Evaluating the efficacy of integrated injury prevention strategy combined with education in adolescent badminton players with early sports specialisation: a randomised controlled trial protocol

In recent years, there has been growing concern about the high rate of injuries in adolescent players, particularly those who engage in early sports specialisation, and there is a need for more effective and integrated sports-specific strategies that can reduce the rate of injuries and improve physical performance in this population. The primary purpose of this study is to compare the efficacy of an integrated injury prevention strategy combined with education versus conventional approaches in reducing injury rates, improving parental and coach awareness and enhancing physical performance in adolescent badminton players with early sports specialisation. Participants will be randomly assigned to either the integrated injury prevention strategy combined with the education or conventional approach group. The study will be conducted over 6 months, with measurements taken at baseline, and 6 months. The primary outcome measures will include injury rates, parental and coach awareness and physical performance. The results of this study will help determine whether the integrated approach can reduce injury rates, improve parent and coach awareness and enhance physical performance. Additionally, the study will assess the cost-effectiveness of the integrated approach and the level of player satisfaction. In conclusion, the outcomes of this randomised controlled trial will be useful for creating better injury prevention strategies for this group of athletes. This intervention trial is prospectively registered with Clinical Trials Registry India (CTRI Number-CTRI/2024/12/078261).

The Development and Content of Movement Quality Assessments in Athletic Populations: A Systematic Review and Multilevel Meta-Analysis

BACKGROUND

Despite their prominence in the sport and human movement sciences, to date, there is no systematic insight about the development and content of movement quality assessments in athletic populations. This is an important gap to address, as it could yield both practical and scientific implications related to the continued screening of movement quality in athletic contexts. Hence, this study aimed to systematically review the (i) developmental approach, (ii) movements included, (iii) scoring system utilised, and (iv) the reliability of movement competency assessments used in athletic populations.

METHODS

Electronic databases (SPORTDiscus, MEDLINE, CINAHL, Web of Science, Scopus) were searched for relevant articles up to 12 May 2023. Studies were included if they reported data about the developmental approach, movements included, scoring system utilised and reliability of assessment in an athletic population. A modified Downs and Black checklist was used to measure study quality.

RESULTS

From a total of 131 identified studies: (i) 26 (20%) described the developmental approach of an assessment; (ii) 113 (86%) included descriptions of the movements included; (iii) 106 (81%) included a description of scoring system and criteria; and (iv) 77 (59%) studies included reliability statistics. There were 36 assessments identified within these studies, comprising 59 movements in total. Each assessment scored movement quality through a Likert or binary classification system.

CONCLUSION

First, the results demonstrate that choosing an appropriate movement quality assessment in an athletic population may be a complex process for practitioners as the development approach, movements included and scoring criteria vary substantially between assessments. Second, academics could use these results to help design new assessments for novel applications that meet rigour and reliability requirements. Third, these results have the potential to foster guidelines of use for the reliable assessment of movement quality in athletic populations.

Associations between growth, maturation and injury in youth athletes engaged in elite pathways: a scoping review

OBJECTIVE

To describe the evidence pertaining to associations between growth, maturation and injury in elite youth athletes.

DESIGN

Scoping review.

DATA SOURCES

Electronic databases (SPORTDiscus, Embase, PubMed, MEDLINE and Web of Science) searched on 30 May 2023.

ELIGIBILITY CRITERIA

Original studies published since 2000 using quantitative or qualitative designs investigating associations between growth, maturation and injury in elite youth athletes.

RESULTS

From an initial 518 titles, 36 full-text articles were evaluated, of which 30 were eligible for final inclusion. Most studies were quantitative and employed prospective designs. Significant heterogeneity was evident across samples and in the operationalisation and measurement of growth, maturation and injury. Injury incidence and burden generally increased with maturity status, although growth-related injuries peaked during the adolescent growth spurt. More rapid growth in stature and of the lower limbs was associated with greater injury incidence and burden. While maturity timing did not show a clear or consistent association with injury, it may contribute to risk and burden due to variations in maturity status.

