Practically, inexperienced children and adolescents should perform low-intensity plyometric exercises

that focus on developing sound

movement mechanics. Exercise prescription for
this category of child is somewhat limited by the
imagination of a coach, but an element of fun and

26 ❙ Lloyd and Oliver

challenge will need to be maintained. However,
youths with an experienced training age and
high levels of motor competency can regularly
include higher-intensity plyometric activities
such as drop jumping or multiple bounding. We
previously developed a plyometric-development
model that illustrates how an inexperienced
child can transition from relatively unstructured, fun-based training with minimal eccentric loading to
a highly structured, sport-specifi c
level of plyometric training with much higher
eccentric loadings.21
Developing Agility
There are two main attributes for successful agility
performance: change-of-direction speed (CODS)
and cognitive function (see chapter 13). Prepubescence is an opportune time to develop motor skill
patterns, muscular strength and running speed,
owing to the neural plasticity associated with this
stage of development.12 Additionally, this stage of
development will also serve as an ideal opportunity to enhance overall cognitive capacity and
decision-making processes due to the strengthening
and pruning of synaptic pathways.34, 35
Agility is a complex fi tness component to measure, owing to the number of components infl uencing
its performance. Combining this with the
fact that little is known about how each component
develops throughout childhood and adolescence
means that it is somewhat diffi cult to identify
optimal training approaches for either the child
or adolescent athlete.
We have, however, proposed an agility-training
model that recommends primary training foci for
each stage of development.19 The model acknowledges that irrespective of maturation, FMS training,
change-of-direction speed training and reactive
agility training should all be featured in the athletic
programmes of all young athletes. However, we
also suggest that each stage of development should
have a primary training focus that is commensurate
with the growth and maturational processes taking
place at each stage of development. The adapted
agility-training model displayed in fi gure 2.6 is
based on the notion that an athlete has entered
formalised training during childhood