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?Reasons why planning assists in optimal athlete programming and development

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

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.

UNDERSTANDING THE LTAD

NCCP AND LTAD ALIGNMENT

Physical Literacy High Perf Pathway

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)

Sensitive Periods

Skill

Skill

Skill

Mental / Cognitive and Emotional Development

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

What?

Why?

How?

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

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