building a foundation for long-term athletic development david f. stodden university of south...
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Building a Foundation for Long-Term Athletic Development
David F. Stodden University of South Carolina
What do All Models Have in Common? • Develop “Deep Grammar” Movement Principles (Clark, 2005)
– Weight Shift– Dynamic Balance– Dynamic Stability– Rotational Capability– Linear Translation of COM– Symmetrical Movement Coordination– Perturbation Response Mechanisms – Concentric/eccentric Muscle Action– Relative Timing of Sequential Movements
• In essence – Functional Movement Capability– The ability to coordinate & control your COM and extremities in a gravity-
based environment to effectively accomplish a goal.
How can Early Development of Coordination “Skill” Impact LTAD in Childhood?
Direct vs. Indirect Mechanisms• Place a high demand on the neuromuscular system (Direct)• Demonstrate high muscle activity/loading levels and resultant
force/power outputs (Direct)• Repeated high force/power outputs associated with practice and
performance promote muscular endurance (Direct)• Persistence in games and sports (i.e., running, dance, softball,
swimming, soccer, basketball, tennis) promote cardiorespiratory endurance and PA (indirect)
• Increased persistence in activities inherently demanding skill development of muscular strength/endurance and cardiorespiratory endurance and influence body composition (indirect & direct)
• Improved skill development impacts perceived competence/self efficacy across time (direct)
Early Development – Force/Strength
Strength is a multidimensional construct Physiologic
muscle fiber characertistics Muscle mass
Neural Intra-muscular coordination/control Inter-muscular coorindation/control
What are we developing in children? Neural – coordination & control Motor unit recruitment Motor Unit synchronization Rate of firing Decreased co-activation of agonists & antagonists
How does Development of Coordinated Movement Patterns in Early Childhood Relate to Athletic Development?
• “Deep Grammar” Principles
• Principles take years to Develop– If not developed early, will participation continue into middle/late
childhood? Lack of early success leads to decreased participation-• perceived competence • self-efficacy • motivation
Motor Coordination & PA - 6-9 yrsLopes VP, Rodrigues LP, Maia JA, Malina RM. 2010. Motor coordination as predictor of physical
activity in childhood. Scand J Med Sci Sports; 21:663-9
Motor Coordination – BMID’hondt, E.D., Deforche, B. Vaeyens, R. et al., 2011. Gross motor coordination in relation to weight status and
age in 5- to 12-year-old boys and girls: A cross-sectional study. International Journal of Pediatric Obesity, 6 (2), 1-9
Faigenbaum et al., 2011 Pediatric Exercise Science, 2011, 23, 573-584
• INT (N = 40) 7-8 yrs.– 12 min – 2/wk for 8 weeks (presses, jumps, gross coordination activities)
• Progressed in complexity of BW exercises across 8 weeks.
Long-Term effects? Proficiency Barrier?Stodden, et al. (2013). Associations among selected motor skills and health-related
fitness: Indirect evidence for Seefeldt’s proficiency barrier? RQES, 84, 397-40.
When do we need to start LTAD?What is missing? A Foundation!
• Early Childhood – 3 to 6 yrs– Develop “Deep Grammar”– “FUN”damental motor skills - functional movement capabilities
• Coordination & Control – Neuromotor Development
– Perceived competence is always high – so keep it high• If FMS is low in middle childhood (7-9 yrs), perceived competence,
self efficacy, motivation to participate will follow
• What if 7-9 year-old is lacking “Deep Grammar”? – Are they still participating? It may already be too late…– Consequences for LTAD, but also for lifespan health trajectories– Future injury risk?