BSc (Hons) Sports Science and Coaching Essay SPO002-3: Coaching For Performance Carl Page (1008889) University of Bedfordshire Mr. D Pears SPO002-3: Coaching For Performance Contents Introduction ................................................................................................................. 2 Review of Literature .................................................................................................... 2 Conclusion .................................................................................................................. 8 References ................................................................................................................. 9 Introduction It can be said that there is a need to critically examine the present theory/practice of developing performer’s aged 16+ years, particularly in the development of footballers in the United Kingdom. Through referring to the relevant theoretical frameworks/models of Long Term Athlete Development (LTAD) approach (Balyi, 2001). Therefore it is possible to examine the specific stage such as Training to Compete can have an impact on the development of those performers who may already be elite or aspire to be elite performers within this age group in sport. Review of Literature Ford, (2011) recommends football ought to obtain the main fundamentals of LTAD and develop them to go well with football. Subsequently The Football Association produced with Sport England and Dr. Istvan Balyi The FA’s Long-Term Player Development (LTPD) Model. Simmons, (2006) discovered this will generate several of the advantages of LTAD model for example the approach will let coaches to know how to work with performers who differ in gender, age and ability in football. Carl Page (1008889) Page 2 BSc (Hons) Sports Science and Coaching SPO002-3: Coaching For Performance The Canadian Sport Centres, (2011) become aware of that the Train to Compete stage refines the performer’s physiological, psychological, cognitive ability and their emotional capacities. Specifically involves mid-to late-teenagers since the outcome of developing the elite performer. This is supported by Athletics Coaches Association of New Zealand, (2013) who indicate this is where things get "serious”, since performers begin to specialise in one sport occurring all year round involving training at a high intensity and at a high volume too. Based on this the Train to Compete stage of Long Term Athlete Development is like a try-out for the Train to Win stage to become an elite performer in sport. Furthermore Mackenzie, (2006) puts forward during the UK Athletics model Training to Compete stage places emphasis of the training years are 7-9 along with ideally focusing on individual’s chronological age of 15-19. Hence the writer believes by amending the weaknesses and increasing athletic abilities to those performers in the younger years preparing for elite. On the contrary Stafford, (2005) presents that it is better to split the Training to Compete stage into two so it can purely focus on those who are between 16 and 18 years like in women’s football as seen in Table 1. Therefore training of those becoming elite is a more gradual process and allows for better correction through taking into account performer’s different levels of development and maturation. Stages Fundam ental Stage 1 Leading to Train stage 2 Age Chronolo Biologica Training to Train (growth & Develop ment) Stage 3 Biological/ Trainin g to Compet e1 Stage 4 Training To compete 2 Stage 5 Training To win 1 Stage 5 Training To win 2 Stage 5 Biologic Biologica Chronolo Chronolo Carl Page (1008889) Page 3 BSc (Hons) Sports Science and Coaching Retire ment &reten tion Stage 8 SPO002-3: Coaching For Performance Develop ment Stages gical/ Biologica l/ Develop mental 6-9 years Fundame ntal Moveme nt skills l/ Develop mental Age 6-11 years Developm ental Age 1014 years Fundame ntal Sports skills Including Football skills ‘building & engine’ & sport specific Skills al/ Develop mental Age 1316 +/years ‘building & optimisi ng The engine’ & position Specific skills & fitness Towards the end of This phase l/ Develop mental Age 1618 +/years ‘optimisin g the Engine’ & position Specific skills & fitness gical/ Develop mental Age 1921 +/Years ‘maximisi ng the Engine’ & position Specific skills & Fitness gical/ Develop mental Age 22 +/Years ‘maximisi ng the Engine’ & position Specific skills & Fitness Table 1. Breakdown of LTPD into categories of ages and development stages (Hills, 2007). Morley, (2011) specifies Stage 4 – Training To Compete involves optimising the engine and is for females 15-21 +/- years whilst males aged 16-23 +/-. In agreement Gordon, (2003) expands suggesting it involves of specific position/skills for the individual optimisation of preparing fitness for performance. Specifically the main recognised qualities of this stage are: Individualised needs applied to a greater degree of all aspects of the performers training developed. 