LongLong--term Athlete Developmentterm Athlete DevelopmentLTAD 101 LTAD 101 -- IntroductionIntroduction

Istvan BalyiNational Sport Centre Vancouver – Victoria

sportscoachUK and Sport Canada LTAD Advisor

The University of Victoria National Coaching Institute

45 hours

ObjectivesObjectives

• Brief overview of LTAD• Relative Age and Developmental Age• Review the impact of Growth and

Maturation on programme planning• How to “operationalise” LTAD• Conclusion and recommendations

• If you want to teach latin to Johnny, you have to know latin and you have to know Johnny

• If you want to teach basketball to Johnny, you have to know badminton and you have to know Johnny

• We know basketball very well BUT we do not know Johnny or Jane from age 9 to 16 – PERIOD!!!

The Long-Term Player/Athlete Development Model

ContentsContentsForewordForewordAcknowledgementsAcknowledgementsIntroduction Learn to Train (Under 12)Introduction Learn to Train (Under 12)Strength Training Strength Training SpeedSpeedAerobic TrainingAerobic TrainingFlexibilityFlexibilityMental TrainingMental TrainingHydration and NutritionHydration and NutritionPlanning for GamesPlanning for GamesLets Go GamesLets Go GamesGames Skills Tactical AwarenessGames Skills Tactical AwarenessProgrammes for DevelopmentProgrammes for DevelopmentCoaching SkillsCoaching SkillsTechnical Development Technical Development -- FootballFootballTechnical Development Technical Development -- HurlingHurlingWarm upWarm upGames for Better Team PlayGames for Better Team PlayCode of ConductCode of ConductBibliographyBibliography

Istvan Balyi World leading expert on Long Term Player

Developmentwho described our Fundamentals manual as

an example of good practice world wide

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Introduction to Learn to Train: Introduction to Learn to Train: Long Term Player Development Model: Long Term Player Development Model: -- 8 Steps8 Steps

8-12 yrs. Primary School P. 6-7Sec. Sch. Yr.8Club U.10/12’s

Secondary Education /U.12- 16

6-9 yrs. Primary Schools P 3-5; First and Second Class& Club U.8’s

County Development Squads U14/15/16Club U.16

18/19 +COUNTY and U21 Squads, F.E. & H.E.

INTER PROVINCIALSENIOR COUNTY AND CLUBSports Institute NI

FUNdamentalsFUNdamentals

Learning to TrainLearning to Train

Training To TrainTraining To Train

Training To CompeteTraining To Compete

Training to WinTraining to Win

Training for Excellence Training for Excellence

15/16 To 21/23

Active Start 0-6 yrs. Pre School P.1/2Infants and Higher Infants

Retirement & RetainRetirement & Retain COACHADMINISTRATOR

A Framework for Activity A Framework for Activity

The LTAD 101The LTAD 101

• Is an 8 stage-model• Is “Made in Canada”• Supports the 4 goals of the Canadian Sport Policy• Encourages physical literacy• Based on developmental and not on chronological age• Encourages an optimal competition structure• Promotes lifelong physical activity

LTAD LTAD isis• Optimal training, competition

and recovery programming with relation to biological development and maturation

• Equal opportunity for recreation and competition, it is not an elitist model

• Tool for system change

What is LTAD ?What is LTAD ?

• LTAD is not just another plan (for the files)

• LTAD is a philosophy

• LTAD is a too for change, culture change in sport

• Identifies the current gaps in the sport system and provides guidelines for problem solving

• Is a guide for planning for optimal performance for all stages of athlete development

• Is a framework for full sport systemalignment and integration

• It is designed on empirical / practical coaching experiences and on scientific principles

LTADLTAD……

SevenSevenStagesStages

of of LongLong--TermTerm

Athlete Athlete DevelopmentDevelopment

Active StartActive Start

FUNdamentalFUNdamental

Active for Life Active for Life

Training to WinTraining to Win

Training to TrainTraining to Train

Training to CompeteTraining to Compete

Learning to TrainLearning to Train

Active Start StageActive Start StageChronological/ Development AgeChronological/ Development Age

Males and Females: 0Males and Females: 0--66

Fundamental Fundamental MovementsMovements

GymnasticsSwimmingRunning

(Wheeling)

