Soc Ltad Dec 4 2007 English1

Long-Term Athlete Developmentfor Athletes with an Intellectual Disability

December 4, 2007

Executive Summary 3

About this Document 5

What is LTAD? 6• MaximizingCapacity 7• MindtheGaps 8• MovingForward:AddressingtheGaps 9

An Introduction: Individuals with an Intellectual Disability and LTAD 10

11 Key Factors of LTAD • KeyFactor#1:FUNdamentals 11• KeyFactor#2:EarlySpecializationandLateSpecialization 12• KeyFactor#3:BiologicalAge 12• KeyFactor#4:TrainabilityandCriticalPeriodsofDevelopment 13• KeyFactor#5:Physical,Technical,Tactical,Psychological,andLifestyleDevelopments 15• KeyFactor#6:TrainingandPeriodization 17• KeyFactor#7:Competition-CalendarPlanningandStructure 17• KeyFactor#8:SystemAlignmentandIntegration 19• KeyFactor#9:ContinuousImprovement 20• KeyFactor#10:Assessment,Monitoring,Evaluation,andGuidance 21• KeyFactor#11:The10-YearRule 21

The Long-Term Athlete Development Model for Athletes with an Intellectual Disability 22

The Stages 23• ActiveStart 23• FUNdamentals 24• LearningtoTrain 25• TrainingtoTrain 27• LearningtoCompete 28• TrainingtoCompete 30• TrainingtoWin 31• ActiveforLife 33

Conclusion 34

Framework for Guiding the Implementation Plan 35

Glossary 36

References 38

Appendix 1: An Overview of Sport-Related Research in the Area of Intellectual Disability 39

Appendix 2: Acknowledgements 44

TABLE OF CONTENTS

Long-TermAthleteDevelopmentModelVersion12

SpecialOlympicsCanada 3

SpecialOlympicsCanada(SOC)hasanopportunitytoextenditstraditionofqualityprogrammingbyinjectingnewideasstimulatedbySportCanada’sLong-TermAthleteDevelopment(LTAD)model.Withtheultimateaimofpromotingfitness,physicalliteracy,andwell-being,theathletedevelopmentcomponentofthismodelisdrivenbytenetsofhumangrowthandmaturationandacomplementaryfocusonstrengtheninginterconnectionsamongthemanysystems—school,sport,andcommunity—thatprovidephysicalactivity,sport,andcompetitionavenuesforallCanadians.

Thisisatransformativeprocessthatofferstremendousopportunities,especiallyforindividualswithanintellectualdisability.InembracingLTADastheframeworkforguidingwhereSOCisgoinginthenext5to10years,3overarchinggoalsarebeingpromoted:

TherecommendationsthroughoutthisdocumentarebasedontheLTADmodelanditsapplicationtosportandathleteswithanintellectualdisability.TheSOCLTADWorkingGroupcurrentlyenvisions4majorareasthatshouldbeaddressedaspartofstrategicplanningandLTADimplementation.

1) Introduce Special Olympics Programs in the Active Start and FUNdamentals Stagesn Attheearliestopportunity,participantsshouldenteravarietyofprogramsthatinvolvestructured

movementeducation.n Participantsneedtobeintroducedtosportatanearlyagetobuildphysicalliteracyanddevelopthe

sportskillstheyneedtoparticipateinearlyorlatespecializationsports.

2) Implement Competition Planning and Structuren SOCanditschaptersshouldformalizealong-rangePan-Canadiancompetitioncalendarthat

providescompetitiveopportunitiesspanninglocal,regional,provincial,territorial,andnationallevels.Thiscompetitionschedulecouldincludeoptionsprovidedbyotherbodiessuchasprovincial/territorialsportorganizations(P/TSOs).ThecompetitionschedulemustreflectathletesatthedifferentstagesofLTAD.

EXECUTIVE SUMMARY

Let me win, But if I cannot win, Let me be brave in the attempt. –Special Olympics Athlete’s Oath

n Individualfitnessandwell-beingthroughprogrammingthatoptimizesphysicalliteracybyreferencinginstructionandcompetitionaccordingtogrowthanddevelopmentprinciples.

n Equalrespectfortheinterestsofthosewhowishtoparticipateinprogramsforfitness,fun,andsocializingandforthosewhoarecommittedtopursuingpersonalexcellencethroughmoreintensivesporttrainingandcompetition.

n AsystemofprogramandcompetitiondeliverythatenablesSpecialOlympicstopreserveitsuniquecharacterwhilefosteringstrongerlinkageswiththebroadersportdeliverysysteminCanada,therebyenhancingopportunitiesandincreasingoptionsforathletesandensuringorganizationalefficiency.


n ThepresentcompetitionstructureofSpecialOlympicsshouldbereviewedinlightofthedifferentstagesandprinciplesofLTADaswellastheidentifiedgaps(page8).

n SOCmustensurethatallathletesofallabilitiesarechallengedtobethebestthattheycanbeusingafairandmeaningfulsystemofcompetition.

3) Establish Partnershipsn SOCcoachesandadministratorsneedtocommunicatewithsport-specificorganizationstoseehow

athletes,coaches,andofficialscanbenefitfromvariousdevelopmentandcompetitionopportunitiestoensuregoodalignmentwithathletes’developmentalneeds.

n SOCmustcontinuetocoordinateandbuildrelationshipswithnationalsportorganizations(NSOs)toshareknowledgeandexpertiseregardingthesport-specificaspectsofLTAD.

n SOCshouldcontinuetoimproveallprogramsandincreasethenumberofinitiativesthataddresssportforlifeandsportexcellence.

4) Develop Coach Educationn Programdesignforathletesmustfactorinmental,cognitive,andsocial/emotionalmaturitywhen

developingtraininggroupsanddeterminingwhichcompetitionstheathletewillattend.n Coachesneedtounderstandtheinfluenceofthecognitiveimpairmentaswellasanyassociatedor

multipledisabilitieswhendevelopingprogramstotrainskill,stamina,strength,speed,andsupplenessforindividualathletes.

n Participantsshouldbehelpedtoselectsportsaccordingtoaptitude,interest,technicalskill,andphysicalability.Acoach/caregivermayneedtodoremedialworkinotherareastohelpparticipantsgetthemostoutoftheirsportexperience.

n Coachesshouldconsultthesport-specificNSOforinformationonplanningandperiodization.n Programleadersandcoachesshoulduseavarietyofrecognizedtestingprotocolstohelpensure

thebestpossiblefitnessandsportpreparation,beittoimprovefitnessandhealthorsport-specificperformancesincompetition.SOCmaywishtoassumealeadershiproleinintegratingappropriatetestingprotocolsintoprogramsbasedoninputfromexpertswithintheNSOsandfromotherrelatedfitnessandphysicalactivityfields.

n Becausedevelopingsportskillsandsport-specificfitnessandpsychologicalattributestocompeteeffectivelyisalong-termprocess,programsshouldbestructuredaccordingly.


The purpose of the initial overview is ton describeLTADandexplainhowthe11keyfactorsapplytoindividualswithanintellectualdisability.n identifycurrentissuesinprogrammingforparticipantswhethertheyarepursuinglifelongphysical

fitnessormoreintensivelevelsoftrainingforoptimalcompetitiveperformance.n systematicallyandcoherentlyoutlinehoweachstageofLTADmightapplytoindividualswithan

intellectualdisability.n presentamodelthatwilladdressvariationsaccordingtoindividualinterestsandwillmeetthe

needsofallindividualswithanintellectualdisability,addressingtheimportanceofasequentialandcoherentathletedevelopmentsystem.

n usetheconceptspresentedinthisdocumentasaframeworkforevaluatingexistingprograms,expandingpartnershipswithNSOs,andcreatingnewinitiatives.

NSOsacrossCanadaareundergoinganLTADreviewthroughwhichsportexpertsareexaminingexistingaspectsoftheirathleteandprogramdevelopmentinrelationtoLTADprinciples.Consistentwiththisprocess,thisdocumentisanoverviewofLTADprinciplesastheyrelatetoindividualswithanintellectualdisability.

About this Document

Note:Thisdocumentisfocusedonindividualswithanintellectualdisability.Theterms“athlete”,“person”,and“participant”refertoindividualswithanintellectualdisability.Theterm“genericsport”referstoallsportsforindividualswithoutadisability.

This overview is NOTn a sport technical document. GiventhatNSOsareundergoingasimilarreviewoftheir

athletedevelopmentandsportsystems,thisdocumentisnotintendedtoreviewthetechnicalaspectsofindividualsports.TheoverallplanstotrainandteachspecificsportskillswillbeoutlinedintheLTADmodelsbeingdevelopedbyeachNSO.Thesemodelsareinclusiveofathleteswithanintellectualdisabilityandexpertsinthisfieldarebeingconsultedintheirdevelopment.

n an implementation plan.LTADisaframeworkthatwillguidesportdevelopment,decisionmaking,andactionintotheforeseeablefuture.Ithasbeendescribedasa5-to10-yearplanthatwilltaketimetofullyimplement.Thisdocumentprovidesthebasicinformationandtoolsthatshouldbeusedasthebasisfordiscussionsamongallstakeholderswhoareactivelyinvolvedinprovidingsportandphysicalactivityprogramsforindividualswithanintellectualdisability.

n intended to have SOC become responsible for all training for athletes with an intellectual disability,especiallyforthoseathletesadvancingtohigherlevelswhereincreasedtrainingandsport-specificexpertiseisrequiredofthecoaches.ItisexpectedthatnewpartnershipswithNSOswillbeidentified.

The Sports of the Special Olympics SummerSports WinterSports Athletics(Track&Field) AlpineSkiing Aquatics Nordic(CrossCountry)Skiing Powerlifting FigureSkating 5&10PinBowling SpeedSkating RhythmicGymnastics Snowshoeing Soccer FloorHockey Softball Curling


LTADprovidesanoptimaldevelopmentplanforeveryonetoparticipateinphysicalactivity.Italsoensuresthatindividualswhowishtoexcelintheirsportofchoicegettheoptimaltraining,competition,andrecoveryineachstageoftheirathleticdevelopment.

Why is LTAD needed by SOC?Whilenottheonlyorganizationprovidingsportprogramstoindividualswithanintellectualdisability,SOCisinapositiontocontinuebeingaleaderandanagentforchangebyaddressingcurrentissuesinprogramsandenhancingopportunitiesthatassistindividualswithanintellectualdisabilitytoachievetheirpersonalphysicalactivityandsportgoals.

LTADisaframeworkfordevelopingphysicalliteracy,physicalfitness,andcompetitiveability,usingastage-by-stageapproach.TheLTADmodelrecognizesthatphysicalliteracyisthefoundationfor

nbeingactive,healthy,andengagedinphysicalactivityforlife.nachievingpersonalbestperformancesatalllevelsofcompetition.

WHAT IS LTAD?

Other Sports - Active For Life

Recreation

Life-longPhysical Activity

Excellence

Sport for All

Physical Literacy

Active for Life

Active Start

FUNdamentals

Learning to Train

Training to Train

Training to Win

Training to Compete

Learning to Compete


Why must this be done?n Thefitnessnormsofindividualswithanintellectualdisabilitytendtofollowthoseofthegeneral

population.Itiswelldocumentedthat30%ofadultsand26%ofchildrenareoverweightorobese.(StatisticsCanada,2004)Thismeansthatapproximately30%ofCanadianswithanintellectualdisabilityareoverweightorobese.Inordertoavoidhealthproblemsassociatedwithphysicalinactivityandobesity,itiscriticalthatallCanadians,withorwithoutadisability,fullyengageinphysicalactivityforlife.

n Individualswithanintellectualdisabilitymayenterphysicalactivityprograms,specificallySpecialOlympicsprograms,asteenagersoradults.Thisoccursforavarietyofreasons.Forexample,somechildrenstartoffparticipatingingenericmovementeducationandsportprograms.Insomecases,parentsmaynotbeawareofthesportopportunitiesavailablethroughSpecialOlympics.Aswell,otherprioritiessuchassupportservices,education,andmedicalissuesmaytakeprecedence.

nWhileparticipationinsportismainlyaboutlifelongphysicalfitnessandenjoyment,somemaywishtopursuesportexcellencebycompetingontheprovincial/territorial,national,andinternationalstages.Therefore,itiscriticalthatathletesareprovidedwiththerighttypesoftrainingattherightstageintheirdevelopment.LTADoutlineswhatparticipantsneedatallstagesoftheirsportdevelopmentandthetechnicalexpertisethatisneededbasedontheprioritiesforeachstage.

Maximizing Capacity - Fill the Athlete’s Glass to the Top

LTADdistinguishesbetweenpersonalbestandeliteperformancesyetcelebratesboth.Anathlete’spersonalbestisaboutimprovementsinphysical,technical,tactical,andpsychologicalpreparationandinskillexecutionanddoesnotnecessarilyrelatetoperformanceoutcomesincompetition.EliteperformancerelatestocompetingattheNationalGamesandontheworldstageandperformingtonationalandworld-classstandards.PreparationforeliteperformancerelatestoLTADfactor#11—the10-YearRule(page21).Thediagramonpage8showsmanyoftheinfluencesthatwillhaveanimpactontheathlete’sabilitytoachievehisorherpersonalbest.TheultimateaimofLTADistooptimizethe“inputinfluences”thatenableindividualstoachievelifelongwellnessthroughfitnessandsport.


Anathlete’spotentialcanbethoughtofasaglass,witheachathletehavingadifferentsizeofglass(potential).Manyfactorsinfluenceanathlete’spotential,includinggenetics,bodytype,andlivingenvironment.Additionalfactorscaninfluenceanathlete’sperformance.Thesefactors,orperformanceinfluencers,canbethoughtofaswhatandhowmuchcanbepouredintotheathlete’sglassassheorhepreparesforcompetition.

