LTAD 101 - volley in viaggiovolleyinviaggio.altervista.org/download/in_lingua_straniera... · LTAD...
Transcript of LTAD 101 - volley in viaggiovolleyinviaggio.altervista.org/download/in_lingua_straniera... · LTAD...
Istvan BalyiNational Sport Centre Vancouver – Victoria
Sport Canada and sportscoahUKLTAD Advisor
LTAD 101LTAD 101Long-Term Athlete/Player DevelopmentLong-Term Athlete/Player Development
ObjectivesObjectives
• Review the concept of LTAD• Why LTAD?• 10 Key factors influencing LTAD
• Describe the various stages of LTAD• Review the “windows of
trainability” during childhood and adolescence
• If you want to teach latin to Johnny, you have to know latin and you have to know Johnny
• If you want to teach Volleyball to Johnny, you have to know Volleyball and you have to know Johnny
• We know Volleyball very well BUT we do not know Johnny or Jane from age 9 to 16 – PERIOD!!!
LTAD LTAD isis
• Optimal training, competition and recovery programming with relation to biological development and maturation
• Equal opportunity for recreation and competition, it is not an elitist model
• Athlete centred, coach driven and administration, sport science and sponsor supported
The Big Picture
• The health and well-being of the nation and medals won at major games is a simple by-product of an effective sport system
1-2
What is LTAD ?What is LTAD ?
• LTAD is not just another plan (for the files)
• LTAD is a philosophy
• LTAD is a too for change, culture change in sport
• Identifies the current gaps in the sport system and provides guidelines for problem solving
• Is a guide for planning for optimal performance for all stages of athlete development
• Is a framework for full sport system alignment and integration
• It is designed on empirical / practical coaching experiences and on scientific principles
LTAD…LTAD…
SevenSevenStagesStages
of of Long-TermLong-Term
Athlete Athlete DevelopmentDevelopment
Active StartActive Start
FUNdamentalFUNdamental
Active for Life Active for Life
Training to WinTraining to Win
Training to TrainTraining to Train
Training to CompeteTraining to Compete
Learning to TrainLearning to Train
Active Start StageActive Start StageChronological/ Development AgeChronological/ Development Age
Males and Females: 0-6Males and Females: 0-6
Fundamental Fundamental MovementsMovements
GymnasticsSwimmingRunning
(Wheeling)
FUNdamental StageFUNdamental StageChronological/ Development AgeChronological/ Development Age
Males 6-9 and Females: 6-8Males 6-9 and Females: 6-8
Fundamental Fundamental
MovementsMovements
Skills +Skills +
Learning to Train StageLearning to Train StageChronological/ Development AgeChronological/ Development Age
Males: 9-12 Females: 8-11Males: 9-12 Females: 8-11
Fundamental Fundamental
SportSport
SkillsSkills
Physical LiteracyPhysical LiteracyFirst 3 stages of LTADFirst 3 stages of LTAD
Before the onset of PHVBefore the onset of PHV
Fundamental Movement skillFundamental Movement skill
++
Fundamental Sport SkillsFundamental Sport Skills
==
Physical LiteracyPhysical Literacy
==
Base for Excellence & ParticipationBase for Excellence & Participation
Training to TrainTraining to TrainDevelopmental Age – onset of PHVDevelopmental Age – onset of PHV
Males: 12-16 Females: 11-15 Males: 12-16 Females: 11-15
Building engine Building engine
and and
sport specific skillssport specific skills
Training to CompeteTraining to CompeteChronologicalChronological
Males: 16-23 +/- Females: 15-21 +/-Males: 16-23 +/- Females: 15-21 +/-
Optimizing engine Optimizing engine
andand
sport / event / sport / event / position skillsposition skills
Training to WinTraining to WinChronological Age Males: 19 +/- Females: 18 +/-Chronological Age Males: 19 +/- Females: 18 +/-
Maximizing engine Maximizing engine
and and
event / position event / position skillsskills
PODIUMSPODIUMS
Active for LifeActive for LifeEnter at any ageEnter at any age
Healthy Life-long PhysicalHealthy Life-long Physical
ActivityActivity
Universal Sport System Gaps
( “Mind the gap ! “)
Selected Universal Sport System GapsSelected Universal Sport System Gaps
• Young developmental athletes undertrain and overcompete
• Adult competition schedule is superimposed on young athletes (the system of competition)
• Adult training programmes are superimposed on young athletes
• Male programmes are superimposed on females
Selected Universal Sport System GapsSelected Universal Sport System Gaps
• Chronological age versus biological age (or maturation level) dominates training and competition designs from ages 11 to 16
• The "critical" or "sensitive“ periods of accelerated adaptation to training are not utilized by coaches at the Learning to Train or Training to Train stage
Universal sport system gapsUniversal sport system gaps
• The most knowledgeable coaches are coaching at elite level, notwithstanding the most knowledgeable coaches should work at the developmental level (FUNdamental, Learning to Train and Training to Train Stages)
• Coaching education marginally covers the basic issues of growth and development, maturation
Universal sport system gapsUniversal sport system gaps
• Parent's education is neglected with regards to long-term athlete development (nutrition, regeneration, maturation and psycho-social development, etc...)
