Long Term Athlete Development

Christine Sinclair is one of the greatest soccer players to ever wear the maple leaf. She is the face of Canadian women's soccer, and undoubtedly one of the best players in the world. The cliche that athletes are born is true. But what helps to explain the success of an athlete such as Christine Sinclair is that she went through a process of development in order to get where she is today.

Long Term Athlete Development, LTAD, is the system that has been created to help develop sports in Canada. LTAD is the continuum of physical literacy, which is important in the development of future athletes and keeping children and adults engaged in physical activities. Comprised of seven sequential stages of development, LTAD helps establish physical literacy necessary to a life long enjoyment of recreational activities, while supporting the development of our future sports stars. The stages of LTAD also ensure that children get exposed to all sort of sports and develop skills that might make physical activity easier, fun and make it more likely to that they will enjoy sports on into adulthood.

The seven stages of the Long Term Athlete Development model are:

• Active Start (0-6 years)
• Fundamentals (males 6-9, females 6-8) 
• Learning to Train (males 9-12, females 8-11) 
• Training to Train (males 12-16, females 11-15) 
• Training to Compete (males 16-23+/-)
• Training to Win (males 19+/-, females 18+/-) 
• Active for Life (enter at any age) 

The first three stages of the LTAD allows for children to learn the basics of various sports. These stages are the building blocks to attaining necessary skills in the pursuit of elite training or just enjoyment of sports in general. Stages 4 to 6 allow for those who are concentrating on one sport to have the opportunity to compete and train at the highest level. Stage seven is about enjoying sports and recreational activities for life.

Each stage in the LTAD model helps develop athletes at all levels of the progression from the Christine Sinclairs through to athletes who participate recreationally. Participants introduced to any given stage of Long Term Athlete Development model are able to attain knowledge and make entry into the next stage of development that much easier. The purpose of the stages is to offer a continuum through which all Canadians are able to participate in sports and be active for life. LTAD stages are the building block to life long enjoyment of physical activities.

References from the SIRC Collection:

1. Balyi I, Hamilton A. LONG-TERM ATHLETE DEVELOPMENT Trainability in childhood and Adolescence. American Swimming. March 2010;2010(2):14-23.

2. Banack H, Bloom G, Falcão W. Promoting Long Term Athlete Development in Cross Country Skiing Through Competency-Based Coach Education: A Qualitative Study. International Journal Of Sports Science & Coaching. June 2012;7(2):301-316.

3. Cobley S, Baker J, Wattie N, McKenna J. Annual Age-Grouping and Athlete Development. Sports Medicine. March 2009;39(3):235-256.

4. FORD P, CROIX M, WILLIAMS C, et al. The Long-Term Athlete Development model: Physiological evidence and application. Journal Of Sports Sciences. February 15, 2011;29(4):389-402.

5. Greyson I, Kelly S, Peyrebrune M, Furniss B. Research Notes: Interpreting and Implementing the Long Term Athlete Development Model: English Swimming Coaches' Views on the (Swimming) LTAD in Practice: A Commentary. International Journal Of Sports Science & Coaching. September 2010;5(3):403-406.

6. Norris S. Long-Term Athlete Development Canada: Attempting System Change and Multi-Agency Cooperation. Current Sports Medicine Reports (American College Of Sports Medicine). November 2010;9(6):379-382.

7. Way R. LEADERS GATHER IN OTTAWA TO DISCUSS LONG-TERM ATHLETE DEVELOPMENT. Coaches Plan/Plan Du Coach. Spring2009 2009;16(1):42-43.

Fundamentals of Movement

There is no debate that adults and children who are physically active on a regular basis are healthier than those who are not active. However, an adult who never learned to throw a ball or swing a bat is unlikely to participate in an activity like baseball or softball. For these reasons it is important to expose children at an early age to physical development. Boys between the ages of 6 and 9 and girls between the ages of 6-8 are at a great stage to be introduced into the fundamentals of movement stage of Long Term Athlete Development. They teach the basic skills of movements by developing locomotive skills, object control skills, and stability.

Fundamental movement skills involve running, balance, throwing, jumping, hopping, skipping, catching, striking and fielding. Learning all these skills allows a child to be exposed to all sort of activities to instill a passion and knowledge for a variety of sports. This in turn allows them to explore and develop other attributes such as the ability to follow instructions, listen, work as a part  of a team, play and interact with their peers. A child in a fundamental of movement class compared to a child who is playing a specific sport, is able to learn the basic skills of all sports as opposed to only one sport.