How can SOC help athletes to fill their glass to the top with what is needed for personal best or elite performances?

Itisimportanttonotethatdailylivingsupportmayhaveanimpactontheperformanceinfluencersandshouldnotbeforgotten.InPrinceEdwardIsland,forexample,19.7%ofSpecialOlympicsathletesarelivinginagrouphome,fosterhome,orsupervisedapartmentliving.IthasbeensuggestedthatthesenumbersmaybehigherinotherchaptersacrossCanada.Livingarrangementsanddailylivingsupportmayhaveanimpactontheathlete’sabilitytomakechoicesindependentlyoftheotherindividualsintheresidence.Therefore,sportselection,theabilitytotrainfrequently,andopportunitiestocompetemaybeaffectedbytheathlete’slivingarrangements.

Mind the Gaps

Atthe2006SpecialOlympicsNationalConference,LTADwaspresentedtoawidevarietyofexpertswhoworkwithathleteswithanintellectualdisability.TheforumallowedtheseexpertstoraiseissuesthatneededfurtherreviewwithrespecttoconsistencywiththephilosophyofLTAD.TheSOCLTADWorkingGroupidentifiedanumberofadditionalissues.

Filling the Athlete’s Glass to the Top

8. Daily Living Support

Size of Glass depends on the attributes:• Genetics • Talent• Body type • Environment

Personal Bests

And/or

Elite Performance

Primary outcome:Healthy, physically active athlete achieving their performance and fitness goals

1. Athlete’s physical literacy

2. Selection of sport

3. Athlete’s motivation

4. Athlete’s training & fitness

5. Access to coaching expertise

6. Access to facilities and equipment

7. Access to appropriate competition

Ma

xiM

izin

g C

apa

Cit

y

Athlete’s Capacity

Athlete’s training & fitness


n ProgramsforyoungerSpecialOlympicsparticipantsarenotofferedconsistentlyacrossthecountry.SomeChaptersofferprogramsforchildrenyoungerthaneightyearsofagewhileothersdonot.

n Inmanycases,participantsdon’thavethesportskillstheyneedtoplaycertaingameseffectively.Asingenericsport,thislimitstheparticipant’ssportchoicesandaffectshisorherfeelingsofcompetencewhenparticipating.Manyparticipantsstopparticipatingiftheyarenotsuccessful.

n Insomecases,individualssupervisingorcoachingmaynothavethenecessaryexpertiseinphysicalfitnessandteachingbasicsportskills.Aswell,individualsmaynothavethenecessarysport-specificcoachingskillstoteachthetechnicalaspectsofasport.

n SOCmustcontinuetopursuerelationshipsandpartnershipswithmoreNSOs.

n Insomecases,athleteswithnationalandinternationalaspirationswhosystematicallytrainareleftoffprovincialandnationalteamsdespiteeliteperformancesincompetitionduetothecurrentquotasystem.

n Oneofthepurposesofcompetitionistomotivateathletestotrainsystematicallyinordertobebetterpreparedasacompetitorandtoreapthebenefitsofbeingmorephysicallyfit.Insomecases,athletesincreasethequantityandqualityoftrainingonlyoncetheyhavequalifiedforahigherlevelofcompetition.Increasedtrainingoftenresultsinathletesmovinguptothenextlevelofcompetitionwhileathleteswhodonotincreasetheirtrainingmaystayatthesamelevel.Thiscreatesaperceiveddisadvantageforathleteswhoincreasetheirtrainingaspartoftheiroverallsportpreparation.Ultimately,SOCwouldlikethesystemofcompetitiontoencourageathletestoincreasetheirtraining,aimingtoqualifyforthenextlevelofcompetition.Thedivisioningprocessneedstobeexaminedinordertoaddressthisissue.

n Athleteshavelimitedopportunitiestocompeteonayear-roundbasis.

n Competitionistechnically,physically,andpsychologicallydemanding.Asanathleteadvancestohigherlevelsofcompetition,thesedemandsbecomemorechallenging.Itiscriticalthatathleteshaveapositivecompetitiveexperienceatalllevelsofcompetition.Therefore,itisimportantthattheybetechnically,physically,andpsychologicallyreadytocompete.Inthefuture,thisneedstobeaddressedthroughtheselectionandendorsementprocess.

Moving Forward - Addressing the Gaps

FollowingacceptanceofLTAD,furtherdiscussionwillbeginontheissuesofimplementation.Implementationguidelinesandprocedureswillbeaddressedandmonitoredthroughthenationalofficefollowingnationalcommitteepolicies.Committeesandvariousworkinggroupswillbefullyengagedinthisprocess,ensuringthatthebestinterestsofallathletesareconsidered.RepresentationwillbesoughtfromSpecialOlympicsprogramstaff,trainingcoaches,nationalteamcoaches,volunteers,andadministratorsassociatedwithSpecialOlympics.


An Introduction: Individuals with an Intellectual Disability and LTADIntellectualdisabilityistheleadingformoflifelongdisabilityworldwide(WHO,2002),andwithover500differentformsofimpairmentsubsumedwithinthisgroup,itrepresentsahighlydiverse—intermsofability,needs,andinterests—collectionofindividuals.Onesourceofthediversitystemsfromthevariouscausesofintellectualdisability.Forapproximately85%oftheseindividuals,theoriginofimpairmentisunknown.Fortheremaining15%,theimpairmentresultsfromvariousbiologicalcausessuchaschromosomal,metabolic,andgenetic.Addingtothiscomplexity,approximately10to15%haveassociatedimpairmentssuchasfetalalcoholsyndrome,autism,visualandhearingimpairments,andseizuredisorders.Theoriginofimpairmentandthepossiblepresenceofassociateddisabilitiesmayaffectdevelopmentofthenervoussystem,hormonalsystems,andgeneralgrowthandmaturation.

WhydoesthismatterwhentalkingaboutLTAD?ItmattersbecauseLTADisbasedondevelopmentalprocessesthataffectgrowth,maturation,andthebestpointsintimetointroducespecificformsofinstructionandtrainingtomaximizephysicalliteracyandproficiencyinsportandphysicalactivity.ForLTADtowork,coachesneedtounderstandtheprinciplesofgrowthanddevelopmentandhowtheseinfluenceadaptationtotraining.ThisposesaparticularchallengeforthosewhocoachparticipantswithanintellectualdisabilitybecausethereisverylittleresearchthataddressesthefoundationalprinciplesofLTADanditsapplicationtothispopulation.

Indevelopingthisdocument,acomprehensivereviewofresearchrelevanttoLTADwasconducted(seeAppendix1,page39).Mostofthisworkexaminestwodistinctgroupsofindividuals—thosewithDownSyndromeandthosewithanintellectualdisabilityofanunknownorigin.Whereappropriate,thisdistinctionhasbeenmade,nottosingleoutaparticulargroupofathletes,buttoaccuratelyreflecttheemphasisandinformationavailablefromcurrentresearchthatmaybeusefulinguidingtheapplicationofLTAD.

Down Syndrome and Intellectual Disability of Unknown Origin

ImplementingLTADisalong-termprocessthatwillprovideampleopportunitiesforfurtherresearchaboutitsapplicationandpossiblerefinementstofullyreflectphysicalliteracyandsportdevelopmentamongindividualswithanintellectualdisability.Intheinterim,whatispresentlyknownfromresearchisincorporatedintothe11LTADKeyFactors(page11)andthe8stagesdescribedinthisdocument(page23).Asingenericsport,coachesmayneedtofurtheradaptandindividualizetheLTADframeworktoreflecttheparticularcircumstancesofeachindividual.

Down SyndromenAccountsfor10%ofthepopulationwithan

intellectualdisabilitynIsidentifiableatbirthnHasdistinctivephysicalcharacteristicsnHastheleadingchromosomalformofintellectual

disabilitynChromosomalabnormalitiesmayinfluencegrowth

anddevelopment,capacityforintensivesporttrainingandacquisitionofmotorskills

Intellectual Disability (unknown origin)nAccountsforthemajorityofthepopulationwith

anintellectualdisabilitynMaynotbeidentifieduntilindividualsenter

schoolnPhysicalgrowthandmaturationtendtoparallel

patternsinindividualswithoutanintellectualdisability(Batshaw,2002)

nStrengthisanareathatmayrequirespecificattentionintraining


Understanding the LTAD Key Features for Athletes with an Intellectual DisabilityTheSOCLTADmodelisbasedon11keyfactors.Thissectionoutlinesthesefactorsanddescribeshowtheyhaveanimpactonsportprogramsforindividualswithanintellectualdisability.

Key Factor #1: FUNdamentals

Participantswhoarephysicallyliterate,thatis,whohavedevelopedthebasicmovementandsportskillsthatformthebasisforallsports,willhavemanyoptionswhenitcomestochoosingsportsinwhichtoparticipate.Althoughbasicmovementandsportskillscanalwaysbeimproved,thebesttimeforparticipantstolearntheseskillsiswhentheirnervoussystemismaturing,beforetheonsetoftheirgrowthspurtinadolescence.

11 Key Factors of LTAD

agility speedcoordinationbalance

running throwing catching

hittingswimmingglidingkicking

jumping

TheFUNdamentalmovementandsportskillsincluden ABCs(agility,balance,coordination,speed)n KGBs(kinesthetics,gliding,buoyancy)n CKs(catching,kicking,strikingwithanimplement)

Byparticipatinginthreeactivities—athletics,gymnastics,andswimming—participantscandeveloptheskillsthatarethebasisforallothersports.Athleticsprovidesthebaseforrunning,jumping,andthrowing;gymnasticsdevelopsagility,balance,co-ordination,andspeed;andswimmingdevelopsbuoyancyskillsandisthefoundationforallwater-basedsports.TheseskillsmaybeincorporatedintoSpecialOlympicsyouthprogramsorbeacquiredthroughcommunity-basedprograms.Skatingandskiingcanalsobeaddedtothemovementrepertoireinareaswithcoldwinters.FUNdamentalskillsshouldbeintroducedusingfunactivitiesandgames.

Recommendation:Attheearliestopportunity,participantsshouldenteravarietyofprogramsthatinvolvestructuredmovementeducation.


Key Factor #2: Early Specialization and Late SpecializationSportsareclassifiedaseitherearlyorlatespecialization.Earlyspecializationsportsrequirehighlycomplexskillsthatcannotbefullymasterediftheyaretaughtaftermaturation.Gymnastics,figureskating,anddivingareexamplesofearlyspecializationsports.Mostsports,andalmostallSpecialOlympicssports,arelatespecializationsports.

Individualswithanintellectualdisabilityseemtoenterphysicalactivityandsportlaterthanthegeneralpopulation.

n ParticipantsmaybeinvolvedingenericsportprogramsuntilacertainageandregisterinSpecialOlympicsprogramswhentheycannolongerkeepupwiththeirpeers.

n ManySpecialOlympicsprogramsdonotstartuntilaftertheageof8.

AthleteswhoenterasportearlyshouldfollowaprogrambasedontheLTADplandevelopedbytheNSO,butmodifiedtoreflecttheirparticularneeds,makingsurethatallbasicsportskillsaredevelopedtoensurephysicalliteracy.

Recommendation:Participantsneedtobeintroducedtosportatanearlyagetobuildphysicalliteracyanddevelopthesportskillstheyneedtoparticipateinearlyorlatespecializationsports,allowingtheindividualtoenjoyactiveforlifesportortopursuecompetitivesportbasedoninterestandaptitude.

Key Factor #3: Biological Age

Earlymaturershaveasignificantbiologicaladvantageovertheirlatermaturingcompetitorsandteammates.Theyhavetraditionallybeengivenmoretrainingandplayingtimeovertheirlatermaturingpeers.

InLTAD,training,competition,andrecoveryprogramsshouldtakeintoaccountthephysical,mental,cognitive,andemotionaldevelopmentofeachathlete.Appendix1ofCanadian Sport for LifeprovidesanoverviewofthekeyelementstoaddressateachstageofLTAD.Thisisausefulreferenceforcoachesofathleteswithanintellectualdisability,buteachconsiderationwillneedtobeevaluatedinrelationtoeachindividualathletebecauseinmostcases,cognitiveandmentaldevelopmentwilloccuratdifferentratesandtodifferentdegrees.Social,emotional,andphysicaldevelopmentmayalsobedelayed.

Coaches,inbothindividualandteamsports,shouldassessthephysical,social,emotional,andcognitivedemandsofthesportandassessherorhisathletesinrelationtotheserequirements.Inturn,thiswillprovideaguidefordeterminingspecificskillsandcompetenciestotargetwithintrainingandcompetitionatvariousstagesofthemodel.NSOLTADdocumentsshouldbeconsultedtoassistinthisprocess.Recommendation:Programdesignmustfactorinmental,cognitive,andsocial/emotionalmaturitywhendevelopingtraininggroupsanddeterminingwhichcompetitionsanathletewillattend.

Developmental and/or biological age refers to the degree of physical, mental, cognitive, and emotional maturity. — Canadian Sport for Life


Criticalperiodsofdevelopmentreferstopointsduringdevelopmentwhentraininghasanoptimaleffectonspecificcapacities.Thespecificcapacities—the5S’softrainingandperformanceare Stamina(endurance),Speed,Strength,Skill,andSuppleness(flexibility).Individualsaremorelikelytoachievetheirfullathleticpotentialiftheirtrainingfitstheirstageofdevelopment.

Therehasbeenlittleresearchontrainabilityandthecriticalwindowsofdevelopmentforindividualswithanintellectualdisability.Furtherresearchisessential.

