Ltad 9 Stages
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Long-Term Athlete Development Lesson 9: Stages of LTAD
Aims
Aims • To develop a better understanding of the stages of LTAD
Aims • To develop a better understanding of the stages of LTAD
• To focus upon the L2T, T2T, T2C & T2W stages
Aims • To develop a better understanding of the stages of LTAD
• To focus upon the L2T, T2T, T2C & T2W stages • To identify what should happen in these stages
Aims • To develop a better understanding of the stages of LTAD
• To focus upon the L2T, T2T, T2C & T2W stages • To identify what should happen in these stages • To develop a sports specific understanding of these stages
Stages of LTAD
Stages of LTAD • FUNdamentals
Stages of LTAD • FUNdamentals • Learn to Train
Stages of LTAD • FUNdamentals • Learn to Train • Train to Train
Stages of LTAD • FUNdamentals • Learn to Train • Train to Train • Train to Compete
Stages of LTAD • FUNdamentals • Learn to Train • Train to Train • Train to Compete • Train to Win
Stages of LTAD • FUNdamentals • Learn to Train • Train to Train • Train to Compete • Train to Win • Retirement & Retainment
Stages of LTAD • FUNdamentals • Learn to Train • Train to Train • Train to Compete • Train to Win • Retirement & Retainment
Learn to train
Learn to train • Males 9-12 years & Females 8-11
Learn to train • Males 9-12 years & Females 8-11
• One of the most
important periods of motor development
Learn to train • Males 9-12 years & Females 8-11
• One of the most
important periods of motor development
• Early specialisation in
late development sports can be detrimental to later skill development
•
Further develop all fundamental movement skills and teach general, overall sports skills.
•
Further develop all fundamental movement skills and teach general, overall sports skills.
•
Otherwise, a significant window of opportunity is lost, compromising the ability of the young player/athlete to reach full potential.
•
Further develop all fundamental movement skills and teach general, overall sports skills.
•
Otherwise, a significant window of opportunity is lost, compromising the ability of the young player/athlete to reach full potential.
•
Develop strength using exercises that incorporate the child’s own body weight as well as medicine balls and swiss balls.
•
Further develop all fundamental movement skills and teach general, overall sports skills.
•
Otherwise, a significant window of opportunity is lost, compromising the ability of the young player/athlete to reach full potential.
•
Develop strength using exercises that incorporate the child’s own body weight as well as medicine balls and swiss balls.
•
Introduce hopping and bounding exercises or routines, or wheeling up gradients, to aid in strength development.
•
Further develop all fundamental movement skills and teach general, overall sports skills.
•
Otherwise, a significant window of opportunity is lost, compromising the ability of the young player/athlete to reach full potential.
•
Develop strength using exercises that incorporate the child’s own body weight as well as medicine balls and swiss balls.
•
Introduce hopping and bounding exercises or routines, or wheeling up gradients, to aid in strength development.
•
Apply a ratio of 70 per cent training to 30 per cent competition. The 30 per cent ratio includes competition and competition-specific training. These percentages vary according to sport and individual specific needs. Athletes undertaking this type of preparation are better prepared for competition in both the short- and long-term than those who focus solely on winning.
•
Further develop all fundamental movement skills and teach general, overall sports skills.
•
Otherwise, a significant window of opportunity is lost, compromising the ability of the young player/athlete to reach full potential.
•
Develop strength using exercises that incorporate the child’s own body weight as well as medicine balls and swiss balls.
•
Introduce hopping and bounding exercises or routines, or wheeling up gradients, to aid in strength development.
•
Apply a ratio of 70 per cent training to 30 per cent competition. The 30 per cent ratio includes competition and competition-specific training. These percentages vary according to sport and individual specific needs. Athletes undertaking this type of preparation are better prepared for competition in both the short- and long-term than those who focus solely on winning.
•
Encourage unstructured play and discovery learning
•
Further develop speed by using specific activities that focus on agility, quickness, and change of direction during the warmup.
•
Further develop speed by using specific activities that focus on agility, quickness, and change of direction during the warmup.
•
Narrow the focus to 3 sports.
•
Further develop speed by using specific activities that focus on agility, quickness, and change of direction during the warmup.
