A Guide To Developing Physical Qualities in Young Athletes

A
Guide to Developing Physical Qualities in Young
Athletes
by Kelvin B. Giles, Lachlan Penfold and Anthony Giorgi
Copyright © 2005
Printed in Australia for Movement Dynamics Pty. Ltd.
All rights reserved.
No part of this manual may be reproduced in any manner whatsoever except
in the case of brief quotations embodied in critical articles and reviews.
For information address Movement Dynamics, PO Box 458, The Gap, Queensland
4061, Australia or via www.movementdynamics.com
Table of Contents
Disclaimer……………………………………………………………………………………………………. 3
Copyright ……………………………………………………………………………………………………. 4
Acknowledgements
Tables …………………………………………………………………………………………………………. 5
Glossary………………………………………………………………………………………………………. 9
Introduction………………………………………………………………………………………………… 11
Using the Manual
SECTION ONE
Overview of Long Term Athlete Development ………………………………………….. 15
Philosophy ………………………………………………………………………………………………….. 16
Long Term Athlete Development .................................................................. 17
Limitations in Athletic, Functional and Technical Development
Training Stages
Developmental Characteristics ………………………………………………………………….. 21
Physical development
Mental / Cognitive Development
Emotional Development
General Motor Abilities
Key Coaching Strategies ……………………………………………………………………………. 33
Key Coaching Strategies for 610 years, 1014 years and 1520 years
Training Age v Chronological Age ……………………………………………………………… 36
Reasons for Faults in Progress ………………………………………………………………….. 38
The Destination of Exercise Selection ……………………………………………………….. 39
Total Structural Strength
Total Structural Stability
Total Structural Range of Motion
Total Body Awareness
The Injury Prevention Question …………………………………………………………….….. 43
Injury / Biomechanical Screening
Functional Screening
SECTION TWO Practical Issues …………………………………………………………….… 47
Introduction
The Impact of Developing Physical Qualities ……………………………………………. 48
Key Issues in the Planning of Strength and Conditioning.………………………... 49
1
Suggested Age Based Model for Progression ………………………………………………. 51
Suggested Strength and Conditioning Training Phases…..………………………….. 52
SECTION THREE – Training ………………………………………………………………………….. 55
Introduction to Training
Assembling the Annual Program – The Early Years of High School…………….. 60
The Training Phases
The Training Week
Assembling the Training Session …………………………………………………………………. 67
The Exercise Streams
Exercise Selection
Other Program Variables
The Complexity of Exercise Streams……………………………………………………………. 75
Multiple Influences
Example Training Programs…………………………………………………………………………. 79
Progression…………………………………………………………………………..………………………. 83
Running Fundamentals ………………………………………………………..……………………… 89
The Fundamentals
Technical Development
The Drills
Physical Competence Tests …………………………………………………………………………. 95
Required Competence Levels
Physical Competence Standards (Fundamental)
Physical Competence Standards (Boys 1415 years)
Physical Competence Standards (Girls 1415 years)
The Tests ……………………………………………………………………………………………………… 101
Fundamental Tests Coaching Issues and Test Criteria
Training to Train Tests Coaching Issues and Test Criteria
Evaluating the Tests
Guide to Video Clips ……………………………………………………………………………………. 109
Program Checklist
Balancing the Choices
Examples of Clip Progression
Example of Clip Progression Fundamental Stage
Example of Clip Progression Training to Train Stage
Practical Exercise Streams …………………………………………………………………………. 113
The Exercise Stream Tables
The Next Step: The Training to Compete Stage…………….…………………………… 159
References ………………………………………………………………………………………………….. 165
Bibliography…………………………………………………………………………………………………. 167
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Disclaimer
This manual and the accompanying visual aids have been developed by Movement Dynamics.

Together they form a guide to Long Term Athlete Development (LTAD) prepared in accordance
with professional standards and guidelines set out by the National Strength and Conditioning
Association (NSCA).
The Resources are not a substitute for your own judgement or individual professional advice
you may receive from other reputable sources. The authors disclaim all responsibility and all
liability (including without limitation, liability in negligence) for all expenses, losses, damages
and costs you might incur as a result of reading, interpreting or implementing this guide.
When rendering strength and conditioning services to third parties, you should not adopt any of
the information contained in the Resources without exercising independent judgement and
decision making based upon your own training, education and experience.
It is imperative that the greatest degree of care is taken in all aspects of physical training and
athlete development. When reading, interpreting or implementing any of the information
contained in the Resources, you are fully responsible for the following:
1. Preparticipation screening and clearance
2. Personal qualifications
3. Program supervision and instruction
4. Facility & equipment setup, inspection, maintenance, repair and signage
5. Emergency planning & response
6. Records and record keeping
7. Equal opportunity access
8. Participation in strength & conditioning activities by children
9. Supplements, ergogenic aids & drugs
Details of these issues are outlined in:
NSCA Strength and Conditioning Professional Standards and Guidelines. Executive Summary: A
supplement to the S&C Journal November 2001.
The complete standards and guidelines can be downloaded from the NSCA website at
www.nscalift.org/publications/standards.htm
Medical, Biomechanical and Competence Screening
Before any physical activity is carried out in the context of the information contained in these

resources, participants should ensure that they have a complete and satisfactory medical,
biomechanical and physical competence screening by qualified and experienced professionals.
3
Copyright
Copyright of all materials presented in this manual and on the Movement Dynamics: Athlete
Development CDRom series including source codes, content and artwork, except for material
produced by others and reproduced with permission, is vested in Movement Dynamics Pty. Ltd.
Apart from fair dealing for the purposes of private study, research, criticism or review as
permitted under international copyright legislation no part may be reproduced, modified, stored
in a retrieval system, transmitted, broadcasted, published or reused for any commercial
purposes whatsoever without the written permission of Movement Dynamics Pty. Ltd. first being
obtained.
Acknowledgements
The authors express their gratitude to Directors of Global Performance Dynamics Ltd. and
Optimus Sports Conditioning Pty. Ltd. for their permission to investigate, adapt and implement
their concepts of an exercise curriculum for young athlete development.
Special thanks go to Tudor Bompa and Istvan Balyi for giving us their personal permission to

utilise information they have developed and presented over many years in the area of long term
athlete development. These individuals are credited with presenting the clearest relationship
between maturation and athletic performance. As a consequence the early sections of this
manual present a summary of much of their extensive work and they are rightly credited for
this contribution.
Further thanks go to Dean Benton from Australian Rugby Union’s Elite Player Development
Program for his authorship of early presentations pertaining to this subject.
The authors wish to acknowledge and thank the following people who have contributed over
many years, both directly and indirectly, to the reservoir of knowledge illustrated in this
resource Vern Gambetta, Bill Knowles, Jimmy Radcliffe and all those countless athletes who
were willing to allow us to learn.
We are indebted to Les Roberts for his counsel and commitment to the development of the
multimedia aspects of the Movement Dynamics resource.
4
Tables
Page
1. The Stages of Training………………………………………………………………………… 18
2. Periodization of Young Athlete Development……………………………..………….. 18
3. Physical Development through the Training Ages:
The Fundamental Stage (610 years)……………………………………………………. 22
The Training to Train Stage (1014 years)…………………………………………….. 23
The Training to Compete Stage (1520 years)…………………....................... 24
6. Mental / Cognitive Development through the Training Ages:
The Fundamental Stage (610 years)………………..………………………………….. 25
The Training to Train Stage (1014 years)……………………………………………. 26
The Training to Compete Stage (1520 years)………….……………………………. 27
9. Emotional Development through the Training Ages:
The Fundamental Stage (610 years)………….………………………………………… 28
The Training to Train Stage (1014 years)…………………………………………….. 29
The Training to Compete Stage (1520 years)……………………………………….. 30
12. Fundamental / Training to Train (1014 years): General Considerations
of BioMotor Abilities…………………………………..…....................................... 31
13. The Distribution of General (G), Specific (S) and Competition (C) Training:
The Training to Train and Early Training to Compete Stage……………………… 34
14. Graph Illustrating Peak Height Velocity for Girls……………………………………... 37
15. Graph Illustrating Peak Height Velocity for Boys……………………………………… 37
16. Example of the Basic Exercise Continuum Model………………………………….…. 39
17. Example Physiotherapy Screening Report………………………………………………. 44
18. An Example Primary School Physical Activity Program (UK System)………….. 56
19. A Typical Single Periodised Annual Plan Australian State Soccer League... 57
20. Winter and Summer Competition Plans Australian Schools Sport…………... 58
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21. Competition Profile of 1516 year old Soccer Players Australian State
Soccer League……………………………………………………………………………………….. 58
22. A Typical Australian Little Athletics Annual Calendar………….………………………. 59
23. Example of Major Exam / Study Periods for 1516 year old students:
Australian Schools System………………………………………………….………..………... 60
24. The Competition Phases of the Year: Australian Schools Example.……………... 60
25. The Competition and Exam / Study Periods of the Year…………………………..… 60
26. Combining Academic, Competition and Training Commitments…………………... 61
27. Training Content: The Main Issue Using General and Specific Training
Ratios…………………………………………………………………………………………………... 62
28. Suggested Model for Introductory Strength Training Years 1&2:
The Training to Train Stage……………………………………………………………………. 62
29. Suggested Model for Introductory Strength Training Years 3&4:
The Training to Train Stage…………………………………………………………………….. 63
30. Low Intensity Training Week – Early Training to Train Stage……………………… 63
31. Higher Intensity Training Week – Late Training to Train Stage…………………… 64
32. Planning the Week: Balancing the Intensity of Training The Late Training
to Train / Early Training to Compete Stage.………………………………………….….. 65
33. CheckList for Exercise Selection……………………………………………………….…….. 70
34. The Repetition, Sets, Intensity and Rest Components:
The Training to Train Stage…………………………………………………………….……... 71
35. Example WarmUp Themes……………………………………………………………….……. 73
36. Earning The Physical Right to Progress: Shoulder, Stability, Push Up and
Bench Press Sequences……………………………………………………………………..….. 75
37. The Influence of Multiple Streams on a Physical Competence………………..….. 76
38. The Transfer of Exercise Characteristics……………………………………………..…... 77
39. Giving the Athlete the Physical Tools to Develop Agility……………………….……. 78
40. Example Training Program: Field / Court Sports for the Early Training to
Train Stage (1112 years). Early Preparation Phase………………………………….. 80
41. Example Training Program: The Integrated Training Session for Field and
Court Sports for the Early Training to Train Stage (1112 years). Early
Preparation Phase…………………………………………………………………………….…... 81
42. Example Training Program: Field / Court Sports for the Late Training to
Train Stage (1415 years). Early Preparation Phase.…………………………….…... 82
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43. Progression Sequence: WarmUp Exercises (Running Theme) from Table
40: Example Training Program: Field/Court Sports for the Early Training
to Train Stage (1112 years): Early Preparation Phase…….………………….. 85
44. Progression Sequence: Main Exercises from Table 40: Example Training
Program: Field/Court Sports for the Early Training to Train Stage (1112
years): Early Preparation Phase…………………………………………………………..…. 86
45. Progression Sequence: Supplementary Exercises from Table 40: Example
Training Program: Field/Court Sports for the Early Training to Train Stage
(1112 years): Early Preparation Phase………….……………………………………….. 87
46. Progression Sequence: Core Exercises from Table 40: Example Training
Program: Field/Court Sports for the Early Training to Train Stage (1112
years): Early Preparation Phase…….……………………………………………………….. 88
47. Required Flexibility Competence for Running Mechanics…………………………… 90
48. Speed Drills The Key Drills….………………………………………………………………. 92
49. Speed Drills Progression…………………………………………………………………….. 93
50. Speed and Agility Development Stream An Integrated Program……………... 94
51. Physical Competence Standards: End of the Fundamental Stage
Boys and Girls (1011 years)…………………………………………………………….…... 98
52. Physical Competence Standards: End of Training to Train Stage Boys

(1415 years)………………………………………………………………………………….…… 99
53. Physical Competence Standards: End of Training to Train Stage Girls

(1415) years…………………………………………………………………………………..….. 100
54. A Typical Test Scoring System……………………………………………………..……….. 108
55. Integrating the Jumping Streams…………………………………………….…………….. 110
56. Integrating the Stability Streams……………………………………………….…………… 110

.
57. Front, Back and Side Bridge Series………………………………..………….…………… 110
58. Example Clip Progression Fundamental Stage………………….……….…….……. 111
59. Example Clip Progression Training to Train Stage……….…………….…….……. 112
60. Stability Stream Horizontal Stability….……………………………………….…………. 114
61. Vertical Stability…………………………………………………………………………….……... 118
62. Dynamic Vertical Stability…………………………………………………………………….… 120
63. Squats……………………………………………………………………………………………….… 121
64. Cleans (Training to Train)……………………………………………………………………... 123
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65. Lunge………………………………………………………………………………………………….. 124
66. Step Ups……………………………………..………………………………………………………. 126
67. Jumping Fundamentals…………………………..…………………………………………….. 128
68. Horizontal Jumping………………………………..…………………………………………….. 130
69. Vertical Jumping…………………………………………………………………………………… 132
70. Running Fundamentals .……………………………………………………………………….. 135
71. Acceleration Fundamentals……………………………………………………………………. 137
72. Agility Fundamentals…………………………………………………………………………….. 138
73. Shoulder Stability and Control..……………………………………………………………… 139
74. Pushing Vertical……………………………………………………………………………….... 141
75. Pushing Horizontal……………………………………………………………………………… 142
76. Pulling Vertical………………………………………………………………………………...... 144
77. Pulling Horizontal…………………………………………………………………………….... 145
78. General Movement Development 1..…………………………………………………….... 146
79. General Movement Development 2………………………………………………………… 147
80. Trunk 1 Special Bracing and Extension………………………..…………………….... 148
81. Trunk 2 Flexion and Lateral / Rotation..……………………………………………….. 149
82. Medicine Ball Exercises……………………………………………………………………….... 151
83. Flexibility…………………………………………………………………………………………….. 153
84. Example Training Program 1 Early Training to Train Stage : 1112 years... 154
85. Example Training Program 2 An Integrated Session………………………………. 155
86. Example Training Program 3 Late training to Train Stage : 1314 years….. 156
87. Physical Competence Tests 1 Fundamental Stage……………………………….... 157
88. Physical Competence Tests 2 Training to Train Stage………………………….... 158
89. Example Periodisation: Double Periodised Year Late Training
to Compete Stage……………………………………………………………………………….. 160
90. Example of a Medium Intensity Training Week: Early to Mid Training
to Compete Stage……………………………………………………………………………..…. 161
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91. Example of a High Intensity Training Week: Mid to Late Training
to Compete Stage………………………………………………………………………………… 161
92. The Repetitions, Sets, Intensity and Rest Components for the Training
to Compete Stage…………………………………………………………………………………. 162
93. Example of Load Variations: Training to Compete Stage General Strength
Development Phase………………………………………………………………………………. 162
94. Example of Back Squat Jump Squat Contrast Training : Late Training to
Compete Stage………………………………………………………………………………....... 162
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Glossary
Anatomical Adaptation. The body’s reaction to general training where muscle, tendons and
ligaments positively adapt in terms of strength, flexibility and overall function. Described as
being the training of all joint actions, in all directions.
Competition Specific Training. This type of training is where technique is fully rehearsed
alongside the exact physiological requirements of the sport.
General Training. Training that stimulates all aspects of movement. It is non sports specific

and develops the allround athlete in terms of: multi–direction, multiplane, multispeed
activities; speed, strength and endurance; balance, coordination and agility.
LTAD. Long Term Athlete Development
PHV. Peak Height Velocity
S&C. Strength and Conditioning
Specific Training. This type of training is where the physical components required for the
sport are isolated and trained. The individual sport techniques, specific sport muscle groups /
actions and special sport fitness characteristics predominate in this type of training.
TSS. Total Structural Strength. A description of the need to develop and maintain the strength
capability of the whole body (Giles, 19992001).
TSSTab. Total Structural Stability. A description of the need to develop and maintain the
structural integrity and posture of the body during activity (Giles, 19992001).
TSROM. Total Structural Range of Motion. A description of the need to develop and maintain

the required range of movement in all the joints of the body (Giles, 19992001).
TBA. Total Body Awareness. A description of the competence the athlete requires to achieve
balance and coordination in all directions and all planes of movement (Giles, 19992001).
Abbreviations
The following abbreviations are used in the text:
BB Barbell
DB Dumbbell
Diag Diagonal
Ext External
Int Internal
L Left
L&R Left and Right
m metre
MB Medicine Ball
min minutes
R Right
SB Swiss Ball
Sec seconds
wb walk back
wk week
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Introduction
“The National and Olympic teams for 2012 and beyond

are in our hands now.”
For over 30 years the sporting community has expressed both concern and a need for a
strategy for the developing athlete. Much has been written about the growth and maturation of
the developing athlete and for many decades significant guidance in this vital area has been
available to parents, teachers, coaches and athletes.
Why is it then that we consistently meet athletes with limitations in their physical and technical
qualities? Perhaps the answer lies in the subculture of looking for ‘winners’ in the early and
midteenage years. This pervading issue is more often than not driven by adults and in some
cases encouraged by sporting organisations. Without demeaning the structures that encourage
‘agegroup’ champions and records, it is vital that some consideration is given to the long term
process of development and not the ‘fasttracking’, ‘shortcutting’ episodes that frequent our
environment. We must also consider that cultural and sociological change is having a
detrimental effect on the physical development of today’s youth. The lack of spontaneous play
coupled with the advent of multimedia recreation has produced a generation of young people
with a sedentary lifestyle.
Adding to these issues are those competition specific rhythms determined by certain sports and
individuals that are clearly in conflict with the maturation process of the developing athlete.
These are especially evident when the coach fails to individualise the training program. It is an
easy mistake for the coach to succumb to the forces of ‘shortcutting’ by failing to carefully
adapt training to the ever changing physical, cognitive and emotional development of the young
athlete. The overriding strategy must be to develop the allround athlete before focusing solely
on sport specific development.
It is the experience of the authors that many athletes experience the negative effects of
shortcomings brought with them from their introductory training stages. As technique is put
under scrutiny, increased power outputs sought and fatigue tolerance demanded, limitations in
Total Structural Strength (TSS), Total Structural Stability (TSStab) and Total Structural Range of
Motion (TSROM) create difficulties for both coach and athlete (Giles, 19992001). Unfortunately,
the older the athlete becomes the more difficult it is to ‘right’ the ‘wrongs’ of the past.
The longer we can keep the athlete in the performance loop, carefully encouraging them
towards the next layer of adaptation, the more equipped they will be to sustain and survive the
rigours of training at the elite level. This continuity will also help in conquering the ‘retention’
problem that substantially reduces the number of athletes who make the transition from the
junior to senior ranks of sport.
This resource centres much of its initial foundation on the work of Balyi and Hamilton (1998 &
2001) and Bompa (1993a & 1993b) who have perhaps given us the clearest understanding of
the relationship between maturation and the development of physical qualities in young
athletes. Movement Dynamics, having recognised the ever increasing physical limitations of
young athletes across a wide range of sports, have directed their initial efforts at the
introductory level of athlete development.
The need for an exercise syllabus that transports the developing athlete along a stable, precise
pathway of development forms the cornerstone of this resource. Stimulated by the frustration
of seeing identified talent falter at the crossroads between having potential and reaching this
potential, the authors have reacted to the strategic inefficiencies of modern day sport. Such a
reaction will help those teachers and coaches who come into contact with our future champions
during their developmental years.
11
The huge array of theory available to the coach is appreciated and has been used to establish
the basic principles contained in this resource. What is offered in addition to the theory is a
systematic set of functional guidelines to support the coach in their decision making inside the
training environment. What is the current ‘Physical Competence’ of the athlete in my charge?
What are their physical limitations? How do I overcome these physical limitations? What
exercises do I choose? How do I develop them? How do I fit them into a program? Where do
these exercises lead to in respect of sport specific needs?
It is hoped that this resource will help the coach in answering these questions.
The practical content of this resource is drawn from the experiences of the authors as they
have pursued ‘repeatable excellence’ in a variety of sports. Decisions made for world
championship football teams, Olympic and World Championship medallists and dozens of
Olympic athletes in both individual and team sports across the last two decades, form the
reservoir from which the system has evolved. The authors have achieved substantial success
with the principles outlined in this resource with:
· Australian Olympic Softball Team
· Australian Women’s Olympic Water Polo Team
· Olympic Games, Commonwealth Games and World Cup Track and Field
finalists in Sprints, Middle Distance, Jumps and Throws events
· Olympic, World Championship and World Cup medallists
· Commonwealth Games medallists
· Brisbane Broncos Rugby League Club
· London Broncos Rugby League Club Academy
This resource, the first of its kind to guide the coach through the required exercise continuum,
is designed to be a major coach education package for the discerning teacher and coach.
Through this initiative senior coaches in leading clubs and schools will receive a systematic
program for young athlete development.
The main intention of this resource is to arm the coach with a long term exercise syllabus that
will enhance an athlete’s performance from the early introductory stages of development
through to the cusp of the international arena. Professional coaches will see the resource as a
major benefit to client recruitment and client satisfaction. National federations will have the
opportunity of embracing a national syllabus for the long term development of their athletes. It
is to this end that this long term strategy is presented. It is a systematic process that starts at
the origins of training TSS, TSStab and TSROM (Giles, 19992001) and progresses through to
the High Performance stage of the athlete’s development.
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Using the Manual
Section One
The manual introduces the reader to an overview of the theories and philosophies surrounding
the principles of athlete development. Exploring sequential training ages, the manual illustrates
the maturation processes that must be considered as the developing athlete travels along the
performance highway. The coach is encouraged to develop the allround athlete first before
concentrating solely on competition specific activities. It is strongly suggested that any
limitations established in this general development stage will resurface in a later stage, just
when the athlete attempts to intensify both physical and emotional resources towards elite
performance.
Key coaching strategies are outlined for the respective training ages along with classifications of
certain chronological age groups. A series of Major Physical Development Characteristics and
Biomotor Abilities of the growing athlete are related as a guide to the coach in recognising the
change that the athlete undergoes.
A framework illustrating the required destination of exercise selection determines the focus of

the program and will assist the coach in balancing out the fundamental issues of program
development.
The injury prevention question is raised and a plan of action outlined for the coach. This is
particularly important in a time when many teachers and coaches are expressing a deep
concern for the health and safety of the children in their charge.
Section Two
This section presents an interpretation of the specifics of section one as they are applied to the
program that develops physical qualities for future athletic use. The role of strength and
conditioning and the key issues surrounding the planning of the program are presented. An age
based training model is suggested detailing the four layers of development.
Section Three
Guidance is offered in program planning and periodisation techniques including illustrations of

example training programs.
The reader is introduced to the ‘Exercise Streams’ (Giles & Penfold, 199397) that form the
cornerstone of an integrated strength training system and the individual exercises are
presented as sequenced video clips on CD. Each exercise is progressed in both load and
complexity through each ‘training age’ with competence levels being suggested.
Physical Competence standards are suggested for the early training stages along with tests and
test protocols detailed. These tests can be used as a form of quality control for the program.
13
14
SECTION ONE
OVERVIEW OF LONG TERM ATHLETE DEVELOPMENT
“We worry about what a child will be

tomorrow, yet we forget that he or she is
someone today.” (Stacia Tauscher)
15
Philosophy
Responsible coaches must structure their training models on the everchanging qualities of the
young athlete and not on the scoreboard or trophy cabinet. Issuing a watered down adult
training program to young athletes so that local school / club championships can be won can
only be described as negligence. Coaches in schools and clubs must also be aware that
although due care and attention may be being paid to the athletes in front of them, there may
be other agencies also demanding much of the athlete at the same time. Schools and clubs
must come together to evaluate the total commitment being asked of the athlete. Much energy
is required for both learning and growth between the ages of 11 and 14 and the athlete should
only be asked to do moderate levels of exercise. It is interesting to note that questions are
arising from certain well informed sources regarding the effect of sustained, intensive training
on the maturation process of young gymnasts.
“The sooner professionals in the field accept that
participation in competitive gymnastics puts some
children at risk of reduced growth and reduced
maturation, the sooner appropriate screening and
monitoring of gymnastics in elite programs can be
undertaken.” (Caine, Bass and Daly, 2003)
Of course there may well be an opposite view circulating (BaxterJones et al, 2003) but,
nonetheless, there is sufficient ‘circumstantial’ evidence to suggest that we need to question
our assumptions. Duty of care is a principal issue when dealing with the type, intensity,
frequency and duration of training for the young athlete. Erring on the side of caution may well
be a sound initiative for all coaches to consider. Enhancing this judgment with a long term,
patient approach to athletic development forms the cornerstone of the information contained in
this resource.
We are all aware of the ever growing problem of obesity and the general lack of fitness of our
younger generations. The reduction of regular exercise programs previously seen in physical
education classes and general play activities in our primary and secondary schools, coupled with
the ‘internet’ phenomena, has accelerated this decline in fitness and movement education.
Governments are theoretically addressing the problem and have encouraged schools to include
regular periods of activity throughout the school week. This resource is directed at providing
guidance on what to do during these periods as well as guidance to those teachers already
involved in sports performance development.
If we have a concern for increased participation and retention, and a responsibility to the
community for healthier generations, we must show considerable intent to make a difference by
instilling long range systems and strategies.
This resource intends to put into practice such a strategy by highlighting the ‘must do’ issues of
exercise selection and training development.
“Shortterm success has ruined promising careers of

young athletes. Having athletic talent does not
necessarily mean having to deliver the performance NOW.
It is much safer to consider talent as the ability to
produce great performances LATER.” (unknown)
16
Long Term Athlete Development
It is suggested that, for an athlete to be able to compete with distinction in the international
arena, 10 years of accurate, balanced, adaptive training across a variety of physical qualities
must be pursued.
Put into a simple equation, the young athlete must be encouraged to develop a high level of all
round physical competence from which sport specific skills can be developed. All sporting
techniques require defined physical qualities for them to take place correctly. In addition the
ability to express speed, strength and endurance is heavily dependent upon the young athlete
having a high level of physical qualities.
This resource has been designed to support all those athletes, parents, teachers and coaches

who are involved in the development stages of sporting instruction. Primarily the resource is
aimed at the late primary school and secondary school environment of athlete development in
an attempt to solve the problems facing participants and coaches working in this environment.
The mission statement of many organisations including schools, clubs and academies is to offer
a pathway to improved performance through participation and recreation. Many organisations
also convene human, physical and financial resources towards assisting athletes to compete
with distinction in the representative and international arena. With this in mind it becomes
apparent that to be able to successfully enter into the elite layers of sporting achievement an
athlete requires a long term plan of learning and adaptation.
In scores of cases we, the elite stage coaches, see athletes selected for teams, squads and
scholarships arriving at training with limitations in the three main areas listed below:
Athletic Development
This describes the athletic qualities required by all athletes in the context of their
maturation level and the sport involved. Specifically this includes:
· Speed, including running mechanics, acceleration and agility.
· Strength, including general strength, elastic strength and strength endurance.
· Endurance, including aerobic and anaerobic functions.
Functional Development
This is a description of an athlete’s ability to operate their musculoskeletal system (body),

especially in relation to the sport / position played. It relates to the posture, mobility, motor
efficiency and body awareness of the athlete (adapted and modified from Benton, 2002).
‘Functional stability during motion’ is an apt description of this requirement.
Training Development
This describes an athlete’s ability to perform exercises and training routines of increased
complexity as training age increases.
This difficult state of affairs has many ramifications in sporting development. The key issue is to
develop a strategy that allows these limitations to be overcome. Benefits will be apparent if a
plan can be evolved that supports the areas of athlete progression and retention, injury
prevention and the general wellbeing of the individual.
17
With such an extensive pathway being mandatory it is recommended that the plan is divided
into manageable training stages. Both Balyi & Hamilton (2001) and Bompa (1993a & 1993b)
have expressed this requirement and they are illustrated in Table 1.
Table 1 ~ The Stages of Training
Stage Year
FUNdamental (Balyi & Hamilton, 2001) 610 years
Initiation Stage (Bompa, 1993b)
Training to Train (Balyi & Hamilton, 2001) 1114 years
Athletic Formation Stage (Bompa, 1993b)
Training to Compete (Balyi & Hamilton, 2001) 1520 years
Specialization Stage (Bompa, 1993b)
Training to Win (Balyi & Hamilton, 2001) 21+ years
High Performance Stage (Bompa, 1993b)
This training age ‘layering’ is concisely illustrated in Table 2 (Bompa, 1993b) and clearly
supports the concept of developing the young athlete through a systematic process.
Table 2 ~ Periodization of Young Athlete Development (adapted from Bompa, 1993b)
Periodization of Young Athlete Development
Generalized Specialized Specialized

