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Effective strength and conditioning regimens are essential for sports success, in particular at the middle and high school levels. Research clearly demonstrates the advantages of good training programmes for strength and weight in relation to improvements in strength, power, speed, stamina and flexibility. The effects of strength and conditioning programmes are not just physical improvements. Strength training helps the student's athletes physiologically and psychologically, but mental advantages from strength and conditioning programmes are seldom researched. Every coach recognises the significance of a complete training programme via study, training and certification. What about the athletes, however? Especially those competing in high-school, NCAA, Division II or III or even in mid-major Division I courses?? A major issue for strength and conditioning coaches, just as it is for many head coaches and athletic programmes, should be the idea of 'buying in.' The perceived significance of weight training of 105 NCAA student athletes from 10 different sports has been studied by Poiss and colleagues. Surveys were utilised to collect demographic data, weight training data and sports conditions. The authors were mainly interested in identifying variations between men and women in their views of the significance of competition (a fundamental emphasis on competitive sport), aim orientation (focus on personal standards) and winning orientation (focused explicitly on winning). There have been many important variations in the views of training among men and women. Male athletes felt that weight training was helpful for male and female athletes. Males also believed that weight training was important for their sports' general growth and should form part of the sport training schemes. Males were more likely than women to exercise more days a week and more minutes each session and they were more confident in their skills in weight training. Females felt stronger than males that women were required to train weight and that training was good for their sport. In addition, strength training has been shown to be more often needed by male sport team coaches than by female sports team coaches. Obviously, the findings appear to need a deeper understanding of women's views and convictions of the significance of an appropriate strength and conditioning programme. Many studies have demonstrated the usefulness of pre-tests on athletes' physical ability in the design and implementation of a programme. In two studies examining the duties and responsibilities of coaches in the National Football League and the National Basketball Association, investigators have discovered that coaches report on the necessity for physical testing regularly. Each athlete should have at least once a year tested body composition, muscle strength, muscle power, cardiovascular persistence, muscular persistence, agility, speed, anaerobic capacity, and flexibility (2,10). While physical assessments are the standard for strength and conditioning, no research have been published on testing psychometric factors during programme design. This may be a significant restriction for athletes in relation to their strength training programme confidence and security.

Pitts B.G and Pedersen (2001):have studied on basic asssumputions on research and review.Endurance was evaluated using a 6-minute running test. Students were told to ride as far as they could on a 54-meter track in the gym for 6 minutes. After 3 and 5 minutes, split times were given. For further data analysis, the maximum distance reached during the 6-minute running test was used. The test showed to be reliable in children between 6 and 10 years of age with an ICC of 0.86.

Balance has been evaluated using a single-leg test. The dominant limb of our subjects was assessed using the modified Questionnaire on Lateral Preference. Students were instructed to stand barfooted with wide eyes in a single-leg posture. The non-dominant foot was put within the dominant leg and Akimbo's hands were held. Students were advised to stand as long as possible throughout the exam, but not more than 180 s. The exam has been completed if the pupils are moving their arms or feet to attain stability or if the test operator is needed. Time was taken up to the closest 1/10 of a second using a stopwatch.

Durguerian et. al., (2019): describes building a specific developmental pathway that focuses on the training process and strategies to ensure continual long term development. The general pathway is divided into four main stages allowing for educational and technical efficiency in the first stage, enhancing work capacity in the second stage, building a high level of maximal strength in the third stage, and improving specific explosive strength and power capacity in the final stage.

Calandro et al., (2020):  Training  is  a medium  and  long-term process  that stimulates  the  body  to morpho-functional adaptations.

Definitions of Physical Activity, Exercise, Training, Sport, and Health

Definitions and terminology are based on physical exercise in illness prevention and treatment, the WHO and the US Department of Human Services. The concept of physical activity in FYSS is "physical activity is simply defined medically as any movement of the body that increases the consumption of energy beyond rest." In the World Health Organization (WHO), health is defined as 'a condition of full physical, psychological and social well-being and not just the absence of illness or disability.'

Physical Fitness Tests

Health and skill-related physical fitness components have been evaluated utilising seven individual tests from various motor fitness assessments. A 20-m sprint test was used to evaluate the speed, a muscle power test using the 1 kg ball push test, a standing jump test, agility testing using the star agility run test, flexibility assessment using a stand-and-reach test and a 6-minute endurance test and a balance test using the one-leg stand test was carried out. Speed evaluation was carried out. Qualified staff were trained to perform physical fitness assessments using a defined test procedure. A standardised ten-minute warm-up session comprising of lighting and various conditioning activities was carried out by all pupils before the exam (e.g., side steps, backward running, skipping, submaximal plyometric exercises, and short distance sprints). Each student got standardised verbal instructions and visual demonstrations on the exam process after the warm-up. Before the exam, all students completed a single practical test and two test trials for each test. The best test was carried out for further analysis.

Speed

The 20-m sprint test was used for the speed assessment. Participants were asked to stand with one foot just behind the surprising line in a high starting posture. Children began with the "ready-set-up" instruction and accelerated as much work as possible. Time was taken to the nearest 1/10's using a stopwatch. The 20-m sprint test was trustworthy in children aged 6–10 with an interclass coefficient of correlation (ICC) of 0.73.

