Sports coaching pedagogy

Sports Coaching PedagogyLong-Term Athlete Development (Balyi) Presentation

Daniel Scroope U3038907

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

Main Goals of a LTAD

Improve elite performance

Lifelong participation in sport

Physical literacy

A means of talent identification

Balyi

Active Start

FUNdamentals

Learning to train

Training to train

Training to compete

Training to win

Active for life

Active Start

Ages 0-6

Enhances development of brain functions

Helps build confidence and self esteem

Helps build the body

FUNdmentals

Ages males 6-9 yrs females 6-8 yrs

Important for motor devlopment

Exposure to game-sense

Structured fun

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

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

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

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

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

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

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.

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

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.

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

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

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.