WORKBOOK - American Academy of Health and Fitness · Developing Agility and Quickness for Sport Performance™ Workbook 3 Introduction Points to Remember Agility, the ability to quickly

WORKBOOK

American Academy of Health and Fitness

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DEVELOPING AGILITY AND QUICKNESS FOR SPORT

PERFORMANCE™:

The Personal Trainer’s Resource

WORKBOOK

This workbook is a supplement to the text, NSCA’s Developing Agility and Quickness for Sport Performance™. Theworkbook outlines each chapter’s learning objectives and highlights the important terms and concepts. Each chap-ter concludes with a quiz that students can take to assess their learning.

Copyright

©2012 by American Academy of Health and Fitness, LLC. All rights reserved. No part of this work may be repro-duced or transmitted in any form or by any means, electronic or mechanical, including photocopying and record-ing, or by any information storage or retrieval system, except as may be expressly permitted by the 1976 CopyrightAct or in writing by the author/publisher.

Disclaimer

This training program is informational only. The data and information contained herein are based upon informa-tion from various published as well as unpublished sources and merely represent general training, exercise, andhealth literature and practices as summarized by the author and editors. Care has been taken to confirm the accu-racy of the information presented and to describe generally accepted practice. However, the author/publisher arenot responsible for errors or omissions or for any consequences from application of the information in this work-book. The author/publisher of this learning guide makes no guarantees or warranties, express or implied, regardingthe currentness, completeness, or scientific accuracy of this information, nor does the author/publisher guaranteeor warrant the fitness, marketability, efficacy, or accuracy of this information for any particular purpose. This sum-mary of information from unpublished sources, books, research journals, and articles is not intended to replace theadvice or attention of medical or health care professionals. This summary is also not intended to direct anyone’sbehavior or replace anyone’s independent professional judgment. If you have a problem with your health, before youembark on any health, fitness, or sports training program, including the programs herein, please seek advice andclearance from a qualified medical or health care professional. The author/publisher has made every effort to tracethe copyright holders for borrowed material. If they have inadvertently overlooked any, they will be pleased to makenecessary arrangements at the first opportunity.


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Developing Agility and Quickness for Sport Performance™ Workbook i

Table of Contents

Learning Objectives .............................................................................1

Introduction ..................................................................................... 3

Chapter 1: Factors Determining Agility ...................................................7

Chapter 2: Factors Determining Quickness ...........................................13

Chapter 3: Testing Agility and Quickness.............................................. 19

Chapter 4: Agility Drills...................................................................... 25

Chapter 5: Quickness Drills ................................................................35

Chapter 6: Agility and Quickness Program Design.................................. 41

Chapter 7: Sport-Specific Agility and Quickness Training ........................ 47

ii Developing Agility and Quickness for Sport Performance™ Workbook

Developing Agility and Quickness for Sport Performance™ Workbook 1

Developing Agility and Quickness

Learning ObjectivesAfter completing this workbook students will be able to:

1. Discuss how agility and quickness impacts sport performance.

2. Identify and discuss the factors that influence agility and how to develop these attributes.

3. Explain how perceptual and decision-making skills impacts agility performance.

4. Describe methods for evaluating, assessing, and monitoring agility and quickness.

5. Identify and explain at least 5 drills for developing agility.

6. Identify and explain at least 5 drills for developing quickness.

7. Discuss the basic foundations of designing agility and quickness programs.

8. Apply the basic foundations of agility and quickness program to sport-specific training.

Learning Objectives

2 Developing Agility and Quickness for Sport Performance™ Workbook


Introduction

Points to Remember

Agility, the ability to quickly change directions, is essential to successful sport performance.

Virtually all sports require agility and in most cases, the ability to quickly change direction is more important than straight-line sprinting speed.

Agility performance variables have been divided into two main areas: Change of direction speed. Perceptual and decision-making factors.

Agility and quickness are complex skills that include both physical and cognitive components. Perceptual and decision making factors include:

Visual scanning. Anticipation. Pattern recognition. Knowledge of situations.

Change of direction speed factors include: Technique for foot placement, adjustment of stride, and body lean and

posture. Straight-sprinting speed. Leg muscle qualities such as strength, power, and reactive strength. Anthropometric variables.

To maximize performance, athletes must address and develop both the physical and cognitive components of agility and quickness.


Terms To Remember

Agility QuicknessChange of direction speed Perceptual and decision-making factorsEvaluating agility Agility drillsQuickness drills Sport-specific trainingIntramuscular coordination (frequency coding)

Neurophysiological mechanism


Introduction: Self-Quiz My Score: ___ Select the correct response for each item below. When you are finished, compare your responses to the correct answers listed on page 57. Each correct answer is worth 1 point.

1. In most sports, the ability to quickly change direction is often more important than straight-line sprinting speed. a. True b. False

2. Decision-making factors do not come into play when developing agility. a. True b. False

3. Agility and quickness are complex skills that include physical and cognitive components. a. True b. False

4. Factors that influence agility include: a. body position. b. physical attributes.c. change of direction speed. d. All of the above.

5. Components of perception and decision making skills include:a. leg muscle qualities. b. body lean and posture.c. pattern recognition. d. Both a and b.

6. Open drills are unplanned and require athletes to respond to stimuli in the environment. a. True b. False

7. Change of direction speed is influenced by straight-sprinting speed.a. True b. False

8. Change of direction speed is considered a cognitive component of agility.a. True b. False

9. Knowledge of situations is best classified as a component of: a. sprinting speed. b. change of direction speed.c. decision making skills. d. Both a and b.

10.Quickness is a skill that has a physical and cognitive component. a. True b. False



Chapter 1

Factors Determining Agility

Points to Remember

Most team and court sports require rapid acceleration, deceleration, changes of direction, and multi-directional first-step quickness.

An agility task is a rapid whole-body change of direction or speed in response to a stimulus.

Agility is comprised of physical qualities and cognitive abilities. Physical qualities of agility include speed, strength, power, technique, and the

qualities of leg muscle.

Athletes in most sports value speed, however attention to straight-ahead speed may not result in optimal performance. Athletes rarely sprint straight ahead for more than a few yards before making a

directional change. Most sports require acceleration from a static state or when transitioning between

movements. The combination of stride rate (the number of strides per unit of time) and stride

length (the distance covered in a single stride) determines linear speed. Increasing linear speed requires increasing stride rate while maintaining stride

length, increasing stride length while maintaining stride rate, or a combination of both.