FUNdamental StageFUNdamental StageChronological/ Development AgeChronological/ Development Age

Males 6Males 6--9 and Females: 69 and Females: 6--88

Fundamental Fundamental MovementsMovements

Skills +Skills +

Learning to Train StageLearning to Train StageChronological/ Development AgeChronological/ Development Age

Males: 9Males: 9--12 Females: 812 Females: 8--1111

Fundamental Fundamental SportSportSkillsSkills

Physical LiteracyPhysical LiteracyFirst 3 stages of LTADFirst 3 stages of LTAD

Before the onset of PHVBefore the onset of PHV

Fundamental Movement skillFundamental Movement skill++

Fundamental Sport SkillsFundamental Sport Skills==

Physical LiteracyPhysical Literacy==

Base for Excellence & ParticipationBase for Excellence & Participation

Training to TrainTraining to TrainDevelopmental Age Developmental Age –– onset of PHVonset of PHV

Males: 12Males: 12--16 Females: 1116 Females: 11--1515

Building engine Building engine and and

sport specific skillssport specific skills

Training to CompeteTraining to CompeteChronologicalChronological

Males: 16Males: 16--23 +/23 +/-- Females: 15Females: 15--21 +/21 +/--

Optimizing engine Optimizing engine andand

sport / event / sport / event / position skillsposition skills

Training to WinTraining to WinChronological Age Males: 19 +/Chronological Age Males: 19 +/-- Females: 18 +/Females: 18 +/--

Maximizing engine Maximizing engine and and

event / position event / position skillsskills

PODIUMSPODIUMS

Active for LifeActive for LifeEnter at any ageEnter at any age

HealthyHealthyLifeLife--longlongPhysicalPhysicalActivityActivity

Universal Sport System Gaps

( “Mind the gap ! “)

Selected Universal Sport System GapsSelected Universal Sport System Gaps

• Young developmental athletes undertrain and overcompete

• Adult competition schedule is superimposed on young athletes (the system of competition)

• Adult training programmes are superimposed on young athletes

• Male programmes are superimposed on females

Selected Universal Sport System GapsSelected Universal Sport System Gaps

• Chronological age versus biological age (or maturation level) dominates training and competition designs from ages 11 to 16

• The "critical" or "sensitive“ periods of accelerated adaptation to training are not utilized by coaches at the Learning to Train or Training to Train stage

Universal sport system gapsUniversal sport system gaps

• The most knowledgeable coaches are coaching at elite level, notwithstanding the most knowledgeable coaches should work at the developmental level (FUNdamental, Learning to Train and Training to Train Stages)

• Coaching education marginally covers the basic issues of growth and development, maturation

Universal sport system gapsUniversal sport system gaps

• Parent's education is neglected with regards to long-term athlete development (nutrition, regeneration, maturation and psycho-social development, etc...)

• Administrators education is neglected with regards to some of the essentials of technical programmes (The Big Picture)

• Recover, regeneration programmes are not integrated and sequenced with sport-specific technical / tactical programmes within annual plans

• Lack of the integration of sport science, sport medicine and sport-specific technical-tactical activities

Universal sport system gapsUniversal sport system gapsConsequencesConsequences

• Overcompetition and undertraining*

• Damage done between age 6-10 and 10-16 cannot be fully corrected (players / athletes will never reach genetical potential)

• General motor skills are not learned before age 11 for females and 12 for males

Universal sport system gaps Universal sport system gaps ConsequencesConsequences

• Training is geared for "outcome" and not for "process" for the developmental athlete

• National Training Centres receiving mediocre athletes - regardless of money and expertise, cannot recover from the "damages" of earlier training

10 Key Factors Influencing LTAD10 Key Factors Influencing LTAD(Balyi, Ross & Way (Balyi, Ross & Way -- 2005)2005)

1. Ten year rule

2. FUNdamentals / Physical Literacy

3. Specialization

4. Developmental Age

5. Windows of Trainability

6. Mental / Cognitive / Emotional Development

7. Periodization Principles

8. System Alignment and Integration

9. The System of Competition

10. Continuous improvement

Athlete Development and Support Athlete Development and Support ProgrammesProgrammes

ATP – Advanced Training & Performance

AtheletDevelopment

FUNdamental

T 2T

T 2 C

T2W

Support system - Knowledge base Budget

10 Key Factors Influencing LTAD10 Key Factors Influencing LTAD(Balyi, Ross & Way - 2005)

1. Ten year rule

2. FUNdamentals / Physical Literacy

3. Specialization

4. Developmental Age

5. Windows of Trainability

6. Mental / Cognitive / Emotional Development

7. Planning and Periodization

8. System Alignment and Integration

9. The System of Competition

10. Kaizen - Continuous improvement

Factor # 1.Factor # 1.10 year rule !10 year rule !