• •
Narrow the focus to 3 sports. Structure competition to address differences in training age and abilities.
•
Further develop speed by using specific activities that focus on agility, quickness, and change of direction during the warmup.
• •
Narrow the focus to 3 sports.
•
Structure competition to address differences in training age and abilities. Identify sports the child enjoys and is predisposed towards success. Further develop endurance through games and relays.
•
Further develop speed by using specific activities that focus on agility, quickness, and change of direction during the warmup.
• •
Narrow the focus to 3 sports. Structure competition to address differences in training age and abilities.
•
Identify sports the child enjoys and is predisposed towards success. Further develop endurance through games and relays.
•
Further develop flexibility through exercises.
•
Further develop speed by using specific activities that focus on agility, quickness, and change of direction during the warmup.
• •
Narrow the focus to 3 sports. Structure competition to address differences in training age and abilities.
•
Identify sports the child enjoys and is predisposed towards success. Further develop endurance through games and relays.
•
Further develop flexibility through exercises.
•
Introduce single periodization noting that some sports such as swimming and tennis need to use double periodization to adequately address the sport’s unique needs.
Train to Train
Train to Train • Boys 12-16 years, Girls 11-15 years
Train to Train • Boys 12-16 years, Girls 11-15 years • Age ranges are dependant upon PHV
Train to Train • Boys 12-16 years, Girls 11-15 years • Age ranges are dependant upon PHV • Athletes consolidate their basic sport-specific skills and tactics
Train to Train • Boys 12-16 years, Girls 11-15 years • Age ranges are dependant upon PHV • Athletes consolidate their basic sport-specific skills and tactics
• Window of accelerated adaptation to aerobic, speed, and strength training
Train to Train • Boys 12-16 years, Girls 11-15 years • Age ranges are dependant upon PHV • Athletes consolidate their basic sport-specific skills and tactics
• Window of accelerated adaptation to aerobic, speed, and strength training
• During competitions, athletes play to win and to do their best, but the major focus of training is on learning the basics as opposed to competing.
•
Make aerobic training a priority after the onset of PHV while maintaining or further developing levels of skill, speed, strength, and flexibility.
•
Make aerobic training a priority after the onset of PHV while maintaining or further developing levels of skill, speed, strength, and flexibility.
•
Emphasise flexibility training given the rapid growth of bones, tendons, ligaments, and muscles.
•
Make aerobic training a priority after the onset of PHV while maintaining or further developing levels of skill, speed, strength, and flexibility.
•
Emphasise flexibility training given the rapid growth of bones, tendons, ligaments, and muscles.
•
Consider the two windows of accelerated adaptation to strength training for females: the first occurs immediately after PHV and the second begins with the onset of menarche. For males, there is one window and it begins 12 to 18 months after PHV.
•
Make aerobic training a priority after the onset of PHV while maintaining or further developing levels of skill, speed, strength, and flexibility.
•
Emphasise flexibility training given the rapid growth of bones, tendons, ligaments, and muscles.
•
Consider the two windows of accelerated adaptation to strength training for females: the first occurs immediately after PHV and the second begins with the onset of menarche. For males, there is one window and it begins 12 to 18 months after PHV.
•
Both aerobic and strength trainability are dependent on the maturation levels of the athlete.
•
Make aerobic training a priority after the onset of PHV while maintaining or further developing levels of skill, speed, strength, and flexibility.
•
Emphasise flexibility training given the rapid growth of bones, tendons, ligaments, and muscles.
•
Consider the two windows of accelerated adaptation to strength training for females: the first occurs immediately after PHV and the second begins with the onset of menarche. For males, there is one window and it begins 12 to 18 months after PHV.
•
Both aerobic and strength trainability are dependent on the maturation levels of the athlete.
•
For this reason, the timing of training emphasis differs depending on whether athletes are early, average, or late maturers.
•
Make aerobic training a priority after the onset of PHV while maintaining or further developing levels of skill, speed, strength, and flexibility.
•
Emphasise flexibility training given the rapid growth of bones, tendons, ligaments, and muscles.
•
Consider the two windows of accelerated adaptation to strength training for females: the first occurs immediately after PHV and the second begins with the onset of menarche. For males, there is one window and it begins 12 to 18 months after PHV.