Since most sports require short sprints followed by rapid changes in direction, it makes sense for athletes to focus attention on training to accelerate. Acceleration is the rate of change in velocity, so this phase of sprinting is

critical for changing directions rapidly and efficiently. Optimal technique for linear sprinting in the acceleration phase involves four

factors that maximize stride length and frequency. The body should have a pronounced forward lean resulting in a lower center of

mass, which increases momentum in a linear direction. Use of “triple extension” foot movement and placement. During the recovery phase, the ankle of the free leg should be dorsiflexed

while the knee and hip are bent or flexed, allowing the foot to pass directly under the buttocks and a rapid turnover at the hip.

Arm swing should be initiated at the shoulder with the elbow flexed to 90 degrees.

Chapter 1: Factors Determining Agility


Strength, power and flexibility in the hip flexors, hip extensors, quadriceps, hamstrings, and hip abductors contribute to optimal speed. Proper flexibility of the involved joints contributes to movements that are

more fluid and coordinated, resulting in longer and faster strides and greater speed.

Strength is the maximum force that a muscle or muscle group can generate. Not only is strength important, but so is the ability to use strength to generate force. Force = mass x acceleration.

Force can be altered by increasing mass, increasing the acceleration of the object’s mass, or a combination of both.

Strength is an important contributor to agility and athletic success. In agility development, increasing force to move the body more quickly

relates directly to strength. Important aspects of strength to consider when designing a program for

improving agility include: Concentric strength: force exerted by muscle as it shortens.

There is a strong relationship between muscular strength and explosive movements, which is even more pronounced with concentric strength.

Maximum concentric strength is especially important in the acceleration phase of sprinting.

Since acceleration is an integral part of agility, the role of eccentric strength in maximizing agility performance is crucial.

Eccentric strength: force exerted by a muscle as it lengthens. An athlete with high eccentric strength can quickly decelerate his body

while maintaining balance in preparation for a directional change. Ability to decelerate is important for performance and injury

prevention. Stabilization strength.

Agility training requires strengthening the muscles involved in stabilizing the trunk and the joints of the lower extremities.

Strength that optimizes stabilization is important for muscle balance and injury reduction.

Intermuscular coordination is an important aspect of muscular contraction and related to stability during movement. Intramuscular coordination relates to an individual muscle’s ability

to improve motor unit recruitment, rate coding, and motor-unit synchronization.

The greater the number of motor units recruited at a given time, the greater the ability to produce force.



Power, defined as the rate of doing work is extremely important in the expression of agility and can be the most important determinant of athletic success. Power = work / time. Work = force X distance. Power = force X velocity. As movement velocity increases, the force of muscle output decreases. To

minimize this decrease, athletes should focus on improving their ability to exert higher forces at high velocity.

Power output can be improved by increasing force output, the velocity of movement, or both.

Building a base of strength is important for developing movement at higher speeds.

Rate of force development: a characteristic of muscle-force output. Part of the process of developing agility includes improving the rate of force

development of involved musculature so that explosive movements occur at higher forces.

The rate of muscle activation is a primary factor influencing rate of force development.

Patterns of motor unit recruitment, fiber type composition and muscle hypertrophy are also contributing factors.

Performing explosive exercises at the right training load and intensity can improve rate of force development.

Stretch-shortening cycle. Virtually all athletic skills that require maximum force and power output for

successful performance use this cycle. Three phases compose the stretch-shortening cycle;

Eccentric. Amortization, which may be the most critical stage in the stretch-shortening

cycle. Amortization phase should be kept as short as possible in order to take

advantage of the potential force increase that results from the stretching reflex with active, concentric muscle action.

Concentric. Neurophysiological and mechanical mechanisms create the stretch-shortening

cycle. Neurophysiological mechanism relates to the stretching reflex and the activity

of the involved muscle spindles. When a muscle rapidly stretches, the corresponding muscle spindles send a

signal to the spinal cord about the change. The spinal cord sends a signal to the corresponding muscle, which results in

the mechanical mechanism, which is a reflexive concentric action of the previously stretched muscle.



The stretch-shortening cycle has enormous influence on the power output of explosive movements and on movement efficiency. Incorporating plyometrics into training can maximize speed and agility.

Anthropometric variables. Anthropometric variables such as height, weight, body fat, and length and

circumference of the limbs and trunk may play a major role in athletic success. Regardless of anthropometric variables, athletes can improve the factors

that affect agility and quickness with proper training. Muscle strength and power, improved rate of force development, reaction

time and improved technique are all components that directly affect overall agility and quickness.

Technique. Agility is a series of discrete tasks strung together to form a serial task. Therefore

proper technique requires that the athlete be able to combine the various movement patterns in the proper sequences and at the proper time while accelerating, decelerating and transitioning in multiple directions. Athletes must first master individual movement patterns and then may

combine tasks. To produce the movements needed to change direction, athletes must begin

in a good universal athlete position. Principles of position and body mechanics are critical when producing

explosive directional change and other power movements. Effectively producing and reducing speed requires correct body positioning. Transfer of force relies on the ability to control the center of mass and gravity.

Athletes that control the center of mass and gravity can transfer force and power more efficiently and perform at higher levels.

Regardless of the technique used, coaches should emphasize specific cues to make sure the athlete is in the proper position to transition to the next movement with little wasted motion. Review Figures 1. 3 to 1.11 for proper body positioning images.



Terms To Remember

Agility SpeedStraight-line speed Linear sprintingAcceleration DecelerationStrength ForceConcentric strength Triple extensionEccentric strength Stabilization strength Power Rate of force developmentStretch-shortening cycle Anthropomometric variablesTechnique Eccentric phaseAmortization phase Concentric phase



Chapter 1: Self-Quiz My Score: ___ Select the correct response for each item below. When you are finished, compare your responses to the correct answers listed on page 57. Each correct answer is worth 1 point.

1. Agility is a series of discrete tasks strung together to form a serial task.a. True b. False

2. Most injuries occur during acceleration. a. True b. False

3. The hamstrings play a more important role in deceleration than the quadriceps. a. True b. False

4. Athletes can improve linear speed by: a. increasing stride rate. b. increasing stride length. c. decreasing stride length. d. Both a and b.

5. An individual muscle’s ability to improve motor-unit recruitment is related to: a. intermuscular recruitment. b. eccentric strength. c. intramuscular coordination. d. Both a and b.

6. Which of the following is part of the stretch-shortening cycle? a. Amortization phase b. Eccentric phasec. Concentric phase d. All of the above.

7. Plyometrics can help improve rate of force development. a. True b. False

8. The amortization phase of the stretch-shortening cycle should be kept as short as possible. a. True b. False

9. Athletes can improve their ability to change direction without losing speed by: a. raising their center of gravity. b. narrowing their base of support.c. lowering their center of gravity. d. All of the above.