• “It takes 10 years of extensive practice to excel in anything !”

H. Simon Nobel Laureate

10 - 10 - 10

• 10 year or 10 000 hour rule (Ericsson and Charness, 1994 and Salmela et al., 1999)

• For the athlete and coach this translates as slightly more than three hours of deliberate practice daily for 10 years

• 10 %

• 90 % ???

The 10 Year JourneyThe 10 Year Journey

• Cross Country Skiing statistics indicate it takes skiers approx. 20 years from the time they enter the sport to the time they first make the Olympic team

There are no shortcuts !

• Peaking by Friday• As soon as we start to train = we train to win ?• Process and not outcome !

22 FUNdamentalsFUNdamentals

Physical LiteracyPhysical LiteracyPhysical Literacy refers to the mastering of fundamental motor skills and fundamental sport skills

What Fundamentals?What Fundamentals?

Fundamental Movement Skills

CANCAN’’T CATCH?T CATCH?

CanCan’’t Catch? t Catch? –– WonWon’’t play!t play!

Cricket

Rounders

Baseball

Softball

Netball

Basketball

Rugby

American Football

SoccerDance Walking

AerobicsGolf

CyclingAthletics

SquashBadminton

Tennis

Swimming

Skateboard

Jogging Handball

Hockey Gymnastics

Canoeing

Sailing

Adapted From Mike Jess, University of Edinburgh

Aerobics

Walking

Swimming

Running

Gymnastics

Soccer

Tennis

Skateboard

Cycling

Cricket Rounders

Softball

Rugby

Hockey

GolfDance Badminton Squash

Canoeing

Sailing

American football

Handball

Netball

Basketball

Athletics

Baseball

Adapted From Mike Jess, University of Edinburgh

No ABC’s ?

Fundamentals ABCFundamentals ABC’’ss• Fundamental

Movements Skills and Fundamental Sport Skills provide a base for future movement capacity

FUNdamental movement skills

+ FUNdamental sports skills

= Physical Literacy

Basic movement skills required in all sports

• FMS+ FSS = Physical literacy

• Before the onset of the growth spurt

• Before age 11 for females and 12 for males

3. Specialization3. Specialization

Early Specialization Sports

• Complex skills are learned before maturation

• Gymnastics, diving, figure skating, swimming

Late Specialization Sports

• All other sports, including cross country ski

• Involvement in the early stages is still important

• Foundation cross country ski requirements should be introduced during the FUNdamentals stage & firmly established before the end of the Learning to Train stage

4. Developmental Age4. Developmental Age

• Refers to the degree of physical, mental, cognitive & emotional maturity as opposed to chronological age

• Combination of a child’s physical development & mental, cognitive & motional maturity

• Athletes can be 4-5 years apart by maturation levels

5. Trainability5. Trainability

• Accelerated adaptation to training

• “Critical” or “Sensitive” Periods

• The 5 S’s of training:1. Stamina (endurance)2. Strength3. Speed4. Skill5. Suppleness

(flexibility)

6. Physical, Mental, Cognitive, and 6. Physical, Mental, Cognitive, and Emotional DevelopmentEmotional Development

• Holistic approach to athlete development• Emphasis on fair play & character building• Programming designed to consider athletes’ cognitive

ability• Long-term ramifications of short-term planning need

to be taken into account

7. Periodization7. Periodization

Periodization = Time management applied to training

• Framework for arranging training processes into a logical & scientifically-based schedule

• Sequences training & competition into months, weeks, days & sessions

• Connects the stage the skier is on to the requirements of that stage

8. Competition Calendar8. Competition Calendar

“Competition is a good servant, but a poor master”

