YOUTH WEIGHTLIFTING

UNIT 8
by Kyle Pierce (USA)
IWF CRC Member
 RESEARCH
• One year period, no training days were lost from injuries resulting from
weightlifting training and competition
• Performed by 70 male and female children ranging in age from 7 to 16
years (girls, n = 1, 12.3 ± 2.6 years; boys, n = 55, 11.6 ± 2.0 years)
• Maximum and near-maximum lifts in competition were allowed
provided appropriate skill level (reasonable technique) was maintained
• If technique was observed to deteriorate, no further attempts were
allowed
• As measured by training records and weightlifting performance, both
boys and girls showed increased strength and explosive strength

Pierce K, Byrd R, Stone M. Youth weightlifting—is it safe? Weightlifting USA. 1999;17:5.

 RESEARCH
• In a more detailed follow-up of 3 girls (13.7 ± 1.2 years) and 8
boys (12.5 ± 1.6 years)
• Across one year’s competition (534 competition lifts)
• Both the boys and the girls showed marked improvements in
weightlifting performance
• No injuries requiring medical attention or loss of training time
occurred

Byrd R, Pierce K, Rielly L, Brady J. Young weightlifters’ performance across time. Sports Biomech. 2003;2:133-140.
YOUTH TRAINING
Exercises Preparation Phase Competition Phase

Strength 3X10 @ 60-75% 5 x 5 @ 65-80%

Lifts 5 X 5 @ 65-80% 5 X 3 @ 70-90%

 RESEARCH
The conclusion from these 2 observations was that:
• If training and competition are age group appropriate and are properly
supervised, weightlifting training and competition can be substantially safer
and more efficacious than had been generally believed.
• Note, these results must be viewed in the context of a scientific and
reasonable approach to training and competition.
-Lloyd, R. S., Faigenbaum, A. D., Stone, M. H., Oliver, J. L., Jeffreys, I., Moody, J., Brewer, C., Pierce, K. C., McCambridge, T. M.,
Howard, R., Herrington, L., Hainline, B., Micheli, L. J., Jaques, R., Kraemer, W. J., McBride, M. G., Best, T. M., Chu, D.
A., Alvar, B. A., & Myer, G. D. (2013). Position statement on youth resistance training: The 2014 international consensus.
British J. of Sports Medicine, 48(7), 498-505.
-Pierce KC, Stone MH. Children and sport—how hard should children be trained? Hamdan Med J. 2017;10:19-38.
 RESEARCH
• Training was organized and supervised by well-qualified coaches.
-Byrd R, Pierce K, Rielly L, Brady J. Young weightlifters’ performance across time. Sports Biomech. 2003;2:133-140.
-Pierce K, Byrd R, Stone M. Youth weightlifting—is it safe? Weightlifting USA. 1999;17:5.

• Understanding developmental factors, appropriate supervision, and

coaching are absolutely essential during training, especially for children and
adolescents.
-Pierce KC, Byrd RJ, Stone M. Position statement and literature review: youth weightlifting. Olympic Coach. 2006;18:10-
12
-Pierce KC, Stone MH. Children and sport—how hard should children be trained? Hamdan Med J. 2017;10:19-38.
 RESEARCH
• With appropriate supervision and coaching, most injuries among
children and adolescents are preventable during resistance training.

• Injuries are largely related to avoidable accidents.

- Myer GD, Quatman CE, Khoury J, Wall EJ, Hewett TE. Youth versus adult “weightlifting” injuries presenting to United States
emergency rooms: accidental versus nonaccidental injury mechanisms. J Strength Cond Res. 2009;23:2054-2060
 RESEARCH
• Under proper supervision, these activities are no more (and usually less)
injurious than other sports activities.
-Aasa U, Svartholm I, Andersson F, Berglund L. Injuries among weightlifters and powerlifters: a systematic review. Br J Sports
Med. 2017;51:211-219.
-Álvarez C, Ramírez-Campillo R, Ramírez-Vélez R, et al. Metabolic effects of resistance or high-intensity interval training among
glycemic controlnonresponsive children with insulin resistance. Int J Obes. 2017;42:79-87.
-Lloyd RS, Faigenbaum AD, Stone MH, et al. Position statement on youth resistance training: the 2014 International Consensus.
Br J Sports Med. 2014;48:498-505.
-Stratton G, Jones M, Fox KR, et al. BASES position statement on guidelines for resistance exercise in young people. J Sports Sci.
2004;22:383-390.

