The document summarizes a session on dynamic warm-ups and sport-specific drills for physical education. It provides descriptions and instructions for 19 low to high intensity dynamic warm-up exercises. It then discusses how to incorporate agility drills and additional activities into physical education lessons to develop students' sport-specific skills and fitness while increasing physical activity levels. The document aims to address national physical education standards through lessons focused on improving speed, agility, quickness, and motor skills.
Motor learning is the understanding of acquisition and/or modification of movement.
As applied to patients, motor learning involves the reacquisition of previously learned movement skills that are lost due to pathology or sensory, motor, or cognitive impairments. This process is often referred to as recovery of function.
Motor learning is the understanding of acquisition and/or modification of movement.
As applied to patients, motor learning involves the reacquisition of previously learned movement skills that are lost due to pathology or sensory, motor, or cognitive impairments. This process is often referred to as recovery of function.
Stretching ;
Time spent on warming up and cooling down may help improve an athlete's level of performance and accelerate the recovery process needed before and after training or competition.
The coaches may wish to encourage the athletes to regard the warm-up and cool down as an essential part of both the training session and competition itself.
Remember *** According to periodization and athlete performance coaches have to do the programming. ***
Summer 2020
HamidReza Ebrahmi
Stretching ;
Time spent on warming up and cooling down may help improve an athlete's level of performance and accelerate the recovery process needed before and after training or competition.
The coaches may wish to encourage the athletes to regard the warm-up and cool down as an essential part of both the training session and competition itself.
Remember *** According to periodization and athlete performance coaches have to do the programming. ***
Summer 2020
HamidReza Ebrahmi
Waddling gait- definition|role of muscle|gait analysis|kinematic and spatiote...jasna ok
This powerpoint is about WADDLING GAIT,muscle that cause waddling gait , its causes, reasons for why this gait is called duck gait and pregnancy gait, gait analysis , and its physical therapy treatment
The following is a simple overview of Mime - Exercise of Style. The exercise of style are concerned with walking on the spot, climbing, skating, running, pulling, pushing, lifting, throwing, flying floating.
This presentation is the first of a two part strength training series in which I cover: the major muscle groups, basic anatomical motions, and basic exercises for each area of the body.
This workshop is designed to help teach a variety of abdominal and core exercises with little or no equipment! The workshop focuses on identification of common misalignment and effective cueing to facilitate proper alignment to maximize effective results and prevent injury. Learn a sequence of yoga poses that can be used as a class warm-up or cool-down stretch, lower body strength class, or in the development of a yoga unit.
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Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
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Disruption of blood supply to lung alveoli due to blockage of one or more pulmonary blood vessels is called as Pulmonary thromboembolism. In this presentation we will discuss its causes, types and its management in depth.
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These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
- Video recording of this lecture in English language: https://youtu.be/lK81BzxMqdo
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Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
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5th edition of the Diagnostic and Statistical Manual of Mental Disorders
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disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
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AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
Acute scrotum is a general term referring to an emergency condition affecting the contents or the wall of the scrotum.
There are a number of conditions that present acutely, predominantly with pain and/or swelling
A careful and detailed history and examination, and in some cases, investigations allow differentiation between these diagnoses. A prompt diagnosis is essential as the patient may require urgent surgical intervention
Testicular torsion refers to twisting of the spermatic cord, causing ischaemia of the testicle.
Testicular torsion results from inadequate fixation of the testis to the tunica vaginalis producing ischemia from reduced arterial inflow and venous outflow obstruction.
The prevalence of testicular torsion in adult patients hospitalized with acute scrotal pain is approximately 25 to 50 percent
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Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
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Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
These simplified slides by Dr. Sidra Arshad present an overview of the non-respiratory functions of the respiratory tract.
