Developing Younger Athletes Essays

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Eddie Hsiung
4/19/2015
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Developing Younger Athletes
Nowadays, since the atmosphere of sports gradually prevails, we can increasingly find a great deal of young athletes engage in sport teams, such as track and field, wrestling, and swimming. Yet, how to train young athletes correctly has always been a controversial issue. In other words, the development of strength and power in youth has previously been a source of great debate for a long time. Some people argue that if we let our children prematurely do resistance training as adults, it will cause more injuries. However, there are a great deal of compelling evidence points out that young athletes can enhance physical performance and reduce injury risk when exposing to appropriate training.
Firstly, we have to understand the training age and biological age in order to prescribe an accurate program. Training age refers to the number of years an athlete has been in appropriately designed formalized training, and biological age is defined as a description of an individual's development based on biomarkers. Take a 14-year-old rugby player, who is not only early mature but also has 3 years training age, for example. According to his biological age we realize that he might soar a lot of sex hormone concentrations. In other words, he is creating a huge amount of testosterone, which promotes protein synthesis. Thus, this would be a favourable time to prescribe muscle-building (hypertrophy) training programs. Furthermore, based on his training age, he could be prescribed more advanced training methods.
In addition to knowing the conditions of our athletes to design a distinct program, we should develop their fundamental movement skills (FMS) as early as possible, which are the building blocks for more advanced movement patterns, such as motor skills and stabilizing skills. Take a child athlete with a training age of zero for instance, instead of providing complex and external load, we should ensure that they are proficient in motor skills, such as balance, reaction and orientation.
Last but not least,
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