A essay that critically discusses current theory/practice of developing young performers (8-16 years old) in a sport of your choice. In particular, you should refer to relevant theoretical frameworks/models for developing performers in sport.

1. Foundation Degree in Sports Coaching
Assignment 1 –
Developing Young
Performers
SPO001-2 Coaching for Development
Carl Page (1008889)
University of Bedfordshire
Mr. D Burns

2. SPO001-2 Coaching for Development
Contents
Introduction ................................................................................................................ 1
Review of Literature ................................................................................................... 1
Conclusion ................................................................................................................. 7
Bibliography ............................................................................................................... 8
Appendices .............................................................................................................. 19
Introduction
It can be said that there is a need to examine the present development models for
improving young athletes aged 8-16 years, particularly in the development of
footballers. Through focusing on a Long Term Athlete Development (LTAD)
approach (Balyi, 1990) it is possible to examine how specific stages such as
‘learning to train’ and ‘training to train’ can have an impact on the development of
young performers in specific sports.
Review of Literature
Simon (2003) suggests "It takes 10 years of extensive training to excel in anything"
(Appendix 2). In this there is no quick way if these top stages are to be attained and
continued (Bloom 1985, Ericsson et. al., 1993, Ericsson and Charness, 1994). This
means that young performer’s development works out at somewhat just above three
hours a day of training for ten years. (Salmela, 1998).
Nevertheless Long Term Athlete Development was created in early 1990’s by sport
scientist Dr. Istvan Balyi (Lang, M. & Light, R., 2010). It is one of a “number of
approaches that focus on key, common principals of individual development, which
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3. SPO001-2 Coaching for Development
has helped sports organisations to consider good practice in long term planning for
young athletes” (Stafford, 2005). Consequently The Football Association produced
with Sport England and Dr. Istvan Balyi (Appendix 5), to generate several of the
advantages of LTAD model (Simmons 2005). Hence The FA developed the Long
Term Player Development approach which lets people know how to work with
performers who differ in gender, age and ability in football. Since is defined by
Dictionary of Sport and Exercise Science (2006) as “A model that explains sport
specific best practice for a serious athlete at each stage of skills learning”.
The four-stage model of LTAD was next developed from the five stages during 2001
to the current six stages created in 2004. Even so sports can commonly be
categorised as either early specialisation or known as late specialisation sports.
Late specialisation sports such as all team sports, the importance through the main
two stages of training has to involve the performer’s technical tactical skills and the
development of their general motor. As early specialisation sports involve a four-phase
model, whilst the late specialisation sports require a six-stage model.
Stages of the LTAD
2001: Five-stage model (early
specialisation)
2004: Six-stage model (late
specialisation)
FUNdamentals FUNdamentals
Learning to train Learning to train
Training to train Training to train
Training to compete Training to compete
Training to win Training to win
Recruit, retain, retrain throughout life
Table 1. Stafford-Brown BTEC Level 3 National Sport: Performance & Excellence
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4. SPO001-2 Coaching for Development
Stage 2: Learning to Train. 9–12 (Males) 8–11 (Females) Objective: To learn
fundamental sport skills. This stage also encourages faster adjustment to motor
coordination. As start to learn the basics of all physical development found in
common sports skills. Additional development is made to performer’s stamina
because of game play and body-weight exercises. Through progress in the practise
common sports skills which enhance their fundamental movement skills too. Along
with the concept of games utilised these help focus on dissimilarities between
abilities and training age. Plus practice of the sport particular equipment used is
appropriate to the skill level and body size of participant.
The main qualities of this stage are:
Induction to psychological and physiological training.
Cognitive and emotional development
Basic tactics
Throwing, catching, jumping and running.
70% training: 25% competition. (Bailey et al 2010)
Stage 3: Training to Train 12–16 (Males) 11–15 (Females) Objective: To build fitness
and specific sport skills. However this stage creates aerobic training an importance
but supporting in skills, suppleness, strength and speed. Since puts emphasis on
flexibility drills expected due to quick growth. Furthermore applying skill recognition
to benefit young performers settles on two sports. Besides the performers will be
conditioned in regular competitive situations like practice games or drills which
involve competitiveness.
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5. SPO001-2 Coaching for Development
The important attributes of this stage are:
Perceptual skills
Fitness training
Detailed mental preparation
Training: competition ratio – 60:40 percent
Decision making
Post puberty
Detailed evaluation (Bailey et al 2010)
Peak Height Velocity (PHV) is used as an instrument to help mark growth. As by
checking growth velocity curves, identifying the scheduling and pace of growth; this
is important for coaches whilst training pre-pubertal and pubertal performers.
Therefore examining growth and tracking the young performer’s pattern of growth
this is able to assist coaches by determining how to modify their training, competition
and recovery programmes parallel to the velocity of growth. Although the training
ability of skill, speed and suppleness this is centred on their chronological age (Viru,
1995; Viru et al., 1998); Balyi & Ross, 2009a; Balyi & Ross, 2009b; Rushall, 1998).
