BSc (Hons) Sports Science and Coaching

Essay

SPO002-3: Coaching For Performance

Carl Page (1008889)

University of Bedfordshire Mr. D Pears

SPO002-3: Coaching For Performance

Carl Page (1008889) Page 2 BSc (Hons) Sports Science and Coaching

Contents

Introduction ............................................................................................................................... 2

Review of Literature ................................................................................................................ 2

Conclusion ................................................................................................................................ 8

References ............................................................................................................................... 9

Introduction

It can be said that there is a need to critically examine the present theory/practice of

developing performer’s aged 16+ years, particularly in the development of footballers

in the United Kingdom. Through referring to the relevant theoretical

frameworks/models of Long Term Athlete Development (LTAD) approach (Balyi,

2001). Therefore it is possible to examine the specific stage such as Training to

Compete can have an impact on the development of those performers who may

already be elite or aspire to be elite performers within this age group in sport.

Review of Literature

Ford, (2011) recommends football ought to obtain the main fundamentals of LTAD

and develop them to go well with football. Subsequently The Football Association

produced with Sport England and Dr. Istvan Balyi The FA’s Long-Term Player

Development (LTPD) Model. Simmons, (2006) discovered this will generate several

of the advantages of LTAD model for example the approach will let coaches to know

how to work with performers who differ in gender, age and ability in football.

SPO002-3: Coaching For Performance

Carl Page (1008889) Page 3 BSc (Hons) Sports Science and Coaching

The Canadian Sport Centres, (2011) become aware of that the Train to Compete

stage refines the performer’s physiological, psychological, cognitive ability and their

emotional capacities. Specifically involves mid-to late-teenagers since the outcome of

developing the elite performer. This is supported by Athletics Coaches Association of

New Zealand, (2013) who indicate this is where things get "serious”, since

performers begin to specialise in one sport occurring all year round involving training

at a high intensity and at a high volume too. Based on this the Train to Compete

stage of Long Term Athlete Development is like a try-out for the Train to Win stage to

become an elite performer in sport.

Furthermore Mackenzie, (2006) puts forward during the UK Athletics model Training

to Compete stage places emphasis of the training years are 7-9 along with ideally

focusing on individual’s chronological age of 15-19. Hence the writer believes by

amending the weaknesses and increasing athletic abilities to those performers in the

younger years preparing for elite. On the contrary Stafford, (2005) presents that it is

better to split the Training to Compete stage into two so it can purely focus on those

who are between 16 and 18 years like in women’s football as seen in Table 1.

Therefore training of those becoming elite is a more gradual process and allows for

better correction through taking into account performer’s different levels of

development and maturation.

Stages Fundam

ental Stage 1

Leading to Train

stage 2

Training to Train

(growth & Develop

ment) Stage 3

Training to Compet

e 1 Stage 4

Training To compete

2 Stage 5

Training To win 1 Stage 5

Training To win 2 Stage 5

Retirement &reten

tion Stage 8

Age Chronolo Biologica Biological/ Biologic Biologica Chronolo Chronolo

SPO002-3: Coaching For Performance

Carl Page (1008889) Page 4 BSc (Hons) Sports Science and Coaching

gical/ Biological/

Developmental 6-9 years

l/ Developmental

Age 6-11 years

Developmental Age 10-

14 years

al/ Developmental

Age 13-16 +/- years

l/ Developmental

Age 16-18 +/- years

gical/ Developmental

Age 19-21 +/- Years

gical/ Developmental

Age 22 +/- Years

Develop

ment Stages

Fundame

ntal Movement skills

Fundame

ntal Sports skills

Including Football skills

‘building

& engine’ & sport specific

Skills

‘building

& optimising

The engine’ &

position Specific skills &

fitness Towards the end

of This phase

‘optimisin

g the Engine’ &

position Specific skills &

fitness

‘maximisi

ng the Engine’ &

position Specific skills &

Fitness

‘maximisi

ng the Engine’ &

position Specific skills &

Fitness

Morley, (2011) specifies Stage 4 – Training To Compete involves optimising the

engine and is for females 15-21 +/- years whilst males aged 16-23 +/-. In agreement

Gordon, (2003) expands suggesting it involves of specific position/skills for the

individual optimisation of preparing fitness for performance. Specifically the main

recognised qualities of this stage are:

Individualised needs applied to a greater degree of all aspects of the

performers training developed.

50% of available time is focusing on the improvement of technical and tactical

skills and fitness.

As the other 50% devotes to performing under competitive conditions during

training.

Following a double/multiple periodisation is the optimal framework for

preparation. (Bailey et al., 2010)

Table 1. Breakdown of LTPD into categories of ages and development stages (Hills, 2007).

