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Resistance Training in Children
David Behm PhD School of Human Kinetics and Recreation Memorial University of Newfoundland St. John’s, Newfoundland, Canada
Scientific Acceptance of Resistance Training for Children
American College of Sports Medicine American Academy of Pediatrics Australian Strength and Conditioning Association British Assoc. of Sport / Exercise Science Canadian Society for Exercise Physiology National Strength and Conditioning Association
Sampling of Review articles: Faigenbaum 2000, Falk and Tenebaum 1996, Falk and Eliakim 2003, Blimkie 1993, Sale 1989
Effects of Traditional Resistance Training with Children and Adolescents
Summary of the effects of resistance training (RT) in children and adolescents. Effect Children Adolescents Sample References Notes
Muscle Strength
+++ +++ Blimkie et al. 1989, 1996; Christou et al. 2006; Faigenbaum et al. 1993, 1996a, 2001, 2002, 2005b; Fukunaga et al. 1992; Lillegard et al. 1997; Nichols et al. 2001; Ozmun et al. 1994; Pfeiffer & Francis 1986; Pikosky et al. 2002; Ramsay et al. 1990; Sadres et al. 2001; Sailors & Berg 1987; Siegal et al. 1989; Tsolakis et al. 2004; Weltman et al. 1986
Smaller absolute strength gains in children compared with adults but comparable relative gains
Table 1: Behm et al. 2008
Effects of Traditional Resistance Training in Children and Adolescents
Effect Children Adolescents Sample References Notes
Muscle Power
? + Christou et al. 2006; Faigenbaum et al. 1993, 1996a, 2002, 2005b; Lillegard et al. 1997; Weltman et al. 1986
Small if any changes in children; limited data in adolescents
Muscular Endurance
++ + Faigenbaum et al. 1999, 2001, 2005b; Ramsay et al. 1990; Sailors & Berg 1987
Limited data in adolescents
Objectives
• 1. What is a logical training sequence to implement power training with children?
• 2. Do plyometrics and Olympic weight lifting increase power or explosive strength in children?
• 3. Is it safe to employ power resistance exercises with children?
Warmup Goal: Excitation
Static stretching (SS) can depress the system resulting in impairments in muscle activation, force, power, sprint, reaction and movement time, balance (Behm and Chaouachi 2011, Chaouachi et al. 2008, Behm and Kibele 2007, Behm et al. 2001, 2004, 2006, Power et al. 2004, Young and Behm 2002)
Static stretching (SS) impairs performance even in children: ↓ sprint time with 13-15 year boys (Chaouachi et al. 2008)
SS with 11 yr. old children; ↓ vertical jump and shuttle run (Faigenbaum et al. 2005)
Effect of Trained State on Static Stretch Impairments
12
10
8
6
4
2
0
% C ha
ng e
10 studies 15 studies
31 studies 53 studies
Behm and Chaouachi 2011
Behm and Chaouachi 2011: reported average 5% deficit with static stretching Kay and Blazevich 2012: reported average 7.5% deficit with static stretching
2012 Olympics: Usain Bolt: 9.63 seconds
Gerald Phiri of Zambia: 10.11 seconds
Effect of Static Stretching Duration on Force
6
5
4
3
2
1
0
% C ha
e
Figure X: Typical warmup sequence versus research study limitations.
Aerobic Warmup Stretching (SS, DS, PNF or combination)
Sport Specific Activities
Return to room for equipment, tactical and other adjustments
Return to field, court, ice surface or other venue Start competition
515 min 515 min 515 min 510 min 5 min Many studies but not all studies include a prior aerobic activity Example: 36/123 SS studies did not include prior aerobic activity
Many of the earlier studies employed unrealistically long stretching durations Example: Fowles et al. 2000 30 min calf stretch Behm et al. 2001 20 min quadriceps stretching
Most studies do not include post stretching, sport specific activities. Average test time postSS, DS and PNF are 3.2, 5.3 and 4.1 min respectively. Many studies test immediately post stretching.
