The Rule of Three: A Summary and Critique
Preparing Boys & Girls for Athletic Success
I am always interested in reading, watching, listening and learning about youth athlete development.
A year or so ago, I saw the book - The Rule of Three - by Westside Barbell legend Louie Simmons on training 7-10 year old boys and girls. I’ve been curious to check it out, and finally ordered it.
I’ll admit that up until about 10 years ago, I did not know about Louie Simmons or Westside Barbell, and even today I know a limited amount about this strength training/powerlifting guru and mecca known for its training methods and world record holders.
Per my usual approach to reading, I perused through the table of contents, flipped through the book, and checked out the reference pages in the back of the book before starting to read it. It is a very quick read with a mere 68 pages of 15 chapters of 3-4 pages per chapter of content (estimated 12-15,000 words) plus illustrations to 29 exercises and the reference pages.
Although there are many things I liked (as also reported by several others) about training youth that I will highlight at the end of this blog, but there are also some significant limitations of the book as well. First, there are many references to the Westside training methodology that certainly make it read like guidelines for mature or adult athletes. In addition, although general references are provided at end of book (many former Eastern European/Soviet texts), there are several occasions in which blanket and/or specific statements lack references and also references provided in the text but not in the bibliography. And finally, the thought process and writing was disjointed in several places.
For those familiar with the Westside training methodology, it should not be surprising that this book on training youth athletes is also heavily influenced by the Eastern European/Soviet sport system.
Here is my chapter-by-chapter summary (and critique) of key nuggets of the Westside Barbell approach to training 7-10 year old boys and girls.
Introduction
As mentioned, Simmons thoughts on this topic of training 7-10 yrs olds were impacted by the former Soviet general physical prep (GPP) model.
The key physical qualities to develop during this age range are:
Coordination
Flexibility
General strength
Endurance
Hand-eye coordination
Furthermore, the number 1 skill to focus on is jumping ability.
Although it is never explicitly stated in the book, I believe that the Rule of Three is the importance of this 3 Year period of GPP before engaging in more structured and systematic training from 10-19 years of age. However, there are also 3 key points provided that could also substitute for the Rule of Three.
quality coaching is important
a solid athletic training plan should be in place
the child must be happy, enthusiastic and not over trained
Chapter 1 Training Boys and Girls
The chapter opens with - “The Westside viewpoint ….. there are no differences (in training boys and girls).” Furthermore, the point is made that both (boys and girls) must learn to run, jump, throw and catch ….hopefully by age 4-5.
I will agree to a certain extent that there are not major differences in training boys and girls between the ages of 7 and 10 - we need to teach and coach fundamental movement skills, etc. but the psycho-social approaches to coaching boys and girls may differ.
Simmons, born in 1947, provides some personal account to his GPP as a youth. He comments on his vast background of doing manual labor and extensive playground activity (circa 1950s).
There is a fair amount of comment (no surprise) on youth strength training with reference (although specific citation not provided) to “studies” showing benefits without detrimental effects. An account of the Bulgarian and Soviet weightlifting developmental program is also provided. Finally, it is stated “strength plays a large role in developing physical qualities of children” which would be in line with the Youth Physical Development model (Lloyd and Oliver, 2012).
Chapter 2 Genetics and Heredity
Simmons writes that …coaching is most important BUT while a coach can guide the child, it is the parents who can make or break the child’s sports career. This statement could be related to biological, environmental and/or behavioural aspects but it is never clearly addressed.
Unfortunately, there is no reference or discussion on the science of genetics and athletic performance despite a vast amount of research on the topic (see here). Most of the chapter provides selective examples of parent-offspring (often father-son) pairs who played professional sports.
Not so much in this chapter but elsewhere in the book, Simmons discusses body size and type and also muscle fiber typology - both which have a strong genetic component. It is recommended that coaches and parents choose a sport based on these physical characteristics (see Ch 7 and 8).
Chapter 15 Testing
Although this is one of the last chapters of the book, I am placing it here since often times testing will be part of the needs analysis of training and program design. A list of several tests is provided. I have re-arranged and categorized them into fitness components:
Speed: 10-20-or-30 yard sprint
Jumping ability / Lower body power: Long jump (running and standing); Vertical jumps (specific jumps not provided - e.g. countermovement jump, squat jump, etc.)
