Coaches can help children and adolescents develop athletic ability by including motor skills training into sports practice and training. This approach is called integrative neuromuscular training.

Synergistic development of muscular strength and motor skill competency is central to long-term athletic development. However, these qualities need to be developed in a logical and progressive manner, and training methods need to be developmentally appropriate, engaging, and enjoyable for young athletes to help them build a positive association with strength and conditioning-based activities. This article aims to provide a resource for coaches to use when developing the athletic motor skill competencies in youth, including game-based activities, and a more structured resistance training curriculum.

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.

The purpose of this article is to make the case for implementing non-traditional sports into training programs that prepare youth for participation in traditional American sports and bridge the gap between pedagogy of physical education and strength and conditioning youth coaching.

A fundamental training program at a young age gives the athlete the opportunity to develop many skills needed to succeed. The implementation of agility and coordination training can help reduce the risk of injury and elevate a young developing athlete.

Strength and conditioning coaches who systematically progress specific training variables, including games, can help youth improve performance and reduce the risk of injury.

This article applies LTAD principles to guide the process of generating an athletic profile (part 1) and sample program design (part 2) for a middle school athlete and a high school athlete.

Athletic performance can be enhanced through the use of implementing various unstructured, semi-structured, and structured play from the 12 types of play. These can be performed in the weight room, at a sports practice, or even at home.

This second article of a two-part series continues the discussion of long-term athletic development (LTAD). This article provides practical application of the LTAD principles by examining two sample programs.

Sled exercises provide a training stimulus that closely mimics real-world physical demands of sports. This article provides examples of how to implement sled training into a program.