ltad 1 - overview
DESCRIPTION
An overview of Long-term athlete development (LTAD)TRANSCRIPT
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Long-Term Athlete Development LTAD Origins & its Principles
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Aims
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Aims
• Discuss what LTAD is
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Aims
• Discuss what LTAD is
• Explore the origins of LTAD
![Page 5: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/5.jpg)
Aims
• Discuss what LTAD is
• Explore the origins of LTAD
• Discuss the underlying principles
![Page 6: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/6.jpg)
Aims
• Discuss what LTAD is
• Explore the origins of LTAD
• Discuss the underlying principles
• Alternative models
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What is LTAD
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What is LTAD• LTAD is about achieving optimal training, competition
and recovery throughout a player’s career
![Page 9: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/9.jpg)
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
![Page 10: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/10.jpg)
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
![Page 11: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/11.jpg)
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
![Page 12: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/12.jpg)
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
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THE AIM OF LTAD
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THE AIM OF LTAD
PHYSICAL LITERACY
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THE AIM OF LTAD
PHYSICAL LITERACY
LIFELONG PARTICIPATION
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THE AIM OF LTAD
PHYSICAL LITERACY
IMPROVED PERFORMANCE
LIFELONG PARTICIPATION
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WHY DO WE NEED LTAD
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WHY DO WE NEED LTAD
•Attract people to sport & retain them
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WHY DO WE NEED LTAD
•Attract people to sport & retain them
• Identify gaps in the current system and establish a clear player pathway
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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
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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
![Page 22: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/22.jpg)
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
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WHY DO WE NEED LTAD
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WHY DO WE NEED LTAD
Sport specific observations for some sports:
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WHY DO WE NEED LTAD
Sport specific observations for some sports:
• Poor results at major championships
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WHY DO WE NEED LTAD
Sport specific observations for some sports:
• Poor results at major championships
• Inconsistent international performances
![Page 27: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/27.jpg)
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
![Page 28: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/28.jpg)
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
![Page 29: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/29.jpg)
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
![Page 30: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/30.jpg)
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
![Page 31: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/31.jpg)
The Origins of LTAD
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The Origins of LTAD
• Balyi (1990) Discusses Long-Range planning in athletic performance, annual and quadrennial planning in the Canadian Men’s alpine skiing.
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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
![Page 34: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/34.jpg)
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
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The Principles of LTAD
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The Principles of LTAD
• LTAD is related to what he calls ‘the ten key factors to performance”
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The Principles of LTAD
• LTAD is related to what he calls ‘the ten key factors to performance”
• Developing pathways to success
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Why is there a need for Pathways?
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Why is there a need for Pathways?
• Tool for planning
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Why is there a need for Pathways?
• Tool for planning
• Defines competition, Training and other demands at each stage
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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.
![Page 43: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/43.jpg)
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
![Page 44: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/44.jpg)
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
![Page 45: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/45.jpg)
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
![Page 46: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/46.jpg)
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)
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10 KEY FACTORS
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10 KEY FACTORS
1.The 10 year rule
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10 KEY FACTORS
1.The 10 year rule2.The FUNdamentals
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10 KEY FACTORS
1.The 10 year rule2.The FUNdamentals3.Specialisation
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10 KEY FACTORS
1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age
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10 KEY FACTORS
1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability
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10 KEY FACTORS
6.Physical, mental, cognitive and emotional development
1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability
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10 KEY FACTORS
6.Physical, mental, cognitive and emotional development7.Periodisation
1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability
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10 KEY FACTORS
6.Physical, mental, cognitive and emotional development7.Periodisation8.Competition planning
1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability
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10 KEY FACTORS
6.Physical, mental, cognitive and emotional development7.Periodisation8.Competition planning9.System alignment and integration
1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability
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10 KEY FACTORS
6.Physical, mental, cognitive and emotional development7.Periodisation8.Competition planning9.System alignment and integration10.Continuous improvement
1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability
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Any Questions?
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Alternative Models
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Belov (1995) Stages of Development (Artistic Gym)
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Belov (1995) Stages of Development (Artistic Gym) • General Preparation
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Belov (1995) Stages of Development (Artistic Gym) • General Preparation
• Initial Technical Preparation
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Belov (1995) Stages of Development (Artistic Gym) • General Preparation
• Initial Technical Preparation
• Specialised Perfection
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Belov (1995) Stages of Development (Artistic Gym) • General Preparation
• Initial Technical Preparation
• Specialised Perfection
• Elite
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Belov (1995) Stages of Development (Artistic Gym) • General Preparation
• Initial Technical Preparation
• Specialised Perfection
• Elite
• End of Competitive cover
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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 eventImprovement of the movement, techniqueRough differentiation into sprint, Middle
distance and long distanceThrowing, Jumping or Multiple events.
