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The Best Form of Athletic Development for Children
Emma Friend
Children’s Reasons for Participating in Sport
• To have fun • To improve skills • To be with friends • To be part of a team • To experience excitement • To receive rewards• To win • To become physically fit
(Wankel & Kreisel, 1985)
Côté - Developmental Model of Sports Participation
Early specialisation
1. The specialising/investment years
Early diversification
1. The Sampling years
2. The Specialising years
3. The investment years
Sampling Years
Deliberate play!
Many sports
Backyard sport
Relaxed rules
6-12yrs
Côté - Developmental Model of Sports Participation
Early specialisation
1. The specialising years
2. The investment years
Early diversification
1. The Sampling years
2a. The recreational years
2b. The Specialising years
3. The investment years
Recreational Years
Social/recreational interest
Low levels of deliberate practice
Age-appropriate competition
12+ yrs
Specialising Years
Fewer sports
Deliberate practice
Skill development
13-15yrs
Investment Years
One distinct sport
Performance
Specific training
16+ yrs
Balyi - Long Term Athlete Development
Early Specialisation Model
1. Training to train
2. Training to complete
3. Training to win
4. Retirement/Retainment
Late Specialisation Model
1.Fundamentals
2.Learning to train
3. Training to train
4.Training to complete
5.Training to win
6.Retirement/Retainment
FUNdamentals
Enjoyment!
Many sports
Fun games and activities
Boys: 6-9yrs Girls: 5-8yrs
Learning to Train
General sports skills
Knowledge of sports related areas
Enjoyment
Boys: 9-12yrsGirls: 8-11yrs
Training to Train
Physical capabilities
Sports specific skills
Competition specific training
Competition
Boys: 12-16yrsGirls: 11-15yrs
Training to Compete
Performance and Competition!
Technical and tactical skills
Other aspects
Boys: 16-18yrsGirls: 15-17yrs
Training to Win
Performance!
Major competitions
Competition focused training
Boys: 18+ yrsGirls: 17+ yrs
Retirement/Retainment
Coaching
Officiating
Administration
How much Sports Specific Training is Enough?
The Effects of Specialisation on Athletic Development
Physiological Perspective for Elite Success
Late Specialisation
• Increase in strength • Increase in speed and agility• Improved cardiovascular endurance • Improved gross motor coordination and
balance
Physiological Perspective Cont.
Early Specialisation
• Increase risk of over training • Increase risk of over use injuries • Over training – may cause problems to
growth, stunted growth, and problems with epithseal growth plates
Psychological Perspective
Late Specialisation
• Development of game sense • Development of automatic decision making • Fosters positive peer relationships • Development of life skills • Helps develop multiple coping strategies
needed in different sports
Psychological Perspective
Early Specialisation
• Decrease intrinsic motivation • Increase risk of dropout • Increase risk of athletic burnout
Summary
• Reasons for participation • Côté - Developmental Model of Sports
Participation • Balyi – Long Term Athlete Development
Model • Physiological Perspective • Psychological Perspective
References • Bailey, R., Collins, D., Ford, P., Macnamara, Á., Toms, M. & Pearce G.
(2010). Participant development in sport: An academic review. Pg101. • Baker, J. (2003). Early specialisation in youth sport: a requirement for
adult expertise? High Ability Studies. 14(1)• Baker, J., Cobley, S. & Fraser-Thomas J. (2009). What do we know about
early sport specialization? Not much. High Ability Studies. 20(1):77-90. • Baker, J., Cote, J. & Abernethy, B. (2003) Sport-specific practice and the
development of expert decision-making in team ball sports. Journal of Applied Sports Psychology. 15(1):12-25.
• Callender, S. (2010). The early specialisation of youths in sport. Athletic Training & Sports Health Care: The Journal for the Practicing Clinician. 2(6): 255-258.
• Cote, J., Lidor, R. & Hackfort D. (2009). ISSP position stand: to sample or to specialise? Seven postulates about youth sport activities that lead to continued participation and elite performance. International Journal of Sports and Exercise Psychology. 7(1):11-18.
References Continued • Fransen, J., Pion, J., Vandendriessche, J., Vandorpe, B., Vaeyens, R., Lenoir, M. &
Philippaerts, R. (2012). Differences in physical fitness and gross motor coordination in boys aged 6-12 years specializing in one verses sampling more than one sport. Journal of Sports Sciences. 30(4):379-387.
• Stanlan, T. K., Babkes, M. I. & Scanlan, L. A, (2005), Participation in sport; A developmental glimpse at emotion. In J. L. Mahoncy, R. W. Larson. &J.S, ticles (ííls.). Organized activities as contexts nf dn-elupmetit (pp. 275-.1Í0). Mahwah, NJ: Uicrance Erlbiums, Inc., Publishers.
• Wankel, L. M. & Kreisel, P. S. J. (1985). Factors underlying enjoyment of youth sports: Sport and age group comparisons . Journal of Sports Psychology. 7:51-64.
• Wiersma, L. (2000). Risks and benefits of youth sport specialisation: perspectives and recommendations. Pediatric Exercise Science. 12(1):13-22.
• Yoo, |. (2001) CÀjping Protile of Korean Competitive Athletes. International Journal of Sport of Sport Psychology. 32 (2)0-03.
Picture References Images were either sourced via creative commons or my own personal images.
Pictures on title page (clockwise from top left) • “Golf Thursdays” by chispita_666• “Silhouettes” by Tezza #• “Sunny Saturday at the Park” by chispita_666• “Where Amazing Happens” by N. Calzas• “Balls” by teachernz• “Tennis ball” by Cory Schadt
Slide 23 • “Podium Renault World Series 3.5” by Marz Photography
Slide 24 • “Primary School Children, Sports Day” by Anthea Sieveking