ltad 1 - overview
DESCRIPTION
An overview of Long-term athlete development (LTAD)TRANSCRIPT
Long-Term Athlete Development LTAD Origins & its Principles
Aims
Aims
• Discuss what LTAD is
Aims
• Discuss what LTAD is
• Explore the origins of LTAD
Aims
• Discuss what LTAD is
• Explore the origins of LTAD
• Discuss the underlying principles
Aims
• Discuss what LTAD is
• Explore the origins of LTAD
• Discuss the underlying principles
• Alternative models
What is LTAD
What is LTAD• LTAD is about achieving optimal training, competition
and recovery throughout a player’s career
What is LTAD• LTAD is about achieving optimal training, competition
and recovery throughout a player’s career
• LTAD should be related to the important maturation years of young people
What is LTAD• LTAD is about achieving optimal training, competition
and recovery throughout a player’s career
• LTAD should be related to the important maturation years of young people
• It is player-centered
What is LTAD• LTAD is about achieving optimal training, competition
and recovery throughout a player’s career
• LTAD should be related to the important maturation years of young people
• It is player-centered
• Focuses upon episodes and performance over the long term rather than focusing on winning as a short term objective
What is LTAD• LTAD is about achieving optimal training, competition
and recovery throughout a player’s career
• LTAD should be related to the important maturation years of young people
• It is player-centered
• Focuses upon episodes and performance over the long term rather than focusing on winning as a short term objective
• An LTAD approach is about encouraging all players, whatever their talents and motivation, to achieve their full athletic potential
THE AIM OF LTAD
THE AIM OF LTAD
PHYSICAL LITERACY
THE AIM OF LTAD
PHYSICAL LITERACY
LIFELONG PARTICIPATION
THE AIM OF LTAD
PHYSICAL LITERACY
IMPROVED PERFORMANCE
LIFELONG PARTICIPATION
WHY DO WE NEED LTAD
WHY DO WE NEED LTAD
•Attract people to sport & retain them
WHY DO WE NEED LTAD
•Attract people to sport & retain them
• Identify gaps in the current system and establish a clear player pathway
WHY DO WE NEED LTAD
•Attract people to sport & retain them
• Identify gaps in the current system and establish a clear player pathway
• Provide integrated effective and enjoyable programmes for developing and performing players
WHY DO WE NEED LTAD
•Attract people to sport & retain them
• Identify gaps in the current system and establish a clear player pathway
• Provide integrated effective and enjoyable programmes for developing and performing players
• Provide a planning tool to optimise performance
WHY DO WE NEED LTAD
•Attract people to sport & retain them
• Identify gaps in the current system and establish a clear player pathway
• Provide integrated effective and enjoyable programmes for developing and performing players
• Provide a planning tool to optimise performance
• Achieve the goals outlined in the sport England & UK sport development and performance plans
WHY DO WE NEED LTAD
WHY DO WE NEED LTAD
Sport specific observations for some sports:
WHY DO WE NEED LTAD
Sport specific observations for some sports:
• Poor results at major championships
WHY DO WE NEED LTAD
Sport specific observations for some sports:
• Poor results at major championships
• Inconsistent international performances
WHY DO WE NEED LTAD
Sport specific observations for some sports:
• Poor results at major championships
• Inconsistent international performances
• Competition based programmes rather than training based programmes
WHY DO WE NEED LTAD
Sport specific observations for some sports:
• Poor results at major championships
• Inconsistent international performances
• Competition based programmes rather than training based programmes
• Little emphasis on skill development
WHY DO WE NEED LTAD
Sport specific observations for some sports:
• Poor results at major championships
• Inconsistent international performances
• Competition based programmes rather than training based programmes
• Little emphasis on skill development
• Only a few professional coaches
WHY DO WE NEED LTAD
Sport specific observations for some sports:
• Poor results at major championships
• Inconsistent international performances
• Competition based programmes rather than training based programmes
• Little emphasis on skill development
• Only a few professional coaches
• High drop out at certain ages
The Origins of LTAD
The Origins of LTAD
• Balyi (1990) Discusses Long-Range planning in athletic performance, annual and quadrennial planning in the Canadian Men’s alpine skiing.
