BlazeSports Institute for Applied Science

CDSS Level II Curriculum

1

Long Term Athlete Development (LTAD)

Utilizing Proper Strategies to Ensure Life-Long Physical Activity

2

Today’s Presentation

1. Introduction to LTAD Model

2. Discuss implications for athletes with disabilities

3. Provide resources for follow up

4. Questions

3

http://www.canadiansportforlife.ca/

4

What is LTAD?

Long Term Athlete Development

5

Long Term Athlete Development

• LTAD is a “general framework of athlete development with special

reference to growth, maturation and development, trainability and sport system alignment.”

• What does this mean?

6

Long Term Athlete Development

• A process that identifies sequential stages of training and competition

• Considers physical, mental and emotional

development

• Develops a system in which an athletes learn and perform

7

What are the Goals of LTAD?

1. Provide quality training and competition that considers developmental age and critical periods of trainability

2. Provide a common curriculum

3. Properly prepares individuals by giving them physical literacy skills needed for life-long physical activity

4. Provide appropriate pathways for athletes to choose from

5. Provide a means to align recreation, competition, school sports and PE

8

LTAD consists of 7 stages

9

10

Two Additional Stages

• Awareness

• First Contact/Recruitment

11

Two Additional Stages

• Awareness

• First Contact/Recruitment

12

Awareness

First Contact/Recruitment

First Contact/Recruitment

Early Vs Late Entry

• Early Entry• Congenital or no disability

• Late Entry• Acquired disability

16

Late Entry 0-2 years

Late Entry 1-2 years

Late Entry 2-5 years

Late Entry 4-5 years

Late Entry 0+

Late Entry 5+ years

Late Entry 0-2+ years

17

18

• Development of fundamental movement and sport skills

• Skills that permit a child to move with confidence and with control in a wide range

of physical activities

Physical Literacy

19

Learning Fundamental Movement Skills

20

21

22

23

24

Barriers to developing FUNdamentals:

Parents have not been provided with information to encourage them to enroll their children

in sport and activity programs that are fun and safe.

Adapted physical education is not well developed in all school systems.

Some coaches and programs do not welcome children with a disability to their activities

because they lack knowledge about how to include them.

It takes creativity to include a person with a disability into a group activity where

Fundamental skills are practiced and physical literacy is developed.

Disability-specific knowledge or training is not available to the activity coach or instructor.

25

26

27

28

29

30

1. The 10-Year Rule

2. The FUNdamentals

3. Specialization

4. Age Factors

5. Trainability

6. Physical, Mental, Cognitive, and Emotional Development

7. Periodization

8. Calendar Planning for Competition

9. System Alignment and Integration

10. Continuous Improvement

The 10 Key Factors Influencing LTAD for Athletes with Disabilities

31

1.The 10-Year Rule

32

2. The FUNdamentals

33

2. The FUNdamentals

Barriers to developing FUNdaments:

• Overly protective parents…

• Lack of adequate APE or PE

• Inclusion difficulties

• Medical issues

34

3. Specialization

35

4. Age Factors

36

5. Trainability

37

6.Physical, Mental, Cognitive, and Emotional Development

38

7. Periodization

39

8. Calendar Planning for Competition

40

9. System Alignment and Integration

41

10. Continuous Improvement

42

43

44

http://www.canadiansportforlife.ca/resources/ltad-resource-papers

QUESTIONS??

45

Additional Resources

46

• BlazeSports Website • BlazeSports Active for Life Guide 2nd Edition• Adapted Sports Rules and Regulations

• BlazeSports You Tube Channel• Training Videos• Coaching Videos• Testimonials

• BlazeSports Staff• Technical Assistance

• Telephone• On-Site

Additional ReadingDavis, R. W. (2011). Teaching Disability Sport: A Guide for Physical Educators (2nd ed.). Champaign, IL, USA: Human Kinetics.

Lieberman, L. J., & Houston-Wilson, C. (2009). Strategies for Inclusion, A Handbook for Physical Educators (2nd ed.). Champaign, IL, USA: Human Kinetics.

Sherrill, C. (2004). Adapted Physical Activity, Recreation and Sport: Crossdisciplinary and Lifespan (6th ed.). New York, NY, USA: McGraw-Hill.

Winnick, J. P. (Ed.). (2011). Adapted Physical Education and Sport (5th ed.). Champaign, IL, USA: Human Kinetics.