Download - Unit 1: Theoretical Approaches to Planning
THEORETICALAPPROACHES TOPLANNING
UBC SCHOOL OF KINESIOLOGY
KIN 585 PERFORMANCE PLANNING
DR. MARIA GALLO
AGENDAPlanning with LTAD (Long Term Athlete Development)
• The planning process – Why plan?• Athlete Profile• Understanding LTAD• Planning Logistics – training to
competition ratios • Benchmarking
LEARNING OBJECTIVES• Examine and research approaches and strategies used to
periodize athlete training
• Understanding the LTAD: its development, structure and implementation
• Understand developmental age and HPV and how to integrate it into your plan
• Identify the windows of trainability and understand it’s physiological evidence
• Establish appropriate training to competition ratios
• Identify the benchmarks in your program
WHY PLAN?
Gives direction and organization of athlete program
Encourages strong accountability, focus and discipline for athletes, coaches and staff aligned to the program.
Encourages ongoing meaningful analysis and monitoring of athletes
Assists in identifying and challenging “Stretch” targets and meaningful goal setting
Creates a culture where athletes continually strive and move toward being one’s best
WHY PLAN? CON’T
Maximizes effectiveness of training program based on scientific principles
Ensures more purposeful practice and training based on horizontal progression and vertical integration of training objectives
Provides communication tool for athletes coaches and support staff / parents
Provides considerable savings in resource allocation as implementation is directed toward objectives.
Creates better time management for coaches
Create / modify
Objectives
Monitor and
Assess
Develop / Modify Plan
Gap Analysis (GMP)
LTAD Referenced
Pathway
PLANNING PROCESS
BUILDING THE ATHLETE
Perf.
Enhancement
Sport Specific Ability
Health and Fitness
CompetitiveReadiness
ATHLETE PROFILE LIST
Name* Discipline/Position Birth Date Age LTAD
Stage**Training
Age***Notes
Gathering detailed information about the athletes can help you plan.
ATHLETE INFORMATION
* Do not include the athlete’s last name if this form will be shared in this session; this is to meet privacy requirements.
** Estimate of the LTAD stage each athlete is at.
*** Training age is defined as the age of responsiveness of developing individuals to the training stimulus at different stages of growth and maturation.
WHY HAVE A LTAD?1. Clubs and coaches will be provided with a developmentally appropriate structure for the development of skills across physical, technical, tactical, mental and lifestyle categories.
2. A National competitive structure will be implemented that provides appropriately scheduled competition and progressive challenges through an athlete’s career.
3. The LTAD will provide enhanced high performance success at the international and domestic level. Better skilled and more athletic athletes will be produced, and more athletes will continue in the sport to ages where they are able to reach maximum potential.
4. The LTAD reinforces the coach, parent and administrator’s primary role - to create a sport experience that provides each young participant with the opportunity to achieve success to their highest capabilities, and to continue a life of active living.
5. A national sport system will be created that truly supports the vision of sport for life.
LTAD 10 KEY FACTORS(BALYI, ROSS & WAY - 2005) - UPDATE
1. Ten year rule
2. FUNdamentals
3. Specialization
4. Developmental Age
5. Trainability
6. Holistic Development
7. Periodization
8. Competition Structure
9. System Alignment
10. Continuous improvement (KAIZEN)
1. Physical Literacy
2. Specialization
3. Developmental Age
4. Sensitive Periods
5. Holistic Development
6. Periodization
7. System Alignment
8. Competition Structure
9. Excellence takes time
10. Continuous improvement (KAIZEN)
VERSION 1VERSION 2
PHASES OF GROWTH
Slow deceleration
Steady growth
Rapid growth Rapid deceleration
Very Rapid Growth
Very rapid deceleration
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
0
5
10
15
20
25
Phase1
Phase 3
Phase 2
Phase 4
Phase 5
Phase 6
AGE (YRS)
cm
GROWTH PATTERNPHV: Peak height velocity (7cm/yr)
Boys: 14+/-2 yrs (testosterone conc. high)
Girls: 12+/-2 yrs (close to menarche)
PHVAge at peak height velocity refers to the age when the rate of increase of height reaches it’s maximum. In order to use this measure effectively, regular anthropometric monitoring is required.Recommended frequency of measurement is every three months (after 6 yrs). Training should be adapted during this period (windows of trainability)
REFLECTION
Using the athlete List, use the notes column to identify whether you believe the athlete is an:
• Early Maturer• Average Maturer• Late Maturer
Indicate reasons for predicting the athlete maturation
What considerations would you need to address in your program for different maturers?
RESOURCES
CANADIAN SPORT FOR LIFE
http://canadiansportforlife.ca/resources
PHV CALCULATOR
http://taurus.usask.ca/growthutility/phv_ui.cfm?type=1
TRAINING TO COMPETITION RATIOOptimal competition calendar planning at all stages is critical to athlete development. At certain stages, developing the physical capacities take precedence over competition. At later stages, the ability to compete well becomes the focus.
