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Long-Term Athlete Development LTAD Origins & its Principles
Aims
Aims • Discuss what LTAD is
Aims • Discuss what LTAD is • Explore the origins of LTAD
Aims • Discuss what LTAD is • Explore the origins of LTAD • Discuss the underlying principles
Aims • Discuss what LTAD is • Explore the origins of LTAD • Discuss the underlying principles • Alternative models
What is LTAD
What is LTAD
• LTAD is about achieving optimal training, competition and recovery throughout a player’s career
What is LTAD
• LTAD is about achieving optimal training, competition and recovery throughout a player’s career
• LTAD should be related to the important maturation years of young people
What is LTAD
• LTAD is about achieving optimal training, competition and recovery throughout a player’s career
• LTAD should be related to the important maturation years of young people
•
It is player-centered
What is LTAD
• LTAD is about achieving optimal training, competition and recovery throughout a player’s career
• LTAD should be related to the important maturation years of young people
• •
It is player-centered Focuses upon episodes and performance over the long term rather than focusing on winning as a short term objective
What is LTAD
• LTAD is about achieving optimal training, competition and recovery throughout a player’s career
• LTAD should be related to the important maturation years of young people
• • •
It is player-centered Focuses upon episodes and performance over the long term rather than focusing on winning as a short term objective An LTAD approach is about encouraging all players, whatever their talents and motivation, to achieve their full athletic potential
THE AIM OF LTAD
THE AIM OF LTAD
PHYSICAL LITERACY
THE AIM OF LTAD
LIFELONG PARTICIPATION
PHYSICAL LITERACY
THE AIM OF LTAD
LIFELONG PARTICIPATION
IMPROVED PERFORMANCE
PHYSICAL LITERACY
WHY DO WE NEED LTAD
WHY DO WE NEED LTAD
•Attract people to sport & retain them
WHY DO WE NEED LTAD
•Attract people to sport & retain them • Identify gaps in the current system and establish a clear player pathway
WHY DO WE NEED LTAD
•Attract people to sport & retain them • Identify gaps in the current system and establish a clear player pathway • Provide integrated effective and enjoyable programmes for developing and performing players
WHY DO WE NEED LTAD
•Attract people to sport & retain them • Identify gaps in the current system and establish a clear player pathway • Provide integrated effective and enjoyable programmes for developing and performing players • Provide a planning tool to optimise performance
WHY DO WE NEED LTAD
•Attract people to sport & retain them • Identify gaps in the current system and establish a clear player pathway • Provide integrated effective and enjoyable programmes for developing and performing players • Provide a planning tool to optimise performance • Achieve the goals outlined in the sport England & UK sport development and performance plans
WHY DO WE NEED LTAD
WHY DO WE NEED LTAD Sport specific observations for some sports:
WHY DO WE NEED LTAD Sport specific observations for some sports: • Poor results at major championships
WHY DO WE NEED LTAD Sport specific observations for some sports: • Poor results at major championships • Inconsistent international performances
WHY DO WE NEED LTAD Sport specific observations for some sports: • Poor results at major championships • Inconsistent international performances • Competition based programmes rather than training based programmes
WHY DO WE NEED LTAD Sport specific observations for some sports: • Poor results at major championships • Inconsistent international performances • Competition based programmes rather than training based programmes • Little emphasis on skill development
WHY DO WE NEED LTAD Sport specific observations for some sports: • Poor results at major championships • Inconsistent international performances • Competition based programmes rather than training based programmes • Little emphasis on skill development • Only a few professional coaches
WHY DO WE NEED LTAD Sport specific observations for some sports: • Poor results at major championships • Inconsistent international performances • Competition based programmes rather than training based programmes • Little emphasis on skill development • Only a few professional coaches • High drop out at certain ages
The Origins of LTAD
The Origins of LTAD • Balyi (1990) Discusses Long-Range planning in athletic performance, annual and quadrennial planning in the Canadian Men’s alpine skiing.
The Origins of LTAD • Balyi (1990) Discusses Long-Range planning in athletic performance, annual and quadrennial planning in the Canadian Men’s alpine skiing.
•
Balyi (2001) Discusses LTAD within a sporting system
The Origins of LTAD • Balyi (1990) Discusses Long-Range planning in athletic performance, annual and quadrennial planning in the Canadian Men’s alpine skiing.
•
Balyi (2001) Discusses LTAD within a sporting system
•
Balyi (2004) LTAD, Trainability in childhood, windows of opportunity and optimum trainability
The Principles of LTAD
The Principles of LTAD • LTAD is related to
what he calls ‘the ten key factors to performance”
The Principles of LTAD • LTAD is related to
what he calls ‘the ten key factors to performance”
• Developing pathways to success
Why is there a need for Pathways?
Why is there a need for Pathways?
• Tool for planning
Why is there a need for Pathways?
• Tool for planning • Defines competition, Training and other demands at each stage
Why is there a need for Pathways?
• Tool for planning • Defines competition, Training and other demands at each stage
• Guides NGB’s, Athletes and coaches.
Why is there a need for Pathways?
• Tool for planning • Defines competition, Training and other demands at each stage
• Guides NGB’s, Athletes and coaches.
• Identifies barriers along the way
Why is there a need for Pathways?
• Tool for planning • Defines competition, Training and other demands at each stage
• Guides NGB’s, Athletes and coaches.
• Identifies barriers along the way • To monitor and nurture
Why is there a need for Pathways?
• Tool for planning • Defines competition, Training and other demands at each stage
• Guides NGB’s, Athletes and coaches.
• Identifies barriers along the way • To monitor and nurture • To maximise potential
Why is there a need for Pathways?
• Tool for planning • Defines competition, Training and other demands at each stage
• Guides NGB’s, Athletes and coaches.