Learning objectives:
1. Enlist the non-respiratory functions of the respiratory tract
2. Briefly explain how these functions are carried out
3. Discuss the significance of dead space
4. Differentiate between minute ventilation and alveolar ventilation
5. Describe the cough and sneeze reflexes
Study Resources:
1. Chapter 39, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 34, Ganong’s Review of Medical Physiology, 26th edition
3. Chapter 17, Human Physiology by Lauralee Sherwood, 9th edition
4. Non-respiratory functions of the lungs https://academic.oup.com/bjaed/article/13/3/98/278874
1. Session Title: Dynamic Warm-up and Sport Specific Drills
Presenters: Dynamic Warm-up Sport Specific Drills
Jane M. Shimon, Ed.D., A.T.,C. Brian W. McGladrey
Department of Kinesiology Department of Exercise & Sport Science
Boise State University University of Utah
1910 University Dr. 850 E. 250 S.
Boise, ID 83725-1710 Salt Lake City, UT 84112
(208) 426- 1531 (801) 581-7558
jshimon@boisestate.edu brian.mcgladrey@utah.edu
The following sets of handouts will address various dynamic warm-up exercises and sport-
specific drills to enhance flexibility, strength, balance, speed, agility, quickness, and body
control. These activities and drills can be used and modified for students in K-12 physical
education and athletics.
1DYNAMIC WARM-UP
Traditional warm-ups performed in athletics and physical education classes have generally
consisted of low-intensity jogging, followed by a series of static, sitting stretches. By the time all
the static stretches have been completed, the heart rate has returned to near resting levels and
the body has, in fact, cooled back down. A warm-up should prepare students and athletes to
move towards more vigorous activity. Instead of using static stretching during warm-ups, it has
been recommended to implement more dynamic movements during warm-up. Dynamic warm-
ups include low-, moderate-, to high-intensity hops, skips, jumps, lunges, and other upper and
lower body movements to help elevate core body temperature, maximize active ranges of
motion, and excite motor units and kinesthetic awareness (Faigenbaum & McFarlane, 2007). In
essence, dynamic exercises prepare the body for physical education lessons, athletic practices,
and competition.
The activities included in this presentation are intended to address NASPE Standard 3:
Participates regularly in physical activity and Standard 4: Achieves and maintains a health-
enhancing level of physical fitness.
Directions. Design a 30 - 60 ft area (10-20 yds) for warm-up (or use the width of a basketball
court). Place students in rows, 2-3 deep. The first person in each row goes first, followed by the
next row, etc. Have rows stop at the end line and wait for the return activity. This organization
allows for a ratio of work and rest.
Low Intensity Dynamic Warm-up Exercises:
1. Walking Arm Circles. Arms complete forward circles for ½ the distance, then switch to
backward circles for the remaining distance (involves the overall shoulder capsule).
2. Walking Arm Hugs. Both arms fly out (open chest, pectoralis stretch), then cross to hug
the chest (mid-trapezius/rhomboid stretch).
2. 3. Walking Fly Swatters. Both arms swing up and behind the
head, touching the back of the neck (swatting bugs) with each
step. This exercise involves external rotation with stretch to the
triceps. Variations include: cross-arm swatters, moving
one arm up and behind the neck, while the other arm travels low
behind the back (top hand tries to touch bottom hand); arm
flutters, moving both arms quickly out to the side, or moving
both hands quickly forward and backward overhead.
Low-to-Moderate Intensity Dynamic Warm-up Exercises:
4. Cheerleaders. Lateral shuffle down the floor while swinging arms up and out to the side
and back, like a jumping jack. At the half-way point, turn and face the other way and
continue. This exercise involves the hip abductors (outer hip) and adductors (groin), as well
as the shoulders.
5. High Knee Lift. On each walking step, lift and hug one
knee towards the chest while raising up on the toes.
Variations include swinging arms in opposition or
extending leg out as if crossing a hurdle. This exercise
involves the hip flexors and stretches the gluteus maximus.
6. Stepping Trunk Turns. On each high-knee step, an elbow
touches the opposite knee (R elbow to L knee; then L elbow
to R knee). This exercise involves the hip flexors and core.
7. Frankensteins (Toe Touch and Walk). On each step, extend one leg
straight out in front of the body and touch knee/toes. Do the same with
the other leg during the next step. This exercise involves the hip
flexors and stretches the hamstrings.
8. Airplanes. On each step, bend over and touch the
floor while raising the rear leg into the air. Laterally
lift the arms out to the side to mimic wings of an
airplane. This exercise addresses hamstrings
flexibility.
9. Inch Worm. Starting in a push-up position, walk feet
3. toward the hands, keeping the legs straight. Then,
walk the hands forward while keeping the arms and
legs extended (plank to upside-down V to plank,
etc.). This exercise address the core while the body
is in a plank position, and the hamstrings/low back/
calves when in an upside-down V.