• Competition schedules should be selected by the coach & athlete based on the athlete’s developmental needs

• Sport‐specific system of training & competition

9. System Alignment9. System Alignment

• To date CCC has monitored the development of LTAD concepts closely & has applied the principles effectively to recent program development in the areas of:

Athlete development (revised Bunnyrabbit, Jackrabbit & Track Attack programs)Coach development (the new competency-based NCCP)

• Must keep going…

10. Continuous Improvement10. Continuous Improvement

• Modernization of the Canadian sport system

• Education, health & sport / physical activity alignment

• All aspects of LTAD need research related to implementation

• KAIZEN• Periodic updates to CCC’s LTAD guide will

be undertaken in the future

Playground to PodiumPlayground to Podium

Stages of DevelopmentStages of Development

LTAD:• identifies sequential

stages for training & competition that respect a child's physical, mental & emotional development

• encourages lifelong physical activity for all levels of ability & disability

Summary Summary LTAD:LTAD:

• Is an initiative of Sport Canada• Is opportunity for change• Is a framework for reviewing current practice• Is athlete-centered• Is a pathway from ski playground to podium and/or

being active for life• Helps all children become physically literate• Provides guidelines for optimal performance• Recognizes children play for FUN• Integrates the needs of athletes with a disability

• How to?

• Age• Chronological age• Relative age• Biological age• Skeletal age• Developmental age• Training age• Sport-specific training age

Figure 1.

Figure 2.

• If one year can have such an impact, what about 2, or 3 or 4 or 5 years of difference???

• Athletes can be 4 – 5 years apart in developmental age!

Factor # 4.Factor # 4.Growth & Development, MaturationGrowth & Development, Maturation

19921992

E W, K V, S S, C D, S D-L

19931993

P P L,C M,T L,B R

Choosing early,average or late

maturers?

Training and ChildrenTraining and Children((C. Williams, 2005)C. Williams, 2005)

• Poor evidence of large physiological benefits studies in children

• Growth and maturation effects often unaccounted

• Improvements have been found but generally prepubertal < adolescents < adults

Growth spurt

Consequences of the Growth SpurtConsequences of the Growth Spurt

• Loss of co-ordination• Biomechanical

breakdown• Skill break down

Factor # 5Factor # 5TrainabilityTrainability

Age

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

0

20

40

60

80

100

120

140

Genital DevelopmentGeneral DevelopmentNeural DevelopmentA FUNdamentalB Training to TrainC Training to CompeteD Training to Win

A B C D

Influence of maturation:Influence of maturation:

100

80

60

40

20

0Siz

e at

tain

ed a

s %

of p

ostn

atal

gro

wth

2 4 6 8 10 12 14 16 18 20

Age (years)Adapted from Scammon, 1930

Different patterns of system growth during childhood

General

Neural

Genital

““Windows of TrainabilityWindows of Trainability””(Windows of Opportunity, Optimal Trainability)(Windows of Opportunity, Optimal Trainability)

• “Sensitive” (“Critical”) Periods (Tanner - 1989)• “Accelerated adaptation to training” (Viru, et al, -

1998)• “Windows of trainability” (LTAD - 1999)• “Windows of opportunity for trainability” (Bar-Or and

Rowland - 2004)

• Windows of trainability refers to the sensitive periods of accelerated adaptation to training, which occurs prior to puberty, during puberty and early post-puberty

• The window is fully open during the sensitive periods of accelerated adaptation to training and partially open outside the sensitive periods

• The window never closes!

Variation in trainability.Variation in trainability.(Adapted from work by Bouchard et al., 1997)(Adapted from work by Bouchard et al., 1997)

Mag

nitu

de o

f tr

aini

ng r

espo

nse

Time course of training response

‘Fast’ & ‘large’ response

‘Fast’ & ‘small’ response

‘Slow’ & ‘large’ response

‘Slow’ & ‘small’ response

TrainabilityTrainability

• Based on chronological age:– Skill– Speed– Suppleness

• Based on developmental age– Stamina– Strength

• Biological markers– onset of PHV – PHV – onset of menarche

“Reactive Periodization”

Program design for the developmental athleteProgram design for the developmental athlete

