sports coaching pedagogy
DESCRIPTION
Presentation for Sports coaching and pedagogy 2013 semester 1. By Daniel Scroope. u3038907TRANSCRIPT
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Sports Coaching PedagogyLong-Term Athlete Development (Balyi) Presentation
Daniel Scroope U3038907
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Background
Different Models of LTAD
Classical
- 4 stages child, juvenile, junior and adult
- Basic, Intermediate, advanced and elite
- Training and competition ratios
Contemporary (Balyi)
- Moving scales of chronological/skeletal age
- Early and late specialisation models
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Main Goals of a LTAD
Improve elite performance
Lifelong participation in sport
Physical literacy
A means of talent identification
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Balyi
Active Start
FUNdamentals
Learning to train
Training to train
Training to compete
Training to win
Active for life
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Active Start
Ages 0-6
Enhances development of brain functions
Helps build confidence and self esteem
Helps build the body
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FUNdmentals
Ages males 6-9 yrs females 6-8 yrs
Important for motor devlopment
Exposure to game-sense
Structured fun
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Learning to train
Males 9-12 yrs, females 8-11
Aim: More overall skills devlopment
Basic sports skills should be learned before moving to next phase
Training to competition ratio 80:20
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Training to train
Males 12-16yrs, females 11-15yrs
Aim: Teach athlete how to train for their sport
Learn how to train for specific sports
Learn basic technical and tactical skills
Training to competition ratio 60:40
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Training to compete
Male 14-18yrs, females 13-17
High intensity sport specific training year round
Learn how to perform all skills under a variety of competitive conditions
Special emphasis on optimum preparation by modelling and through competition
Training to competition ratio up to 50:50
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Training to win
Males 18+, females 17+
All physical, tactical technical and ancillary capacities fully established
Focus on optimising performance
Training to peak for major competitions
Training to competition ratio 25:75
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Active for life
Athlete continues to enjoy the sport
Return knowledge and experience to sport
Profitable return on sport’s investment
Variety of roles available
Team – Coach, manager, development
• Administration – administrator, marketing
• Media
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Importance of the Study
Development of athletes
Important for the health and well being
Teaches physical literacy and basic movement skills
Ensures athletes are taught correctly during their ‘window’ of accelerated adaption.
Great for development of social skills
Provides a planning tool to optimise performance
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Evaluation of research
Provides a structure for LTAD
Individualisation due to different maturation rates.
Better educated coaches
Need more research on the effectiveness of LTAD’s, time constraints create a barrier for immediate results.
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Practical application
Helps athletes achieve peak performance
Simple guidelines for all stakeholders
Broad application, not just for elite athletes, helps people live healthy active lives
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Further research
How better to improve coaches, focus on early stages of Balyi’s model.
Have better coaching education programs.
LTAD’s need to continuously be evaluated and reviewed.
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Conclusions
Balyi’s LTAD model is a great tool and should be adopted by all sporting organisations.
Improvement by individualisation
Provide similar model for coaches
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Discussion
How can we implement the LTAD model into more sports?
Governing bodies of sporting organisations without an LTAD need to implement one.
Is there a way that Bayli’s model can be adapted to coaches, umpires and referee’s?
Need to get coaches, umpires and referees following a similar model so as their development aligns with athletes
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References
(1) The long term athlete development model - what's it worth? Modern Athlete & Coach 2012 01;50(1):41-42.
(2) Canada's Long-term Athlete Development Model. INPUT Newsletter 2011 01:1-3.
(3) Holmick E, Armstrong J. Athlete Centred Coach Development Pathway. Australian government, Australian Sports Commission. Found at http://www.ausport.gov.au/__data/assets/pdf_file/0011/337655/Athlete_Centred_Coach_Development_Pathway_-_Emery_Holmik_and_John_Armstrong,_ASC.pdf
(4) Long-Term Player Development. Soccer Journal 2010 Jul;55(4):48-50.
(5) FORD P, CROIX MDS, LLOYD R, MEYERS R, MOOSAVI M, OLIVER J, et al. The Long-Term Athlete Development model: Physiological evidence and application. J Sports Sci 2011 02/15;29(4):389-402.
(6) 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 2010 09;5(3):403-406.
(7) Lang M, Light R. Research Notes: Interpreting and Implementing the Long Term Athlete Development Model: English Swimming Coaches' Views on the (Swimming) LTAD in Practice. International Journal of Sports Science & Coaching 2010 09;5(3):389-402.
(8) Larsen L. Long-Term Athlete Development (LTAD). HorseLife Magazine 2008 Sep:44-45.
(9) Norris SR. Long-Term Athlete Development Canada: Attempting System Change and Multi-Agency Cooperation. Current Sports Medicine Reports (American College of Sports Medicine) 2010 Nov;9(6):379-382.
(10) Rhodes J. Long-term Athlete Development. Sword 2010 10:21-22.