Thetableonpage14highlightssomeofthekeyfactorsthatneedtobeconsideredbycoachesinapplyingtrainabilitytoindividualswithanintellectualdisability.Thisinformationisdividedintotwogroups:individualswithDownSyndromeandindividualswithotherformsofanintellectualdisability.

Issue

Puberty

Intellectual Disability (unknown origin)

Parallelpatternsofnon-disabledcounterparts

Down Syndrome

Pre-pubertygrowthspurtmayoccurearlier(9-10)

Lessdramaticthaninotherchildren

Sexualmaturitymayoccurearlierthanthenorminboysandlateringirls

Key Factor #4: Trainability and Critical Periods of Development

LTADisbasedontwokeyideas:trainabilityandcriticalperiodsofdevelopment.

Trainabilityreferstohowresponsiveanindividualistotrainingatdifferentstagesofgrowthandmaturation.

Variation in Growth and Maturation


Five S’s: Down Syndrome and Other Forms of Intellectual Disability Issue

SKILL

MotorDevelopment

MotorSkills

Stamina

Strength

Speed

Suppleness

Intellectual Disability (unknown origin)

Highlyvariable,withsomechildrenshowingdelaysandothersapproximatingnormsforchildrenwithoutadisability.

Widevariations.Needtoconsiderotherfactorsthatinfluencemotorskilldevelopmentsuchasenvironmentandsystematicinstruction.Needtodifferentiatebetweenopenandclosedskills—closedskillsareusuallythemostdifficultforpeoplewithanintellectualdisabilitytoacquire.

Withappropriatetraining,canachievecardiovascularfitnessstandardscomparabletopeerswithoutadisability.

Someresearchshowslowerlevelsofpeakmuscularstrength,whichmaynotimprovesignificantlywithmaturationorlong-termtraining.

Noresearchspecifictothisissue.


Down Syndrome

Laterthanaverage.

Highdegreeofvariationinbothrateofskillacquisitionandskillquality.

Widevariations,withsomechildrenbetweentheagesof10and16reachinglevelscomparabletonormsforchildrenwithoutadisability.

Considerationsregardingatlanto-axialmustbefactoredintocertainmotorskilltraining.

OftenhavelowerlevelsofcardiacoutputandlowerV02maxpotential,whichmaylimitendurancecapacity.

Maybeanissuelinkedtoneuromuscularsystemfunctioningatboththecentralnervoussystemandjointlevel.


Hypotonicityorlowmuscletone/excessiveligamentlaxityhasimplicationsforsuppleness.

ApplyingtheprinciplesofLTADmaybefurthercomplicatedifparticipantshaveassociatedormultipledisabilities.Approximately10to15%ofindividualswithanintellectualdisabilityhaveassociatedormultipledisabilitiesandthesemustbeconsideredwhendevelopingtrainingprograms.

Recommendation:CoacheswillneedtounderstandtheinfluenceofthecognitiveimpairmentaswellasassociatedormultipledisabilitieswhendevelopingprogramstotrainthefiveS’sforathleteswithanintellectualdisability.


rate,dependingonthenatureandseverityoftheintellectualdisability,associateddisabilities,andenvironmentalfactors.Thesedifferentratesofdevelopmentwillhaveanimpactonwhereandhowtheparticipantprogressesindifferentareas.AlthoughparticipantswillrarelyfitperfectlyintotheLTADstages,coachesneedtoconsidertheLTADguidelinesonhowtoadaptthephysical,technical,tactical,psychological,andlifestyleperformancefactorstosuitthegoalsoftheparticipant.

Thetypeoftrainingwilldependoneachathlete’sstartingpoint.Thevariablesindevelopingatrainingprogramrelatetotheathlete’sstageofdevelopment,demandsofthesport,theathlete’stechnicalproficiencyandmotivation,andthenumberoftrainingsessionsduringaweek.Eachtrainingsessionwillfocusonimprovingperformancecapacityandcouldincludeawalkingprogramcombinedwithsport-specifictraining,nutritionaleducation,mentaltraining,specificworkoutsinahomegym,andfitnessclasses.Additionaltrainingexampleswillbedevelopedspecifictoeachsport.

Jody, 19, is very fit from years of participating in cross country skiing and middle distance running. She has an intellectual disability and is hearing-impaired. She has never competed, but is interested in representing her Chapter at the National Games and perhaps going to the Special Olympics World Games. How do the LTAD guidelines work for her?

Jody

PhysicalLiteracy

Motor Skill Development

Improve Sport Specific Skills

PhysicalPreparation

Optimal Train 4-6 times per week,

2-3 sports

CompetitionProvincial/National,includinggeneric

Provincial/National/

InternationalNational

& International

I’m winning at life

Psychology/Social

I’m moving I’m having fun being active

I’m a player

I’m learning to be a

competitorI’m a

competitorI’m a

champion

Sport-specific generic

and/or Special Olympics

Further refinement under

a variety of conditions


one sport

Stage ActiveStart

FUNdamentals Learning to Train

Learning to Compete

Training to Compete

Training to Win

Activefor Life

“Social Competition”

(Competition for social reasons.)

CooperativeGames

Games that include simple

rules & decision making

City Wide/ Regional

PhyiscalLiteracy

-FMS-ABC’s

Sport-specific Skills

Balancestrength,flexibility& cardio

Train 5 times per week,

60 min. per day

Active30-60 min.

per day

8-10 hrs per week of

physical activity

Optimal Train 2-3 times per week, 10 hrs physical

activity

I’m an athlete

Refine Sport Specific Skills


2 complementary sports

Regional/Provincial

Competition,including generic

Training to Train

PhysicalLiteracy




PhysicalPreparation


2-3 sports



CompetitionRegional/Provincial


Provincial/National,includinggeneric



& International


Psychology/Social


I’m an athlete


competitorI’m a

competitorI’m a

champion




one sport



CooperativeGames

City Wide/ Regional

PhyiscalLiteracy




60 min. per day

Active30-60 min.

per day


activity

John

Stage ActiveStart

FUNdamentals Learning to Compete

Training to Compete

Training to Win

Activefor Life

Training to Train

Learning to Train

I’m a player



-FMS-ABC’s


physical activity

(This chart provides guidelines for training. Individual coaches will work with athletes to determine the optimal training frequency, volume and intensity based on the requirements of the sport and the capacity of the athlete)



Key Factor #5: Physical, Technical, Tactical, Psychological, and Lifestyle Developments

EveryparticipantdevelopsatadifferentTraining:“Thesystematicandintegratedactionsaimedatinfluencingthedevelopmentofperformanceinagoal-orientedway.Trainingconsistsofthevariousprocessesandmethodsofperiodicallyadministeringcontrolledstressontheorganismtoaseriesofprinciples,andorganizedintoacoherentplan,inordertoinducegeneralandspecificadaptationstovarioussystems,organsand/ortissues,andimproveperformancecapacity.”(Marion,2000)

(Thischartprovidesguidelinesfortraining.Individualcoacheswillworkwithathletestodeterminetheoptimaltrainingfrequency,volume,andintensitybasedontherequirementsofthesportandthecapacityoftheathlete.)


AcoachevaluatesJody’sphysicalliteracy(motorskilldevelopment)andphysicalfitnessbasedonthestandardsandbenchmarksestablishedbytheNSO.Thecoachthendeterminesinwhichstageshebelongsanddevelopsatrainingprogramtobuildonhertechnicalskillsandphysicalpreparation.GivenJody’syearsoftraining,sheislikelytofitintotheTrainingtoCompetestage.ThecoachalsoevaluatesJodyintermsofhercapacitytomanageavarietyofsportsituationsfromasocial/psychologicalperspective.ItmaybedeterminedthatJodyissociallyandpsychologicallyatanearlierstagesinceshehashadlimitedexposuretolargetraininggroupsandstressfulcompetitionsituations.Asaresult,JodymaybeattheLearningtoTrainstageinthepsychological/socialdomain.Thecoach,workingwithJody’scaregivers,maydevelopaprogramincorporatingexperiencesthatwillhelphertodevelopsystematicallyinordertodealwithhershortcomingsintheseareas.Thesemayincludelackofexperienceinworkingwithalargertraininggroupormanagingcertainsocialsituationsthatshewouldbeexposedtoatcompetitions.Inthecompetitiondomain,JodywillnotstartimmediatelyattheTrainingtoCompetestageevenifherphysicalpreparationindicatesthatsheisready.Asaresult,shewillneedanumberofcompetitiveexperiencesthatwillgraduallyexposehertotheappropriatecompetitionprotocols.

John, also 19, has never participated in physical activity, apart from walking to work a few times a week. He has Down Syndrome and is interested in becoming active because some of his friends participate in a softball program. How do the LTAD guidelines work for him?

Johnhasjoinedacommunitysoftballprograminhisneighborhood.ThecoachevaluatesJohn’sabilitieswithineachoftheareasoutlinedbasedonthebasicskillsrequiredtoplayandenjoysoftball.Theseskillsincludecatching,throwing,jogging,andwalking.BecauseofJohn’slimitedinvolvementinsport,hewilllikelybeattheFUNdamentalstageinphysicalpreparationandmotorskilldevelopment.Hehasstrongsocial/psychologicalskillsandwillfitinquitewellwiththeteamconcept.Hemaybeatamoreadvancedstageinthepsychological/socialaspectofhisdevelopment.Therefore,thecoachcouldgraduallyintroduceJohntocompetitionafterhehasdevelopedhisfundamentalmotorskillsandfitnesslevel.ThecoachwillneedtobeawareofsomeoftheassociatedconditionsthatmayhaveanimpactonthetrainingprescribedforJohn.

Recommendation:Helpparticipantstoselectsportsaccordingtoaptitude,interest,technicalskill,andphysicalability.Acoach/caregivermayneedtodoremedialworkintheotherareastohelpparticipantsgetthemostoutoftheirsportexperience.

Jody

PhysicalLiteracy



PhysicalPreparation


2-3 sports

CompetitionProvincial/National,includinggeneric



& International


Psychology/Social


I’m a player


competitorI’m a

competitorI’m a

champion






one sport

Stage ActiveStart

FUNdamentals Learning to Train

Learning to Compete

Training to Compete

Training to Win

Activefor Life



CooperativeGames



City Wide/ Regional

PhyiscalLiteracy

-FMS-ABC’s




60 min. per day

Active30-60 min.

per day


physical activity


activity

I’m an athlete




Regional/Provincial


Training to Train

PhysicalLiteracy




PhysicalPreparation


2-3 sports



CompetitionRegional/Provincial


Provincial/National,includinggeneric



& International


Psychology/Social


I’m an athlete


competitorI’m a

competitorI’m a

champion




one sport



CooperativeGames

City Wide/ Regional

PhyiscalLiteracy




60 min. per day

Active30-60 min.

per day


activity

John

Stage ActiveStart

FUNdamentals Learning to Compete

Training to Compete

Training to Win

Activefor Life

Training to Train

Learning to Train

I’m a player



-FMS-ABC’s


physical activity

(This chart provides guidelines for training. Individual coaches will work with athletes to determine the optimal training frequency, volume and intensity based on the requirements of the sport and the capacity of the athlete)




Key Factor #6: Training and Periodization

Periodizationn isasystematicwayoforganizinganathlete’straining,competition,andrecoveryschedules.

n sequencesthecomponentsoftrainingbyweeks,days,andsessionsintoascientifically-basedschedule,tobringaboutoptimalimprovementsinperformance.

n issituation-specificanddependsuponthetrainingprioritiesandthetimeavailabletobringabouttherequiredimprovementsintrainingandperformance.

n allowsathletestoachievepeakperformancesoneormultipletimesinayear.

Verylittleinformationisavailableonperiodizationforathleteswithanintellectualdisability.Thiskeyfactorisimportanttoensurethattheathlete’sprogramiswellplannedandmonitored,allowingappropriateadjustmentsbasedontheathlete’sadaptationtotraining.Periodizationisasport-specificfunctionintegratingallofthesportrequirementsintotheoveralltrainingplan.Aswithalltrainingprograms,theprogrammustbetailoredtotheathletebasedonherorhisbaselinescreening(sport-specificnorms),ability,andthefrequencyfortraining.

LTADreferstoannualplans,whichdescribeperiodsofpreparation,competition,andthetransitionintothenextcalendarplan,andquadrennialplans,whichdescribethefour-yearcycleforeliteathletespreparingformajorGames.Bothplansareimportantfortheathletewhomayprogressfromlocal/regionaleventstoprovincial/territorial,national,andultimately,theWorldGames.

Periodizationmaynotbeasimportantfortheindividualwhoisparticipatingforfitness,fun,andsocialopportunities.

Recommendation:CoachesshouldconsulttheNSOforinformationonplanningandperiodizationspecifictothesport.

Key Factor #7: Competition–Calendar Planning and Structure

Calendar Planning: “Competition is a good servant, but a poor master.”

Competitionisanimportantpartofthesportexperienceforallathletes.LTADrecognizesthisandtheimportanceofacompetitionschedulethatreflectstheneedsandinterestsofathletesindifferentsportsandstages.Generally,intheActiveStartandFUNdamentalsstages,participantsareneithertrainingnorcompetingformally,butarefocusingonestablishingbasicskillsandhavingfun.Asathletesmovetosubsequentstages,trainingandcompetitionbecomemoreformalizedandthereisaneedtobalancetheratiooftrainingtocompetition;thatis,numberandlevelofcompetition.

CompetitionThemeaningofcompetitionwillvarybyage,sport,andLTADstage.Itmayservedifferentpurposesforsomeathletes,especiallythoseinFUNdamentalsandLearningtoTrainwherefun,fitness,basicsportskills,experience,andparticipationarethemaingoalsofrecreationalcompetition.Forothers,suchasthoseinTrainingtoCompeteandTrainingtoWin,optimizingpotentialandachievingworld-classstandardsmaybetheaim.