• Identifies barriers along the way • To monitor and nurture • To maximise potential • Limit waste (talent and time)
10 KEY FACTORS
10 KEY FACTORS
1.The 10 year rule
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals 3.Specialisation
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals 3.Specialisation 4.Developmental Age
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals 3.Specialisation 4.Developmental Age 5.Trainability
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals 3.Specialisation 4.Developmental Age 5.Trainability
6.Physical, mental, cognitive and emotional development
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals 3.Specialisation 4.Developmental Age 5.Trainability
6.Physical, mental, cognitive and emotional development 7.Periodisation
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals 3.Specialisation 4.Developmental Age 5.Trainability
6.Physical, mental, cognitive and emotional development 7.Periodisation 8.Competition planning
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals 3.Specialisation 4.Developmental Age 5.Trainability
6.Physical, mental, cognitive and emotional development 7.Periodisation 8.Competition planning 9.System alignment and integration
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals 3.Specialisation 4.Developmental Age 5.Trainability
6.Physical, mental, cognitive and emotional development 7.Periodisation 8.Competition planning 9.System alignment and integration 10.Continuous improvement
Any Questions?
Alternative Models
Belov (1995) Stages of Development (Artistic Gym)
Belov (1995) Stages of Development (Artistic Gym)
• General Preparation
Belov (1995) Stages of Development (Artistic Gym)
• General Preparation • Initial Technical Preparation
Belov (1995) Stages of Development (Artistic Gym)
• General Preparation • Initial Technical Preparation
• Specialised Perfection
Belov (1995) Stages of Development (Artistic Gym)
• General Preparation • Initial Technical Preparation
• Specialised Perfection
• Elite
Belov (1995) Stages of Development (Artistic Gym)
• General Preparation • Initial Technical Preparation
• Specialised Perfection
• Elite • End of Competitive cover
Thumm (1987) Long Term Structure of Training(Athletics) Phase
Duration Age
Goals & Characteristics
1 Basic Training
4-5 yrs
9-14
Acquisition of general athletic movements
2 Build up Training
3-4 yrs
15-18
Introduction of suitable competitive event Improvement of the movement, technique Rough differentiation into sprint, Middle distance and long distance Throwing, Jumping or Multiple events.
3 Top Level Training 6-10 years 19+
potential.
Mastery of technique, realisation of conditional co-ordination and psychological
Holm(1987) Development stages for Tennis Players Stages
Biomotor Abilities
Age (Years) Boys
Pre-Competition Dexterity/Co-ordination 6-10 years
6-10
Girls
6-10
Overall 11-14 years
Flexibility emphasised
13
12
Specific 15-18 years
Speed/Agility Acceleration Slalom Interval Training
10-12 11
15
12-14 13 13
10-14 15-16 17-18
10-12 13-15 16-17
17-18
12-14 16-17
High Performance 18+
Strength Stage 1- Improve neuromuscular co-ordination Stage 2 – Increase muscle mass Stage 3 –Develop maximal strength and Endurance Aerobic Capacity Commence Training Endurance Max
11-13
Platanov(1988) 5 stages of Athletic Development Preparation Stages
General
Complementary
Specific
Annual Training Load (Hours)
Initial Basic Specific Base Maximisation Maintenance
50% 35% 20% 15% 10%
45% 50% 40% 25% 25%
5% 15% 40% 60% 65%
100-250 hrs 350-500 hrs 600-800 hrs 900-1100 hrs 1200-1400 hrs
Multi-year Build up Training (Arbeit, 1998) Training Phase Basic Training (BT)
Duration Age Girls Boys 7-11yrs 8-13 yrs
Build up Training (BUT)
12-15yrs 14-16 yrs
High Performance Training (HPT)
18+ yrs
19+ yrs
Structure of Sport Promotion Training centres in sports groups
Physical stages of Development (Arbeit, 1998) Male
Pre-school
Early School
Age
6
Pre-school
Early School
Female
8
Late School
9
10
11
12 13
1st 2nd Puberal Puberal Phase Phase 14 15
Late School 1st Puberal Phase
16
17
2nd Puberal Phase
18
Why Balyis’ LTAD?
•
Why Balyis’ LTAD? Young athletes under train and over-compete
• •
Why Balyis’ LTAD? Young athletes under train and over-compete Adult competition superimposed on young athletes
• • •
Why Balyis’ LTAD? Young athletes under train and over-compete Adult competition superimposed on young athletes Adult training superimposed on young athletes
• • • •
Why Balyis’ LTAD? Young athletes under train and over-compete Adult competition superimposed on young athletes Adult training superimposed on young athletes Male programmes superimposed on females
• • • • •
Why Balyis’ LTAD? Young athletes under train and over-compete Adult competition superimposed on young athletes Adult training superimposed on young athletes Male programmes superimposed on females Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
Why Balyis’ LTAD?
• • • • •
Young athletes under train and over-compete
•
Chronological age dominates rather than biological age
Adult competition superimposed on young athletes Adult training superimposed on young athletes Male programmes superimposed on females Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
Why Balyis’ LTAD?
• • • • •
Young athletes under train and over-compete
• •
Chronological age dominates rather than biological age
Adult competition superimposed on young athletes Adult training superimposed on young athletes Male programmes superimposed on females Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
The ‘critical’ periods of accelerated adaptation are not fully utilised
Why Balyis’ LTAD?
• • • • •
Young athletes under train and over-compete
• • •
Chronological age dominates rather than biological age
Adult competition superimposed on young athletes Adult training superimposed on young athletes Male programmes superimposed on females Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
The ‘critical’ periods of accelerated adaptation are not fully utilised Underachievement between 6-16 yrs cannot be fully overcome (athletes will never reach full genetic potential)
Why Balyis’ LTAD?
• • • • •
Young athletes under train and over-compete
• • •
Chronological age dominates rather than biological age
•
Best coaches work at the elite level
Adult competition superimposed on young athletes Adult training superimposed on young athletes Male programmes superimposed on females Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
The ‘critical’ periods of accelerated adaptation are not fully utilised Underachievement between 6-16 yrs cannot be fully overcome (athletes will never reach full genetic potential)
Why Balyis’ LTAD?
