Training the Developing Brain, Part I

Abstract

Based on the fundamental principles of pediatric exercise science and developmental physiology, childhood provides a critical window to develop the physical readiness of youth through age-related training programs that are designed purposely to teach and reinforce fundamental movement skills to enhance preparedness for physical activity and sport. Successful implementation of developmental programs requires age-related instruction by qualified professionals who understand the physical and psychosocial uniqueness of children and adolescents. An understanding of the interaction of physical and cognitive development is needed to design and implement training strategies that optimize training outcomes. Regular training with structured and integrative modalities throughout the developmental years as part of physical education, recreation, and sports practice can improve athletic performance while reducing common sports-related injuries and can facilitate the adoption of healthy lifestyles throughout adulthood. In this commentary, we outline cognitive developmental considerations in youth that may influence the design and implementation of training programs aimed at optimizing motor skill development in youth.

Chronological Age vs. Biological Maturation

“…Instead, pre-pubertal children should be prescribed a resistance 412 training program that focuses on enhancing muscle strength, function and control due to the 413 high degree of plasticity in neuromuscular function during this developmental period [32,45]. 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 Furthermore, the importance of having fun in a supportive environment should not be …”

Train the Brain: Novel Electroencephalography Data Indicate Links between Motor Learning and Brain Adaptations

“…Specific to injury prevention, there is emerging evidence that indicates neuromuscular training implemented at earlier ages is most effective in the reduction of traumatic knee injury [23]. It has been suggested that cognitive developmental considerations are also critical to optimize integrative neuromuscular training for youth [24]. Specifically it is required that instructors acknowledge and address the varying attentive abilities of young athletes [24].…”

“…It has been suggested that cognitive developmental considerations are also critical to optimize integrative neuromuscular training for youth [24]. Specifically it is required that instructors acknowledge and address the varying attentive abilities of young athletes [24]. For example, Hicks law describes that the more choices an individual has, the longer it takes to make a decision [25].…”

“…This may be facilitated through neuromuscular and skill training that integrates partial movement focus. This may be even more beneficial to youth with developing neurocognitive processing abilities and an early “training age” [24,26]. Moreover, feedback for youth that removes the external focus and employs a partial movement may support the acquisition of skill by removing the focus on task performance during complex sport related skills, or active challenges to attention [24].…”

“…The preliminary data indicate that a more experienced athlete who has acquired a strong motor skill base may remain consistently focused on task performance and, thus, less susceptible to distractions (i.e., exhibit lower alpha activity). Based on the current data, further research is warranted to determine if the whole-part-whole method of learning is required to enhance learning and skill transfer in more elite athletes, and whether EEG can be a useful tool for identifying psychophysiological changes during the learning process [24,27]. Conversely, in youth the current data indicate that it is prudent to utilize training strategies that account for the varying attentive abilities in new learners, and this may be supported by partial movement focus, to optimize training outcomes [24].…”