Whileeverysportandindividualisdifferent,thefollowinggeneralguidelines,basedonconsultationswithP/TSOsandNSOs,shouldbeconsideredincreatinganappropriatecompetitioncalendar.

n FUNdamentals:1to2informalcompetitionsperyear.Introduce/continuelearningindifferentenvironments.

n Learning to Train:2to4competitionsperyear.Continuelearningindifferentenvironments.n Training to Train:3to6competitionsperyear.Learntocopewiththementalandphysical

challengesofcompetition.n Learning to Compete:4to8competitionsperyear.Introduceayear-roundcompetitionplan/

structuretoachievetheathlete’scompetitiongoals.n Training to Compete:Individuallytailoralltrainingandcompetitions(periodization)tolearnto

peakforselectedcompetitions.n Training to Win:Utilizemultipleperiodizationtooptimizetrainingandcompetitionstopeakfor

majorevents/competitions.n Active for Life:CanfollowanystagefromLearningtoTraintoLearningtoCompeteat,for

example,Master’scompetitionsandveterangames,withthefocusonstayingactive.

Recalling Mind the Gaps

n Someathleteswithnationalandinternationalaspirationswhosystematicallytrainpre-competitionareleftoffprovincialandnationalteamsdespiteoutstandingperformancesincompetitionduetothecurrentquotasystem.

n Increasedtrainingoftenresultsinathletesmovingupadivision(s)tothenextlevelofcompetitionwhileathleteswhodonotincreasetheirtrainingmaystayatthesamelevel.Thiscreatesaperceiveddisadvantageforathleteswhoincreasetheirtrainingaspartoftheiroverallsportpreparation.

n Athleteshavelimitedopportunitiestocompeteonayear-roundbasis.n Itisimportantthatathletesdemonstratethenecessarytechnical,physical,andpsychologicalskillsof

theeventinwhichtheyarecompeting.Inthefuture,thisneedstobeaddressedthroughtheselectionandendorsementprocesses.

Recommendation:SOCanditsChaptersshouldformalizealong-range,Pan-Canadiancompetitioncalendarthatprovidescompetitiveopportunitiesspanninglocal,regional,provincial,andnationallevels.ThiscompetitionschedulecouldincludeoptionsprovidedbyotherbodiessuchasP/TSOs.ThecompetitionschedulealsomustreflectthestagesofLTAD.

Competition StructureAfundamentalcornerstoneofSpecialOlympicsisthatallparticipants,regardlessoftheirlevelofintellectualdisability,havetherighttoqualitysporttrainingandcompetitiveopportunitiesthatrespectthetenetsofequalaccessandequity.DivisioningisthemethodusedtoaddressequalityandfairnesswithinSpecialOlympicscompetitions.InimplementingLTAD,SOChasanopportunitytoexploreandconsiderotherpotentialoptionsfor

“Withoutcompetition,SpecialOlympicswouldlosetheessenceofwhatseparates“participation”fromskillacquisitionandsuccess.Whileinvolvementinsportmaybepraiseworthy,competitionpushesourathletestowardsachievingbiggergoalsandgreaterconfidence.”

—Glenn MacDonell, President & CEO, Special Olympics Ontario


structuringcompetition.Thismaybeparticularlyimportantforathletespursuingmoreintensivetrainingandcompetitiveoutletsthatmaybeofferedby,orinconjunctionwith,genericsportorganizations.Otherdisabilitysportclassificationsystemsmayprovidehelpfuldirectioninthisarea.Recommendation:ReviewSOC’spresentcompetitionstructureinlightofthedifferentstagesandprinciplesofLTADandtheoverallobjectivesofSOC’sLTAD.

Key Factor #8: System Alignment and Integration

Aseamless,well-integratedLTADplanprovidesthebestprogramandthebestchanceofsuccessforathletes.UnderLTAD,programsareathlete-centred,coach-driven,andadministration-,sportscience-,andsponsor-supported.LTADisdesignedtodevelopappropriateprogramsaroundtheneedsofparticipantsfrombirthtooldage.Thismaymeanprovidingopportunitiesforathletestotrainandcompetewithathleteswhodonothaveanintellectualdisability.Itwillincludeworkingwithotherpartnersthatofferfitnessandsportprograms,includingschoolphysicaleducators,thefitnessandhealthsectors,andNSOs.EachgroupplaysakeyroleinaligningandintegratingthesportsystemandinstitutionalizingLTADtoensureappropriatesportopportunitiesareavailable.LTADisaboutdevelopingawell-alignedsportsystemthatmeetstheneedsofparticipants,acknowledgingthecontributionsofeachsector.

Special Olympics LTAD System Alignment

LTA

D a

nd L

ife S

tage

sCo

achi

ng C

onte

xt a

nd S

trea

mCo

mpe

titio

n

Com

petit

ion

Gov

erna

nce

International Competition

National Competition

Regional Competition

Inter-Club Competition

High Performance

Development

Introduction

Sport Specific Community–Initiation Sport Specific Community–Ongoing

Special Olympics Competition Sport Coach Workshop

Special Olympics Community Sport Coach Workshop

Active for Life

Training to Win

Training to Compete

Learning to Compete

Training to Train

Learning to Train

FUNdamentals

Active Start

Child Youth Late Youth Adult

NCCP Sport Specific Competition Stream

National / International

Provincial/Territorial / National

Regional / Provincial/Territorial

Community / Regional

Community

Provincial/Territorial Competition

**NCCPSport-SpecificCompetitionStream


Thediagramonpage19shouldbereadvertically.WithintheLTADandLifeStagessection,theathleteandhisorherlifestage(child,youth,lateyouth,adult)wouldfitintotheLTADstages(ActiveStart,FUNdamentals,andsoon).ThissectionfurtheralignswiththeCoachingContextandStream,showingthatathletesparticipatingintheActiveStart,FUNdamentals,orActiveforLifestageswouldbecoachedbyindividualstrainedattheSpecialOlympicsCanadaCommunitySportCoachworkshop.Thesecoachesmayalsobetrainedinthesport-specificcommunitycoachworkshops.Forexample,acoachwhoisworkingwithbowlingathleteswouldbeencouragedtoparticipateintheCommunityBowlingWorkshops.Inthiscase,theathletesintheFUNdamentalsorActiveforLifestagescouldparticipateininter-cluborregionalcompetitions.However,anathletewhohasenteredtheActiveforLifestagemayparticipateincompetitionsthatsuitherorhisabilitiesandneeds.Thismaymeanparticipatingincompetitionsatapreviousstage,suchasLearningtoTrainorTrainingtoTrain.TheCompetitionsectionshowsthetypesofcompetitionsinwhichtheathleteswouldparticipate.CoachesworkingwithathletesinthiscontextwouldbetrainedintheSpecialOlympicsCanadaCompetitionSportworkshopaswellasintheappropriateNSOcoachworkshop.

Recommendation: Coachesandadministratorsneedtocommunicatewithsport-specificorganizationstoseehowathletes,coaches,andofficialscanbenefitfromvariousdevelopmentandcompetitionopportunitiestoensuregoodalignmentwiththeathletes’developmentalneeds.Itisimportantforcoachestoparticipateintherighttrainingtomeettheneedsoftheirathletes.

Key Factor #9: Continuous Improvement

LTADacknowledgesthatmanysectorsdeliverphysicalactivityprogramstosportparticipants,includingsportorganizationsandthehealth,recreation,andeducationsectors.LTADidentifiesthefactthatthesportsystemmustconnectwiththesesectorstoensureacoordinatedapproachtosportandphysicalactivity.Withinthesportcommunity,thereisrecognitionthatallaspectsofsportmustbewellstructuredandalignedtoensurethatthebestprogramsandcompetitionsarebeingprovidedforparticipants,basedontheirdevelopment.

Continuousimprovementrequiresallperformancepartnerstoco-operatetointegratetechnicaladvancesanddevelopmentsinsportscienceandresearchaboutpeoplewithanintellectualdisabilityintotheSpecialOlympicssportenvironment.

The 5 Partners for Continuous Improvement


Recommendation:SOCmustcontinuetocoordinateandbuildrelationshipswithNSOstoshareknowledgeandexpertiseregardingsport-specificaspectsofLTAD.SOCshouldcontinuetoimproveallprogramsandincreasethenumberofinitiativesthataddressbothsportforlifeandsportexcellence.

Key Factor #10: Assessment, Monitoring, Evaluation, and Guidance

A common phrase used by coaches working with athletes with an intellectual disability is: “Know your athletes!”

LTADprovidesaframeworkthatusesquantifiablebenchmarksforevaluatingandassessinganathlete’sprogresswithintheeightLTADstages.Whethertheprogramfocusesonphysicalfitnessorsport,allcoacheswillbeabletoprovidebettertrainingprogramsandotherrelevantguidancethatwillhelptheathletemakegooddecisionsabouttheirdevelopmentandparticipationinsport.

Furthermore,LTADmayassistintheearlyidentificationofathleteswhohaveanaptitudeforandinterestinaspecificsport.

AteachstageofLTAD,athletescanbeevaluatedinfiveareas:technical,physical,tactical,psychological,andlifestyle.Theevaluationwillhelpcoachestotailorprogramsandassessiforwhenanathleteisreadytomovetothenextstage.

Coachesareencouragedtotakeadvantageofthesport-specificknowledgeprovidedbyNSOswhenmonitoringandevaluatinganathlete’stechnicalability.

Recommendation:Programleadersandcoachesshoulduseavarietyofrecognizedtestingprotocolstohelpensurethebestpossiblefitnessandsportpreparation,beittoimprovephysicalfitnessandhealthortoimprovesport-specificperformancesincompetition.SOCmaywishtotakealeadershiproleinintegratingappropriatetestingprotocolsintoprogramsbasedoninputfromexpertswithintheNSOsandfromrelatedfitnessandphysicalactivityfields.

Key Factor #11: The 10-Year Rule

Ittakesmanyyearsofsustained,high-qualitytrainingforatalentedathletetoreachelitelevels.Becausehighperformancesportforathleteswithanintellectualdisabilityisinitsinfancy,anequivalentguidelineisnotavailable.Buttheevidenceavailablesuggeststhatacomparablelevelofcommitment,time,andqualityoftrainingisrequiredforathleteswithanintellectualdisabilitytoreachelitestandards.(Mactavish,2002).

Recommendation:Developingsportskills,sport-specificfitness,andpsychologicalattributestocompeteeffectivelyisalong-termprocessandprogramsshouldbestructuredbasedonthedemandsofthesportandthelevelofathletefitness.


Long-Term Athlete Development Model for Athletes with an Intellectual Disability

Awareness

First Contact/Recruitment

Learning to Train

Training to Train

Stages can be entered at any age

Getting anActiveStart FUNdamentals

StayingActivefor LifeTraining

to CompeteLearning

to Compete Training to Win

How long participants stay in the LTAD stages depends on when they get started and their needs and interests.

Thisdiagramillustratesalong-termapproachtodevelopingathleteswithanintellectualdisability.

1.AwarenessandFirstContact/Awareness.IndividualsmayparticipateintheirfirstSpecialOlympicsprogramatanyage,dependingontheirprevioussportexposureandexperience.Inmanycases,individualswillstartattheFUNdamentalsstagewherephysicalliteracyistheprimaryareaofemphasis.Individualswithanintellectualdisabilitywhoenteraprogrambeforetheageof6willbeginintheActiveStartstage.

2.Themiddlestages—LearningtoTrain,TrainingtoTrain,LearningtoCompete,TrainingtoCompete,andTrainingtoWin—reflectthefactthatathletesmaychoosetomovealongthiscontinuuminordertooptimizetheirpotential.AthletesmayalsochoosetostayactiveandremainatacertainstageormoveintotheActiveforLifestage.

3.ItisexpectedthattherewillbeaverylargenumberofathletesintheFUNdamentalsandActiveforLifestages.Therewillalwaysbeaplaceforathletestohavefuninsport,befit,andcompeteinappropriatewaysbasedonindividualgoals.


Chronological Age:Birth(0-6)Priority:ActiveparticipationforfunObjective:DevelopplayskillsthroughmovementanddailyphysicalactivitySkills:Walking,swimming,running,jumping,balancingPrograms:SpecialOlympicsPeeWeeprograms,HeadStart,andInfantStimulationaswellasgymnastics,movementeducation,athletics,andswimming

General Description of Active StartPhysicalactivityisessentialforhealthydevelopment.Thekeyistoencouragebasicmovementskillsbecausetheseskillsdonotjusthappenasachildgrowsolder.Theseskillsdevelopbasedupontheindividual’shereditary,environmental,andactivityexperiences.Therefore,participationinprogramsthatareactive,safe,andfunshouldbeapriority.

The Participant shouldnbecomephysicallyactiveassoonaspossible,

whenthenervoussystemismaturing.nbeexposedtoawidevarietyofactivitiesthat

developfundamentalmotorskillsthroughfunandplay.

Program Leaders shouldnconsiderthatsomepeopleenterprogramslate

foravarietyofreasons.nadaptactivitiestoaccommodateindividualswho

haveenteredtheprograminearlychildhoodasopposedtothosewhoenteredasinfants.

nensurethattheparticipantisgivenage-appropriateactivitiesandgamestomaximizeherorhisenjoymentwhilelearningmotorskills.

nbecreativetoadaptandmodifyactivitiesandgamestoallowtheparticipanttobesuccessful.

nallowtheparticipanttoexperimentrepeatedlytogaincomfortandconfidencewithnewmovements.