Swimming &
Gymnastics
614 years 614 years >14 years
Initiation Athletic Specialization High

Formation Performance
610 years 1114 years 1520 years 20+ years
26 68 1012 1220

Hours/wk Hours/wk Hours/wk Hours/wk
Regardless of the terminology being used, it is clear that an athlete must start at the beginning
of the developmental pathway before attempting to achieve progression in more advanced
training environments. The cornerstone to this resource is the recommendation to eliminate
“shortcutting” in Long Term Athlete Development (LTAD) by ensuring that all athletes are
introduced to the formative exercises before advancing the training prescription.
18
These training age layers are created by reacting sensibly to the many stages of physical,
cognitive and emotional development that the growing athlete passes through. One cannot
ignore these maturation cycles and the smart coach consistently refers to them as training
programs are developed.
19
20
Developmental Characteristics
Physical, Mental / Cognitive, Emotional and BioMotor Ability Development
through the Training Ages
The following tables (312) are adapted from the work of Balyi and Hamilton (2001). They are
reproduced (with permission from Istvan Balyi) as a guide to the coach as they ponder the ever
changing maturation of the athlete in their charge.
This outline suggests the high degree of competency, knowledge and understanding that the
coach of the developing athlete must aspire to.
It is suggested that prior to developing and delivering strength and conditioning programs to
the developing athlete the coach should gain a functional understanding of these maturation
processes as they form the cornerstone for understanding:
1. The reasons for faults in progress.
2. Limitations in athletic, functional and technical development.
3. Key coaching strategies for each training age.
4. Training versus chronological age.
5. Exercise selection issues.
21
Table 3 ~ Physical Development through the Training Ages: The FUNdamental™
Stage 610 Years (reproduced with permission, Balyi & Hamilton, 2001)
Basic General Consequences: Implications for the

Characteristics Performance Coach
Capabilities and
Limitations
Larger muscle groups are The child is more skilful in General basic skill should be
more developed than gross movements involving developed during this
smaller ones. large muscle groups than in phase.
precise coordinated
movements involving the
interaction of many smaller
muscles.
The size of the heart is Endurance capacity of young Short duration anaerobic
increasing in relation to participants is more than activities (alactic) must be
the rest of the body. The adequate for most activities. planned; endurance must be
cardiovascular system is When they are tired, they developed through play and
still developing. will stop. games. (lack of attention
span for continuous work)
Ligamentous structures The body is very susceptible Slow progression in
are becoming stronger; to injury through excessive hopping, jumping, own
both ends of the long stress or heavy pressure. bodyweight and medicine
bones are still ball exercises. Volumes and
cartilaginous and intensity kept low.
continue to ossify.
Basic motor patterns There is great improvement Specific activities and games
become more refined in speed, agility, balance, should emphasise
towards the end of this coordination and flexibility coordination. Kinaesthetic
stage. The balance towards the end of the sense emphasised in
mechanism of the inner phase. gymnastics, diving, athletics
ear gradually matures. field events.
During this stage girls Sex differences are not of Training and playing
develop coordination any great consequence at together should be
skills faster than boys this stage. emphasised at this stage.
but generally there is
little difference between
the two sexes.
22
Table 4 ~ Physical Development through the Training Ages: The Training to Train™
Stage (1014 years) (reproduced with permission, Balyi & Hamilton, 2001)
Basic Characteristics General Consequences: Implications for the

Performance Coach
Capabilities and
Limitations
Significant proportional During growth spurts Monitor training carefully
changes occur in bone, adaptation is influenced by and individualise the
muscle and fat tissue. sudden changes of body content of training to
proportions. ensure adaptation.
Girls begin their growth Early in this phase girls may Chronological age may not
spurt between 12.514 be faster and stronger than be the most appropriate
years, boys between 12.5 boys; later in the phase boys way to group young
15 years. Girls achieve a begin to get the upper hand athletes.
maximum rate of growth in these qualities.
at an average age of 11,
boys at an average of 14
years.
Primary and secondary sex After the onset of menarche Situations where fear, guilt
characteristics manifest the iron levels of girls should or anxiety brought about
themselves during this be monitored regularly. by sexual development
period. The normal range should be avoided.
for the onset of menarche
for girls is from 1016
years.
Smaller muscle groups are Speed, agility and With the improvement of
becoming more developed. coordination are still fine motor movement all
improving rapidly at this basic technical skills
stage. should be mastered.
Athletes must learn HOW
to train during this period
including physical,
technical, tactical and
ancillary capacities.
During this stage the A change in the centre of Some of the already
various parts of the body gravity, length of limbs and learned skills and
do not grow at the same core strength will determine movements will have to be
rate. The growth rate of the content of training. refined (relearned) again
the legs and arms will since the asynchronous
reach a peak prior to that rate of limb growth will
of the trunk. affect technique.
A significant increase in The oxygen transport system The increase in body mass
red blood cells occurs is still developing and requires more structured
during this stage, aerobic endurance continues aerobic training. Only
especially in boys due to to increase. short duration of
testosterone. anaerobic activities are
recommended.
The central nervous Agility, balance and Use the warmup to
system is almost fully coordination are fully further develop CNS
developed. trainable. activities.
23
Table 5 ~ Physical Development through the Training Ages: The Training to
Compete™ Stage (1520 years) (reproduced with permission, Balyi & Hamilton,
2001)

Performance Coach
Capabilities and
Limitations
The circulatory and These systems are generally Aerobic and anaerobic
respiratory systems reach able to deliver maximum systems can be trained for
maturity. output. maximum output. Full
sports specific energy
system training can be
implemented.
Increase in height and Muscles have grown to their Strength training can be
weight gradually lessens. mature size but muscular maximised to improve
Stabilisation occurs in the strength continues to overall strength
muscular system. increase reaching its peak in development.
the late twenties. Neuromuscular training
should be optimised during
this stage.
Skeletal maturation Connective tissues are still Progressive overload in
continues in males and strengthening. training should be
females. continued.
By age 17 girls have Proportionally girls gain more Aerobic training for girls
generally reached adult weight than boys during this should be optimised.
proportions whereas boys stage. Coaches must be aware of
may reach these how to deal with weight
proportions several years gain and the personal and
later. social effects. Athletes
must learn how to
compete under differing
circumstances.
24
Table 6 ~ Mental / Cognitive Development through the Training Ages: The
FUNdamental Stage™ (610 years) (reproduced with permission, Balyi &
Hamilton, 2001)

Performance Coach
Capabilities and
Limitations
Attention span is short and Young athletes cannot sit Use short, clear and
children are very much and listen for long periods of simple instructions.
actionoriented. Memory is time. Children want to move and
developing in a participate in action. They
progressive way. will spontaneously practice
new skills.
Very little reasoning ability Children are generally leader Coaches should adapt a
at this stage. Later in this oriented. They love to be ‘follow me’ or ‘follow the
stage there is a growing led. leader’ approach so that
capacity for abstract activities are well planned,
thought. safe and fun.
The repetition of activities Children do not learn skills Coaches must be able to
is greatly enjoyed. Young correctly by trial and error provide correct
athletes improve their alone. demonstration of the
abilities through physical required skill.
experience.
Imagination is blossoming. Experimentation and While playing and
creativity should be practising, encourage
encouraged. ‘input’ from the athletes.
They are usually fearless,
skill hungry and will try
almost anything.
25
Table 7 ~ Mental / Cognitive Development through the Training Ages: The Training
to Train™ Stage (1014 years) (reproduced with permission, Balyi & Hamilton,
2001)

Performance Coach
Capabilities and
Limitations
Abstract thinking becomes Decision making through Decision making on
more firmly established. more complex technical tactical and strategic
training should be solution level must be
introduced. done relative to the skill
level of the athlete.
Young athletes develop a May result in a stronger fear Create an optimum
new form of egocentric of failure. learning environment for
thought. Much emphasis is the individual. Match skill
placed upon selfidentity. and drill levels. Introduce
simple coping strategies,
concentration skills and
mental imagery.
Young players are eager to Individualisation of training Positive reinforcement is
perfect their skills. is required. A variety of imperative. The difference
methods to measure success between physical and
are important to maintain mental development will
motivation. vary to a great extent. The
coach must be able to
recognise the early and
late developer and deliver
an accurate coaching style
to both. Coach must be
able to accurately
demonstrate specific skills.
Audiovisual feedback will
assist in the learning
process.
26
Table 8 ~ Mental / Cognitive Development through the Training Ages: The Training
to Compete™ Stage (1520 years) (reproduced with permission, Balyi &
Hamilton, 2001)

Performance Coach
Capabilities and
Limitations
Generally by 16 the brain Athletes can cope with Coaches must ensure the
has reached its adult size multiple strategies and refinement of all technical
but continues to develop tactics, particularly towards and tactical skills.
neurologically for several the end of the stage.
more years.
Critical thinking is Capacity for selfanalysis and Decision making should be
developing well during this correction is developing. developed further through
stage. technical and tactical
development.
27
Table 9 ~ Emotional Development through the Training Ages: The FUNdamental
Stage™ (610 years) (reproduced with permission, Balyi & Hamilton, 2001)

Performance Coach
Capabilities and
Limitations
The child’s concept of self Youngsters perceive these Positive reinforcement is
is developing through experiences as a form of vital on a regular basis.
experiences and selfevaluation. “I am a good This will create a positive
comments from others. person if I do well, a bad motivation for continuing
person if I do poorly.” the activity.
Children like to be the When a situation becomes Select technical and
centre of focus and threatening they quickly lose tactical activities that are
attention. confidence. guaranteed to succeed.
Gradually move from
simple to complex, slow to
fast.
The influence of peers They can understand and Participation and FUN,
becomes a very strong play simple games with rather than winning is the
driving force behind all simple rules. They may emphasis. Focus on the
activities. question things and expect process and not the
thoughtful answers. outcome.
28
Table 10 ~ Emotional Development through the Training Ages: The Training to
Train™ Stage (1014 years) (reproduced with permission, Balyi & Hamilton,
2001)
Basic Characteristics General Consequences: Implications for

Performance the Coach
Capabilities and
Limitations
There is a tremendous Values and attitudes are The coach should
influence on behaviour from being created and reinforced exercise strong direction
peer groups. by the group. and supervision. A role
model for these young
athletes is vital at this
stage.
During this stage athletes Some players may be less Coach must have an
are capable of cooperating responsible mainly due to a open communication
and accepting some fear of failure. with athletes.
responsibility.
Tension generally exists Communication channels The coach can find
between adolescents and must be kept open by the themselves in a strong
adults. adult. Adolescent athletes and influential position
may not recognise the need compared with other
for help or seem grateful for adults – use it wisely.
that help. Twoway
communication should
be encouraged so that
the athlete understands
and plays a part in the
decision making
process.
Young athletes must be able Deprivation of these qualities Those who mature early
to display tenderness, often leads to exaggerated or can become leaders and
admiration and appreciation. excessive / unacceptable excel in physical
behaviour. performance. Coaches
must not display any
favouritism by giving
special treatment to the
early developer.
Physical, mental and Feelings of confusion or The coach’s
emotional maturity does not anxiety may exist as a result. communication skills
develop at the same rate. and understanding are
important in these
regards.
There is a desire to have Social activities are important Coeducational activities
friends of the opposite sex. events for this age group. are recommended.
29
Table 11 ~ Emotional Development through the Training Ages: The Training to
Compete™ Stage (1520 years) (reproduced with permission, Balyi & Hamilton,
2001)

Performance Coach
Capabilities and
Limitations
Peer group influences are Independent decision making Athletes should be given
still a powerful force. and leadership skills are the opportunity to develop
becoming more developed. through participation in an
appropriate leadership or
responsibility role. Strong
direction and discipline
must be maintained.
Athletes are searching for Self is very susceptible to Positive and truthful
a stable, balanced self successes and failures. evaluation of performances
image. Coping techniques are useful. and positive reinforcement
are crucial.
Activities and interaction Female athletes may now Education programs for
with the opposite sex face a problem of femininity individuals, squads and
play strong roles during versus sport development. clubs should be
this stage. Male players may face the implemented.
problem of relating
performance to masculinity.
Both sexes must be aware of
the others interpretation of
this phenomena.
30
Table 12 illustrates the general and biomotor changes most important to the coach during the
early secondary school age. These parameters form the cornerstone of decision making across
the athletic development continuum. They are illustrated here as an example of how to
interpret the information gathered from Tables 3 to 11.
Table 12 ~ Fundamental / Training to Train™ (1014yrs): General Considerations of
Biomotor Abilities (Table derived from Balyi & Hamilton, 2001, and reproduced
with permission)
· Systematic speed/agility training with sufficient
recoveries. Emphasizing correct technique.
Speed · Speed endurance training should be avoided
(â La production/â La Tolerance).
· Females: 6–8 years and 11–13 years – critical periods.
· Males: 7–9 years and 13–16 years – critical periods.
· Shoulder, knee, ankle and hip stability must be
emphasized.
· Body weight exercises (dips, chins, push ups, squats,
Strength lunges etc.)
· Look for improvements in relative not absolute
strength.
á Neural adaptations vs. â hypertrophy.
· Inter/intra muscular coordination contributes to á
strength.
· Frequency should be 2 – 3 times per week (30 min
minimum)
· Use nonweight bearing activities when possible.
Weightbearing through technical and strength
Endurance sessions.
· Peak aerobic periods: 12–15 years for females: 1416
years for males.
· Train together for technical sessions – ‘training age’ for
fitness sessions.
· Establish basic motor coordination skills BEFORE ages
11/12 years.
Skill · Chronological age unsuitable compared with ‘training
age’ (muscular skeletal / cognitive / emotional).
· Use ‘peak height velocity’ (PHV) to ascertain training
age.
· Revisit skill, balance, and proprioception after PHV.
31
Where to Next?
With the development and maturation of each individual being so complex it is wise to take the
time to see the ‘big picture’. The young person standing in front of the teacher or coach,
waiting for opportunity and instruction, is dependent upon the adult for their next steps along
the sporting pathway. They simply bring their interest and enthusiasm, clearly defined in a
picture in their minds assembled from their first glimpses of the sport. These first impressions
are usually garnered from the adult world through, more often than not, the television.
The adult now has a choice. Either treat them as adults and rush headlong into direct and
outcome based competition and competition specific exercise or treat them as an everchanging
individual who requires nurturing.
They are anxious to take part in the sport and so the aim must be to give them the ‘tools’ to do
just that. Technical development will require certain physical qualities to carry them out. Give
them these qualities, make them efficient.
All this will require a plan. It’s time to think!
32
Key Coaching Strategies
It is clearly important to understand the difference between general and specific training as
these training variables form the cornerstone of ‘how’ to balance training for the developing
athlete. The key for the coach is to ensure that the formative years contain a high percentage
of general training upon which the later, specific work can be built.
General Training
From a muscularskeletal point of view this aspect of training deals with the general
development and efficiency of all muscle groups, ligaments and tendons. The end result must
see the athlete produce total structural strength, total structural stability and total structural
range of movement in all directions and all planes of movement. In addition, general
training illustrates the range of physiological fitness components that must be trained e.g.
sound aerobic fitness, basic speed development, etc. As an illustration, a bystander observing a
strength / fitness training session from the Fundamental or Training to Train Stage may not be
able to identify the sport being trained for. In other words the activities will be generic in
nature.
Specific Training
This type of training is where the physical components required for the sport are isolated and
trained. The individual sport techniques, specific sport muscle groups / actions and special sport
fitness characteristics predominate in this type of training.
One can clearly see the potential hazard of only presenting specific activity to a developing
athlete. For example a 12 yearold, right handed Softball pitcher who is only ever asked to
develop the righthanded pitching action will inevitably develop a muscular system that is
unbalanced and prone to injury.
Specific training is also epitomised by ‘Competition Specific’ training where technique is fully
rehearsed alongside the exact physiological requirements of the sport. This aspect of training
trains technique and sport specific fitness in a competitive environment conducted in training as
well as in official competition.
It is not good enough to simply recommend that in the Fundamental and Training to Train
stages the athlete should experience a high proportion of general training. It is a mandatory
requirement if there is to be any hope for a long term, injury free pathway to repeatable
excellence.
In practical terms all three of these training variables (General, Specific and Competition
Specific) are trained throughout the annual program. The important skill for the coach is to
balance out their individual contribution as the training year unfolds so as to ensure a high
proportion of general training.
Table 13 indicates some suggested percentages of these variables as they are manipulated
through the year.
33
Table 13 ~ The Distribution of General (G), Specific (S) and Competition (C)
Training: The Training to Train and Early Training to Compete Stage
(adapted and modified from Dick, 1980).
Preparation PreCompetition Competition

Phase Phase Phase
Age G S C G S C G S C
1014 80 15 5 70 20 10 60 25 15
1517 70 20 10 60 25 15 50 30 20
The primary issue for the coach is to decipher and translate the theoretical information of
maturation into a concise series of plans and strategies that will form the template for all future
decisions. By completing this process the coach will have a set of guidelines to refer to when
considering program planning and will be in a position to react to the ‘windows’ of opportunity
that will arise.
The following strategies contain the significant issues of each training stage.
Fundamental Stage (610yrs) (adapted and modified from Balyi & Hamilton, 2001)
· A positive set of experiences with a deal of enjoyment and fun
informal and without regimentation
no discomfort, no pain
· Agility, Balance, Coordination, Speed and General Strength & Stability through simple
bodyweight exercises (movement education, basic gymnastics), games and relays
early speed and agility windows:
females 68 years
males 79 years
· Include nonweight bearing activities for aerobic development (OsgoodSchlatter’s,
overuse injuries)
· Running, jumping and throwing skills
· Catching, passing, kicking and striking skills
· Volumes kept low
· Intensity kept very low
· All athletes must be carefully monitored throughout this period.
Training to Train Stage (1114yrs) (adapted and modified from Balyi & Hamilton, 2001)
· Single periodisation
long training period (69 months)
short competition period (23 months)
· Introduction to sport specific skills (emphasis still on fun/games). Skill trainability
gradually declines after 11 and 12 years of age
main female window 8 11 years.
main male window 9 12 years
· Second ‘window’ for speed & agility development
· Strength training & endurance improvement are introduced
· Team sport position specific skills are introduced without specialisation
· Emphasis should be on learning how to train
– on the process, not on the outcome!
· A sound screening of the athlete can now take place to ensure accuracy in exercise
selection.
34
Training to Compete Stage (1520yrs) (adapted and modified from Balyi & Hamilton,
2001)
· Double periodisation can be more effective for the very experienced athlete. However,
it is recommended that the athlete remain in a ‘general’ training
environment until the required physical qualities are consolidated. The race
towards competition specific training must be tempered with a commitment towards
long term development.
· Towards the end of this stage, training approaches consistently high intensity and
specificity all year round.
· Strength is developed through the introduction of external loading and more complex
exercises.
· Training the lactic energy system can be introduced.
· More sports specific and individual specific work.
check Peak Height Velocity.
· Simulation of all competition conditions including competition specific training can
slowly be introduced over several years.
· Tapering techniques are more sophisticated.
· Competition selection continues to be accurate and well balanced.
· Regular screening to continue, particularly at the end of each major training block.
It has been stated over many decades that the young athlete, particularly in the first two stages
of the plan, should be involved in a ‘fun’ environment. The importance of this concept has been
recognised by those sporting organisations that have developed modified games and practices
for the young. This must be encouraged to an even greater extent when the athlete enters their
secondary education years. Unfortunately there is still the propensity to direct the young athlete
into a scheme of direct, outcome based competition during the secondary school years. ‘Fun’
tends to take a back seat to the results gained in formal competition. The point is that direct,
formal competition rules seldom take into account the developmental status of the individual
athlete. Continuing modified competition and training structures deep into secondary school
years may well deliver the benefits available from a longer development strategy.
35
Training Age v Chronological Age
“Do not risk future hope of achieving longterm

objectives by causing irreversible damage to your
growing athlete in pursuit of shortterm success.”
(unknown)
Proof that each individual athlete develops physiologically, psychologically and structurally at a
different rate is irrefutable (Balyi & Hamilton, 2001; Bompa, 1993a and 1993b; Dick, 1980). Our
responsibility in coaching is to recognise these growth and development factors and incorporate
them in a plan of development for the individual. An understanding of training, biological and
chronological age is paramount to the coach if he or she is to keep control on training selection
and progression for the individual athlete. In brief terms the descriptions of ‘age’ are as follows:
· Training age is the number of years that an athlete has been involved in progressive
training.
· Biological age is developmental stage of the athlete’s muscularskeletal and hormonal
systems.
· Chronological age is the number of years since birth.
For example most experts agree that the period of 812 years of age (chronological) are the
‘acute learning’ years and that if this period is not maximised it is likely that an athlete will
never reach their optimal or genetic potential in overall performance. Early ‘speed development’
windows and ‘agility development’ windows also occur during this time and the opportunity for
their development must not be missed. In this age range it is possible for there to be a two to
four year difference between the individual athletes maturation age in the same squad. Having
all squad members following the same schedule is therefore inappropriate.
The Female Athlete
The Training to Train stage is arguably the most important period regarding the development of
power to weight efficiency in the female athlete. Adapting to effectively moving their body
weight during this period will assist the female athlete in their power to weight ratio in later
stages. Attempting to start this type of strength aspect after puberty will see the female athlete
struggle to make inroads. This is mainly due to changes in body composition by the female
during puberty where they experience greater fat gains than males. The prepubescent male
and female typically have equal amounts of lean body mass (LBM) giving them somewhat equal
power to weight ratios. Throughout puberty males significantly increase their LBM allowing
power to weight ratios to either remain the same or improve. The opposite can occur with the
female where an increase in body fat can prevail, leading to decreases in power to weight
effectiveness.
The young female athlete involved in endurance based sports (swimming, rowing, triathlon,
cross country etc.) can be very vulnerable to this shift in body fat composition. It takes little
imagination to understand the large amount of energy required for both personal physical
growth and the training demands of the preadolescent ‘endurance’ athlete. It is not unusual for
the young female athlete, under these growth and training conditions, to have a large appetite
as they seek to assemble sufficient energy. Unfortunately when the peak growing period passes
the athlete continues to take in large amounts of food at a time when energy requirements
would have decreased. It only takes a short time for the body fat to climb to proportions that
create both performance and emotional problems. Keeping a watchful eye on PHV may allow
the coach and athlete to stay out of this trap.
Recognising biological age is somewhat difficult but it is suggested that parents, teachers and

coaches use PHV as a measure. Peak Height Velocity is simply determined by keeping a
36
watchful eye on the athletes growth function. The training principles of the Fundamental stage
should be broadly continued until one recognises, through measurement, when the athletes
height is at peak acceleration (females 12.513 years, males 12.515 years) (Balyi & Hamilton,
2001). This is the PHV period and forms the point at which training is adjusted to accommodate
relearning of certain movement patterns.
Table 14 ~ Graph Illustrating Peak Height Velocity for Girls (Graph developed from
data presented by Ross & MarfellJones, 1991)
Girls PHV
9
8
7
Height (cm/Year)
6
5
4
3
2
1
0
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Age in Years
Table 15 ~ Graph Illustrating Peak Height Velocity for Boys (Graph developed from
data presented by Ross & MarfellJones, 1991)
Boys PHV
10
9
8
Height (cm/Year)
7
6
5
4
3
2
1
0
4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Age in Years
37
Reasons for Faults in Progress
The following circumstances are known to contribute to the stalling of athlete development.
Each one of them falls directly into the coach’s realm of influence.
• Poor physical qualities
• Technique is in advance of athlete’s growth and maturation stage
• Premature introduction of speed and / or loading in technique
• Misinterpretation / misunderstanding
• Insufficient previous experience
• Poor demonstration
• Poor planning
• Premature introduction of inappropriate competition
• Injury / fear of injury creating compensatory movements
(adapted and modified from Dick, 1980)
38
The Destination of Exercise Selection
“The aim of the strength training program for the

developing athlete is to attain movement efficiency
rather than solely targeting force attainment.” (Giles,
19992001)
When asked, “Why do we choose squats and single leg squats as primary exercises?” most
coaches reply, “To improve leg strength.” An accurate enough answer, but it is more important
to see the exercise choice as being part of a road or ‘thread’ towards function.
Every exercise, satisfactorily negotiated, will open the door to the next exercise on
the continuum. Progressing in this way will allow the athlete to consolidate their
efficiency at each level before moving on. At each exercise level they will acquire
certain qualities that they can take forward into the learning and execution of the
next exercise. In this way the athlete will progress with an ever increasing reservoir
of physical qualities to use in the development of sports specific actions. These sport
specific actions include the development and refinement of technique, the
acquisition of the required physiological fitness and the ability to survive the
complexities of advanced training models.
Advancing the athlete carefully and accurately along this continuum is a test of the coach’s
ability to assess, modify, adjust and reasses the program. In other words, a test of the coach’s
ability to ‘coach’.
For example, squats and single leg squats introduce the athlete to the function of sequenced
flexion / extension of the ankle, knee and hip joints (triple flexion / extension), in essence a
prerequisite to movement. Acquisition of this sequence can then lead to a further application
through the jump squat / jumping matrix. Together this leads to the development of the
strength and posture required for sport specific actions. As a consequence coaches must
understand the importance of passing through this continuum. As part of creating a long term
strategy it is wise for the coach to ask, “What performance credentials does the athlete need to
excel at this sport in their senior years?” In the case of field and court sports the answer may
well be those qualities that are the ‘holy grail’ of team sports – acceleration and agility. The
coach simply assembles the building blocks required to achieve these qualities – structural
strength, structural stability and structural flexibility. Without these fundamentals there is little
chance of progress.
Table 16 ~ Example of the Basic Exercise Continuum Model
Squats Strength General Strength

