In children and adolescents there is little information and much uncertainty in its practical application. Studies that have investigated the effect of resistance training in children and adolescents often suffer from methodological deficiencies, such as the absence of a large control group where perceived outcomes are clearly seen.
Yet there is no indication that resistance training is more risky than other youth sports or recreational activities in terms of the incidence or severity of musculoskeletal injury.
As we said in the previous post, strength training in children is not only possible, but we should recommend it. We must apply common sense, and maintain a series of recommendations or considerations. Many authors qualify the following as the most important to bear in mind:
It would be interesting to measure height periodically, so that when a significant increase in height is detected, we can see a good time to introduce systematic strength training (Cometti & Pombo, 2002). The degree of maturation and development is very important. Not only must we assess chronological age, but we must also bear in mind the level of development, the degree of physical and psychological maturation. Many authors recommend that the degree of biological maturation be carried out by means of studies, such as radiographs on certain bone structures, such as the bones of the hand (MacDougall, Wenger, & Green, 1993) or formulas in which variables such as bone lengths and diameters, muscle perimeters and body weight are compared.
As for the factors that determine the burden of training, we have the following considerations:
We should not begin to perform an explosive strength training without having previously worked the dynamic strength for the chain of phasic muscle groups, and the static strength for the tonics or stabilizers (Francisco Javier et al., 2007).
As for the types of exercises, it seems that there is a tendency to recommend in the initiation natural exercises of strength, where the load is the own corporal weight. But really, on many occasions these exercises cause very high demands of effort during exercises such as those dominated, where many children by their level of relative strength, only manage to perform 2 or 3 movements, which shows a ratio above 90% of their possibilities. It is therefore incomprehensible that these exercises are commonly accepted as beneficial and suitable for children, and other exercises such as high pulley traction or bench press are rejected for the application of training in children, when they can be easily programmed and adjusted (Francisco Javier et al., 2007).
It is recommended that the exercises to be performed be multi-articular, and that their execution can be carried out correctly throughout the training (Faigenbaum, 2007). Therefore, we must allow large muscle groups to be trained in the same session with push and pull actions involving the upper and/or lower hemisphere (Peña et al., 2016).
Finally, we must not forget that we should not conduct evaluative tests of MRI directly. If at any time we consider it necessary to carry out a force assessment, we will use regression formulas which, with a number of up to 10 repetitions, allow us to indirectly find the MRI and the percentage of MRI (Amarante do Nascimento et al., 2007):
REFERENCES
Yet there is no indication that resistance training is more risky than other youth sports or recreational activities in terms of the incidence or severity of musculoskeletal injury.
As we said in the previous post, strength training in children is not only possible, but we should recommend it. We must apply common sense, and maintain a series of recommendations or considerations. Many authors qualify the following as the most important to bear in mind:
- Learn and automate the basic technique correctly in the exercises. Until this is the case, we should not use external loads or progress in the exercises. The child must be psychologically mature enough to understand and accept the technical instructions (Francisco Javier, Navarro, & Francisco Javier Pastor Navarro, 2007).
- The trainer must know the technique correctly. Above all, it is important that the trainer carries out a pedagogical progression for the teaching of the technique.
- To know that the sensitive phase for motor learning is around 10 and 12 years old.
- It would also be interesting for strength training to be combined with range of motion, since strength exercises must be performed with a high range of travel in joint movement (Francisco Javier et al., 2007).
- The instruments used in training must be adapted to the anthropometric and morphological characteristics of children. From the beginning, we must plan the training so that it is applicable to the child's sports specialty, if one exists.
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It would be interesting to measure height periodically, so that when a significant increase in height is detected, we can see a good time to introduce systematic strength training (Cometti & Pombo, 2002). The degree of maturation and development is very important. Not only must we assess chronological age, but we must also bear in mind the level of development, the degree of physical and psychological maturation. Many authors recommend that the degree of biological maturation be carried out by means of studies, such as radiographs on certain bone structures, such as the bones of the hand (MacDougall, Wenger, & Green, 1993) or formulas in which variables such as bone lengths and diameters, muscle perimeters and body weight are compared.
As for the factors that determine the burden of training, we have the following considerations:
- Frequency: We should not train 2 days in a row, or more than 3 times a week (Francisco Javier et al., 2007). A single weekly session does not provide sufficient stimulation to maintain strength levels, so it is best to train her 2 to 3 times a week (Faigenbaum et al., 1996). In this way, an adequate recovery will be achieved between sessions, resulting in an adequate frequency to produce improvements in strength (National Strength & Conditioning Association (U.S.), 1985).
- Intensity: We started with low intensity percentages (40-50%). Do not carry a very high effort character. Follow a steady but gentle progression (Francisco Javier et al., 2007). We reach a maximum of 70 or 75% of the RM (Faigenbaum, 2007). As training progresses, weights begin to be perceived lighter and lighter. In order to maintain a constant stimulus, the weight must be increased between 5% and 10% in order to maintain the level of perceived effort at the end of each series (Faigenbaum, Milliken, Cloutier, & Westcott, 2004).