STAGES & RECOMMENDED RATIOS
Active Start - No specific ratios - all activity based on developing physical literacy and child's passion to play and participate
FUNdamentals - All activities FUN-based including some structured competition
Learn to Train - 70% training to 30% competition-specific training and actual competition
Train to Train - 60% training to 40% competition-specific training and actual competition
Train to Compete - 40% training to 60% competition-specific training and actual competition
Train to Win - 25% training to 75% competition-specific training and actual competition
Active for Life - Based on the individual's desire
ANALYZING THE TRAINING TO COMPETITION RATIO
Row Description Prep Period
Comp Period
Overall
A Number of Practices/week =
B B Number of Weeks/year =
C A x B =
D Other Practices
E TOTAL PRACTICES = C + D
F Number of Competition Events =
G Number of Games / Event =
H TOTAL COMPETITIONS = F x G =
I Competition Ratio = H / E =
ANALYZING THE TRAINING TO COMPETITION RATIO
Calculate the training to competition ratio in their program:
Row A – The average number of practice per week including training opportunities outside of regular practice.
Row B – The number of weeks in the year
Row C - Multiply Row A and B
Row D –Other practices not accounted for above (Eg. Camps ) If none, leave blank
Row E – Add Row C and D. This is the total Practice Opportunities
Row F – Indicate the number of competitive events in the year
Row G – Indicated the average number of games played / Fights / Runs etc per competitive event
Row H – Multiply Row F and G. This is the total Competition Opportunities
Row I – Divide Row H by Row E and multiply by 100.
TRAINING TO COMPETITION RATIO
Indicate whether you feel your Training to Competition Ratio is too high, too low or just right.
With another coach, identify different ways to make the training to competition ratio optimal for the stage of LTAD.
WHAT IS YOUR PROGRAM ORIENTATION?
Given the athletes you coach and related to LTAD, what should you emphasize most, and what should you try to achieve when you implement your program?
PLANNING BENCHMARKS/PROGRAM ORIENTATIONFor each of the four categories below, choose the statement that best describes your program’s orientation in that area. Check only one statement for each category. Compare your answers with another coach and discuss relative to your stage of LTAD.
BENCHMARKING
Definition: To measure according to specified standards in order to compare it with and improve one’s own performance” ( American Dictionary,1996).
Performance Benchmarking involves the comparison of quantitative data to help identify how an athletes performance differs from others or previous performances.
The process challenges sport to examine and understand their own sport criteria and in this search uncover “Best Practice” in competitors and organizations that the sport identifies. By the implementation of those practices within sport, performance may be improved through a systematic process of learning from others and yourself and perhaps changing what you do. Incorporating this systematic process that compares data and uses results to guide continuous improvement initiatives is a tool that can help achieve breakthrough results.
BENEFITS OF BENCHMARKING• Establishes a consistent and comprehensive plan for sport and
personal accountability.
• Provides considerable savings in resource allocation as implementation is directed toward objectives.
• Encourages strong accountability, focus and discipline for all staff aligned with the athletes and program.
• Encourages ongoing meaningful analysis.
• Assists in identification of “Stretch” targets.
• Assists in the mechanism for internal communication within the sport.
• Creates a culture within the sport and the athletes to continually strive and move toward best practice.
• Provides focus and meaning as an organizational team.
STEPS
1. Set Objectives: team, individual
2. Plan: KPIs
3. Collect: accumulate data, observe best practice
4. Analyze: analyze data, identify actions to close or increase the gap against competitors
5. Adapt: develop specific improvement programs and congruent actions and behaviors
Or these elements can be categorized as problem identification, identification of comparison partner(s), data collection, data analysis and comparison, change and evaluation and review.
LTAD REFERENCED PLAN
Benchmark• Standard of achievement• Provides direction for the plan
KPIs
GAP
• Specific measures to gauge performance – progress
• Underpins the athlete gaps
Objectives• Indicates what needs
to be done to close the gap
PERFORMANCE ENVELOPE
1
10
100
1000
10000
100000
7 9 11 13 15 17 19 21 23 25 27 29 31 33
Ra
te o
f D
eve
lop
me
nt
Nu
mb
er
of A
thle
tes
Age
Late Developer Early Developer
Podium
Train to Win
Train to Compete
Train to Train
Learn to Train
High Performance Pathway
Fundamentals
Early Developer
Active For Life
Benchmarks of Performance“Performance Envelope”
Late Developer
BENCHMARKSSTANDARD OF ACHIEVEMENT
What• Broad purpose that can measure the success of the
program or milestone for athlete development
Why• Ongoing comparison in time• Provides direction for the plan• Shows progress and pathway (what should be done
versus what is done)
How• Goal Setting• LTAD referenced
BENCHMARK WORKSHEET
Area Benchmark MEN WOMENPerformancePerformancePerformancePerformancePerformance
ProgrammingProgrammingProgrammingProgrammingProgramming
STAGES OF PLANNING
1. Analysis – demands of the sport, phase of athletic career, athlete’s current performance and all relevant components
2. Forecast – establish goals of the training cycles (micro, meso, macro-annual and multi-year): scientifically based agenda based on the priorities
3. Prescrition – develop the programs and activities needed to achieve the forecast
4. Implementation – execute prescription (monitoring needed)
5. Evaluation and Assessment – includes all aspects of performance
6.Adjustments – done in an appropriate fashion and within a suitable time frame