In recent years ‘hinge’ has found its way into the list of fundamental athletic movements among coaches, practitioners, and authors. With this first offering to introduce the new ‘informed short’ feature we cast a critical eye on the topic.
The current post is the culmination of a three-part series on coaching athletic movement. In the opening part of the series, we delved into the ‘why’, and sought to elucidate what roles we have to play in this space. With part two we got into the ‘what’, and proposed that the lenses of mechanical effectiveness and efficiency might unite our aims in both performance and injury realms. With this final instalment, we get into the ‘how’, and provide some practical guidance on how we might deliver what we outlined in part two, and ultimately fulfill the roles we identified in part one.
'Long-term athlete development' has perhaps never been more topical, with an ever-growing number of programmes worldwide providing training for children and adolescent athletes. Mostly there is agreement on the need for structured 'athlete development' programmes for kids who engage in youth sports. We have consensus that appropriate physical and athletic development is beneficial for kids' health, performance and long-term outcomes. Still, confusion remains among parents, young athletes and practitioners, as authorities in the field continue to hotly debate the details. Here we will attempt to cut through these debates and provide much needed clarity and context to resolve some of the confusion. As we generally agree on the 'why', we will attempt to move things forward by finding shared ground and common principles to guide the 'what' and 'how' in relation to long-term athlete development.
Practitioners working in the realms of physical preparation, 'strength and conditioning', athletic development, sports coaching and sports medicine all share the desire that their athletes become more 'athletic'. Feats of athleticism can be readily recognised and appreciated. Yet observers and practitioners alike would struggle to describe with any clarity or detail what exactly constitutes 'athleticism'. Clearly we must first define qualities such as athleticism in order to understand how we might go about developing them. From a talent identification and talent development viewpoint, what do we need to identify and develop in a young athlete? In this post we aim to elucidate what athleticism is, and explore the constituent parts that underpin athleticism.