Mean changes and effect sizes when tested less than 5 min following stretching SS 3.7%, ES=0.25 Small % and ES PNF 5%, ES=0.13 Small % and trivial ES DS 1.3%, ES=0.43 Small % and moderate ES
Performance decrements elicited by SS and PNF usually resolve within 15 30 min
Dynamic stretching and activities can excite the system resulting in facilitation of performance
(Youth literature: Faigenbaum et al. 2005a; 2006a; 2006b; Siatras et al. 2003) (Adult literature: Behm and Chaouachi 2011, Curry et al. 2009, Hough et al. 2009, Herder et al. 2008, Manoel et al. 2008, MacMillan et al. 2006)
Dynamic Stretching
All studies +1.3% (+0.3, +2.2) 0.33 (0.20, 0.46) Strength +1.1% (+0.9, +3.1) 0.35 (0.86, 1.35) Power/speed +1.9% (+0.9, +2.8) 0.25 (0.15, 0.36) Isometric +3.0% (+0.4, +5.7) 0.27 (-0.06, 0.61) Concentric +0.4% (-2.4, +3.2) 0.43 (0.11, 0.75) Eccentric -1.2% (-18.6, +16.1) 2.46 (-1.04, 5.95)
Summary of ~50 DS studies: Behm, Blazevich, Kay and McHugh. 2015
% change Effect Sizes
2
0
2
4
6
8
10
% C ha
er
2 measures 6 measures
1 measure 4 measures
Behm and Chaouachi 2011
Optimal volume of DS “1015 repetitions” or “10 yards20 meters” x “12 sets”
Stretching Recommendations When a typical preevent warmup is completed a. initial aerobic activity to raise core temperature 12°C, b. stretching component, c. 515 min of task or activityspecific dynamic activities
The benefits of SS and PNF stretching for augmented ROM and reduced injury risk at least balance, or may outweigh, any possible cost of (trivial) performance decrements.
Performance impairments typically not apparent when stretching precedes a 515 min dynamic warmup
Dynamic stretching and sport specific dynamic activities should always be included in a warmup.
Power Resistance Training (RT) Progressions
Balance and coordination are not fully developed in children (Payne and Isaacs 2005), balance training may be particularly beneficial for reducing the risk of injury while performing RT, particularly to the lower back.
Include specific exercises that require balance and coordination.
Many studies have shown ↓ force/strength, power, ROM with instability with adults (Behm and Colado 2012)
“Old Man Strength”
• When competing; who gets the ball or puck between a typical
• 27 year old, 80 kg athlete vs. • 17 year old, 80 kg athlete • (with similar lean body mass)?
• Why? • Better balance, stability and coordination
Can’t Shoot A Cannon from a Canoe
Effect of Balance Training on Balance
Subject
Seniors 17 studies
Youth 8 studies
N=28.221.7 7.03.0 20.1%20.5 1.10.91
Youth balance training effects • Granacher et al. 2010 • 4week balancetraining program integrated into high school PE lessons. • Measured postural sway, jump height, and maximal isometric leg
extension force. • Balance training improved postural control, jumping height and enhanced
RFD. • Granacher et al. 2011 Grade 1 students • Balance training resulted in tendencies in terms of small to medium
interaction effects yet not statistically significant improvements in postural sway, PF force and jump height
• Immaturity of the postural control system and deficits in attentional focus during practice of balance exercises could be responsible for the nonsignificant findings.
Static Balance
Kean et al. 2006
5 weeks of balance training with adults with no jump or strength training increased vertical jump by 9%
Static balance improved by 33%
Improve balance : improve strength/performance at any
age!
How is an increase in vertical jump possible with only balance training?
Decrease the sway and direct the forces in a more optimal direction
Balance and Stability A positive correlation (0.65) between maximum hockey skating speed and static balance test in hockey players under 17 years reported (Behm et al. 2004)
Balance only training studies report increases in performance
Behm and Colado 2012
Need studies to examine instability resistance training with children
Increased Core Activation with Instability Resistance Training
Increased Core Activation with Instability Resistance Training
Balance Training Advantages
1. Use of body weight as a resistance 2. Balance and stability challenges 3. High core / trunk activation with lower loads 4. Instability training specificity 5. Variety and fun
Resistance Training Progressions
• Gradually progress to more advanced movements that enhance strength and power production.
