This article discusses the benefits of utilizing evidence-based training approaches supported by current strength and conditioning research with law enforcement officer recruits.

This article focuses on the requirements that must be met for sailors to pass a Physical Fitness Assessment (PFA), and resources the Command Fitness Leader (CFL) and tactical facilitator have at their disposal to assist sailors. In addition, an example program is provided to help support sailors struggling to meet PFA requirements.

CC 2020

A comprehensive but realistic battery of tests can reveal those who are sufficiently fit and athletic to immediately assimilate into training with the least possible likelihood of failure or injury. The Occupational Physical Assessment Test (OPAT) was designed to identify those individuals and screen out those who require further physical development.

Occupational police tests described in the literature can serve as indicators of the occupational performance of their employees. In addition, practitioners in charge of police training should develop and employ obstacle courses composed of critical work tasks, as they may be strongly related to tests of aerobic endurance, strength, muscular endurance, and agility.

This article will focus on the management of the physical training process of US Air Force Special Warfare candidates, with relevant information geared toward the specific demands seen within the first phases of a Special Warfare Operator’s development.

Long-Term Athletic Development (LTAD) models have provided a youth sport framework for more than 2 decades, aimed at improving skill progression, training outcomes, and athlete preparation. Although influential, traditional LTAD approaches are limited by their sport-centric orientation, linear design, and focus on elite performance, leaving them less relevant for most youth and adults who do not pursue competitive sport. In response, we propose reframing LTAD as Long-Term Activity Development (LTActD), an accessible and flexible model designed to promote lifelong engagement in physical activity, including recreation, exercise, and sport. LTActD emphasizes 5 dynamic phases—Explore, Develop, Apply, Sustain, and Thrive—that accommodate diverse pathways, periods of inactivity, and opportunities to re-enter active living at any age. Represented as a curvy road, the new model underscores that participation in physical activity is rarely linear, more like a winding journey shaped by health, motivation, environment, and social context. LTActD bridges sport science and public health, positioning physical activity as a lifelong resource for health, independence, and fulfillment. LTActD offers a practical framework to empower individuals of all ages and abilities to discover meaningful ways to move, re-engage, and embrace active living throughout the life course.

The purpose of this article is to describe the content and format of a collegiate introductory strength and conditioning course to induce behavioral changes in college students for lifelong physical activity and fitness.

This three-part series shows how personal trainers can create a physically literate cradle-to-grave culture for all, with LTAD as the framework.

The purpose of this article is to present evidence for implementing wellness coaching practices for enhanced dissemination of knowledge and improved efficacy of lasting behavior change, positively affecting the service member’s fitness performance levels and decreasing risk of lifestyle disease development.