Shadowing Practice: How to Create a Strength & Conditioning Program for Athletes | Programming for Athletic Performance - Learn English Speaking with Video
Choose a practice mode
Each mode opens a full-screen practice room.
177 sentences
If sentences are too short or too long, click Edit to adjust them.
1
Hi everyone.
2
Peter here from Flow High Performance
3
and in this video we'll be covering how to write a strength and conditioning program for athletes.
4
The first thing to establish is what athletic qualities can be trained that can benefit physical performance for an athlete.
5
We have several components that can be trained using strength and conditioning training.
6
We will now briefly cover each of these qualities.
7
The first is linear speed.
8
This refers to how fast an athlete can run in a straight line.
9
This includes both acceleration ability as well as maximum speed running.
10
We also have change of direction ability.
11
This refers to how quickly an athlete can decelerate, turn in a different direction, and then re -accelerate in that direction.
12
Reactive power is the next quality which refers to the ability to produce high forces in very short times.
13
The stretch shortening cycle plays a large role in this quality, allowing efficient force transfer through the use of elastic energy.
14
The next quality is traditional power.
15
This refers to moving moderate to heavy loads as fast as possible.
16
This is similar to reactive power, although loads used are much heavier.
17
Therefore the speed of movement is much slower.
18
Maximal strength is the next quality which simply refers to maximum force production.
19
Another trainable quality is hypertrophy, which refers to muscle growth.
20
Some athletes may seek to enhance muscle size for their sport.
21
And lastly, we can also include metabolic conditioning or endurance training.
22
This refers to improving the repeatability of an exercise.
23
Now that we've discussed what potential physical qualities we can train with strength and conditioning training,
24
we now need to establish what qualities will actually be beneficial to train for a specific athlete.
25
Let's take the example of a generic rugby player and establish what qualities they will need to train.
26
Linear speed is important for most positions to both beat defenders and to also chase attackers.
27
Change of direction is important since players often need to run in different directions based on the run of the game.
28
Reactive power is important for most positions as it will help with maximal velocity running.
29
Traditional loaded power is also important since it will help speed
30
and acceleration and players often need to overcome the resistance of their opponents during tackles.
31
Maximal strength is important for overall robustness and its benefits for all other qualities.
32
Hypertrophy may be important for most players, since a bigger body is generally better for tackles
33
and it can also be helpful to build up susceptible areas that are prone to injury.
34
And lastly, endurance training is also important to ensure high intensity efforts are able to be repeated throughout the entire match.
35
you If we now take the example of a volleyball player, the qualities they require may look slightly different.
36
Linear speed, hypertrophy or endurance will hardly be beneficial for the physical performance of a volleyball athlete.
37
However, change of direction training may be useful as volleyball athletes
38
are frequently stepping in different directions based on the run of the gameplay.
39
Reactive power is probably useful for repeated jumps or running jumps.
40
Loaded power will enhance vertical jump performance.
41
And maximal strength will enhance all other qualities and provide robustness to the athlete.
42
So each athlete or team should be trained based on which qualities they require in their sport you
43
Let's use the example of this rugby player that we discussed.
44
and write a program for them throughout this video.
45
So for the rugby athlete, although every quality is important for their training,
46
Change of direction and endurance training will be performed frequently enough during sport practice
47
that it doesn't need to be specifically trained during strength and conditioning sessions.
48
Therefore, for this example we are only going to include linear speed, reactive power, traditional loaded power, maximum strength and hypertrophy training.
49
Now that we know what qualities we will be targeting, the next consideration is how the program will be structured.
50
Bye.
51
First and foremost, we need to establish how many overloading versus deloading weeks we are going to employ.
52
you Generally speaking, anywhere between 2 -6 weeks of overloading training can be implemented before a deload week.
53
More advanced athletes will generally require deloads more frequently and may veer towards the lower end of these recommendations.
54
while less experienced athletes may be able to handle more overloading training before a deload week is implemented.