10. X Lunge. Lunge sideways with the R foot, then step
behind with the L (forms an X). Finish the movement with
a forward bend at the hips. Try to keep back leg (behind
leg) straight. After half the distance has been completed,
face the opposite direction (Lunge with L, step behind with
R). This exercise stresses the lateral hip/IT band (iliotibial
band) and hamstrings of the back leg.
11. Giant Lunge Steps. Take long steps forward and lunge with each
step. After half the distance has been completed, turn around and
continue stepping and lunging backwards as far as possible.
Variations include raising arms overhead with each step. For higher
intensity, add a knee hug between each lunge. Make sure to keep
the head/trunk upright, the front knee inline with the foot, and the
back knee off the floor. This exercise stretches the hip flexors of the
rear leg and involves the quadriceps of the front leg.
12. Lunge Trunk Turns. One each step, lunge and touch the opposite
elbow to the opposite knee. Make sure to keep the head/trunk upright,
the front knee inline with the foot, and the back of the knee off the floor.
This exercise stretches the hip flexors of the rear leg, and involves the
quadriceps of the front leg and core.
13. Lateral Shuffles. In a ready position (semi-squat position), lateral shuffle with a long first
step followed by a second quick step. After half the distance has been completed, face the
opposite direction and continue.
14. Carioca. Laterally step down the floor while alternating one foot in front of the body and the
other behind. Half way down the floor, switch position and face the opposite wall. Use arms
to horizontally swing in opposition to each step.
15. Back Pedal. While keeping feet under the hips, take small quick steps backwards.
16. Backward Run. Reach back with one leg on each step.
17. High Knee Skips. While skipping, emphasize high knee-lift, alternating arm action, and
pushing up off the toes.
18. Back-end kicks. Kick heel to the buttocks on each step.
4. 19. Run & Go. Jog into a run for the first half of the distance and finish with a sprint. Quickly
stop by bending knees and using short steps. Variations include doing a push-up first, then
quickly jumping up to complete the exercise.
Stationary Dynamic Exercises.
Crunch Punches. Begin in a sit-up position with knees bent and arms crossed at the chest.
Crunch up and punch out arms past the knees, then lower body and shoulders slowly back
down to the floor. Repeat desired number of times. Variation includes alternating punches
across the body past opposite knees.
Standing Crunch Rotations. Using a wide base of support,
bring arms laterally out to the side. While keeping arms extended,
slowly lower the body and rotate arms one at a time to the opposite
thigh, then knee, mid-calf, and ankle. Each crunch rotation can
include pivoting on the balls of the feet.
Standing Leg Cradle. While standing on one leg, lift the other leg
using both hands. Turn the knee outward while lifting the lower leg
up into a modified (standing) hurdler stretch (ankle high). An easier
position includes being supine on the ground while assuming the position.
Hamstring Rollover. Lie on the back with
arms pointing to the ceiling. Slowly curl up
while assuming a modified hurdler’s position
and reach forward with the hands to stretch.
Roll back down, and repeat with a curl and
stretch to the opposite leg on the next repetition.
The motion should be a continuous, slow, and controlled flowing motion. Stretch at the
waist/hips, pretending to stretch over a bowling ball positioned in your lap. A variation
includes both legs rising up to meet the hands at the start, and as the body slowly curls up,
the legs assume a modified hurdler’s position prior to final the stretch.
Hurdler’s Twist. Begin in a modified hurdler’s position.
Reach out to stretch one leg, then lean back into a v-sit
position while stretching out the other leg into position.
Repeat. The motion should be slow and continuous.
Stretch at the waist/hips, pretending to stretch over a
bowling ball positioned in your lap.
Wave Push-Ups. At the end of a push-up (plank position),
lift one hand up and reach out in front of the body or lift one
5. hand off the ground and wave to a partner. Repeat with the
opposite hand before going back down for another push-up.
Keep shoulders level on wave.
References:
Chu, D., Faigenbaum, and Falkel, L. (2006). Progressive plyometrics for kids. Monterey, CA:
Healthy Learning.
Faigenbaum, A, and McFarlane, J.E., Jr. (2007). Guidelines for implementing a dynamic warm-
up for physical education. Journal of Physical Education, Recreation, and Dance, 78(3), 25-28.