The Origins of LTAD
• Balyi (1990) Discusses Long-Range planning in athletic performance, annual and quadrennial planning in the Canadian Men’s alpine skiing.
• Balyi (2001) Discusses LTAD within a sporting system
The Origins of LTAD
• Balyi (1990) Discusses Long-Range planning in athletic performance, annual and quadrennial planning in the Canadian Men’s alpine skiing.
• Balyi (2001) Discusses LTAD within a sporting system
• Balyi (2004) LTAD, Trainability in childhood, windows of opportunity and optimum trainability
The Principles of LTAD
The Principles of LTAD
• LTAD is related to what he calls ‘the ten key factors to performance”
The Principles of LTAD
• LTAD is related to what he calls ‘the ten key factors to performance”
• Developing pathways to success
Why is there a need for Pathways?
Why is there a need for Pathways?
• Tool for planning
Why is there a need for Pathways?
• Tool for planning
• Defines competition, Training and other demands at each stage
Why is there a need for Pathways?
• Tool for planning
• Defines competition, Training and other demands at each stage
• Guides NGB’s, Athletes and coaches.
Why is there a need for Pathways?
• Tool for planning
• Defines competition, Training and other demands at each stage
• Guides NGB’s, Athletes and coaches.
• Identifies barriers along the way
Why is there a need for Pathways?
• Tool for planning
• Defines competition, Training and other demands at each stage
• Guides NGB’s, Athletes and coaches.
• Identifies barriers along the way
• To monitor and nurture
Why is there a need for Pathways?
• Tool for planning
• Defines competition, Training and other demands at each stage
• Guides NGB’s, Athletes and coaches.
• Identifies barriers along the way
• To monitor and nurture
• To maximise potential
Why is there a need for Pathways?
• Tool for planning
• Defines competition, Training and other demands at each stage
• Guides NGB’s, Athletes and coaches.
• Identifies barriers along the way
• To monitor and nurture
• To maximise potential
• Limit waste (talent and time)
10 KEY FACTORS
10 KEY FACTORS
1.The 10 year rule
10 KEY FACTORS
1.The 10 year rule2.The FUNdamentals
10 KEY FACTORS
1.The 10 year rule2.The FUNdamentals3.Specialisation
10 KEY FACTORS
1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age
10 KEY FACTORS
1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability
10 KEY FACTORS
6.Physical, mental, cognitive and emotional development
1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability
10 KEY FACTORS
6.Physical, mental, cognitive and emotional development7.Periodisation
1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability
10 KEY FACTORS
6.Physical, mental, cognitive and emotional development7.Periodisation8.Competition planning
1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability
10 KEY FACTORS
6.Physical, mental, cognitive and emotional development7.Periodisation8.Competition planning9.System alignment and integration
1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability
10 KEY FACTORS
6.Physical, mental, cognitive and emotional development7.Periodisation8.Competition planning9.System alignment and integration10.Continuous improvement
1.The 10 year rule2.The FUNdamentals3.Specialisation4.Developmental Age5.Trainability
Any Questions?
Alternative Models
Belov (1995) Stages of Development (Artistic Gym)
Belov (1995) Stages of Development (Artistic Gym) • General Preparation
Belov (1995) Stages of Development (Artistic Gym) • General Preparation
• Initial Technical Preparation
Belov (1995) Stages of Development (Artistic Gym) • General Preparation
• Initial Technical Preparation
• Specialised Perfection
Belov (1995) Stages of Development (Artistic Gym) • General Preparation
• Initial Technical Preparation
• Specialised Perfection
• Elite
Belov (1995) Stages of Development (Artistic Gym) • General Preparation
• Initial Technical Preparation
• Specialised Perfection
• Elite
• End of Competitive cover
Thumm (1987) Long Term Structure of Training(Athletics)
Phase Duration Age Goals & Characteristics
1 Basic Training 4-5 yrs 9-14 Acquisition of general athletic movements
2 Build up Training 3-4 yrs 15-18 Introduction of suitable competitive eventImprovement of the movement, techniqueRough differentiation into sprint, Middle
distance and long distanceThrowing, Jumping or Multiple events.