• Administrators education is neglected with regards to some of the essentials of technical programmes (The Big Picture)
• Recover, regeneration programmes are not integrated and sequenced with sport-specific technical / tactical programmes within annual plans
• Lack of the integration of sport science, sport medicine and sport-specific technical-tactical activities
Universal sport system gapsUniversal sport system gaps Consequences Consequences
• Overcompetition and undertraining*
• Damage done between age 6-10 and 10-16 cannot be fully corrected (players / athletes will never reach genetical potential)
• General motor skills are not learned before age 11 for females and 12 for males
Universal sport system gaps Universal sport system gaps Consequences Consequences
• Training is geared for "outcome" and not for "process" for the developmental athlete
• National Training Centres receiving mediocre athletes - regardless of money and expertise, cannot recover from the "damages" of earlier training
10 Key Factors Influencing LTAD10 Key Factors Influencing LTAD (Balyi, Ross & Way - 2005)(Balyi, Ross & Way - 2005)
1. Ten year rule
2. FUNdamentals / Physical Literacy
3. Specialization
4. Developmental Age
5. Windows of Trainability
6. Mental / Cognitive / Emotional Development
7. Periodization Principles
8. System Alignment and Integration
9. The System of Competition
10. Continuous improvement
Factor # 1.Factor # 1.10 year rule !10 year rule !
• It takes 10 years of extensive practice to excel in anything !
H. Simon Nobel Laureate
10 - 10 - 1010 - 10 - 10
• 10 year or 10 000 hour rule (Ericsson and Charness, 1994 and Salmela et al., 1999)
• For the athlete and coach this translates as slightly more than three hours of deliberate practice daily for 10 years
• 10 %• 90 % ???
Factor 2. FUNdamentals
• FUNdamental movement skills (FMS)
• FUNdamental sports skills (FSS)
• FMS+ FSS = Physical literacy
• Before age 11 for females and 12 for males
What Fundamentals?What Fundamentals?
Fundamental Movement SkillsC. Hanford 2005
CAN’T CATCH?CAN’T CATCH?
C. Hanford, 2005
Can’t Catch? – Won’t play!Can’t Catch? – Won’t play!
Cricket
Rounders
Baseball
Softball
Netball
Basketball
Rugby
American Football
SoccerDance
Walking
Aerobics
Golf
Cycling
Athletics
SquashBadminton
Tennis
Swimming
Skateboard
Jogging Handball
Hockey Gymnastics
Canoeing
Sailing
Adapted From Mike Jess, University of Edinburgh
Factor # 3Specialisation
• 3.1. Early Specialisation Sports:
• Gymnastics• Rhythmic Gymnastics• Figure Skating• Diving• Swimming (age 8)• Others?
• 3.2.Late Specialisation Sports
• All other sports are late specialisation sports
• Specialising early in a late specialisation sport contributes to one sided preparation, injuries, early burnout and early retirement
The Big PictureThe Big PictureLate Specialisation Sports – Generic ModelLate Specialisation Sports – Generic Model
• Active Start - FUNdamental Movements (0-6)
• FUNdamental Stage - FUNdamental motor skills (6-8 females / 6-9 males)
• Learning to Train - FUNdamental sports skills (8- 11 females / 9-12 males)
• Training to Train - Building the "engine" and sport specific skills (11-15 females / 12-16 males)
• Training to Compete* - Optimising "engine" and sport / event / position specific skills (15-21+/- females / 16-23+/- males)
• Training to Win* - Maximising "engine" and sport / event / position specific skills
(18 + females / 19 + males)
• Retaining*
ScreeningScreening
SelectionSelection
SpecialisationSpecialisation
Further specialisationFurther specialisation
High performanceHigh performance
Talent IDTalent ID
ManyMany
33
22
11
LTAD - Reversed procedureLTAD - Reversed procedure
• First we make a player and after we want to make an athlete out of the player ?
• We have to make an athlete first and make a player out of the athlete !
