2023 NSCA Tactical Annual Training

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Lecture

1. Understand the role of vision and cognition in tactical performance.
2. Define visual and cognitive skills in tactical performance.
3. Describe ways to screen and train visual and cognitive skills with tactical populations.

Lecture

1. Design strength, power, and hypertrophy training to maximize time, space and equipment in a police academy setting.
2. Understand the logistical considerations and potential drawbacks to administering this training template.
3. Describe the various ways in which this training could be customized to me the needs of the agency.

Lecture

1. Understand the relationships between Operational Readiness, Operational Longevity, and Overall Quality of Life.
2. Identify key variables that affect Readiness, Longevity, and Quality of Life.
3. Understand how to manage these variables.

Lecture

1. Explore the integration of performance components by conducting a needs analysis, seeking the input of subject matter experts, and maintaining specificity in training drill progressions and regressions.
2. Assess the benefits and barriers of combining performance components, such as time management, understanding the integration ratio, and transfer to occupational demands.
3. Examine example designs and layouts to optimize task-relevant cognitive and tactical training integration into a physical training session.

Lecture

1. The learner will identify considerations for training large groups that can help practitioners implement individual science-based programming.
2. The learner will understand options for effective workouts for large groups while utilizing limited equipment and space.
3. The learner will be able to design programs that are effective while training large groups.

Hands-On

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1. Describe the differences in load carriage requirements across the different tactical occupations.
2. Define the impacts of load carriage on different elements of task performance.
3. Produce an evidence-based load carriage strength and conditioning program for different tactical populations.

Lecture

1. Explain the concepts of The Uniform Guidelines for Employee Selection Tests on the validity requirements of physical fitness tests, standards, and programs.
2. Discuss the reasons outlined in Title VII of the Civil Rights Act of 1991 on why it is an unlawful employment practice to use different fitness testing cutoff scores - specifically, age and gender-adjusted norms for employment related fitness tests.
3. Identify and explain the differences in Construct, Content, and Criterion Validity as they relate to testing design, selection, and implementation of fitness standards.
4. List and describe the steps or phases in the validation process of fitness testing design, selection, and implementation.
5. Describe reasons to eliminate identified essential job functions from the testing protocol to include repetition, value, danger, and inability to replicate.

Lecture

1. Idenitfy the mental performance needs of your population.
2. Learn how to create drills for the identified needs to improve general capabilties which may be progressed and later specified as improvement is shown.
3. Learn how to structure and plan your training program to include mental performance drills without taking away what you are trying to accomplish physically.

Lecture

1. Coaches will be able to identify movement patterns for asymmetries which may result in movement deficiencies.
2. Coaches will be able to develop a recovery workout that also identifies poor movement patterns.
3. This presentation teaches coaches / athletic trainers / physical therapist to work together to identify movement deficiencies during a recovery workout.

Hands-On

1. Understand how cumulative stress (allostatic load) is influenced by physical training and external stressors.
2. Understand the relationship between circadian rhythm (time of day), stress, and recovery.
3. Leverage strategies to better manage allostatic load.

Lecture

1. Background and definitions: The first part of this presentation will provide background, definitions, and information about exercise intensity domains and the physiology of the first and second thresholds.
2. Overview: The second part of the presentation will review current methods to quantify aerobic and anaerobic fitness (VO2max, MLSS, etc.), and introduce the audience to the Critical Velocity Model, including its use to assess in-field aerobic and anaerobic fitness.
3. How to: The audience will learn how to quantify aerobic and anaerobic fitness using field-based approaches (e.g.: Critical Velocity and D’ tests) in scenarios where lab-based physiological tests (e.g.: Lactate Threshold, VO2max, Wingate, etc.) cannot be conducted.

Lecture

1. Identify the age-related considerations for fitness programming
2. Identify strategies used for training plans and evaluations that prepare recruits for a career-long commitment to fitness.
3. Address challenges of cummulative load and present strategies for load management and discuss this importance for all recruits with particular focus on the older applicant and those with low training age entering class.

Lecture

1. Identify running related biomechanical risk factors.
2. Conduct a video run analysis using commonly available technology.
3. Apply run retraining intervention using the CLASS acronym.