Development
Jump Squats / Elastic Strength Functional Strength

Jumping
Acceleration / Reactive Strength Sport Specific

Agility Strength
39
At the outset it must be clearly understood that exercises must be chosen for a reason and
have a logical and measurable outcome relative to the needs of the individual athlete. When
considering the area of strength training one can accept that there are three main
classifications of strength maximum strength, elastic strength and strength endurance (Dick,
1980).
Although any sport specific movement being trained will draw upon these three classifications it
may be more valuable for the coach of school age athletes to understand that ‘Total Structural
Strength’ (TSS), ‘Total Structural Stability’ (TSStab) and ‘Total Structural Range of Motion’
(TSROM) (Giles, 19992001) are all cohesively working in partnership. The aim of the strength
training program for the developing athlete is to attain movement efficiency rather than
specifically targeting force attainment. This improved efficiency can then be directed at
improving skill acquisition as well as the other performance units such as speed and endurance.
When a sports specific action takes place the body operates itself as a series of connected
levers, all dependent upon each other. This interdependence produces the resulting forces
required for running, jumping, throwing etc.
While the coach may be concerned with increasing this force it must be clearly understood that
the efficiency of the body’s levers in working together in a coordinated rhythm is paramount.
For example, as the athlete expresses force through the arm in a throwing action (elastic
strength) so the shoulder, trunk and legs play their part in shaping and stabilising the body to
allow the action to take place. The legs, trunk and shoulder therefore, must also produce,
reduce and stabilise force during the throwing action.
The coach should become conversant with the interplay of force production, force stabilisation
and force reduction in the exercise continuum as this integration indicates and confirms that the
physical quality of strength exists in a state of movement (Gambetta, 1998).
Total Structural Strength and Total Structural Stability can therefore be better served by
training the movement rather than the individual muscles (Gambetta, 1997) so as to create the
kinetic chain required. Strength and stability must be viewed as a training continuum beginning
with simple, slow movements and progressing to faster and more complex patterns as the
training age of the athlete develops. The athlete should begin in an environment of general
training in the early years and progress through the Training to Train stage and beyond where
they experience more advanced multijoint, multidirectional and multiplane strengthening and
stabilising activities.
Total Structural Range of Motion plays its part in this continuum and forms a strong alliance
with the other two factors. A longer and stronger muscle action will always produce more force
than one where the range is limited. A muscle or joint action that possesses the optimum range
and strength will be able to play a major role in the required efficiency of movement.
In summary:
· TSStab can be viewed as an extension of the combination of TSS and TSROM.
· TSS must be experienced in partnership with TSStab and TSROM.
· TSROM must have a ‘strength through length’ liaison.
1. Total Structural Strength (TSS) (Giles, 19992001) (a.k.a. functional
strength)
· Not the amount of weight you can lift, but the amount of strength you can use in the
context of your sport.
40
· The need to train movements not individual muscles (Gambetta, 1997). Multijoint and
multiplane exercises far outweigh isolating one particular muscle in terms of
strengthening a required movement.
· Be aware of the interplay of force production vs. force reduction in certain sport specific
actions. Both eccentric and concentric actions should be strengthened.
· Gravity is the basis of all resistance training, learn to use it to your advantage.
2. Total Structural Stability (TSStab) (Giles, 19992001) (a.k.a. postural
integrity)
· Allows us to move our bodies efficiently as a series of levers.
· Force production and direction are optimised in the required movement.
· Compensatory movements are reduced when the body is stable during motion. This
creates an injury prevention pattern in training.
· No parts of the body work in complete isolation as they are all part of a kinetic chain of
events. Strength and stability should be trained in a state of reaction to movement.
· Move from Static to Dynamic Slow to Fast Simple to Complex Unloaded to Loaded.
3. Total Structural Range of Motion (Giles, 19992001) (TSROM)
· The ability to functionally take advantage of the required range of motion. A longer /

stronger muscle will always produce more force and will aid movement efficiency.
4. Total Body Awareness (Giles, 19992001)
· Developing athletes will adapt far more quickly if they have a movement vocabulary to
call upon when learning new training skills. A reservoir of muscle memory pertaining to
movement in all planes, at a variety of speeds and with strong control elements in
proprioception should be established in the fundamental stage of training.
“Broad and varied motor learning provides a sound base
for later specialization and complex learning and that
the more numerous the skills acquired, the greater the
capacity to learn new skills.” (Peter Coe father / coach of
Sebastian Coe, dual Olympic 1500m Champion)
41
42
The Injury Prevention Question
There are two major scenarios that contribute to the injury of the young athlete. Firstly there is
the unfortunate circumstance where the athlete is placed in a position where they are not
physically equipped to carry out the task ahead of them.
This is probably explained by the fact that with much of a young person’s time devoted to a
sedentary lifestyle (watching television, surfing the internet etc.), it is possible that they are ill
prepared to face the rigors of sports competition and training. This is further complicated by the
rush towards results in school competitions during very brief ‘seasons’ during the year. The
young athlete can find themselves rapidly wrenched from zero activity to competition specific
activity in a short period of time which is a recipe for injury. Recent research supports this
premise and explains that injuries in training are highest when the athlete returns to
competition after a break from activity (Price, Hawkins, Hulse and Hodson, 2004).
Secondly, and directly linked to the former environment, is the circumstance where the athlete
is asked to train with an emphasis on sports specific activity, often continuously throughout the
year, leading to ‘overuse’ injuries.
“Overuse injury occurs when a tissue is injured due to repetitive sub
maximal loading. The process starts when repetitive activity
fatigues a specific structure such as tendon or bone. With sufficient
recovery…the tissue is able to undergo further loading without
injury. Without adequate recovery, micro trauma occurs…that
damages local tissue.” (DiFiori, 1999)
There are many reasons for the increase in injury frequency in the 919 year age group
especially with regard to the lower limbs in field and court sports and the shoulder in Swimming
and Tennis. The advent of the ‘growth spurt’ can offer greater risk particularly at the ankle,
knee, shoulder and elbow joints. Reasons include incomplete development of muscle in
adolescents, the limited shock absorption of developing muscle and the massive forces needed
for many actions in acceleration, jumping, kicking and throwing (Price, Hawkins, Hulse and
Hodson, 2004).
Other risk factors include joint instability, particularly in a dynamic setting, and the level of
conditioning of the athlete. Unfit children may well lack the required proprioceptive skills and
weak and/or inflexible joint structures may not be able to withstand the forces (DiFiori, 1999).
Long term conditioning programs that include some form of resistance training may better
prepare young athletes for sports participation by developing general athleticism and enhancing
self confidence (Mediate, 1999). We are aware that programs that include the development of
all physical qualities significantly reduce the incidence of acute injuries as well as those caused
by overuse during games and practice (Wedeerkop et al, 1999).
It is worth considering that many injuries in young athletes are certain to be reduced by some
intervention strategy. One can expect an improvement in retention if young people are provided
with an environment that significantly reduces both the incidence and the trauma of injury. In
this respect the decisions made regarding specialisation are critical. Early sports specialisation is
not recommended. Young athletes should be exposed to different sports throughout the year to
allow them not only the opportunity of developing a broad range of fitness and motor skills, but
also the chance to choose the sport(s) they prefer. The decisions made on the periodisation of
training also play a vital part in this strategy. Critically balancing training and recovery is a skill
required by the coach and must reflect gradual progression of loading and intensity and not a
‘fast track’ to ‘overuse’.
43
The evolution of Sports Medicine and Strength and Conditioning in the last two decades has
seen an abundance of practitioners who are skilled and experienced in ascertaining the status
of the young athlete relative to both their performance and injury potential. In an age where
Health and Safety issues predominate it is vital that the teacher / coach avail themselves of the
best information about the individual athlete prior to commencing a training program.
Injury / BioMechanical Screening
“Injury is due to inefficient and unbalanced movement,

which gets much worse when he runs; he has very poor
pelvic control/lower limb control in single leg stance,
and extremely poor hip dissociation in swing. Appears
less stable in single leg stance (LHS).” (Excerpt from a
physiotherapy screening, London Broncos, 1999)
Before commencing a training program it is advised that some form of screening take place. It
is recommended that a medical and biomechanical screening is conducted by a qualified and
experienced physiotherapist. This screening is directed at assessing the current functional ability
of the athlete and the results should be presented as a clear set of recommendations. These
recommendations should focus on the efficiency of the muscularskeletal system and should
highlight the prime concern of strength in the stabilising muscles in order to prevent injury and
to maximise performance.
For those teachers who cannot call upon these professionals for guidance it is recommended
that, as part of the general activity program, the young students participate in exercises that
give some feedback to the teacher. The Physical Competence Test standards (Tables 51, 52
and 53) provide the teacher with opportunity to see the students performing simple bodyweight
exercises and will help give some indication of their movement efficiency. This knowledge can
then be used to establish the movement training age of the student and from this, ability
groups can then be formed for more accurate exercise selection.
Table 17 shows an example of functional issues documented from the scores of medical /
biomechanical screenings performed on junior athletes when presenting with chronic injury.
The physiotherapist should ensure that the language and vocabulary used is not intimidating
and certainly not confusing. Often, functional issues that arise, as illustrated below, are an
indication of limitations in Athletic, Functional and Technical Development.
Table 17 ~ Example Physiotherapy Screening Report
Identified Risks Action

High Priorities
Supinated (high arch) Stress fractures. Mobilize feet, calf
Rigid feet (L&R) Tightness in calf, Achilles & stretches.
plantar fascia. Practice landing efficiency.
Reduced shock absorbing. Avoid stiff shoes.
Poor endurance in Indicator of dynamic Single leg matrix.
single leg balance & balance & postural
squat tasks. Increased inefficiency.
sway on (R).
Lower Priorities
Tighter (L) achilles & Alters foot mechanics in Stretch (L) achilles &
soleus on knee test to stance phase. Increases soleus in knee to wall
wall by 1.5cm. overuse leg injury risk. position.
44
Functional Screening Tests
As well as exploring clinical testing by a physiotherapist it is important to ascertain the physical
competence of the athlete. Some experienced practitioners are skilled at weaving both clinical
and functional screening into the required service and these practitioners should be sought out
to work with the teacher / coach in this screening process. In recent times some experienced
physiotherapists have started their screening with an insight gained from the Physical
Competence Tests battery outlined in Tables 51, 52 and 53. Results from these tests allow the
physiotherapist to focus on limitations found in the test results and this allows the overall
screening to be more precise.
45
46
SECTION TWO
PRACTICAL ISSUES
“They must be physically competent to do the
technical stuff and technically competent to
do the tactical stuff.” (Kelvin Giles upon joining
the Brisbane Broncos, 1989)
47
Introduction
The phrase ‘Strength and Conditioning’ can conjure up a picture of the fitness zealot, who has
little time for the intricacies of technical development, blindly pursuing muscle mass and
strength at the expense of the athlete. It can also, and more sensibly, epitomise the
relationship between technical development and performance production.
For every skill we ask the developing athlete to learn (running, jumping, throwing, kicking,
catching and hitting) there is a set of physical prerequisites that will allow these actions to
occur efficiently. Later in the manual it will be recommended that ‘physical’ development stay
one step ahead of technical development so that the athlete can have certain resources to put
towards the learning of the skill in front of them. The coach should view the skill being taught
as being a skill / coordination exercise and a series of physical actions taking place. For
example, as the young athlete encounters running drills in the shape of the ‘Mach’ series they
will have to provide certain physical qualities to execute the drills correctly. Their ankle,
hamstring and hip flexibility will be placed under scrutiny as they attempt to copy the
demonstration given by the coach. Their ability to ‘hold’ the ‘Tall Hips’ position will demand that
they have the required hip extension capability, some degree of single leg strength and gluteus
activation to call upon. Their upper body posture will demand a high degree of trunk stability if
they are to remain in the correct stance.
The ‘physical qualities’ must be developed if the athlete is to fully adapt to the skill learning
component of their training.
The Central Impact of Developing Physical Qualities
Improvements in Total Structural Strength, Total Structural Stability and Total
Structural Mobility will assist in the following key areas:
· Injury Prevention:
o Reduction in the incidence of injury caused by unstable joints or repetitive joint
and muscular actions.
o When the structures around joints are strengthened they are more capable of
withstanding the physical stress that training and competition will place on
them.
· Improvements in Technique:
o By developing the strength and stability to get into and then hold the required
positions for technical development.
o By improving movement mechanics which leads to greater speed of movement.
o By increasing the power components of the required movement.
o By providing a consistency in movement.
o By reducing compensatory movements.
· Speed Attainment and Endurance Maintenance:
o Higher levels of strength and stability result in either less maximal force being
used during sub maximal efforts or higher force levels maintained at sub
maximal efforts.
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· Variety in the Mental Stimulus:
o Although the development of physical qualities is mandatory for long term
development it is also a vehicle of activity that adds variety to the training
cycle.
The Key Issues in the Planning of Strength and Conditioning
· Athletic Qualities
One of the major aims of the training program is to improve the athletic qualities of the
athlete thereby ensuring that the coach has a reservoir of abilities with which to work.
Increased range, strength and stability give the athlete the physical resources to:
o Implement technical changes.
o Establish the correct positions, especially in technique and when under the
stress of a game situation.
o Maintain these positions in an endurance setting.
· Strength through Length
The development of strength should be done through the full range of motion. There is
very little value in developing strength and power through a limited range of motion as
this may impact negatively on technical development i.e. poor hip mobility reduces the
ability to accelerate efficiently due to a lack of hip extension.
· Quality
It’s not the amount of weight you can lift, but the amount of strength you can use in a
functional capacity that is the key. This is an extremely important issue especially in
the early training stages. Absolute strength development can be enhanced at a later
stage once the qualities of flexibility, stability and movement efficiency have been
consolidated in the early training stages.
· General then Specific
“The athlete must earn the physical right to
move the program forward” (Giles, 19992001)
Success in Long Term Athlete Strength Development is dependent upon the athlete
maturing through a sound, allround development of their physical qualities before
sport specific activities reach the advanced stage of intensity and duration. Athletes
should be placed in a training environment that ensures the development of the basic
characteristics of efficient movement and control of their bodyweight prior to the slow
build up of sport specific qualities.
Any limitation in general, allround athleticism that is allowed to develop in the
formative years of training may well stay with the athlete into their crucial adult years
of elite competition.
o Too often programs show an impulsive desire to move straight into the specific
performance exercises before one has established general strength levels in the
muscle groups of focus.
49
o Narrowing focus too early can compromise the potential performance transfer
benefits. One cannot mould specific strength if the general strength is not
there. In fact you may find that it requires a number of preparations over a few
years before you move on to the more specific and complex exercises.
o By following a progressive plan you will ensure that the more functional and
speedstrength exercises can be performed with technical proficiency, allowing
for maximum skill transference and the reduction of injuries.
· ‘Good’ does not necessarily mean ‘physically competent’.
“Never assume that a representative standard athlete is

subsequently advanced in their physical qualities.”
There are numerous examples of elite athletes who would fit into the Training to
Train stage for several of their training activities.
o Always keep in mind that athletes come in different shapes, sizes and abilities.
o It is essential to remember that strength and conditioning for athletes
encompasses a number of areas e.g. Total structural strength, total structural
stability, total structural flexibility, balance and coordination.
· Integration
It is always important to remember that athletes are there to participate in their chosen
sport and that exercises and training plans are aimed at improving this participation.
o Always question the choice of exercises, they must be chosen for a distinct
purpose.
o Avoid the scenario where an athlete’s strength training session is done with no
liaison with the coach.
o An important point to remember is that there will be times when doing
foundation strength work will impact on the quality of technical and tactical
development.
o The duration, extent and timing of these aspects need to be assessed and
discussed between the coach and individual delivering the strength and
conditioning.
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A Suggested Age Based Model for Progression
The following guideline for developing physical qualities has been developed to provide a
structured framework for the development of functional strength in developing athletes.
General Considerations
· As an initial starting point the individual responsible for the strength and conditioning
components of an athletes program should be suitability qualified and experienced to
work with young athletes. They will need to understand the maturation or ‘training’ age
of the athlete, the demands of the chosen sport, the science behind the sport and the
complete training plan for the athletes.
· It is essential that the person responsible for developing the strength and conditioning
component of an athlete’s program pays full attention to the technical development of
exercise technique and the mastery of movement patterns. This development phase is
essential in terms of the long term development of the athlete and presents the
greatest opportunity to train the neural pathways and master the required movement
patterns.
· It will be important that the coach realise that the physical preparation component may
not be a standalone training unit, it may need to be integrated into the skill program to
maximise the athlete’s potential performance.
· It is important that movement patterns are trained rather than specific, isolated muscle
groups. An example would be the performance of a Squat (teaching the ‘triple flexion /
extension’ of the ankle, knee and hip joints and recruiting the gluteus, hamstring,
quadriceps and core stabilising muscle groups of the abdominals and lower back) rather
than a Leg Extension (teaching only the isolated extension at the knee joint and
recruiting only the quadriceps muscle group to complete the movement).
· In order for the athlete to maximise the acquisition of the skillrelated components of

the sport, it is essential that they pass through the basic building blocks of athletic
performance and mastery of basic movement patterns. Without fully accomplishing this
(i.e. ‘shortcutting’) the athlete will never fully develop their athletic potential and the
physical limitation of the athlete will be uncovered under the demands of increased
training and competition loads.
· Physical preparation in the early training stages should not be seen as a time to
overwhelm the athlete with hard ‘circuit’ type training. Working through dozens of
exercises at a frantic pace does little to encourage the learning of the proper exercise
technique nor will it convey to the young athlete the importance of exercise technique.
51
Suggested Strength and Conditioning Training Phases for the Physical
Preparation of Athletes
Fundamental (Balyi & Hamilton, 2001) or Initiation Stage Phase (Bompa, 1993b):
610 years
· The focal point of the training program during this introductory phase should be based
on positive sets of experiences with a deal of enjoyment and fun (Balyi & Hamilton,
2001).
· Sessions should be informal and without regimentation (no periodisation), no
discomfort and no pain (Balyi & Hamilton, 2001). All progression should be gradual.
When intensity of training is controlled, there are fewer injuries.
· As skill trainability gradually declines after age 1112 years (Balyi & Hamilton, 2001),
wide ranging motor skill development during this period will assist in the forming of a
movement vocabulary for later use.
· This is an excellent time to introduce the development of overall physical capacities
such as skill acquisition, balance, speed, stability, general strength and coordination
(Balyi & Hamilton 2001).
· Using small, modified games and activities lasting 1530 min can be an excellent way to
introduce young athletes to more structured S&C work at a later stage.
· Competition should be informal and be presented as a personal test rather than a
‘winning / losing’ contest.
· Example Exercises: Stability exercises (i.e. Special Bracing, Bridging). General

Movement type exercises (i.e. Tumbling, Vaulting, Rolling, Cartwheels, and Balancing.
Simple bodyweight exercises (i.e. skipping, jumping, hopping, throwing, pushing,
pulling, squatting, lunging). Trunk exercises (i.e. flexion, extension, lateral and
rotation).
Training to Train (Balyi & Hamilton, 2001) or Athletic Formation Phase (Bompa,
1993b): 1114 years
· The training year should see the emphasis on the development of physical qualities. For
this training stage the ratio of general preparation to specific / competition training
should be at least 75:25.
“Athletes who undertake this kind of training balance

will be better prepared for competition, in both the
short and long term, than those who concentrate solely
on winning.” (Balyi & Hamilton, 2001)
· Typical plans will see a fairly long initial General Preparation phase followed by a short,
slightly more sport specific phase before entering into a short competition cycle of
work. Training balance moves from low intensity / high volume to higher intensity / low
volume over the training year. For every ‘work’ period there must be an equal ‘rest’
period
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· During this crucial phase the program should become more structured with a focus on
developing relative body weight strength, stability capabilities and correct exercise
technique aimed at maximising longterm results.
· Due to differences in sex, biological development, technique development and overall

athletic ability, strength and lean body mass development rates can vary significantly.
Consequently, athletes may progress at different rates. It is important to never
progress developmental athletes to a higher stage if technique is compromised.
· The Training to Train phase is where the athletes are exposed to fundamental exercises
that will target the required muscle groups in a general aspect. Multijoint exercises are
both time effective and target muscle groups in a more comprehensive fashion.
· The exercises chosen should provide learning opportunities for the athletes. Structure
these learning opportunities on a seasonal or weekly basis.
· Avoid working through dozens of exercises at a frantic pace (circuit training types of
sessions) which do not encourage good technique. At this developmental stage athletes
must understand and embrace the key aspects and importance of each exercise being
performed.
· Crucial to the athlete’s technical development will be the development of body
awareness skills (posture, balance and coordination), mobility and stability.
· Keep in mind that the athletes will be undergoing dramatic body structural changes,
which can significantly affect balance and coordination ability. Check the advent of PHV
and revisit learning sequences.
· Typical phases will last between 68 weeks involving 23 times a week for 3060 min
periods.
· Example Exercises: Strengthening exercises (i.e. Dips, Pushups, Chin ups, Bwt Squats,
Lunges, Step Ups). Trunk exercises (i.e. flexion, extension, lateral and rotation).
Jumping exercises (i.e. tuck, squat, concentric, eccentric, including multidirectional).
General movement exercises (i.e. more complex gymnastics routines). Medicine Ball
stability and power exercises, Flexibility (i.e. static + dynamic). The primary issue is to
establish the correct exercise technique before adding any external load.
Training to Compete (Balyi & Hamilton, 2001) or Specialisation Phase (Bompa,

1993b): 1520 years
· For the athlete who has adapted to all issues pertaining to the Fundamental and
Training to Train stages the ratio between general training and competition specific /
competition training can reach 60:40 after several years of training. The early phases of
this stage, however, should still see an emphasis on the development of physical
qualities.
· At this stage the S&C program can commence with the introduction of increased
external loading to maximise strength.
· The body awareness (postural) skills and flexibility ranges established during the
developmental phase need to be maintained. This may require the use of assisted
stretching.
53
· Compromising on range of movement and body awareness will reduce the effectiveness
of additional strength loading.
· During this stage the emphasis moves from body weight and light resistance exercises
to more traditional loaded exercises that can or are slightly modified to suit the
individual needs of the sport / position played.
· At this stage the fundamental exercises used to target the required muscle groups
should have been mastered. Therefore there can be a shift from one of technical
development (i.e. learning basic lifts) to that of increased loading.
· Strength is developed using progressively increasing external loads. Power is improved
in contrast or complex settings. Contrast or complex training is where the athlete works
against varying loads in the same exercise selection (e.g. heavy squats followed by
lighter jump squats). It must however, be remembered that increases in loading should
never take place at the sacrifice of technique.
· Typical phases will last 46 weeks involving 23 sessions a week of 6090 mins a
session.
· Example Exercises: Strengthening exercises (i.e. Loaded Squats, Cleans, Snatch,

Deadlift, Lunges). Power production exercises (i.e. hybrids of strengthening exercises
such as Jump Squats, Clean Pulls, Dumbbell Snatch etc). More complex Jumping
exercises (i.e. Multiplane and multidirectional exercises). The primary issue is to
maintain the correct exercise technique as the load, speed and complexity of the
exercise increases.
54
SECTION THREE
TRAINING
“100% right, is 100% right. 99% right is
100% wrong.” (Bill Sweetenham, Head
Coach UK Swimming)
55
Introduction to Training
“Simply repeating a skill will never develop the strength
or flexibility to carry it out effectively over the long
term.” (Giles, 19992001)
The Fundamental Stage
Research indicates that early participation in quality physical activity not only increases health

and wellbeing in the short term, it increases the likelihood of children leading active lifestyles
and reaching their sporting potential as they grow into adulthood. With much being said about
the catastrophic effects of child obesity and general lack of fitness in the young, it is heartening
to hear that the adults in our community are asking for a greater commitment to physical
activity in the Fundamental stage (6–10 years).
It is during this stage that ‘general training’ forms the cornerstone of all plans and strategies
conceived to assist the young person in moving towards a healthier lifestyle. As previously
stated this is not a period for presenting competition specific exercises nor is it the time to look
for ‘winners’. It is mandatory that the adult in charge see this time as the one and only
opportunity to build a reservoir of movement competence and enthusiasm for involvement in
regular and enjoyable physical activity.
For the Primary School age child the word ‘training’ must be viewed in a completely different
light to the training seen in the later stages. Although coaches and teachers have been brought
up with this terminology it must not be used in the wrong context. Training at the Fundamental
stage is categorised as an opportunity for activity. Although the overall coaching
strategy at this age emphasises ‘fun’ and ‘play’ in an unregimented environment, it
is still vitally important that the coach work from a program that achieves stated
objectives. The child may experience a relaxed, ‘fun’ based activity schedule but the
‘coach’ must develop a plan of campaign and follow some form of structured
syllabus.
Table 18 illustrates a planned syllabus of work providing the opportunity to develop the
‘physical qualities’ of the developing child. It indicates the breadth of commitment and utilises
the qualities of Dance, Gymnastics and Games.
Table 18 ~ An Example Primary School Physical Activity Program (UK System)
Term 1 2 3 4 5 6
Year 1 Games Games Games Games Games Games
Throwing, Catching, Rolling, Kicking, Striking, Skipping,
Gymnastics Dance Gymnastics Dance Gymnastics Dance
(Traveling and (Balance & (Balancing)
Body Shape) Transferring
Bodyweight
Year 5 Games Net Gymnastics Games Gymnastics Games Gymnastics
& Wall (Balance and Passing and (Weight Kicking and Partner
Body Shape) Catching Transfer) Striking Activities
With such a comprehensive syllabus to work from there would appear to be ample scope to
consider that the destination of the program can be directed at some form of physical
competence format as outlined in Table 51. Not only are skills developed during this period but
there is the opportunity for the young athlete to take control of their bodies and by doing so,
explore the vast number of challenges awaiting them as they develop physical qualities across a
number of exercise streams.
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Using the recommended exercise streams, the adult in charge of physical activity in the school
or club can use the vehicles of Dance, Gymnastics and Games to carefully and slowly achieve
physical competence. In the example illustrated in Table 18, Year 1 indicates an ideal time to
explore the General Movement Development, Stability, Squat, Lunge and Jumping streams as
‘Traveling’ (motion) and ‘Body Shape’ form the syllabus in Gymnastics. These skills, coupled
with those of the Shoulder, Pushing and Pulling streams can be woven into the games of
‘Throwing’. There are endless opportunities to embark on a pathway towards physical
competence in this type of syllabus.
Regardless of the age group being trained the format of the program can take on the
framework that will be used in later stages. An appropriate screening of the athlete, an
appropriate warm up and a high level of ‘coaching’ must take place. There should be no
question of the amount of general training undertaken. It is all general even though specific
activity vehicles may be chosen. The main aim must be to have some level of consistency and
continuity in the program. Daily periods of activity are recommended and the coach must
observe the cumulative effect of this rhythm and ensure that the young person involved not
only remains active but also has sufficient rest from the work involved.
The year can follow the rhythms of winter and summer sporting emphasis where appropriate,
but any overzealous emphasis on competition and winning must be eradicated.
As the young athlete leaves the Fundamental stage, armed with a substantial vocabulary of
movement efficiency and other physical qualities, the activity program can begin to formalise
into a well planned and structured environment. The program takes on a less informal outlook
and the coach can begin to periodise the commitment into more conventional ‘training’ systems.
With the young athlete having spent several years in a ‘fun’ based, unregimented activity
environment, it is less than acceptable to think that they will be able to cope with a system that
suddenly and ruthlessly directs all energies to ‘winning’.
The Training to Train stage will see this more formal setting illustrated by Winter and Summer
seasons. Sporting organisations have their ‘seasons’ which also add to the more formal
approach to activity selection and experience.
The Training to Train Stage
Regardless of the guidance offered by the world’s leading experts on the development of young
athletes we still exist in an environment of compromise. It is clearly stated (Balyi & Hamilton,
2001) that in the formative years of an athlete’s development the ratio of general preparation
to competition or competition specific training should be in the order of 75% to 25%.
Table 19 ~ A Typical Single Periodised Annual Plan Australian State Soccer League
Month Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec
Phase
COMPETITION
As simply illustrated in Table 19, the athlete can prepare for the 12 week (25%) competition
period by training over the remaining 40 weeks (75%) of the year. However, this is far too
simplistic for the school age athlete as the aim must be to give them a variety of sporting
experiences through the year.
Offering a winter and summer sport participation model will be beneficial to the athlete as they
will have the opportunity to experience the learning process of many different skills. Carefully
57
placing the competition periods so as to allow for the development of the required physical and
technical qualities is the main responsibility of the adults in charge of the sport. Table 20 is an
example of such a plan and illustrates the amount of time available for preparation for the long
term.
Table 20 ~ Winter and Summer Competition Plans Australian Schools Sport
Phase
Preparation Comp Preparation Comp
In this example (Table 20) the athlete can encounter two 6week competition phases and at the
same time have 40 weeks of preparation and regeneration.
In reality we experience an opposite trend where the craving for competition results
predominates and developing athletes are presented with long or frequent competition cycles.
This problem increases as athletes who display talent are often selected for representative
squads thus adding to the competition frequency. The authors express the concern that
competition schedules are not based upon the athlete’s maturation or training age but on the
misguided notion that competition is the vehicle for athlete development and retention. Many
organisations express the fact that they have a development strategy that evolves from ‘Talent
Identification’ through a ‘Recruitment’ process and on to the final stages of ‘Development’ and
‘Performance’. In fact there is little evidence to show that the Development stage is anything
other than a repetitive competition schedule.
Athletes should compete and should try to win but the emphasis engendered by the adult must
be towards basic skill and the development of the required physical qualities. The developing
athlete will look for the ‘end result’ of sport specific activities during their training. After all, it is
the specifics of the sport that attracted them in the first instance. The coach must manipulate
the activities at his or her disposal to satisfy the competitive desires of the athlete and at the
same time fulfil the requirements of long term development. Attempting to enforce complex
skills or tactical development before skill and physical development is not recommended.
The following table is an example of the competition commitment experienced by a group of
15/16 year old soccer players.
Table 21 ~ Competition Profile 1516 yearold Soccer Players Australian State
Soccer League
Phase
COMPETITION 1 C2 C3
Competition 1 is the weekly league program. Competition 2 (C2) is for the better players

who come together as a squad for a national championship tournament. Competition 3 (C3)
is the overseas tour for the final group selected for representative duty. An investigation of the
content of the program indicates that little, if any, physical development takes place. Endurance
qualities are trained as are speed development units but there is little evidence that TSS,
TSStab and TSROM are trained. Nearly eight months are allocated to tactical and competition
specific tasks which is a 75% commitment.
58
An examination of the typical Little Athletics annual competition calendar (Table 22) indicates a
sixmonth competition campaign starting in September and ending in late March. There is also
a winter championship sited in midJuly. With over 50% of the year available for competition,
there is the temptation for coaches to concentrate solely on a ‘competition specific’ environment
for the young athlete. The key to avoiding this temptation is for the coach to thoroughly
examine the content of the training program and ensure that the correct balance is delivered.
Table 22 ~ A Typical Australian Little Athletics Annual Calendar
Phase
> Competition Competition >
Training the physical qualities of the developing athlete must be consistent and continuous
throughout their development. Determining when to train is the responsibility of all adults who
are connected to the athlete. In too many cases there are conflicts of time management as
several agencies compete for the athlete’s contribution to events, competitions and teams all at
the same time.
“Ongoing communication must take place between all

these agencies to determine the cumulative load being
placed on the young athlete. An integrated approach
must be concluded so that a well balanced program is
delivered to the athlete.” (Giles, 19952001)
It may not be possible for the athlete to have a ‘stand alone’ strength and conditioning program
due to the restraint of time, particularly when issues such as academic commitments play their
role. Consequently, coaches need to be competent at weaving the physical component into the
skill component of the training session as well as designing the ‘stand alone’ system. It must
also be understood that not all schools or clubs will be able to provide the facility for
sophisticated exercise development and the coach in these circumstances may have to provide
guidance to home based training sessions and / or use their initiative to create an effective
program. If an athlete is encouraged to ‘go to the local gym’ the coach must ensure that the
correct program is undertaken and fully supervised. Developing a relationship with a local gym
where interested personnel can exchange ideas on LTAD can be effective. The coach must put
the gym under scrutiny before letting the athlete attend.
59
Assembling the Annual Program The Early Years of High School
STAGE ONE
The coach must ensure a full evaluation of the athlete’s training history and maturation stage

prior to designing the long term training program. This exercise is enhanced by medical and
biomechanical screening conducted by qualified and experienced physiotherapists. As an
additional control the coach should conduct a series of physical competency tests to determine
the movement vocabulary of the athlete.
Once the athlete’s maturation status and ‘training age’ is established the coach must then
weave the training requirements into the academic commitments for the year (Table 23). At
this point the coach must have a clear understanding of both the developmental and academic
structures involved so that it will be an easier task to determine an appropriate competition
schedule for the individual. Our responsibility as adults is to coordinate these competing
demands into a training system that satisfies all the needs of the developing athlete.
Table 23 ~ Example of Major Exam / Study Periods for 1516 year old students:
Australian Schools System.
Study
STAGE TWO
With this basic academic information in place the coach can make the decision on the major
competition structure of the year bearing in mind that 75% of the athletes year should be spent
in preparation and 25% spent in competition specific training or competition itself (Table 24). In
this example Competition 1 indicates a weekly league structure. Competition 2 indicates a
Championship tournament and Competition 3 indicates the most advanced competition of the
year for the representative athlete.
Table 24 ~ The Competition Phases of the Year: Australian Schools Example
Phase
Comp 1 2 3
This first round of investigation should give the coach a clear overview of the available training
year (Table 25).
Table 25 ~ The Competition and Exam / Study Periods of the Year
Study
Phase
Comp 1 2 3
60
The scheduling of training units and training phases must be flexible enough to allow for the
academic structures to remain attainable for the athlete. Where preparation and
competition cycles coincide with academic study and examination periods there
must be a careful integration. A less regimented period of training during the
academic periods is recommended in which the young athlete will be asked to
maintain the physical qualities already gained rather than commit to advancing the
training.
STAGE THREE
The coach can now consider the training phases for the development of physical qualities in
light of the overall needs of the athlete both physically and academically (Table 26).
The January to late March period sees the emphasis on general training (Anatomical Adaptation
and General Strength) concentrating on Total Structural Strength, Total Structural Stability and
Total Structural Flexibility. The precompetitive phase in late March and through the early
weeks of the league competition sees the emphasis shifting to sport specific activities.
Throughout most of the competition schedule training gains are maintained. Following a rest /
transition break in early June a similar cycle of work is repeated in the second part of the year
leading up to the short championship period in October. Again the championship period is used
as a specific strength cycle for those going on to the major overseas competition in late
November / early December. A rest / transition phase follows the main championship period
before the general training recommences in January.
Table 26 ~ Combining Academic, Competition and Training Commitments
Study
Phase
Comp 1 2 3
Training TSS / TSStab Pre Maintain T TSS / TSStab Pre Maintain T