55
For our example rugby player, we're going to implement a 4 :1 overload to deload week ratio.
56
meaning that 4 weeks of overloading training will be employed before a 1 week deload.
57
The next factor to plan for our program structure is what order the training qualities will be performed in.
58
As a general rule, the following order is recommended: first linear speed training, next change of direction, then reactive power,
59
loaded power, max strength, hypertrophy and endurance training last.
60
This order is recommended since the first qualities on this list are the most fatigue -sensitive, while the last qualities are the least fatigue -sensitive.
61
For example, very small levels of fatigue will significantly impact linear speed.
62
while an adequate training stimulus can still be achieved for hypertrophy or endurance training even with moderate levels of fatigue.
63
So for our rugby player example, we will order our sessions by performing linear speed first, reactive power second, loaded power third,
64
max strength fourth, and hypertrophy last.
65
The next stage in writing a program is to select exercises for each of the qualities that will be trained.
66
The exercise selection will be based on numerous factors such as training age, time of year and individual injuries.
67
Athletes with more experience in strength
68
and conditioning training can use more advanced exercises than an athlete who has never been in a weight room.
69
Furthermore, an experienced athlete may not get enough stimulus from a certain exercise to improve performance.
70
while almost any exercise will work for a novice.
71
For example, an experienced athlete may be able to perform back squats as a strength exercise, while a novice may be better off doing walking lunges,
72
since they may not be able to perform a back squat with safe and effective technique.
73
The time of year also dictates what exercises will be selected.
74
Certain times of the year may be very intense during the sport practice for the athletes, and strength and conditioning exercises may need to be less intense to avoid injury.
75
During the middle of the season or toward the end of a long season,
76
we may want to implement more joint -friendly exercises to reduce the risk of joint pain and injury. For example,
77
we may select box jumps as a power exercise rather than squat jumps to reduce the eccentric loading on the hips, knees and ankles.
78
And lastly, exercise selection may need to alter based on individual anatomy and injuries.
79
Some athletes simply find certain exercises to be irritating on the joints.
80
while other exercises aren't.
81
Obviously in this case, the exercises should be changed to something that the athlete can perform safely.
82
For example, it is common that athletes have shoulder issues during the barbell bench press.
83
This can be changed to a dumbbell bench press
84
or weighted dips as an alternative exercise and will achieve essentially the same adaptations.
85
Also, athletes may prefer certain exercises over others, and are therefore likely to put in more effort.
86
So if the program allows, an athlete's preferences should be preferred over exercises they dislike.
87
Let's now select some exercises for our example rugby player.
88
For linear speed training, we've implemented rolling sprints and resisted sprints.
89
This covers both top speed running and specific acceleration training.
90
For reactive power training, we've chosen hurdle jumps as a plyometric exercise.
91
For traditional loaded power training, the trap bar jump was selected.
92
Strength training consists of box squats and bench press, and hypertrophy training includes dumbbell rows,
93
stiff leg deadlifts, and lateral neck raises for injury prevention.
94
And the last program in consideration is what method of progression will be employed for the training block.
95
We will now cover the best way to progress each quality over time.
96
The method of progression will always follow a general to specific model, meaning that the quality will become more specific as it progresses.
97
Let's first start with linear speed training.
98
Linear speed training should be progressed via increasing the distance of the sprints.
99
This is because the longer the distance is, the faster the speed the athlete can run, up to a certain point that is.
100
So sprint training should start with short distance sprints of around 10 metres
101
and increase over time up to around 60 metres or longer.
102
allow the tissues to adapt to the stress.
103
If resisted sprints are also implemented for acceleration training, this should also follow a similar progression.
104
However, distances may only need to be progressed up to around 30 meters rather than 60 meters.
105
Also, resisted sprints should start with heavier loads and decrease the loads over time to allow faster running speeds.
106
Change of direction training will be performed so frequently during sport practice
107
that that the only real variable we can manipulate is the volume.
108
However, if additional change of direction work will be performed during the strength and conditioning sessions, then it can be progressed in a slightly different way.