CONCLUSION

Evidence suggests that the processes of growth and maturation contribute to injury risk and burden in elite youth athletes, although the nature of the association varies with injury type. More research investigating the main and interactive effects on growth and maturation on injury is warranted, especially in female athletes and across a greater diversity of sports.

Effects of Neuromuscular Training on Muscle Architecture, Isometric Force Production, and Stretch-Shortening Cycle Function in Trained Young Female Gymnasts

ABSTRACT

Moeskops, S, Oliver, JL, Radnor, JM, Haff, GG, Myer, GD, Ramachandran, AK, Kember, LS, Pedley, JS, and Lloyd, RS. Effects of neuromuscular training on muscle architecture, isometric force production, and stretch-shortening cycle function in trained young female gymnasts. J Strength Cond Res 38(9): 1640-1650, 2024-This study evaluated the effects of a 10-month neuromuscular training (NMT) intervention on muscle architecture, isometric force production, and stretch-shortening cycle (SSC) function. Thirty-seven girls aged 6-12 years were placed into gymnastics + NMT (gNMT; n = 15), gymnastics only (GYM; n = 10), or maturity-matched control (CON; n = 12) groups. The gNMT group followed a 10-month NMT program in addition to gymnastics training, whereas the GYM group only participated in gymnastics training. Isometric midthigh pull (IMTP) and drop jump (DJ) kinetics were measured, in addition to muscle thickness, fascicle length, and pennation angle of the gastrocnemius medialis at baseline and at 4, 7, and 10 months. A 3 × 4 (group × time) repeated-measures ANCOVA (covariate, % predicted adult height) was used to evaluate within-group changes. Significance level was set at p < 0.05. Significant interaction effects were observed in muscle thickness, absolute (PF abs ) and relative peak force (PF rel ) in the IMTP and various DJ variables. The gNMT group demonstrated improvements in muscle thickness, IMTP PF abs and PF rel , and DJ kinetics, most commonly evidenced from 7 months onward. The GYM group's muscle thickness also significantly improved, accompanied by improvements in some DJ kinetics. The CON group did not experience any desirable changes. Overall, NMT elicited positive changes in muscle thickness, PF abs and PF rel , and SSC function to a greater extent than gymnastics training alone or growth and maturation. As most adaptations took 7 months, longer-term NMT programs should be implemented with youth female gymnasts.

Cross-country adaptation and feasibility of an evidence-based resistance training intervention in the school setting

Background

Physical activity that strengthens muscles and bones at least three times per week are recommended, but few adolescents meet this target. The aim of our study was to adapt and evaluate the feasibility and preliminary efficacy of the Resistance Training for Teens (RT4T) program in Danish lower secondary schools.

Methods

Developed and evaluated in Australia, the aim of RT4T is to provide adolescents with competence, confidence, knowledge, and motivation to participate in resistance training. Translation and adaptation were based on the PRACTIS-guide and involved workshops with physical education teachers. Three 7th-grade classes and three 9th-grade classes were recruited for the feasibility study and followed the program over eight weeks. Participants completed a push-up test, a standing long jump test, and a beep-test before and after the intervention. In addition, they completed a survey about their self-efficacy, motivation, and resistance training competency. Four qualitative interviews were performed with participants and their physical education teachers.

Results

The participating teachers were motivated for the program, but they had difficulties providing students with appropriate feedback. Students were motivated by the equipment, games, and their improvements in fitness, but motivation declined during the program. A total of 57 students completed the physical tests and answered the survey. Resistance training self-efficacy improved significantly, while most other measures improved over time, without reaching significance.

Conclusion

Overall, the RT4T was acceptable and feasible in lower secondary schools in Denmark, but adjustments need to be made to increase the reach and efficacy of the program.

Youths Are Less Susceptible to Exercise-Induced Muscle Damage Than Adults: A Systematic Review With Meta-Analysis

PURPOSE

This meta-analysis aimed to (1) provide a comparison of peak changes in indirect markers of exercise-induced muscle damage (EIMD) in youths versus adults and (2) determine if the involved limb moderated this effect.