SPO002-3: Coaching For Performance

Carl Page (1008889) Page 5 BSc (Hons) Sports Science and Coaching

Robinson, (2010) published this stage is all about the refining of skills and

performance and the structuring of training to replace competition, together with the

integration of sports science. Specifically, this author found that this stage involves

the focusing on the tactics within competitive conditions so that sport-specific

technical skills can be developed further. Moreover Stafford-Brown et al. (2010)

agrees by informing this stage of conditional programmes has to be personalised

around the performers growth spurt.

As a result the development of footballers in the United Kingdom follows The FA’s

Long-Term Player Development (LTPD) Model. Below is Table 2 which easily breaks

down into expected sections for those who are of 16 to 20 year old school leaver age

group in which may already be elite or aspire to be elite performers.

16 to 20 years old (by date of birth) Chronological age has to take account of the variability of gender, ability, maturation and the developmental needs of the individual IN 2 LTPD PHASES 16 – 18 & 18 – 20.

TECHNICAL PHYSICAL PSYCHOLOGICAL SOCIAL

Becoming technically Proficient. Executing the correct technique on demand Contributing to team play involving space & time Producing the techniques required to support both defending & attacking strategies

Muscle mass gains. Strength improves. Power increases. Lactate training. Improving recovery. Full potential is Progressively achieved.

Lifestyle skills. Developing a stable temperament. Understanding match play. Communication. Advanced coping strategies are developed.

Developing emotional stability. Being socially responsible. Recognising cultural differences. Dealing with conflict. Appreciating others.

Table 2. Building Blocks for the Player Development Continuum as part of The FA’s

Long-Term Player Development (LTPD) Model. Adapted table from (Simmons,

2006) and (Fitzsimmons, 2007).

SPO002-3: Coaching For Performance

Carl Page (1008889) Page 6 BSc (Hons) Sports Science and Coaching

Whilst the following stage Train to Win Canadian Sport Centres (2011) implies it is for

males 19+ and female’s 18+ primary focuses on becoming a World Cup performer as

achieving elite performances along with getting medals. In agreement Scottish FA,

(2008) testifies this stage involves analysis performer ability of demonstrating the

psychological process needed for skill execution performances within the team’s

strategy during training and/or in game conditions. Therefore performers have an

increased opportunity of developing experience of playing at international level.

Ford et al., (2011) determined that the LTAD model is presently missing major

scientific confirmation to support the validity. Equally Hills, (2007) recognises

problems with the theoretical frameworks/models for developing performers on other

sports not just young footballers who are 16+ years old in England is firstly the

percentages are higher for competition to practice/training. Also the young

performers will regularly follow to adult match arrangements. Subsequently the

performers will frequently perform adult exercises/training tactics along with their

developmental ages the preparation/training typically places emphases on winning

rather than the actual correct execution of movements.

Importantly though the Scottish FA, (2012) is aware of lifestyle stresses of this age

bracket has to cope with either it be their education or the playing/training regimes.

Although with improved player and coach bond and belief for loyalty to reach

success, this involves both objective and constructive feedback. Whereas Cryer,

(2006) reported that the principles of the Long-Term Athlete Development Model

have not been included in any retrospective studies. In particular this author

SPO002-3: Coaching For Performance

Carl Page (1008889) Page 7 BSc (Hons) Sports Science and Coaching

discovered that elite level did not share their experiences using this model.

Collectively this would suggest performers may develop competitiveness in matches

and helps to meet long-term training goals instead of following the relevant

theoretical frameworks/models within this age group in sport.

However Simmons, (2008) proposes genetics will have a major influence on

assessment at this stage. This influences coaches when evaluating performer’s

development since need to acknowledge the performers genetic limitations.

Additionally because of the current flaws of performers development through the

previous stages it is indicated that same occurs in Training To Compete stage where

numerous performers will not be able to achieve their optimal genetic

ceilings/potential or performance point.

Additionally Balyi, (2008) supplements saying that we know that to produce elite

performers in every sport requires a long-term dedication to training. Based on this

those who may already be elite or aspire to be elite performers require the parents,

coaches and sport administrators etc. to be familiar with the direct and indirect

process involved. Therefore known is that irrespective of the complexity of the

provisional setups at the elite stage will not counterbalance for the weaknesses in the

current system (Balyi, & Hamilton, 2004).

Oxford Dictionary of Sports Science & Medicine (2012) recognises myelination

progresses the conduction speed of an individual’s nerve impulses so allows for

SPO002-3: Coaching For Performance

Carl Page (1008889) Page 8 BSc (Hons) Sports Science and Coaching

expert movements to happen with quicker responses. Similarly The New York Times

Company (2007) publicised that the myelin construction via repeated activities is

what separates those with potential to the elite as the performer’s neuronal routes for

their specialised talents have been transformed into an information superhighway.

Therefore, it would seem provision of myelination encouragement is linked to elite

performance.