10.As the movement velocity increases, the force of muscle output also increases. a. True b. False


Chapter 2

Factors Determining Quickness

Points to Remember

The ability to identify cues and execute movements without delay largely determines an athlete’s success.

Numerous perceptual and decision making factors influence a players reactive ability, or quickness, which also affects agility.

Information processing. Before moving, an athlete must identify the need to respond to a situation by

collecting environmental cues from sensory input systems. Environmental cues give athletes important information about their environment. Several variables affect the speed at which information is processed:

Stimulus clarity: the extent to which the stimulus is well-defined and clear. Stimulus intensity: the strength or magnitude of the stimulus. Mode: the type of stimulus received. Experience: the athlete’s level of experience affects overall quickness.

Coaches should consider information processing when designing open drills. The type of stimulus selected should be directly related to game like situations.

Knowledge of situations: The knowledge of specific sport situations helps players react more quickly to

environmental cues. There are distinct differences between experts and non-experts in visual search

strategies. The differences between experts and non-experts emphasize the need for a

highly specific training stimulus as opposed to a generic stimulus. A given stimulus produces specific mental operations based on the subjects’

retrieval of stored information from memory. The accuracy and speed of the response depends on previously stored

information specific to the situation. If the stimulus used in training lacks specificity to the sport setting, the

training methods are less likely to improve performance or decrease reaction time.

By collecting and processing information that occurs during sport performance, the athlete may begin to recognize specific types of situational patterns.

Chapter 2: Factors Determining Quickness


The ability to recognize specific patters is a skill that can be developed through performance and learning. This makes the amount and type of practice important. During initial stages of learning, closed preprogrammed agility drills help

develop mastery. As mastery is developed, unplanned drills with appropriate sport-specific cues may improve sport performance.

Decision-making skills. Successful decision-making skills require speed and precise movement.

When the athlete has decided what specific movement to make based on information processing, a message is sent to the motor cortex to receive the movement pattern from memory.

Once the message is received, the brain sends a message to the working skeletal muscle through the spinal cord.

The number of stimuli in the environment and the total number of possible actions largely determine the athlete’s ability to select an appropriate response.

Reactions are classified as either simple or choice. Simple reaction time refers to the presentation of a stimulus that has only one

response. Choice reactions require the athlete to select an appropriate response to one

of several unanticipated stimuli. Choice reaction time is important for sports that require athletes to

respond to the movements of other players and to select responses based on these movements.

The amount of time required to prepare a response to stimulus depends on the possible number of responses.

Training and experience can improve choice reaction time; however, simple reaction time is primarily related to genetics and the speed of the central nervous system.

Anticipation. Athletes can respond appropriately and more quickly if they can correctly

anticipate an event. Effective anticipation: Knowledge of how long it takes an athlete to coordinate

his or her own movements. Perceptual anticipation: Knowledge of how long it takes to coordinate

movement considering environmental regularities and opponent tendencies. Spatial anticipation: Ability to predict which play will be used. Temporal anticipation: Ability to predict when a play will occur.

Athletes who anticipate accurately can gain a competitive advantage in nearly all sports.



Anticipation is a component of perceptual and decision making factors and is a trainable quality. When training anticipation skills, the primary goal should be to improve the

accuracy and the speed of the responses using sport-specific scenarios.

Arousal level. An athlete’s level of central nervous system excitement and activation (arousal)

plays a significant role in the ability to perform quickly and accurately. The relationship between arousal and performance is represented in a U-Shape.

Arousal improves performance to a point. If arousal is too low or too high, the athlete fails to achieve high level

performance. The zone of optimal functioning is the level of arousal for the best integration

of mental and physical processes associated with maximal performance. If arousal levels are too low, they may focus too much on irrelevant

environmental cues, which can create perceptual narrowing or “tunnel vision.”

Ideally, athletes can identify the optimal level of arousal required to switch focus from broad to narrow.

Open-skilled or reactive games that replicate situations to be performed can help athletes learn to control their arousal levels.



Terms To Remember

Information processing Stimulus clarityStimulus intensity Stimulus modeExperience Simple reactionsChoice reactions AnticipationEffector anticipation Perceptual anticipationSpatial anticipation Temporal anticipationArousal The zoneTunnel vision



Chapter 2: Self-Quiz My Score: ___ Select the correct response for each item below. When you are finished, compare your responses to the correct answers listed on page 57. Each correct answer is worth 1 point.

1. Stimulus intensity refers to the extent to which the stimulus is well defined and clear.a. True b. False

2. Open drills require athletes to respond to a stimulus to complete the drill. a. True b. False

3. There is a difference between how experts and non-experts use visual cues.a. True b. False

4. The speed at which information is processed is affected by: a. stimulus clarity. b. stimulus intensity.c. stimulus mode. d. All of the above.

5. A stimulus used in training should be general in nature and lack sport-specificity to help the athlete decrease response time during competition.a. True b. False

6. During the initial stages of learning, athletes should perform closed agility drills.a. True b. False

7. Reactions are classified as:a. simple. b. choice.c. random. d. Both a and b.

8. _________ anticipation refers to when an athlete can predict which play will be used..a. Effector b. Perceptualc. Spatial d. Temporal

9. If arousal levels are too low, athletes may focus too much on irrelevant environmental cues. a. True b. False

10.Anticipation appears to be primarily a genetic quality and therefore, not influenced by training. a. True b. False




Chapter 3

Testing Agility and Quickness

Points to Remember

Coaches and athletes should test agility and quickness using an appropriate assessment, which takes into account the demands, distances, and movements of the particular sport.

Assessment tests and data can be utilized to: Predict athletic potential. Identify strengths and weaknesses. Compare athletes’ performance levels. Improve motivation and goal-setting.

Coaches should select tests that are valid, reliable, and objective. Validity:

Refers to the degree that a test assesses what it intends or claims to measure.

In order for a test to be valid, it must be reliable. Reliability:

Refers to the repeatability or consistency of a test. If a test is reliable, the results should not greatly differ when multiple trials

are performed. Reliability can be influenced by the testing surface, clarity of instruction,

experience of test administrator, number of trials and practice trails allowed, rest periods between tests, ambient temperature, time of day, motivational factors, nutritional and hydration status, and fatigue levels.

Reliability does not ensure validity of a test. Objectivity:

Objectivity is a form of a reliability that refers to how the administrator collects test data.

Objectivity depends on several factors: The administrator’s experience and competence in administering the test. Inter-rater reliability, or whether multiple testers are able to attain the same

results. Whether standardized testing procedures are followed. Personal bias is alleviated.

Chapter 3: Testing Agility and Quickness


Testing process. Coaches must follow certain steps to ensure proper data collection and develop

and follow testing protocols, which consider: Sequence: The proper ordering of testing.