•
Both aerobic and strength trainability are dependent on the maturation levels of the athlete.
•
For this reason, the timing of training emphasis differs depending on whether athletes are early, average, or late maturers.
•
Regular height checks to to identify key periods in development
•
Make aerobic training a priority after the onset of PHV while maintaining or further developing levels of skill, speed, strength, and flexibility.
•
Emphasise flexibility training given the rapid growth of bones, tendons, ligaments, and muscles.
•
Consider the two windows of accelerated adaptation to strength training for females: the first occurs immediately after PHV and the second begins with the onset of menarche. For males, there is one window and it begins 12 to 18 months after PHV.
•
Both aerobic and strength trainability are dependent on the maturation levels of the athlete.
•
For this reason, the timing of training emphasis differs depending on whether athletes are early, average, or late maturers.
• •
Regular height checks to to identify key periods in development Athletes should be educated in the developmental stages
•
Learn to cope with the physical and mental challenges of competition.
•
Learn to cope with the physical and mental challenges of competition.
•
Introduce athletes with a disability to sport-specific equipment such as wheelchairs and athletic prostheses. For all athletes, the use of body-size and skilllevel appropriate equipment remains important.
•
Learn to cope with the physical and mental challenges of competition.
•
Introduce athletes with a disability to sport-specific equipment such as wheelchairs and athletic prostheses. For all athletes, the use of body-size and skilllevel appropriate equipment remains important.
•
Optimise training and competition ratios and follow a 60:40 per cent training to competition ratio. Too much competition wastes valuable training time and conversely, not enough inhibits the practice of technical/tactical and decisionmaking skills.
•Use talent identification to help athletes focus on 2 sports.
•
Learn to cope with the physical and mental challenges of competition.
•
Introduce athletes with a disability to sport-specific equipment such as wheelchairs and athletic prostheses. For all athletes, the use of body-size and skilllevel appropriate equipment remains important.
•
Optimise training and competition ratios and follow a 60:40 per cent training to competition ratio. Too much competition wastes valuable training time and conversely, not enough inhibits the practice of technical/tactical and decisionmaking skills.
•
Learn to cope with the physical and mental challenges of competition.
•
Introduce athletes with a disability to sport-specific equipment such as wheelchairs and athletic prostheses. For all athletes, the use of body-size and skilllevel appropriate equipment remains important.
•
Optimise training and competition ratios and follow a 60:40 per cent training to competition ratio. Too much competition •Use talent identification to help wastes valuable training time and athletes focus on 2 sports. conversely, not enough inhibits the •Utilise single and double periodization practice of technical/tactical and decisionas the optimal framework of making skills. preparation.
•
Learn to cope with the physical and mental challenges of competition.
•
Introduce athletes with a disability to sport-specific equipment such as wheelchairs and athletic prostheses. For all athletes, the use of body-size and skilllevel appropriate equipment remains important.
•
Optimise training and competition ratios and follow a 60:40 per cent training to competition ratio. Too much competition •Use talent identification to help wastes valuable training time and athletes focus on 2 sports. conversely, not enough inhibits the •Utilise single and double periodization practice of technical/tactical and decisionas the optimal framework of making skills. preparation. •Train athletes in daily competitive situations in the form of practice matches or competitive games and drills.
Train to Compete
Train to Compete • Males 16-23 years, Females 15-21 years
Train to Compete • Males 16-23 years, Females 15-21 years
• Optimise fitness
preparation and sport-, individual-, and positionspecific skills as well as performance.
Train to Compete • Males 16-23 years, Females 15-21 years
• Optimise fitness
preparation and sport-, individual-, and positionspecific skills as well as performance.
• All the objectives of Training to Train must be achieved before the objectives of Training to Compete can begin
•
Provide year-round, high intensity, individual event, and position-specific training.
•
Provide year-round, high intensity, individual event, and position-specific training.
•
Teach athletes, who are now proficient at performing basic and sport specific skills, to perform those skills under a variety of competitive conditions during training.
•
Provide year-round, high intensity, individual event, and position-specific training.
