Lloyd, RS, Cronin, JB, Faigenbaum, AD, Haff, GG, Howard, R, Kraemer, WJ, Micheli, LJ, Myer, GD, and Oliver, JL. National Strength and Conditioning Association position statement on long-term athletic development. J Strength Cond Res 30(6): 1491–1509, 2016—There has recently been a growing interest in long-term athletic development for youth. Because of their unique physical, psychological, and social differences, children and adolescents should engage in appropriately prescribed exercise programs that promote physical development to prevent injury and enhance fitness behaviors that can be retained later in life. Irrespective of whether a child is involved in organized sport or engages in recreational physical activity, there remains a need to adopt a structured, logical, and evidence-based approach to the long-term development of athleticism. This is of particular importance considering the alarmingly high number of youth who fail to meet global physical activity recommendations and consequently present with negative health profiles. However, appropriate exercise prescription is also crucial for those young athletes who are physically underprepared and at risk of overuse injury because of high volumes of competition and an absence of preparatory conditioning. Whether the child accumulates insufficient or excessive amounts of exercise, or falls somewhere between these opposing ends of the spectrum, it is generally accepted that the young bodies of modern day youth are often ill-prepared to tolerate the rigors of sports or physical activity. All youth should engage in regular physical activity and thus should be viewed as “athletes” and afforded the opportunity to enhance athleticism in an individualized, holistic, and child-centered manner. Because of emerging interest in long-term athletic development, an authorship team was tasked on behalf of the National Strength and Conditioning Association (NSCA) to critically synthesize existing literature and current practices within the field and to compose a relevant position statement. This document was subsequently reviewed and formally ratified by the NSCA Board of Directors. A list of 10 pillars of successful long-term athletic development are presented, which summarize the key recommendations detailed within the position statement. With these pillars in place, it is believed that the NSCA can (a) help foster a more unified and holistic approach to long-term athletic development, (b) promote the benefits of a lifetime of healthy physical activity, and (c) prevent and/or minimize injuries from sports participation for all boys and girls.

The ability to express high power outputs is considered to be one of the foundational characteristics underlying successful performance in a variety of sporting activities, including jumping, throwing, and changing direction. Numerous training interventions have been recommended to enhance the athlete\u27s ability to express high power outputs and improve their overall sports performance capacity. This brief review examines the factors that underlie the expression of power and various methods that can be used to maximize power development

Twelve female division I collegiate volleyball players were recruited to examine the reliability of several methods for calculating the rate of force development (RFD) during the isometric midthigh clean pull. All subjects were familiarized with the isometric midthigh clean pull and participated in regular strength training. Two isometric midthigh clean pulls were performed with 2 minutes rest between each trail. All measures were performed in a custom isometric testing device that included a step-wise adjustable bar and a force plate for measuring ground reaction forces. The RFD during predetermined time zone bands (0-30, 0-50, 0-90, 0-100, 0-150, 0-200, and 0-250 milliseconds) was then calculated by dividing the force at the end of the band by the band's time interval. The peak RFD was then calculated with the use of 2, 5, 10, 20, 30, and 50 milliseconds sampling windows. The average RFD (avgRFD) was calculated by dividing the peak force (PF) by the time to achieve PF. All data were analyzed with the use of intraclass correlation alpha (ICCα) and the coefficient of variation (CV) and 90% confidence intervals. All predetermined RFD time bands were deemed reliable based on an ICCα >0.95 and a CV <4%. Conversely, the avgRFD failed to meet the reliability standards set for this study. Overall, the method used to assess the RFD during an isometric midthigh clean pull impacts the reliability of the measure and predetermined RFD time bands should be used to quantify the RFD.

AP) earlier than weaker individuals during a vertical squat jump test. Eighteen junior elite rugby league players were divided into strong (relative 1 repetition maximum [1RM] back squat ≥2 × body mass) and weak (relative 1RM back squat <2.0 × body mass) groups. Each subject performed squat jumps before, 15 seconds, 3, 6, 9, and 12 minutes after a conditioning activity (CA) that contained 1 set of 3 back squats performed at 90% of 1RM. A force plate, which sampled at 1000 Hz, was used to determine the power output and height for each squat jump. Stronger individuals expressed PAP between 3 and 12 minutes post-CA, whereas their weaker counterparts displayed potentiation between 6 and 12 minutes post-CA. Moreover, the stronger group exhibited a significantly (p ≤ 0.05) higher PAP response than the weaker group at all post-CA squat jump tests. The stronger group displayed the greatest potentiation at 6 minutes post-CA, whereas the weaker group displayed the greatest potentiation response at 9 minutes following the CA. Based on these results, stronger individuals appear to be able to express PAP earlier after a CA than weaker individuals. Additionally, stronger individuals express significantly greater postactivation responses than weaker individuals. From a practical standpoint, strength and conditioning coaches should consider the athletes' strength levels when constructing postactivation complexes (CA + performance activity) as strength will dictate the time frame required between the conditioning and the performance activity....