109
The best way would be to start with larger change of direction angles and progress to smaller angles,
110
For example, we may start with 90 degree cuts and slowly progress until full 180 degree turns are performed.
111
Furthermore, the speed of the approach can be increased.
112
If the athlete runs faster into a turn, there will be more inertia to overcome and more eccentric force required to decelerate.
113
Reactive strength should be progressed via decreasing the contact times over time.
114
This is because we ultimately want this type of training to transfer to running and jumping performance, which will have very short ground contact times.
115
This can be done by manipulating the exercises performed, and also the external load used.
116
For example, weighted depth jumps may be performed early in the program, where the goal is to jump as high as possible.
117
This could then progress to unloaded hurdle jumps, where the goal is to minimise ground contact time.
118
Loaded power training should follow a very similar model of progression.
119
Load should start heavier, which also means slower movement velocity, and progress to lighter loads with faster velocities.
120
Maximal strength should follow a linear type periodization model.
121
This means that higher volumes and lighter weights are used earlier in the program, and this progresses to heavier loads with lower volumes.
122
This is a logical progression to follow, since maximal force production is the goal, which is best achieved by lifting the heaviest loads possible.
123
Hypertrophy training may not have a particular periodization model to follow, as it is a structural adaptation rather than a neural adaptation.
124
Therefore, the method of progression employed probably won't change from block to block.
125
although the week -to -week progression is still important.
126
Generally, hypertrophy training is best achieved by using multiple sets of 6 reps or greater, and taken fairly close to failure.
127
This can then be progressed by increasing the number of reps performed, increasing the load lifted, or increasing the number of sets performed.
128
And endurance training will likely be performed primarily by manipulating sport practice sessions, rather than separate conditioning sessions.
129
However, additional running may be implemented at certain times throughout the year
130
if the players aren't getting enough conditioning training from the sport.
131
Therefore, we can progress this by starting with longer distance, lower intensity running, and progressed to higher intensity, shorter distance running.
132
For example, we may start with slower continuous running for longer distances
133
and progress to short interval sprints with limited recovery between efforts.
134
Let's now implement these methods of progression into our rugby player program example.
135
For a 15 -week program, the first five weeks may look something like this.
136
We can see here that the linear speed exercises are progressed by increasing the distances each week.
137
We can also see that the resisted sprints use a heavy load, which will mean more force production but slower running speeds.
138
For reactive power Depth jumps were chosen where the goal is maximal jump height, an additional weight will be used.
139
This will mean fairly long ground contact times, but high force production.
140
This is progressed by adding an additional rep to each set each week.
141
For a loaded power exercise, the trap bar jump was chosen.
142
As we can see here, the sets and reps stay the same, although the load used decreases.
143
This will mean that greater jump height and faster movement velocities will be expected week to week.
144
For strength training, The box squat and bench press were selected.
145
The progression here is that weight remains the same while the sets
146
and reps increase over the weeks as a method of increasing volume.
147
And lastly, we have hypertrophy training, where stiff leg deadlifts, dumbbell rows and neck raises for injury prevention have been implemented.
148
Bye.
149
I've just shown a different method of progression for each five -week block, to give some examples.
150
In this block, the reps and weight remain the same, while the number of sets increases each week.
151
In the second block, the training has progressed again to be slightly more specific.
152
For our linear speed, the distances increase week to week as per the last block, although they start at a longer distance and progress even further.
153
Also, the resisted sprints now use a moderate load rather than a heavy load, meaning that running speeds will be slightly faster.
154
Reactive Power now uses hurdle jumps rather than depth jumps, where the focus is on minimal ground contact time.
155
However, an additional 5 kilos has been chosen which will slightly increase contact times and also increase force production.
156
Once again, the number of reps performed increases each week.
157
The trap bar jump is still used for loaded power and the same model of progression is employed.
158
However, this time the load is decreased even more from the last block, meaning that velocity will be even faster.