• • • • •
Young athletes under train and over-compete
• • •
Chronological age dominates rather than biological age
• •
Best coaches work at the elite level
Adult competition superimposed on young athletes Adult training superimposed on young athletes Male programmes superimposed on females Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
The ‘critical’ periods of accelerated adaptation are not fully utilised Underachievement between 6-16 yrs cannot be fully overcome (athletes will never reach full genetic potential)
Coach/teacher education tends to neglect the growth, development and maturation of young people.
Early & Late Specialisation Sports
Early & Late Specialisation Sports Athlete Development Models in Sport (Balyi & Hamilton, 1999):
Early & Late Specialisation Sports Athlete Development Models in Sport (Balyi & Hamilton, 1999): Early Specialisation
Late Specialisation
Early & Late Specialisation Sports Athlete Development Models in Sport (Balyi & Hamilton, 1999): Early Specialisation
Late Specialisation
Early & Late Specialisation Sports Athlete Development Models in Sport (Balyi & Hamilton, 1999): Early Specialisation
Train to Train Train to Compete Train to Win Retirement
Late Specialisation
Early & Late Specialisation Sports Athlete Development Models in Sport (Balyi & Hamilton, 1999): Early Specialisation
Late Specialisation
Train to Train
FUNdamental Stage
Train to Compete
Training to Train
Train to Win
Training to Compete
Retirement
Training to Win Retirement
Early and Late Sports
Early and Late Sports •
Gymnastics
Early and Late Sports • •
Gymnastics Rhythmic Gym
Early and Late Sports • • •
Gymnastics Rhythmic Gym Figure Skating
Early and Late Sports • • • •
Gymnastics Rhythmic Gym Figure Skating Diving
Early and Late Sports • • • • •
Gymnastics Rhythmic Gym Figure Skating Diving Golf?
Early and Late Sports • • • • • •
Gymnastics Rhythmic Gym Figure Skating Diving Golf? Table Tennis?
Early and Late Sports • • • • • • •
Gymnastics Rhythmic Gym Figure Skating Diving Golf? Table Tennis? Fencing?
Early and Late Sports • • • • • • • •
Gymnastics Rhythmic Gym Figure Skating Diving Golf? Table Tennis? Fencing? Swimming (Age 8)
Early and Late Sports • • • • • • • •
Gymnastics Rhythmic Gym Figure Skating Diving Golf? Table Tennis? Fencing? Swimming (Age 8)
•
All other sports
Maximise Potential
Maximise Potential Aerobic Development
Maximise Potential Aerobic Development
•
Onset PHV contributes to accelerated adaptation in Aerobic system (Peak Aerobic Velocity-PAV).
Maximise Potential Aerobic Development
•
Onset PHV contributes to accelerated adaptation in Aerobic system (Peak Aerobic Velocity-PAV).
•
Aerobic programmes Females 10-14yrs / Males 12-16yrs
Maximise Potential Aerobic Development
•
Onset PHV contributes to accelerated adaptation in Aerobic system (Peak Aerobic Velocity-PAV).
•
Aerobic programmes Females 10-14yrs / Males 12-16yrs
•
Training should be based on biological maturation to avoid Under / Overtraining.
Maximise Potential Aerobic Development
•
Onset PHV contributes to accelerated adaptation in Aerobic system (Peak Aerobic Velocity-PAV).
•
Aerobic programmes Females 10-14yrs / Males 12-16yrs
•
Training should be based on biological maturation to avoid Under / Overtraining.
•
Kids VO max peaks after onset of PHV - (Females 12-15yrs/Males 14-16 yrs)
Strength Development
Strength Development
•
Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
Strength Development
•
Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
•
Critical window of accelerated adaptation to strength training:
Strength Development
•
Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
•
Critical window of accelerated adaptation to strength training:
•
Window 1 for females immediately after PHV
Strength Development
•
Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
•
Critical window of accelerated adaptation to strength training:
• •
Window 1 for females immediately after PHV Window 2 for females with the onset of menarche
Strength Development
•
Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
•
Critical window of accelerated adaptation to strength training:
• • •
Window 1 for females immediately after PHV Window 2 for females with the onset of menarche 12-18 months after PHV for Males
Strength Development
•
Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
•
Critical window of accelerated adaptation to strength training:
• • • •
Window 1 for females immediately after PHV Window 2 for females with the onset of menarche 12-18 months after PHV for Males Critical periods of accelerated adaptation will occur towards the end and immediately after PHV for females and 12-18 months after PHV for males.
Speed
Speed
• Always trainable declines with age
Speed
• Always trainable declines with age • Peak Speed Velocity (PSV) involves two windows of accelerated adaptation
Speed
• Always trainable declines with age • Peak Speed Velocity (PSV) involves two windows of accelerated adaptation
• Females (Window 1)6-8 yrs and (Window 2)11-13 yrs
Speed
• Always trainable declines with age • Peak Speed Velocity (PSV) involves two windows of accelerated adaptation
• Females (Window 1)6-8 yrs and (Window 2)11-13 yrs
• Males (Window 1)7-9 yrs and (Window 2)13-16 yrs
Speed
• Always trainable declines with age • Peak Speed Velocity (PSV) involves two windows of accelerated adaptation
• Females (Window 1)6-8 yrs and (Window 2)11-13 yrs
• Males (Window 1)7-9 yrs and (Window 2)13-16 yrs
• Window 1 – Agility Quickness window
Speed
• Always trainable declines with age • Peak Speed Velocity (PSV) involves two windows of accelerated adaptation
• Females (Window 1)6-8 yrs and (Window 2)11-13 yrs
• Males (Window 1)7-9 yrs and (Window 2)13-16 yrs
• Window 1 – Agility Quickness window • Window 2 – Anaerobic alactic power and capacity window
Skills
Skills
• Always trainable but declines with age
Skills
• Always trainable but declines with age
• Peak Motor Co-ordination
Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males)
Skills
• Always trainable but declines with age
• Peak Motor Co-ordination
Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males)
Skills
• Always trainable but declines with age
• Peak Motor Co-ordination
Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males) Focus should be on the development of:
Skills
• Always trainable but declines with age
• Peak Motor Co-ordination
Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males) Focus should be on the development of: ABC’s of Athletics
Skills
• Always trainable but declines with age
• Peak Motor Co-ordination
Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males) Focus should be on the development of: ABC’s of Athletics
Empirical / Practical Observations
Empirical / Practical Observations
• Missing the windows of trainability?