• Traditional Closed Kinetic Chain Resistance Training
• Plyometrics: bounding, hopping, jumping
• Olympic style lifting
Plyometrics • Essentials of Strength and Conditioning textbook (NSCA) stated that an individual should be able to leg press 1.5 times body weight before starting plyometrics.
• Common European definition of plyometrics refers to high intensity drop jumps.
• Narrow definition of plyometrics!
Plyometrics Youth can train with plyometrics if amplitude and volume are low Simple games like skipping are plyometric in nature
Can start at any age
Prepubertals should not engage in intensive depth jumping
Plyometrics
• Begin plyometric training with less intense drills (e.g., doubleleg jumps) and progress to more advanced drills (e.g., single leg hops) as competence and confidence improves.
• Studies indicate that few repetitions (i.e., ≤ 10) are needed for traininginduced gains in plyometric performance (Lephart et al. 2005; Myer et al. 2005; Matavulj et al. 2001).
• Early emphasis on positioning and landing
Emphasis on landing technique for performance and injury prevention
Ballerinas have significantly less knee injuries than similar jumpingrelated sports such as netball (Leonie Otago: personal correspondence)
• Johnson et al. (2011 JSCR) report in their metaanalysis that plyometric training with children had large positive effects on jumping and running performance with further evidence to suggest associated improvements in kicking distance balance and agility.
• However, there has been some reticence to apply these explosive training activities with children.
• The CSEP position stand recommends that plyometric training can be safe and effective for enhancing muscle power in children (Behm et al. 2008).
• Studies employing plyometric training programs for youth reported improvements in vertical jump height (Faigenbaum and Keiper 2007), rebound jump height (Meylan and Malatesta 2004 JSCR)
and running speed (Kotzamanadis 2006 JSCR).
• Behringer et al.’s (2011) metaanalysis on the transfer of resistance training gains to motor performance in youth reported the highest effect sizes with a combination of plyometric and traditional resistance training programs.
Olympic Lifts
from an athletic position
Velocity Specificity based on the intent to contract explosively (Behm and Sale 1993)
Training Specificity Athletic Position
Basketball?
Volleyball?
Hockey?
Football?
Olympic Style lifting
• Olympicstyle lifts involve a more complex neural activation pattern and therefore participants need to learn how to perform these lifts early in the workout with a relatively light load (e.g., wooden dowel or unloaded barbell) in order to develop coordination and skill technique without undue fatigue.
Olympic Weight Lifting (OWL)
• Ebada (2011) instituted a 3month children (mean of 13.2 years) OWL training program resulting in an average 4.9% increase in 9 strength tests (e.g. snatch, clean, squats).
• An 8week training program compared OWL and traditional closed link strength exercise (e.g. squats, dead lifts) training with high school males averaging 15.9 years (Channel and Barfield 2008 JSCR). OWL training exhibited a modest advantage over conventional power training for vertical jump performance.
Future World Champion?
Olympic weightlifting and plyometric training with children provides similar or greater performance improvements than traditional resistance training
Chaouachi, et al. 2014 JSCR
• 63 children (1012 years) • randomly allocated to a 12week control, OWL, plyometric or traditional
Resistance Training program • Pre and posttraining tests included BMI, sum of skinfolds,
countermovement jump (CMJ), horizontal jump, balance, 5 and 20 m sprint times, isokinetic force and power at 600.s1 and 3000.s1.
• Magnitudebased inferences were used to analyze the likelihood of an effect having a standardized effect size exceeding 0.20.
• Less than 0.2 = trivial effects
• The possibility of an extended learning period for OWL training might attenuate the strength or power gains compared to traditional RT over the same duration.
Olympic weightlifting and plyometric training with children provides similar or greater performance improvements than
traditional resistance training Chaouachi et al. 2014 JSCR
OWL OWL
Olympic weightlifting and plyometric training with children provides similar or greater performance improvements than
traditional resistance training Chaouachi, et al. 2014 JSCR
OWL OWL
Olympic weightlifting and plyometric training with children provides similar or greater performance improvements than
traditional resistance training Chaouachi, et al. 2014 JSCR
OWL
Is power training safe for children?