• Although injuries in resistance-training sports are relatively low compared

with other activities, many injuries in training and competition that do occur
are a result of acute and accumulative fatigue.
-Jones CM, Griffiths PC, Mellalieu SD. Training load and fatigue marker associations with injury and illness: a systematic
review of longitudinal studies. Sports Med. 2017;47:943-974
 RESEARCH
• Fatigue highlights the importance of appropriate monitoring and fatigue
management.

• For weightlifting, monitoring and fatigue management are especially crucial

during periods of high-volume training, periods of intensification, and
changes in acute training load; otherwise, there is a substantial risk for
injury, maladaptation (poor response to training stimuli), or overtraining.
-Carroll KM, Bernards JR, Bazyler CD, et al. Divergent performance outcomes following resistance training using
repetition maximums or relative intensity. Int J Sports Physiol Perform. 2019;14:46-54.
-Painter KB, Haff GG, Triplett NT, et al. Resting hormone alterations and injuries: block vs. DUP weight-training among D-1
track and field athletes. Sports (Basel). 2018;6:3.
 HEREDITY

WORK
COACH ATHLETE INTERACTION

ENVIRONMENT SCHOOL
PERFORMANCE

SOCIAL LIFE
NUTRITION

SLEEP INJURY
TRAINING

FACTORS (STRESSORS) EFFECTING SPORT PERFORMANCE

 QUESTIONS TO ASK
• What other activities/sports are they engaged in?
• Are there any health issues?
• What are they capable of?
• Assessment for Readiness/Basic Skill Exercises
• Overhead Squat, Front Squat, Behind Neck Press
• Why are you here?
• Goal Setting
GOAL SETTING PRINCIPLES
• Set practice (personal records, technique, psychological skills, etc.)
and competition (personal records, number of lifts made, placement,
etc.) goals.
• Record goals.
• “Write it down.”
• Develop goal achievement strategies.
• How much and how often things will be done in an effort to achieve a goal.
• Be flexible.
GOAL SETTING
• Coaches need to:
• Schedule meetings.
• Focus on one goal at first.
• Identify appropriate goal evaluation strategies.
• Provide support and encouragement.
• Plan for goal reevaluation.
• Set goals in many areas, including psychological skills.

(Weinberg & Gould, 2023)

BENEFITS
• Weightlifting training and related strength-training activities can
substantially reduce the injury potential of other activities and sports
-Collins H, Booth JN, Duncan A, Fawkner S. The effect of resistance training interventions on fundamental movement
skills in youth: a meta-analysis. Sports Med Open. 2019;5:17.
-Hamill BP. Relative safety of weightlifting and weight training. J Strength Cond Res. 1994;8:53-57.
-Keough JW, Winwood PW. The epidemiology of injuries across the weighttraining sports. Sports Med. 2017
-McQuilliam SJ, Clark DR, Erskine RM, Brownlee TE. Free-weight resistance training in youth athletes: a narrative review.
Sports Med. 2020;50:1567-1580.
-Stone MH, Fry AC, Ritchie M, Stoessel-Ross L, Marsit JL. Injury potential and safety aspects of weightlifting movements.
Strength Cond J. 1994;16:15-21

• Enhance health-related outcomes and potentially longevity.

