In the lower part of the page you
may find tests and table which will explain you how you can
calculate one repetition maximum(1 RM).
A repetition maximum (RM) is the the most weight you can lift for a defined number of exercise movements.
A 1 RM, for example, is the heaviest weight you can lift if you give it your maximum effort. A 1RM is your personal weightlifting record for any particular exercise. It can be a deadlift, squat, bench press... This chart will be widely used for your own battery of tests.
Testing and evaluation
A repetition maximum (RM) is the the most weight you can lift for a defined number of exercise movements.
A 1 RM, for example, is the heaviest weight you can lift if you give it your maximum effort. A 1RM is your personal weightlifting record for any particular exercise. It can be a deadlift, squat, bench press... This chart will be widely used for your own battery of tests.
Testing and evaluation
Testing is the only effective and objective way to evaluate a
training program. The use of posttesting data
permits accurate evaluation of many qualities. A coach will be able to see
progress since the athlete’s previous tests or compare data with a previous
group of players of the same age, position or experience. The effectiveness of
the program can be checked by the amount of progress in the area of emphasis.
For instance, if speed was the desired result, a decrease in speed data would
indicate that the program design should be addressed, not the athlete. Injury
prevention can be assessed through testing by equating an abnormal amount of
injuries to an area of weakness, such as hamstring or quadriceps strength and
fitness. In a broader scope, coaches can crossreference many of the scores as
checks and balances to validate beliefs. For example, an increase in leg
strength can be verified by an increase in vertical-jump scores and speed.
Testing also serves as a motivational tool for the hard-training
athlete. When goals are established or a competition of sorts is set up,
training and testing intensity seem to rise. When an athlete achieves or
surpasses a goal, belief in the program occurs instantly and preparation for
future progress begins. Although numerous tests are available, using a limited
battery of tests simplifies the process, making it repeatable and realiable for
interpretation and application.
The coach and athlete should work together to set goals. Abundant
research in physiology tells us that linear progress through training is
impossible. You cannot guarantee a 5 percent increase in physical qualities
every test date. If you could, a 100-pound squat would become a 265-pound squat
in 20 eight-week cycles, a little over three years. The same period would
change a 500-pound squat into a lift of 1,263 pounds! Both scenarios are
unlikely. The first might not take that long, and the second is impossible.
Physical and genetic limitations will make goal setting a trial-and-error
proposition. The coach and player should choose goals based on age, sex,
training experience, and program emphasis.
You also wouldn’t expect to see improvement in technical skills
every day. Instead, a player’s ball-handling skills will improve in cycles. A
player might experience a long period of no apparent progress and then have a
dramatic burst of improvement.
The following are some testing guidelines:
- Follow testing procedures to the letter if you want to accurate test scores to compare with past or future scores.
- For accurately averaged and standardized results, try to use electronic instruments and the same testing administrators.
- During testing, update the athletes on current scores – highs, lows, personal records, and so on.
- Be sure to designate testing dates ad times well in advance so that athletes can prepare properly. The schedule should be common knowledge because the training programs will point toward testing periods at the end of training cycles.
- For accurate interpretation of scores and to prevent injury, athletes who have not dutifully completed the training cycle should not be allowed to test.
- Players should warm-up and perform flexibility exercises before testing.
- Perform each test no more than five to seven times per year. This frequency of testing allows sufficient training time for goal achievement and lessens the chance for overtraining or injury that might occur with more frequent testing.
We will later introduce to the description of the tests. Each test
will be explained according to purpose and occasion. Make sure to keep accurate
records of test scores so progress can be monitored. Make sure to use the ones,
according to your opinion, that are the most significant, or create your own
battery, just make not to change tests often, choose your own battery and push
the story!
Evaluating test scores
Physical testing is used for three essential reasons: for
gathering information, for comparing the data, and for determining training
procedures based on the results of the testing. Initial results of an
athlete’s skill tests are called the baseline scores. Evaluators can use these
scores to compare one athlete’s results to other athletes’ results, or an
athlete’s results can be compared to the same athlete’s data gathered at a later
date. Evaluators can then make necessary adjustments to training regimens.