•
Teach athletes, who are now proficient at performing basic and sport specific skills, to perform those skills under a variety of competitive conditions during training.
•
Place special emphasis on optimum preparation by ‘modelling’ high competitions in training.
•
Provide year-round, high intensity, individual event, and position-specific training.
•
Teach athletes, who are now proficient at performing basic and sport specific skills, to perform those skills under a variety of competitive conditions during training.
•
Place special emphasis on optimum preparation by ‘modelling’ high competitions in training.
•
Individually tailor to a greater degree fitness programs, recovery programs, psychological preparation, and technical development.
•
Provide year-round, high intensity, individual event, and position-specific training.
•
Teach athletes, who are now proficient at performing basic and sport specific skills, to perform those skills under a variety of competitive conditions during training.
•
Place special emphasis on optimum preparation by ‘modelling’ high competitions in training.
•
Individually tailor to a greater degree fitness programs, recovery programs, psychological preparation, and technical development.
•
Emphasise individual preparation that addresses each athlete’s individual strengths and weaknesses.
•
Select 1 sport.
• •
Select 1 sport. Utilise single, double, and triple periodization as the optimal framework of preparation.
• • •
Select 1 sport. Utilise single, double, and triple periodization as the optimal framework of preparation. Change the training-tocompetition and competitionspecifi c training ratio to 40:60. Devote 40 per cent of available time to the development of technical and tactical skills and improving fitness and 60 per cent of training to competition and competition-specific training.
Sports Specific
Train to Win
Train to Win
• Males 19 years +, Females 18 yeas +
Train to Win
• Males 19 years +, Females 18 yeas + • Maximise fitness preparation and sport-individual- and position-specific skills as well as performance.
Train to Win
• Males 19 years +, Females 18 yeas + • Maximise fitness preparation and sport-individual- and position-specific skills as well as performance.
• All of the athlete’s physical, technical, tactical
(including decision-making skills), mental, and personal and lifestyle capacities are fully established and the focus of training has shifted to the maximisation of performance.
Train to Win
• Males 19 years +, Females 18 yeas + • Maximise fitness preparation and sport-individual- and position-specific skills as well as performance.
• All of the athlete’s physical, technical, tactical
(including decision-making skills), mental, and personal and lifestyle capacities are fully established and the focus of training has shifted to the maximisation of performance.
• World class able-bodied and disability sport
performances require world-class equipment that is fine-tuned to the demands of the event and the requirements of the athlete.
•
Train athletes to peak for major competitions.
•
Train athletes to peak for major competitions.
•
Ensure that training is characterised by high intensity and relatively high volume.
•
Train athletes to peak for major competitions.
•
Ensure that training is characterised by high intensity and relatively high volume.
•
Allow frequent preventative breaks to prevent physical and mental burnout's.
•
Train athletes to peak for major competitions.
•
Ensure that training is characterised by high intensity and relatively high volume.
•
Allow frequent preventative breaks to prevent physical and mental burnout's.
•
Utilise single, double, triple, and multiple periodization as the optimal framework of preparation.
•
Train athletes to peak for major competitions.
•
Ensure that training is characterised by high intensity and relatively high volume.
•
Allow frequent preventative breaks to prevent physical and mental burnout's.
•
Utilise single, double, triple, and multiple periodization as the optimal framework of preparation.
•
Change the training to competition ration 25:75, with the competition percentage including competition-specific training activities.
FITT
FITT
FITT
FITT
FITT
FITT
FITT
FITT
Summary
Summary • Learn to Train objective: Learn overall sports skills
Summary • Learn to Train objective: Learn overall sports skills • Train to Train objectives: Build an aerobic base,
develop speed and strength towards the end of the stage, and further develop and consolidate sport specific skills
Summary • Learn to Train objective: Learn overall sports skills • Train to Train objectives: Build an aerobic base,
develop speed and strength towards the end of the stage, and further develop and consolidate sport specific skills
• Train to Compete objective: Optimise the engine and learn to compete
Summary • Learn to Train objective: Learn overall sports skills • Train to Train objectives: Build an aerobic base,
develop speed and strength towards the end of the stage, and further develop and consolidate sport specific skills
• Train to Compete objective: Optimise the engine and learn to compete
• Train to Win objective: Podium performances
Any Questions?