3 Top Level Training 6-10 years 19+ Mastery of technique, realisation of conditionalco-ordination and psychological
potential.
Holm(1987) Development stages for Tennis Players
Stages Biomotor Abilities Age (Years)Boys Girls
Pre-Competition Dexterity/Co-ordination 6-10 6-106-10 years
Overall Flexibility emphasised 13 1211-14 years
Specific Speed/Agility15-18 years Acceleration 12-14 10-12
Slalom 13 11Interval Training 15 13
High Performance Strength18+ Stage 1- Improve neuromuscular co-ordination 10-14 10-12
Stage 2 – Increase muscle mass 15-16 13-15Stage 3 –Develop maximal strength and Endurance 17-18 16-17Aerobic CapacityCommence Training 12-14 11-13Endurance Max 17-18 16-17
Platanov(1988) 5 stages of Athletic Development
Preparation
Stages General Complementary Specific Annual Training Load(Hours)
Initial 50% 45% 5% 100-250 hrsBasic 35% 50% 15% 350-500 hrsSpecific Base 20% 40% 40% 600-800 hrsMaximisation 15% 25% 60% 900-1100 hrsMaintenance 10% 25% 65% 1200-1400 hrs
Multi-year Build up Training (Arbeit, 1998)
Training Phase Duration Age Structure of Sport PromotionGirls Boys
Basic Training 7-11yrs 8-13 yrs Training centres in sports groups(BT)
Build up Training 12-15yrs 14-16 yrs(BUT)
High Performance 18+ yrs 19+ yrsTraining (HPT)
Physical stages of Development (Arbeit, 1998)
Male
Early Late 1st 2ndPre-school School School Puberal Puberal
Phase Phase
Age 6 8 9 10 11 12 13 14 15 16 17 18
Pre-school Early Late School School
1st 2nd Puberal Puberal Phase Phase
Female
Why Balyis’ LTAD?
Why Balyis’ LTAD?• Young athletes under train and over-compete
Why Balyis’ LTAD?• Young athletes under train and over-compete
• Adult competition superimposed on young athletes
Why Balyis’ LTAD?• Young athletes under train and over-compete
• Adult competition superimposed on young athletes
• Adult training superimposed on young athletes
Why Balyis’ LTAD?• Young athletes under train and over-compete
• Adult competition superimposed on young athletes
• Adult training superimposed on young athletes
• Male programmes superimposed on females
Why Balyis’ LTAD?• Young athletes under train and over-compete
• Adult competition superimposed on young athletes
• Adult training superimposed on young athletes
• Male programmes superimposed on females
• Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
Why Balyis’ LTAD?• Young athletes under train and over-compete
• Adult competition superimposed on young athletes
• Adult training superimposed on young athletes
• Male programmes superimposed on females
• Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
• Chronological age dominates rather than biological age
Why Balyis’ LTAD?• Young athletes under train and over-compete
• Adult competition superimposed on young athletes
• Adult training superimposed on young athletes
• Male programmes superimposed on females
• Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
• Chronological age dominates rather than biological age
• The ‘critical’ periods of accelerated adaptation are not fully utilised
Why Balyis’ LTAD?• Young athletes under train and over-compete
• Adult competition superimposed on young athletes
• Adult training superimposed on young athletes
• Male programmes superimposed on females
• Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
• Chronological age dominates rather than biological age
• The ‘critical’ periods of accelerated adaptation are not fully utilised
• Underachievement between 6-16 yrs cannot be fully overcome (athletes will never reach full genetic potential)
Why Balyis’ LTAD?• Young athletes under train and over-compete
• Adult competition superimposed on young athletes
• Adult training superimposed on young athletes
• Male programmes superimposed on females
• Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
• Chronological age dominates rather than biological age
• The ‘critical’ periods of accelerated adaptation are not fully utilised
• Underachievement between 6-16 yrs cannot be fully overcome (athletes will never reach full genetic potential)
• Best coaches work at the elite level
Why Balyis’ LTAD?• Young athletes under train and over-compete
• Adult competition superimposed on young athletes
• Adult training superimposed on young athletes
• Male programmes superimposed on females
• Training in the early years focuses on outcomes (winning) rather than the process (optimal training)
• Chronological age dominates rather than biological age
• The ‘critical’ periods of accelerated adaptation are not fully utilised
• Underachievement between 6-16 yrs cannot be fully overcome (athletes will never reach full genetic potential)
• Best coaches work at the elite level
• Coach/teacher education tends to neglect the growth, development and maturation of young people.
