Foundation Degree in Sports Coaching

Assignment 1 –

Developing Young Performers SPO001-2 Coaching for Development

Carl Page (1008889)

University of Bedfordshire

Mr. D Burns

SPO001-2 Coaching for Development

Carl Page (1008889) Page 1 Foundation Degree in Sports Coaching

Contents

Introduction ................................................................................................................ 1

Review of Literature ................................................................................................... 1

Conclusion ................................................................................................................. 7

Bibliography ............................................................................................................... 8

Appendices .............................................................................................................. 19

Introduction

It can be said that there is a need to examine the present development models for

improving young athletes aged 8-16 years, particularly in the development of

footballers. Through focusing on a Long Term Athlete Development (LTAD)

approach (Balyi, 1990) it is possible to examine how specific stages such as

‘learning to train’ and ‘training to train’ can have an impact on the development of

young performers in specific sports.

Review of Literature

Simon (2003) suggests "It takes 10 years of extensive training to excel in anything"

(Appendix 2). In this there is no quick way if these top stages are to be attained and

continued (Bloom 1985, Ericsson et. al., 1993, Ericsson and Charness, 1994). This

means that young performer’s development works out at somewhat just above three

hours a day of training for ten years. (Salmela, 1998).

Nevertheless Long Term Athlete Development was created in early 1990’s by sport

scientist Dr. Istvan Balyi (Lang, M. & Light, R., 2010). It is one of a “number of

approaches that focus on key, common principals of individual development, which

SPO001-2 Coaching for Development

Carl Page (1008889) Page 2 Foundation Degree in Sports Coaching

Table 1. Stafford-Brown BTEC Level 3 National Sport: Performance & Excellence

Stages of the LTAD

has helped sports organisations to consider good practice in long term planning for

young athletes” (Stafford, 2005). Consequently The Football Association produced

with Sport England and Dr. Istvan Balyi (Appendix 5), to generate several of the

advantages of LTAD model (Simmons 2005). Hence The FA developed the Long

Term Player Development approach which lets people know how to work with

performers who differ in gender, age and ability in football. Since is defined by

Dictionary of Sport and Exercise Science (2006) as “A model that explains sport

specific best practice for a serious athlete at each stage of skills learning”.

The four-stage model of LTAD was next developed from the five stages during 2001

to the current six stages created in 2004. Even so sports can commonly be

categorised as either early specialisation or known as late specialisation sports.

Late specialisation sports such as all team sports, the importance through the main

two stages of training has to involve the performer’s technical tactical skills and the

development of their general motor. As early specialisation sports involve a four-

phase model, whilst the late specialisation sports require a six-stage model.

2001: Five-stage model (early

specialisation)

2004: Six-stage model (late

specialisation)

FUNdamentals FUNdamentals

Learning to train Learning to train

Training to train Training to train

Training to compete Training to compete

Training to win Training to win

Recruit, retain, retrain throughout life

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Stage 2: Learning to Train. 9–12 (Males) 8–11 (Females) Objective: To learn

fundamental sport skills. This stage also encourages faster adjustment to motor

coordination. As start to learn the basics of all physical development found in

common sports skills. Additional development is made to performer’s stamina

because of game play and body-weight exercises. Through progress in the practise

common sports skills which enhance their fundamental movement skills too. Along

with the concept of games utilised these help focus on dissimilarities between

abilities and training age. Plus practice of the sport particular equipment used is

appropriate to the skill level and body size of participant.

The main qualities of this stage are:

Induction to psychological and physiological training.

Cognitive and emotional development

Basic tactics

Throwing, catching, jumping and running.

70% training: 25% competition. (Bailey et al 2010)

Stage 3: Training to Train 12–16 (Males) 11–15 (Females) Objective: To build fitness

and specific sport skills. However this stage creates aerobic training an importance

but supporting in skills, suppleness, strength and speed. Since puts emphasis on

flexibility drills expected due to quick growth. Furthermore applying skill recognition

to benefit young performers settles on two sports. Besides the performers will be

conditioned in regular competitive situations like practice games or drills which

involve competitiveness.

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The important attributes of this stage are:

Perceptual skills

Fitness training

Detailed mental preparation

Training: competition ratio – 60:40 percent

Decision making

Post puberty

Detailed evaluation (Bailey et al 2010)

Peak Height Velocity (PHV) is used as an instrument to help mark growth. As by

checking growth velocity curves, identifying the scheduling and pace of growth; this

is important for coaches whilst training pre-pubertal and pubertal performers.

Therefore examining growth and tracking the young performer’s pattern of growth

this is able to assist coaches by determining how to modify their training, competition

and recovery programmes parallel to the velocity of growth. Although the training

ability of skill, speed and suppleness this is centred on their chronological age (Viru,

1995; Viru et al., 1998); Balyi & Ross, 2009a; Balyi & Ross, 2009b; Rushall, 1998).