Aims
Aims • To develop a better understanding of the stages of LTAD
Aims • To develop a better understanding of the stages of LTAD
• To focus upon the L2T, T2T, T2C & T2W stages
Aims • To develop a better understanding of the stages of LTAD
• To focus upon the L2T, T2T, T2C & T2W stages • To identify what should happen in these stages
Aims • To develop a better understanding of the stages of LTAD
• To focus upon the L2T, T2T, T2C & T2W stages • To identify what should happen in these stages • To develop a sports specific understanding of these stages
Stages of LTAD
Stages of LTAD • FUNdamentals
Stages of LTAD • FUNdamentals • Learn to Train
Stages of LTAD • FUNdamentals • Learn to Train • Train to Train
Stages of LTAD • FUNdamentals • Learn to Train • Train to Train • Train to Compete
Stages of LTAD • FUNdamentals • Learn to Train • Train to Train • Train to Compete • Train to Win
Stages of LTAD • FUNdamentals • Learn to Train • Train to Train • Train to Compete • Train to Win • Retirement & Retainment
Stages of LTAD • FUNdamentals • Learn to Train • Train to Train • Train to Compete • Train to Win • Retirement & Retainment
Learn to train
Learn to train • Males 9-12 years & Females 8-11
Learn to train • Males 9-12 years & Females 8-11
• One of the most
important periods of motor development
Learn to train • Males 9-12 years & Females 8-11
• One of the most
important periods of motor development
• Early specialisation in
late development sports can be detrimental to later skill development
•
Further develop all fundamental movement skills and teach general, overall sports skills.
•
Further develop all fundamental movement skills and teach general, overall sports skills.
•
Otherwise, a significant window of opportunity is lost, compromising the ability of the young player/athlete to reach full potential.
•
Further develop all fundamental movement skills and teach general, overall sports skills.
•
Otherwise, a significant window of opportunity is lost, compromising the ability of the young player/athlete to reach full potential.
•
Develop strength using exercises that incorporate the child’s own body weight as well as medicine balls and swiss balls.
•
Further develop all fundamental movement skills and teach general, overall sports skills.
•
Otherwise, a significant window of opportunity is lost, compromising the ability of the young player/athlete to reach full potential.
•
Develop strength using exercises that incorporate the child’s own body weight as well as medicine balls and swiss balls.
•
Introduce hopping and bounding exercises or routines, or wheeling up gradients, to aid in strength development.
•
Further develop all fundamental movement skills and teach general, overall sports skills.
•
Otherwise, a significant window of opportunity is lost, compromising the ability of the young player/athlete to reach full potential.
•
Develop strength using exercises that incorporate the child’s own body weight as well as medicine balls and swiss balls.
•
Introduce hopping and bounding exercises or routines, or wheeling up gradients, to aid in strength development.
•
Apply a ratio of 70 per cent training to 30 per cent competition. The 30 per cent ratio includes competition and competition-specific training. These percentages vary according to sport and individual specific needs. Athletes undertaking this type of preparation are better prepared for competition in both the short- and long-term than those who focus solely on winning.
•
Further develop all fundamental movement skills and teach general, overall sports skills.
•
Otherwise, a significant window of opportunity is lost, compromising the ability of the young player/athlete to reach full potential.
•
Develop strength using exercises that incorporate the child’s own body weight as well as medicine balls and swiss balls.
•
Introduce hopping and bounding exercises or routines, or wheeling up gradients, to aid in strength development.
•
Apply a ratio of 70 per cent training to 30 per cent competition. The 30 per cent ratio includes competition and competition-specific training. These percentages vary according to sport and individual specific needs. Athletes undertaking this type of preparation are better prepared for competition in both the short- and long-term than those who focus solely on winning.
•
Encourage unstructured play and discovery learning
•
Further develop speed by using specific activities that focus on agility, quickness, and change of direction during the warmup.
•
Further develop speed by using specific activities that focus on agility, quickness, and change of direction during the warmup.
•
Narrow the focus to 3 sports.
•
Further develop speed by using specific activities that focus on agility, quickness, and change of direction during the warmup.