For instance Graph’s 1&2 show the estimated timings of the “sensitive” stages of
procession in both genders. However the particular scheduling will differ as the
process of the participant’s start of Peak Height Velocity (PHV). The boxes which
have solid lines these represent responsive stages which are chronological age
recognised. Whilst the boxes with dotted lines they mean the responsive stages
which are on a “moving scale”. Consequently they will be connected to the start of
performers PHV. Peak Height Velocity and as growth slows (Balyi et al, 2005).
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6. SPO001-2 Coaching for Development
Graph 1. Females Windows of Accelerated Adaptation to Training
(Balyi and Way, 2005)
Graph 2. Males Windows of Accelerated Adaptation to Training
(Balyi and Way, 2005)
Whilst before the start of Peak Height Velocity both genders it is possible to exercise
jointly and their chronological age are able of using it to decide the training,
competition and recovery schedules. Yet the mean age for the start of PHV is twelve
for females and males is fourteen years old. Since the beginning of Peak Height
Velocity is stimulated by equally their genes and background factors. This can take
into account of the environment, ethnic inspirations and community atmosphere.
Along with the onset of PHV it is a reference occasion which delivers windows of
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7. SPO001-2 Coaching for Development
opportunity for developing young performer’s energy systems and their Central
Nervous System (CNS) regardless of the chronological age.
Hence the judgments of the training importance are able to define encouraging vital
training results. Accordingly performer’s periodisation will “react” to the relationships
of growth which specify the coaching programmes against handling decision making
on these vital issues. Since while preparing and aiming programmes for the ages of
8-16 years old their developmental age have to be utilised at the point of observation
opposing to their chronological age. Whereas the participant’s biological signs they
are able to identify the “critical” stages of trainability to take advantage of their speed,
strength, skill, stamina and suppleness in training.
Whilst problems with the sporting system on young footballers who are 8-16 years
old in England and around the world are firstly the percentages are higher for
competition to practice/training (Appendix 6.) Also the young performers will regularly
follow to adult match arrangements. These young performers will frequently perform
adult exercises/training tactics. Additionally in their developmental ages the
preparation/training typically places emphases on winning than the actual correct
execution of movements.
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8. SPO001-2 Coaching for Development
Conclusion
The Long-Term Athlete Development is used worldwide for a range of sports as their
model for training, competition and recovery phases. Since focus on the performers
developmental age and the maturing points instead of their chronological age. The
LTAD Model is in agreement with Physical Education in schools and various sports
curriculums. Since these help to offer chances for young performers 8-16 years old
to go through a multi-skill setting in advance of deciding their favourite sport.
Thus with current the National Occupational Standards for coaching included this so
that coaches design, deliver safe, supervised performer excellence. For instance the
“learning to train” and “training to train” as part of the Long-Term Athlete
Development incorporates a detailed plan for each stage. This plays a role to the
performer’s development of optimal performance throughout their adolescent.
Whilst at distinctive phases in their development children will reveal their physical,
mental, emotional and cognitive development which varies since occurs at
every stage of LTAD. As at each stage of Long-Term Athlete Development model
there are particular aims and objectives, these can be accomplished because of a
variety of delivery methods. Also through practice this aids in the planning an
optimal structure for various sports training phases.
However the sporting system issues I need to be aware of as a coach, these are
familiar worldwide with sports that use LTAD is:
The finest coaches are urged to be successful enough to reach the elite
stages of the sports pathway continuum.
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9. SPO001-2 Coaching for Development
As with the chronological age it affects the training and choice of players
instead of their biological ages.
Also with weak plans amongst the participants six to sixteen years old
consequence in them not being able to attain their genetic potential.
Therefore the supposed vital phases of enhanced familiarisation are not used
properly.
Subsequently as a coach the windows of opportunity it is very important by
observing the participants growth before, during and after their teenage growth spurt.
Thus I am capable of making them personalised programmes, these help to improve
the participant’s performance. Since from monitoring to adapting the training to work
ratio and recovery phases needed specifically for their long term development. As
whenever the young performers reach the ages of between eight and sixteen; I can
specifically develop their speed, strength, skill, stamina and suppleness training
more successfully because of their Central Nervous System.
Bibliography
Carl Page (1008889) Page 8 Foundation Degree in Sports Coaching
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Appendices
Appendix 1. Long Term Athlete Development - Systems & Solutions (Balyi).
Appendix 2. Long-Term Athlete Development: Trainability in Childhood and
Adolescence Windows of Opportunity, Optimal Trainability. By Istvan Balyi, Ph.D.,
National Coaching Institute British Columbia, Canada and Ann Hamilton, MPE
Advanced Training and Performance Ltd. Victoria, B.C., Canada.
Appendix 3. High Performance Clubs LTAD. Youth Sport Trust Written by David
Morley, Leeds Metropolitan University.
Appendix 4. A Shorter Guide to Long Term Athlete Development (LTAD) By Richard
Gordon ASA Coaching and Talent Development Co-ordinator.
Appendix 5. The FA’s Long-Term Player Development (LTPD) Model by Craig
Simmons.
Appendix 6. Long Term Player Development – Girls And Women’s Football By Brent
Carl Page (1008889) Page 19 Foundation Degree in Sports Coaching
Hills.
Appendix 7. Long Term Player Development Women’s and Girls’ Football An
Introductory Guide.