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Welcome!

RT4T Teacher Workshop

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Organisations

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2-hour workshop overview

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Description	Approximate duration (minutes)
E-learning	30
Background information	5
RT recommendation for youth	5
RT4T research findings	5
RT4T resources and mini session	45
Delivery methods and SAAFE principles	10
Teacher survey	20

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Workshop objectives

Understand the rationale for resistance training in youth
Gain the knowledge and understanding to deliver the Resistance Training for Teens (RT4T) program in school
Learn strategies to increase students' engagement in resistance training using motivational theory (i.e., Supportive, Active, Autonomous, Fair, and Enjoyable principles)

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E-learning

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Background information

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Movement guidelines for 5-17 years old

“Activities that are vigorous, as well as those that strengthen muscle and bone, should be incorporated (in the recommended 60 minutes of daily physical activity) at least three days per week”

Department of Health. (2019). Australian 24-Hour Movement Guidelines for Children and Young People (5 to 17 years): An Integration of Physical Activity, Sedentary Behaviour, and Sleep. Canberra: Department of Health.

2008

2011

2010

2014

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What is resistance training (RT)?

A specialised method of conditioning that involves working against a wide range of resistive loads to enhance health, fitness, and performance.

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RT can involve the use of……

Bodyweight

Resistance bands

Free weights

Functional free weights

Weight machines

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RT myths and facts

Myths
Stunts bone growth
Only for athletes
Wait until age 12
Girls get bulky
Unsafe for youth

Faigenbaum et al. (2022) Bri J Sports Med

Despite its inclusion within guidelines, and benefits we will discuss on the next slide, many misconceptions surrounding resistance training exist. Direct to the red sections of the graphic. Who has heard any of these statements about resistance training (RT) for youth? These myths are actually not true. Read the facts.

An analogy that may help in the discussion of RT stunting growth.

“Many individuals that excel in endeavours that require great strength are short, such as gymnastics and weight lifting. Because of this, the misconception exists that participation in RT stunts growth. However it is not the participation in these activities that made them short – their body type (e.g., centre of gravity, distance to move weight) is well suited to performing well in these sports, and likely the reason they do these types of activities. RT is actually an important way to strengthen muscle and bone – which is essential to healthy growth, development and longevity as we age. On the flip side, when we think of basketball players – they are often very tall. But we don’t say that basketball made them tall – they are well suited to playing basketball because they are naturally tall.

Reference:

https://bjsm.bmj.com/content/bjsports/early/2022/06/08/bjsports-2022-105804.full.pdf

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RT myths and facts

Facts
RT can strengthen bone during childhood and adolescence
RT offers health- and skill-related benefits for all youth
Youth are ready for RT when they can follow directions and safety rules
RT-induced gains in children are mostly due to neuromuscular adaptations
Technique-driven RT can be a safe method of exercise for youth

Faigenbaum et al. (2022) Bri J Sports Med

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Benefits of resistance training

Behringer et al. (2010) Pediatrics

Behringer et al. (2011) Pediatr Exerc Sci

Behringer et al. (2014) J Bone Mineral Res

Faigenbaum et al. (2009) Br J Sports Med

Collins et al. (2019) Sports Med Open

Malina et al. (2006) Clin J Sport Med

Granacher et al. (2016) Front Physiol

Faigenbaum et al. (2015) Br J Sports Med

Collins et al. (2018) Sports Med Open

Collins et al. (2019) Sports Med Open

Harries et al. (2012) J Sci Med Sport

Schranz et al. (2013) Sports Med

Falk et al. (1996) Sports Med

Faigenbaum, A. (2007) Am J Lifestyle Med

Payne et al. (1997) Res Q Exerc Sport

↑ Muscular fitness and sports performance

↑ Bone mineral density

↑ Body composition

↑ Psychological wellbeing

↓ Risk of metabolic disorders

↓ Chance of sports injury

Rhodes et al. (2017) Sports Med

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RT recommendations for youth

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Position stands on RT for youth

ASCA. (2017). Resistance training for children and youth. A position stand from the Australian Strength and Conditioning Association (ASCA).