Empirical / Practical Observations
• Missing the windows of trainability? • Skill and Fitness deficit!
Empirical / Practical Observations
• Missing the windows of trainability? • Skill and Fitness deficit! • Athletes will never reach genetic potential
Empirical / Practical Observations
• Missing the windows of trainability? • Skill and Fitness deficit! • Athletes will never reach genetic potential
Empirical / Practical Observations
• Missing the windows of trainability? • Skill and Fitness deficit! • Athletes will never reach genetic potential “Most authors agree that the sensitive skill learning period is between 9 and 12 years”
Empirical / Practical Observations
• Missing the windows of trainability? • Skill and Fitness deficit! • Athletes will never reach genetic potential “Most authors agree that the sensitive skill learning period is between 9 and 12 years” In Sports Coach, Australia.Vol 20. No 64, Summer, 1998, pg 25-27.
Empirical / Practical Observations
• Missing the windows of trainability? • Skill and Fitness deficit! • Athletes will never reach genetic potential “Most authors agree that the sensitive skill learning period is between 9 and 12 years” In Sports Coach, Australia.Vol 20. No 64, Summer, 1998, pg 25-27.
To Monitor and Nurture
To Monitor and Nurture
• We make or break an athlete during the learning to train and training to train stages.
To Monitor and Nurture
• We make or break an athlete during the learning to train and training to train stages.
To Monitor and Nurture
• We make or break an athlete during the learning to train and training to train stages.
‘Shortcomings or deficits in skills and fitness that are not detected and corrected during these 2 stages cannot be fully corrected later.’
To Monitor and Nurture
• We make or break an athlete during the learning to train and training to train stages.
‘Shortcomings or deficits in skills and fitness that are not detected and corrected during these 2 stages cannot be fully corrected later.’ Balyi and Hamilton, 2002
To Monitor and Nurture
• We make or break an athlete during the learning to train and training to train stages.
‘Shortcomings or deficits in skills and fitness that are not detected and corrected during these 2 stages cannot be fully corrected later.’ Balyi and Hamilton, 2002
Early Years (Bloom et al, 1985)
Early Years (Bloom et al, 1985) For eventual elite players this period was characterised by:
Early Years (Bloom et al, 1985) For eventual elite players this period was characterised by:
• ‘trying out’ different sports
Early Years (Bloom et al, 1985) For eventual elite players this period was characterised by:
• ‘trying out’ different sports • Not participation in focus sport year round
Early Years (Bloom et al, 1985) For eventual elite players this period was characterised by:
• ‘trying out’ different sports • Not participation in focus sport year round
• Fun and enjoyment driving
involvement in other sports
Early Years (Bloom et al, 1985) For eventual elite players this period was characterised by:
• ‘trying out’ different sports • Not participation in focus sport year round
• Fun and enjoyment driving
involvement in other sports
• No specific age was given for this (2-4 years period) to start or end
Early Years (Bloom et al, 1985) For eventual elite players this period was characterised by:
• ‘trying out’ different sports • Not participation in focus sport year round
• Fun and enjoyment driving
involvement in other sports
• No specific age was given for this (2-4 years period) to start or end
Middle Years (Bloom et al, 1985)
Middle Years (Bloom et al, 1985) Transition from early years was marked by:
Middle Years (Bloom et al, 1985) Transition from early years was marked by:
• Increased specialisation in main sport with more practice time
Middle Years (Bloom et al, 1985) Transition from early years was marked by:
• Increased specialisation in main sport with more practice time
• Players began to view
themselves as (tennis) players
Middle Years (Bloom et al, 1985) Transition from early years was marked by:
• Increased specialisation in main sport with more practice time
• Players began to view
themselves as (tennis) players
• Focus of coaching changed to technical and strategic
Late Years (Bloom et al, 1985)
Late Years (Bloom et al, 1985) Middle to late years:
Late Years (Bloom et al, 1985) Middle to late years:
• Decision to play full-time & decrease in other activities
Late Years (Bloom et al, 1985) Middle to late years:
• Decision to play full-time & decrease in other activities
• Further increase in
training time & commitment to main sport
Late Years (Bloom et al, 1985) Middle to late years:
• Decision to play full-time & decrease in other activities
• Further increase in
training time & commitment to main sport
• Focus of activity changes to competitive, performance measures
Late Years (Bloom et al, 1985) Middle to late years:
• Decision to play full-time & decrease in other activities
• Further increase in
training time & commitment to main sport
• Focus of activity changes to competitive, performance measures
Any Questions?