Coordination: Jump rope (# in 1 min or total duration)
Muscular strength and endurance: Standing push-ups; pull-ups; isometric half squat for time; isometric arm hold to side or front for time
Power: Med ball (1-3kg) for distance
Flexibility: sit-n-reach
Endurance: Swimming (lap(s) for time); Jump rope (total duration)
Another list of tests “to gauge strength, endurance, coordination, and flexibility” are provided. These include a combination of fundamental and sport-specific movement skills (badminton, miniature golf, handball, throwing a baseball/football for distance, kicking a football for distance, dribbling a basketball, throwing and catching).
Chapter 3 Flexibility
Simmons writes “a child should not do excessive stretching and bending at early ages. Permanent damage to the spine can result, which can manifest in the form of stress fractures.” (note: no reference provided).
There is mention of yoga for the mental, physical + spiritual benefits. In addition, yoga can contribute to balance which is an important physical quality to development in youth.
Simmons discusses the use of the sit-n-reach test for testing flexibility which is perhaps also in line with recommendation of training the low back and hamstrings in every training session (Ch 12). It is also recommended to conduct flexibility testing of the shoulders, neck & thoracic spine, and hips for more ‘mature’ athlete. This sounds like something that the Functional Movement Screen (FMS) could address.
In terms of a prescription for flexibility training, Simmons recommends doses of many/varying stretching workouts (no specific flexibility exercises are provided) 1-2x per day lasting 10-15 min/session. I am not sure many 7-10 yr old youth would find such sessions enjoyable.
There are two bolded statements that I agree with; however, neither was supported very well with additional text). These statements were: 1) Combining strength training with flexibility is superior method, and 2) Dynamic flexibility is far superior to static stretching.
The last page of this chapter is another instance in which Simmons wonders about making inferences without much rationale. He proclaims “Building flexibility makes it possible to gain agility” and then focuses on training agility. Of course, many physical attributes are related to each other to some degree but here why is agility chosen above say strength?
In this section, it is worth noting the mention of building agility in youth through ball games and obstacle courses - instead of ladders or cone drills. And also worth noting is the mention of not push kids too fast. Simmons writes “More is not always better; train optimally.”
Ch 4 Endurance | Ch 14 Endurance Training |Ch 5 Physical Fitness
Chapter 4 begins - “Endurance must be built at an early age. Endurance is only developed when the child is sufficiently fatigued.” Again, there is no reference or citation. Moreover, recent scholars have de-emphasized (but not dismissed) the importance of (structured) endurance training in childhood (7-10 years) and instead focused on building endurance through games and other training modalities.
The chapter continues with what seems a lot of adult content/methods - i.e. using different amounts of resistance is a benchmark of the Westside Training Protocol. Although never specifically stated, this statement and others give me the sense that Chapter 4 focuses on muscular strength endurance - although, of course, general aerobic fitness and physical work capacity can also be developed. This is alluded to with the recommendation of circuit training of 5-7 exercises. This resonated with me per the blog on the 5x5 resistance training circuit approach for motor learning and an introduction to resistance training for the young athlete.
Chapter 5 is titled ‘Physical Fitness’, and it is always interesting to hear how people define or conceptualize this term. It seems that Simmons is defining physical fitness as ‘work capacity’ and “the coming together of all concepts” (including motor skills and sport specific skills). The remainder of this very brief chapter (approx 250-300 words) is, quite frankly, disjointed. I am not sure what I read!
Chapter 14 focuses on endurance training with the recommendation of up to 15 repetitions of short runs (40-60m) with a constantly shortened rest interval (60s-50s-40s, etc.) Several potential modes are provided which include walking with sled pulls, sand bags, medicine balls, weight vests, kettlebells or doing bear crawl, and also for the upper body using sled pulls.
The importance of recovery of both the mind and body is also mentioned and this should be taught by the coach.
Ch 9 Speed | Ch 10 Reaction Time | Ch 11 Sprinting
Simmons breaks speed into three main elements: 1) frequency of movements, 2) reaction time, and 3) sprinting - but overtly states that the key to developing speed is to increase jumping ability (explosive strength).
In terms of reaction time, an emphasis is placed on developing strong legs - first through jumping rope, and also by the athlete performing sled pulls and belt squat, and also plyometrics including: sit on knees and jumping onto feet, box jumps and med ball throws. Much of this is taken from Kurz and Starzynsk Explosive Power and Jumping Ability for All Sports - and also pertains to sprinting.
Simmons states that the box jump can also be a test of explosive power as well.
And finally, “do not run long distances for the sprint. Running long distances will cause one to slow down …”.
Ch 12 & 13 Special Strength Training and The Conjugate Training System
For those not familiar, Westside Barbell popularized and developed the Conjugate Training System. The Westside Barbell website states that the Conjugate Method is a weekly strength and conditioning training system that switches through different exercises and physical effort levels and relies on a training hierarchy that constantly rotates stimulus and intensities.