3 Top Level Training 6-10 years 19+ Mastery of technique, realisation of conditionalco-ordination and psychological
potential.
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Holm(1987) Development stages for Tennis Players
Stages Biomotor Abilities Age (Years)Boys Girls
Pre-Competition Dexterity/Co-ordination 6-10 6-106-10 years
Overall Flexibility emphasised 13 1211-14 years
Specific Speed/Agility15-18 years Acceleration 12-14 10-12
Slalom 13 11Interval Training 15 13
High Performance Strength18+ Stage 1- Improve neuromuscular co-ordination 10-14 10-12
Stage 2 – Increase muscle mass 15-16 13-15Stage 3 –Develop maximal strength and Endurance 17-18 16-17Aerobic CapacityCommence Training 12-14 11-13Endurance Max 17-18 16-17
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Platanov(1988) 5 stages of Athletic Development
Preparation
Stages General Complementary Specific Annual Training Load(Hours)
Initial 50% 45% 5% 100-250 hrsBasic 35% 50% 15% 350-500 hrsSpecific Base 20% 40% 40% 600-800 hrsMaximisation 15% 25% 60% 900-1100 hrsMaintenance 10% 25% 65% 1200-1400 hrs
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Multi-year Build up Training (Arbeit, 1998)
Training Phase Duration Age Structure of Sport PromotionGirls Boys
Basic Training 7-11yrs 8-13 yrs Training centres in sports groups(BT)
Build up Training 12-15yrs 14-16 yrs(BUT)
High Performance 18+ yrs 19+ yrsTraining (HPT)
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Physical stages of Development (Arbeit, 1998)
Male
Early Late 1st 2ndPre-school School School Puberal Puberal
Phase Phase
Age 6 8 9 10 11 12 13 14 15 16 17 18
Pre-school Early Late School School
1st 2nd Puberal Puberal Phase Phase
Female
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Why Balyis’ LTAD?
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Why Balyis’ LTAD?• Young athletes under train and over-compete
![Page 73: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/73.jpg)
Why Balyis’ LTAD?• Young athletes under train and over-compete
• Adult competition superimposed on young athletes
![Page 74: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/74.jpg)
Why Balyis’ LTAD?• Young athletes under train and over-compete
• Adult competition superimposed on young athletes
• Adult training superimposed on young athletes
![Page 75: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/75.jpg)
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
![Page 76: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/76.jpg)
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)
![Page 77: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/77.jpg)
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)
• Chronological age dominates rather than biological age
![Page 78: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/78.jpg)
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)
• Chronological age dominates rather than biological age
• The ‘critical’ periods of accelerated adaptation are not fully utilised
![Page 79: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/79.jpg)
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)
• Chronological age dominates rather than biological age
• 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)
![Page 80: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/80.jpg)
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)
• Chronological age dominates rather than biological age
• 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)
• Best coaches work at the elite level
![Page 81: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/81.jpg)
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)
• Chronological age dominates rather than biological age
• 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)
• Best coaches work at the elite level
• Coach/teacher education tends to neglect the growth, development and maturation of young people.
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Early & Late Specialisation Sports
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Early & Late Specialisation Sports
Athlete Development Models in Sport (Balyi & Hamilton, 1999):
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Early & Late Specialisation Sports
Athlete Development Models in Sport (Balyi & Hamilton, 1999):
Early Specialisation Late Specialisation
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Early & Late Specialisation Sports
Athlete Development Models in Sport (Balyi & Hamilton, 1999):
Early Specialisation Late Specialisation
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Early & Late Specialisation Sports
Athlete Development Models in Sport (Balyi & Hamilton, 1999):
Early Specialisation Late Specialisation
Train to Train
Train to Compete
Train to Win
Retirement
![Page 88: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/88.jpg)
Early & Late Specialisation Sports
Athlete Development Models in Sport (Balyi & Hamilton, 1999):
Early Specialisation Late Specialisation
Train to Train
Train to Compete
Train to Win
Retirement
FUNdamental Stage
Training to Train
Training to Compete
Training to Win
Retirement
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Early and Late Sports
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Early and Late Sports• Gymnastics
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Early and Late Sports• Gymnastics
• Rhythmic Gym
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Early and Late Sports• Gymnastics
• Rhythmic Gym
• Figure Skating
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Early and Late Sports• Gymnastics
• Rhythmic Gym
• Figure Skating
• Diving
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Early and Late Sports• Gymnastics
• Rhythmic Gym
• Figure Skating
• Diving
• Golf?
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Early and Late Sports• Gymnastics
• Rhythmic Gym
• Figure Skating
• Diving
• Golf?
• Table Tennis?
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Early and Late Sports• Gymnastics
• Rhythmic Gym
• Figure Skating
• Diving
• Golf?
