The National Federation of State High School Athletic Associations

1933 ◽  
Vol 4 (5) ◽  
pp. 6-7
Author(s):  
C. W. Whitten
2021 ◽  
Vol 53 (8S) ◽  
pp. 378-378
Author(s):  
Katelyn Amanda Reifsnyder ◽  
Erik E. Swartz ◽  
Kelly A. Coleman ◽  
Lindsay J. DiStefano ◽  
Johna K. Register-Mihalik ◽  
...  

2014 ◽  
Vol 26 (3) ◽  
pp. 256-270 ◽  
Author(s):  
Gregory S. Sullivan ◽  
Chris Lonsdale ◽  
Ian Taylor

2004 ◽  
Vol 16 (3) ◽  
pp. 265-276 ◽  
Author(s):  
J. L. Mayhew ◽  
Chad D. Kerksick ◽  
Doug Lentz ◽  
John S. Ware ◽  
David L. Mayhew

The purpose of this study was to evaluate the effectiveness of repetitions to fatigue (RTF) for estimating one-repetition maximum (1-RM) bench press performance in male high school athletes. Members of high school athletic teams (N = 213, age = 16.3 ± 1.1 yrs, weight = 79.9 ± 16.7 kg) from four states were tested for 1-RM bench press and RTF after completing 4–6 weeks of resistance training. A new equation for use with male high school athletes was developed from a random sample of 180 participants; it appears to have excellent predictive potential (r = 0.96, SEE = 4.5 kg) and cross-validated well on a subsample (n = 33) from this population (r = 0.98, t = 0.64). Therefore, RTF can be used with acceptable accuracy to estimate maximal strength in the majority of adolescent male athletes who need to handle excessively heavy weights.


1993 ◽  
Vol 7 (3) ◽  
pp. 298-308 ◽  
Author(s):  
James P. Corcoran ◽  
Lehigh University ◽  
Deborah L. Feltz

A formative evaluation was conducted of the Chemical Health Education and Coaching (CHEC) program sponsored by the Youth Sports Institute at Michigan State University. The degree to which high school athletic coaches (a) became knowledgeable about chemical health and (b) were confident in their ability to apply that knowledge to their team were the two primary concerns of this study. Two hundred eighteen high school athletic coaches comprised the experimental and control groups to whom identical pretest and posttest instruments were administered. The CHEC program consisted of three 1-hr sessions. The subjects were asked to respond to one questionnaire that assessed both their knowledge and confidence in that knowledge and their ability to use it with their athletes. The results indicated that the coaches who were exposed to CHEC were more knowledgeable and more confident than control coaches.


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