2008

2004

2014

2008

2012

2007/17

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Objectives of RT for youth

Improve body and limb control (i.e., basic movement competence)
Improve joint stability
Improve strength endurance
Skill development
Development of relative strength, rather than absolute strength

“Improving these factors lays the foundation for improved maximal strength, power or sports performance in latter years…”

- Australian Strength and Conditioning Association

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Resistance training principles

Training principle	Description
Overload	Gradual increase in training workload is needed to stimulate muscle growth and fitness gains
Specificity	Adaptations specific to the movement and muscles trained
Individualisation	Everyone will adapt and improve in different ways and varied rates
Reversibility	If you don’t use it, you lose it!

Volume = Sets x Reps

Load/Intensity = Amount of Weight

Volume-Load = Sets x Reps x Weight

Overload

Resistance training must become more challenging over time in order to continue to produce results.
Workload should be increased gradually by adding extra rep/s or load or adding in an extra set of the exercise - or a combination of these.

Specificity of training

Adaptations will be specific to the demands of exercise.
The muscles you train, will be the ones that adapt.
Different types of training result in different types of adaptations. For example;

Low rep, high load training = improved muscular strength
High rep, lighter load training = improved muscular endurance.

The specificity of RT also benefits the adaptability and inclusivity of this type of exercise.

Individualisation

Adaptations to resistance training are not consistent across individuals. We each have different responses to training, at different rates.

Reversibility

Improvements in muscle growth and fitness will be lost if you stop training.

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RT recommendations for youth

Consideration	Recommendations
Warm-ups and cool-downs	Warm-up should include whole body activity to increase heart rate combined with dynamic stretching. A cool-down with static stretching should be performed after each session.
Equipment and exercise selection	Equipment: Body weight exercises, free weights, machine weights, resistance bands, and functional free weights (e.g., medicine balls and kettle bells). Exercise: Include exercises for all muscle groups (i.e., do not focus on one specific area of the body).
Recommended progressions	Recommended age	5+ years	9+ years	12+ years	15+ years
	Recommended equipment/exercises	Body weight exercise	Light free/machine weights when competent at bodyweight movements	Heavier free/machine weights (avoiding complex lifts) when competent with lighter weights	Work towards multi-joint exercises when competent with heavier free/machine weights
	Note. Students commencing RT for the first time must start with bodyweight exercises (irrespective of age), but may then progress through subsequent stages once they reach the minimum age for that stage.
Training frequency	2-3 x non-consecutive days per week, working toward meeting national guidelines (3 x per week).
Training volume and intensity	As RT skill competency improves, weight can be increased. Beginners should start with bodyweight exercises, and progress when technique is proficient, and they are able to perform 1-2 sets of 8-12 reps. When competent, youth can progress to low weight exercises, with gradual increases in this load as proficiency and strength improves. Youth can continue to add load as needed, as long as they are able to perform at least 8 repetitions with a load. Anything beyond this is only appropriate when the teacher/coach has more advanced qualifications and the student has evidenced experience in resistance training.
Rest intervals	30 seconds to 1 minute rest between sets, dependent on the intensity of the work period.
Supervision	Always required by a teacher/coach with the appropriate qualification for the types of activities/exercises being performed.
Lloyd, et al. (2012). United Kingdom Strength and Conditioning Association (UKSCA) Position Statement on youth resistance training. Professional Strength and Conditioning, 26, 26-39. Smith, et al . (2020). Exercise for children and adolescents. In T. Brusseau, S. Fairclough, & D. R. Lubans (Eds.), The Routledge Handbook of Youth Physical Activity (pp. 738-761). Routledge. Stricker, et al. (2020). Resistance training for children and adolescents. Pediatrics, 145(6). Wilson, et al (2017). Resistance training for children and youth: a position stand from the Australian Strength and Conditioning Association (ASCA) (Original publication 2007, updated March 2017). Helensvale, Queensland, Australia. Australian Strength and Conditioning Association.