-Álvarez C, Ramírez-Campillo R, Ramírez-Vélez R, et al. Metabolic effects of resistance or high-intensity interval training
among glycemic control-nonresponsive children with insulin resistance. Int J Obes. 2017;42:79-87.
-Liu Y, Lee DC, Li Y, et al. Associations of resistance exercise with cardiovascular disease morbidity and mortality. Med Sci
Sports Exerc. 2019;51:499-508
-Vásquez F, Díaz E, Lera L, et al. Impact of strength training exercise on secondary prevention of childhood obesity; an
intervention within the school system. Article in Spanish. Nutr Hosp. 2013;28:347-356.
 BENEFITS
• Weightlifting training (12 to 22 years of age) can produce positive
alterations in:
• Body composition
• Cardiorespiratory variables (eg, resting heart rate, blood pressure,
physical working capacity)
• A range of motor fitness qualities (eg, jumping and sprinting)
• Weightlifting performance
• Dvorkin LS. The training of young weightlifters 13-16 years old. In Scheithauer BW, trans. The 1975 Russian Weightlifting Yearbook.
Fizkultura i Sport; 1975: 36-40. 30.
• Dvorkin LS. Weightlifting and Age: Scientific and Pedagogical Fundamentals of a Multi-Year System of Training Junior Weightlifters.
Sportivny Press; 1992.
BENEFITS
•Among boys aged 11 and 12 years, weightlifting training produced
distinct increases in strength and speed-strength parameters, as well
as measures of cardiorespiratory fitness.
• Servedio FJ, Bartels RL, Hamlin RL, Teske D, Shaffer T, Servedio A. The effects of weight training, using
Olympic style lifts, on various physiological variable in pre-pubescent boys. Med Sci Sports Exerc.
1985;17:288
 BENEFITS
•More recent observations also indicate that weightlifting training can result in substantial
alterations in body composition, hormonal responses and adaptations, maximal strength,
rate of force development, and weightlifting performance among young weightlifters.
• Byrd R, Pierce K, Rielly L, Brady J. Young weightlifters’ performance across time. Sports Biomech. 2003;2:133-140.
• Chaabene H, Prieske O, Lesinski M, Sandau I, Granacher U. Short-term seasonal development of anthropometry, body
composition, physical fitness, and sportspecific performance in young Olympic weightlifters. Sports (Basel). 2019;7:242.
• Fry AC, Schilling BK. Weightlifting training and hormonal responses in adolescent males. Strength Cond J. 2002;24:7-12.
• Huebner M, Perperoglou A. Performance development from youth to senior and age of peak performance in Olympic
weightlifting. Front Physiol. 2019;10:1121.
• Kraemer WJ, Fry AC, Warren BJ, et al. Acute hormonal responses in elite junior weightlifters. Int J Sports Med. 1992;13:103-109.
• Pierce K, Byrd R, Stone M. Youth weightlifting—is it safe? Weightlifting USA. 1999;17:5.
• Suarez DG, Mizuguchi S, Hornsby WG, Cunanan AJ, Marsh DJ, Stone MH. Phase-specific changes in rate of force development and
muscle morphology throughout a block periodized training cycle in weightlifters. Sports (Basel). 2019;7:129
 BENEFITS
•There is evidence that appropriate physical training, including resistance training and
weightlifting, can promote psychological well-being, self-esteem, enhanced pain tolerance,
improved cognition, and perhaps character development.
• Calfas KJ, Taylor WC. Effects of physical activity on psychological variables in adolescents. Pediatr Exerc Sci.1994;6:406-423
• Dishman RK, Gettman LR. Psychological vigor and self-perceptions of increased strength. Med Sci Sports Exerc. 1981;13:73-74
• Faigenbaum AD. Psychosocial benefits of prepubescent strength training. Strength Cond J. 1995;17:28-32.
• Faigenbaum AD. Resistance training for children and adolescents: are there health outcomes? Am J Lifestyle Med. 2007;1:190-200.
• Falk B, Mor G. The effects of resistance and martial arts training in 6- to 8-yearold boys. Pediatr Exerc Sci. 1996;8:48
• Huebner M, Perperoglou A. Performance development from youth to senior and age of peak performance in Olympic weightlifting. Front Physiol. 2019;10:1121.
• Landrigan JF, Bell T, Crowe M, Clay OJ, Mirman D. Lifting cognition: a metaanalysis of effects of resistance exercise on cognition. Psychol Res. 2020;84:1167- 1183.
• Lau PWC, Yu CW, Sung RYT. The psychological effects of resistance training on Chinese obese adolescents. J Exerc Sci Fitness. 2004;2:115-120.
• Melnick MJ, Mookerjee S. Effects of advanced weight training on body-cathexis and self-esteem. Percept Mot Skills. 1991;72(3)(pt 2):1335-1345.
• Rians CB, Weltman A, Cahill BR, Janney CA, Tippett SR, Katch FI. Strength training for prepubescent males: is it safe? Am J Sports Med. 1987;15:483-489
• Tucker LA. Effect of weight training on body attitudes: who benefits most? J Sports Med Phys Fitness. 1987;27:70-78.
 RECOMMENDED GUIDELINES
• Equipment
• Supervision
• Training Program
EQUIPMENT
QUALIFIED SUPERVISION