Is power training too intense for youth?
Falk and Dotan (2006) reported that children recover faster from high intensity exercise due to their lower maximal power
output and thus have lower stress levels to recover from.
10 boys: 9.7 0.94 years vs. 10 men: 25.7 2.4 years 2 randomized experimental sessions, which included either
A) 3 sets of high repetition maximum (High RM) (17 repetitions of knee extensions) B) 3 sets of low repetition maximum (Low RM), (7 repetitions of knee extensions)
(tempo of 1s concentric and 1s eccentric contraction controlled by a metronome)
1min rest interval between sets.
The children fatigued but not to the same extent as the adults.
Murphy et al. 2014 EJAP
Children’s EMG normalized to MVC does not sig change during the fatigue protocols
Murphy et al. 2014 EJAP
• Although the fatigue incurred by the children could not be explained by changes in peripheral nor central mechanisms, the increased antagonistic activity (hamstrings) suggested that the fatigue was more likely to be a result of muscle coordination difficulties (increased cocontractions). Murphy et al. 2014
• Faigenbaum et al. (1999) states that in some countries, children learn Olympic lifts as early as 8 years, but resistance is not added to the bar until they have developed the proper coordination.
Summary • Resistance Training for children/adolescents is beneficial for health and performance
• Warmup should involve <60s of static stretching per muscle and >90s of dynamic stretching per muscle and activities to excite the system
• Due to an immature system, balance training without resistance should be the first step
Summary • Balance training without resistance can be followed instability resistance training with relatively lower loads
• Traditional closed kinetic chain exercises can be implemented to further increase strength and still provide balance challenges
• Plyometrics and Olympic lifts provide the greatest balance and power challenges.
Summary
• Introduce proper technique for plyometrics and Olympic lifts for athletes to attain training specific form and power (athletic position)
• Introduce low amplitude plyometrics to improve reactive strength
• Emphasize variety and FUN!!
David Behm PhD School of Human Kinetics and Recreation Memorial University of Newfoundland St. John’s, Newfoundland, Canada
Scientific Acceptance of Resistance Training for Children
American College of Sports Medicine American Academy of Pediatrics Australian Strength and Conditioning Association British Assoc. of Sport / Exercise Science Canadian Society for Exercise Physiology National Strength and Conditioning Association
Sampling of Review articles: Faigenbaum 2000, Falk and Tenebaum 1996, Falk and Eliakim 2003, Blimkie 1993, Sale 1989
Effects of Traditional Resistance Training with Children and Adolescents
Summary of the effects of resistance training (RT) in children and adolescents. Effect Children Adolescents Sample References Notes
Muscle Strength
+++ +++ Blimkie et al. 1989, 1996; Christou et al. 2006; Faigenbaum et al. 1993, 1996a, 2001, 2002, 2005b; Fukunaga et al. 1992; Lillegard et al. 1997; Nichols et al. 2001; Ozmun et al. 1994; Pfeiffer & Francis 1986; Pikosky et al. 2002; Ramsay et al. 1990; Sadres et al. 2001; Sailors & Berg 1987; Siegal et al. 1989; Tsolakis et al. 2004; Weltman et al. 1986
Smaller absolute strength gains in children compared with adults but comparable relative gains
Table 1: Behm et al. 2008
Effects of Traditional Resistance Training in Children and Adolescents
Effect Children Adolescents Sample References Notes
Muscle Power
? + Christou et al. 2006; Faigenbaum et al. 1993, 1996a, 2002, 2005b; Lillegard et al. 1997; Weltman et al. 1986
Small if any changes in children; limited data in adolescents
Muscular Endurance
++ + Faigenbaum et al. 1999, 2001, 2005b; Ramsay et al. 1990; Sailors & Berg 1987
Limited data in adolescents
Objectives
• 1. What is a logical training sequence to implement power training with children?
• 2. Do plyometrics and Olympic weight lifting increase power or explosive strength in children?