- Sessions should contain 2 to 3 main exercises and 2 or 3 complementary exercises. For each exercise, 1 to 3 series should be performed, with a number of repetitions between 6 and 15 per series. The time of effective effort is also established, recommending a value of 30 to 45 minutes (Francisco Javier et al., 2007).
We should not begin to perform an explosive strength training without having previously worked the dynamic strength for the chain of phasic muscle groups, and the static strength for the tonics or stabilizers (Francisco Javier et al., 2007).
As for the types of exercises, it seems that there is a tendency to recommend in the initiation natural exercises of strength, where the load is the own corporal weight. But really, on many occasions these exercises cause very high demands of effort during exercises such as those dominated, where many children by their level of relative strength, only manage to perform 2 or 3 movements, which shows a ratio above 90% of their possibilities. It is therefore incomprehensible that these exercises are commonly accepted as beneficial and suitable for children, and other exercises such as high pulley traction or bench press are rejected for the application of training in children, when they can be easily programmed and adjusted (Francisco Javier et al., 2007).
It is recommended that the exercises to be performed be multi-articular, and that their execution can be carried out correctly throughout the training (Faigenbaum, 2007). Therefore, we must allow large muscle groups to be trained in the same session with push and pull actions involving the upper and/or lower hemisphere (Peña et al., 2016).
Finally, we must not forget that we should not conduct evaluative tests of MRI directly. If at any time we consider it necessary to carry out a force assessment, we will use regression formulas which, with a number of up to 10 repetitions, allow us to indirectly find the MRI and the percentage of MRI (Amarante do Nascimento et al., 2007):
- RM: weight/1,0278-0,0278 x repetitions
- %RM: 102.78 - 2.78 x repetitions.
We hope that the information given will help you to program a strength training in children, following this given methodology. It is important to pay attention to it so that such training does not run the risk of containing a high risk of injury.
See you in the next post.
May the force be with you!
REFERENCES
Amarante do Nascimento,
M., Serpeloni Cyrino, E., Yuzo Nakamura, F., Romanzini, M., José Cardoso
Pianca, H., & Roberto Queiróga, M. (2007). Validation of the Brzycki
equation for the estimation of 1-RM in the bench press. Rev Bras Med
Esporte (Vol. 13). Retrieved from
http://www.scielo.br/pdf/rbme/v13n1/en_11.pdf
Cometti, G., &
Pombo, M. (2002). El entrenamiento de la velocidad. Paidotribo.
Retrieved from
https://books.google.es/books/about/EL_ENTRENAMIENTO_DE_LA_VELOCIDAD.html?hl=es&id=wB_wjEO-tIQC
Faigenbaum, A. D.
(2007). State of the Art Reviews: Resistance Training for Children and
Adolescents. American Journal of Lifestyle Medicine, 1(3), 190–200.
https://doi.org/10.1177/1559827606296814
Faigenbaum, A. D.,
Kraemer, W. J., Cahill, B., Chandler, J., Dziados, J., Elfrink, L. D., …
Roberts, S. (1996). YOUTH RESISTANCE TRAINING: POSITION STATEMENT PAPER AND
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18(6), 62. https://doi.org/10.1519/1073-6840(1996)018<0062:YRTPSP>2.3.CO;2
Faigenbaum, A. D.,
Milliken, L. A., Cloutier, G., & Westcott, W. L. (2004). Perceived Exertion
during Resistance Exercise by Children. Perceptual and Motor Skills, 98(2),
627–637. https://doi.org/10.2466/pms.98.2.627-637
Francisco Javier, D.,
Navarro, P., & Francisco Javier Pastor Navarro, D. (2007). Strength
training in children and youth applied to sports performance. J. Hum. Sport
Exerc. Official Journal of the Area of Physical Education and Sport. Faculty of
Education.University of Alicante. Spain ISSN, 1, 1–9. Retrieved from
https://rua.ua.es/dspace/bitstream/10045/894/4/JHSE_2_1_1.pdf
MacDougall, J. D.,
Wenger, H. A., & Green, H. J. (1993). Physiological Testing of the
High-Performance Athlete. Medicine & Science in Sports & Exercise,
25(2), 305. https://doi.org/10.1249/00005768-199302000-00027
National Strength &
Conditioning Association (U.S.). (1985). Position Paper on Prepubescent
Strength Training - National Strength & Conditioning Association (U.S.)
- Google Libros. Retrieved from https://books.google.es/books/about/Position_Paper_on_Prepubescent_Strength.html?id=nEdQHAAACAAJ&redir_esc=y
Peña, G., Peña, P.,
Heredia, J. R., Lloret, C., Martín, M., & Da Silva-Grigoletto, M. E.
(2016). Introduction to strength training at early age: A review. Rev Andal
Med Deporte, 9(1), 41–49. https://doi.org/10.1016/j.ramd.2015.01.022
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