Balance
Factor # 4. Growth & Development, Maturation
Chronological age – biological age / developmental age
• Training and competition is based on chronological age
• Athletes can be 4 - 5 years apart by maturation levels
How old is a 13 year old ?How old is a 13 year old ?
How old is a 14 year old ?How old is a 14 year old ?
Irish boxers – 14 years old 60kg., 40 kg., and 50 kg.
• Peak Height Velocity
• Adolescent growth spurt*
• Peak Height Velocity
• Adolescent growth spurt
Training and ChildrenTraining and Children((C. Williams, 2005)C. Williams, 2005)
• Poor evidence of large physiological benefits studies in children
• Growth and maturation effects often unaccounted
• Improvements have been found but generally prepubertal < adolescents < adults
Growth spurt
Consequences of the Growth SpurtConsequences of the Growth Spurt
• Loss of co-ordination
• Biomechanical breakdown
• Skill break down
Choosing early,average or late
maturers?
Measuring and interpreting PHV( How to PHV ? )
Age 0
1 2 3 4 5 6 7 8 91011121314151617181920
0
20
40
60
80
100
120
140
Genital DevelopmentGeneral DevelopmentNeural DevelopmentA FUNdamentalB Training to TrainC Training to CompeteD Training to Win
Factor # 5Factor # 5Trainability
F T2T T2C T2W
The Five S’s of Training and PerformanceThe Five S’s of Training and Performance(Dick, 1985)(Dick, 1985)
• Stamina (Endurance)• Strength• Speed• Skill• Suppleness
The Trainability of the Five S’sThe Trainability of the Five S’sStamina:Stamina:
• Always trainable
• Critical window of accelerated adaptation to aerobic training begins with the onset of PHV
– Age 10 – 11 for females– Age 12 - 13 for males
• Monitoring maturation to identify onset– Females
– Males
The Trainability of the Five S’sThe Trainability of the Five S’sStrength:Strength:
• Always trainable
• 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 month after PHV for males
• Strength training before maturation is Central Nervous System training and motor coordination improvements
• Medicine balls• Swiss balls
• Own body weight
The Trainability of the Five S’sThe Trainability of the Five S’sSpeed:Speed:
• Always trainable but declines with age• Critical window of accelerated adaptation to
speed training:• Males:
– Window 1: 7 - 9 years of age– Window 2: 13 – 16 years of age
• Females: – Window 1: 6 – 8 years of age– Window 2: 11 – 13 years of age– (Chronological age)
• Window 1 is agility, quickness window.• Change of direction, linear, lateral and multi
directional speed• Segmental speed• Duration of intervals less then 5 seconds
• Window 2 is anaerobic alactic power and capacity window
• Linear, lateral, multi directional and chaotic speed• Duration of intervals 5 – 20 seconds
The Trainability of the Five S’sThe Trainability of the Five S’sSkillSkill
• Always trainable but significantly declines with age
• Window of accelerated adaptation to motor coordination
• Age 8 – 11 females
• Age 9 – 12 males
• Early and late specialisation sports• The importance of transitional skills
Review ArticleReview Article
Rushall, B. The Growth of Physical Characteristics in Male and Rushall, B. The Growth of Physical Characteristics in Male and
Female Children.Female Children.
In: Sports Coach, Australia. Vol.20. No 64, Summer, 1998. pp. 25 – 27.In: Sports Coach, Australia. Vol.20. No 64, Summer, 1998. pp. 25 – 27.
"Most authors agree that the sensitive skill learning
period is between 9 and 12 years."
The Trainability of the Five S’sThe Trainability of the Five S’sSupplenessSuppleness
• Always trainable but significantly declines with age
• Optimal trainability 6 – 10 (Dr. K. Russel)
• Special attention during PHV
Program design for the developmental athleteProgram design for the developmental athlete
Factor # 6Physical, mental/cognitive and emotional
development
• Physical Development Characteristics and It's Implications
• Basic Characteristics• General Consequences: Performance
Capabilities and Limitations• Implications to the Coach
FUNdamental Learning to Train
Training to Train
Training to Compete
Training to Win
Late Childhood Late Puberty
Early Puberty Early Adulthood
Physical, Mental/Cognitive and Emotional Tables
Children are not miniature adults!