• 3. Is it safe to employ power resistance exercises with children?
Warmup Goal: Excitation
Static stretching (SS) can depress the system resulting in impairments in muscle activation, force, power, sprint, reaction and movement time, balance (Behm and Chaouachi 2011, Chaouachi et al. 2008, Behm and Kibele 2007, Behm et al. 2001, 2004, 2006, Power et al. 2004, Young and Behm 2002)
Static stretching (SS) impairs performance even in children: ↓ sprint time with 13-15 year boys (Chaouachi et al. 2008)
SS with 11 yr. old children; ↓ vertical jump and shuttle run (Faigenbaum et al. 2005)
Effect of Trained State on Static Stretch Impairments
12
10
8
6
4
2
0
% C ha
ng e
10 studies 15 studies
31 studies 53 studies
Behm and Chaouachi 2011
Behm and Chaouachi 2011: reported average 5% deficit with static stretching Kay and Blazevich 2012: reported average 7.5% deficit with static stretching
2012 Olympics: Usain Bolt: 9.63 seconds
Gerald Phiri of Zambia: 10.11 seconds
Effect of Static Stretching Duration on Force
6
5
4
3
2
1
0
% C ha
e
Figure X: Typical warmup sequence versus research study limitations.
Aerobic Warmup Stretching (SS, DS, PNF or combination)
Sport Specific Activities
Return to room for equipment, tactical and other adjustments
Return to field, court, ice surface or other venue Start competition
515 min 515 min 515 min 510 min 5 min Many studies but not all studies include a prior aerobic activity Example: 36/123 SS studies did not include prior aerobic activity
Many of the earlier studies employed unrealistically long stretching durations Example: Fowles et al. 2000 30 min calf stretch Behm et al. 2001 20 min quadriceps stretching
Most studies do not include post stretching, sport specific activities. Average test time postSS, DS and PNF are 3.2, 5.3 and 4.1 min respectively. Many studies test immediately post stretching.
Mean changes and effect sizes when tested less than 5 min following stretching SS 3.7%, ES=0.25 Small % and ES PNF 5%, ES=0.13 Small % and trivial ES DS 1.3%, ES=0.43 Small % and moderate ES
Performance decrements elicited by SS and PNF usually resolve within 15 30 min
Dynamic stretching and activities can excite the system resulting in facilitation of performance
(Youth literature: Faigenbaum et al. 2005a; 2006a; 2006b; Siatras et al. 2003) (Adult literature: Behm and Chaouachi 2011, Curry et al. 2009, Hough et al. 2009, Herder et al. 2008, Manoel et al. 2008, MacMillan et al. 2006)
Dynamic Stretching
All studies +1.3% (+0.3, +2.2) 0.33 (0.20, 0.46) Strength +1.1% (+0.9, +3.1) 0.35 (0.86, 1.35) Power/speed +1.9% (+0.9, +2.8) 0.25 (0.15, 0.36) Isometric +3.0% (+0.4, +5.7) 0.27 (-0.06, 0.61) Concentric +0.4% (-2.4, +3.2) 0.43 (0.11, 0.75) Eccentric -1.2% (-18.6, +16.1) 2.46 (-1.04, 5.95)
Summary of ~50 DS studies: Behm, Blazevich, Kay and McHugh. 2015
% change Effect Sizes
2
0
2
4
6
8
10
% C ha
er
2 measures 6 measures
1 measure 4 measures
Behm and Chaouachi 2011
Optimal volume of DS “1015 repetitions” or “10 yards20 meters” x “12 sets”
Stretching Recommendations When a typical preevent warmup is completed a. initial aerobic activity to raise core temperature 12°C, b. stretching component, c. 515 min of task or activityspecific dynamic activities
The benefits of SS and PNF stretching for augmented ROM and reduced injury risk at least balance, or may outweigh, any possible cost of (trivial) performance decrements.
Performance impairments typically not apparent when stretching precedes a 515 min dynamic warmup
Dynamic stretching and sport specific dynamic activities should always be included in a warmup.