Summary
Summary
•
LTAD is about achieving optimal training, competition and recovery throughout a player’s career
Summary
•
LTAD is about achieving optimal training, competition and recovery throughout a player’s career
•
LTAD should be related to the important maturation years of young people
Summary
•
LTAD is about achieving optimal training, competition and recovery throughout a player’s career
•
LTAD should be related to the important maturation years of young people
•
It is player-centered
Summary
•
LTAD is about achieving optimal training, competition and recovery throughout a player’s career
•
LTAD should be related to the important maturation years of young people
• •
It is player-centered Focuses upon episodes and performance over the long term rather than focusing on winning as a short term objective
Summary
•
LTAD is about achieving optimal training, competition and recovery throughout a player’s career
•
LTAD should be related to the important maturation years of young people
• •
It is player-centered
•
Focuses upon episodes and performance over the long term rather than focusing on winning as a short term objective An LTAD approach is about encouraging all players, whatever their talents and motivation, to achieve their full athletic potential
Aims
Aims • Discuss what LTAD is
Aims • Discuss what LTAD is • Explore the origins of LTAD
Aims • Discuss what LTAD is • Explore the origins of LTAD • Discuss the underlying principles
Aims • Discuss what LTAD is • Explore the origins of LTAD • Discuss the underlying principles • Alternative models
What is LTAD
What is LTAD
• LTAD is about achieving optimal training, competition and recovery throughout a player’s career
What is LTAD
• LTAD is about achieving optimal training, competition and recovery throughout a player’s career
• LTAD should be related to the important maturation years of young people
What is LTAD
• LTAD is about achieving optimal training, competition and recovery throughout a player’s career
• LTAD should be related to the important maturation years of young people
•
It is player-centered
What is LTAD
• LTAD is about achieving optimal training, competition and recovery throughout a player’s career
• LTAD should be related to the important maturation years of young people
• •
It is player-centered Focuses upon episodes and performance over the long term rather than focusing on winning as a short term objective
What is LTAD
• LTAD is about achieving optimal training, competition and recovery throughout a player’s career
• LTAD should be related to the important maturation years of young people
• • •
It is player-centered Focuses upon episodes and performance over the long term rather than focusing on winning as a short term objective An LTAD approach is about encouraging all players, whatever their talents and motivation, to achieve their full athletic potential
THE AIM OF LTAD
THE AIM OF LTAD
PHYSICAL LITERACY
THE AIM OF LTAD
LIFELONG PARTICIPATION
PHYSICAL LITERACY
THE AIM OF LTAD
LIFELONG PARTICIPATION
IMPROVED PERFORMANCE
PHYSICAL LITERACY
WHY DO WE NEED LTAD
WHY DO WE NEED LTAD
•Attract people to sport & retain them
WHY DO WE NEED LTAD
•Attract people to sport & retain them • Identify gaps in the current system and establish a clear player pathway
WHY DO WE NEED LTAD
•Attract people to sport & retain them • Identify gaps in the current system and establish a clear player pathway • Provide integrated effective and enjoyable programmes for developing and performing players
WHY DO WE NEED LTAD
•Attract people to sport & retain them • Identify gaps in the current system and establish a clear player pathway • Provide integrated effective and enjoyable programmes for developing and performing players • Provide a planning tool to optimise performance
WHY DO WE NEED LTAD
•Attract people to sport & retain them • Identify gaps in the current system and establish a clear player pathway • Provide integrated effective and enjoyable programmes for developing and performing players • Provide a planning tool to optimise performance • Achieve the goals outlined in the sport England & UK sport development and performance plans
WHY DO WE NEED LTAD
WHY DO WE NEED LTAD Sport specific observations for some sports:
WHY DO WE NEED LTAD Sport specific observations for some sports: • Poor results at major championships
WHY DO WE NEED LTAD Sport specific observations for some sports: • Poor results at major championships • Inconsistent international performances
WHY DO WE NEED LTAD Sport specific observations for some sports: • Poor results at major championships • Inconsistent international performances • Competition based programmes rather than training based programmes
WHY DO WE NEED LTAD Sport specific observations for some sports: • Poor results at major championships • Inconsistent international performances • Competition based programmes rather than training based programmes • Little emphasis on skill development
WHY DO WE NEED LTAD Sport specific observations for some sports: • Poor results at major championships • Inconsistent international performances • Competition based programmes rather than training based programmes • Little emphasis on skill development • Only a few professional coaches
WHY DO WE NEED LTAD Sport specific observations for some sports: • Poor results at major championships • Inconsistent international performances • Competition based programmes rather than training based programmes • Little emphasis on skill development • Only a few professional coaches • High drop out at certain ages
The Origins of LTAD
The Origins of LTAD • Balyi (1990) Discusses Long-Range planning in athletic performance, annual and quadrennial planning in the Canadian Men’s alpine skiing.
The Origins of LTAD • Balyi (1990) Discusses Long-Range planning in athletic performance, annual and quadrennial planning in the Canadian Men’s alpine skiing.
•
Balyi (2001) Discusses LTAD within a sporting system
The Origins of LTAD • Balyi (1990) Discusses Long-Range planning in athletic performance, annual and quadrennial planning in the Canadian Men’s alpine skiing.
•
Balyi (2001) Discusses LTAD within a sporting system
•
Balyi (2004) LTAD, Trainability in childhood, windows of opportunity and optimum trainability
The Principles of LTAD
The Principles of LTAD • LTAD is related to
what he calls ‘the ten key factors to performance”
The Principles of LTAD • LTAD is related to
what he calls ‘the ten key factors to performance”
• Developing pathways to success
Why is there a need for Pathways?
Why is there a need for Pathways?
• Tool for planning
Why is there a need for Pathways?
• Tool for planning • Defines competition, Training and other demands at each stage
Why is there a need for Pathways?
• Tool for planning • Defines competition, Training and other demands at each stage
• Guides NGB’s, Athletes and coaches.
Why is there a need for Pathways?
• Tool for planning • Defines competition, Training and other demands at each stage
• Guides NGB’s, Athletes and coaches.
• Identifies barriers along the way
Why is there a need for Pathways?
• Tool for planning • Defines competition, Training and other demands at each stage
• Guides NGB’s, Athletes and coaches.
• Identifies barriers along the way • To monitor and nurture
Why is there a need for Pathways?
• Tool for planning • Defines competition, Training and other demands at each stage
• Guides NGB’s, Athletes and coaches.
• Identifies barriers along the way • To monitor and nurture • To maximise potential
Why is there a need for Pathways?
• Tool for planning • Defines competition, Training and other demands at each stage
• Guides NGB’s, Athletes and coaches.