50% of available time is focusing on the improvement of technical and tactical skills and fitness. As the other 50% devotes to performing under competitive conditions during training. Following a double/multiple periodisation is the optimal framework for preparation. (Bailey et al., 2010) Carl Page (1008889) Page 4 BSc (Hons) Sports Science and Coaching SPO002-3: Coaching For Performance Robinson, (2010) published this stage is all about the refining of skills and performance and the structuring of training to replace competition, together with the integration of sports science. Specifically, this author found that this stage involves the focusing on the tactics within competitive conditions so that sport-specific technical skills can be developed further. Moreover Stafford-Brown et al. (2010) agrees by informing this stage of conditional programmes has to be personalised around the performers growth spurt. As a result the development of footballers in the United Kingdom follows The FA’s Long-Term Player Development (LTPD) Model. Below is Table 2 which easily breaks down into expected sections for those who are of 16 to 20 year old school leaver age group in which may already be elite or aspire to be elite performers. 16 to 20 years old (by date of birth) Chronological age has to take account of the variability of gender, ability, maturation and the developmental needs of the individual IN 2 LTPD PHASES 16 – 18 & 18 – 20. TECHNICAL PHYSICAL PSYCHOLOGICAL SOCIAL Becoming technically Muscle mass gains. Lifestyle skills. Developing Proficient. Strength improves. Developing a stable emotional stability. Executing the correct Power increases. temperament. Being socially technique on Lactate training. Understanding match responsible. demand Improving recovery. play. Recognising cultural Contributing to team Full potential is Communication. differences. play involving space Progressively Advanced coping Dealing with conflict. & time achieved. strategies are Appreciating others. Producing the developed. techniques required to support both defending & attacking strategies Table 2. Building Blocks for the Player Development Continuum as part of The FA’s Long-Term Player Development (LTPD) Model. Adapted table from (Simmons, 2006) and (Fitzsimmons, 2007). Carl Page (1008889) Page 5 BSc (Hons) Sports Science and Coaching SPO002-3: Coaching For Performance Whilst the following stage Train to Win Canadian Sport Centres (2011) implies it is for males 19+ and female’s 18+ primary focuses on becoming a World Cup performer as achieving elite performances along with getting medals. In agreement Scottish FA, (2008) testifies this stage involves analysis performer ability of demonstrating the psychological process needed for skill execution performances within the team’s strategy during training and/or in game conditions. Therefore performers have an increased opportunity of developing experience of playing at international level. Ford et al., (2011) determined that the LTAD model is presently missing major scientific confirmation to support the validity. Equally Hills, (2007) recognises problems with the theoretical frameworks/models for developing performers on other sports not just young footballers who are 16+ years old in England is firstly the percentages are higher for competition to practice/training. Also the young performers will regularly follow to adult match arrangements. Subsequently the performers will frequently perform adult exercises/training tactics along with their developmental ages the preparation/training typically places emphases on winning rather than the actual correct execution of movements. Importantly though the Scottish FA, (2012) is aware of lifestyle stresses of this age bracket has to cope with either it be their education or the playing/training regimes. Although with improved player and coach bond and belief for loyalty to reach success, this involves both objective and constructive feedback. Whereas Cryer, (2006) reported that the principles of the Long-Term Athlete Development Model have not been included in any retrospective studies. In particular this author Carl Page (1008889) Page 6 BSc (Hons) Sports Science and Coaching SPO002-3: Coaching For Performance discovered that elite level did not share their experiences using this model. Collectively this would suggest performers may develop competitiveness in matches and helps to meet long-term training goals instead of following the relevant theoretical frameworks/models within this age group in sport. However Simmons, (2008) proposes genetics will have a major influence on assessment at this stage. This influences coaches when evaluating performer’s development since need to acknowledge the performers genetic limitations. Additionally because of the current flaws of performers development through the previous stages it is indicated that same occurs in Training To Compete stage where numerous performers will not be able to achieve their optimal genetic ceilings/potential or