Early & Late Specialisation Sports
Early & Late Specialisation Sports
Athlete Development Models in Sport (Balyi & Hamilton, 1999):
Early & Late Specialisation Sports
Athlete Development Models in Sport (Balyi & Hamilton, 1999):
Early Specialisation Late Specialisation
Early & Late Specialisation Sports
Athlete Development Models in Sport (Balyi & Hamilton, 1999):
Early Specialisation Late Specialisation
Early & Late Specialisation Sports
Athlete Development Models in Sport (Balyi & Hamilton, 1999):
Early Specialisation Late Specialisation
Train to Train
Train to Compete
Train to Win
Retirement
Early & Late Specialisation Sports
Athlete Development Models in Sport (Balyi & Hamilton, 1999):
Early Specialisation Late Specialisation
Train to Train
Train to Compete
Train to Win
Retirement
FUNdamental Stage
Training to Train
Training to Compete
Training to Win
Retirement
Early and Late Sports
Early and Late Sports• Gymnastics
Early and Late Sports• Gymnastics
• Rhythmic Gym
Early and Late Sports• Gymnastics
• Rhythmic Gym
• Figure Skating
Early and Late Sports• Gymnastics
• Rhythmic Gym
• Figure Skating
• Diving
Early and Late Sports• Gymnastics
• Rhythmic Gym
• Figure Skating
• Diving
• Golf?
Early and Late Sports• Gymnastics
• Rhythmic Gym
• Figure Skating
• Diving
• Golf?
• Table Tennis?
Early and Late Sports• Gymnastics
• Rhythmic Gym
• Figure Skating
• Diving
• Golf?
• Table Tennis?
• Fencing?
Early and Late Sports• Gymnastics
• Rhythmic Gym
• Figure Skating
• Diving
• Golf?
• Table Tennis?
• Fencing?
• Swimming (Age 8)
Early and Late Sports• Gymnastics
• Rhythmic Gym
• Figure Skating
• Diving
• Golf?
• Table Tennis?
• Fencing?
• Swimming (Age 8)
• All other sports
Maximise Potential
Maximise Potential
Aerobic Development
Maximise Potential
Aerobic Development
• Onset PHV contributes to accelerated adaptation in Aerobic system (Peak Aerobic Velocity-PAV).
Maximise Potential
Aerobic Development
• Onset PHV contributes to accelerated adaptation in Aerobic system (Peak Aerobic Velocity-PAV).
• Aerobic programmes Females 10-14yrs / Males 12-16yrs
Maximise Potential
Aerobic Development
• Onset PHV contributes to accelerated adaptation in Aerobic system (Peak Aerobic Velocity-PAV).
• Aerobic programmes Females 10-14yrs / Males 12-16yrs
• Training should be based on biological maturation to avoid Under / Overtraining.
Maximise Potential
Aerobic Development
• Onset PHV contributes to accelerated adaptation in Aerobic system (Peak Aerobic Velocity-PAV).
• Aerobic programmes Females 10-14yrs / Males 12-16yrs
• Training should be based on biological maturation to avoid Under / Overtraining.
