YOUTHSTRENGTH AND CONDITIONING

B Y

K I R S T Y E L L I O T T

S P O R T S C I E N T I S TM A ( H U M A N M O V E M E N T S C I E N C E ) S P O R T

S C I E N C E

@ K I R S T Y E L L I O T T 0 8

SCOPE: QUESTIONS

What age?

What……….How heavy?

How safe?................Growth….

How often?

When in their schedule?

Who?

YOUTH

0 1 5 8 12 16

18

Infant - Early Childhood – Middle childhood - Adolescence

YOUTH

• AGE 6: ME, copy

imitate, ID space.

• AGE 8: Concepts,

WHY, spatial

awareness,

• AGE 10:

Perspective,

tactical awareness,

problem solving.

• Developing mind and body.

• Education methodology changing.

• Application rather than facts,

• Instant success and failure.

• “Gamification”

INTERNATIONAL OLYMPIC COMMITTEE

THE GOAL IS CLEAR:

"DEVELOP HEALTHY, CAPABLE AND RESILIENT

YOUNG ATHLETES, WHILE ATTAINING WIDESPREAD,

INCLUSIVE, SUSTAINABLE AND ENJOYABLE

PARTICIPATION AND SUCCESS FOR ALL LEVELS OF

INDIVIDUAL ATHLETIC ACHIEVEMENT."

SPORT SPECIFIC SKILLS

LESS “UNSTRCTURED PLAY”

REDUCED PYSICAL

EDUCATION

REDUCED ELITE PERFORMANCES

RUDUCED LIFE LONG

PARTICIPATION

INCREASED INJURY RATES

ATHLETICISM

“Tools for long term athletic

development”.• Strength

• Power

• Balance,

Coordination

• Speed, Agility

• Flexibility

• Endurance

• RESISTANCE

TRAINING

• PLYOMETRICS

• FUNDAMENTAL

MOVEMENT

• SPEED AND AGILITY

• DYNAMIC AND STATIC

STRETCHING +

MOBILITY

• CARDIOVASCULAR

AREAS THAT NEED TO BE ADDRESSED

THROUGH S&C

Sport Balance/

Coordination

Sport Strength

Sport movemen

t

“Progression of sports may be restricted by poor

development of basic movement competencies,

meaning individuals will progress to a point

where they are limited by their movement

abilities”

Tompsett et al, 2014

IMPORTANT PHYSICAL COMPONENTS 9 -14 YEARS

• Lumbar tightness

• Inability to stabilize lumbar spine

• Lack of glute activation

• Overactive upper trapezius, underactive serratus

anterior. “Winging”

• Ankle stiffness

• Inability to coordinated and differentiate the upper

and lower torso

• Overall lack of strength

• Low muscular endurance

WHY IS YOUTH CONDITIONING NECESSARY?

• Improve fitness;

• Increase athleticism;

• Build the physical tools that sports participation draws

on;

• Provide immediate upgrades to the experience of playing

sports;

• Give athletes the physicality to excel at any new sports

they may pick up;

• Produce results so that improved sports competence

keeps athletes in the game;

• Promote life long health, experience that will secure a

positive link between working out and feeling good about

sports.

CHILDREN VS ADULTS

Structural components

Neural factors:

Muscle activation strategies -

CHILDREN = reactive, protective inhibition,

ADULT = preparatory, performance enhancing

excitation

GUIDELINES TO TRAINING YOUTH

Quality Application of the program

QUALITY APPROPRIAT

E

PLANNING PROGRESSIO

N

IMPORTANT CONSIDDERATIONS

• Medical or athletic

screening

• Individualization

• Training age

• Growth phase

• Annual plan/ periodization

RESISTANCE TRAINING

UNDERSTAND THE RISKS

• @ home training

• Injuries occurring from lack of strength rather than

strength training

• Unsupervised, unprofessional program prescription,

progression and planning

• Lack of diversity and variability

• Development of compensatory patterns (habits)

• Early developers

• Belief that gains are permanent

RESISTANCE TRAINING

1. Safe for youth if QAPP is adhered to.

2. Can be conducted as soon as child is eager to learn and is able to follow instructions.

3. Promotes bone density, width and bone strength ; post growth phase

4. Can improve the cardiovascular risk profile of youth

5. Gains are most prominent post growth spurt, post puberty onset.

6. Can improve motor skill performance and may contribute to enhanced sports performance of youth

7. Can increase a young athlete’s resistance to sports-related injuries

8. Can help improve psychosocial well-being of youth

9. Can help and promote exercise habits during childhood and adolescence

SCIENTIFIC REASONING

TRAINING INDUCED STRENGTH GAINS PRE ADOLESCENT DUE TO:

• Youth strength gains are more related to neural mechanisms than to hypertrophic

factors.

