JFIFC    $ &%# #"(-90(*6+"#2D26;=@@@&0FKE>J9?@=C  =)#)==================================================" }!1AQa"q2#BR$3br %&'()*456789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz w!1AQaq"2B #3Rbr $4%&'()*56789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz ?<?n)Y;qM-纃Fpzt$ ab:*ܛPǟU1{R+;z5/-+<yңZȒqxp?a*l}<;F~QM8Y³'=qZC;9?DtHp&@hQeztL)*w{զt ̬G Me>(D6W ړ].Uxh■'\`JB @ɑy[@ (Oz ‚PvE\(#ΉmwxUeV6 G0v ۢ{0#8OS,wݱ)̑Ķ $` AAV*Hc$`cWM*>dE2v(.N䞜z-oa]$}8.  z?(. XǮq)&%(QĊxR~Ev,W ᰪ!IRGS> 9X'֘cB@c=Jy#6#3nz "cUH*v;d$<Уn8! =}42GDqQIV9:ҀHTFqzsh089iVD7 R;+(BȖgcފE ,>P!hm *&08\M7.t8Ǡ=*Nݪ'ʢt>k˃RHIkAVצeQ&!:}N) >R?{ &,sEWj;J<ԚT.umB$2@U)4,82ӯ"R4.%H\Fާtl4﹔,m9ff,A;ԯ Qӧ~(bG1`ߑqO&%+(H'<6=\ $sQ>Vu߀H?ʀ$ә2G'ߎW;3QJ<t㰦hPiX;*~flP]T#1>(!$Ԭ 6{}=WnB[ f@F[pp=: U!wdigӭ7 wAG:7wLkhJ|?YxZd溬qGJ8p{SO7')F{@GlM=;t,@Tc&^~hJ(j)ie%u2LTExJgw+ڃa{GSKgmJفKvCΝsHt- QjrҬW 05,:dmҮ b+?Y_\?f lbARXFdܩYO?i1k"Pf^>.q-L $p{ҨF-ԗr{b]=fIɌ=R%[xvs8gk +I3y\^%70eQ l1mirx*L蛽6.܏AYE]=hݗ?JꥸFKvc:r 8﷚訶g|C6~f. {x5zx^s X5lh!\P6$$v8Y)F5 c[sҽ-Xlj[/"$郜laNz4+d㎕.e׈籊faQRi7dTcz|fKAǰ־ivb5f;&PWOIk˽2(1X+tH-+u .aDCB˥@V[٧nINz}sX$L 9'듚n'+H$f2Z4kxmQڇ,cOFG#4x ;/?MǏW"57J;VWF*r^]KF&HoC׊|Q?J^~=l u%:v6D+yq  9k%m;U 0#B`rlsEH~זBƽ{ne?è#h᫶ СB#k$jhL1f[Ilk19=οuُs6繝RT6ӟ#,+ ).c%MSʼa;sX%nuPa%:$WWLD~Q9*J)v_ex@Em2++c wH+aUG,N'i8N)WŹR6Eq {OA$y' +h7>R,/'nwk-\jpF<{5t`z$<@prf{pϵRx0 c[.VK]5o.ksuPgTb$g*{=rnè۵a?ʡp3g=h(A՞lbG,B#h 6S$.t$=XRc)I-b+h¤QQ1.3UD$] ? ʵ\z@J*}EFƥ'9%ҹyoo=BҺWLJeA$1jK-Zwp304i*6ԞwjU[fxd?Yƚ=Tpyz/޼lRq; Ϣ+8YƥVl7n%TڥO$ $LҫI+G"u8*z@zGKQ}nٱ2ǯ5 n]~)-w1m:N_yi$,b8 3g֕O) @:ljnI"DELP}Yr|;!Vt+[tDVdZEw0n>"H8"_'آ .p\? ̙f=ѕݴo3h݃Z>Cgn?3c^gx.9DŽt쓃G&6,O:ՀEeg (F;Y!:R7UbNFoMP h>E63#4Tх6~`3T6 8*8 ?JƻpyD7| ?xW 9Q8Q;ED@Lc?AC+b8&FrQ˿F=I׭w֜bIou>i_-xIc}B b`u.R}) wGGT3V TXrx_E$2Wֶ OSuu*)ܹ$~ v6W:JM+Ic5T]Yڲ,1.,܌KB+{>2yr" ݏ+Ȭڱi֯KxG~ 1XH]ػf)@ -lHD+ޢ$[g1wE=qۭx4wռEyP)FqϮj!'_\૝|Rzķ :N6: p85?Cxu+ɖYB:Yźޕi밺028G5|blQTԮoN`3+Դ xVt#%Q \Ҡ[V2\@d-)J~E~mё=.нRLL;GMuFe[l#ٟcj\J>1UY"n#cqhI+dcU9 doF@l5$) m'([bgrlPH Šп$8P=Hd WsO͓c?_2(yCY~q^f;y1O(61<4~Dv$ rA\n@%NPR6ڊ|ހn BK&wq?Z]f՚RGBA#P15"23F;0N]dG`T(eݑ=4wRR^Lp8⚌ !onzs*P:)iNp3=O822?[>@:R%F c4٣d 0ŲI*OyUYUHg_G<}&ˉpAzSB-cZ3aV4\G38?u=E-訸;@3S ְ3:yG'Ҟx\F ) V}j:m)t (تgZ \WߠSPId`$w=) gMgmo1d".WcT\r _-xrW,I Dkv긧aG^k>!6.01WP]a"%)\v;!Y 1uW/ P,sLYn0Kab=\,:гLp=QOE q:QHeaLjAbY-<~ ;I IQO)H~vʂOsM@pIYbF9Esx8 z ȶnp9=8`Wx' c 5<F݈;(V#>}[ HwdyVr,T)QZ!(( XǙPS}ޘQ@=XX=aN1F۶?gA ءwJXxU< (-0\PǓמ)0Kͷ<Q@Wp񎤐94SP1 ~v2igMHf28ފ(hPJ~Q׏Ί(arallel Squat. Thus, anyone can lift more weight safely which boosts confidence. For example, an athlete who struggles with 200 pounds on a Parallel Squat could most likely Box Squat 275 pounds with perfect form.<br><br>IV. Recovery Both In-Season and Off-season: As discussed in the Box Squat event at BFS clinics, the Box Squat is truly amazing as far as quick recovery. This fact has far reaching implications in the implementation of your total strength and conditioning program.<br>During the season an athlete or team now has the luxury of working out the day before the game if necessary. This means a Thursday Box Squat workout is fine before a Friday night football game. You can workout Monday before a Tuesday basketball game and so forth. This means, if the BFS Total Unified Program is implemented, that a three-sport high school athlete can get two great squat workouts in per week all-year-round.