Coaching: The Art and Science

“In all things, success depends upon previous preparation, and without such preparation there is sure to be failure."

Confucius

Growth and Development

read pages 61-82 Part A Reference Manual in Module: Planning a Practice

Participant Development Model Stages of LTAD

(Long Term Athlete Development) Reference Manual Part B pages 44-49 (Balyi)

1. Active Start (Age 0-6)2. Fundamentals (Age 6-8/9)3. Learning to Train (Age 8-11/9-12)4. Training to Train (Age 11-15/12-16)5. Training to Compete (15 to 21+/16-23+)6. Training to Win (19 and older)7. Active for Life (enter at any age)

Growth and Development

Specific needs of sport vs specific needs of individualSkill and training requirements of sport must be adapted to the needs of the level of athlete being coachedSkills, drills, technique and conditioning procedures will vary depending on the age, ability and growth of the athlete

Growth and DevelopmentAwareness of basic growth and development issues

unisex sport, puberty, chronological vs developmental ageWeight/size groupings vs age groupingsBirth dates of rep athletes

Familiarity with LTAD & Growth/Development Phases

Kinder Phase– (3-5 years of age)

Instructional Phase– ( 6 to 11 years of age)

Transitional Phase– ( 11to 15 years of age)

Competitive Phase– (15 years of age on)

Kinder Phase (3-5)

KindergymVariety of motor experiences

Simple game type activitiesPraise and complement generously

Avoid structured activity requiring attention, repetitionsComparingEmphasizing result/performance

Instructional Phase (6-11)

Time period when individuals begin to participate in various sports and activities, develop basic motor patterns and learn to interact with their peersUnisex sport.

Instructional Phase (6-11)Acquire physical, cognitive and social skills necessary for games (beehives)Start to understand the idea, function and arbitrary nature of rulesImprove perceptual motor skillsLearn to interact with peersStart formulating a self concept

Instructional Phase (6-11)

Best programs (Nelson, 1992)

minimize performance results/competition de-emphasize specialization/winning emphasize basic motor skill development

• Run• Jump• Kick• Catch• Throw

Transitional Phase (12-15)Time period when individual begins to make transition from the world of child to that of adult, undergoing major physical, social, cognitive and emotional changes that affect all aspects of life including sport participation

Transitional Phase (12-15)Develop social, cognitive, language and motor skills necessary for individual and group participationAdapt to physical/physiological changes affecting their bodyEstablish senses of independence and identificationBegin to participate in competitive sport

Early vs Late MaturersYoung superstars may not be best athletes as adults Children do not have specialized physiological capacities

Thomas (1990) suggests success in sport for children attributed to physical development

– Early maturers occupy starting positions– Rep teams and month of birth

Docherty (1982) late maturers by virtue of longer growth period tend to attain average adult height slightly greater than early maturers

Early vs Late Maturers Dilemma - 1

Early maturers (before the age of 12) have a definite advantage in prepubescent competitive sport

•Do you cut the late maturer?

Early vs Late Maturers Dilemma - 2

When late matures develop their growth spurt (between 13 and 16), may become stronger and more athletically developed

Early maturers who experience success in prepubescence may have difficulty coping with less success later in life

Competitive Phase (15 +)

Period during which an individual is progressing into the adult world of sport. The full game is played and competition is more frequent and challenging

Competitive Phase (15 +)

Reach full skeletal maturity and final heightCommunication and social skills improveIndependence

Growth and Development: Coaching Principles

1. Keep fun in sportReward effortEncourage social activitiesEmphasize pleasure in learning new skills

2. Design training and competition appropriately

3. Keep competition in perspective.

Trying to win is important, but learning how to cope with disappointment of losing is critical in the big picture

4. Develop a foundation of solid technique, then work on sport’s basic physical characteristics

5. Guard against overspecialization

Encourage participation in a wide range of sports and activities within each sport

Specialization

Specialization

Specialization

Growth and Development: Specialization

To become a successful high performance athlete, it is important to specialize!

Difficult to determine exact age young athletes should specialize.

Consider the following with regard to specialization:

Specialization Considerations - 1

Bompa (1983):

need to establish a general basedevelop multi sport skills

Benton (1980)

physically ready to participate in repetitive training thus avoiding chronic injuries

– Swimmer’s shoulder– Tennis elbow– Jumper’s knee– Stress fractures

Specialization Considerations - 2

Levin (1985)

general conditioning for sport almost completedCharacter, talent and inclination suggest chances for success are good

Smith (1975)

expose to variety of sports and then have child decideNeed opportunities provided by parents, coaches and administrators

Making it in Hockey (Parcels, 1998)

24,000 active athletes“1975” year strongest ever – scouts

drafted by OHL teamsplayed at least 1 OHL gamefinished full OHL eligibilitydrafted by NHLsigned NHL contractsplayed at least 1 NHL gameactive in NHL (1997-98)

24,000 active athletes“1975” year strongest ever – scouts

26294633823189

Making it in Hockey (Parcels, 1998)

24,000 active athletes“1975” year strongest ever – scoutsobtained NCAA Division I scholarship

• 14

obtained NCAA Division II – III scholarship • 22

signed NHL contract• 3

graduated from their academic programs• 13

What really are the chances of making it?

NCCP Core CompetenciesProblem-solving

Develop an initial practice plan and modifyDetermine appropriate structure for practiceDesign activities that develop both technical skills and athletic abilities

ValuingAppreciate how a structured and organized practice promotes learningAppreciate need to consider potential risk factorsAppreciate importance of an Emergency Action PlanEnsure activities respect growth and development characteristics

NCCP Core CompetenciesCritical Thinking

Compare current knowledge, skills, attitudes with info in Reference Manual

LeadershipWhere appropriate, develop rationale to challenge status quo re: training activitiesDevelop strategies to manage time and resources, given the need for safety and LTAD

InteractionWork with other coaches to develop EAPWork with other coaches to design activities to develop both technical skills and athletic abilities