SevenSevenStagesStages

of of LongLong--TermTerm

Athlete Athlete DevelopmentDevelopment

Active StartActive Start

FUNdamentalFUNdamental

Active for Life Active for Life

Training to WinTraining to Win

Training to TrainTraining to Train

Training to CompeteTraining to Compete

Learning to TrainLearning to Train

10 S10 S’’ss

1. Skill (technical – tactical –decision making)

2. Speed3. Suppleness4. Stamina5. Strength6. Structure / Stature7. Sychology8. Sustenance9. Schooling10. Socio-Cultural

LTAD to your Next Training SessionLTAD to your Next Training Session

AthleteChronological Age

Biological AgeTraining Age

Annual PlanSingleDoubleTriple

MultiplePeriodization Periods

PreparationCompetitionTransitionPhases

GeneralSpecific

Pre-competitiveCompetitiveTransition

Meso CyclesDevelopmental

StabilizingPre-competition

CompetitiveRestorative

Micro CyclesIntroductoryDevelopment

ShockMaintenance

TaperPeak

RestorationTransition

Sessions6:1 = 4 / 6 / 9 / 12 / 15

5:2 3:1 2:1

EvaluationNew Plan

6. Structure / 6. Structure / Stature Stature

• Stature during maturation – Developmental age– Sliding scales of trainability

• Structure after maturation– Diagnostics – strength and

weaknesses

• Full individualisation –patterns, tempo of maturation

• “Reacting periodization”

Measuring and interpreting PHVMeasuring and interpreting PHV( How to PHV ? )( How to PHV ? )

Adolescent Growth SpurtAdolescent Growth SpurtPEAK HEIGHT VELOCITY (PHV)PEAK HEIGHT VELOCITY (PHV)

Croissance soudaine a la pubertéPic de croissance rapide soudaine

Cessation of growth

Slow deceleration

Steady growth

Rapid growth Rapid deceleration

Very Rapid Growth

Very rapid deceleration

Phases of Measurement Phases of Measurement

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

CM

Age

Technique of MeasurementTechnique of MeasurementTechnique de mesureTechnique de mesure

• Chapter 2. Measurement of PHV to indicate growth and maturation (Dr. Craig Williams, University of Exeter)– Growth and Development Section (What is?)– Technical and Protocol Section (How to?)

ProgrammeProgramme PlanningPlanning

• Chapter 3. Training, Competition and Recovery Programme Prescription for the Developmental Athlete. (Istvan Balyi and Graham Ross)– Trainability and Adaptation– Developmental age– How to use collected data in programme

prescription– How to design an annual training, competition and

recovery programme – a step-by-step protocol

7. Sychology 7. Sychology -- PsychologiePsychologie

• Preparation for all the stages of LTAD

The foundation is the cognitive, mental and emotional development of the athlete… (readiness!)

8. Sustenance8. Sustenance

• Nutrition• Hydration• Rest• Sleep• Regeneration

10. Socio10. Socio--CulturalCultural

• Socialization via sport• Sport socialization – sport

sub-culture(Life style; 24 hour athlete, etc.)

• Team building• Group dynamics

hwenger04

FAIR PLAY

RESPECTHUMILITY

LEADERSHIP

INTEGRITY

ETHICSATHLETE

Active Start

FUNdamental

Active for Life

Training to Win

Training to Train

Training to Compete

Learning to Train

Physical Li

teracy

Physical Li

teracy

Excellence

Excellence

LifeLife--long long

Physical Activ

ity

Physical Activ

ity

Conclusion and recommendationConclusion and recommendation

• Do not treat your developmental athletes as miniature adults

• Monitor G & D, M regularly– Once a year from 0 to 6 years– From 6 to the onset of PHV once a year

• Standing height• Sitting height• Arm span

– After the onset of PHV four times per year• Standing height• Sitting height• Arm span

• Find the solution for Relative Age

• Learn how to deal with Early, Average or Late maturing athletes– Educate parents– Participants– Keep the talent in the sports, do not let them quit for

nothing!

• Learn how to manage “Adolescent Maintenance”

• Train the trainable– Readiness– Windows– Training effect– You are making or braking an athlete from 8 to 16!

• Improve the quality of planning– Reactive periodisation– Accountable for every day– You are as good as your last training session

Questions ?Questions ?