the ball the instant that he turns back to the inside of the field.

For the pivot out pass, the receiver starts on a slant route. After taking two steps, he plants his outside foot, pivots back, leans his body back to the outside, and runs to the sideline (figure 5.10). The receiver should look for the ball the instant that he turns back to the outside of the field.

Pivot In and Pivot Out Routes

Purpose:To give the wide receiver experience executing a pivot in and pivot out route.

Procedure:

1. The coach lines up in the quarterback position and calls for a pivot route.

2. The receiver lines up on the 5-yard line and adjusts his position so that he is at least 8 to 10 yards from the sideline.

3. On the coach’s command, the wide receiver takes an outside release and starts his initial pass route.

4. After two steps on his initial pass route, the receiver pivots back in the opposite direction and immediately looks for the ball.

5. The coach observes the wide receiver’s movements and provides feedback.

6. A quarterback can throw the ball after the receiver understands and can run both routes correctly.

Coaching points: The receiver must line up so that he has room to run both phases of the route. The coach should check that the receiver immediately looks back to the quarterback when he comes out of his pivot. Because this is a timing route, the quarterback and receiver will need to get a lot of repetitions to refine the play.

Article source: http://www.humankinetics.com/news-and-excerpts/news-and-excerpts/drills-for-executing-goal-line-pass-routes