Context: Physical activity has shown to be beneficial for the overall physical and mental health of youth. There has been an increasing focus on youth sports moving from a recreational activity to becoming a launching pad for participation at elite levels. Several models of athlete development have emerged to guide specialized and nonspecialized athletes at an age-appropriate level, taking into consideration their physical and mental development. The purpose of this review is to summarize the current evidence and theoretical models regarding youth athlete development and discuss broader initiatives for sports participation and future directions for the field. Evidence Acquisition: An electronic databases search, including PubMed, Google Scholar, ScienceDirect, National Institutes of Health, UpToDate, and Springer was conducted. Articles from 1993 to 2021 were included. The search terms long term athlete development, LTAD model, youth physical development, youth athlete development, sports specialization, and pediatric athlete, among others, were used. Study Design: Narrative review. Level of Evidence: Levels 4 and 5. Results: Several models of youth athlete development are discussed in this article. More recent models have built on previous models to incorporate more age- and development-specific recommendations; however, no singular model could be identified as the gold standard for youth athlete development, especially given the lack of empirical data to support these models. Conclusion: Youth athlete development currently consists of several theoretical models, each with their own strengths and weaknesses, that can guide the training of young athletes to maximize their performance. Those involved in this process—physicians, athletic trainers, coaches, physical educators, and parents—should understand these various models and trial their various features to see what works best for their individual athlete with consideration given to factors such as their stage of development. Ultimately, more empirical data are required to definitively state which is the optimal approach.
Musculoskeletal (MSK) and sports-related conditions are relatively common in the pediatric population. Pediatric residencies should provide residents with the knowledge and skills to assess and manage both acute and chronic MSK and sports injuries and complaints. Residents should develop the competencies and attitudes to safeguard and promote a healthy and active lifestyle for youth. Programs can use a variety of educational tools, both in the clinic and on the field, to provide a well-rounded MSK curriculum throughout the residency years. This article provides a review of general pediatric sports medicine curriculum guidelines and suggested implementation strategies.
patients or their families over the last year. While 44% and 40% felt that they intervened effectively when they or their colleagues were mistreated, respectively, 13% reported having received training on how to intervene. Verbal threats or intimidation, threats of physical harm, or actual physical harm were reported by 89%, 24%, and 9%, respectively. Eighty percent of residents were targets of offensive behavior or remarks. Remarks based on age and gender were reported by 69% and 49%, followed by appearance (27%), race/ethnicity (18%), language proficiency (9%) and sexual orientation (2%). Seventeen percent of residents reported these events; the most common reasons for not reporting were that the incident did not seem important enough (71%) or that the resident thought nothing would be done about it (49%). CONCLUSIONS: Pediatric residents commonly experience mistreatment from patients and their families. Effective intervention is limited by lack of training, self-efficacy, and perceived institutional responsiveness. Based on these results, we are now implementing and evaluating educational and systems-based interventions to address this mistreatment and optimize resident learning, wellness, and patient care.
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