performance point. Additionally Balyi, (2008) supplements saying that we know that to produce elite performers in every sport requires a long-term dedication to training. Based on this those who may already be elite or aspire to be elite performers require the parents, coaches and sport administrators etc. to be familiar with the direct and indirect process involved. Therefore known is that irrespective of the complexity of the provisional setups at the elite stage will not counterbalance for the weaknesses in the current system (Balyi, & Hamilton, 2004). Oxford Dictionary of Sports Science & Medicine (2012) recognises myelination progresses the conduction speed of an individual’s nerve impulses so allows for Carl Page (1008889) Page 7 BSc (Hons) Sports Science and Coaching SPO002-3: Coaching For Performance expert movements to happen with quicker responses. Similarly The New York Times Company (2007) publicised that the myelin construction via repeated activities is what separates those with potential to the elite as the performer’s neuronal routes for their specialised talents have been transformed into an information superhighway. Therefore, it would seem provision of myelination encouragement is linked to elite performance. Whilst Grasso, (2007) informs of The Pygmalion Effect which can either completely demoralise a performer or increase their development entirely. This is because the writer learnt that performers will strive to be even more successful thereby those who get continuous verbal approval for their execution of movements along with being encouraged with non-verbal methods too. This is supported by International Encyclopedia of the Social Sciences, (2008) who states coaches must devote time and have positive expectations this then shall lower the damaging consequences of negative expectations. Based on this then the kind of self-fulfilling prophecy is associated to a better performance for those who aspire to be elite performers. Conclusion Consequently the Training to Compete stage is part of the Long-Term Athlete Development framework which incorporates a detailed plan for each stage. In additional with the present National Occupational Standards for coaching included allows coaches to design, deliver safe, supervised performer excellence. Similarly as a coach this plays a role to the performers also since there is greater motivation and competitive spirit within this age group in sport. Carl Page (1008889) Page 8 BSc (Hons) Sports Science and Coaching SPO002-3: Coaching For Performance However the sporting system issues I need to be aware of as a coach are the theoretical frameworks/models for developing performers within this age group in sport along with the myelination of performers. In addition take into consideration of the Pygmalion effect because furthermore has been suggested to have a negative outcome too. Whilst at distinctive stages of Long-Term Participant Development model there are particular aims and objectives, these can be accomplished because of a variety of delivery methods. Also through these relevant theoretical frameworks/models for developing those who already are elite or aspire to be elite performers since aids in the planning an optimal structure for various sports training phases e.g. the performer’s growth spurt shall level out eventually. References Paper Books ScUK Coaching and Stafford, I. (2005) Coaching for long-term athlete development: to improve participation and performance in sport. Leeds: Coachwise Business Solutions on behalf Sports Coach UK. Stafford, I. (2005) Coaching for LTAD. Coachwise. Online Books Robinson, P.E. (2010) Foundations of Sports Coaching. London; Routledge.Google books [online]. Available at: http://books.google.co.uk/books?id=LK826IRkBnIC&pg=PA182&dq=ltad&hl=en&ei=5 Carl Page (1008889) Page 9 BSc (Hons) Sports Science and Coaching SPO002-3: Coaching For Performance 8XDTt75EcrQhAeI2PjnDQ&sa=X&oi=book_result&ct=result&resnum=8&ved=0CFEQ 6AEwBw#v=onepage&q=ltad&f=false [Accessed: 23/12/2012]. Stafford-Brown, J., Rea, S. and Manley, C. (2010) BTEC Level 3 National Sport (2nd Edition): Performance and Excellence 2nd Edition, London: Hodder Education. MyAthens ebrary [online]. Available at: http://site.ebrary.com/lib/treshamins/docDetail.action?docID=10440945&p00=ltad [Accessed: 23/12/2012]. Websites Athletics Coaches Association of New Zealand (2013) Long Term Athlete Development. [Online] Available at: http://coaching.athletics.org.nz/index.php?option=com_content&view=article&id=166 &Itemid=210 [Accessed on: 23/01/2013]. Bailey, R., Collins, D., Ford, P., MacNamara, Á., Toms M., & Pearce, G. (2010) ‘Participant Development in Sport: An Academic Review’ Sports Coach UK & Sport Northern Ireland. [Online] Available at: http://www.sportni.net/NR/rdonlyres/991FF96E-C6DB-4700-A900F4DF2732E81A/0/ParticipantDevelopmentinSport.pdf [Accessed on: 15/12/2012]. Balyi, I. (2008) Long-term Athlete Development (LTAD). 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