Resistance training for young people, children and adolescents

For the purpose of this class, young people “the participants” are defined as preadolescents and adolescents. Tanner classifies (Faigenbaum, 2008; Tanner, 1962) preadolescents as before the development of secondary sex characteristics and adolescence as the period between preadolescence and adulthood. The participants of this class will be late preadolescents to early adolescences. They will have little or no experience with resistance training. Although the use of male and female instructors could be beneficial there is no evidence to support this statement. The ratio of instructor to young people will be 1:10 (Hillmann & Pearson, 1995) and will need to be injury free prior to commencing the class. (Small et al., 2008).
Aim(s) of class:
The class aims to encourage a healthy attitude toward resistance exercise. This will be done by educating the participants on the benefits and risks associated with exercising and sports participation as well as teaching good sporting practice like warming up, nutrition and hydration (Small et al., 2008). The participants will have the opportunity to have fun in a well controlled, safe environment while learning correct technique and form in a variety of common resistance exercise modes (Myer & Wall. 2006). Improvement is an important aspect of the class, however it is secondary to healthy, happy and well adjusted young people (Stratton et al., 2004). The class will allow the participants to understand their bodies better and will discuss injury prevention and management (Myer & Wall. 2006). The class will teach inclusion and integrity, allowing the participants to learn responsibility, by supporting each other and contributing to their own learning.
Summary description of class and intended outcomes: (information for recruiting participants)
The class will take place in a resistance exercise facility. This would normally be a club or a gym. An attendance register will be taken at the start of every class. The participants will be expected to wear the correct exercise attire and participate in a 15 minute group warm-up, lead by the physiotherapist. Due to the increase risk of heat stress in children, regular hydration breaks will take place before, during and after the class. After the completion of the class there will be a 10 minute group cool down session (Small et al., 2008). The participants will be confident when using a resistance training facility as they will clearly understand the rules and regulations, safety aspects and accept the responsibilities of using such a facility. They will have a clear understanding of fair play and respect all the other participants and instructors. They will understand the safe selection and use of different resistance equipment modes. The participants will understand the importance of correct coaching technique (Anderson et al., 2000; Myer & Wall. 2006) and how form and setup can influence positive or negative outcomes. They will have an enthusiasm for physical activity and be eager to improve throughout the process (Faigenbaum, 2008). The participants who are involved in this class will benefit physically, mentally and socially, giving the individual the skills and confidence to continue a health conscious life-style into adulthood. In addition they will develop a better self-image and a higher self esteem (Maffulli & Magra, 2008).
Outline of class activities: (insert / delete rows as necessary)	Time allocated:
Lunge with dumbbells	2 x 15
Vertical chest press	2 x 20
Leg curl	2 x 20
Seated row	2 x 20
Closed grip pull ups – assisted if needed	2 x Max Reps
Dips with legs up on bench	2 x Max Reps
Free back extension	2 x 20
Abdominal crunch	2 x 20
Justification of class design:
The exercises selected, were based on multiple joints involved, muscular balance, safety, technique and form control and the involvement of different resistance exercise modes. The exercises are arranged to alternate lower and upper body. This allows recovery between sets. This session will be a circuit to provide an aerobic element (Small et al., 2008). The participants will complete all exercises once with a short rest of 30-45 seconds between sets and then repeat the exercises. This is an example of one class. The exercise and structure will be varied to avoid any boredom and stagnation among the participants. The participants are beginners with no previous resistance training experience. The training stress will be low with minimal technique and frequency demands (Myer & Wall. 2006). They will participate in 2 sessions per week with at least two rest days between sessions, allowing for adequate recovery. The potential load for each participant will be determined by using initial pre-testing. The aim will be to determine the multiple-rep-max for each exercise, using tables or the full testing procedure (Faigenbaum, 2008). This will introduce the participants to testing and allow them to chart their progress.
Critical description and justification of sport psychology techniques and communication strategies applied:
This is a critical time for developing well adjusted, healthy individuals. Introducing the exercises and healthy attitudes in the correct way is essential. Socially, to fail or build negative opinions toward exercise can create issues of low self confidence and poor self esteem in later life (Stratton et al., 2004). It is the role of the class instructor to engage the young person early, building a relationship and understanding their individual interests and goals. Each participant will have a different focus and the encouragement provided needs to reflect each participants individual goals. The tasks should be performed in relation to each participant’s ability, focusing on achievement and positive reinforcement (Hatfield & Brody, 2008). Fulfilment from participation is essential and this creates a positive experience. Clear communication with the parents is imperative. Through understanding the class aims, parents will recognise the individual needs of their own child and appreciate that all young people have different attitudes towards exercising. Watching for signs of negative attitudes towards exercise can be dealt with early and low self esteem from quitting can be prevented.

by: N.Brink