Whilst Grasso, (2007) informs of The Pygmalion Effect which can either completely

demoralise a performer or increase their development entirely. This is because the

writer learnt that performers will strive to be even more successful thereby those who

get continuous verbal approval for their execution of movements along with being

encouraged with non-verbal methods too. This is supported by International

Encyclopedia of the Social Sciences, (2008) who states coaches must devote time

and have positive expectations this then shall lower the damaging consequences of

negative expectations. Based on this then the kind of self-fulfilling prophecy is

associated to a better performance for those who aspire to be elite performers.

Conclusion

Consequently the Training to Compete stage is part of the Long-Term Athlete

Development framework which incorporates a detailed plan for each stage. In

additional with the present National Occupational Standards for coaching included

allows coaches to design, deliver safe, supervised performer excellence. Similarly as

a coach this plays a role to the performers also since there is greater motivation and

competitive spirit within this age group in sport.

SPO002-3: Coaching For Performance

Carl Page (1008889) Page 9 BSc (Hons) Sports Science and Coaching

However the sporting system issues I need to be aware of as a coach are the

theoretical frameworks/models for developing performers within this age group in

sport along with the myelination of performers. In addition take into consideration of

the Pygmalion effect because furthermore has been suggested to have a negative

outcome too.

Whilst at distinctive stages of Long-Term Participant Development model there are

particular aims and objectives, these can be accomplished because of a variety of

delivery methods. Also through these relevant theoretical frameworks/models for

developing those who already are elite or aspire to be elite performers since aids in

the planning an optimal structure for various sports training phases e.g. the

performer’s growth spurt shall level out eventually.

References

Paper Books

ScUK Coaching and Stafford, I. (2005) Coaching for long-term athlete development:

to improve participation and performance in sport. Leeds: Coachwise Business

Solutions on behalf Sports Coach UK.

Stafford, I. (2005) Coaching for LTAD. Coachwise.

Online Books

Robinson, P.E. (2010) Foundations of Sports Coaching. London; Routledge.Google

books [online]. Available at:

http://books.google.co.uk/books?id=LK826IRkBnIC&pg=PA182&dq=ltad&hl=en&ei=5

SPO002-3: Coaching For Performance

Carl Page (1008889) Page 10 BSc (Hons) Sports Science and Coaching

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6AEwBw#v=onepage&q=ltad&f=false [Accessed: 23/12/2012].

Stafford-Brown, J., Rea, S. and Manley, C. (2010) BTEC Level 3 National Sport (2nd

Edition): Performance and Excellence 2nd Edition, London: Hodder Education.

MyAthens ebrary [online]. Available at:

http://site.ebrary.com/lib/treshamins/docDetail.action?docID=10440945&p00=ltad

[Accessed: 23/12/2012].

Websites

Athletics Coaches Association of New Zealand (2013) Long Term Athlete

Development. [Online] Available at:

http://coaching.athletics.org.nz/index.php?option=com_content&view=article&id=166

&Itemid=210 [Accessed on: 23/01/2013].

Bailey, R., Collins, D., Ford, P., MacNamara, Á., Toms M., & Pearce, G. (2010)

‘Participant Development in Sport: An Academic Review’ Sports Coach UK & Sport

Northern Ireland. [Online] Available at:

http://www.sportni.net/NR/rdonlyres/991FF96E-C6DB-4700-A900-

F4DF2732E81A/0/ParticipantDevelopmentinSport.pdf [Accessed on: 15/12/2012].

Balyi, I. (2008) Long-term Athlete Development (LTAD). [Online] Available at:

http://www.alabamayouthsoccer.org/docs/Coaching/CoachingArticles/08%20Long%2

0Term%20Athlete%20Development.pdf [Accessed on: 15/12/2012].

Balyi, I. and Hamilton, A. (2004) Long-Term Athlete Development: Trainability in

Childhood and Adolescence. Windows of Opportunity. Optimal Trainability. [Online]

SPO002-3: Coaching For Performance

Carl Page (1008889) Page 11 BSc (Hons) Sports Science and Coaching

Available at: http://www.athleticsireland.ie/content/wp-

content/uploads/2007/03/bayliLTAD2004.pdf [Accessed on: 15/12/2012].

Canadian Sport Centres (2011) More about Train to Compete. [online] Available at:

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Cryer, J. (2006) Ruff Guide to Talent Development. [online] Available at:

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Fitzsimmons, T. (2007) The FA’s Coaching Disabled Footballers Manual. [online]

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SPO002-3: Coaching For Performance

Carl Page (1008889) Page 12 BSc (Hons) Sports Science and Coaching

Gordon, R. (2003) A Shorter Guide To Long Term Athlete Development (LTAD).

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15/12/2012].

SPO002-3: Coaching For Performance

Carl Page (1008889) Page 13 BSc (Hons) Sports Science and Coaching

Simmons, A. (2008) Long Term Player Development Women’s and Girls’ Football an

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evidence and application. Journal of Sports Sciences, 29(4), pp.389–402. [Online].

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