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 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 Carl Page (1008889) Page 1 Foundation Degree in Sports Coaching SPO001-2 Coaching for Development 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 fourphase model, whilst the late specialisation sports require a six-stage model. Stages of the LTAD 2001: Five-stage model (early 2004: Six-stage model (late specialisation) 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 Table 1. Stafford-Brown BTEC Level 3 National Sport: Performance & Excellence Carl Page (1008889) Page 2 Foundation Degree in Sports Coaching SPO001-2 Coaching for Development 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. Carl Page (1008889) Page 3 Foundation Degree in Sports Coaching SPO001-2 Coaching for Development 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). Carl Page (1008889) Page 4 Foundation Degree in Sports Coaching SPO001-2 Coaching for Development Graph 1. Females Windows of Accelerated Adaptation to Training (Balyi and Way, 2005) Graph 2. Males Windows of Accelerated Adaptation to Training (Balyi and Way, 2005) 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 Carl Page (1008889) Page 5 Foundation Degree in Sports Coaching SPO001-2 Coaching for Development 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. Carl Page (1008889) Page 6 Foundation Degree in Sports Coaching SPO001-2 Coaching for Development 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. Carl Page (1008889) Page 7 Foundation Degree in Sports Coaching SPO001-2 Coaching for Development 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. Bibliography Books Cross, N. and Lyle, J. (1999) The coaching process: principles and practice for sport [Book]. Oxford: Butterworth-Heinemann. Dictionary of sport and exercise science (2006) [Book]. London: A. & C. Black. Earle, C. (2005) How to coach children in sport. Leeds: Coachwise. Gervis, M. & Brierley, J. (2000) Effective Coaching for Children: Understanding the Sports Process [Book]. London: Crowood Pr. Carl Page (1008889) Page 8 Foundation Degree in Sports Coaching SPO001-2 Coaching for Development Horton, S. & Deakin, J.M. (2008) “Chapter 6 Expert Coaches In Action” eds. Farrow, D., Baker, J. & MacMahon, C. (2008) Developing Sport Expertise: Researchers And Coaches Put Theory Into Practise [Book]. London: Routledge. 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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. Carl Page (1008889) Page 19 Foundation Degree in Sports Coaching