159
Strength training now uses lower reps with heavier loads.
160
and we can see here that the number of sets and reps remains the same, while the load is increased slightly each week.
161
And the next hypertrophy example follows a progression of increasing the number of reps performed each week, while the sets and load remains the same.
162
In this example, one extra rep is performed over the three sets each week.
163
And now the last five -week block of the program may look something like this.
164
Once again, the distances of the sprints are increased each week to even further distances again.
165
The resisted sprints now use light loads to allow faster running speeds.
166
Hurdle jumps are still used as a reactive power exercise, although this time no additional load is used.
167
This will decrease ground contact times and be most specific to sprinting and jumping performance.
168
The trap bar jump follows the same progression model, although the loads decrease even further again, allowing even greater jump heights.
169
Strength training now has the same method of increasing load each week, although the number of sets performed also decreases.
170
Also, only sets of one rep are being performed as this allows the highest force production.
171
And lastly, hypertrophy training follows a method of increasing load over time.
172
This is possible with heavier compound lifts like the stiff leg deadlift, although exercises which use lighter loads will be very difficult to increase load each week.
173
Therefore, Loads may have to be increased less frequently, and when they do increase, Lower reps may need to be employed.
174
As we can see for the dumbbell row and neck raise, the load increases in week 3 and the reps decrease.
175
Then in week 4, The reps increased with the new heavier load.
176
Thanks for watching and hopefully you got something out of this video.
177
Remember to subscribe if you haven't already.
Download App
Everything you need to speak fluently
AI PronunciationScore every sentence
IPA PracticeMaster every sound
VocabularyBuild your word bank
Vocab GameLearn while playing
FOR YOU
Recommend Video
C12
508 sentences
Essentials: How to Assess & Improve All Aspects of Your Fitness | Dr. Andy Galpin
Business EnglishUniversity StudentsWorking Adults
C12
247 sentences
Build a proactive agent workflow with Claude Code
Business EnglishUniversity StudentsWorking Adults
C19
78 sentences
How to enter ‘flow state’ on command | Steven Kotler for Big Think
Business EnglishUniversity StudentsWorking Adults
C12
132 sentences
The Best Full UPPER BODY Workout For Max Muscle Growth (Science Applied)
Business EnglishUniversity StudentsWorking Adults
B23
66 sentences
CAE8 O TEST1 PART3
Business EnglishDaily ConversationUniversity Students
C18
104 sentences
Understanding Sports Injuries: Definition, Classification, and Impact
Business EnglishUniversity StudentsWorking Adults
C19
38 sentences
The Neuroscience of Learning
Business EnglishUniversity StudentsWorking Adults
C15
71 sentences
How to Force Your Brain to Crave Doing Hard Things
Business EnglishUniversity StudentsWorking Adults
C12
96 sentences
Gân Achilles - Bí Quyết Bứt Tốc & Bật Cao Như VĐV Chuyên Nghiệp | T3KT SCIENCE BASED | SmallGym
Business EnglishUniversity StudentsWorking Adults
B24
125 sentences
Are soccer players the most fit athletes on the planet?
Business EnglishDaily ConversationHigh School Students
C19
74 sentences
Dolph Lundgren - Maximum Potential
Business EnglishUniversity StudentsWorking Adults
B24
122 sentences
5 Ways To Become A Better Badminton Player
Business EnglishHigh School StudentsUniversity Students
Vocabulary and speaking notes for this lesson
This C1 speaking lesson is built on the video “How to Create a Strength & Conditioning Program for Athletes”. The speaker keeps coming back to these words: training, load, exercise, athlete, speed. This video has 177 sentences and 2672 words to shadow. The speech runs for 17:25. The speaker talks at a natural 153 words per minute, close to everyday conversation. Only 80% of the words are among the 3,000 most common in English, so the vocabulary is demanding.
