A vast majority of athletes you coach will not become professional athletes, but the major components of Achievement Goal Theory (AGT) carryover outside of sport into any achievement-based setting. It can be argued that coaches helping athletes adopt a more productive set of achievement orientations is the single greatest contribution that coaches can make to the athletes’ lives.

Rhodri S. Lloyd, lead author of the LTAD Position Statement, provides an abbreviated look at what long-term athletic development is and how strength and conditioning professionals can implement effective training strategies into programming to improve health, well-being, and growth.

This article applies LTAD principles to guide the process of generating an athletic profile (part 1) and sample program design (part 2) for a middle school athlete and a high school athlete.

By gathering information about potential risk factors associated with basketball injuries, strength and conditioning coaches can create individualized programs to help keep their basketball athletes healthy and performing at the best of their abilities.

Five evidence-based motor learning practices can bridge the gap between knowing what correction needs to be made and developing effective strategies to facilitate skill acquisition.

This article details the rationale for making the eight main movements the foundation of tactical strength and conditioning.

This article contains a non-exhaustive list of items that should be included in a strength and conditioning department policies and procedures manual.

This article discusses baseball-specific strength and conditioning techniques, focusing on lower extremity training and improving shoulder mechanics.

The goal of this article is to help strength and conditioning professionals properly educate clients on how protein can go a long way in assisting them in achieving their health and fitness goals.

A common obstacle to achieving recommended physical activity and desired training goals is time. This is true for recreationally trained adults and athletes, particularly at the collegiate level, where greater restrictions on practice time and training are in place. One possible solution is to implement time-saving and time efficient training routines and methods that may limit the amount of time needed to attain desired physiological adaptations—by decreasing the time needed to train and/or by increasing the frequency with which brief workouts are completed throughout the week (e.g., “microdosing”). To provide the most optimal training stimulus, the correct method must be used. Unfortunately, numerous terms describe routines and methods discussed in the current body of available literature, many of which may seem similar and lead to confusion. The purpose of this article is to outline the similarities and differences of the numerous timesaving and time-efficient training routines and methods. Ultimately, this article synthesizes the current research into practical recommendations as programming options for strength and conditioning coaches and personal trainers. The information provided may also serve as a foundation for future research opportunities in time-saving and time-efficient training.