SOC/Chapters/NSOs/Program Administrators shouldnintroduceearlymovementeducationfor

participantswithanintellectualdisability.nteamupwithotherdeliverersofgoodmovement

educationactivitiesandencourageandpromoteprogramsthatprovideexperiencesinavarietyofenvironments,includingwater,indoors,andoutdoors.

Parents/Caregivers shouldnenrolhimorherinavarietyofage-appropriate

programs.nencouragetheparticipanttotakerisksinasafe

environment.nenrollhimorherinprogramsthatmaximize

competencyinmovementskillsbeforetheyenterschool.

nlookforaschoolwherethephysicaleducationteacherispreparedtoadaptactivitiestomeettheneedsoftheparticipant.

Sport Science Research Question:Whatarethelong-termadvantagesofinvolvementinearlymovementprograms?

THE STAGES

ActiveStart

“ActiveStartisimportanttothefutureofSpecialOlympics.Byinvolvingyoungchildrenwithanintellectualdisabilityinbasicmotorprogramsthatfocusonsportskills,wewillensurethattheyaresuccessful,whichmeansthattheywillmakesportandphysicalactivityapartoftheirlife.”

—LoisMcNary,VP–Sport,SpecialOlympicsBritishColumbia


Attheendofthisstage,thegoalisfortheparticipanttohavethephysicalskillsandfitnessleveltoallowphysicalactivityfor60minutesonadailybasis.

Where to go next? – FUNdamentals

FUNdamentalsStarting Age:Males6-9toadultsandFemales6-8toadultsObjective:PhysicalLiteracySkills:BasicSportMovementSkillsPrograms: SpecialOlympicsyouthprograms,SpecialOlympicscommunityclubprograms,RunJumpThrow(AthleticsCanada),LearntoSwimprograms

General Description of FUNdamentalsFUNdamentalsisisastagewheretheparticipantlearnsphysicalliteracy.Theprimaryemphasiswithinthisstageistoexpandthemovementskillstoensuretheparticipantcanperformanumberoftheskillsidentifiedas“FUNdamentals”.Themorefundamentalmotorskillsthattheparticipantisabletodo,themoreactivitiesandsportsheorshewillbeabletoplay,withconfidence.Theprogramshouldbestructuredandfun!

The Participant shouldnlearnphysicalliteracyskills.nbeabletoparticipateinavarietyofactivities,

games,andsportsasheorshecontinuallyimprovesfundamentalmotorskills.

nbegintomakehealthychoicesbyfollowingabalanceddietandavoidingfastfoodsandemptycalories.

nparticipateinastructuredphysicalactivityprogramatleasttwiceaweek.

nbeactivethroughplayeveryday!

Instructors/Coaches/Program Administrators shouldnemphasizespeed,power,andskilldevelopment

usinggamesandexposuretoavarietyofsports.

nintroduceconceptssuchascooperation,respect,andsharing,andworkonimprovingsocialskills.

nintroducedecision-makingskillsandsimplerulesofsport.

nprovidestructured,funactivitiesinapositivesocialenvironment.

nintroducelow-levelcompetitiveplayandgames.nprovideampleopportunitytorepeatmovements

andmovementpatternsaspartofthepracticestructure.Activitiesshouldbuildconfidencebyhavingtheparticipantachieveahighrateofsuccess.

naccommodateindividualswhoenterthisstageatalaterageandwithlimitedexposuretofundamentalmotorskills

nensurethatgamesandactivitiesaremodifiedtosuiteachagegroup.

nconsiderusingasimplemovementscreenfieldtesttoassesstheparticipant’slevelofphysicalliteracypertainingtoagility,balance,coordination,speed,running,jumping,throwing,kicking,gliding,andbuoyancy.

nusetheresultsofscreeningtohelpguidestreamingto2to3selectedsportsforthenextstage.

nusetheresultsofscreeningtodeterminewhatremedialworkwithinthefundamentalmotorskillsisneeded.

nparticipateinworkshopsthatfocusonthedevelopmentofphysicalliteracy.includingtheNationalCoachingCertificationProgram(NCCP)

SOC/Chapters/NSOs/Program Administrators shouldnencouragecoachesandleaderstoparticipate


intheSpecialOlympicsCommunitySportWorkshopthatemphasizesteachingfundamentalmotorskills.

nofferandpromoteprofessionaldevelopmentforcoachesandinstructorsworkingwithathleteswithanintellectualdisability.

nestablishrelationshipswiththetechnicalexpertsandprogramdevelopersinsport-specificorganizations.

Parents/Caregivers shouldncheckoutSpecialOlympicsPeeWeeprograms

orSpecialOlympicsCommunityClubprogramsforolderparticipants.

ncontactothersportorganizationsorphysicalactivityvenuesthatmayofferappropriateactivities.

nencouragehealthyeatinghabits.nbeactiveasafamilyorinthegrouphomeasa

wayoflife.

ninvestigateavarietyofprogramsthatwillhelpdevelopfundamentalmotorskills.

nconsiderparticipationinseasonalactivitiesthatprovidevarietyinskilldevelopmentsandenvironmentstoinwhichtodevelop.

Where to go next? Ifathletesreachthisstageandfindthatthisiswheretheyperformtothebestoftheirability,theycanstayforaslongastheyfeelisappropriate,whethersixmonthsorsixyears.Athletescanenjoycompetitionattheappropriatelevelfortheremainderoftheircompetitivecareers.Iftheyfeelthattheyhaveimprovedandcanmoveontothenextstage,theycouldmoveto Learning to Train.Iftheyprefernottocompeteatthislevelanylonger,theycouldmovetoActive for Life.

LearningtoTrain

Starting Age:Males9-12toadultandFemales8-11toadultObjective:Developbasicsportskillsspecificto2to3sportsSkills:ReinforceallfundamentalmotorskillsandacquisitionofbasicsportskillsPrograms:Communityclubprograms,sportclubs,sport-specificprograms.TheseprogramscouldbeSpecialOlympicsprogramsorgenericsportprograms.Competition:Inter-club,City-wide,orRegional

General Description of Learning to TrainParticipantsshouldbeconsidering2to3sportsthattheyenjoyandforwhichtheyhaveapredisposition.Theintentistobuildamulti-skillfoundationthatwillprovidetheathletewithoptions.Theselectionof2to3seasonalsportswillkeeptheathleteactivethroughouttheyear,

developingfitnessandskills.

Learning to Train isconsideredtobeatransitionpointinLTAD.Athletesmaychoosetostayatthisstageforanextendedperiodoftimeorformostoftheircompetitivecareerbeforeprogressingtothenextstage,whichcouldbeActiveforLifeorTrainingtoTrain.IfthechoiceisTrainingtoTrain,anincreasedcommitmentwillbenecessary.ShouldparticipantschoosetomovetoActiveforLife,theyhaveallthenecessaryfundamentalmotorskillstobeableenjoyavarietyofactivities.

The Athletes/Participants shouldnexploreavarietyofsportexperiences.ndetermineiftheyhaveapredispositionforor

particularenjoymentofspecificsports.nbeintroducedtothespecificphysicalfitness

trainingrequiredfortheselectedsports.


nparticipateinastructuredsportprogram2to3timesperweek.

nbephysicallyactiveeveryday.nmaintainahealthylifestylethatincludesgood

nutritionalhabits,dailyroutines,andhygiene.nentercompetitiveeventsthataresuitabletotheir

skilllevelandphysicalabilities.nbegivenampleopportunitytorepeatgrossand

finemotormovementsinskillpractice,includingactivitiesforagility,balance,andcoordination.

ncontinuetoworkoncorestrengthandposture.

Coaches shouldnconsiderassociateddisabilitieswhenrecommendingthattheathletepursuecertainsports.

nprovideguidancewhenathletesareselectingtheir2to3sports.

nconsulttheNSOs’LTADandNCCPmaterialtointegrateappropriatetechnical,tactical,andphysicaltraining.

nmeasurepeakheightvelocityinaccordancewiththeguidelinesofeachNSOandadapttrainingprogramsasnecessary.

nconsiderboththechronologicalanddevelopmentalageofparticipantstoensuretheappropriatenessofallaspectsoftheprogram.

nincludeactivitiesthatwillimprovecorestrength.nintroducecompetitionforfun–participantsentereventsthataresuitabletotheirskillandphysicalabilities.

nprovideguidanceatthistransitionpointastooptionsforsportchoices.

nincludesystematicandrigorousapproachestoassessment,monitoring,andrecord-keepingofprogress.

ntaketheSpecialOlympicsCommunitySportCoachworkshopand/ortheCompetitionSportWorkshop.

nparticipateintheCommunity-InitiationWorkshopsofferedbyvariousNSOs.

Coaches/Parents/Caregivers shouldnreinforcefairplay,appropriatecommunicationinasportenvironment,sharing,andcooperativeparticipation.

nintroducetheconceptofself-responsibilitypertainingtobeingreadyfortrainingand

competitionsuchashavingthepropertraining/competitiveuniformsandlookingaftersportequipment.

nprovideadditionalsupervisionwhenathletesareinanunfamiliarenvironment.

noffersupportwithtransportationtosportactivitiesandcompetition.

nencouragehealthylifestylehabits.nintroduceandsupportsomesimplementalpreparationtechniques.

SOC/Chapters/NSOs/Program Administrators shouldnencouragesomeathletestoparticipateinNSOorP/TSOcompetitions.

ncontactNSOand/P/TSOcounterpartstoidentifyopportunities.

nkeepinmindtheathlete’sbestinterestswiththeprioritybeingtoensurepositivetrainingandcompetitiveexperiences.

Sport Science Research QuestionTowhatextentcanself-monitoringstrategiesbeusedtoinvolvetheathletesinmonitoringtheirowntraining?

Where to go next?Ifathleteshavereachedthisstageandfindthatthisiswheretheyperformtothebestoftheirability,theycanstayforaslongastheyfeelisappropriate.Athletescanenjoycompetitionattheirappropriatelevelfortheremainderoftheircompetitivecareer.Iftheyfeeltheyhaveimprovedandcanmoveontothenextstage,theycouldmovetoTraining to Train.Iftheyfeeltheywouldnotliketocompeteanymoreatthislevel,theycouldreturntoapreviousstageormovetoActive for Lifeformorecasualcompetition.


Starting Age:Males12to16toadultsandFemales11to15toadultsPriority:ConsistentqualitytrainingObjective:Buildphysicalcapacitiesrelatingtosport-specificprotocolsforcomplementarysportsSkills:Sport-specificskillsasperNSOLTADguidelinesPrograms:SpecialOlympicsprograms,NSOsport-specificprograms

General Description of Training to TrainAllprogramsshouldcontinuetobefun.However,thereisanelementofseriousnessinthephysicalpreparationandcompetition.Theathletetrains4to6timesperweek.Thecoachhasamuchlargerroleinmonitoring,assessing,andmeasuringtoensureappropriategainsarebeingmadebasedontheathlete’scommitmenttotraining.

The Athlete shouldnselect2or3complementarysportswherethe

emphasisisonimprovingthesport-specificskillsandsport-specificfitness.

nfocusontrainingnotjustcompeting.nbeexposedtotrainingandcompetition

protocolsconsistentwiththeNSO.ntrain4to6timesperweekinanorganized,

supervisedsetting.ncompeteatregionaland/orprovincial/

territorialGamesandpossiblyatgenericsportcompetitions.

nhavetheopportunitytocompete4to6timesusingasingleperiodizationmodel.

nbeintroducedtoperformancestandardsforindividualandteamsports.

n beencouragedtotakemoreresponsibilityinpreparationfortrainingandcompetition.

Coaches shouldndevelopaseasonaloryearlytrainingplanfor

eachathlete.nusequantitativeassessment,monitoring,and

measuringtoevaluatephysicalandtechnicalprogress.

ncontinuetomeasurepeakheightvelocityandintegrateconceptsoftheWindowsofTrainability

asoutlinedineachsport-specificLTADmodel.ncheckforeligibilitywithSpecialOlympicsand

otherorganizationsassociatedwithathleteswithanintellectualdisabilityorgenericsportopportunities.

nparticipateintheappropriatesport-specificNCCP.

nintroducetherehearsalofpracticeroutinesandcompetitionroutinestoprepareforcompetition.

nhelpathletestosetachievablegoalsintheareasofself-responsibilitypertainingtopreparationfortrainingandcompetition.

nintroducesomesport-specificcompetitionprotocols.

ncontinuetoreinforceappropriatesportbehaviorandfollowingofrules.

nbeawareoftheancillaryissuesthatwillhaveananimpactontrainingandcompetitionforathleteswhoarelivingontheirown.

TrainingtoTrain


Parents/Caregivers shouldncheckforeligibilitywithSpecialOlympicsand

otherorganizationsassociatedwithathleteswithanintellectualdisability.

nensurethatadditionalsupervisionisprovidedwhenathletesareinanunfamiliarenvironment.

nprovidetransportationorotherdailylivingsupportasneeded,providingopportunitiesforsomeindependentdecisionmaking.

SOC/Chapters/NSOs/Program Administrators shouldncheckforeligibilitywithSpecialOlympicsand

otherorganizationsassociatedwithathleteswithanintellectualdisability.

norganizeandfindcompetitionsthatmeettheathletes’developmentalneeds.

ncontinuetoworkwithNSOstointegratesomeathletesintotheirprogramsandcompetitions.

Where to go next?Ifathleteshavereachedthisstageandfindthatthisiswheretheyperformtothebestoftheirability,theycanstayforaslongastheyfeelisappropriate.Athletescanenjoycompetitionattheirappropriatelevelfortheremainderoftheircompetitivecareer.Iftheyfeeltheyhaveimprovedandcanmoveontothenextstage,theycouldmovetoLearning to Compete.Iftheyfeeltheywouldnotliketocompeteanymoreatthislevel,theycouldreturntoapreviousstageormovetoActive for Lifeformorecasualcompetition.