<br>During the off-season an athlete who Box Squats on Monday can enjoy a quality speed and plyometric workout on Tuesday. Thus, the Box Squat trained athlete usually has greater speed, explosive power and jumping improvement.<br><br>V. Learning to Squat: Basic squatting principles and technique are far easier to teach and learn with the Box Squat than Parallel, Front or even Half Squats. Even in very difficult cases, athletes can keep upright with a locked-in lower back when doing Box Squats. It would be almost impossible to find any athlete who couldn t Box Squat with reasonable form on the first day. This includes girls and boys from the seventh grade on up.<br>Common problems encountered in teaching the Parallel Squat are easily overcome with the Box Squat. For example, the problems of keeping the heels flat on the floor or extending the knees forward or rounding the back are almost naturally done correctly with the Box Squat. It is also very easy to set an athlete on the box or a chair and get everything (knees, feet, chest, head, lower back and eyes) looking perfect.<br><br><br>THE BASIC BOX <br>SQUAT TECHNIQUE<br>First, assume an athletic stance and squat done carefully under control on a box, high bench or BFS Squat Box. Take care not to plop down hard or out of control as this could cause injury, although the Box Squat is very forgiving. When contact is made, settle back in a backward rocking motion putting the weight back on the glutes and hips. Make sure the lower back remains concave in a  locked-in position. Then, shift your power upward to drive the hips and legs in a forward, upward surge of momentum.<br>Make sure you use your powerful hip and buttock muscles including the tendons. If you go down and just touch the box, or bench, like most people, then all you develop are the quadriceps. This would be a serious mistake for an athlete. Finally, the athlete should drive up on his toes in an explosive type action at the last part of the lift. If the weight is too heavy to do this, the athlete should always try and have the feeling of coming up on the toes. The athlete should have the same feeling of blocking, tackling, rebounding or releasing a track implement at this final stage.<br><br><br>THE FINER POINTS<br>Obviously the height of the box makes a difference in the amount of weight that can be handled. The ideal starting point is about two-inches above parallel. Sometimes the tall, skinny athlete needs a higher level in order to get his technique correct. The same is often true with the over-fat younger athlete. The bottom line is control. If the athlete can t control his downward movement without plopping, then simply raise the box. <br>Normally, I longer Incorporated All Rights Reserved
k+6e#'?u$Um"YO]Qi6!r\rI?5ܰ&-6AtS# O Tcfvn߄OSR'?rw vZX *inter Friendly Version

A FEW WORDS WITH BFS CLINICIAN RICK BOJAK
Rick Bojaks legacy of success is more about peace of mind than a bigger piece of the pie.
By Kim Goss
Published: Fall 2001

Many of us assume that those who spend countless hours studying to achieve higher-level academic degrees will naturally seek outhe highest-paying professions. Others, such as