• Identifies barriers along the way • To monitor and nurture • To maximise potential • Limit waste (talent and time)
10 KEY FACTORS
10 KEY FACTORS
1.The 10 year rule
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals 3.Specialisation
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals 3.Specialisation 4.Developmental Age
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals 3.Specialisation 4.Developmental Age 5.Trainability
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals 3.Specialisation 4.Developmental Age 5.Trainability
6.Physical, mental, cognitive and emotional development
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals 3.Specialisation 4.Developmental Age 5.Trainability
6.Physical, mental, cognitive and emotional development 7.Periodisation
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals 3.Specialisation 4.Developmental Age 5.Trainability
6.Physical, mental, cognitive and emotional development 7.Periodisation 8.Competition planning
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals 3.Specialisation 4.Developmental Age 5.Trainability
6.Physical, mental, cognitive and emotional development 7.Periodisation 8.Competition planning 9.System alignment and integration
10 KEY FACTORS
1.The 10 year rule 2.The FUNdamentals 3.Specialisation 4.Developmental Age 5.Trainability
6.Physical, mental, cognitive and emotional development 7.Periodisation 8.Competition planning 9.System alignment and integration 10.Continuous improvement
Any Questions?
Alternative Models
Belov (1995) Stages of Development (Artistic Gym)
Belov (1995) Stages of Development (Artistic Gym)
• General Preparation
Belov (1995) Stages of Development (Artistic Gym)
• General Preparation • Initial Technical Preparation
Belov (1995) Stages of Development (Artistic Gym)
• General Preparation • Initial Technical Preparation
• Specialised Perfection
Belov (1995) Stages of Development (Artistic Gym)
• General Preparation • Initial Technical Preparation
• Specialised Perfection
• Elite
Belov (1995) Stages of Development (Artistic Gym)
• General Preparation • Initial Technical Preparation
• Specialised Perfection
• Elite • End of Competitive cover
Thumm (1987) Long Term Structure of Training(Athletics) Phase
Duration Age
Goals & Characteristics
1 Basic Training
4-5 yrs
9-14
Acquisition of general athletic movements
2 Build up Training
3-4 yrs
15-18
Introduction of suitable competitive event Improvement of the movement, technique Rough differentiation into sprint, Middle distance and long distance Throwing, Jumping or Multiple events.
3 Top Level Training 6-10 years 19+
potential.
Mastery of technique, realisation of conditional co-ordination and psychological
Holm(1987) Development stages for Tennis Players Stages
Biomotor Abilities
Age (Years) Boys
Pre-Competition Dexterity/Co-ordination 6-10 years
6-10
Girls
6-10
Overall 11-14 years
Flexibility emphasised
13
12
Specific 15-18 years
Speed/Agility Acceleration Slalom Interval Training
10-12 11
15
12-14 13 13
10-14 15-16 17-18
10-12 13-15 16-17
17-18
12-14 16-17
High Performance 18+
Strength Stage 1- Improve neuromuscular co-ordination Stage 2 – Increase muscle mass Stage 3 –Develop maximal strength and Endurance Aerobic Capacity Commence Training Endurance Max
11-13
Platanov(1988) 5 stages of Athletic Development Preparation Stages
General
Complementary
Specific
Annual Training Load (Hours)
Initial Basic Specific Base Maximisation Maintenance
50% 35% 20% 15% 10%
45% 50% 40% 25% 25%
5% 15% 40% 60% 65%
100-250 hrs 350-500 hrs 600-800 hrs 900-1100 hrs 1200-1400 hrs
Multi-year Build up Training (Arbeit, 1998) Training Phase Basic Training (BT)
Duration Age Girls Boys 7-11yrs 8-13 yrs
Build up Training (BUT)
12-15yrs 14-16 yrs
High Performance Training (HPT)
18+ yrs
19+ yrs
Structure of Sport Promotion Training centres in sports groups
Physical stages of Development (Arbeit, 1998) Male
Pre-school
Early School
Age
6
Pre-school
Early School
Female
8
Late School
9
10
11
12 13
1st 2nd Puberal Puberal Phase Phase 14 15
Late School 1st Puberal Phase
16
17
2nd Puberal Phase
18
Why Balyis’ LTAD?
•
Why Balyis’ LTAD? Young athletes under train and over-compete
• •
Why Balyis’ LTAD? Young athletes under train and over-compete Adult competition superimposed on young athletes
• • •
Why Balyis’ LTAD? Young athletes under train and over-compete Adult competition superimposed on young athletes Adult training superimposed on young athletes
• • • •
Why Balyis’ LTAD? Young athletes under train and over-compete Adult competition superimposed on young athletes Adult training superimposed on young athletes Male programmes superimposed on females
• • • • •
Why Balyis’ LTAD? Young athletes under train and over-compete Adult competition superimposed on young athletes Adult training superimposed on young athletes Male programmes superimposed on females Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
Why Balyis’ LTAD?
• • • • •
Young athletes under train and over-compete
•
Chronological age dominates rather than biological age
Adult competition superimposed on young athletes Adult training superimposed on young athletes Male programmes superimposed on females Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
Why Balyis’ LTAD?
• • • • •
Young athletes under train and over-compete
• •
Chronological age dominates rather than biological age
Adult competition superimposed on young athletes Adult training superimposed on young athletes Male programmes superimposed on females Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
The ‘critical’ periods of accelerated adaptation are not fully utilised
Why Balyis’ LTAD?
• • • • •
Young athletes under train and over-compete
• • •
Chronological age dominates rather than biological age
Adult competition superimposed on young athletes Adult training superimposed on young athletes Male programmes superimposed on females Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
The ‘critical’ periods of accelerated adaptation are not fully utilised Underachievement between 6-16 yrs cannot be fully overcome (athletes will never reach full genetic potential)
Why Balyis’ LTAD?
• • • • •
Young athletes under train and over-compete
• • •
Chronological age dominates rather than biological age
•
Best coaches work at the elite level
Adult competition superimposed on young athletes Adult training superimposed on young athletes Male programmes superimposed on females Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
The ‘critical’ periods of accelerated adaptation are not fully utilised Underachievement between 6-16 yrs cannot be fully overcome (athletes will never reach full genetic potential)
Why Balyis’ LTAD?