Sequencing should take into account: Energy demands of the test. Number of trials given for each test. Number of athletes participating. Number of testing administrators. Equipment needed for each test. Recovery time.

Equipment: Coach must secure any equipment and safety supplies necessary for testing.

Environment: Coach must select an appropriate and safe environment for safe and accurate testing.

Staff: The coach typically serves as the testing supervisor, which involves:

Overseeing the testing procedures. Making sure the process flows well. Obtaining accurate results.

Additional support staff may be needed. Support staff must be educated on the rules and test set-up.

Administration: Administrators should meet to clarify procedural questions, testing instructions, data collection and rules to ensure uniformity in testing.

Customization: Testing protocols may need to be modified in certain situations. Coaches and administrators must clarify if and when testing is customized

and recognized that results may not be comparable among athletes or as compared to norms.



Agility and quickness tests. Please review pages 42 – 53 for the purpose, application, equipment, layout and

administration of the following tests.

Test Name Tests Agility Tests Quickness Page # in TextBox Step-Off Landing

42 – 43

Illinois Agility Test X 44 -455-0-5 Agility Test X 46Pro-agility Shuttle X 47Three-Cone Shuttle X 48Four Corners Test X 49Hexagon Test X X 50Quadrant Jump Test X X 51T Test X 52J.P. Shuttle X 53



Terms To Remember

Validity ReliabilityObjectivity Test selectionTesting process SequenceEquipment EnvironmentStaff AdministrationCustomization Agility and quickness tests



Chapter 3: Self-Quiz My Score: ___

Select the correct response for each item below. When you are finished, compare your responses to the correct answers listed on page 57. Each correct answer is worth 1 point.

1. In order for a test to be valid, it must be reliable. a. True b. False

2. Endurance tests should be performed before tests involving displays of power. a. True b. False

3. Personal bias in testing can compromise objectivity. a. True b. False

4. Tests and evaluation drills can be used to: a. predict athletic potential. b. identify strengths and weaknesses.c. compare athletes’ performance d. All of the above.

levels.

5. The degree that a test assesses what it intends to measure is: a. validity. b. reliability. c. consistency. d. objectivity.

6. _____ refers to the repeatability or consistency of a test. a. Validity b. Reliabilityc. Consistency d. Objectivity

7. Reliability does not ensure that a test is valid.a. True b. False

8. The number of allowed practice trials should vary and be based on individual athlete’s needs.

a. True b. False

9. Test reliability may be influenced by: a. clarity of instructions. b. rest periods between tests.c. fatigue level. d. All of the above.

10.The established norms may not apply if a testing protocol has been customized. a. True b. False




Chapter 4

Agility Drills

Points to Remember

Proper footwork and good technique are critical for changing direction with skill and precision.

Agility drills focus on the speed and technique of changing direction.

Not every drill is appropriate for all athletes.

Proper progression is important when implementing agility drills into a training program. Proper progression guidelines:

Level 1 (basic) agility. Focus on technique and body position. Uses basic cues and movement patterns.

Level 2 (intermediate) agility. Combines more complex movement patterns. Involves transitional movements, good body mechanics and position, and

change of direction speed that require higher levels of force and power. Level 3 (advanced) agility.

Uses skills and drills that mimic real game or competitive situations. The level used depends on the athlete’s skill.

Full recovery is needed to improve agility.

Coaches should follow proper training guidelines for rest and recovery.

Pre-drill dynamic warm-up. Athletes should warm-up before agility training. Dynamic warm-up activities increase blood flow to the muscles, and neurological

activity helps athletes prepare for the workout. Dynamic warm-up drills: (see pages 56 - 61).

Stationary arm warm-up. Leg swings front to back. Leg swings side to side. Walking high knee pulls. Lunge walk with twist.

Chapter 4: Agility Drills


Lateral lunge walk. Toy soldiers. Butt kicks. High knee runs. Quick sprints.

Line drills. Used to improve footwork, speed and coordination. Excellent for beginners. Simple and require limited equipment. Vary the difficulty of line drills by altering combinations of upper- and lower-body

movements and changing the complexity of footwork. Line drills examples and variations (review pages 62 – 64).

Forward and backward line hops. Level 1. Single-leg variation.

Lateral line hops. Level 1. Single-leg variation.

Scissors. Level 1.

Forward and backward line hops (traveling laterally). Level 1.

Lateral line hops (travelling forward and backward). Level 1. Single-leg variation.

Traveling scissors. Level 1.

180 degree traveling line hop. Level 2. Single-leg variation.

Use alternative patterns to increase the complexity of movements and reduce boredom. Instead of using straight lines, perform the drills around shapes. Adding a line can increase the intensity and metabolic demand of the drill. Increase the distance when athletes are able to manage a greater work load.



Add auditory or visual stimuli to create a reactionary component. Call out random directional cues. Add visual stimuli for greater sport specificity.

Ladder drills. Used to help athletes develop quick feet, body control, and kinesthetic

awareness. Ladder drills also help improve fundamental movement skills. Most agility ladders are made of plastic rungs attached to nylon straps to form

boxes. Box size can be adjusted to force athletes to adjust stride length and foot

placement. Athletes must progress from simple to more complex activity drills. Begin by performing each drill as quickly as possible without compromising body

position or control. Ladder drills examples (review pages 66 – 73).

One in the hole. Level 1.

Two in the hole. Level 1.

Lateral two in the hole. Level 1.

Skip. Level 1.

Cha-Cha. Level 1.

Ickey shuffle. Level 1.

Carioca. Level 1.

Billy Sims crossover: In and two steps out. Level 1.

Hopscotch. Level 1.

Ali shuffle. Level 1.

Lateral one in the hole. Level 1.



Two in, two out (travelling laterally). Level 1.

Slaloms. Level 2.

Cherry pickers. Level 2.

180s. Level 2.

Dot drills. Used to help athletes develop foot speed and kinesthetic awareness. To set up a basic dot drill, place five dots in an X. Each dot should be

approximately 4 inches in diameter. Perimeter dots should be placed 3 feet apart. Number the dots as follows:

#1 is the center dot. #2 is the upper left dot. #3 is the upper right dot. #4 is the lower left dot. #5 is the lower right dot.

Dot drills involve three phases: landing, amortization (ground contact,) and takeoff. Landing phase.

Starts as soon as the muscles begin to experience an eccentric movement. Rapid eccentric stretch activates the stretching reflex. Good eccentric strength results in better and quicker activation of the

stretching reflex. Amortization phase.

The time spent on the ground, or the amount of time between landing and takeoff.

This phase is crucial for speed development. If the amortization phase is too long, athletes will lose the benefit of using

the stored elastic energy. Takeoff phase.

