In the context of resistance training the so-called “sticking point” is commonly understood as the position in a lift in which a disproportionately large increase in the difficulty to continue the lift is experienced. If the lift is taken to the point of momentary muscular failure, the sticking point is usually where the failure occurs. Hence the sticking point is associated with an increased chance of exercise form deterioration or breakdown. Understanding the mechanisms that lead to the occurrence of sticking points as well as different training strategies that can be used to overcome them is important to strength practitioners (trainees and coaches alike) and instrumental for the avoidance of injury and continued progress. In this article we survey and consolidate the body of existing research on the topic: we discuss different definitions of the sticking point adopted in the literature and propose a more precise definition, describe different muscular and biomechanical aspects that give rise to sticking points, and review the effectiveness of different training modalities used to address them.

Since it was first observed, and especially so in recent years, the phenomenon of the so-called “sticking point” in resistance training has attracted a substantial amount of sports and exercise science research. Broadly speaking, the sticking point is understood as the position in the range of motion of a lift at which a disproportionately large increase in the difficulty associated with continuing the lift is experienced. Hence the sticking point is inherently the performance bottleneck, and is also associated with an increased chance of exercise form deterioration or breakdown. Understanding the aspects of lifting performance which should be analysed in order to pinpoint the cause of a specific sticking point and therefore devise an effective training strategy to overcome it is of pervasive importance to strength practitioners, and is conducive to injury avoidance and continued progress. In this paper, we survey a range of physiological and biomechanical mechanisms which contribute to the development of sticking points, and then, led by this insight, review and analyse the findings of the existing observational research on the occurrence of sticking points in three ubiquitous exercises: the bench press, the squat, and the deadlift. The findings of our analysis should be used to inform future research and current resistance training practice.

Background: As a behavior change technique, implementation intentions are a cost-effective strategy to promote physical activity and exercise. This technique helps individuals plan when and where they will do a behavior. However, previous research on implementation intentions and physical activity has shown heterogeneous outcomes. Methods: The primary aim of this review was to systematically review the literature on the social cognitive variables that moderate the mediating effects of implementation intentions on physical activity and exercise. Following Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines, 22 papers yielded 24 studies. Of the 24 reviewed studies, 1 was cross-sectional, 12 were randomized control trials, 10 were longitudinal, and 1 was secondary data from a randomized control trial. Results: Habit strength, self-concordance, self-efficacy, perceived behavioral control, and intention were identified as moderating variables. Conditions for effectiveness for implementation intentions were observed. Implementation intentions are an effective behavior change technique for individuals who have preexisting intentions and strong self-efficacy. Conclusions: Implementation intentions may be a valuable behavior change technique for certain individuals. For self-efficacious individuals who desire to be physically active, implementation intentions can help translate intentions into behavior.

Background: Approximately a third of US adults meet the physical activity guidelines of engaging in resistance training 2 times per week, yet few studies have examined how to increase participation rates. The present randomized control trial compared a remotely delivered coaching intervention with an education only control group. Methods: Eligible participants completed 2 remotely delivered Zoom-based personal training sessions during a 1-week run-in period. Participants randomized to the intervention group received synchronous weekly behavioral video coaching sessions over Zoom, whereas the control group received no further contact. Days of resistance training completed were assessed at baseline (pre), 4 weeks (post), and 8 weeks (follow-up). Linear mixed models were used to examine group differences at each time point and within-group differences over time. Results: There were significant between-group differences favoring the intervention, at posttest for both the previous week (b = 0.71, SE = 0.23; P = .002) and the previous 4 weeks (b = 2.54, SE = 0.87; P = .003) but not at the follow-up period for either the last week (b = 0.15, SE = 0.23; P = .520) or the last 4 weeks (b = 0.68, SE = 0.88; P = .443). Conclusion: The present study showed that by providing participants with equipment, skill, and in the case of the intervention group, a remote coaching intervention, resistance training participation increased.