METHOD

Studies were eligible for inclusion if they (1) provided a human youth versus adult comparison; (2) provided data on muscle strength, soreness, or creatine kinase markers beyond ≥24 hours; and (3) did not provide a recovery treatment. Effect sizes (ES) were presented alongside 95% confidence intervals.

RESULTS

EIMD exhibited larger effects on adults than in youths for muscle strength (ES = -2.01; P < .001), muscle soreness (ES = -1.52; P < .001), and creatine kinase (ES = -1.98; P < .001). The random effects meta-regression indicated that the effects of upper- and lower-limb exercise in youths and adults were significant for muscle soreness (coefficient estimate = 1.11; P < .001) but not for muscle strength or creatine kinase (P > .05). As such, the between-group effects for muscle soreness (ES = -2.10 vs -1.03; P < .05) were greater in the upper than lower limbs.

CONCLUSION

The magnitude of EIMD in youths is substantially less than in their adult counterparts, and this effect is greater in upper than lower limbs for muscle soreness. These findings help guide practitioners who may be concerned about the potential impact of EIMD when training youth athletes.

A 10-week play-based after-school program to improve coordinative abilities and physical fitness capabilities among adolescents: a randomized trial

The average levels of physical activity in children are below the ideal, which may influence children's health and motor competence levels. Therefore, this study aimed to assess the impact of a 10-week play-based after-school program on 50 twelve-year-old students' anthropometric characteristics (body height and body weight), coordinative abilities (flamingo balance test and T-test agility), and physical fitness (sit and reach, 20-m sprint test, SLJ, CMJ, and handgrip). After baseline assessments, the students were randomly divided into two groups: one participating in a play-based after-school program (experimental group) and the other attending regular PE classes (control group). No differences were noted between the sexes. Analysis revealed baseline differences between groups in body weight, agility T-test, and right-handgrip, with no significant sex differences. Following the intervention, the experimental group demonstrated improvements in the 20-m sprint test (F(1,46) = 11.03, p < 0.01), flamingo balance test (F(1,46) = 9.16, p = 0.004), SLJ (F(1,46) = 5.30, p = 0.03), agility T-test (F(1,46) = 28.30, p < 0.01), and right-handgrip (F(1,46) = 6.59, p < 0.01). In summary, the results suggested that a 10-week play-based after-school program enhances coordinative abilities and physical fitness in 12-year-old children. This underscores the potential advantages of integrating play-based physical activities into schools to promote holistic health and fitness in children.

Supporting adolescents' participation in muscle-strengthening physical activity: protocol for the 'Resistance Training for Teens' (RT4T) hybrid type III implementation-effectiveness trial

INTRODUCTION

In Australia, only 22% of male and 8% of female adolescents meet the muscle-strengthening physical activity guidelines, and few school-based interventions support participation in resistance training (RT). After promising findings from our effectiveness trial, we conducted a state-wide dissemination of the 'Resistance Training for Teens' (RT4T) intervention from 2015 to 2020. Despite high estimated reach, we found considerable variability in programme delivery and teachers reported numerous barriers to implementation. Supporting schools when they first adopt evidence-based programmes may strengthen programme fidelity, sustainability, and by extension, programme impact. However, the most effective implementation support model for RT4T is unclear.

OBJECTIVE

To compare the effects of three implementation support models on the reach (primary outcome), dose delivered, fidelity, sustainability, impact and cost of RT4T.

METHODS AND ANALYSIS

We will conduct a hybrid type III implementation-effectiveness trial involving grade 9 and 10 (aged 14-16 years) students from 90 secondary schools in New South Wales (NSW), Australia. Schools will be recruited across one cohort in 2023, stratified by school type, socioeconomic status and location, and randomised in a 1:1:1 ratio to receive one of the following levels of implementation support: (1) 'low' (training and resources), (2) 'moderate' (training and resources+external support) or 'high' (training and resources+external support+equipment). Training includes a teacher workshop related to RT4T programme content (theory and practical sessions) and the related resources. Additional support will be provided by trained project officers from five local health districts. Equipment will consist of a pack of semiportable RT equipment (ie, weighted bars, dumbbells, resistance bands and inverted pull up bar stands) valued at ~$A1000 per school. Study outcomes will be assessed at baseline (T0), 6 months (T1) and 18 months (T2). A range of quantitative (teacher logs, observations and teacher surveys) and qualitative (semistructured interviews with teachers) methods will be used to assess primary (reach) and secondary outcomes (dose delivered, fidelity, sustainability, impact and cost of RT4T). Quantitative analyses will use logistic mixed models for dichotomous outcomes, and ordinal or linear mixed effects regression models for continuous outcomes, with alpha levels set at p<0.025 for the outcomes and cost comparisons of the moderate and high support arms against the low support arm.