Chronological Age:LateYouthtoAdultObjective:CompetentcompetitorSkills:Sport-specificskillsasdefinedbytheNSOCompetition: ProvincialGames,NationalGames,genericsportcompetitiveopportunitiesPrograms: SpecialOlympicscompetitiveprogramsand/orworkingwithsport-specificcompetitiveprograms.

General Description of Learning to Compete Theathletenarrowshisorherfocustoonesportinwhichtoexcel.Sheorhemayparticipateintheoff-seasoninacomplementarysportforcross-trainingoraspartofregeneration.

Allcompetitionexperiencesshouldbewellsuitedtothephysicalandtechnicalpreparationoftheathlete.Theathletewillbeintroducedtocompetitionprotocolsandbecomecomfortablewithallaspectsofcompetitionpreparation.Athletesneedmanyopportunitiestocompete.

Athletes shouldntrain5to7timesperweekina

well-structuredprogramthattargetssport-specifictechnical,tactical,physical,andpsychologicalrequirements.

ncompeteattheSpecialOlympicsProvincial/TerritorialandNationalGames.

nparticipateincompetitionswithgenericsportwhenopportunitiesarise.

ncompete4to6timesduringaseasonusingadoubleperiodizationyearlytrainingplan.

ntakeresponsibilityforthepreparationoftheirownsportequipmentunderthesupervisionofthecoach.

Coaches shouldndevelopyearlytrainingplansbasedonthe

selectedsportanddoubleperiodization.nusemoresophisticatedtestingandmonitoring

methodsasawaytotrackprogress.nindividualizetrainingprogramsbasedonthe

resultsoftestinganddevelopingindividual

LearningtoCompete


strengthsandminimizingweaknessesbasedonthesport-specifictechnical,tactical,physical,andpsychologicalrequirementsofthesport.

nintegrateandwherenecessarymodifyrecommendationsfromtheNSO’sspecificLTADintotrainingandcompetitionplanningbasedontheathlete’sindividualcharacteristics.

nuseprimarilyobjectiveselectionprocessestorankandselectathletesforcompetitionopportunities.

npracticesimplementalpreparationexercisesbeforetrainingandcompetition.

nensureownhealthbygettingrest,exercise,andpropernutrition.

nassistandassessathletestospecializeinonesport.

ntrackprogressusingappropriatetestingprotocols.

nspendtimeintrainingandatcompetitionhelpingathletestounderstandtherulesofthesport.

Parents/Caregivers shouldnhelptoreducestressorbarriersbyassisting

withtransportationandmealpreparationandensuringadequaterecoverytime.

nattendcompetitionstoassistwithsupervisionandtoprovidepsychologicalsupport.

SOC/Chapters/NSOs/Program Administrators shouldndeveloprelationshipswithNSOsandP/TSOsto

maximizecompetitionopportunities.nencouragecoachestoparticipatein

sport-specificNCCPorprofessionaldevelopmentworkshops.

Where to go next? Ifathleteshavereachedthisstageandfindthatthisiswheretheyperformtothebestoftheirability,theycanstayforaslongastheyfeelisappropriate.Athletescanenjoycompetitionattheirappropriatelevelfortheremainderoftheircompetitivecareer.Iftheyfeeltheyhaveimprovedandcanmoveontothenextstage,theycouldmovetoTraining to Compete.Iftheyfeeltheywouldnotliketocompeteanymoreatthislevel,theycouldreturntoapreviousstageormovetoActive for Lifeformorecasualcompetition.


Chronological Age: EarlyAdultObjective:SportSpecialization–TrainingandCompetitionExcellenceSkills:Sport-specificskillsasdefinedbytheNSOCompetition:SpecialOlympicsNationalGames,CanadaGames,NSOcompetitionsPrograms:SpecialOlympicscompetitiveprogramsand/orsport-specificcompetitiveprograms.

General Description of Training to CompeteOptimumpreparationistheprimaryfocusofthisstage.Trainingandcompetitionpreparationshouldfocusonyear-round,highintensity,individualevent,anddiscipline-specifictraining.Becausetheathleteneedstobechallengedtoperformunderavarietyofconditions,trainingneedstosimulatethese.Trainingisusedasanopportunitytomodelhighlycompetitivesituationswheretheathleteischallengedtousedecisionmakingandtacticalskills.

Athletes shouldntrain7to9timesaweektoimprove

performance.ntrainandcompetefollowingawell-structuredand

periodizedyearlytrainingplan.ntrainandcompeteinavarietyofenvironments

thatchallengethemtoadjustandadapttounpredictablevariables.

nbeadisciplinespecialistwithalloftherelevantskillsandabilitiesaccordingtothebenchmarksidentifiedbytheNSO.

nbeexposedtoqualifyingtimesandqualifyingtrialsbasedonprotocolsdeterminedbySOCandtheNSOs,whereappropriate.

nbefamiliarwithsportrulesandproceduresatnationalcompetitions.

nbeactivelyinvolvedinmonitoringtheirown

trainingandcompetitionpreparation.nbalancetheirsportinvolvementwithother

responsibilitiesintheirlivessuchaspart-timejobs,school,andfamily.

nutilizementalpreparationskillsduringtraining,competition,anddailylife.

ntakeonmoreresponsibilityfortheirownsportequipmentinpreparationfortrainingandcompetition.

Coaches shouldnindividualizetrainingprogramsbasedon

testingandmonitoringresultstominimizesportperformanceweaknessesgiventhedemandsofthesport.

nmonitortrainingandcompetitionloadstoavoidburnoutorinjury.

ndevelopyearlytrainingplansbasedonexpertisefromtheNSO.

ninvestigatetheathlete’sdailylivingsupportneedsespeciallyrelatingtomedicalneedsandself-responsibility.

ncontinuetoexposeathletestoavarietyofenvironmental,tactical,andstrategicconditionsthattestmasteryofsport-specificskills.

nuseobjectiveselectionprocessesforathletestryingoutfornationalorinternationalGames.

ncontinueprofessionaldevelopmentwiththeNSOtokeepabreastofnewtechnical,tactical,andphysicaldevelopmentswithinthesport.

Parents/Caregivers shouldnprovidedailylivingsupporttoallowathletesto

focusontheirsportperformanceratherthanonthechallengesassociatedwithdailyliving.

ncontinuetooffersupportwithtransportationwherepossible.

TrainingtoCompete


SOC/Chapters/NSOs/Program Administrators shouldnmonitorathletesforsignsofbeingreadyto

competeatinternationalcompetitions.nworkwithcoachestodeterminesportreadiness

aswellastheabilitytomanagedailyliving,includingmedication,somewhatindependently.

nintegratecompetitionswithNSOsandP/TSOs

Where to go next?Ifathletesfindthatthisstageiswheretheyperformtothebestoftheirability,theycanstayandparticipateoraslongastheyfeelisappropriate.Athletescanenjoycompetitionattheirappropriatelevelfortheremainderoftheircompetitivecareer.Iftheyfeelthattheyhaveimprovedandcanmoveontothenextstage,theycouldmovetoTraining to Win.Iftheyfeelthattheywouldnotliketocompeteanymoreatthislevel,theycouldreturntoapreviousstageormovetoActive for Lifeformorecasualcompetition.

TrainingtoWin

Chronological Age: AdultObjective:PodiumPerformancesandPersonalBestsSkills: AsperNSOguidelinesPrograms: Integrateintoappropriatesport-specificprogramsandtheSpecialOlympicsNationalTeamprogramCompetitions: SpecialOlympicsNationalGames,SpecialOlympicInternationalGames,NSOcompetitions,InternationalSportsFederationforPersonswithanIntellectualDisability

General Description of Training to WinTheathletesarestrivingtoperfectonesportinpreparationforhighlycompetitivesituations.Athletesparticipatein2to3competitionsperyearwithappropriatechallenges.Oneinternationalcompetitionmaybeincludedduringtheyear.Allperformancefactorsshouldbefullyestablishedtomaximizeperformanceatinternationalcompetitions.Bythisstage,athleteswillhavereachedtheirphysiologicalpotentialthroughsystematictraininginthepreviousstages.Athleteswillberefiningtheirphysical,technical,competitive,tactical,mental,andancillarycapacitiessothattheycanbeascompetitiveaspossible.Significantgainswillbemadeintheareasofpsychologicalpreparation,refinementofcompetitionstrategiesandpreparation,andthemanagementofancillarycapacities.

Athletes shouldnfocusonqualitytraining,recovery,andinjury

preventiontoensurepersonalbestsduringcompetitions.

ntrain9to15timesaweekfollowingtheNSO’stechnical,physical,andtacticalprotocols.

nworkwithacoachtoestablishsolidpre-competitionandcompetitionplans.

ncompete2to3timesayearinchallengingcompetitions.

nbecomeincreasinglyresponsibleandindependentduringtrainingandcompetition.

Coaches shouldnusecompetitivetrainingsituationstofamiliarize

athleteswithinternationalrules,procedures,andprotocols.

nmanagetheyearlytrainingprogramandincludefrequentbreakstopreventinjuriesandphysicalandmentalburnout.

nensurethatthetrainingprogramallowsforpeakingatmajorcompetitionsusingtheframeworkoutlinedintheNSO’sLTAD.


nconsultwithsportscientiststooptimizeindividualathletetrainingneeds.

ncontinuetomonitorprogressusingfieldandlaboratorytestprotocolsconsistentwiththeNSO’sbatteryoftests.

ncontinueprofessionaldevelopmentwiththeNSOtokeepabreastofnewdevelopmentswithinthetechnical,tactical,andphysicalaspectsofthesport.

nconsultsport-specificspecialistswhenpossible.nmonitorlifestylechoicestoensureappropriate

personalhygiene,rest,andnutrition.ncommunicateregularlywithparents/caregivers

regardingdailysupportissues.

Parents/Caregivers shouldnassistwithdailylivingsupportwherepossible,

includingtransportationandmealpreparation.nensurethatmedicalneedsarecommunicated

beforetraveltakesplace.nencourageathletestogetpropernutritionand

restinordertofuelgoodtrainingandcompetitiveperformances.

SOC/Chapters/NSOs/Program Administrators shouldnassistinbuildingrelationshipswithpartners

toensureadequateaccesstoqualitytrainingfacilities.

nensurethatalltravelarrangementscanaccommodatespecialneedsincludinghotels,flights,andmeals.

nassistinaccessingsportscientiststohelpwithdesigningtheyearlytrainingprogramandtestingdates.

nensurethatselection/qualifyingstandardsareconsistentwithdevelopingtop-qualityperformersatinternationalcompetitions.

Where to go next?Ifathletesfindthatthisstageiswheretheyperformtothebestoftheirability,theycanstayandparticipateforaslongastheyfeelisappropriate.Athletescanenjoycompetitionattheirappropriatelevelfortheremainderoftheircompetitivecareer.Iftheyfeelthattheywouldnotliketocompeteanymoreatthislevel,theycouldreturntoapreviousstageormovetoActive for Lifeformorecasualcompetition.


General Description of Active for LifeGenerally,participantsinthisstagewillbeolder,havingmovedthroughatleastActiveStartandFUNdamentals.However,therewillbeindividualswhohavebeencompetitorsatalllevelsincludingregional,provincial,national,andinternational.Therefore,programsneedtobestructuredtomeettheneedsofallparticipants.Participationisprimarilyrecreationalandanycompetitionislowintensitywiththefocusonfun.Muchofthemotivationforparticipationrelatestotheopportunitytosocializewithpeers.Activitychoicesshouldfocusonsocialopportunities,enjoyment,physicalfitness,andmaintenanceofstrength.Aspeopleage,regularphysicalactivityreducesriskfactorsassociatedwiththeincidenceofchronicdiseasessuchastype2diabetes,heartdisease,andvarioustypesofcancers.

Participants shouldnbeactiveatleast5timesperweekfor60

minutes.nmaintaingoodcardiovascularfitnessandcore

strength.nselectsportsandfitnessactivitiesthattheyenjoy.

Coaches/Program Leaders should noffergoodpracticesthatemphasizephysical

fitness,strength,andskilltrainingandreinforceagility,balance,andcoordination.

nkeepitfunandsocialandfocusonfitness.

Parents/Caregivers shouldncontinuetoprovidesupportrelatingto

transportation,goodnutritionalchoices,andhealthylifestyles.

SOC/Chapters/NSOs/Program Administrators shouldngiveconsiderationtoimprovingand/ormaintainingstrengthinordertoreducetheriskofinjuryduringdailylivingandduringphysicalactivity.

nprovideavarietyofprogramsthatofferlife-longtypesofactivities.

Chronological Age:AllagesObjective:LifelongphysicalactivitySkills:Varietyofsportskillsandactivities,ongoingworkonaerobicfitness,strength,agility,balance,coordination,andflexibilityPrograms: SpecialOlympicscommunityprogramsorgenericsportcommunityprograms

ActiveforLife


Onthebasisofsportscienceresearchandtheintegrationofresearch,knowledge,andexperiencewithrespecttoindividualswithanintellectualdisability,theSOCLTADSteeringCommitteehasidentifiedanLTADpathwaythatincorporatestheimportanceofoverallhealthandphysicalfitnessaswellaswhatisneededtooptimallyprepareathletestocompeteontheworldstage.Thepathwayrangesfromachild’sfirstmovementsuptoandincludinglifelonginvolvementinsport.SOC’sLTADintroducesnewconceptsandideasofhowprogramscanbeadjustedtoaddressthe11keyfactorsofLTAD.Itestablishesaclearprogressionfromplaygroundtopodiumtolifelongparticipation,usinganeight-stagemodelthatoutlinesaflexibleframeworkbasedoncapacity,motivation,lifesituation,andaccesstosportdevelopmentservices.