• •
Narrow the focus to 3 sports. Structure competition to address differences in training age and abilities.
•
Further develop speed by using specific activities that focus on agility, quickness, and change of direction during the warmup.
• •
Narrow the focus to 3 sports.
•
Structure competition to address differences in training age and abilities. Identify sports the child enjoys and is predisposed towards success. Further develop endurance through games and relays.
•
Further develop speed by using specific activities that focus on agility, quickness, and change of direction during the warmup.
• •
Narrow the focus to 3 sports. Structure competition to address differences in training age and abilities.
•
Identify sports the child enjoys and is predisposed towards success. Further develop endurance through games and relays.
•
Further develop flexibility through exercises.
•
Further develop speed by using specific activities that focus on agility, quickness, and change of direction during the warmup.
• •
Narrow the focus to 3 sports. Structure competition to address differences in training age and abilities.
•
Identify sports the child enjoys and is predisposed towards success. Further develop endurance through games and relays.
•
Further develop flexibility through exercises.
•
Introduce single periodization noting that some sports such as swimming and tennis need to use double periodization to adequately address the sport’s unique needs.
Train to Train
Train to Train • Boys 12-16 years, Girls 11-15 years
Train to Train • Boys 12-16 years, Girls 11-15 years • Age ranges are dependant upon PHV
Train to Train • Boys 12-16 years, Girls 11-15 years • Age ranges are dependant upon PHV • Athletes consolidate their basic sport-specific skills and tactics
Train to Train • Boys 12-16 years, Girls 11-15 years • Age ranges are dependant upon PHV • Athletes consolidate their basic sport-specific skills and tactics
• Window of accelerated adaptation to aerobic, speed, and strength training
Train to Train • Boys 12-16 years, Girls 11-15 years • Age ranges are dependant upon PHV • Athletes consolidate their basic sport-specific skills and tactics
• Window of accelerated adaptation to aerobic, speed, and strength training
• During competitions, athletes play to win and to do their best, but the major focus of training is on learning the basics as opposed to competing.
•
Make aerobic training a priority after the onset of PHV while maintaining or further developing levels of skill, speed, strength, and flexibility.
•
Make aerobic training a priority after the onset of PHV while maintaining or further developing levels of skill, speed, strength, and flexibility.
•
Emphasise flexibility training given the rapid growth of bones, tendons, ligaments, and muscles.
•
Make aerobic training a priority after the onset of PHV while maintaining or further developing levels of skill, speed, strength, and flexibility.
•
Emphasise flexibility training given the rapid growth of bones, tendons, ligaments, and muscles.
•
Consider the two windows of accelerated adaptation to strength training for females: the first occurs immediately after PHV and the second begins with the onset of menarche. For males, there is one window and it begins 12 to 18 months after PHV.
•
Make aerobic training a priority after the onset of PHV while maintaining or further developing levels of skill, speed, strength, and flexibility.
•
Emphasise flexibility training given the rapid growth of bones, tendons, ligaments, and muscles.
•
Consider the two windows of accelerated adaptation to strength training for females: the first occurs immediately after PHV and the second begins with the onset of menarche. For males, there is one window and it begins 12 to 18 months after PHV.
•
Both aerobic and strength trainability are dependent on the maturation levels of the athlete.
•
Make aerobic training a priority after the onset of PHV while maintaining or further developing levels of skill, speed, strength, and flexibility.
•
Emphasise flexibility training given the rapid growth of bones, tendons, ligaments, and muscles.
•
Consider the two windows of accelerated adaptation to strength training for females: the first occurs immediately after PHV and the second begins with the onset of menarche. For males, there is one window and it begins 12 to 18 months after PHV.
•
Both aerobic and strength trainability are dependent on the maturation levels of the athlete.
•
For this reason, the timing of training emphasis differs depending on whether athletes are early, average, or late maturers.
•
Make aerobic training a priority after the onset of PHV while maintaining or further developing levels of skill, speed, strength, and flexibility.
•
Emphasise flexibility training given the rapid growth of bones, tendons, ligaments, and muscles.
•
Consider the two windows of accelerated adaptation to strength training for females: the first occurs immediately after PHV and the second begins with the onset of menarche. For males, there is one window and it begins 12 to 18 months after PHV.