• An understanding of the sport and scientific training principles is

necessary to properly construct a reasonable and appropriate
training program.
-Morris SJ, Oliver JL, Pedley JS, Haff GG, Lloyd RS. Taking a long-term approach to the development of
weightlifting ability in young athletes. Strength Cond J. 2020;42:71-90.
-Pierce K. Sport science. World Weightlifting. 2013;4:46-47

• A scientific background aids in providing an evidenced basis and

sound rationale in selecting appropriate methods and directing
adaptations toward more specific goals.
QUALIFIED SUPERVISION
• Coaching is a combination of science and art.
• Sport Science:
• Physiology/nutrition
• Biomechanics
• Psychology
• Motor learning
• Motor development

Pierce K. Sport science. World Weightlifting. 2013;4:46-47.

STARTING AGE
▪ The starting age for weightlifting training in Bulgaria decreased an
average of 2 years from 1983 to 1993
▪ The recommended age to begin training in this small country that has
been highly successful in weightlifting is 10 years of age (Dimitrov,
1993)
 STARTING AGE
▪ Begin to practice 11 - 13
▪ Specialization 15 - 16
▪ High Performance 21 - 28

Bompa, 1990
WEIGHTLIFTING TRAINING
▪ Stages of training for children and juniors
▪ Initial stage of training
▪ Ages 11 - 16
▪ Stage of proper training
▪ Ages 16 - 18
▪ Stage of improving sport mastership
▪ Ages 19-20
Ájan, T. & Baroga, L., (1988) Weightlifting: Fitness for all Sports. Budapest, International Weightlifting Federation.
WEIGHTLIFTING LONG-TERM
ATHLETE DEVELOPMENT
▪ Physical Literacy
▪ Active Start 0-6
▪ FUNdamental 6-10 M, 6-9 F
▪ Learn to Train 10-13 M, 9-12 F
▪ Train to Train 13-17 M, 12-16 F
▪ Train to Compete 17-21 M, 16-20 F
▪ Learn to Win 21-25 M, 20-25 F
▪ Train to Win 25+ M, 25+ F
▪ Lift for Life any Age

Canadian Weightlifting Federation Halterophile Canadienne. Transition Phase: Long-Term Athlete

Development. Online: [Link]
[Link]
TIMELINES
Quadrennial – 4 year plans
Olympics to Olympics
Freshmen to Senior Year
5th Grade – 8th Grade
Yearly (Annual) Plan - yearly plan – consists of one or more Macrocycles
Macrocycle: several months to approximately one year – consist of 5 phases: 1) General preparation, 2)Special transition (1st transition) 3)
competition, 5) taper. 4) active rest (2nd transition) –contains several Mesocycles
Can be seasonal (team sports)
Can have definite climax and peak (individual sports)
Mesocycle: several weeks (typically 3 – 8 wks) – also termed blocks by Issurin 2008 – can consist of one or more summated Microcycles
(typically 3 – 4 weeks)
Summated Microcycle: several linked-weeks (mesocycle) in which the volume and intensity of training are manipulated in a manner leading
toward a specific goal. (typically 3 weeks of increasing volume followed by and unload week) – usually associated with a concentrated load –
Stone and O’Bryant 1987
Microcycles: several days – usually one week
Session or multiple sessions: (Daily/Intra-Daily)