The Conjugate Method combines two Eastern European/Soviet bloc training systems - the Soviet system, which incorporated multiple strategic exercises to advance athletes training, and the Bulgarian system, where athletes underwent near max-effort movements every workout. Every week includes training segments of Maximal Effort, Dynamic Effort, Repeated Effort and General Physical Prep. [You can learn about The Conjugate Method™ directly from Louie Simmons here.]
Given the above description, my reaction to the the titles of chapters 12 and 13 was “hmmm…interested to see how this applies to training 7-10 year olds!!”. And indeed, these two chapters are basically an overview of the Westside methods with little mention of its application to 7-10 yr olds.
Simmons does suggest that the child should learn the five classical lifts: Squat, Bench, Deadlift, Snatch, and Clean & Jerk; along with other exercises such as: belt barrow, weight sled, wheel barrow walking, and belt squat. He also recommends that youth should train abs before and after each session along with hamstrings and low back.
Ch 6 Learning Tactics | Ch 7 Before Choosing a Sport | Ch 8 Selecting a Sport
I am merging chapter 6-8 here since they deal more with sport-specific attributes. The first statement of chapter 6 was a key take-home: Learning tactics or simple plays can be taught on the playground. Several ideas and thoughts around learning tactics and competing are given for the remainder of the chapter.
Chapters 7 and 8 focus on choosing a sport. A key point of chapter 7 is that long before a child starts to compete in a sport, they must build a base of basic skills (i.e. fundamental movement skills) .. and some degree of balance and fitness. Simmons also writes “this is just playground activity” and furthermore points to basic gymnastics as a suitable base to start.
He also points out that “In most sports it’s the basic skills that are not taught at an early age. And the basics are just that - the basics of all sports.”
In Chapter 8 Simmons writes … “By 10 yrs old, it is time to join a sports team. For the last 3 years the child should have been going thru a series of evaluations to determine which sport the child is best suited.” Here is where I think the “Rule of Three” arises - it is the general physical preparation training undertaken between 7-10 years of age that leads up to a child selecting a sport to focus upon.
Chapters 7 and 8 also refer to the sampling approach of sport during childhood but the language around selecting a sport by age 10 begins to hint at specialization. This also comes out more strongly in the final paragraph of the book.
Final Paragraph (Ch 15): The Rule of 10 Years
“..what comes after the Rule of Three is the Rule of 10 Years”. Here, Simmons mentions that 10 years or 10,000 hours of “special training” in a chosen sport is required for success, and that “children starting at 11 or 12 years old must strive toward a single sport.
Illustrated Exercises
After 68 pages (15 very brief chapters), there are 29 pages of illustrated exercises … followed by a few pages of general references (mainly Eastern European/Soviet texts), some which were (and some not) cited in the text.
Things I Liked from The Rule of Three
Although I do not agree with all aspects of the book, here are some key statements that I full support in training 7-10 year old youth.
Focus on General Physical Preparation including coordination, flexibility, general strength, endurance, hand-eye coordination for 7-10 year olds.
3 key points of youth athletic development
quality coaching is important
a solid athletic training plan should be in place
the child must be happy, enthusiastic and not over trained
Long before a child starts to compete in a sport, they must build a base of basic skills (i.e. fundamental movement skills) .. and some degree of balance and fitness — this is just playground activity. In addition, learning tactics or simple plays can be taught on the playground.
Basic gymnastics is a suitable base to start.
Developing strong legs and jumping ability is important for sprinting and reaction time.
Building agility in youth through ball games and obstacle courses
Circuit training of 5-7 exercises can provide a suitable format for muscular strength and endurance in youth.
Flexibility training: Combining strength training with flexibility is superior method, and Dynamic flexibility is far superior to static stretching.
Testing the full array of fundamental movement skills, some sport-specific skills and fitness provides a benchmark to gauge strengths and weaknesses and progress.
It is important to acknowledge genetics, heredity and parental influence on youth athletic development.
What’s Next?
Despite reading a fair amount about the Soviet/Eastern European sport school system that influenced long-term athlete development (LTAD)(Bompa, Drabik, Balyi, Riordan), I have not read any of the works by Bondarchuk or Issurin. Clearly, this is work that Simmons drew upon for The Rule of Three but I will likely take a dive into it firsthand - and report back here.
In addition, I probably should sketch out some nuggets from my previous reads (Riordan, Bompa, Drabik) on the Soviet/Eastern European youth athlete development models.