Phase TSROM / TBA Comp TSROM / TBA Comp
to to
Early Early
Comp Comp
Key: Comp Competition; PreComp Pre Competition; T = Transition; TBA Total Body Awareness;
TSROM Total Structural Range of Motion; TSS Total Structural Strength; TSStab Total Structural Stability
In this way the players identified as having the potential to make the major competition phase
of late November to early December will have spent up to 32 weeks (61%) in Preparation, 5
weeks in Transition / Regeneration (10%) and 15 weeks in Competition (28%). This rhythm will
give some chance to developing the physical qualities for later advancement. With this selection
of phases and training content the players can look forward to a profitable Training to Compete
stage of their careers.
Regardless of how one manipulates the competition period the coach has one primary decision
to make. How much ‘general’ training should the athlete be exposed to, compared to
‘specific’ training? (see Table 27) The coach must make the conscious decision to consolidate
all aspects of general training before moving the emphasis to specific work. The longer the
athlete spends on permanently developing a reservoir of skilled movement, structural strength,
stability and flexibility the more effective will be the adaptation to specific work later in their
training life.
61
Table 27 ~ Training Content: The Main Issue Using General and Specific Training
Ratios
Study
Comp 1 2 3
Phase
General to General to Specific General to Specific General to
Specific 8:1 4:1 8:1 Specific 4:1
In the January to March period the emphasis is on general training aspects at a ratio of at least
8:1. In other words the coach will allocate general sessions and exercises eight times more
frequently than specific ones. This ratio alters to 4:1 during the competition period but the
emphasis is still on general adaptation.
STAGE FOUR
The coach can now begin to rationalise all the information on strength training and complete a
detailed overview of the design of the program. The training / maturation age of the athlete
forms the reference point for this decisionmaking as described below.
Table 28 ~ Suggested Model for Introductory Strength Training Years 1 & 2:
The Training to Train Stage (adapted and modified from Bompa, 1993a)
Phase Preparation Competition

Type of Strength Anatomical Adaptation TSS/TSStab/TSROM Maintenance
TBA
Muscle Groups Primarily MultiJoint Multijoint
continued
Load Technical Development Early load levels
Rep Range 1015 1012
Set Range 23 2
Tempo SlowMedium MediumFast
Rest 30 sec2 min 30 sec2 min
Sessions/Wk 23 23 2
Key: TSROM Total Structural Range of Motion; TSS Total Structural Strength; TSStab Total Structural Stability
Note: Load in this case refers to the height of boxes, weight of medicine balls, distance
traveled, speed of movement and complexity of the exercise.
62
Table 29 ~ Suggested Model for Introductory Strength Training Years 3 & 4:
The Training to Train Stage (adapted and modified from Bompa, 1993a)
Phase Preparation Competition

Type of Strength Anatomical TSS/TSStab/TSROM Power Maintenance
Adaptation TBA
Muscle MultiJoint Multijoint continued
Groups
Load 2550 To 5060% of 3050
(% RM) bodyweight
Rep Range 1015 1012 68
Set Range 23 34 34
Tempo Slow–Medium Slow Fast
Rest 30 sec2 min 12 25
Sessions/Wk 23 23 2 2
Key: TSROM Total Structural Range of Motion; TSS Total Structural Strength; TSStab Total Structural Stability
Note: Loading in Table 29 encompasses all variables outlined previously in Table 28 and also

includes exposure to external loading up to the levels one must seek to achieve in the
Competency Tables (Tables 52 and 53).
STAGE FIVE
The coach can now divide the training phases into individual weeks of activity making sure that
all aspects of the athlete’s life are incorporated into the final training system. With consultation
taking place between all agencies concerned (parents, team coaches, school teachers) a low
intensity cycle of work should be organised incorporating all sporting commitments (Table 30).
A higher intensity training week can be considered for those athletes with several years training
experience (Table 31).
Table 30 ~ Low Intensity Training Week Early Training to Train Stage (adapted from
Bompa, 1993b)
Load Mon Tue Wed Thu Fri Sat Sun
High
Medium
Light
Low
63
Table 31 ~ Higher Intensity Training Week Late Training to Train Stage (adapted
from Bompa, 1993b)
High
Medium
Light
Low
STAGE SIX
With the annual program now structured into designated phases and each phase organised into
training weeks the individual training sessions can be determined. Each low intensity week can
be organised with the individual training sessions detailed with reference to exercise selection
and load development. The suggested exercise streams now come into their own as they are
scrutinised and woven into the fabric of the program.
The important task now for the coach is to carefully balance the intensities found in the
different exercise streams. As a rule it is likely that the young athlete will recover quite quickly
(within 1224 hours) after general training activities e.g. bodyweight exercise, general games
and endurance activities. The same cannot be said of activities of a speed and power nature.
Recovery after activities such as intensive speed, agility, fast jumping and explosive strength
exercises can take significantly more than 24 hours, often in excess of 48 hours.
This differing recovery rate for certain exercise choices must be woven into the program and
will play a significant part in the design of the weekly program. In addition to the strong
recommendation that the young athlete not be placed under any unreasonable intensity of
training, it is still worthwhile to ensure that an adequate period of time elapses between certain
physical activities.
Table 32 illustrates a well balanced weekly program where the more explosive, ‘fast strength’

exercises (speed, fast jumping, etc.) are given 48 hours recovery before repeating. The
example is based upon sessions incorporating two or three components with the coach weaving
technical and tactical training with physical training, typical of most field / court training models.
This is suitable for the late Training to Train stage.
64
Table 32 ~ Planning the Week: Balancing the Intensity of Training The Late
Training to Train Stage / Early Training to Compete Stage (adapted from
Bompa, 1993a)
Day Mon Tue Wed Thu Fri Sat Sun

Technique Tactical Technique General Technique General
Strength Strength
Training General General General
Speed Strength Speed
Type
Fast General Fast General
Jumping / Endurance Jumping / Endurance
Throwing Throwing
65
66
Assembling the Training Sessions
(1) The Exercise Streams (Giles & Penfold, 199397)
With the early training stages directed at developing allround athleticism the coach must draw
the selected exercises from a variety of ‘streams’. These exercise continuums not only progress
from simple to complex and unloaded to loaded throughout the entire development pathway,
but they are integrated with each other for optimum effect.
The streams recommended here cover the entire spectrum of movement and form the
progressive building blocks needed for future sport specific motion. The compact disks
accompanying this manual contain the progressive development of:
· Stability (Special Bracing, Horizontal, Vertical and Dynamic)
· Flexibility (Upper Body, Lower Body)
· Squat (Double Leg and Single Leg)
· Clean
· Lunge (Simple Lunge, Walking Lunge and 360 Lunge)
· Step Up (Alternate Leg, Same Leg, High Knee and Lateral)
· Jumping (Fundamentals, Horizontal and Vertical)
· Running Fundamentals (Flexibility and Drills)
· Acceleration Fundamentals (Posture Exercises, Starting
Positions)
· Agility Fundamentals (Short Distance and Long Distance Drills)
· Pushing (Horizontal and Vertical)
· Pulling (Horizontal and Vertical)
· Trunk (Special Bracing, Flexion, Extension and Rotation)
· Shoulder Stability and Control
· Medicine Ball Exercises (Upper Body, Lower Body and Trunk)
· General Movement Development (Hip, Trunk and Shoulder
Strength; Tumbling and Vaulting)
Stability (Tables 6062)
One can consider that the Stability stream is the DNA of all athletic movement. It allows the
body to efficiently give and receive force in all required forms and directions without negative
distortion of the body shape or function. The stream starts with exercises that activate the deep
spinal muscles. Although it is only possible to accurately evaluate the activation of these
muscles by using ultrasound techniques it is vitally important that the athlete be made aware
of their existence and attempt to activate them. The Transversus Abdominis is the deepest of
these muscles and activation is often described as ‘stopping yourself going to the toilet’. A
gentle ‘pulling in’ of the lower abdomen coupled with flattening the back against the floor can
activate this muscle group.
The Stability stream offers the opportunity to experience adaptation in horizontal and vertical
planes as well as dynamic activities. The intention must be to introduce the physical concept of
stability through the horizontal exercises and then to transfer these qualities to the vertical
plane.
Examples:
· The athlete can train the body to tolerate static positions such as Front, Back and Side
Bridges. Holding these positions for over two minutes with the correct posture can be
achieved after consistent exposure over several training phases. The athlete can make
this exercise more dynamic by moving certain limbs while holding the correct posture.
67
· Vertical Stability can be accomplished statically e.g. gymnastic balance exercises, and
dynamically e.g. jump and stick.
Squat (Table 63)
This stream sees the athlete encountering the concept of ankle, knee and hip strength through
the use of ‘triple flexion / extension’ exercises. Here the athlete is encouraged to use the ankle
joint, knee joint and hip joint in a sequenced action and at the same time ensure that the trunk
remains involved and functional. In the formative stages the athlete should become efficient at
a basic squat before introducing single leg squats or introducing the Lunge matrix.
Clean (Table 64)
This stream sees the athlete continuing the ‘triple flexion / triple extension’ movement theme.
This unique movement can be incorporated in both maximum strength and power development
activities in later training stages.
Lunge and Step Up (Tables 65 and 66)
Continuing the ‘triple flexion / extension’ theme, the Lunge and Step Up streams begin the
process of transferring weight from one foot to the other in various directions and continues the
learning of ‘force reduction’.
Jumping (Tables 6769)
So many physical activities include the derivatives of a simple jump whether this is from one or
two feet. All jumping involves some form of competence in all the other streams as well as the
learned ability to both take off and land. Starting with stability and both concentric and
eccentric muscle action, jumping develops through to the ‘plyometric’ actions of elastic and
reactive strength allowing such qualities as acceleration and agility to be optimised. The
important issue is to ensure that the jumping stream starts with low intensity exercises and
moves slowly and carefully towards higher intensity over a considerable period of time.
Low intensity jumping activities such as skipping can be used quite frequently in the training
week as they act as an ideal warm up activity. Other jumping activities, including those from
the Fundamental Jumping stream, must be treated with caution. One should look at keeping
the number of landings low in the early stages of the program (60–80 landings) and only
increase the number when strength and stability have been improved through other streams. In
addition it is vital that the height of boxes does not exceed 20cm in the formative periods of
jumping development.
Running Fundamentals (Table 70)
This stream introduces the coach to the physical and structural qualities required to efficiently
develop a running technique. It is this basic running model that will allow for the development
of acceleration, maximum velocity, endurance and agility qualities. Acceleration and Agility
(Tables 71 and 72) have their own streams and require fundamental competence in running as
well as competencies gained from many other streams. Acceleration fundamentals include an
exposure to the required posture and early drills to apply these skills. Agility fundamentals
introduce the athlete to ‘first step’ practices as well as both short and long drills.
68
Shoulder Stability and Control (Table 73)
This stream allows the athlete to develop and maintain the force production, force reduction
and force stabilisation required to execute all sport specific movements of the shoulder and
surrounding muscle groups.
Push / Pull (Tables 7477)
These streams involve an introduction to shoulder stability and proprioception prior to involving
the trunk and arms in pushing and pulling exercises. Both horizontal and vertical body positions
are encountered in this stream.
General Movement Development (Tables 78 and 79)
This stream is included as means of filling the gap formed by the collapse of movement
education at primary and secondary school level. Included in this thread are exercises
pertaining to ‘looseningup’ and general gymnastic movements, both allowing for general
athletic development.
To accurately select, place and implement each exercise into the daily session demands that the
coach has an understanding of the principles behind exercise selection, and other training
variables.
The Trunk (Tables 80 and 81)
This stream provides exercises designed to strengthen the muscles of the abdomen and back in
all planes.
Medicine Ball Exercises (Table 82)
The medicine ball can be used in a variety of modes. It can act as an external resistance in the
early stages of certain Exercise streams. In addition, if correctly used, it can assist in
introducing additional difficulty to the balance and coordination of certain movements. As a
more advanced activity it can be used to promote power at an early stage, particularly in
throwing actions.
Flexibility (Table 83)
Strength through a full range of motion couples the qualities of movement with force. Flexibility
will allow the athlete to learn the correct technique which is imperative during the athletes ‘skill
hungry’ years. If the quality of a required movement is reduced it is likely that the athlete will
not be able to adapt to a more complex movement required at a later stage of learning. With a
lack of flexibility the athlete may be encouraged to import a compensatory movement to
overcome the physical challenge facing them. This will inevitably lead to an increased chance of
injury. The coach should consider including active, passive and dynamic stretching in the
program.
Active Flexibility is where the athlete uses the body’s own
muscle contraction to move a joint. (Fig 1 hamstring
stretched by hip flexors contracting to raise the leg
vertically).
Fig 1
69
Passive Flexibility is where an external force (apparatus,
bodyweight, a partner) stretches the muscle group. (Fig 2
hamstring stretched by the athlete pulling on a towel).
Fig 2
Dynamic Flexibility is where the muscle group is stretched
by an elastic movement or ‘swinging’ action. (Fig 3
hamstring is stretched by the force of the leg swinging
forward). This type of flexibility training has some risk to it as
much control is needed to stabilise the body while the
swinging action is taking place. The intensity of the
movement must be kept low so that the muscles involved do
not trigger the ‘overstretch reflex’ and cause damage.
Fig 3
(2) Exercise Selection
Exercises are initially selected based upon the needs of the athlete and their developmental
age. In the early training stages the quest will be for a general, allround development of the
athlete and as such the exercises will be nonsport specific. The selection of exercises is also
based upon the weekly structure of training and the stages of the individual session e.g. warm
up, main section or supplementary.
Table 33 ~ CheckList for Exercise Selection
Training Stage (Fundamental, Training to Train)
Training Phase (Preparation, Competition)
Training Week (High Intensity, Low Intensity)
Exercise Intensity (Speed v’s Endurance type)
WarmUp Theme
Main Exercise
Core Exercise
Supplementary (From Screening)
WarmDown
The criteria for the selection of secondary or supplementary exercises are predominantly
gathered from the initial screenings. With guidance from screening and competence testing,
supplementary exercises should be selected on the basis that they:
§ Prevent muscle imbalances
§ Prevent injury
§ Provide variety
§ Suit the training age of the athlete
(3) Other Program Variables
The number of repeats of an exercise (repetitions) and the number of sets of that exercise are
variables that can be manipulated for positive effect. The emphasis in the early years of training
is on the anatomical adaptation to certain exercise stimulus. For this to take place the number
of repetitions is high (1550). When the athlete progresses to a general strength adaptation
phase the repetitions reduce to between 10 and 15. As the precompetition period unfolds the
athlete with several years of training will be in a position to experience the power aspects of the
exercise. Here the repetitions will lower even further to between 6 and 8.
70
All these variables are linked to the maximum intensity of the given exercise. The closer to the
highest intensity of performance the less volume of work is attempted. For example if a young
athlete can execute 20 parallel bodyweight squats before losing technique then 20 parallel
squats is their maximum (100%). The training load for their training age can therefore be
worked out at a percentage of that load as illustrated in Table 34.
Example: Maximum parallel bodyweight squats = 20 (100%)
Suggested training load for General Strength phase= 3 sets of 10
repetitions (50%)
Table 34 ~ The Repetitions, Sets, Intensity and Rest Components:
Training to Train Stage
QUALITY REPS SETS INTENSITY REST
Early TT: N/A
Power 34 3040% 25 min
Late TT: 68
Early TT:1015
General Strength 34 5060% 12 min
Late TT: 1012
Strength Endurance
Early TT: 1550
/ Anatomical 23 050% 30 sec – 2 min
Late TT: 1550
Adaptation
Key: N/A – Not Applicable; TT Training to Train
(a) Number of Exercises
The number of exercises selected will have a direct effect on the overload placed on the body
§ General training should focus on one or two exercises from each stream.
§ Hypertrophy or endurance training may require more exercises.
(b) Order of Exercises
Fatigue, training intensity, energy demands and training systems influence exercise sequence.

There are many methods of organising the training session including:
· exercise from large to small muscle groups,
· alternate upper and lower body exercises,
· complex before simple exercises.
(c) Speed of Exercises
During the early stages of training it is mandatory to ensure that technique is mastered and
permanently cemented in the young athlete’s movement vocabulary. To assist in this learning
function, exercises should be done, where possible, at a slow pace. This control in the speed of
71
the exercise will allow accuracy in technique and give the coach a better chance of seeing and
correcting faults.
The tempo or speed of the exercise is the speed that the exercise is executed for the different
stages of the movement. To assist in the learning phase of the exercise it is wise to have a slow
tempo in both the eccentric and concentric phases of the movement.
Example: 3 x 10 Swiss Ball Wall Squat (Tempo 323)
This means that the athlete lowers for 3 seconds, pauses at the low
point for 2 seconds and takes 3 seconds to stand back up.
(d) Session Management
Perhaps one of the most important issues is the organisation and management of the training
session. With the safe development of the athlete being paramount it is important to ensure
that the coach can actually ‘coach’ the individual during the session.
“Faults must be discovered and corrected early. If there
is no immediate feedback for the athlete, there is
considerable risk of stabilization of faults.” (Dick, 1980)
Assembling large numbers of athletes in unsupervised training environments is not appropriate
to either quality progression or safety. Training progress can be more easily monitored if the
group numbers are kept small. Every athlete has the right to receive some individual coaching.
(e) Developing the StandAlone Strength Session
The following information is essential when planning and designing the training session. The
process described below is an illustration of how the example training programs (Tables 4042)
were assembled.
The session should be organised to include:
(a) Warm Up
(b) Main Exercises
(c) Supplementary Exercises (Individual Prescription)
(d) Core Exercises
(e) Warm Down
(f) Warm Up (see Table 40)
The aim of the warm up is to increase muscle temperature and at the same time stimulate
neural activity. This will go a long way to reducing the risk of injury.
The warm up also offers the athlete additional adaptation to selected exercise streams and at

the same time prepares the body for the rest of the session. To effect this, the coach can
consider organising the warm up into ‘themes’ where the collective warm up delivers practice
and progression towards important adaptation. These ‘themes’ can be coupled together to form
more comprehensive routines (see Table 35).
The warm up should be organised into at least five sections:
· Low level aerobic activity to raise muscle temperature
· General Loosening
· Stretching
72
· Chosen Theme (Movement, Running, Activation etc.)
· Sports Specific Drills
Table 35 ~ Example WarmUp Themes
General Movement Running Theme Activation Theme

Theme
Aim: to develop a Aim: to develop reactive Aim: to activate certain
movement vocabulary strength alongside the primary muscles or
including balance, development of running muscle groups prior to
coordination, mechanics. Improves main exercise routines.
proprioception and dynamic mobility and Ensures correct sequence
control. Improves body awareness. of muscle recruitment.
dynamic mobility and
body awareness. Acts as
a series of loosening and
stability exercises.
Exercises: multi Exercises: skipping, Exercises: Hips &
directional rolls, jumping, miniband gluteus: gluteus
balancing, cartwheels, walking, walklunge, activation, miniband
connected movement dynamic flexibility, Mach walks, single leg bridging,
sequences, crawling drills, hip mobility, overhead squats with
combinations. acceleration runs. broomstick, single leg box
squats Shoulders & back:
scapula retraction /
protraction, wall angels,
reverse flys, partial chins.
(g) The Stretching Process
As a general rule, you may wish to use the following process when putting together a stretching
routine (Appleton, 1999):
· Stretch your back (upper and lower) first
· Stretch your sides after stretching your back
· Stretch your buttocks before stretching your groin or your hamstrings
· Stretch your calves before stretching your hamstrings
· Stretch your shins before stretching your quadriceps (if you do shin stretches)
· Stretch your arms before stretching your chest
(h) Main Exercises (see Table 40)
These are the exercises chosen for their primary benefit to Total Structural and Functional
Strength requirements and usually include upper and lower body selections.
Example: 2 x 12 Squats Back Barbell (Broomstick) (Technique only)
2 x 1 Lunge 360
2 x 12 Push Ups One Leg Up
2 x 12 PullUps Lying Full Range
73
(i) Supplementary Exercises (Individual Prescription) (see Table 40)
These exercises are a reflection of the information gleaned from the screening process and are
chosen to strengthen, lengthen or stabilise selected muscle groups. In these examples one can
assume that the athlete has a right leg weakness (Single Leg Box Squats), and a lack of scapula
control (Scapula Retraction / Protraction).
Example: 2 x 10 Swiss Ball Single Leg Wall Squat (RLeg)
2 x 10 Back Reverse Flys Lying static hold
(j) Core Exercises (see Table 40)
These exercises are primarily designed to train the muscle groups of the trunk, hips, gluteus,

shoulder and back as they work to stabilise the body in a complete kinetic chain.
Example: 2 x 60 sec Front Bridge 3P Hands Leg Up
2 x 60 sec Side Bridge Forearm Star (L&R)
2 x 15 Medicine Ball Rotations Standing Long Slow
(k) Warm Down (see Table 40)
The warmdown is the start of the recovery that will be essential to ensure higher quality levels
for the next training session. It involves removing the waste products of exercise and the re
fuelling of the body’s fuel stores.
One object of the warmdown is to raise the metabolic rate and encourage the removal of
waste products from the system. In this way the athlete may reduce the amount of muscular
soreness that may occur. Some light jogging, fast walking or stationary cycling can be effective.
Young athletes should rehydrate with water following the session and consider the
replacement of glycogen. The athletes personalised flexibility program is revisited to allow
further adaptation in flexibility. The working muscle will need to be lengthened again after
training, especially after moderate to heavy intensity.
74
The Complexity of the Exercise Streams
In the early stages of program construction it is advised that teachers and coaches carefully
consider the relationship between the individual exercise streams. Although it is recommended
that individual streams are viewed in their entirety before making any decisions on the starting
point, the coach must have a long term aim to see ALL streams as being interdependent.
Experience over a number of years of coaching will arm the coach with a reservoir of
knowledge that allows them to predict the influence of one stream on another. Indeed, some
streams are constructed in such a way that they contain certain exercises that act as catalysts
for the introduction of others.
For example, as the athlete progresses along the Pushing stream, using the Push Up matrix,
they will arrive at a competence that will allow the Bench Press to be considered. In many
cases today we see athletes encouraged to Bench Press as an immediate pushing exercise, in
some cases the only pushing exercise. Making this poor exercise choice takes away the
opportunity of the athlete obtaining competence in shoulder stability, horizontal stability and
basic arm strength through the Push Up matrix BEFORE attempting the Bench Press.
In this example sequence (Table 36) the athlete first assembles some competence and
awareness of shoulder function and control before beginning the Push Up process. The
Horizontal Stability stream makes a contribution to the posture required in the Push Up. As
competence progresses it may offer the opportunity to use the Bench Press or other pushing
exercises in the program
Table 36 ~ Earning the ‘Physical Right’ to Progress Shoulder to Stability to Push
Up to Bench Press Sequences (from Tables 6083)
Shoulder Stability
01 Protraction – 01 Front Bridge –
Retraction 4 Point
Forearms
02 Wall Angel
02 Front Bridge –
03 DB Internal – 4 Point Hands
External Push Up
Rotation
01 Standing Wall
04 Chair Press Push Ups
05 Push Up Press 02 Incline Push Ups
06 Reverse Flys 03 Modified Push Up
– Knees
04 Push Up –
Standard
05 Push Up – Wide
06 Push Up – Close 15 Bench Press
Standard
07 Push Up – Multi
Position 16 Bench Press
Wide Grip
08 Push Up MB
Uneven 17 Bench Press
Close Grip
75
Multiple influences
As the program progresses it is likely that the answers to problems encountered in one stream
can be found in other streams.
The Vertical Stability stream, along with certain aspects of the Trunk stream, has a very close
affinity to the Fundamental section of the Jumping stream. The Horizontal Stability stream
offers a simple way to allow the athlete to ‘feel’ stable along the entire kinetic chain from toes
to shoulders. This ‘learning’ allows the Vertical Stability stream to be accomplished with some
degree of competence as the athlete brings the previously learned ‘control’ skills into the new
stream.
The same can be said of the middle stages of the Lunge stream where the athlete learns the

fundamentals of transferring weight from one foot to the other. Competence learned from the
Fundamentals of Jumping again arm the athlete with movement skills that support the learning
of the Lunge. These exercises add support to the development of Dynamic Vertical Stability – a
prerequisite to all field and court sports.
And so the integration goes on. Experienced coaches are those individuals who have given
considerable thought to the long term development of their athlete. By gaining experience in all
the exercise streams and not focussing solely on ‘getting a result’, the coach is more able to see
solutions to problems. Sometimes an answer to a slow adaptation in one stream is found in
another stream and viceversa.
Table 37 ~ The Influence of Multiple Streams on a Physical Competence
Horizontal
Stability
Squat
Vertical
Stability Step Up
Dynamic
Vertical
Stability
Trunk Lunge
Jumping
Some exercise streams complete their role and then other exercises take over the maintenance
of their characteristics. Table 38 illustrates the evolution of the Stability stream through to
competence in Vertical Stability. This competence assists the adaptation to the skills of the
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Squat and Lunge streams. The Squat and Lunge streams, particularly the Overhead Squat and
Overhead Lunge matrices, continue the development of Vertical Stability in a new setting.
Table 38 ~ The Transfer of Exercise Characteristics
Horizontal
Stability
Vertical
Stability
Squat Lunge
Double Leg Simple
Walking
Single Leg 360º
Continuation
of Vertical
Stability
Competence
Developing the ‘Physical Qualities to do the Technical Stuff’ is illustrated in Table 39 where the
development of allround physical competence, from a variety of integrated exercise regimes,
arms the athlete with the ‘tools’ to commit to improving agility. In this long term strategy the
athlete can arrive at the point where they have the required physical qualities to embark upon
training speed, agility and quickness. Contemplating any improvement in these traits without
the physical competence to execute them is a short term and often pointless exercise.
77
Table 39 ~ Giving the Athlete the Physical Tools to Develop Agility
Stability Squat Lunge