Athlete’s Life-time
 PSYCHO-PSYCHOLOGICAL FACTORS

▪ Chronological age related to age of expected

peak performance
▪ Physical and mental maturity
▪ Genetic potential
CHRONOLOGICAL VS. PHYSIOLOGICAL AGE
▪ Consider Naim Süleymanoğlu, arguably the best
weightlifter of modern times (Turkish three-time
Olympic winner, seven-time world champion and
established 46 world records)
▪ Began training at 10 years old and set first world
record at the age of 15 years 9 months.
▪ In most Western countries it is likely that he
would have been waiting to get into a gym
 ENVIRONMENTAL FACTORS
▪ Current involvement in sports.
▪ Prior participation in activities that develop coordination, agility, and
flexibility.
▪ Activities such as gymnastics and/or dancing are excellent prerequisites
to participation in weightlifting.
 THE FIRST YEAR (AGE 11-12)
▪ Aims and Objectives
▪ Determine the starting of sports training
▪ “Acquire a many-sided physical preparation, which ensures success during the
process of training from the beginning”
▪ To learn the most elementary weightlifting exercises

Ájan, T. & Baroga, L., 1988

 THE FIRST YEAR (AGE 11-12)
▪ Character of the Training
▪ General physical development
▪ Special physical training not over 40%
▪ Development of the nervous system, osteo-muscular system, circulatory system,
breathing apparatus
▪ Different dynamic exercises with a many-sided influence on the body
▪ Development of movement habits necessary for sport development
 PRACTICAL LESSONS
▪ Athletics
▪ 30 - 50 m sprint, 600 m run, standing long & vertical jump, one-arm & over-the head backward 3 kg
weight throw
▪ Gymnastics
▪ Basic gymnastic exercises with or without devices (1 - 3 kg medicine balls or small barbells), element
of acrobatic gymnastics, ground and apparatus exercises
▪ Sporting Games
▪ Basketball, Volleyball, Handball, Relay Races, skiing, swimming
▪ Exercises with the Barbell
▪ Clean, pull, dead lift, power clean, overhead squat, front squat, bench press (use of boxes from
different heights)
 THE SECOND YEAR (AGE 12-13)
▪ Character of the Training
▪ General physical development - 50%
▪ Special physical training - 50%
▪ “Enlargement of the activity of the learning-training due to correct habits of
execution during the first year”
▪ Learning the execution technique of the competition exercises
FORCE - VELOCITY CURVE
TRAINING STRATEGIES
• Daily maximum lifts are counterproductive.
• A common recommendation for power training is to
work at 75 – 85 % of 1RM.
• There is a drop in bar velocity at max that might have a negative
influence on optimal training neuromuscular patterns.
• Periodization dictates occasional variances.
TRAINING STRATEGIES
• Skill mastery must precede lifting heavy weights.
• When weight is added, the focus should be on maintenance of high
bar velocity (~2m/sec).
• If bar velocity suffers, technique will be bad and the athlete should
move to lighter weights.
• Maintenance of technique (optimal neuromuscular patterns) should
be an overriding goal in training.
 THE THIRD YEAR (AGE 13-14)

▪ Aims and Objectives

▪ Continue working on many-sided physical development
(40 -45%)
▪ Improve and master the technique of the classical
exercises (55-60%)
▪ “Prepare the young lifters’ body for the work with higher
and higher intensities”
 THE FOURTH YEAR (AGE 14-15)

▪ Yearly Plan
▪ General physical training
▪ Many-sided physical development (30%)
▪ Specialized Training (70%)
▪ Classical Exercises (30%)
▪ Helping Exercises (70%)
CONSIDERATIONS FOR FEMALES
• Similarities in boys and girls prior to puberty:
• Height, weight, body size
• Small difference in muscle cross-sectional area until 14 (~5-10%),
similar muscle fiber area and muscle fiber distribution in infancy and
childhood
• Steady strength gains are similar until about 13 years of age, though
boys are slightly stronger than girls of the same height during
childhood
• Linear increases in isometric and low-velocity concentric strength
from about ages 5-7 until about 13-15
TRAINING CONSIDERATIONS
• No differences up to puberty
• Very little difference in training plan based on the concept of
periodization
• Possibly a need for more upper body training
• Need to work on landing strategies (Other sports)
HEALTH CONCERNS
• More overuse injuries in women
• Highest injury rates in the lower body
• Some studies indicate great injuries in the elbow (carrying angle and
hyperextension of the elbow)
• Lower Back weakness which if not address can lead to injury issues