Includes the concentric action that follows amortization. During this phase athletes use stored elastic energy to increase height,

speed, and distance. Dot drills are called multiple-response drills because they involve repeated

performance of either single or double leg movement.



Various levels of intensity exist in multiple-response drills. Simple. Intermediate. Advanced.

To increase skill level in simple drills, add directional movements or perform the patterns on one leg.

Example dot drills. (Review pages 75 – 76) Forward and back.

Level 1. Diagonal jumps.

Level 1. V drill.

Level 1. Arrow drill.

Level 1. M drill.

Level 1. Figure eight.

Level 1. Hopscotch.

Level 1.

Cone drills. Coaches typically use cones as landmarks to set up a variety of preprogrammed

agility drills. The purpose of the cone drills is to improve movement through a series of

preplanned directional changes. Coaches can modify drills to improve basic changes of direction. Two cone drill examples (review pages 77 – 80).

Forward run. Level 1.

Backpedal. Level 1.

Lateral shuffle. Level 1.

Carioca. Level 1.

Power carioca. Level 1.



180-degree drill. Level 2.

Three cone drills Adding a third cone allows for increased combinations and complexity of the

drills. Place three cones in a straight line, approximately five yards apart. Athletes must remain in good athletic position.

Athletes should use short, choppy steps to round the cones. All of the two-cone drills can be used with three cones.

Three cone drill examples (review pages 82 – 85). Pro-Agility drill.

Level 2. 90-degree round.

Level 2. 90-degree cut.

Level 2. L drill.

Level 2. T drill.

Level 2. Four cone drills.

As athletes advance in their progressions, a variety of movement patterns, angles and landmarks (cones) should be added.

Four cone drills should be set up in a square. Each side of the square should be 10 – 15 yards long.

Four cone drill examples (review pages 86 – 88). Square run.

Level 2. Four corners drill.

Level 2. Lateral bear crawl and backpedal drill.

Level 2. Tic-tac-toe drill.

Level 2. 360-degree drill.

Level 2.



X drill. Level 2.

Five cone drills. Adding the additional landmark (cone) increases the complexity of the

movement, the demands on body position, proper agility form and technique. Use four cones set up in a square with one in the center.

Each side of the square should be 10 – 15 yards long. Number the cones around the perimeter (1 – 4) and the cone in the center, 5.

Five cone drill examples (review pages 89 – 92). M drill.

Level 2. Star drill.

Level 2. Star drill with bear crawl.

Level 2. Butterfly drill.

Level 2. Hourglass drill.

Level 2. Attack and retreat drill.

Level 2.



Terms To Remember

Level 1 agility Level 2 agilityLevel 3 agility Closed training drillsOpen training drills Pre-drill dynamic warm-upLine drills Auditory stimuliVisual stimuli Ladder drillsDot drills Multiple response drillsSimple multiple response drills Intermediate multiple response drillsAdvanced dot drills Cone drillsTwo-cone drills Three-cone drillsFour-cone drills Five-cone drills





1. Level 1 (basic) agility drills use skills that mimic real game situations. a. True b. False

2. Line drills are commonly used to improve footwork, speed, and coordination. a. True b. False

3. Static stretching is the best way to warm up for agility drills. a. True b. False

4. Calling out random directional changes is an example of: a. adding visual stimuli. b. closed drills.c. adding auditory stimuli. d. Both a and b.

5. Which of the following is a strategy for increasing the intensity of a line drill? a. Using alternative patterns b. Use shapes instead of a linec. Add a line d. All of the above

6. Ladder drills are commonly used to: a. develop quick feet. b. develop body control.c. develop kinesthetic awareness. d. All of the above.

7. Dot drills are effective for improving foot speed. a. True b. False

8. Dot drills are often called multiple-response drills. a. True b. False

9. During the ______ phase, athletes use stored elastic energy to increase jumping height, speed of movement, and distance travelled.

a. landing b. amortizationc. takeoff d. None of the above.

10.Cone drills can either be closed or semi-open. a. True b. False




Chapter 5

Quickness Drills

Points to Remember

Sport-specific drills that require both perceptual and decision-making skills may better prepare athletes for competition.

Quickness and reactive-type drills require athletes to accurately anticipate, read, and respond to various stimuli.

Agility-drill adaptation. As athletes become proficient in the agility drills presented in Chapter 4, they can

add stimuli to change the complexity and increase the reactive demands. With a few small adaptations, virtually any agility drill can be made into a

quickness drill. Strategies for progressing an agility drill into a reactive, quickness drill include:

Incorporate auditory cues, such as switch, change, or stop while the athlete is performing the drill. Reaction time is typically delayed when more auditory cues are added.

Use visual cues and stimuli to increase the reactionary demands and sport specificity. These cues may be simple or complex. Incorporating visual stimuli and cues may help players more quickly

identify task-relevant game cues during competition. Incorporate a mix of auditory and visual cues to challenge the athlete.

Reaction drills. Reaction drills integrate a variety of auditory, visual, and sensory cues. Once athletes consistently demonstrate good body control and technique,

reaction drills can be incorporated into a comprehensive training program to improve reaction.

Reaction drills examples (review pages 95 – 108). Reactive gear drill.

Level 3. Reactive sprint and backpedal drill.

Level 3. Wave drill.

Level 3.

Chapter 5: Quickness Drills


Shuffle reaction ball drill. Level 3.

Ball drops drill. Level 3.

Shuffle and forward reaction ball drill. Level 3.

Triangle drill. Level 3.

Jump, squat, push-up drill. Level 3.

Quickness box. Level 3.

Y drill. Level 3.

Number drill. Level 3.

Reaction race. Level 3.

Get up and go. Level 3.

Shadow drill. Level 3.

Coverage drill. Level 3.

Gap drill. Level 3.

Containment drill. Level 3.

Games for improving quickness. Games that incorporate quickness skills increase an athlete’s motivation and

enthusiasm for training. Quickness games can help athletes develop their situational-movement skills and

body awareness. Examples of games for improving quickness (review pages 109 – 114).

Red light, green light. Knee tag.



Heads or tails. Sharks and minnows. Everybody is it. Twenty-one. Team keep-away. Ultimate.



Terms To Remember

Quickness drills Agility-drill adaptationAuditory cues Visual cuesMixed cues Reaction drillsGames





1. Virtually any agility drill can be adapted into a quickness drill. a. True b. False

2. “Switch”, “change”, or “stop,” are examples of visual cues. a. True b. False

3. Reaction time is typically delayed when more auditory cues are added. a. True b. False

4. Reading an opponent’s movement and responding is an example of : a. auditory cues. b. distracters.c. visual cues. d. Both a and b.