• • • • •
Young athletes under train and over-compete
• • •
Chronological age dominates rather than biological age
• •
Best coaches work at the elite level
Adult competition superimposed on young athletes Adult training superimposed on young athletes Male programmes superimposed on females Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
The ‘critical’ periods of accelerated adaptation are not fully utilised Underachievement between 6-16 yrs cannot be fully overcome (athletes will never reach full genetic potential)
Coach/teacher education tends to neglect the growth, development and maturation of young people.
Early & Late Specialisation Sports
Early & Late Specialisation Sports Athlete Development Models in Sport (Balyi & Hamilton, 1999):
Early & Late Specialisation Sports Athlete Development Models in Sport (Balyi & Hamilton, 1999): Early Specialisation
Late Specialisation
Early & Late Specialisation Sports Athlete Development Models in Sport (Balyi & Hamilton, 1999): Early Specialisation
Late Specialisation
Early & Late Specialisation Sports Athlete Development Models in Sport (Balyi & Hamilton, 1999): Early Specialisation
Train to Train Train to Compete Train to Win Retirement
Late Specialisation
Early & Late Specialisation Sports Athlete Development Models in Sport (Balyi & Hamilton, 1999): Early Specialisation
Late Specialisation
Train to Train
FUNdamental Stage
Train to Compete
Training to Train
Train to Win
Training to Compete
Retirement
Training to Win Retirement
Early and Late Sports
Early and Late Sports •
Gymnastics
Early and Late Sports • •
Gymnastics Rhythmic Gym
Early and Late Sports • • •
Gymnastics Rhythmic Gym Figure Skating
Early and Late Sports • • • •
Gymnastics Rhythmic Gym Figure Skating Diving
Early and Late Sports • • • • •
Gymnastics Rhythmic Gym Figure Skating Diving Golf?
Early and Late Sports • • • • • •
Gymnastics Rhythmic Gym Figure Skating Diving Golf? Table Tennis?
Early and Late Sports • • • • • • •
Gymnastics Rhythmic Gym Figure Skating Diving Golf? Table Tennis? Fencing?
Early and Late Sports • • • • • • • •
Gymnastics Rhythmic Gym Figure Skating Diving Golf? Table Tennis? Fencing? Swimming (Age 8)
Early and Late Sports • • • • • • • •
Gymnastics Rhythmic Gym Figure Skating Diving Golf? Table Tennis? Fencing? Swimming (Age 8)
•
All other sports
Maximise Potential
Maximise Potential Aerobic Development
Maximise Potential Aerobic Development
•
Onset PHV contributes to accelerated adaptation in Aerobic system (Peak Aerobic Velocity-PAV).
Maximise Potential Aerobic Development
•
Onset PHV contributes to accelerated adaptation in Aerobic system (Peak Aerobic Velocity-PAV).
•
Aerobic programmes Females 10-14yrs / Males 12-16yrs
Maximise Potential Aerobic Development
•
Onset PHV contributes to accelerated adaptation in Aerobic system (Peak Aerobic Velocity-PAV).
•
Aerobic programmes Females 10-14yrs / Males 12-16yrs
•
Training should be based on biological maturation to avoid Under / Overtraining.
Maximise Potential Aerobic Development
•
Onset PHV contributes to accelerated adaptation in Aerobic system (Peak Aerobic Velocity-PAV).
•
Aerobic programmes Females 10-14yrs / Males 12-16yrs
•
Training should be based on biological maturation to avoid Under / Overtraining.
•
Kids VO max peaks after onset of PHV - (Females 12-15yrs/Males 14-16 yrs)
Strength Development
Strength Development
•
Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
Strength Development
•
Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
•
Critical window of accelerated adaptation to strength training:
Strength Development
•
Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
•
Critical window of accelerated adaptation to strength training:
•
Window 1 for females immediately after PHV
Strength Development
•
Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
•
Critical window of accelerated adaptation to strength training:
• •
Window 1 for females immediately after PHV Window 2 for females with the onset of menarche
Strength Development
•
Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
•
Critical window of accelerated adaptation to strength training:
• • •
Window 1 for females immediately after PHV Window 2 for females with the onset of menarche 12-18 months after PHV for Males
Strength Development
•
Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
•
Critical window of accelerated adaptation to strength training:
• • • •
Window 1 for females immediately after PHV Window 2 for females with the onset of menarche 12-18 months after PHV for Males Critical periods of accelerated adaptation will occur towards the end and immediately after PHV for females and 12-18 months after PHV for males.
Speed
Speed
• Always trainable declines with age
Speed
• Always trainable declines with age • Peak Speed Velocity (PSV) involves two windows of accelerated adaptation
Speed
• Always trainable declines with age • Peak Speed Velocity (PSV) involves two windows of accelerated adaptation
• Females (Window 1)6-8 yrs and (Window 2)11-13 yrs
Speed
• Always trainable declines with age • Peak Speed Velocity (PSV) involves two windows of accelerated adaptation
• Females (Window 1)6-8 yrs and (Window 2)11-13 yrs
• Males (Window 1)7-9 yrs and (Window 2)13-16 yrs
Speed
• Always trainable declines with age • Peak Speed Velocity (PSV) involves two windows of accelerated adaptation
• Females (Window 1)6-8 yrs and (Window 2)11-13 yrs
• Males (Window 1)7-9 yrs and (Window 2)13-16 yrs
• Window 1 – Agility Quickness window
Speed
• Always trainable declines with age • Peak Speed Velocity (PSV) involves two windows of accelerated adaptation
• Females (Window 1)6-8 yrs and (Window 2)11-13 yrs
• Males (Window 1)7-9 yrs and (Window 2)13-16 yrs
• Window 1 – Agility Quickness window • Window 2 – Anaerobic alactic power and capacity window
Skills
Skills
• Always trainable but declines with age
Skills
• Always trainable but declines with age
• Peak Motor Co-ordination
Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males)
Skills
• Always trainable but declines with age
• Peak Motor Co-ordination
Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males)
Skills
• Always trainable but declines with age
• Peak Motor Co-ordination
Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males) Focus should be on the development of:
Skills
• Always trainable but declines with age
• Peak Motor Co-ordination
Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males) Focus should be on the development of: ABC’s of Athletics
Skills
• Always trainable but declines with age
• Peak Motor Co-ordination
Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males) Focus should be on the development of: ABC’s of Athletics
Empirical / Practical Observations
Empirical / Practical Observations
• Missing the windows of trainability?