Muscle Power

The 1 kg medicine ball push test was performed as a surrogate of muscular strength for the upper extremities. Students were told to grip a medicine ball in both hands, while elbows were on the same level as their hands. Students were instructed to push the ball as far as possible from a parallel stance. The distance of the push ball was recorded using a measuring tape up to 10 cm. The ball push test is a valid test for the evaluation of high muscular power in children aged 8-10 years.

The long standing leap was utilised as a surrogate for the lower extremities of the muscular power. In a parallel posture, with loosely hung arms on the side, students were told to leap in the horizontal direction and land on both feet as far as possible. The leaping distance was recorded using a 1 cm measuring tape. The standing jump test was reliable in ages 6 to 10.

Agility

Agility has been tested using the star agility run test. Students were taught to use various running tactics from the centre to the perimeter to the rear of a 9x9m star field with four spikes. Time was taken up to the closest 1/10 of a second using a stopwatch. The star agility run test was trustworthy with an ICC of 0.68 in 8-10 years of age.

Flexibility

The stand-and-reach test was used to evaluate the lower back and hamstrings flexibility. The students completed the exam barefooted and close together with outstretched legs and feet on a high platform. Things were instructed to bend over utilising their maximum movement range. During the test, knees, arms and fingers were stretched to a minimum of 2 s. A tape measurement of 100 cm matching the top level of the platform was affixed to the platform. If pupils could reach beyond their toes, values of more than 100 cm were measured. Values below 100 cm showed that the individual could not reach the toes. In children aged 7–11 the stand-and-reach test is a valid test for flexibility assessment

Endurance

Endurance was evaluated using a 6-minute running test. Students were told to ride as far as they could on a 54-meter track in the gym for 6 minutes. After 3 and 5 minutes, split times were given. For further data analysis, the maximum distance reached during the 6-minute running test was used. The test showed to be reliable in children between 6 and 10 years of age with an ICC of 0.86.

Balance

Balance has been evaluated using a single-leg test. The dominant limb of our subjects was assessed using the modified Questionnaire on Lateral Preference. Students were instructed to stand barfooted with wide eyes in a single-leg posture. The non-dominant foot was put within the dominant leg and Akimbo's hands were held. Students were advised to stand as long as possible throughout the exam, but not more than 180 s. The exam has been completed if the pupils are moving their arms or feet to attain stability or if the test operator is needed. Time was taken up to the closest 1/10 of a second using a stopwatch.

Sports Training Principles

Training involves participating in activities aimed at improving performance and/or fitness. This is best achieved by knowing basic principles of sports training: overload, reversibility, development, individualisation, periodization and specificity.

Overload

1. Description: tissue exposure to stress higher than usual.

2. Concept: challenges to existing fitness/performance levels lead to compensating improvements. Excessive overload and/or insufficient rest may lead to overwork, injury and decrease in performance.

3. Example: a jogger runs with hopes of improving durability quicker than her usual speed.

Reversibility

1.  Description: the finding that removal of the tissue load leads to loss of favourable adaptations to fitness/performance.

2.  Concept: The body adapted through atrophy and fitness/performance decreases to stop a particular activity and poor training load.

3.  Example: A bodybuilder complains that his muscle gains have been lost following a two-wk holiday.

Progression

1.  Description: Gradual and methodical increases in tissue overload stress training to cause continuous training adaption.

2.  Concept: As training improves fitness / performance, training variables (i.e. frequency, intensity, volume) need to be increased in order to induce further adaptation. The rate of development is essential; progress too fast may cause damage while progress too slowly delays the achievement of the goal.

Example: a lifter can easily lift weight that was previously difficult, therefore it now has to lift higher weights in order to continue to develop power.

Individualization

1. Description: Training adjustment to reflect the individual capability and reaction of an athlete.

2.  Concept: a training programme shall recognise the different abilities of athletes to adapt from those of their teammates to ensure that they adhere to the principles of their training; this ability is affected by physiology (for example age, fitness currently, training history), psychology (for example, effort, trust), environment (for example, food, lifestyle habits) and genetic facts.

Example: a freshman quarterback exercise programme necessarily differs from that of a senior liner on his soccer team based on individual differences.

Periodisation

1. Description: the systematic and structural variation scheduled throughout time of the training programme.

2.  Concept: Constant cycling of training variables (activity, rest, frequency, intense life, duration) in a daily, week, and months training programme aims to preserve an optimal training stimulus, address changing goals as well as individual variability, as well as avoid overtraining, injury, and burnout.

Example: The training regimen of the lacrosse team will be changed throughout macrocycles to match adaptations with the various objectives of pre-season, in-saison, and off-season.

Specificity

1. Description: observation that fitness/performance increases via training patterns and intensities of a particular activity and kind of fitness (strength, power, endurance, or flexibility).

2. Concept: The addition of particular demands in a sport inducts neuromuscular and metabolism adjustments to enhance the overworked muscle groups' structure, fitness and economy. Training should aim at increasing the fitness and performance of the many essential components of a sport.

Example: While power athletes are expected to train strength and endurance athletes (e.g. swimmers should swim) team sport athletes need a mix of these two fitness types plus sports-related movements/skills.

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