Soccer players generally range in age from 6 to 30, and the variety
of skill levels within this age range has a great influence on physical testing
data. However, in the case of the many age and skill-level categories for
soccer, it would be misleading to follow guidelines that do not pertain to an
athlete’s particular situation. That is why comparing an athlete’s test scores
to the previous baseline test scores is a better way to evaluate a training
program and its effects on each player. Even though the numbers for each
athlete are different, the correct rate of progress can still be measured by
the percentage of improvements made by other players or the percentage of
increase in team averages.
Comparison means assessing similarities and differences between one
vertical jump and another vertical jump, one leg press and another leg press,
and so on. Evaluation is the interpretation of the comparisons. Finding that
athlete A’s bench press result is lower than the results of other players at
that position or lower than the team average is an example of evaluation. Or,
finding that athlete B’s leg press is statistically excellent, but speed and
vertical jump tests are below average, is another example. The final step is
using the evaluation to determine training modifications for a more beneficial
outcome before the next testing period.
Let’s go through an example of a full process:
Leg
press
No-step vertical jump 60-yd sprint
Athlete
A
500lbs(227kg)
22’’(56cm)
8.00 sec
Team
average
350lbs(159kg)
27”(69cm)
7.40 sec
Comparison: Athlete A’s leg press is
150lbs(68 kilograms) higher than the team average, A’s no-step vertical jump is
5 inches(13 centimeters) lower, and A’s 60-yard(55-meter) sprint is .60 second
slower.
Evaluation: The leg strength is
excellent but the power tests are low compared to leg strength. With a leg
press that strong, there is an indication that the power tests should be better
than the team average.
Determination: There is a need to
focus on plyomethric training to improve the jumping and sprinting numbers as
well as a need to reevaluate Athlete A’s running technique and conditioning.
The leg press program should remain the same with a slight reduction in volume
if necessary. This will reduce the possibility of fatique so that Athlete A is
fresh for plyomethric drills and is likely to improve his speed.
1 pound = 0.45359237 kilograms
1 kilogram = 2.20462262 pounds
2
3
4
5
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9 10
135
143
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156 159
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171 176
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167 171
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184 189
155
164
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197 202
207
165
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185
190 195
200
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210 215
175
186
191
196
201 207
212
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222 228
185
196
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207
213 218
224
229
235 241
195
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213
218
224 230
236 242
248 254
205
217
223
230
236 242
248
254
260 267
215
228
234
241
247 254
260
267
273 280
225
239
245
252
259 266
272
279
286 293
235
249
256
263
270 277
284
291
298 306
245
260
267
274
282
289
296
304
311 319
255
270
278
286
293 301
308
316
324 332
265
281
289
297
305 313
321
329
337 345
275
292
300
308
316 325
333
341
349 358
285
302
311
319
328 336
345 353
362 371
295
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322
330
339 348
357
366
374 384
305
323
332
342
351 360
369
378
387 397
315
334
343
353
362 372
381
391
400 410
325
345
354
364
373 384
393
403
413 423
335
355
365
375
385
395
405 415
425 436
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376
386
397 407
417
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438 449
355
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398
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419
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440
451 462
365
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398
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420 431
442
453
464 478
375
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409
420
431 443
454 465
476 488
385
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443 454
466
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489 501
395
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454 466
478
490
502 514
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429
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466 478
490
502 514
527
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539
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527 540
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500 513
526
539 552
565
445
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485
498 511
525
538
551 565
578
455
482
496
510
523 537
550
564 577
591
460
476
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513
529 543
561
577 593
610
465
481
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518
535 549
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584 600
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470
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508
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541 555
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590 606
623
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492
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546 561
580
596 613
629
480
497
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535
552 566
586
602 619
636
485
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524
541
558
572
592
609 626
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490
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564 578
598
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632 649
495
512
535 552
569
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621 639
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575 590
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628 645
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634 651
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587 602
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640 658
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646 664
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598 614
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653 671
689
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543
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604 620
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659 677
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671 690
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697 716
545
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608
627 643
665 684
703 722
550
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613
633
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690 710
729
555
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638 655
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697 716
735
560
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709 729
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734 755
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679 696
720
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761 782
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747 768
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707 726
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772 793
815
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730 749
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