• Kids VO max peaks after onset of PHV - (Females 12-15yrs/Males 14-16 yrs)
Strength Development
Strength Development
• Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
Strength Development
• Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
• Critical window of accelerated adaptation to strength training:
Strength Development
• Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
• Critical window of accelerated adaptation to strength training:
• Window 1 for females immediately after PHV
Strength Development
• Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
• Critical window of accelerated adaptation to strength training:
• Window 1 for females immediately after PHV
• Window 2 for females with the onset of menarche
Strength Development
• Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
• Critical window of accelerated adaptation to strength training:
• Window 1 for females immediately after PHV
• Window 2 for females with the onset of menarche
• 12-18 months after PHV for Males
Strength Development
• Children are as trainable as adults in relation to strength gains, however mainly relative strength improvements
• Critical window of accelerated adaptation to strength training:
• Window 1 for females immediately after PHV
• Window 2 for females with the onset of menarche
• 12-18 months after PHV for Males
• Critical periods of accelerated adaptation will occur towards the end and immediately after PHV for females and 12-18 months after PHV for males.
Speed
Speed
• Always trainable declines with age
Speed
• Always trainable declines with age
• Peak Speed Velocity (PSV) involves two windows of accelerated adaptation
Speed
• Always trainable declines with age
• Peak Speed Velocity (PSV) involves two windows of accelerated adaptation
• Females (Window 1)6-8 yrs and (Window 2)11-13 yrs
Speed
• Always trainable declines with age
• Peak Speed Velocity (PSV) involves two windows of accelerated adaptation
• Females (Window 1)6-8 yrs and (Window 2)11-13 yrs
• Males (Window 1)7-9 yrs and (Window 2)13-16 yrs
Speed
• Always trainable declines with age
• Peak Speed Velocity (PSV) involves two windows of accelerated adaptation
• Females (Window 1)6-8 yrs and (Window 2)11-13 yrs
• Males (Window 1)7-9 yrs and (Window 2)13-16 yrs
• Window 1 – Agility Quickness window
Speed
• Always trainable declines with age
• Peak Speed Velocity (PSV) involves two windows of accelerated adaptation
• Females (Window 1)6-8 yrs and (Window 2)11-13 yrs
• Males (Window 1)7-9 yrs and (Window 2)13-16 yrs
• Window 1 – Agility Quickness window
• Window 2 – Anaerobic alactic power and capacity window
Skills
Skills
• Always trainable but declines with age
Skills
• Always trainable but declines with age
• Peak Motor Co-ordination Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males)
Skills
• Always trainable but declines with age
• Peak Motor Co-ordination Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males)
Skills
• Always trainable but declines with age
• Peak Motor Co-ordination Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males)
Focus should be on the development of:
Skills
• Always trainable but declines with age
• Peak Motor Co-ordination Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males)
Focus should be on the development of:
ABC’s of Athletics
Skills
• Always trainable but declines with age
• Peak Motor Co-ordination Velocity (PMCV) accelerated adaptation achieved from 8-11yrs(Females) and 9-12yrs (Males)
Focus should be on the development of:
ABC’s of Athletics
Empirical / Practical Observations
Empirical / Practical Observations
• Missing the windows of trainability?
Empirical / Practical Observations
• Missing the windows of trainability?
• Skill and Fitness deficit!
Empirical / Practical Observations
• Missing the windows of trainability?
• Skill and Fitness deficit!
• Athletes will never reach genetic potential
Empirical / Practical Observations
• Missing the windows of trainability?
• Skill and Fitness deficit!
• Athletes will never reach genetic potential
Empirical / Practical Observations
• Missing the windows of trainability?
• Skill and Fitness deficit!
• Athletes will never reach genetic potential
“Most authors agree that the sensitive skill learning period is between 9 and 12 years”
Empirical / Practical Observations
• Missing the windows of trainability?
• Skill and Fitness deficit!
• Athletes will never reach genetic potential
“Most authors agree that the sensitive skill learning period is between 9 and 12 years”
In Sports Coach, Australia. Vol 20. No 64, Summer, 1998, pg 25-27.
Empirical / Practical Observations
• Missing the windows of trainability?
• Skill and Fitness deficit!
• Athletes will never reach genetic potential
“Most authors agree that the sensitive skill learning period is between 9 and 12 years”
In Sports Coach, Australia. Vol 20. No 64, Summer, 1998, pg 25-27.
To Monitor and Nurture
To Monitor and Nurture
• We make or break an athlete during the learning to train and training to train stages.
To Monitor and Nurture
• We make or break an athlete during the learning to train and training to train stages.