ETHICS AND DISSEMINATION

Ethics approval has been obtained from the University of Newcastle (H-2021-0418), the NSW Department of Education (SERAP:2022215), Hunter New England Human Research Ethics Committee (2023/ETH00052) and the Catholic Schools Office. The design, conduct and reporting will adhere to the Consolidated Standards of Reporting Trials statement, the Standards for Reporting Implementation Studies statement and the Template for Intervention Description and Replication checklist. Findings will be published in open access peer-reviewed journals, key stakeholders will be provided with a detailed report. We will support ongoing dissemination of RT4T in Australian schools via professional learning for teachers.

TRIAL REGISTRATION NUMBER

ACTRN12622000861752.

Associations Between Motor Competence and Physical Activity, Physical Fitness and Psychosocial Characteristics in Adolescents: A Systematic Review and Meta-analysis

BACKGROUND

Motor competence is an integral component of the health and performance of youth. Numerous studies support the hypothesis that motor competence interacts with perceived motor competence and physical fitness during childhood to induce positive (e.g. healthy weight status) or negative (e.g. reduced physical activity engagement) trajectories. Yet, while adolescence is a key period of rapid growth and maturation, no systematic reviews and meta-analyses have examined the association between motor competence and physical activity, physical fitness and psychosocial characteristics solely within adolescents.

OBJECTIVES

This study aimed to (1) analyse the scientific literature evaluating associations between motor competence and physical activity, physical fitness and/or psychosocial characteristics amongst adolescents; (2) evaluate the associations between motor competence and physical activity, physical fitness characteristics and/or psychosocial characteristics amongst adolescents; and (3) investigate the impact of moderator variables (i.e., age, sex, type of motor competence assessment) on the associations.

METHODS

A systematic search of electronic databases was conducted, followed by a qualitative synthesis of study methods. Random-effects meta-analyses were performed to establish the magnitude and orientation of pooled correlation coefficients between motor competence and physical activity, physical fitness and psychosocial characteristics of adolescents, whilst considering potential moderators (i.e., age, sex, type of motor competence assessment).

RESULTS

Sixty-one studies were included, totalling 22,256 adolescents. Twenty-seven different assessments of motor competence were used, with 31 studies utilising product-orientated (i.e. outcome) motor competence assessments. Meta-analyses of 43 studies showed that motor competence was positively associated with physical activity (r = 0.20 to 0.26), some physical fitness characteristics (e.g. muscular strength, cardiovascular endurance; r = 0.03 to 0.60) and psychosocial characteristics (r = 0.07 to 0.34), and inversely associated with weight status (r =  - 0.36 to - 0.10), speed (r =  - 0.31) and agility (r =  - 0.37 to 0.41). Associations with flexibility were unclear.

CONCLUSIONS

The results of this systematic review and meta-analysis support the hypothesised interactions of motor competence with physical activity (positive), physical fitness (positive except for weight status, speed and agility) and psychosocial characteristics (positive) in adolescence. However, methodological approaches vary considerably (e.g. variety of motor competence assessments utilised), with limitations of the current literature including an inadequate assessment of motor competence, a lack of longitudinal observations and a failure to account for biological maturation. Future research assessing associations between motor competence and physical activity, physical fitness and psychosocial characteristics of adolescents should include longitudinal observations of a combined motor competence assessment (i.e. process and product) and account for biological maturation. Improved evaluation using these recommendations could provide more accurate data, leading to more targeted interventions to improve adolescents' physical and psychosocial outcomes.