• Epstein, Y, Fleischmann, C, Yanovich, R, and Heled, Y. Physiological and medical aspects that
put women soldiers at increased risk for overuse injuries. J Strength Cond Res 29(11S): S107–
S110, 2015.
• Yang J, Tibbetts AS, Covassin T, Cheng G, Nayar S, Heiden E. Epidemiology of overuse and
acute injuries among competitive collegiate athletes. Journal of Athletic Training.
2012;47(2):198-204, 2012.
• Proceedings of the Weightlifting Symposium 1993 Ancient Olympia /Greece pgs. 97-101
Training Differences Between Males and Females
• Presentation by Wenyuan Cao (China)
THE CHANGE
• Puberty
• 8 - 13 in girls
• 9 - 15 in boys
• Girls typically begin 2 years prior to boys
LONG-TERM ATHLETE DEVELOPMENT
▪ Physical Literacy
▪ Active Start 0-6
▪ FUNdamental 6-10 M, 6-9 F
▪ Learn to Train 10-13 M, 9-12 F
▪ Train to Train 13-17 M, 12-16 F
▪ Train to Compete 17-21 M, 16-20 F
▪ Learn to Win 21-25 M, 20-25 F
▪ Train to Win 25+ M, 25+ F
▪ Lift for Life any Age

Canadian Weightlifting Federation Halterophile Canadienne. Transition Phase: Long-

Term Athlete Development. Online: [Link]
content/uploads/2018/01/[Link]
CHANGES DURING THE MENSTRUAL CYCLE
• Because hormones have effects all over the body we can see symptoms or
changes from everything to mood, appetite, cognitive function, energy levels,
and maybe to some degree, performance.
• The most common time for many women to experience symptoms is during the
Pre-menstrual time (days 21-28), or during the onset of menses (days 1-3)
• Most common menstrual cycle symptoms include:
• Menstrual cramps
• Deceased energy levels
• Food cravings or changes in appetite
• Changes in mood
• Sleep disruption
* Kimberly SantaBarbara - IWF Women’s Commission – Female Focus Webinar on
February 5, 2021
MENSTRUAL CYCLE
What male coaches need to know about the menstrual cycle in order to
work more effectively with their female athletes:
• How does training need to be managed?
• How is physical performance impacted?
• What are the medical and dietary considerations?
• When and how should we communicate with athletes?
• How are athletes affected psychologically and emotionally?

Clarke, A., Govus, A., & Donaldson, A. (2021). What male coaches want to know about the menstrual cycle in
women’s team sports: Performance, health, and communication. International Journal of Sports Science &
Coaching, 1747954121989237.
MENSTRUAL CYCLE
• There is currently insufficient evidence available to appropriately
modify an athlete’s training based on an individuals’ cycle phase

• Coaches should treat menstrual-related symptoms (either

physical or emotional) with the same approach they would other
routinely monitored aspect of athletes’ wellbeing (e.g. fatigue,
soreness)

Clarke, A., Govus, A., & Donaldson, A. (2021). What male coaches want to know about the menstrual cycle in women’s team sports:
Performance, health, and communication. International Journal of Sports Science & Coaching, 1747954121989237.
MENSTRUAL CYCLE
In addition to education and monitoring point of contact and
menstrual cycle profiles have been recommended:
• Point of contact – individual with the athlete support team whom
athletes are comfortable approaching. – may be a downside
• Menstrual Cycle Profiles – history profile, related medical details,
symptoms, and perceived impact on training/performance.

Findlay, R. J., Macrae, E. H., Whyte, I. Y., Easton, C., & Forrest, L. J. (2020). How the menstrual cycle and
menstruation affect sporting performance: experiences and perceptions of elite female rugby players. British
journal of sports medicine, 54(18), 1108-1113.
ATHLETE MONITORING

[Link]
ATHLETE MONITORING
• Two aspects:
• Fatigue Management
• Program Efficacy (is the program actually working as it should,
when it should)

• Two levels – micro-monitoring and macro-monitoring

• Micro – per session
• Macro – over specific time periods
ATHLETE MONITORING
• Fatigue Management – often micro – vertical jumps (weighted more sensitive) –
session RPE, stress-recovery questionnaires (RESTQ, SRSS)