To Monitor and Nurture
• We make or break an athlete during the learning to train and training to train stages.
‘Shortcomings or deficits in skills and fitness that are not detected and corrected during these 2 stages cannot be
fully corrected later.’
To Monitor and Nurture
• We make or break an athlete during the learning to train and training to train stages.
‘Shortcomings or deficits in skills and fitness that are not detected and corrected during these 2 stages cannot be
fully corrected later.’
Balyi and Hamilton, 2002
To Monitor and Nurture
• We make or break an athlete during the learning to train and training to train stages.
‘Shortcomings or deficits in skills and fitness that are not detected and corrected during these 2 stages cannot be
fully corrected later.’
Balyi and Hamilton, 2002
Early Years (Bloom et al, 1985)
Early Years (Bloom et al, 1985)
For eventual elite players this period was characterised by:
Early Years (Bloom et al, 1985)
For eventual elite players this period was characterised by:
• ‘trying out’ different sports
Early Years (Bloom et al, 1985)
For eventual elite players this period was characterised by:
• ‘trying out’ different sports
• Not participation in focus sport year round
Early Years (Bloom et al, 1985)
For eventual elite players this period was characterised by:
• ‘trying out’ different sports
• Not participation in focus sport year round
• Fun and enjoyment driving involvement in other sports
Early Years (Bloom et al, 1985)
For eventual elite players this period was characterised by:
• ‘trying out’ different sports
• Not participation in focus sport year round
• Fun and enjoyment driving involvement in other sports
• No specific age was given for this (2-4 years period) to start or end
Early Years (Bloom et al, 1985)
For eventual elite players this period was characterised by:
• ‘trying out’ different sports
• Not participation in focus sport year round
• Fun and enjoyment driving involvement in other sports
• No specific age was given for this (2-4 years period) to start or end
Middle Years (Bloom et al, 1985)
Middle Years (Bloom et al, 1985)
Transition from early years was marked by:
Middle Years (Bloom et al, 1985)
Transition from early years was marked by:
• Increased specialisation in main sport with more practice time
Middle Years (Bloom et al, 1985)
Transition from early years was marked by:
• Increased specialisation in main sport with more practice time
• Players began to view themselves as (tennis) players
Middle Years (Bloom et al, 1985)
Transition from early years was marked by:
• Increased specialisation in main sport with more practice time
• Players began to view themselves as (tennis) players
• Focus of coaching changed to technical and strategic
Late Years (Bloom et al, 1985)
Late Years (Bloom et al, 1985)Middle to late years:
Late Years (Bloom et al, 1985)Middle to late years:
• Decision to play full-time & decrease in other activities
Late Years (Bloom et al, 1985)Middle to late years:
• Decision to play full-time & decrease in other activities
• Further increase in training time & commitment to main sport
Late Years (Bloom et al, 1985)Middle to late years:
• Decision to play full-time & decrease in other activities
• Further increase in training time & commitment to main sport
• Focus of activity changes to competitive, performance measures
Late Years (Bloom et al, 1985)Middle to late years:
• Decision to play full-time & decrease in other activities
• Further increase in training time & commitment to main sport
• Focus of activity changes to competitive, performance measures
Any Questions?
Summary
Summary• LTAD is about achieving optimal
training, competition and recovery throughout a player’s career
Summary• LTAD is about achieving optimal
training, competition and recovery throughout a player’s career
• LTAD should be related to the important maturation years of young people
Summary• LTAD is about achieving optimal
training, competition and recovery throughout a player’s career
• LTAD should be related to the important maturation years of young people
• It is player-centered
Summary• LTAD is about achieving optimal
training, competition and recovery throughout a player’s career
• LTAD should be related to the important maturation years of young people
• It is player-centered
• Focuses upon episodes and performance over the long term rather than focusing on winning as a short term objective
Summary• LTAD is about achieving optimal
training, competition and recovery throughout a player’s career
• LTAD should be related to the important maturation years of young people
• It is player-centered
• Focuses upon episodes and performance over the long term rather than focusing on winning as a short term objective
• An LTAD approach is about encouraging all players, whatever their talents and motivation, to achieve their full athletic potential