• Table Tennis?
• Fencing?
![Page 97: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/97.jpg)
Early and Late Sports• Gymnastics
• Rhythmic Gym
• Figure Skating
• Diving
• Golf?
• Table Tennis?
• Fencing?
• Swimming (Age 8)
![Page 98: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/98.jpg)
Early and Late Sports• Gymnastics
• Rhythmic Gym
• Figure Skating
• Diving
• Golf?
• Table Tennis?
• Fencing?
• Swimming (Age 8)
• All other sports
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Maximise Potential
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Maximise Potential
Aerobic Development
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Maximise Potential
Aerobic Development
• Onset PHV contributes to accelerated adaptation in Aerobic system (Peak Aerobic Velocity-PAV).
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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
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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.
![Page 104: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/104.jpg)
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)
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Strength Development
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Strength Development
• Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
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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:
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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
![Page 110: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/110.jpg)
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
![Page 111: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/111.jpg)
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
![Page 112: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/112.jpg)
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.
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Speed
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Speed
• Always trainable declines with age
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Speed
• Always trainable declines with age
• Peak Speed Velocity (PSV) involves two windows of accelerated adaptation
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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
![Page 118: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/118.jpg)
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
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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
![Page 120: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/120.jpg)
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
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![Page 122: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/122.jpg)
Skills
![Page 123: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/123.jpg)
Skills
• Always trainable but declines with age
![Page 124: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/124.jpg)
Skills
• Always trainable but declines with age
• Peak Motor Co-ordination Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males)
![Page 125: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/125.jpg)
Skills
• Always trainable but declines with age
• Peak Motor Co-ordination Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males)
![Page 126: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/126.jpg)
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:
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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
![Page 128: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/128.jpg)
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
![Page 129: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/129.jpg)
Empirical / Practical Observations
![Page 130: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/130.jpg)
Empirical / Practical Observations
• Missing the windows of trainability?
![Page 131: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/131.jpg)
Empirical / Practical Observations
• Missing the windows of trainability?
• Skill and Fitness deficit!
![Page 132: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/132.jpg)
Empirical / Practical Observations
• Missing the windows of trainability?
• Skill and Fitness deficit!
• Athletes will never reach genetic potential
![Page 133: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/133.jpg)
Empirical / Practical Observations
• Missing the windows of trainability?
• Skill and Fitness deficit!
• Athletes will never reach genetic potential
![Page 134: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/134.jpg)
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”
![Page 135: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/135.jpg)
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.
![Page 136: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/136.jpg)
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.
![Page 137: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/137.jpg)
To Monitor and Nurture
![Page 138: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/138.jpg)
To Monitor and Nurture
• We make or break an athlete during the learning to train and training to train stages.
![Page 139: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/139.jpg)
To Monitor and Nurture
• We make or break an athlete during the learning to train and training to train stages.
![Page 140: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/140.jpg)
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.’
![Page 141: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/141.jpg)
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
![Page 142: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/142.jpg)
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
![Page 143: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/143.jpg)
Early Years (Bloom et al, 1985)
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Early Years (Bloom et al, 1985)
For eventual elite players this period was characterised by:
![Page 145: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/145.jpg)
Early Years (Bloom et al, 1985)
For eventual elite players this period was characterised by:
• ‘trying out’ different sports
![Page 146: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/146.jpg)
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
![Page 147: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/147.jpg)
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
![Page 148: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/148.jpg)
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
![Page 149: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/149.jpg)
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
![Page 150: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/150.jpg)
Middle Years (Bloom et al, 1985)
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Middle Years (Bloom et al, 1985)
Transition from early years was marked by:
![Page 152: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/152.jpg)
Middle Years (Bloom et al, 1985)
Transition from early years was marked by:
• Increased specialisation in main sport with more practice time
![Page 153: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/153.jpg)
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
![Page 154: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/154.jpg)
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
![Page 155: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/155.jpg)
Late Years (Bloom et al, 1985)
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Late Years (Bloom et al, 1985)Middle to late years:
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Late Years (Bloom et al, 1985)Middle to late years:
• Decision to play full-time & decrease in other activities
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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
![Page 159: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/159.jpg)
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
![Page 160: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/160.jpg)
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
![Page 161: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/161.jpg)
Any Questions?
![Page 162: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/162.jpg)
Summary
![Page 163: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/163.jpg)
Summary• LTAD is about achieving optimal
training, competition and recovery throughout a player’s career
![Page 164: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/164.jpg)
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
![Page 165: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/165.jpg)
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
![Page 166: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/166.jpg)
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
![Page 167: LTAD 1 - Overview](https://reader033.vdocuments.net/reader033/viewer/2022050808/5528585955034689588b4711/html5/thumbnails/167.jpg)
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