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.