GROWTH & DEVELOPMENTINFORMATION TO AID IN THE UNDERSTANDING OF

THIS COMPLEX & EXTENSIVE PROCESS

CAST SPORT SCIENCE GROUP

Overview

1.Initial concepts / thought provocation

2.Factors affecting athlete performance

3.Stages of athlete development

4.Effects of growth and development on the athlete

5.Growth and development and training

“We have come to distrust time, especially in the cities.

Parents have come to associate time on one’s hands with

drugs in one’s pockets.

They feel a certain security in ‘busy-ness’ in treating

play like work or school - highly organized, structured,

filled with penalties and rewards”

For those who fear time, an arena, a swimming pool or a

gymnasium take on the aura of a sanctuary ”

Sport TodaySport Today

(Ken Dryden, Home Game, 1989)

HEALTHLIFESTYLE

TACTICS

PSYCHOLOGY

Global Athletic Performance

Optimal Under-Performance

Competition Sequencing

PHYSIOLOGY

BIOMECHANICS

SEQUENCE OF TRAINING ( Macro, Meso, Micro )

Overtrained /Under - rested

Optimal /Under - performance

Overtrained /Under - rested

Optimal / Poor Optimal / Illness

(Smith & Norris, 2000)

Division of Sports Power Technical Endurance(size + speed)

P P + T T T + E EFootball Volleyball Gymn. Swimming Distance Throwing Hockey Tennis X-C Skiing Running

15 - 22 22 - 27 >2822 - 2734 - 28

AGE ( International Success )

(Smith, 2000)

Train to Win

vs.

Train to Compete

vs.

Train to Train

vs.

FUNdamental

Long-term Sport Mastery

vs.

Maximal Realization of Performance Capacity

vs.

Fundamental Preparation

(Viru, 1995) (AIM: Balyi et al., (ATP), 1999)

Athlete Development

Long-Term Athlete Development

(Balyi, 1997)

Chronological age

Training age

6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 +

1 2 3 4 5 6 7 8 9 10 11 12 +

Trainingto Train

Trainingto Compete

Trainingto Win

10-11

20-2121-2216-1717-1813-1413-14

17-1818-1910-11 14-1514-15

9-10

6-7

FUNdamental

FUNdamentals

Training to Train

Training toCompete

Training to Win

Mastery &Stabilization

STAGES*(Balyi terminology)

PARTICIPATIONFOCUS OF COACHING & SUPPORT

True elite streamINTERNATIONAL

Competitive streamNATL/PROVINCIAL

CompetitiveStreamLOCAL/

REGIONAL

FUN, learn to skate,confidence, core skills

introduction to training etc.

RESOURCESALLOCATION & LEVEL

Disproportionateresource & service

allocationFUN & systematic

development program.

(Norris, 2003)

Questions to Consider:

1. What is the typical career path and step-by-step expectations of athletes in your sport?

2. What is the LT Development model in your sport?

3. Does your plan cooperate or compete with biological process of maturation?

4. What is your sport’s ‘end product’?

Summary

HUMAN GROWTH&

DEVELOPMENT

Pic: Loveland, Colorado

MATURATION

Developmental

vs.

Maturing

vs.

Established

Stages of Growth and Development

(Armstrong & Welsman, 1977)

Early (1-5 yrs)

Middle (6 yrs-Adolescence)

Late (Grey Area)

CHILDHOOD

ADOLESCENCE

Early (12-14 yrs)

Middle (15-16 yrs)

Late (17-19 yrs)

EARLY ADULTHOOD

Acceleration in Growth Rate/Peak Growth Rate

Adult Stature Attained

START

END

Periods of ‘great’ change/plasticity

Physical, cognitive, emotional, andmotivational dev. follow DIFFERENT TIMELINES

Adolescent Growth Spurt

PEAK HEIGHT VELOCITY (PHV)

Age of maximal growth in stature

Maturity indicator Boys PHV = 14 +/- 1 yr

Girls PHV = 12 +/- 1 yr

Thoracic growth delayed

Consider measuring arm span

STANDING SEATED

Typical Physical Measurements (Males)

