Joe Eisenmann explains current strategies for implementing long-term athlete development (LTAD) in American football, in this session from the NSCA’s 2018 Coaches Conference

The implementation of long-term athletic development (LTAD) aims to improve health, physical activity, and performance of all youth. Contemporary LTAD models suggest that a broad range of physical and psychosocial competencies should be developed in youth, but few resources are available for coaches that describe “how” to achieve these outcomes. This article overviews a coaching session framework built around the following components: raise, activate, mobilize, prepare, activity, games, evaluate (RAMPAGE). The framework provides practitioners with information on what can be planned and delivered and when within a coaching session, across multiple ages and stages of development within multiple contexts (e.g., physical education and talent development).

Learn about the 10 pillars of successful long-term athletic development, summarizing the key recommendations detailed within the National Strength and Conditioning Association’s (NSCA) Position Statement on Long-Term Athletic Development (LTAD).

Examine the scientific rationale underpinning the 10 pillars of long-term athletic development proposed in the recently published NSCA position statement. In this session from the NSCA’s 2016 National Conference, Rhodri Lloyd demonstrate how the scientific principles surrounding the 10 pillars of long-term athletic development can be applied by coaches in a practical setting.

NSCA Member Spotlight: Vincent Martins shares how the CSCS helped open his path to lead high school strength and conditioning aligned with LTAD. Read his story.

A qualified strength and conditioning professional in the high school environment can benefit both the school and the students in a number of ways, including injury reduction, improved performance, and risk management.

This article discusses utilizing long term athletic development (LTAD) as a framework for accountability and explores the benefits personal trainers can use to measure success.

For emerging athletes to move properly and develop athletic skills, they must first develop proficiency in fundamental motor skills. The ABCs of athleticism, therefore, must reflect the development of fundamental motor skills first, and specific athletic skills second.

In the second of this two part series, this article will discuss program design with an emphasis on integrating lower limb plyometric training into soccer training to enhance power actions, as well as, consider high school athletes’ biological characteristics and long-term athletic development (LTAD).

This article in NSCA Coach examines whether athletic coaches, educators, and institutions are adequately prepared to support athletes through athletic retirement. Visit NSCA online to learn more on LTAD and coaching strategies.