•
Both aerobic and strength trainability are dependent on the maturation levels of the athlete.
•
For this reason, the timing of training emphasis differs depending on whether athletes are early, average, or late maturers.
•
Regular height checks to to identify key periods in development
•
Make aerobic training a priority after the onset of PHV while maintaining or further developing levels of skill, speed, strength, and flexibility.
•
Emphasise flexibility training given the rapid growth of bones, tendons, ligaments, and muscles.
•
Consider the two windows of accelerated adaptation to strength training for females: the first occurs immediately after PHV and the second begins with the onset of menarche. For males, there is one window and it begins 12 to 18 months after PHV.
•
Both aerobic and strength trainability are dependent on the maturation levels of the athlete.
•
For this reason, the timing of training emphasis differs depending on whether athletes are early, average, or late maturers.
• •
Regular height checks to to identify key periods in development Athletes should be educated in the developmental stages
•
Learn to cope with the physical and mental challenges of competition.
•
Learn to cope with the physical and mental challenges of competition.
•
Introduce athletes with a disability to sport-specific equipment such as wheelchairs and athletic prostheses. For all athletes, the use of body-size and skilllevel appropriate equipment remains important.
•
Learn to cope with the physical and mental challenges of competition.
•
Introduce athletes with a disability to sport-specific equipment such as wheelchairs and athletic prostheses. For all athletes, the use of body-size and skilllevel appropriate equipment remains important.
•
Optimise training and competition ratios and follow a 60:40 per cent training to competition ratio. Too much competition wastes valuable training time and conversely, not enough inhibits the practice of technical/tactical and decisionmaking skills.
•Use talent identification to help athletes focus on 2 sports.
•
Learn to cope with the physical and mental challenges of competition.
•
Introduce athletes with a disability to sport-specific equipment such as wheelchairs and athletic prostheses. For all athletes, the use of body-size and skilllevel appropriate equipment remains important.
•
Optimise training and competition ratios and follow a 60:40 per cent training to competition ratio. Too much competition wastes valuable training time and conversely, not enough inhibits the practice of technical/tactical and decisionmaking skills.
•
Learn to cope with the physical and mental challenges of competition.
•
Introduce athletes with a disability to sport-specific equipment such as wheelchairs and athletic prostheses. For all athletes, the use of body-size and skilllevel appropriate equipment remains important.
•
Optimise training and competition ratios and follow a 60:40 per cent training to competition ratio. Too much competition •Use talent identification to help wastes valuable training time and athletes focus on 2 sports. conversely, not enough inhibits the •Utilise single and double periodization practice of technical/tactical and decisionas the optimal framework of making skills. preparation.
•
Learn to cope with the physical and mental challenges of competition.
•
Introduce athletes with a disability to sport-specific equipment such as wheelchairs and athletic prostheses. For all athletes, the use of body-size and skilllevel appropriate equipment remains important.
•
Optimise training and competition ratios and follow a 60:40 per cent training to competition ratio. Too much competition •Use talent identification to help wastes valuable training time and athletes focus on 2 sports. conversely, not enough inhibits the •Utilise single and double periodization practice of technical/tactical and decisionas the optimal framework of making skills. preparation. •Train athletes in daily competitive situations in the form of practice matches or competitive games and drills.
Train to Compete
Train to Compete • Males 16-23 years, Females 15-21 years
Train to Compete • Males 16-23 years, Females 15-21 years
• Optimise fitness
preparation and sport-, individual-, and positionspecific skills as well as performance.
Train to Compete • Males 16-23 years, Females 15-21 years
• Optimise fitness
preparation and sport-, individual-, and positionspecific skills as well as performance.
• All the objectives of Training to Train must be achieved before the objectives of Training to Compete can begin
•
Provide year-round, high intensity, individual event, and position-specific training.
•
Provide year-round, high intensity, individual event, and position-specific training.
•
Teach athletes, who are now proficient at performing basic and sport specific skills, to perform those skills under a variety of competitive conditions during training.
•
Provide year-round, high intensity, individual event, and position-specific training.
•
Teach athletes, who are now proficient at performing basic and sport specific skills, to perform those skills under a variety of competitive conditions during training.