8 9 10 11 12 13 14 15 16 17 18

Ht (cm)

127 132 138 144 150 156 164 169 174 176 177

+/- 5.0 5.0 6.0 6.0 6.0 6.0 8.0 5.0 5.0 2.0 1.0

Wt (kg)

25 29 32 37 41 47 52 59 65 68 70

+/- 3.0 4.0 3.0 4.0 4.0 6.0 5.0 7.0 6.0 3.0 2.0

(National Center for Health Statistics, USA; Rowland, 1996)

NB: These are 50th percentile data

8 10 12 14 16 18 20

AGE ( years )

80

60

40

kgboys

girlsWEIGHT

( Hamill et al. 1977)

WEIGHT ∆ IN AMERICAN GIRLS AND BOYS

Relative Age Effect (RAE)

Extremely powerful entity in sport

Positive and negative (Hockey vs. Gymnastics)

→65-72 % of NHL players born in first third of calendar year

Interplay of factors:

→Physical

→Cognitive

→Emotional

→Motivational

(Musch & Grondin, 2000)

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2 4 6 8 10 12 14 16 18 20

Age (years)

Neural

(Adapted from Scammon, 1930)

NEURAL MATURATION

Balance of brain growth vs. atrophy shifts at age 10

Use it or lose it!!

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2 4 6 8 10 12 14 16 18 20

Age (years)

Hormonal

HORMONAL MATURATION

(Adapted from Scammon, 1930)

Considerations for development of muscle mass/strength

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80

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2 4 6 8 10 12 14 16 18 20

Age (years)

General

GENERAL MATURATION

(Adapted from Scammon, 1930)

100

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40

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2 4 6 8 10 12 14 16 18 20

Age (years)

Different patterns of system growth during childhood

General

Neural

Hormonal

MATURATION

(Adapted from Scammon, 1930)

TRAINING

Developmental

vs.

Fledgling

vs.

Established

The 8 S’s Affecting Performance

1. SKILL2. SPEED3. STAMINA 4. STRENGTH5. SUPPLENESS6. ‘SYCH (Psychology)7. STRUCTURE (Anthropometrics)8. SUSTENANCE (Nutrition &

Regeneration)

After Balyi, Smith, & Norris….

Skill Acquisition

Middle to Late Childhood:

Coupled with attention span

Girls: 8 - 12 yrs

Boys: 8 – 13 yrs

Until age 10 acquired skills unstable

Age 10 -12 yrs: accelerated ability for skill acquisition

Skill Acquisition

Late Childhood to Early Adolescence:

11 - 14 yr olds achieve particularly high levels of motor coordination

Remember: Disruption will occur due to puberty and associated factors!

Note LOW RATE of development of anaerobic capacity

Content of phosphocreatine as well as the capacity for anaerobic metabolism is low in 7 - 12 yr olds

At age 15 - 17 yrs, the above have improved, BUT remain lower than in adults….means that effective training of anaerobic capacity is limited

Physiological Development

Birth Puberty Adult

(Kraemer, 1989)

Contributions to musclestrength during maturation

Testosterone

Lean body mass

Neural myelinationdevelopment

100% Adult potential

Strength primarilyvia motor patterns

Consolidationof strength

factors

Optimal strengthpotential

INFLUENCE OF MATURATION ON STRENGTH

Stabilizes in adulthood

Before Puberty:

Possibilities for hypertrophy are low Improvements in strength are mainly due to

neural adaptation

Post – Puberty:

Increased development of muscle tissue Accelerated with appropriate training Be careful of increasing volume of weight

training (progressive overload)

Strength Development

Time frame for being chosen on competitive team- neglects 2/3 of population!

Str

engt

h (s

ec)

(Malina & Bouchard, 1991)

12 13 14 15 16 17 18 19 yrs

Static strength – arm pull (boys)

EarlyAverageLate

AGE ( years )

INFLUENCE OF MATURATION ON STRENGTH

Key Points for Training

>80% of age-group champions ‘disappear’ from sport horizon before the optimal age of top achievement

Early maturation = early cessation of growth & development!