PE LESSONS TO DEVELOP SPORT-SPECIFIC TECHNIQUES
AND INCREASE PHYSICAL ACTIVITY
Introduction
These PE lesson activities address the development of students’ sport-specific techniques,
motor skills, and fitness, while offering a conceptual alternative to more traditional PE activities.
Borrowing from testing conducted of aspiring professional football players (NFL Combine), and
training strategies designed for athletes interested in improving speed, agility, and quickness
(Brown & Ferrigno, 2005), these activities are designed to assist students in developing agility,
quickness, core stabilization, balance, flexibility, body control, strength, and endurance. At a
minimum, the activities included in this presentation are intended to address NASPE Standards
1 and 2. The desired effect on students is that development of these sport-specific movement
skills will result in achieving the objectives of NASPE Standards 3, 4, and 6. Whether
participating in the activities or simply observing, participants will find the included handouts
helpful to learning the agility drills, and to understanding how to organize them into a sequence
that will serve as a PE lesson.
Main Points
An objective of the Sport Education model (Siedentop et al., 2004) is for students to develop
sport-specific techniques, as well as fitness. In order to play any sport well, students must be
able to “move quickly, jump, and have a particular level of stamina” (p. 9). A study of fifth and
sixth grade students by Watson et al. (1999) reported that individuals who do not feel competent
in activities that require physical skill tend to be the most inactive. As part of the National
Standards, it is recommended that students be able to demonstrate competency in motor skills
and movement patterns needed to perform a variety of physical activities, and demonstrate
understanding of movement concepts, principles, strategies, and tactics as they apply to the
learning and performance of physical activities (NASPE, 2004).
One of the many challenges faced by physical education (PE) teachers is the need to
increase students’ time spent in moderate to vigorous physical activity (MVPA). Meeting
objective 22-10 of Healthy People 2010 (Public Health Service, 2000) requires increasing the
proportion of adolescents who spend at least 50 percent of school PE class time being
physically active. Defining “being physically active,” objective 22-6 recommends teachers
6. increase the proportion of adolescents who engage in moderate PA for at least 30 minutes on 5
or more of the previous 7 days, and recommends with objective 22-7 increasing the proportion
of adolescents who engage in vigorous PA that promotes cardiorespiratory fitness 3 or more
days per week for 20 or more minutes per occasion (Public Health Service, 2000). Addressing
these objectives and concerns suggests that PE curricula be designed to include lessons
intended to assist with development of sport-specific techniques and fitness, while at the same
time increasing feelings of competence, confidence, and self efficacy in students.
7. Objectives of Program
• Borrowing from testing conducted of aspiring professional football players (NFL
Combine), as well as training strategies designed for any athlete interested in improving
speed, agility, and quickness (Brown & Ferrigno, 2005), activities will be presented and
demonstrated that assist students in development of the following: foot speed, agility,
quickness, core stabilization, balance, flexibility, body control, strength, and endurance.
• How these activities address the development of students’ sport-specific techniques and
fitness, as well as offering a conceptual alternative to more traditional PE activities will
be discussed.
• How teachers can integrate these activities into their PE programs, to include the Sport
Education model, will be discussed. For example, teachers can elect to have students
perform the agility drills with or without the additional stations listed below, and they can
be performed by students multiple times, depending on lesson length and objectives.
For purposes of increasing MVPA performing the agility drills in a sequence multiple
times is recommended.
What the Audience will Learn
Conference attendees electing to participate in this activity session will learn the drills listed
below, as well as gain an understanding of how they contribute to achieving the objectives
stated above.
Agility Drills (see diagrams below)
▪ 20-Yard Square ▪ X-Pattern Multi-Skill ▪ 20-Yard Shuttle
▪ 40-Yard Backpedal – Forward ▪ 30-Yard T-Drill ▪ Agility Ladder
▪ 40-Yard Square – Carioca
Additional Activities
▪ Jump Rope ▪ Abdominal Crunches
▪ Push-Ups ▪ Med-Ball Throws
Potential Drills/Activities Sequence
▪ 20-Yard Square ▪ Abdominal Crunches ▪ Med-Ball Throws
▪ 40-Yard Backpedal – Forward ▪ 30-Yard T-Drill ▪ Agility Ladder
▪ Push-Ups ▪ 20-Yard Shuttle ▪ Jump Rope
▪ 40-Yard Square – Carioca