Stream Stream Stream
Jumping Structural Strength Clean

Structural Stability
Stream Structural Flexibility Stream
· Hip Multidirectional
Flexibility Strength Step Up
Stream · Leg Multidirectional Stream
Strength
· Multiplane stability
· Multiplane force
production
· Multiplane force
Trunk reduction Running
· Double Leg efficiency
Stream · Single Leg efficiency
Mechanics
· Transfer of weight
efficiency
· Trunk stability
· Trunk force production
· Trunk force reduction
· Range of motion
efficiency
Acceleration
Fundamentals
Agility
Fundamentals
Field & Court
AGILITY
78
Example Training Programs
On the following pages are three examples (Tables 4042) of how programs can be constructed
using the variables available to the coach.
To facilitate movement learning it is recommended that in the early stages of training the
athlete moves at a slow speed for certain exercises. In the Squat, Lunge, Pushing, Pulling and
Stability streams the emphasis should be on slow movements. In exercises such as those in the
Jumping streams the movements, although dynamic, will be conducted in a controlled manner
with a focus on landing competence in the first instance. Establishing the speed of the exercise
will focus the young athlete on the sequenced technique of the required movement.
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Table 40 ~ Example Training Program: Field / Court Sports for the Early Training to Train Stage (1112 years). Early Preparation
Phase. (Giles & Penfold, 19931997)
Exercise Tempo Rest Sets Reps Notes Selected Stream

Warm Up
Movement Theme
Skipping Standard and Lateral Moderate 30 sec 2 60 sec Warm up muscles Jumping (Vertical)
Flexibility Active 2 30 sec Upper Body, Lower Body Flexibility
Pike Walk Controlled wb 2 10 m Body awareness, flexibility, coordination, loosening General Movement
Forward Roll to Jump Controlled wb 2 10 m Body awareness, flexibility, coordination, loosening General Movement
Cartwheels Standard Controlled wb 2L 2R 10 m Body awareness, flexibility, coordination, loosening General Movement
Running Theme
MiniBand Walks Fwd & Back Controlled wb 3 10 m Gluteus activation Stability (Dynamic)
Tuck Jumps Pause Controlled wb 3 10 Gluteus activation Jumping (Vertical)
Hurdle Mobility Walks Level 2 Controlled wb 3 10 m Hip function, hip flexibility, Running Fundamentals Running Fundamentals
Main
Squat Back Barbell 323 1 min 2 12 Technique Development Leg / Hip / Trunk Squat
strength
Lunge 360 Bodyweight 131 1 min 2 1 Leg / Hip strength, balance Lunge
Push Up Leg Up 212 1 min 2 12 Arm / Chest strength, trunk strength, stability Pushing (Horizontal)
Pull Ups Lying Full Range 121 1 min 2 12 Shoulder strength, trunk stability Pulling (Horizontal)
Supplementary – based upon screening results from Physiotherapy
Swiss Ball SL Wall Squat 323 1 min 2 10 Leg strength, flexibility, balance, gluteus activation Squat
Back Reverse Flys Lying Static Hold 323 1 min 2 10 Shoulder function Shoulder
Core
Front Bridge 3P Hands Leg Up Static 1 min 2 60 sec Horizontal stability Stability (Horizontal)
Side Bridge Forearm Star Static 1 min 2 60 sec Horizontal stability Stability (Horizontal)
Medicine Ball Rotation Standing Long Slow 1 min 2 15 Trunk strength, Vertical Stability Trunk (Rotation)
Slow
Warm Down
Flexibility routine Passive 1 2 60 sec Upper and Lower Body Flexibility
Note: The exercises selected in this program can be found in their specific streams (Tables 6083)
Key: 3P 3 Point; Fwd Forward; L Left; m metre; R Right; SL Single Leg; wb Walk Back
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Table 41 ~ Example Training Program: The Integrated Training Session for Field / Court Sports for the Early Training to Train Stage
(1112 years). Early Preparation Phase (Giles & Penfold, 19931997)

Warm Up
Movement Theme
Skipping Alternate High Knees Fast Skip 30 sec 2 60 sec Warm up muscles Jumping (Vertical)
and Double Leg Square
Spiderman Walk Controlled wb 2 10 m Body awareness, flexibility, coordination, loosening General Movement
Backward Roll Continuous Controlled wb 2 10 m Body awareness, flexibility, coordination, loosening General Movement
Cartwheels Standard Controlled wb 2L 2R 10 m Body awareness, flexibility, coordination, loosening General Movement
Running Theme
Hurdle Mobility Walk Level 3 Controlled wb 3 10 m Hip function, hip flexibility, Running Fundamentals Running Fundamental
Ankling Drill Level 1 Slow wb 3 10 m Ankle function, Running Fundamentals Running Fundamental
Mach A Drill Level 1 Slow wb 2 20 m Hip function, hip flexibility, Running Fundamentals Running Fundamental
Main Session
Sport Specific Unit 1520min
Acceleration Runs Rollover Start 100% 36 min 2 3 Running technique Acceleration Fundamentals
Sport Specific Unit 1015min
Squat Hands Behind Head 323 1 min 3 10 Leg / Hip / Trunk strength Squat
Push Up Leg Up 212 1 min 2 10 Arm / Chest strength, trunk strength, stability Pushing (Horizontal)
Pull Ups Lying Full Range Controlled 1 min 2 12 Arm / Chest strength, trunk strength, stability Pulling (Horizontal)
Sport Specific Unit 510min. 4 v 4 small sided games
Core
Front Bridge 3P Hands Leg Up Static 1 min 2 60 sec Horizontal stability Stability (Horizontal)
Side Bridge Forearm Star Static 1 min 2 60 sec Horizontal stability Stability (Horizontal)
Medicine Ball Rotation Standing Slow 1 min 2 15 Trunk strength, Vertical Stability Trunk (Rotation)
Long Slow
Warm Down
Flexibility Passive 12 30 sec Upper Body, Lower Body Flexibility
Key: 3P 3 Point; L Left; m metre; R Right; wb Walk Back;
81
Table 42 ~ Example Training Program: Field / Court Sports for the Late Training to Train Stage (1415 years). Early Preparation
Phase. (Giles & Penfold, 19931997)
This example illustrates the continued commitment to bodyweight exercises and the introduction of the teaching of some primary lifts.

Warm Up
Movement Theme
Skipping Single Leg Standard and Fast Skip 30 sec 2 45 sec Warm up muscles Jumping (Vertical)
Lateral
Backward Roll to 180º Jump Controlled wb 2 5 Body awareness, flexibility, coordination, loosening General Movement
Bench Vault Continuous Controlled wb 2 10 Body awareness, flexibility, coordination, loosening General Movement
Commando Rolls Controlled wb 2 10 m Body awareness, flexibility, coordination, loosening General Movement
Running Theme
Hurdle Mobility Walk Level 4 Controlled 1 min 2 10 m Hip function, hip flexibility, Running Fundamentals Running Fundamentals
Wall Sprint Level 3 Fast 1 min 2 10 Running posture / action Running Fundamentals
Ankling Drill Level 2 Fast 1 min 2 20 m Running posture / action Running Fundamentals
Mach A Drill Level 3 Fast 1 min 2 20 m Running posture / action Running Fundamentals
Main
Squat Back Barbell 323 2 min 2 10 5060% Bwt, Leg / hip strength Squat
Hurdle Hops Continuous Fast 1 min 2 10 Leg / hip eccentric concentric fast strength Jumping (Vertical)
Push Up MB Cross Over Slow 2 min 2 10 Arm / Chest strength, trunk strength, stability Pushing (Horizontal)
Chin Ups Medium Grip 022 2 min 3 5 Arm / Shoulder strength, trunk stability Pulling (Vertical)
Supplementary
Two Way Band Routine Controlled 30 sec 2 10 Shoulder function Shoulder Stability
Core
Side Bridge Forearm Star MB Controlled 1 min 2 60 sec Horizontal stability Stability (Horizontal)
Catch and Pass
SL Squat MB Pass Controlled 1 min 2 10 Leg strength, flexibility, balance, gluteus activation Stability (Vertical)
Barbell Rotation Standing Long Controlled 1 min 2 10 Trunk strength, Vertical Stability Trunk (Rotation)
Warm Down
Flexibility Passive 12 30 sec Upper Body, Lower Body Flexibility
Key: m metre; MB Medicine Ball; SL Single Leg; wb Walk Back;
82
Progression
“Let them adapt before moving them forward.” (Giles, 19972001)
It is intended that by the end of the Fundamental and Training to Train stages the athlete
should have developed a level of competence across all streams. Progress must be measured in
both skill and physical development. Any athlete progressing quickly along the pathway of these
streams should be encouraged to spend more time on consolidating this stage and / or
concentrating on more skill development rather than advancing too quickly into the ‘Training to
Compete’ stage.
It is inherent in this scheme that all athletes pass through the Fundamental stage of
development, regardless of their chronological age, before attempting the routines and systems
of the Training to Train stage. A gradual and broad introduction and progression during the
early training stages will enable a more rapid progression in the later training years. Coaches
must ensure that they are not responsible for limiting a young athlete’s long term development.
It is recommended therefore that coaches do not choose the chronological age of the athlete as
a measure of which stage they are at. Coaches are encouraged to allow the developing athlete
to experience an adaptation to the Fundamental exercise system to establish their competence
level.
Progress through this series of exercises is achieved by the athlete having a permanent
adaptation to each exercise before moving it forward to more complex, faster or more loaded
situations. The vital issue is that each exercise has a foundation of technique that MUST BE
MASTERED FIRST AND FOREMOST. It is of no use advancing an exercise without guaranteeing
technical competence. For example there are many young athletes who can do many
conventional push ups but they often do them with poor trunk and shoulder stability. Simply
doing more and more of these poor push ups will do little to aid long term development. Any
errors conceived at a young age will be carried forward into exercises with much more loading
later on. This can result in injury, inefficient skill execution and limitations to future maximum
strength development.
This foundation period of technique development is essential for the athlete to develop the
appropriate ‘body awareness’ that allows them to feel ‘right’ and ‘wrong’ movement patterns.
This is a learned motor ability and as such it is of no value to rush the young athlete through
the technical development stage. Arriving at a later training stage without securing body
awareness will negatively influence technical development. The later training stages, where
more complex and sports specific adaptations are required, demand the mastery of body
awareness.
Exercises should progress carefully through the following platforms:
The Guide to Progression: ‘Earn the right!’ (Giles, 19992001)
· Static to Dynamic
· Slow to Fast
· Simple to Complex
· Unloaded to Loaded
· Long Contacts to Short Contacts
Each exercise stream is introduced from a teaching / learning point of view where the athlete is
given the Main Coaching Issues in a closed environment. The exercise is usually introduced
statically or certainly at a slow pace. As the athlete becomes more competent the coach has the
83
ability to develop the exercise using a variety of techniques. For example, in the case of
learning a squat, the exercise begins with a double leg static wall squat and progresses as
follows:
o Double Leg Swiss Ball wall squat to 90º static hold
o Double Leg Swiss Ball wall squat to 90º dynamic
o Increase repetitions
o Add external load (medicine ball)
o Double Leg Swiss Ball wall squat to full range
o Free standing double leg squat to 90º
o Free standing double leg squat full range
o Add barbell
o Increase speed of movement
The development of physical qualities must be seen as a task equal in importance to the
development of technique and tactics. It is recommended that physical development
stays one step ahead of skill development so as to allow the athlete the strength
and stability to maximise the learning of the correct technique. To do this requires a
commitment of time which is often at a premium. Coaches must consider the integration of the
development of physical qualities into the normal skill training session.
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Table 43 ~ Progression Sequence: WarmUp Exercises (Running Theme) from Table 40: Example Training Program: Field / Court
Sports for the Early Training to Train Stage (1112 years). Early Preparation Phase.
From General Development
Stream
Initial Gains: Over Several Years Supports the
Development of:
Gluteus Activation All aspects of Controlled Motion
Vertical Stability Greater Dynamic Stability
From Lunge and Running Stream
Exercise Initial Gains:
MiniBand Walks Over Several Years Supports the
Hip, Gluteus, Quad & Hamstring Development of:
(Forward and Backward)
Strength
Hurdle Mobility Walks Hip, Adductor & Hamstring Flexibility All Aspects of Running and Agility
Level 2 Gluteus Activation Greater Functional Strength & Dynamic
Tuck Jumps Pause Dynamic Vertical Stability Stability
Running Mechanics
From Jumping Stream
Development of:
Elastic Leg Strength
All Aspects of Running and Agility
Dynamic Vertical Stability
Explosive Bounding
Triple Flexion/Extension
Plyometrics
85
Table 44 ~ Progression Sequence: Main Exercises from Table 40: Example Training Program: Field / Court Sports for the Early
Training to Train Stage (1112 years). Early Preparation Phase.
From Squat Stream
Over Several Years Supports the
Initial Gains:
Development of:
Hips, Gluteus, Quads & Hamstring BB Back Squat @ 60% x Bodyweight
Strength Explosive Jump Squats for Power
Triple Flexion/Extension Sequence Development of the Clean Stream
Gluteus Strength Greater Dynamic Stability
Total Vertical Stability
From Pushing Stream
Development of:
Arm/Shoulder/Chest/Trunk Strength Complex Loaded Push Up Routines
Exercise Total Horizontal Stability Bench Press @ 50% x Bodyweight
Squats Back Barbell Greater Horizontal Stability
Push Up Leg Up
Lunge 360 Bodyweight From Lunge Stream
Pull Ups Lying Full Initial Gains:
Range Hips, Gluteus, Quads & Hamstring
Development of:
Strength
Dynamic Loaded 360º Jump Lunge
Gluteus Strength
Fast Hurdle Walks
Dynamic Stability
Complex Single Leg Box Jumps
Hip Flexibility
Greater Dynamic Stability
Running Efficiency
From Pulling Stream
Development of:
Back /Arm/Trunk/Chest/Shoulder
Barbell Bench Pull @ 50% x Bodyweight
Strength
Loaded Chins
Scapula Control
Greater Horizontal Stability
Total Horizontal Stability
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Table 45 ~ Progression Sequence: Supplementary Exercises from Table 40: Example Training Program: Field / Court Sports for the
Early Training to Train Stage (1112 years). Early Preparation Phase.
From Squat Stream
Initial Gains:
Hip, Gluteus, Quad & Hamstring Over Several Years Supports the
Strength Development of:
Triple Flexion/Extension Sequence
Gluteus Activation All Triple Flexion/Extension Requirements
Hip Function Running, Jumping, Bounding
Exercise Balance between L&R Leg Injury Prevention
Swiss Ball SL Wall Squat Total Vertical Stability
Back Reverse Flys Lying
Static Hold
From Pulling Stream
Development of:
Shoulder Strength and Function
Trunk Stability
All functions of Throwing Activities
Back Strength
All aspects of Upper Body Strength
Activities
Note: The selection of the Single Leg Box Squats is based upon a screening report that indicated a weakness in Right Leg function. The right leg should be
trained to a greater extent than the left leg (It is important that both legs are trained to ensure muscular balance).
The selection of the scapula exercises is based upon a screening report that indicated poor stability and strength in the shoulders / upper back
complex.
87
Table 46 ~ Progression Sequence: Core Exercises from Table 40: Example Training Program: Field / Court Sports for the Early
Training to Train Stage (1112 years). Early Preparation Phase.
From Stability Stream
Development of:
Horizontal Stability
Body Awareness
Vertical & Dynamic Stability
Hip, Gluteus, Shoulder and Trunk Injury Prevention
Exercise Static Strength
Front Bridge 3P Hands
Leg Up
Side Bridge Forearm Star
MB Rotation Standing From Trunk Stream
Long Slow Initial Gains:
Development of:
Abdominal Strength
Trunk Strength Trunk and Hip Strength for all Activities
Vertical Stability Injury Prevention
88
Running Fundamentals
Introduction
Speed is an essential component in almost every sport and although a major requirement in
activities such as throwing it is more readily desired in running. The development of speed is
influenced by both physical and technical qualities. In many circumstances athletes are asked to
‘run faster’ and many coaches include running drills in their training programs. Too often these
drills, and other fast running practices, are executed in a state of poor posture and with poor
execution. It is highly recommended that coaches of the young athlete encourage the
development of the physical qualities required for running before attempting to embark on high
speed drills.
One cannot separate running performance production from injury prevention, particularly in the
development of running efficiency. Some 90% of all injuries reported are to the lower limbs and
the most significant mechanism of injury is running (Price, Hawkins, Hulse and Hodson, 2004).
The reasons are probably multifactorial, including neuromuscular fatigue, immaturity of the
musculoskeletal and physiological systems and inadequate strength and stability for the desired
movement (Price, Hawkins, Hulse and Hodson, 2004).
The Fundamentals
Although it seems to be an easy task to simply conduct a series of running tests to establish
running performance (10 to 40m Sprint Tests, MultiStage Fitness Test), it is mandatory to
establish the basic components of running competence prior to expecting performance
increases.
Many athletes exposed to running drills (i.e. ‘Mach’ series) in their formative years do so
without fundamental mechanical efficiency. For example the Ankling Drill cannot be effectively
executed if ankle flexibility is inadequate. The ‘Tall Hips’ position cannot be held if hip extension
is limited or if the gluteus muscles are ineffective. Doing these drills incorrectly will create a
long term development problem by memorising incorrect or inefficient movement patterns.
The ability to coordinate the correct movement patterns will have a significant impact on speed
development. Initially the mechanics of sprinting will need to be developed at slowcontrolled
speeds before being transferred to all out maximal running. Any lack of development in Total
Structural Strength, Total Structural Stability and Total Structural Flexibility will limit
the correct development of speed mechanics. Consequently, physical development needs to
slightly precede that of technical development prior to embarking on the function of running
speed development. This will ensure that the athlete not only achieves the required technical
positions, but holds these positions for the required duration. In sequence, the development of
running efficiency should take the following order:
· Establish the physical qualities.
· Weave these qualities into straight line running application at moderate speeds.
· Transfer these integrated qualities into acceleration and agility activities.
Total Structural Flexibility
Although there are many structural issues at stake it is wise to highlight three anatomical
requirements that must be obtained prior to developing running technique.
From the Total Structural Flexibility (ROM) reservoir (see Running Fundamentals CD) the
following competence levels are mandatory:
89
Ankle Flexibility (Knee to Wall): see Running Fundamentals CD
Test: Against a wall check the distance from the wall of the big toe when the
knee is flexed and held against the wall.
Hamstring Raise (Lying Leg Raise): see Running Fundamentals CD
Test: Lying flat, athlete raises a straight leg with foot cocked to best height
and holds. Check for any lateral drift or external rotation.
Hip and Quadriceps Flexibility (Thomas Test): see Running Fundamentals CD
Test: Lying on back with hips hanging over edge of bench. Athlete holds one

bent knee to chest keeping a flat back posture. Thigh of free leg should be at
least horizontal to the ground. Lower limb of free leg should hang down at 90º.
There should be no external rotation or lateral drift of the free leg.
Table 47 ~ Required Flexibility Competence for Running Mechanics
Exercise Poor Acceptable Ideal

Ankle Flexibility <8 cm 811 cm 1214 cm
Lying Hamstring <80º 8090º >90º
Raise
Thomas Test (1) Thigh raises above Thigh a little below
horizontal horizontal
Thomas Test (2) Lower leg >90º to Lower leg at 90º to thigh
thigh
Thomas Test (3) Back arches No external rotation or
External rotation lateral drift. Back
and/or drift of free leg remains flat
Total Structural Strength
Strength plays a number of key roles in running development including the maintenance of
correct running posture, the contribution to horizontal propulsion and the ability to handle high
ground reaction forces.
The development and progression of the posture required for acceleration is strongly influenced
by exercises from the Stability stream. Movement patterns required for the development of the
correct running action are found in the Running Fundamentals stream. The desire for faster
speeds will be influenced by the strength required to both obtain and maintain these positions
and actions. Developing the ability to hold the required positions will minimise loss of force
during the running action.
A significant correlation exists between an athlete’s lower body strength (obtained from the
Lunge and Squat streams) and their ability to accelerate. This can be explained by Newtons 3 rd
law which states for “every action there is an equal and opposite reaction”. In other words the
greater the force applied down and back against the ground during an efficient running stride,
the more force will be returned to propel the athlete in a forward direction.
Adequate eccentric strength, gained from the Jumps stream, coupled with the correct posture

gained from the Stability stream, is required to handle the high eccentric loading one
encounters as a result of the ground reaction forces. If one cannot handle these forces
propulsion may be impeded. The better an individual’s eccentric strength the more efficiently
90
the body is able to utilise the available forces. The less stable the body is, the more the force
producing muscles are asked to keep us stable thus, taking them away from their primary task.
Technical Development
Drills play an integral role along the path to improving speed. The introduction, progression and
speed of the drills will be dependant on the physical development of the athlete using them. As
such, key flexibility, stability and strength issues need to be addressed so as to ensure the
correct neuromuscular patterning. Introducing or progressing drills before the athlete is
physically ready may result in the development of poor technical models and the potential for
injury. These errors may be difficult to correct later in the development continuum. Therefore,
just as the use of speed drills may assist in developing good running mechanics, the teaching of
incorrect drills can ingrain bad habits. The athlete should only be progressed when they are
both physically and technically competent.
The Benefits of Speed Drills
· Crucial in the development of proper running mechanics
· Act as exercises that strengthen the hamstring and postural muscles (hips and core)
responsible for good sprint mechanics
· Excellent for developing dynamic flexibility
· Used to improve:
o muscular strength and power: by sprinting at maximum speed over short
distances (1030 m)
o muscular endurance: by sprinting over longer distances at max speed (3080m)
· Used as a functional assessment of the athletes current readiness for competition or
training
o “The athlete feels / looks snappy off the ground” speed session can be of a
high quality
o “The athlete feels / looks a little heavy” the training session may need to be
modified
o “The athlete feels / looks tight” extra flexibility may be needed before moving
onto the main training aspect
Table 48 illustrates the key drills that should be used for speed development. Although there
are numerous other drills it is best to use them either for variety or when trying to address
particular individual limitations an athlete may possess.
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Table 48 ~ Speed Drills The Key Drills: see Running Fundamentals CD
Drill Key Physical Qualities Function Progression

Ankling Ankle, Calf flexibility and Improve foot strike WalkJogRun
strength position
Wall Drill Hip, Quad and Gluteus Improve knee lift as a WalkJogRun
flexibility and strength function of effort put
into the ground, not
Strong and Stable Core by lifting
Mach A & B Hip, Quad and Gluteus Development of WalkJog/Skip
flexibility and strength posture for maximum Run
speed
Mobile Shoulder complex Improves knee lift
Strong and stable Core Improves hamstring
strength (B)
High Knees Hip, Quad and Gluteus Improves knee lift, WalkJog/Skip
flexibility and strength recovery leg speed Run
and position
Mobile Shoulder complex
Strong and stable core
The Drills
Ankling
This drill isolates the correct placement of the foot on and off the ground. By emphasising a
rigid dorsiflexed (cocked) ankle with the big toe ‘up’, the athlete will be able to make the most
efficient contact with the ground.
High Knees
This is a more complex segment of the sprinting action that sees the ‘high knee’ component
initiated by the correct positioning of the foot. The Ankling Drill sets up the correct foot position
and the High Knee Butt Kick action sees this position continued, as the foot is lifted off the
ground and rapidly moved into the next forward stride. The ankle remains dorsiflexed during
the pick up and the athlete attempts to strike the lower gluteus / high hamstring area with the
heel. This action makes the knee travel high and the leg to travel very quickly forward due to
the now shortened lever. An excellent teaching cue is to encourage the athlete to ‘step over the
height of the opposite knee’ during the action.
Mach A
This drill sees the athlete combining both Ankling and High Knee Butt Kick actions into an
exercise that coordinates the total body into the action. The athlete will be tested in remaining
‘Tall’ / ‘High Hips’ during the drill. The athlete must continue to ‘step over the height of the
opposite knee’ during the action. The height of the knee is influenced by the work off the
ground.
Mach B
This a more advanced exercise as it is designed to allow the athlete to express more force
‘down and back’ against the ground. Arguably, the most essential technical component to
horizontal propulsion, this drill will demand a high degree of total structural strength and
stability so as to ensure that the appropriate technical proficiency is achieved and maintained.
92
The drill sees the athlete slightly extend the leg at the knee just before the foot is driven to the
ground. This exaggeration of the so called ‘pawing’ action allows the body to develop the ability
to both actively ‘pull the foot down and back’ (i.e. pawing), while holding the essential ‘Tall
Hips’ running posture.
Drills should be introduced at slow speeds first. Isolating one leg at a time during the learning
stage is recommended. The progression up to the faster speeds must be done while
maintaining correct positions. The long term aim is perform a high number of repetitions over a
given distance. In the table below the drills are described relative to training distances and
speeds.
Table 49 ~ Speed Drills – Progression
Drill Progression
Stage 1 Stage 2 Stage 3
Ankling Walk 1020 m. Jog 2030 m. Run 1020 m.
Slow Faster Fastest
Wall Drill Slow Faster Fastest
Mach A Walk 1020 m. JogSkip 2050 m. Run 1030 m.
Slow Faster Fastest
Mach B Walk 1020 m. JogSkip 2050 m. Run 1030 m.
Slow Faster Fastest
High Knees Walk 1020 m. JogSkip 2050 m. Run 1030 m.
Slow Faster Fastest
Table 50 outlines how Speed Drills may be integrated and progressed within the physical
development program. In this way the running fundamentals can be developed and progressed
in an easy to follow method. Although 510 m sprints do occur in the early stages, the focus is
on developing fundamental strength, flexibility and movement precision.
93
Table 50 ~ Speed and Agility Development Stream – An Integrated Program
Level Continuum Drills and Posture