Never neglect ‘speed’ & progression to fast execution of skill

Vorontsov, 2002Harre, 1971; Vlastovsky, 1976; Timakova, 1985; Bulgakova, 1986

Develop a strong foundation of:

→Specific basic sport skills; (Girls, 8-11; Boys, 9-12)

→Agility, balance, coordination, speed (ABCs of Athleticism)

→Running, throwing, jumping (ABCs of Athletics)

→Kinesthesia, gliding, bouyancy, striking with implements (KGBs)

→Catching, kicking with body parts (CKs)

Vorontsov, 2002Harre, 1971; Vlastovsky, 1976; Timakova, 1985; Bulgakova, 1986

Key Points for Training

Aerobic Endurance:

Girls = 12-14 year

Boys = 12-16 year

Strength Possibilities:

Boys = 16-18

Girls = 14-16

(Balyi, 2002; Norris, 2002; Vorontsov, 2002)

Critical Periods

Technique Technique+ Endurance+ Circuit Tr.

Technique+ Power+ Str. Tr.+ End. Tr.AGE

8 13 16/18

Incorporate technical & physical parameters with sportperformance for evaluation, up to at least 16 / 17 yrs old.

TRAINING PROGRESSION

A Note About Physiological Testing!

ENTRY & EXIT TESTING POINTS

SINGLE TESTS…OF LIMITED USE!

MONITORING…EFFECTIVENESSOF YOUR PROGRAM

Entry Exit…& next Entry

Time

Testing Training / Intervention Rec/Reg Testing*

*

Generic Content Distribution

(Balyi, 1997)

FUNdamental Training to Train Training to Compete

Training to Win

Participate in many sports

NO PERIODIZATION

SINGLE

PERIODIZATION

SINGLE

PERIODIZATION

DOUBLE

DOUBLE

PERIODIZATION

MULTIPLE

FUNdamental Training to Train Training to Compete

Training to Win

FUN / Participation, strgth & endurance via FUN & games

Emphasis on general physical conditioning

Specific physical conditioning

Maintenance of physical capacities

General overall devpt, ABCs, proper running, jumping, throwing techniques

Basic skills (and more specific skills towards end of phase)

Specific skills under competitive conditions

Skill development & maintenance

Modeling all aspects of performance

Quickness, medicine ball, bodyweight

Complementary sports Introduce ‘prophylatic breaks’

Frequent prophylatic breaks

Introduce ‘ancillary capacities’

Individualization & basics of ‘ancillary capacities’

Full individualization & specific ‘ancillary capacities’

All aspects individualized & fine tune ‘ancillary aspects’

Introduction to mental training

Mental training Mental preparation Mental preparation

(Balyi, 1997)

Long Term Development for Strength

AGE: 12 20+16 1814

Foundational athletic skills

(Core strength, balance, agility, coordination, flexibility, general strength)

Teach lifting technique

Emphasize foundational athletic skills

Introduce strength exercises w/ light implements

Develop lifting technique

Emphasize strength exercises with dbells

Introduce heavy implement exercise

Mastery of lifting technique

Basic strength training methods

Use all types of strength exercise

Advanced strength training methods

(Jordan, 2003)

Long Term Development for Strength

AGE: 12 20+16 1814

Circuit training

High repetitions

Timed sets

Barbell lifting technique with broom stick and light barbell

Keep intensity above 10 RM

Barbell lifting technique with light to moderate loads

Keep intensity above 6RM

Bodyweight in-place explosive training exercises

Execution of advanced lifting technique (Olympic Lifts)

Advanced lifting strategies

Weighted explosive training

(Jordan, 2003)

Final Quote:

At the end of adolescence (18 – 19 yrs)…

“Increasing experience and deliberate practice,

coupled with previous exposure to as broad an

array of stimuli as possible and the completion

of the framework for an adult stature, forms

the basis for future excellence in performance.”

(Nash, 1997)

Summary

Involve the young athlete in a variety of sports and activities

Do NOT ‘hurry up’ the developmental process

Do NOT over - specialize too early

Long-term objectives?– ‘Drawing the line in the sand’?

– What is the ‘goal’ for the ‘end product’?

– Life skills?