CLINICAL TRIAL REGISTRATION

CRD42021233441 (PROSPERO ID).

How effective are external cues and analogies in enhancing sprint and jump performance in academy soccer players?

This study investigated the effect of external (EC) and internal coaching cues (IC), analogies with a directional component (ADC) on sprint (20 m) and vertical jump performance in academy soccer players (n = 20). A repeated-measures analysis, with post-hoc comparisons, was used to identify any differences between these cues and a neutral (control) cue. Significant differences were found for both sprint (p < 0.001) and jump (p = 0.022) comparisons among cue types. In post-hoc analyses for the 20 m sprint, significant differences were observed between the EC and the IC, favouring the EC (p < 0.01, ES = 1.27 [CI: 0.24, 2.30]), and "away" ADC and the IC, favouring the "away" ADC (p < 0.01, ES = 1.21 [CI: 0.19, 2.22]). No other cues showed significant differences. For vertical jump, there was just one significant difference between comparisons, that being for the "away" ADC vs. the neutral cue, favouring the latter (p = 0.023, ES = 0.4 [CI: -0.04 to 0.84]). It appears that ECs and ADCs are most effective when coaching sprinting performance in academy soccer players. However, simply encouraging maximal effort from a youth athlete also appears to be a reasonable cueing strategy to drive performance in youth athletes.

Do verbal coaching cues and analogies affect motor skill performance in youth populations?

PURPOSE

The way coaching cues are worded can impact on the quality with which a subsequent motor skill is executed. However, there have been few investigations on the effect of coaching cues on basic motor skill performance in youths.

METHOD

Across several international locations, a series of experiments were undertaken to determine the effect of external coaching cues (EC), internal coaching cues (IC), analogies with a directional component (ADC) and neutral control cues on sprint time (20 m) and vertical jump height in youth performers. These data were combined using internal meta-analytical techniques to pool results across each test location. This approach was amalgamated with a repeated-measures analysis to determine if there were any differences between the ECs, ICs and ADCs within the different experiments.

RESULTS

173 participants took part. There were no differences between the neutral control and experimental cues in any of the internal meta-analyses except where the control was superior to the IC for vertical jump (d = -0.30, [-0.54, -0.05], p = 0.02). Just three of eleven repeated-measures analyses showed significant differences between the cues at each experimental location. Where significant differences were noted, the control cue was most effective with some limited evidence supporting the use of ADCs (d = 0.32 to 0.62).

CONCLUSION

These results suggest the type of cue or analogy provided to a youth performer has little subsequent effect on sprint or jump performance. Accordingly, coaches might take a more specific approach that is suited to the level or preferences of a particular individual.

Youth motor competence across stages of maturity: Perceptions of physical education teachers and strength and conditioning coaches

Physical education (PE) teachers and strength and conditioning (S&C) coaches are well placed to develop motor competence within youth populations. However, both groups’ perceptions of important motor competencies are relatively unknown, especially when considering stage of maturity. Therefore, this study aimed to 1) present PE teachers and S&C coaches’ perceptions of motor competence importance according to stage of maturity; 2) compare perceptions of motor competence between stages of maturity, and between PE teachers and S&C coaches; and 3) explore factors that influence PE teachers and S&C coaches’ perceptions of motor competence importance. Via a mixed-method questionnaire, 47 PE teachers (professional experience = 10.3±6.6 years) and 48 S&C coaches (professional experience = 8.6±4.8 years) rated the importance of developing 21 motor competencies across four stages of maturity (childhood, pre-peak height velocity [PHV], circa-PHV, and post-PHV) using a Likert-scale (1 = not important, 5 = very important). Participants also provided open-ended explanations for their perceptions. Frequency analysis indicated that participants rated a broad range of competencies important, with S&C coaches rating more competencies important than PE teachers across all stages of maturity. Mixed-model analysis highlighted several differences in motor competence importance when comparing perceptions between participant groups, and between stages of maturity for PE teachers and S&C coaches. For example, S&C coaches rated strength-based motor competencies less important during childhood (d = -1.83 to -0.43), while PE teachers rated them less important during childhood (d = -2.22 to -0.42) and pre-PHV (d = -1.70 to -0.51) compared to other stages of maturity. Codebook thematic analysis showed several factors that influenced participant’s perceptions of motor competence importance (e.g., participants understanding of themselves). The findings suggest that multiple environments may be required to adequately facilitate motor competence development amongst youth. Coach education should target misunderstandings around the risks of strength-based activity during early stages of maturity and the benefits of developing strength-based motor competencies across youth populations.