Children who can throw are able to participate in baseball, softball, goalball, rugby and bowling. If they  can run they can take part in soccer, basketball, squash, tennis and track and field. Down the road, if the child decides to concentrate on one sport, they have a multitude of options and past experiences to draw upon. Even if they decide to play sports recreationally, they have learned the basics of all types of sports, and are able to enjoy them as they choose.

When coaching fundamental movement skills to children, it is important to develop a lesson plan. A lesson plan allows the instructor or coach to set out a direction, know what equipment is needed, and move sequentially towards achieving the intended outcome.

It is important to ensure that the class involves:

• An instruction component
• A demonstration component to build a mental image  
• An exploration component 
• A practice 
• An application component 

For example, a running lesson plan could involve explaining a drill, such as marching A walks, and then a demonstration of how to do a marching A. The children can then try it out, be corrected of any mistakes, and finally play a game that emphasize the marching A action.

As an instructor, dealing with children in the fundamentals of movement stage requires a patient and supportive attitude. These children are not professional athletes and in this regard, encouraging them goes a long way. Also keep in mind that children learn and develop differently. Nurturing life long active Canadians is as important as nurturing future Canadian sports stars.

References from the SIRC Collection:

1. Bailey R, Cope E, Pearce G. Why do children take part in, and remain involved in sport? A literature review and discussion of implications for sports coaches. International Journal Of Coaching Science. January 2013;7(1):56-75.
2. Ebbets R. FUNDAMENTALS. Track Coach. Summer2010 2010;(192):6120-6148.
3. Gimenez R, Lustosa De Oliveira D, De J. Manoel E, Dantas L, Marques I. INTEGRATING FUNDAMENTAL MOVEMENT SKILLS IN LATE CHILDHOOD. Perceptual & Motor Skills. April 2012;114(2):563-583. Hands B. How fundamental are fundamental movement skills?. ACHPER Active & Healthy Magazine. April 2012;19(1):14-17.
4. Sheehan D, Katz L. Using Interactive Fitness and Exergames to Develop Physical Literacy. Physical & Health Education Journal. Spring2010 2010;76(1):12-19.
5. Williams M, Saunders J, Maschette W, Wilson C. Outcome and Process in Motor Performance: A Comparison of Jumping by Typically Developing Children and Those with Low Motor Proficiency. Measurement In Physical Education & Exercise Science. April 2013;17(2):135-149.
6. Zuvela F, Bozanic A, Miletic D. POLYGON—A new fundamental movement skills test for 8 year old children: construction and validation. Journal Of Sports Science & Medicine.

The importance of proper biomechanics

In sport and exercise, biomechanics refers to the study of human movements, including the interaction between the athlete, sport equipment and the exercise environment.  Athletes are always trying to find ways to get faster, higher and stronger with minimal injuries. Improving your biomechanics may be one important way of enhancing your athletic performance, minimizing injuries and in turn, promoting career longevity.

In the example of baseball, understanding the proper biomechanics of pitching is one of the critical factors in establishing whether a pitcher is major or minor league material. Of course, there are other parameters used to measure a person's ability to pitch in the majors, but having proper form and good technique helps. Having a potent fastball, a deceptive change up and a wicked curveballmust be learned - therefore, developing the right mechanics early on to deliver these pitchesmakes a big difference. A pitcher must also consider his health relative to his chosen art. Throwing a 160km fastball is an incredible feat, but one that is very hard on your body over time.

Learning proper mechanics to throw a fastball, beginning with the wind-up stage and culminating with the follow through stage, is crucial to staying injury free. In addition, developing effective secondary and tertiary pitches can minimize the beating your body takes by diversifying your pitching repertoire, and keeping the fastball pitch counts down. For young pitchers, mastering the proper biomechanics of body movement can go a long way in minimizing the chances of getting injured. The less injury prone a pitcher is, the greater the chances of developing into a major leaguer.

In the case of running, having the proper biomechanics can help improve your running economy by making the runner more efficient since they are using less energy. It also helps minimize imbalances and overuse injuries. The less time you spend on the sideline and more on training and competing the better chances of developing long-term.

Benefits of proper biomechanics

• Develops efficient movement patterns whether on the field of play or during resistance training
• Improves sport-specific technique and form to enhance performance and minimize injury
• Develops proper habits, ensuring that the athlete is able to develop in the long term

Understanding proper sport and exercise movements will allow the participant to be more efficient, technically sound and prone to good habits for long-term development. An athlete who incorporates proper biomechanics ensures that he or she minimizes the risk of becoming injured, enabling them to pursue their potential to its highest level.