Ankling Walking
1 Long ground contact. Lunge Matrix
Slow movements. 510 m Sprints
Simple actions. Early stage Agility drills
Ankling Jogging
2 Wall Drill Slow (position & pause)
Mach Drill A (Slow & controlled)
Mach Drill B (Slow & controlled)
520 m Sprints
Early stage Agility drills
Ankling Running
3 Wall Drill Faster speed (position &
speed)
Mach Drill A (Faster speed & control)
Mach Drill B (Faster speed & control)
High Knees (heel to butt) / (walk &
jog)
530 m Sprints
Later stage Agility drills
Ankling Running
4 Wall Drill Fast (position & speed)
Mach Drill A (Faster speed)
Mach Drill B (Faster speed)
High Knees (heel to butt) / (run)
540 m Sprints
Late stage Agility drills
All Drills (1015m) into an
5 Acceleration
Resisted Pushing and Pulling
Short ground contact. Short Hill Sprints
Fast movements. Speed development activities
Complex actions. 550 m Sprints
End stage Agility drills
94
Physical Competence Tests
For those athletes with a long term view on their participation in physical activity, the aim is to
prepare a reservoir of physical competence as wide as it is deep. Successful results in their
senior years will depend upon their ability to tolerate and adapt to quite severe training loads.
The world of the elite athlete is not a place for the fainthearted or those athletes with
structural, physiological and psychological limitations. Whatever can be done must be done, to
eradicate these limitations during the formative years of athletic development.
Aim
It is important to note that the tests conducted should reflect the age and the exposure to
structured training of the athlete. Any test environment can be a daunting and confidence
breaking situation for a developing athlete and as such the coach should never ask an athlete to
do something of which they are not capable. Through enjoyable play circumstances over a
period of sessions the coach should be able to assess the test level of the athlete and only
prescribe test inclusion where necessary. This point is further illustrated by the coach
continually monitoring the training program on an individual basis. It is not always necessary to
test athletes particularly when the coach has organised the program so that he or she deals
with small groups of athletes at one time. With small, manageable groups the coach will be able
to evaluate progress in each exercise stream and use the information to assess the competence
of the athlete. The experienced coach knows that ‘training is testing, and testing is training’.
The primary aim of the Competency test battery is to assist in establishing the athletes training
age and ‘trainability’ across a wide range of movements. Too often tests are chosen and
conducted with young athletes for the primary purpose of team selection and competition.
These tests are usually watered down versions of those conducted with fully developed
athletes, especially under the ‘new’ ‘talent identification’ processes. Young athletes undergoing
these tests invariably focus more on the result than the execution of the required technique for
their development age. It is likely, with the correct presentation of the test environment, that
the young athletes can experience some ‘fun’ while they attempt these personal tests.
The results from the Competency tests will also form the detail from which the initial training

programs will be determined. The tests will allow the athlete to show competence in controlled
movement rather than the amount of weight carried or the speed of the movement. Some tests
are derived from, and appear in more than one stream as an illustration of their integration.
As the concern is for development over a number of training years, it must not be forgotten
that the bodyweight of the athlete will change during this extended period. It will be noticed
that some bodyweight tests (e.g. Chins) remain at the same competence requirement level over
the period of time. This is due to the predicted increase in bodyweight during this time which
acts as an increase in load. For a similar reason the ‘Wall Angel’ competence requirement stays
constant across the timeline. This is recommended, as the anatomical changes during this
period, particularly for males, can be detrimental to maintaining the required shoulder flexibility.
When an athlete achieves a level of competence in a given exercise it is a cue for the coach to
further develop the repetitions, complexity, speed or external resistance of the exercise. Should
an athlete achieve competence at an early age across all exercise streams it is wise for the
coach to consolidate at this level rather than advance the athlete too fast into the next stage of
training. In many instances individuals who become competent in one stream can ignore their
weaknesses in others and misguidedly race forward to the next training stage. The intention
must be to develop competence across ALL streams. There is much to do during this
developmental period and it may be of long term advantage to further explore such qualities as
speed development or sports specific skill acquisition if an early maturer progresses quickly in
all streams.
95
Importantly, the results of these tests must be interpreted for the athlete. They should receive
a clear summary of their results, outlining both their successes and weaknesses. The coach will
then be able to encourage the athlete onwards to the next stage of training with a new plan to
overcome their weaknesses and take advantage of their strengths.
Note: All tests should stop if technique or safety is compromised.
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Required Competence Levels
· No matter what levels of performance are attained the coach must interpret them in
the context of a long term program.
· It is mandatory to spend as long as is necessary on each exercise series to achieve
permanence in muscle memory.
· Achieving a stated performance and rushing on is NOT the idea.
· Consolidating the movement pattern is as important as achieving it.
· Coaches should consider the quality and accuracy of the technique of the movement
rather than looking to advance the loading or complexity.
· In some cases the competence level is primarily a technical one especially in the
Stability stream. Evaluating an athlete’s competence in this stream is a matter of
STABILITY and not loading. For all Streams in the Fundamental and Training to Train
stages the key aspect is technical development. Coaches must always remember that,
in general terms, the athlete is only 1415 years of age at the latter stages of the
Training to Train stage and external loading is not the primary aim of the program. The
1520 year age group offers sufficient time for external loading to gain the upper hand;
but only in the presence of the required and permanent technical competency.
· The following recommended standards are the MINIMUM attainment levels required to
advance the training stage. They should be viewed as being attainable for all young
people and not just for those who have an interest in sport. A young adult with physical
competence across a wide range of exercises can look forward to an adult life with
some degree of freedom from the ravages of muscularskeletal problems currently
experienced by the older generation.
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Table 51 ~ Physical Competence Standards: End of the Fundamental Stage Boys
and Girls (1011 years) (Giles, 19992001)
Stream Competent
Stability
Front Bridge 4P Forearms 120 sec
Side Bridge Forearm 120 sec
60º Sit Up Test 120 sec
Back Extension Static 120 sec
Single Leg Static Squat Sequence (L&R) 10 sec, balanced, each position
3 Positions
Squat
Double Leg Squat Bodyweight 10
Single Leg Squat Bodyweight (L&R) 5 L&R
Lunge
Forward & Return (x 5 each leg) 10
Jump
Landing Competence 3 Levels Hold 10 sec (Check L v’s R)
Shoulder
Protraction Retraction 10
Wall Angel 10
Push
Push Up Standard 15 (Check stability during motion)
Dips Bench Feet Up 15
Pull
Lying Pull Ups Full Range 15 (Check stability during motion)
Key: L&R Left and Right
These standards give an indication of the qualities attained after several years of training in the
Fundamental stage. When an athlete displays these standards it is likely that they can enter the
next stage of training with a reservoir of quality athletic, functional and technical development.
With these qualities the athlete and coach can expect considerable attainment in technical
development.
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Table 52 ~ Physical Competence Standards: End of the Training to Train Stage Boys (1415 years) (modified and adapted from Giles,
19992001)
Stream Competent Above Average Below Poor

Average Average
Stability
Front Bridge 3Point Hands 1 Leg Up >120 sec 90120 sec 6089 sec 3059 sec <30 sec
Side Bridge Hands Star (L&R) >120 sec 90120 sec 6089 sec 3059 sec <30 sec
Squat
Single Leg Squat Box (Thigh //) L&R 5 4 3 2 01
Squat Back Barbell (Thigh //) 10x60% Bwt 89 67 45 03
Lunge
10m Lunge Walk (Thigh //) Functional mobility – subjective assessment
Push
Dips Straight Leg >12 1012 79 46 03
Bench Press 10x50% Bwt 89 67 45 03
Pull
Chin Ups >10 810 57 24 01
Bench Pull Barbell 10x50% Bwt 89 67 45 03
Jump
Standing Long Jump (‘stick’ landing) >2.40 2.302.39 2.202.29 2.002.19 <2.00
5 Jumps (‘stick’ landing) >12.00 11.5011.99 11.0011.49 10.5010.99 10.0010.49
5 Hops (L&R) >12.00 11.5011.99 11.0011.49 10.5010.99 10.0010.49
Trunk
Back Extension Static >120 sec 90120 sec 6089 sec 3059 sec <30sec
Hanging Raises Straight Legs >10 910 68 35 02
Agility
Hurdle Jumps Square Pattern Functional mobility – completion + subjective assessment
Hurdle Jumps Square Pattern (L&R) Functional mobility – completion + subjective assessment
Key: // Parallel; Bwt Bodyweight; L&R Left and Right
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Table 53 ~ Physical Competence Standards: End of the Training to Train Stage Girls (1415 years) (Modified and adapted from Giles,
19992001)
Stream Competent Above Average Below Poor

Average Average
Stability
Front Bridge 3P Hands Leg Up >120 sec 90120 sec 6089 sec 3059 sec <30 sec
Side Bridge Hand Star (L&R) >120 sec 90120 sec 6089 sec 3059 sec <30 sec
Squat
Single Leg Squat Box (L&R) (Thigh //) 5 4 3 2 01
Squat Back Barbell (Thigh //) 10x60% Bwt 89 67 45 03
Lunge
10m Lunge Walk (Thigh //) Functional mobility – subjective assessment
Push
Dips Straight Leg >12 1012 79 46 03
Bench Press 10x50% Bwt 89 67 45 03
Pull
Chin Ups >10 810 57 24 01
Bench Pull Barbell 10x50% Bwt 89 67 45 03
Jump
Standing Long Jump (‘stick’ landing) >2.10 2.002.09 1.901.99 1.80189 <1.80
5 Jumps (‘stick’ landing) >11.00 10.5010.99 10.0010.49 9.509.99 9.009.49
5 Hops (L&R) >11.00 10.5010.99 10.0010.49 9.509.99 9.009.49
Trunk
Back Extension Static >120 sec 90120 sec 6089 sec 3059 sec <30 sec
Hanging Raises Straight Leg >10 910 68 35 02
Agility
Hurdle Jumps Square Pattern Functional mobility – completion + subjective assessment
Hurdle Hops Square Pattern (L&R) Functional mobility – completion + subjective assessment
Key: // Parallel; Bwt Bodyweight; L&R Left and Right
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The Tests
Stability Tests
Together, the following tests will give an indication of the athlete’s ability to both endure and

control a position. The bridging tests will give an indication of the athlete’s ability to statically
hold together the entire kinetic chain from feet to shoulders. These tests are further advanced
by reducing the number of balance points (3 and 2 Point). Greater stability is required to
properly execute the Single Leg Box Squat test as the athlete’s leg strength is tested. This
ability is further tested using the different Jump and Hop tests where the athlete has to absorb
the shock of landing (eccentric strength) and at the same time control all body parts.
Squat Tests
These tests will give the clearest indication of the athlete’s ability to both extend and flex the

hip, knee and ankle joints in a controlled sequence of strength and stability. The single leg
variety will give the coach an indication of any discrepancies between right and left leg function
and development.
The Pushing and Pulling Tests
These tests not only show how well an athlete can handle and control their upper body but also
give an indication of how stable the shoulder girdle is. Pulling exercises centre on the ability of
the athlete to retract and control the scapula during movement and during weight bearing.
Lunge Test
These tests allow the athlete to show the ability to transfer weight from one foot to the other
while maintaining correct posture and control. The Walking Lunge test is a major indicator of
control and flexibility during motion and is a major illustrator of the fundamentals of running
mechanics and efficiency, in particular the ‘Tall Hips’ component of the running action.
Jumping Tests
These tests show the athlete’s ability to maintain balance and control during both the takeoff
and landing phases of jumping. Acceleration and agility derivatives are found in the jumping
stream and therefore, this ability is an important assessment process. Integrated strongly with
the Squat, Lunge and Stability streams, this physical quality demands accuracy and precision in
its development. Instructing the athlete to ‘stick’ the landing and maintain balance and direction
illustrates the need to observe stability rather than the distance jumped in the tests.
Trunk Tests
These tests are linked directly to the Stability streams as they isolate the trunk which is the part
of the body connecting the upper and lower limbs in the kinetic chain.
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Fundamental Tests – Coaching Issues and Test Criteria
Front Bridge 4P Forearms
· From forearms and toes.
· Head in neutral position looking down.
· Gluteus activated.
· Lower abdomen ‘drawn in’.
· Shoulder blades retracted.
· Body in line.
· Athletes will stop when posture becomes distorted or excessive tremors occur.
· Athletes are asked to stop if they feel any pain.
· Time the athlete in the correct position
Side Bridge Forearm (L&R)
· From forearms and feet.
· Hands in line with body.
· Body in line.
· Gluteus activated.
· Support arm at 90º to the body.
60º Static Sit Up Test
· Sitting with bent knees the athlete leans back to 60º and holds the position.
· Arms are kept across the chest.
· Time the athlete in the correct position.
Back Extension Static
· With feet fixed the athlete hangs out over the edge of the bench from the pubic bone.
· Hands are clasped across chest holding biceps.
· Shoulder blades must remain retracted and Gluteus contracted at all times.
· Back is extended to parallel to the ground.
· A neutral spine position is to be held at all times.
· The athlete is asked to cease the test if they feel pain at any time.
Single Leg Static Squat Sequence 3 Positions (L&R)
· Position 1 (High position) Thigh at 120º Hold for 10 seconds.
· Position 2 (Medium position) Thigh at 90º Hold for 10 seconds.
· Position 3 (Low position) Thigh parallel Hold for 10 seconds.
· Free leg held ahead of body.
· Head Up, Chest Up, Flat back, Butt Out.
· Check both the time and quality of the held position.
· Note: Give plenty of recovery between each position attempt. Fatigue can distort the
result if there is not sufficient recovery between the High, Medium and Low positions.
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Double Leg Squat Bodyweight
· Athlete slowly sits into a squat position with the thighs parallel to the floor.
· Heels must stay in contact with the ground at all times.
· Trunk stays as upright as possible.
· Check the depth of the squat and the quality of the posture.
Single Leg Squat Bodyweight
· From a single leg balance.
· Lower to 90º between thigh and lower leg and return.
· Check both the depth of the squat and the quality of balance.
Lunge Forward and Return
· Athlete steps forward so that lead thigh is parallel to the floor.
· Head Up, Chest Up.
· Front knee should be above front foot.
· Athlete pushes back to standing position and repeats on the other leg.
· Trunk remains upright.
· Check the efficiency and balance of the ‘return’ step.
Landing Competence 3 Levels (Appropriate for all ages)
· Sequence (1) Double Leg to Double Leg (2) Double Leg to Single Leg (3) Single Leg
to Single Leg
· Compare distance achieved with R and L legs in (2) and (3).
· Check the ability to hold the position for 10 secs without deviation or distortion.
· Check that the athlete lands and bends ankle, knee and hip (Butt Out on landing) using
all 3 joints.
· Measure the distance gained and the efficiency of landing
Protraction Retraction
· Standing or seated.
· Pull shoulders down and back (retraction).
· Push shoulders forward (protraction).
· Slow and controlled movement.
· Shoulders must stay low in both directions.
Wall Angel
· Wall Angel facing the wall.
· Body, toes and nose in contact with the wall.
· Arms out straight and held low.
· Arms are swept slowly upwards against the wall to a position just before retraction is
lost, and then returned.
· Scapula must be held retracted at all times.
· Check the range of movement before retraction is lost.
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Push Up Standard
· Athlete sets the shoulder blades back and down and supports the weight on hands and
feet.
· Gluteus remains contracted.
· Trunk remains fixed and straight at all times.
Dips Bench – Feet Up
· Athlete sits on the ground with legs extended and elevated onto a bench or box. Hands
behind body placed upon top of a 30 40cm box.
· Athlete pushes up, extending the elbows, while keeping heels on the ground.
· Trunk must remain upright.
Lying Pull Ups – Full Range
· Lying underneath a bar the athlete grips the bar at shoulder width and makes the
entire body rigid.
· The athlete pulls themself up so that their chest touches the bar.
· There should be no use of momentum by pushing off the ground or thrusting the pelvis
forward.
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Training to Train Tests Coaching Issues and Test Criteria
Front Bridge 3 Point Hands 1 Leg Up
· From hands and toes.
· One leg is extended, making no contact with the ground.
· Head in neutral position looking down.
· Gluteus activated. Shoulder blades retracted.
· Body flat and in line no rotation of the hips.
· Test one side only as this will give a clear indication of 3point stability
Side Bridge Hand Star (L&R)
· From hands and feet.
· Support arm at 90º to the body.
· Free arm vertical in line with support arm in star position.
· Top leg abducted in a star position.
· Hands in line with body.
· Lower abdomen ‘drawn in’. Gluteus activated.
· Body in line.
· Test both sides
Single Leg Squat Box (3045cm box)
· Flex at hip, knee and ankle to a position where the athlete’s thigh is parallel to the
ground.
· Hands ahead of the body, trunk as upright as possible.
· Head Up, Chest Up, Butt Out.
· Heel must stay in contact with the box.
· No contact with the box or ground by the free leg.
· Check both the depth of squat and quality of balance.
Squat Back Barbell
· Athlete performs 10 x unloaded squats for technique.
· Head Up, Chest Up, Butt Out, Heels down.
· If satisfactory the athlete is to perform 10 x parallel squats with a light bar.
· If satisfactory the athlete is then to conduct the same test with a load equal to 60%
bodyweight.
· Bar is held across top of the shoulders and not on the neck.
· Athlete lowers until thigh is parallel to the ground.
· Feet are a little wider than shoulder width.
· Heels must stay in contact with the ground at all times.
· Trunk stays as upright as possible.
· Check the depth of squat and the quality of posture.
· There are to be no forced or assisted reps.
105
10m Lunge Walk
· A unique test of function, balance and coordination where the athlete takes 10 very
slow walking lunge steps continuously with a slight pause at the standing position.
· This position should see the knee held high, the hips extended (‘Tall Hips’), the sole of
the free foot stepping over the support knee.
· The feet are kept ‘cocked’ (dorsiflexed) throughout the movement.
· Trunk remains upright, hands on hips.
· Check waistband for hip collapse. Check alignment of knee and foot.
· View from front and side.
Dips Straight Legs
· Hands at shoulder width apart.
· Body to remain vertical at all times.
· Legs are to be kept either straight or bent but must remain in the starting position at all
times.
· Body is lowered to full depth.
· Arms must lock out to complete the repetition.
· No swinging.
Bench Press
· Athlete performs 10 x push ups, chest to floor.
· If satisfactory, athlete performs 10 x Bench Press with a light bar for technique.
· If satisfactory, the athlete performs the same test with a load equal to 50%
bodyweight.
· Bar is held with pronated grip, shoulder width apart.
· Bar touches high point of chest and is pushed back vertically.
· Feet are kept flat on the floor with hips always in contact with the bench.
Chins Ups
· Prone grip, hands at shoulder width.
· Full range of motion is to be achieved to count the repetition.
· Legs can be straight or bent but must remain in chosen position.
· Athlete pulls so that chin is over bar and returns to the long hang position in control.
Bench Pull Barbell
· Bar is held with pronated grip, shoulder width apart.
· Shoulder blades must remain retracted at all times.
· Bar is pulled up towards the chest, making contact with the bench.
· Legs are bent at the knee.
· Chest, hips and forehead must remain in contact with the bench.
· Athlete does 10 reps with the bar to check technique.
· If satisfactory the athlete conducts the test with a load equal to 50% bodyweight.
106
Standing Long Jump (SLJ)
· This is a two feet take off to a two feet landing.
· Athlete places both feet to the start mark and jumps for distance.
· The athlete must ‘stick’ the landing.
· Head Up, Chest Up, Butt out on landing.
· Attempt is measured from the back of the rearmost heel.
5 Jumps
· From a standing, two feet start the athlete executes 5 continuous jumps.
· The athlete must ‘stick’ the last landing and the measurement is from the rearmost
heel.
· Check for any lateral deviation during the jumps.
5 Hops (L&R)
· From a standing start the athlete hops for distance landing on the same leg
continuously for 5 hops.
· Head Up, Chest Up.
· Measurement is taken from the heel of the last hopping foot. Make a note of where this
heel lands after the 5 th hop. The athlete is not required to ‘stick’ the last hop.
· Repeat for the other leg.
· Vertical stability and alignment through the trunk, hips and knees must be attained.
· Check for any lateral deviation during hops.
Back Extension Static
· With feet fixed the athlete hangs out over the edge of the bench from the pubic bone.
· Hands are clasped across chest holding biceps.
· Shoulder blades must remain retracted and Gluteus contracted at all times.
· Back is extended to parallel to the ground.
· A neutral spine position is to be held at all times.
· The athlete is asked to cease the test if they feel pain at any time.
Hanging Raises Straight Leg
· Hanging with a pronated grip from a bar the athlete raises straight legs with feet
together so they are parallel to the ground.
· After a controlled pause they are then lowered to the long hang position.
· Feet are kept together with feet ‘cocked’ (dorsiflexed) at all times.
· No swinging
Hurdle Jumps Square Pattern
· Athlete starts inside a 1m square of 20cm high hurdles or witches hats.
· The centre of the square should be marked with a cross or dot.
· Always landing and taking off from 2 feet the athlete completes the test by:
o Start in the centre of the square and jump forwards out.
o Jump backwards into the centre of the square and sideways out
o Jump sideways into the centre of the square and backwards out.
o Jump forwards into the centre of the square and sideways out.
o Jump sideways back into the centre of the square to ‘stick’ the landing.
107
· This is a continuous sequence.
· Good balance with smooth transitions is required to score high.
· The athlete must land on the centre mark each time.
Hurdle Hops Square Pattern
· Conducted as the Hurdle Jumps Square Pattern test but using Left and Right Leg.
Evaluating the Tests
Some experienced coaches have produced a set of scoring values to assist them in quantifying
those tests that require more than an objective measurement. It must be fully understood that
the majority of the test criteria are based upon the technique of the exercise being undertaken.
To this extent some coaches have assisted their interpretation of the exercise assessment by
developing certain scoring systems based on the violations of technique during the tests.
For example, during the flexibility and functional tests that form the cornerstone of physical
requirements for running efficiency, some coaches have set certain points scoring for loss of
form and function. The table below (Table 54) shows the objective measurements of hip and
leg range of motion and function, extrapolated from the ranges recommended in Table 47, into
a scoring table.
In the Thomas Test points are deducted when the dysfunction is apparent e.g. 3 points
deducted for external rotation of the thigh.
Table 54 ~ A Typical Test Scoring System (Modified and adapted from Penfold, 1992
2003)
Thomas Test Thigh Lower Leg External Back Arch Thigh Drift
above 90º >90º Rotation
Point 1 2 3 4 5
Reduction
This type of objective scoring allows the coach to log the precise dysfunction of the athlete and
use it as a point of reference for future test scores. The high points deductions come from back
arching, external rotation of the thigh and lateral drift of the thigh. These indicate dysfunction
in the mechanics of the hip region. The lack of range of the hip flexors and quadriceps is less of
a problem and scores lower for points deduction. A simple flexibility program to lengthen these
muscle groups will eradicate the problem, whereas the former issues will need much closer
scrutiny.
As coaches gain more experience in these tests they will be able to quantify more and more of
the technical components into set scoring tables that will allow for more validity in their
assessments. The key is to carefully observe the actions of the athlete during the test to form a
conclusion based upon their movement efficiency rather than the speed, distance or repetitions
completed.
108
Guide to Video Clips
It is not the intention of this resource to provide a complete list of all known exercises – this is
not possible. The intention is to provide:
· A starting point – the introductory movement patterns
· The main features of technique and other coaching issues
· How to advance an exercise in both loading and complexity
Each stream acts as a template for exercise selection and progression. Coaches will recognise

many alternative exercise selections based upon their previous success in developing physical
qualities and are encouraged to enhance the examples presented here when appropriate. Each
stream indicates a starting exercise with a brief note of the main feature being viewed. Basic
coaching points are listed with notes on how the exercise is to be progressed.
Levels of competence have been previously outlined (Tables 51, 52 and 53) and serve as a
guide to coaches as they progress the athletes through the Fundamental and Training to Train
stages. The primary environment of the Fundamental is one of FUN. Coaches must ensure that
the recommended exercises are integrated into the ‘play’ and ‘game’ situations presented to the
athletes at this time. The competence levels listed for the latter stages of the Training to Train
stage (1415 years) (Tables 52 and 53) have been determined relative to entry standards for
more advanced work in the Training to Compete stage and are generally applicable to athletes
beyond their midteenage years. These standards indicate a training age of at least 5 years.
It must be understood that progress may be slow as the athlete adapts to the technique of the
exercise. Additional loading or speed of movement must only be introduced within the athlete’s
technical expertise.
Program Checklist
· Establish the training age of the athlete (Screening, Competence Tests, PHV etc.)
· Integrate Academic and Sport Commitments
· Choose an appropriate Competition Schedule
· Establish Training Periods
· Establish Training Phases
· Establish Training Weeks
· Establish and balance the Weekly Training Sessions
· Detail the individual Training Sessions
Balancing the Choices
When examining the extensive choice of exercise streams and the subsections contained
therein the coach may find exercise selection somewhat overwhelming. This is coaching, and
there are ‘rules of engagement’ that exist to help the coach towards the best decision on behalf
of their athletes.
The Jumping stream offers a clear illustration of this coaching methodology as the coach is
faced with having to select and integrate jumping development from Jumping Fundamentals,
Horizontal Jumping and Vertical Jumping streams. One way of integrating would be for the
coach to choose one subsection per training day and spread the load through the week. For
example (Table 55), following an initial ‘Jumping Fundamentals’ training phase, the program
can consolidate the Fundamentals on Monday and include the other sections later in the week.
109
Table 55~ Integrating the Jumping Streams
Monday Wednesday Friday

Jumping Fundamentals Horizontal Jumping Stream Vertical Jumping Stream
Stream
In the case of the Stability stream the coach is faced with the further three choices of
Horizontal Stability, Vertical Stability and Dynamic Stability. Using the ‘simple to complex’
coaching rule the choice may be as follows:
Table 56 ~ Integrating the Stability Streams
First 6 week Block Second 6 week Block Third 6 week Block

Horizontal Stability Vertical Stability Dynamic Stability
Here the coach starts the program with simple, static exercises before introducing the more
complex vertical and dynamic exercises. In most cases the introductory Horizontal Stability
stream sees the Front Bridge, Back Bridge and Side Bridge exercises being progressed together
as a series within the session e.g.
Table 57 ~ Front, Back and Side Bridge Series
Front Bridge 4P Forearms x 30sec
Back Bridge 4P Forearms x 30sec
Side Bridge Forearms x 30sec
Rest and repeat for required number of sets
As competencies develop in other streams (Jumping, Squat, Lunge, Trunk etc.) they will provide
the physical qualities to develop the Stability stream from Vertical to Dynamic. This is an
illustration of how all streams are reliant upon each other in integration.
Various coaching ‘tools’ are available to the coach when the question of progressing an exercise
is raised. Slow to fast, simple to complex, static to dynamic and unloaded to loaded being the
main criteria used. With the coach only progressing the exercise when the athlete has ‘earned
the physical right’, the young athlete will always be able to attempt something of which they
are physically capable. Table 58 and 59 give an example of this progression sequence.
110
Examples of Clip Progression: Fundamental Stage
Table 58 ~ Example Clip Progression Fundamental Stage
Stream: Stability Stream: Pushing Stream: Squats
Front Bridge 4P Forearms Standing Wall Push Up SB Wall Squat Static Hold

Back Bridge 4P Forearms Start Feet Close Start High Position (120º)
Side Bridge Forearms
Start 30 sec Increase reps Increase ‘Hold’ time
120 sec Feet Away Medium Position (90º)
Hands and Feet Increase reps Increase ‘Hold’ time

Start 30 sec
Push Up Incline
Start High Box Low reps Low Position (parallel)
120 sec
Increase reps Increase ‘Hold’ time
Low Box Add MB at all Positions
Squat Arms Extended
Increase reps Start Low reps
Push Up Modified
Start Low reps Increase reps
Increase reps Add MB
Push Up Standard
Squat Hands Behind Head
Increase reps Start Low reps
Push Up Wide
Increase reps
Push Up Close
Start Low reps
Increase reps
Push Up Multiposition
Start Low reps
Increase reps
Push Up One Leg Up
Start Low reps
Increase reps
Key: 4P – 4 Point; MB – Medicine Ball; reps – repetitions; SB – Swiss Ball; sec – seconds;
111
Examples of Clip Progression: Training to Train Stage
Table 59 ~ Example Clip Progression – Training to Train Stage
Stream: Stability Stream: Stream:

Pushing Squat
Stream Section: Stream Section:
Horizontal Horizontal
Front Bridge 3P Forearms Push Up Lateral Shift Squat – Back Barbell

Start 30 sec Start Low reps Start Broomstick
Increase reps Increase reps
120 sec
Push Up Circle
Front Bridge 3P Hands Start Low reps Sand Sack
Start 30 sec
Increase reps Increase reps
120 sec
Push Up 2 Arm MB Increase resistance
Start Low reps
Front Bridge 3P Forearms Leg
Up Barbell
Start 30 sec
Increase reps
Increase reps
120 sec
Push Up Resisted
Start Light resistance Increase resistance
Front Bridge 3P Hands Leg Up
Start 30 sec
Increase resistance
120 sec
MB XOver
Front Bridge 3P Forearm Arm Start Low reps
Up
Start 30 sec
Increase reps
120 sec
Increase height
Front Bridge 3P Hands Arm Up
Start 30 sec
Increase reps
120 sec
Key: 3P 3 Point; BB Barbell; MB Medicine Ball; reps repetitions; sec seconds;
XOver Cross Over
112
Practical Exercise Streams
Exercises and information listed in the ‘white’ areas are those appropriate for the Fundamental
stage and those in the ‘grey’ areas are suggested for use in the Training to Train stage. It
should be noted that the authors have made an arbitrary choice in the division between
Fundamental exercises and Training to Train exercises. This choice is only a guide and it is
highly recommended that the coach make all decisions on exercise selection based upon the
characteristics and adaptation of the individual athlete concerned.
Fundamental
Training to Train
Using the Clips
· Study an entire stream of clips to understand the starting point
and progression.
· Study the individual clip several times to build an awareness of
the technique required and Main Coaching Issues.
· Select the starting exercise from the stream.
· Try the exercise yourself!
· Coach the exercise using the ‘Technique’ section of the manual
and the coaching points on each clip.
· Progress the exercise using the ‘Progression’ section of the
manual.
· Use the Physical Competence Tables to evaluate progression.
113
Table 60 ~ Stability Horizontal Stability
This stream commences with the activation of the lower / inner abdominal and pelvic floor muscles. This activation
should be a major coaching point for all bridging work.
The Front, Back and Side Bridge positions should be trained together as they have an equal role in the early stages of
stability development. The athlete should be asked to develop competence in all three positions by the end of the
Fundamental Stage.
Special Bracing
Clip Title Main Coaching Issues Progression