Key vocabulary in this video
The 15 most advanced words in the video, with pronunciation and meaning:
| Word | Pronunciation | Meaning |
|---|---|---|
| hypertrophy noun | /haɪˈpɜɹ.tɹə.fi/ | An increase in the size of an organ or tissue due to the enlargement of its individual cells. |
| progression noun | /pɹəˈɡɹɛʃən/ | The act of moving from one thing to another. |
| sprint noun | /spɹɪnt/ | A short race at top speed. |
| reactive adjective | /ɹiːˈæktɪv/ | That reacts or responds to a stimulus. |
| maximal adjective | /ˈmæksɪməl/ | Largest, greatest (in magnitude), highest, most. |
| endurance noun | /ɪnˈdʊɹəns/ | The measure of a person's stamina or persistence. |
| deload verb | To reduce the intensity of one's physical training, as a short recovery period. | |
| employ verb | /ɪmˈplɔɪ/ | To retain (someone) as an employee. |
| overload verb | /ˌəʊvəˈləʊd/ | To load excessively. |
| squat noun | /skwɑt/ | A position assumed by bending deeply at the knees while resting on one's feet. |
| lastly adverb | /ˈlæstli/ | Used to mark the beginning of the last in a list of items or propositions. |
| velocity noun | /vəˈlɑsəti/ | A vector quantity that denotes the rate of change of position with respect to time, combining speed with a directional component. |
| hurdle noun | /ˈhɝd(ə)l/ | An artificial barrier, variously constructed, over which athletes or horses jump in a race. |
| acceleration noun | /əkˌsɛl.əˈɹeɪ.ʃən/ | The act of accelerating, or the state of being accelerated; increase of motion or action; as opposed to retardation or deceleration. |
| fatigue noun | /fəˈtiːɡ/ | A weariness caused by exertion; exhaustion. |
Phrasal verbs you will hear
| Word | Meaning |
|---|---|
| build up verb | To erect; to construct. |
Grammar in this video
The structures the speaker uses most, with the exact words from the video:
| Structure | In the video |
|---|---|
| Conditional sentences if + clause, will/would + verb — a condition and its result | if additional change of direction work will be |
| Passive voice be + past participle — the focus is on what happens, not who does it | can be trained · be repeated · should be trained |
| Present perfect have/has + past participle — a past action that still matters now | we've discussed · has never been · we've implemented |
| Relative clauses who / which + clause — extra information about a person or thing | performance, which will · goal, which is · load, which will |
Pronunciation to watch
The speaker uses 11 contractions and reduced forms, such as we've, aren't, doesn't. Say them the short way, as you hear them.
- The “sh” and “zh” sounds: progression /pɹəˈɡɹɛʃən/, acceleration /əkˌsɛl.əˈɹeɪ.ʃən/, adaptation /ˌæd.æpˈteɪ.ʃən/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/, inertia /ɪnˈɝ.ʃə/
- Long words — get the stress right: hypertrophy /haɪˈpɜɹ.tɹə.fi/, velocity /vəˈlɑsəti/, acceleration /əkˌsɛl.əˈɹeɪ.ʃən/, manipulate /məˈnɪp.jʊ.leɪt/, adaptation /ˌæd.æpˈteɪ.ʃən/
How to practise with this video
- Listen to the whole video once without speaking and note the words you do not know.
- Start at 0.75× speed, shadow it sentence by sentence, then go back to normal speed once it feels easy.
- Record yourself and compare with the original, paying attention to words like hypertrophy, progression, sprint.
What is the Shadowing Technique?
Shadowing is a science-backed language learning technique originally developed for professional interpreter training and popularized by polyglot Dr. Alexander Arguelles. The method is simple but powerful: you listen to native English audio and immediately repeat it out loud — like a shadow following the speaker with just a 1–2 second delay. Unlike passive listening or grammar drills, shadowing forces your brain and mouth muscles to simultaneously process and reproduce real speech patterns. Research shows it significantly improves pronunciation accuracy, intonation, rhythm, connected speech, listening comprehension, and speaking fluency — making it one of the most effective methods for IELTS Speaking preparation and real-world English communication.