For instance Graph’s 1&2 show the estimated timings of the “sensitive” stages of

procession in both genders. However the particular scheduling will differ as the

process of the participant’s start of Peak Height Velocity (PHV). The boxes which

have solid lines these represent responsive stages which are chronological age

recognised. Whilst the boxes with dotted lines they mean the responsive stages

which are on a “moving scale”. Consequently they will be connected to the start of

performers PHV. Peak Height Velocity and as growth slows (Balyi et al, 2005).

SPO001-2 Coaching for Development

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Whilst before the start of Peak Height Velocity both genders it is possible to exercise

jointly and their chronological age are able of using it to decide the training,

competition and recovery schedules. Yet the mean age for the start of PHV is twelve

for females and males is fourteen years old. Since the beginning of Peak Height

Velocity is stimulated by equally their genes and background factors. This can take

into account of the environment, ethnic inspirations and community atmosphere.

Along with the onset of PHV it is a reference occasion which delivers windows of

Graph 2. Males Windows of Accelerated Adaptation to Training

Graph 1. Females Windows of Accelerated Adaptation to Training

(Balyi and Way, 2005)

(Balyi and Way, 2005)

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opportunity for developing young performer’s energy systems and their Central

Nervous System (CNS) regardless of the chronological age.

Hence the judgments of the training importance are able to define encouraging vital

training results. Accordingly performer’s periodisation will “react” to the relationships

of growth which specify the coaching programmes against handling decision making

on these vital issues. Since while preparing and aiming programmes for the ages of

8-16 years old their developmental age have to be utilised at the point of observation

opposing to their chronological age. Whereas the participant’s biological signs they

are able to identify the “critical” stages of trainability to take advantage of their speed,

strength, skill, stamina and suppleness in training.

Whilst problems with the sporting system on young footballers who are 8-16 years

old in England and around the world are firstly the percentages are higher for

competition to practice/training (Appendix 6.) Also the young performers will regularly

follow to adult match arrangements. These young performers will frequently perform

adult exercises/training tactics. Additionally in their developmental ages the

preparation/training typically places emphases on winning than the actual correct

execution of movements.

SPO001-2 Coaching for Development

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Conclusion

The Long-Term Athlete Development is used worldwide for a range of sports as their

model for training, competition and recovery phases. Since focus on the performers

developmental age and the maturing points instead of their chronological age. The

LTAD Model is in agreement with Physical Education in schools and various sports

curriculums. Since these help to offer chances for young performers 8-16 years old

to go through a multi-skill setting in advance of deciding their favourite sport.

Thus with current the National Occupational Standards for coaching included this so

that coaches design, deliver safe, supervised performer excellence. For instance the

“learning to train” and “training to train” as part of the Long-Term Athlete

Development incorporates a detailed plan for each stage. This plays a role to the

performer’s development of optimal performance throughout their adolescent.

Whilst at distinctive phases in their development children will reveal their physical,

mental, emotional and cognitive development which varies since occurs at

every stage of LTAD. As at each stage of Long-Term Athlete Development model

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

variety of delivery methods. Also through practice this aids in the planning an

optimal structure for various sports training phases.

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

familiar worldwide with sports that use LTAD is:

The finest coaches are urged to be successful enough to reach the elite

stages of the sports pathway continuum.

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As with the chronological age it affects the training and choice of players

instead of their biological ages.

Also with weak plans amongst the participants six to sixteen years old

consequence in them not being able to attain their genetic potential.

Therefore the supposed vital phases of enhanced familiarisation are not used

properly.

Subsequently as a coach the windows of opportunity it is very important by

observing the participants growth before, during and after their teenage growth spurt.

Thus I am capable of making them personalised programmes, these help to improve

the participant’s performance. Since from monitoring to adapting the training to work

ratio and recovery phases needed specifically for their long term development. As

whenever the young performers reach the ages of between eight and sixteen; I can

specifically develop their speed, strength, skill, stamina and suppleness training

more successfully because of their Central Nervous System.

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Appendices

Appendix 1. Long Term Athlete Development - Systems & Solutions (Balyi).

Appendix 2. Long-Term Athlete Development: Trainability in Childhood and

Adolescence Windows of Opportunity, Optimal Trainability. By Istvan Balyi, Ph.D.,

National Coaching Institute British Columbia, Canada and Ann Hamilton, MPE

Advanced Training and Performance Ltd. Victoria, B.C., Canada.

Appendix 3. High Performance Clubs LTAD. Youth Sport Trust Written by David

Morley, Leeds Metropolitan University.

Appendix 4. A Shorter Guide to Long Term Athlete Development (LTAD) By Richard

Gordon ASA Coaching and Talent Development Co-ordinator.

Appendix 5. The FA’s Long-Term Player Development (LTPD) Model by Craig

Simmons.

Appendix 6. Long Term Player Development – Girls And Women’s Football By Brent

Hills.

Appendix 7. Long Term Player Development Women’s and Girls’ Football An

Introductory Guide.