– Children need greater protein intake to support growth
– They need high calcium intake to support bone accretion
– Children have a higher metabolic cost of movement per body mass unit
– During sub maximal exercise children utilize more fat and less carbohydrate
– Electrolyte losses in sweat differ among children, adolescents and adults
– Dehydration seems to be more detrimental to children than to adults (Bar-Or)
Factor # 7. Periodisation
Integration and Sequencing of Sport Integration and Sequencing of Sport Science, Sport Medicine and Sport-Specific Science, Sport Medicine and Sport-Specific
Technical-Tactical ActivitiesTechnical-Tactical Activities
LTAD to your Next Training SessionLTAD to your Next Training Session
AthleteChronological Age
Biological AgeTraining Age
Annual PlanSingleDoubleTriple
MultiplePeriodization Periods
PreparationCompetitionTransitionPhases
GeneralSpecific
Pre-competitiveCompetitiveTransition
Meso CyclesDevelopmental
StabilizingPre-competition
CompetitiveRestorative
Micro CyclesIntroductoryDevelopment
ShockMaintenance
TaperPeak
RestorationTransition
Sessions6:1 = 4 / 6 / 9 / 12 / 15
5:2 3:1 2:1
EvaluationNew Plan
HEALTH
PERFORMANCEPERFORMANCE
OPEN
SKILL
PSYCHOLOGY
PHYSIOLOGY
STRATEGIES
EMOTION
CHARACTER
ENVIRONMENT
ALTITUDEFACILITIES
TEMP
NUTRITION
FOCUS
CONFIDENCE
COMMITTMENT
CLOSED COMPLEX
FIXEDPLAYS
PASSION
SELFCONTROL
ENERGIZE
INTEGRITY
RESPECT
LEADERSHIP
FITNESS
GEARING UP FOR HIGHGEARING UP FOR HIGHPERFORMANCEPERFORMANCE
OFFENSIVEDEFENSIVE
hwenger04
Factor # 8Competition calendar planningCompetition calendar planning
• “ Competition is a good servant but poor master ! ”
• The system of competition or the non-existence of the system of competition– Team sports
– Individual sports
• Dictated schedule• Selective schedule
• Examples• British Swimming• The LTA
Factor # 9. System building, alignment and integrationSystem building, alignment and integration
Making or breaking a player / athlete
Training to Win Training
to CompeteTraining
to TrainLearning to Train
FUNdamentals
8 - 12 years
Improve / Maintain Very important!
Important!
Very Important !
The Next 8 - 12 years!
Athlete Development and Support Athlete Development and Support ProgrammesProgrammes
ATP – Advanced Training & Performance
AtheletDevelopment
FUNdamental
T 2T
T 2 C
T2W
Support system - Knowledge base Budget
FACTOR # 10FACTOR # 10
• KAIZEN• Continuous improvement
– Modernization of the sport system
– Education, health and sport / physical activity alignment
– All aspects of LTAD need research
– Implementation
Implementation - NSO’sImplementation - NSO’s
• New content = curriculum– Technical – Tactical, Physical and
Mental progression
• New system of competition• New coaching education
curriculum• Budget
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Final Words
• Health and well-being
• Windows of Trainability• Long-term athlete development• The system of competition• System alignment and integration• Win – win situation
Questions ?Questions ?
DefinitionsDefinitions
• Growth refers to observable step-by-step changes in quantity, “measurable changes in body size, for example, height, weight, fatness.” (Malina, 1986)
• Maturation refers to “qualitative system changes, both structural and functional in nature, in the organism’s progress toward maturity, for example, the change of cartilage to bone in the skeleton.” (Tihanyi, 1990)
• Development refers to “the interrelationship between growth and maturation in relation to the passage of time.
• The concept of development also includes the social, emotional, intellectual and motor realms of the child.” (Tihanyi, 1990)
• Chronological age refers to “the number of years and days elapsed since birth” (Haywood, 1993)
• Skeletal age refers to the maturity of the skeleton “determined by the degree of ossification of the bone structure.” (Haywood, 1993)
• Critical periods of development: A critical period refers to a point in the development of a specific behaviour when experience or training has an optimal effect on development. The same experience, introduced at an earlier or later time, has no effect on, or retards later skill acquisition. (Zaichkowsky, Zaichowsky and Martinek, 1980)
TrainabilityTrainability
• Malina and Bouchard (1991) defined trainability as “the responsiveness of developing individuals at different stages of growth and maturation to the training stimulus.”.
• Malina and Bouchard (1991) also referred to “readiness and critical periods” of trainability during growth and development of young athletes, thus the stimulus have to be timedto achieve optimum adaptation with regard to motor skills, muscular and/or aerobic power .
• Adaptation refers to a stimuli or a series of stimuli which induces functional and/or morphological changes in the organism. Naturally, the level or degree of adaptation is dependent on the genetical endowment of an individual. However, the general trends or patterns of adaptation are identified by physiological research and the facts and guidelines of the different adaptation processes, such as adaptation to muscular endurance or maximum strength, are clearly delineated.
• Diagnostics before and after maturation• Moving scales during PHV