01 Activation These exercises are designed to add Move from static to slow
stability to the spine. The actions are movements.
02 Bent Leg Lift subtle rather than ‘strong’. The
intention is to use the internal
03 Bent Leg Lift Extension abdominal muscles, especially the
transversus abdominus.
04 Bent Leg Lift Cycle
Front Bridge

01 Front Bridge 4P Forearms These exercises introduce stability Exercises will progress in their
through the entire kinetic chain. The complexity by:
02 Front Bridge 4P Hands primary issues are: · increasing the time of
· maintain a straight line the ‘hold’
between the feet and · reducing the balance
shoulders points
· maintain gluteus contraction · moving free limbs
· keep shoulders pulled down · introducing an external
and back load.
· keep the lower abdomen
pulled in
03 Front Bridge 3P Forearms When reducing the contact points (3
Leg Up Point and 2 Point) and moving the free
limb, ensure that the hips and
04 Front Bridge 3P Hands shoulders stay square.
Leg Up
05 Front Bridge 3P Forearms
Arm Up
06 Front Bridge 3P Hands
Arm Up
Leg Up/Down
Leg Up/Down
Leg In/Out
Leg In/Out
114
Table 60 ~ Front Bridge (continued)

11 Front Bridge 4P Forearms When reducing the contact points (3
Resisted Point and 2 Point) and moving the free
12 Front Bridge 4P Hands shoulders stay square.
Resisted
Leg and Arm Up
Leg and Arm Up
Back Bridge

01 Back Bridge 4P Forearms These exercises introduce stability Exercises will progress in their
02 Back Bridge 4P Hands primary issues are: · increasing the time of
between the feet and · reducing the balance
shoulders points
· keep shoulders pulled down · introducing an external
and back load.
pulled in
03 Back Bridge 3P Forearms When reducing the contact points (3
Leg Up Point and 2 Point) and moving the free
04 Back Bridge 3P Hands shoulders stay square.
Leg Up
05 Back Bridge 3P Forearms
Leg Up/Down
06 Back Bridge 3P Hands
Leg Up/Down
07 Back Bridge 3P Forearms
Leg In/Out
Leg In/Out
Arm Up
115
Table 60 ~ Stability Horizontal Stability (continued)
Side Bridge

01 Side Bridge Forearm These exercises introduce stability Exercises will progress in their
02 Side Bridge Hand primary issues are: · increasing the time of
03 Side Bridge Forearm Leg between the feet and · reducing the balance
Up shoulders points
04 Side Bridge Hand Leg Up · keep shoulders pulled down · introducing an external
and back load.
pulled in
05 Side Bridge Forearm When reducing the contact points (3
Resisted Point and 2 Point) and moving the free
06 Side Bridge Hand Resisted shoulders stay square.
07 Side Bride Forearm – Star
08 Side Bridge Hand – Star
09 Side Bridge Forearm Star
MB Hold
10 Side Bridge Hand Star MB
Hold
Leg Up/Down
12 Side Bridge Hand Star Leg
Up/Down
Leg Forward/Back
14 Side Bridge Hand Star Leg
Forward/Back
15 Side Bridge Forearms Star
MB Catch and Pass
16 Side Bridge Hand Star MB
Catch and Pass
116
Table 60 ~ Stability Horizontal Stability (continued)
Training to Compete
In general terms the Training to Compete stage sees the athlete move towards more sports specific
exercises. There is also an increase in the amount of work undertaken.
There will be an increase in external resistance for some exercise and an increase in the speed of
movement in others. Both loading and speed can increase for others.
The pursuit of Maximum Strength and Power becomes more determined and the repetition range
can shorten from the previous 10’s down to 3’s and 4’s. Any increase in loading must be done safely
and in small increments.
Power can now be explored more intensively as a result of the increase in Maximum Strength.
Contrast Training, where Maximum Strength and Power are woven together in sequence, can be a
valuable system to include in the program.
The emphasis must always be on maintaining the correct technique of every exercise regardless of
any increase in intensity.
· Increase external resistance
· Increase speed of limb movements
· Once mastered should be included at ‘maintenance’ level as the stability emphasis will be
moved towards more Vertical and Dynamic components.
117
Table 61 ~ Vertical Stability

01 Single Leg Bwt Squat High These exercises are a test for the Once the static positions are
Position entire kinetic chain from feet to mastered the stability can be
shoulders. tested by the use of a Medicine
02 Single Leg Balance Squat · Head up Ball.
High Position · Chest up
· Butt out The ‘Overhead’ varieties add a
03 Single Leg Bwt Squat Mid · Heels down substantial difficulty in
Position · Waistband horizontal controlling the coordination of
· Hips square upper and lower body.
04 Single Leg Balance Squat
Mid Position
05 Single Leg Stance
T Balance Aeroplane
06 Single Leg Stance
T Balance Superman
07 Single Leg Balance Karate
Kick
O8 Single Leg Balance Squat
High Position MB Pass
Mid Position MB Pass
MB Diagonal Bounce
11 Single Leg Bwt Squat MB
Catch & Pass High Position
Catch & Pass Mid Position
13 Single Leg Bwt Squat Low
Position
Low Position
MB Pass Full Range
Low Position MB Pass
Catch & Pass Low Position
118
Table 61 ~ Vertical Stability (continued)
Training to Compete
Vertical Stability
· Increase external resistance may consider loading increasing to above 60% of
bodyweight towards the latter years of this stage.
· Increase speed of movement
119
Table 62 ~ Dynamic Vertical Stability

01 Jump and Double Leg ‘Stick’ These exercises consolidate the ‘triple The scheme moves from Double
Short and Long flexion / extension’ theme by adding Leg support to Single Leg
motion to the task. support.
02 Hop and Single Leg ‘Stick’ · Head up
Short and Long · Chest up
· Butt out
03 Mini Tramp Jump & ‘Stick’ · Heels down
Sequence · Waistband horizontal
· Hips square
04 Mini Tramp Hop and ‘Stick’
Sequence
05 Run, Jump & Double Leg
‘Stick’
06 Run, Jump and Single Leg
‘Stick’
07 MB Walk Lunge Rotations These exercises add a complexity of The ‘MB Walk Lunge’ matrix

movement along the entire kinetic sees the combination of
08 MB Walk Lunge Lateral chain and see rotation and flexion movement in the upper body
Flexion elements introduced. alongside the stability required
· Head up to move forward.
09 MB Walk Lunge Fig 8’s · Chest up
· Waistband horizontal Movements begin small and
· Hips square increase in amplitude.
· Trunk vertical
Training to Compete
Dynamic Vertical Stability
· Increase speed of actions
· Increase the complexity of the movements
120
Table 63 ~ Squats
Double Leg Exercises

01 Swiss Ball Wall Squat · Head up Progression begins with
Static Hold Series · Chest up increasing the range of
· Butt out movement on two legs and
02 Swiss Ball Wall Squat · Heels down progresses to range of
Standard · Waistband horizontal movement on a single leg.
· Hips square
03 Swiss Ball Wall Squat MB · Knee over foot The Wall Squats allow for
balance and range to be
04 Squat Arms Extended mastered before doing free
standing squats.
05 Squat Hands Behind
Head
06 Squat Back Barbell
07 Squat Front Barbell
08 Squat Overhead Barbell
09 MB Squat and Push Use the Medicine Ball for power
Vertical production.
10 MB Squat and Push
Horizontal
Single Leg Exercises

01 SB Single Leg Wall · Head up
Squats Static Holds · Chest up
· Butt out
02 SB Single Leg Wall · Gluteus braced
Squats Standard · Heels down
· Waistband horizontal
03 Single Leg Squat Static · Hips square
Holds · Knee over foot
04 Single Leg Squat Rear
Leg Support
Leg Support Dumbbell
Leg Support Barbell
07 Single Leg Squat Box
08 Single Leg Squat Floor
Key: MB – Medicine Ball; SB – Swiss Ball
121
Table 63 ~ Squats (continued)
Training to Compete
Squat
· Power to be developed by the intention to move the external resistance (3070% of
maximum strength capability) ‘fast’
· Consider Contrast Training in the later years of this stage
122
Table 64 ~ Cleans (Training to Train)

01 Reverse Dead Lift A ‘Triple Flexion / Extension’ activity
that sees coordination between
02 Clean Pull Shrug several body segments.
· Head up
· Chest up
· Butt out
· Heels down
03 Power Shrug Progression begins with isolated
components of the Clean before
04 Clean High Pull progressing to the Clean itself.
Establish movement range and
05 Mid Thigh Clean When catching the bar ensure that efficiency before increasing
elbows are ‘up and in’ so that the bar speed of movement.
06 Power Clean rests on the points of the shoulders.
07 Clean
Training to Compete
Cleans
123
Table 65 ~ Lunge
Simple Lunge

01 Split Squat Bodyweight Crucial in the development of Begin in the simple plane of
transferring weight from one foot to forward and back. Add an
02 Split Squat Dumbbells the other. Links the entire kinetic external resistance as
chain. competence improves.
03 Lunge Bodyweight · Trunk vertical.
· Lower body so that front
04 Lunge Dumbbells thigh is parallel to the floor
· Front knee over front foot
O5 Lunge MB Overhead · Front knee behind front foot
toes
06 Lunge Barbell · Check waistline is horizontal
This Stream sees the development of
the ‘Tall Hips’ coaching point in
running competence.
Walking Lunge

01 Lunge Walk Bodyweight Athlete must pass through the fully Slow to fast. Add external
extended ‘Tall Hips’ position. Ensure resistance as competence
02 Lunge walk Dumbbells range through hip flexors is adequate improves.
to attain this position.
03 Lunge Walk MB Overhead
04 Lunge Walk Barbell
360 Lunge Series

01 Lunge 360 Bodyweight Maintain all aspects of the standard Control must be paramount in
Lunge exercise. the early stages of this multi
02 Lunge 360 MB Overhead directional stage. Start at slow
pace before increasing
03 Lunge 360 1 Arm Reach complexity and speed of
movement.
04 Lunge 360 Dumbbell
Reach Add external resistance as
competence improves.
124
Table 65 ~ Lunge (continued)
Training to Compete
Lunge
· Improve ‘contact’ time during ‘rebound’ versions of the Lunge
125
Table 66 ~ Step Ups
Alternate Leg

01 Alternate Leg Step Up Crucial in the development of Slow to fast. Add external
Bodyweight transferring weight from one foot to resistance as competence
the other. Links the entire kinetic improves.
02 Alternate Leg Step Up MB chain.
Overhead · Head up
· Chest up
· Waistband level at all times
· Hips square
· Transfer weight over front
foot before step up
03 Alternate Leg Step Up
Dumbbells
Barbell
Jump
Same Leg

01 Same Leg Step Up Crucial in the development of Slow to fast. Add external
02 Same Leg Step Up chain. Isolates one leg at a time.
Medicine Ball Overhead · Head up
· Chest up
· Hips square
03 Same Leg Step Up
Dumbbells
04 Same Leg Step Up Barbell
05 Same Leg Step Up Jump
High Knees

01 High Knee Step Up Crucial in the development of Slow to fast. Add external
02 High Knee Step Up MB chain.
Overhead · Head up
· Chest up
· Hips square
03 High Knee Step Up
Dumbbells
04 High Knee Step Up Barbell
126
Table 66 ~ Step Ups (continued)
Lateral

01 Lateral Step Up Crucial in the development of Slow to fast. Low amplitude to
Bodyweight transferring weight from one foot to high amplitude. Add external
the other. Links the entire kinetic resistance as competence
02 Lateral Step Ups MB chain. improves.
Overhead · Head up
· Chest up
03 Lateral Step Up Dumbbells · Hips square
04 Lateral Step Up Barbell
05 Lateral Jump Step Up
Close
06 Lateral Jump Step Up
Wide
Training to Compete
Step Ups
· Improve ‘contact’ time during ‘rebound’ versions of the Step Up
127
Table 67 ~ Jumping Fundamentals
Note 1: Check total landings per week do not exceed 6080 for Fundamentals and Training to Train stages. Intensity,
complexity and increasing bodyweight add an adequate loading without increasing the repetitions. The low
impact work of Skipping should not be included in the total landings per week.
Note 2: The maximum height for jumping off a box for an athlete 14yrs an under should not exceed 20cm.
Landing Fundamentals

01 Forward Jump and Double ‘Triple Flexion / Extension’ coupled Develop double leg competence
Leg Land with the ability to control both landing first in all directions.
and takeoff is essential.
02 Lateral Jump and Double Move to single leg when
Leg Land Takeoff should see extension of competent.
ankle, knee and hip.
03 Backward Jump and Double Progression is usually slow to
Leg Land Landing should see flexion of ankle, fast (pause to continuous).
knee and hips.
04 Forward Jump and Single Build up the number of
Leg Land · Head up repetitions based upon each
· Chest up landing being controlled.
05 Lateral Jump and Single Leg · Butt out on landing
Land · Active flat feet
06 Backward Jump and Single Single leg exercises require gluteus
Leg Land activation and trunk stability upon
landing.
07 Forward Hop and Single Leg
Land
08 Lateral Hop and Single Leg
Land
09 Backward Hop and Single
Leg Land
128
Table 67 ~ Jumping Fundamentals (continued)
Landing Fundamentals
Box Jump Series

01 Box Jump Series 1 · Head up This early ‘Box’ work sees
· Chest up jumping ‘On’ being developed
02 Box Jump Series 2 · Butt out on landing first.
· Trunk braced The overall strategy is:
03 Box Jump Series 3 · Gluteus active Double Leg to Double Leg Landing
Double Leg to Single Leg Landing
Single Leg to Single Leg Landing
04 Box Jump Series 4 This initiates the start of adaptation to Only introduce jumping ‘Off’
an increase in the ‘shock’ of landing. It when the athlete is competent
05 Box Jump Series 5 is mandatory that competence is across early stability exercises in
gained in Total Structural Strength the Fundamental Stage.
06 Box Jump Series 6 and Stability prior to commencing this
stage. Add a Medicine Ball and
07 Box Jump Series 7 Medicine Ball overhead to
These ‘Series’ of exercises increase in increase the difficulty.
08 Box Jump Series 8 complexity. The general rule is to gain
competence in Double Leg activities
09 Box Jump Series 9 before attempting Single Leg.
10 Box Jump Series 10 The ‘Triple Flexion’ ability, especially
the role of Gluteus, will come under
11 Box Jump Series 11 scrutiny.
12 Box Jump Series 12 Multiple takeoffs and landings are
coupled with very active contact with
13 Box Jump Series 13 the ground.
14 Box Jump Series 14
15 Box Jump Series 15
Training to Compete
Jumping Fundamentals
These exercises now develop into the ‘Plyometric’ aspects of training. There must be a measurable
improvement in ‘force reduction’ capacity, Total Structural Strength and Total Structural Stability
before advancing the loading.
· Boxes can increase in height
· Height and length of rebound jumps can increase
· Improve contact time
· Increase number of repetitions
129
Table 68 ~ Horizontal Jumping
Note 1: Check total landings per week do not exceed 6080 for Fundamentals and Training to Train stages. Intensity,
Note 2: The maximum hurdle height for jumps used for an athlete 14yrs an under should not exceed 20cm.
Double Leg Exercises

01 Square Drill Jump · Head up Progression is usually slow to fast
· Chest up (pause to continuous).
02 RunJump & Double Leg · Butt out on landing
Stick · Trunk braced Build up the number of repetitions
· Gluteus active based upon each jump being
03 Jumps Forward Pause controlled.
Applies all the aspects of the
04 Jumps Lateral Pause Fundamental Stage.
05 Jumps Backward Pause
06 Jumps Forward
Continuous
07 Jumps Lateral
Continuous
08 Jumps Backward
Continuous
09 Restart Jumps Forward Introduces the concept of greater
‘force reduction’ to the athlete.
10 Restart Jumps Diagonal
11 Restart Jumps Lateral
Alternate Leg Exercises

01 Square Drill Step · Head up Deal with the Fundamentals of
· Chest up Jumping first before attempting
02 Ice Skater Bounds Pause · Butt out on landing Horizontal development beyond
· Trunk braced the introductory stages.
03 Ice Skater Bounds · Gluteus active
Continuous Progression is usually slow to
fast (pause to continuous).
04 Ice Skater Bounds Reach
05 Standing Triple Jump
06 High Skips Height
07 High Skips Speed
130
Table 68 ~ Horizontal Jumping (continued)
Single Leg Exercises

01 Square Drill Hop · Head up Progression is usually slow to fast
02 Run, Jump & Single Leg · Butt out on landing
Stick · Trunk braced Build up the number of repetitions
03 Hops Forward Pause controlled.
04 Hops Lateral Inside & Fundamental Stage.
Outside Pause
05 Hops Backward Pause
06 Hops Forward
Continuous
07 Hops Lateral Inside &
Outside Leg Continuous
08 Hops Backward
Continuous
09 Hurdle Hops Pause
10 Hurdle Hops Continuous
11 Cycle Hops Continuous
Training to Compete
Horizontal Jumps
· Boxes, Hurdles can increase in height
· Number of hops and bounds can increase per set
· Distance covered can increase per set
· Speed over set distance can improve
· Cyclic actions of the working leg can be encouraged
131
Table 69 ~ Vertical Jumping
Note: Check total landings per week do not exceed 6080 for Fundamentals and Training to Train stages. Intensity,
Skipping

01 Skipping Double Leg Introduces the Vertical Jumping Will progress from double leg
Standard component. Balance, rhythm and to alternate legs to single leg
coordination are linked to active and simple to complex.
02 Skipping Double Leg Fast landings and takeoffs.
Build up the number of
03 Skipping Double Leg · Trunk braced repetitions based upon each
Lateral · Head Up jump being controlled.
· Chest Up
04 Skipping Double Leg High
Knees
05 Skipping Double Leg
Square Pattern
06 Skipping Alternate Leg
Stride
Boxer Shuffle
High Knees
09 Skipping Single Leg
Standard
10 Skipping Single Leg Lateral
11 Skipping Single Leg Square
Pattern
132
Table 69 ~ Vertical Jumping (continued)
Jumping

01 Jumps Square Pause · Head up Progression is usually slow to fast
02 Jumps Square · Butt out on landing
Continuous · Trunk braced Build up the number of repetitions
03 Jumps Square Diagonal controlled.
04 In Place Squat Jumps Fundamental Stage.
Pause Hips
05 In Place Squat Jumps
Pause Arms
Continuous Hips
Continuous Arms
08 Stiff Leg Jumps Standard
09 Stiff Leg Jumps Forward
Split
10 Stiff Leg Jumps Lateral
Split
11 Tuck Jumps Pause
12 Tuck Jumps Continuous
13 Tuck Jumps Qtr Turn
14 Split Jumps Pause
15 Split Jumps Continuous
16 Split Jumps Qtr Turn
17 Cycle Jumps
18 In Place Cycle Hops
Pause
19 In Place Cycle Hops
Continuous
133
Table 69 ~ Vertical Jumps (continued)
Training to Compete
Vertical Jumps
· Boxes, Hurdles can increase in height
· Number of hops and bounds can increase per set
· Distance covered can increase per set
· Speed over set distance can improve
· Cyclic actions of the working leg can be developed
· Various combinations of hops, jumps and bounds can be developed
134
Table 70 ~ Running Fundamentals
Note: The following stream is not training age dependant and one must ensure that the athlete has developed
the appropriate physical qualities of flexibility and strength prior to moving onto the sprint drills and other
associated speed exercises including short sprints and agility runs. If run in tandem with the stability and
strength streams the young athlete’s physical properties should develop at a rate slightly preceding that of the
technical development of sprint running. It is not the aim of the running fundamentals to provide the most
elaborate running development but rather a guide to the key aspects one needs to address prior to moving on
to running fast itself.
Flexibility and Mobility

01 Ankle Range Test Ensure that these physical
qualities are developed before
02 Hamstring Range Test introducing the subsequent drills.
03 Modified Thomas Test These early clips indicate the demand
for certain flexibility characteristics
04 Standing Hip Flexion before drills are introduced.
05 Lunge Walk · Head up Progression is usually slow

· Chest up to fast (pause to
06 Hurdle Mobility Walk Level 1 · Hip Extension at full stance continuous) and simple to
position – ‘Tall Hips’ complex.
07 Hurdle Mobility Walk Level 2 · Foot ‘cocked’
08 Hurdle Mobility Walk Level 3
Running Drills

01 Wall Sprints Level 1 Establishing the required physical Progression is usually slow
qualities (TSS, TSStab, TSROM to fast (pause to
02 Wall Sprints Level 2 and TBA) is paramount before continuous).
doing these drills.
03 Wall Sprints Level 3
04 Ankling Drill Level 1
06 Mach A Drill Level 1 · Head up
· Chest up
07 Mach A Drill Level 2 · Torso upright
· Step over opposite knee (toe
08 Mach A Drill Level 3 up, knee up, heel up)
· Hip Extension at full stance
position – ‘Tall Hips’
· Foot ‘cocked’
09 Mach B Drill Level 1
12 High Knee Drill Level 1
13 High Knee Drill Level 2
135
Table 70 ~ Running Fundamentals (continued)
Training to Compete
The pursuit of Maximum Strength and Power becomes more determined and the repetition range can
shorten from the previous 10’s down to 3’s and 4’s. Any increase in loading must be done safely and in
small increments.
The emphasis must always be on maintaining the correct technique of every exercise regardless of any
increase in intensity.
Running Fundamentals
The key is ‘consistency’. The running model must continue to consolidate and the athlete should visit
and revisit all key components. As the efficiency of the running action continues o the athlete can
apply the greater forces gained from other exercise streams. Multidirectional activity can be further
explored at higher speeds (agility).
136
Table 71 ~ Acceleration Fundamentals
Acceleration Posture Drills

01 Wall Sprints Level 1 Establishing the required physical Progression is usually slow
qualities (TSS, TStab, TSROM and TBA) is to fast. Build up the number
02 Wall Sprints Level 2 paramount before doing these drills. of repetitions that are
controlled.
04 Partner Drop and Catch The ‘desired angle’ is the point at which
the runner can maintain the correct
05 Partner Drop and Run posture.
06 Partner Push Partner applies enough force to allow the
correct actions to take place.
07 Partner Push and Chase
08 Belt Resistance Run
09 Belt Release Run
10 Belt Run and Release
Start Positions

01 Falling Start Establishing the required physical Progression is usually slow
qualities (TSS, TStab, TSROM and TBA) is to fast and simple to
02 Rollover Start paramount before doing these drills. complex. Build up the
number of repetitions that
03 Standing Track Start Maintain the correct posture and ensure are controlled.
full extension during the ‘drive’ phase.
04 Three Point Start
05 Walk In Start
06 Push Up Split Start
07 Scramble Up Start
08 Seated Turn Start
09 Backward Jump Start
10 One Leg Start
11 Standing Long Jump Start
137
Table 72 ~ Agility Fundamentals
Short Distance Drills

01 MultiDirection First Step The ‘Crossover’ step is one where the Establish competence and
first step is taken by the leg furthest ‘muscle memory’ in the
02 MultiDirection Run away from the proposed direction. The different first step
‘Open’ step is made by the leg nearest components before applying
03 Lateral Run and Stop the proposed direction. The ‘Drop’ step is the starts to full agility runs.
used to commence a rearward run.
04 Lateral Return
The ‘Crossover’ step can be more forceful
05 Qtr Turn Jumps and Lateral but does turn the athlete sideon. This is
Return a useful start when not marking
opposition e.g. Base running and fielding
06 Lateral Shuttle in Baseball.
The ‘Open’ step is more commonly used
in field sports when reacting to changes
of direction by the opposition. Athlete
remains in a more front on position
07 Funnel Run
08 CrissCross Run
09 Diagonal Shuttle Run
10 Z Shuttle Run
11 Double Square
Longer Distance Drills

01 Low Intensity Weave Must maintain a stable relationship Progression is slow to fast
between upper and lower body. (low intensity to high
02 Low Intensity Sidestep intensity).
03 High Intensity Weave
04 High Intensity Sidestep
05 Turnaround Run Forward
06 Turnaround Run
Backward
138
Table 73 ~ Shoulder Stability and Control
Note: This exercise stream forms the fundamental competence required for all Pulling and Pushing exercises. Each
exercise is performed in a controlled manner. Loading should be minimised to ensure correct recruitment of the
stabilising structures.