Empirical / Practical Observations
• Missing the windows of trainability? • Skill and Fitness deficit!
Empirical / Practical Observations
• Missing the windows of trainability? • Skill and Fitness deficit! • Athletes will never reach genetic potential
Empirical / Practical Observations
• Missing the windows of trainability? • Skill and Fitness deficit! • Athletes will never reach genetic potential
Empirical / Practical Observations
• Missing the windows of trainability? • Skill and Fitness deficit! • Athletes will never reach genetic potential “Most authors agree that the sensitive skill learning period is between 9 and 12 years”
Empirical / Practical Observations
• Missing the windows of trainability? • Skill and Fitness deficit! • Athletes will never reach genetic potential “Most authors agree that the sensitive skill learning period is between 9 and 12 years” In Sports Coach, Australia.Vol 20. No 64, Summer, 1998, pg 25-27.
Empirical / Practical Observations
• Missing the windows of trainability? • Skill and Fitness deficit! • Athletes will never reach genetic potential “Most authors agree that the sensitive skill learning period is between 9 and 12 years” In Sports Coach, Australia.Vol 20. No 64, Summer, 1998, pg 25-27.
To Monitor and Nurture
To Monitor and Nurture
• We make or break an athlete during the learning to train and training to train stages.
To Monitor and Nurture
• We make or break an athlete during the learning to train and training to train stages.
To Monitor and Nurture
• We make or break an athlete during the learning to train and training to train stages.
‘Shortcomings or deficits in skills and fitness that are not detected and corrected during these 2 stages cannot be fully corrected later.’
To Monitor and Nurture
• We make or break an athlete during the learning to train and training to train stages.
‘Shortcomings or deficits in skills and fitness that are not detected and corrected during these 2 stages cannot be fully corrected later.’ Balyi and Hamilton, 2002
To Monitor and Nurture
• We make or break an athlete during the learning to train and training to train stages.
‘Shortcomings or deficits in skills and fitness that are not detected and corrected during these 2 stages cannot be fully corrected later.’ Balyi and Hamilton, 2002
Early Years (Bloom et al, 1985)
Early Years (Bloom et al, 1985) For eventual elite players this period was characterised by:
Early Years (Bloom et al, 1985) For eventual elite players this period was characterised by:
• ‘trying out’ different sports
Early Years (Bloom et al, 1985) For eventual elite players this period was characterised by:
• ‘trying out’ different sports • Not participation in focus sport year round
Early Years (Bloom et al, 1985) For eventual elite players this period was characterised by:
• ‘trying out’ different sports • Not participation in focus sport year round
• Fun and enjoyment driving
involvement in other sports
Early Years (Bloom et al, 1985) For eventual elite players this period was characterised by:
• ‘trying out’ different sports • Not participation in focus sport year round
• Fun and enjoyment driving
involvement in other sports
• No specific age was given for this (2-4 years period) to start or end
Early Years (Bloom et al, 1985) For eventual elite players this period was characterised by:
• ‘trying out’ different sports • Not participation in focus sport year round
• Fun and enjoyment driving
involvement in other sports
• No specific age was given for this (2-4 years period) to start or end
Middle Years (Bloom et al, 1985)
Middle Years (Bloom et al, 1985) Transition from early years was marked by:
Middle Years (Bloom et al, 1985) Transition from early years was marked by:
• Increased specialisation in main sport with more practice time
Middle Years (Bloom et al, 1985) Transition from early years was marked by:
• Increased specialisation in main sport with more practice time
• Players began to view
themselves as (tennis) players
Middle Years (Bloom et al, 1985) Transition from early years was marked by:
• Increased specialisation in main sport with more practice time
• Players began to view
themselves as (tennis) players
• Focus of coaching changed to technical and strategic
Late Years (Bloom et al, 1985)
Late Years (Bloom et al, 1985) Middle to late years:
Late Years (Bloom et al, 1985) Middle to late years:
• Decision to play full-time & decrease in other activities
Late Years (Bloom et al, 1985) Middle to late years:
• Decision to play full-time & decrease in other activities
• Further increase in
training time & commitment to main sport
Late Years (Bloom et al, 1985) Middle to late years:
• Decision to play full-time & decrease in other activities
• Further increase in
training time & commitment to main sport
• Focus of activity changes to competitive, performance measures
Late Years (Bloom et al, 1985) Middle to late years:
• Decision to play full-time & decrease in other activities
• Further increase in
training time & commitment to main sport
• Focus of activity changes to competitive, performance measures
Any Questions?
Summary
Summary
•
LTAD is about achieving optimal training, competition and recovery throughout a player’s career
Summary
•
LTAD is about achieving optimal training, competition and recovery throughout a player’s career
•
LTAD should be related to the important maturation years of young people
Summary
•
LTAD is about achieving optimal training, competition and recovery throughout a player’s career
•
LTAD should be related to the important maturation years of young people
•
It is player-centered
Summary
•
LTAD is about achieving optimal training, competition and recovery throughout a player’s career
•
LTAD should be related to the important maturation years of young people
• •
It is player-centered Focuses upon episodes and performance over the long term rather than focusing on winning as a short term objective
Summary
•
LTAD is about achieving optimal training, competition and recovery throughout a player’s career
•
LTAD should be related to the important maturation years of young people
• •
It is player-centered
•
Focuses upon episodes and performance over the long term rather than focusing on winning as a short term objective An LTAD approach is about encouraging all players, whatever their talents and motivation, to achieve their full athletic potential
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