Relationships between Athletic Motor Skill Competencies and Maturity, Sex, Physical Performance, and Psychological Constructs in Boys and Girls

The purpose of this study was to examine the relationships between athletic motor skill competencies (AMSC), maturation, sex, body mass index, physical performance, and psychological constructs (motivation to exercise, physical self-efficacy, and global self-esteem). Two-hundred and twenty-four children aged 11–13 years old were included in the study and sub-divided by sex. The athlete introductory movement screen (AIMS) and tuck jump assessment (TJA) were used to assess AMSC, while standing long jump distance assessed physical performance. Online surveys examined participants’ motivation to exercise, physical self-efficacy, and self-esteem. Trivial to moderate strength relationships were evident between AMSC and BMI (boys: r_s = −0.183; girls: r_s = −0.176), physical performance (boys: r_s = 0.425; girls: r_s = 0.397), and psychological constructs (boys: r_s = 0.130–0.336; girls r_s = 0.030–0.260), with the strength of relationships different between the sexes. Higher levels of AMSC were related to significantly higher levels of physical performance (d = 0.25), motivation to exercise (d = 0.17), and physical self-efficacy (d = 0.15–0.19) in both boys and girls. Enhancing AMSC may have mediating effects on levels of physical performance and psychological constructs in school-aged children, which may hold important implications for physical activity levels and the development of physical literacy.

Optimising long-term athletic development: An investigation of practitioners' knowledge, adherence, practices and challenges

Long-term athletic development practices have been recommended for the past two decades. However, limited research exists exploring the knowledge and skills required by practitioners to optimise long-term athletic development. Therefore, this study aimed to evaluate the knowledge, adherence, practices, and challenges of practitioners responsible for delivering long-term athletic development. A mixed methods survey was completed by 236 practitioners (e.g., sport coaches, physical education teachers) consisting of four parts; 1) demographics, 2) knowledge, 3) adherence, and 4) practices and challenges. Quantitative and qualitative data were analysed by Friedman’s analysis of variance and thematic analyses, respectively. Quantitative findings showed practitioners 1) recognised their responsibility for delivering long-term athletic development, 2) have a familiarity with existing developmental models, and 3) had high adherence, focused upon health and wellbeing, to delivering long-term athletic development. However, practices associated with growth and maturity, monitoring and assessment, and the systematic progression and individualisation of training had lower adherence. Qualitative analysis indicated that practitioner’s perceived definitions of athleticism and long-term athletic development were inconsistent, especially according to the psychological components (i.e., confidence). Practitioners’ descriptions of their long-term athletic development practices identified two higher order themes; 1) goals, in which long-term athletic development “is for life” and the importance of “an individual centered journey” highlighted as sub-themes; and 2) realities of delivering long-term athletic development, whereby variety in programme delivery, monitoring development and practical challenges were noted as key priorities. Eight practical challenges were identified including governance and priorities, resources, education, early specialization, high training volumes, staff communication, parents and youth motivation. This mixed method survey highlighted a multitude of knowledge, adherence, practices and challenges towards long-term athletic development. These novel findings can help inform policy to optimise long-term athletic development and to support the complex problem of developing a healthier, fitter and more physically active youth population.