•
Place special emphasis on optimum preparation by ‘modelling’ high competitions in training.
•
Provide year-round, high intensity, individual event, and position-specific training.
•
Teach athletes, who are now proficient at performing basic and sport specific skills, to perform those skills under a variety of competitive conditions during training.
•
Place special emphasis on optimum preparation by ‘modelling’ high competitions in training.
•
Individually tailor to a greater degree fitness programs, recovery programs, psychological preparation, and technical development.
•
Provide year-round, high intensity, individual event, and position-specific training.
•
Teach athletes, who are now proficient at performing basic and sport specific skills, to perform those skills under a variety of competitive conditions during training.
•
Place special emphasis on optimum preparation by ‘modelling’ high competitions in training.
•
Individually tailor to a greater degree fitness programs, recovery programs, psychological preparation, and technical development.
•
Emphasise individual preparation that addresses each athlete’s individual strengths and weaknesses.
•
Select 1 sport.
• •
Select 1 sport. Utilise single, double, and triple periodization as the optimal framework of preparation.
• • •
Select 1 sport. Utilise single, double, and triple periodization as the optimal framework of preparation. Change the training-tocompetition and competitionspecifi c training ratio to 40:60. Devote 40 per cent of available time to the development of technical and tactical skills and improving fitness and 60 per cent of training to competition and competition-specific training.
Sports Specific
Train to Win
Train to Win
• Males 19 years +, Females 18 yeas +
Train to Win
• Males 19 years +, Females 18 yeas + • Maximise fitness preparation and sport-individual- and position-specific skills as well as performance.
Train to Win
• Males 19 years +, Females 18 yeas + • Maximise fitness preparation and sport-individual- and position-specific skills as well as performance.
• All of the athlete’s physical, technical, tactical
(including decision-making skills), mental, and personal and lifestyle capacities are fully established and the focus of training has shifted to the maximisation of performance.
Train to Win
• Males 19 years +, Females 18 yeas + • Maximise fitness preparation and sport-individual- and position-specific skills as well as performance.
• All of the athlete’s physical, technical, tactical
(including decision-making skills), mental, and personal and lifestyle capacities are fully established and the focus of training has shifted to the maximisation of performance.
• World class able-bodied and disability sport
performances require world-class equipment that is fine-tuned to the demands of the event and the requirements of the athlete.
•
Train athletes to peak for major competitions.
•
Train athletes to peak for major competitions.
•
Ensure that training is characterised by high intensity and relatively high volume.
•
Train athletes to peak for major competitions.
•
Ensure that training is characterised by high intensity and relatively high volume.
•
Allow frequent preventative breaks to prevent physical and mental burnout's.
•
Train athletes to peak for major competitions.
•
Ensure that training is characterised by high intensity and relatively high volume.
•
Allow frequent preventative breaks to prevent physical and mental burnout's.
•
Utilise single, double, triple, and multiple periodization as the optimal framework of preparation.
•
Train athletes to peak for major competitions.
•
Ensure that training is characterised by high intensity and relatively high volume.
•
Allow frequent preventative breaks to prevent physical and mental burnout's.
•
Utilise single, double, triple, and multiple periodization as the optimal framework of preparation.
•
Change the training to competition ration 25:75, with the competition percentage including competition-specific training activities.
FITT
FITT
FITT
FITT
FITT
FITT
FITT
FITT
Summary
Summary • Learn to Train objective: Learn overall sports skills
Summary • Learn to Train objective: Learn overall sports skills • Train to Train objectives: Build an aerobic base,
develop speed and strength towards the end of the stage, and further develop and consolidate sport specific skills
Summary • Learn to Train objective: Learn overall sports skills • Train to Train objectives: Build an aerobic base,
develop speed and strength towards the end of the stage, and further develop and consolidate sport specific skills
• Train to Compete objective: Optimise the engine and learn to compete
Summary • Learn to Train objective: Learn overall sports skills • Train to Train objectives: Build an aerobic base,
develop speed and strength towards the end of the stage, and further develop and consolidate sport specific skills
• Train to Compete objective: Optimise the engine and learn to compete
• Train to Win objective: Podium performances
Any Questions?
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