References from the SIRC Collection:

1. Cheung R, Ng G. A systematic review of running shoes and lower leg biomechanics: A possible link with patellofemoral pain syndrome?. International Sportmed Journal. September 2007;8(3):107-116.
2. Elder K. Little League Elbow. Athletic Training & Sports Health Care: The Journal For The Practicing Clinician. May 2010;2(3):100-102.
3. Hurd W, Kaufman K. Glenohumeral Rotational Motion and Strength and Baseball Pitching Biomechanics. Journal Of Athletic Training. May 2012;47(3):247-256.
4. McBain K, Shrier I, Matheson G, et al. Prevention of sports injury I: a systematic review of applied biomechanics and physiology outcomes research. British Journal Of Sports Medicine. March 2012;46(3):169-173.
5. Nessler T, Mokha M. Using Movement Assessment to Improve Performance and Reduce Injury Risk. International Journal Of Athletic Therapy & Training. March 2013;18(2):8-12.
6. Oliver G. The Windmill Softball Pitch: Optimal Mechanics and Pathomechanics of Injury. Athletic Therapy Today. November 2010;15(6):28-31.
7. Silvers H. INJURY PREVENTION IN THE SOCCER ATHLETE. Sportex Medicine. January 2011;(47):14-21. Available from: SPORTDiscus, Ipswich, MA.

Establishing a Coaching Philosophy

Coaching at any level requires not only developing skills and technical aspects of the sport, but personal development of your athletes. Attributes such as confidence, trust, teamwork, respect and character, which are developed on the field, can be carried over into your athletes’ everyday lives. One way to help build a team that best reflects who you are or what you are trying to build is by having a good coaching philosophy.

A good coaching philosophy allows you to establish the work ethic and standards you would like to ask of your program or team, beyond just winning and losing. Your coaching philosophy will be guided by your beliefs, values and experiences. Implementing this level of expectation early on will help:

1. Establish team rules. 
2. Define the way in which you build relationships with your athletes. 
3. Provide tools for managing stress and emotional situations. 
4. Support the overall goals you would like your team or athletes to accomplish while being coached under your tenure.

A coaching philosophy is like a road map to help you navigate through the season. When, half way through a season, a parent asks why their child is on the bench while a lesser skilled player gets more playing time, you can draw on the coaching philosophy which you established early on to explain your decision and in so doing, avoid disgruntled parents. By establishing rules concerning playing time, everyone will be on the same page, leaving no doubt in terms of what is expected from each team member in order to get playing time.

A good philosophy also encompasses the way in which you approach the sport. This will allow athletes to understand where they fit within your coaching system, and what skills they need to develop in order to contribute to the success of the team. This leads into the area of setting goals and expectations for the team. Whether this involves approaching the season one game at a time, or whether it has to do with establishing a long-term approach, understanding and communicating your expectations and goals will ensure that there are no surprises or frustration when the going gets tough. It will also keep the team focused since goals have been established and are clear, no matter the outcome of the games.

To develop a successful coaching philosophy,

1.  Identify your values and beliefs 
2.  Establish objectives, priorities and responsibilities 
3.  Develop a coaching method 
4.  Establish team rules and consequences 

Your athletes are likely to reflect the person you are, rather than who you want them to be, so know yourself. Establish your own philosophy and not that of another coach, since you know your own style best of all. Knowing what you want out of the team and each individual within the team lets members know where they stand and what is expected of them. A good coaching philosophy establishes the guidelines to promote development both on the field and off the field. Most of all, have fun coaching and your athletes will have fun being coached by you.

References from the SIRC Collection:

1. Developing a Coaching Philosophy. BC Coach's Perspective. Summer2011 2011;:14-15. 
2. Camiré M, Trudel P, Forneris T. Coaching and Transferring Life Skills: Philosophies and Strategies Used by Model High School Coaches. Sport Psychologist. June 2012;26(2):243-260. 
3. Nash C, Sproule J, Horton P. Sport Coaches' Perceived Role Frames and Philosophies. International Journal Of Sports Science & Coaching. December 2008;3(4):538-554. 
4. Parsh D. 8 Steps to a Coaching Philosophy. Coach & Athletic Director. April 2007;76(9):56-57. 
5. Robbins J, Houston E, Dummer G. Philosophies and Expectations of Wheelchair and Stand-up Collegiate Basketball Coaches. Journal Of Sport Behavior. March 2010;33(1):42-62. 
6. Smelley R. The Value Of A Coaching Philosophy. Track Coach. Summer2013 2013;(204):6506-6513. 
7. Thibert H. Developing Your Coaching Philosophy. Olympic Coach. Fall2008 2008;20(4):24-26. 
8. Van Mullem P, Brunner D. Developing a Successful Coaching Philosophy: A Step-by-Step Approach. Strategies (08924562). May 2013;26(3):29-34.