5. Reaction drills are recommended for: a. beginning athletes learning form. b. athletes who have good form and control.c. Level 1 or Level 2 drills. d. All of the above.

6. Games are a good for helping athletes: a. develop situational-movement skills. b. develop body awareness.c. stay motivated for training. d. All of the above.

7. Auditory and visual cues should not be mixed during agility and quickness training. a. True b. False

8. Open drills may better prepare athletes for competition. a. True b. False

9. Reactive drills are also referred to as ________________ drills. a. agility b. introductory c. quickness d. None of the above.

10.Reaction drills incorporate a variety of auditory, sensory, and visual cues. a. True b. False




Chapter 6

Agility and Quickness Program Design

Points to Remember

Agility and quickness training should have a purpose and a path toward achieving a goal.

Athletes must progressively incorporate the proper exercises and drills into their agility and quickness training program.

Drills and training sessions should be adjusted as appropriate for the athlete’s ability as well as other key variables such as environment, injury history, training status, and recovery periods.

Safety considerations. Safety must always be the first concern to ensure the optimal training

environment. The training area must be sufficient for agility drills.

A barrier of at least 5 yards around every side of the drill is recommended. Approximately 40 – 50 square feet of space per athlete is recommended.

The training surfaces used should be similar to those of the actual competition.

Athletes should train in appropriate attire. Athletic shorts and t-shirt are recommended. Athletes should wear shoes similar to those they intend to wear during

competition. Cross-training shoes may be appropriate for performing agility and

quickness drills indoors. Injuries and training readiness must be evaluated.

Rehabilitation aimed at improving speed and quickness should begin as soon as the athlete is medically cleared.

Rehabilitation programs should progress from a basic level to increased intensity.

Incorporate appropriate work-rest ratios to avoid the deterioration of technique, which often accompanies fatigue. Athletes must perform agility and quickness drills before conditioning

drills. Fatigue can compromise form, technique, positioning, and posture.

Chapter 6: Agility and Quickness Program Design


Training intensity and volume. In order to achieve the adaptation effect, athletes should perform all agility and

speed drills with maximum speed and power (intensity). Coaches can measure training intensity during agility and speed drills by

measuring the time athletes take to perform a drill or monitoring training and recovery heart rates. Improvements are detected if an athlete takes less time to perform a drill or if

rest times decrease and heart rates recover faster. The volume of agility training is determined by the number of sets performed, the

length of time or distance required, the amount of recovery provided per set, the frequency of training sessions, and the intensity of the drills begin performed. All of these variables comprise the “volume load” of training. Time is influenced by intensity.

If athletes perform drills maximally, speed should drop off quickly. Extending drill duration is counterproductive. During maximal effort, athletes can only maintain speed in agility or

quickness drills for about 7 seconds. The intensity and volume should vary by drill type.

In line, ladder, and cone drills, the number of sprints is determined by the experience level and is measured in total work time.

Dot drills are recorded by the number of sign-foot contacts with the ground per session.

Rest periods between sets should not be shorter than two minutes unless the work period is very short.

Power and speed drop-offs during agility and quickness training. Agility training is planned using sets and repetitions, just like strength

training. However, athletes should not take sets of agility drills to the point of muscular failure.

Athletes should base the duration of sets of agility training on decreases in power or speed of movement.

The amount of energy an athlete can produce determines the amount and duration of work. If athletes experience a drop in speed, it’s best to discontinue agility

training for the day. Power drop-offs can be detected by technique breakdown.

If technique falters, coaches should extend rest times or terminate the drill.

Exercise and drill selection. Selecting the correct exercises are part of developing a progressive program and

effective training schedule.



Specificity and transfer of training. The concepts of specificity and transfer of training should be considered when

selecting the appropriate exercise and drills. Specificity means training for the particular demands of the sport by

stimulating all or parts of the performance during the training session. The concept of specificity is based on transfer of training, which refers to the

amount of improvements that carries over to competition. The more closely athletes stimulate a sport movement, the greater the

transfer of training will be. By focusing on specific cues, agility drills help improve and correct body

position, balance, coordination, and explosive movement patters that occur in competition.

The degree of specificity used when designing drills depends on the athlete’s competitive level, age, fitness level, body control, and athleticism.

Athletes should incorporate the following drill progression to help maximize transfer of training and sport-specific agility performance. Drills for general footwork and body position.

This initial phase is coaching intensive and requires frequent feedback and correction.

Drills for sport-specific footwork and body position. During this stage, sport-specific implements (racquets, balls, etc.)

should be incorporated into basic drills. External reaction drills.

During this stage of progression, visual and auditory components can facilitate the development of decision-making skills and improve sport-specific patterns of body position and footwork.

Skilled agility drills. Skilled agility training can use games or game-like situations to create

a motivating and competitive training environment. Athletes learn to use sport-specific perceptual cues to improve

reactions and agility performances. Motor development approach.

While sport-specific training is important, agility training should initially focus on improving overall coordination, balance, and ability to change direction by using patterned learning that reinforces motor recruitment to enhance motor control. This will help to ensure that athletes have a good base to work from to

enhance sport-specific development. Motor skills essential for success include heightened internal processing of

external information and the ability of the central nervous system to improve neuromuscular efficiency to complete the desired task.



These motor skills are developed through repetitive practice. Once athletes demonstrate proficiency with basic movements, coaches

may add random and reactionary stimuli to complete the training. Ultimately the goal is to enhance an athlete’s motor programming to help

them reach a level of automatization. Whole vs. part learning.

Athletes should first learn basic step patterns, basic transfer of body position, and how to maintain balance during motion.

Initially, drills should focus on the individual movements that make up partial skills.

Next, those skills will come together to make up a full drill or serial task. Beginning athletes may need to focus on simple drills and basic movement

skills for weeks before progressing to more complex drills. Blocked vs. random practice.

In blocked drills, the pattern or course is predetermined so that the athlete knows exactly how the drill will be performed.

Blocked practice helps the neural paths and patterns form. Once athletes become proficient at basic skills and transitions, training

sessions should become more open and random, progressively increasing in complexity.

Drills that are open and random in nature and have a reactionary component teach athletes how to maintain correct movement patterns and body position while reacting to unknown stimuli.

Drills should be progressive and increase in difficulty and complexity by modifying the visual or auditory cues, reducing the reaction time, and enhancing decision-making skills.