Power Resistance Training (RT) Progressions
Balance and coordination are not fully developed in children (Payne and Isaacs 2005), balance training may be particularly beneficial for reducing the risk of injury while performing RT, particularly to the lower back.
Include specific exercises that require balance and coordination.
Many studies have shown ↓ force/strength, power, ROM with instability with adults (Behm and Colado 2012)
“Old Man Strength”
• When competing; who gets the ball or puck between a typical
• 27 year old, 80 kg athlete vs. • 17 year old, 80 kg athlete • (with similar lean body mass)?
• Why? • Better balance, stability and coordination
Can’t Shoot A Cannon from a Canoe
Effect of Balance Training on Balance
Subject
Seniors 17 studies
Youth 8 studies
N=28.221.7 7.03.0 20.1%20.5 1.10.91
Youth balance training effects • Granacher et al. 2010 • 4week balancetraining program integrated into high school PE lessons. • Measured postural sway, jump height, and maximal isometric leg
extension force. • Balance training improved postural control, jumping height and enhanced
RFD. • Granacher et al. 2011 Grade 1 students • Balance training resulted in tendencies in terms of small to medium
interaction effects yet not statistically significant improvements in postural sway, PF force and jump height
• Immaturity of the postural control system and deficits in attentional focus during practice of balance exercises could be responsible for the nonsignificant findings.
Static Balance
Kean et al. 2006
5 weeks of balance training with adults with no jump or strength training increased vertical jump by 9%
Static balance improved by 33%
Improve balance : improve strength/performance at any
age!
How is an increase in vertical jump possible with only balance training?
Decrease the sway and direct the forces in a more optimal direction
Balance and Stability A positive correlation (0.65) between maximum hockey skating speed and static balance test in hockey players under 17 years reported (Behm et al. 2004)
Balance only training studies report increases in performance
Behm and Colado 2012
Need studies to examine instability resistance training with children
Increased Core Activation with Instability Resistance Training
Increased Core Activation with Instability Resistance Training
Balance Training Advantages
1. Use of body weight as a resistance 2. Balance and stability challenges 3. High core / trunk activation with lower loads 4. Instability training specificity 5. Variety and fun
Resistance Training Progressions
• Gradually progress to more advanced movements that enhance strength and power production.
• Traditional Closed Kinetic Chain Resistance Training
• Plyometrics: bounding, hopping, jumping
• Olympic style lifting
Plyometrics • Essentials of Strength and Conditioning textbook (NSCA) stated that an individual should be able to leg press 1.5 times body weight before starting plyometrics.
• Common European definition of plyometrics refers to high intensity drop jumps.
• Narrow definition of plyometrics!
Plyometrics Youth can train with plyometrics if amplitude and volume are low Simple games like skipping are plyometric in nature
Can start at any age
Prepubertals should not engage in intensive depth jumping
Plyometrics
• Begin plyometric training with less intense drills (e.g., doubleleg jumps) and progress to more advanced drills (e.g., single leg hops) as competence and confidence improves.
• Studies indicate that few repetitions (i.e., ≤ 10) are needed for traininginduced gains in plyometric performance (Lephart et al. 2005; Myer et al. 2005; Matavulj et al. 2001).
• Early emphasis on positioning and landing
Emphasis on landing technique for performance and injury prevention
Ballerinas have significantly less knee injuries than similar jumpingrelated sports such as netball (Leonie Otago: personal correspondence)
• Johnson et al. (2011 JSCR) report in their metaanalysis that plyometric training with children had large positive effects on jumping and running performance with further evidence to suggest associated improvements in kicking distance balance and agility.
• However, there has been some reticence to apply these explosive training activities with children.
• The CSEP position stand recommends that plyometric training can be safe and effective for enhancing muscle power in children (Behm et al. 2008).
• Studies employing plyometric training programs for youth reported improvements in vertical jump height (Faigenbaum and Keiper 2007), rebound jump height (Meylan and Malatesta 2004 JSCR)
and running speed (Kotzamanadis 2006 JSCR).
• Behringer et al.’s (2011) metaanalysis on the transfer of resistance training gains to motor performance in youth reported the highest effect sizes with a combination of plyometric and traditional resistance training programs.