• Program Efficacy – typically macro – measurements at critical points, Strength,

Explosiveness, Velocity and Power Tests
1) Identify effectiveness of training
2) Identify limiting factors
• Strength + Power key performance indicators (peak force, peak
power, rate force development)

• To be effective: Must be built into the Annual Plan

EXAMPLES: FATIGUE MANAGEMENT & PROGRAM EFFICACY
Fatigue Management Program Efficacy
Subjective (Field) Objective (Field)
• Session RPE
• 1 RM lifts
• Recovery Questionnaires
• Recovery-Stress Questionnaire for • Vertical jump power load
athletes (REST-Q-Sport) relationship
• Short Recovery and Stress Scale
(SRSS) Objective (Laboratory)
• Force plate assessment of 1RM
Objective (Field) • Force Plate assessment of Isometric
• GPS tracking Pull
• Accelerometry
• Loaded vertical jumps
There is some overlap between
Objective (Laboratory) fatigue management and program
• Force plate – isometric pull RFD efficacy
• Resting and recovery assessment of
blood borne markers (i.e. hormones, To be effective: Must be built into
etc.) the Annual Plan
ATHLETE MONITORING
• Menstrual cycle survey
• Training logs
• Nutrition log
• Sleep patterns
• Injury reporting
• Technique analysis
APPROPRIATENESS
• One-on-One Interactions (eg. meetings and individual training sessions)
• Always have a third person present, preferably a female coach
• Electronic communications
• emails and text messages should be sent to groups, not individual athletes, or copied
• Transportation
• Never drive an athlete home alone
• Touching
• Must be appropriate
• When teaching?
• Think (and ask) before you touch
• Travel
• Never have a female in your hotel room
• Never go into a female’s room
 MENTAL HEALTH
• Your mental health needs are just as important as your physical
health needs.

IOC Mental Health in Elite Athletes Toolkit was created to help you, your
entourage members, sports organisations and health professionals
better understand, promote and support athletes’ wellness and
mental health, and to provide resources that benefit athletes’ mental
well-being.
COACHES’ RESPONSIBILITIES
• Be observant
• Encourage the athlete to get the support needed as
early as possible.
• The coach is not responsible for diagnosing or treating
mental disorders but instead should be aware of the
symptoms associated with it and refer athletes to the
appropriate professionals.

Sport Mental Health Recognition Tool 1

 PREVENTIVE MEASURES
•As with good health and preventive measures, the best practice
is to create an exercise environment that promotes the positive
benefits that can be gained and prevent any negative situations
from arising in the first place.
• Helps with retention
 POSITIVE ENVIRONMENT
• Just as beginners (particularly children) can be taught poor lifting technique and
movement habits that are difficult to alter, it is also possible that they can
develop negative psychosocial behavior patterns resulting from poor coaching
methods and an emotionally/ psychologically negative environment.
• Whether physiological or psychosocial, both are difficult to correct.
Pierce, K. C., Hornsby, W. G., & Stone, M. H. (2022). Weightlifting for children and adolescents: a narrative
review. Sports Health, 14(1), 45-56.
 POSITIVE HABITS
• It is important to develop correct lifting technique and initiate the
development of a sound physiological basis and positive psychological
habits from the first day of training.
• Additionally, psychological strategies employed in competition must be put
into practice on a daily basis.
Pierce, K. C., Hornsby, W. G., & Stone, M. H. (2022). Weightlifting for children and adolescents: a
narrative review. Sports Health, 14(1), 45-56.
 CONCLUSIONS
▪ Under qualified supervision, age-appropriate training programs that
consider the biological maturity of athletes are associated with improved
performance and enhanced physiological and psychosocial health.
 CONCLUSIONS
▪ Although weightlifting for children and adolescents has been heavily
scrutinized, the incidence and severity of injury is low; under proper
supervision that includes proper technique and fatigue management
strategies, these activities are no more injurious than other sports
activities.
 CONCLUSIONS
▪ Both observational and empirical evidence indicates that weightlifting
can be a safe and efficacious activity for young athletes.