Terms To Remember

Adaptation Safety considerationsFatigue Training intensityTraining volume Volume loadPower drop-offs Speed drop-offsSpecificity Transfer of trainingMotor development approach Sport-specific trainingWhole learning Part learningBlocked practice Random practice





1. Athletes should never take agility training sets to the point of failure. a. True b. False

2. Athletes should perform speed and agility drills after conditioning drills. a. True b. False

3. During training, an athlete should wear shoes similar to those they intend to wear during competition. a. True b. False

4. A barrier of at least _______ yards around every side of the drill is recommended. a. 1 b. 3c. 5 d. 7.

5. Which of the following is an indicator of improvements in agility and quickness? a. Less time to perform the drill b. Heart rate recovers faster c. Rest time increases d. Both a and b.

6. Which of the following is a component of the volume of agility training? a. Number of sets b. Length of time c. Frequency of sessions d. All of the above.

7. If an athlete’s time decreases, the coach should increase the duration of the training session to improve agility and quickness. a. True b. False

8. The concept of specificity is based on transfer of training. a. True b. False

9. Agility training should initially focus on motor development, rather than sport specific training.a. True b. False

10.Athletes should first learn serial tasks, and then break them down to learn the discrete tasks. a. True b. False


Chapter 7

Sport-Specific Agility and Quickness Training

Points to Remember

Baseball and softball. Agility and quickness training on and off the field improves players’ mobility,

coordination, and reaction time. The purpose of agility exercises and drills is to improve athletes’ neuromuscular

communication and coordination while executing dynamic movements on the field.

A properly designed agility-training program may help reduce the time it takes for the brain to send a signal to the muscle to trigger a preferred response.

Agility training for baseball and softball players can be classified into three categories. Range of motion. Movement technique. Reactivity.

Agility training should be tailored to individual athletes. All athletes who enter a baseball or softball game will be required to perform

skills at high rates of speed; however, coaches must always be able to make adjustments to a training program based on athletes’ ages, abilities, and conditioning levels.

Training should utilize basic drills that address the demands of all aspects of the game, begin slowly with a good dynamic warm-up, and then move into more explosive exercises and drills.

Advanced athletes need to learn how to position their bodies properly in multiple directions at multiple joint angles.

When coaching large groups, splitting a team into smaller agility stations makes training sessions easier to organize and can maximize training time.

Review the Team Agility Drill on page 130 for an example of an agility drill appropriate for baseball and softball players.

Chapter 7: Sport-Specific Agility and Quickness Training


Basketball. Basketball requires athletes to move in different directions, change directions, go

from full speed to standstill, and move from standing to full speed. Cone drills and other quickness drills can be modified by incorporating dribbling a

ball into the activity. Ball dribbling movement drills (review page 131).

Crossover Spin In and out Between the legs Behind the back Into a double-team and out

Examples of basketball agility drills (review pages 132 – 135). Diagonal lateral shuffle. Four corners drill. X drill. Five-cone drills. Offense and defense. Twelve-station agility circuit.

Football. Agility and quickness improves performance, decreases risk of injury, and

improves evasiveness in footballs. Coaches can create position-specific drills by combining closed and open drills in

a random order. Football requires a diversity of movement skills that are based on position

requirements. Interior line: includes the offensive line, defensive line, and the defensive end.

Areas of emphasis include great explosion, acceleration, and balance. Base of support and foot quickness along with strength and power are

critical to success. Combo athletes: includes linebackers, tight ends, fullbacks, and safeties.

These athletes must possess size, power, and movement skills. Movement training should be integrated throughout their programs. Tight ends and fullbacks must be able to apply skills such as acceleration,

deceleration, power cuts, speed cuts, and spin turns. Linebackers and safeties need first-step quickness, explosive power, and

the ability to run forward, backward, and laterally.



Skill and speed athletes: includes wide receivers, running backs, defensive backs and corners, and quarterbacks. Wide receivers must be able to cut at full speed in all directions. Cornerbacks need the ability to react and function in an open-skill

environment and must react extremely quickly and have superior coordination.

Footwork, quickness, and agility are pivotal for quarterbacks. In addition to arm strength, foot speed, base of support, and leg and

core strength play an important role in the quarterback’s ability. Drills and tips for football coaches and athletes.

Line drills, ladder drills, dot drills, cone drills, and specific agility drills can all be modified for football agility drills.

Deceleration is a major contribute for overall agility and quickness. Athletes must learn how to stop.

Training should focus on reducing the time between the eccentric and concentric action of a movement.

Use an overall strength and conditioning approach to enhance efficiency in movement.

Eliminate muscle imbalances in strength or flexibility, which impede agility, quickness, and performance.

Perform agility and quickness drills early in the routine. Focus on quality not just quantity when performing agility drills.

Ice Hockey. Agility and quickness training for hockey involves a high level of neuromuscular

control and explosive power. Drills that mimic the specifics of hockey must address the constant variations in

velocity that coordinate the timing of acceleration and deceleration. Athletes should rest between bouts during practice and adhere to the work-to-

rest ratio of 1:4, which is typically experienced during competition. The demands involved in hockey require athletes to maintain visual and auditory

awareness while constantly processing new information. Coaches should incorporate cognitive stress while tasking the athlete to

complete a given agility pattern. Training programs must incorporate all planes of movement and emphasize

endurance in strength, power, agility, and balance. As players become more technically proficient, coaches should introduce external

stimuli into agility training. Line, ladder, and dot drills can be used to improve fundamental

neuromuscular patterns. Coaches should begin at a very basic level and then progress to more

complex drills.



Cone drills can be used to increase the number of times the athlete is required to change direction and to add more specificity to an agility and quickness program.

Quickness drill can help athletes learn to quickly respond to a variety of stimuli. Given the ever-changing flow of ice hockey, coaches should use open drills

that require athletes to respond rapidly to cues and stimuli.

Lacrosse. Lacrosse athletes must be able to accelerate and decelerate at high velocities,

while incorporating many different movement skills. An effective strength and conditioning program for lacrosse athletes should

include a planned systematic approach to training, which includes agility as part of the overall periodized plan. Movement drills.

Training programs must incorporate basic movement patterns and postures essential to locomotion patterns.

Closed agility drills. Once athletes master basic locomotor patterns, coaches should introduce

closed agility drills, which include movement patterns in a predictable and unchanging environment.

Open agility drills. Athletes should progress from closed to open agility drills. Cues and stimuli should be introduced, which mimic competition

situations. Sport specificity and energy-system stress.

Coaches can incorporate implements, such as lacrosse sticks and balls to make the drills more sport-specific.

Energy-system stress can be added by incorporating work-rest ratios into the agility program.

Difficulty and complexity can be added by using additional cues and/or implements.

Soccer. As with any sport, game speed and agility are context specific. Coaches must break down the movement requirements of soccer to develop an

effective training program. Soccer movement is intermittent, with each game featuring between 1,000 and

1,200 bouts of movement. Given the vast range of movement requirements, developing a soccer-specific

training program is challenging.