Olympic Lifts
from an athletic position
Velocity Specificity based on the intent to contract explosively (Behm and Sale 1993)
Training Specificity Athletic Position
Basketball?
Volleyball?
Hockey?
Football?
Olympic Style lifting
• Olympicstyle lifts involve a more complex neural activation pattern and therefore participants need to learn how to perform these lifts early in the workout with a relatively light load (e.g., wooden dowel or unloaded barbell) in order to develop coordination and skill technique without undue fatigue.
Olympic Weight Lifting (OWL)
• Ebada (2011) instituted a 3month children (mean of 13.2 years) OWL training program resulting in an average 4.9% increase in 9 strength tests (e.g. snatch, clean, squats).
• An 8week training program compared OWL and traditional closed link strength exercise (e.g. squats, dead lifts) training with high school males averaging 15.9 years (Channel and Barfield 2008 JSCR). OWL training exhibited a modest advantage over conventional power training for vertical jump performance.
Future World Champion?
Olympic weightlifting and plyometric training with children provides similar or greater performance improvements than traditional resistance training
Chaouachi, et al. 2014 JSCR
• 63 children (1012 years) • randomly allocated to a 12week control, OWL, plyometric or traditional
Resistance Training program • Pre and posttraining tests included BMI, sum of skinfolds,
countermovement jump (CMJ), horizontal jump, balance, 5 and 20 m sprint times, isokinetic force and power at 600.s1 and 3000.s1.
• Magnitudebased inferences were used to analyze the likelihood of an effect having a standardized effect size exceeding 0.20.
• Less than 0.2 = trivial effects
• The possibility of an extended learning period for OWL training might attenuate the strength or power gains compared to traditional RT over the same duration.
Olympic weightlifting and plyometric training with children provides similar or greater performance improvements than
traditional resistance training Chaouachi et al. 2014 JSCR
OWL OWL
Olympic weightlifting and plyometric training with children provides similar or greater performance improvements than
traditional resistance training Chaouachi, et al. 2014 JSCR
OWL OWL
Olympic weightlifting and plyometric training with children provides similar or greater performance improvements than
traditional resistance training Chaouachi, et al. 2014 JSCR
OWL
Is power training safe for children?
Is power training too intense for youth?
Falk and Dotan (2006) reported that children recover faster from high intensity exercise due to their lower maximal power
output and thus have lower stress levels to recover from.
10 boys: 9.7 0.94 years vs. 10 men: 25.7 2.4 years 2 randomized experimental sessions, which included either
A) 3 sets of high repetition maximum (High RM) (17 repetitions of knee extensions) B) 3 sets of low repetition maximum (Low RM), (7 repetitions of knee extensions)
(tempo of 1s concentric and 1s eccentric contraction controlled by a metronome)
1min rest interval between sets.
The children fatigued but not to the same extent as the adults.
Murphy et al. 2014 EJAP
Children’s EMG normalized to MVC does not sig change during the fatigue protocols
Murphy et al. 2014 EJAP
• Although the fatigue incurred by the children could not be explained by changes in peripheral nor central mechanisms, the increased antagonistic activity (hamstrings) suggested that the fatigue was more likely to be a result of muscle coordination difficulties (increased cocontractions). Murphy et al. 2014
• Faigenbaum et al. (1999) states that in some countries, children learn Olympic lifts as early as 8 years, but resistance is not added to the bar until they have developed the proper coordination.
Summary • Resistance Training for children/adolescents is beneficial for health and performance
• Warmup should involve <60s of static stretching per muscle and >90s of dynamic stretching per muscle and activities to excite the system
• Due to an immature system, balance training without resistance should be the first step
Summary • Balance training without resistance can be followed instability resistance training with relatively lower loads
• Traditional closed kinetic chain exercises can be implemented to further increase strength and still provide balance challenges
• Plyometrics and Olympic lifts provide the greatest balance and power challenges.
Summary
• Introduce proper technique for plyometrics and Olympic lifts for athletes to attain training specific form and power (athletic position)
• Introduce low amplitude plyometrics to improve reactive strength
• Emphasize variety and FUN!!