Hands-On

1. Understand the importance of values in a performance organization.
2. Identify how to develop values for your organization.
3. Determine the process for making values based decisions that lead to sustained high performance.

Lecture

1. Identify the physical profile of a group of military trainees.
2. Describe the influence of body composition measures on physical fitness test performance.
3. Discuss the impact of body composition on selection course outcomes.

Lecture

1. Illustrate the reactionary performance demands and injury risk of law enforcement moving from static to high velocity physical task.
2. Model a movement progression challenging posture and position aiming to prepare law enforcement in a controlled environment identifying limitations and providing corrective actions in training.
3. Analyze movement and level of preparation when implementing reactionary drills and provide programming solutions for increasing reaction preparation in training for real world situations.

Hands-On

1. Demonstrate how data collection can be useful.
2. How to capture return on investment.
3. Practical strategies to communicate HP metrics.

Lecture

1. Identify steps and considerations in developing a modern physical employment standard for physically demanding occupations.
2. Plan to overcome obstacles and challenges inherent in the research, development, and approvals process.
3. View demonstrates of new assessment protocols to represent physically demanding police tasks.
4. Discover methods to engage key stakeholders and include subject matter experts throughout the process.

Lecture

1. Provide a clear recognition and definition for what micro-dosing is.
2. How micro-dosing has been implemented in athletic populations.
3. Convey application of micro-dosing in a tactical setting through supplemental handout and ‘hands on’ creation of micro-dosing programming.

Hands-On

All attendees & exhibitors welcome

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1. Learn how to use mandatory fitness assessments for firefighters without major pushback.
2. Review 7 years of fitness data and gain actual takeaways you can use.
3. Learn successful strategies for a civilian coach in the fire house.

Lecture

1. PSYOP your athletes into continued training with you: persuade, change, influence.
2. Learn the missing link of strangth and conditioning: recognition.
3. Lean why your periodization should keep your athletes "chasing the carrot."

Lecture

1. Identify the primary physiological determinants of aerobic endurance performance as they relate to Tactical Athletes.
2. Describe the expected physiological adaptations across a periodized aerobic training plan.
3. Design a periodized aerobic training plan for Tactical Athletes.

Lecture

1. Describe critical leadership actions that helped move the USBP Academy from a "drill instructor" culture with a peak attrition rate of 37% to a mature coaching mindset focused on education, mentorship, and applied risk management.
2. Design programs that address a wide range of physical abilities aimed at ensuring occupational readiness and passing traditional USBP Academy fitness stadards.
3. Identify various human performance "soft skills" that were developed to improve the overall health and well-being of USBP trainees and future agents.
4. Describe pre/post fitness changes, attrtion shifts, injury reduction, and medical cost savings associated with the new USBP Academy physcial training program.
5. Identify key actions and partnerships that support building and maintaining a "keystone" physical training program.

Lecture

1. Learn how to build policy infrastructure that supports firefighters' health through resources and accountability.
2. Discover how to foster ownership and internal motivation during times of change.
3. How to utilize servant leadership to create a firehouse of growth, trust, and well-being.

Lecture

1. Outline history of training protocols at senior military colleges for cadets and ROTC.
2. Compare evidence based education + training to traditional training for performance, remediation, and retention.
3. Discuss future of evidence based education + training in senior military colleges and university based ROTC units.

Lecture

1. Discuss common fallacies of current core training paradigms.
2. Demonstrate optimal training methods for spinal flexion.
3. Apply in a group setting.

Hands-On

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1. Identify the need for command team buy-in.
2. Understand the working realtionship between active duty military, Department of the Army civilians, and contractors.
3. Understand the need for a revamped fitness test in the US Army.

Lecture

1. Identify opportunities during the career of a police officer where support would be timely and helpful.
2. Describe and design strategies to facilitate and support the maintenance of fitness and wellness of a police officer throughout their career.

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Lecture

1. Identify the Risk Factors that lead to injuries and musculoskeletal disorders
2. How to practically applying movement-based principles to improve injury risk
3. Demonstrate mobility and stability techniques to enhance movement ability

Hands-On Sponsored by Perform Better

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