Agility training should incorporate initiation movements, actualization movements, and transition movements.

The progression for sport-specific soccer training includes: Developing general and stable fundamental movement patterns. Developing key movement combinations, moving from closed to open drills. Developing sport-specific movements in game context. Performing sport-specific movement in game context.

As athletes develop, coaches should start to combine movement patterns typical to soccer. Movement patterns become increasingly challenging. Drills can include great variety in terms of distances, speeds, and stimuli.

Coaches should always emphasize proper technique during training and practice. Progression in training should be individualized and follow the continuum from

basic to combined sport-specific movements. Sample agility and quickness drills for soccer (review pages 148 – 149).

Lateral shuffle and stick. Lateral shuffle and push back. Lateral shuffle mirror. Run to cone and cut. Run and cut. Get to the point.

Tennis. Agility and quickness are two of the most important physical components of

success on the tennis court. Training for tennis-specific quickness and agility incorporates dimensions of

movement, time, and distance covered during points. Tennis movement is performed in a reactive environment and is highly situation-

specific. Rotation is a major component of tennis-specific movement. The majority of tennis movements are in a lateral direction.

Lateral acceleration and deceleration are the major determining factors in great tennis movement.

Linear acceleration, linear maximum velocity, and agility are separate and distinct skills that needed to be training separately. Tennis players should fcus between 60-80% of training time on lateral

movements, 10-30% on linear forward movements, and only about 10% on linear backward movement.

Tennis athletes should train to improve reaction time along with other tennis movements such as technique, strength, and power. Coaches should use visual stimuli to help athletes develop visual reaction

time.



Training programs and drill should use short distances that mimic the movement demands of tennis.

Coaches should customize training programs based on a player’s movement patterns during competition.

Deceleration training is important to help tennis athletes move more efficiently on the court, reduce injury, and assist with rotation.

Volleyball. Volleyball requires multidirectional movements and jumping. A typical match is built around short, explosive bursts of movement and relatively

long rest periods. Reacting quickly and explosively in a lateral, linear, and vertical manner is

important. Athletes must learn to recognize and interpret what is happening around them

and then properly react to the stimuli. For volleyball athletes, working on first-step quickness is vital because speed

is required to react quickly to a rapidly moving or spiked ball. Drill selection for volleyball.

Coaches should initially emphasize simple drills and then increase the difficulty and complexity.

When applicable, perform all drills in both directions, using leg variations to challenge balance and increase variety and difficulty.

Change of direction drills help athletes move fluently and quickly on the court.

Coaches should begin with drills that focus on change of direction and then progress to drills that require reaction, timing of movement, first-step quickness, and starting acceleration.

Work-to-rest ratios should be similar to what is experienced in a match. Examples of volleyball agility and quickness drills (review pages 154-155).

Ball drops drill. Shadow drill. Shuffle reaction ball drill. Four-cone reaction box. Six-cone quickness drill.

Sport specific volleyball drills should be included by performing dry runs of offensive and defensive plays without the ball.

Training programs should be modified every three to four weeks or once the athlete has mastered a drill.



Training programs can be designed around the year, based on the training needed and competition occurring. Postseason (2 to 4 weeks).

The time after the season should be for active recovery. Incorporate cross-training and work on technique.

Off-season (6 to 12 weeks). Drill volumes should increase. Athletes should perform drills that vary in difficulty.

Preseason (6 to 12 weeks). Drill volumes are at their highest in the beginning of this period, but taper

to moderate by the end. Intensity of plyometric drills should increase.

In-season (3 to 5 months). Drills should be entirely sport-specific.

Wrestling. Wrestlers must possess high levels of dynamic and isometric strength, anaerobic

conditioning, balance, quickness, power, and agility. Coaches must develop a training program to improve the wrestler’s production of

force and increase their agility and quickness. Wrestling is an anaerobic sport, which demands high level force during

movement. Interval-agility training is highly applicable.

Wrestlers must train to move in every direction so they can explode to the front, back and laterally.

For agility and quickness, wrestling athletes should work on three or four different drills that emphasize change of direction speed. Line drills (pages 61 – 64). Pro-agility drill (page 82). Four-cone drills. (pages 86 and 88). Five-cone drills (pages 89 – 92). Reactive drills (pages 95 - 108).

Additional agility drills for wrestlers (review page 159). Agility shuttle. Get-ups.



Terms To Remember

Sport-specific agility Baseball and softballRange of motion agility training Movement technique agility trainingReactivity agility training BasketballMovement drills with a ball Football Interior line positions Combo athletesSkill and speed athletes Ice hockeyLacrosse Movement drillsClosed agility drills Open agility drillsEnergy-system stress SoccerGame speed Initiation movementsActualization movements Transition movements Tennis Reaction timeVolleyball PostseasonOff-season PreseasonIn-season WrestlingNeuromuscular training





1. Quick foot movement is not an essential skill for basketball players. a. True b. False

2. Agility training for football players should be position-specific. a. True b. False

3. Deceleration is a major contributor for agility and quickness in football athletes. a. True b. False

4. Regardless of the sport, coaches should base an athlete’s training progression on: a. body control. b. speed of movement.c. technique. d. All of the above.

5. Which of the following is the first level of mastery before progressing to more advanced drills?a. Basic movement patterns b. Closed agility drillsc. Open agility drills d. Sport-specific drills

6. Which of the following needs to make up the largest percentage of tennis agility training? a. Long distance speed b. Resistance training c. Lateral training d. Both a and b.

7. Regardless of the sport, agility and quickness drills should come at the end of a training session. a. True b. False

8. An agility program for hockey must incorporate all planes of movement. a. True b. False

9. Agility training for baseball players can be classified by: a. range of motion. b. movement technique.c. reactivity. d. All of the above.

10.Athletes should progress from closed to open agility drills. a. True b. False




Answer Key for Self-Tests

Introduction Chapter 1

Chapter 2

Chapter 3

Chapter 4

1. A A B A B

2. B B A B A

3. A A A A B

4. D D D D C

5. C C B A D

6. A D A B D

7. A A D A A

8. B A C B A

9. C C A D C

10. A B B A A

Chapter 5

Chapter 6

Chapter 7

1. A A B

2. B B A

3. A A A

4. C C D

5. B D A

6. D D C

7. B B B

8. A A A

9. C A D

10. A B A


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Phone (800) 95-SRFIT (800-957-7348), www.AAHF.info

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WORKBOOK - American Academy of Health and Fitness · Developing Agility and Quickness for Sport Performance™ Workbook 3 Introduction Points to Remember Agility, the ability to quickly