Physical Illiteracy and Obesity Barrier: How Physical Education Can Overpass Potential Adverse Effects? A Narrative Review

Environments lacking in stimuli together with ineffective physical education programs can lead to motor illiteracy, causing several adverse effects that could be worsened by unhealthy weight conditions (e.g., obesity). Obesity can be seen as an actual barrier for children and adolescents, especially for affective, behavioral, physical, and cognitive domains. In this context, condensing what the literature proposes could be useful in order to improve the understanding of the best intervention strategies (i.e., proper physical education programs) to manage the adverse effects of motor illiteracy in relation to the obesity barrier. The purpose of this narrative review is to improve the understanding on how physical education programs can counteract the adverse effects of physical illiteracy and obesity barrier across childhood and adolescence. Proper physical education programs should develop motor competence by fostering an individual’s awareness, self-perception, autonomous motivation, and muscular fitness on a realistic scenario (functional task difficulty related to his/her possibilities) in the attempt to counteract the adverse effects of the obesity barrier. Such programs should be designed without overlooking a proper multi teaching style approach.

Effects of Training Frequency During a 6-Month Neuromuscular Training Intervention on Movement Competency, Strength and Power in Male Youth

Background:

Youth populations benefit from neuromuscular training; however, the extent to which training frequency, baseline fitness, and maturity status moderate the response to long-term neuromuscular training in male youth remains unclear.

Hypothesis:

Twice-weekly training (G2x) would induce larger improvements in movement competency and strength and power kinetics compared with once-weekly training (G1x). Maturity status and baseline fitness would also moderate the training response in strength and power kinetics.

Study Design:

Nonrandomized, repeated-measures design.

Level of Evidence:

Level 3

Methods:

Ninety-five male athletes of varying maturity status (pre– or post–peak height velocity) were divided into G2x, G1x, or control (CON) groups. Training groups received G2x or G1x for 28 weeks. Back squat assessment (BSA) movement competency and isometric mid-thigh pull (IMTP), squat jump (SJ), and countermovement jump (CMJ) kinetics were measured pre- and postintervention.

Results:

The G2x achieved significantly greater adaptations in BSA total score, IMTP allometrically scaled peak force (PF_allo), IMTP peak rate-of-force development (PRFD), SJ PF_allo and PRFD compared with G1x and CON (P < 0.05; d = 0.3-0.9). Baseline fitness, training frequency and maturity status were significant predictors of IMTP PF_allo (R² = 27.5%) and PRFD (R² = 42.9%), while a combination of training frequency and baseline fitness explained a small amount of variance in SJ PF_allo (R² = 12.2%) and SJ PRFD (R² = 6.5%). There were no significant predictors of CMJ kinetics.

Conclusion:

G2x achieved significantly larger improvements in movement competency, isometric strength and concentric jump variables compared with G1x, with the training response greater in those youth with lower baseline fitness and more advanced maturity status.

Clinical Relevance:

Exposure to neuromuscular training twice-weekly elicits a greater response than G1x in young male athletes. Practitioners should take maturity status, training frequency, and baseline fitness levels of young male athletes into account when interpreting testing data, as these variables appear to moderate training responsiveness.

Developing motor competency in youths: Perceptions and practices of strength and conditioning coaches

Motor competency is integral to the long-term athletic development of youths. Strength and conditioning (S&C) coaches are recommended to deliver motor competency interventions, yet no studies have investigated their perceptions and practices for developing motor competency in youths. Sixty-seven male, and 4 female S&C coaches completed an initial and follow up questionnaire using a 5-point Likert scale, rating 1] the importance of developing competence, and 2] how frequently they developed competence across 90 motor competencies. Over 55% of S&C coaches reported a broad range of "important" (69/90) and "frequently developed" (48/90) motor competencies. The most important motor competency was "deceleration" (4.9 ± 0.3), whilst "hip hinge (bilateral)" was the most practised (4.4 ± 0.5). S&C coaches targeted upper body pushing and pulling competencies more than their perceived importance, whilst agility (e.g., turning) competencies were targeted less than their importance. Further analysis showed S&C coaches who delivered 3-4 sessions per week targeted 15-18% more competencies compared to ≤ 2 sessions per week. Overall, these findings have strong implications for youth motor competency development including the reflection of important vs. practised competencies, coach education programmes, and consideration for how S&C coaches should seek to optimise motor competency development within youths.