01 Protraction Retraction The essential point is to keep the Scapula retraction is
shoulders in a ‘down and back’ position developed using different
02 Elevation Depression during activity that sees the arms carried arm positions.
below shoulder height.
03 Push Up Press
With activity through a longer range the
04 Wall Angel athlete should retain stability during both
elevation and protraction.
05 Chair Press
06 Back Reverse Flys Lying
Static Hold
07 Back Reverse Flys Lying
Dumbbells
08 Rotator Cuff Lying
Dumbbells
09 Two Way Band Routine
10 Rotator Cuff Standing Maintain scapula stability during all arm
Dumbbell Single Arm and trunk actions.
11 Rotator Cuff Standing
Dumbbell Double Arm
12 Rotator Cuff Standing Band
Single Arm
13 Reverse Fly and External
Rotation
14 Shoulder Roll Barbell
15 Shoulder Roll Dumbbell
139
Table 73 ~ Shoulder Stability and Control (continued)
Training to Compete
Shoulder Stability and Control
Loading should remain low when stability and control aspects are being trained.
· Increase eccentric loading in sport specific positions
For those athletes involved in throwing activities there can be both an increase and decrease in
external resistance as overweight and underweight throwing implements are used. When using
these differing weights the rhythm of the total throwing action must be maintained.
140
Table 74 ~ Pushing Vertical

01 Dips Bench Feet Down Stabilising the shoulder blades is a Progression is usually slow
priority within this stream. to fast. Build up the number
02 Dips Bench Feet Up of repetitions that are
controlled.
03 Handstand Supported
04 Dips Bent Leg
05 Dips Straight Leg
06 Shoulder Press Seated Above the head pressing sees the need
Dumbbell for stability during the elevation and
protraction phases of the action.
07 Shoulder Press Standing
Back
08 Shoulder Press Standing
Front
09 MB Squat and Push Use the Medicine ball for power
Vertical production.
10 Handstand Supported Half
Push Up
11 Dips Seated
12 Handstand Supported Full
Push Up
13 Push Press
14 Push Jerk
15 Split Jerk
Training to Compete
Pushing Vertical
141
Table 75 ~ Pushing Horizontal

01 Push Up Standing Wall · Shoulders ‘down and back’ Progression is usually slow
· Trunk braced to fast. Build up the number
02 Push Up Incline · Gluteus tight of repetitions that are
· Straight line from feet to controlled.
03 Push Up Modified shoulders
04 Push Up Standard
05 Push Up Wide
06 Push Up Close
07 Push Up Multi
Position
08 Push Up 1 Leg Up
09 Push Up Rotation
10 Push Up Pike Through
11 Push Up One Arm MB
12 MB Chest Pass Add Medicine Ball for power production.
13 Push Up Lateral Shift Complexity and speed of
the movement increases as
14 Push Up Circle does the difficulty
encountered by transferring
15 Push Up Two Arm MB weight laterally and from
front to back.
16 MB Chest Pass 1 Foot Add Medicine ball for power production.
17 MB Chest Pass Rotational Add Medicine ball for power production.
18 Push Up Resisted
19 Push Up MB Cross Over
20 Push Up Box Drop
21 Push Up Single Clap
22 MB Soccer Throw Add Medicine ball for power production.
23 Push Up Double Clap
24 Push Up Box Rebound
25 Push Up Alternate Arm
Roll Out
26 Bench Press Standard Strength gained by doing
Grip the Bench Press can be
used to assist the
27 Bench Press Wide Grip development of the Push
Up.
28 Bench Press Close Grip
142
Table 75 ~ Pushing Horizontal (continued)
Training to Compete
Pushing – Horizontal
143
Table 76 ~ Pulling Vertical

01 Chin Up Partial The initial exercise (Partial Chins) sees the Progression starts using a
athlete strengthening the shoulder girdle limited range. Range
02 Chin Up Eccentric during elevation and depression of the increases with assistance
shoulder blades – a prerequisite to later, through to full range. The
03 Chin Up Isometric Hold more dynamic activity. grips can be varied to add
more difficulty.
04 Chin Up Partner Assisted
05 Chin Up Close Grip
06 Chin Up Medium Grip
07 MB Throw Down Use the Medicine Ball for power
production.
08 Chin Up Wide Grip Rotate through the grips as described in The Lat Pulldown can be

the Close Grip Chin. used to gain strength to
09 Lat Pulldown Wide Grip support the development
of the Chin series.
Only consider the over grasp grip when
gripping significantly beyond shoulder
width.
The pulldown can also be done in front of
the body. Rotate through the grips of
under grasp, over grasp and neutral
where possible.
Training to Compete
Pulling Vertical
144
Table 77 ~ Pulling Horizontal

01 Protraction Retraction The essential point is to keep the Progression is usually slow to
shoulders in a ‘down and back’ position fast. Build up the number of
02 Pull Up Standing 2 during activity that sees the arms carried repetitions that are controlled.
Arms below shoulder height.
03 Pull Up Standing 1 Arm With activity through a longer range the
athlete should retain stability during
04 Pull Up Lying Half both elevation and protraction.
Range
05 Pull Up Lying Full
Range
06 Bench Pull Barbell
07 Bench Pull Dumbbells
08 Seated Cable Row Close Strength gained from doing
Grip the Cable Row can be used to
assist the development of the
09 Seated Cable Row Wide early parts of the Stream.
Grip
Training to Compete
Pulling Horizontal
145
Table 78 ~ General Movement Development 1
Hip Strength and Mobility

01 Lying Hip External Rotation Gluteus activation. Slow, controlled movements,
with a pause in between
02 Hip Mobility Walk Series attempts, is vital.
Pike Walk
Exercises can be made more
03 Hip Mobility Walk Series complex and continuous as
Spiderman competence increases.
04 Hip Mobility Walk Series
Half Duck
05 Mini Band Walks Forward Gluteus Activation.
and Back
06 Mini Band Walks Sidestep Gluteus Activation.
07 Mini Band Walks Half Gluteus Activation.
Duck Walk
08 Medicine Ball Kick Backs Use the Medicine ball for power
production.
Core Strength and Mobility

01 Backward Wall Drop Weight bearing through the shoulder Progression is usually slow to
Rotations region (clips 0608) should be delayed fast. Build up the number of
until strength and stability have repetitions that are controlled.
02 Leg Undercuts improved in other streams.
03 MB Walk Lunge Rotations See Trunk Stream.
04 MB Walk Lunge Lateral See Trunk Stream.
Flexion
05 MB Walk Lunge Fig 8 See Trunk Stream.
06 Backward Wall Walk
07 Back Arches
08 Reverse Wall Walk
Shoulder Strength and Mobility

01 Crawls Forward and Back Weight bearing through the shoulder Progression is usually slow to
region (clips 0507) should be delayed fast. Build up the number of
02 Crawls Sidestep until strength and stability have repetitions that are controlled.
improved in other streams.
03 Crawls Carioca
04 Crawls 180 Return
05 Handstand Supported
06 Tip Up Balance
07 Tip Up to Headstand
146
Table 79 ~ General Development 2
Tumbling and Vaulting

01 Forward Roll Pause Weight bearing through the shoulder Progression is simple to complex
region (clips 1218) should be and slow to fast. Build up the
02 Backward Roll Pause delayed until strength and stability number of repetitions that are
have improved in other streams. controlled.
03 Forward Roll Continuous
04 Backward Roll Continuous
05 Barrel Roll
06 Commando Roll
07 Backward Roll Leg
Extension
08 Forward Roll to Jump
09 Backward Roll to Jump
10 Forward Roll to 180 Jump
11 Backward Roll to 180 Jump
12 Bench Vaults Pause
13 Bench Vaults Continuous
14 Mule Kicks
15 Barrel Role MB
16 Cartwheel – Standard
17 Cartwheel Round Off
18 Forward Roll To
Handstand
147
Table 80 ~ Trunk 1 Special Bracing and Extension
Special Bracing

01 Activation These exercises are designed to add Move from static to slow
stability to the spine. The actions are movements. Build up the number
02 Bent Leg Lift subtle rather than ‘strong’. The of repetitions that are controlled.
intention is to use the internal
03 Bent Leg Lift Extension abdominal muscles, especially the
transversus abdominus.
04 Bent Leg Lift Cycle
Trunk Extension

01 Back Extension Floor Static Shoulders retracted at all times. Master the action on the
Maintain a ‘neutral’ spine position. floor before extending over
02 Back Extension Floor Ensure that the Gluteus is strongly the edge of a piece of
activated throughout the exercise. equipment.
03 Back Extension Floor Hands
Behind Head Execute a static ‘hold’ to
start with before adding
04 Back Extension Floor repetitions, external load
Arms Extended and rotations.
05 Back Extension MB Progression is usually slow
Extended to fast. Build up the number
of repetitions that are
controlled.
06 Back Extension Static Increase range of motion by
using a high bench or other
07 Back Extension Arms across equipment.
Chest
08 Back Extension Hands
Behind Head
09 Back Extension Arms across
Chest – Single Twist
10 Back Extension Arms
Across Chest – Double Twist
11 Back Extension MB across Use a Medicine Ball to increase
Chest resistance.
12 Back Extension MB across
Chest – Single Twist
13 Back Extension MB Across
Chest – Double Twist
14 Back Extension MB
Extended
15 Back Extension MB
Extended Single Twist
16 Back extension MB
Extended – Double Twist
Key: MB Medicine Ball
148
Table 81 ~ Trunk 2 Flexion and Lateral / Rotation
Flexion

01 Crunch Static Pull navel to spine. Progression is usually slow
Keep feet anchored. to fast and simple to
02 Crunch Dynamic complex. Build up the
03 Knee Raises Seated are controlled.
04 Knee Raises Lying
05 SitUp Progression
06 MB Sit Up
Use the Medicine ball for resistance.
07 MB Sit Up Catch and Pass
Use the Medicine Ball for power
08 Sit Up Twist production.
09 Hanging Raises Bent Knee Keep torso vertical and straight.
10 Hanging Raises Straight
Legs
11 MB ‘V’ Sit Catch and Pass Use the Medicine ball for power
production.
12 Hanging Raises Small
Circles
13 Hanging Raises Giant
Circles
Trunk Lateral and Rotation

01 MB Rotation Kneeling To maintain the ‘entire kinetic chain’ Progression is usually slow to
Short Slow and Fast principle, ensure that gluteus and trunk fast and simple to complex.
are braced. Build up the number of
02 MB Rotation Kneeling repetitions that are
Long – Slow to Fast Keep torso straight and vertical. controlled.
03 MB Rotation Standing
Short – Slow to Fast
04 MB Rotation Standing
Long – Slow to Fast
05 MB Tug of War 2 Feet
06 MB Tug of War 1 foot
07 MB Rotations Seated Pick
Ups
08 MB Rotations Diagonal
09 MB Rotations Standing
Side On Passes
149
Table 81 ~ Trunk Lateral / Rotation (continued)

10 Seated Partner Wrestle · Trunk Braced Progression is usually slow to fast
Rotation · Trunk Upright and simple to complex. Build up
the number of repetitions that are
11 Seated Partner Wrestle controlled.
Lateral Flexion
12 MB Walk Lunge These exercises add a complexity of
Rotation movement along the entire kinetic
chain and see rotation and flexion
13 MB Walk Lunge Lateral elements introduced.
Flexion · Head up
· Chest up
14 MB Walk Lunge Fig 8 · Waistband horizontal
· Hips square
· Trunk vertical
15 Barbell Rotation
Kneeling Short
16 Barbell Rotation
Kneeling Long
17 Barbell Rotation
Standing Short
18 Barbell Rotation
Standing Long
Key: Fig 8 Figure8; MB medicine ball
Training to Compete
All Trunk strength and stability must be maintained
Trunk Flexion
· Increase speed of action
· Increase range of action
· Increase complexity of exercise
Trunk Lateral and Rotation
· Increase speed of action
· Increase range of action
· Increase complexity of exercise
150
Table 82 ~ Medicine Ball Exercises
Upper Body

01 Chest Pass All Medicine Ball exercises shown The Medicine Ball is an
using a wall can also be external load and should
02 Chest Pass 1 Foot conducted with a partner. be considered carefully.
Begin with a Beach Ball
03 Chest Pass Rotational Brace through trunk and type of very light
shoulders. implement – move to
04 Throw Downs Soccer Ball and finally
on to a light Medicine
05 Overhead Wall Throws Straight Ball.
Arm
Progression is usually slow
06 Overhead Wall Throws Straight Brace gluteus when on one leg. to fast and simple to
Arm 1 Foot complex. Build up the
are controlled.
07 Overhead Wall Throws Straight
Arm 1 Arm
08 Soccer Throw
09 Soccer Throw 1 Foot
10 Soccer Throw 1 Arm
11 Kneeling Overhead Throw
12 Kneeling Overhead Catch and
Throw
13 Step and Throw
14 Pullover Throw
15 Pullover Throw 1 Arm
Lower Body

01 Squat and Push Vertical All Medicine Ball exercises shown Progression is usually slow
using a wall can also be to fast and simple to
02 Squat and Push Horizontal conducted with a partner. complex. Build up the
03 Kick Backs Brace through trunk and are controlled.
shoulders.
04 Underhand Throw 2 feet Landing
05 Underhand Throw 1 foot Landing Brace gluteus when on one leg.
06 Underhand Throw 2 Jumps
07 Side Throw
08 Shot Put
09 Backward Overhead Throw
10 Backward Overhead Rotational
11 Backward Overhead 2 Forward
Jumps
151
Table 82 ~ Medicine Ball Exercises (continued)
Trunk

01 Medicine Ball Sit Ups All rotational exercises will demand Trunk Generally the seated
stability. Ensure this is supported by the exercises are tougher then
02 Medicine Ball Sit Up Catch Gluteus being braced. the standing ones due to
and Pass the isolation of the trunk.
· Head Up Start with the Sit Up
03 Medicine Ball Rotations · Chest Up exercises move to the
Seated Pick Ups · Trunk braced standing exercises move
· Gluteus braced to the seated exercises.
04 Medicine Ball Rotations · Rotate Hips, Trunk and
Standing Shoulders NOT only the arms Progression is usually slow
· Brace the side being turned to to fast and simple to
05 Medicine Ball Rotations during rotational exercises. complex. Build up the
Diagonal number of repetitions that
are controlled.
06 Medicine Ball Rotations
Standing Side On Passes
Standing Front On Passes
Standing Crossover Passes
Standing Backward Passes
Seated Side On Passes
Seated Backward Passes
12 Medicine Ball V Sit Ups
Catch and Pass
Note: The Medicine Ball is an external load and should be considered carefully. Begin with a light Beach
Ball type of ball, move to Soccer Ball and finally on to a light Medicine Ball.
152
Table 83 ~ Flexibility
Lower Body

01 Adductor To achieve lengthening hold the stretch Start with active stretching
for 3060sec. Only consider ‘dynamic’ before moving to passive
02 Calf activity when length has been achieved. (assisted) stretching. Only
use dynamic actions when
03 Gluteus length has been achieved.
04 Quadriceps
05 Hamstring
06 Hip Flexor
Upper Body

01 Abdominals To achieve lengthening hold the stretch Start with active stretching
for 3060sec. Only consider ‘dynamic’ before moving to passive
02 Arms activity when length has been achieved. (assisted) stretching. Only
use dynamic actions when
03 Rotator Cuff length has been achieved.
04 Lateral Trunk
05 Back Lower and Upper
06 Chest
07 Shoulders
153
Table 84 ~ Example Training Program 1 Early Training to Train Stage: 1112
Years
Clip Title
Warm Up Movement Theme
01 Skipping Double Leg Standard
02 Skipping Double Leg Lateral
03 Flexibility
04 Hip Mobility Walk Series Pike Walk
05 Forward Roll Jump
06 Cartwheel Standard
Warm Up Running Theme
01 MiniBand Walks Forward and Back
02 Tuck Jumps Pause
Main Exercises
02 Lunge 360 Bodyweight
03 Push Ups Leg Up
04 Pull Ups Lying Full Range
Supplementary Exercises
01 Swiss Ball Single Leg Wall Squat
Standard
02 Back Reverse Flys Lying Static Hold
Core
01 Front Bridge 3P Hands Leg Up
03 MB Rotation Standing Long Slow
Warm Down Flexibility
01 Flexibility
154
Table 85 ~ Example Training Program 2 Early Training to Train Stage: 1112 years
An Integrated Session
Clip Title
01 Skipping Alternate Leg High Knees
02 Skipping Double Leg Square
Pattern
03 Flexibility
04 Hip Mobility Walk Series
Spiderman
05 Backward Roll Continuous
06 Cartwheel Standard
03 Mach A Drill Level 1
Main Exercises
01 Acceleration Runs Rollover Start
02 Squat Hands Behind Head
03 Push Ups Leg Up
04 Pull Ups Lying Full Range
Core
03 MB Rotation Standing LongSlow
01 Flexibility
Key: 3P 3 Point; MB Medicine Ball
155
Table 86 ~ Example Training Program 3 Late Training to Train Stage: 1314
Years
Clip Title
01 Skipping Single Leg Standard
02 Skipping Single Leg Lateral
03 Flexibility
04 Backward Roll 180 Jump
05 Bench Vaults Continuous
06 Commando Roll
01 Hurdle Walk Level 4
04 Mach A Drill Level 3
Main Exercises
02 Hurdle Hops Continuous
03 Push Up MB Cross Over
04 Chin Ups Medium Grip
Supplementary
01 TwoWay Band Routine
Core
01 Side Bridge Forearm Star MB
Catch and Pass
02 Single Leg Bodyweight Squat MB
Pass
03 Barbell Rotation Standing Long
01 Flexibility
156
Table 87 ~ Physical Competence Tests 1 Fundamental Stage
Clip Title Notes
02 Side Bridge Forearm
03 60º Sit Up Test
04 Back Extension Static
05 Single Leg Static Squat 3 positions.
Sequence
06 Double Leg Squat Bodyweight
07 Single Leg Squat Bodyweight
08 Lunge Forward and Back
09 Landing Competence Series Double Leg to Double Leg.
Double Leg to Single Leg.
Single Leg to Single Leg.
10 Protraction Retraction
11 Wall Angel
12 Push Up Standard
13 Dips Bench Feet Up
14 Lying Pull Ups Full Range
Key: 4P 4 Point
157
Table 88 ~ Physical Competence Tests 2 Training to Train Stage
Clip Title Notes
02 Side Bridge Hand Star
03 Single Leg Squat Box
05 10m Lunge Walk Check balance, range and coordination.
06 Dips Straight Leg
07 Bench Press
08 Chin Ups
09 Bench Pull Barbell
10 Standing Long Jump Check balance and control on landing.
11 5 Jumps Check balance, direction and coordination.
12 5 Hops Check balance, direction and coordination.
13 Back Extension Static
14 Hanging Raises Straight Leg
15 Hurdle Jumps Square Check balance, coordination and precision.
16 Hurdle Hops Square Check balance, coordination and precision.
Key: 3P 3 Point
158
The Next Step: The Training to Compete Stage
WARNING!
Do not enter without the required physical qualities
This training period can only be navigated successfully if the basic training issues of the
Fundamental and Training to Train stages have been successfully and permanently completed.
This training stage (1520 years) will be the period when the coach and the still developing
athlete take advantage of the huge investment undertaken in their previous commitments.
Those athletes entering this stage with several years of adaptive training, will have accumulated
a permanent and precise mastery of total structural strength, total structural stability, total
structural flexibility and body awareness, and will be able to move forward with safety and
confidence.
It also begins the phase of specialisation where the athlete makes the choice to pursue an
individual sport and probably a specific position in team sports. Training can take on a ‘serious’
status but ‘fun’ must never be far away.
The strategy for this training stage and beyond will be based on the considerable experience of
both the coach and the athlete as they raise their sights to the horizon that heralds the step
into the senior ranks of sporting achievement. The Training to Compete stage is a preparation
period for the final stages of an athlete’s development. It forms the platform for the Training to
Win process that will take the athlete through to the end of their competitive career. This phase
of an athlete’s development should not be seen as a series of new planning systems,
sophisticated new exercises and new coaching techniques. The rules laid down pertaining to
matching the training program to the athlete’s development stage still hold true. Particular
attention must be paid to the male athlete at this time regarding his PHV. This training stage
can see the male athlete experience accelerated growth and the coach must consider the
implications to skill learning. A period of consolidation is recommended prior to embarking upon
any advancement in loading and intensity. It is a stage where the lessons learned in the
previous models are honed to an edge by both the coach and athlete in partnership.
The coach / athlete partnership can expect that improvement will arise from:
· continuing the development of technique
· mastering the skills of ‘how’ to train in the context of maturing ‘life’ skills
· experiencing varying competition environments
· emphasising more sport specific training
· developing more complex training systems
· carefully adapting to an increase in external resistance
It is during this stage that the coach will make choices directed specifically towards high
performance and as such there must be a greater emphasis on monitoring training. With
advances in sport and position specific exercises and an allround increase in physical and
psychological demands it is a period where the spectre of ‘overtraining’ can raise its head. The
general planning in previous stages, geared towards a low to moderate level of training
intensity, will slowly give way to an increase in workload over longer periods of time. Any
increase, be it in intensity, volume or both, must be done progressively with adequate periods
of recovery deliberately constructed in the program. The greater the increase in physical
demand, the more powerful the recovery practices must be. The coach and athlete will again
have to prioritise the competing demands that often arise from various groups wanting the
159
athlete to represent them. The athlete, now entering a period where they can play a personal
role in goal setting, will now be able to consider a more focused view on their participation.
Key Coaching Strategy: Training to Compete Stage (1520yrs) (adapted and
modified from Balyi & Hamilton, 2001)
· Double periodisation can be more effective for those with a long training history.
· Training approaches consistent high intensity and specificity all year round.
· Strength is developed through a greater emphasis on external loading and more
complex exercises.
· Training the lactic energy system can be introduced.
· More sports specific and individual specific work.
Check Peak Height Velocity
· Simulation of all competition conditions including competition specific training.
· Tapering techniques are more sophisticated.
· Competition selection continues to be accurate and well balanced.
A double periodised year may now be a variable to consider. Table 89 illustrates the more
sophisticated management of the training environment during the Training to Compete stage.
The program allows the athlete to experience two high performance periods (Competition 1 and
2) where the intention is to bring all training properties to an integrated peak. In this way the
coach can evaluate the progress of the athlete towards competition readiness and this first
competition period acts as a rehearsal for the main test later in the year.
Table 89 ~ Example Periodisation: Double Periodised Year Late Training to
Compete Stage
Phase C1 C2
Phase Preparation Pre Comp Preparation Pre Comp T

Comp 1 Comp 2
Phase Gen Mx P Mx P M Gen Mx P M T

Strength Str Str Strength Str
Key: C1 Competition 1; C2 Main Competition; Gen General; Mx Str Maximum Strength; M Maintain;
P Power; T Transition;
There is less general training as a vast quantity of this training type has been developed over
the preceding training stages. More specific work develops over this training stage as the coach
directs the program towards efficiency in the specific muscle actions and physiological
requirements of the sport.
Also illustrated is the manipulation of the intensities of training as the athlete adapts to
maximum strength and power cycles in sequence. This manipulation is only effective after
several years of focus on the fundamental issues of training in the Training to Train stage and
early Training to Compete stage.
Other training variables can also be manipulated and it is possible for the coach to introduce
higher intensity weeks (Tables 90 and 91), more complex exercise routines and loading
varieties as the athlete improves their athletic, functional and technical development.
160
Table 90 ~ Example of a Medium Intensity Training Week: Early to Mid Training to
Compete Stage (adapted and modified from Bompa, 1993b)
High
Medium
Light
Low
Table 91 ~ Example of a High Intensity Training Week: Mid to Late Training to
Compete Stage (adapted and modified form Bompa, 1993b)
High
Medium
Light
Low
The actual load development for each exercise can be carefully advanced as long as technique
continues to be consolidated. Maximum Strength and Power development begin their journey
and the ‘repetition and sets’ environment undergoes change. Tables 92 and 93 illustrate the
manipulation techniques available to the coach.
161
Table 92 ~ The Repetitions, Sets, Intensity and Rest Components for the Training to
Compete Stage
QUALITY REPS SETS INTENSITY REST
Early TC: 68
Power 34 3070% 25 mins
Late TC: 46
Early TC: 1015
General Strength 36 4075% 3090 secs
Late TC: 810
Early TC: 68
Maximum Strength 24 80100% 25 min
Late TC: 35
Strength Endurance / Early TC: 1550
24 4060% 1560 secs
Anatomical Adaptation Late TC: 1550
Key: TC – Training to Compete
Table 93 ~ Example of Load Variations: Training to Compete Stage General
Strength Development Phase.
Week 1 Week 2 Week 3 Week 4 Week 5
2 x 8 3 x 8 4 x 8 5 x 8 8866

16 reps 24 reps 32 reps 40 reps 28 reps
75% 75% 75% 75% 75%,75%,
80% 80%
In this example the load is increased in a linear fashion by increasing the number of sets and
maintaining the repetition range and the intensity over the first 4 weeks. The final week sees a
lowering of volume back to 28 repetitions with a slight increase in intensity (80% for the
repetitions of 6).
It is also possible to make the exercise selection a more complex one by mixing different
intensity ranges during the exercise unit. Table 94 indicates the use of a maximum strength and
power combination using Squats.
Table 94 ~ Example of ‘Back Squat Jump Squat’ Contrast Training: Late Training
to Compete Stage
Back Squat 25 min Rest Jump Squat

X 3 @ 9095% x 6 @ 30%
Repeat for 4 sets
With all these variables at the coach’s disposal it is important to state that perhaps the greatest
trait the coach can have is patience. This often ignored human characteristic is absolutely vital
in the early stages of training, but is also crucial in the Training to Compete stage, as the
temptation for immediate results still pervades the environment. For the successful athlete the
162
world of representative sport can now beckon and there are regional, national, international,
World Youth and World Junior championships to contend with. Alongside all these attractive
competition platforms the coach must lay the foundation for an injury free, consistent and long
term athletic life for the athlete.
163
164
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Further information on Movement Dynamics can be found at:
movementdynamics.com
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A Guide To Developing Physical Qualities in Young Athletes

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This manual and the accompanying visual aids have been developed by Movement Dynamics.

Before any physical activity is carried out in the context of the information contained in these

Special thanks go to Tudor Bompa and Istvan Balyi for giving us their personal permission to

1. The Stages of Training………………………………………………………………………… 18

2. Periodization of Young Athlete Development……………………………..………….. 18

14. Graph Illustrating Peak Height Velocity for Girls……………………………………... 37

15. Graph Illustrating Peak Height Velocity for Boys……………………………………… 37

16. Example of the Basic Exercise Continuum Model………………………………….…. 39

17. Example Physiotherapy Screening Report………………………………………………. 44

18. An Example Primary School Physical Activity Program (UK System)………….. 56

19. A Typical Single Periodised Annual Plan ­ Australian State Soccer League... 57

22. A Typical Australian Little Athletics Annual Calendar………….………………………. 59

24. The Competition Phases of the Year: Australian Schools Example.……………... 60

25. The Competition and Exam / Study Periods of the Year…………………………..… 60

26. Combining Academic, Competition and Training Commitments…………………... 61

30. Low Intensity Training Week – Early Training to Train Stage……………………… 63

31. Higher Intensity Training Week – Late Training to Train Stage…………………… 64

33. Check­List for Exercise Selection……………………………………………………….…….. 70

35. Example Warm­Up Themes……………………………………………………………….……. 73

37. The Influence of Multiple Streams on a Physical Competence………………..….. 76

38. The Transfer of Exercise Characteristics……………………………………………..…... 77

39. Giving the Athlete the Physical Tools to Develop Agility……………………….……. 78

47. Required Flexibility Competence for Running Mechanics…………………………… 90

48. Speed Drills ­ The Key Drills….………………………………………………………………. 92

49. Speed Drills ­ Progression…………………………………………………………………….. 93

50. Speed and Agility Development Stream ­ An Integrated Program……………... 94

52. Physical Competence Standards: End of Training to Train Stage ­ Boys

53. Physical Competence Standards: End of Training to Train Stage ­ Girls

54. A Typical Test Scoring System……………………………………………………..……….. 108

55. Integrating the Jumping Streams…………………………………………….…………….. 110

56. Integrating the Stability Streams……………………………………………….…………… 110

58. Example Clip Progression ­ Fundamental Stage………………….……….…….……. 111

59. Example Clip Progression ­ Training to Train Stage……….…………….…….……. 112

60. Stability Stream ­ Horizontal Stability….……………………………………….…………. 114

61. Vertical Stability…………………………………………………………………………….……... 118

62. Dynamic Vertical Stability…………………………………………………………………….… 120

63. Squats……………………………………………………………………………………………….… 121

64. Cleans (Training to Train)……………………………………………………………………... 123

66. Step Ups……………………………………..………………………………………………………. 126

67. Jumping Fundamentals…………………………..…………………………………………….. 128

68. Horizontal Jumping………………………………..…………………………………………….. 130

69. Vertical Jumping…………………………………………………………………………………… 132

70. Running Fundamentals .……………………………………………………………………….. 135

71. Acceleration Fundamentals……………………………………………………………………. 137

72. Agility Fundamentals…………………………………………………………………………….. 138

73. Shoulder Stability and Control..……………………………………………………………… 139

74. Pushing ­ Vertical……………………………………………………………………………….... 141

75. Pushing ­ Horizontal……………………………………………………………………………… 142

76. Pulling ­ Vertical………………………………………………………………………………...... 144

77. Pulling ­ Horizontal…………………………………………………………………………….... 145

78. General Movement Development 1..…………………………………………………….... 146

79. General Movement Development 2………………………………………………………… 147

80. Trunk 1 ­ Special Bracing and Extension………………………..…………………….... 148

81. Trunk 2 ­ Flexion and Lateral / Rotation..……………………………………………….. 149

82. Medicine Ball Exercises……………………………………………………………………….... 151

83. Flexibility…………………………………………………………………………………………….. 153

84. Example Training Program 1 ­ Early Training to Train Stage : 11­12 years... 154

85. Example Training Program 2 ­ An Integrated Session………………………………. 155

86. Example Training Program 3 ­ Late training to Train Stage : 13­14 years….. 156

87. Physical Competence Tests 1 ­ Fundamental Stage……………………………….... 157

88. Physical Competence Tests 2 ­ Training to Train Stage………………………….... 158

General Training. Training that stimulates all aspects of movement. It is non sports specific

19. A Typical Single Periodised Annual Plan Australian State Soccer League... 57

33. CheckList for Exercise Selection……………………………………………………….…….. 70

35. Example WarmUp Themes……………………………………………………………….……. 73

48. Speed Drills The Key Drills….………………………………………………………………. 92

49. Speed Drills Progression…………………………………………………………………….. 93

50. Speed and Agility Development Stream An Integrated Program……………... 94

52. Physical Competence Standards: End of Training to Train Stage Boys

53. Physical Competence Standards: End of Training to Train Stage Girls

58. Example Clip Progression Fundamental Stage………………….……….…….……. 111

59. Example Clip Progression Training to Train Stage……….…………….…….……. 112

60. Stability Stream Horizontal Stability….……………………………………….…………. 114

74. Pushing Vertical……………………………………………………………………………….... 141

75. Pushing Horizontal……………………………………………………………………………… 142

76. Pulling Vertical………………………………………………………………………………...... 144

77. Pulling Horizontal…………………………………………………………………………….... 145

80. Trunk 1 Special Bracing and Extension………………………..…………………….... 148

81. Trunk 2 Flexion and Lateral / Rotation..……………………………………………….. 149

84. Example Training Program 1 Early Training to Train Stage : 1112 years... 154

85. Example Training Program 2 An Integrated Session………………………………. 155

86. Example Training Program 3 Late training to Train Stage : 1314 years….. 156

87. Physical Competence Tests 1 Fundamental Stage……………………………….... 157

88. Physical Competence Tests 2 Training to Train Stage………………………….... 158

“Shortterm success has ruined promising careers of

26 68 1012 1220

Preparation PreCompetition Competition

“Do not risk future hope of achieving longterm

· In order for the athlete to maximise the acquisition of the skillrelated components of

Rep Range 1015 1012

Tempo SlowMedium MediumFast

Rest 30 sec2 min 30 sec2 min

Sessions/Wk 23 23 2

Set Range 23 34 34

Rest 30 sec2 min 12 25

Sessions/Wk 23 23 2 2