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Other design considerations

Split routines versus full-body workouts
Order of exercises

Large before smaller muscles
Multi-joint before single-joint exercises
Explosive before basic strength exercises

Balance of exercises

Push/pull
Upper/lower body

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RT4T research findings

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RT4T cluster randomised trial

Cluster RCT (N = 607)

16 schools in 2015-2016
8 schools received RT for Teens during one school term
Baseline, 6- and 12-months assessments

Kennedy et al. (2018) Med Sci Sport Exerc

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Methods of evaluation

Major outcomes	Measure	Key findings
Muscular fitness	Timed push-up test (Cooper Institute for Aerobics Research, 2013)	6-months: ↑ 2.0 reps [0.8 to 3.2] 12-months: ↑ 1.5 reps [0.4 to 2.7]
Body composition	Body mass index (BMI)	12-months: ↓ -0.55 kg.m²[-1.01 to -0.08]
RT skill competency	Resistance Training Skills Battery (Lubans et al, 2014)	6-months: ↑ 4.4 units [3.2 to 5.5] 12-months:↑ 2.0 units, [0.8 to 3.3]
RT self-efficacy	Resistance training self-efficacy questionnaire (Lubans et al, 2011)	6-months: ↑ 0.2 units [0.1 to 0.3]

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RT4T dissemination study

Reach: ~10,000 students

Effectiveness: improvements in muscular fitness, RT self-efficacy, perceived cardiorespiratory fitness and flexibility, and participation in muscle-strengthening activity

Adoption: 468 teachers from 249 schools

Implementation: Considerable variability

Maintenance: Limited evidence of maintenance in schools

“However, intervention delivery varied considerably across schools and additional support strategies are required to optimize intervention implementation and maintain program delivery over time”.

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New and improved RT4T- Video

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RT4T resources

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RT4T skill categories

Upper body push

Upper body pull

Lower body bilateral

Lower body split

Core stability

Resistance training

Radnor et al (2020) Strength Cond J

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Developing technical proficiency

Level 1: Holding the position	Level 2: Assisted repetition (or eccentric)

Level 3: Bodyweight repetition	Level 4: Add resistance or plyometric movement

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UPPER BODY PULL

Horizontal & suspended row hold

Horizontal & suspended row (eccentric)

Horizontal & suspended row

Tempo horizontal & suspended row

Band row hold

Band row

Bent over row (lighter)

Bent over row (heavier)

Single arm band row hold

Single arm band row

Alternating DB row

Single arm DB row

Banded pull hold (top)

Banded pull down

Single arm banded pull down

Chin/pull up hold

Chin/pull up (eccentric)

Chin/pull up (assisted)

Chin/pull up

RT skills progression chart

Level 1

Level 2

Level 3

Level 4

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RT skills progression chart

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Program content

Teacher handbook

Movement cards

RT for Teens app

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Online platform with all teacher resources

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Practical session- Video

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Practical session: RT4T session -20 mins

Warm-up: Fast start games and dynamic stretching (~5 mins)
RT skill development- GymFit circuit- teacher or student led (~20-25 mins)
RT skill application: Choice of Workout of the Day, GameFit or FunFit (~10-15 mins)
Cool down: Static stretching (~5 mins)

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RT4T unit of work

RT4T can be delivered during PE, PASS or Sport

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RT4T practical and theoretical

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RT4T app

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RT4T app

Important note: if you want to enter student results, we need first consent from all students!

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Parent and student consent for RT4T app

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Delivery methods & SAAFE principles

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Delivery methods (GymFit)

Teacher directed (large group)

circuit/workout modelled and run by teacher.

Student directed (large group)

circuit/workout modelled and run by students, facilitated by the teacher.

Student self-directed (individual, pairs, or small groups)

students run circuit/workout for themselves, teacher monitors.

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Wiersma et al (2008) Measure Phys Educ Exerc Sci

Responsible use of fitness testing

Students should be encouraged to assess their own fitness levels
Fitness test "data" should be used to help students understand their activity choices
Task-oriented students perform best when improvement and mastery are reinforced, while ego-oriented students prefer competition
Where possible, use criterion-referenced standards
Do not use fitness tests to grade students

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Peer fitness testing

Pre- and post-program (i.e., in session 1 and 8)
Push-up, sit-to-stand, standing long jump, plank hold
RT skill assessment (6 skills)
Completed by a peer using the app to log results
Students are then able to see the changes over the 8-week program

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SAAFE teaching principles

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RT4T observation checklist

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Questionnaire