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(((Nqך_.;_Wu $/Nxx#&Cє1v(;r=Y7> R$PG36…^ݫ)ۥr:[8?q4.NѸMظS.; AҬ\dtdMt1M&O/T]&=(k+֌qkLNQQ]g(QEx]ğRqtio/^8WfllscV/a[KI|̫xujԜ8: &ނKiBg6[˙3咃b̻gҴ:+?wcϛwƔ\n%T^]@V v'5- ڲnN8%AMЖu:ql@|uj [4Ip-&[I4s' ;{7QiؒvfZ1>㲇,ZFhH_9Z2FُEr/ܸ繮v[z,4_o10{(N)pJxfqpyV&|pUȪ=JT#$aUVrQ? ,qE K8Z?R91J~yr} [pOj8q˽Ay5ңp#;U;s3Wj7VLɦd 89KHʴiܦc22H:o:[*MbDoZVI`FHQSښ?vqr3_pKq$5Ì'r8\FUgӨj=L&M6'Nvø5HB;em.хԖ=ϥ]o'4ӹ6}fRl !{U[N#TjcZשRTTzzyroYy@殦n0Hp䁌z⪏%_8_g68!/)CTeI6X~UةӶ6}ޕBIv3+}#3qX7{+Zz#*;4 zi|=rrW\&;`]>HVI#WIۡE8+7X;HsZUB/6|8k w4+1ȫ)C-Epssq (uj`::RK_&}ȸFcYU\zp;TNqڬ8zS^"{qГ":32HϡڮiXOLݸ<EӚI)B8A^:v^Ŏ" n@j4潿HIH#ҫi^C#'{Vsua:0[T`p+idJ˕#N[PcBz%gFI; ܪG&fwc$XZmmN Zh|* ֩,[:yUrÎ"x؇&K4+s?+kD (9oSM}";K7,ͰrH'8Hv9u*E~o,ncc֖MWH3QO!Gի*UX(S\H0yt=)C 36&tg)Ubbɓp\ )hHM1qOH(CCAfter you have mastered another two-notch raise of the foot/ankle pad, you are ready to bring the foot/ankle mechanism in another notch (see Photo Nine). Go through the exact same sequential progression until you are ready to make the final adjustment to the foot/ankle mechanism (see Photo Ten). When that level of difficulty is mastered, then you should go back to the foot/ankle pad and move it up to the third notch but move the foot/ankle mechanism back only one notch.<br>Your final progression would be to adjust the foot/ankle pad to its highest position and the foot/ankle mechanism to its closest position and perform three sets of 25 reps (See Photo Eleven). Wow! That would take a superior athlete. <br>, C., Hetzler, R., Buxton, B., et al. 1996). Effects of training frequency on strength maintenance in pubescent baseball players. Journal of Strength an Conditioning Research, 10: 8-14.<br><br>Dietz, W. (1990). Children and television. In Green, M. & Hagerty, R. (eds). Ambulatory Pediatrics IV. Philadelphia: WB Saunders, 39-41.<br><br>Docherty, D., Wenger, H., Collis, M., et al. (1987). The effects of variable speed resistance training on strength development in prepubertal boys. Journal of Human Movement Studies, 13: 377-382.<br><br>Dominguez, R. (1978). Shoulder pain in age group swimmers. In Erikkson, B., & Furberg, B. (eds). Swimming Medicine IV. Baltimore: University Park Press, 105-109.<br><br>Faigenbaum, A., (2003). Youth resistance training. President s Cuncil on Physical Fitness and Sports Research Digest, 4(3): 1-8.<br><br>Faigenbaum, A., (1999). Youth strength training: benefits, risks and program design considerations. American Journal of Medicine and Sports, 1: 243-254.<br><br>Faigenbaum, A. (2001). Preseason conditioning for high school athletes. Strength and Conditioning, 23: 70-72.<br><br>Faigenbaum, A. (1995). Psychosocial benefits of prepubescent strength training. Strength Conditioning, 17: 28-32.<br><br>Faigenbaum, A. (2002). Resistance training for adolescent athletes. Athletic Therapy Today. 7(6): 30-35.<br><br>Faigenbaum, A. (2001). Strength training and children s health. Journal of Physical Education, Recreation and Dance, 72: 24-30.<br><br>Faigenbaum, A. (2000). Strength training for children and adolescents. Clinics in Sports Medicine, 19: 593-619.<br><br>Faigenbaum, A., et al. (2001). Effects of different resistance training protocols on upper body strength and endurance development in children. Journal of Strength and Conditioning Research, 15(4): 459-465.<br><br>Faigenbaum, A., & Chu, D. (2001, December). Plyometric training for children andadolescents. ACSM Current Comment.<br><br>Faigenbaum, A., Kraemer, W., Cahill, B., et al. (1996). Youth resistance training: position statement paper and literature eview. Strength & Conditioning, 18: 62-75.<br><br>Faigenbaum, A., LaRosa Loud, R., O Connell, J., et al. (2001). 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