• Increased motor unit activation

• Changes in motor unit coordination, recruitment, and firing

• Possibly intrinsic muscle adaptations

• Coordination of the involved muscle groups

TRAINING INDUCED STRENGTH GAINS DURING AND AFTER PUBERTY DUE TO:

• Hypertrophic factors because testosterone and other hormonal influences

COMMON CONCERNS

Training-induced damage to the growth cartilage

• Ends of long bones, cartilage lining the joint surface, points at which

major tendons attach to bone.

• These sites may be more resistant in preadolescent child (plasticity)

• No evidence that QAPP resistance training places undue strain on

these areas.

Repetitive-use soft-tissue injuries

• Over training syndrome

• More likely in sport skill based practice

• Less likely to place demand on single joint or dominant side

• QAPP principle applies

RESISTANCE TRAINING PRESCRIPTION

BEGINNER:

• Training 2-3 Non consecutive sessions

• Mid to low intensity

• Warm up – body weight, functional.

• 8-12 exercises

• 1-3 sets of 6-15 reps

• Establish rep range then decide on load

• Increase loads gradually 5-10%, no every session. Allow for adaptation.

• Multi joint leading to single joint.

Notes:

• Technique #1 priority

• Bi lateral, single limb

movements should be

incorporated.

• Begin with body weight then

progress once technique is

satisfactory.

• Core training does not always

include lying on the floor.

• Consider the weight of their

sports bag, school bag or

laptop bag.

Foundation

movement

Fundamental sports skill Sport and play skills

Squat Vertical Jump

Sprint, Hop

Dodge, Side Gallop

Landing from a jump or height, Skipping rope games, Elastics

games, Shooting a hoop, Picking up a loose ball, Athletic stance,

Sprint start, Leap frog, Surfing

Lunge Sprint run, Skip, Hop,

Dodge, Kick, Static

balance,

Catch, Side Gallop,

Cartwheels, Handstands, Hop scotch, Basketball layup, Handball,

Racket sports, Single leg activity, Running activities, Climbing, Agile

footwork in team sports,

Push up Overarm throw

Strike

Handstands, Shooting a hoop, Striking with a bat/club, Support

body weight, Absorbing body weight when falling, Cartwheels,

Wheel-barrow walks, Swimming, Rugby tackle, Wrestling

Pull Up Throw, Catch, Strike Monkey bars, Swings, Spinning, Parachute games, Climbing,

Striking with a bat, Swinging, Tugof-war, Swimming, Skipping rope

games, Tennis serve

Hinge Vertical Jump, Overarm

throw, Kick, Dodge

Hand stand, Forward roll, Handball, Dribbling a ball, Swings,

Rotation Sprint run, Overarm

throw,

Kick

Rugby tackle, Cartwheel, Crawling, Baseball, Gymnastics,

Catching, Handball, Racket/hitting sports, Golf swing, Dribbling

a ball, Army crawl, Monkey bars, Rowing

Brace Static balance,

Overarm

throw, Kick, Sprint run,

Dodge

Twirling, Handstands, Rugby tackle, Forward roll, Crab crawl,

Swings, Absorb force when landing from a jump or height, Hula hoop,

Dance, Gymnastics

PRACTICAL APPLICATION

PLYOMETRIC TRAINING DURING CHILDHOOD

PRINCIPLES FOR PLYOMETRIC TRAINING

• Mechanically efficient functional movement skills before attempting more complex plyometric drills.

• High repetition velocity at all times.

• Gradual Increases.

• Increase in intensity and decrease in volume with increased eccentric loading.

GUIDELINES FOR DEVELOPING A PLYOMETRIC

PROGRAMAGE What Weight How often When

Begin with

low

Intensity

Depends on type

of drill

Body Weight 2x per week Before

fatigue

Progress

gradually

50-150 contacts

per session

INDIVIDUALIS

ED

60-180 sec

between

sets

Beginner: 1x 6-10

reps

Lower loads

for higher

intensity

exercise

Progression: 2-3x

6-10 reps

Mean

contact time

for 13-16

yrs 185-230

ms

Skipping,

hopping, sprinting

Box jumps,

hurdles, med ball

throws

POINTS TO NOTE

• Using soreness to monitor training is deemed inappropriate.

• A measure of ground contact time during submaximal hopping, which could reveal neural fatigue without placing excessive physical demands on the child.

• Quality is more important than the total volume

• Not with heavy resistance unless advanced athlete.

• Combine opposite body segments with resistance training and plyometric.

