Increasing Physical Literacy Among Strength and Conditioning Professionals Rick Howard, M.Ed., CSCS, *D Instructor, Rowan University (NJ) and West Chester University (PA) Fitness and Sports Performance Director, Wilmington (DE) Country Club NSCA Youth SIG Founder rihoward41@gmail.com

Motion is Lotion Even if you’re on the right track, you’ll get run over if you just sit there!

NSCA (Youth SIG) in Motion Gather information on PL/LTAD Share the information Share additional information Engage partnerships/collaborations to share even more information Collaborate for effective next steps to gain widespread implementation Begin with the end in mind!

JSCR Invited Review Lloyd et. al, JSCR, 29(5), 2015a, 2015b, Long-Term Athletic Development- Part 1: A Pathway for All Youth Long-Term Athletic Development, Part 2: Barriers to Success and Potential Solutions Part 1 provides a critical review of existing models of practice for long-term athletic development and introduces a composite youth development model that includes the integration of talent, psychosocial and physical development across maturation. Part 2 identifies limiting factors that may restrict the success of such models and offers potential solutions. Physical activity levels appear to peak at approximately 6 years of age, after which there is a consistent decline into adolescence and adulthood Daily physical activity early in life is a critical component of all long term athletic development models Modern-day youth do not possess sufficient levels of muscular strength largely due to physical inactivity Fundamental movement skill competency is associated with long-term engagement in physical activity Long-term strategy should prioritize the development of muscle strength and motor skill proficiency during the primary school years

Underlying Principles of LTAD Lloyd et. al, JSCR, 2016 The 10 pillars provide coaches with workable strategies to promote long-term athletic development for all youth by: Fostering a more unified and holistic approach to LTAD Promoting the benefits of a lifetime of healthy physical activity, and Preventing and/or minimizing injuries from sports participation for all boys and girls Implementing motor skills and muscle strength training

The 10 Pillars Accommodate for the highly individualized and non-linear nature of the growth and development of youth Youth of all ages, abilities, and aspirations should engage in LTAD, from early childhood, that promote physical fitness & psychosocial wellbeing All youth should be encouraged to enhance physical fitness from early childhood, with a primary focus on motor skill and muscular strength development. LTAD pathways should encourage an early sport sampling approach for youth that promotes and enhances a broad range of motor skills. Health and wellbeing of the child should always be the central tenet of long-term athletic development programs. 6. Youth should participate in targeted training that helps reduce the risk of injury to ensure their on-going participation in long-term athletic development programs. 7. Long-term athletic development programs should provide all youth with a range of training modes to enhance BOTH health- and skill-related components of fitness. 8. Practitioners should use relevant monitoring and assessment tools as part of a long-term physical development strategy. 9. Practitioners working with youth should progress and individualize training programs for successful long-term athletic development. 10. Qualified professionals and sound pedagogical approaches are fundamental to successful long-term athletic development.

Sharing Additional Information NSCA Youth Certificate Online Course Follows the 10 Pillars Includes PL Additional Website Information For Coaches For Athletes For Parents For Administrators Youth-centric FUN

Additional Information

Muscle Strength, Motor Skills, PL A higher effort-based paradigm in physical activity and exercise for public health: making the case for a greater emphasis on resistance training Steele et al, BMC Public Health https://bmcpublichealth.biomedc entral.com/articles/10.1186/s128 89-017-4209-8

Sharing Information

Current Partner Organizations

Partnerships/ Next Steps Cross-sectoral Engagement Dr. Cairney Fitness/LTAD/PL as a Whole- child Construct (not an either/or health/skills fitness mindset) Positive Mindset from Performance standpoint for youth (6-18) centered programming

Closing Thought LTAD Across the Lifespan Focus on Performance Across the Lifespan Show long-term impact of LTAD/PL throughout the life course Stages should extend across childhood, adolescence, and adulthood Motor skill development (exploration) (0-6 and parental to lifespan) Motor skill competence (developmental types of play) (6-lifespan) Play, Fitness Sport Intrinsic and Societal Play (12- lifespan) My definition: Evidence-based approach to increasing physical literacy throughout the life course by emphasizing the interplay of muscle strength and motor skills in play, sports, physical activity, and physical education