Thisdocumentisalsointendedtoactasanagentofchange.ThecurrentSpecialOlympicssystemisdiscussedwithgapsidentifiedandpossiblesolutionspresented.Anexhaustiveliteraturesearchrevealsthatmuchmoreresearchisneededregardingsportandathleteswithanintellectualdisability.

ConsistentwiththeLTADmodelsthatare

beingadoptedbyover60NSOs,theSOCmodelrecognizesthatstrongpartnershipswithotherperformancepartnersarecriticaltotheimplementationplan.Implementationdoesnothappenovernight,butislikelytobea5-to10-yearprocessandwillrequirechangesandtheconcertedeffortsofmanystakeholders.

FurtherdiscussionregardingimplementationisnecessaryandneedstobeintegratedintoSOC’sstrategicplanning.

ThediagrambelowillustratesthescopeofinfluencethatLTADwillhaveinvariousareas,allfocusedonprovidingthebestservicestodevelopathletepotential,beitforpersonalbestsoreliteperformances.Athleteswithanintellectualdisabilitywillbeinfluencedbybothinternalandexternalsystems,involvingtheexpertiseofpartnersandotherstakeholders.

ThisisanexcitingtimeforsportandforSpecialOlympics.Thechangesthatarerecommendedpresentanopportunitytoadvancetheabilitiesofallathletessotheycantrulyintegratesportandphysicalactivityintotheirlives.

CONCLUSION

AdaptedfromtheBigPicturebyRichardWay


Framework for Guiding the Implementation PlanTherecommendationslistedthroughoutthisdocumentaresummarizedhereasconsiderationstoguidesubsequentdevelopmentoftheLTADimplementationplan.

LTAD initiative Priority Cost Role

DevelopprogramsforActiveStart.

Develop,promote,anddeliverappropriateprogramsforFUNdamentals

InitiateacompetitionreviewtoexaminecompetitiveopportunitiesfortheLTADstages.

Reviewcompetitionformatsthatincludelocal,regional,provincial/territorial,andnationalcompetitions.

Examinecompetitionanddivisioningtoensurethatvariousprocessesencourageandmotivateathletestotrainsystematically.

Identifykeyrelationshipswithexternalsportsystemperformancepartners.

Establishcoach/administratoropportunitiestotapintosport-specificexpertise.

IdentifyrelationshipsandcommunicationstoensuresportsystemalignmentwithallaspectsofSpecialOlympicssportprogramdelivery.

EstablishpartnershipstoenablecoachestolearnaboutLTADstagesfromthe14officialsportsoftheSpecialOlympics.

IdentifykeyLTADcoaching-specificinformationtointegrateintotheNCCP.

Provideopportunitiesforcoachestounderstand5S’sandtheinfluenceofcognitiveimpairmentandassociateddisabilities.

EstablishcoachmentorshipopportunitieswithNSOs.

Traincoachesinsport-specificrequirementstoassistathletesinmakingsportchoices.

Traincoachestointegraterecognizedtestingprotocolsintotheirsportprograms.

Establishsportscience,planning,andperiodizationinSOCcompetitionprograms.


Adaptationreferstoaresponsetoastimulusoraseriesofstimulithatinducesfunctionaland/ormorphologicalchangesintheorganism.Naturally,thelevelordegreeofadaptationisdependentuponthegeneticendowmentofanindividual.However,thegeneraltrendsorpatternsofadaptationareidentifiedbyphysiologicalresearch,andguidelinesareclearlydelineatedofthevariousadaptationprocesses,suchasadaptationtomuscularenduranceormaximumstrength.

Adolescenceisadifficultperiodtodefineintermsofthetimeofitsonsetandtermination.Duringthisperiod,mostbodilysystemsbecomeadult,bothstructurallyandfunctionally.Structurally,adolescencebeginswithanaccelerationintherateofgrowthinstature,whichmarkstheonsetoftheadolescentgrowthspurt.Therateofstaturalgrowthreachesapeak,beginsaslowerordecelerativephase,andfinallyterminateswiththeattainmentofadultstature.Functionally,adolescenceisusuallyviewedintermsofsexualmaturation,whichbeginswithchangesintheneuroendocrinesystempriortoovertphysicalchangesandterminateswiththeattainmentofmaturereproductivefunction.

Ancillary capacitiesrefertotheknowledgeandexperiencebaseofanathleteandincludeswarm-upandcool-downprocedures,stretching,nutrition,hydration,rest,recovery,restoration,regeneration,metalpreparation,andtaperandpeak.Themoreknowledgeableathletesareaboutthesetrainingandperformancefactors,themoretheycanenhancetheirtrainingandperformancelevels.Whenathletesreachtheirgeneticpotentialandphysiologicallycannotimproveanymore,performancecanbeimprovedbyusingtheancillarycapacitiestofulladvantage.

Associated impairmentsdescribessituationsinwhichpeoplehaveimpairmentsinadditiontoaprimarydiagnosisofintellectualdisability(Batshaw,2002).Formostpeoplewithmildintellectualdisability,thisisastand-aloneformofimpairment.Individualswithmoresevereintellectualdisabilityoftenhaveotherimpairments(thatis,associatedimpairments)thatmayaffectfunctioninginlifeandsport.Whilenotanexhaustivelist,themostcommonassociatedimpairmentsincludecerebralpalsy,sensory(visionandhearing)impairments,seizuredisorders,communicationimpairments,behaviour/psychiatricdisorders,andattention-deficit/hyperactivitydisorder(Batshaw,2002).

Childhoodordinarilyspanstheendofinfancy—thefirstbirthday—tothestartofadolescenceandischaracterizedbyrelativelysteadyprogressingrowthandmaturationandrapidprogressinneuromuscularormotordevelopment.Itisoftendividedintoearlychildhood,whichincludespreschoolchildrenaged1to5years,andlatechildhood,whichincludeselementaryschool-agechildren,aged6throughtotheonsetofadolescence.

Chronological agerefersto“thenumberofyearsanddayselapsedsincebirth.”Growth,development,andmaturationoperateinatimeframework;thatis,thechild’schronologicalage.Childrenofthesamechronologicalagecandifferbyseveralyearsintheirlevelofbiologicalmaturation.Theintegratednatureofgrowthandmaturationisachievedbytheinteractionofgenes,hormones,nutrients,andthephysicalandpsychosocialenvironmentsinwhichtheindividuallives.Thiscomplexinteractionregulatesthechild’sgrowth,neuromuscularmaturation,sexualmaturation,andgeneralphysicalmetamorphosisduringthefirst2decadesoflife.

Critical periods of development referstoapointinthedevelopmentofaspecificbehaviourwhenexperienceortraininghasanoptimaleffectondevelopment.Thesameexperience,introducedatanearlierorlatertime,maydelaylaterskillacquisition.

Developmentrefersto“theinterrelationshipbetweengrowthandmaturationinrelationtothepassageoftime.Theconceptofdevelopmentalsoincludesthesocial,emotional,intellectual,andmotorrealmsofthechild.”

GLOSSARY


Theterms“growth” and “maturation”areoftenusedtogetherandsometimessynonymously.However,eachreferstospecificbiologicalactivities.Growthrefersto“observable,step-by-step,measurablechangesinbodysizesuchasheight,weight,andpercentageofbodyfat.”Maturationrefersto“qualitativesystemchanges,bothstructuralandfunctionalinnature,intheorganism’sprogresstowardmaturity;forexample,thechangeofcartilagetoboneintheskeleton.”

Pan-Canadianreferstoanapproachthataddressestheentirecountryfromtheeasttothewestandthenorthtothesouth,recognizingthattherearedifferencesacrossthecountrythatneedtobeconsideredinallplanning.

Peak height velocity (PHV)isthemaximumrateofgrowthinstatureduringgrowthspurt.TheageofmaximumvelocityofgrowthiscalledtheageatPHV.

Peak strength velocity (PSV)isthemaximumrateofincreaseinstrengthduringthegrowthspurt.TheageofmaximumincreaseinstrengthiscalledtheageatPSV.

Peak weight velocity (PWV) isthemaximumrateofincreaseinweightduringthegrowthspurt.TheageofmaximumincreaseinweightiscalledtheageatPWV.

Physical literacyreferstothemasteringoffundamentalmotorskillsandfundamentalsportskills.

Post-natal growthiscommonly,althoughsometimesarbitrarily,dividedinto3or4ageperiods,includinginfancy,childhood,adolescence,andpuberty.

P/TSOs – Provincial/Territorial Sport Organizations.Theseorganizationsgovernsport-specificaspectsofasport’sdevelopmentwithinaprovinceorterritory.

Pubertyreferstothepointatwhichanindividualissexuallymatureandabletoreproduce.

Readinessreferstothechild’slevelofgrowth,maturity,anddevelopmentthatenableshimorhertoperformtasksandmeetdemandsthroughtrainingandcompetition.Readinessandcriticalperiodsoftrainabilityduringgrowthanddevelopmentofyoungathletesarealsoreferredtoasthecorrecttimefortheprogrammingofcertainstimulitoachieveoptimumadaptationwithregardtomotorskills,muscular,and/oraerobicpower.

Skeletal agereferstothematurityoftheskeletondeterminedbythedegreeofossificationofthebonestructure.Itisameasureofagethattakesintoconsiderationhowfargivenboneshaveprogressedtowardmaturity,notinsize,butwithrespecttoshapeandpositiontooneanother.

Trainabilityreferstothegeneticendowmentofathletesastheyrespondindividuallytospecificstimuliandadapttoitaccordingly.MalinaandBouchard(1991)definedtrainabilityas“theresponsivenessofdevelopingindividualsatdifferentstagesofgrowthandmaturation.”

Trainingreferstosystematicandintegratedactionsaimedatinfluencingthedevelopmentofperformanceinagoal-orientedway.Itisthevariousprocessesandmethodsofperiodicallyadministeringcontrolledstressontheorganismtoaseriesofprinciples,andorganizedintoacoherentplan,inordertoinducegeneralandspecificadaptationstovarioussystems,organsand/ortissues,andimproveperformancecapacity.


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CanadianSportForLife.(2005).Bayli,I.,Cardinal,C.,Higgs,C.,Norris,S.,andWay,R.CanadianSportCentres,Vancouver,BC.ISBN0-9738274-0-8.

Cronk,S.,Crocker,A.C.,Pueschel,S.M.,Shea,A.M.,Zackai,E.,Pickens,G.,andReed,R.B.(1988).Growthchartsforchildrenwithdownsyndrome:1monthto18yearsofage.Pediatrics,81(1),102-110.

Gallahue,D.L.,&Ozmun,J.C.(2002).Understandingmotordevelopment:Infants,children,adolescents,adults.Boston,MA:McGraw-Hill.

Jobling,Virji-Babul&Nichols,(2006).Downsyndrome:Play,moveandgrow.

Mactavish,J.,&Dowds,M.(2003).Physicalactivityandsportforindividualswithintellectualdisability:Concepts,strategies,opportunities,andissues.InR.Steadward,G.Wheeler,&J.Watkinson(Eds.),Adaptedphysicalactivity(pp.559-588).Edmonton,AB:UniversityofAlbertaPress.

Mactavish,J.(2003,November).TheSportInformationandConsequencesQuestionnaire(SIC-Q):Mappingtheconnectionbetweenintellectualdisabilityandelitesportperformance.Keynotepresentation,Asia,SouthPacificConferenceonEligibility,Tokyo,Japan.

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REFERENCES


Overview and Summary of Sport Related Research in the Area of Intellectual Disability

SportCanada’sLTADincorporatesseveralcoreideasandvalues,whichinclude

n promotingahealthy,physicallyliteratenationwhosecitizensparticipateinlifelongphysicalactivity.

n facilitatingachievementofoptimalathleticpotentialbydesigningandimplementingtraining,competition,andrecoveryprogramsbasedondevelopmentalprinciplesofgrowthandmaturation(thatis,physical,mental,emotional,andcognitivedevelopment).

n creatinganintegratedandcomprehensivedeliverysystemthatheightenscollaborationamongandbetweenallstakeholdersinvolvedinCanadiansport—participants,parents,coaches,schools,clubs,communityrecreation,P/TSOs,NSOs,sportscientists,andgovernmentministriesatthemunicipal,provincial/territorial,andnationallevels.

Whilethesecoreideasareallimportant,thisappendixexpandsonthesecondpoint—designingandimplementingtraining,competition,andrecoveryprogramsbasedondevelopmentalprinciplesthatareattheheartoftheathletedevelopmentcomponentofLTAD.

LTADisbuiltonknowledge,derivedfromresearch,ofgrowthandmaturation.AsdefinedintheGlossary,thesetwoconceptsaredistinctive,withgrowthreferringtoobservablechangesinbodysize(height,weight,andpercentageofbodyfat)andmaturationbeingaboutchangesinthestructureandfunctionofdifferentbodysystems;forexample,hormonalchangesandbonemineraldensity.Trainability,anotherkeyLTADconcept,isbasicallyabouttargetingtraining,competition,andrecoveryprogramsinwaysthatcapitalizeonnaturallyoccurringstagesofgrowthandmaturationtooptimizeskilllearningandathletedevelopment.

Whenitcomestopeoplewithanintellectualdisability,sport-relatedresearchconsistentwiththeempiricalbasisforLTAD—thatis,directlylinkedtotheprinciplesofgrowth,maturation,andtrainability—isextremelylimited.

