Current Periodization, Testing, and Monitoring Practices of Strength and Conditioning Coaches.

Purpose: This study investigated the periodization, testing, and monitoring practices of strength and conditioning practitioners across different levels of coaching experience and sports.

Methods: An online survey was completed by 58 practitioners (25 sports/events) from 9 Southeast and East Asian countries. The survey focused on periodization models, programming frameworks, unloading strategies, fitness assessments, and pretraining readiness monitoring. Frequency analysis and chi-square tests were used to assess data distribution and differences.

Results: Hybrid (multiple) periodization was favored over a single model for different training objectives (39%-45%), including very short-term training (≤4 wk). Emerging approaches including flexible programming were similarly adopted (43%). Program adjustment was primarily driven by athlete feedback (90%), self-observation (78%), and technical execution (74%). Major programming challenges identified were managing fatigue (72%), optimizing training stimuli (53%), specificity (50%), and adherence (47%). Deloading practices (95%) and tapering applications (91%) were common. Physical performance changes were primarily identified from testing (90%) but also from athlete/coach feedback (76%), monitoring (71%), training data (67%), and performance data/statistics (62%). Strength assessments were conducted 2 to 4 times yearly (67%) using 1 to 4 exercises (76%). Pretraining readiness was monitored via conversations (71%), wellness tools (46%), and performance devices (31%). Practitioners also utilized monitoring technology, force plates (21%), and velocity-tracking devices (23%). Training load was commonly quantified using volume load (81%) and session rating of perceived exertion (72%). None of the comparisons differed across experience levels and sport types (P > .05).

Conclusion: Practitioners employed a range of periodization models, often integrating flexible approaches. Unloading strategies were commonly implemented alongside various assessment methods. Technologies were used for monitoring, but conversational/subjective methods remained more widespread.