PLYOMETRIC PROGRESSION MODEL

EXAMPLES OF PLYOMETRIC TRAINING

PRESCRIPTION & PROGRESSION

STAGE 1: Proper landing mechanics/basic

functional movement STAGE 2: Jumping and

landing bilaterally and unilaterally.

STAGE 3: Multiple bilateral hopping and jumping.

Horizontal distance introduced.

STAGE 4: Obstacle drills with hurdles & multiple

jumps. Increase eccentric loading.

STAGE 5: Bounding and drops, multidirectional and

bilateral. Cover maximum distance with minimal

ground contact time.

FUNDAMENTAL MOVEMENT

SPEED,AGILITY, QUICKNESS

SUB FACTORS OF SAQSPORTING PERFORMANCE IS MADE UP OF THOUSANDS OF REPETITIONS OF

STAGES 1-5

1. START

2. ACCELERATE

3. BALANCE

4. STOP/DECCELERATE

5. TRANSFER

ANKLE AND FOOT CONDITIONING

SPEED AND AGILITY CONCEPTS TO CONSIDER

• Polarised Training

• Stride differentiation

• Speed Endurance vs Endurance

of high speed

• Unpredictability

IDEAS FOR TRAINING

Chasing

Racing

Catching

SAQ PRESCRIPTION

Age Resistance What How Often Quantity

All ages Up and

down Hills

Linear 2-3x per

week

15-20 min

Advanced Resistors Multi directional Un fatigued

state

30-40 min

“catches”

FUN

Different

surfaces

Unpredictable MAX

Intensity

Technique

HTTP://WWW.MULTISKILLZ.COM/EN/

RECOVERY FOR ALL S&C TRAINING

1. Plyometric requires longer rest periods within sessions.

2. Whole body resistance training ensures that no one

muscle group is over stressed.

3. Alternating training modality ensures variety and

increases recovery.

4. Pool work can achieve rapid SSC without the impact.

5. Stretching

6. Minimum of one full rest day per week recommended for

all ages

7. SLEEP

IN CLOSING

1. Youth population either need to develop these

attributes through deliberate or “free play

“undeliberate methods.

2. There is definitely a right and wrong approach to

youth S&C

3. QAPP

4. Good coaches able to combine the science with the

“art”

5. No excuse for lack of variety, so many components

to develop in the youth. No every session is a

fitness session.

6. Keep it simple.

REFERENCES

AVERY D. FAIGENBAUM, WILLIAM J. KRAEMER, CAMERON J. R. BLIMKIE, IAN JEFFREYS, LYLE J. MICHELI, MIKE NITKA, AND THOMAS W. ROWLAND. (2009) YOUTH RESISTANCE TRAINING: UPDATED POSITION STATEMENT PAPER FROM THE NATIONAL STRENGTH AND CONDITIONING ASSOCIATION. JOURNAL OF STRENGTH AND CONDITIONING RESEARCH.23:5

Essentials of Strength Training and Conditioning By Thomas R. Baechle, Roger W. Earle p149-150 Human Kinetics: Illinois

David G. Behm, Avery D. Faigenbaum, Baraket Falk, and Panagiota Klentrou. (2008) Appl. Physiol. Nutr. Metab. Canadian Society for Exercise Physiology position paper: resistance training in children and adolescents. 33: 547–561.

Katherine Stabenow Dahab, and Teri Metcalf McCambridge, (2009) Strength Training in Children and Adolescents: Raising the Bar for Young Athletes? Sports Health. 1:3

Michael F Bergeron, Margo Mountjoy, Neil Armstrong, Michael Chia, Jean Côté, Carolyn A Emery, Avery Faigenbaum, Gary Hall Jr, Susi Kriemler, Michel Léglise, Robert M Malina, Anne Marte Pensgaard, Alex Sanchez, Torbjørn Soligard, Jorunn Sundgot-Borgen, Willem van Mechelen,Juanita R Weissensteiner, Lars Engebretsen. (2015) Br J Sports Med ; International Olympic Committee consensus statement on youth athletic development49:843–851.

Rhodri S Lloyd, Avery D Faigenbaum, Michael H Stone, Jon L Oliver, Ian Jeffreys, Jeremy A Moody, Clive Brewer, Kyle C Pierce, Teri M McCambridge, Rick Howard, Lee Herrington, Brian Hainline, Lyle J Micheli, Rod Jaques, William J Kraemer, Michael G McBride, Thomas M Best, Donald A Chu, Brent A Alvar, Gregory D Myer. (2013) Br J Sports Med Position statement on youth resistance training: the 2014 International Consensus 0:1–12