ExistingresearchintheareaofintellectualdisabilitydoesnotmeshallthatwellwiththebasisusedinLTADbecausethepredominantfocushasbeenon

1.captivepopulations,peoplewhoresideininstitutionswithlimitedaccesstoqualitysporttrainingandcompetitionprogramssuchasthoseprovidedbySOC.Theseindividualsareneitheragoodnoracomparablereferencegroupforindividualsservedbysportprogramsand,asSOClookstothefuture,representauniquecohortwithlifeandactivityexperiencesnotlikelytobereplicatedbecausethereisnohistoryofinstitutionalizationorcommunityresiding.

2.health-relatedphysicalfitness,whichisproblematicbecausetherelationshipbetweenphysicalactivityandhealth-relatedfitnessisnotstrong.Thismaysoundcounter-intuitive,butnotwhenconsideringthatphysicalactivitysufficientforachievinghealthbenefitsisnotnecessarilyoftheintensity,frequency,anddurationneededtoachieveoptimalaerobicfitnessandotherelements,atleastforindividualsintheTrainingtoCompetestageandbeyond.Wealsoknow,atleastforindividuals

APPENDIX 1


withoutadisability,thatgrowthandmaturationaffectsthisrelationship.Thebestexamplesofgrowthandmaturationeffectsongeneralfitnessareoftenseeninstrengthmeasureswherelatematuringboysdon’tscoreaswellasthosewhomaturewithinthetypicalrangesandearlymaturinggirls,withaheavierandhigherpercentageofbodyfatcomparedtotypicallymaturinggirls,areoftendisadvantaged.

3.deficits,orlagsindevelopmentorfitnessversusin-depthanalysisorrecommendationsforintervention/trainingtopromotesport-specificfitnessorskillacquisitionanddevelopment.

4.advocacy,whichhaspromotedthebenefitsofparticularformsofsportandphysicalactivityinvolvementsuchasSpecialOlympicsoverotheraims,suchasevidence-based,knowledge/practicepromotion.

Beyondtheseconcerns,whichapplytomostoftheavailableresearchbase,limitedconsiderationofthediverserangeofindividualssubsumedwithinthepopulationandcategorizedashavinganintellectualdisability—recallingthatthereareover500differentknownformsofintellectualdisability,somewithspecificgeneticorchromosomalbases,otherswithmetabolicorigins,andothersofanon-specifiedetiology—isproblematic.WhilethisisanissuethatwillneedtobeaddressedovertimeasLTADisimplemented,whatfollowsisasummaryofthecurrentstateofknowledgeandfindingsthatmightbehelpfulinthinkingaboutgrowth,maturation,andtrainabilityasitappliestoindividualswithanintellectualdisability.

ThesefindingscomefromacomprehensivereviewofexistingresearchandhighlightsfindingsthatrelatetoLTAD.Fortworeasons,adistinctionhasbeenmadebetweenindividualswithDownSyndromeandthosewithotherformsofintellectualdisability.

n Someevidencesuggeststhatdevelopment—physical,neurological,movementskills,andthelike—mayvarydependingonthenature(cause)ofanintellectualdisability.

n Ofallthedifferentformsofintellectualdisability,DownSyndromeisperhapsthemoststudied.Therefore,moreisknownaboutdevelopmentoftheseindividualsthanotherpeoplewithanintellectualdisabilty.

Individuals with Down Syndrome

Motor Development

a. achievemotormilestonesgenerallylater(Jobling2006,Corbo-Lewis1996)thantheaveragepopulation

b. dispayindividuallyvariableratesofdelayedmotorskillacquisition(Melyn,1973;Jobling&Virji-Babul,2004);largeindividualdifferencesinrateofacquisitionandskillproficiencyamongpeoplewithDownSyndrome(Dyer,etal.,1990;Henderson,1985)

c. displaysex-relateddifferencesinmovementandlanguagedevelopment,withfemalesshowingearlierdevelopmentthanmales(Jobling&Virji-Babul,2004;Melyn,etal.1973)

d. giventhelimitedresearchbeyonddeficitsinfundamentalmovementmilestonessuchassitting,creeping,andcrawling,thefindingsareinconclusiveastowhetherornotfundamentalmovementdelaysextendtoothermotorskills(gross,fine,sport;Jobling&Virji-Babul,2004).AstudybyJobling(1996)showedthatbetweenages10and16childrenwithDownSyndromedemonstratedwidelydivergentskillswithsomereaching


levelscomprabletochildrenwithoutadisabilityandotherslaggingfartherbehind.e. someconsistencyinbalancebeingdenotedasanon-goingmotordevelopmentconcern

andidentificationofhypotonicity(excessiveligamentelasticity)asakeyissueinmotordevelopmentandskillexecution.

Growth and Maturationf. Pre-pubertalgrowthspurtearlierandlessmarkedthannormallyexpected;post-puberty

growthratessimilartoindividualswithoutDownSyndrome(Toledo,1999)g. PHVmayoccurearlier—acceleratedgrowthatages9to10yearswithPHVreachedby

age11inbothsexes,1to2yearsearlierthanthenorm(Kimura2003,Toledo1999.).CAUTION:Thiscontentionisbasedonfindingsfromonlytwostudiesandthereissomecontradictoryevidence(i.e.,Kuroki,etal)soitiscertainlynotconclusive.

h. Researchonadultssuggestsaphenomenondubbed“precociousaging”(Hawkins)thatmayleadtoearlycognitiveandphysicaldeclinesinindividualswithDownSyndromeasearlyasage30.ThishasimplicationsforActiveforLife;thatis,concernsreservedforolderadultsmaycomeintoplaysooner.

Physical fitnessi. Whilesomewhatlimitedbythefactthatmostoftheresearchfocusesonhealth-related

fitness,evidencesuggeststhatindividualswithDownSyndromemayhaveareducedcardio-respiratorydevelopmentcapacity,includinglowercardiacoutputandreducedVO2max.Thisisreferredtoaschronotropicincompetence,whichwouldhaveimplicationsforintensetrainingandendurance-relatedactivities.

Individuals with an Intellectual Disability (unknown origin)

Individualswithnon-DownSyndrome,butwhoarenotsegmentedbyotherformsofintellectualdisability,canreachperformancessimilarorlowertothatofequallytrainedpeers.(VandeVliet2006).

Motor Development and Maturationa. Highlyvariablewithsomereportingdelaysandothersdisplayingtypicaldevelopment

patterns.Factorssuchasnutritionandthenatureoftheindividual’senvironmentaremoreimportantinpredictingdevelopmentthanisthepresenceofanintellectualdisability.

Physical fitness/sport skill proficiencyb. Extremelylimitedbodyofknowledge.Almostalloftheworkinthisareafocuseson

health-relatedfitnessinrelativelysedentarypopulations.RimmerandFernhallhavedoneanumberofstudiesinthisarea;VandeVliet,etal,2006,providethemostcomprehensivestudywithasportfocus.Fromthiswork,afewcommonfindingsmaybeapplied,especiallyinthetraining-andcompetition-focusedstagesofLTAD:- Deficitsinmuscularstrengthappeartoenduredespitelong-termtrainingof

appropriateintensity,duration,andfrequency- Movementskillsrequiringsequencingandcoordinationarethemostdifficultto

learnandmaintainovertime,akeyconcernforthoseinTrainingtoCompeteandCompetingtoWinstages(Mactavish,2002)

- Self-detectionandcorrectionofskillerrorsisapersistentconcerndespiteyearsintraining(Mactavish,2002),indicatinganeedforinstructionandongoingsupportin


thisarea- Motivationisakeyissueincoachingathleteswithanintellectualdisability(Switsky,

1999).Thisisdescribedasthe“hiddencriterionofID”.Inparticular,externalmotivationiskeytooptimalathleticperformance;thatis,coachesneedtoworkhardonfosteringmotivation(Frey,1999)

- Sportpsychologyandtheuseofmentalskillspackages(Gregg,etal.2004)showpromiseasatoolforpromotingintrinsicmotivationandself-regulationoflearningandskillexecutionamongathleteswithanintellectualdisability.Thisisanemergingareaofresearchandakeyconsiderationinelitesportdevelopment.

c. Individualswithanintellectualdisability,withappropriatetrainingandopportunity,canachievefitnessstandardsandskillproficiencylevelscomparabletotrainedpeerswithoutadisability.Atelitelevelsofperformance,athleteswithanintellectualdisabilitycurrentlyattainstandardsrangingfrom10to50%lowerthaneliteperformersinindividualsportsofathleticsandswimming.Thereasonforthisfindingremainsanopenquestion.

What might we say from all of this research?a. Considerationsessentialforathletedevelopmentgenerallyapplytoindividualswithan

intellectualdisability.Theseincludeexposureandopportunitiestolearnthebasicsfromanearlyage,accesstoopportunitiestoexploremorespecializedsportinterests,qualitycoaching,andtrainingregimensofappropriatefrequency,intensity,anddurationtoachievemaximalperformanceoutcomes.

b. Keysforsuccessthatmaybeparticularlyimportantforindividualswithanintellectualdisabilityinclude- focusingontheindividual(knowyourathlete)andtargetingprogrammingand

trainingtotheneedsoftheindividual.- assessmentandevaluation,whichareessentialforgoalsetting,programdesign,and

monitoringofprogress.- coacheswithanunderstandingoftheuniquelearningneedsofindividualswithan

intellectualdisabilityandhowtheserelatetosport.- focusingonfundamentalandbasicmotorskills/movementearlyon(ActiveStart

throughFUNdamentals),particularlyforindividualswithDownSyndrome.ThismaybeanongoingareaofinstructionandpracticethroughoutthevariousLTADstagesdependingonindividualneedsandabilities.

- expectations.Withqualitycoachingandtraining,athleteswithanintellectualdisabilitycanachievehighlevelsofathleticperformance.Don’tletattitudesaboutabilitylimiteffortstoachievemaximumpotentialthroughtrainingandcompetition.

Note:Windows of TrainabilityasarticulatedintheLTADframeworkpresentlylacksasubstantivebasisinexistingresearchintheareaofintellectualdisability.

ConsistentwithwhatisknownaboutthechallengesofisolatingspecificWindowsofTrainabilitywithinhighlyheterogeneouspopulations,itseemsappropriatetofollowguidelinesforqualityprogramdevelopmentdevisedforindividualswithoutadisability,withknownissuesandconcernsspecifictothosewithanintellectualdisabilitywoveninwhereappropriateandnecessary.


Forexample,strengthdevelopmentisonefactorthathasbeenidentified,fairlyconsistently,asanissueformanyindividualswithanintellectualdisability.IntheLTADframework,thisisanareathatisidentifiedandtargetedfordevelopmentthroughoutthevariousstages.Thisfocusshouldalsobesystematicallyincorporatedintoprogramsthatincludeindividualswithanintellectualdisability.ForsomeindividualswithDownSyndrome,itisknownthatdevelopmentaltimemaybedecreasedbecauseofdelaysinreachingkeymovementmilestonesandearlyPHV.Thisunderscorestheneedforgettinganearlystartonmovementexplorationanddevelopmentandthepossibleneedtocontinuethisemphasisforanextendedperiodoftime(Jobling2006).


APPENDIX 2

Acknowledgments

ThisoverviewoftheLong-TermAthleteDevelopmentPlanforSpecialOlympicsCanadawasproducedbyaworkinggroupthatincluded

RayAllard,VicePresidentSport,SpecialOlympicsCanada

MaryBluechardt,PhD.,SportCanadaLTADExpertWorkGroup,DirectorofHumanKineticsandRecreation,MemorialUniversityofNewfoundland

GraemeKishiuichi,SportDevelopmentManager,SpecialOlympicsAlberta

KateMcCrae,NationalProgramCoordinator,SpecialOlympicsCanada

JenniferMactavish,PhD,Professor,FacultyofPhysicalEducationandRecreationStudies,UniversityofManitoba

DougShirton,ChiefSportServicesDirector,OntarioSpecialOlympics

CarolynTrono,LTADProjectLeaderandWriter

RayWalt,Coach,HighSchoolTeacher,CompetitionLearningFacilitator,SpecialOlympicsCoach

Wewouldalsoliketoacknowledgetheassistanceandinputprovidedby:

MarionCoulson,SportDirector,SpecialOlympicsCanada

ColinHiggs,PhD.,SportCanadaLTADExpertWorkGroup,Professor,HumanKineticsandRecreation,MemorialUniversityofNewfoundland

CharitySheehan,ProgramDirector,SpecialOlympicsPrinceEdwardIsland

Editor:SheilaRobertson,RobertsonCommunications

Published by

Produced by:STUDIO PUBLICATIONS 2nd Floor - 65 Dewdney AveWinnipeg, MBR3B 0E1

All rights reserved. No part of this work may be reproduced or transmitted in any form for commercial purposes, or by any means, electronic or mechanical, including photocopying and recording or from any information stored in a retrieval system, without permission from Special Olympics Canada.

Long-Term Athlete Development - Special Olympics Canada

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Feature Photo CreditsFront Cover: softball player “softball_clr”Page 4: curling “curling-021”Page 7: young female athlete “IMG_0172”Page 13: skiing_downhill Page 22: speed skating “speed_skating_male”Page 23: young male athlete “YOUTH_ATH_2005_Olympics_051”Page 24: Youth JumpterPage 25: cross-country skier “x-country-064”Page 27: baseball “balle 004PQ”Page 27: power lifter “power_lifting”Page 28: soccer players - G. Martini “1529879330_e811dfdcda[1]”Page 29: girl with medals “SOBC4”Page 30: power lifter - G. Martini - “1505907294_976c9e77cf[1]”Page 31: podium winners “athletics_medal”Page 32: figure skater “figure skaing - pic14”Page 33: swimmer “MikeChing swim”Page 33: skier “Mountains”Back Cover: track runners “1542513079_228a6f755a[1]

Long-Term Athlete Developmentfor Athletes with an Intellectual Disability

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